First Grade free essay sample

Starting first grade is one of my first, and best, memories. It was not just one day that made this a great experience; it was the entire week leading up to it. I got to do all kinds of things to get ready. My mom bought me new clothes and new shoes. I even got to go get my nails done! It was my special week. My Neighbor, who is also my best friend, went shopping with me for our new outfits. We were the best of friends and always wanted to do everything together, even match our clothes. My mom took us to the mall and we picked out matching dresses. They were baby blue with white polka dots. We even got new white shoes to match! We definitely thought we were going to be the coolest first graders in town. Now that we had our cute clothes, it was time to get our nails done. We will write a custom essay sample on First Grade or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My mom, and my best friend Kristen’s mom, brought us to this huge nail salon. We knew we were the only first graders that got to get their nails painted at a real big girl salon. When we walked in the lady brought us to a big wall full of every color in the world, and told us to pick one. As always, Kristen and I agreed on the same color. It was a sparkly baby blue, and after the ladies painted our nails, they even added white polka dots! We were all set to go to school with our pretty dresses and matching nails. The night before school started I could not sleep. No matter how hard I tried I was just too excited. After lying in bed forever thinking about how cool my new school was going to be, I finally fell asleep. In the morning, my dad came in my room and started tickling me to wake me up. He said â€Å"Good morning baby girl. † I was sure to correct him right away. I was starting my BIG kid school today; I’m not a baby girl anymore. He just laughed and told me he had a surprise for me. We walked into the kitchen and he had made my favorite breakfast, Chocolate chip pancakes. I don’t think that day could have got any better. As soon as I was done eating I went and put my new dress on and almost walked out the door with out my new shoes. Once I was dressed and my mom had curled my hair, we went out side to meet Kristen and her mom. When Kristen saw me, I think she was jealous I had curled hair and she didn’t. But she was too excited, just like me, to even care. We got to school and there were so many kids. They were playing all sorts of cool games and running around laughing and playing. Kristen and I could not wait to go join. Before we were even through the big gates to get into the school we had given our moms a big kiss and ran off to start our day. After playing with all the other kids, a bell rang and we lined up in front of our class room. We waited a couple minutes and then our teacher came out and we followed her back into our new class room. Kristen’s Desk was right next to mine, and we got to share all of the new supplies the teacher had left on the desks for us! There was even a folder on my desk with my name on it, to keep all my work in. I was so glad Kristen was in my class, and even sat next to me! First grade was the coolest thing ever. First Grade free essay sample Starting first grade is one of my first, and best, memories. It was not just one day that made this a great experience; it was the entire week leading up to it. I got to do all kinds of things to get ready. My mom bought me new clothes and new shoes. I even got to go get my nails done! It was my special week. My Neighbor, who is also my best friend, went shopping with me for our new outfits. We were the best of friends and always wanted to do everything together, even match our clothes. My mom took us to the mall and we picked out matching dresses. They were baby blue with white polka dots. We even got new white shoes to match! We definitely thought we were going to be the coolest first graders in town. Now that we had our cute clothes, it was time to get our nails done. We will write a custom essay sample on First Grade or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My mom, and my best friend Kristen’s mom, brought us to this huge nail salon. We knew we were the only first graders that got to get their nails painted at a real big girl salon. When we walked in the lady brought us to a big wall full of every color in the world, and told us to pick one. As always, Kristen and I agreed on the same color. It was a sparkly baby blue, and after the ladies painted our nails, they even added white polka dots! We were all set to go to school with our pretty dresses and matching nails. The night before school started I could not sleep. No matter how hard I tried I was just too excited. After lying in bed forever thinking about how cool my new school was going to be, I finally fell asleep. In the morning, my dad came in my room and started tickling me to wake me up. He said â€Å"Good morning baby girl. † I was sure to correct him right away. I was starting my BIG kid school today; I’m not a baby girl anymore. He just laughed and told me he had a surprise for me. We walked into the kitchen and he had made my favorite breakfast, Chocolate chip pancakes. I don’t think that day could have got any better. As soon as I was done eating I went and put my new dress on and almost walked out the door with out my new shoes. Once I was dressed and my mom had curled my hair, we went out side to meet Kristen and her mom. When Kristen saw me, I think she was jealous I had curled hair and she didn’t. But she was too excited, just like me, to even care. We got to school and there were so many kids. They were playing all sorts of cool games and running around laughing and playing. Kristen and I could not wait to go join. Before we were even through the big gates to get into the school we had given our moms a big kiss and ran off to start our day. After playing with all the other kids, a bell rang and we lined up in front of our class room. We waited a couple minutes and then our teacher came out and we followed her back into our new class room. Kristen’s Desk was right next to mine, and we got to share all of the new supplies the teacher had left on the desks for us! There was even a folder on my desk with my name on it, to keep all my work in. I was so glad Kristen was in my class, and even sat next to me! First grade was the coolest thing ever.

The eNotes Blog Dont Mess With the New Oxford AmericanDictionary

Dont Mess With the New Oxford AmericanDictionary In the cut-throat world of lexicography Wait what? When you think of industries laying traps for potential predatory and purloining practices, its unlikely you would assume the people who compile dictionaries are on the lookout for thieves. But they are. Just like any form of plagiarism, taking an idea that is not your own and presenting it as original is unethical, explains Editor-in-Chief Erin McKean. So the  New American Oxford Dictionary, and others, sometimes set traps for those who do not bother to do their own legwork. Way back in 2001, the NOAD included the made-up word esquivalence, and defined it as the willful avoidance of ones official responsibilities; the shirking of duties.   The editors did everything they could to make the word legit, including using it in a sentence: After three subordinates attested to his esquivalience, Lieutenant Claiborne was dismissed. And tracing its etymology to the late 19th Century, perhaps from French esquiver, dodge, slink away.' The word is especially sweet to Christine Lindberg, the editor who invented the word. She explains: I wanted the word to suggest character weaknesses, and words like   quivering and `vacillating went through my mind and became the glob of brain putty that eventually got fashioned into esquivalience.' NOAD didnt have to leave their fishing line in the water long. The bait of esquivalence was soon gobbled up by Dictionary.com, who credited Websters New Millennium Dictionary of English (electronic edition).   Dictionary.com removed the word, but even ten years later, Google still turns up three separate sources offering definitions. So now the question is, when does a not-word become a real word? Lindberg says she uses it frequently and has an affection for her invention: â€Å"I especially like the critical, judgmental tone I can get out of it.   Sounds literate and nasty all in one breath. I like that.† What happens to those who get caught? Not much. Sometimes fines for copyright infringement, but embarrassment is the primary punishment for those esquivalient little weasels.

The role of the government Essay Example | Topics and Well Written Essays - 250 words

The role of the government - Essay Example Thesis of this document has been placed in the second line of the paper. â€Å"Although there have been homeless individuals living in the United States in colonial days, a recent, dramatic increase has led homeless to be considered a national rather than local, problem† . the most appropriate place to place a thesis is at the end of the first paragraph. It should communicate the research question and relay evidence that support the thesis. This section summarizes the objective of the topic. Certainly the thesis statement communicates the research question in this study. For instance, the thesis has been able to directly inquire the level of appreciation of homelessness, whether local or national. Based on this, one is able to see subsequent discussions revolving around different States in US, and giving varied opinion and experiences on the same. Federal Government has also been viewed to have a role in determining the case of homelessness, particularly when examining policie s being advanced by the individual presidents. The author supports the claims by presenting the historical patterns associated with the transformation of people’s lives to homelessness. There is a systematic manner in which the author has chronologically depicted how events resulted to homelessness just from the Industrial Revolution stages to the policy formulation stages. This paper has successfully relayed the information required. However, it would be perfect if this paper came clear on the issue of significance.

Urban Regeneration in the East of Manchester Essay

Urban Regeneration in the East of Manchester - Essay Example Introduction According to Cochrane (2006), urban regeneration is an important precondition for restructuring a local economy and to eliminate all forms of social exclusion. Many cities and towns all over the world face numerous issues and challenges in devising effective strategies and policies that can enhance and sustain economic development besides achieving better correlation between people’s needs and the opportunities generated due to this economic development. The evolution of electronic era has introduced an additional dimension into this complexity. There is a clear increase in the scope and speed of the changes required while there is also a need for new approaches to identify and mitigate all potential risks that may arise due to these dynamic processes. History After years of post-industrial era decline, the city of Manchester, especially the eastern parts, has witnessed some renewed economic growth which has been growing steadily alongside social issues like poverty and unemployment. Hebbert (2009) says that Manchester has the highest incidence of child poverty across the United Kingdom (UK) and stands at the third position in the list of cities with multiple deprivations. The fact that East Manchester has been experiencing rapid economic growth together with social degradation is threatening its long-term sustainability and economic growth. The Manchester City Council has identified ways such as investment in business opportunities, infrastructure development and home constructions to overcome this contrasting discrepancy. Carley (2007) says that the council also plans to utilize Information and Communication technologies (ICT) as part of its economic development framework to enhance the skills and competencies of local citizens and reduce unemployment. Most of these efforts have been based on a prior analysis of the local needs and aspirations of specific areas and a clear mapping between requirements and opportunities. One of the best examples of the City Council’s efforts in the urban regeneration of East Mancheste

Cross cultural Coursework Example | Topics and Well Written Essays - 1500 words

Cross cultural - Coursework Example In this empirical research, the leadership style of Indian, UK and US managers have been compared. The basic theory used in this research is Hofstede theory of culture. As the leadership styles are influenced by cultures of different nations, it is important to understand the basic culture of the nation. Thus, Hofstede’s cultural dimensions theory will help in evaluating strategies which leaders need to apply while working in different nations (Hofstede, 2007). Leadership styles Leadership styles across the globe are diverse and influenced by specific attributes dominating the environment. Various leadership styles have been researched and identifies by scholars. These include; 1. Autocratic Leadership It is described as an extreme transactional leadership style. The leader exerts a lot of power over individuals. There is a little opportunity for staffs and team members in terms of making suggestions or decisions. The style is best used during crisis situation. 2. Bureaucratic Leadership In bureaucratic style, rules are followed vigorously and the major objective of the leader is to make sure that every team member follows the guidelines and procedures. This style of leadership will work best on organisations having routine tasks such as factories and manufacturing units. 3. Charismatic Leadership It is a type of transformational leadership. ... Leadership studies Leadership can be defined as an individual’s ability to influence and inspire the attitude, behaviour and thinking of other individuals. The principle objective of a leader is to assure that synergy is achieved in the organisation where the leader works. A leader is expected to bring mutual understanding and coordination in the workplace through joint efforts from the employees working in the organisation (Dowling, Welch and Schuler, 1999). Researches from various studies conducted all over the world have suggested that leadership styles vary from nation to nation and even from region to region. In some nations leadership means authority, control and power (Fatehi, 1996). While in other nations it may signify motivating employees and subordinates, in a manner which is non-coercive. Thus, it is becoming increasingly important for leaders to understand the culture and perception of people/employees, where the company has established its subsidiary (Aycan, et a l., 2000). Countries and leadership styles USA Most of the US leaders tend to use participative, charismatic or directive leadership styles. Freedom of action is less for board of directors and executives in America. There is no congruent culture and the general tendencies include dominance, individualism and functionalism. UK Individualistic, informative and descriptive leadership styles are followed by managers in UK. They have a particular affinity to details and in-depth analysis. They are more willing to take decisions on individual basis and also delegate responsibilities and tasks to others. Comparison of the US, UK and Indian leadership Styles In order to compare leadership styles of America and India, Hofstede Cultural model have been used. 1.

The Case Study Of Ruth And Joseph Social Work Essay

The Case Study Of Ruth And Joseph Social Work Essay This paper will look at the case study of Ruth, Joseph and their family. They are Humanitarian Entrants in Australia and face many issues. Their past life in Southern Sudan was fraught with war, violence and displacement. As a social worker assessing their case there are several factors which need to be taken into account which can impact greatly on their future. These include the dominant discourse which as a social worker we will choose to work from. The biomedical discourse deals with many factors which are evident in the work with Ruth and Joseph. Factors such as torture and trauma and the repercussions psychologically which this has had and how it continues to impact on the family. This paper will also look at how the western biomedical model may limit mental illness as just a brain disease and not look at all the factors which are related. When working with trying to resettle a refugee family in a new country which is so far removed from what they know, a social worker needs to deal with broad range of tasks. Selecting the right theory is crucial. The theory which would best work for Ruth and Joseph would be Anti-oppressive. Looking at the anti-oppressive theory when working with new migrants can help us to understand their history and help them overcome the oppression which they have felt for so long. It is our role as social workers to help integrate refugee people into local communities and adjust to a new culture. I will need to evaluate my own values and attitudes when working with my CALD (Culturally and Linguistically Diverse) clients. My focus will be on how these differences may impact or inhibit my work with Ruth and Joseph namely our cultural differences. GENOGRAM Assessing clients and intervening as a Social Work practitioner it is essential that we choose the best discourse relevant to our clients needs. As Healy (2008) states the biomedical discourse is one of the most powerful discourses shaping practice contexts, particularly in health services such as hospitals, rehabilitation services and mental health services (p20). Healy discusses how social work practitioners need to learn to understand some form of the biomedical terminology (2005,p22). When working with clients such as Ruth and Joseph whom both have post-traumatic symptoms in varying degrees the biomedical discourse seeks to address the complexity of their problems. Both Ruth and Joseph appear to suffer from some form of mental illness related to their post-traumatic experiences. Penhale and Parker (2008) say that difficulties with mental illness can be deepened if the person/s comes from black or minority ethnic community (p103). The symptoms which Ruth and Joseph are experiencing are in the form of flashbacks, anxiety and fear. The National Centre for PTSD state that refugees frequently experience recurring losses, challenges, and changes during the exile/acculturation and resettlement/repatriation periods (Bolton,2010). When assessing Ruth and Joseph, we have to be careful not to objectify them as just their illness. As a social worker we need to look at a client from varying degrees not just one. We need to look at a client and their past history in a holistic biopsychosocial way. With Ruth and Joseph, addressing their mental illness is just one of the multidimensional factors which they are experiencing. Looking at them as people rather than as an illness can help with assessing their case. STARTTS elaborate saying that It is necessary for social workers in this field to develop an understanding of organised violence and its effects on individuals, families and societies, and also of the refugee experience of escape and surviving in refugee camps (Bowles, n.d.). The biomedical discourse can also have limitations. Healy discusses how there is potential for biomedical knowledge to contribute to social oppression (2005,p26). When working with Ruth and Joseph our practice must be about empowering them and help them overcome any oppression which they have experienced. The implications which we as practitioners may face when working with refugees from the biomedical model is as Healy (2008,p.25) suggests in conflict with the holistic approach. As social workers it is our role to look at a client in a social context. Ruth and Joseph present with a range of problems that stem from the trauma which they have encountered. This branches into areas of social, economic and emotional needs that need to be addressed. Ruth faces trying to navigate her way around the bureaucracy of Centrelink, Medicare and other agencies just to get their simplest needs met. We will need to work with Ruth to overcome her fear of authority which stems from her trauma which sh e experienced in Southern Sudan. In the case study it mentions that Ruth appears afraid of all the questions regarding getting a job and the fear of authority coupled with the language/cultural barrier which she experienced has led to her self-doubting. We need to look at the case of Ruth and Joseph from more of social level rather than a medical level. This model does not consider the role, such as family and community play in development of illness; thus, diagnosis and treatment are narrowly defined (Pardeck and Yuen,2001, as cited in Pardeck,2002,p.4). Assessing clients whom have trauma related symptoms such as Joseph, being aware of his condition and all aspects appear to be from physical to emotional to psychological will help us to make decisions of referrals to other agencies which may need to be done. It appears as though Joseph will need to see a physiotherapist, dentist and a GP to help overcome his physical pain. His emotional and psychological problems range from trouble concentrating to becoming violent towards his family. The safety of Ruth and the children will be made in the initial assessment. It will need to be decided whether Ruth feels safe enough to have Joseph in the house with her and her children if he continues with his violent behaviour. Referrals may need also to be made to a psychologist or a mental health agency for Joseph. Healy places anti-oppressive practice between strengths perspective and the postmodern practices to reflect the common historical lineage of theories for practice, all which have emerged as significant influences in the formal base of social work since 1990s (2005,p173). Adopting an anti-oppressive framework whilst working with Ruth and Joseph, tribute must be paid to the past struggles and sacrifices which they have faced. Ruth and Joseph have suffered great oppression in Southern Sudan. This oppression included imprisonment, relatives killed, being taken from their home, hunger, and lack of safety. OHara and Weber (2006) maintain that an anti-oppressive or radical framework encourages practitioners to understand the structural context of their assessment practice (p,141). Some critical components of the anti-oppressive framework are the isms. These are anti-racism, anti-sexism, anti-heterosexism, anti-ablism, and anti-ageism (Moore,2003,n.d). Addressing these components of the anti -oppressive framework when assessing Ruth and Joseph will allow practice to empower and enable and support them to gain more control over their lives. As Milner and OBryne mention †¦..social work should make a difference so that those oppressed may regain control of their lives and re-establish their right to be full and active members of society (2009,p.23). In an initial assessment with Ruth and Joseph factors to be considered include whether an interpreter is needed as translation will play a vital role in the assessment process. Ruth and Joseph have obviously sought freedom from persecution because of war, assault and torture and/or other degrading treatment. STARTTS state that Social workers in this field are exposed to stories of gross human rights violations, and cannot maintain neutral opinions concerning the actions of various groups and regimes. Conversely, one is also exposed to the complexities of civil and international conflicts; ones own political ideologies, stereotypes and beliefs are all challenged in this work. Culture plays a significant part in anti-oppressive practice when working with Ruth and Joseph. Penhale and Parker (2008, p.197) points out: Cultural competence stems from an anti-oppressive approach to practice and concerns the competence and understandings to work with diverse groups, respecting and acknowledging difference whilst working with people to effect changes that have been agreed and negotiated together. There is no need to be a cultural expert as such but awareness of cultural differences and how this may impact on communicating effectively with Ruth and Joseph is important. By doing some research if possible of Ruth and Josephs Dinka culture will help when working with assessing their needs. For example the WYDA states that Dinka family members provides an essential support network (2008, para 5). This is important when talking to Ruth and Joseph about their family life and roles in the family etc. Another consideration to make would be to ask them what some of their expectations may be and ask them how things were done in their country. Breaking down this cross-cultural barrier in the initial assessment can lead to a more positive outcome for both the social worker and Ruth and Joseph. . Thompsons PCS interactive model of oppression (Penhale and Parker, 2008, p.155) shows oppression to be the constructor of personal, cultural and societal views and that the personal prejudice alon e does not explain racism. Furthermore it is important that a social worker understands how these aspects of life interact can create and recreate patterns of oppression and discrimination. It is important also to note that Ruth and Josephs children appear to be acculturating faster therefore may have to take over the role of translators in official realms. This reversal of roles can create stress in both parents and children and can sometimes lead to intergenerational conflict. Parents can feel like their children have lost respect for them and that that their authority may have been undermined. Social work practice must address a myriad of issues when dealing with asylum seekers and refugees. In establishing themselves in the community Ruth and Joseph they will require a number of services with which to access which will play a vital role in providing a safe community. Offering ongoing support and adopting an anti-oppressive practice Working with CALD (Culturally and Linguistically Diverse) clients as a social work practitioner this can raise several issues with values and attitudes which I may have. I am white, Australian and a social work student. I have a different cultural identity and am from a different country which holds different views and ideas to Ruth, Joseph and their family. Being a female and a mother I can empathise with Ruth in regards to running a household and caring for children. Ruth has had to take over as head of the family as Joseph appears to be mentally unwell and not fit to lead his family for the time being. She also has a large family and caring for seven children can be a struggle let alone being in a new country and trying to navigate our welfare and schooling systems. Having different cultural identities could limit my capacity when working with Ruth and Joseph. I need to recognise that refugees have similar social, emotional, spiritual and financial needs to everyone else and be wo rk in a culturally sensitive way. As I am from the Australian culture this is another subgroup which I have membership. With all the negative media attention surrounding asylum seekers or boat people it has been hard not to form an attitude. My attitude is that I believe that I dont understand, and I never will, the desperation that asylum seekers must feel to have to put themselves and their family in such unsafe environments such as a rickety boat from Indonesia just to escape the persecution and fear which they must experience in their own country to have to flee. I know that Ruth and Joseph are Humanitarian Entrants meaning that Ruths sister sponsored them to come and live here but they still were in fear of persecution and subjected to torture and trauma in their own country. As I am citizen of a country that lives in democracy I will never fully understand but my values of respect, honesty and Another subgroup I am part of is that of a family. I have two children of my own and I know personally that my family is my initial support network. As mentioned, the Dinka culture regards their immediate family as their initial support network also. When working with Ruth and Joseph my values and attitudes towards family support can enhance my capacity with addressing their needs. I feel that it is important to work with the positives of Ruth and Josephs situation and in this case it is their family is together in the one place. Offering some family counselling would allow a safe space for the family to address any issues which have arisen, such as Josephs lack of connectedness with the family. Along with Joseph receiving some therapy in regards to his mental health this would put the family on the path to healing together. Oommen, Brian, Stephen and Komersee (2008, p.6) state that An equally important concept when working in culturally diverse settings is the need for a health professional to suspend their personal biases and judgements about those for whom he or she may be planning health programs. As with so many areas involving values, reflective practice and self-awareness are central. I need to examine and question the sources and nature of my own power and the ways in which this is exercised in my relations with children and my family. By using reflective practice when working with Ruth and Joseph can help me maintain a level of self-awareness so as to apply my attitudes in an appropriate manner. As there is a domestic violence issue this could be one of the areas where my value of respect could limit my capacity when working with Ruth and Joseph. I could overcome this limitation by looking at the all the factors and understanding that the domestic violence is something that is perpetuated from their history as displaced persons and the trauma and torture which they have experienced. Working with a non-judgmental attitude will also help with conflicts such as domestic violence. Conclusion

Perserve And Enhance The American Future Essay -- essays research pape

Preserve and Enhance the American Future   Ã‚  Ã‚  Ã‚  Ã‚  To help young Americans become effective young productive adults in service to something that has been defined as a way of life. I propose a plan that will keep our military at full strength and provide direction and a skill to our future leaders of tomorrow. Most European countries require all young men after reaching a certain age to enlist in the military for a period of 2 years or more. After this time is completed they can quit, continue, or go to college and then reenter as an officer, if they choose to do so. In the United States most high school graduates have no idea as to what they want to do with the rest of their lives after graduation. Our government is faced with a problem every year as to how to deal with military manning shortages due to people separating and increased military operations on foreign and domestic soil. The choices are few for most young adults, because they lack vital things that most employers are looking for in an employee: formal education, experience, or a skill. So this limits them even further to low paying blue collar jobs or they can apply for entry into a college, if they have the money and the grades to do so. My plan is to have each man and woman upon graduation serve in the Armed Forces for a period of at least two years. After the two years have been completed they have two options; one is to quit, but will remain in the reserves for a period of one year or...

The Special Education for the Visually Impaired

Special education has come a long way since the room down the hall with the crayon books and easy work. There was a time that special education students were placed together in a classroom, given easy work to do that would not challenge them and provided separate recesses and lunch periods so that they would not mingle with the regular education students. It was a stigma that nobody wanted for their child but it wasn't until the mid-1960's that it began to change. Beginning with Brown vs the school board lawsuit, stemming from a Black student who wanted to attend a predominately white school, the life of a special education student has transformed significantly. Today, special education students are protected from discrimination and segregation by federal and state laws. Students with special learning needs are educated in the least restrictive environment and school systems are ordered to accommodate their special needs so that the playing field will be level for their educational journey. Blind students are classified special education by the very nature of their disability. They are classified as such so that the federal education statutes with regards to special education can protect them from being segregated or shunned by the regular education system. Blind students have their inability to see in common, however, outside of that they are as individual and diverse as their sighted peers. There are federal guidelines in place regarding the education and interventions that pertain to blind students however. A student who is blind can present challenges when it comes to behavioral interventions because some of the tried and true methods are not applicable when it comes to a blind student. Making a student write an essay, write sentences or run laps is not feasible when the student needing the intervention is blind. While many behavioral interventions that apply to sighted students will in fact work with blind students it is important to have alternative plans in place for the behavior intervention of those who cannot see. When the Education of All Handicapped Children Act of 1975 was passed, educators, parents and students began to hammer out plans and pathways to the fair treatment and education of those who had special needs. The students who were blind had previously been sent off to schools for the blind, where they only associated with other blind students, worked with blind geared materials and learned that they were blind in a sighted world. Today, blind students who want to attend regular public schools are not only encouraged to do so they are given the right by federal law to do so, and the school must take whatever steps are needed to allow that education(Anderson, 2004). The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) and the resulting final federal regulations published in 1999 describe related services as an essential component of a free, appropriate public education (FAPE) for many students with disabilities(Anderson, 2004). † Those related services include everything from transportation to counseling services that will assist the special education student in their quest to receive a public education with their peers. Every special education student, including those who are blind is provided with an IEP (Individualized Education Plan). This plan outlines the student's educational needs, the way those needs will be met and what accommodations will be provided by the school system in providing that education(Zabriskie, 2003). While the federal law protects all special education students there are areas of interest that are specifically geared to the education of blind students(Kozub, 2006). As part and parcel of an blind student's IEP it is important to consider the disability and remember its limitations when planning the student's curriculum, extra curricular activities and physical education abilities. Because a blind student is often at a disadvantage when it comes to physical activity in both during the routine school curriculum and the aspects of physical education the IEP team must consider alternatives to include these elements in the school day. In addition the IEP team must consider appropriate behavior interventions for the blind student that acts out due to frustration about not being able to participate as fully as their sighted peers. This frustration may be from the child's anger at his or her limitations or may be founded in messages being sent to that student by well meaning parents who are concerned about their child's physical development as well as educational development. â€Å"The need for heightened levels of fitness in order to navigate barriers found in both home and community settings is important for children and adults with visual impairments. This is a critical mobility issue for children given the need for independence in daily living activities that increases with age and becomes a necessity during adulthood. In addition, issues of mobility within the larger community are a concern later in adulthood if individuals who lack vision rely on public transportation (which may or may not be accessible depending on fitness levels needed to independently reach bus stops). In all, it is imperative that adequate levels of physical activity are encouraged in children and adolescents with visual impairments to facilitate independence into adulthood. The following study is an initial investigation using a family systems framework of activity levels in a select group of children and adolescents with visual impairments(Kozub, 2006). † These and other concerns raise a need for behavioral interventions that are specifically geared to meet the needs of blind students(Robinson, 2001). â€Å"School success may be minimal for students who have difficulties building social relationships and ultimately fail at developing social competence. As a result, social skills training is often provided to increase pro-social interaction. Despite evidence of the effectiveness of teaching appropriate social functioning, there is concern about generalization and maintenance of learned skills(Gilles, 2003). † Blind students are at a specific disadvantage in the regular classroom setting. They are unable to determine when the classroom is noisy when it is appropriate to speak out, when it is appropriate to remain quiet and how to gain the teacher's attention by finding her by sight then moving toward her(Bricker, 2004). It is situations such as these that create a problem when it comes to behavior for the blind student. Not only are inappropriate behaviors a risk when a student is frustrated by being blind, but there are every day behaviors that must be addressed for the blind student and the regular education student to blend into a classroom and create a positive and cohesive learning environment. A student who cannot see where the teacher is to gain his or her attention will often times yell out or shout out the teacher's name. This can not only be disruptive to the classroom from a educational standpoint, but it can also provide a foundation for mimic behavior from the sighted students(Prochaska, 2002). A classroom with 15-23 students all shouting out names of the teacher or others that are needed will quickly become an impossible learning environment. It is important to develop a behavioral intervention for such situations and implement that intervention with the blind student(Bricker, 2004). One intervention would be to provide the blind student with a bell, with which he could ring it once and then patiently wait for the teacher to either arrive at the desk or verbally let the student know he or she will be there momentarily. A blind student may become loud and disruptive when frustrated or angry. It is important for teachers to understand that the frustration may not be with any one person in particular but may in fact be about not being sighted the way the other students in the classroom are. It is important o have appropriate behavior interventions in place from the beginning so that the students who are blind can depend on the consistent response to certain behaviors. When a student acts out and become verbally loud and disruptive it can be disruptive for the entire classroom. Whereas a sighted student can be told to go to the hall or go to the principal the sending of a blind student is more complicated as they will require an aide to accompany them. If less drastic attempts to reduce the undesired behavior are not successful then an aide should be appointed to escort the student from the classroom, however, there should be mandated approaches built into the student's IEP for behavioral interventions before that point arrives. One step that can be taken in behavior intervention with a blind student is to have the student learn how to self direct the anger. If he or she is feeling frustrated it is important that the student have a place to vent that frustration so that it does not come out in inappropriate behaviors in the classroom. Allowing that student to be excused to talk to the guidance counselor about the current frustration is one behavior intervention that will allow the student to address the frustration while at the same time preserving the integrity of the classroom setting and the lessons being taught to the remaining students. Another approach to redirecting undesired behavior will be touch and sound. A blind student cannot read social cues from other students and teachers by the look on their face. It is important to help the student who is blind find ways to read social cues using the other senses. Teachers should instruct the seeing students in ways to use hearing and touch to convey cues to the students who are blind. In addition the students that are blind should be guided in listening to voice cues and other sounds that can clue them to the social attitudes and feelings of those around them. It is important that blind student intervention programs provide clear cut guidelines in helping the students redirect themselves and their behavior to more acceptable avenues. It is important for teachers and students to recognize the very real limitations that a blind student must face on a daily basis. The student who is educated in a regular education classroom is subjected to a well rounded experience, while at the same time must face frustrations that he or she would not have to deal with in a school for the blind. It is important that behavior interventions for the blind student take into consideration the disability and how that disability impacts the student not only from an educational standpoint, but also from a social and emotional standpoint as well. Behavior interventions should include guidance for future behaviors that will provide a foundation for the student to build on successful encounters with each passing year. The federal government mandates that accommodations be put in place but it is up to the individual school to design the accommodations that fit the individual blind student. Blind students are as diversified as sighted students and as such must have behavioral intervention plans in place that address their individual needs.

Environmental Impact of Medical Wastes

Environmental Impact of Medical Wastes Introduction Several incidents concerning medical waste being spotted on public and private beaches have drawn a lot of public attention on the issue of management of medical waste. One such incident happened back in June 1987, when in Indiana polis, twelve children were found playing with blood vials that they had picked from a bin placed outside an HMO medical office.Advertising We will write a custom essay sample on Environmental Impact of Medical Wastes specifically for you for only $16.05 $11/page Learn More Two of these vials were infected with the AIDS virus (10). These issues and others raise concerns on how medical waste is handled, treated and disposed. Medical waste can be defined as all the waste that is generated by health facilities and other sources such as funeral homes, research laboratories, doctor’s clinic funeral homes, nursing homes and veterinary facilities. These wastes consists the hazardous (radioactive materials), infectious also referred to as red bag waste and any other waste generated within the facility (4). Medical waste although not voluminous, is infectious and toxic and leads to serious environmental pollution (1). Background Information According to Environmental protection Agency (EPA), hospitals generate around 3.2 million tons of medical wastes per annum. (10). 10 to 15 0percent of this medical waste generated is infectious. In most hospitals, the non infectious waste is land filled while the infectious one is incinerated. Medical waste requires proper handling, disposal and treatment to minimize the environmental and health risks associated with it. Illegal or careless disposal of medical waste not only creates an aesthetic and health problem, but also increases public apprehension on the existing medical waste management methods. Due to the liabilities and the safety related concerns, some municipals refuse or ban any medical waste from their incinerators and landfills. Various states have prohibited all un-sterilized infectious waste from the municipal landfills.Advertising Looking for essay on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The states have also banned construction of commercial incinerators handling medical waste. These afro mentioned bans, have made it increasingly difficult for medical facilities and hospitals in the country to properly manage medical waste (3). This situation is further complicated by the lack of clear and concise regulatory climate. These inconsistencies are present in the Federal guidelines laid down by the States with regards to the definition of medical waste and the management options available for handling, transporting, treating and disposing medical waste (5). The current situation can only change if the Congress adopts bills relating to medical waste management. In the meantime, most states have been mandated to devise their own plans and programs of managing t he medical waste generated. This means that there are a lot of variations between different states and local requirements. This paper aims at looking at the disposal problems posed by medical waste for both the local government and hospitals, the methods used in disposing medical waste, the long term implications medical waste has on the environment and the conclusions drawn from the discussion (2). Classification of Medical Wastes Medical waste is heterogeneous in nature as it comprises a variety of materials ranging from general waste such as food, office waste and non-infectious waste from patients. It also includes infectious waste e.g. contaminated sharps and blood products, hazardous waste generated from pharmaceuticals, cytotoxic chemicals from chemotherapy, mercury as well as radioactive wastes. Classifying infectious waste has proved difficult due to the variations resulting from different State regulations (10). These different classifications lead to inconsistency in stor age, disposal and treatment practices across different states. The variations also influence the preferred treatment methods, cost of management and eventually, the possible environment and health hazards created by these wastes. Around 10 to 15 percent of all medical waste is infectious but this percentage can differ from 3 to 90 percent, depending on the definition and procedure adopted (10). The state entities, EPA and Centers for Disease Control (CDC) have all tried to find the proper definition of infectious waste based on the characteristics of the waste.Advertising We will write a custom essay sample on Environmental Impact of Medical Wastes specifically for you for only $16.05 $11/page Learn More According to EPA, infectious waste is any waste with the possibility of causing an infectious disease. EPA has broadened its category of infectious waste compared to CDC. This has led to the adoption of EPA instead of CDC guidelines, in hospitals and other areas that generate medical waste, helping in minimizing potential environmental and health risks (4). Another concern is whether to classify infectious waste as hazardous which will increase the cost of managing it due the construction of special facilities. Such a move would improve the management of medical waste, but lead strict regulations and prosecution of illegal dumpers. Some of the wastes recommended to be included in the infectious category are waste from dialysis, stocks and cultures with infectious agents, blood products and human blood, contaminated sharps, soiled dressings, surgical gloves sponges and other surgical waste (6). Varied definition of infectious and hazardous medical waste has led to the public being exposed to this hazardous waste that poses a health risk. For example, the public was barred from accessing beaches in the East coast after bloody bandages, sutures and needles were found in the shores. Infectious waste is sent to the incinerators, thus if th e category was broadened as discussed above, such waste would not have ended up in the beaches (10). Handling of Medical Waste There are various occupational hazards associated with handling medical waste. Waste handlers and health workers are primarily exposed to this type of risk as they more than often handle this waste. Handling hospital waste include packing, storing and transporting it properly to avoid any contamination and littering as discussed below; 1. Packaging- before packaging any medical waste, it must be sorted into different categories and packed accordingly. This is a time consuming activity and quite risky to the handler.Advertising Looking for essay on ecology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Bulk waste is put in polythene bags and colors used in differentiating different categories of wastes. Infectious waste is placed in red bags and all the waste is securely closed in readiness for storage or transportation. Sharps are put in puncture proof containers due to their infectious capability and also due to their prick injuries (7). 2. Storage- hospitals must designate special areas for storing the waste before it is transported or disposed. The area must be regularly disinfected and kept at the right temperature. According to EPA, storage areas must have the bio-hazard symbol and sufficient packaging to prevent vermin’s and rodents from accessing the area. The waste must also be stored for the shortest period possible, although EPA does not give the stipulated period, leading to a State disparity in specified temperatures and times. Lack of uniformity in regulating storage temperature and time can sometimes lead to increased rates of putrefaction and microbial growt h (8). 3. Transportation EPA guidelines address the movement of infectious of waste on-site briefly, and provide limited information on how to move this waste off-site. Such recommendations involve using leak proof and rigid containers to move the waste and not using mechanical loading devices that can rapture packed waste. There are no guidelines on how to handle and transfer medical waste off-site. Although EPA, recommends that hazard labels be put on all medical waste in accordance to Federal, State and municipal regulations, the energy and transport department limit the use of this label, confusing commercial waste handlers (10). Varied definition of infectious waste across different states complicates the matters and increases the likelihood of improper disposal and potential exposure to the public. For example, if a state does not classify bloodied sutures and bandages as infectious waste, it can dispose this waste from another state in the municipal landfill. However, such wa ste can be washed by storm water to the beaches and pose a health risk (9). Methods Used In Disposing Medical Waste Incineration As hospitals generate a lot of waste, both non-infectious and infectious wastes are incinerated together. There is no data on the exact waste incinerated in hospitals or information on the number of current medical incinerators available. Municipal incinerators burn a large volume of waste compared to hospital ones. However, hospital incinerators are situated in highly populated regions, leading to a greater probability of public exposure to toxic fumes and air pollutants. These small incinerators emit higher levels of pollutants, although few risk assessments are carried out, making it impossible to evaluate the risks emanating from these incinerators in comparison to other sources e.g. the municipal incinerators (10). Moreover, the short stacks in hospital incinerators might permit emissions from the incinerators to go into the hospitals via windows and air-conditioning ducts. Hospitals in US use three types of incinerators namely: rotary kiln models, multiple chamber air and controlled air. Most medical waste incinerators are closed air, since they are associated with lower costs and lesser pollution. The advantage associated incinerators is that they can reduce large volumes of waste, sterilize it, and make it possible for it to be disposed traditionally through landfills. Secondly, modern incinerators harness the heat created during the process and use it to power generators within the facility (8). Autoclaves Autoclaving uses steam sterilization in treating wastes before they are sent off to the landfills. Autoclaving is done in closed compartments, where pressure and heat are applied generating steam, within a given length of time so as to sterilize medical apparatus. All microorganisms found in the medical waste are destroyed by the steam generated and then disposed off disposed in landfills. After autoclaving medical waste, it undergoes compaction through shredding so that it is not used for any other purposes and then later on disposed in the landfills. However, autoclaving is not recommended for pathological waste due to the presence of low levels of radiation. The advantage of this method is that it can be used in processing 90 percent of medical waste and compaction reduces the volume of waste after (7). Long term Environmental Implications of Medical Waste Improper disposal of medical waste have far reaching environment impacts. Disposal of medical waste in oceans or other water bodies can lead to contamination of water by the pathogens found in this waste. Medical wastes such as soiled bandages or plastic gloves destroy the aesthetic appearance of the environment when they litter the beach or other places. On the other hand, the disposal methods used in getting rid of the medical waste causes serious air pollution. According to a JAMA study carried out in 2009, the health sector accounts for 8 pe rcent carbon emission (8). Most of the medical waste is plastic that produces furans and dioxins during combustion. Most old medical incinerators have no equipment for controlling pollution. The incinerator ash generated from combusting contaminated waste may contain potentially toxic chemicals that will end up in the landfill and cause environmental pollution. When autoclaving is used in disposal, the waste might not completely sterilized since the density and volume of material being sterilized determine the effectiveness of the process (7). There is a possibility of incomplete sterilization if the autoclave is overloaded and these pathogens will end up in the landfill, polluting the environment and posing a health risk to the public. Conclusion From the discussion above, it is clear that poor regulatory framework has hindered proper management of medical waste disposal. Medical waste is disposed through incineration and autoclaving, but both methods cause environmental pollution and pose a risk to the public health. Incineration releases toxic gases, while in autoclaving there is the risk of incomplete sterilization, transferring pathogens to the landfills. It is important for medical facilities to adopt new technology in waste disposal to reduce the environmental pollution. References Landrum, VJ. Medical waste management and disposal. California:William Andrew; 1991. NBCE. Medical, municipal and plastic waste management handbook. New Delhi: National Institute of Industrial Re; 2007. Office of technology Assessment. Finding the Rx for managing medical wastes. Washington DC: Diane Publishing; 1990. Friedman, M M and Rhinehart, E. Infection Control in Home Care. Sudbury: Jones Bartlett Learning; 1999. Hunt, DL and Fleming, D. Biological safety: principles and practices. Washington DC: ASM Press; 2000. Bassey, BE, Benka-Coker, MO and Aluyi, HAS. Characterization and management of solid medical wastes in the Federal Capital Territory, Abuja Nigeria. Afri H ealth Sci. 2006 March; 6(1): 58–63. Uzych, L. Medical waste management: regulatory issues and current legal requirements. J Environmental Health, 1990 May, 52 (3): 30-35. Pyrek, KM. Infection control today. Phoenix Virgo publishing; 2010 November 16. Web. Hossetti, BB. Prospects and Perspective of Solid Waste Management. Seborga: New Age International; 2006. Federation of American scientists. Washington DC: The Association; c1988-2002. Group and Physicians Workshop: [about 3 screens]. Web.

How to add cool graphics to your LinkedIn Profile!

How to add cool graphics to your LinkedIn Profile! Have you always wondered how some people got really cool graphics into their LinkedIn Profiles? Is it magic? No, it’s easy! All you need is your character map. â€Å"What’s my character map?† you may ask. If you are a mac user, I refer you to this forum. If you are a Mac user, I refer you to this list of how to insert special characters. Apple provides this help page as well for inserting emojis, accented letters, and other symbols into documents. If you are a PC user, go to your start menu and start typing character map into the search box. Or, if you dont have a search box because of an odd technical situation (not that I know from experience about this.. ehhemm) you can click on All Programs, then the Accessories Folder, then System Tools, then Character Map. Heres what youll see once you enter the character map: Choose the symbol you want to insert into your profile and double click on it. The symbol will appear in the Characters to copy box: Using this feature, you can insert foreign language alphabets, bullets of many varieties, and any other symbols that strike your fancy. You will then be able to create profiles that look like these (click to see full profiles): Another trick is to insert a line across the page for emphasis. Lines take up 40 characters but I think they’re worth it. The easiest way to create a line in your profile is to copy one from someone else’s profile. You can also use arrow instead of bullets. Heres what it looks like: Using a combination of graphic highlights, you can make your profile â€Å"pop† in a way that everyone else’s does not. In my opinion, it’s worth putting a bit of effort into any strategy that will keep people interested in reading past the first glance. Graphics can do that! Have you used graphics in your profile in creative way? You are invited to share what you’ve done in the comments below!

The Vietnam War, Conflict on the US Research Paper

The Vietnam War, Conflict on the US - Research Paper Example The U.S. spent great sums over 10 years on military actions in Southeast Asia. The money spent sending a military force overseas takes away needed funds for domestic purposes and usually accrues a debt that must be repaid, with interest over time, generally over many generations. Borrowing to fund wars increases the National Debt which damages the entire economy. The geopolitical realities resulting from the War created a multitude of undesirable effects. The U.S. lost political capital from the people of South Vietnam during the conflict when it incessantly bombed North Vietnam, an unexpected development that was detrimental to the war effort. The U.S. also lost credibility both at home and among all foreign nations following the outcome of the War. The neo-conservative â€Å"war-hawk† philosophy was born during this era. Evidently the people who lived during and witnessed the Vietnam era did not learn the obvious lessons the War provided. The tough lesson learned from U.S. i nvolvement in Southeast Asia was that having the stronger military force does not ensure victory. Although an estimated three million enemy soldiers was killed compared to approximately 58,000 Americans the â€Å"big dog† of the fight ultimately ran home humiliated and beaten with its tail between its legs. Due to the unprecedented media coverage of the conflict, the awful truths of the war were broadcast which caused the U.S. to quickly lose credibility in every country including its own. (Howell, 1984). â€Å"The extensive bombing campaigns and numerous offensives caused massive amounts of destruction on the Vietnamese and their property which only served to alienate the indigenous community. It galvanized the enemy and opponents of the war in both Vietnam and America and led many to question the ethics of the campaigns.† (Olney, 1990 p.80-85) The limits of American supremacy were plainly evidenced by the abuse of its military dominance. The U.S. gained many enemies while losing prestige and respect worldwide. Moreover, if the U.S. had never involved itself in Vietnam, the limitations of its armed forces would not be as evident and the U.S. would still today be considered as mightier and more effective than it really is therefore would carry more political influence than it currently does. However, this unfortunate truth is probably soon to be a moot issue because the U.S. status as the world’s lone superpower is a short-lived situation. Great sums of money are needed to assemble and sustain a military force to maintain the â€Å"superpower† status, money which the U.S. could not afford then and does not have now. The biggest threat to national security is not the â€Å"red menace† as was warned of during the Vietnam era or the terrorist â€Å"evil doers† of today. The National Debt (external), presently topping $13 Trillion, is seemingly a concern in theory only to elected leaders. However, it threatens to not simpl y weaken the military but to plunge the country into a â€Å"third world† status. The U.S. is still considered a sound investment and has a limitless ability to get loans without difficulty, but these loans must be repaid, with interest. â€Å"Saudi Arabia, Japan, China and other countries own a large piece of America, a potentially disastrous prospect. One or a combination of creditor countries could cause a sudden and shocking reduction of the economy which would further increase the debt.† (Okimoto, 2009) The Vietnam War divided America along philosophical battle lines. The older faction of the

Indian Negotiation Styles Essay Example | Topics and Well Written Essays - 1500 words

Indian Negotiation Styles - Essay Example It is therefore important for business theorists to establish ways of establishing ways through which the synergies of culture, attitudes, and values can be incorporated into business practice. The Problem Background In India, business is considered as a culture and not simply a means towards profits. Success and failure are assessed in terms of the character and ability of agents rather than logical outcomes of strategies and processes (Martin, & Chaney, 2009). In the context of international business, the negotiation process in India is considered, in many circles, as a process of balance of power and an adjustment of equilibriums between the presumed cultural greatness of the west and Indian culture. Cultural balance and cultural universalism acquire more prominence to challenge the negative assumptions resident in theories of cultural relativism as understood in business context. Indian negotiating styles significantly rely on the details (Zubko, & Sahay, 2010). Issues are broken down into their constituent parts and analyzed in accordance with the manner in which they relate to the bigger picture. In essence, the process entails the realization of a range of issues that connect with outcomes. Usually, the focus begins with the bigger picture before attention is given to the driving factors and the specifics of the deal. Clarity and order in the details of the deal becomes necessary for purposes of assessing the feasibility of the deal. Naturally, Indians prefer the guidance of clear data and mathematical procedure towards the attainment of a given goal. This trait is consistent with the cultural attachment to matters of mathematical and scientific importance.... Indian Negotiation Styles A break from socialist policies to a capitalist oriented economic structure has been cited as one of the contributing factors to the country’s economic growth. Western countries have increased their levels of interest in the country for purposes of economic partnership. India’s high population estimated at over a billion has attracted foreign investors who seek market for their products or cheap labor. However engaging with India demands a deeper connection with the culture, attitudes, and philosophies underlying their business practices. The Problem Multinationals and other global business entities that have attempted to establish their businesses in India have been faced with unique challenges that demanded the understanding of the corporate climate. The levels of success or failure in Indian business are directly related to the manner in which international players adjust to the unique character of Indian culture. Studies have established a strong connection between culture and business in the Indian context. Past and recent analyses on Indian negotiating style show that the styles adopted in Indian business environment are largely consistent with their cultural believes, social values, and attitudes towards life in general. Indians embrace family values and respect the aspect of honesty, respect, order, and hierarchy. This study focuses on the negotiation style of India in international business negotiations, with respect to their culture, which greatly shapes their negotiation styles.