Biography of Eleanor Roosevelt essays

Biography of Eleanor Roosevelt essays Eleanor Roosevelt is one of the most respected and admired woman of her generation. She was an incredibly compassionate women who cared deeply about others. She accomplished numerous goals throughout her life which helped the welfare of the youth, the poor, and the underprivileged. Anna Eleanor Roosevelt was born to Anna Hall and Elliot Roosevelt, brother of Theodore Roosevelt, on October 11, 1884 in New York City. Her parents separated when she was young mainly because of her fathers alcoholism (The White House, 2004). Immediately following the separation in 1892 her mother died of diphtheria, an acute infectious disease. Eleanors grandmother raised her and her two brothers after her mothers death while her father rarely saw them (Larsen, 1991). Although Eleanors father suffered from drinking problems, Eleanor idealized him. Her father was severely injured when he fell and had past away in 1894 when Eleanor was ten. While attending Allenswood boarding school in England at the age of fifteen Eleanor meet the headmistress, Marie Souvestre, who greatly encouraged Roosevelt, cultivated her curiosity, and influenced her world view (DiNardo, 2004). Eleanor began her career as a political assistant for her husband, Franklin D. Roosevelt, who served in the state Senate form 1910 to 1913 (The White House, 2004). Eleanor didnt want to sit at home and take care of the children so she joined her husband for his second western campaign tour and traveled with him for three weeks (Larsen, 2004). She learned how to sit and listen to the same speech over and over again while looking excited and attentive. When he was diagnosed with polio in 1921, she took care of him attentively. She traveled countless miles with him or on his behalf in all his campaigns and later considered herself his legs. She became involved in the womens division of the State Democratic Committee to ...

How a Car Wash Led to a Grammar Lesson †and a Valentine’s Day Life Lesson

How a Car Wash Led to a Grammar Lesson – and a Valentine’s Day Life Lesson A Car Washing Adventure From time to time it is necessary, living in a snowy city, to give my car a respite from the salt that eats away at it for much of the winter.   During my last visit to Octopus Car Wash, as I waited for my car to get spit out the other end of the car wash, I discovered a wall full of greeting cards, many of them by a local Wisconsin greeting card company, Byrne Schmidt Greetings. What a great idea!   I love browsing humorous and clever greeting cards and went to work picking out cards to give to my friends and family for upcoming holidays. Leave it to me to find a grammar issue in one of the birthday cards. Squirrely Grammar Lesson Squirrely Grammar On the front of one card, I found a picture of a squirrel holding an oversized acorn under each arm. The title:   A Squirrel Birthday Poem.   The first three lines of the poem: Happy Birthday to you, You can bet your sweet butt To insure you a great birthday I opened the card to find the last two lines of the poem: I’d give my left nut. I laughed.   And I also got inspired to write about the difference between â€Å"ensure† and â€Å"insure.†Ã‚   My first reaction was that â€Å"insure† had been used incorrectly here and that the correct verb was â€Å"ensure.†Ã‚   As I did my research, I learned that I was only partially right about that assessment. The Essay Expert Gets a Grammar Lesson:   Assure, Insure, Ensure Associated Press style does indeed dictate that â€Å"ensure† means to make sure something happens and that â€Å"insure† means to issue a life insurance policy.   Other authorities, however, state that it is acceptable to use the two interchangeably, though â€Å"insure† does more often relate to monetary insurance and â€Å"ensure† more often relates to a non-monetary guarantee. About.com has a great article about these distinctions, and covers the word â€Å"assure† as well.   See Assure, Ensure, and Insure:   Commonly Confused Words by Richard Nordquist. I’m not going to go into detail about the difference between all these words.   I do want to point out that regardless of his or her proper word choice, the greeting card writer took artistic license in omitting the verb in the sentence.   A correct sentence would have read, â€Å"To insure that you have a great birthday†¦.†Ã‚   The way it read, â€Å"To insure you a great birthday† doesn’t make sense.   We can insure a car or a house, or insure *that* something happens, but we can’t ensure a person something. And Now for the Valentines Day Life Lesson Nevertheless, I am more interested in the fact that I was so sure the word choice in the card was incorrect that I almost wrote a blog article about the difference between insure and ensure without doing my research.   What a great lesson in being willing to be wrong! I often think I’m right about a lot of things, not just grammatical issues.   Things like how clean a kitchen should be, or what habits are healthy and not, or what is the best way to do just about anything.   Sometimes being right is not the best way to sustain healthy relationships.   And sometimes I’m just plain wrong.   I can assure you of that. It’s Valentine’s Day.   Is there anything you’re sure you’re right about with your loved ones?   Are you willing to consider the possibility that there’s another right answer out there in the world besides yours? Please share your thoughts on grammar and on being right.   I’d love to hear your comments! Category:Grammar Writing TipsBy Brenda BernsteinFebruary 14, 2011 9 Comments judyb says: February 15, 2011 at 12:06 pm But its just a card!!! Found your website from the Linkedin Blogger Group. Log in to Reply The Essay Expert says: February 15, 2011 at 1:08 pm Thanks for your comment Judy. In the world of The Essay Expert, everything is fodder for a grammar lesson and sometimes a life lesson too! Log in to Reply Kerri Randall says: February 16, 2011 at 7:36 pm Found you through LinkedIn, too. =) And yes, its just a card but (and I totally dont mean this in a mean or harsh tone) but it baffles me that on the whole, spelling and grammar just arent important to a vast majority of people, it seems, and even more annoying is the fact that its rude to correct people. Yargh, lol. Thats just me, though. I was a writing major in college and still write often, so I have those stereotypical grammar and spelling pet peeves. =) Log in to Reply Jackie Grande says: February 15, 2011 at 8:14 pm I love the card, but even more so love the lesson learned! Nice article Brenda. Log in to Reply Sherry Zander says: February 16, 2011 at 7:39 pm Hi, Brenda. This bugged me, so I do what I do every time I have a question about a word(s) I looked all three of them up in Websters. Interestingly enough, all three words are synonymous of each other. This boggles my mind, since I was always taught that insure was related to insurance products only. I would never have guessed this changed had you not posted this on your blog. Log in to Reply Mari-Lyn says: February 16, 2011 at 10:23 pm Wheres the flash cards? Its cute that you used a greeting card for your post. Thanks for the lesson of grammar. Bet you could re-write my comment. Log in to Reply Hajra says: February 17, 2011 at 3:52 pm Hey Brenda, I am visiting after such a long time and boy I had so much fun with this post! This Valentiness I assured myself that I wouldnt feel miserable on being single but that didnt happen. Log in to Reply The Essay Expert says: February 17, 2011 at 4:22 pm Welcome back Hajra! Glad you enjoyed. And may Valentines Day be a joy for you in the future no matter your relationship status! Log in to Reply Penelope J. says: February 17, 2011 at 8:20 pm Hi Brenda, Id have had exactly the same reaction as you did to that card. Its sad how we can overlook something funny or enjoyable because of incorrect grammar or punctuation. I also find that many cant distinguish between insure and ensure and misuse of the two words is common in what should be well-written documents and even articles. Id like to subscribe to your blog but the button doesnt work. What should I do? Log in to Reply

Social Entrepreneurship Essay Example | Topics and Well Written Essays - 750 words

Social Entrepreneurship - Essay Example This paper outlines that social entrepreneurs are becoming more and more vocal in these organizations, and are used to strategize ways in which an organization may make a significant social impact in the market. Social entrepreneurship is involved in business strategies and management; it is aimed at making an impact in the society, as the organization strategizes in the market. In such cases, innovation is important in coming up with social related strategies, enabling an organization to have a positive social impact other than taking away from the community in which they operate through exploitation of resources. From this paper it is clear that innovation brings about better products to the market to benefit a society. Social entrepreneurs have to pinpoint problems in the society and come up with measures to solve such problems for the betterment of the society. For example, some pharmaceutical companies such as GlaxoSmithKline Company carry out massive studies in many societies, related to testing and innovating appropriate drugs. A social entrepreneur in such a company may come up with other projects such as provision of basic amenities to communities, examples being water, healthcare facilities or other facilities to benefit the entire society. Therefore, instead of the company being biased and benefiting from the society, such innovators are supposed to come up with ingenious projects to enhance a ‘payback’ culture to the same society; such actions have been used to strengthen the bond between the company and the society in which such a company operates.Many textile companie s are responsible for using toxic chemicals in cotton farming, and supplying the same to cotton farmers.  

Exam #2 Essay Example | Topics and Well Written Essays - 500 words

Exam #2 - Essay Example By implementing this program, the company gets the following benefits: Light and modified duty program offers cost savings opportunity for the company to control workers’ compensation and disability costs. A well developed Light and modified duty program must contain the senior management’s support and cultural acceptance by the location management of the program. In addition, a well-made light/modified duty program contains a detailed job description for each task done in the workplace. Potential questions include: A). will there be a rising cost of workers’ compensation and healthcare? –the answer to this question is no, the program in conjunction with the transitional duty will manage this. Also, it is more efficient to pay an employee working at 50% as opposed to paying for workers compensations which is 0% productivity to the company. B). in case of injury, which will be responsible? The answer to this question is, the responsible individuals include the injured employee, supervisor, and program coordinator a. Family medical leave act- Only serious health conditions of the employee constitutes a modified work program. This act is only relevant in cases where the employee has a serious accident, with the approval of a medical practioner. b. The Americans with disabilities act- This act enables employers to make permanent reservations for employees who are disabled. This means that disabled employees do light duty task. If no outcome is predestined for the light duty program and the employer requests no follow up information, the employer may be sued. Although the employee may be working under the light and modified duty programs, follow up data is necessary. c. Workers compensation statutes- Actual disabilities qualify someone for this act and for a modified work program. An employer may be sued if found to make a sick or injured employee work as

Giving Credit Essay Example for Free

Giving Credit Essay Abstract In this assignment we compare the lives of two men that created inventions that changed the world we live in. Throughout their careers and success’ they had hurdles to jump and become innovative thinkers to create futures in their challenging industry. Great men and thinkers can move mountains and open paths to new industries. Giving Credit Where Credit Is Due As entrepreneurs in a growing world of technology and change Andy Grove and Michael Dell pioneered the industry. They were innovators, visionaries and industry leaders in their fields. Andy Grove envisioned change to create faster and more productive ways to utilize the way we process information. As an immigrant he passed through the walls of terror in his home country of Hungry which was facing many issues of destruction that the Nazi’s enforced. He fled to the United States in the 1960’s to create a better life and future for himself. Andy established a small company that he called Intel which created an immense new future for the computer technology. His contributions awarded him the esteem acknowledgement as Time Magazine’s person of the year. He pursued his dreams as all inventors to create products and progress in the ever-changing need for new technology. Andy Grove created the chip and the microprocessor that allowed information to be processed much faster and smaller in size. Mr. Dell also an inventor at an early age set up a laboratory in his dorm room while attending college to create his personal computer. His success with the personal computer caught on quick because he used a direct theory to include his customer in the structure of his product. Michael Dell believed that understanding his customer’s needs and issues would enable Dell to create good competitive products. He believed that cutting the middlemen out of the sales market would allow him that advantage. With that direct approach Dell was able to endure many obstacles as well as the recession that created market crashes in the early 2000’s. (Krames, Jeffrey A. What the Best CEOs Know: 7 Exceptional Leaders and Their Lessons for Transforming Any Business) Both Andy Grove and Michael Dell endured much criticism from competitors  because of their business approach and products and business logic. Mr. Grove instilled paranoia in his corporate CEOs so that they could become fearful of being caught off guard. Mr. Dell used his customers to create standards that would give him the leading edge over his competitors. Both were accused of manipulating the industry and deceiving the product consumers. Intel was accused of creating an inferior product that put fear into the consumer to believe the chips that were being used would create disastrous failures to the products who endorsed his chip. Dell had a simple approach to create sales and marketing by lowering the cost of his product by cutting out the middlemen which made him more competitive and viable to sustain the economic downfalls. His competitors accused him of lowering his cost so as to drive the market sales away from the non profitable companies. Both Mr. Grove and Mr. Dell used simple methods to approach the needs and creativity of the growing markets. Andy Grove made sure that being too comfortable with the products that his company offered just wasn’t going to be enough. He looked ahead to keep creating new products that would soon be replaced by a growing need for better technology. Mr. Dell never doubted his approach to keep his overhead down and modeled his success on a customer based product. He believed creating his product for the customers rather than just offering his product without realizing their valuable input. Their similarities are based on what the customer and technology needs to sustain a profitable and sustainable future. They share innovative ideas in product development and customer based satisfaction. They differed by the way each approached the markets, Intel needed to create a superior product sooner and more often to keep up with changing technologies. Dell used the customer to create products based on the user need. Each approached their core values of business and what works for them to create value and sustainability. Dell had the market share by using the internet to generate sales through machine to machine based sales and conserved his manpower to keep the cost of his product low. Intel spent many hours of research and product development to create new and innovative ground breaking products that led the industry standards. Mr. Grove believed that being complacent would drive him out of the industry and eventually close the doors. He encouraged his CEOs to listen to his sales team to find out the needs of the customers Andy Grove referred to those individuals as â€Å"Cassandra’s† that would pass on valuable customer feedback. His pushes to create paranoia made Intel strong and create rather than become comfortable because Grove feared that waiting for the market to fail made Intel week. Mr. Dell believed that his customers gave him the strength to survive and customize his business to their needs. Dell never overstocked and always built their product to order. Dell realized that over burdening their inventory would devastate their ability to keep costs down. Dell learned from their mistakes like the Olympic brand which compromised the need of customers and their ability to utilize technology threatened the Dell line of products. Dell made efforts to speak to the public and hear what they had to say and put that information into their products. (Krames, Jeffrey A. What the Best CEOs Know: 7 Exceptional Leaders and Their Lessons for Transforming Any Business) Both of these pioneers created a wealth of knowledge and bridged the technology industry to what is today. Innovation is the foundation of the industry and creating new and exciting products that can be user friendly and affordable make profits. Both of these two companies are very profitable and determined to create intelligent and appealing industries. The changing markets constantly demand new and better technologies that will enable us to accelerate computer speeds and retain more memory without absorbing higher prices and engineering. References American Psychological Association. 2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. (Krames, Jeffrey A. What the Best CEOs Know: 7 Exceptional Leaders and Their Lessons for Transforming Any Business)

Role of the Chorus in Oedipus the King Essay -- Oedipus the King Oedip

What is the Role of the Chorus in Oedipus the King ? In answering this question, I will look at the question in two ways. Firstly, I will look at the role of the chorus objectively, examining the basic role of the chorus in the play, and looking at the role of the Chorus as Sophocles would have intended the role of the Chorus to be understood. However, I will then look at how I think the Greek audience would have perceived the role of the Chorus and then how the role of the Chorus is perceived today by a 20th century and examine the key differences in the two different sets of perceptions. Finally, I will look at the importance of the role of the Chorus to a 20th century audience and a Greek audience respectively.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Chorus in the play Oedipus has three basic functions. Firstly, to act as bystanders throughout the play, observing what goes on, reacting and offering opinions at regular intervals throughout the play (e.g. when Oedipus accuses Croon irrationally of conspiring against him, the Chorus says "To one who fears fall, his words seem good; O king, swift counsels are not always safe") In this role they are important to the play as they often offer the voice of reason during moments of heated debate, the voice of fear and confusion during Oedipus' downfall, which seems to mirror the audience's reaction and emotion in many situations throughout the play. The Chorus are also used as a sort of receptive audience for passages of description over what has gone on behind closed doors (e.g. after Jocasta has realised the truth the second messenger describes the scene inside the palace to the Chorus: "Within the porch, straight to the couch she rushed, her bridal bed, and tore her hair")   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly,... ... happens. Also they maintain the continuity as their being present removes any need for scene or act changes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the Greek theatre they take on a significant role of emphasising the storyline by groups speaking in unison rather than one single actor trying to reach the ears of around 17,000 listeners. They were after-all a very natural part of Greek theatre and their absence would certainly reflect an unorthodox presentation. They also keep the emotion running as any scene changing can be done during their narrative sections.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a 20th Century production the chorus perform a seemingly less essential role. As there would be ample amplification of sound the chorus could be projected to the role of town folk who would fit into the structure of the play neatly. Works Cited: Sophocles. Oedipus Rex. New York: Dover Publications, Inc., 1991.

Thomas Hobbes Essay

The philosophy of Thomas Hobbes, especially that of his major work, Leviathan, is designed to understand the motives of human nature and, from these, seek the surest way to civil peace. This is one of the earliest examples of a â€Å"scientific† method of understanding political science in that the commonwealth was to be built on a handful of axioms, all deriving from what Hobbes considered facts of human nature (cf. Matthews, 118). The nature of these axioms leading to civil peace is the purpose of this present essay. The primary understanding of human nature that, if applied properly, would lead to social peace is that human beings desire power. This is nearly identical to Machiavelli’s approach to politics. It seems that in both Hobbes and Machiavelli, human beings desire power, and hence, develop â€Å"moral† systems that justify the present holding or seeking of power (Morgan, 528-530, and 581-582). But the nature of this axiom is that people are naturally programmed to seek power and no matter of moral suasion will stop this. Hobbes wants to begin from a single concept and build upon it rather than attempt to suppress it, since any attempt at suppression itself proves the axiom correct. If human nature is taken seriously rather than covered over with metaphysical theories, then peace might be the consequent: human beings must be taken as they are, not as one might want them to be. If the above axiom is true, that is, people desire power, than many other axioms follow from it. The first axiom that follows from the first is that reason is a slave to the passions (Morgan, 641). Reason, in other words, cannot provide ends, but merely means, and significantly, justifications after the fact. Appealing to reason is hence, not appropriate with such a view of humanity, and only the appeal to passion will work here. Passion is nothing that can be suppressed, but it can be controlled. Passion is the engine of human nature in a similar sense that hunks of matter in a vacuum will continue in constant morion unless acted upon by another force. This is an exact parallel to Hobbes here, and the only opposing force to passionate human motion is other human beings, and hence, the problem: humans are constantly, following from this, in a state of war. What makes this state of war particularly harsh is that the abilities of human beings as individuals, or organizing into groups, are roughly equal (Morgan, 591). This means that the war of all against all will continue constantly, with no clear winner. Any â€Å"winner† will be only a temporary winner, and will soon be dethroned by another faction. The fact of equality is not something here taken from observation, but from a deduction from â€Å"atomic† theory (or at least, the theories of matter current at the time), where atoms, in their basic structure, are all the same. Matter is matter, energy is energy, humans are humans. From the above, it follows that human beings are determined. Free will, to an extent, is rejected in Hobbes. For him, liberty is the ability to do what one wills without outside opposition (Morgan, 621). This is consistent with determinism in that the will must have a reason, that is, a cause, for having the desire it has and bringing it to fruition. Hence, man is determined, but since he does what he wants, he is thus free. This just underscores the fact that reason is impotent to being about peace, only the passions can be appealed to in that the constant clashing of wills and the frustration of one’s freedom as Hobbes describes it is constant warfare. From the above, Hobbes deduces that humanity is egocentric, power hungry and willful, and as a result, without some countervailing power, is in a constant state of warfare. The nature of this countervailing power is the real centerpiece of the Leviathan. The general point is that if humanity can be reduced to a few, simple, clear axioms that follow logically from one another, as any good scientific theory should do, then the state, the countervailing power that keeps these human â€Å"atoms† in line relative to one another, should also be simple, unified and follow logically from the axioms about human nature. Hence, Hobbes is seeking to be completely scientific and a â€Å"realist† about both humanity and the state that they will live under in order to reach peace. At this point in the logical progression, it seems impossible to live in a state of peace. Human beings are depicted as lustful, egocentric and equal beings constantly in a state of motion and hence, clashing with all other peoples, essentially hunks of matter in motion, connected to an almost arbitrary engine of passion. But it is the Leviathan that will bring this peace, and it is passion that it will use to justify itself and bring peace to the commonwealth. Hobbes describes humanity prior to all law and custom, that is, the â€Å"law of nature. † The primary motive force of humanity is power, considered generally. But if warfare is a constant feature of the â€Å"state of nature,† then the drive for power for each and all is constantly being frustrated. It seems logical to hold that eventually, these egocentric people will constantly see their designs thwarted and their purposes constantly harmed y others. From this, all those that seek power, that is, everyone, will be forced to come to some agreement, a â€Å"covenant† among themselves that will provide a measure of peace so that the power struggle can continue in more peaceful channels. This is the nature of the covenant (Morgan, 594). This agreement comes not about through reason, but through the constant frustration of passion. Reason is a means to an end, and power is always that end. But power cannot be had in the state of nature given its constantly shifting nature, and therefore, reason then acts as a slave to passion and demands some kind of agreement, a contract that will bring peace. The nature of this covenant must follow from the facts of human nature outlined above. Hence, it cannot really be a parliamentary democracy because that merely leaves the state of nature intact, one faction constantly unseating another, leading to the same chaos as before. The kind of state that is agreed upon is basically a dictatorship of a party that must act equally between individuals and factions within the society. All power is hence transferred to the state, the dictatorship, and in return, this power is used to keep the warring factions from destroying each other. The only real demand laid on the state is that of objectivity in judging among the factions, and hence, the state must ultimately be a monarchy (of sorts), equidistant from all centers of power in society and hence, able to judge among them fairly (Morgan, 613). Putting this differently, if power is the desire of all individuals and factions, then it follows that the state exists solely for security (Morgan, 606). If humanity is described in axiomatic terms all following one from another, and the state is itself part of this logical progression, then it also follows that the nature of the state’s action also must follow from the above. This means that the state is unitary, dedicated to one purpose and based on a rule of law that is simple and dedicated entirely to security and, according to the contract, treats all individuals and factions as morally equal to one another (Morgan, 641). The logical structure of the Leviathan comes down to working out contradictions in the axiomatic description of human beings. If human beings desire power and cannot get it in the state of nature, then a powerful state must be crated that permits humanity to live and seek after power through peaceful means. But since no faction will permit one group to rule at the expense of all others, the state must be single, focused and based on an agreed upon set of laws (a â€Å"constitution†) that enshrines this concept of political equality. Only then can all factions agree to give up their violent ways to the central authority. Since human beings are egocentric and passionate, the state based on the rule of law agreed to by all factions beforehand follows logically. The terms â€Å"peace† and â€Å"justice† are used here in highly technical and scientific ways that part radically with previous attempts to define and justify these words. Peace, according to Hobbes, is merely the absence of war (Morgan, 592). It simply is a state of affairs that permits power hungry individuals to pursue their designs in a peaceful manner. Any breach of this peace will, ideally, lead to swift and harsh action from the state that they have empowered to keep watch over their actions. Justice is similar in that it is based on knowledge. The early parts of the Leviathan are based on a scientific method, a means of coming to know human nature as generally and simply as possible. Justice just flows from this. Ultimately, justice derives from science, which is the knowledge of good and evil (Morgan, 603). In practice, this merely means that humans are attracted by the same set of things, and recoil from the same set of things. If power and what it implies are seen in the former, then the frustration of their liberty (as defined above) is what repels them. This knowledge alone allows one to see the basis and ultimate justice of the state. Hence, justice is defined accordingly, as the ability of the person, or, at last, the state, to control the passions of the population when they threaten to disrupt the precarious balance of peace in the commonwealth (Morgan, 599-600). But this is understood by all who are punished by the state in that they have agreed to this on the basis that their own liberty is endlessly obstructed by others in the state of nature. But, as a final thought, this is the very nature of one’s civic duty–to eliminate all private desires and to follow the laws as laid down by the sovereign and agreed upon by those who have demanded these laws (Morgan, 610-611). Duty is not something that is arrived at through reason, but through the passionate desire for power. It is frustrated in the state of nature, but permitted to function freely under the rule of law. There is no â€Å"thick† view of civic duty here, but rather, the control over one’s passions in the interest of those same passions, to permit them to develop in peace. The desire for peace derives from the identical desire for power, except that this desire is frustrated in a state of war. This is what makes Hobbes compelling: the approach to politics could not be simpler. The concept of civic duty is summed up by Hobbes as the act of giving up â€Å"governing oneself† (Morgan, 608), and permitting the more violent elements of one’s passion to be governed by the state only. What is left to the person is the peaceful pursuit of his passionate desires. Politically speaking, the commonwealth is that entity that exists for the sake of peace and security by the efficient control of the private desires of the people involved. In its place, the public will as expressed by the laws of the sovereign so far as they do not violate the very simple terms of the contract. In conclusion, the nature of peace and civic duty for Hobbes are two sides of the same coin. The public persona of the person in the commonwealth is as a public entity, a person dedicated to civic peace and dedicated to the elimination of all personal desires relative to other members of the community. The final end, according to Hobbes’ own description is the pursuit of power by peaceful means, engaging in commerce, etc. The sovereign is the public persona and serves to maintain this persona within the personalities of all involved.

Clc Teaching Self Advocacy Education Essay

Teaching pupils with larning disablements self protagonism accomplishments is indispensable to guaranting that they reach their greatest potency and are successful in school and for the remainder of their lives. It is indispensable for larning handicapped pupils to go their ain advocators. This paper will specify what a learning disablement is, supply cognitive and metacognitive schemes to learn pupils with larning disablements and the importance and methods to go self advocators. It will further explicate the necessity for developing survey accomplishments, societal accomplishments and passage accomplishments to going a self advocator. What is a Learning Disability? Many pupils confronting the challenges of being diagnosed with a learning disablement will most frequently inquiry others sing the existent definition of a acquisition disablement followed by the obvious inquiry of how can this be remedied. The basic definition of a learning disablement is this: a neurological upset that causes issues with forming, retrieving, and showing information that is received by the encephalon. This disablement most frequently affects reading, composing, comprehension, and concluding accomplishments. Probably the most of import construct for pupils and parents confronting this upset is to understand that there are many schemes that that can help them in nearing larning troubles in the schoolroom, even though there is no absolute remedy. It is besides of import for pupils to understand that larning disablements affect pupils in many different ways as no two acquisition disablements are precisely the same. The specific acquisition disablements are: dyslexia-which refers to troubles in reading ; dysgraphia-which refers to troubles in authorship ; and dyscalculia-which refers to troubles in math ( NICHCY, 2011 ) . Cognitive Schemes Cognitive schemes will assist us to retrieve to form content information ( OLRC News Winter 2004 ) . One manner of utilizing a cognitive scheme is by looking at images and header of a text as you skim over a page when reading. Taking notes is besides another manner to assist a pupil to retrieve of import parts of a text. Learning how to decently utilize cognitive schemes to construct your reading accomplishment will enable the pupil to cognize which parts of a text they will be able to jump over and which portion of a text they will necessitate to read. Using an lineation or diagram will besides assist the pupil to retrieve of import facts. A good get downing topographic point to get down these schemes would be: Memory – visual image, verbalisation, mnemonics, associations, lumping authorship, or combinations Calculation and job work outing – verbalisation, visual image, lumping, associations, cues Reading truth and eloquence – self-questioning, unitization, context hints, repeated readings Reading comprehension – visual image, oppugning, rereading, foretelling Writing – planning, revising, oppugning, verbalisation, visual image, monitoring ( OLRC News, Winter 2004 ) The instructor will necessitate to depict the scheme to the pupil. One manner of making this is by patterning the scheme. Besides the instructor will necessitate to utilize guided pattern and let for feedback. Using these different types of cognitive schemes will assist the LD pupil to be successful. Metacognitive Schemes A metacognitive scheme is an attack to assist pupils acknowledge their ain idea and logical thinking in being able to problem-solve and remember information ( Vaidya, 1999 ) . One of import metacognitive scheme is the usage of mnemonics ; utilizing a word where the letters in the word each base for a piece of information or a measure in a procedure. Students are frequently taught mnemonics to retrieve the names of planets, the order of operations, names of the Great Lakes and for retrieving the periodic tabular array. Students with learning disablements are non easy able to remember information antecedently learned and hence, have trouble showing it once more. The benefit to utilizing this scheme provides pupils a tool to assist them acknowledge when they have trouble retrieving information and can assist a pupil callback information and how to remember it. This provides a sense of independent achievement where pupils recognize their disablement but have schemes to work with it. Teachers should guarantee pupils larn when to utilize this scheme, how to utilize it and how to develop it. Once pupils learn a procedure or have been taught information, instructors should explicitly learn this scheme, proctor pupils during it and assist them implement it to retain the information. Having pupils create their ain mnemonics helps them to acknowledge how it can assist remember information. When they encounter information they feel is hard to retrieve, they teach themselves ways to retrieve it. Importance of Developing Self-Advocacy Skills Self-advocacy accomplishments are the accomplishments one needs or possesses to pass on one ‘s needs and/or every bit good as their standing up for one ‘s rights. It involves doing determinations and taking duty for them. â€Å" Surveies of extremely successful grownups with larning disablements have identified the ability to self-advocate as an of import factor lending to success † ( Albert, Alberta Learning. Learning and Teaching Resources Branch, 2002 ) . Everyone uses self-advocacy accomplishments to some grade or another nevertheless, pupils with larning disablements, have typically had less pattern developing these accomplishments, as parents, instructors and professionals have typically done this for them. Recently, more focal point has been on learning larning handicapped pupils how to recommend for themselves to be successful. Study Skills Every pupil must develop some type or signifier of survey accomplishments to accomplish academic success. Learning handicapped pupils must utilize schemes and techniques that enable them to utilize survey accomplishments that meet their alone demands. The accomplishments needed vary greatly by each person ‘s learning manner and their disablement. Knowing what to analyze, how to analyze, be aftering to analyze, puting realistic ends and puting a realistic timeframe can be hard for larning handicapped pupils. Alterations or adjustments that aid may include holding a note-taker, utilizing a tape recording equipment, teacher notes/outline, making an lineation of the stuff, usage of acronyms, cockamamie phrases or word associations, and/or the usage of timers ( Sudita, J, 2000 ) . Social Skills Like all immature people, pupils with disablements must larn the societal accomplishments they will necessitate as grownups. Some pupils with disablements will go to college, some will work and populate independently in the community, and some will necessitate more aid. . Enabling and authorising pupils to direct their ain lives is called self protagonism. As an pedagogue we must lend to developing societal accomplishments, to assist them go a conducive member of society. Some basic societal accomplishments pedagogues may see because pupils with LD have troubles with showing their ideas and positions and happen things like pass oning, following waies, and finishing a undertaking hard ; we must supply them with a supportive environment that allows societal accomplishments to be performed and understood. Playing the portion holding a dinner party or traveling to a film will let the pupil to see existent life state of affairss ; supplying experiences that allow them to get the hang soci etal accomplishments will give them much needed societal competence that is an of import to accomplishing the end of being a ego advocator. Passage Skills Passage planning should be an on-going chance for pupils to larn and pattern duty and self-knowledge. Passage is an ever-changing procedure, and pupils need to be adept plenty to accommodate to the challenge of those alterations. As pedagogues we must assist to develop accomplishments needed to populate life independently. Having them take part and see existent life state of affairss like traveling on a occupation interview, rinsing apparels or opening a bank history. Making some state of affairss hard leting them to do determinations and figure out the best manner is most and of import accomplishment we can assist them larn. Transition is non easy for anyone but mastering and sing existent life state of affairss gives the pupil a basic foundation on traveling frontward to independent life. Decision Students with larning ddisabilities have a neurological upset that causes issues with forming, retrieving, and showing information that is received by the encephalon. Cognitive and metacognitive schemes are imperative to their success. Self protagonism accomplishments help pupils to pass on demands, wants, desires and standing up for one ‘s ego by doing determinations and taking duty for them. To be successful in life, one must develop self advocacy accomplishments. It is important for larning handicapped pupils to get down larning these accomplishments early in their instruction. Learning handicapped pupils must trust on geting survey accomplishments, societal accomplishments and transitional accomplishments to accomplish success.

Five ways to inspire original ideas

Five ways to inspire original ideas Five unusual tips to inspire original writing For many people, feeling they have nothing to say is one of their biggest writing challenges. (Unfortunately, there are many more who have nothing to say yet write anyway. Well come to that in a second.) This is something that much advice on beating writer’s block – which focuses on how to get started – overlooks. So here are five innovative ways to ensure you always think clearly and never run short of original things to write about. Before we start though, its worth stating the obvious: engaging your brain before you write is critical. Most of us have had the experience of reading a document or blog post that is neither original nor particularly helpful – the result, almost certainly, of insufficient time spent researching and thinking. Its not surprising, of course. A word processor is merely a tool, just as a car is. A car is useless if it doesn’t take you where you need to go, and for that it needs a driver who knows where they’re going. To stretch the analogy further, most people would rather go somewhere new than drive endlessly round a multi-storey car park. So it is with writing. Firing up Microsoft Word and tapping away at your keyboard for a few hours won’t automatically produce a good document or blog post. You still need to have something worth saying – and if it’s new, all the better. So here’s how to ensure you never run out of ideas again. 1. Prime the pump Are you ready? Here comes the science bit. You have an idea when nerve cells in your brain fire in a unique combination. But for that to happen, the information needs to be there already. This is good news, as ideas are never truly original. Rather, they’re connections of other thoughts and concepts. The English coffee-house boom of the 1600s is inextricably linked with the explosion of new ideas that we now call the Enlightenment. That’s because it brought people together to exchange information (something non-scientists call ‘talking’), prompting nerve cells to fire in new combinations all over the place. Innovation favours the connected mind. You can recreate this effect by conjuring up a coffee house in your head. Start by filling your mind with other peoples ideas – not just before you write a word but before you even plan your document. Use a variety of media: books, web pages, audio and video. All of this will stimulate your brain and get you thinking effortlessly. But for it to work, you need to consume the information without getting hung up on what you’re going to say. You are merely priming the pump. ‘The best ideas come from building on the ideas and inventions of others,’ says Steven Johnson, author of Where Good Ideas Come From: The Seven Patterns of Innovation. 2. Wake up Admittedly, the caffeine that the coffee houses served up probably helped a little too. Most people drank weak beer from dawn to dusk before coffee became popular. (It was safer than water.) So it’s no surprise that they started to think a little more clearly when they eased back on the sauce. But even if you’re not in the habit of taking a tipple while you wait for your PC to warm up, you still need to make sure you have a clear head. That means getting a decent amount of sleep. Caffeine will help only to a point: it’s recently been discovered that sleep appears to flush out the biochemical by-products of the brain’s metabolism (‘toxins’). So continually burning the midnight oil is going to make it a lot more difficult to write good reports. No amount of coffee will clear a tired, fogged-up brain. 3. Pick the right environment A common piece of advice is to take yourself away to a quiet room, clear of clutter and other distractions, so that the ideas will flow. In fact, this is the opposite of what you should do. ‘Ideas hate conference rooms, particularly conference rooms where there is a history of criticism, personal attacks or boredom,’ says author and entrepreneur Seth Godin, who has based his whole career on having new ideas. It makes sense. Getting a number of neurons to fire in a unique combination is unlikely to happen in the place your brain associates with management accounts meetings. In fact, silence is probably not that conducive to innovation at all. Research by the Universities of British Columbia and Virginia has found that the background murmur of coffee shops boosts creativity. If the caffeine gets too much, switch to decaf. In fact, there’s now an app that will enable you to bypass the coffee shop altogether. 4. Capture your ideas Apple chief designer Jony Ive says that ideas are fragile. Functional MRI research has now revealed just how fragile. In fact, most people can remember only four or five facts at a time. And what’s more, those facts stay in your working memory (the ‘front of your mind’) for only 15–20 seconds. In practice, this means that it’s critical that you record your ideas when you have them. Never rely on remembering them later – you probably won’t, and they could be lost forever. You can go analogue here and use a pencil and notebook. But digital voice recorders or apps such as Audio Memos or eRecorder can make it a lot easier to collate your ideas electronically later. 5. Plan It’s important to separate the thinking process from the writing process. Raw ideas or collections of bullet points are not much use, but neither is a random collection of thoughts thrown into a document in a stream of consciousness. Used properly, mind maps are an excellent way to bring ideas together and connect them in a logical path. (You can learn more about this on our courses.) Following these steps can be amazingly powerful: so powerful that you may even end up with more ideas than you can use. Be careful though: even the best ideas will be wasted if you don’t communicate them to your audience – by making sure you save enough time and energy to settle down and write that report. Tell us how you get on. Do these work for you? What are your tried and tested ways of generating ideas? Image credit: The Thinker by Joe deSousa used under CC0 1.0 Universal (CC0 1.0)

Learning traditional Chinese with the MoE dictionary

Learning traditional Chinese with the MoE dictionary With access to the internet, students of Chinese have no lack of resources and tools to use, but sometimes it can be hard to find good resources for specifically for traditional characters. (Not sure about the difference between simplified and traditional Chinese? Read this!) While most resources provide both character sets, its obvious that many offer traditional characters as an after-thought or at least at lower priority than simplified characters. This means that the information about traditional characters less reliable and harder to access. Taiwans Ministry of Education Dictionaries to the rescue Fortunately, help is now available. Taiwans Ministry of Education has long provided various online dictionaries, but until recently, they were very hard to access and not well-adapted for the internet, making them less useful for foreign students. The current interface, however, is well-designed and easy to use. In this article, Im going to introduce some of all the available feature that are truly essential for students learning traditional characters. First though, heres a link to the main website: https://www.moedict.tw/ Note that theres also an app for Windows, Mac OSX, Linux, Android and iOS, which is very impressive. Its free, too, just, click the download links in the top-right corner! The main dictionary Searches on the front page will give you: Other search terms containing the query (left sidebar)Character with animated stroke order (click the character)Historical variants with animated stroke order (click æ ­ ·Ã¤ » £Ã¦â€º ¸Ã© «â€)Mark as favourite (click the star)Pronunciation (both Pinyin, Zhuyin and audio)Radical information (top right)Main reading with definitions sorted by word class (noun, verb, etc.)Additional readings with definitionsOther languages (usually Taiwanese, English, French and German) This is already very good for any dictionary, some functions are unique as far as I know (such as the historical animated stroke order). The only two problems for learners are that you need to have already reached a decent level to benefit from the Chinese-Chinese definitions and that the example sentences sometimes are historical and thus dont reflect modern usage. You dont want to uncritically add these to your spaced repetition program. Additional features The additional features are located in the navigation bar at the top of the page where it says Ã¥Å"‹è ªÅ¾Ã¨ ¾ ­Ã¥â€¦ ¸. For starters, you can access various kinds of idioms: æˆ Ã¨ ªÅ¾ (chà ©ngyÇ”), è « ºÃ¨ ªÅ¾ (ynyÇ”) and æ ­â€¡Ã¥ ¾Å'è ªÅ¾ (xiÄ“hà ²uyÇ”) by clicking 分é ¡Å¾Ã§ ´ ¢Ã¥ ¼â€¢ (fÄ“nlà ¨i suÇ’yÇ n) category index. The definitons are in Chinese, so this is again not suitable for beginners. There are also categories for loan-words (further divided into which kind of loanwords, which is hard to find elsewhere online). Further down, there are similar resources for Taiwanese and Hakka, but since this site is about learning Mandarin, they arent relevant right now. The last few menu entries are important, though, because they are some of the best resources available for Mainland and Taiwan differences in pronunciation, meaning and so on. Go down to å… ©Ã¥ ² ¸Ã¨ ©Å¾Ã¥â€¦ ¸ (liÇŽngn cà ­diÇŽn) two/both coasts (referring to Taiwan and Mainland China) dictionary and again use the category index. You now have: Ã¥ Å'Ã¥ ¯ ¦Ã§â€¢ °Ã¥   (tà ³ngshà ­ yà ¬mà ­ng) same thing, different names, listing words or phrases that mean the same thing, but are called different things on both sides of the Strait.   For example, internet (or network) is ç ¶ ²Ã¨ · ¯ (wÇŽnglà ¹) in Taiwan, but   ç ¶ ²Ã§ µ ¡ (wÇŽngluà ²) on the Mainland. Ã¥ Å'Ã¥  Ã§â€¢ °Ã¥ ¯ ¦ (tà ³ngmà ­ng yà ¬shà ­) same name, different things, listing words or phrases that look the same, but actually mean different things. For   instance, Ã¥Å"Ÿè ±â€  (tÇ”dà ²u) means potato on the Mainland, but peanut in Taiwan. è‡ ºÃ§  £Ã§â€ ¨Ã¨ ªÅ¾ (tiwÄ n yà ²ngyÇ”) Taiwanese usage lists words and phrases that are typically used in Taiwan, but not on the Mainland. Ã¥ ¤ §Ã©â„¢ ¸Ã§â€ ¨Ã¨ ªÅ¾ (dlà ¹ yà ²ngyÇ”) Mainland usage lists the opposite, i.e. language that is common on the Mainland but not in Taiwan. If you want to go back to check what you have looked-up before, just click the icon between Ã¥Å"‹è ªÅ¾Ã¨ ¾ ­Ã¥â€¦ ¸ and the cogwheels. Conclusion Overall, this dictionary easily beats any alternative when it comes to online information about traditional characters. The only drawback is that it isnt beginner friendly, but as a beginner, you can still find pronunciation and stroke order here. These are manually recorded, which means they are more reliable than any other online source. The example sentences arent perfect, but then again, there are no perfect dictionaries!

Catholic Papacy Essay Example | Topics and Well Written Essays - 1250 words

Catholic Papacy - Essay Example Peter to be the rock on which the Church would be built and St. Peter was martyred in Rome and thus making Rome the very symbol where Catholicism was focussed. The first century saw St. Peter as the first pope and since then, the continued line of popes goes on unabated, some of them obscure, some unknown to history, some ineffective, some power hungry to the extent of shaming the princes and a few, real serene father figures. In the beginning, it was a period of fighting for religion, being condemned, and persecuted and even being killed. The spirit of Christianity and its doctrines were yet to be established as nothing much had been done in that direction during the short life span of Christ. To the followers, everything was new guesswork and there was a dire necessity of creating principles and doctrines, much needed for any organised religion. Most of the initial popes quietly melted into the pot of history without being mentioned much. We come to know that Miltiades (311 - 314) held an open Council in Rome's Lateran Palace and was instructed to do so by the Emperor himself thus marking the beginning of interaction between Church and State. This interaction created many problems in later centuries and brought more difficulties than good. Before the roman church attained prominence worship was told to be conducted in houses rather secretly dreading persecution against the new religion. Emperor Constantine established three very important churches in Rome, making it obvious that the royal accent is granted to Christianity, especially so, because of the cathedral, now St. John Lateran, next to the emperor's Lateran palace while the other two in honour of two martyrs, Peter and Paul. Leo the Great (440 - 461) was the first Pope to wield certain powers and had an undisturbed reign of 21 years and was an admired and very effective pope who could control heretics and lay down role regulations to his successors. Hen defined Catholic Orthodoxy in the form of Tome and said it was Jesus' wish that Pope had to control other bishops and this wish was passed on to St. Peter by Jesus through the 'Power of Keys'. This worked well and was accepted by the other bishops and Christianity came under one papal umbrella and was honoured under the dictum: 'I will give you the keys of the kingdom of Heaven. What you forbid on earth shall be forbidden in heaven, and what you allow on earth shall be allowed in heaven." In 410 came the sack of Rome by Alaric and his Visigoths while Emperor Honorius and Pope Innocent I were at Ravenna. Buildings were not destroyed and Alaric was happy with the booty. Huns, Vandals and Visigoths continued to undermine the royal power and slowly the power diminished giving an opportunity to Ambrose in Milan to almost control the imperial authority. In 452, Attila the Hun was the biggest threat to Christianity and Papacy and Gaiseric the Vandal was not far behind. Leo had to take diplomatic steps to negotiate with both and to some extent achieving a deal, papacy has now clearly stepped into the political arena. Gregory the Great (590 - 604) was another milestone in the development of papal power and authority. In 592, he accepted the papal responsibility for Rome while facing Lombards and persuaded them by agreeing to pay an annual sum. "Rome's relations with the Lombards were

National security policymaking Essay Example | Topics and Well Written Essays - 500 words

National security policymaking - Essay Example An ideal civil-military relationship is one where civil leadership provides the broad political and security objectives, while military leadership is primarily concerned with the execution of such civilian policies on the field (Elliot, 2002:2). The military institution functions on the basis of a set of values that restricts individual behavior since it emphasizes organizational success and victory in war over the elevation of personal goals.3 However as Feaver and Kohn (2000) point out, since there is currently an absence of an urgent threat to the nation’s security, democratic society will not support an adequate military, as a result of which the military’s loyalty to civilian authority is likely to diminish. Hooker (2003-4) asserts that civilian control over the military is undisputed, since Presidential approval is required for all senior military officers and Congressional approval is mandated for all officer promotions4. Military structure, pay and budgets are regulated by civilians, therefore civilian authority can disregard independent military advice. However, as Hooker points out, the reality is that civilian authority which attempts to force the military to do its bidding may pay a political price, since opposition parties are likely to exploit such differences of opinion, especially in war time. Besides, political leaders consistently seek affirmation from the military for their programs and policies. Military leaders are obligated to testify honestly to Congress about policy decisions affecting their service – especially those they disagree with, while simultaneously refraining from publicly exposing differences within the Administration due to the acknowledged preceden ce of civilian authority, which again blurs the dividing line between civil and military. A survey conducted by Hooker5 demonstrates that the civil-military gap is widening, with the increasingly