High-Profile Men of the American Civil War essays

High-Profile Men of the American Civil War essays No issue dominates the history of early eighteenth and nineteenth century America like the problem of slavery. It is amazing that even today, over 130 years after the Civil War started, there is still passionate debate regarding the "cause" of the Civil War. The curious thing is that although slavery was the moral issue of the nineteenth century that divided the political leaders of the land, the average American had very little interest in slaves or slavery. Most Southerners were small farmers that could not afford slaves. Most Northerners were small farmers or tradesmen that had never even seen a slave. But political leaders on both sides were very interested in slaves and slavery. Leaders from the south argued that the Southern plantation was a benevolent and paternal institution, where Southern slave-owners generally behaved with fatherly concern toward their slaves (southern gentlemen). Political leaders from the north believed that slavery was a profit-oriented system, a capita listic institution that was flourishing, not dying at the time of the Civil War. They saw slavery as a systematic method of controlling and exploiting labor. Whatever the case, the reasons a nation goes to war are usually varied and complicated, and the American Civil War is no exception. This essay will attempt to depict the differing views on what truly caused the Civil War, whether it was slavery, economic circumstances, or political issues. The following persons support the theory that slavery was the cause of the Civil War: A historian who has a respected opinion about the Southern Slave Powers, Russell B. Nye believes that this southern mentality should not be underestimated. These Slave Powers were soon to become important in the North, where it helped to build up several anti-slavery settlements. Many abolitionists believed that the Slave Powers were simply exercised by a few southern slave owners and in no way compared to the other millions o...

Definition and Examples of Bad News Messages

Definition and Examples of Bad News Messages In business writing, a bad-news message is a letter, memo, or email that conveys negative or unpleasant information- information that is likely to disappoint, upset, or even anger a reader. It is also called an  indirect message or a negative message. Bad-news messages include rejections (in response to job applications, promotion requests, and the like), negative evaluations, and announcements of policy changes that dont benefit the reader. A bad-news message conventionally begins with a neutral or positive buffer statement before introducing the negative or unpleasant information. This approach is called the indirect plan. Examples and Observations It is much, much worse to receive bad news through the written word than by somebody simply telling you, and I’m sure you understand why. When somebody simply tells you bad news, you hear it once, and that’s the end of it. But when bad news is written down, whether in a letter or a newspaper or on your arm in felt tip pen, each time you read it, you feel as if you are receiving the bad news again and again. (Lemony Snicket, Horseradish: Bitter Truths You Cant Avoid. HarperCollins, 2007) Sample: Rejection of a Grant Application On behalf of the members of the Research Scholarship Committee, thank you for submitting an application for this years Research Scholarship grants competition. I’m sorry to report that your grant proposal was among those that were not approved for funding in the spring. With the reduction in grant funds caused by budget cuts and the record number of applications, I’m afraid that many worthwhile proposals could not be supported. Although you did not receive a grant this year, I trust that you will continue to pursue both internal and external funding opportunities. Introductory Paragraph The introductory paragraph in the bad-news message should accomplish the following objectives: (1) provide a buffer to cushion the bad news that will follow, (2) let the receiver know what the message is about without stating the obvious, and (3) serve as a transition into the discussion of reasons without revealing the bad news or leading the receiver to expect good news. If these objectives can be accomplished in one sentence, that sentence can be the first paragraph. (Carol M. Lehman and Debbie D Dufrene, Business Communication, 15th ed. Thomson, 2008) Body Paragraph(s) Deliver the bad news in the body of the message. State it clearly and concisely, and explain the reasons briefly and unemotionally. Avoid apologies; they weaken your explanation or position. Try to embed the bad news in a supporting, not the topical, sentence of a paragraph. Furthermore, try to embed it in a subordinate clause of a sentence. The purpose is not to conceal the bad news, but to soften its impact. (Stuart Carl Smith and Philip K. Piele, School Leadership: Handbook for Excellence in Student Learning. Corwin Press, 2006) Closing The closing of a message containing negative news should be courteous and helpful. The purpose of the closing is to maintain or rebuild goodwill. ... The closing should have a sincere tone. Avoid overused closings such as If you have any questions, please dont hesitate to call. ... Offer the receiver another option. ... Presenting another option shifts the emphasis from the negative news to a positive solution. (Thomas L. Means, Business Communications, 2nd ed. South-Western Educational, 2009)

Article Critique Dealing with Annoying Co-Workers Essay

Article Critique Dealing with Annoying Co-Workers - Essay Example According to various scholars, it is true believe that happy employees are able to perform their tasks effectively and efficiently thus resulting in quality work within the organization. Therefore, to ensure that employees perform quality work, it is essential to ensure happiness at work. As mentioned earlier, indeed one may not miss to find coworkers in an organization that are so annoying simply because of the way they behave. This is not towards the management only, but also, to the fellow employees. However, appropriate measures of handling this are necessary. As stated in the article some of the common disturbances that one can identify from coworkers include interruption that results from someone who likes to always criticize whatever you say. In addition, some employees have the feeling that they are competent and know everything, and an s a result, would always like to teach others of how to perform better. At times, some workers are slackers, as others like grumping. At times, you may not miss to find some workers who like having their speaker phones on as others may have blabbermouths. All these are issues that an individual may not miss to find in an organization. However, how to handle them is what is of immense importance. According to the article, measures of handling such challenges are in place (Green, 2011). However, most of these measures may not be useful in ensuring success in the organization, for instance, Alison green states that for a slacker, the best way of handling are to ignore it all. This is not true way because; division will begin to arise in the organization. Therefore, the best way is to demonstrate empathy and let them be aware that their situation is understood. Once they are aware that people know their situation, they should also know that the issue of eminent significant during times of work and that can be dealt with later after work (Martin, 2001). It was also

Critical evaluation of the UK governments' reforming the law of Essay

Critical evaluation of the UK governments' reforming the law of company charge registration - Essay Example The term security interest is used in two different contexts including consensual security, which exists through contractual agreement and legal security, which exists by operation of the law. A further classification breaks the term into quasi security and real security whereby the real security is about the grant of an interest through security while quasi security is concerned with gaining of recourse against some form of proprietary interest rather than through a grant (BIS, 2011). Some of these issues were addressed by the common law based on estoppels principles and the rule in Dearle v Hal, though none of them was successful. This problem only became manageable following introduction of registration systems, which were enshrined under the Bills of Sale Acts in respect to individuals as well as Company Acts (Secured transactions in securitizations, 2009). Nevertheless, these registers could not meet the radically changing commercial environment. One of the areas that have cause d numerous problems recently includes the recognition of the consumer debtor. Although several consumer credit laws have been enacted to regulate such debtors, the major problems that have been presented in the business sector have not been surmounted, yet the Companies Act 2006 has not done enough to address the problem (McCormack, 2009). The evolution and early regulation of security Before the industrial revolution, the English economy was mostly dominated by agricultural economy which was particularly practiced in the rural areas. By then, security of interest was primarily concerned with the possession of instruments of promise and the lien was only concerned with forms of security interest that were accepted. Actually, the major way of marking the passage of property was through transfer of possession. By then, the main method of exchange was barter since the coinage had not been established. Therefore, the era, which was technologically challenged, was only left with physical dominance of property through possession as the only real way of expressing implicit ownership of property. In this system, passage of ownership through contract was unheard of since the property transfer was via physical delivery or rather the assumption of possession. From the modern perceptive, this form of description is unacceptable since it is not recognized in the legal and the economic model in which the society is based. Furthermore, if the legal system were to be entirely based upon possessory principles, then the commercial activities which are premised upon a liberally existing exchange of goods and services would be fundamentally frustrated. However, proprietary assignments in England have been recognized through possessory concepts which existed until the mid-nineteenth century (Birds, 2007). Notably, had the promissory rules remained unchecked, the modern industrialized economy could not have reached its current evolved status, which is fueled by a free supply of cre dit. Furthermore the economic growth could not have been achieved were it not for checking the susceptibility of possessory security interest. The severance of title and

A Description of the Sumerian Society Essay Example for Free

A Description of the Sumerian Society Essay ?Sumerian society migrated into the Middle East and settled in the Mesopotamian area around 4000 B. C. E. , resulting in the settlement of that civilization. Sumerians contributed the city-states concept, created an essential writing system, strengthened their connection to their religion, and also recorded the world’s oldest story. The addition to Sumer’s city-states idea had a booming affect in their political structure. They were more organized than most political systems in other civilizations. With this, the Sumerian society was able to regulate religion and enforce laws in a better manner. Their concept later became a tradition of regional rule, basically creating an early bureaucracy for other societies to adopt and learn from. After several centuries of Sumer’s settlement, writing, the most significant invention in millennia’s, was introduced into Sumerian society. Although it was very sudden, the addition to such a revolutionary idea made their culture even more prosperous. Things led to another, and soon enough, the Sumerian society had an entire alphabet that was referred to as cuneiform, in the palm of their hands. They began to record their history and culture, later resulting in the world’s oldest story, the Epic of Gilgamesh and much more from their culture. Sumer’s introduction to cuneiform bloomed into an economical boost throughout their entire society. Their invention helped to promote trade and manufacturing. They were able to communicate much more flawlessly, leading to trades as far as India. Not only did it support the trading system, but it did wonders in recording much of Sumerian history. Sumer’s settlement meant many prosperous things. Their ideas and inventions of cuneiform, city-states, ziggurats, job specialization, etc. , led to great achievements that other civilizations adopted and duplicated.

Freedom of Cyber-Speech -- Internet Censorship Essay

Freedom of Cyber-Speech      Ã‚  Ã‚  Ã‚   Freedom of speech has always been an important issue in American society.   With the advent of the Internet as a high-speed communication device, this issue has become even more prominent in recent years.   This paper will explore the issue of whether the Internet should be censored. Additionally, it will investigate possible methods for undertaking this censorship.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since 1787, the Constitution has been integral part of American society.   The First Amendment to the Constitution, passed in 1791, reads: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. [1]    For two hundred years, this amendment has been tested in many different ways.   Over the years, the government passed many laws that did, in fact, "abridge the freedom of speech" for a variety of reasons.   Now, new technology appears to be giving the government another issue in which it must decide if it should go against the literal interpretation of the Constitution.  Ã‚   This paper will show how content on the Internet can be seen as dangerous, and if it should be censored.   It will then investigate what strategies are being used to censor it.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Internet has provided a new and very powerful communication tool for Americans over the past several years.   With the Internet, ideas can be transferred faster than ever before.   Countless benefits have arisen with the development of the Internet, including powerful research resources, on-line shopping, and more.   However, with ... ...ier Foundation. 10/17/99.   http://www.eff.org/EFFdocs/about_eff.html#mission - An introduction to the EFF [6] First Amendment and Free Expression.   Center for Democratic Technology.   10/17/99.   http://www.cdt.org/speech/ An introduction to the CDT [7] The Freedom Forum Online.   The Freedom Forum.   10/19/99. http://www.freedomforum.org - An introduction to the Freedom Forum [8] The Free Expression Network The Free Expression Network.   .http://www.freeexpression.org   - An introduction to the Free Expression Network [9] United States Supreme Court.   Schenck v. United States.   1919. [10]United States Congress.   Title V - Broadcast Obscenity and Violence.   1995. [11] Baase, Sarah.   Gift of Fire. New Jersey:   Prentice-Hall, Inc.   1997. [12] GetNetWise.   GetNetWise.   10/17/99.   www.getnetwise.com - A tool for obtaining web-filtering software.

How values are mediated through policy, social experiences

This assignment will discourse issues around citizenship instruction and how the values are mediated through policy, societal experiences and reflected in educational practice. Other arguments which will be included in the essay are as follows: definitions of CE, history behind citizenship instruction, why this was this introduced in schools, teacher position on citizenship instruction and the intent of this topic. Another position will be what kids will larn from analyzing citizenship instruction in schools and how the instructor can efficaciously learn citizenship in schools. There are figure of definitions of Citizenship Education which include: the Crick Report ( 1998, p.9 ) ‘citizenship has meant engagement in public personal businesss by those who had the rights of citizens: to take portion in public argument and, straight or indirectly, in determining the Torahs and determinations of a province ‘ . Another definition of citizenship is: Collins ( 2008 p.1 ) ‘citizenship instruction is about assisting immature people to understand their rights and duties, to understand how society works, and to play an active function in society ‘ . A different definition of citizenship instruction Skelton, Francis and Smulyan ( 2006 p.286-287 ) ‘tends to intend that school pupils are taught about representative democracy and parliamentary political relations ‘ . From these definitions it can be seen that the chief countries that are involved in citizenship instruction are political relations and the individual ‘s function in s ociety. On the other manus citizenship takes on more political point of position and it is more argument based. Citizenship instruction is besides to make with larning to take part, continue the jurisprudence, put others before your ego, to run into your duties. Prosecute in political action, act morally and esteem all in a pluralist society. However, in 1964 the Association for Teaching the Social Sciences ( ATSS ) was founded at the Institute of Education, University of London, which was to advance societal scientific discipline learning in schools. The topics included in this were sociology, economic sciences and political scientific discipline. During this clip Bernard Crick was interested in discoursing ways of acquiring political relations in secondary schools and the benefits of this for the students. Cairns, Gardner and Lawton ( 2004 p.11 ) have looked at this farther ‘At some phase all immature people. . . should derive some consciousness of what political relations is about ‘ . Crick subsequently became active in a course of study undertaking financed by the Hansard Society called the Programme for Political Literacy that produced a study: ‘Political Education and Political Literacy ‘ ( Hansard, 1978 ) ‘ . Due to a alteration in authorities at that clip prevented this study from bei ng published otherwise UK could hold seen citizenship instruction in the course of study. Cairns, Gardner and Lawton ( 2004 p.11 ) province: ‘unfortunately, the alteration of authorities in 1979 prevented any immediate action: most Conservatives were so leery of political instruction – ‘citizenship instruction ‘ might hold been more acceptable ‘ . Significantly in the 1990 ‘s there was a concern over deficiency of involvement towards political relations by the young person, so the authorities had to step in and make something to work out this job. As a consequence the authorities introduced citizenship instruction to give kids more consciousness of political activities, as some statistical information, showed grounds why first clip electors, do non vote during elections. The Crick study ( 1998, p.15 ) stated: ‘A MORI study for the News of the World in March 1997 on first-time electors found that 28 per cent said they would non vote or were improbable to, 55 per cent said that they were non interested or could non be bothered, 17 per cent said that it would non do any difference, and 10 per cent said they did non swear any politicians ‘ . I agree with this statement because some people today do non vote during elections. So if the kids are taught the importance of political relations and voting during elections, they may acquire a better apprehension through citizenship. Chiefly the Crick Report which was introduced in 1998 to sketch the principle and indispensable purposes of instruction for citizenship. The Crick Report ( 1998, p.13 ) states that it is a â€Å" critical and distinguishable statutory portion of the course of study, an entitlement for all students in its ain right†¦ Citizenship instruction can be enhanced by and do important parts to – every bit good as draw upon – other topics and facets of the course of study. † In the Crick Report ( 1998 ) there is merely a brief reference of RE and how it can be used to research moral and societal concerns. Alternatively there has been some unfavorable judgment on the Crick Report this has been examined by Faulks ( 2006, p.60 ) who suggests that ‘The chief failings of the Crick Report can be understood in footings of its abstract construct of citizenship. The Crick Report fails, in peculiar, to give due consideration to the institutional and societal constructions that form the context of citizenship and which, if ignored, must needfully restrict the effectual bringing of an inclusive citizenship instruction ‘ . I agree with this statement because schools find it hard to learn this lesson efficaciously due to miss counsel. But on the other manus there is counsel for instructors on learning citizenship instruction such as the national course of study. However during a conference there were suggestions of other importance of citizenship harmonizing to Rooney ( 2007 ) it can assist halt household dislocations, do communities stronger besides underpin societal coherence. This is critical because there will be less force on the streets, there will be more regard for other civilizations besides more people will be happier. This can be linked to Freire thought on duologue which he suggests involves regard and working with one another. He believes this is of import because it will develop community and construct societal capital. Since August 2002 in primary schools, citizenship instruction, is non statutory but it is still taught. However for secondary schools citizenship instruction is statutory for Key Stages 3 and 4. Citizenship is a separate topic to PSHE ( Personal, Social, Health & A ; Education ) but this is a little portion of citizenship. It besides has its ain capable content of survey, farther more citizenship can be chosen as a GCSE short class. In September 2009 citizenship became a full GCSE and A degree. Assessment in citizenship should concentrate on the advancement of kids ‘s development of accomplishments and cognition and apprehension of the topic. QCA besides known as Qualifications and Curriculum Authority ( 2001, p.16 ) states ‘Assessment in citizenship should be active and participatory, turn toing advancement in pupils ‘development of accomplishments and action every bit good as cognition and understanding ‘ . In fact from analyzing citizenship kids will larn a bout rights, duties, authorities, democracy, diverse nature of society. Furthermore the intent of citizenship instruction in schools is critical because, the kids can larn about political relations, rights the kids are entitled to such as the right to instruction and how to be a good citizen in society. The Crick Report ( 1998, p.40 ) examined the benefits of citizenship instruction ‘in schools and colleges is to do secure and to increase the cognition, accomplishments and values relevant to the nature and patterns of participative democracy ‘ . Another benefit of citizenship is to heighten consciousness of rights and responsibilities besides the duties needed for kids to be active citizens. This will give value to the kid, schools and society of engagement in the local and wider community. There are three chief strands of survey in citizenship suggested by Crick in his Crick Report are as follows: foremost Social and moral duty – which is to make with kids larning form the really first, self-confidence and socially and morally respons ible for their behavior both in and beyond the schoolroom, both towards those in authorization and towards each other ( this is an indispensable pre-condition for citizenship ) . Secondly community engagement -which involves kids larning about and going helpfully involved in the life and concerns of their communities, including larning through community engagement and service to the community. Third it will learn kids on political literacy – this is when the kid is larning approximately and how to do themselves effectual in public life through cognition, accomplishments and values. Other thoughts on citizenship Kiwan ( 2008 p.41 ) states ‘citizenship instruction should turn to the apprehension of morality cutting across the public / private sphere differentiation ‘ . Citizenship instruction is of import in schools because it helps kids value engagement and in promoting students to go more involved in a scope of issues. So instructors must non merely state pupils t o vote but acquire the kids to debate on issues. Most significantly citizenship instruction in the national course of study gives pupils the cognition, understanding and accomplishments to enable them to take part in society as active citizens of a democracy. This is besides enables kids to be informed, critical and responsible and to be cognizant of their responsibilities and rights. Citizenship instruction provides a model which promotes the societal, moral and cultural development of students enabling them to go more self-assured and responsible in and beyond the schoolroom. Citizenship instruction encourages pupils to go helpfully involved in the life of their schools, vicinities, communities and the wider universe. Citizenship instruction promotes kids ‘s political and economic literacy through larning about the economic system and the democratic establishments. Citizenship helps pupils to derive a temperament for brooding treatment. There are several ways of learning Citizenship depending on the school: it can be taught as a cross curricular activity, suspended timetable yearss, coach or tutorial times, distinct lessons or a combination of all. Examples of activities the instructor can make with kids during citizenship lessons include: arguments on current issues such as moral and societal issues, or a choice of newspaper articles can be examined. Sing ‘people who can assist us ‘ , an activity where the kids can pull a image of them egos and insight composing around people who help them. Another illustration of an activity is the trade game, this is where kids represent different members of the community for illustration mill worker and foremans and so forth so you will be given a budget and you will necessitate to happen ways of apportioning the money. Another illustration can be a treatment on the political election this can be done by the instructor explicating how local and national elections tak e topographic point, explain the democracy in this state so the kids choose three or more persons to stand for the chief political parties so these kids can make a address for the category which will develop the kids ‘s ego assurance. Furthermore the instruction of citizenship is bettering, and there are now better chances for preparation, but in about 25 % of schools inspected in 2005/06 the proviso was found to be unequal. This per centum has reduced to 10 % when inspected. Many schools had non yet implemented full programme of citizenship across cardinal phases 3 and 4, and that misconceptions remain about what should be included in citizenship instruction ( Ofsted 2005-2006 ) . Other facets to see are the resources are available for learning citizenship instruction, schools have been given the resources but they do non ever use them really good. As Ofsted ( 2006, p.37 ) provinces: ‘citizenship has good resources in copiousness, but frequently they are non used ‘ . Ofsted found that Primary schools were judged as really strong with 21 out of 23 schools acquiring good or outstanding. Even though citizenship is non statutory in primary schools they still teach it good. This subdivision will discourse the statements for citizenship instruction including: the fact that the kids can derive cognition of how to be good citizens in society. The other plus side of the argument can be increased consciousness of the local community ; greater tolerance ; and a part to kids ‘s ability to do determinations. Whereas the statements against citizenship instruction are that: it will be excess work for the school and staff to program for the topic. Besides some instructors do non hold adequate cognition in this country to present to kids. So they will necessitate to be trained to develop their accomplishments on citizenship. There will be arguments on execution of citizenship instruction, how you are traveling to learn citizenship because, the course of study is overloaded and other topics may be dropped to do clip for this lesson. The chief argument environing this will be who is traveling to learn the topic in schools. Ofsted ( 2010 p.18-19 ) suggests that the failings in citizenship instruction include ‘weakness in instructor capable cognition ; hapless planning, misconstruing about the topographic point of citizenship in the course of study ‘ . Another failing found in the study is: ‘weak capable cognition ; usage of inappropriate learning methods ‘ . Another factor that affects citizenship instruction was the ‘lack of apprehension and assurance to learn citizenship ‘ . But will citizenship instruction stay in the course of study because there is a batch of guess around this docket. Harmonizing to Richardson ( 2010 ) ‘The Association for Citizenship Teaching says it understands the topic will be made non-statutory in the coming curriculum reorganization ‘ . Besides in the white paper ‘the importance of learning ‘ there is no reference of citizenship instruction in this papers but they do discourse PSHE it this papers. So from this the hereafter of citizenship instruction looks black unless people run to salvage this from go oning. In my sentiment I think that citizenship should and should non be portion of the course of study because it is the lone topic that educates kids about political relations. On the other manus this topic should non be in the course of study because kids find this topic drilling and they merely muss around in these lessons. If this happens it will do UK the least political literate. This subdivision will discourse the positions of those learning spiritual instruction are: that adding another lesson such as citizenship in the course of study, will give less clip for spiritual instruction to be taught to pupils. Broadbent and Brown ( 2002 p.174 ) ‘concerns expressed by instructors of spiritual instruction that the inclusion of distinct lessons of PSHE and citizenship instruction might badly infringe upon curriculum clip hitherto allotted to RE ‘ . In contrast to this argument Citizenship instruction will non impact the position of spiritual instruction in the course of study. Blunkett states ‘religious instruction ‘s place in the course of study will stay unchanged ( Watson 2004, p.260 ) . The other side of the argument could be acquiring rid of spiritual instruction. Watson. ( 2004, p.260 ) recommends the replacing of spiritual instruction with citizenship instruction in province schools. However the positions of those learning citizenship in schools are that it is of import for kids to understand and esteem themselves and others. Trusting others and holding high ego assurance when in treatment and debating with one another is of import. However some are disquieted it could turn into a civic lesson. Some instructors wanted citizenship to replace spiritual instruction because we can learn these values in citizenship of being of good citizen in society. My experience of citizenship in schools was non really good because we did non larn about this topic but we did analyze PSHE which was during tutorials. Throughout this period we carried out activities such as worksheets on drugs and sex instruction. We did non larn approximately political facets or how to be good citizens in this lesson and we did non hold arguments on issues. I have besides enclosed a school timetable on how citizenship instruction is included in the course of study. From looking at the timetable they teach citizenship as an person topic, which is taught every hebdomad for one hr. When I asked some students what they thought of citizenship about all the students I asked said that it is deadening and the lone thing the category did was misbehave and muss about in this lesson. Rutter ( 2002, p.76 ) suggests that ‘pupil motive towards citizenship instruction is hapless ‘ . They besides told me that the instructor did non care that kids were misconducting i n category. The ground for this could be that the instructor whom was learning this talk was non a specializer instructor in this field but I found that she was a scientific discipline instructor asked to learn this lesson. Harmonizing to Rutter most schools citizenship instruction Idaho taught by non specializer whom have no experience in learning societal scientific disciplines. In decision citizenship will learn the political side of the position point and about society. Since Watson ( 2004, p.267 ) argues that ‘citizenship instruction while educating for citizenship in its ain right by developing apprehension of our society and peculiar parts spiritual argument can do to the development of the active citizen ‘ . Citizenship instruction has a figure of failings as discussed in this assignment antecedently. But the chief 1s are that there are few specializer instructors which lead the school to inquire non specializer instructors to learn this lesson and these instructors lack cognition in this country.

Book Review: Gone Girl

The deception and Lies, that were motivated by the secrets that Amy and Nick were hiding, are what led to the demise of their marriage. The Sir Walter Scott quote â€Å"O what a tangled web we weave when first we practice to deceive† is a perfect way to sum up this story. Amy creates the ultimate act of deception In the novel when she tries to frame Nick for her murder, that she fakes. Amy decides to frame Nick after she learns that he has been having a secret affair. Once Amy is on the run, because she faked her murder, the tables of deception turn n her when she is robbed by two people she befriended while she was hiding out.Amy flips the tables back on a man she had been deceiving since high school, Despond. Despond is blind to Amoy's deception because he loves her and he loves to help women with issues. Amy uses Despond for his money and a new hideout and he willingly gives it to her. She tells Despond these horrific stories of Nick and paints him out to be this abusive mo nster that she Is fleeing from. Little does Despond know that Amy has also painted this same facade for him, she tells her parents and Nick that Despond is this creepy ex and that he tried to kill himself over her when they were back in high school.Amy is then forced to live up to Deacon's ideals of a perfect women when he has her stay with him and he restricts what she's eating and tries to get her to be loving and affectionate with him. While Despond thinks he Is In control, It Is really Amy who has the cards In her hand. She eventually ends up betraying Despond when she murders him and runs back to Nick. She paints yet another picture of Despond as this monster who was holding her hostage and she fled from. Amy is constantly deceiving everyone in the story, she even ends up getting screwed over herself because of all the lies.Amy gets the true final say, in the story, when she finally traps Nick by Impregnating herself with his old sperm she had saved which forces Nick to stay In this loveless marriage. Had Amy not lied and deceived Nick numerous times she might have been able to save her marriage but she is so used to being deceitful that I don't think she even realizes that just being truthful might have been the easier route to take. â€Å"You can put a face behind a mask but be careful because someone else might be retesting. † is a warning that Nick needed.Nick is a man who is betrayed many times In this story. Initially you almost feel sympathy towards him until you learn of his Infidelity. For Nick he never realized all these deceitful things Amy was doing Amy and then the public causes him to lie to his sister and many more people. Nick and Amy are very self absorbed and because Nick is so self absorbed throughout the entire book he ultimately never sees any of the lies Amy tells him. He also ends up flipping the tables on Amy when he gives these interviews depicting a husband who till loves his wife and Just wants her to return safely.Amy fa lls for it because that is all she wanted in the first place, for him to need her and miss her and want her. Amoy's return is what makes Nick believe that he will be freed from this marriage but it ultimately is what causes him to become trapped in the marriage. Nick is so consumed with screwing over Amy as bad as she did to him that he never realizes that Amy is always two steps ahead of him. While he pretends to be this loving husband in the beginning he is really cheating on Amy, and Amy is planning on ramming him for her murder because of the infidelity.While Amy is deciding on her next move after she's in hiding, Nick pretends to be this loving husband who misses his wife to get her to come back. When Amy comes back and realizes Nicks true intentions, to try and get her to confess to Deacon's murder, she pretends to be completely oblivious to it so she can trap Nick in their marriage. The characters almost play a game of cat and mouse throughout the whole story. They are consta ntly trying to get over on each other and in the end it may seem likeAmy wins but the truth is there were so many lies and so much deceit that happened that no one really ever got what they wanted. Nick will never love Amy and ironically he grew to hate her more when she came home then before she left. The sad thing is that Amy thinks that Nick will Just learn to accept the fact that he is trapped and learn to love her again once the baby is here but he will only end up resenting her even more because of the fact that he is trapped. While these lies were created to save and protect a marriage, they only ended up destroying it and that is the true irony of the story.

How sleep deprivation affects your productivity

How sleep deprivation affects your productivity Did you know sleeping can boost your powers of productivity along with refreshing your brain? Yup, a good night’s sleep can make a huge difference in your ability to be productive at work. From generating new ideas to thinking of ingenious solutions to problems, sleeping well can bring enormous changes to your life. The American Academy of Sleep Medicine emphasizes the importance of seven to eight hours of sleep for an average adult for optimum utilization of their cognitive functions and overall performance. Some of the major problems that emerge out of sleep deprivation are a decline in cognitive performance, impaired memory, lack of spatial awareness, poor decision-making and slowed reaction time. These are some of the short-term problems that emerge out of sleep deprivation. However, studies show that prolonged sleep deprivation can have adverse long-term effects like reduction in immunity and lifespan, negative impact on learning and memory and symptoms of ADHD.Hereâ€⠄¢s how a lack of sleep can affect your performance at work†¦Impaired decision makingWhen you lack sleep, you are deprived of a sound mind which fuels the abilities to evaluate scenarios and pass judgment based on those assessments. These abilities are crucial to the execution of any task that requires logical reasoning from complex cognition. Without an adequate grasp of a sound mind, you may be more prone to making mistakes at work due to an increased tendency to make impulsive and poorly thought-out decisions or merely slowing down work progress in the more difficult attempt to prevent the former.Limited learning and memory capacitiesThe process of learning, retaining and improving skills and abilities heavily rely on your working memory capacity, one which determines the performance of your cognitive online (real-time) processing. Research suggests that while you are asleep, your memory systems are still active and sleeping significantly strengthens existing memories.   D uring Rapid Eye Movement (REM) sleep, your brain also cuts off unnecessary neuron connections while maintaining others; meaning sleep improves your memory by selectively both strengthening and eliminating formed neural connections. In a state of sleep deprivation, your capacity for efficient memory retention is substantially disrupted, hindering productive growth.Toxicity towards physical and emotional healthHealth implications of insomnia, while never usually the priority, should never be trivialized. Sleep plays an essential role in your physical health by both reinforcing your immune system against infections via boosting protective cytokine production and lowering your risk of diabetes, obesity, and cardiovascular diseases. Insufficient sleep will positively contribute to a decline in your physiological state, negatively impacting your work performance. It has been found that sleep deprivation can compromise your cognitive processing and amplify the smallest amount of emotional turmoil, making you more irritable and erratic. This impedes your executive functions, rendering you less productive.Not getting enough sleep or poor quality of sleep affects your ability to deliver in almost all facets of life. Be it work or home, insomnia or not sleeping well can make things really difficult for you. But getting a proper sleep can undoubtedly solve all your issues and can improve your ability to be productive. An abnormal sleep cycle is associated with mild depression and anxiety disorder, especially in people who are facing emotional battles. Snoring can also be a reason for abnormal sleep, different snoring solutions can ultimately save you from this serious disorder.We’ve covered what can happen with a poor night’s sleep, but all of these functions can improve with a solid 7-8 hours. Here’s how a good night’s sleep can help you become more productive†¦It makes you energeticThis seems obvious but it’s a known fact that get ting a good night’s sleep can give you lots of energy and a mood boost. It relaxes your body and mind and prepares you for the next day. From improving your job performance to helping you stay productive at home, sleeping well can also optimize your health.Boosts memoryRemember when we talked about what happens during REM sleep? The brain removes unnecessary neural connections and strengthens the cognitive bonds building your memories while you snooze. Go too many nights without REM sleep and your memories become hazy. With a consistent night’s sleep, you actually have a chance of remembering that report you’re supposed to submit at 9 AM.It makes you a faster learnerLearning new things comes naturally to a fresh mind. Your brain becomes stronger and works faster. So whether you’re at work or in class, never compromise your quality of sleep. With a strong body and sound mind, you’ll open the doors of opportunity.While we constantly focus on how we c an intensify our workload to pump up production, we often jeopardize our health to get it all done. Remember that sufficient sleep is paramount to a successful life.Sleep tight, everyone!About the Author: Katherine Dilworth is a wife, mother, and blogger on caseydilworth.com,  a blog that focuses on providing snoring solutions for everyone.

First Grade Writing Prompts

First Grade Writing Prompts In first grade, students are beginning to develop their writing skills for the first time. These students should work towards complex writing goals–i.e. composing a chronological narrative and expressing an opinion–but should be given flexibility in how that writing is produced. For example, first graders may construct a narrative by drawing a series of pictures, or convey an opinion by dictating their thoughts to a teacher. These simple but creative first-grade writing prompts will help students begin to develop their narrative, informative, opinion, and research writing skills. Narrative Essay Writing Prompts Students in first grade will  develop their skills in writing narrative essays by relating the details of a real or imagined event and placing the details in  sequential order. They can also include their reaction to the  event.   The Purple Crayon. Imagine  that you have a magic crayon like the boy in  Harold  and the Purple Crayon. Describe something you would draw.Wings. Imagine that you are a bird or a butterfly. Write about what you might do in a day.Superpowers. Name one superpower you’d like to have and explain how you would use it.The Dumps. Think of a time when you were sad. What cheered you up?Scary Story. Do you remember a time when you were really scared? What happened?Family Fun. Does your family go on vacations together? What is your best memory from your last family trip?Lost. Have you ever been lost? What did you do and how did you feel?Shark Tales. What would your life be like if you were a shark?Movers and Shakers. Has your family ever moved to a new house? Describe the experience.Dressing Up. Imagine that you have a magical dress-up box that turns you into whoever you dress as. Who would you be?Teacher’s Pet. What if your teacher had a talking pet dragon and she brought i t to school one day? Tell what you think would happen. After School. Describe what you usually do in the first half hour after you get home from school each day.Pet Dreams. What kind of pet do you have? Imagine a dream he or she might have and describe it. OpinionEssay Writing Prompts First graders can begin to develop their opinion writing skills by responding to a simple topic with their own thoughts and opinions. They should focus on understanding the concept of an opinion and providing basic justification for their own opinions. First is Fun. What is the most exciting thing about being in first grade?Must Read. What is one book that every kid should read and why should they read it?School Food. Name your favorite lunch in your school’s cafeteria. Why is it your favorite?Wild Side. What is your favorite wild animal and why?New Friends. You may be meeting lots of new kids in first grade. What qualities do you look for in a friend?Weather Woes. What is your least favorite type of weather?Toy Story. Which of your toys is your favorite and what makes it so special?Holidays. What is your favorite holiday and why?Getting Older. Why is being in first grade better than being in kindergarten?Weekend. What is your favorite thing to do on the weekend?Watch or Join.  If you are at a birthday party, are you more likely to be first in line to play all the games or do you like to hang back and watch others for a while?Fish or Frog. Would you rather be a fish or a frog? Why?Extra Hour. If you could stay up for an ho ur later than you’re allowed to each night, what would you do with the extra time? Expository Essay Writing Prompts Expository writing includes informational and how-to pieces. Students in first grade may use drawings, writing, or dictation to identify their topic and supply information about it. Admiration. Name someone you admire and list three reasons you look up to them.PBJ. List the steps you’d take to make a peanut butter and jelly sandwich.Healthy Teeth. Explain why it’s important to take care of your teeth by brushing them every day.Game Changer. Explain how to play your favorite board game.Lost and Found. Describe what you should do if you become separated from your parents in a crowded place like a store or an amusement park.Tough Tricks. Do you know how to do something that your friends haven’t figured out yet, such as blowing a bubble with chewing gum or jumping rope? Explain how to do it.Pet Care. You’re going out of town, and your friend has agreed to take care of your pet while you’re gone. Explain what he or she needs to do.Self Portrait. Describe your appearance  to a friend as if he or she had never seen you.Apology. Explain how you would apologize to a friend or relative if you hurt their feelings.No More Germs. Describe the steps for washing your hands.My Space. Describe your room. What does it look like? What kind of furniture and decoration do you have? Rules. Choose one school rule and explain why it’s important for students to obey it.Step-by-Step. Explain, step-by-step, how to complete a process such as tying a shoe or folding a paper airplane. ResearchWriting Prompts With help from an adult, first graders can begin to understand the research process. These prompts may be best utilized in a group setting, with a parent or teacher leading the student(s) through the research process using a single source (e.g. a book or magazine) to answer a question. Dogs. List five things you know about dogs.Favorite Author. Write down three facts about your favorite author.Insects. Choose one of the following insects and find out where it lives, what it eats, how it moves, and what it looks like: butterfly, ant, bumblebee, or cricket.Reptiles and Amphibians. Choose one of the following  creatures and find out where it lives, what it eats, how it moves, and what it looks like: frog, toad, turtle, or snake.My Town. Find out three facts about the history of your town.Volcanoes. What is a volcano? Where are volcanoes found? What do they do?Dinosaurs. Choose a type of dinosaur and write 3 to 5 interesting facts about it.Habitats. Choose a habitat such as an ocean, desert, tundra, or forest and describe the plants and animals that live there.African Animals. Choose an animal that lives in Africa, such as an elephant, lion, or zebra, and write 3 to 5 interesting facts about it.Sports. Choose your favorite sport. What are three important facts about how the game is played? Famous People. Read a story about a famous person from history. Then, find out when the historical person was born and where they lived.

Class Discussion Essay Example | Topics and Well Written Essays - 1000 words

Class Discussion - Essay Example The only way to eliminate the problem and develop financial globalization is by creating a common worldwide currency (Mohan 39). This paper will discuss why a global economy requires a global currency. The movement of capital and goods across country borders is accompanied by inevitable transaction costs and commissions (Bonpasse 189). Having a single currency minimizes on these costs and improves trade efficiency. Increasing volumes of trade and investments across borders creates a strong partnership between exporters and importers around the globe. Both parties would be beneficiaries of a common currency. Two or more countries trading in the same currency are likely to conduct trade up to three times more than if they were using different currencies (Bonpasse 204). Globalization of currency makes the world an optimal currency area as economic integration makes countries react and adjust in similar ways in their responses to external trends. The closer the trade links countries have , the more related their business cycles are. Therefore, currency convergence may lead to an increased flow of international trade. Multiple currencies also imply uncertainties, because traders are not always quite sure what foreign goods will cost, or what foreign buyers will be willing to pay for their products. At the same time, as globalization grows and volumes of international transactions rises, both independently and in comparison to the world output, the cost of having multiple currencies also goes up (Bonpasse 241). As posed by a research conducted in the United States, most national currencies are a trend of the twentieth century, and international, cross border currencies are the best solution for the future (Hausmann 96). The researcher provides that in the broader perspective, farmers in Africa will be able to get equal pay for their produce as farmers in America, and laborers in Asia will also receive the same pay as their peers around the world. A positive effect of having a global currency is the reduction of the gap between the rich and the poor. There is evidence pointing towards the forces driving the globalization process, in relation to wealthy countries, indicating that they are narrowing the per capita income gap between themselves and the globalizing nations (Aart 103). For instance, India, Bangladesh and China were among the poorest nations in the world a few decades ago, but they have significantly influenced the narrowing of worldwide inequality, thanks to their economic expansion (Aart 104). In an era when international interdependence and integration in trade and economy are on the increase, a standardized and universal system of currency will be among the various complementary measures that will assist in simplifying and facilitating interaction and understanding among the nations (Mohan 76). A single, common currency would serve like a global language, enhancing communications around the world traders. It would eliminate the cur rent difficulties presented by speculation, instability and uncertainty. It would also provide a strong foundation for installing and growing a global economy. It would significantly reduce the cost and risk of doing business internationally. Within the present trading system, more than one trillion dollars are traded every day as investors seek to get best returns with the least risk involvement (Mohan 89). This movement of

Cases of cyber attacks Case Study Example | Topics and Well Written Essays - 1000 words

Cases of cyber attacks - Case Study Example The historical landscape of how wars are fought changed drastically when Information Technology was used by developed countries to attack one another.Instead of bullets and guns, critical websites of government and news agencies are hacked or defaced to express political statement and display of IT power. In this paper,a comparison of three cases of cyber terrorism would be discussed to enable people understand the nature, power and threat caused by cyber attacks. Likewise, the governments’ initiatives to response to similar threats in the future are also included in this report. The case of the cyber attack in Estonia. In 2007, Estonia experienced a massive DDOS attack which paralyzed most of its government websites. Although Russian authorities denied the attack, the Estonian government highly believed that it was from Russia. The attack happened after a political issue which involved removing Estonia’s transfer of a Soviet war memorial in Talinn to a military cemeter y ( A cyber riot, The Economist.com). The cyber attack is considered a DDoS or Distributed Denial Of Service. According to searchsecurity, techtarget.com, DDoS happens when â€Å" a multitude of compromised systems attack a single target, thereby causing a denial of service; hence, the target system is forced to shut down which prevents legitimate users to receive service†. The main targets were banking institutions, schools, government websites and other institutions; however, the first launch targeted government sites. The government’s response was to shutdown all mobile phone networks as well as banking systems which really caused a lot of inconvenience to the public. The event was catastrophic enough to prompt NATO security experts to head to Estonia and investigate on the matter. A youth group known as Nashi meaning â€Å"Our† claimed the attack through its spokes person Konstantin Goloskokov which was funded by private business groups ( Shachtman, Wired.co m). Estonia has reacted by creating a Cyber Defense League composed of specialists. It also came up with a Cyber Security Strategy in 2008 that would provide as framework for improving its defense against cyber attacks. Ossetia’s cyber-attack on Georgia in 2008 In 2008, Russia was accused by Ossetia for hacking its government and commercial websites. The attack on Georgia was believed to be a part of Russia’s military support in South Ossetia. The target of the attack included government websites according to a report on smh.com.au, the cyber attack included: 1. The Georgian Parliament main website has been defaced. The website content showed images of Adolf Hitler which replaced the picture of then Prime Minister Saakashvili; 2. The servers of Azerbaijani Day was disabled; As a result, some of the government’s website like Ministry of Foreign Affairs created a temporary site on the Google Blogger to safely disseminate information. Even news agency servers were attacked that time which really alarmed other countries. The main culprit of the attack was South Ossetia Hack Crew which came from a group of programmers from Russia. Today.az reported that â€Å"Russian intelligence services â€Å"were responsible for the attack (today.az,2008). The cyber attack is similar to the DDoS attack that happened in Estonia in 2007. As aforementioned, a DDoS attack would force the target to shut down which denies the legitimate users to access the site. After the attack, different governments such as Ukraine, Poland and Estonia helped Georgia by mirroring the web pages, it was a historic moment in history when Estonia came to the aid of this country (Schachtman, 2008 July). Indeed, Georgia learned a valuable lesson like Estonia which prompted its government to focus on cyber security measures. The National Security Council of Georgia created a Computer Emergency Response Team that can immediately respond to cyber attacks. Similarly, it has been enhancin g security measures by continuously monitoring government websit