Massachusetts Child Abuse Reporting Statute free essay sample

An examination of the youngster misuse revealing resolution of the territory of Massachusetts. This paper looks at the Massachusetts state law that requires obligatory detailing of sensible doubts of youngster maltreatment for specific people in places of power over kids. The paper portrays that no longer would teachers be able to defend that issues of misuse must be managed inside the home or by the youngster alone and educators should now report such signs or be dependent upon criminal and money related assents. The writer composes that the law gives that the individuals who watch our countries youngsters while they are outside of their parentshome must tell the administration if misuse is happening inside or outside the home. 'The administration of the law will demonstrate troublesome. Episodes of kid misuse are naturally private and view of such occurrences are abstract. Regardless of whether such occurrences really happened would be anyones surmise. Truth be told, regardless of whether an educator or manager really saw such kid misuse acts (clearly, really seeing a demonstration of maltreatment instead of simply presuming misuse would be uncommon) and neglected to report them, likely 99% of the time, nobody could ever know. We will compose a custom paper test on Massachusetts Child Abuse Reporting Statute or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page '

Peace in International Relations

Harmony in International Relations Acquaintance According with Marsden (2003), harmony can be characterized as the as a condition of open quietness or opportunity from war. This implies for harmony to win in a given open arrangement there must be tranquility started by the individuals from the general public or network alluded to as peacemakers.Advertising We will compose a custom paper test on Peace in International Relations explicitly for you for just $16.05 $11/page Learn More Impacts of International relations speculations on peacemaking and post-strife recuperation In worldwide relations, harmony can be clarified in three unique hypotheses which are: Realism Liberalism Constructivism Mac Ginty (2003) declares that the authenticity hypothesis focuses on the battle for power among various states and depicts the hardships in getting rid of contentions or wars. It majors on giving purposes behind war or government as it centers around rivalry for force or property among various states as it maintains the qualities o f American soviet competition. Radicalism, then again, advocates for an answer for harmony. It is through radicalism that there would be financial relationship among various states thus there would be no dangers on states’ flourishing. Progressivism is additionally worried about the majority rules system of a specific state (Hudson, 2005). Law based nations are said to advance harmony via doing more peacemaking exercises not at all like tyrant states (Marsden, 2003). Likewise, Liberalism is said to bring solidarity among various states as it advances the relationship of worldwide assets among various states. For example, the International Monetary Fund offers money related guide to various nations or states. The constructivist hypothesis then again advocates for valuable changes in states. For instance, an adjustment in the Marxist plan and the setting thought of free enterprise in the present world has caused improvement peacemaking activities. These three speculations have an extraordinary effect in the harmony making process portrayed underneath as they set up the pace for harmony making. Thomas and Tow (2002) attest, â€Å"They offer guidance as clear in the harmony keeping strategies on the best way to move toward clashes and resolve them in the end through the most suitable means†.Advertising Looking for article on universal relations? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Historical setting on the best way to end war It is because of the endeavors made by harmony keeping associations that brought the finish of the virus war in 1989. This was realized by the moving needs of people in various states. As I would see it, considering the way that war realized misfortunes and absence of time to perform useful commitments, it is consistently a smart thought to disregard the opposition for property or influence among states however support reliance among them. Langlois (2012) contends that war as a rule prompts annihilation of what individuals are battling for thus no advantage to any of the war parties. Harmony activities to end war or struggle It is normally a smart thought to concoct harmony tasks which are probably going to contribute emphatically in harmony keeping or harmony building. For instance, â€Å"Mission creep† was started in Somalia and Rwanda as a measure to quiet war. Hudson (2005) attests that in 2000, there was likewise a report on the board on the United Nations harmony tasks that was intended to advance harmony between nations. Singular duty Abass (2010) stands up that it is huge to take note of the move of harmony advancement from state hands to the hands of the person. People are supposed to be the prime objects of building up harmony between various districts. The conduct of people decide such a great amount on state quietness henceforth harmony begins from singular level to state’s level (Mac Ginty, 2003). This is as indicated by Int ernational Commission on Intervention and State Sovereignty (ICISS) report postponed in 2001 that calls upon people to practice harmony at singular level. Human security Human security is one of the most essential explanations behind harmony activities in a state. Note that human security is held as being crucial than the sway of the state. This is predominantly in light of the fact that people make up the state and without them the state can't exist (Burke, 2012). In this manner, it is critical to practice human security as a measure to accomplish harmony in a state. This can be accomplished by people utilizing radicalism in their tranquility making techniques.Advertising We will compose a custom paper test on Peace in International Relations explicitly for you for just $16.05 $11/page Learn More Human mediation to end war Dobbins (2005) recommends that so as to maintain a strategic distance from clashes or wars, human intercession ought to be utilized and keep away from military a ctivity except if war is the final hotel to illuminate the contention. Part VII of the UN Charter licenses utilization of military power by the universal network if quiet measures demonstrate lacking however they despite everything must be commanded by UNSC. In spite of the fact that there are numerous pundits to this assessment, it despite everything stays to be the most cognizant choice by numerous legislatures. Harmony ideas In the ideas of looking after harmony, the issue of demilitarization, retirement and reintegration (DDR) is intended to give security that supports harmony in a region. SSR (Security Sector Reform) is additionally engaged with making the correct structure for harmony keeping in the general public. Bellamy et al (2008) contend that the administration likewise takes up the commitment of keeping up harmony to its kin. Taking everything into account, it is critical to affirm that peacemaking is an essential job in the general public that ought to be elevated from individual to the state’s level for the monetary, social and strict advantages of the individuals. The speculations of correspondence additionally mean significance of peacemaking as they set a tone for harmony building. References Abass, A 2010, Protecting human security in Africa, Oxford University Press, Oxford. Bellamy, AJ et al. 2011, The obligation to ensure and worldwide law, Martinus Nijhoff Publishers, Leiden, Boston. Burke, A 2012, An Introduction to International Relations, Cambridge University Press, Cambridge. Dobbins, J 2005, The UNs job in country working: from the Congo to Iraq, RAND Corp, Santa Monica, CA.Advertising Searching for article on worldwide relations? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Hudson, H 2005, Doing’ Security just as Humans Matter’, Security Dialog, vol. 36, no. 2, pp. 155-174. Langlois, A 2012, ‘Human Rights’, in R Devetak, A Burke and J George (eds), An Introduction to International Relations, second edn, Cambridge University Press, Cambridge, pp.440-459. Macintosh Ginty, R, 2003, The Pre-War Reconstruction of Post-War Iraq, Third World Quarterly, vol. 24, no. 4, pp. 601-617. Marsden, P 2003, ‘Afghanistan: the recreation process’, International Affairs, vol. 79, no. 1, pp. 92â€104. Thomas, N Tow, WT 2002, The utility of human security: power and compassionate intercession, Security Dialog, vol. 33, no. 2, pp.177-192.

Angelo Badalamenti and Xxx Essay Example

Angelo Badalamenti and Xxx Essay Example Angelo Badalamenti and Xxx Essay Angelo Badalamenti and Xxx Essay I will consistently recall my last occasions. They were my longest occasions, and I feel that I figured out how to invest the energy. I delighted in a great deal with my companions, my family, and I met new individuals as well, since I was in better places throughout the mid year, and I needed to meet individuals all over. The primary spot I visited was xxx, a town close to xxx, since I was welcomed for certain days by a cousin who has a house there. I went with certain companions and cousins and we went through there only five days, however it was sufficient opportunity to need to return the following summer! We remained on the sea shore for quite a long time, in the mornings, simply lying and sleeping, taking enough vitality for the remainder of the day and for the evening! Around evening time, we went out until next morning. We moved, met individuals, strolled close to the sea shore while we watched the moon peacefully. Next, I went to xxx with my folks and my sister. In reality, I didn't go to xxx, I went to xxx. We remained there for four days, and it was extremely life-changing. At the point when I saw the recreation center, I opened my eyes the most I could and I didn't close them until the night at the apartman. I felt like a little youngster again Finally, I was in xxx. My folks searched for a truly loosening up time, and we were on the sea shore for certain days. There, we didn't visit anything, we were there just to rest. After those days, we returned to xxx, and, lamentably, we needed to begin our schedules once more

Introduction and Statement of Problem Research Paper - 9075 Words

Introduction and Statement of Problem (Research Paper Sample) Content: NameInstructorCourseDateIntroduction and Statement of ProblemIn a study involving handicapped students, researchers attempted to predict GPA from two demographic variables (sex and ethnicity) and two independent measured variables (interview score and contact hours) used in counseling and/or tutoring. A dummy variable for sex was taken as 1 = male, 2 = female. For ethnicity: 1 = African-American, 2 = Hispanic, and 3 = white, non-Hispanic. The data is shown in the table below.DATA TABLEStudents Ethnicity Sex Interview Hours GPA 1 1 2 11.0 4.0 5.50 2 1 2 10.0 5.0 4.10 3 1 2 12.0 73.0 5.00 4 1 2 11.5 68.0 4.22 5 1 2 10.8 82.0 5.00 6 1 1 12.5 72.5 5.00 7 1 1 9.5 64.0 4.60 8 1 1 9.5 78.0 4.25 9 1 1 8.0 64.0 4.00 10 1 1 7.5 13.0 2.00 11 2 2 9.0 37.0 4.25 12 2 2 8.2 4.0 4.00 13 2 2 10.7 38.5 4.61 14 2 2 8.5 3.0 2.93 15 2 2 12.5 10.5 5.50 16 2 1 12.0 80.0 4.77 17 2 1 12.2 6.0 5.00 18 2 1 7.0 6.5 3.25 19 2 1 8.6 22.0 2.66 20 2 1 8.3 28.5 3.37 21 3 2 10.9 12.0 5.00 22 3 2 9. 0 9.0 4.00 23 3 2 10.0 5.0 5.00 24 3 2 7.2 12.0 3.87 25 3 2 8.5 4.0 3.00 26 3 1 10.0 8.0 4.77 27 3 1 8.5 8.0 5.00 28 3 1 10.0 22.0 5.08 29 3 1 11.4 61.5 5.57 30 3 1 11.9 37.0 6.00 We are to do a complete analysis of the data and justify the expression equation that will adequately "fit" the data.Type of ExperimentThis is a general situation in which Y is a function of several independent variables X1, X2, à ¢Ã¢â€š ¬ Xk with no restrictions on the settings of these k independent variables. The X variables have already acted and we simply record their values along with those of the dependent variable Y. This is ex-post-facto research, as exposed to experimental research in which one manipulates that Xà ¢Ã¢â€š ¬s and observes the effect on Y.In this case, we wish to predict the GPA of students. Y will be a function of ethnicity, sex, interview, and hours (X1, X2, X3, and X4 respectively).Mathematical Model for Multiple RegressionThe mathematical model for this particular experimen t is:yà ¢Ã¢â€š ¬ = b0 + b1x1 + b2x2 + b3x3 + b4x4b0 = The y-intercept in the equationb1 = The coefficient for ethnicity type (we will multiply this coefficient by 1, 2, or 3, depending on what the studentà ¢Ã¢â€š ¬s ethnicity is)x1 = The value we can substitute in for ethnicity to predict GPA in the final equation (in this experiment, we are using the numbers 1-3 to substitute for ethnicity type)b2 = The coefficient for sex (we will multiply this coefficient by 1 or 2, depending on what the studentà ¢Ã¢â€š ¬s sex is)x2 = The value we can substitute in for sex to predict GPA in the final equation (in this experiment, we are using the numbers 1 or 2 to substitute for sex)b3 = The coefficient for interview score (we will multiply this coefficient by the studentà ¢Ã¢â€š ¬s interview score)x3 = The value we can substitute in for interview score to predict GPA in the final equationb4 = The coefficient for contact hours (we will multiply this coefficient by the studentà ¢Ã¢â€š ¬s cont act hours)x4 = The value we can substitute in for contact hours to predict GPA in the final equationHypotheses TestingWe need to test nine hypotheses. We need to test whether each of the four factors (ethnicity, sex, interview score, and contact hours) have a significantly different effect on GPA. It would also be good to see if ethnicity and sex significantly affect the interview scores and contact hours. Lastly, we want to see if the interview score has a significant effect on the number of contact hours. The nine sets of hypotheses are below.Ethnicity Hypothesis on GPANull Hypothesis (H0): The means of the three ethnicities have the same effect on GPA.Alternate Hypothesis (HA): One of the ethnicities has a significantly different effect on GPA than the other ethnicities.Sex Hypothesis on GPANull Hypothesis (H0): The means of the two sexes have the same effect on GPA.Alternate Hypothesis (HA): One of the sexes has a significantly different effect on GPA than the other sex.Inte rview Score Hypothesis on GPANull Hypothesis (H0): The means of the twenty-one different interview scores have the same effect on GPA.Alternate Hypothesis (HA): One of the interview scores has a significantly different effect on GPA than the other interview scores.Contact Hours on GPANull Hypothesis (H0): The means of the twenty-two different contact hours have the same effect on GPA.Alternate Hypothesis (HA): One of the numbers of contact hours has a significantly different effect on GPA than the other numbers of contact hours.Ethnicity Hypothesis on Interview ScoreNull Hypothesis (H0): The means of the three ethnicities have the same effect on GPA.Alternate Hypothesis (HA): One of the ethnicities has a significantly different effect on GPA than the other ethnicities.Ethnicity Hypothesis on Contact HoursNull Hypothesis (H0): The means of the three ethnicities have the same effect on the number of contact hours.Alternate Hypothesis (HA): One of the ethnicities has a significantly di fferent effect on the number of contact hours than the other ethnicities.Sex Hypothesis on Interview ScoreNull Hypothesis (H0): The means of the two sexes have the same effect on the interview score.Alternate Hypothesis (HA): One of the ethnicities has a significantly different effect on the interview score than the other ethnicities.Sex Hypothesis on Contact HoursNull Hypothesis (H0): The means of the two sexes have the same effect on the number of contact hours.Alternate Hypothesis (HA): One of the ethnicities has a significantly different effect on the number of contact hours than the other sex.Interview Score on Contact HoursNull Hypothesis (H0): The means of the twenty-one different interview scores have the same effect on the number of contact hours.Alternate Hypothesis (HA): One of the interview scores has a significantly different effect on the number of contact hours than the other sex.Graphical/Descriptive AnalysesIn order to understand the behavior of the data, some graph ical and descriptive analyses will be presented. We are going to look at boxplots for each of the nine hypotheses that were represented above.Boxplot of GPA Versus EthnicityThe boxplot of GPA versus ethnicity below was generated by Minitab.Boxplot InterpretationsThe boxplot above showed the means of the GPAs for the three ethnicities (1 = African-American, 2 = Hispanic, 3 = white, non-Hispanic). A line also joined the three means.If we compute the three means manually, we would see that the mean GPA for African-Americans is:(5.50 + 4.10 + 5.00 + 4.22 + 5.00 + 5.00 + 4.60 + 4.25 + 4.00 + 2.00)/10 = 43.67/10 = 4.367The mean GPA for Hispanics is:(4.25 + 4.00 + 4.61 + 2.93 + 5.50 + 4.77 + 5.00 + 3.25 + 2.66 + 2.37)/10 = 39.38/10 = 3.938The mean GPA for white, non-Hispanics is:(5.00 + 4.00 + 5.00 + 3.87 + 3.00 + 4.77 + 5.00 + 5.08 + 5.57 + 6.00)/10 = 47.29/10 = 4.729By looking at the boxplots, it is obvious that the mean GPA for white, non-Hispanics is the greatest while the mean GPA f or Hispanics is the smallest. This was confirmed when we computed the means manually. All three boxplots overlap one another. The boxplot for African-Americans has an outlier, which is 2.00. The ethnicity seems to be statistically significant for GPA based on our observations. However, we still need to do further analysis in order to support or reject this claim.Boxplot of GPA Versus SexThe boxplot of GPA versus sex below was generated by Minitab.Boxplot InterpretationsThe boxplot above showed the means of the GPAs for the two sexes (1 = male, 2 = female). A line also joined the two means.If we compute the two means manually, we would see that the mean GPA for males is:(5.00 + 4.60 + 4.25 + 4.00 + 2.00 + 4.77 + 5.00 + 3.25 + 2.66 + 3.37 + 4.77 + 5.00 + 5.08 + 5.57 + 6.00)/15 = 65.32/15 = 4.355The mean GPA for females is:(5.50 + 4.10 + 5.00 + 4.22 + 5.00 + 4.25 + 4.00 + 4.61 + 2.93 + 5.50 + 5.00 + 4.00 + 5.00 + 3.87 + 3.00)/15 = 65.98/15 = 4.399By looking at the boxplots, it is obvious that the mean GPA for males is greater than the mean GPA for females. This was confirmed when we computed the means manually. However, the difference is not great at all. The two boxplots overlap each other. There are no outliers present ...

What Makes A Human Essay - 1346 Words

When we look forward and anticipate the future through the means of science fiction, it seems that contributing largely to our contemporary definition of â€Å"human† is our imperfections. The very fact that we posses these imperfections is the reason that writers imagine a future where those imperfections may be eliminated; knowing that there is room for improvement drives human curiosity and ingenuity forward. So now we imagine a future where humans are perfect, ageless, precise. Would these things really still be human or closer to real life cyborgs? Maybe this question is too ethical, lacking in empirical evidence to give a non-angled answer. But for myself, what makes a human different from a machine is that we are not built off of automatic judgments, we are not ageless, and we all carry collective, as well as our own individual imperfections. For it is these imperfections that remind us that we were not constructed in factories, but are rather shaped by our biology and given environments. As humans, we do in fact posses many automatic functions, many of which are linked to the autonomic nervous system which controls and regulates bodily functions such as our heartbeats, blood circulation, and breathing patterns. As Descartes puts it, â€Å"Our own bodies can move without the guidance of volition.† So in this sense, the human body has a mechanical side to it, but when it comes to our reasoning of the world, being creative, and solving problems, these are functions that are notShow MoreRelatedWhat Makes Us Human? Essay1377 Words   |  6 Pagesâ€Å"What makes us human?†, is an unanswered question asked by many. Is it because of our ability to have empathy for others? Or is it because of our cognitive ability which allows us to look into the future? One of the main arguments made that separates humans from animals is our communication style; our language. Is language inherently unique to human? To answer such a question, we first ope rationally define language as; â€Å"a system of communication based upon words and the combination of words intoRead MoreWhat Makes Us Human?1394 Words   |  6 PagesWhat Makes Us Human Being a human is a lot more complex than people believe it to be. Although we can be similar, we’re unique to any other mammals or animals in the world. Humans are a difficult species to understand. We’re constantly changing and creating or discovering new things, throughout our world. Being a human isn’t always easy; we get things thrown at us suddenly like sickness or death, things go wrong such as failing a test or going through a breakup, and the most challenging thing;Read MoreWhat Makes Us Human?1228 Words   |  5 PagesWhat makes us human? For thousands of years, we have struggled to describe what it means to be human. Is it the way we walk, the size of our brain, the tools we use, or our capacity for emotion? All of these can make a difference when it comes to understanding our ancestry and what makes us special. Brain size is a determining factor in the intelligence of a species. Many people would think that the larger the brain, the smarter the species; however, a species can have very large brains andRead More What Makes Us Human?1718 Words   |  7 PagesHumans are extremely complex and unique beings. We are animals however we often forget our origins and our place in the natural world and consider ourselves superior to nature. Humans are animals but what does it mean to be human? What are the defining characteristics that separate us from other animals? How are we different? Human origins begin with primates, however through evolution we developed unique characteristics such as larger brain sizes, the capacity for language, emotional complexityRead MoreWhat Makes Us Humans?1069 Words   |  5 Pages Thought is what makes us humans. Our rationalism, our ability to make decisions based on our own reason and knowledge, is what makes humans human and not animals. Now a day we all have access to the largest library, the largest source of knowledge the world has ever known: the internet. Over 2,000 years ago we had the Library of Alexandria, a place where intellectuals would gather to discuss ideas and conduct research from over half a million books, a place where knowledge could grow. InRead MoreWhat Makes Us Humans?999 Words   |  4 PagesWhat makes us humans? Ask science, and we may receive a straightforward lesson on anatomy, but if we ponder the question deeper, we eventually find that it is actually a variety of intrinsic properties that define who we are as humans. In the novel â€Å"1984,† George Orwell enlightens us to what these qualities are and pushes us to decide whether the people of Oceana that lack these qualities are even human. The core characteristics of humanity as we know it are humor, imagination, spirituality, sexualityRead MoreWhat Makes Us Human?1905 Words   |  8 PagesHumans have made tremendous strides in learning about our early ancestors, but many questions remain about how and why we are what we are today, and there are as many theories. Chris Stringer, author of Lone Survivors, attempts to answer some of those questions. The question of â€Å"what makes us human† is a complicated one, with many different answers . Human beings evolved into what we are today not only through evolutions in genetics, brain size and body size, but also through our behaviors. So muchRead MoreHuman Nature : What Makes A Human Person?1511 Words   |  7 PagesHuman nature, the essence of what makes a human person what they are, is something that everybody has. Every person is innately a person, but how they put their personhood into action is the biggest indicator of their character, or the projection of a person’s human nature. At their core there is human nature, but their actions are what direct this source of humanity. The quality of someone’s actions is shaped by their environment and sometimes their biological makeup as well. Human nature doesRead MoreWhat Makes One Human and What Makes One Animal? Essay1635 Words   |  7 PagesGulliver’s Travels exposes the interdependency between both human and animalistic behaviors. In these travels, the word â€Å"human† does not necessari ly belong to a certain species, but is rather a characteristic of reason based on the social norms of a particular society. It also claims that animals lack reason and therefore are subdued by those with reason. Since Gulliver finds that humans are the only animals capable of reason, he sees humanity in the Houyhnhnms, who are completely governed by reasonRead MoreWhat Makes Humans Truly Unique?1551 Words   |  7 PagesWhen asking, â€Å"what is it that makes humans truly unique?† you must first ask yourself what unique means. In the grand scheme of the universe, humans may not be that unique but here on Earth we are very much so. We shape the world around us every day, for better or worse. We are by no means the most abundant species on the planet, (that title goes to ants), but we are the only species on Earth protecting other species. So in this case, unique means more progressive and more biologically advanced

The Flea Rhetoric and Poetry Mingling - 1180 Words

In John Donne’s poem, â€Å"The Flea†, Donne uses the conceit of the flea to contrast the insignificant size of the flea and the incredibly significant metaphor attached to the flea. The speaker of the poem is talking to a woman, trying to convince her into having sex with him outside of marriage. This poem can be broken into three stanzas, of nine lines each, utilizes the image of the flea to convey three main ideas: the first as a vessel where their essence mingles, second as the institution of marriage, and finally as an insignificant representation of honor which would have no effect on them. Donne’s hyperbolic use of the flea extends through the poem as a metaphysical conceit to convey a logical argument out of something seemingly†¦show more content†¦He warns the woman to not â€Å"[l]et†¦that self-murder added be,/And sacrilege, three sins in killing three†¦Ã¢â‚¬ , thus three sins would weigh on her. In killing the flea she metaphorica lly kills herself, the speaker, and killing their metaphorical marriage (which is only present within the flea) thus enacting blasphemously (Donne lines 17-8). The final stanza allows the reader and the woman to finally address the woman’s main concern: her innocence. A woman’s virtue, or more specifically the loss of innocence outside of wedlock, is an extremely controversial and scandalous act that mars the woman’s identity in society for the rest of her life. This is possibility of losing face within the society holds the woman back from giving herself to the speaker, and thus sparking this twenty-seven line poetic argument to persuade her into his bed. This stanza starts off with the sudden death of the flea, which the speaker sees it as a â€Å"[c]ruel and sudden†¦[act that has]/Purpled [her] nail in blood of innocence†¦Ã¢â‚¬  (Donne lines 19-20). This, to the speaker, is death of innocence. He sees it as cruel and the spilling of innocent blood as blasphemous. The death of the â€Å"innocent† flea could be an allusion to the death of Jesus Christ, however the speaker is incredibly vague and thus it is impossible to say so conclusively. The speaker continues the innocence metaphor in tandem with the conceit of the flea, as heShow MoreRelatedthatcher4803 Words   |  20 Pagesï » ¿1. G. M. Hopkins, â€Å"The Windhover†, â€Å"I wake and feel the fell of dark†¦Ã¢â‚¬  2. William Shakespeare, Sonnets 1-7 3. John Donne, â€Å"Valediction Forbidding Mourning†, â€Å"The Flea†, â€Å"Hymn to God, My God in my Sickness† 4. George Herbert, â€Å"The Collar†, â€Å"The Altar†, â€Å"Love III† 5. Andrew Marvell, â€Å"To his Coy Mistress† 6. T.S. Eliot, â€Å"The Love Song of J. Alfred Prufrock†, â€Å"Journey of the Magi† 2. Poems for individual reading: 1. William Shakespeare Sonnet 73 (â€Å"That time of year†¦Ã¢â‚¬ ) 2. John Donne, â€Å"Holy

Influence and Persuasion free essay sample

Influence and Persuasion Critical Thinking (Influence, Science and Practice) Chapter 1 1. Suppose you were an attorney representing a woman who broke her leg in a department store and was suing the store for $100,000 in damages. Knowing only what you know about perceptual contrast, what could you do during the trial to make the jury see $100,000 as a reasonable, even small, award? * Research for similar cases with the same injury but with settlements far greater than $100,000. The bigger its difference from the client’s demands, the better it would be. Present these case citations to the court and by the principle of perceptual contrast, it will drive home the point to the jury that the plaintiff’s demand is indeed very reasonable. 2. The charity request card in Figure 1. 2 seems rather ordinary except for the odd sequencing of the donation request amounts. Explain why, according to the contrast principle, placing the smallest donation figure between the two larger figures is an effective tactic to prompt more and larger donations * Listing $25 as the very first amount and succeeding it with the $10 already creates a perceptual contrast, wherein the larger amount would be rejected outright as a steep amount for donation. However, placing $5 right after the $10 creates more perceptual contrast – again the donor would lean towards the lower value. If the charitable organization’s target amount is a donation of $10/person, then it should have stopped at ten as the last amount. However, if its target amount is $5 dollars but with an objective of prompting donors to give more voluntarily, then placing the $5 between the $10 and $15 makes more sense because the donor would be forced to choose a balance between two extremes – the extremes being $5 and $15 and the $10 being the balanced amount that the donor could give without the guilt feeling of being stingy and at the same time without the feeling of being taken advantage of. . What points do the following quotes make about the dangers of click-whirr responding? â€Å"Everything should be made as simple as possible but not simpler. † Albert Einstein * From the way I understand this, it means we should not fully relegate our decisions to the automatic click-whirr human responses. Human automatic behavior patterns tend to be learned, more flexible compared with those of the animals that possesses locked patterns of responses. Therefore, we have the capability to analyze and reason out situations before we make decisions. We have to keep in mind that not all stereotypes are true not every pronouncement of an expert is infallible nor every expensive thing is of high quality. Although these judgmental heuristics allow us simplified living, we must also be conscious of being aware when these simplistic rules are being used to take advantage of us. â€Å"The greatest lesson in life is to know that even fools are sometimes right. † Winston Churchill * This quote is a statement that disagrees with our propensity to stereotype. The stereotype is that people who are considered as fools do not have any smart or knowledgeable thing to offer in terms of opinion. The fool would be the complete opposite of people we consider as experts – people whose opinions are always held in high regard and true. Therefore the fools are people whose views are considered laughable and false. This quote actually says that there are times when a fool’s opinion should be listened to and heeded because it is right. Then again, this would only be possible if we make a conscious effort to react using other triggers rather than just the click-whirr response. . How does the photograph that opens this chapter reflect the topic of the chapter? * The photograph shows the onslaught of information that an individual has to process and assimilate into their lives every day. We get swamped with too much information, we do not have the time, energy or the ability to sort them out and allow our brain to fully process them. Oftenti mes, we resort to automatic responses with the use of stereotypes to classify things according to a few key features or triggers. Most times, our decisions are made unconsciously or with the help of trigger factors. Chapter 3 1. Suppose you were advising American soldiers on a way to avoid consistency pressures like those used to gain collaboration from the POWs during the Korean War. What would you tell them? * Advise the American soldiers to be wary and mindful of an individual’s inclination to be automatically and unthinkingly consistent. To be cognizant of situations where consistency is being used as a weapon of influence against them. Advise them to listen to their guts or be perceptive of the heart-of-heart signs the feeling towards something that an individual experiences a split second before they intellectualize about it. . In referring to the fierce loyalty of Harley-Davidson motorcycle owners, one commentator has said, â€Å"If you can persuade your customers to tattoo your name on their chests, you’ll probably never have to worry about them shifting brands. † Explain why this would be true. In your answer, make reference to each of the four factors that maximize the power o f a commitment on a future action. * Dr. Cialdini explained that commitments are more powerful when they are active; public; effortful; and viewed as internally motivated. The statement of the commentator is accurate because the motorcycle owners had made their commitment public by tattooing their commitment on their chests. These customers would be viewed as inconsistent if they purchase a motorcycle brand different from that written on their chests. Their action is also effortful and internally motivated since the action for tattooing the name was done voluntarily and of their own accord. 3. Imagine that you are having trouble motivating yourself to study for an important exam that is less than a week away. Drawing upon your knowledge of the commitment process, describe what you would do to get yourself to put in the necessary study time. Be sure to explain why your chosen actions ought to work. * Acknowledge the power of written statements. Set a goal and commit such goal in writing. Write down the date of the exam and a timetable of the topics you want to study and commit to memory before the date. Post this written commitment in a place where others would also see it. In that way, you have doubled the power of commitment by making it public. What would be the consequences of Roger’s more expansive approach to interpersonal relations? Think about your own interpersonal style. Is it closer to Rogers’ or Austen’s? Why? * Will Rogers could be taken advantage of by professional compliance people. Since we have automatic positive reactions to compliments, friendliness and the other factors leading to liking, people could exert undue influence on his decisions and daily life. 3. What parallels can you see between the findings of the boy’s camp studies and those of studies on the effects of (a) school desegregation and (b) cooperative learning in the classroom? a) School desegregation We like people who are similar to us, so our tendency in school is to associate ourselves with those we are most familiar and similar with. This results in the formation of groups or cliques that views other factions as rivals. Subsequently, these groups with divergent personalities would clash and compete because of th e differences in their orientation, ethnicity, backgrounds or lifestyle. Using the factors discussed in this chapter, describe how you would arrange your next encounter to accomplish your goal. * The first step would be to make use of similarity the factor that influences liking and compliance. Observe and learn a little bit about the seatmate – hobbies, favorite movies, books, sports – or any similarity that could be exploited to start the process of liking. Any common interest between the two of you could be a jump off point for some interesting discussions. Then enhance the liking deeper by complimenting the seatmate which is an effective device for producing return liking. . How does the photograph that opens this chapter reflect the topic of the chapter? * Adults always find kids adorable and endearing. Most adults find themselves putty in children’s hand. This is part of the adult human being’s fixed action pattern or our click-whirr reaction to kids. The picture which depicts smiling adorable kid selling lemonade is def initely someone that would trigger our liking process. It would ensure our compliance to an offer of buying a glass of lemonade even if we know that the lemonade is overpriced.

The History of the Genocide in the Rwandan

Introduction The Rwanda genocide that occurred in 1994 led to the loss of about 800,000 lives of the Tutsi community. The assassination of the president Juvenal Habyarimana triggered the genocide where the Hutu militia together with the Rwandan military organized systematic attacks on the Tutsi who were the minority ethnic group in Rwanda.Advertising We will write a custom essay sample on The History of the Genocide in the Rwandan specifically for you for only $16.05 $11/page Learn More The Rwandan genocide was quite strange because it was a speedy mass killing, which led to the loss of about 800,000 lives in just 100 days. The United States of America president at that time Bill Clinton during his visit to Rwanda apologized and told the Tutsi that he felt like other people â€Å"†¦who did not fully appreciate the depth and the speed with which you were being engulfed by this unimaginable terror† (Power Para. 7). The Rwanda genocide becomes t he extreme genocide that occurred in the 20th century. This essay explores the history of the genocide, the reasoning of the Hutu government and establishes why the international community did not intervene. History of the Genocide Hutu and Tutsi are the two tribes of Rwanda who have always been political enemies, fighting for power since independence in 1952. Belgians who colonized Rwanda favored Tutsi while they neglected the Hutu, but after independence, Hutu begun to enjoy the privileges of the government. â€Å"†¦independence ushered in three decades of Hutu rule, under which Tutsi were systematically discriminated against and periodically subjected to waves of killing and ethnic cleansing† (Power Para. 17). Many Tutsi went to exile in the neighboring countries and formed rebels who constantly attacked the Hutu government. In 1990, Tutsi formed the Rwanda Patriotic Front, which attacked the Hutu government leading to the Rwandan civil war. The Rwandan civil war led to the signing of the Arusha Accord that compelled the Rwandan government, which Hutu dominated, to form a government of national unity by incorporating marginalized Tutsi and the Hutu who were in opposition. For the realization of peace, the deployment United Nation peacekeepers helped in demilitarization of the civilians for Tutsi and Hutu to live in harmony. Hutu thought that the Tutsi and the Belgians wanted to enslave them again as during colonization and they vowed never to agree with the terms of the Arusha Accord. By 1993, â€Å"Hutu extremists rejected these terms and set out to terrorize Tutsi and those Hutu politicians supportive of the peace process †¦thousands Rwandans were killed, and some 9,000 were detained while guns, grenades, and machetes began arriving by the planeload† (Power Para. 18).Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Subsequent periodic attacks on Tu tsi set the stage for the genocide in 1994. Then, there was evident militarization of Hutu in readiness to exterminate the Tutsi and Belgian peacekeepers, who the Hutu perceived as their enemies. The assassination of the Rwandan president Juvenal Habyarimana triggered systematic mass killings of Tutsi by the Hutu military where they killed about 800,000 Tutsi in about 100 days. Though many diplomats perceived it as civil war, they alter discovered albeit late, that genocide had occurred. Now the genocide is a great scar in the land of Rwanda. Hutu Government Hutu government emerged after independence in 1952. Prior to the independence, the Tutsi enjoyed much privilege from the colonial government because they cooperated with the Belgians in undermining the Hutu struggles for independence. Therefore, the Hutu government reasoned that Tutsi were their enemies and they fought them both politically and by use of military. Democracy was difficult to achieve because political parties and Tutsi were defiant to the Hutu government and it perceived them as dissidents. The enmity of the Hutu and the Tutsi became feasible when the Hutu government in three decades consecutively discriminated against the Tutsi tribe leading to their exile. â€Å"In 1990 a group of armed exiles, mainly Tutsi, who had been clustered on the Ugandan border, invaded Rwanda†¦next several years the rebels, known as the Rwandan Patriotic Front gained ground against Hutu government forces† (Power Para. 16). After the Rwandan civil war, the Hutu government realized that the Tutsi were a great threat to their government and their existence, hence devised ways to exterminate them. The Hutu government also perceived the signing of the Arusha Accord that led to the formation of government of national unity as a scheme to overthrow them out of government. The Arusha Accord was just a paper as the then United Nations assistant executive; Beardsley confessed that, â€Å"we flew to Rwanda with a Michelin road map, a copy of the Arusha agreement, and that was it †¦ under the impression that the situation was quite straightforward; there was one cohesive government side and one cohesive rebel side† (Power Para. 21).Advertising We will write a custom essay sample on The History of the Genocide in the Rwandan specifically for you for only $16.05 $11/page Learn More The Hutu extremists in the government rejected the implementation of the Arusha Accord and did not implement it to the letter. Consequently, anyone who was supporting the Arusha Accord became an enemy to the Hutu government. The Hutu government reasoned that Tutsi, opposition leaders and foreign diplomats wanted to overthrow them from the government, thus organized systematic mass killings as a way of defending their its rule. The assassination of their president was a clear indication of a scheme to overthrow the government. International Community The international communi ty did not intervene in the Rwanda genocide because of the bureaucracies in their policies. For instance, the United States foreign policy did not provide for Bill Clinton to intervene the occurrence of Rwanda genocide. George Bush in 2000 issued his statement concerning Rwanda that, â€Å"I don’t like genocide, but I would not commit our troops †¦ genocide could happen again tomorrow and we wouldn’t respond to any differently† (Power Para. 40). The foreign policies of the United States are full of bureaucracies and that is why it took long for them to respond but with apologies that could not help. They did not consider Rwanda genocide as a humanitarian crisis, thus, they kept quiet while 8000 lives are lost per day. There were slow responses from the international community because the situation of Rwanda was a combination of civil war and genocide. Power argues that, â€Å"it is true that the precise nature and extent of the slaughter was obscured by th e civil war, the withdrawal of U.S. diplomatic sources, some confused press reporting, and the lies of the Rwandan government† (Para. 26). Other nations relied on the United Nations and the United States of America but they all kept quiet leaving them to rely on confusing news from the Rwandan government and the media. If the international community could have intervened, it could be justified as a humanitarian war because it could have saved many lives Conclusion The Rwandan genocide is a shocking experience to the world because it depicts how human lives can be lost in such an inhuman way. The situation of Rwanda became much worse as the international community never responded effectively to save the situation.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More The international community never imagined that mass killings of that extent would occur as many thought that what was happening was just a normal civil war. Thus, ethnical politics of Rwanda and the international community are responsible for the occurrence and the extent of the genocide. Works Cited Power, Samantha. â€Å"Bystanders to Genocide.† The Atlantic Monthly 288.2 September 2001. Web. https://www.theatlantic.com/magazine/archive/2001/09/bystanders-to-genocide/304571/ This essay on The History of the Genocide in the Rwandan was written and submitted by user Zion Mcguire to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Children face unique Health Risks Essays

Children face unique Health Risks Essays Children face unique Health Risks Paper Children face unique Health Risks Paper Essay Topic: Unique Because of their physiology, children face certain health risks that adults do not, and have been found to be particularly at risk to health dangers from exposure to pesticide residues in food. Throughout the 1980s and 1990s, governmental agencies and independent organizations conducted studies on chemical pesticide toxicities. In 1996 the EPA began testing of all pesticides on the market to specifically determine their risk levels for children. Many pesticides have already been banned because of their propensity for causing cancer, birth defects, and neurological disorders in children and infants. Because there is conflicting information in the media about which chemicals are dangerous and to what degree, parents must be wise about the measures they take to protect their own children. Using only organically grown produce and refraining from the use of any pesticide products in ones own garden and lawn are two of the most important ways parents can protect their childre! n. Introduction Children face unique health risks because of their physiological differences with adults. Unfortunately, it is easy for adults to forget this fact. According to scientists Lawrie Mott of the Natural Resources Defense Council, pesticides are one of the five worst environmental threats to our nations children (Dumanoski, p. 46). Indeed, the recent increases in cases of childhood cancer (brain and leukemia are the most common forms in children), birth defects, and learning disorders are serious causes for alarm. Can any of these disorders be proven to be caused by pesticide residues? Of all health risks to children, pesticide use is certainly one that seems to have garnered much attention from researchers and the media. Unfortunately for consumers, there are so many conflicting opinions and information that it is difficult to determine the true dangers, how much of what will cause which medical problems? Children are exposed to so many dangers, such as falls and accidents, these are challenges that have a clear link between cause and effect (Partridge, p. 71). On the other hand, pesticide use does not. There are so many factors involved, including the thousands of chemical pesticides on the market, concentration levels of those pesticides, and the ages at which children are exposed to specific pesticides. There are no absolutes. Even the few chemicals that have been proven to cause health risks offer no definitive information about the severity of potential damage. It is most difficult to determine risk factors without human experimentation, and that is considered by many people to be unethical. Parents need assistance weeding through all the information available on pesticide dangers in order to determine how to protect their children. In recent years, many federal agencies and legislators, as well as nonprofit groups, have become involved in the issue. Actress and mother Meryl Streep and other Connecticut mothers founded Mothers Others for a Livable Planet in the late 1980s in response to the National Resources Defense Councils (NRDC) report Intolerable Risk: Pesticides in Our Childrens Food. The study examined data on the eating habits of American children and the pesticide levels in 27 different food crops, relating this information to rates of cancer and other diseases in children. Eight of the pesticides studied were found to be carcinogens. Scientists determined that a child was four times more likely to be exposed to these specific carcinogens as was an adult, because of the childs eating habits and the fact that the tolerance levels established by the Environmental Protection Agency (EPA) were based on someone with the body weight of an average grown man. This would mean that children could potentially be ingesting high enough levels of chemical pesticides to be harmful to their health. Because of Mothers Others and similar consumer organizations, public awareness of environmental toxins and synthetic growth hormones in our food has risen, and sales of organic food products have increased. The Intolerable Risks study reported that in some cases, depending upon the age of the child and other factors such as body mass, even brief exposures to certain toxins can cause damage to the development or function of an organ system. The report recommended that the EPA set new tolerance levels for pesticide use on food products, keeping in mind the differences between children and adults as well as health considerations. In response, the EPA announced in 1995 a new national health policy under which all future EPA risk assessments (such as those dealing with toxins in food) would consider threats to children and infants. One year later, Congress passed the Food Quality Protection Act, which stated that infants and children need additional protection against exposure to pesticides; it requires testing of all pesticides to determine their effects on children. Under this law, unless tests prove that there is reasonable certainty of no harm (Heubner and Chilton, PG), no pesticide residue is allowed on any food product. The EPA has estimated that it will take approximately 10 years to re-evaluate all of the tens of thousands of chemical pesticide compounds that are currently on the market. Even though pesticide companies have tested products on human volunteers for decades, the EPA will not utilize the findings of such studies in its determinations of legal pesticide limits (Reuters, PG). In 1996 the EPA released its Environmental Health Threats to Children report, which had several purposes. Among them was to provide recommendations for funding for comprehensive studies on environmental health risks to children. The agency recommended that research be done for the first time on the cumulative effects of exposure, rather than simply studying the possible effects of singular chemical exposures, as had historically been done. It makes sense. Most children are exposed to many more than one chemical by age five. The 1996 report affirmed that because children are still growing, children breathe more air, eat more food, and drink more liquids per body mass than do most adults. Furthermore, they are more vulnerable to toxin exposures because their organs and immune systems are still developing; this is especially true for infants. Likewise, infants are often exposed to things that older children arent because they crawl around on floors, tend to put objects into their mouths, and suck on thumbs or fingers that may have been exposed to toxins such as pesticides or other chemicals on grass, carpet, or in soil. Additionally, children consume more fruit, like grapes and apples; applesauce; and fruit juices than do adults. In 1997 the EPA conducted a conference on Preventable Causes of Cancer in children, in order to examine the possibility of a link between cancer in children and environmental toxins. Although death rates from cancer have decreased recently due to better treatment methods having been developed, the incidences of cancer in children have risen. It was determined that the incidence of cancer in children has increased since the 1970s from 12. 8 cases per 100 children to 13. 6 cases per 100. Cancer is the third leading causes of death in children between the ages of one and four, accounting for approximately eight percent of all deaths in that age group. In the five to 14 age group, the disease is the second leading cause of death, and accounts for approximately 12 percent of all deaths. About 1500 children die each year from various forms of cancer. Many pesticides have been found to cause cancer in laboratory animals, and thus are dangerous to children. It is believed that leukemia, a cancer of the immune system, may be caused by toxic exposures to chemicals during pregnancy (Dumanoski, p. 48). As the childs immune system matures during the first two years of life, the leukemia develops. Many birth defects are also linked to pesticide residue. Birth defects account for about 11 percent of all deaths in the one to four age group, and about five percent of all deaths in the five to 14 age group. The link between pesticides and birth defects can be illustrated by a study by the University of Minnesota Laboratory of Environmental Medicine and Pathology, which determined that the rates of genital and urinary tract birth defects in the children of Minnesota farmers and other families living in the states farming communities are particularly high where specific pesticides, herbicides, and fungicides are used. Researchers were stunned to discover that children conceived in the spring, when the use of these chemicals is higher than in any other season, tended to have higher rates of birth defects (Dumanoski, p. 47). Childrens brains and immune, endocrine, and reproductive systems take years to fully develop. The potential for infertility can occur with just a single exposure to a dangerous chemical. This can even occur through a chemicals passage from mother to infant in the womb. Over time, toxic substances a womans body has accumulated are stored in her fat cells. Therefore, even toxins she has been exposed to pre-pregnancy can cross the placenta to the fetus. In 1998 the U. S. Department of Agriculture performed tests on thousands of domestic and imported fruits and vegetables for pesticide residues. The produce samples used for the study consisted of a combination of fresh and processed items. The highest levels of residue were found in apples, cantaloupes, grapes, green beans, peaches, pears, spinach, strawberries, and winter squash. Pediatrician and author Philip J. Landrigan, M. D. is the director of the environmental risk study panel of the National Academy of Sciences in Washington, D. C. His panel recently confirmed that pesticide testing does not take into account the special vulnerability (Joyce, PG) of children and infants. The panel has not determined that there is evidence of pesticides causing childhood diseases, only that there is a necessity for changing the way pesticides used on food crops are measured. According to Landrigan, less than half of the 75,000 synthetic chemicals now on the market have undergone testing for toxicity; of those that have, few of them have been tested specifically for toxicity in children (Dumanoski, p. 47). A long-time advocate of childrens health, Dr. Landrigan was recently instrumental in establishing a special EPA Office of Childrens Health Protection. As of June 2000, the nonprofit consumer advocacy group Consumers Union (publisher of Consumer Reports magazine has become involved in the pesticide issue, and has urged the federal government to require greater precautions in treating food crops with pesticides on behalf of Americas children. Consumers Union has reported that there are approximately 20 specific chemicals that are to blame for most of the toxic residues found in our food. One of these is chlorphyrifos, which the EPA has recently banned because of its potential for causing blurred vision, memory loss and other neurological deficiencies. Two of the most common brand names for chlorphyrifos are Dursban and Lorsban. These pesticides are commonly found in apples grown in New Zealand, grapes grown in Chile, tomatoes grown in Mexico, and soybeans grown in the United States. The chlorphyrifos products are among the most widely used pesticides (Hebert, PG), and they will likely stay on store shelves until the end of 2001. Its use has already been completely banned on fruits and vegetables, but will still be allowed on some grains and other crops. Another recently banned agricultural chemical is Captan, a fungicide that has been proven to be a carcinogen. Captan has been banned by the EPA for use on 42 different food crops. It is hoped that, as a result of the more intensive testing required by the 1996 food safety law, more of these dangerous chemical pesticides will be banned in the near future by the EPA. In a June 2000 report, the Consumers Union encouraged consumers to take special precautions in feeding fresh produce to their children, revealing that many pesticides banned by the EPA as far back as the 1970s are still showing up in some food products today. One of these is the chemical dieldrin, which remains in soil for long periods of time. The National Agricultural Chemicals Association has announced that it will take the recommendations of all the involved agencies and organizations very seriously, and will take whatever actions are necessary to make the food safety system in the United States better for children (Joyce, PG). Heubner and Chilton posit that some of the policies regarding food production could be more harmful than helpful by bringing about other risks. For example, reducing the amounts of pesticides used on fruits and vegetables has been proven to lower crop outputs. This means less food, a decreased variety of food, greater costs for farmers, higher prices for consumers, and a potential for increased rates of incidence of natural toxins and carcinogens. Indeed, many plants produce their own poisons to ward off insects and other pests. These can also be dangerous to human health, but it is only the man-made chemical pesticides that are currently being studied for their negative effects. Perhaps a better option is utilizing nonchemical synthetic pesticides that are less dangerous to our health. The infamous Intolerable Risks report did not discuss potential exposures to natural toxins, nor did it compare the risks of pesticides to the benefits of a varied and plentiful food supply (Heubner and Chilton, PG). Perhaps what this country needs is the ability to put environmental risks in context with other risks to childrens health. Certainly, environmental contaminants are not one of the top risks to the health of our children. Scientists are attributing childhood cancer, birth defects, asthma, and other disorders to environmental toxins when there is sometimes no concrete and definitive proof. There are many other factors that could contribute to health problems in children, including poor diets, increased exposure to tobacco smoke, and poor prenatal care. All of these are lifestyle issues, and the lifestyles of American people can certainly be considered to be at least contributors to some childhood ailments. For example, approximately five million of the 15 million Americans who have asthma are children. Even though air quality is reported to have improved since 1970, asthma rates have doubled since that time. Asthma deaths have increased by 40 percent since 1982. These increased rates of incidence and death can be attributed, at least partially, to lifestyle changes. Children spend more time indoors than they used to, which exposes them to more tobacco smoke, cockroach allergens, and other indoor pollutants. The fact is, we dont know why asthma is becoming more prevalent†¦ (Heubner and Chilton, PG), but to blame it entirely on environmental toxins is hardly fair. The same could be true for cancer and birth defects. As a nation, perhaps we should spend less time worrying about environmental effects on children and more time dealing with social problems that are undeniable risks to children drugs, gunshot wounds, etc. There is so much conflicting information in the media about pesticide toxicity, that consumers have a difficult time determining what is the truth. For example, in 1989 the EPA called for a gradual phasing out of the user of Alar, the brand name of the Uniroyal Chemical Companys apple growth enhancement chemical daminozicle. Alar was used by apple orchards to regulate apple growth, so that farmers could harvest them all at once. Subsequent to the EPA action, a 60 Minutes segment on Alar use led to a nationwide boycott of apples, resulting in a complete withdrawal of Alar from the market. Alar had been pointed out in the Intolerable Risks report as a possible carcinogen. In fact, the NRDC determined that Alar was likely to cause at least one case of cancer in every 4,200 children under the age of five who were exposed to the chemical. In 1999, however, the American Council on Science and Health (ACSH) determined that there has never been any scientific, definitive proof that Alar causes human disease, and that in order to develop any negative effects from Alar residue on apples, one would have to consumer gallons of juice made from apples grown with the chemical, per day, for a long period of days. Therefore, the risk is now thought to be minimal. With so much conflicting information available through both the media and governmental agencies, how can parents know how best to protect their children? Firstly, experts warn parents not to stop feeding their children fruits and vegetables. These foods contain important nutrients for growing bodies. There are several ways that parents can protect their children from pesticides in food. The consumer organization Environmental Working Group recommends that parents demand that their supermarkets carry fresh locally produced fruits and vegetables. Produce grown locally is less likely to have high exposure to chemicals, because they dont need preservatives to stay fresh for transport across the country. Other options include buying organic or pesticide-free produce, or growing ones own pesticide-free produce at home. All product should be carefully washed before being eaten. If a fruit or vegetable has a waxy buildup on the outside, it should either be peeled or washed with a drop of mild soap before being given to children. Children can also be exposed to pesticides while playing in their own backyards. The National Coalition Against the Misuse of Pesticides suggests that parents avoid using chemical lawn products, and water their lawns less frequently but for longer periods of time. This practice will allow grass to grow stronger with the ability to crowd out weeds (Gould, p. 145). Not all of these suggestions will work for every familys lifestyle. Parents should review the available information and make informed decisions that make sense to them. Additionally, there are plenty of materials on the market that can offer further information to consumers on reducing their risks of pesticide exposure. Gould recommends the book Raising Children Toxic Free: How to Keep Your Child Safe From Lead, Asbestos, Pesticides and Other Environmental Hazards, by Herbert L. Needleman, M. D. and Philip J. Landrigan, M. D. Organizations such as the Childrens Environmental Health Network and the EPA offer free information on environmental health hazards to children. What about environmental issues besides pesticide use that can affect the health of Americas children? The EPA has pledged to consistently and explicitly consider children when assessing environmental hazards (Dumanoski, p. 51) in the future for example, hazards in air and water quality. Pesticide use is really only a drop in the bucket. American lifestyles are causing many of the medical problems suffered by children in this country. **Bibliography** Bibliography Dumanoski, D. Childs Plague: Its Dangerous to be a Kid in a Polluted World, Sierra. 21 November 1997. Volume 82, p. 46-52. Gould, J. Keeping our Children Safe: What You Can Do to Protect Them from Hazards in the Air They Breathe, the Foods They Eat, and More, Good Housekeeping. 1 October 1996. Volume 223, p. 145-147. Hebert, H. J. EPA to Ban Common Pesticide, AP Online. 8 June 2000. www. elibrary. com [November 18, 2000]. Huebner, S. ; Chilton, K. Overplaying Environmental Threats to Children, Consumers Research Magazine. 1 April 1998. Volume 82. www. elibrary. com [November 18, 2000]. Joyce, C. Scientists Concerned About Pesticide Effects on Kids, All Things Considered (NPR). 28 June 1993. www. elibrary. com [November 18, 2000]. Krasnow, I. Militant Mothers, Taking up Issues That Matter, The Washington Post. 2 November 2000, p. C4. Partridge, K. Choose Your Poison, Todays Parent. 1 September 1999. Volume 16, p. 69-74. Toufexis, A. Watch Those Vegetables, Ma; Pesticide-Laden Produce May Endanger Your Tots, Time. 6 March 1989, p. 57. Author Not Available. Pesticide Residues Seen Too High in Childrens Food, Reuters Business Report. 7 June 2000. www. elibrary. com [November 18, 2000].

Multinational Companies Essay Example | Topics and Well Written Essays - 500 words

Multinational Companies - Essay Example The two companies equally believe in being socially, ethically as well as environmentally responsible and accept their duty towards the society, making every effort on their part, to come up with safe products which contribute towards creating prosperity and opportunity for the global citizens. It is not unusual to find out that customers are considered to be the most valued stakeholder by both the companies. Samsung as well as GE strive to deliver first-rate products and services to their customers, while focusing on integrity and excellence simultaneously. Another vital similarity that exists between the companies is with regard to innovation and change. Samsung, with its innovative products ranging from camcorders to refrigerators, considers innovation to be extremely critical for a company’s survival in today’s fast-paced world. On the other hand, GE too, with its vast array of innovations in light bulbs to aircraft engines, has always believed in innovation to be a major factor for a company’s growth.   Ã‚  Ã‚  Ã‚  Ã‚   Apart from the similarities, there exist certain definite differences between the two Multinational Corporations. Though both the companies believe in workforce diversity and in hiring the best talent from across the world, GE is more all-encompassing in its view on diversity. GE not only believes in diversity on the basis of nationalities but it also considers diversity on the basis of class, gender, race and community as equally important. As stated in (GE, 2012), GE commits itself to support the Gay, Lesbian.

Analysis of Current Issues in Finance Essay Example | Topics and Well Written Essays - 1250 words

Analysis of Current Issues in Finance - Essay Example On one side, the change process must be rapid and fast while on the other hand the process of supporting the information technology systems consists of improving on the multifaceted interrelation. Their repercussions on the expected change can normally be dependably managed by letting various people involved. Therefore, the procedures involved in the organizational change call for both managerial competencies and analytical skills in coping with high level of convolution to concentrate on the process (Van, 2001; p. 112). All the tasks call for the incorporation of individuals who have unique views such as business experts, senior management or IT-professionals. Hence it is critical for the efficiency of management of change to enhance the process of communication over such professional cultures. There are various ways to research and boast the organizational change process. Majority of the methods are found on social and psychological dimensions. Other areas comprise of change in man agement, organizational learning, enhancement of communication, images within the organization and organizational culture. These strategies amount to a good comprehension of the process of change, focus on the fundamental aspects of success and thus enhance the management and design of the process of change. ... The terms given by the respective language of modeling encourage the analysis, transformation and evaluation of the models (Van, 2001; p. 115). The procedures for modeling support various views on an organization like tactical view, as a business procedure or an IT perspective. It tends to be considerable to execute conceptual models for evaluation, designing, introduction of information systems and for the procedure of organizational change in common. Nonetheless, the application of the conceptual models for the purpose of organizational change has to overrule two stumbling blocks. Most managers are hesitant to deal with the conceptual models on top of the availability of economic assessment of models even if they are taken to establish they lead to more expenses (Audretsch & TTS, 2013; p. 293) Found on the presumption that there is no valid process to evaluate the general cost and benefit, there is need to assess the models in different views. Control of the organizational change i s found on an efficient evaluation of the corporate strategy, challenges in the future period, major resources and organizational environment. This comprise of for example, the evaluation of evolving and changing markets, the evaluation of core rivals, the analysis of the IT and human resources on top of evaluation of the main business processes. An enterprise’s conceptual models pledge to encourage processes of change in the organization in different dimension. By concentrating on the major abstractions, they enable the reduction of the entire intricacy. The particular intention of language modeling must give terms that encourage evaluation and analysis. For example, a language for designing business process might comprise of terms like use of resources and media conflicts

Department of Social Work Essay Example for Free

Department of Social Work Essay The objective of this paper is to show or define theories in the field of social work specifically in handling and working with emotionally disturbed youth and which theory or theories will best help guide this practice. This paper will also talk about areas I feel most confident and strongest in as well as the areas I feel least confident in. It will also show the reasons and factors that contribute to both my strengths and weaknesses. Social Work Defined â€Å"Social Work is the professional activity of helping individuals, groups, or communities enhance or restore their capacity for social functioning and creating societal conditions favorable to this goal ( as cited, Department of Social Work). † Because of the their objective is to help people and communities, the practice is made up of principles, applications of values. â€Å"Social Work is concerned and involved with the interactions between people and the institutions of society that affect the ability of people to accomplish life tasks, realize aspirations and values, and alleviate distress ( Baer and Frederico; Department of Social Work). † According to Baer and Frederico, the purposes of social work may be broken down into 3: enhance the problem-solving; promote effective humane operations; and link people with a system that give them services, resources and opportunities (Department of Social Work). Trauma Informed Care Trauma informed care pertains to organization or programs that services individuals who have survived a traumatic experience. These individuals or survivors are those who have been physically and/or sexually abuse and other experiences that leads to trauma. Often times, these experiences may direct an individual to mental health and some other type of disorder. Organizations that help people with this condition, alters and adjusts in order to keep an understanding on how trauma affects the individual seeking for help (SAMHSA National Mental Health Information Center). Theories in Social Work â€Å"Theories have been developed since it became clear that there were similar patterns or repeating cycles of behaviour both in an individuals life and in the lives of lots of different people (Towland, 2010). † There are a lot of theories or ideas on how to go about social work and how to do the practice for both professionals and students taking up this course. According to Towland in his essay on â€Å"Social Work Theory and Practice Making the Links† a theory is seen to help describe what is happening, explain why it is happening and predict what will happen next. Towland has also mentioned in his essay that he urges to consider the following theories: 1. ) Recognise that no single theory can explain everything; 2. ) Recognise that some theoretical approaches just dont work with some people; 3. ) Take a critical approach to theory; 4. ) Always apply the value base to theory; 5. ) Never be intimidated by theory. In relation to the second and third theories that Towland has enumerated, people are made and created differently. What might have worked with one client may not work on the other. As a social worker who works with emotionally disturbed youth, taking note on why a certain approach is not working with a particular patient is important as well as thinking and finding other ways and means to help and understand the individual. Theories in general help practitioners get a grasp and a clear picture of what is happening and why it is happening. It enables practitioners and workers validate their actions and treatment, give a more accurate bearing on how to deal and work with these individuals and are able to give a precise rationalization on the consequences of a particular treatment or action done. †The aim is that this will lead to social work becoming more widely accountable and ultimately more respected (Towland, 2010). † Working with rural mental health programs â€Å"Establishing ongoing trauma-informed services is one of the most difficult challenges facing rural mental health programs. Schools, community groups, and natural helpers try to meet needs but often go unsupported (Children’s Voice, 2007). † Working with the youth in rural places is much more of a challenge because these people mostly live in small towns and places that medical financial help are in dire or is not greatly extended to the families, helping and treating the youth who are emotionally disturb becomes a bit more difficult and gives more work to the practitioners. They work harder and in longer hours with lesser pays and days off. Working with the developmentally disabled is a challenging task for me and this may not be my strongest area and point because of my lack of patience and experience on this particular field. But although this maybe the case, being able help children and being able to understand the reasons of their trauma and finding ways to help them grow out of their trauma is gratify in to me because I know I am able to give aide to these people. Explaining to the family and being able to give them light and understanding of their child’s or children’s situation and what might be the good and bad consequences of the treatment fulfills me as a social worker. My professional philosophy is shaped by not just what was passed on to me by my parents and mentors, but is and was shaped by my experiences and what I have seen in life. My personal beliefs and concepts in life that may contribute to my profession are: being a role model to not just my family but with the people I work with as well, the value I have for myself, thus, valuing my profession and what it stand for, its aims and objectives, and most importantly is my ability to reach out and help others. By doing this, I am not just able to share myself to others but be able to contribute to society as well. References Department of Social Work. (2008). â€Å"Definition of Social Work. † Retrieved on May 30, 2010 from http://www. wright. edu/cola/Dept/social_work/sw_definition. htm SAMHSA National Mental Health Information Center. (n. d). â€Å"What is Trauma-Informed Care? † Retrieved on May 30, 2010 from http://mentalhealth. samhsa. gov/nctic/trauma. asp#care Ohio Department of Mental Health. (n. d. ). â€Å"Trauma Informed Care† Retrieved on May 30, 2010 from http://mentalhealth. ohio. gov/what-we-do/provide/trauma-informed-care/index. shtml Towland, C. (2010). â€Å"Social Work Theory and Practice Making the Links. † Retrieved on May 30, 2010 from http://ezinearticles. com/? Social-Work-Theory-and-PracticeMaking-the-Linksid=1956566 Childrens Voice. (2007). â€Å"Nctsn Center Supports Rural Trauma-informed Care. † Volume: 16. Issue: 5. Child Welfare League of America, Inc. Retrieved on May 30, 2010 from www. questia. com

Communication Accomodation Theory Essay -- Communication

The Communication Accommodation Theory states when people interact they alter their speech to fit in or accommodate for other. CAT describes the psychological, social, and linguistic behaviors that people exhibit when communicating with each other (Coupland, Coupland, Giles, Henwood, 1988). Each individual has his or her own personality and motivation when involved in a conversation, this attribute are reflected in how the individual speaks, listens and then responds to the other person involved in the conversation. According to this theory, communication between two people can at any time be adjusted by either party in response to actual, perceived, or stereotyped expectations of the other person (Coupland, et al., 1988). This means that either party can change their communication style based on what they feel or pick up on during the conversation. The CAT theory can help understand how humans interact with one another while communicating. CAT is based on the premise that speakers and listeners unconsciously and mutually modify their linguistic (e.g., language choice, vocabulary) and/or paralinguistic (e.g., dialect, tone of voice, speech rate) behaviors to become more similar to (convergence) or different from (divergence) their interactional partners (Giles, Mulac, Bradac, & Johnson, 1987). Convergence strategies signal interactants' positive attitudes toward each other, such as increasing attractiveness and approval or showing solidarity, whereas divergence strategies accentuate differences between interactants (Giles et al., 1987). CAT is based on the idea that people with unknowingly modify their language to become more similar or from the person they are communicating with. Convergence usually occurs when the sp... ....), Language and social psychology. (pp.45-65) Hordila - Vatamanescu, E., & Pana, A. (2010). The Application of the Communication Accommodation Theory to Virtual Communities: A Preliminary Research on the Online Identities. International Journal Of Interdisciplinary Social Sciences, 5(4), 279-290. Jones, E., Gallois, C., Callan, V., & Barker, M. (1999). Strategies of accommodation: development of a coding system for conversational interaction. Journal of Language and Social Psychology, 18(2), 123-152. Krippendorff, Klaus (2004). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage. Myers, P., Giles, H., Reid, S. A., & Nabi, R. L. (2008). Law Enforcement Encounters: The Effects of Officer Accommodativeness and Crime Severity on Interpersonal Attributions are mediated by Intergroup Sensitivity. Communication Studies, 59(4), 291-305.

Native American DBQ

In an attempt to overcome conflicts with the possession of Native American and, the United States set in place policies that were Often inconsiderate to the Natives, but that they believed to be better economically, politically, and morally. These policies varied from government provided food for the Natives, to the distribution of the new land, and the treatment of Native for their various practices. All of these things greatly affected the course of Native American people and their cultures to this day. As Americans took over more land in the west, they began to kill the buffalo that lived there for supplies in massive amounts.Document C, Figure 16. 2, wows a mound of buffalo skeleton bones that would be shipped to the East for various fertilization purposes and represents the â€Å"extent of the devastation† to the buffalo population. Document C also shows the numerous ways that Native Americans used the buffalo in their everyday life. Various purposes that the buffalo serv ed were food from meat and fat, tools and weapons from the bones, clothing from the hide of the buffalo, and many others uses on the long list. No part of the buffalo was wasted by the Natives.When Americans came to their land and slaughtered the population, the Natives were left without any supplies for living. The Natives were forced to live off of food that was provided for them by the government, even though it was the same white settlers who took away their food supply in the first place (Document C). Economically, this helped the United States. They had more land to sell and make money from, and they benefited off of the buffaloes. This was not equally beneficial to the Natives however. They were not even considered by the government that continued to invade their homes and lives.The government may have thought they were helping the Natives by providing them with the small food rations that they did, but the government as actually the root of the Natives food dilemma. There wa s discussion amongst the nation's leaders over what should be done with the newly ceded land. Secretary of the Interior Carl Scours argued that the tribes are â€Å"in the way Of the development Of the country as an obstacle. † To overcome that, his suggestion was to give the Natives portions of the land as reservations, but that sections within that land be used by the government (Document B).In 1 887, Congress passed the Dates Severalty Act that allowed the President to resurvey Native American land reservations if e see fit that the land could be advantageous for agricultural and grazing purposes (Document E). Then in 1889, Theodore Roosevelt stated that it was obvious for them to â€Å"break up the Indian reservations, disregard the tribal governments, allot the land in severalty, and treat Indians as we do other citizens,† and that they are respecting Natives more than the Natives have respected them (Document F).It is made clear though that the Natives wish to be left unbuttered, both them and the land. In a letter to Roosevelt and the â€Å"Washington Chiefs† they express their concerns with how they farm and retreat the Hopi land. The Natives had a certain cycle for farming the land that could be ruined by the settlers (Document H). The Americans did not consider this Hopi petition though. This was a political move to prove to the Natives that they were a â€Å"weaker race† and also to pass legislation that supported it.The Americans may have thought they were doing well to the Natives, as Carl Scours said himself â€Å"To civilize them†¦ And absolute necessity if we mean to save them,† but they Were only disrespecting their land and their requests. One thing that created such a strong barrier between the Natives and the Americans were cultural differences. The Dates Severalty Act allowed for the united States â€Å"to ban crucial aspects of Indian culture, including native practices related to religion, educati on, language, and even dress and hairstyles† (Document C).This shows the type of ignorance that the American people had towards the Native American cultures. They knew nothing about them, yet they banned their practices. These sometimes harsh judgments were driven from fear. Some of the Native American practices legitimately frightened the Americans, particularly, the tribal gatherings where â€Å"men, omen, and children participated in the ritual dance, moving in a circle and singing. † These rituals scared them so much, that in December 1 890, â€Å"U. S. Troops attacked and killed several hundred Indians† (Document G).The American people again may have thought they were cleansing the Natives, but were only being inconsiderate to them as people. Their actions were morally unjustifiable. This time period has a long lasting effect on the world. Entire tribes and cultures died because of the mistreatment and misjudgment of the Natives. Whether or not the American people thought they were helping in some way r another, they were only destroying lives as if they truly were just â€Å"obstacles' and the nation's course of development.

National Differences in Political Economy - 2934 Words

Chapter 02 National Differences in Political Economy True / False Questions 1. A countrys political economy and culture are independent of each other. True False 2. It is not possible to have democratic societies that emphasize a mix of collectivism and individualism. True False 3. The communists believed that socialism could be achieved by democratic means, and turned their backs on violent revolution and dictatorship. True False 4. In an individualist society, the welfare of society is best served by letting people pursue their own economic self-interest. True False 5. The central message of collectivism is that individual economic and political freedoms are the ground†¦show more content†¦There is a strong relationship between economic freedom and economic growth. True False 32. The general assertion that nations that invest more in education will have higher growth rates has been proved false. True False 33. Since the 1980s, the political economy of many nations has seen a shift away from centrally planned and mixed economies toward more free market economic models. True False 34. One of the reasons for the spread of democracy is the emergence of increasingly prosperous middle and working classes who have pushed for democratic reforms. True False 35. According to political scientist Samuel Huntingtons thesis, global terrorism is a product of the tension between civilizations and the clash of value systems and ideology. True False 36. Transformation from centrally planned command economies to market-based economies can be attributed to the fact that command and mixed economies failed to deliver the sustained economic performance achieved by countries adopting market-based systems. True False 37. Economic freedom necessarily equates with political freedom. True False 38. 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