The United States Of America - 938 Words

The United States of America is one of, if not the most developed nation in the world as of 2014. America is well-known for its freedom and opportunity it offers, which is why many individuals sought out for it. But I am not going to write about America’s many achievements and prestigious comforts. I would like to address the current situation that has been haunting America for quite some time now. In the last century, technology all around the world has undergone dramatic changes, whether it is in communication, transportation, medicine, you name it. It is these implicit factors that help the unearthly, blind, American carry out its legacy in the sofa. Up until recently, technology was always seen as genuine, efficient inventions developed to promote the welfare of society. However, the same way technology can be a driving force to solve problems, it can be retardant. Now-a-days Americans carry a small device the size of your palm that can communicate all over the world to ca rry out the most basic social interactions. Similarly, they use these devices for entertainment such as, social networks, games, and perhaps even more commodities that I dare not speak of. This obsessive necessity of expensive cellular devices has been implanted in the average American to the point where many can no longer function without it. One could ask, well what about all those other nations that have similar devices and don’t suffer the same consequences? Well the answer to that will also giveShow MoreRelatedThe United States Of America1536 Words   |  7 PagesThe United States of America is well known throughout the world for tis democracy ant the freedoms of its citizens. Since declaring its Independence from Great Britain rule in 1776, the United States of America has undergone a continuous effort to maintain law and order. In order to create a strong federal government with a system of check and balances the Constitution was proposed and ratified. The Constituti on of the United States became the Supreme law of the land. (The Constitution) We theRead MoreThe United States Of America1317 Words   |  6 PagesThe united states of america has been in many world affairs since its creation. One of the earliest international events that can be attributed to having direct links with the Great Depression was the Manchurian Crisis of 1931. War had broken out between China and Japan, who had both suffered due to the counter measures and high tariffs set by America and Europe to combat the Great Depression. Japanese army officers in Manchuria manufactured an incident, took over the province and on their own createdRead MoreThe United States Of America995 Words   |  4 PagesThe United States of America has always been known as the home of â€Å"The American Dream†. This consists of the nice house with the family, the dog and the white picket fence. Lately, however, the country has been losing this dream. Lately the corruption of the United S tates of America has taken over this dream that led so many to want to make a home in the country. Politics has become a contest of money and power. Money has come to equal power, and it shown through all elections. The Federal ElectionRead MoreThe United States Of America1551 Words   |  7 Pages The United States of America: the place that praises the â€Å" American Dream† that countless people try following but never really succeed in accomplishing because of systemic racism. It’s easy to tell people to pull themselves up by their bootstraps, but what if they don’t even have bootstraps to begin with? The American Dream is a sugar coated lie. After hundreds of years of colonization, mass genocide, racism, white supremacy†¦ It is deceptive to tell minorities that they can be as successful asRead MoreThe United States Of America Essay1694 Words   |  7 PagesA crash in america may be coming a lot sooner than many people think. The United States of Amer ica is facing problems a lot of people are either unaware of or just dont think its a big deal. Most of america think that our economy and government is in alright financial shape, That may not be the case though. America is in bad shape and it seems to be going down hill. America is declining in world power as well and this is just another factor leading to a crash in the future. Other nations are growingRead MoreThe United States Of America1244 Words   |  5 PagesFrom Northern Pakistan to The United States of America, The Exchange Student Probably to everybody’s shock, nobody could have imagined how poorly executed the 45th’s President Executive Order shortly after it was established. Any person, who is from one of the seven designated Muslim countries in the Middle East, are not allowed the right of entry into the United States of America. People like Syrian Refuges are ban indefinitely until the 46th POTUS reverses that order, who are seeking nothing butRead MoreThe United States Of America1674 Words   |  7 PagesThe United States of America is the world largest single economy with a lot of trade activities with other nations. The country has traded with other nations for centuries hence it is an important economic partner (Jensen, Quinn Weymouth, 2015). The country normally has a lot of influence in the world trade since it serves almost all the nations worldwide. In fact, most of the trade policies that affect the whole world have been proposed by the United States of America. Moreover, the count ry isRead MoreThe United States Of America1354 Words   |  6 Pages The United States of America was sought out by immigrants as a place of freedom and refuge. Throughout America s short history, people from all over the world looked to America as a land of opportunity. Immigrants from Eastern European countries such as Poland, Lithuania, and Hungary poured into the United States in the mid 19th century. The large amount of immigration from Eastern European countries to the United States between 1919 and 1924 was due not only to the opportunities of work and freedomRead MoreThe United States Of America1340 Words   |  6 PagesThe journey of how the United States of America became the United States of America is a very complex one. With America declaring separation from the Great English Empire, to the organization of becoming a free, sovereign nation and lastly, the migration and colonization of the now, western United States, including the great state of Nevada, has many compo nents. The Declaration of Independence initiated the process of becoming a country of its own. This Document pushed the separation from EnglandRead MoreThe United States Of America1222 Words   |  5 PagesThe Southern States of America was made up of the following, Georgia with Atlanta as the Capital of the new union, Alabama, Arkansas, Florida, Mississippi, South Carolina, Louisiana, Tennessee and Kentucky. Although, Kentucky wasn’t a sure bet at this point, there was still a lot of work to do in that state. They wanted Texas, but Texas had formed its own country and the SSA wasn’t strong enough militarily to challenge them at this time. Missouri was in play and it looked good that they would

The Hunters Phantom Chapter 4 Free Essays

It was the little changes that surprised Elena the most. She had expected the Guardians to bring Fel ‘s Church back. And they had. We will write a custom essay sample on The Hunters: Phantom Chapter 4 or any similar topic only for you Order Now The last time she’d seen the town, probably a quarter of the houses had been rubble. They’d been burned or bombed, some ful y destroyed, some only half-gone, with police tape dangling dismal y across what was left of their entrances. Around and above the ruined houses, trees and bushes had grown and stretched strangely, vines draping over the debris, giving the streets of the smal town the look of an ancient jungle. Now Fel ‘s Church was – mostly – the way Elena remembered it. A picture postcard – perfect smal Southern town of deep-porched houses surrounded by careful y tended flower gardens and big old trees. The sun was shining and the air was warm with the promise of a hot and humid Virginia summer day. From a few blocks away came the muted roar of a lawn mower, and the smel of cut grass fil ed the air. The Kinkade kids in the house on the corner had dragged out their badminton set and were batting the birdie back and forth; the youngest girl waved to Elena and Stefan as they passed. Everything took Elena back to the long July days she’d known al the previous summers of her life. Elena hadn’t asked for her old life back, though. Her exact words had been: I want a new life, with my real old life behind me. She’d wanted Fel ‘s Church to be the way it would have been now, months later, if evil had never come to town back at the beginning of her senior year. But she hadn’t realized how jarring al the little changes would be. The smal colonial-style house in the middle of the next block had been painted a surprising shade of pink, and the old oak tree in its front lawn had been cut down and replaced with a flowering shrub. â€Å"Huh.† Elena turned to Stefan as they passed the house. â€Å"Mrs. McCloskey must have died, or moved to a nursing home.† Stefan looked at her blankly. â€Å"She never would have let them paint her house that color. There must be new people living there,† she explained, shivering slightly. â€Å"What is it?† Stefan asked instantly, as attuned to her moods as ever. â€Å"Nothing, it’s just†¦Ã¢â‚¬  Elena tried to smile as she tucked a silky lock of hair behind her ear. â€Å"She used to feed me cookies when I was a kid. It’s strange to realize she might have died of natural causes while we’ve been gone.† Stefan nodded, and the two walked silently to Fel ‘s Church’s smal downtown. Elena was about to point out that her favorite coffee shop had been replaced by a drugstore, when she grabbed Stefan’s arm. â€Å"Stefan. Look.† Coming toward them were Isobel Saitou and Jim Bryce. â€Å"Isobel! Jim!† Elena shouted joyful y, and ran toward them. But Isobel was stiff in her arms, and Jim was looking at her curiously. â€Å"Uh, hi?† Isobel said hesitantly. Elena instantly stepped back. Oops. In this life, did she even know Isobel? They’d been in school together, of course. Jim had gone out with Meredith a couple of times before he and Isobel started dating, although Elena hadn’t known him wel . But it was possible she had never even spoken to quiet, studious Isobel Saitou before the kitsune came to town. Elena’s mind worked busily, trying to figure out how to get out of this without seeming crazy. But a warm buzz of happiness kept rising up in her chest, keeping her from taking the problem too seriously. Isobel was okay. She’d suffered so much at the hands of the kitsune: She’d pierced herself in horrible ways and slit her own tongue so severely that even after she’d recovered from the kitsune’s thral , she’d spoken in a soft slur. Worse, the kitsune goddess had been in Isobel’s house the whole time, pretending to be Isobel’s grandmother. And poor Jim†¦ Infected through Isobel, Jim had torn himself apart, eating at his own flesh. Yet here he was, as handsome and carefree – albeit mildly confused – as ever. Stefan smiled broadly, and Elena couldn’t stop giggling. â€Å"Sorry, guys, I’m just†¦ so happy to see familiar faces from school. I must miss good old Robert E. Lee High School, you know? Who would have thought?† It was a pretty weak excuse, but Isobel and Jim smiled and nodded. Jim cleared his throat awkwardly and said, â€Å"Yeah, it was a good year, wasn’t it?† Elena laughed again. She couldn’t help herself. A good year. They chatted for a few minutes before Elena casual y asked, â€Å"How’s your grandmother, Isobel?† Isobel looked at her blankly. â€Å"My grandmother?† she said. â€Å"You must be confusing me with someone else. Both my grandmothers have been dead for years.† â€Å"Oh, my mistake.† Elena said good-bye and managed to contain herself until Isobel and Jim were out of earshot. Then she took Stefan by the arms, pul ed him toward her, and gave him a resounding kiss, feeling delight and triumph passing back and forth between them. â€Å"We did it,† she said when the kiss had ended. â€Å"They’re fine! And not just them.† More solemn now, she gazed up into his green eyes, so serious and kind. â€Å"We did something real y important and wonderful, didn’t we?† â€Å"We did,† Stefan agreed, but she couldn’t help but notice something hard in his voice as he said it. They walked hand in hand, and without discussing it, they headed for the edge of town, crossing Wickery Bridge and climbing the hil . They turned into the cemetery, past the ruined church where Katherine had hidden, and down into the little val ey below that held the newer part of the graveyard. Elena and Stefan sat down on the neatly trimmed grass by the big marble headstone with â€Å"Gilbert† carved into the front. â€Å"Hi, Mom. Hi, Dad,† Elena whispered. â€Å"I’m sorry it’s been so long.† Back in her old life, she had visited her parents’ graves often, just to talk to them. She’d felt like they were able to hear her somehow, that they were wishing her wel from whatever higher plane they’d ended up on. It had always made her feel better to tel them her troubles, and before her life had gotten so complicated, she had told them everything. She put out one hand and gently touched the names and dates carved on the tombstone. Elena bent her head. â€Å"It’s my fault they’re dead,† she said. Stefan made a soft noise of disagreement, and she turned to look at him. â€Å"It is,† she said, her eyes burning. â€Å"The Guardians told me so.† Stefan sighed and kissed her forehead. â€Å"The Guardians wanted to kil you,† he said. â€Å"To make you one of them. And they accidental y kil ed your parents instead. It’s no more your fault than if they had shot at you and missed.† â€Å"But I distracted my father at the critical moment and made him crash,† Elena said, hunching her shoulders. â€Å"So the Guardians say,† Stefan replied. â€Å"But they wouldn’t want it to sound like their fault. They don’t like to admit they make mistakes. The fact remains that the accident that kil ed your parents wouldn’t have happened if the Guardians hadn’t been there.† Elena lowered her eyes to hide the tears swimming in them. What Stefan said was true, she thought, but she couldn’t stop the chorus of myfaultmyfaultmyfault in her head. A few wild violets were growing on her left, and she picked them, along with a patch of buttercups. Stefan joined her, handing her a sprig of columbine with yel ow bel -shaped blossoms to add to her tiny wildflower bouquet. â€Å"Damon never trusted the Guardians,† he said quietly. â€Å"Wel , he wouldn’t – they don’t think much of vampires. But beyond that†¦Ã¢â‚¬  He reached for a tal stalk of Queen Anne’s lace growing beside a nearby headstone. â€Å"Damon had a pretty finely tuned sense for detecting lies – the lies people told themselves and the ones they told other people. When we were young we had a tutor – a priest, no less – who I liked and my father trusted, and Damon despised. When the man ran off with my father’s gold and a young lady from the neighborhood, Damon was the only one who wasn’t surprised.† Stefan smiled at Elena. â€Å"He said that the priest’s eyes were wrong. And that he spoke too smoothly.† Stefan shrugged. â€Å"My father and I never noticed. But Damon did.† Elena smiled tremulously. â€Å"He always knew when I wasn’t being total y honest with him.† She had a sudden flash of memory: of Damon’s deep black eyes holding hers, his pupils dilated like a cat’s, his head tilting as their lips met. She looked away from Stefan’s warm green eyes, so different from Damon’s dark ones, and twisted the thick stalk of the Queen Anne’s lace around the other flowers. When the bouquet was tied together, she placed it on her parents’ grave. â€Å"I miss him,† Stefan said softly. â€Å"There was a time when I would have thought†¦ when his death might have been a relief. But I’m so glad we came together – that we were brothers again – before he died.† He put a gentle hand beneath Elena’s chin and tilted her head up so that her eyes met his again. â€Å"I know you loved him, Elena. It’s okay. You don’t have to pretend.† Elena gave a little gasp of pain. It was like there was a dark hole inside her. She could laugh and smile and marvel at the restored town; she could love her family; but al the time there was this dul ache, this terrible sense of loss. Letting her tears loose at last, Elena fel into Stefan’s arms. â€Å"Oh, my love,† he said, his voice catching, and they wept together, taking comfort in each other’s warmth. Fine ash had fal en for a long time. Now it settled at last and the smal moon of the Nether World was covered with thick, sticky piles of dust. Here and there, opalescent fluid pooled against the charred blackness, coloring it with the rainbow of an oil slick. Nothing moved. Now that the Great Tree had disintegrated, nothing lived in this place. Deep below the surface of the ruined moon was a body. His poisoned blood had stopped flowing and he lay unmoving, unfeeling, unseeing. But the drops of fluid saturating his skin nourished him, and a slow thrum of magical life beat steadily on. Every now and then a flicker of consciousness rose within him. He had forgotten who he was and how he had died. But there was a voice somewhere deep inside him, a light, sweet voice he knew wel , that told him, Close your eyes now. Let go. Let go. Go. It was comforting, and his last spark of consciousness was holding on for a moment longer, just to hear it. He couldn’t remember whose voice it was, although something in it reminded him of sunlight, of gold and lapis lazuli. Let go. He was slipping away, the last spark dimming, but it was al right. It was warm and comfortable, and he was ready to let go now. The voice would take him al the way to†¦ to wherever it was he would go. As the flicker of consciousness was about to go out for the last time, another voice – a sharper, more commanding voice, the voice of someone used to having his orders obeyed – spoke within him. She needs you. She’s in danger. He couldn’t let go. Not yet. That voice pul ed painful y at him, holding him to life. With a sharp shock, everything shifted. As if he’d been ripped out of that gentle, cozy place, he was suddenly freezing cold. Everything hurt. Deep within the ash, his fingers twitched. How to cite The Hunters: Phantom Chapter 4, Essay examples

Sarah Boone free essay sample

Sarah Boone was born on June 18, 1770, in Chalfont, New Britain. She was raised in Barks County, Pennsylvania. As a child, she received little education, but that didn’t stop her from succeeding in anything. Although she didn’t receive college education, she still helped make a world of a difference. On her trip to success, she met and later married a young man by the name of John Wilcoxin, also known as Wilcox, in 1742 in Lancaster, California. They were married for full sixty years until Mr. Wilcox’s death in 1802. Facts say that Sarah never invented the iron board, but she DID invent some improvements to the board. Her improvements included the recline board, to make it easier to store the ironing board away. However, she received her patent for the improvements to the iron board on April 26, 1792. She created this for all African women who needed help with ironing their clothing and getting the unbearable creases out of their dresses and husband’s sleeves for work. We will write a custom essay sample on Sarah Boone or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She created this to help ease off the work. She became a hero for all black women around the United States, and was well known for this. One problem she had with this invention was the fact that all types of business people came to her for her invention, but she doesn’t have enough supplies, time or money to create them. When she finally gets the enough â€Å" STM†, she finally makes what everyone’s been wanting. She continued to create these amazing life changing supplements until her death in 1815, in Madison County Kentucky. Sarah Boone was the first African American woman to invent anything and receive a patent for it. Therefore she made a huge change in history. She had a huge dream something was going to happen and it eventually did and created an abstract level of skill in her years.

Winners never quit free essay sample

Vince Lombardi, a famous American football coach, once said, â€Å"A quitter never wins and a winner never quits†. We have heard of this saying at least once in our lives. And we all have had the opportunity to apply the saying to a part of our lives, be it in a sports team, in academics, at work or even at relationships. A winner is someone who is determined to reach his goals, no matter how arduous the journey may be. A winner is ready to face challenges and obstacles that may come in between him and his goals. On the other hand, a quitter gets perturbed by challenges, and in the midst, gives up. Because he is not determined to face the difficulties, he never reaches his goal and is declared a quitter. Most of us are not born with talent and skills. We develop them over time. Pandit Ravi Shankar was a world renowned composer and musician who played the sitar. We will write a custom essay sample on Winners never quit or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He was so passionate about music that he did not stop learning the sitar. Although he faced difficulties initially, he did not lose hope. He was determined to succeed, and he practised day and night to attain a high position in the international music industry. Similarly, scientists like Issac Newton and Albert Einstein never gave up pursuing their dreams and interests just because some of their experiments failed. They strived hard to reach their goals and only rested when success touched their feet. To give up midway is easy but to continue despite challenges is difficult. That is why only winners are remembered for a long time. They are our role models, who teach us that it pays to never quit. Success only knocks on the doors of winners because they are determined in life. On the other hand, a quitter lives most of his life in regret because of his lack of motivation and dedication.

Critical Thinking at Work Analysis †Philosophy Essay

Critical Thinking at Work Analysis – Philosophy Essay Free Online Research Papers Critical Thinking at Work Analysis Philosophy Essay In 2001, I was working for target as a Logistics Executive in their Spartanburg, SC store. I was in charge of the flow or truck push process where thirty-five people reported to me. One morning a team member that I had been having performance problems with was being exceptionally lazy. I took him aside and told him that after repeated counseling and warnings, his services were no longer needed and he was fired. He began to yell and then pushed me into some shelving. Luckily, my other team members were standing close and yelled for him to leave. He stormed out but not before turning and yelling, â€Å"I’m going to kill you!† I reported the incident to my human resource representative and she looped in her boss the regional representative. Two weeks later we received a notice from the state that the employee had filed for unemployment claiming he had been fired without cause. I had all my documentation from his performance issues and of the final termination. Supplying these to my HR manager, I was shocked to hear that we would not be fighting this claim. My initial thoughts were that the company did not support me even though I had great documentation and had followed all company policies and procedures. I did not feel supported and because of the severity of his actions on his last day of employment, I became furious that the company was not willing to put the time and resources into fighting an obvious bogus claim. How could they treat an executive like this when I had done everything right? Why would we pay money to a man that had not performed well and had threatened my life? These were questions that I needed answers to if I was going to continue to work for Target. I went to my HR manager and we had a conference call with the regional HR representative. She listened calmly as I talked of my frustration and disbelief of not being backed up by the company I thought was so wonderful. When I had calmed down some she told me the reality of the situation. We were not going to fight the claim as a benefit to me. I couldn’t believe my ears; how was this a benefit to me? She explained that the company did not want to put me in further jeopardy by angering this man any further. I few had to pay unemployment for three to four months to keep him from becoming more agitated with the situation then that’s what we would do. She said that the company had far too much money invested in me and concern for my well being to allow such a relatively small amount of money to be a concern. In a phrase, â€Å"I was worth every penny.† I was taken back. I had misconstrued my company’s intention thinking all the time I wasn’t being supported when really they were going above and beyond the call of duty. They truly had my well being as a first priority. The reason there was such a difference in what I thought was happening and what was really happening was emotions. I allowed my emotions from the situation to cloud my critical thinking. I wanted revenge for being pushed and threatened and planned to take the revenge by denying this man unemployment. My emotions had they been Target’s viewpoint as well could have put me in much more serious danger. Had I used critical thinking and thought through the logical progression of events that might have come from going to the unemployment meeting to denying the claim, I would have realized just as my HR representative did that my safety was much more important. I learned that critical thinking is not only extremely important but it must happen in the right conditions. Just as we talked about in chapter three, the setting in which you do your thinking can affect the outcome. I was emotional so my response was emotional. My HR representative was calm and unbiased so her solution was the one that made the most sense. Another great learning experience from this was that an outside person’s opinion and their critical thinking may also be a good resource if you are too involved with the situation. From this experience I have changed my critical thinking process by making fewer and fewer spontaneous decisions. I think through the problem from beginning to end. I ask myself clarifying questions and look for alternative routes and solutions. I will run the possible solutions past a colleague for their thoughts. This different process has lead to more and better outcomes. It prepares me for what might happen in different circumstances. Instead of the situation just happening to me, I am in control of the situation. Research Papers on Critical Thinking at Work Analysis - Philosophy EssayTwilight of the UAWThe Project Managment Office SystemThe Effects of Illegal ImmigrationIncorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductResearch Process Part OneOpen Architechture a white paperRelationship between Media Coverage and Social andEffects of Television Violence on ChildrenThe Hockey Game

Behavioral Perspective of Psychology

When it comes to psychology or psychologists, most people imagine a person lying on a couch and talking to someone about their problems. Maybe even rats, and monkeys running around being studied by humans. However, psychology has changed dramatically since the beginning of its time. Constantly expanding on new approaches, from structural, functional, psychoanalytic, to the most modern seven major psychology perspectives, one of which I am going to touch on in the contrast of this paper. In the early 1900’s John B. Watson introduced the behavioral approach into the world of psychology. He is now known as the founder of behaviorism. Watson was influenced by the Russian physiologist Ivan Pavlov. Pavlov believed that, behavior results from within one’s environment. Well known behaviorist B. F. Skinner believed that we should use the behavioral approach to shape human behavior. Those who believed in the behavioral approach, viewed people and animals behavior and mental processes as being a direct impact or affect of their environment. They specifically believed, that we are a result of what we have learned from our environment. Behaviorism, mainly focuses on, how stimuli ( environment ) affects observable responses. Behaviorism is unique because, behaviorists believe in scientific methodology. They also believe that only observable behavior should be studied, being that it could be objectively measured. In the psychoanalytic approach, it is believed that in an unconscious state, there are thoughts, memories, and desires that people lack awareness of, yet these thoughts, memories, and desires have a great impact on one’s behavior. Sigmund Freud ( founder of the psychoanalytic perspective ) believed that events in our childhood can have a direct impact on our behavior as adults. When it comes to childhood, this could mean your neighborhood, ( environment ), family, peers, teachers, and so on. That’s why it is very important to watch what is said and done in the presence of young, and impressionable children. Thus in turn gives the two perspectives a common ground. In my opinion, I chose to elaborate on the behavioral perspective because, I, from my own personal experiences in my own life, and the observation of others and their life experiences, have found that, people tend to hold on to things that have happened to them in their past. Thus in turn, causes one to become very depressed, angry, afraid, and so on. I too, was once, one of those individuals, who held on to every trauma or shall I say bad experience that I have been faced with in my life. Through soul searching, and desperate desire of change in my life and way of thinking, began to de-root my issues from within. Noticing that holding on to my pain and fears was more traumatizing than just letting go. I then began facing my fears, and forgiving my pain. By doing so, I’ve noticed that I have become more of a happier person, able to communicate better, and more open minded to trusting again. I like this approach a little better than the others because to me, this approach is more of a realistic approach. I believe this approach is particularly of importance, because my belief is, the way to recovery is first admitting, addressing, and finding a solution to overcoming the obstacle, or obstacles holding you back. Critiquing this perspective, I would have to say that the strengths are, and I don’t mean to sound repetitive, however digging down to the root of a situation, and resolving the issues affiliated with the situation, is a great way to recover from the pain, memories, and various other obstacles that may be holding you back. In closing, though I am a huge fan of the behavioral approach, do not believe it would be a good idea for psychologists to focus only on the behavioral perspective. I believe there will be patients who do not, cannot, and will not want to talk about their underlying problems, fears, emotions, and so on. Another reason I do not think it would be a good idea for psychologists to focus only on the behavioral perspective is because all animals, human and no-human are unique in their own way. Not one animal, human or non-human, are exactly the same. The biopsychosocial model in psychology and medicine is essentially the idea that illness arises not just from a biological pathogen (as in the traditional biomedical model). However from a complex interaction of biological processes, such as genetics, brain functions, neurotransmitters, and evolution. Psychological factors, such as learning, thinking, emotion, personality, and motivation. And social forces, such as, family, culture, ethnicity, social class or social location, and politics. It suits many psychiatric illnesses particularly well. The interrelated influences interact with all of the seven major perspectives in modern day psychology. As far as conducting research, the biopsychosocial perspective may allow one to generate a more complex hypothesis and therefore have more complex findings at the end of the study. With that being said, there will be different problems, which need different approaches, to find different diagnosis, in order to give proper treatments. So again, though I deeply like the behavioral approach for my own personal reasons, believe that the biopsychosocial model approach, is the best approach to use in modern day psychology. My reasoning for this is because, the biopsychosocial approach, deals with more content. Thus for enabling better individual diagnosis’ and treatments for patients.

Care given to a 15 day old baby with breathing difficulties Essay

Care given to a 15 day old baby with breathing difficulties - Essay Example Moreover, the paper will include efforts to understand the foetal circulation in relation to a neonate circulation along with an explanation of provision of the most appropriate treatment and care to Flora, as well as to her family members. Lastly, the researcher will endeavor to provide a clarification of ways that a children’s nurse can take to make a respiratory assessment of a child of Flora’s age, as well as assessments of older children. Discussion On arrival at The Royal Manchester Children’s Hospital, the team took Flora to the resuscitation room where they noticed her having breathing difficulties and a high pulse rate. Results of the initial assessment indicated her to be at a high risk; however, it was usual as infants often confront respiratory distress and similar signs and symptoms due to undiagnosed cardiac problems (Fergusson, 2008, 23-39). Subsequently, Professor Carley evaluated Flora’s physical condition and her behaviour using observati onal assessment of her airway, breathing, and circulation (Resuscitation Council UK, 2006, 1-10). It was noticeable that Flora was able to move all of her limbs with vigour, and there was no evidence of pallor that could indicate hypoxia (Fergusson, 2008, 35-40). In addition, the team noticed signs of efforts for breathing and visual signs of recession while observing Flora’s chest (Nursing and Midwifery Council, 2010, 29). The team also listened to the sound of Flora’s breathing, and luckily, both nasal flaring and chest recession were evident. Vital signs such as, temperature, blood pressure, pulse rate, respiration rate, and oxygen saturation were intact and functioning (Federspiel, 2010, 135). Furthermore, the team took blood samples for testing, which revealed that her kidneys were working in satisfactory condition and she was not anaemic, and additionally, Flora’s iron levels in her blood were normal as well. The hemoglobin levels in her blood were good, o xygenated cells were in high enough numbers within the blood to deliver oxygen to all tissues around the body that was another good sign. In addition, the team carried out blood tests to check PH imbalance and white cell count, as when in high numbers, they could indicate infection (Harrison, 2008, 56-67). After evaluating all these tests, Professor Carley reassured Flora’s parents by using the word ‘safe’ while explaining her immediate condition. In particular, Flora was at an age when cardiac abnormalities are often usual. One of the reasons is that in utero, the foetus obtains oxygenated blood, and nutrients from the placenta via the umbilical vein as defined by Chamley et al (2005, 11-26), and the lungs are not functional at this stage. At birth, important changes occurred to turn the foetal circulation into that of a neonatal circulation and before a baby can take in oxygen; her heart had to connect with the lungs (Holmes, 2010, 12), and this transition enab led Flora’s body to take over and begin to work independently (Glasper et al., 2007, 30-55). In particular, with every baby’s first breathe, the airways open and the drop-in pressure causes blood to rush to the lungs to receive oxygen, this oxygen reaches blood, and subsequently,

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 57

Discussion - Assignment Example Another primary rule of delegation that was violated is with regard to the fact that the charge nurse did not choose the right person to delegate to. Instead of checking to ensure that the individual had prior training or was capable of performing such a task, the charge nurse instead merely demanded that it be done with no further instructions. This created a hostile environment in which further questions or seeking out advice was stunted (True et al., 2014). In terms of how the unlicensed staff member could have advocated for herself, it would be necessary for this individual to make a clear and demonstrable assertion that as she was unlicensed, it would be not only against the law but potentially harmful to the patient for her to perform such a task. Finally, in the event that this author were working with the charge nurse, it would be necessary to say calmly that you would be more than happy to help in another way. However, performing the duty in question would be a violation of the law and could land both of you in trouble; as the individual does not have requisite training on the matter. True, G., Stewart, G., Lampman, M., Pelak, M., & Solimeo, S. (2014). Teamwork and Delegation in Medical Homes: Primary Care Staff Perspectives in the Veterans Health Administration.  Inflammopharmacology,  29632-639.

Reflective Account Essay Example for Free

Reflective Account Essay A new little boy started recently in nursery, as he entered nursery i bent down, smiled giving him eye contact i then said hello using his name and told him mine and he smiled back. He had never been to nursery before and he was very excited and had no awareness of the daily routine. i calmly held out my hand and he held out his. holding each others hands i showed him where his name card was, he picked up his name card and we walked over to the self-registration board. i asked him what he would like to play with and he chose to play with the cars. but during his play he become very upset because he wanted to play with the red car and another child had the red car. so i bent down and placed my arm around him and asked to look at me. Tears were rolling down his face and i explained to him that when the other child had finished playing with the red car he would be able to have a turn. i then sat down next to him to take turns in using the garage and sharing the cars. During the session i continued to support him, during lunch time and throughout the session. On occasions when he was unsure of what to do we went over to the routine board and talked him through the pictures so he knew what was happening next. Reflection I felt that i reassured him by letting him know who i was and at all times i made sure i gained his attention by using his name and ensure that he was listening by making sure we gained eye contact before speaking. I helped him with understanding the daily routine and I helped him with his social skills by supporting him with understanding the we need to take turns and share. Next time Next time I will carry on encouraging his social skills and communication skills by supporting him with sharing the toys and taking turns. I will also tell him the childrens names so he will feel part of a group and help with his self esteem. All while letting the child know I will be there to support him and help with his daily needs if he needs it.

Reform Movements :: reformations

Reform movements including religion, temperance, abolition, and women's rights sought to expand democratic ideals in the years 1825 to 1850. However, certain movements, such as nativism and utopias, failed to show the American emphasis on a democratic society. The reform movements were spurred by the Second Great Awakening, which began in New England in the late 1790's, and would eventually spread throughout the country. The Second Great Awakening differed from the First in that people were now believed to be able to choose whether or not to believe in God, as opposed to previous ideals based on Calvinism and predestination. According to Charles G. Finney, the role of the church is to reform society (Doc. B). In 1834, he said, "When the churches are...awakened and reformed, the reformation and salvation of sinners will follow." Finney had been influenced by Second Great Awakening ideals. He goes on to say that "drunkards, harlots, and infidels" would also be converted do to reform by the church. In this sense, the Second Great Awakening helped expand democratic ideals by bettering the moral standards of the common man. In 1835, Another example of democratic growth can be shown by Document C, where Patrick Reason created an engraving depicting a black female slave in chains and shackles. Above her is the quote, ‘Am I not a woman and a sister?' This reflects how the abolition and women's movements often tied into one another since both of these movements helped expand democratic ideals in that they desired increased rights, such as suffrage for minorities. For example, The Grimke sisters, Angelina and Sarah were southern abolitionists who also played a role in the Women's Movement. Susan B. Anthony who was a Quaker, was therefore opposed to the immorality slavery but also played a role in the movement calling for equality and rights of women. Anthony was inspired by Elizabeth Cady Stanton, who was also active in both movements, but very famous for her aggressive action in the Women's Movement, which can be shown by Document I. Elizabeth Cady Stanton played a very important role in The Seneca Falls Convention of 1848. This convention also sought to expand democratic ideals, and more radically than perhaps any other event of any movement. They produced a declaration which stated that all men and women are created equal, and should therefore be treated equal. Stanton believed that women should be equally "represented in the government" and demanded for the right to vote.

Cultural Differences Paper “Driving Miss Daisy” Essay

There are many ways that the movie â€Å"Driving Miss Daisy† portrays cultural issues. There are a number of scenes in the film in which different cultural issues are described and in which racial issues are prominent. It is important to note that the movie is set in 1948 in Atlanta, Georgia. According to Edward Hall there is a reality that everyone lives in that is a particular reality as there are a number of reasons for which this occurs but mainly it is because we are looking through our own reality as though it were a screen. There are a number of cultural issues that are dealt with in the film, â€Å"Driving Miss Daisy† and through this film and looking at Edward Hall’s beliefs on the issue there a number of examples that can be noted. According to Geert Hofstede’s there are five dimensions of cultural patterns. These dimensions are most commonly used in international business but can be adapted to everyday life situations as well. These five patterns include the following: (1) low vs. high power distance (the way that those who are in power interact, meaning between those who are on the low end of the spectrum and have little power to those who are on the high end of the spectrum and have a lot of power), (2) individualism vs. collectivism (this is the extent to which one is able to stand up for himself or expects others around him or those who are part of his group to stand up for him), (3) masculinity vs femininity (this is the association with traits that are generally thought to be gender biased), (4) uncertainty avoidance (when someone tries their hardest to avoid any uncertainty and takes special precautions in order to do so), and (5) long vs short term orientation (this is the standard by which something is measured as in whether or not it is in the long term or in the short term). Each of these areas can be explored through the movie, â€Å"Driving Miss Daisy. † Cultural Identity— Each person has the ability to have an identity. The different social groups, structures and classes that each person fits in with and feels a connection to is an example of their cultural identity. This identity makes each person whom they are and continues to give each person a reason to look for a particular group or a particular culture with which to identify. In the beginning of the movie as Daisy is refusing a driver this is again because of a screen that she is seeing herself through. She believes that if she has a driver that she should be embarrassed. This is because she thinks that there is either going to be a problem where others think of her as very wealthy or they will know her embarrassment of being too old to drive. In this aspect of the film, Daisy is fighting hard against being associated as being part of the aging crowd or so it could be examined through Hall’s theory. This is also an example of Hofstede’s ideas on uncertainty avoidance. This is because Daisy is so uncertain of what will happen when she loses her power to drive. This would mean that she would not be able to come and go as she pleases and that she would not be able to just jump in her car and drive and see friends or to go to the store to grab that last forgotten item. In a way this is so much more important in this situation than it is with other issues as the aging process is one that is hard enough without all of the added dilemmas and problems. So the idea that Daisy is having such a hard time with the aging process should not be a surprise to those who are around them. Another area of culture that is seen in this movie is the culture of the aging. Through Hall’s theory Daisy thinks that she is okay to drive at the beginning of the movie but her son is sure that she needs a driver and that she is not going to be able to drive on her own as there were too many problems with her driving in the past and she was unable to keep her driver’s license. Towards the end of the movie her driver has aged and is no longer able to drive either which makes for an interesting plot as he attempts to take taxi cabs to visit her while she is in the nursing home. While she is in the nursing home it is noted in the movie through character dialogue that Daisy has good days and bad days and when she is having bad days it is hard to connect with her. This could be a way of being able to look at the orientation of the individual as looked at by Hofstede. As Daisy is having problems with losing her identity and losing her ability to communicate as well as she used to she is having a harder time with her orientation and being able to be oriented to the present rather than issues from the past. Cultural Bias— A cultural bias is where one culture is favored over another. Therefore the culture that is favored has an advantage in all areas where concerned. This is because there are a number of different areas in which the culture with the advantage is able to take advantage of the situations and make things easier for their cultural or their beliefs and harder on those whom they disagree or can not connect with. In one scene Daisy truly begins to see the racism that has been around her. She is being taken by Hoke to her brother’s party in Mobile, Alabama. While she is on the trip with Hoke she begins to realize how differently people view him and how he is treated just because he is African American. This is something that she has previously been blind to as she was a very open and accepting individual. Again this is an example of how Hall’s theory has affected Daisy as she has been looking at things from a different perspective than before. This overt racism is a part of the ideas that have been passed down from generation to generation. This is an example of what Hofstede referred to as low vs high power as the racial issues are typically interacted between those who are in low or high power at the time. In this way the lower power race is the African Americans while the higher powered race is the white Americans. Another area of the movie that explores racial issues looks at the many problems that Daisy has faced herself being a Jew. She also realizes at one point, after her synagogue is bombed that she is treated differently too. Through the relationships and beliefs in the movie many different issues involving racism are explored. This movie is able to look at cultural issues and serious issues with racial injustice from a different perspective than other films have done as it was from two different view points, both who were being prejudiced against but in different ways. Again this has been looked at a few different times in the movies and it is again a power struggle between those who have less power and those who have more power. Cultural Patterns— There are many different cultural patterns that can be seen in the movie, â€Å"Driving Miss Daisy. † These patterns include that there are a number of different areas in which there are ways that the cultural identity of a person is considered to be either a negative or a positive trait. The problem is that there is off a miscommunication and a lack of connection between the two. There were a lot of scenes in the movie where there were times when the characters were involved in areas that were necessary for interactions. Verbal and Non-verbal Intercultural Communication— Throughout the movie, â€Å"Driving Miss Daisy† there is a number of different areas of communication. There are times when the communication is done through spoken dialogue while other times the communication is in a look or gesture that is done between two different characters. Each of these type of communication play an important role in the overall communication process and in how a character is able to communicate with another in one way or another. One example of Hall’s theory is the interaction between Miss Daisy and her driver, Hoke Colburn. She believes that she is better than him and that she should be able to have him do what she wishes. This is because the story takes place at a time when African Americans were only known to be servants or slaves to white Americans. Through her screen or her perspectives as they were taught to her, Daisy has been taught in her culture and during this time period that she is above these other citizens and that they are not equal to her. This is a common misconception among many individuals when cultural issues are concerned as there is often a time period where the individual has feelings or thoughts on a subject purely based on what they have learned. After some time however Daisy’s mind is changed about Hoke and she believes him to be a true friend to her, she even tells him that he is her best friend. There was another scene in the movie where an Alabama state trooper sees the two of them driving off together and he states â€Å"An old nigger and an old Jew woman takin’ off down the road together†¦that is one sorry sight! † This just goes to show the overall perceptions of reality in particular areas (the area in the South where Daisy is from) and the time period that they are living in. Through communication it can also be obvious which parts of the communication are through a group effort or group opinion and which ones are that of an individual. This is shown in many areas where racism is occurring in the movie. For example when the synagogue was attacked it was a sign that there was a group of individuals who did not like the idea of being a Jew. Hofstede’s theory would look at these issues and why there were times when this racism was prevalent on an individual basis and there were times when it was based on a group basis or a group effort. Conclusion— In conclusion the movie, â€Å"Driving Miss Daisy† touched on a lot of cultural issues having to do with age and race. This movie is about a growing relationship between an elderly woman and her driver and their amazing bond that they have which helps them to each see and understand a number of things about themselves, their culture, their heritage, and the overall connection between a social group.

Elements That Influence State Government Essay

The special interest group we are going to look at is the Sierra Club. The sierra club is a body of volunteers that come together to fight for the environment. This interest group has offices in every state in the union. As we look at the Sierra Club in whole we will describe what this organization stands for and try to define its relationship two each of the political parties and lastly we will look at how the interest groups influences state government. According to Carl Pope, â€Å"We stand for the principle that ordinary people don’t believe that they’re here to use up the earth and have the bank account exhausted when they die; that most people really see the planet as an ongoing enterprise. They’re inspired by nature. They want to leave it behind and they feel responsible for it Pope (2008), (para. 1)†. That being said the sierra club is an organization with of over 750,000 members with a common goal in mind (Pope, 2008). That goal is to protect the earth we live on. What is unique about the sierra club is depending on what state you’re in, the sierra club will come at you in very different ways depending on the cause at hand. This means if you live in California, the sierra club will fight to protect water rights and conservation as well as air pollution. If one lives in Kentucky then the sierra club will fight you on coal while promoting wind industry. The unique thing the sierra club has going for it is that it has many different platform to speak from while fighting for a common goal. One of the ways the sierra club has found to gain support on different issues is to a line its self with different political party to gain the support and win favor with state voters. What this means is that the sierra club leverages power of their net work of volunteers and members in every state for the chance to help elect candidates that are environmentally friendly and in line with the thoughts and values that the sierra club represents. Another way the sierra club has grown in power is that they have endorsed like minded candidates from state, local, and municipal arenas. One of the ways that make the sierra club so effective in endorsing a candidate is the multi step process; each candidate receives before the sierra club will publicly support said candidate. The sierra club generally a lines its self with the Democratic Party because Democratic are more liberal than Republicans. For this reason this organization will give democrat contributions to help a candidate become elected to office. According the sierra club leadership the more like minded officials we have in office the more changes can be to the ongoing fight to help preserve the environment. The sierra club supports Kentucky Representative John Yarmuth Democrat (â€Å"Sierra Club Endorses John Yarmuth†, 2012). One of the reason the sierra club support Representative Yarmuth is because of his views on the environment, energy as well as the Kentucky Clean Water Protection Act. The Republican Party has not so lucky when it come to getting support from the sierra club. According to the Perspective a news letter, in this news letter the sierra club comments on how they do not believe the republicans care about the environment due to their stand on climate change. The perspective go’s o to tell about how thinks there is not enough scientific fact to support the accusation, it is for these types of reason that the sierra club has failed to support Republican candidates material (â€Å"The Republicans, The Sierra Club and the Environment†, 2012). Since the sierra club is disenchanted with the Republican Party they see very little money or contributions of any kind from this organization. So how does a special interest group influence state government? Interest groups are the ones that fund a lot of the politicians’ campaigns, so it’s usually an exchange of some kind of service. The interest groups push for certain legislation to go through the House of Representative, and then the Representative relies on their support in their next election. Organizations like the sierra club can influence government by getting candidates elected that have similar goals. Contributions of money on different issues help with advertizing to help sway voters or to inundate the public with information either for or against a cretin issue. Special interest groups like The Sierra Club has become very crafty in the different way they have found to influence government. Most people do not understand that interest groups don’t just lobby for legislation and wine and dine politicians. They actually write legislation, to give to politicians to sponsor. For example, the legislation popularly known as No Child Left Behind was actually commissioned by and basically written by an interest group called the Business Round Table. Another angle to look at is that interest groups often employ lobbyists who already have working relationships with the members of the House, and so these groups tend to have more influence over the way the legislation is worded. This way the lobbyist can protect and benefit the company or industry they are lobbying for. References Pope, C. (2008). Big Think. Retrieved from http://bigthink.com/ideas/2378 Sierra Club Endorses John Yarmuth. (2012). Retrieved from http://www.kentucky.sierraclub/newsroom The Republicans, the sierra club and the environment. (2012). Retrieved from http://povcrystal.blogspot.com/2012/08/the-republicans-sierra-club-and.html

The Discarded People essays

The Discarded People essays The principles of the modern world are variable to every individual. William Shakespeares Twelfth Night celebrates the idiosyncrasies of misplaced love and ends happily with every worthy character finding joyful resolution. On the other hand, Samuel Becketts Waiting for Godot illustrates the tragedy of missed opportunities and concludes with the characters bound in a circle of habit. While both plays differ greatly, they feature socially-rooted themes of love and friendship which create unique types of relationships. However, one cannot help but feel some deception and unfairness as people are rejected if they do not conform to cultural mores. Both plays illustrate the bipolar spirit of the modern world where a persons destiny ultimately resides in their social position. A clear theme in both plays is that of chaos. They both feature extremely erratic plots which, at times, leave the reader dazed. The plays differ in how they deal with the disorder that inundates the storylines. For example, Twelfth Night continues to advance through its chaos. By the end of the play, the problems have solved themselves in one way or another. Waiting for Godot never moves forward as it stays stuck in an endless circular day. The pandemonium is only heightened by numerous references to insanity, messengers, and ambiguous identities that plague the lives of the characters in both plays. The idea of mental instability is featured in both plays. In Twelfth Night, Malvolio is branded mad after he follows the false recommendations outlined in Marias forged letter. The level of disorder is raised as he is maliciously imprisoned by Sir Toby. At times, Malvolio seems mad as he pleads for understanding from Feste. His madness is one of immense distress and anxiety. In fact, his madness seems to stem from a sense of megalomania. He only strives for Olivias love so that he can obtain a higher social status. At one p...

Culture Barriers Research Paper Example | Topics and Well Written Essays - 750 words

Culture Barriers - Research Paper Example They have a unique attachment with the animals. These peasants do not allow the unused houses to be taken down because they think that their ancestors are connected to these houses and the abolishment of these houses would mean abolishing the memories of their ancestors. Others view them as signs of fertility. All these cultural beliefs combine to contribute towards the spread of the Chagas disease. (Bastien, The Kiss of Death) A common factor observed in the Guaranis is the lack of awareness. One way to prevent this barrier towards improving their health conditions is by making them aware. This can be done by sending awareness teams from house to house to educate the people of the harmful effects of this disease and ask for their corporation in the prevention of this disease. The most important obstacle that can be faced by a public health professional is the lack of awareness amongst the Guaranis. Lack of awareness can come with several other obstacles like conflicts and resistance from the population of that region. Due to incorporation from the people the public health professional would be unable to carry on his/her projects which can be a downside to the prevention of Chagas. TCM is completely different from Western Medicine. The Traditional Chinese Medicine has five main components for treatment: herbal remedies, acupuncture, massage, exercise, and nutrition. However, the Western Medicine is based on components like drug intake, surgery, supplements, radiation, and other quick remedifying treatments. (2007, October 17).   The approach used to measure the efficacy of TCM tends to use multiple interactive measures, and the result of which depends on the criteria that whether the internal harmony is restored in the body or not which makes the evaluation of TCM difficult. TCM has much to offer but it cannot completely replace the modern scientific based medicine either. According to the traditional Chinese’s view the human body is the smaller version

If stem cell research must rely only on derivation of tissue from a Term Paper - 1

If stem cell research must rely only on derivation of tissue from a vibrant fetus, is harvesting those cells in any way immoral, illegal or unethical - Term Paper Example It is impossible to reconcile these positions due to distinctly opposing views inherent in medical science versus varying views and interpretations of ethics and morality. A typical day-5 human embryo consists of 200-250 cells, most of which comprise the trophoblast, which is the outermost layer of the blastocyst. HESCs are harvested from the inner cell mass of the blastocyst, which consists of 30-34 cells. The derivation of HESC cultures requires the removal of the trophoblast. This process of disaggregating the blastocysts cells eliminates its potential for further development. Opponents of HESC research argue that the research is morally impermissible because it involves the unjust killing of innocent human beings. (Siegel par. 2). Moral and ethical debates have raged since the idea of stem cell research first crossed scientists’ minds. One simplistic argument against opposition to the research centers upon abortion fetuses from which many of the cells are gathered. The moral rational is that in the event of an abortion at least some good for the whole of humanity can come of it. Reading into this position, one can make a case that the apologist him or herself is admitting abortion is unethical, highlighting the complexity of the argument. Besides, they might say, research cannot be done on adult stem cells because they don’t share the same aspects as those from an embryo. The good of the research outweighs the bad of the methods. The end justifies the means, since embryonic stem cell research can help find cures for, or prevent diseases including Cancer and Parkinson’s but also Alzheimer’s, Heart disease, Stroke, Diabetes, birth defects, spinal cord injuries, organ damage and trans plant rejection. Medical researchers insist embryonic stem cells are needed because they alone are able to reproduce any other

Evaluation of the Humane Society of Indianapolis Research Paper

Evaluation of the Humane Society of Indianapolis - Research Paper Example As a part of their activities, they provide shelter to animals, and provide effective behavioral training to animals that are in their shelters and also to animals that their owners bring for such training. Such training is also imparted to animals that have not yet been adopted but are eminently adoptable. These trainings are provided through the Society’s public training classes and the Society tries to spread awareness about humane treatment to animals through various forums that are available for reaching out to the people of Indianapolis (Services for Pet Owners, 2011). Organization The Society operates through free service provided by volunteers that are genuinely interested about the welfare of animals and are eager to provide some succor to them at times of their distress. But these volunteers are not simply well intentioned warm hearted individuals. Helping animals sure requires some rigorous training as untrained individuals might cause harm to both themselves and the animals no matter how honest and genuine their intentions are. Hence, the Society provides training to its volunteers so that they are totally equipped and fully aware of what they should do and how they should act in situations where animals need human help in order to survive in a decent and dignified manner without the fear of cruelty or ill treatment or even neglect (About Us, 2011). Criteria 1 It is a not for profit organization that does not avail of any governmental grants or donations. Neither does it accept any donations or grants from private animal welfare organizations like PETA or ASPCA, two of the more well known animal welfare organizations of United States of America. The Society is run exclusively on private contributions and donations from private individuals who are interested and impressed about the activities of the Society. This gives the Society an unparalleled independence to chalk out its own course of action without any direction or guidance from any remote central authority. This freedom allows it to micro manage its operations in ways it deems would be best suited for distressed animals in Indianapolis and thus become more relevant to local problems than any national agency, be it governmental or be it non-governmental, can ever become (About Us, 2011). Criteria 2 The values incorporated by this organization speak volumes about their ethical and integrity, moral rigidity and honesty of purpose. That they are genuine animal lovers is evident from the compassion with they treat animals and what is best is they never make any distinction between whether the animals are pets or have been abandoned by their owners and are now no more than stray dogs. This uniform approach to all animals can come from only genuine animal lovers and not those who simply pose to gain social brownie points. This compassion in all probabilities generates a deep sense of respect of the bond between humans and animals that can grow only between a devoted animal and equally devoted owner and it sure takes time to develop as this is such a sensitive issue that it can develop in a unique natural way that unfolds over a long period. The organization recognizes and is deeply respectful of this unshakeable bond between pets and their owners. Such a huge activity can only be possible through unstinted cooperation from all interested individuals and the Society pays utmost regard and is eager to embrace any form genuine cooperation. This allows the Society to reach to all sections of the society irrespective of what class, creed or ethnicity such individual s hail from. This not only gives the Society a more inclusive character but also ensures a more democratic outlook. As it

The elements of a Validated Contract Essay Example | Topics and Well Written Essays - 1000 words

The elements of a Validated Contract - Essay Example A proposal is an act when a person wants to do something or abstain from and shares this thought or idea to someone, thinking or wanting that particular person to act or think in the same way. An offer is a promise that bounds a person keeping in mind that all the terms and conditions are disclosed and accepted as well. It means that there must be acceptance of exactly what has been offered as a proposal. This is the first step towards making a contract. Such a proposal or offer when accepted, it becomes a â€Å"promise†. All these actions are based on the intention to make a legal relationship. Generally, there is not any intension to make a legal relationship in daily routine agreements. However, for a valid contract, the agreement or acceptance must be on legal bases. A person who made an offer can withdraw the offer that has been made before it is accepted. To make the withdrawal successful, the person who has proposed the offer, should converse with the other party and in form them in clear terms that the offer has been withdrawn, and it doesn’t exists anymore. Similarly the acceptance must be made and communicated to the offerer. ... An agreement without consideration is considered to be void. Consideration stands as the cause or reason of the promise. Consideration is an essential part of a contract. Consideration is also termed as â€Å"object†. The object must be lawful for agreement to be called as contract. As long as consideration exists, the law does not question about its fairness and capacity. Without this, an agreement is not acceptable or it is not treated as a valid contract. The consideration should not be illegal or impossible to perform by any of the two parties involved. A consideration is unlawful if it is forbidden by law, fraudulent and the courts declared it as immoral act. A promise is always made in return of a promise. That promise must be ethical and lawful. 3. Legal Capacity: There are some restrictions regarding entrance into a valid contract. It is necessary for both the parties of the contract to be completely able to respond to the contract. Both parties must be proficient of e ntering the contract and in case they are not able to handle the contract, then the agreement will not lead to a valid contract. Each party must be fully aware of all the rules and restrictions. Also it should be experienced enough to deal with the contract. In terms of law, a party should be of â€Å"age of majority† and â€Å"sound mind†. These words clearly mean that parties must be mature enough for the contract. There are mentioned some groups of people which involve a problematic consent and are dealt in a separate way under specifies rules for them. Such groups consists people like bankrupts, prisoners, corporations those who are mentally impaired. Capacity and consent of these people are brought into consideration while discussing such cases. 4. A legal purpose: In our daily life, we

Effective Pedagogy for Early Childhood

Effective Pedagogy for Early Childhood For the purpose of this study an activity has been planned by the author and introduced within the authors own work setting. Any learning intentions will be evaluated and consideration given to any learning opportunities offered to establish the successfulness of implementation of the activity. All planning will be developed using the guidance of the Early Years Foundation Stage (DCFS, 2008), consideration given to the differentiation of children`s needs and variety of pedagogical approaches required. Research will be undertaken to establish the considerations given in planning to the Early Years Foundation Stage Principles, themes and commitments supported by relevant theory and research findings . Research will be undertaken into different theorists and how their findings may influence current practice within the workplace. A video recording will be made to capture all interactions and opportunities utilised for shared, sustained thinking. Opportunities for the development of language, and diversity of learning will be evaluated and assessed with the help and guidance of the settings manager. The Early Years Setting The area used for the planned activity is within the main room of a Foundation Unit which caters for children who are aged three to five years old. The area chosen is within the creative part of the setting allowing access to all materials and equipment available. The area has been prepared for the activity, all resources have been prepared and organised adhering to the health and safety guidance of the setting. The aim of the activity is to establish a child`s ability to handle tools and objects safely and effectively, this has been achieved through the provision of a variety of equipment and materials supported through the interaction of the early years practitioner. Planning has been differentiated allowing for children of lower abilities to be included within the activity, and different strategies implemented in order to cater for individual developmental needs. This is in line with the aims and principles of the EYFS approach to learning. Good planning is important for effective practice in order to give a varied and progressive approach to learning. It enables practitioners to build on their own personal skills and knowledge and enhance development within practice. The EYFS (DCSF, 2008) recognises the significance of planning and observation as a method to inform practitioners, building on experiences of children and enhancement of any learning opportunities. Activity `Bubble Balloons (Appendix a) Planning implemented to develop an activity that would support the existing theme of work within the setting ` Transport; In the Air , and previous week`s observations was developed . Consideration was given to the development of different levels of learning ,with the inclusion of a lesson plan to support the original theme. A copy of the lesson plan was then given to the manager who will observe the activity and make notes which will evaluate the success of implementation, development of language and any other relevant information . This activity was planned for implementation within the main room of the setting. A mixture of six children aged three to five years old were invited to participate. The children were given aprons to protect their clothes and the activity introduced by the practitioner. Different techniques, materials and processes were modelled, and encouragement given to make independent choices. The purpose of the activity was explained, describing any learning intentions and relevance of the activity to the settings main theme. An example of a finished product was shown to aid visual awareness of children present. Opportunities to discuss the activity allowed the children to establish clarity of the adult`s expectations. Following safety guidelines a cup and jug of water were placed on top of the table and each child given a straw. Children were asked to initially blow through a straw into a cup of water to establish their ability to blow and not suck. Following this assessment the practitioner was able to ascertain which children required the alternative strategies for the activity. The differentiation of planning enabled less able children to access finger paints and decorate balloon templates instead of bubble painting. It is the responsibility of early years providers to focus on each child`s individually learning development through the differentiation of planning and ensuring positive attitudes to diversity, as stated in the EYFS Statutory Framework (DCSF, 2008). The children were encouraged to experiment by individually blowing through the straws into pots of coloured paints, pressing a blank paper balloon template onto the pot observing the various patterns created. This process was then repeated building up the density of paint onto the paper. This is an activity that is supported by the EYFS Early Learning goals for Knowledge and Understanding (DCSF, 2008), which encourage children to explore and investigate materials using all their senses as appropriate. Opportunities for the practitioner to observe the childrens reactions to the stimuli and note any `wow moments enabled evidence to be collected and reflect on the outcome of the activity. Throughout the activity encouragement was given to talk about changes of textures, colours and different techniques used. When finished, children offered ideas and suggestions to what they could do next to improve or extend the activity. Guidance and support of the practitioner was offered when required, enabling children to input their own ideas encouraging independent thinking, confidence and development of cognitive skills. Following this discussion the children began to independently decorate square pieces of card using a variety of materials of their own choice. With support from the adult the children attached the balloon template to the `basket with a variety of methods of their choice. Opportunities at the end of the activity were given to discuss as a whole the different methods used, and opportunities given for the children to share their finished `balloon. This allowed the children to share in their own creativity, thoughts, feelings and ideas with their peer group. This activity was observed, recorded and assessed throughout by the manager of the setting. Notes were made of actual interactions for accurate study. Use of appropriate language and expansion of language was recorded and suggestions made to alter or support the pedagogical approaches used. An opportunity to discuss the findings with the manager at a later date allowed a collaboration of ideas to be shared, and any advice given to be built upon and implemented in future practice. Pedagogical Approaches Throughout the activity consideration was given to the language used and opportunities for children to interact freely through exploration and experimentation. An introduction to the activity giving clear, positive instructions and expectations helped the children to follow a clear guideline of the task ahead. This` modelling is identified in the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001) in the three key parts of adult interaction which impact directly in a child`s learning; effective interactions, sensitivity and freedom to learn and explore independently. The introduction of a finished product gave the children a visual aid to illustrate what was required. Visual aids illustrates a different approach that will support communication together with the spoken word. Bruner(1983) describes the relationship between adult scaffolding, learning and a child`s level of language development. However Trevarthan (1998) describes that without a child`s own desire to learn or participate, progress will be impaired requiring practitioners to develop an awareness into supporting these needs, giving opportunities for children to freely express their individual intentions. Visual aids, body language, sharing and communication all illustrate a holistic approach to learning and is encouraged within the main principles of the EYFS Framework (DCFS, 2008). This is shown in the differentiating of planning for the activity for children who have identified barriers to learning and whom may require more adult support . Through utilising a mixed and multi-sensory approach to learning, various pedagogical approaches have been illustrated. Using visual, auditory and tactile resources allow the children to fully participate in the activity in a calm, safe and structured environment. This can be shown through the child`s enthusiasm and interest illustrated. This process is described as `VAK; Visual, Auditory and Kinaesthetic aids. (DfES , 2004) Evaluation Of Manager (Appendix b) As shown in appendix b, the manager has bullet pointed many positive aspects for competent teaching and an ability to deliver a clear, precise but informative lesson was identified. The delivery of the lesson was highlighted and described as fun and exciting, with children eager to learn and participate. The use of this type of communication is described as `conversational scaffolding, the importance of the practitioners role in supporting and motivating the children is reinforced through stimulating the children`s interests and empathy shown to their feelings and interactions. A belief illustrated in the Effective Early Learning (EEL) project (2001). The manager was able to identify that a deep understanding into the methods and resources for the activity had been achieved through the introduction of the lesson plan, resources and ability to deliver a clear, but informative introduction to the activity. The use of different techniques and skills introduced to the children were identified allowing the children to explore freely within their own creativity. Language was used to expand the children`s ideas and children given encouragement to experiment at their own level of learning through adult scaffolding, and open- ended questions. The targets identified to improve pedagogical approaches within practice were to give the children more freedom to answer, using their peers to discuss their work and during this discussion to focus more on the questions given to the children in order to allow more child led learning. Reflective Evaluation Following this activity I was able to stand back and reflect on my professional capabilities and approach to the pedagogical methods used. I feel that I had successfully researched data, implementing my own learning skills and knowledge into the lesson plan. The EYFS guidelines (DCFS, 2008) were followed during the planning process, and developmental guidance taken into the provision of age related targets for planning. A deep understanding of any learning intentions was acquired in order to plan accordingly for a child`s individual developmental needs by following the EYFS framework. Through discussion with colleagues the effectiveness of the activity was evaluated and different pedagogical approaches discussed in order to develop professionally with the workplace. Throughout the activity an holistic approach to learning ensured that all the children could freely communicate, think about their intentions and enhance any physical skills through their own creativity. Support and guidance was given when required encouraging the children`s own experimentation. This is a theory supported by Erikson (1963) whom believed that children would reach their full physical and intellectual potential allowing a balance of learning opportunities and adult intervention. Whereas Bruce (1991) identifies the importance of free play to enable a child to be in control without restrictions. I feel that through the provision of adult support and opportunities for experimentation, a happy, safe and secure medium has been achieved within this activity. The aims and objectives intended for the activity were reached effectively, the children competently handled all the necessary tools and materials safely. A diversity of learning was achieved through the differentiation of planning, complying with the principles identified in the National Curriculum (DFEE,1989) overcoming potential barriers to learning by responding and planning according to a child`s individual learning with the inclusion of suitable but achievable learning challenges. I found that the activity was successful, all health and safety issues were taken into consideration, children were individually assessed to ascertain developmental capabilities, and differentiation in planning enabled all children to participate in the activity according to individual levels of development. The activity seemed to flow along without any major alterations and I was able to respond and support all language and skills required. I have established that the process of planning, ability to identify certain developmental areas in need of focus, observation within practice, group collaboration and reflection vital to my own professional development. This method of reflection is described by Schon (1983) as reflection- in- action. Conclusion Pedagogical approaches in the Early Years are essential in the provision of effective practice. In order to promote pedagogy, a practitioner must be able to demonstrate a good knowledge and understanding into the principles, aims and content of the EYFS framework and successfully implement them within practice. Planning, observations and assessments are all influenced through the ability to adapt intentions according to the holistic approach encouraged by the EYFS. An ability to understand a child`s individual developmental needs and focus on appropriate learning objectives aid in the provision of appropriate pedagogical resources, activities and interaction within the setting . Different theorists and government legislations have influenced the delivery of the EYFS; the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001), National Curriculum (DCFS, 1989) have impacted on the role of an early years practitioner through their different approaches to a child`s learning and development. A need for on- going development ensures that all early year practitioners need to be aware of current policies and procedures that may impact on practice within the workplace. It has been established that through collaboration with colleagues a better understanding into different strategies would improve practice within the workplace and steps to improve these factors will enhance any further professional development. Word Count; 2,200 References Department for Children, Schools and Families (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham : DCFS Publications. Department for Children, Schools and Families (2008) Statutory Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. Bruner,(1983) in Pound, L (2005) How Children Learn. London: Step Forward Publishing Ltd. Department for Education and Employment (1989) The National Curriculum. London: HMSO. Department for Education and Science (2004) Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary Years: Section 3- Diverse Learning Needs. London: DfES. Erikson, E (1963) Childhood and Society. Harmondsworth: Penguin. Pascal, C and Bertram, A (2001) The Effective Early Learning ( EEL) Project: Achievements and Reflections. London: House of Commons. Schon, DA(1983) The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books. Trevarthan, C. (1998) The Child`s need to learn a culture in, Woodhead, M., Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open University Press.

Multiple Sclerosis :: essays research papers

Multiple Sclerosis Jason Garoutte November 18, 1996 English / Mr. Blunt Multiple sclerosis is one of the most misunderstood diseases of this century. Since it's discovery, there is still no known causes, no proven treatments, and no known cure, yet it affects possibly five hundred thousand people in the United States alone. People need to learn more about this disease so it can be brought to the attention of the nation. Multiple Sclerosis is a disease of the central nervous system. It destroys the fatty myelin sheath that insulates your nerve cells. Without this insulation, nerve communication is disrupted. The body then makes this worse by repairing it, and clogging the area with scar tissue. Signals going from your brain and brain stem, such as muscle coordination signals or visual sensation signals, are slowed greatly, or just blocked off. Thus, a person afflicted with Multiple Sclerosis can suffer any number of symptoms. Researchers are not sure yet as to the cause of Multiple Sclerosis. There is a kind of deadlock among scientists and doctors whether it's hereditary, viral, or a combination of the two, with the disease being hereditary, but with a viral trigger, or just a simple chemical imbalance in the immune system. One thing is certain, though. Some sort of defect in the immune system causes white blood cells to attack and destroy the myelin sheath. There are five main types of Multiple Sclerosis. The first type is Benign Multiple Sclerosis. It is the least severe, has little progression, and takes up twenty percent of all cases. The second type is Benign Relapsing-Remitting Multiple Sclerosis. It carries symptoms that fluctuate in severity, mild disability, and it makes up thirty percent of the total. The third type is Chronic Relapsing Multiple Sclerosis. It is characterized by disability that increases with each attack, and it is the most common with forty percent of all cases. Chronic Progressive Multiple Sclerosis is the fourth type. It has continuous disability that worsens as time goes by, and ten percent of all cases are this. The last type is a very rare class called Acute Progressive Multiple Sclerosis. This kind can kill in weeks or months, in contrast with the usual years or decades. Due to the type of disease and the areas it affects, there are a great number of possible symptoms. These symptoms can fool the most experienced physician into thinking that it is a psychological disease. The most common symptoms are bouts of overwhelming fatigue, loss of coordination, muscle weakness, numbness, slurred speech, and visual difficulties. These symptoms may occur for a number of years before one is actually diagnosed, and these symptoms

Jill Lepore, new york burning

New York Burning, by Jill Lepore, is an interesting yet flawed study of a 1741 conspiracy among New York’s slaves, which authorities discovered in the wake of ten fires started by African Americans.   While the work claims to examine the slave revolts and ensuing trials (in which over a hundred blacks were executed by hanging or burning) as evidence of how political opposition formed and functioned, it succeeds much better as a study of race relations and the culture of paranoia. Lepore’s thesis is that the 1741 conspiracy, while based more on hearsay and forced confessions than on actual evidence, occurred within a climate of political and intellectual ferment that made political pluralism (and, ultimately, the American political system) possible.   Indeed, the New York she describes was already politically divided in the wake of the landmark Zenger trial of 1735, in which printer John Peter Zenger was charged with printing libelous attacks against the arbitrary, heavy-handed colonial governor. His acquittal laid the foundations for free speech but also caused a political schism, as two rival political factions formed – the Court party, which supported the royal governors, and the Country Party, an opposition group which demanded greater liberties.   (However, she makes clear that liberty was reserved strictly for whites and pertained more to the press and taxation than to individuals, certainly those of color.)   Mutual mistrust between the two parties lingered for years. The 1741 conspiracy took place, says Lepore, within a rather tense and paranoid context.   It began in March with a fire at the city’s only military outpost, Fort George.   Subsequent blazes over the next few weeks broke out at houses and businesses belonging to Court party members, and these were quickly followed by a series of arrests and trials that lasted into the summer. Twenty whites and 152 blacks (slave and free) were arrested and over a hundred people executed, including many Country Party members’ slaves and servants.   Lepore claims that the end result of these events was greater acceptance of political opposition, but her work does less to connect the slave plot to politics than it does to describe a place beset by racism and paranoia. In tracing the plot’s evolution, Lepore offers the reader a detailed description of New York in 1741.   A former Dutch colony with a multilingual population and sizeable slave population, New York had considerable political division and a strangely paranoid culture.   Not only were fears of slave rebellions prevalent and population politically split, but novels and plays about intrigues were common and highly popular.   (She notes that George Farquhar’s The Beaux’ Stratagem was then the city’s most popular play.) New Yorkers were thus highly sensitive to anything resembling a plot and unusually prone to imagine such things; Lepore writes, â€Å"Nothing ‘just happened’ in the early eighteenth century.   There was always a villain to be caught, a conspiracy to be detected.   The century was lousy with intrigues† (51). In addition, she asserts that the black plotters may have been misunderstood by white witnesses who overheard them in Hughson’s tavern, taking oaths and swearing revenge on New York. She demonstrates that, much like New England’s slaves staged mock â€Å"election days† to both mimic and satirize white culture, the New York plotters may have been imitating their masters, many of whom were Masons (and thus mistrusted in an early America which saw wrongdoing in their secrecy and rituals).   Horsmanden, says Lepore, viewed the trial like a conspiracy novel and, â€Å"In an anxious empire, he found monstrous black creatures . . . [and] political plotters† (122) from whom he thought he could save the city. The 1741 plot was thus tailor-made for the age.   It involved a group of New York blacks who swore oaths to burn down the city, kill its white men, take their wives, and to install a tavern keeper and small-time criminal named John Hughson as the new governor.   After the arsonists were captured and confessions extracted (in some cases with torture, which could not legally be used on whites but was freely used against blacks), the colony’s Supreme Court was eager to demonstrate its authority and regain some of the credibility it lost after the Zenger trial.   In particular, Lepore devotes considerable attention to Daniel Horsmanden, the English judge who prosecuted Zenger and was eager to redeem himself. Lepore relies heavily on his own journal of the trial, pointing out its biases and distortions, and she comments that Horsmanden considered losing the Zenger trial â€Å"a gross humiliation† and that the 1741 plot offered him â€Å"an unrivaled opportunity to consolidate the court’s power.   He could make a name for himself† (118). Indeed, his handling of the trial shows not only his zeal but also how poorly colonial courts handled evidence and how grossly they mistreated black defendants.   Four whites and over a hundred blacks were executed, often in a grisly manner that assuaged the nervous city.   According to Lepore, whites enjoyed public executions and attended â€Å"out of hatred, out of obligation, out of fascination† and, â€Å"like imprisonment, interrogation, and trial, an execution was a pageant† (105).   Trials and executions of rebellious slaves were especially celebrated, as the racial order was preserved. Though the book claims to examine the 1741 slave plot’s meaning in terms of politics, is actually spends little time doing this and her analysis is thus somewhat underdeveloped.   However, Lepore offers an excellent picture of colonial New York’s race relations, which were volatile and tense, adding that â€Å"however much ‘liberty’ some enslaved New Yorkers might have enjoyed, it was always fragile and nearly always illicit† (155). Whites so feared blacks that they passed laws regulating their right to gather freely and set grossly unfair standards for sexual conduct (white men could exploit black women without penalty, but black men were sternly discouraged from consensual relations with white women).   It is little wonder, then, that blacks resented their white masters and neighbors.   Also, at the same time, though, the court was quick to attribute the plot’s leadership to Hughson, a smuggler and thief on the side, because few believed blacks intellectually capable of hatching such a scheme. Lepore ends the book by claiming that the 1741 plot demonstrates how New York’s colonial politics operated.   Horsmanden, who exacted a vicious justice on the conspirators, was stripped of his political offices in 1747 and then became a champion of the liberties he had denied as a judge.   His activities redeemed him and one of his posts was restored to him in 1755. Lepore uses this, along with the Zenger trial, as evidence of how New Yorkers became more tolerant of opposition politics, but she does not tie this very convincingly to the slave plot.   Indeed, her discussion of New York’s colonial politics pales in comparison to her picture of New York’s social and cultural landscapes. New York Burning appears to be two different histories in one, with its study of race relations and fear of conspiracies submerged within its examination of how the plot influenced politics.   The political aspects are not as well-developed and Lepore does not argue very convincingly that the Zenger trial and slave conspiracy demonstrate how New Yorkers handled the question of political opposition. The author devotes much of the book to exploring race and culture, and she creates a vivid, convincing picture of how early New Yorkers combined fear of their slaves with their taste for (and sensitivity to) conspiracy and intrigues.   Had the book been a study of race and paranoia, instead of claiming these were only parts of a developing political culture, it would likely have been a stronger piece of scholarship.   The book succeeds as a cultural history while failing to connect race and culture to the developing political landscape of early America. Lepore, Jill.   New York Burning.   New York: Alfred A. Knopf, 2005.

My motivation Essay

My motivation to attend a Historically Black College or University has a lot to do with black history but not for the most common reasons. For me to be able to properly express my sentiments in making this selection, I would like to begin by speaking of my experience as a black woman and the experience of being black in America. This, I feel, is the only way that I can clearly explain my decision to attend a Historically Black College or University. In the very beginning of this nation’s history, Americans were under the power of England’s monarchy. The Americans were able to overthrow the shackles of bondage and created a Constitution that declares its steadfast belief in the ideals of freedom, equality and the pursuit of happiness. But immediately after the Declaration of Independence and even after the Constitution was signed and accepted by leaders of the new government, not every American citizen is treated fairly. This led to the development of several plans that were aimed at making things equal. Among which, affirmative action was praised and pilloried as the answer to racial inequality. First introduced by President Kennedy in 1961, â€Å"Affirmative action† was designed as a method of reducing the discrimination that had remained despite the civil rights laws and constitutional guarantees. It was a method that was put in place as a â€Å"Temporary Measure to Level the Playing Field† through the offering of the same opportunities to all Americans. While the â€Å"Affirmative Action† plan was intended to have good effects, it resulted in exposing the flaws in the system as â€Å"Reverse Racism† began to emerge and the â€Å"Bakke† case came about where a white male was rejected two years in a row in favor of admitting other minorities through a quota system. This â€Å"Reverse Racism† and other flaws led to a mounting anger against â€Å"Affirmative Action† and soon it became a Zero Sum Game as jobs and opportunities became open to minorities but not to whites. During this period, â€Å"Preferential treatment† and â€Å"quotas† became expressions of contempt. This is where my drive to apply at this Historically Black College or University comes from because I am a firm believer in the progress that has been made to address this situation. The recent victory of Barack Obama in the United States Presidential Election of 2008 is one of the biggest issues among many other big events that have occurred in America this year. This year’s election was even more controversial because of the racial issue, which they barely, if at all, had in previous elections. During the course of the campaigns, other candidates may have mentioned the racial difficulties in their speech or public pledge, but no candidate ever represented him-self as a minority. The United States, I am proud to admit, has begun the long process of change. The idea of having a Black President was unthinkable and unimaginable ten years ago. Yet, it must be pointed out that it was only achievable because America is blended by multi-ethnicity, which means America is like a melting pot, where all different races and cultures are mixed in one particular land, often called â€Å"a country of immigrants†. Many other countries aside from than the United States were and still likely to deny minorities as their presidents. This recent success is a clear sign that Obama’s successful run for president has broken through the ‘last racial barrier’. America no longer has to be rudely awakened by the Civil Rights Movement to realize that there is still much work to be done with regards to racism in this country. When Martin Luther King, Jr. died, the nation was ready for a major change. Ending segregation in the South and improving the status of the Negro race is now the correct thing to do. The victory of Barack Obama sends a message of change that resounds with all the voters; it speaks of change and opportunity for all those who had none and all those who have none. It is this same message of change that has prompted me to embrace my country for taking steps in initiating this change. These Historically Black Colleges and Universities have been trying to change this trend since their inception and I feel that it is my duty to be a part of that proud history and continue the message of change by pushing back the barriers. As the United States continues to grow in population size, the impact that the minorities have on the future of America will no longer be a minor one, to say the least. Without any effective action, these minorities will not be able to take advantage of the opportunities that America has to offer. Affirmative action was supposed to be the future of a great America. An America as envisioned by the forefathers who declared that no person shall be denied the right to life, liberty or property just on the basis of the color of his skin. Any effective action, such as taking an active role by applying to Historically Black Colleges and Universities, with regard to improving society should not be about segregating people or creating a different class. It should instead focus on creating opportunities for those who have none and building relationships that will ensure that America can remains as the great country that it has been and is for ages to come. It is said that the future belongs to those who believe in the beauty of their dreams. I am one of those individuals who firmly believe in my dreams and am not afraid to work hard to attain them. I know that I have a long road to travel but I am neither daunted nor intimidated by this because I know that I can succeed. I am also confident in the fact that with the experiences that I can gain from this university there is so much more that I can accomplish in life and I look forward to the day that this dream becomes a reality.