Essay about Hunters in the Snow - Character Analysis

Tobias Wolff is a writer known for his memoirs and realistic short stories. â€Å"Hunters in the Snow† is a story about three friends, Tub, Frank, and Kenny, who go hunting in the snow. Wolff writes about humanity through the friendship of the three friends and the events they go through. In the beginning of the story is Tub, he is standing on the sidewalk. A truck comes around the corner, in the truck is Kenny, the driver, and Frank. The trio heads towards the woods where Kenny wanted to hunt. Crossing through the fences, Tub has trouble going through but Frank and Kenny offer him no help at all. On the way back, they notice obvious deer trails that lead into a no hunting zone. After getting permission from the owner, they followed the†¦show more content†¦This is hinted at when Tub scarfs down two sandwiches and cookies when they were hunting. Through the story, Tub gained confidence to confront his friends and the courage to reveal his secret (86-99). The mysteriou s and calm man of the trio is Frank, a protagonist. He is first introduced sitting in the truck while picking up Tub. Frank is laid-back, yet joins with Kenny to insult Tub. Though later, Frank apologizes to Tub. When Tub tells him his secret, Frank is supportive and buys him four plates of pancakes. Frank believes in letting nature run its course and not fight against it. After losing the deer, Frank calms Kenny saying â€Å"Relax [†¦] You can’t hurry nature. If we’re meant to get that deer, we’ll get it. If we’re not, we won’t† (89). Contradictory to his personality is his wedding ring, a gold ring with an â€Å"F† in diamonds. When they begin hunting, Kenny hints about a certain babysitter, which aggravates Frank. When he and Tub stop to warm themselves, Frank exposes his secret that he is having an affair with his fifteen-year-old babysitter. He says with amazement that she has opened up new worlds to him, the cause of his hi ppie personality. Frank commits the crime of lust; however, he takes into consideration of his wife and children if he divorces. Frank is torn between his secret lover and family, but gains a trustworthy friend on his side to help him through it (86-97). The leader ofShow MoreRelatedHunters In The Snow Character Analysis722 Words   |  3 PagesThe Struggle for Power in â€Å"Hunters in the Snow† In Tobias Wolff’s â€Å"Hunters in the Snow†, the plot illustrates a struggle for power between the three main characters. Throughout the story, the balance of power shifts between characters from Kenny leading to Tub and Frank sharing power over Kenny. The narrator conveys this struggle for power in the use of conflict, motivation, and suspense. The narrator describes conflicts between the characters that show how the characters are fighting for power. OneRead MoreHunters in the Snow Character Analysis of Tub Essay643 Words   |  3 Pagesâ€Å"Tub’s Hardships† Being a man isn’t always easy, for most of their life they are taught to show no affection and to be tough in almost every situation. The tragedy of machismo is that a man is never quite man enough. â€Å"Hunters in the Snow†, by Tobias Wolff, three hunting buddies, Frank, Tub and Kenny, set out on a hunting trip together as they have done for years. 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But through analysis of Judah Rosenthal in Woody Allen’s Crimes and Misdemeanors, Kenny and Tub in Tobias Wolff’s â€Å"Hunters in the Snow,† and the Grandma and The Misfit in Flannery O’Connor’s â€Å"A Good Man is Hard to Find,† the traditional sides of good and bad in a murder are blurred. One of the most important ideas seen throughoutRead MoreTheme of Stereotypes Essay1961 Words   |  8 Pagesvery naà ¯ve. My goal in this paper is to highlight the numerous accounts of stereotypes that are cast mainly upon women and sometimes men as well, whether it be fictional or non-fictional, through the use of two texts. These texts are â€Å"Cinderella† and â€Å"Snow White and the Seven Dwarfs†. For my third text I chose to use â€Å"Precious† by Nalo Hopkinson, because it challenges the stereotypical ideas presented of women. To achieve this goal, I have organized my paper into four main sections. The first twoRead MoreAnalysis Of The Book Fairy Tale 810 Words   |  4 Pagesuse red sash and trim to decorate as a symbol of the willingness to sacrifice for faith. (Dilloway, 2006) 2.2 The definition of fairy tale and nonsense literature Fairy tale is a kind of short story that transfers from folkloric and fantasy characters. Fairy tales are based on the thoughts of ancient society. They take places in a magical world and the time and space are differing from reality. (Zipes, 1999) There are talking animals, enchanting magical power and unlikely techniques in theirRead MoreErnest Hemingway: A Brief Biography 1210 Words   |  5 Pagessportsman – liked to portray soldiers, hunters, bullfighters† (NobelPrize). Hemingway’s childhood experiences at the cabin on the lake contributed to his love for nature and outdoor sports, and are reflected in the nature theme used in some of his writings. One of Hemingway’s stories that follows this major theme is, The Snows of Kilimanjaro. The setting takes place on a safari in Africa, where a man and a woman have been stranded. Harry, the male character of the story, is dying of gangrene inRead MoreThe Goal Of Anthropology : World Of Warcraft Essay1375 Words   |  6 Pagesamong all forms and contexts of humanity. With the existence of virtual humanity, it is certainly possible to compare and differentiate simulated humans to that of real-life humans (whether past or present) and that can be done through the thorough analysis of games. â€Å"World of Warcraft is a massively multiplayer online role-playing game (MMORPG)† where players descend into an online realm where a world of fantasy and epic adventures awaits them. Within World of Warcraft is a playable race, dwarfs, whichRead MoreHemingway’s Short Stories of Autobiographical, Immature Males1906 Words   |  8 Pages Immature Males Hemingway’s short stories Cat in the Rain and The Snows of Kilimanjaro have male characters that are autobiographical. He attempted to dispel criticism of his short stories as autobiographical because Hemingway did not care for critics. His focus on his work as art ignores the autobiographical and psychological content he depended upon to develop characters. His characters are judged by the female characters of the short stories in the same way Hemingway was judged by his wives

Medicare Fraud - 647 Words

Medicare fraud is becoming a huge problem in today’s society. Medicare is a health insurance program for personnel paid by taxes the American population contributes to for personnel 65 years or older. When a health care provider, health suppliers, and private health companies deliberately bill Medicare for supplies or services that were not given is considered Medicare Fraud. To include, when a person uses another person’s Medicare card to receive health care for which the person does not qualify for. An individual, company, or a group can commit a Medicare fraud scheme. Medicare Fraud Scheme A physician, office manager for the physician’s medical practice, and five owners of health care agencies were arrested for charges related to the†¦show more content†¦Medicare Fraud Strike Force is a multi-agency team of federal, state and local investigators designed to combat Medicare fraud through the use of Medicare data analysis techniques and an increased focus on communityShow MoreRelatedMedicare Fraud Essay988 Words   |  4 PagesDepartment of Justice work to reduce healthcare fraud and investigate dishonest providers and suppliers. The Health Care Fraud Prevention and Enforcement Action Team recouped almost 3 billion in fraud, this year alone. Also, aggressive strategies exist to eliminate Medicare prescription fraud. Patients abusing or selling painkillers received by visiting several doctors and obtaining multiple prescriptions costs Medicare millions annually. 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Medicare fraud costs Medicare a lot of money each year.† What is Medicare abuse? (FA, 2011, p. 1) defines this as â€Å"Abuse occurs when doctors or suppliers don’tRead MoreThe Senate Committee On Health And Human Services1493 Words   |  6 PagesAlso, Charge VII: to monitor the implementation of laws addressed by the committee and make recommendations for improvement of any legislation in the sectors of Medicaid long-term care, Dental Board Reforms, Cancer Prevention and Research Institute, fraud, waste and abuse reductions of Medicaid and other health and human services programs in Texas (Governor, 2014). Other duties include Charge II: monitoring the implementation of programs to improve mental health and substance abuse services and makeRead MoreMedicare : Medicare And Medicaid1426 Words   |  6 PagesWeek 2 D B Billing 2 Compare and contrast Medicare and Medicaid; including funding sources, fraud and/or abuse, and eligibility requirements for recipients Both Medicare and Medicaid are administered through a division of Health and Human Services called the Centers for Medicare and Medicaid Services (CMS). CMS’s primary role is to monitor contractors and state agency to ensure the proper administration of Medicare and Medicaid. CMS establishes policies for the provider reimbursements, researchesRead MoreThe Impact Of Data Mining On The Healthcare Industry1451 Words   |  6 PagesData mining is used in various forms by different agencies. Detecting fraud and abuse is one of the benefits of the use of data mining. The healthcare industry is big and one of the biggest payers is CMS. 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In addition, new rules will hold

Personal Professional Development Management

Question: Describe about the Johari Window? Answer: Introduction According to Barker and Gower (2010) in an organization, communication is one of the essential parts that allow the free flow of information and data within the team members. The Johari Window is a simple tool that is used within the organization for effective as well as efficient communication. This helps the employees in understanding about themselves as well as also helps in understanding about the other team members (Argenti, 2013). This assignment will be dealing with the effectiveness and utility of Johari window within an organization for free flow as well as effective communication. Johari Window Pateman (2014) commented on the fact that the Johari Window is a communication form that helps in improving understanding among the individuals. This is also termed as a disclosure or feedback model that represents the feelings, attitudes, skills, motivations, intentions etc. It is done for building a trust among others by disclosing information among each other. In addition to this, Rice (2012) also had a view that this model will also facilitate the feedback from others that helps to learn about them regarding their personal issues. It is a simple tool that helps in personal development, self awareness, improving communications and also helped in interpersonal relationships. In addition to this, it also helps in team development along with improve the relationship between the group (Wilson, 1992). It is a simple model of communication that can be used in several environments as well as situation. It contains 4 regions or quadrants such as- Open area, blind area, hidden area and unk nown area that helps in clear understanding the communication within the organization (Salisbury, 2014). The Johari Window is shown below- Figure 1: Johari Window (Source: Salisbury, 2014, pp. 85) 1) Open Area The 1st quadrant shows the open area where information regarding the individuals is known to self as well to others in the group. According to Ye and Churchill (2003) out of the four grids, the 1st grid is the open area is a space where the communications and cooperation occur. It is free from any kind of confusion, conflict, mistrust, distractions and misunderstanding in order to make the group more productive and effective. Williams and Wise (2000) commented on the fact that the open area is a free area or public area where the feelings of the employees are easily shared with each other in order to make the work place dynamic and prolific in nature. It is said that the already established area have large areas in compare to new team members. The new team members are less open to the open area and relatively less knowledge is shared among the new employees. For making the new employees as a part of the organization, the old employees need to help the new employees for opening them u p in order to build new relationships among the team members. The other employees also facilitate other team members in expanding their open areas through feedback. In addition to this Reina et al. (2006) had an opinion that the size of the 1st grid or open area can also get increased vertically downwards into the avoided space. This happens when the person discloses the information and feelings about the team members as well as the team. Moreover, the person also expands into the open area by requesting the person about them. According to Harvell (2006) the managers and leaders also play a significant role in getting feedback and directly giving feedback to the individuals in the open area. It is believed that more the information will be flowing in the organization or the group, the more the employees will be closely knotted to each other which will result in higher level of co-operation and productivity (Marquis and Huston, 2006). 2) Blind Area Morrison (2002) commented on the fact that the 2nd grid that consists of the blind area or blind spot is concerned about a person that is known by other employees but is still unknown by him or her. The information regarding an employee or individual is only known to other employees but is totally unknown to the employee himself or herself. It is not a very productive or effective space for the groups or individuals. The mangers as well as the team members take the responsibility in order to reduce the blind area. This is because; according to Lukka and Granlund (2002) decreasing it encourages the team work and also increases the open area that is essential for the better productivity. This also reduces the fear of the new employees which in return promotes more communication between the old employees and new employees within the organization. Bagga and Srivastava (2014) had an opinion that it contains the information, feelings, aptitudes, experiences, abilities of the person that an individual; cannot recognize within themselves but is easily identified by the other employees of the group. When this window is opened by an employee for that employee who is unknown regarding his or her facts, opens a window that helps increase in trust. In addition to this, this unknown facts when comes into limelight, it motivates the employees to work more enthusiastically and effectively for achieving the goals that are set for him or her. Arguden (2011) commented on the very fact that if the hidden facts regarding the employees are brought forward and are utilized in a positive way, then the employees feel much comfortable and blessed. This can also lead to higher productivity of the organization. Some examples can be cited such as- discussion regarding the bad breath of an employee or salad teeth or an employees more talkativeness in t he conference room etc. 3) Hidden Area According to Mulkeen (2008) the 3rd quadrant also known as Hidden Area defines the information that is known to the employees but is kept hidden from other employees. It contains the information, attitude, beliefs, trust that an employee possess within oneself but is not at all disclosed to others. Means and Adams (2005) commented on the fact that these areas are private areas that maybe the employees dont want to share with other employees. Opening up this area among other employees surely helps in building trust as well as strengthening the relationship between the employees. Once the employees start opening up themselves among others and starts sharing their feelings, beliefs and attitudes, this leads to the employees progressing towards the open area (Prendergast and Stole, 1999). As a result this helps in greater communication and interaction among the employees. This also leads to greater productivity, understanding as well as builds trust among the employees. Harvell (2006) commented on the fact that opening up the private area also helps the employees in building trust on each other and relying on each other. The mote the employees will be unfolding acts about them, the more that employee will be approaching towards the public arena. This will levitate the bonding between the employees where the employees can work together for their self development as well as development of the organization as a sum total. This levitates the motivation of the employees since the more the employees will be communicating with each other, and the more they will come to know about each other. Barker and Gower (2010) had an opinion regarding this is that it will ultimately turn beneficial for the organization as well as within the team members. Some examples can also be cited regarding this quadrant such as- an employees belief while making a new starts of a new job, the religious belief etc. Conclusion Communication is an inseparable portion of the organization that helps in easy flowing of information among the employees. There are certain portions of Johari Windows that shows that there is certain information that are known to the employee himself or herself and also is known to others. In addition to this, there are certain portions named blind spot where the information regarding an employee is unknown to that person but is known to others. Moreover, the hidden area of the Johari Window contains information that is specially known to the specified employees but is totally unknown to other employees. References Argenti, P. (2013). Corporate communication. Boston: McGraw-Hill Irwin. Arguden, R. (2011). Keys to governance. Basingstoke: Palgrave Macmillan. Bagga, T. and Srivastava, S. (2014). SHRM: alignment of HR function with business strategy. Strategic HR Review, 13(4/5). Barker, R. and Gower, K. (2010). Strategic Application of Storytelling in Organizations: Toward Effective Communication in a Diverse World. Journal of Business Communication, 47(3), pp.295-312. Harvell, L. (2006). Effective Communication: A Comparison of Tools for Organizations. Review of Communication, 6(1-2), pp.141-143. Lukka, K. and Granlund, M. (2002). The fragmented communication structure within the accounting academia: the case of activity-based costing research genres. Accounting, Organizations and Society, 27(1-2), pp.165-190. Marquis, B. and Huston, C. (2006). Leadership roles and management functions in nursing. Philadelphia: Lippincott Williams Wilkins. Means, J. and Adams, T. (2005). Facilitating the project lifecycle. San Francisco: Jossey-Bass. Morrison, E. (2002). Information Seeking Within Organizations. Human Communication Research, 28(2), pp.229-242. Mulkeen, D. (2008). How can the HR team improve internal communication?. Strategic HR Review, 7(2). Pateman, J. (2014). Progressive HR drives business change. Strategic HR Review, 13(3). Prendergast, C. and Stole, L. (1999). Restricting the means of exchange within organizations. European Economic Review, 43(4-6), pp.1007-1019. Reina, D., Reina, M. and Reina, D. (2006). Trust betrayal in the workplace. San Francisco: Berrett-Koehler. Rice, G. (2012). Book review-Effective communication for executives, strategists, and healthy organizations. Glob. Bus. Org. Exc., 32(1), pp.85-89. Salisbury, M. (2014). Embedding Learning within the Processes of Organizations. International Journal of Knowledge-Based Organizations, 4(1), pp.80-91. Williams, A. and Wise, A. (2000). Implementing virtual organizations: An approach to balancing the use of information and communication technologies within organizations. Industry and Higher Education, 14(4), pp.265-275. Wilson, D. (1992). Diagonal Communication Links Within Organizations. Journal of Business Communication, 29(2), pp.129-143. Ye, Y. and Churchill, E. (2003). Agent Supported Cooperative Work. Boston, MA: Springer US

The Day I Became Mortal Essay Research free essay sample

The Day I Became Mortal Essay, Research Paper The Day I Became Mortal By Ray Kellam Sept.20, 1998 I was genuinely get downing to bask the fantastic fruits of life. Sports were at a extremum in my life. I loved my baseball and ice hockey. School was weaving down to the point where everyone knows that junior twelvemonth classs are the most of import out of all of your four old ages, and I had to complete strong. Yet there was something about the changing of the seasons, possibly the progressively decreasing supply of togss that the misss were covering their organic structures with was a tell narrative mark that the green visible radiation was on. There was decidedly something in the air that all high school pupils felt in the shutting months of each twelvemonth. More so was true for us immortals. You know, the cats who can # 8217 ; t be fazed by any kind of higher disciplinary degree, who obey by no kind of jurisprudence enforcement ordinances, and who flat out merely wear # 8217 ; t give a darn about anything except acquiring out of the parking batch to continue with the yearss leisure activities. We will write a custom essay sample on The Day I Became Mortal Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The usual, name up a few Numberss to see if we could travel test thrust some fast autos, play a few games of pool, locate an existent pool, figure out the squads for stickball. Basically nil. This was a day-to-day modus operandi after school. When there wasn # 8217 ; t a baseball or hockey pattern to travel to, a occupation to break ones back at, or a girlfriend to raising, we hadn # 8217 ; t a attention for anything in the universe. We were foolhardy. Did anything we wanted. I genuinely believed that we were immortal. In a manner. A manner that since nil bad had of all time happened to us, so nil bad of all time would go on to us ; that the intent of life was to roll a long, merely hardly acquire by, and have fun. Well, all of those ideas came to a crashing arrest one blaze hot Thursday afternoon. One Thursday afternoon that has been etched in my head of all time since the 2nd it happened. The Sun was being particularly cruel to the Earth that twenty-four hours. It had to be one hundred. Should it hold been one hundred outside, the inside of the old, crush up Datsun with bald tyres, a screaky fan belt, holes in the rider side floor board and no air conditioning had to be one 50. The dust factor merely incinerated the rage of the heat, doing it non merely hot but stuffier than a little box filled with useless old X-mas mugs, long since forgotten in the corner of the cellar. It was one of those yearss where there was an urgency to acquire off of the confines of the campus, for no peculiar good ground. So we did. It was Scott Dewalt, the cat who spoke quietly but carried a mammoth stick and huge cognition of merely about anything. Trevor Shepard, ( the proprietor of the vehicle. ) an draw a bead oning pipe dreamer with outstanding visions of having a cherry # 8216 ; 66 # 8217 ; Chevelle SS, and populating off the lily-livered scrapes of minimal pay work in lower categor y lodging undertakings the remainder of his life. And I, a striving athleticss follower who truly merely wanted to be someplace other than wherever I really was, at whatever peculiar point in clip I happened to be at. A fresh aroma of nacho supremes and Mexican pizzas was abundant in the auto. As we returned from Taco Bell, the ambiance was the usual. Laughter was plentiful, chiefly from a stupid remark Trevor ever seems to jab into every conversation about how he thinks that some miss, who none of the other chaps give a idea over, is all of a sudden some sort of goddess. And how we all must be brainsick for non holding with his pathetic impression. And Scott who merely casts more belly hurting laughter into my oral cavity by merely softly jerking really suddenly while gluing the omnipotious ear to ear smile on his face, as he does systematically every clip he is express joying every bit hard as possible. All of this good merriment and laughter kind of eased up all of our nervous systems. For what was approximately to come. We made a cavity halt back into the parking batch to advise the other male childs that the three of us were traveling to travel to Scott # 8217 ; s house, located non really far from campus. I truly should hold had better opinion than to of all time let myself in the hapless status of the Datsun B210 in the first topographic point. Not so much the province that the Datsun was in but the combination of the Datsun and the driver who was approximately every bit experienced at driving cars as I was at concretion. Trevor had his licence for approximately two hebdomads at this point. As the auto rolled frontward, I could about hear the penitent clinking of the roller coaster I was on, about to ship over the first spinal column prickling bulge of the path. Of class I didn # 8217 ; t cognize it yet, though. The auto stalled a jolting decease. Trevor was non an experient driver and an even less experient stick driver. It took a twosome of attempts for the engine to turn over once more. But it eventually did. And we were away. Exiting the parking batch was ever a large trade at Menlo-Atherton High School. It was everyday to whirl the tyres if you were cool. And if you weren # 8217 ; t truly cool, it was customary for anyone to whirl the tyres if the auto in forepart of you did so. So, of course as the auto full of hot Canis familiariss in forepart of us in the existent nice # 8216 ; 68 # 8217 ; Mustang spun the tyres, Trevor was merely making his responsibility as a high school male with a auto. An exc ellent screening of natural foolhardiness and maltreatment of a rapidly diminishing auto was performed. We did a perfect fishtail and swung the vehicle back around into control. As paving firmly gripped the tyres, a suspiration of alleviation flustered throughout Scott and my ain Black Marias. But Trevor wasn’t done yet. Trevor made a determination to do an immediate right after go outing the parking batch, onto a street that takes longer to acquire to Scott’s house, but is still clearly seeable from the parking batch. The exhibition of velocity was non over with. Just about the 2nd the tyres regained their calm on the route, Trevor stuck his pes into it and hit the corner with a vengence. Fortunately for the three of us there was a batch of loose crushed rock on the get downing subdivision of this route, doing us to put the auto out sideways across and into the other lane of Arlington. Trevor was still in slightly control of the vehicle until his Mexican pizza began to skid along the splashboard, hurdling toward his unfastened window. I saw pure terror brought Forth in Trevor’s face as the last quarter-circle of his tiffin flashed before his really eyes. The wheel was abandoned and Trevor made a gallant pang at the cherished nutrient. The dare deliverance was a complete success. The pizza was safe and sound. A small shook up from the brutally crude grab Trevor made, but all the same it was OK. Meanwhile, the auto, now wholly out of control, made our Black Marias originate from their purdah of sleep, to meet the merciful esthesis of epinephrine. Scott, in life salvaging like manner, grabbed the maneuvering wheel from the passenger’s place and catapult it difficult to the right, of course assisting the group’s common feelings deep in our Black Marias of in secret hankering to non hit the Oak tree dead in forepart of us! Now eventually recognizing the importance of the recent events, Trevor drops the now nonmeaningful Taco Bell bite and regains full bid over our decease vas. An over rectification of the maneuvering wheel was the following logical thing to go on. However the violent circling of the wheel did in fact maintain us from hitting the following certain decease obstruction, a No Parking mark. Throughout the whole 10 seconds of pure panic that had merely past, speedy thought Scott, someway gets it on his head that there should be no good ground for this brainsick drive to be go oning. Why hasn’t it stopped by now? So by briefly look intoing the pedals, Scott deciphered that the whole ground that our lives were still on the line was because Trevor’s inexperienced pes was cold posted against the floor of the auto, traping the exhausted gas pedal down with it. # 8220 ; Get your pes off of the gas you idiot! # 8221 ; screamed Scott. There was no answer from Trevor. Just the shriek of his tyres. And the journey down Arlington continued. Now shiping into the left-hand side of the route for the 2nd clip, we make our first contact with the world of a existent auto clang. Trevor slides the auto through the soil on the incorrect side of the route, seting it up against a shrub at 30 stat mis an hr. ( We subsequently estimated. ) Branchs from the shrub reached in like they were shouting immature teenage fans with crisp custodies and Trevor was Michael Jackson. Not experiencing a thing on his scratched face, and now so far out of control that a image of us was put into Webster # 8217 ; s 1999 edition under foolhardy. Following our bound way back across over to the right manus side of the route, we jack knifed, skiding semi towards the other side of the route, Trevor turned us wholly around and began to put us out about side ways. Now taking a who le new way and alternatively of playing our cards of destiny with Arlington. Trevor decided to see what sort of trade house figure 410 had to offer us. Barreling towards their # 8216 ; 97 # 8217 ; Jeep Grand Cherokee, I could merely conceive of the long term affects of the expiration of my being. My parents and how sorrowful they would be. I moved closer to happening all about this God cat everybody had been seeking to state me about. My hockey dreams were over with? Would I decease a virgin? It appeared that manner as the Jeep loomed closer and closer. The immortal side of me was deceasing rapidly. As we squeaked in between the Jeep and a hedge shrub, the crunching of high stalked rose shrubs put the fragileness of life into a Dr. Suess book right in my lap. Finally, Trevor # 8217 ; s progressively closer position of the solid brick suburban manner house caused him to rapidly take his obstinate pes from the gas, and thrust it down hard onto the brake. We slid all the manner acro ss the forepart lawn, and slammed hard into a porch type country, nailing a batch of wood of a works filled porch. There was a batch of fume coming from the auto, but as it cleared we got an first-class position of three baffled people, who paused momently from watching their telecasting set softly in their life room, to see the smoke # 8216 ; 82 # 8217 ; Datsun B210, which was now peacefully nestled up against their porch. There was a long vacillation before any of us said anything. And the first words mumbled out of anyone # 8217 ; s oral cavity, were from Trevor. He said # 8220 ; Are # 8230 ; are you guys OK? # 8221 ; At that minute, when Trevor asked us if we were OK, was when I eventually realized, that life was delicate, and we were by no agencies immortal.

Slums Within Asia essays

Slums Within Asia essays The definition of a slum varies from one form to another depending on the background or country from which an individual comes from. Someone from a rich country may define slums as old run down buildings, whereas someone from a poor country will define slums as un-serviced haphazard constructions . The universal definition of a slum as found in the dictionary is said to be a heavily populated urban area characterized by substandard housing and filth . Slums are seen as a purely physical phenomenon. Slums are populated by two groups of people, the poor and the strangers . Since in slums there is a lack of cleanliness, serious diseases can spread easily and quickly. Slum inhabitants go through many problems, a few being they lack of public transit, constant migration, lack of water, no sewage or solid waste facilities, pollution, and shelter shortages . They also face poor ventilation, due to a lack of windows and electricity. They also tend to establish homes on unused land that is usually privately owned or government owned land. Therefore a concise definition for a slum would be a crowded urban area, marked by poverty, where living conditions are very bad and in poor condition . There are many reasons for the origination of slums in Indian cities. Slums for one reason may occur because the physical structures are allowed to be created in poor conditions or to deteriorate from past satisfactory structures . Slums have formed as early as the 17th century. In the 17th century, Gerald Aungier, the 2nd governor of Bombay tried to attract traders and artisans to the city, and thus causing a large influx in the population . Wealthy traders built their homes inside the British forts while others were forced to live in crowded areas around the fort resulting in slums . The problem of overcrowding still remained until the 18th century. It wasnt till the 19th century that India saw the growth of slums. Slums in India have forme...

Las Diez Profesiones que Tendrán Más Demanda

Las Diez Profesiones que Tendrn Ms Demanda El Bureau de Estadà ­sticas del Departamento de Trabajo de los Estados Unidos ha publicado la lista de las diez profesiones donde calcula se brindarn ms ofertas de trabajo. A continuacià ³n aparecen las mejor pagadas y aquellas que brindan importantes beneficios. Listado de Profesiones con Mayor Crecimiento Hasta el 2020 Este listado destaca que las plazas que ms se estn creando no se encuentran necesariamente entre las mejor pagadas, salvo algunas excepciones. De mayor a menor en ofertas de trabajo nuevas, estas son las profesiones: Enfermeras Registradas (RN): Un alto porcentaje de estas enfermeras/os son profesionales extranjeros. Trabajos en centros mà ©dicos, hospitales y consultorios privados. Vendedores en tiendas: para esta labor solo se requieren estudios inferiores a la secundaria. Trabajos en tiendas locales. Asistentes de cuidado de salud en el hogar: estas personas se encargan de monitorear y registrar informacià ³n sobre la salud de pacientes. Asimismo, mantienen comunicacià ³n con los pacientes y sus familiares.Asistentes de cuidado personal: estas se ocupan de prestar asistencia diaria y bsica a ancianos, discapacitados o personas que sufren de enfermedades crà ³nicas.Oficinistas: o quienes desempeà ±an labores varias dentro de un ambiente de oficina.Trabajadores en restaurantes: aquà ­ se desempeà ±an en labores de cocina y de atencià ³n al cliente. Trabajadores de Servicio al Cliente: atienden las preguntas y quejas de los clientes de cadenas de almacenes y/o cualquier empresa que cuente con clientes directos (salud, ventas, telefonà ­a celular). Choferes de camiones: quienes viajan llevando carga en camiones de varios ejes.Trabajadores de carga y descarga: incluidos los de mudanzas, estos trabajadores prestan servicios en mercados y almacenes de cadena. Profesores universitarios, especialistas en educacià ³n y personal superior de bibliotecas: en este caso es necesario un tà ­tulo profesional o un doctorado. Un buen nà ºmero de personas extranjeras desarrollan esta labor. Por el contrario, el Bureau de Estadà ­sticas considera que los trabajos en los que habr ms pà ©rdida de plazas ser el de los granjeros, agricultores y trabajadores relacionados con la pesca, operadores de mquinas de coser, telefonistas, cocineros de fast food, trabajadores de correos y mecanà ³grafos. Profesiones a destacar por su salario o por sus beneficios Hay profesiones que resultan atractivas por sus salarios. Aquà ­ unos links de interà ©s: Las diez mejor pagadas. Las bien remuneradas que que no exigen nivel de estudios.Las labores con el gobierno federal Las labores militares con sus beneficios tanto para soldados como para oficiales. Este es un articulo informativo y no pretende ser asesorà ­a legal.

Global marketing Essay Example | Topics and Well Written Essays - 2500 words

Global marketing - Essay Example In addition as will soon be explained, a given amount of innovation is deemed important in all companies operating within competitive markets. While planning to introduce new product in the market, factors such as culture should be put into consideration. For instance Vimto in the Middle East has taken its roots deeper than the founding place. It has gone to an extent of operating independently. At the time of introducing the product they discovered that in Arab, they like sweeter thing and so the sugar content was raised to be higher than that of UK. Also before introducing a product in the market, check the availability of similar products in the market and their packaging design, sugar levels, available flavours, price and stocks movement rates. The Momentum to Innovation In 1960's, the BCG growth share matrix came into existence as a tool of analysis to be used in assessing organizational performance. Portfolio analysis concentrates upon the growth rate of a market where an organ ization participates and the commanding power of that organization in that particular market, as measured by its share of the total sales volume of the market. Therefore, the Analysis of Boston Portfolio takes the shape of a growth share matrix where market share is plotted against the growth rate of the market where it is invested. ... The dimension of shares is measured based logarithmic scale whereby the cut off level is 1.0. It’s at this point, that the market share of an organization equals that of the leading competitor. Index number bigger than 1.0 shows leadership, while where the index is low, it’s an indication that the company remains behind competitors. Discussion The New Product Development Process This brings out a picture of new product growth process. The aim of these ladders is to evade expensive failures through continuously reviewing the possible prospects for the new product idea or product, and allow company get some options as whether to drop the product or develop tactic on how to cut loss. The biggest yet most expensive blunder is launching a product which already proves unsuccessful (Zilinski 179). Before a product launch, it means all the development costs have been met and spending on production equipment has already been done too. High costs of marketing have also been made in setting up of the promotional expenditure and distribution system. Idea Generation The aim of generating an idea is to put together many ideas as possible from any possible sources. This includes: Internal External Top executives Non-competitive firms Public Production staff Entire members of staff Market or supplier intermediaries Patent applications Competition Freelance inventors Consultants    When an organization or a group planning to introduce a new product in the market seeks to try new ideas on top of what they have there are marketing research techniques that may be applied i.e. morphological analysis synetics Delphi forecasting, brainstorming and scenario writing. The emphasis at this level is dependent on the number of ideas without source, though no idea flatly gets

Will upload an attachement Essay Example | Topics and Well Written Essays - 1750 words

Will upload an attachement - Essay Example The team must understand the obligatory skills required in running the business. Recruited workers are required to have adequate experience and knowledge that is relevant to the operation of the Eastern Foods Company business. There must be people specifically knowledgeable in each department of the Company. For instance, the production department should have people with the best knowledge of production. The team is required to balance the diversity of the people in the workplace by considering crucial factors like sexual orientations, marital status, and ethnicity among other factors(Sims, 2007, p. 134). But, all these criteria should be implemented in consideration to what is required for each job description. For example, it sounds unusual recruiting a female manpower team where the job description clearly outlines the need for male manpower. Similarly, there is need to recruit a special marketing team that will take time to acquaint with the new project and concentrate on it holistically. The marketing team is to consist of people with marketing backgrounds, possibly graduates with previous experience in the marketing department of a different Company. The finance department needs to outline possible measures to contain the costs involved in running the new business. Cost management is a major factor in the running of the business and will determine the difference between the success and failure of the business. The department should be ready to consider various expenses that touch on the people that are part of the business. Such costs may involve training costs, health-care benefits, and hiring process costs. The costs cut into the bottom line of the business, and the management team should figure out how much, how many, and how often these benefits should be offered. Obviously, the Company will have it rough balancing its financial statements. The management is to develop standardized

Psychological Disorder Analysis Essay Example for Free

Psychological Disorder Analysis Essay The world of abnormal psychology is filled with many different types of disorders, symptoms, and treatment options. Today, I will be working with Roger, a middle-aged accountant living in San Francisco, California who experienced a car wreck a few months ago. He has been experiencing shakiness, breathlessness, heat flashes, and nightmares. He has been trying to cope with the symptoms that he is experiencing through alcohol consumption and going jogging. Using the skills I have learned about abnormal psychology, I will be able to diagnose Roger and provide an explanation as to why he is suffering from the type of disorder that he is experiencing, as well as determine the most effective treatment options available. Based on the information provided to me, I am diagnosing Roger with post-traumatic stress disorder. Post-traumatic stress disorder is an anxiety disorder that is experienced by people who have been subjected to a traumatic, life-changing event. Although I am quite certain that this is the disorder that Roger is suffering from, I scheduled an appointment with him to get more details about the symptoms that he is experiencing. Me: Good morning, Roger, I wanted to call you in today to talk about the things that you are experiencing on a day-to-day basis so that I will learn more about yourself and the things that you are experiencing so that we can work together to come up with solutions that benefit you overcoming your experience. Roger: That sounds like a good plan, what would you like to know? Me: Well can you please begin with telling me what happened 2 months ago, so that I may hear it in your own words? Roger: Sure, about two months ago I was in a car accident where the other driver hit me head on. I wasn’t hurt, except for a few minor bruises, but my car was completely totaled. Since then, I try to avoid the area where I got into my accident. Me: Thank you for that information, Roger. Car accidents can be quite traumatizing and I’m sorry that you had to experience that misfortune. Roger: It’s okay, I’m just glad I got out of it alive. But the accident seems to stick with me no matter what I do, though. Me: Do you mind elaborating on that for me please, Roger? Roger: Well, ever since the accident I notice that whenever I am around the streets or in an automobile of any kind, I begin to feel shaky and out of breath. Then everything begins to get really hot and sometimes it feels like I am having a heart attack, so I begin to panic. Me: That’s very interesting Roger, have you been to your primary care doctor to see if there is a physical issue that is causing those symptoms? Roger: Yes, ma’am. My doctor told me that I am healthy as a horse and recommended me to you. So here I am. *laughs nervously* Me: I am glad that you are here to give me the opportunity to help you, Roger. Are there any other symptoms that you have been experiencing since your accident? Roger: Um, I’ve been obsessed with safer vehicles and I’ve spent a lot of time looking for an extremely safe car and have taken a defensive driving class. Some days I am so afraid to drive that I have to call my friends to come get me, and I can’t seem to find a car that meets my safety standards. Me: I can completely understand why you feel that way, Roger. Safety should always be the number one priority when out on the road. So you feel this anxiety only affects you when you are out on the roads? Roger: No, not at all. I’ve been having these horrible nightmares. Sometimes they are so bad that I can’t even make it to work, and my boss has started telling me that my performance is slipping, too. I’ve been drinking a lot since my accident because I can’t seem to get the thought of it out of my mind and it is the only thing that seems to help when I feel shaky. I’ve started to drink just to get the memory of the accident out of my mind. At home, I’m so worried about my family’s well-being that I try to keep everything clean and sterile. I don’t want myself or anyone in my family getting sick or going through what I went through. Roger: I know that this isn’t me and I don’t want to be please like this anymore, so can you please help me get past this? Because I don’t know what to do anymore and I’m having trouble just making it through each day. When I have my†¦panic attacks?I usually head straight for the bar. Roger: After I have my nightmares, I usually can’t go back to sleep I go jogging. Being able to run helps me clear my mind of everything and just focus on the task at hand. Unfortunately, I’m not in very good shape so I can’t run for very long before I have to return home. Me: Thank you so much for explaining all of that to me in such detail, Roger, I could see that it was difficult for you. I want to let you know that it is excellent that you are going out jogging whenever you have a nightmare, and I want you to continue you doing that whenever possible in place of drinking. Me: Together you and I will find a way to get you through this, all I askin g is for you to be willing to work with me. Can you do that, Roger? Roger: Yes, definitely. I’m ready to move on with my life. After the interview with Roger, I was able to gain more insight about his situation and am able to confirm that he is suffering from post-traumatic stress disorder. As mentioned before, Post-traumatic stress disorder is an anxiety disorder that is experienced by people who have been subjected to a traumatic, life-changing event such as being raped, in a car accident, combat, or witnessing someone else’s traumatic experience, such as a loved one or a friend, and even witnessing a violent death can cause acute and posttraumatic stress disorders. Individuals suffering from post-traumatic stress disorder becoming sensitized to the event that caused the disorder, causing them to experience feelings of anxiety when exposed to certain things related to the traumatic event. One of the key symptoms of post-traumatic stress disorder is involuntary flashbacks of the traumatic event which can lead to the development of more severe symptoms. Those symptoms include: * Nightmares- the event relives itself in the subconscious, usually leading to insomnia * Depression – not enjoying the things you once enjoyed, disassociation * Anxiety, panic attacks – negative reactions to situations or sights/events that trigger a reconnection to the trauma. * Avoidance – For a traumatic event such as a car accident, avoiding the area where the accident occurred. * Substance Abuse: The abuse of drugs or alcohol as a coping mechanism to desensitize emotional response to flashback or other symptoms. The Cognitive model of abnormality realizes that everyone creates their own view of the world that comprises their reality (Comer, 2011). Unhealthy thoughts stemming from a traumatic event create the abnormal behavior individuals suffering from post-traumatic stress disorder experience. Therefore, post-traumatic stress disorder is a behavior that is determined by how individuals perceive the life-changing traumatic event that they experience. Looking into the history of post-traumatic stress disorder, PTSD was first discovered during the Civil War, with the development of battle PTSD, also known as ‘soldier’s heart,’ ‘shell shock,’ and ‘battle fatigue,’ becoming known officially as post-traumatic stress disorder after the Vietnam War. A study conducted by Brian P. Marx in 2010 discovered that soldiers developed PTSD regardless of how recently or how long they were deployed. The study also showed that the longer PTSD is left untreated, the worse it will get, showing that untreated cases will become more anxious, have a shorter attention span, and in general have much poorer mental health. The study also found that â€Å"the stress these soldiers were experiencing had a significant impact on their physical health such as immune functioning and cardiovascular disease (â€Å"The effect of PTSD and combat level on Vietnam veterans perceptions of child behavior and marital adjustment,† 2006, para. ). Today, about 50% of Americans experience a trauma during their life time and only 8% of those individuals suffer from post-traumatic stress disorder. So what factors cause certain people to develop post- traumatic stress disorder, while other individuals remained unaffected? One of the most important factors to consider when determining what type of individual is more likely to suffer from PTSD is the nature of trauma the individual faced and whether the individual had preexisting anxiety issues before their traumatic event. Studies have shown that individuals who were exposed to severe, prolonged trauma or trauma affecting one’s family were more likely to devel op PTSD than individuals who did not. Using the Cognitive model of abnormality as a guide, there are several options for treating posttraumatic stress disorder. The most effective treatment is cognitive therapy, in which â€Å"therapists help clients recognize the negative thoughts, biased interpretations, and errors in logic that dominate their thinking† (Comer, 2011). Cognitive therapy is most effective for individuals suffering from post-traumatic stress disorder because it teaches the individual positive ways confront the negative thoughts and emotions surrounding their experience with their traumatic event by showing them how to understand the trauma that they went through and the feelings that they are experiencing afterwards. Helping the individual suffering from post-traumatic stress disorder understand why they are feeling the way they do about their traumatic experience is also important, as well as identify the thoughts and actions that make symptoms of post-traumatic stress disorder worse. There are also further treatment options for individuals suffering from post-traumatic stress disorder and most anxiety disorders, including: * Relaxation: an individual is taught how to relax certain muscles by themselves instead of relaxing as a whole. Relaxation treatments have been the most successful in the treatment of anxiety symptoms such as high blood pressure and headaches as well as insomnia and panic attacks. * Biofeedback: an individual is connection to a machine that reads involuntary body movements enabling the individual to learn how to control those movements. This treatment has been most helpful in those recovering from post-traumatic stress disorders. * Meditation: is achieved my turning one’s concentration inward and blocking everything surrounding out allowing the individual to obtain a sort of peace from blocking out stressors. Meditation has been successful in helping symptoms of anxiety such as high blood pressure, pain, and in some cases, viral infecti ons (due to having a weaker immune system as a side effect of constant stress and anxiety). * Hypnosis: individuals a guided by a hypnotist, who lulls the individual into a sleep like trance, similar to meditation. In this trance the subconscious takes over and individuals can sometimes be directed to act in unusual ways, experience unusual sensations, remember seemingly forgotten events, or forget remembered events. This method is helpful with post-traumatic stress disorder victims who are suffering from amnesia and are unable to recall the traumatic event in order to come to terms with what happened and learn how to recover from it. In conclusion, post-traumatic stress disorder is a disorder that is caused by a traumatic, life changing event such as being raped, in a car accident, combat, or witnessing someone else’s traumatic experience, such as a loved one or a friend, and even witnes sing a violent death. The most effective treatment option for post-traumatic stress disorder as per the Cognitive model of abnormality is cognitive therapy in which â€Å"â€Å"therapists help clients recognize the negative thoughts, biased interpretations, and errors in logic that dominate their thinking† (Comer, 2011). I hope that with my thorough evaluation of the origin, causes, symptoms, and treatments of post-traumatic stress disorder, I am able to help Roger overcome the symptoms that he is experiencing from his post-traumatic stress disorder and assist him with his therapy so that he can return back to a normal life. References Comer, R. J. (2011). Fundamentals of abnormal psychology (6th ed.). New York, NY: Worth. Faces of Abnormal Psychology Interactive. (2007). Post-Traumatic Stress Disorder McGraw-Hill Higher Education Web Site, retrieved on February 2, 2013, from http://www.mhhe.com/socscience/psychology/faces/# The effect of PTSD and combat level on Vietnam veterans perceptions of child behavior and marital adjustment. (2006, Febraury). Journal of Clinical Psychology, 51(1), 4-12.

September 11 and the Death of Moral Judgment :: September 11 Terrorism Essays

September 11 and the Death of Moral Judgment The nation is in crisis: a national security crisis and a crisis of moral judgment. What is the right thing to do? People disagree. Then comes the big mistake: observing disagreement, people conclude that there is no right answer, no way to make a judgment. Worse, they conclude that to judge is arrogant and dangerous, so that in an odd twist, the only thing that appears to be morally irresponsible is the attempt to make a morally responsible judgment. On the contrary, abdicating judgment is the problem. Democracy itself is based on the notion that reasonable people will disagree and that it is possible to make judgments about our disagreements - not that there is necessarily one right answer; there may be several partially right answers. But there are certainly some wrong answers and better and worse judgments about them. So, how do we judge? First, we can think clearly about the words we use. Second, we can stop looking for pure good or pure evil; innocence and guilt are not found in pure forms in the real world. Third, we can learn to distinguish among kinds and degrees of evils (And there are plenty of kinds: cruelty, neglect, exploitation, etc.) To illustrate: "One man's terrorist is another man's freedom fighter." Many people fighting for very different causes call themselves "freedom fighters." But they usually let us know what they mean. Osama bin Laden's statements tell us that his goal is to free the Muslim world of infidels and their influence. He seeks freedom to establish theocratic regimes that would suppress women, as well as religious and political dissidents. We can argue about whether or not this is "freedom" in any meaningful sense, but the important thing is to be clear about what he means. For the sake of argument, let us say that he is a freedom fighter. Martin Luther King was a freedom fighter. Mahatma Gandhi was a freedom fighter. Neither could be called "terrorist" by any stretch of the imagination. They renounced violence as a means. Osama Bin Laden, on the other hand, embraces a strategy of targeting civilians in order to terrify and intimidate the population, undermine opposing governments, and achieve his political aims. Whether he is a freedom fighter or not, he is a te rrorist. "The enemy of my enemy is my friend" This is an important practical principle, but it is not a moral principle.

Drama Evaluation

I think, although there were still a few mistakes, that my groups' (made up of; Liegha, Charlotte, Max, Robert, Katie, Claire and myself) performance went quite well. Rehersals at the beginning of this term were horrible, with group arguing and not listening to eachother, but after a few weeks we began to pick it up with better communicational skills and having different people in charge (director) really helped with decision making and getting everyone to listen to different ideas.MY personal rehersals worked really well, I managed to learn most of my lines within a few weeks, which gave me more time to practise my staging positions and interaction with the other characters on stage, although I don't feel this showed in my perfomance. My weakest scene would have been the ‘Lancelot and Guineverre' scene, where Max and I were lead characters. I think due to the fact that all eyes were on us, as we were very close together, gave me slight ‘stage-frieght' as my movement was quite stiff, unlike in rehersals.I forgot most of the stage directions we, as a group, decided to use, to make the scene more ‘slap-stick comemdy' for the year 6's. Although I feel my vocal skills were my strongest skills for the scene; I sounded more like a queen/princess then a normal teenager, I articulated so that audience members could understand me, and I think I projected my voice quite loudly. Our ‘Booties' scene came over quite effectively, with everyone looking realistly hypnotized.Katie, our Leader, came off really strong and wise and Claire, our McConnamal, came off really well in the fact that she was trying to trick poor Liegha, Someone, into handing over all her money. All the Booties remember their lines, on time, so we were close to ‘in sync' with eachover, which made the hypnotizism even more believeable. I think since the performance we have improved this scene, in the fact that we've got alot of energy for our new song ‘Money, Money, Money ' which could engage the audience with them swaying and enjoying the music.All in all, I think that our performance went great, not perfect, but really, really well. As a group I feel we communicated well, engaged the audience in a few scenes, and mangaged to make as few mistakes as posseible. As an indivual actor, I feel I can make alot of improvements to my serperate parts and to the whole group together, and to be honest it was alot of fun. CaraMay x

End of Life Ethical Issues Essay

In this workshop activity, you are required to investigate and report on ONE ethical principle as it is demonstrated in a case study situation, then review and assess the reports prepared by your fellow students.Read the case studies below and decide which ethical principles are involved in each situation: (a) describe the principle  Principle of Respect for Autonomy The Webster dictionary (2002) defines Autonomy as â€Å"personal rule of the self that is free from both controlling interferences by others and from personal limitations that prevent meaningful choice.† And in keeping with this definition we, as registered nurses, must respect the right for individuals to act intentionally, with understanding, and without controlling influences to their free will. (b) explain how it applies in the case study situation  The difficulties, and moral dilemma’s, that are encountered in making â€Å"end of life† verves â€Å"quality of life† decisions involved in situations like Edward Biltons should always be related to the principal of respect for autonomy, when the patient has competently made their own choices. The ICU nursing staff and Mr Bilton’s parents need to accept and acknowledge that Edward has made his own choices based on his own values and belief systems. As health care professionals that will experience similar situations to this, it is important to not have own morals and beliefs influence our patients’ decisions about their care. In the health care environment, an individuals’ autonomy is applied through obtaining informed consent. It could be argued that he has not formally withdrawn consent for treatment as he is unable to communicate at this stage, but his living will sets out that in the event of an accident he does not wish to be artificially kept alive should he be fully dependent and disabled . Clearly this dependence and disability is evident in the fact that despite he should regain consciousness, he will be severely neurologically impaired. (c) offer your perspective on or resolution of the dilemma. You need to rationalise your perspective using the ethical principles and practices you have researched  With this scenario, other people must afford Edward the respect he deserves, give him the means to exercise his will, and not contradict his previously made decisions pertaining to his autonomy. The principle of respect for autonomy indicates that individuals’ should be allowed to freely make their own decisions in relation to the health care they receive. We grant this freedom of autonomy to our patients when they can give their consent to, or refusal from, treatment whilst in our health care facility and this same respect for their autonomy should be afforded in situations like Edward Biltons. In this situation Edward Bilton has previously and in sound mind made a decision of his future in certain circumstances.

How to Write a College Essay That Shares Your Passion

How to Write a College Essay That Shares Your Passion When coaching my college essay clients on how to write a college essay, I always tell them to talk about their real passion and to tell their real story – not to talk about what they think other people want them to talk about. In that vein, today, I’d like to share three of my favorite things with you. One is a recipe, one is a book, and one is a blender. They are all related. And they have little to do with job search or LinkedIn, but they have everything to do with commitment and passion. You could say this is what I might write about for a supplemental college essay, if I were writing one. One of the things that is most important to me in my life, besides writing and personal growth, is health and wellness. I’ve written articles that include kale references, and I blogged on July 17th about the value of regular exercise for productivity. What I put into my body is extremely important to me, and I’ve recently been excited by a book I stumbled across: Zero Belly Smoothies It was love at first sight, and have spent many a Saturday afternoon trying out the recipes that grace its pages. The book, which is now my smoothie bible, has not left its spot next to my Blendtec blender since I started my craze. Chocolate Decadence You might not know this, but smoothies are one of the best ways to get nutrients into your system – they make a great breakfast and are also the perfect replenishment after a workout. I drink them for both occasions! The best thing is that they can be both healthy and delicious. Did you know that you can put black beans, avocado, and banana in a smoothie and make it taste like a rich dessert, while getting 25g of protein? I didn’t, until a few weeks ago. And my life has been transformed. To share my joy over the above-mentioned potion, I’m giving it to you here. You can find this delectable recipe and more at Zero Belly Smoothie Recipes for Breakfast, Lunch and Dessert. RECIPE: Chocolate Decadence Smoothie 1/2 banana (preferably peeled and frozen) 1/4 ripe avocado, peeled, pitted, and quartered 1/4 cup black beans 1/2 cup unsweetened almond milk 1/4 cup chocolate plant-based protein powder 6 ice cubes Water to blend (optional) 300 calories, 9 g fat, 34 g carb, 11 g fiber, 9 g sugar, 25 g protein I also particularly like Zero Belly’s Velvety Elvis smoothie, which includes banana, spirulina, and almond butter. What a treat – and it looks like the ocean! But I can’t find it on the internet and dare not violate any copyrights. Plus I really think everyone with any interest in smoothie creations must buy the book. Of course, you’ll need a blender to do these recipes justice. Whole food smoothies, sadly, cannot be made by hand. Not a Blender Fan? You might be lamenting, â€Å"My blender smells like rubber anytime I make it work hard.† Or, â€Å"My blender is so hard to clean!† or â€Å"My blender leaves big chunks of food in my drink. ‘Smooth’ is the last word I’d use to describe the sludge my blender produces.† Or you might be saying mournfully, â€Å"I have an awesome blender I paid hundreds of dollars for and it’s sitting there on my kitchen counter, next to my unused juicer. I’ve given up.† If you have a Vitamix or Blendtec blender and it’s wasting away unutilized, it’s time to dust it off and get it cranking! If you have any other type of blender, and you are inspired to get serious about smoothies, it’s worth investing in a good one†¦ either a Vitamix or Blendtec. In my opinion, Blendtecs are the better value. I’ve had mine for years and love it more every day. Another advantage of smoothies is that you can freeze them and have your supply ready for the week; and if you’re on the go, they make a quick 1-minute meal. (I’m not a fan of savory â€Å"lunch† or â€Å"dinner† smoothies, but give those a try if you’re curious.) One of my favorite tricks is how to bring a smoothie onto an airplane (it starts as powder and turns into a nutrition-packed meal)! If you travel for work, bringing â€Å"smoothie packs† along with you is a great way to stay healthy while on the road. Ask me if you want to know more about that. Not Really a College Essay So I didn’t really write a college-essay-worthy essay here, since I would never want any student to give advice in a college application. But have I gotten my excitement across – and provided some insight on how to write a unique college essay? I hope so, and if I’ve transmitted any of that excitement to you, I’d be happy to share more of my favorite recipes privately. They might just change your life too. And if you want more advice on how to write a college essay, check out my article,  How to Write a Great College Application Essay: 2017-18 Common App Prompts, or check out my college admissions services  and work with me one-on-one.

Whats an Unweighted GPA How to Calculate It

What's an Unweighted GPA How to Calculate It SAT / ACT Prep Online Guides and Tips Many high schools record your academic performance using unweighted GPA. But what does your unweighted GPA mean in the eyes of colleges? And how can you calculate it yourself? In this article, I’ll tell you what an unweighted GPA is, how to interpret it, and how to calculate it based on your letter grades. What Is an Unweighted GPA? Unweighted GPA is the most common way to measure academic performance in high school.Unweighted GPAs are measured on a scale of 0 to 4.0 and do not take the difficulty of your courses into account.This means that an A in an AP class and an A in a low-level class will both translate into 4.0s.A student who takes all honors and AP classes and earns all As and a couple Bs will have a lower unweighted GPA than a student who takes all low-level classes and earns all As. This may seem incredibly unfair, but it’s not as simple as that when it comes to college admissions.Colleges are aware that the numbers often tell a skewed story in the case of unweighted GPAs, and they will investigate further to see whether unweighted GPA is truly an accurate reflection of a student’s academic potential. Unweighted GPA is where the idea of a 4.0 as the gold standard of GPA comes from, but as we’ll see in the next section, this isn't always the most accurate achievement benchmark. What Does Your Unweighted GPA Mean? Will Colleges Use It? There’s a lot of advice out there about unweighted GPAs because the unweighted scale is the most commonly used GPA scale. However,all of this advice is contingent on the difficulty of your classes. Colleges won’t be nearly as impressed by your 4.0 if it was earned in low-level courses. Though it may be difficult to make the switch, you should try to move up a level in your classes if you’re doing very well.Even if your unweighted GPA goes down slightly, you’ll ultimately be doing yourself a favor in the college application process. Colleges are interested in your GPA, but they also look further into how you earned it. Don’t expect to game the system by taking easy classes and getting As. If your high school uses solely unweighted GPA, this may result in your class rank being lower than someone who takes easier courses than you. You shouldn’t worry too much about this.Again, you’re more likely to get into a good college with a slightly lower unweighted GPA that was earned in high-level classes than with a high unweighted GPA that was earned in low-level classes. Your A+ in gym won't give you a competitive edge in college admissions. Then again, maybe I'm just bitter because I always sat in the back of the court during dodgeball and pretended to be out so that I wouldn't have to embarrass myself by attempting to throw anything. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How Is Unweighted GPA Calculated? Unweighted GPA is simple to calculate because only your grades matter, not the levels of your classes.Here is a chart that shows how each letter grade translates into unweighted GPA. Letter Grade Unweighted GPA A+ 4.0 A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0 With this in mind, I’ll go through how to calculate unweighted GPA with an example. Let’s say you’re towards the end of your sophomore year in high school, so you’ve completed 3 semesters so far.In each semester, you took five core classes, which are the classes we'll use in calculating your GPA. Here are some charts of hypotehtical grades for each semester: First Semester Freshman Year Class Letter Grade Unweighted GPA 1 B 3.0 2 B 3.0 3 B+ 3.3 4 B+ 3.3 5 A- 3.7 Your unweighted GPA for this semester would be an average of the five values in the last column. This gives you a 3.3 so far. Now, let's do the second semester. This time, we'll say that your grades increased slightly. Second Semester Freshman Year Class Letter Grade Unweighted GPA 1 B 3.0 2 B+ 3.3 3 B+ 3.3 4 A- 3.7 5 A- 3.7 Your GPA for this semester would be a3.4 based on an average of the values in the last column. Finally, let’s calculate GPA for the first semester of sophomore year assuming your grades increased slightly once again. First Semester Sophomore Year Class Letter Grade Unweighted GPA 1 B+ 3.3 2 B+ 3.3 3 A- 3.7 4 A- 3.7 5 A- 3.7 Your average unweighted GPA for this semester would be a 3.5.Now we can calculate your overall GPA by averaging the three GPAs from each semester. Semester Unweighted GPA First - Freshman 3.3 Second - Freshman 3.4 First - Sophomore 3.5 Cumulative 3.4 Note that this method of averaging semester GPAs only works if you took the same number of classes every semester. If you didn't, it's best to just translate all of your grades so far into unweighted GPAs, add them up, and divide by the total number of classes you've taken. If your school gets more specific with its GPAs for different grades (for example, a 90 average in a class would translate into a lower GPA than a 92 average even though they’re both A-s), look at this more detailed conversion chart to get a more accurate result. Conclusion The unweighted GPA is GPA in its purest form: it only considers your grades and not the levels of your classes. It’s important to keep things in perspective when assessing your unweighted GPA because colleges will be able to tell whether you earned it in difficult classes or not.Having a 4.0 unweighted GPA doesn’t automatically mean you’ll get your pick of top colleges. You need to challenge yourself academically in AP and Honors classes so you can rise above the crowd. Unweighted GPA is relatively easy to calculate because you don’t have to account for the levels of your classes. If you want to figure out your unweighted GPA, just consult the conversion chart in this article to translate your grades into the appropriate numerical values. What's Next? Now that you know all about unweighted GPA, you may be wondering whether colleges place more emphasis on unweighted or weighted GPA statistics in the admissions process. Learn more about which GPA measurement will be most important for college. You should also check out this article on what constitutes a good or bad GPA for college admissionsif you're not sure whether your GPA is high enough for your college goals. With unweighted GPA, it can be difficult to figure out whether your course load is advanced enough for selective colleges. Read this article to find out what constitutes a rigorous course load in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Europe in crisi.Does the crisi create opportunities for the country of Research Paper

Europe in crisi.Does the crisi create opportunities for the country of Ballkan region, specially for Albania - Research Paper Example The fall in the economy of Europe has also affected the economic conditions of the countries of Baltic region especially Albania and the GDP values of these countries have decreased. This report deals with the economy crisis in Europe that is perhaps the most important issue of today’s world. As we know that crisis is an unsteady situation in which too much problem or difficulty is being faced. It is the most crucial or most vital turning point that can lead to many changes. When any crisis takes place then there are chances for the improvement as well. It cannot be said that a crisis can never get resolved. In this paper we are dealing with the economy crisis that has taken place in the European countries in the current time period. This is currently the most thrilling issue that is under discussion everywhere. This crisis has many impacts not only over the European countries but also to many other countries of the globe. This global impact is because the economy of Europe is very powerful economy and there are many countries that used to invest in European countries so these countries are definitely being affected due to this economy crisis. The main is sue that we have to discuss in this paper is the economy crisis in European countries and its affects over the countries of Balkan region. We have especially discussed the affect over Albania. This paper thoroughly discusses that does this crisis providing any opportunities to the economy of countries of Balkan region or not? As Europe is having one of the biggest economies of the world and the economy crisis in Europe is threatening the economic conditions of many other countries of the world. With the economy crisis in Europe the economy of Baltic countries has also decreased which shows that threat to the economy of Europe is also a threat to the economy of Baltic region countries. (Financial crisis

Hispanic American Diversity College Essay Example | Topics and Well Written Essays - 1500 words

Hispanic American Diversity College - Essay Example All the four groups uphold rich cultural identities even if they are clustered in a similar domain on the platform of language popularly referred to as Hispanic Americans. These groups share Spanish language although they have distinct dialects with a phonetically varied composition of similar words that are spelled and pronounced the have having exhibiting different meanings. For instance, sopa means soup in some countries, whereas meaning soap in different countries. The Mexican American language is composed of both Spanish and English, which has been colloquially branded as Spanglish. On the political perspective the Mexican Americans have been very proactive especially in mooting and championing the Mexican American Civil Rights movement that was enhanced and frontiered by Mendoza V Reies lopez Tijerina. They have been impeccable in agitating for the land grants through the words of Rodolfo 'Corky' Gonzales who derives the implicit behind Chicano through his apocalyptic poem; I am Joaquin, embraces Cesar Chavez and the farm workers. The movement is known as Mendoza, V. "The Mexican American Civil Rights Movement" which advocates for myriad issues across the board. This ranges from enactment of land grants, rights to farm workers, comprehensive education systems and also have been vocal in agitating for the political and voting rights. The social context ingrained in the consciousnes... According to Huntington, numbers reported from the National Latino Political Survey, conducted at towards the end of 1980 indicated that only 90 percent of Mexican Americans of any generation don't go beyond high school. The survey also indicates that only four percent of the fourth generation attained the baccalaureate; 40 percent of the entire generation fails to obtain the high diploma, while only 10 percent of the fourth generation went beyond high school. However the Mexican immigrants to American have experienced monumental resistance in trying to gear forth for their absorption from the immigrant status into the mainstream social class. In regard to the discriminatory and poor educational systems that they were offered, the Mexican Americans find it had to get incorporated into the American mainstream lifestyle. Economically, Mexican Americans are getting on fairly in respect to the predominant Mexican American Civil rights movement that they agitated before. However fair competition, substantial wages and holistic benefits remain a dream come true for the Mexican Americans The families in the Mexican American setup are especially centered on the grandparents with a keen attention on the grandmother. They are rather staple when it comes to family. In the traditional aspect Grandmothers have been known in feeding and healing of patients. They also knew stories foods and stuff and even language. American Christmas traditions are copied from their traditions. This includes the traditional Mexican posada, a house to house celebration of song and food that replicates. Puerto Ricans. The Puerto Ricans language is primarily Spanish. According to the research findings the Puerto

Training and Development Task 1 Essay Example | Topics and Well Written Essays - 2000 words

Training and Development Task 1 - Essay Example irectly, there are safety precautions that must be in place, and observed with utmost care as demanded by most of the occupational health and safety regulations (Brumitt & Human Kinetics (Organization), 2010). In many industries, people have succumbed injuries caused by poor human resource management. Professionalism, besides safety management is a crucial consideration as far as managing human input is concerned. Employees should be adequately equipped with the appropriate skills required in various production areas, which calls for sufficient implementation of training and talent development measures. The proper establishment of favorable working conditions is also important to this pursuit – management of human resource in the residential roofing installation company. When the employees are safe and enhanced professionally, they would eventually attain the highest performance ratios (Landy & Conte, 2010). To initiate the training and development programs successfully, a needs assessment should be conducted effectively. The management should conduct the systematic process of addressing and determining the needs emanating from the current and desired conditions. To identify the need appropriately, the measurement of the wanted (future) conditions as well as the current conditions is imperative. This would help notify the needs of the operational situations that need to be tackled in the process of human resource management. Numerous requirements are needed to curb the challenges faced by the company to ensure employees are safe and well cared for during their operations such as the use of safety tools besides training. Conducting the needs assessment, prior to training, helps the company in many ways. For instance, it enables the company to identify the prospective needs for the production process. The needs assessment procedures also establish the nature and causes of needs experience d by the company. Lastly, by the realization of the needs, their causes and

What Subject Do I Like Best Essay Example for Free

What Subject Do I Like Best Essay In school, of all the classes I have to take, I like P.E. most. Why? There are three simple reasons why I love it: there is no homework, it helps me stay healthy, and last, it is quite relaxing to learn. First, the homework part, for me, it’s a dream comes true when there’s no homework for me to do. I am kind of obsessed with homework. I open my eyes thinking about homework, I eat thinking about homework, I even take a bath thinking about homework. So it’d be nice to have at least one subject that doesn’t require my thinking about homework. And that’s the first reason why I like physical education. Second, about the true value of this subject, it helps us me stay strong. Obviously, P.E. helps us improving our health. Students are very careless about their own good by doing things that harm them in the way that they don’t know, such as: sitting in front of the computers for hours, watching television for much too long, and many more. Those are the habits that are quite hard for children to change. And that’s when P.E. comes into place. It make us do workouts, prevent us from getting out of shape and of course, no one wants to be fat because of one simple reason: you won’t look attractive to other people and maybe that special someone is one of those â€Å"people†. And last but not least, there’s absolutely no pressure learning this subject. You don’t have to pay much attention when studying. There’s almost nothing too complicated about P.E. compare to other classes like Math, Physics, Chemistry†¦ and so that’s the last reason I like this.

Why Buddhism Appeal to Me :: essays research papers

One of the reasons why I took the course of for religion this semester is to perhaps come closer with my God again. After growing up in an Episcopalian household, it seemed that Christianity was the only accepted religion. I was very much encouraged by my parents, family, and society to say my prayers, attend Sunday school and church services, and be involved in the youth groups within my church. Religion, in some way, became a tedious event for me, and I slowly lost interest in church and Christianity as a whole. As I got older and began making my own decisions, it seemed religion’s importance in my life waxed and waned, and I never completely gained my excitement back--in all honesty, I was bored and I needed something new to try. With the intentions of learning something new (not to convert,) it was then that I began to research Buddhism and its practices.   Ã‚  Ã‚  Ã‚  Ã‚  Although I had read about many other religions from Taoism to Mormonism, it was Buddhism and its core ideals and beliefs that appealed to me most intensely. Buddhism (which has many roots of Hinduism) began more than 2,500 years ago by an Indian Prince named Siddhartha Gautama. Siddhartha became dissatisfied with the beliefs of the Hindu religion and sought to find the peace of mind he wanted; Siddhartha left his home and went to search of inner peace. Through much meditation under a Bo tree, he became Buddha, or â€Å"The Enlightened One,† and could then enter nirvana, the Buddhist place for eternal bliss. Buddha didn’t believe in the idea of a soul, but he did believe that there was something eternal in people, and that they cannot be born again, but rather be alive partially in all living things. He called this eternal part of humans karma. Karma is the sum of one’s good and bad deeds, as in the Jainist religion. Karma determines what a per son will come back as in the next life. The idea of karma was the most appealing to me, because it causes one to be cautious of their actions and instills the idea of â€Å"what comes around, goes around.†   Ã‚  Ã‚  Ã‚  Ã‚  From the beginning of human life, humans have been fighting with each other for what it was that they desired. Peace was destroyed because people were fighting for something they wanted, and most wars broke out because people were fighting for land, etc.

Education and Girls Essay

This strategy is a first step to get us back on track. It acknowledges that we all need to do substantially more to help girls get into school. It reminds us of the value of education for lifting nations out of instability and providing a more promising future to their people. And regardless of whether they live in a wealthy or poor country, nothing has as much impact on a child’s future wellbeing as their mother’s level of education. We do not need complex international negotiations to help solve the problem of education. We just need to listen to governments, local communities, children, parents and teachers who know what challenges remain. And we need to provide them with enough funding to put their ideas on education into practice. To this end, we plan to spend at least ? 1. 4 billion over the next three years. This money will provide additional support to governments and more resources to strengthen international efforts to coordinate action on girls’ education. The example set by countries like Malawi, where the Minister for Education announced free schooling and immediately increased enrolment rates, shows just what can be achieved when there is a clearly defined plan of action and enough political will to implement it. In 2005, the UK will hold the Presidencies of the G8 and the EU. We will use our leadership role to make achieving gender parity in education a priority for the international community. iii Girls’ education: towards a better future for all As Meda Wagtole’s words make clear, keeping our promise on girls’ education will not just give girls better prospects; it holds the key to giving their families, communities and countries a better future as well. Rt Hon Hilary Benn, MP iv Contents Foreword iii Summary 1 1. Introduction 2 Education matters 2. Education is a right – but it is still beyond the reach of many 3 A timely strategy 4 What prevents girls from getting a quality education? 6 Educating girls is costly for families 7 Girls may face a poor and hostile school environment 9 2. Women have a weak position in society Conflict hurts girls most Tackling girls’ education on the ground 12 12 Making girls’ education affordable 15 Making schools work for all girls 17 Charities, religious and other voluntary organisations are good for girls 18 Supporting policies that work 19 Focusing international efforts on girls’ education. 21 More resources are needed 21 Donor actions in support of country-led development 22 International organisations need to work together for girls’ education 23 Civil society’s role in building global momentum and local support 5. 11 Political leadership and empowerment of women matter 4. 11 Tackling social exclusion 3. 10 24 Towards a better future for all 27 Annexes 29 Endnotes 33 v vi Summary There are still 58 million girls worldwide who are not in school. The majority of these girls live in subSaharan Africa and South and West Asia. A girl growing up in a poor family in sub-Saharan Africa has less than a one-in-four chance of getting a secondary education. The Millennium Development Goal (MDG) to get as many girls as boys into primary and secondary school by 2005 is likely to be missed in more than 75 countries. We need to make much better progress. There is growing international commitment and consensus on what can be done to improve girls’ education. This strategy sets out the action DFID will take and the leadership we will provide, with others in the international community, to ensure equality of education between men and women, boys and girls. †¢ We will work to narrow the financing gap for education. Over the next three years, DFID plans to spend more than ? 1. 4 billion of aid on education. †¢ We will work with the United Nations Children’s Fund (UNICEF) to strengthen its capacity to co-ordinate action on girls’ education. †¢ We will use the UK’s Presidencies of the G8 and EU and our role as co-chair of the Fast-Track Initiative (FTI) to push gender equality in education up the political agenda. †¢ We will support the efforts of governments in developing countries to produce plans that prioritise girls’ education. This will include providing financial help to those wanting to remove school fees. †¢ We will work with our development partners to increase educational opportunities for girls; civil society will be a key partner in this work. †¢ We will increase our efforts to promote awareness within the UK of girls’ education in poor countries. Educating girls helps to make communities and societies healthier, wealthier and safer, and can also help to reduce child deaths, improve maternal health and tackle the spread of HIV and AIDS. It underpins the achievement of all the other MDGs. That is why the target date was set as 2005. That is also why in 2000, at the Dakar Conference, donors promised that every country with a sound education plan would get the resources it needed to implement it. Progress has been hampered by a number of factors: a lack of international political leadership, a global funding gap of an estimated $5. 6 billion a year for education, a lack of plans and capacity within national education systems to improve the access to and quality of schooling for girls, and locally many poor families who simply cannot afford to send their children to school. This paper marks a new phase in the UK’s support to girls’ education. Now is the time to act. 1 1 Chapter One Introduction Education matters In September 2000, 188 heads of state from around the world signed the Millennium Declaration and established the Millennium Development Goals (MDGs). While most goals aim to achieve significant progress in development by 2015, one goal was to be achieved by 2005 – gender parity in primary and secondary education. But, more than 75 countries are likely to miss this goal. We are falling well short of our promise. Women are at the heart of most societies. Regardless of whether they are working or not, mothers are very influential people in children’s lives. Educating girls is one of the most important investments that any country can make in its own future. Education has a profound effect on girls’ and women’s ability to claim other rights and achieve status in society, such as economic independence and political representation. As the following examples demonstrate, having an education can make an enormous difference to a woman’s chances of finding well-paid work, raising a healthy family and preventing the spread of diseases such as HIV and AIDS. †¢ †¢ 2 An educated woman is 50 per cent more likely to have her children immunised against childhood diseases. 3 †¢ †¢ An infant born to an educated woman is much more likely to survive until adulthood. In Africa, children of mothers who receive five years of primary education are 40 per cent more likely to live beyond age five. 2 †¢ A South African girl at her high school graduation. ( © Giacomo Pirozzi/Panos) Women with at least a basic education are much less likely to be poor. Providing girls with one extra year of schooling beyond the average can boost their eventual  wages by 10 to 20 per cent. 1 If we had reached the gender parity goal by 2005, more than 1 million childhood deaths could have been averted. 4 For every boy newly infected with HIV in Africa, there are between three and six girls newly infected. Yet, in high-prevalence areas such as Swaziland, two-thirds of teenage girls in school are free from HIV, while two-thirds of out-of-school girls are HIV positive. In Uganda, children who have been to secondary school are four times less likely to become HIV positive. 5 Introduction. Education is a right – but it is still beyond the reach of many For all these reasons, girls’ education has long been recognised as a human right. Past international commitments include addressing gender equality within the education system, the first step to eliminating all forms of discrimination against women (see Annex 2). This right to education is denied to 58 million girls, and a further 45 million boys, even at the primary school level. 6 More than 75 countries are likely to miss the 2005 MDG target for gender parity in primary and secondary enrolments. 7 One-third of these countries are in sub-Saharan Africa. On current trends, more than 40 per cent of all countries with data are at risk of not achieving gender parity at primary, secondary or both levels of education even by 2015. Figure 1. 1: Prospects for gender parity in primary enrolments Progress towards the target Gender parity in primary enrolments At risk of not achieving by 2015 Likely to achieve by 2015 Likely to achieve by 2005 Achieved in 2000 (20) (14) (13) (78) Source: Education for All Global Monitoring Report 2003-04. Grey shading indicates lack of data. These figures hide significant variation across continents, across countries, and across communities. †¢ There are 23 million8 girls out of school in sub-Saharan Africa, distributed across more than 40 countries. A further 22 million out-of-school girls are in South and West Asia, yet the majority of these are concentrated in just two countries: India and Pakistan. †¢ In Niger, less than one-third of all school-aged girls are enrolled in primary school. By contrast, in Rwanda more than four out of every five girls are enrolled in primary school. †¢ In Mali, the proportion of girls enrolled in primary school is around six  times higher in the city of Bamako than in the more remote areas of Mali. 3 1 Girls’ education: towards a better future for all There is an alarming difference between the numbers of girls attending primary and secondary school. The vast majority of school-aged girls in sub-Saharan Africa are not enrolled in secondary school, because the relatively high costs of secondary education are acting as a major disincentive for poorer parents. In Pakistan, the gross enrolment rate for girls in secondary education is 19 per cent. 9 In Niger, Tanzania and Chad it is only five per cent. There are exceptions to the rule, but generally in countries where girls fare poorly in primary education compared with boys, they do even worse in secondary education, as illustrated by the graph in Annex 3. Nevertheless, countries are making progress, sometimes dramatically so. †¢ In Bangladesh, equal numbers of girls and boys now enter secondary school. In 1990, there were only half as many girls as boys in secondary education. †¢ Nepal has nearly nine girls for every ten boys enrolled in primary school, compared with seven girls for every ten boys in 1990. †¢ In Kenya, over 1 million extra children have enrolled in primary school since the removal of school user fees in 2003. A timely strategy This paper is a first step to identifying – and implementing – the actions that will allow us collectively to keep the promises we made. 10 It serves as a reminder for us to speed up the work we are doing in education. Examples of our work in education include: †¢ Supporting education in Nigeria where there are 7. 3 million children of primary age out of school, of whom 62 per cent are girls. 11 The federal Ministry of Education in Nigeria is implementing an education programme with support from UNICEF and DFID to achieve gender parity and universal basic education. DFID is providing a ? 26 million grant, which will directly benefit girls as well as boys in six northern states. †¢ Allocating ? 10. 8 million to the government of Kenya initiative SPRED III (Strengthening of Primary Education), which aims to reduce the burden of the cost of primary education on parents. In the first year of this programme, enrolments increased from 5. 9 million to over 7 million and are still rising. Listening to local people has been an invaluable way of identifying the main constraints that keep girls from entering school, remaining in school, and learning effectively. Our country experience is also providing us with concrete evidence of how governments are overcoming these challenges. We are using this evidence of what works as the basis for the actions we intend to take to speed up progress on girls’ education. 4 Introduction DFID’s experience in tackling girls’ education is drawn from the 25 priority countries where our work is focused. Our education effort in these countries is aimed at supporting governments to provide education for all, particularly for girls. These 25 countries contain nearly three-quarters of all girls who do not have access to basic education as shown in Figure 1. 2. Global support for development, while on the rise, remains well below what is needed to make achieving the MDGs a reality, particularly in countries that are unable to work towards poverty reduction. International bilateral support for education amounts to about $4 billion a year, with much of this money going towards secondary and university schooling. International support for basic education is less than $1 billion a year – less than $2 a year for every school-aged child in the developing world. We need to do better. And we can do better. Figure 1. 2: Distribution of girls out of school in DFID’s 25 priority countries Outside DFID’s 25 priority countries 28% DFID’s 25 priority countries 72% India Rwanda Lesotho Cambodia Malawi Zimbabwe Zambia Vietnam South Africa Nepal Mozambique Ghana DRC, Nigeria, Sierra Leone, Uganda (separate data not available) Kenya Indonesia Bangladesh Pakistan Sudan United Republic of Tanzania Afghanistan China Ethiopia 5 2 Chapter Two. What prevents girls from getting a quality education? In many countries and communities in both the developed and the developing world, parents can take it for granted that their daughters receive a quality education. Yet in many other places around the world, providing every child with an education appears to be beyond reach. There are five main challenges we identify that make it difficult for girls to access education. These include: †¢ the cost of education – ensuring that communities, parents and children can afford schooling; †¢ poor school environments – ensuring that girls have access to a safe school environment; †¢ the weak position of women in society – ensuring that society and parents value the education of girls; †¢ conflict – ensuring that children who are excluded due to conflict have access to schooling; and †¢ social exclusion – ensuring girls are not disadvantaged on the basis of caste, ethnicity, religion or disability. These challenges are not exhaustive, but they are recurrent themes in many countries. They constitute additional hurdles girls need to overcome to benefit from quality education. As donors, we need to support countries in meeting these challenges. Ours is a supporting role, not a leading role. And our support works best if it is based on countries’ own national strategies to reduce poverty and make progress in education. In particular we need to support countries to have in place the essential elements of quality education for girls (see Box 2. 1). 6 What prevents girls from getting a quality education? Box 2. 1 Essential elements of quality education for girls †¢ Schools – is a school within a reasonable distance; does it have proper facilities for girls; is it a safe environment and commute; is it free of violence? If not, parents are unlikely to ever send their daughter to school. †¢ Teachers – is there a teacher; are they skilled; do they have appropriate teaching materials? Is it a female teacher? Are there policies to recruit teachers from minority communities? If not, girls may not learn as much at school and drop out. †¢ Students – is she healthy enough; does she feel safe; is she free from the burden of household chores or the need to work to supplement the family income; is there a water source close by? If not, she may never have a chance to go to school. †¢ Families – does she have healthy parents who can support a family; does her family value education for girls; can her family afford the cost of schooling? If not, economic necessity may keep her at home. †¢ Societies – will the family’s and the girl’s standing in the community rise with an education; will new opportunities open up? If not, an education may not be in the family’s interest. †¢ Governments – does the government provide adequate resources to offer sufficient school places; do salaries reach the teachers; do teachers receive quality training; is the government drawing in other agencies to maximise the provision of schooling; is there a clear strategy and budget based on the specific situation faced by girls? If not, the conditions above are unlikely to be fulfilled. †¢ Donors – are donors supporting governments to provide adequate resources; do donors contribute to analysing and addressing the challenges girls face; are donors conscious of local customs and traditions; are donors prioritising the countries’ needs rather than their own agendas or existing programmes? If not, governments may simply not be in a position to provide a reasonable chance for all girls to get a quality education. Educating girls is costly for families. The education of girls is seen as economically and socially costly to parents. Costs come in four forms: tuition fees and other direct school fees; indirect fees (such as PTA fees, teachers’ levies and fees for school construction and building); indirect costs (such as transportation and uniforms); and opportunity costs (such as lost household or paid labour). These costs have a significant impact on whether and which children are educated. 7 2 Girls’ education: towards a better future for all. Educating girls can incur extra direct costs, such as special transport or chaperones for safety and ‘decency’. The price of attending school for the 211 million economically active children may be the family losing vital income. 12 An education may actually reduce girls’ marriage prospects and raise dowry payments to unaffordable levels. Investing in sons, rather than daughters, is perceived as bringing higher financial returns for families as boys are more likely to find work and be paid a higher salary. The high cost of education is the biggest deterrent to families educating their daughters. Many of the countries DFID prioritises for support have removed tuition fees or are working towards their removal. For example, there are no tuition fees in our Asia priority countries except Pakistan, and a number of Africa priority countries have recently removed school fees. In Africa, school fee removal has led to a dramatic increase in enrolments. A girl does her homework on the blackboard painted on the wall of her house in Ghana. Her older sister, with baby on her back, checks her exercise book. ( © Sven Torfinn/Panos) But it has also increased the cost of education for governments. For example, in Uganda, it is projected that there will be a 58 per cent increase in the total number of primary school students between 2002 and 2015, requiring more than double the number of teachers. Given that teachers’ salaries are the single biggest cost in education budgets, this represents a high burden. Most governments have increased both their education budget and the share that is allocated to primary education to finance these extra costs. But the challenge remains to find enough money to sustain an education of sufficient quality – while simultaneously reducing other costs that prevent children from poor families, especially girls, from enrolling. 8 What prevents girls from getting a quality education? Box 2. 2 AIDS – making the household economics worse Girls are often the first to be taken out of school to provide care for sick family members or to take responsibility for siblings when death or illness strike. 13 A sudden increase in poverty, which accompanies AIDS in the household, undermines the ability to afford school. The fear of infection through abuse or exploitation in or on the way to school particularly affects girls and may reduce attendance. Orphans seem to be at greater risk of exploitation. In the worst cases, girls may resort to prostitution to provide for themselves and the family. In Zambia, the majority of child prostitutes are orphans, as are the majority of street children in Lusaka. 14 Programmes of support are often not targeted to these most vulnerable groups. Girls may face a poor and hostile school environment A school environment that may be acceptable to boys may be hostile to girls. The physical and sexual violence against women that is common in many societies is reflected in the school environment in a number of countries. Physical abuse and abduction are not only a major violation of girls’ basic human rights, they also present a major practical constraint in getting to school. Parents feel a duty to protect their daughters and may decide to keep them at home if they feel the school is too far away. Violence against girls and women has been identified as a key barrier to girls’ education in many DFID programmes. In South Africa, DFID supports Soul City, an educational television soap opera that raises public awareness of violence against girls and women. Within developing countries, better recruitment procedures and working conditions need to be adopted to help increase the number of women teachers, who often become important role models for the young women they teach. Teachers need training to be effective in supporting girls and to intervene when violence is threatened. When teachers themselves perpetrate violence, early response systems need to be implemented to prevent such violence continuing. Alongside training to combat all forms of discrimination in the classroom, there needs to be an effective monitoring and inspection system that engages teachers, especially where there are violations of teacher authority. Governments also need more education officials and teachers who have the knowledge, understanding and status to ensure that girls have access to quality education. 15 Expertise is required to assess the problems and solutions for the education system according to the country context and real need, rather than the trends of the development agencies. 9 2 Girls’ education: towards a better future for all Women have a weak position in society Within communities, girls have to overcome many obstacles before they can realise their right to an education. DFID’s recent partnership with UNICEF to support the federal government of Nigeria will help overcome many of the problems girls have in gaining access to school and remaining there. Before girls can attend school and benefit fully from their education, a number of major social constraints have to be addressed. Girls often have limited control over their futures. Early marriage is a reality for many, where families wish for the social and economic benefits this brings. In Bangladesh and Afghanistan, more than 50 per cent of girls are married by age 18. 16 Adolescent pregnancy almost always results in girls halting their education. Girls are also more likely to drop out of school because of their domestic responsibilities, and are often discriminated against in terms of the quality of the schools they are sent to, and the costs parents are willing to pay for their education. Despite the progress being made, gender equality is likely to take generations to achieve. The UK’s own history illustrates the relationship between women’s position in society and the demands for better education for girls. One reinforces the other, but change comes slowly. Box 2. 3 Progress on gender equality in education in the UK Until the 1960s, many British girls were directed towards the commercial and technical streams in secondary school, and did not acquire qualifications for higher paying employment. Until the mid-1980s, for instance, it was still relatively unusual for girls to do well in or continue studying subjects such as mathematics or science to university level. However, the 1990s saw a sharp rise in girls’ performances at school. This has been linked to a range of factors, including families’ prioritisation of their daughters’ education, a shift in perceptions of gender linked to the women’s movements in the 1960s and 1970s, government policies on comprehensive schools, promoting further education and reform of the exam system and gender equality strategies in local education authorities and schools. Policies such as, areas in schools just for girls, strong anti-bullying and anti-harassment policies, and the promotion of science and mathematics for girls were put in place. In addition, growth in the service sector facilitated demand for girls in the labour market. Currently there is concern about why improved academic performance for girls has not translated into equality in employment opportunities and earning power. 17 10 What prevents girls from getting a quality education? Conflict hurts girls most Girls are particularly vulnerable to abuse and unequal access to schooling in fragile states. States can be fragile for a range of reasons, including conflict, lack of resources and people, high levels of corruption, and political instability. What sets these countries apart is their failure to deliver on the core functions of government, including keeping people safe, managing the economy, and delivering basic services. Violence and disease, as well as illiteracy and economic weakness, are most intensively concentrated in these areas. Of the 104 million children not in primary school globally, an estimated 37 million of them live in fragile states. Many of these children are girls. 18 Girls’ absence from school may be due to fears of violence or due to the reliance on their role as carers in the family. In Rwanda, for example, it is estimated that up to 90 per cent of child-headed households are headed by girls. 19 For girls who have been victims of violence in conflict situations, trauma can impair their ability to learn. More than 100,000 girls directly participated in conflicts in the 1990s, yet they are often invisible in demobilisation programmes. 20 Our humanitarian support and education support programmes in Rwanda have demonstrated the importance of education in promoting peace and protecting human resources in countries emerging from conflict. Our work in these environments is a reminder of the need to link education with attempts to build democracy, provide better health systems, offer social protection to the very poorest and develop multilingual and multicultural policies. Tackling social exclusion Social exclusion is an additional barrier to girls going to school. Certain groups of girls are more likely to be excluded from school on the basis of caste, ethnicity, religion or disability. In Nepal, Dalit girls are almost twice as likely to be excluded from school as higher caste girls. In Malawi, Muslim girls are more likely to be excluded than their non-Muslim counterparts. Disabled children, and among them disabled girls in particular, constitute a significant group that is denied access to education. In a recent World Bank report it is estimated that only about 1-5 per cent of all disabled children and young people attend schools in developing countries. 21 At the World Conference on Special Education Needs in Salamanca, 92 countries and 25 international organisations committed themselves to providing educational opportunities for disabled people. The challenge is to support governments to act on this commitment, and provide quality education for excluded groups. In India we have worked with the government to address social exclusion in the government of India’s SSA (Education for All) plan. 11 3 Chapter Three Tackling girls’ education on the ground As outlined in the previous chapter, countries wanting to develop and implement a policy of promoting girls’ education face a number of challenges. But for every challenge, there are examples of promising good practice that should form the basis of the way ahead. DFID will support governments to: †¢ strengthen political leadership and empower women; †¢ make girls’ education affordable; and †¢ make schools work for all girls. We will also support NGOs, religious and other voluntary organisations. This support will enable governments to develop poverty reduction strategies and education sector plans to improve girls’ access to quality education. And we will provide increased and flexible funding to support the development and implementation of national plans. 22 DFID’s bilateral funding commitments for basic education averaged at ? 150 million a year up to 2001. Since the World Education Forum at Dakar and the Millennium Summit in 2000, the UK has significantly increased its new commitments for education programmes and we will continue to do so. As a result, we expect to spend an average of ? 350 million a year on education (a total of over ? 1 billion) over the period 2005-06 to 2007-08. This would roughly double the resources going directly to education programmes in developing countries since we first adopted the MDGs. In addition to our bilateral contributions, we expect to spend ? 370 million through multilateral agencies, bringing our total funding for education over the next three years to over ? 1. 4 billion. 23 Political leadership and empowerment of women matter We will support governments in their efforts to create political leadership for women’s empowerment. We know that national leaders who speak out against gender inequality can have a significant impact. Heads of government in Oman, Morocco, China, Sri Lanka and Uganda have advocated strongly in support of girls’ education. Women leaders have been particularly effective. Ethiopia has benefited from the long-standing involvement of the Minister of Education, who has also been chair of the Forum for African Women Educationalists (FAWE). Successes in Ethiopia demonstrate the importance of local leadership, as in Yemen, Mexico, India, and Egypt. However, political leadership needs to be accompanied by demand for change at the grassroots level. Without it, new initiatives may have little support, and policy makers may divert the resources earmarked for girls to other purposes. The example in Box 3. 1 shows sustained political support to girls’ education. 12 Tackling girls’ education on the ground Box 3. 1 Supporting political leadership: the case of Yemen Yemen is one of the poorest countries in the world and has high gender disparities in education. Gross enrolment rates for girls are only two-thirds as high as those for boys at primary school and only half as high at secondary school. In 2003, the Yemen government committed itself to full primary enrolment by 2015, with a special emphasis on gender equity. Girls’ education is now a central element of Yemen’s poverty reduction strategy and the Basic Education Development Strategy. Some of the factors, which made this possible include: †¢ personal commitment from prominent Yemenis, for example the first Minister for Human Rights in the 2000 government; †¢ sustained donor commitment, UNICEF’s support to the 2000 Girls’ Education Strategy being a prominent example; and †¢ the establishment of Girls’ Education Units in the Ministry of Education at central and local levels since the 1990s. This led to Yemen becoming one of the countries to receive support under the global Education for All Fast-Track Initiative. DFID has been a partner in this process, providing ? 15 million towards the government’s US$121 million Basic Education Development Project alongside the Netherlands and the World Bank. Empowering adult women – building their confidence and education levels – can have a powerful impact on enrolling more girls in schools. Evidence from countries such as Uganda, Nepal, Bangladesh and Ghana24 shows that women who participate in literacy classes are more likely to send their children to school, keep them there, and watch their progress closely. 13 3 Girls’ education: towards a better future for all Box 3. 2. Supporting women’s empowerment and demand for girls’ education in India: Mahila Samakhya in India Mahila Samakhya, a programme implemented by the government of India in several states, is concerned to transform women’s lives through education. The programme facilitates the establishment of Samoohs (women’s groups) which provide women benefits such as education, health schemes and savings and credit. A large number of Samoohs have run campaigns for girls’ education, which have increased girls’ access to education. Many Samoohs have also built Jagjagis, non-formal education centres, often.