Hercules’s Lesson to the Ancient Greeks free essay sample

Additionally, in labors 4, 5, and 6, mental strength is valuable when Hercules kills his enemies from a distance, using his brain as a weapon. These actions Hercules completed taught the ancient Greeks what traits were necessary to succeed in their world. Physical strength is exploited in labor 1 when Hercules must kill the Nemean Lion. This beast cannot be defeated by stone, bronze, or even iron. Therefore Hercules is entailed to use his hard-hitting hands to conquer this battle. First, as the frightful lion charges Hercules, he lifts his olive wood club and slams the lion’s head into pain and shock. Next, he â€Å"grabbed the lion from behind, encircled his neck with his arms, and squeezed the life out of it. † Hercules’s well-built muscles and his courageous attitude enable him to complete this daunting task. He then skins the lion and wears his hide, showing the ancient Greeks what physical strength can achieve. We will write a custom essay sample on Hercules’s Lesson to the Ancient Greeks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Physical strength also comes into play in labor 7, when Hercules must capture the Cretan Bull. Hercules caught the bull, tied it up, and returned to Tiryns with it upon his shoulders. † Carrying the massive bull, especially upon one’s shoulders, showcases the idea of possessing physical strength as being glorious and bold. Lastly, Hercules employs physical strength when he is ordered to capture Cerberus, the three headed guard dog of the Underworld. Hades had informed him that he could not use weapons to obtain Cerberus; therefore, he â€Å"grabbed the monster with his powerful arms (and) †¦maintained his deathly grip. Hercules corporeal potency was essential to complete this labor. This labor taught the ancient Greeks that physical strength was essential in their world, as well. Mental strength is another necessity and lesson that is placed upon the ancient Greeks. To complete labor 4, Hercules must capture the Erymanthian Boar. Hercules realizes â€Å"that he c ould never catch the amazingly fleet animal upon its native terrain. † Therefore, Heracles chases the boar into the snowy, upper regions where it eventually collapses in exhaustion. Without clever thinking, Hercules most likely would have chosen a less successful strategy, like chasing the swift boar around the boar’s native terrain. While choosing that plan, Hercules would collapse in exhaustion, instead of the boar, resulting in failure. This labor shows that the key to success is a high mental capability. Additionally, Hercules uses mental strength while completing labor 5, where he must clean the Augean stables. Instead of using physical strength to clear out the years of animal droppings, he makes two rivers bend so that they flow into the stables, sweeping out the filth. By the end of the day, the stables were fresh and clean. † If Hercules used his brawn instead of his brains, cleaning the mess most likely would have taken much longer. Though when Hercules uses his wits and common-sense for this task, it shows the ancient Greeks that mental strength is sometimes more effective than physical strength. Lastly, for labor 6, Hercules must kill th e Stymphalian birds. These birds â€Å"shot their feathers as if they were arrows, killing humans and then eating their flesh. † They were so numerous and hidden that Heracles could not have defended himself. Using physical strength was not an option, so Hercules scared them out of their nests with a rattle and then killed them with arrows. Using his intellect, Hercules was able to complete his labor in an efficient way. This made Hercules’s labor look almost easy, showing the ancient Greeks that achieving a goal can be simple, trouble-free, and painless, if common sense is utilized. The hero, Hercules, taught the ancient Greeks to make use of physical and mental strength when completing the â€Å"labors† of everyday life. When Hercules defeated his enemies with brute force, like the Nemean lion or the Cerebus, ancient Greeks came to the realization that physical force is required to accomplish responsibilities. Inversely, mental strength is also taught to be a necessity for ancient Greeks when Hercules uses his brain to capture the Erymanthian Boar, clean the Augeian stables, or kill the Stymphalian birds. Overall, achieving different responsibilities required different traits that the ancient Greeks were supposed to acquire. These traits were strongly apparent in the hero, Hercules.

On Rhetoric, or the Art of Eloquence, by Francis Bacon

On Rhetoric, or the Art of Eloquence, by Francis Bacon Father of the scientific method and the first major English essayist, Francis Bacon published Of the Proficience and Advancement of Learning, Divine and Human in 1605. This philosophical treatise, intended as an introduction to an encyclopedic study that was never completed, is divided into two parts: the first part broadly considers the excellency of learning and knowledge; the second focuses on the particular acts and works . . . which have been embraced and undertaken for the advancement of learning. Chapter 18 of the second part of The Advancement of Learning offers a defense of rhetoric, whose duty and office, he says, is to apply reason to imagination for the better moving of the will. According to Thomas H. Conley, Bacons notion of rhetoric seems novel, but what Bacon has to say about rhetoric . . . is not as novel as it has sometimes been represented, however interesting it might be otherwise (Rhetoric in the European Tradition, 1990). On Rhetoric, or the Art of Eloquence* from The Advancement of Learning by Francis Bacon 1 Now we descend to that part which concerneth the illustration of tradition, comprehended in that science which we call rhetoric, or art of eloquence; a science excellent, and excellently well laboured. For although in true value it is inferior to wisdom, as it is said by God to Moses, when he disabled himself for want of this faculty, Aaron shall be thy speaker, and thou shalt be to him as God; yet with people it is the more mighty: for so Salomon saith, Sapiens corde appellabitur prudens, sed dulcis eloquio major a reperiet1; signifying that profoundness of wisdom will help a man to a name or admiration, but that it is eloquence that prevaileth in an active life. And as to the labouring of it, the emulation of Aristotle with the rhetoricians of his time, and the experience of Cicero, hath made them in their works of rhetorics exceed themselves. Again, the excellency of examples of eloquence in the orations of Demosthenes and Cicero, added to the perfection of the precepts of eloqu ence, hath doubled the progression in this art; and therefore the deficiences which I shall note will rather be in some collections, which may as handmaids attend the art, than in the rules or use of the art itself. 2 Notwithstanding, to stir the earth a little about the roots of this science, as we have done of the rest; the duty and office of rhetoric is to apply reason to imagination for the better moving of the will. For we see reason is disturbed in the administration thereof by three means; by illaqueation2 or sophism, which pertains to logic; by imagination or impression, which pertains to rhetoric; and by passion or affection, which pertains to morality. And as in negotiation with others, men are wrought by cunning, by importunity, and by vehemency; so in this negotiation within ourselves, men are undermined by inconsequences, solicited and importuned by impressions or observations, and transported by passions. Neither is the nature of man so unfortunately built, as that those powers and arts should have force to disturb reason, and not to establish and advance it. For the end of logic is to teach a form of argument to secure reason, and not to entrap it. The end of morality is to procur e the affections to obey reason, and not to invade it. The end of rhetoric is to fill the imagination to second reason, and not to oppress it: for these abuses of arts come in but ex obliquo3, for caution. 3 And therefore it was great injustice in Plato, though springing out of a just hatred to the rhetoricians of his time, to esteem of rhetoric but as a voluptuary art, resembling it to cookery, that did mar wholesome meats, and help unwholesome by variety of sauces to the pleasure of the taste. For we see that speech is much more conversant in adorning that which is good, than in colouring that which is evil; for there is no man but speaketh more honestly than he can do or think: and it was excellently noted by Thucydides in Cleon, that because he used to hold on the bad side in causes of estate, therefore he was ever inveighing against eloquence and good speech; knowing that no man can speak fair of courses sordid and base. And therefore as Plato said elegantly, That virtue, if she could be seen, would move great love and affection; so seeing that she cannot be showed to the sense by corporal shape, the next degree is to show her to the imagination in lively representation: for to sh ow her to reason only in subtlety of argument was a thing ever derided in Chrysippus4 and many of the Stoics, who thought to thrust virtue upon men by sharp disputations and conclusions, which have no sympathy with the will of man. 4 Again, if the affections in themselves were pliant and obedient to reason, it were true there should be no great use of persuasions and insinuations to the will, more than of naked proposition and proofs; but in regard of the continual mutinies and seditions of the affections, Video meliora, proboque,Deteriora sequor, 5 reason would become captive and servile, if eloquence of persuasions did not practice and win the imagination from the affections part, and contract a confederacy between the reason and imagination against the affections; for the affections themselves carry ever an appetite to good, as reason doth. The difference is, that the affection beholdeth merely the present; reason beholdeth the future and sum of time. And therefore the present filling the imagination more, reason is commonly vanquished; but after that force of eloquence and persuasion hath made things future and remote appear as present, then upon the revolt of the imagination reason prevaileth. 1 The wise-hearted is called discerning, but one whose speech is sweet gains wisdom (Proverbs 16:21).2 The act of catching or entangling in a snare, thus entrapping in an argument.3 indirectly4 Stoic philosopher in Greece, third century BC5 I see and approve the better things but follow the worse (Ovid, Metamorphoses, VII, 20). Concluded on page 2*This text has been taken from the 1605 edition of  The Advancement of Learning, with spelling modernized by editor William Aldis Wright (Oxford at the Clarendon Press, 1873). 5 We conclude therefore that rhetoric can be no more charged with the colouring of the worse part, than logic with sophistry, or morality with vice. For we know the doctrines of contraries are the same, though the use be opposite. It appeareth also that logic differeth from rhetoric, not only as the fist from the palm, the one close, the other at large; but much more in this, that logic handleth reason exact and in truth, and rhetoric handleth it as it is planted in popular opinions and manners. And therefore Aristotle doth wisely place rhetoric as between logic on the one side, and moral or civil knowledge on the other, as participating of both: for the proofs and demonstrations of logic are toward all men indifferent and the same; but the proofs and persuasions of rhetoric ought to differ according to the auditors: Orpheus in sylvis, inter delphinas Arion 1 Which application, in perfection of idea, ought to extend so far, that if a man should speak of the same thing to several persons, he should speak to them all respectively and several ways: though this politic part of eloquence in private speech it is easy for the greatest orators to want: whilst, by the observing their well-graced forms of speech, they leese2 the volubility of application: and therefore it shall not be amiss to recommend this to better inquiry, not being curious whether we place it here, or in that part which concerneth policy.   6 Now therefore will I descend to the deficiences, which (as I said) are but attendances: and first, I do not find the wisdom and diligence of Aristotle well pursued, who began to make a collection of the popular signs and colours of good and evil, both simple and comparative, which are as the sophisms of rhetoric (as I touched before). For example:   Sophisma.Quod laudatur, bonum: quod vituperatur, malum.Redargutio.Laudat venales qui vult extrudere merces. 3 Malum est, malum est (inquit emptor); sed cum recesserit, tum gloriabitur!4 The defects in the labour of Aristotle are three: one, that there be but a few of many; another, that their elenches5 are not annexed; and the third, that he conceived but a part of the use of them: for their use is not only in probation, but much more in impression. For many forms are equal in signification which are differing in impression; as the difference is great in the piercing of that which is sharp and that which is flat, though the strength of the percussion be the same. For there is no man but will be a little more raised by hearing it said, Your enemies will be glad of this, Hoc Ithacus velit, et magno mercentur Atridae, 6 than by hearing it said only, This is evil for you.   7 Secondly, I do resume also that which I mentioned before, touching provision or preparatory store for the furniture of speech and readiness of invention, which appeareth to be of two sorts; the one in resemblance to a shop of pieces unmade up, the other to a shop of things ready made up; both to be applied to that which is frequent and most in request. The former of these I will call antitheta, and the latter formulae.   8 Antitheta are theses argued pro et contra7; wherein men may be more large and laborious: but (in such as are able to do it) to avoid prolixity of entry, I wish the seeds of the several arguments to be cast up into some brief and acute sentences, not to be cited, but to be as skeins or bottoms of thread, to be unwinded at large when they come to be used; supplying authorities and examples by reference. Pro verbis legis.Non est interpretatio sed divinatio, quae recedit a litera:Cum receditur a litera, judex transit in legislatorem.Pro sententia legis.Ex omnibus verbis est eliciendus sensus qui interpretatur singula. 8 9 Formulae are but decent and apt passages or conveyances of speech, which may serve indifferently for differing subjects; as of preface, conclusion, digression, transition, excusation, etc. For as in buildings there is great pleasure and use in the well casting of the staircases, entries, doors, windows, and the like; so in speech, the conveyances and passages are of special ornament and effect. 1 As Orpheus in the woods, as Arion with the dolphins (Virgil, Eclogues, VIII, 56)2 lose3 Sophism: What is praised is good; what is censured, evil.Refutation: He who praises his wares wishes to sell them.4 Its no good, its no good, says the buyer. But after he goes he exults in his bargain.5 refutations6 This the Ithacan desires, and for it the sons of Atreus would pay much (Aeneid, II, 104).7 for and against8 For the letter of the law: It is not interpretation but divination to depart from the letter of the law. If the letter of the law is left behind, the judge becomes the legislator.For the spirit of the law: The meaning of each word depends on the interpretation of the whole statement.

HRM and the External Environment Essay Example | Topics and Well Written Essays - 2250 words

HRM and the External Environment - Essay Example Markets have expanded rapidly, transcending all boundaries and going beyond a local and even a national scale, to a more global level. Furthermore, technological advances have also greatly influenced and shaped the socioeconomic sphere today. That is to say, market expansion and technological progress have made the economy a much more challenging one today. For example, now, it is much harder to keep track of the latest fashions and trends because the producer does not directly know the consumer, and hence cannot gauge the consumer’s latest tastes or feelings towards a product (Houseman, pp. 149-170, 2001). Moreover, since there are many indirect links in marketing today, the ‘loyalty’ factor that was characteristic of a buyer-seller relationship and that used to work heavily in favour of some suppliers is no longer there, and there is an increased pressure on the companies to do well to keep their consumers satisfied. Now, there is a much greater pressure on firm s than before to deliver, in that there is increased competition and to thrive – or even survive – in their fields, firms must not only perform well, but also perform better than their competitors perform. Furthermore, trends have also changed greatly as new tastes and fashions grip society, and consumers’ demands are constantly altering, forcing businesses to adapt to them and provide products and services that fit their latest needs and demands (Houseman, pp. 149-170, 2001). Overall, in an economic environment where competition is paramount, consumer satisfaction is of the utmost importance to a business’s returns and so, to keep up with this pace, businesses must cater to new demands, and adapt to cost-cutting and more productive strategies to maximize status and profit. Naturally, to keep abreast of this faster moving market, businesses have had to address their strategies and alter their policies. These changes include an assessment of the production process, evaluation of employees, research etc., but one of the biggest changes made to the structure of the businesses has been to promote and increase greater flexibility in the workplace (Houseman, pp. 149-170, 2001). Workforce flexibility refers to â€Å"an organisation’s ability to adapt its human resources in a manner appropriate to increasingly changing environmental conditions† (Houseman, pp. 149-170, 2001). This approach allows a business to allocate tasks based on which jobs on an agenda require the most attention, for example, deciding the product that requires more work forces at a certain time. In addition, more work forces can come under hiring if demand calls. This is a very efficient strategy as unforeseen human resources staffing needs can be met without any significant loss to the business, and at the same time, workers earn more in terms of skills and training in other areas of their work as well. Need for an organisational restructure may come abou t due to a sudden increase in demand, or a certain, unexpected problem in the production line. For example, during a slow hour, cashiers could be used to help stock shelves, this is efficient because no workers are left idle, and a faster way to marketing can be approached (Wood, pp. 367-413, 1999). At other times, for example, if the supermarket is very busy and has a massive in-flow of customers, workers that were,

The Future of Greece Essay Example | Topics and Well Written Essays - 1000 words

The Future of Greece - Essay Example Interestingly, news articles and public opinion tended to believe that Greece would default and the European Union would be faced with the question of whether to integrate further whether to dissolve entirely. Although this is still very much a reasonable expectation with respect to the outcome of the PIIGS in Europe (Portugal, Ireland, Italy, Greece, and Spain), a more likely scenario that is been exhibited over the past several years is the fact that the European Union will continue to bankroll the debt of Greece, and country similar to it, as long as the central bank of Europe has the wherewithal to continue bankrolling the liabilities of this small southern European nation. Ultimately, there are only two outcomes can exist for Greece in light of the information that is thus far been presented. Sadly, neither of these outcomes are particularly optimistic. The first outcome is necessarily contingent upon the belief that Greece will ultimately default upon the debt that the European Union has provided it and will be censured by dismissal from the European Union and forced to be something of a satellite state to the European Union; something that is never before happened. Within this particular interpretation of overall likelihood and future potential, Greece would be able to regain control of its currency and either renege upon the debt that it has thus far accrued by printing a massive amount of money, or seeks to honor these engagements through a slow and arduous process of repayment. Within such a framework, the only tangential benefit set out to that would be the sovereignty over its own monetary instruments and the mechanisms through which a Greek central bank could seek to change the fiscal policy and dismal economic Outlook that the nation faces in the immediate and near future. A secondary and equally dismal outcome is that Greece would maintain itself within the European Union and continue to borrow an unsustainable level of cash as a means of funding its operations domestically. Unless the European Union type is debt mechanism and does not allow for Greece to continue to exercise the bailouts that is received over the past several years, this outcome is not only likely but expected. However, the repercussions of such a decision matrix would mean that Greece would not be able to exercise any degree of sovereignty with respect to the way in which it continues to operate its economy. Due to the ever increasing level of regulations that European funding, through the European Central Bank, has impacted upon Greece, nearly each and every economic decision that is made at the national level is not contingent upon the actual decision-makers within the country; rather, it is contingent upon how Brussels views the best interests of Greece through a strategy of debt repatriation Sadly, both of these alternatives necessarily create a situation through which the nation of Greece is at the mercy of an unbelievably high level of national that for a very long period of time. A handful of instances can be recalled that help the reader to understand how such constricting levels of debt can impact upon the overall quality of life, GDP, and expectation for future profitability that the nation might at some point in the future hope to assume. As it stands within the current model, the debt of Greece is something of the sword of Damocles through which the Greek economy can neither escape nor hope to grow. This is not only a dire situation but one that begs the relevant powers

Problem Solving Essay Example | Topics and Well Written Essays - 250 words - 4

Problem Solving - Essay Example From this paper it is clear that the author overalls initial plan is to investigate the major root course of the problem. He will focus on comparing his performance to that of the overall best student. The reporter will review his studying plan and culture to determine the possible deficiencies that may be present. He will also consult with his teachers for each and every subject to get an opinion from them on his performance and what may have been the possible causes.As the discussion highlights the author will analyze his options. Among the possible solutions would be borrowing some reading strategies from those of the best student, setting out a new time table, improving the time spent for personal or private studies especially in the library, and focusing more on consulting with his teachers on those particular academic areas that he does not understand well. The author's main focus would be to implement these strategies to his level best. Committing to them will at least provide some impacts to his academic performance, which will largely determine the last stage of the problem solving. The last phase would be to measure the impact of the strategy. This will entail the comparison of his academic achievements of this term with those of the previous term. Any significant improvement will mean a successful implementation of the problem. If there is no improvement, he will repeat the whole process of problem solving again.

Observations to Identify Child Needs

Observations to Identify Child Needs Planning, observation and assessment all contribute to supporting the learning and development of children. Careful observation can identify a child’s individual needs and interests and ensure that resources and activities are suitable for promoting further development. The early years recommends that practitioners follow a three-step cycle to effectively meet the needs of individual children. Planning Observation and Assessment. Write only what you see-this ensures accuracy. Write the date and time you’re observing, name and age of child, setting where the observation is being done. Avoid opinions, don’t say that the child is/ is not enjoying something, if they have not told you that. Continue with regular observations-this provides an overall consistent picture of the child’s development, and identify any areas of a child’s development that might need additional support or be delayed. You can learn a lot about the children you are working with by observing them, and you are more likely to be able to meet their individual needs effectively from observation. Formal observations can be used to observe a child’s development of a particular skill or knowledge and understanding. The practitioner can use adult-led activities to provide an opportunity for the child to practice this particular skill and observe their participation. Observations which are spontaneous, help gather information as children will be able to explore naturally without any added pressure. Formal observations can be used to observe a child’s development of a particular skill or knowledge and understanding. This is especially useful for development checklist for the child. There are factors to consider when observing a child and that it is regularly collected to produce a true picture of the child’s knowledge and abilities and ensure consistency in the evidence you collect. Many things can affect the validity of observation; tired or hungry or hungry children may not demonstrate skills to the best of their ability and might get different results in completing an observation on a child at different times of the day, illness can affect the child’s demonstrating skill if they are ill, or might not want to partake so won’t be demonstrating their true abilities. Practitioners should schedule a repeat observation whe n the child is well to gather the true picture of the child’s ability. It is important to see when a child has achieved a particular skill when you carried out the observations at the same time accurate results and consistency. There are many methods of observing and recording observations. Practitioners in early year settings often use a note taking method carrying with them a note pad, to write spontaneous occurrences in what a child’s interests and achievements are when they are engaged in an activity with them. This way of taking notes can then be written up after the events in more detail. Time sample is another way of recording information; this is a way of looking at a child’s activity over a period of time, observing the child at regular intervals for example every ten minutes for one hour. A summative assessment is when the evidence is gained through a formative assessment over a period of time and these are helpful when the practitioner needs to review a child’s developing progress. A formative assessment is an on-going assessment of the child, and carried out on a regular basis. The early years requires two formal summative assessments, at aged two and at the end of completion of the Early Year setting. Assessments after observations are the way in which the practitioner can make decisions about what the child can do. For example a practitioner is observing a child and note the child has spent ten minutes building bricks. It shows the practitioner that the child appears happily content doing this activity, it also shows the child can concentrate for a period of time and play independently. They are able to observe if the child is using favourably their left hand or right hand and their eye- to hand coordination is well developed.The practitioner can say if the child had any facial expressions i.e. smiling or frowning whilst doing the activity to show enjoyment or concentration. An observation like this helps the practitioner plan future activities well suited to the child to meet individual needs and abilities of the child, and encourage future development adding other construction activities for the child to try if naturally this is where the child is getting enjoyment. Planning for a child to help their development in their not as strong areas is very important also. And from observations you can assess where the child needs extra encouragement or additional help in certain areas, for example when a group of children asked to put their coats on ready to go outside. You can observe the children who are very capable of doing the task without aid and the children who take longer and need extra time or help. You can plan for this by dividing the children into two groups; group 1 and group 2. Group 1 being the slower children less able to p ut on their coats are to start getting ready first with extra time allocated than group 2.Planning should be built upon the observation and assessment findings of individual children in order to identify the best steps to take to further their learnings and development. The Early Years development matters document suggests that planning should include looking at what is next for the child including: experiences and opportunities, the learning environment, resources, routines and the practitioners’ role. A carer can observe an individual child during outdoor play and recognise that the individual child aged two years is climbing confidently and is beginning to pull themselves up on nursery play climbing equipment outdoors. So the carer can help the individual child by talking to the child about their movements and help them to explore new ways of moving, such as squirming slithering and twisting along the ground like a snake, and moving quickly, slowly or on tiptoe. Plan opportunities for children to tackle a range of levels and surfaces including flat and hilly ground, grass, pebbles, smooth floors and carpets. Provide a range of large play equipment both indoors and outdoors that can be used in different ways such as boxes, ladders –frames and barrels. Provide safe spaces and explain safety to the child and parents. These will help encourage their physical development even further. The Statutory assessments focus on three prime areas of development ages two and three progress check. The assessment review and identify the child’s strengths and any areas of where the child’s progress is less than expected. The progress check helps identify the child’s natural interests and plan effectively for the individual child. It is a good idea to show the parents how to understand effectively to support the child’s learning which can be encouraged at the home environment for the child. The assessment it helps identify any additional special educational need or identify any disability. The practitioners should develop a targeted plan to support the child’s future learning and development involving the parents and careers and other professionals which may be needed. The report shows reflecting development levels and needs of the child, it shows the areas where the child is progressing well, the areas where additional support may be needed, and focus particularly on where there is a concern that the individual child may have developmental delay, which may indicate a special educational need or disability. It must include any activities and strategies the provider must intend to adopt and address any issues or concerns. Parents must receive a written record of each of the child’s prime areas of development. It is of interest to the individual child to encourage the parents to share the information from the progress check with other relevant professionals, including their health visitor and the staff of any new provision the child may transfer to. The progress check and the Healthy Child Programme health and development review at age two, when the Health visitor gathers information on a child’s health and development, allowing them to identify any developmental delay and any particular support from which they think the child and family might benefit, should inform each other and support integrated work together. This also helps health and education professionals to identify any strengths as well as any developmental delay. The providers must have parental consent and careers to share information directly with other relevant professionals. The assessment at the end of early years foundation stage profile must be completed when the individual reaches age five in the final term no later than June 30 in that term. It provides a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels and their readiness for starting year 1. It provides information to the parents, careers practitioners and teachers; the profile reflects ongoing observations, all the relevant records held by the setting, discussions with parents and careers and any other adult professionals relevant. The child’s development must be assessed against the Early learning goals, practitioners indicate whether children are meeting expected levels of development, or if they are exceeding expected levels and if not yet reaching expected levels. Year 1 teachers are given the Profile; this will help the teacher acknowledge the child’s stage of development and learning needs and help assist w ith the planning of activities. The Profile must be completed for all children, including with special educational needs or disabilities, with reasonable adjustments to the assessment process for children with special educational needs and disabilities are made appropriately. It is important to know that all children will have differing level of skills and abilities across the profile and it is important that there is a full assessment of all the areas of the child’s development to form plans for future activities and to help identify any additional support. Schools must share the results of the Profile with the parents and careers. The profile must be completed for all children, including of those with special educational needs or disabilities. Adjustments to the assessment process for the children with special educational needs and disabilities must be made as appropriate. Children will have differing levels of skill and abilities across the profile and it is important that there is a full assessment of all areas of their development to inform any future activities and to identify any additional support needs.

US-Latin America Essay -- Politics, Dominican Republic

During the late nineteenth and early twentieth century, the United States was the most dominant power in the Western Hemisphere. European nations conceded to the United States their right of any intervention in the Western Hemisphere and allowed the United States to do whatever they wanted. The United States took this newly bestowed power and abused it. The United States intervened in many Latin American countries and imposed their policies on to these countries against their will. A perfect example of this aggression is what occurred in the Dominican Republic in 1904. The United States intervened in this sovereign nation and took control of their economy and custom houses. A memorandum from Francis B. Loomis, the United States Assistant Secretary of State, to the Secretary of States illustrates the United States’ goals, interests, attitudes and assumptions in the Dominican Republic and how the United States policy makers felt towards Latin America during this time period. The United States had a wide variety of goals and interests in the Dominican Republic and in Latin America. In the Dominican Republic, Americans were heavily invested in the Dominicans’ industries. Americans invested in an area of six million dollars just in the Sugar industry alone (Loomis 2). And â€Å"the total American investments in the Dominican Republic of an important and active sort are estimated to be worth about twenty million dollars (Loomis 2). Also, many American citizens owned and operated many vast and major plantations and railroads in the Dominican Republic. American citizens’ owned and operated 60 miles of important line of railway (Loomis 3). Also at Sosua, the American company, United Fruit Company owned some twenty thousand acres of land which... ...l power in Latin American. The United States didn’t engage in classic direct imperialism which is colonialism, but engage in indirect imperialism which focused on controlling and intervening in the economic and social institutions of Latin America. The United States only cared for their economic well-being. They didn’t care the suffering the people of Latin America were going through. The United States only cared that their economic interests were thriving in Latin America. The policies the United States government undertook clearly show this. The policies of Roosevelt’s corollary and Taft’s dollar diplomacy only mention the United States’ interests. There is nothing about the Latin American’s interests and well-being. Many people suffered because of the United States’ policy that only supported and protected the rich and powerful corporations.

Food Street Reaction Paper Essay

I. Introduction Serving different kind of foods all around the Asia is what the food street is in ISHRM. Students with culinary subject prepare different kinds of food which different countries specialized. Arranging different stalls depending on what country they have been assigned and being like from that country from their clothes is what they do next. And then ofcourse they will serve it to all the students and faculty of the school. This tradition made culinary students prepared cooking and serving different dishes with different plating which will attract people to eat their foods. This made students be competitive in cooking their best. Sharing is the meaning of the food street as for what I see. Having people walking around the place and seeing what the foods are in other country shared some information to everyone. Giving knowledge, being competitive, giving foods, be fair, and to give enjoyment is what food street for me is. II. Reaction A great food street, that’s what came in my mind for my first intramural in ISHRM. Though I have been experience having sport fest as part of the intramural from my last school, it’s my first time to attend in some organize celebration like a food street. Actually I never wanted to attend in it from the first; I thought that it will be such a waste of time for I can eat at home. But since I needed it for my subject I decided to go. As I came I was surprised that people are really that busy. They are all competitive. Though students are being everywhere, it is not easy for it to be organized. I am disappointed that it takes too long for it to be started. It’s good that my friends were there. I enjoyed talking to them as we wait for the food serving. Since I wanted to eat early the business administration students in first year level was perfect having their small stall and selling gulaman and melon which taste so good. From my sister and brother who are student of ISHRM from 2010 I heard that food street is giving foods which came from the culinary students, other that I don’t have any idea about what will happen. I don’t expect that the school is really paying attention and prepared for the celebration, though time is not part of it. From 4:00 pm which they said that it will be started, for me it starts at 6:00 pm, I didn’t recognize the judging of the foods which I didn’t saw. And I even didn’t hear the opening speech of the school administrator. I also didn’t saw the theatro dancing because of overcrowded place. Being in the hallway before the canteen we are really surprise about the fireworks which we enjoy. I don’t expect that the school have a lot of fireworks for the intramural celebration. But for me, it’s good that they do the fireworks first before serving foods. It made the students who are waiting for too long have their good moods again. After the fireworks we didn’t know where we should go next and what we should do. Since we are already in the hallway going to the stalls my friends and I decided to divide ourselves for us to save time. Some of us wait for the line for the drinks and some of us look for the line which we should be going for our food. As we saw the right line, we get our foods together with the foods of our other friends. And as we went to the pavilion our drinks were already there and we gave the other foods for them as change for our dinks. III. Recommendation Time management is really what I wanted to recommend first. Let their students know what the time it will start and don’t let their students waiting there for too long. They should also try to look for other bigger place for the celebration. It will be nicer if there are tables and chairs for the next venue of the food street. They should still have the foods prepared in a box so that it will be easier to distribute. They should write to the stub the name of the country so that students will not going to walk and walk all around looking for their line. The foods were not that so good but maybe I am not that type of person who likes to eat foods of other countries. I also saw that serving foods are not fair because two of our friends told us that there dot have rice in their box. And since there is only one food to be assigned for every student, we didn’t know which will be best. I think they should put one food for each country in one box. And if there will be rice, all the box should also have the same contain.

Racism and the law

Racism and the law Free Online Research Papers In the 1900 a prominent English scholar Gilbert Murray said: â€Å"There is in the world a hierarchy of races†¦[some] will direct and rule the others, and the lower work of the world will tend in the long run to be done by the lower breeds of men. This we of the ruling colour will no doubt accept as obvious.† (Walker; 1997) It was very true at the time; everywhere you looked you could see that white people were in charge. Canada has faced many obstacles in the 19th century. It has been fighting a never-ending war against Racism in Canada. It has modified or created many laws to help try to combat the discrimination that exists within our country. Canada has modified its immigration act to make it less discriminatory. It has created the Charter of Rights and Freedoms to bring equality to everyone and it has, created human rights acts to protect people of different races. Before we talk about the laws that Canada has put into motion to help combat racism we must first define what racism is. The term Racism is hard to define. Racism is more then just an attitude; it is a policy or practice of persecution or domination by one group over another. Due to this explanation the word racism is not found in statutes or court decisions to the same extent as the word discrimination. Discrimination in the ordinary sense of the word means to treat a person or group differently because of prejudice. However in the legal sense this definition had been expanded to include human rights. Today the word discrimination can include concepts such as adverse effect, or unintentional discrimination, and harassment. Both discrimination and racism come from prejudice. In short prejudice means to pre-judge. In other words to have negative attitudes towards a person based on stereotypical thinking about the group which the person belongs to. This stereotypical thinkin! g comes from believing that all people in one group have the same characteristics. There are no laws which prohibit racism because you cannot control a persons state of mind only his actions. (Cohen; 1987) In Canada the road to racism is compared by John Boyko to ladder the first rung being stereotypes. These stereotypes are brought to existence by popular culture such as newspapers, magazines, cartoons, and movies. The next rung is prejudice, which is the belief that stereotypes are true. These beliefs are portrayed in phrases such as, â€Å"They are all†¦Ã¢â‚¬  or â€Å"Those people†¦Ã¢â‚¬  prejudice only looks at groups not individuals. The next rung is discrimination which is an action based on prejudice. For example an employer not hiring someone because they believe the stereotypes about the group that that person belong to. The next rung that Boyko talks about is sanctioned discrimination. This is where the discrimination becomes entrenched in our laws and practices. After that the next step is systematic racism, which is seen in laws that promote segregation. This step leads to the next step, a need to purify the nation through exclusion or expulsion. And final ly that last step, which i! s genocide, the deliberate extermination of a race. (Boyko; 1998) In this essay I would like to talk about the 5th step in the ladder, sanctioned discrimination. Canada, which prides itself on being a multicultural nation, has a history of sanctioned discrimination. It is only in the lat 2 or 3 decades that Canada has really tried to change it legislations to help combat discrimination. The first thing I would like to talk about is Immigration in Canada. In our country one out of every six people are born outside of Canada. Canada sees immigration as positive, something that helps us prosper economically and helps us to be more tolerant of other people. This view has not always been true. There was a time in Canadian history when Canada did not embrace the immigrant. In fact Canada’s immigration laws use to be full of racist tendencies. (Jakubowski in Comack, 1999) In 1945, Canada director of Immigration, A.L. Jolliffe, wrote: â€Å"The claim is sometimes made that Canada’s immigration laws reflect class and race discrimination: they do, and necessarily so. Some form of discrimination cannot be avoided if immigration is to be effectively controlled in order to prevent the creation in Canada of expanding non-assailable racial groups.†(Cohen: 1987) Discriminatory immigration laws may appear in many different forms. For example immigration laws may expressly apply only to a particular group. This happened in the case of the Chinese immigration Act. In the last half of the 1800’s Chinese were admitted in large numbers to help work on the railroad. The government encouraged Chinese immigration at this point to do the work that few others would do. Once the railroad was finished however and the need for Chinese workers diminished the government passed the Chinese immigration act (1885). This act put a head tax of $50 a head on all Chinese wishing to enter the country. The opposition to Chinese immigration grew within the country and by 1903 the head tax was $500 a person. In 1923 a new act was put in place the forbid the entry of all Chinese with certain narrow exceptions, Chinese within Canada could not sponsor relatives born in China. This act had a great impact on Chinese immigration between 1923 and 1947 only 44 Chinese immigrants came to Canada legally. (Cohen: 1987) Another example of racist tendencies in immigration came with the Jews and Wartime Immigration policy. During the Second World War thousands of Jews sought refugee from Nazi persecution. Although the government did not actually pass a law not permitting Jews into the country they did execute policies designed to obstruct Jewish immigration. Many of these polices were executed on an informal basis. This memo from the department of External Affairs and Immigration in 1938 reveals such a policy. We do not want too many Jews, but in the present circumstances we do not want to say so. We do not want to legitimize the Aryan mythology by introducing any formal distinction for immigration purposes between Jews and non-Jews. The practical distinction, however, has to be made and should be drawn with discretion and sympathy by the competent authorities, without the need to lay down formal minute of policy. (Boyko 1998) These are just two of the examples of past discrimination against certain group there are many others including The Japanese War measures Act, and The East Indian and the Continuous passage rule. So what has Canada done to improve on these racist immigration laws? Until recently nothing, there were no legal protections against racially exclusionary laws and practices. It was not until 1967 when Canada passed a new universal immigration act. That is people who apply to become Canadian Citizens are no longer judged by the colour of their skin, their religion or their ethnicity. In other words the immigration system, which had once used race-related factors to determine entrants is now seemingly â€Å"colour-blind†. (Cohen: 1987) Now the system determines its applicant on a system of points. Applicants gain points through amount of education, occupation, age, personal suitability, ect. This system is said to be universal because every person is evaluated with the same criteria. With the implementation of this new universal system Canada’s immigration act has become much less discriminatory. (Boyko: 1998) The next major advancement that Canada has made to combat discrimination in Canada came with the Creation of the Charter of Rights and Freedoms. The Charter of Rights And Freedoms is one part of the Canadian Constitution, which is made up as a serious of laws rather then on document. The Charter offers a number of different crucial protections to minorities. There are three sections to the charter that should be examined when we look at racial discrimination; these are section 2, 15 and 27. Section 2 of the Charter of rights and freedoms provides that everyone has certain fundamental freedoms, including freedom of religion. According to this act every individual has the right to â€Å"entertain such religious beliefs as the person chooses, the right to declare religious beliefs openly and without fear of hindrance or reprisal, and the right to manifest religious belief by worship and practice or by teaching, and dissemination† It also guaranties the absence of coercion and restraint. The next section 15 may be the most useful to minority groups. This section among other things states that every individual is equal under the law and has the right to equal protection and equal benefit of the law without discrimination. This section has been very influential in the advancement of such groups as the Indians. The Indian Act governs most of Indian lives, this act has been a means for the government to control Indian matters since 1876. In the past the Act has placed constraints on the rights of and lifestyles of the Indian people. For years the Indians could not leave the reserves, even temporarily without a pass. Section 15 of the Charter of Rights and Freedoms helped to remove many of the discriminatory acts that were in the Indian Act. The last Section that I want to discuss is section 27. It states that the charter will be interpreted in a manner â€Å"Consistent with the preservation and enhancement of the multicultural heritage of Canadians† One example of how this section is influential in helping minority groups was in the â€Å"Keegstra Incident† James Keegstra was a teacher who taught his students many anti-Semitic theories. He was charged with promoting hatred contrary to criminal code. He challenged the criminal code on the basis that is violated his freedom of expression guaranteed in the Charter of rights and freedoms. The court refereed to section 27 when they rejected Keegstra’s argument, noting that promotion of hatred contradicts the principles, which recognize the dignity and worth of minorities. (Schneiderman: 1997) There are other sections of the Charter that are useful in protecting minority groups such as Section 3 that gives everyone the right to vote in an election and to be qualified for member of parliament. Chinese and Japanese Canadian were denied the right to vote until the 1940s, and native persons were not allowed to vote until1960. Section 6 gives every Canadian citizen the right to leave remain, and enter Canada. This offers protection against such act as the War measures Act that was invoked in WWII when Canada attempted to deport Japanese Canadians. (Cohen: 1987) The last thing I would like to talk about in Canada’s war against discrimination is the Human Rights Acts. The human rights acts are the most significant legal protection in the field of race relations. The prohibit discrimination in such fields as accommodation, facilities, services, contracts, and employment. The first Human Right Act in Canada was the Racial Discrimination Act of 1944. This act prohibited the publication, display or broadcast of anything indicting an intention to discriminate on the bases of race or creed. This act was ment to get rid of such sign like â€Å"No Jews or Dogs Allowed† which were in shop windows. The Fair employment and accommodation acts came next. In the 1950s these acts set the basic structure for human rights. These acts were ineffective because there was no real enforcement it was up to the individual to pursue discriminatory acts by themselves. The real revolution came in 1962 with the Ontario Human rights Code. This code prohibited discrimination on the bases of race, creed, colour, nationality, ancestry, or place of origin. Today all the Canadian provinces and the Territories have anti-discrimination laws. (Knopff: 1989) There are some people who say that Canada has not come as far as they think. In the case of immigration even though people are being evaluated all on the same basis there are some people who come from countries where they can not obtain the necessary requirements to come to Canada should these people be excluded because their country does not offer education, or they can not find a job. The immigration act does however provide away for these people to get around the points system by applying to become an immigrant using refugee standing. Another argument is that the Charter of Rights and Freedoms is not absolute. A person must appeal to the courts when they feel their rights have been violated it is then up to the court to decided whether or not a persons rights have been violated and whether they should be compensated. Therefore in the end it may come down to one judge’s interpretation of the charter. However at least now minority groups do have the resources available to ! fight back. In the end it is clear that Canada is winning the war it is fighting within its country. Although we are not raising arms and we are not killing people we are beginning to advance. Through the creation of the Charter of rights and Freedoms, the establishment of human right legislation and the changes we have made in the immigration act Canada can honestly say it is trying to create a county were multiculturalism is word you can use to describe the population. A place where a person can live, as an individual without discrimination. It is just to bad we need laws to ensure this. Bibliography Backhouse Constance, Colour- Coded: A Legal History of Racism in Canada, 1900-1950, Toronto, Osgoode Society for Canadian Legal History, 1999 Boyko John, Last Steps to Freedom: The evolution of Canadian Racism, Manitoba, Watson Dwyer Publishing ltd., 1998 Cohen Tannis, Race Relation and the Law, 1987 Comack Elizabeth and others Locating Law, Halifax, Fernwood Publishing, 1999 Driedger Leo and Shiva Halli, Race and Racism Canada’s Challenge, Kingston, McGill-Queen’s University Press, 2000 Knopff Rainer, Human Rights Social Technology, Ottawa, Carlton University Press, 1990 Schnederman David and Kate Sutherland, Charting the Consequences: The Impact of the Charter of rights on Canadian law and Politics, Toronto, University of Toronto Press, 1997. Walker James, â€Å"Race,† Rights and the Law in the Supreme Court of Canada, Wilfred Laurier University Press, 1997 Research Papers on Racism and the lawWhere Wild and West MeetComparison: Letter from Birmingham and CritoQuebec and Canada19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionHip-Hop is ArtCapital PunishmentPETSTEL analysis of IndiaEffects of Television Violence on ChildrenRelationship between Media Coverage and Social and

Treasure of the Sierra Madres essays

Treasure of the Sierra Madres essays In Treasure of the Sierra Madres Humphrey Bogart plays Dobbs, an American cowboy in Mexico. He live on nothing, always borrowing money and doing odd jobs. He meets Curtin whom he befriends. They spend time working together and make some money. Finally the meet Howard, an old timer who knows a thing or two about prospecting. The three of them combine their money along with what Dobbs wins in the lottery, and decide to go and try their luck with prospecting. They hit it rich, but then the reality hits them along with greed and many suspicions. All three characters are affected differently. They all have their own way to handle the situation, and each other. At first Dobbs is the one saying That he only want a certain amount then would leave. In the end his greed costs him his life along with the sin of shooting to kill Curtin. Dobbs is overwhelmed by all the gold and goes crazy to keep it all for himself. He Doesnt win in the end. Curtin is a very down to earth character. He and Howard are the least affected characters. Curtin just goes along with however much they take. When Howard is called away by the Indians, he looks out for Howards goods. He is responsible and fair in his actions. He has great plans, realistic plans, for what to do with his gold. Unfortunately Because of his trying to protect howards gold, he loses his friendship with Dobbs and almost his life. He is saved and comes out okay. Howard is probably the least affected character. Because he has been around gold so much, he doesnt think much about the big find. He knows how people act around it and tells Dobbs and Curtin but Dobbs doesnt hear him. Howard has great plans for his money. He knows that Curtin is a good guy and trusts him to keep safe the gold and to give it to him later on. Howard and Curtin dont get their gold in the end because of Dobbs greed. After he runs ...

HR Manager Interview Essay Example | Topics and Well Written Essays - 1250 words

HR Manager Interview - Essay Example Ahmed has held these positions since 1999. He also holds a Masters degree in Economics. Ayoub was born and raised in Jordan. He is currently in the positions of training manager and acting human resources manager. Ayoub has attained a Masters degree in Economics. In 1993, Ayoub moved to Qatar and have thus been working for the Qatar International Islamic Bank for over 15 years. One of the driving factors that led Ayoub to a career in human resources management was that it is a wide open field and much enjoyment can be received from it. Ayoub’s strengths in the human resources department are that he is well-organized, shows great leadership qualities, displays intuition, and tries to get the most out of fellow coworkers. One of the biggest challenges that Ayoub has faced during his career was when he was picked to work in the finance department. Unfortunately, his background in accounting was very weak. To remedy this problem, he took immediate action to gain as much knowledge as he could in a relatively short space of time. In his current role, Ayoub is in charge of imposing the bank’s policies of the human resources department. One thing that Ayoub mentioned was the key stages in the recruitment process of a human resources department. The first thing is to advertise the job far and wide so that many highly skilled candidates can apply. The next step is to sort out all of the CVs based on the job description. Qualifications and experience are also key things to consider. A shortlist then needs to be made and phone interviews conducted with each candidate on the list. Once this list can be shortened down, each of the remaining candidates can be given a face-to-face interview. The final decision is then made after each of the final candidates has been interviewed in person. Ayoub said that when it comes to stress in the workplace, the key is to develop existing support systems to make them more efficient. Specialization

CompareContrast Nathaniel Hawthorne's heroines in The BirthMark and Essay

CompareContrast Nathaniel Hawthorne's heroines in The BirthMark and Rappaccini's Daughter - Essay Example This has led to a few of them being described as "dark heroines" (Bell, 20); Beatrice Rappaccini, the bewitching daughter of the brilliant, but sinister scientist Rappaccini and to a lesser extent, Georgiana Aylmer, the beautiful young wife of the obsessed scientist Aylmer, are examples of poignant, yet powerful 'dark heroines'. This short essay shall compare and contrast the heroines of two of Hawthorne's short stories, 'The Birth-Mark' and 'Rappaccini's Daughter' respectively. This essay shall cite appropriately from them and other secondary sources to show that, while both the heroines testify to their purity of character by their ultimate sacrifices, Hawthorne's portrayal of Beatrice Rappaccini more than Georgiana Aylmer, aptly suits a 'dark heroine'. Both 'The Birth-Mark' and 'Rappaccini's Daughter' of Hawthorne warn the society regarding the excessive pursuit of science and technology without morality. The stories end as tragedies with the heroines falling victims to the evil obsessions of the dominant men around them. In 'The Birth-Mark' Hawthorne depicts his heroine Georgiana as a powerful image of beauty, that she is praised by her husband Aylmer as one who "came so nearly perfect from the hand of Nature" (The Birth-Mark 1021). She is young and beautiful, but for one "visible mark of earthly imperfection" (The Birth-Mark 1021) on her cheek. ... er husband in particular, and the male world in general perceived as negative - "Masculine observers contented themselves with wishing it away, that the world might possess one living specimen of ideal loveliness without the semblance of a flaw" (The Birth-Mark 1022). Indeed this becomes the focal point of the story itself, and ultimately causes her death. Hawthorne introduces the element of evilness in the form of Aylmer, young Georgiana's science-loving husband; what was trivial matter to him before marriage, appears "more and more intolerable with every moment" to him after marriage, and he is obsessed with removing it, so as to make her perfect. "I am convinced of the perfect practicability of its removal" he retorts to her innermost fears of it being fatal. Here again Hawthorne introduces the element of fantasy in the form of Georgiana's dream, of approaching doom. He scorns, scoffs, chides, coaxes and cajoles her (The Birth-Mark, pp. 1027-8) to have trust in his science, and even tries to hide the fact that it may be "dangerous" (The Birth-Mark, p.1030). Though Hawthorne's heroine is aware that the experiment may not be to her advantage, she is sweet and pure in character, loves her husband so much that she is unable to see him pained over the blemish in her cheek. She would rather give her life than allow it to stand between their happiness, and begs him "Remove it, remove it, whatever be the cost, or we shall both go mad!" (The Birth-Mark 1030) That her love is pure and untainted is explicitly brought out by Hawthorne through her quiet words "There needed no proof; Give me the goblet I joyfully stake all upon your word" (The Birth-Mark, 1031). She remains true in her love for her husband, till her dying moment, though she allows him to realize his folly of