Corporate Social Essay Example | Topics and Well Written Essays - 1500 words

Corporate Social - Essay Example This paper talks about the significance of CSR procedure for the associations and the difficulties looked by associations when they actualize such a methodology. The corporate social duty procedure is significant for the associations as this system mulls over the agreeableness of the association by the buyers of the specific locale. This system needs to contemplate the corporate administration factors; this procedure guarantees that the association is directing its tasks in a capable manners and will be responsible for all its business exercises that are affecting the earth (Brooks, Williams, and Thomas, 2004). Executing a corporate social duty system in the association is a vital issue. This is so in light of the fact that this procedure permits associations to direct their business by keeping up solid and friendly relationship with their partners and the network (Hemingway and Maclagan, 2004). The clients are significant for the accomplishment of the association, when clients have as a primary concern that the association is a socially capable association, the notoriety of the association further improves thus does the client base. This positive picture ends up being helpful for the association in the long haul. On the off chance that associations don't consider the network and their business tasks hurt the network then there has a high potential for success of business disappointment in that network. Clients may get the message that this specific association isn't worried about the government assistance and prosperity of the individuals (Levy, 2007). Any negative message transmitted to the customers by any business action will make the association face substantial results. In this manner, keeping in see the investors and the network is significant for organisation’s achievement. The investors or the association, the significant clients and the workforce of the association, every one of these components have desires with the business and

Come and Dance with Me essays

Come and Dance with Me articles Article Using Description and Narration An amicable serenade from 5,100 fans joined by a timed mood on the catch began what might be a night I could always remember for an amazing remainder. You could feel the vitality of the group detonate as Dave brightly sang into the amplifier, Hope you all prepared to make some great memories. Quickly following, came a rankling three hour set of diverse jazz combined stone, from the Dave Matthews Band. I had quite recently turned 21 and was trying different things with a wide range of things throughout my life. I was in my vehicle, tuning in to music with my companion, Amy, and she flew in a live CD from Dave Matthews Band. I in a flash was fascinated by this blend of funk, jazz, rock. Amy shouted, Im going to go see these folks at SPAC (Saratoga Performing Arts Center) in August, would you like to come? A surge of elation came over my face and a brisk, Yes, was murmured out of my mouth. Amy has consistently been an excellent companion of mine, yet on the other hand, I had somewhat of a pound on her, which made this excursion considerably all the more energizing. Unbeknownst to be, the excursion would end up being a significant defining moment in my life. Well the day had at long last come. It was a blistering and damp August evening as we advanced toward Saratoga, NY. As we went into the city, I was totally encircled by the magnificence that was Spa State Park. In the wake of investing energy retaining the landscape, Amy and I advanced into genuine scene, which was totally amazing. Once there, we restlessly anticipated the passage of the band which everybody came to see. At last, the band ventured out onto the stage. The first occasion when I saw the band walk onto stage, shot an incredible hurry through my body. The group totally thundered as the band played. The principal melody they played, Everyday, I perceived immediately. This melody had extraordinary importance to me, and to hear it live ... <!

Strategy Playlist Reflect

Strategy Playlist Reflect Strategy Name: Self-Assessment Scale Providing students with a set of criteria for assessing their learning builds self-awareness and encourages reflection. View Resource What Is It? A self-assessment scale is a set of criteria that students use to reflect on their level of understanding at the end of a lesson. Students become more self-aware as a result of using this criteria, and that awareness supports them to take ownership over their learning and identify their next steps. After using the self-assessment scale, students are able to articulate if they are lost and need more instruction, if they need additional practice or if they feel confident that they have mastered the material. Why Is It Important? Research shows that when students are provided with consistent opportunities to engage in self-assessment strategies they are more likely to believe that they can impact their own learning, and they are less likely to attribute their academic success to luck or unknown variables (British Journal of Education Psychology). When teachers take ownership over their learning, and develop self-awareness, they can use that knowledge and understanding in order to take action. If a student finishes a lesson and doesn’t stop and think about how it went, and how well he understood the material, then the student is less likely to initiate the actions necessary to master that material. Self-assessment strategies provide a framework that students can use to better understand their learning. How Can You Make It Happen? Consider incorporating a self-assessment scale into your classroom routines and procedures. The more practice and exposure that your students have to the self-assessment scale, the more intuitive the process will become. Many teachers use this strategy after they teach new material because it helps them identify their next steps, whether those are reteaching, providing additional practice or supporting students with modifications or extensions. When Can You Use It? This strategy works best when you are teaching your students new material and they have had some practice. Students’ responses to help you identify if you need to re-teach, provide students with additional practice, or if your students feel confident about the material and are ready to move on. The scale is meant to be used frequently during a teaching unit so students are able to see what parts of the material they need more practice with and what parts of the material they feel most confident about. Many teachers adopt the self-assessment scale as a daily practice of consistent routine and procedure that students come to expect as part of their learning process. How Can You Manage It? Many students may not be used to self-assessing their learning. They might look to you to tell them what criteria to select and to identify their next steps. When you introduce the criteria, model the process for students and make your thinking visible using an example from your own learning. Strive to create a classroom culture where students feel safe and comfortable honestly identifying if they need help or if they felt like the lesson was unclear. When students begin to recognize that learning is a process that includes confusion, hard work, and failure at times, they will feel more comfortable self-assessing honestly. To make the criteria more approachable, consider engaging in a whole class discussion where you unpack what a student may feel like or student like at each level. Some teachers find it helpful to create several scenarios and then ask the students to work together in small groups or as a whole class to determine what criteria best fits that scenario. This works well because the students begin using the criteria in low-stakes hypothetical situations, and then there is a gradual release to using it themselves. How Can You Stretch Students’ Thinking? Consider involving students in the process of crafting the criteria rather than determining the criteria and giving it to them directly. Students feel more ownership over the self-assessment process when they are involved from the beginning. This works especially well with older students, but can be equally successful in upper elementary classrooms. How Can You Modify And Support Students? For students who are having difficulty selecting criteria independently, it can be helpful to provide them with a word bank of phrases that relate to the particular lesson that was taught. This helps them identify specifically what aspect of the lesson they need more help with or they felt successful with. See the example below. Strategy Name: 3-2-1 Reflection Providing students with a framework for reflection helps them organize their thoughts and synthesize their learnings. View Resource What Is It? The 3-2-1 Reflection is a framework your students can use to reflect on their learning, synthesize their learning, and also identify which part of the material was confusing or they want to circle back to. This framework can be modified in a variety of ways depending on what information you hope to gather from students and what components you’d like them to reflect on. Why Is It Important? Research shows that when students are provided with consistent opportunities to engage in self-assessment strategies they are more likely to believe that they can impact their own learning, and they are less likely to attribute their academic success to luck or unknown variables (British Journal of Education Psychology). When teachers take ownership over their learning, and develop self-awareness, they can use that knowledge and understanding in order to take action. If a student finishes a lesson and doesn’t stop and think about how it went, and how well he understood the material, then the student is less likely to initiate the actions necessary to master that material. Self-assessment strategies provide a framework that students can use to better understand their learning. How Can You Make It Happen? If Exit Tickets are part of your classroom routines and procedures, consider integrating the 3-2-1 framework into the Exit Ticket. As part of your planning, identify what lessons lend themselves to providing students with an opportunity to use this framework. You can also consider assigning the framework as homework and beginning your next class by asking students to turn and talk to their elbow partner and share their reflection or ask students to volunteer and engage in a whole class reflection. When Can You Use It? Because the 3-2-1 is a reflection framework, it is most useful at the end of a unit, project, lesson or class. It is designed to support students to both synthesize their learnings, and consider questions that they have and want to follow up on. Like many other reflection protocols, students take ownership over their learning and understand what next steps they need to take in order to get their question answered. How Can You Manage It? Set clear expectations for your students around how much time they will have to complete their reflection, and what your goal is for their written output. How Can You Stretch Students’ Thinking? Challenge students to come up with their own 3-2-1 reflection frames. This can work especially well when students are working in small groups or on a project. Come up with different versions yourself so that students don’t repeat the same responses, but are challenged to reflect in different ways. How Can You Modify And Support Students? Consider providing students with sentence starters to scaffold the 3-2-1 reflection process. You may found that some of your students have trouble starting. Sentence starters will provide them with a starting point and get them writing. Here are some examples: Three ideas I learned in class were_______. I can use these ideas by doing ___________ and ____________. What confused me most in class was __________. Strategy Name: Glows and Grows a framework for both reflection and feedback that supports celebration of success and recognition or areas for improvement. View Resource What Is It? Glows and Grows is a framework to support students to both reflect, and also provide meaningful and actionable feedback. Students can give themselves glows and grows, and they can also give each other glows and grows. Why Is It Important? Learning how to give and receive constructive feedback is an important 21st Century skill. Students often aren't sure how to make their feedback actionable or what steps to take after they have received feedback. This provides them with a framework that makes the process more transparent. How Can You Make It Happen? Is there are particular project coming up where students could use Glows and Grows to provide each other with feedback? Do you have a unit where you want students to both give and receive feedback? Look at your curriculum map and upcoming plans and identify the best time to try this strategy. After you have tried it once, you will have a better sense of how it went, and what scaffolds you might need to put in place to continue using it more consistently. Don’t forget to ask your students for feedback so you can refine the strategy and make it work best for you and for them. When Can You Use It? Glows and Grows works especially well at the end of a learning experience, especially a project or unit that students have spent a lot of time on. Many teachers use it for peer editing to support students to give each other meaningful feedback about their writing, and also identify goals for their work moving forward. Others use it for grading and comments and will consistently provide Glow and Grows feedback for their students as both a formative and summative assessment. How Can You Manage It? Provide students with exemplars. Have a conversation with your class about which completed Glows and Grows show meaningful reflection. This conversation will make your expectations for this process clear and it will also provide concrete examples for your students, which will help them if they have difficulty getting started or they get stuck. Consider posting the exemplars on your LMS or on your classroom walls so you can direct students to them when they need help or get off task. To make the criteria more approachable, consider engaging in a whole class discussion where you unpack what a student may feel like or student like at each level. Some teachers find it helpful to create several scenarios and then ask the students to work together in small groups or as a whole class to determine what criteria best fits that scenario. This works well because the students begin using the criteria in low-stakes hypothetical situations, and then there is a gradual release to using it themselves. How Can You Stretch Students’ Thinking? Provide an extension for students, and encourage them to follow up their Glow and Grow process with goal setting. You can check out this SMART Goal worksheet to support your students to make their reflection actionable. How Can You Modify And Support Students? Consider sitting with a small group of students and guiding them through this process. You can ask clarifying questions, and build on their ideas. You can also conference with individual students or small groups and help them be more specific and further develop their Glows and Grows. Strategy Name: Daily Standup Support students to take initiative by identifying what they did yesterday, what they will do today, and what help they need to be successful. View Resource What Is It? The Daily Standup is a process that many businesses use in order to support employees to be successful as they work to complete a project. This strategy can also apply to your classroom. If you are working on a project and students have both short and long term deadlines, engaging them in a daily standup can keep them organized and on track. You can have students stand up and answer the three questions or you can also consider having students write them down. Either way, in order to answer the questions students need to be accountable and self-directed. Why Is It Important? Once they start working,  students will not have a boss who is necessarily telling them what to do or asking them if they need help. It is important for students to learn how to ask for help, how to meet deadlines, and how to understand what they are accountable for. How Can You Make It Happen? Consider providing students with a graphic organizer that has the three questions and space to write their answers. You may want to also create an anchor chart in your classroom so that students can easily access the questions if students are going to share orally in class. When Can You Use It? This strategy works well when students are working on projects, but it can also be used as a daily reflection practice that students complete when they first enter your classroom. How Can You Manage It? Model the process for your students, and consider setting word length or time requirements so this process doesn’t take too much time. It is meant to be a quick way for everyone to check in, share their status and ask for help if they need it. If you have students write it down, consider collecting their organizers and writing back to them. You can provide positive encouragement, and also suggest how they can get the help that they need to be successful. How Can You Stretch Students’ Thinking? Consider putting students in charge of facilitating the process. This works especially well with older students. You could compile a schedule identifying which student is in charge which week. Ask students to take initiative and help other students if they are able to do so. How Can You Modify And Support Students? Model this process for your students, especially when you first start this process. Considering starting with one question and then adding another until you work your way up to all three. Strategy Name: Checklists Support your students to hold themselves accountable for their work and behavior in class by providing them with a checklist. View Resource What Is It? Academic, work habits, and behavior checklists make your expectations clear to students and provide them with the opportunity to take ownership over their work. Why Is It Important? In order for students to become more independent, we need to give them the tools to be successful, but also provide them with opportunities to be accountable for those expectations. We are also teaching students a valuable skill, which is organizing and prioritizing your responsibilities so you meet deadlines. How Can You Make It Happen? Decide what type of checklist you’d like your students to use. Do you want to provide them with a list of academic assignments? Do you want to provide them with a list of behaviors or actions? Create the checklist and have students place it on their desk or in their academic planner. When Can You Use It? You can use checklists during class projects, for the assignments in a unit, for class or individual goals. The possibilities are endless. How Can You Manage It? It is very important that you collect students checklists and provide them feedback. They will not take the assignment seriously if they aren’t held accountable for it. How Can You Stretch Students’ Thinking? Encourage students to come up with their own checklists rather than providing the checklist for them. This challenges students to determine what their do to list is, and how to prioritize what they tackle first. How Can You Modify And Support Students? Start with shorter checklists so that you don’t overwhelm students and they experience success with the process. Include due dates and other important information on the checklist, and help your students determine how to prioritize their list of tasks. FutureFit RF ? The strategies in this playlist represent different teaching moves that you can incorporate into your existing instructional routines and procedures. Each strategy is designed to support students with an opportunity to reflect on their learning, and by doing so, build self-awareness and determine their next step and take ownership over their work. Grades 1 | 8 TYPE: Lesson Plans (1,036) Teaching Strategies Curriculum Planning (502)

The American Renaissance Transcendentalism, Romanticism and Dark Romanticism - Free Essay Example

Sample details Pages: 4 Words: 1084 Downloads: 8 Date added: 2019/07/08 Category Philosophy Essay Level High school Tags: Transcendentalism Essay Did you like this example? The American Renaissance period, circa 1820-1865, announced a new sense of nationalism that focused on the expression of modernism, academic classicism, and technology. The movement developed from various American authors trying to formulate a distinctive American literature based upon the works of European literature. However, these novels, poems, and short stories that were created, made use of innate dialect, scenery, and historical figures, in order to touch base on the American issues of this time. Don’t waste time! Our writers will create an original "The American Renaissance: Transcendentalism, Romanticism and Dark Romanticism" essay for you Create order Some of the considerable issues during this time included abolitionism and religious tolerance. With the influence of these circumstances during the American Renaissance period, Transcendentalism, Romanticism, and Dark Romanticism became to take root within the world of literature by virtue of authors like Margaret Fuller, Ralph Waldo, Herman Melville, Nathaniel Hawthorne, and Edgar Allan Poe. The academic movement, Transcendentalism, was closely associated with the American Renaissance. This development is a system of knowledge based on the idea that humans are fundamentally pleasant, that humanitys deepest verities may be created through insight rather than reason, and that all of creation is predominantly unified. Transcendentalism became prominent among scholars and ministers in advocating the expansion of a national culture and social reform. It also served as a statue to debate world issues such as abolition of slavery, workers rights, womens suffrage, and freedom of religion. The most powerful piece of literature that was published during this time period was The Dial, founded in 1840 by Margaret Fuller and Ralph Waldo. These dispatches from Italy, played a major role in precipitating the Civil War. (Fleche, Andre) This served as an assembly for the publication of fiction, essays, and poetry by several foremost American Transcendentalist and American writers. The arts and literature movement, Romanticism took place based on a cultural revolution. Romanticism incorporated the principles of imagination, individuality, and spirituality. Against the strongly misconceived conception, Romanticism was not developed by love. Instead, it has been historically affiliated with narratives full of adventure and romance that stems from myths rather than stories based on historical events. However, the stories that were published during this time period do have a sense of realism to them due to the storylines being influenced by political, social, and economic changes. Dark Romanticism is a derivative of Romanticism. The gothic, the grim, and the unpropitious are just a few words to describe this fascinating movement that took place during the 19th century. These adjectives that are continuously embraced, helped to shape this movement into what is now one of the most popular sub-genres. Life was presented in the Dark Romantics as being colorful, yet dark, structured, yet impulsive, and predictable, yet paradoxical. Unlike the Romantics, the Dark Romantics set their stories based upon the wickedness and evil that is within man. They acknowledged both the good and evil in humans. Prominent Dark Romanticism authors during this time period were Nathaniel Hawthorne, Edgar Allen Poe, and Herman Melville. Nathaniel Hawthorne is known for several of his Dark Romantics, including Young Goodman Brown, The Ministers Black Veil, and The Scarlet Letter. The short story, Young Goodman Brown, is set through the streets of Salem (Norton Anthology 347) and tells of a man that sets out in woods filled with deepening gloom (Norton Anthology 349) where he is faced with his future by seeing the shape of evil (Norton Anthology 353). This short story is set as a Dark Romantic as Hawthorne goes over all the dark, and gruesome details of Young Goodman Browns travels. Another one of Hawthornes popular Dark Romantic tales is The Ministers Black Veil, published in 1832.This tale is set within a puritan town, where the natives are made aware of their sins. It was common for Hawthorne to use references to the Salem Witch Trails, as it is so that his great-great grandfather, John Hathorne, was a judge at the trial, which Hawthorne gained a great deal of inspiration from. This only further sets the eeriness of his stories apart from other authors of Dark Romantics. Authors during Hawthornes time period gained inspiration from Hawthornes dim works of literature. One of those authors is Herman Melville. Herman Melville is known for his novel Moby Dick. Melvil le published Moby Dick, a Dark Romantic, a year after The Scarlet Letter was published, in dedication to Hawthorne (Bolton 36). Not only did Hawthornes, The Scarlet Letter, have a long effect on Melville, but it also has a long-standing inclusion in high school and college American Literature syllabi (Bolton 37). This ensures that generations to come will continue to encounter Dark Romantic novelist like Hawthorne, and Melville. Another prominent Dark Romantic author during this time period is Edgar Allan Poe. Poe had many dark short stories, one being The Fall of the House of Asher. This story tells of a family that is falling apart as their house his literally falling around them. The first line of the story includes the adjectives, dull, dark and soundless (Norton Anthology 629). These words are used to describe an Autumn day. A day that should be full of color however, Dark Romantic author, Poe described it in as any dark author would. Poe uses this story along with many other o f his stories to not only express this sub-genre in words but also within music. The Fall of the House of Usher, is used to evoke music as a figure for both diseased sympathy and madness, says Sean Kelly. There is a loose vague connection between the words and the characters, that sets the dark, gloomy tone. Hawthorne, Poe, and Melville are all very influential Dark Romantics. They were able to acknowledge the existence of pain, sin, and evil within the lives of humans, and even formed a counterpoint to the Transcendentalists. With these authors use of dark adjective and symbols, they were able to portray works of literature that are categorized as Dark Romantics, allowing the authors to play a vital role in the American Renaissance. The American Renaissance period took place from approximately 1820-1865. During this time period, Transcendentalism, Romanticism, and Dark Romanticism began to flourish. However, the three had very different views of the world. Transcendentalists believed that God is present in every aspect of nature, Romanticists believed that intuition, imagination, and emotion are superior to reason, and the Dark Romanticists believed that spiritual facts lie beneath the appearance of nature. Although all of the differ, each one has a group of literary authors, such as Margaret Fuller, Ralph Waldo, Herman Melville, Nathaniel Hawthorne, and Edgar Allan Poe, that have made a difference in the world of literature.

Draw from the sociotechnical debate to discuss the...

INTRODUCTION Technologies can be considered as structural constraints. Similar to all structures human beings have created, they can limit or enable human actions. Technology can be defined as the creation, adaptation, usage and comprehension of mostly machines which are known to make life better and assist in solving a problem (Wright, 2008). In addition to that, technology is also used to perform a specific function. The use of technology by human beings can be dated back when they began creating simple tools from natural resources. From using fire to prepare their food which led to the increase of food production to the use of the wheel which aided in moving from one place to another and environmental controlling, human beings are†¦show more content†¦According to this theory, technology affects the society outside the society (Mackenzie Wajcman, 1985). This can be compared to climatic changes in which the human forces have no control over them. This theory, therefore, tries to rela te climate and technology. This implies that the society does not have any control over technology and that technology controls the society. In addition to that, although the scientist that invent technology are part of our world, the things they create are over our control and understanding, therefore, viewing technology as an independent factor and which has control over the society (Mackenzie Wajcman, 1985). With the sophisticated nature of technology being used in media devices together with its importance in communication, it is no wonder that media technology usually emphasizes on the power of the latest media and how it affects the society. However, it is likely that the influence that technology dictates on social change will be overemphasized. Claude Fischer, a well renowned sociologist acknowledges that technology is usually seen as an external force which is usually introduced to a social situation. However, contrary to the view of most sociologists who support technological determinism, majority of the scholars have argued that social forces determine technologies (Hutchby, 2001). As much as technology is important in ourShow MoreRelatedChange Management49917 Words   |  200 PagesMBA –H4010 Organisational Development And Change ORGANISATIONAL DEVELOPMENT AND CHANGE UNIT – I LEARNING OBJECTIVES The student is expected to learn the following concepts after going through this unit. 1. Change 3. Planned Change 5. Unplanned Change 2. 4. 6. Stimulating Forces Change Agents Lewin’s Three Step Model The change means the alteration of status quo or making things different. It may refer to any alteration which occurs in the overall work environment of an organizationRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesclear that all this complexity has been changing the fundamental dimensions of business strategy and the meaning of its implementation. These changes affect a broad range of decisions, including the following: ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  ââ€"  How to invest in technology How to lead meaningful human resources initiatives How to maintain alliances successfully What the speed of new product or service development should be What the appropriate time horizons for investments and financial planning are How to implementRead MoreLibrary Management204752 Words   |  820 PagesLibrary and Information Center Management, Sixth Edition Robert D. Stueart and Barbara B. Moran United States Government Information: Policies and Sources Peter Hernon, Harold C. Relyea, Robert E. Dugan, and Joan F. Cheverie Library Information Systems: From Library Automation to Distributed Information Access Solutions Thomas R. Kochtanek and Joseph R. Matthews The Complete Guide to Acquisitions Management Frances C. Wilkinson and Linda K. Lewis Organization of Information, Second Edition Arlene G. TaylorRead MoreProject Mgmt296381 Words   |  1186 PagesCross Reference of Project Management Body of Knowledge (PMBOK) Concepts to Text Topics Chapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource

When to treat a condition as an absolute contraindication Free Essays

A contraindication pertains to a state wherein the performance of a specific medical action is not recommended. There are two general types of contraindication that may be directly described in association with its urgency to a situation. A contraindication is deemed absolute when the procedure may not be entirely performed on an individual based of his current condition. We will write a custom essay sample on When to treat a condition as an absolute contraindication or any similar topic only for you Order Now On the other hand, a contraindication is relative when the situation of an individual does not entirely rule out the possibility of using a specific procedure unless it is essential that such specific procedure or action be performed. One example of an absolute contraindication is being in a highly infective state, such as having chickenpox. In this situation, the chickenpox virus has the ability to infect any other person that is directly interacting with the infected person and even through the air that is circulating around the room where the infected person is located. The infected person may also spread the chickenpox virus through coughing. Chickenpox is associated with skin blisters that are generally itchy and the fluid from these blisters is very potent in infecting other people that may it come in contact with. A person infected with chickenpox is known to be in a highly infective stage several days before the blisters appear on his skin. Hence, a condition such as chickenpox should be treated as a contraindication because the infected person is highly infective and may pose a health threat to other people surrounding him. Another example of an absolute contraindication is widespread inflammation such as rheumatoid arthritis. In this condition, the patient’s autoimmune system is not normal and his joints are generally inflamed and are very easily affected by drugs and any simple movements. The patient’s connective tissues are generally destroyed hence they have a difficult time in maintaining a normal posture and even simple movements are painful and difficult. In such condition, any type of body massage may not be advisable to an individual with rheumatoid arthritis because it is not helpful and beneficial for such an individual to receive any forceful procedures to the body when the individual is already suffering from joint pains. An individual who has been diagnosed with a severe condition such as Parkinson’s disease should also be considered as an absolute contraindication for several procedures. A patient with Parkinson’s disease suffers from a major disability in terms of motor movements. This condition, also known as dystonia, results in involuntary jerking of specific parts of the body such as the hands, arms or even legs. When an individual has been diagnosed with Parkinson’s disease, this individual’s condition should be treated as an absolute contraindication because his condition may present complications with most procedures. For example, surgery can only be performed on an individual with Parkinson’s disease if a medical release form has been issued by the patient’s primary physician. The reason behind this is that the patient’s condition may become more severe during or right after a specific surgery because his motor movements are not stable and controllable due to Parkinson’s disease. Another condition that should be treated as an absolute contraindication is a medical emergency such as appendicitis. In this situation, the individual’s appendix is infected and surgery needs to be done immediately, or else the patient may die from shock and from the infection (Rizk and Saleem, 2008). In this condition, any other procedure should not be performed unless surgery to remove the appendix has been completed and the incisions that were done on the patient have completely healed. The patient suffering from appendicitis also experiences extreme pain in the lower right portion of his abdomen hence he will be unable to perform any other action unless he is rushed to the hospital and surgery is done as soon as possible. How to cite When to treat a condition as an absolute contraindication, Papers

Learning About Ones Enemy Allows You To Understand Them Better. In The

Learning about one's enemy allows you to understand them better. In the story Ender's Game by Orson Scott Card, Ender is able to learn and understand his enemy, the buggers, in order to defeat them in war. Not only did Ender come to understand them better but he came to love them also. By studying one's enemy one is able to defeat them, understand them better, and also love them. Ender's daily life involved the studying of his enemy and the strategies they used in war. "So it was from the buggers, not the humans, that Ender learned strategy."(188) Ender watched videos of the buggers everyday to gain a deeper knowledge of his enemy. He was determined to learn more about them. His knowledge of strategy came from watching these videos and learning about the buggers and how they fought. His knowledge of his enemy allowed him to defeat them in battle. Ender learned more about the buggers from Mazer Rackham. He told him things that the videos never told. "For the first time, a teacher was pointing out things that Ender had not already seen for himself."(265) Mazer teached Ender about the buggers. He learned innumerable fact about his enemy. From these things that his advisor taught him he was able to go out into battle and defeat them every step of the way. Accordingly he learned to love them also. When Ender lived in the planet Eros, his living conditions were exactly like of the buggers. "We're living in a bugger hive."(269) Ender lived in a planet formerly inhabited by the buggers. The living conditions there were not designed to fit a human's need; on the other hand, the buggers designed it. The floors sloped downward, and the ceiling was low to the ground. Living under these conditions helped Ender learn how the bugger's life was and how their environment was like. Therefore, he was able to understand his enemy's environment and learn how their lives were in their planet. To fully understand his enemy, Ender had to live under their conditions. He did so by living in a planet were the buggers used to live. The living conditions were uncomfortable there, but this helped Ender understand how the buggers were physically. "There was also something disturbing about the proportions of the rooms - the ceilings were too low for the width, the tunnels too narrow. It was not a comfortable place."(257) Ender had to adapt to the way the buggers lived. Ender progressively became like his enemy; thus, he was able to think like them in order to defeat them in battle. Ender ended up living in a bugger colony, where he became governor. There he set out to learn more about their farming and their way of life. Ender realized that he loved the buggers. "I am the only one they know, and so they can only talk to me, and through me." Ender felt like he was part of the bugger. He knew that he could communicate with them. He had come to know them better than anyone has ever had. Through this he learned even more about them, his enemy had become his friend. Thereafter, Ender felt the responsibility of saving the bugger race. The thrive behind this is the remorse Ender felt for killing the buggers, a race he had come to know so well. "Come into our home, daughters of Earth; dwell in our tunnels, harvest our fields; what we cannot do, you are now our hands to do for us." (322) Ender, because of his deep love for the bugger, embarked on a journey to save the their race. He was determined to learn about them and carry out their farming and ways of life. Indeed, he truly was becoming a "speaker for the dead". This is the ultimate step to knowing and coming to love your enemy.

Applying for Federal Loans for Online College Students

Applying for Federal Loans for Online College Students Federal student loans offer distance learners the opportunity to pay for their online class tuition without draining their bank accounts or seeking additional employment. By filling out a single online application, you might qualify for federal student loans with reasonable interest rates and terms. Federal Student Loan Benefits Many banks offer private student loans. However, federal student loans are almost always the best choice for students who qualify. Federal student loans generally offer the lowest interest rates available. Federal loan borrowers are also given generous terms and might be able to defer loan payments if they return to college or are facing hardship. Types of Federal Student Loans The federal government offers several financial aid opportunities for students. Some of the most common federal student loans include: Federal Perkins Loans: These loans offer a very low interest rate and are available to students who demonstrate â€Å"exceptional financial need.† The government pays the interest on Federal Perkins Loans while the student is enrolled in school and for a nine-month grace period following graduation. Students begin making payments after the grace period.Federal Direct Subsidized Loans: Federal direct loans feature a low interest rate. The government pays the interest on subsidized loans while the student is enrolled in school and during a six-month grace period after graduation. Students begin making payments after the grace period.Federal Direct Unsubsidized Loans: Unsubsidized loans also feature a low interest rate. However, these loans begin accumulating interest as soon as the loan money is dispersed. After graduation students have a six-month grace period before their first payment is due.Federal Direct PLUS Loans: The Parent Loan for Undergraduate Students is available fo r parents who intend to pay for their child’s education. Parents must pass a credit check or have a qualified cosigner. The first payment is due after the loan is disbursed. Federal Direct PLUS Loans for Graduate and Professional Degree Students: Adult students may also take out PLUS loans after exhausting the limits for other federal loan options. Students must pass a credit check or have a cosigner. Interest begins accumulating after the loan is disbursed. However, students may ask for a payment deferment while they are in school. In the case of a deferment, the first payment is due 45 days after the end of the deferment period. Online School Student Loan Laws Before 2006, many online students were unable to receive federal aid. In 1992, Congress enacted the 50 Percent Rule, mandating that schools qualify as financial aid distributors by offering more than 50 percent of courses in traditional classrooms. In 2006, the law was overturned. Today a growing number of online schools offer federal student aid. To offer aid, schools must still meet requirements, but the percentage of online courses no longer applies. Online Schools Offering Federal Student Loans Keep in mind that not all online schools offer federal student loans. To find out if your school is able to distribute student loans, call the school’s financial aid office. You might also search for the college’s federal school code on the federal financial aid website. Qualifying for Federal Student Loans To be eligible for federal student loans you must be a U.S citizen with a social security number. You must have a high school diploma, a GED certificate or have passed an alternative exam. You must be enrolled as a regular student working toward a certificate or degree at a school that is eligible to offer federal aid. Additionally, you must not have certain drug convictions on your record (convictions that happened prior to your eighteenth birthday don’t count, unless you were tried as an adult). You cannot currently be in default for any student loans you already have, or owe the government refund money from grants you were awarded. If you are a male, you must register for Selective Services. If you don’t meet these qualifications, it’s still a good idea to discuss your situation with a financial aid counselor. There is some flexibility with the rules. For example, some non-citizens are eligible to apply for federal aid, and students with recent drug convictions may be able to receive aid if they attend drug rehabilitation. How Much Aid Will You Receive? The type and amount of federal aid you receive is determined by your online school. Aid amount is based on several factors including your financial need, your year in school and the cost of attendance. If you are a dependent, the government will determine an expected family contribution (how much your family should be expected to contribute, based on your parent’s income). For many students, the entire cost of college attendance can be covered by federal student loans and grants. Applying for Federal Student Loans Before applying for federal student loans, set up an in-person or phone appointment with your online school’s financial aid counselor. He or she will be able to offer advice for applying and suggestions for alternative sources of aid (such as scholarships and school-based grants). Once you’ve collected the needed documents such as social security numbers and tax returns, it’s easy to apply. You will need to fill out a form called the Free Application for Federal Student Aid (FAFSA). The FAFSA can be filled out online or on paper. Using Student Loans Wisely When you receive your federal aid award, the bulk of the money will be applied to your tuition. Any remaining money will be given to you for other school-related expenses (textbooks, school supplies, etc.) Often, you will be eligible to receive more money than is necessary. Try to use as little money as possible and return any money you do not need. Remember, student loans must be repaid. Once you finish your online education, you will begin student loan repayment. At this point, consider refinancing your student loans so you have one monthly payment at a lower interest rate. Meet with a financial counselor to discuss your options.

Fathom vs. Phantom

Fathom vs. Phantom Fathom vs. Phantom Fathom vs. Phantom By Maeve Maddox A recent letter to the editor begins this way: The most recent short-term fathom around the United States is the so-called outbreak of Ebola. The writer wishes to point out that the reported Ebola threat to the United States was not only short-lived, but also insubstantial, a â€Å"short-term phantom.† Here are the most common definitions of phantom as the word is used in modern English: phantom [FAN-tm] (noun): 1. A thing (usually with human form) that appears to the sight or other sense but has no material substance; an apparition, a specter, a ghost. 2. Something merely imagined; an image in a dream, vision, etc. Also: a (usually delusory) notion or idea that plays on the mind or haunts the imagination. phantom (adjective): illusory, imaginary. Examples of current usage: Noun Michael Crawford originated the role of the phantom in The Phantom of the Opera at Her Majesty’s Theatre in London in 1986. I heard reports of the ice phantom, saw the secret spot where it was said to appear, [and] wondered about it for two years.   Are Water Well Meters a Phantom or Reality? Adjective Approximately 5 to 10% of individuals with an amputation experience phantom sensations in their amputated limb, and the majority of the sensations are painful.   Between King, Gohmert, and West, three separate House committees could decide to spend valuable congressional time combating a phantom threat.   The word fathom is an extremely old English word. It is used with more than one meaning. NOTE: The a in the first syllable of fathom is short, like the a in phantom, but the second syllable begins with the sound of th as in this. The two words do not sound alike. As a term of measurement, a fathom is a length of about six feet, commonly used to measure the depth of water. The original meaning of the noun fathom was â€Å"the two arms outstretched.† A fathom was the length represented by the arms of a full-grown man held straight out to either side. The literal meaning of the verb, to fathom is â€Å"to encircle with the arms.† For example, a tree trunk might be too thick for a man to fathom (i.e., encircle with his arms). When fathom came to be used to measure depth, the verb acquired a figurative meaning implying deep thinking and mental comprehension. For example: The traditional philosopher hoped to fathom the world through the exercise of reason alone. The catastrophe was an enactment of god’s moral justice, which mere mortals could not hope to fathom. A far more common error than using fathom for phantom is the error of using phantom for fathom: Examples of this error are especially plentiful in self-published works, both fiction and nonfiction: I thought that’s what you said. I just can’t phantom it, that’s all. –The Chronicles of Chanute Crossing, Book Two: Nurtured in Purple. I just can’t phantom in my mind the hardship they had to endure –Slavery: Where Did it Come From? I can’t phantom what the lead detective was thinking on this one. –Rainbows in the Dark. The error is also common in contexts other than self-publishing. Here are examples from a variety of sources, including the testimony of a government policy director: In a town with plenty of great sushi, I  cant phantom why anyone would want to  go here anymore. [A pet owner] just cant phantom why anyone would want to steal a dog. I  cant phantom why gas in Louisville exceeds the national average, time and time again. We are just beginning to phantom the importance of broadband deployment. I honestly  cant phantom why  people dont use spellcheck. If what you mean is â€Å"I can’t understand,† it might be best to go with â€Å"I can’t understand.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingSelect vs. SelectedPreposition Mistakes #1: Accused and Excited

B2B and B2C Marketing Assignment Example | Topics and Well Written Essays - 1000 words

B2B and B2C Marketing - Assignment Example Thus, business buyer demand is derived demand. It means that there is an impact of all the determinants of individual demand on the derived demand of the business consumers. Moreover, it also means that it may be possible in the consumer market to mold the demand but it is rarely possible to mold the demand of business consumers. The demand in the business market is more inelastic than the consumer market. It means that the demand of the consumer market is not affected by short-run market price fluctuations. The business market contains fewer but larger customers but in the individual consumer market, the number of buyers is large but average quantity they purchase is small. Moreover, the business market is geographically more concentrated as compared to individual customers. The promotional techniques used in marketing for business are different from that for individual customers. For B2B marketing, usual techniques are direct sales, trade discounts, personal networking etc. However, for B2C marketing, the promotional techniques are advertising and other above the line (ATL) marketing techniques. Since the buying decision is very crucial and any error in that decision may cause a great loss, the buyers of the B2B are more rational, whereas, many consumer buying decision is derived by emotional appeals. The example we have chosen to demonstrate the difference between B2B and B2C is the automotive industry. The automotive industry may serve both the purposes, B2B and B2C. If an automotive industry is manufacturing cars to be sold to the individual consumers, it is B2C market operation, and however, if ACE Car Rental, a car rental service provider, purchases a car from the same vendor (Toyota Motor Corporation Australia). In that case, it would be the B2B market.  

Organisational Changes within NHS Essay Example | Topics and Well Written Essays - 4000 words

Organisational Changes within NHS - Essay Example It aims to promote health by best utilization of the resources, and is keen in introducing frameworks for vertical integration, elective factories, disease management, and APMS. (Integrated models, 2006) the support of the UK government in this regard has been through the introduction of a ten year modernization plan of NHS, (Department of Health, Quality in service, 1998) It would have been a much different picture had it been viewed around five years ago. NHS has been playing its part even before the 1940s, where it gave "universal coverage and overly effective cost containment". (Stevens, 2004) NHS had a very low per capita health in the year 2000, as opposed to Germany, USA, Canada and France. (OECD, 2003) The resulting infrastructure was weak, marked by less health care facilities, both in quality and quantity. Another motivation factor was the increased and high profile reporting of grave medical errors in the UK. (Bristol Royal Infirmary Inquiry Team, 2000) This was mainly found in the hospital sector with factors such as hospital performance data, increased cost of hospital care, and public interest in high tech medicine being the encouraging factors. (MN, 1999) In this regard, the role of primary care as a health care provider is becoming a new area for funding and development. (Roland et al, 1999) C The introduction of proposal to increase the NHS funding by the Blair administration since its election has markedly increased the standards of healthcare in the UK. Campbell (2005) has also given positive feedback on the state of development of health care in the UK. In his study regarding improvements in healthcare quality in general health care practice, he observes a rise in the status of health care from the years 1998-2003.(Campbell,2005). His study was based on the three major chronic health care services, i.e. chronic heart disease, asthma and Type II diabetes. He appreciates the role NHS has played in this regard. (Campbell, 2005) NHS has been lauded for achieving its goals regarding patient waiting lists, cardiac surgery or A and E, as well as many small innovations in improving the overall condition of the institution. (Transition arrangements in NHS, 2006) In line with promoting the developments taking place, the introduction of integration models is one sector actively pursued and evaluated. The models that have been suggested are hospital integration of primary health care and disease management, primary care integration to divide load of hospitals onto practices, localities or APMS providers, or medical group practice models. (Integrated models of health care delivery, 2006) The introduction of the afore mentioned contributions as well as suggestions for new systems all promise a further acceleration in the progress of health care facilities in the UK. It is therefore important to highlight these efforts so as to attain a better assessment of the progress carried out in this regard. The planning and implementation of the long term strategies comes under the care of the NSFs, or National Service Frameworks, part of the NHS. The NSFs plans "strategies and measurable goals within set time frames."(NSFs, 2006) NSF works in alliance with ERGs, or External Reference Groups, which combine the various aspects of health care

The Paris Peace Conferences Justified History Essay

The Paris Peace Conferences Justified History Essay The relations between France and Germany up to the 21st century have never been outstanding. Ever since Napoleons domination of Germany, and Germanys later victories in their domination of France, the two countries have always been rivals with one another, to the point where they hated one another. In the decade prior to World War I, Germany had a massive buildup of military strength. When World War I began however, Germany seemed to be stuck up against all of Europe. Their defeat in the war spurred the creation of the Treaty of Versailles, a treaty directed at the losers of the war, that was greatly influenced by their enemy, France. Frances aims during the discussion of the treaty during the post war peace conferences were evidently the intent of crippling Germany until they would never be able to rise up as a threatening power in Europe. This statement seems one sided at first, but through further analysis, I found Frances thoughts and situation at the time to be justifiable to so me extent, and that their cruelty towards Germany understandable. I have therefore decided to investigate just how much of Frances aims towards Germany can be justified by their fear of Germany invasion, and a sense of national security. This paper will analyze acts of aggression between France and Germany prior to the peace conferences after the war, and uncover the extent of the hate between the two countries. Because the peace conferences consisted of multiple European personalities, including Woodrow Wilson of the United States of America, a number of their mindsets at the time will be analyzed. This analysis will allow for a further look into Germanys mental position in the minds of European leaders at the time. The specific points of the treaty will also be assessed in whether or not they follow through with Frances situation at the time, and their necessities. Through all of this analysis, it was found that Frances aims towards Germany were justifiable, in that Frances proximity of German territory evoked fear and a want for heightened security against Germany. Germany had invaded France many times, and each time had been complete domination, so their fear of German strength was understandable at the time. However, at the same time, there were some French aims that seemed to be abuses of their power over Germany after World War I, such as their confiscation of many natural resources including the German Saar Mines, and the massive reparations Germany was forced to pay. Introduction It was evident, ever since the Franco-Prussian War of 1870-71, that France and Germany had tensions that had the potential to catalyze a future war between not only them, but the entire world. The initial rule of Napoleon ruined future relations with Germany, with his conquest of all of the German states into his French Empire, and the forceful conversion of the German states into those of France. Along with the Franco-Prussian War, and the German annexation of Frances Alsace-Lorraine, a French state that consisted of all French peoples  [1]  , the hate that France had for Germany was unimaginable, and the brutal war debt that Germany forced France to pay certainly didnt mitigate the tensions. Prior to World War I, Germany was undoubtedly the only country that had military strength rivalling that of Great Britains, and this gave reason for the French to fear German invasion, because they did not stand a chance against the overwhelming military strength of Germany. World War I how ever, was a turning point in the balance of powers in Europe, and as a result of Germanys defeat to the Allied countries of France, Britain, and Russia  [2]  , Germany was ultimately placed into Frances position pre-World War I. It was during this time that France felt a sense of control and power over Germany, and it seemed that they wished to utilize this newfound power to implement the long awaited revenge they had for Germany since the 1800s, to be done during the post-World War I peace conferences, and namely the Treaty of Versailles. The conference for the discussion of this treaty was organized by Woodrow Wilson, the democratic President of the United States, who hoped that the shape of Germany and the successor states in central and eastern Europe would be clearer, to ensure a sustainable peace in Europe.  [3]  The members of the Allied winners  [4]  , feeling more antagonistic, felt that Germanys terms of defeat, fate of its colonies, indemnities, military limit s, and reparations, should be implemented upon them without actual conference nor discussion with Germany themselves, because they were clearly the loser of the war.  [5]  This aim was most apparent in Clemenceau, the Prime minister of France at the time, who saw Germany as a permanent enemy, and knew that France was not the lone victor of the war  [6]  . He, along with all of France, had experienced multiple German invasions and feared that Germany could start another war, and France would be its first target, due to the proximity of both countries. These fears were spread to its allies, and as a result, Germany had restricted military numbers in soldiers and vehicles, large amounts of land confiscated, and unlimited reparations  [7]  to pay. Germany was crippled to the point where not only could they not start another war, but also being on the verge of collapse. It is arguable that France was justified in their aims of the treaty for their own and national security, b ut was this massive amount of restrictions just an abuse of power for revenge? This paper will argue that Frances aims were bent on revenge for Germanys superiority in Europe prior to World War I, but will also give a discussion for other factors such as national security, and a fear for Germany, that may have influenced their offensive position towards Germany during the post-World War I peace conferences. Franco-German Relations Pre-World War I Even when Germany didnt formally exist, but existed as the country of Prussia, France never had good relations with the Germans, which is especially evident during the rule of Napoleon during the 19th century. During this time, he invaded Germany multiple times, and after the Battle of Jena-Auerstedt in October 14, 1806  [8]  , Napoleon converted the divided thirty-nine German-speaking states into his Confederation of the Rhine, and destroyed the former Holy Roman Empire that ruled over Germany. A treaty that Napoleon implemented onto Prussia as a result of their victory in this battle was the treaties of Tilsit  [9]  , which resulted in large reparations owed to France by Prussia, and stripped them of almost half of their owned territory. Anger in the German states because of this defeat evoked German nationalism in later generations in these states, views in opposition of France domination, and Napoleons rule  [10]  . During this time, one of the most hated views of Fra nce was that under Napoleons rule, the monarchs of the German states were referred to as his vassals, and all the German states were just part of the French empire  [11]  . Being conquered by France, Germanys initial view on France was a hostile one, and posed a rocky road for future relations between the two countries. At this point, France had been the dominant power in Europe, towering over all of the European countries, especially Germany. The control that France had during this time may have angered the envious Germany, giving them a mind set on reorganizing the balance of power in Europe, with France at the bottom. However, with Napoleons unstoppable empire at Frances borders, the Germans would seek their revenge later after Napoleons fall of power, in the Franco-Prussian War. The Franco-Prussian war in the 1870s between France, ruled by Napoleon the 3rd (Napoleons son), and the Kingdom of Prussia, ruled by Otto von Bismarck, ended in the defeat of Frances second empire, and a laid foundation for Germany as a significant power in Europe. This meant more than a great victory over France for Prussia, but also the unification of its states with itself being the capital, into one unified Germany in 1871  [12]  . Frances defeat in this war also meant the German annexation of Alsace-Lorraine, a French city that was purely Francophone, but forcibly taken under German control. The German annexation of this particular state was guaranteed to make France a permanent enemy, and at the time even Bismarck knew this and opposed the annexation, but was overruled by his general (General Moltke) insisting it was necessary as a defensive barrier.  [13]  The indemnity that was imposed on France after this war, was identical to the amount that Napoleon charged on Prus sia during his rule, which portrays the mindset of revenge that Germany had for France, because they wanted France to experience the same suffering that was imposed on them by France. With their faltered relations leading up to World War 1, it seemed as though the anger towards the other country would not end here, as there were acts of blatant aggression from Germany towards France that later became the actual beginnings of the war. For instance, the Schlieffen Plan of the early 20th century must be addressed, a historical event that was the catalyst for the First World War. This plan called for German troops to invade France through the neutral country of Belgium, and assume domination of French troops, then immediately turn around and defeat Russian troops on their East side, in order to consecutively engage troops from two countries  [14]  . The organization and follow through of this plan portrays the overzealousness of Germany, and their overestimation of their control over Europe, possibly because of their domination by Napoleons enormous army back in the 1800s. Even though the entire plan was flawed, due to the need for the German army to fight two con secutive battles against two different countries with no rest, there was one particular flaw that questions the thoughts Germany had at the time. The plan was originally created by Count Alfred von Schlieffen, and modified by General Molkte, as mentioned previously. The flaw was that in order to cross over to France undetected, the German army was required to march through the neutral country of Belgium, whom was in an alliance (London Treaty of 1839) with Great Britain at the time. Their invasion of Belgium caused Britain to immediately declare war on Germany, which was the start of the war. According to German records, Germany was completely aware of this alliance, but didnt believe Britain would honor their treaty with Belgium and retaliate, a major mistake on their part  [15]  . They were surprised to hear that, The Britons will go to war for a mere scrap of paper.  [16]  Although this particular flaw in German logic can be blamed on ignorance, this ignorance was arguabl y as a result of their desire to invade France, without any setbacks, which furthers the view of German-Franco hatred prior to the War. Aggression between France and Germany during World War 1 The anger towards one another between Germany and France was one of the main contributors to the war, but these feelings didnt end with the declaration of war in Europe. Throughout the course of the World War (1914-1918), it was evident through the acts of aggression from both countries, that Germany and Frances hate for one another was everlasting. One of the first major battles of World War I, on the Western Front, was the Battle of Verdun in 1916, where Germany forced France into a battle of attrition on a French city called Verdun  [17]  . A German general by the name of General Falkenhayn, saw this ancient stronghold as a vulnerable target. His strategy was to continually bombard Verdun with heavy artillery shells, and this would divert Frances attention here, thus drawing them away from the Western Front, to Verdun. This plan, he believed, would bleed France dry of troops, and win the war  [18]  . The outcome was as he had planned, with French soldiers forming a defensive position, but unaware that they were vulnerable to German attacks from all sides simultaneously. The two sides were composed of two million German attackers against two hundred thousand French defenders, however France kept sending in reinforcements, which just ended in more casualties on the French side. France suffered considerably more casualti es and deaths than Germany did.  [19]  Although this strategy of attacking Verdun and forcing a battle of attrition was a cruel act, it is arguable that because the alliances of the war were favored towards France anyways (Triple Entente), Germany had no other choice but to use such tactics to gain an edge over the war. Another arguable point revolves around the already evident German relations with France. This particular act could very possibly be another unveiling of Germanys overwhelming power onto France, and by angering France by attacking one of their most precious ancient strongholds, Germany gave France a reason to be more grim and merciless in future encounters, namely the peace conferences when the war ends, and defeat was handed to Germany by the Triple Entente Alliance. Prelude to the Treaty of Versailles When World War 1 was over, and Germany was declared the loser, and the Allies the victors, preparations were set to create a sustainable peace in Europe, and to make sure a war of the same magnitude was prevented at all costs. This fight for peace was led by Woodrow Wilson, the democratic president of the United States since 1912  [20]  . Along with him, there were several other European leaders who joined the Paris Peace Conference in 1919. These personalities were Lloyd George of Britain, Clemenceau of France, Orlando of Italy, and of Wilson himself. Each leader had a separate view of how the peace treaty should have proceeded, and the kind of peace they wanted. Woodrow Wilson Wilsons perspective on European peace was expressed through his famous Fourteen Points. His points specifically demanded the end of all secret treaties (to prevent incidents like the Schlieffen Plan), freedom of the seas, removal of barriers and discrepancies in international trade, the reduction of weapons by all powers, even land distribution, evacuation of occupied territory, a redrawing of European boundaries along borders, and an international organization with a task of solely preventing war (To be called the League of Nations)  [21]  . In Wilsons point of view, he wanted to create a new type of treaty, because he believed that it was the old treaties that focused on policies of power, secret deals that excluded mention to the victimized countries, and the creation of secret alliances made between countries  [22]  . These were significant factors that led to the first world war, and Wilson wished to reform these kinds of treaties to avoid another war. However, Wilsons F ourteen Points had much difficulty in being accepted by the Allies, because each country had a different idea of peace, and how it was to be attained. Specifically, each of the Allies had a grudge for Germany, either because of its military presence during the war, or from past relations. At the end of the war, Germany accepted an armistice in preparation for upcoming peace treaties because their initial belief was that the Treaty of Versailles was to be created on the basis of Wilsons proposed Fourteen Points, with only minor modifications  [23]  . As well, because Germany was coming under a new rule of socialistic and democratic perspectives after having overthrown their current Kaiser, they had a belief that this new democratic Germany would be treated considerably by the victorious Allies, because they would re-emerge into Europe as a new Germany  [24]  . The Allies had a considerably different perspective towards Germany, after its previous accomplishments and increase in power, and being unaware, Germany accepted the Armistice of 11 November 1918  [25]  . Demands of the Allies with the Treaty of Versailles Lloyd George of Britain Germany was arguably the most hated country during World War I, because it was the enemy of the Triple Entente, but primarily because of its enormous increasing military powers. Germanys naval power was imminent when it became Great Britains top rival in the National Arms Race  [26]  , where countries raced to construct a greater amount of weapons to show military superiority. Britain was originally the richest country with a veto over naval warfare, with all countries not daring to fight with Britain in sea battles. However, with Germanys dramatic increase in power prior to World War 1, Britain lost their control over the seas, because although the numbers of ships they had were greater, Germanys naval power was great enough to rival that of Britains  [27]  . After the war, to consolidate their power over the seas once more, Britain wished to remove Germany from naval warfare, and the treaties they had control over gave them the authority to do so. Observing the demands Geor ge had against Germany and the reasons for their weak relations, seems only because Britain was envious of increasing German strength, and wanted to uphold their previous title of the most feared naval force in Europe. Georges Clemenceau of France France had placed Germany on the top of their list of hated and feared countries, with reasons as mentioned earlier, such as the earlier German annexation of Alsace-Lorraine, which they demanded be returned at the Paris Peace Conference, and the complete domination of France by Germany during the Franco-Prussian war  [28]  . But the most evident reason was their argument that most of the war had been fought on their soil, and they demanded that Germany pay for all the damages done. At the time, there was no numerical total, but it was certain that the amount in damages that Germany had to pay was well over nine trillion francs, a sum that even Clemenceau himself said, would lead to nothing practical,  [29]  meaning that this sum of money France was demanding wasnt solely because of the damages, but with a motive to cripple Germanys economy as well. Clemenceau also insisted on their demand for security against Germany, claiming that if Germany retained ownership of their lands , enough support could start another war. However, his paranoia for security from Germany has evidence, because having seen two German invasions of France during his rule, and being dominated in both of these, Clemenceau knew full well that France was not the lone victor of the war, but rather the Allies as a whole. Because Germany almost directly borders France, it seemed understandable that Clemenceau would be so desperate for a greater sense of security from Germany. France proposed to cut down Germany to almost French size, that the west parts of the Rhine be set up as independent states under the Allies control. (The land that was taken away from Germany can be found in the appendix). If not for the rejection of the request by Wilson and Lloyd George, this confiscation of land would have been approved. Clemenceau battled the rejection, but failed and agreed to put down his request on the condition that Britain and the USA would immediately come to their aid if Germany were to l aunch an attack on France. As well, instead of the control of the Rhineland, Clemenceau proposed the demilitarization of it instead. This alternate suggestion seems justifiable, in that France craved national security, because the Rhineland was indeed a direct border between France and Germany, and if Germany stationed troops in this area, France could be in danger of an attack. However, Frances demand for the confiscation of Germanys Saar coal-mines seems to be a far stretch from security. A large portion of Germanys income came from the export of coal from these mines, and without them, the amount of reparations France set on Germany would be almost unattainable, along with the economic setbacks on Germany as a result of restrictions on its economy in the treaty. These mines, along with the return of Alsace-Lorraine to France, a small strip of Schleswig to neutral Denmark, and two tiny districts Eupen and Malmedy, to Belgium were the only territorial losses that Germany suffered f rom their loss of the war, which is relatively small and modest, considering the magnitude of their loss. Clemenceaus desire to maximize the amount of power to be taken away from Germany, even if not all of their proposals were accepted by the Allies, seemed to be solely to fulfill a sense of security from a country that was directly bordering the Rhineland and had the likelihood of invading France at any time if the opportunity was available. End Result of the Treaty of Versailles The demands in reparations that the Allies placed on Germany were massive, and as mentioned, was well over any kind of sum Germany could afford to pay. The only possible way for Germany to come up with such a sum would be from export profits. This course of action would however, compete and interfere with the Big Fours economies. This economic reasoning was ignored by the Allies, because of their mind being set on repaying their enormous debts to the USA at the time. They regarded the debt they forced onto Germany as simply another means of righting their wrongs and of putting off the danger of a German revival.  [30]  When the Treaty of Versailles was completed in May 1919 and ready to sign, the Germans initially refused, due to obvious reasons of unjust conditions. The Allies threatened Germany with hostile action in response to their refusal, and this threat caused chaos in Berlin due to conflicting perspectives. The Germans knew that there was no possible way to retaliate aga inst the victors of the war, with their damaged and insufficient army, but every German citizen (and the Allies) knew that the conditions were completely absurd and meant to collapse Germany into a state where it was impossible to revive itself, rather than simply the pursuit of peace, as initially proposed by Wilson in his Fourteen Points but later rejected by the sheer influential power of the maddened Allies. Wilson was willing to abdicate to the demands of the Allies, in return for the acceptance of his proposal of a League of Nations (Germany was excluded however). The League of Nations was formed at Geneva during the Paris Peace Conference, but the United States didnt join ironically even though Wilson suggested it, nor did Germany until 1926, or Russia until 1934. The Official Treaty of Versailles was completed in three months. During its process, the Germans did not have the right to make or suggest decisions, and the Russians were not present during the making of the treaty . According to Wilson, the formation of the League of Nations was supposedly made to adjudicate international relations and be a means to solve problems between international powers. It is arguable that the systems only purpose seemed to be for maintaining the status quo in powers, in favor of France and Britain, and the exclusion and isolation of Germany, which was completely contrary to Wilsons initial proposal. Conclusion: Germany, prior to World War I, was one of the most feared and hated powers by France along with its Allied countries. During the era of Napoleons rule of Germany in the 19th century, Germany had been near the bottom in the balance of powers in Europe. With Napoleons domination of Europe at the time, Germany was inevitably one of the targets for his invasions to conquer all of Europe. Under his rule, Germany felt like a useless French state, and vowed to seek revenge on France. When Napoleon was defeated, Germany took this fantastic news as a turning point in their position of power, by dramatically increasing their military strength to the point where they rivaled Britain in the Arms Race. Germany put their newly built army on display during the Franco-Prussian War of 1870, ensuring the defeat of France, and the result of their victory was the annexation of the French state of Alsace-Lorraine, a large factor of Frances hate for Germany in their later encounters. However at the same t ime, Germanys presentation of their massive buildup of military strength evoked fear in France at the same time, because an invasion from Germany could happen at any time, considering the proximity between the two countries. The defeat of Germany by the Triple Entente Alliance in World War I, gave France a chance to revert their fear of Germany, because with their influential power in the Paris Peace Conference of 1919 and the creation of the Treaty of Versailles, France being one of the victors, could impose almost any amount of reparations and restrictions on Germany as they felt necessary. Clemenceaus fear of Germany was still evident during this time, because he wished to cripple Germany to the point of no revival. Frances hate for Germany, as well as their fear of them, were significant factors to Frances aims for crippling Germany in the Treaty of Versailles. The question is which one was the main contributor? With further research, it is possible to find the answer to this question. With the current evidence, it seems reasonable that France had the same mindset as Germany had after their buildup of power. Because France suddenly had so much power over Germany, after being Germanys underdog prior to World War I, revenge could have been a very influential factor that fueled their desire to crush Germany under the Treaty of Versailles and ensure that their opportunity for a return to power would never arrive. Bibiography Marks, Sally.  The Illusion of Peace: International Relations in Europe 1918-1933. First Ed. London: The Macmillan Pres LTD, 1976. Print. Sharp, Alan. The Versailles Settlement: Peacemaking After The First World War. Second Ed. New York: Palgrave MacMillan, 2008. Print. Keylor, William R. The Legacy of The Great War. Boston: Houghton Mifflin Company, 1998. Print. Roselle, Daniel, and Annie P. Young. Our Western Heritage: A Cultural-Analytic History of Europe since 1500. Lexington, Massachusetts: Ginn and Company, 1981. Print. Fischer, Conan, and Alan Sharp. After The Versailles Treaty: Enforcement, Compliance, Contested Identities. Abingdon, Oxon: Routledge, 2008. Print. Palmer, R.R, and Joel Colton. A History of the Modern World. 8th Ed. New York: McGraw-Hill, Inc., 1992. Print. Hacken, Richard, and Jane Plotke. Review of the Schlieffen Plan. World War I: The Schlieffen Plan. N.p., 10 1996. Web. 21 Dec 2012. . Macmillian, Magaret, and Richard Holbrooke. Paris 1919: Six Months that Changed the World. New York: Random House Trade Paperbacks, 2003. Print. Schulze, Hagen, and Deborah Lucas Schneider. Germany, A New History. London: Harvard Univ Pr, 1998. 356. Print. Napoleon and the Revolutionary Crusade (1795-1815). . University of Nevada, L.A, n.d. Web. 5 Apr 2012. . Duffy, Michael. Battles:The Battle of Verdun 1916. Battles:The Battle of Verdun 1916. Safesurf, 04 2003. Web. 21 Oct 2012. .

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Visitors performing special tasks in addition to the above, must present â€Å"height permission† and complete personal protective equipment. Badges must be worn all time of their visit. All visitors must be registered Into the violators management software system which Is operated by the front entrance receptionist. The software records each visitor's name and company affiliation, as well as the purpose and duration of their visit.It is not allowed to take photos the visitors to installations without prior authorization of plant protection guard; in case of getting permission from him/her, this person deeds to valid the nature for which they need to perform these actively. Visitors may not have access to confidential documents, nor the company electronic devices, nor can access to the company intranet or making use of it with their own cell phones, laptops, pads or any electronic device. They should require key visitor with a special surname to use this service during their S tay. Visitors must be accompanied whole time by the employee who they will visit.Employees should be informed to take good care of their badge and never to lend their badge to anyone. They must report a lost or stolen badge to security immediately. 10. – Physical Access Controls, Deliveries (Including mail). Proper vendor ID and/or photo Identification must be presented for documentation purposes upon arrival by all vendors. Arriving packages and mail should be periodically screened before being disseminated. All personnel of a company performing deliveries must be identified with a gaffe which must have a photo, name and company's name where they came from.Deliveries must be made during office hours, which Is before pm from Monday to signature of receipt. This ensures that the company received it, and is not responsible for any claim. Deliveries must be in the appropriate direction, the person to whom it is directed such delivery or otherwise the company should assign a repr esentative from each department for receiving packages, mails, etc. Allen Del Norte, AS De Coupled require a copy of the packet data or document, which must contain the company's name, date to which it is addressed and the dealer's name, in order to avoid actions of fraud.Delivery persons must present ID upon arrival. There must be written and verifiable procedures in place for the challenging and removal of unauthorized/unidentified persons. Employees in all positions and levels must be trained in these procedures. 1 1 . – Physical Access Controls, Challenging and Removing Unauthorized Persons. Procedures must be in place to identify, challenge and address unauthorized/ unidentified persons. The badges are programmed to grant access or not to people who are unauthorized to enter because not everybody can see the information handled there, even if they belong to the same company.A report should be written for each incident and corrective action must be addressed. Part of cont rolling the access concerns of keeping strangers from the building at midnight. But it also includes making sure that people entering during working hours have authorization and need to be in certain areas. Sometimes areas must still be monitored to protect from internal sabotage or theft. All areas in the company must be monitored by security cameras inside and outside. It may be desirable to monitor who goes into a critical area, as well as what the person is doing there.Even an apparently trusted employee may do mischief or even accidentally cause harm to the company. Some monitoring may be to record access, while other monitoring may be to keep track of what the person is doing in an area. At the entrance of the company, there is a security gate which regulates the entry and exit of employees, which must be authorized or in the absence of it, to have any authorization of the Plant Protection Department. All vehicles entering the premise should be logged. The security guard shoul d stop each vehicle to verify that there is a valid business repose.Application information, such as employment history and references must be verified prior to employment. Allen del Norte, S. A. De C. V. Must perform a Pre- Employment Verification in order to know information about the professional preparation of the individuals before hiring them and also an entailed list of where and when they worked, the Jobs they held and how much the employees earned. Employment history verification assures employers of having all the experience and qualifications listed on the candidates resume. School Records Workers' Compensation Records

Role of Finance Companies - 6177 Words

Role of Finance Companies Traditional role of Finance Companies The finance companies are much smaller in scale compared with commercial banks, and they are also saddled with more restrictions which will be discussed later in the report. Traditionally, they relied on their personalized and flexible services to attract clients. This is because there are always consumers who are rejected by the commercial banks because adding these consumers to their portfolios would be uneconomical for these commercial banks as their economies of scale cannot offset the transactional costs these clients would bring because of the small margins these smaller consumers bring. These mainly include people or companies who do not have the capital to meet the†¦show more content†¦Looking at the breakdown of loans and advances of Finance Companies, we can see a large part is driven by the building and construction sector in Singapore, which was booming last yea. 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Birth Control in Public Schools - 634 Words

Should public school be forced to teach birth control as a part of their curriculum or do people think that this will provoke more teens to start being sexually active? If teachers are forced to teach birth control in their curriculum people believe that this might lead to the encouragement of more teens to start having sex. Public schools should teach birth control as a class because if teens are being sexually active then they should be informed how to be safe and use birth control properly when it comes to them having sexual interactions. 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