Death For Your Country Essays - France, Battle Of The Somme

Death for Your Country Is it glorious to die for your country?.... This question has been posed to many young people about to embark on war although the answer has usually been 'yes' in response to their country due mainly to the fact that the government instills it in the people of the country to support one's country and one way is to send young abled bodied men into the army. If you were one individual that was not in favour of fighting for your country you would surely become an outcast by the countries people. To avoid ridicule and becoming outcasted by the people living around you, you would join the army just in the thought that you were obligated to for the sole sake of your country. Such thoughts were reinforced by the government promotion of propaganda. Glorifying death is not needed to be taught and should be up to the sole individual. School systems should teach an unbiased point of view of war to enable the child to make their own decision to fight for one's country. Within the education system it was instructed to the teachers to teach the children at a young age during the brink of war to instill that their the life of the country and for them to defend their country against the enemy. Teachers showed being in a army was representing honour and the pride of the country. Guilt was laid on the students who showed rebellion by the teacher. Many times the teacher would try to show a soldier that looks happy and content trying to represent being a soldier makes you happy and content. Many young inexperienced soldiers were sent to training camps near the battle fields that they would soon be sent to fight, for their country and their life. The training camps were situated on similar enviroments that resembled the battle fields of where the fighting would take place. Reinforced displine to the young and ignorant men. Trench warfare is when many soldiers of opposing countries fight against each other across a vast desolate, dirt covered land, and the only sense of cover was to crouch in a usually water logged trench. The sense of death engulfed your very soul, the conezt bombardment of shells echo in your mind long after it had ceased. On the Western front conditions were horrible to say the least, stench of death remained coneztly in the air, bodies riddled with bullet wounds lay across the bottoms of the trenches, dismembered bodies scattered across the landscape and the sounds of agonizing and dying men echo across the battle grounds. Very limited rations offering very little in flavour was the only food available to the soldiers. Often raining, it caused muddy, damp conditions. The men staying in a trench filled with water and muddy conditions often caused such diseases as trench foot and trench mouth. Contagious diseases were spread quickly. Lack of cleaniness gave many soldiers lice and rats would run through the trenches feeding on the garbage and human wastes. Thousands of soldiers would line up under the cover of their trenches for a stretch of miles and wait for the leading officer to give the signal for the charge. When the signal was given the thousands of soldiers would all try to run across the no-man's land to attempt the breach of the enemies trench. This charge would be under conezt machine gun fire and mortar shelling by the enemy. These kind of attacks usually failed maily due to the fact the odds were already stacked against the attacking party. The diezces the charging men had to run to get to the enemies trench was far enough for the enemy to use it's conezt shelling and it's machine gun fire to dwindle the attacking army significant enough for the attacking army to retreat. Counter attacks were quickly attempted after the attacks. The counter attacks were similiar to the actual attacks except the difference was that the counter attack involved the killing of the retreating of the enemy instead of attacking someone under the cover of the trench. During the war all soldiers were affected either physically or phsycologically. Shell shock was an

Numerical Expressions

Numerical Expressions Numerical Expressions Numerical Expressions By Sharon There are many expressions in English which reflect our need to classify and put a value on items. Here are a few: First water This is most often heard in the phrase a diamond of the first water. The expression means the best quality. The best diamonds are nearly as clear as water, and this is the origin of the expression. Second fiddle This expression means a secondary role, as in She played second fiddle to her best friend. The lead violinist sounds the notes that guide the rest of the orchestra, so this position is more important than the second violin or second fiddle. Third degree When youre given the third degree, you get a verbal grilling. No ones quite sure where the expression originates, but a popular tale has it that the third degree of masonry was difficult to attain and candidates had to answer a lot of questions in order to attain it. Fourth estate The fourth estate is the press, as distinct from the other three estates in the UK. The other three are the spiritual lords, the House of Lords and the House of Commons. Fifth column This expression is reportedly of Spanish origin. During the Spanish Civil War, a general who was leading four columns of his army to fight, claimed to have a fifth one in Madrid. The expression refers to a group of people who support their countrys enemies. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Congratulations on or for?"Certified" and "Certificated"8 Great Podcasts for Writers and Book Authors

Is Technological Progress a Thing of the Past Essay

Is Technological Progress a Thing of the Past - Essay Example Government debt means that less money is being ploughed into funding technological process. As a result, people rely on private funding for technological invention, and this is hard to come by in most cases. In addition, the baby boomers generation means the society largely has older populations, who have already seen the best of technology. In the main, this means that there are fewer young and passionate inventors than there were before, and for that reason, there is a possibility of fewer inventions than seen in the past centuries. Computers have revolutionized operations in the world and enables people conduct operations that they were unable to do before. Its application in technological process means that there are more unlimited possibilities in the future for technological advancements. In the main, no single technological operation that exists without computer applications and simulations. The lecturer affirms that not all the low-hanging fruits of technology have been picked. Computers have the possibility to result in operations that were not possible before. Even so, there is the possibility of technologies that may revolutionize the world. For instance, the concept of a flying car can be quite interesting. Recently, hybrid cars have been invented, and they have proven their advantages in terms of fuel consumption and safety considerations. Although most important technologies have already happened, the future has unlimited possibilities. Simulation of chemical properties often results in new materials, which were undiscovered before. In addition, computer models sometimes result in accidental inventions, which may be both detrimental and beneficial. This means that technological progress may be both intentional and unintentional, and thus the future is unpredictable. In conclusion, the limits of technological progress are boundless and one cannot necessarily rule out technological advancement as outdated. Although it

Description of Business Resources Coursework Example | Topics and Well Written Essays - 750 words

Description of Business Resources - Coursework Example The notion that managing resources and controlling budget cost can improve the performance of a business is also discussed in a clear and outright way. There are several physical and technological resources required in the operation of the advertising and publishing company. One is building and facilities, it is apparent that the business needs a premise to operate from in Oman. Buildings play a significant role in the image of a company and can influence different types of customers. The location of the business is important for distribution purposes. By locating the business at Oman, Mohammed should ensure it is located a place where it is accessed by many people as there will be more profits.1 Another one is the machinery to be used in the company. Mohammed should ensure that the company obtains the required machinery in the publishing process. Also, there must be computers where the adverts will be designed from before publication. Mohammed will need to ensure that he abides by the health and safety laws. This is by providing the employees with a safe environment as some of the equipment and machinery may be hazardous to health. The stock is another requirement needed by the company. The advertising and publishing company requires the stock of papers and ink that will be used in the printing process.2 The management of human resources can improve the performance of the selected organization. Mohammed should ensure that the right approach is used to the employees planning and management of their profession. Human resource management is important to the company as it enables employees to perform efficiently increasing the production. Some of the methods Mohammed can use in managing human resource management are training, appraisal, motivating and personal development skills. Also, the staff to be employed must have the right skills and papers for a particular Job role.

Professional Role Transition Assignment Example | Topics and Well Written Essays - 750 words

Professional Role Transition - Assignment Example Data sources that contained information related to the topic were also used during the research process. The studies presented evidences such as quoting those who were interviewed during the study. This showed that students were given equal opportunity to answer the questions directed at them. The studies also took a while to be completed. A slow research ensures that the researcher gains all the information required. Things tend to change with time and by conducting a research study within a long time, the researcher gets to record every change that may take place and also predict how the study will be in future. What I know about the journal is that it intends to understand the challenges that students face when transitioning into BN from LPN. The journal identifies all the challenges and helps to explain methods that can be used to curb them. The journals target LPN students who may be interested in studying BN. The study will help them understand the challenges they are bound to face. The journals also target other scholars that focus on studying the topic. These journals will give them a point of reference for their study. Educators in the institutions that the students enroll for BN are also a target audience for the study because they will have the knowledge of how to help the students adapt to the transition. Because of the challenges faced when transitioning from LPN to BN, students opt to turn to their mentors at their places of work to guide them. These mentors are in a great position to help them put into practice what they have studied. The journals have also helped explain why the LPNs choose to expand their knowledge. One of the reasons given by the participants is that at the work place, they are considered less of nursing practitioners and their opinions are not valued. Some of them had to endure being called Little Pretend Nurses instead of their real titles. For the students who have

Young Gangs And Criminal Behaviour In Malaysia

Young Gangs And Criminal Behaviour In Malaysia According to the National Youth Development Policy in Malaysia (as cited in United Nations, 2002), people between the ages of 15 and 40 are considered youth. However, the United Nations defines youth, as those persons between the ages of 15 and 24 years. The Merriam-Webster (2010) defined youth as the time of life when one is young, the period between childhood and maturity. Statistically, youth aged 15 to 24 contribute to the largest proportion of the total population (Economic Planning Malaysia, 2010). The youths are the future leaders of tomorrow. Therefore, the government of value and stressed on the development of youth. Recently, the government had allocated RM20 million to the 1Malaysia fund for youth development under the Budget 2011 (Bernama, 2011). As youth constituted to the biggest section of Malaysias population, their involvement in youth gang and criminal behaviours has received great attention from everyone. According to the Oxford Advanced Learners dictionary (1997), the term gang can be described as a group of young people, who are typically troublesome; regularly associate together. Kennedy and Baron (as cieted in Ngail, Cheung, Steven, 2007) defined gang as a group oriented and committed to anti social, deviant, and criminal activities. Howard (1997) stated that youth gang is a self-formed association of peers having identifiable leadership and collective actions to carry out illegal activities. Background of Study The risk behaviour among youth is an ever growing problem in Malaysia. A study revealed the risk behaviour among adolescents revealed that truancy (34.4%) was the major risk behaviour and followed by loitering in public places (21.5%); bullying friends (14.4%), stealing (12.9%) and smoking (12%) (Hidayah, Hanafiah, Idris, Rosnah, Ibrahim, Nonnah, 2009). An academic analysis on the rise of crime in Malaysia showed that there is an increase of crime from 70,823 in year 1980 to 156,455 in 2004 (Sidhu, 2005) . This amount to an increase of 120 percent which indicated that crime rate has increased dramatically. The crime index continue to grow from 156,315 cases in 2003 to 224,298 cases in 2007 which indicated the increased of 45% over the past four years (Crime and Safety, 2008). The three major races of Malaysian are Malay, Chinese and Indian. The Economic Planning Unit of Malaysia calculated the population of Malaysia in 2010 stated that Malays (21%) constituted to the largest group; Chinese (22.6%); and Indian (6.8%). Although Indian represents a small minority group, they have contributed to the criminal and gang related problem. Mr. Ramli Yusuff, deputy national chief of detectives, disclosed that there were 38 Indian crime gangs in the Peninsular of Malaysia with a total membership of around 1,500 in 2000. Indians are a minority in the country but criminals from the ethnic group are committing the most number of serious crimes compared with other races, he said (Concern in Malaysia, 2000). Aliran (as cited in Suryanarayan, 2008) provided statistical details that 40 percent of serious crimes in Malaysia are committed by the Indians; furthermore, Indians recorded the highest number of those detained in prison. Chapter II Literature review Most gang members begin their involvement in gangs as youth. Snyder and Sickmund (as cited in Sharkey, Shekhtmeyster, Chavez-Lopez, Norris, Sass, 2011) reported that most gang members join between the ages of 12 and 15 years. Three former gangsters has been interviewed and reported to joined gang during their secondary school life (Alagappar, Len, George, Lee, Wong, 2005). These studies indicated the crucial developmental period of youth is during the high school period. The Social Activities of Youth Gang Youth gang engaged in various gang activities. Futrell (as cited in Yahaya, Boon, Buang) stated that activities carried out by the gangsters in school consist of being harsh to teachers, threatening acts, stealing, and bullying or beating students. Another study indicated that youth gang especially high school students reported to have high prevalence of alcohol use, engaged in physical fighting, drug use and drug selling (Swahn, Bossarte, West, Topalli, 2010). Gang members have found to have greater involvement in delinquent behaviors and the gang affiliation increases adolescents involvement in violence (Madan, Mrug, Windle, 2010). The youth gang issues in Malaysia have been frequently reported by the media. In 2006, news published in Daily Express regarding gang fights and police rounded up eleven boys, among them were four secondary school students. At the same year, a group school girls engaged in gang fight by bullying another student was reported (The Star, 2006). This year, cases have been reported over newspapers. Guang Ming Daily (2011) reported that a gang of youth has been engaging in theft behavior and three teenagers has robbed and injured a sergeant. Recently, five men, aged 18 to 30 were arrested in connection with a clash involving 40 members of two rival gangs. In the ensuing fight, at least five members were injured and two vehicles burnt (Tahir, 2011). Sin Chew Daily (2011) has revealed teenagers vandalized the public property; a group of Mak Rempit refused to listen to advice and stabbed innocent person. The news being reported has indicated the significance of youth gang problems and the sev erity of the problems can range from vandalism to killing people. Risk Factors for Gang Membership Strain theory The traditional strain theories stated that some individuals are drawn to crime when they are prevented from achieving cultural goals such as monetary success or higher social status (Froggio, 2007). A more conventional approach of strain theory suggested that if young people are treated badly, they become upset and respond with aggression, crime and other deviant behaviors (Agnew, as cited in Froggio, 2007). Agnew stated that strain refers to relationships in which others are not treating the individual as he or she would like to be treated. Poverty. Sharkey et al. (2011) stated that people living in poverty experience strain due to the inability to achieve the ideal economic success; consequently, people may grow to feel despair and turn into criminal activities in order to achieve sense of gratification. There were 41 percent vagrants and beggars in Malaysia has been reported by Aliran (as cited in Suryanarayan, 2008) to be Indians. This may indicate the higher poverty rate is among the Indian community; hence, they have higher risks to engage in crime. A recent research in Malaysia reviewed majority of bullies were from rural schools and families with low income (Uba, Yaacob, Juhari, 2010).Young people living in poverty may find it difficult to meet basic physical and psychological needs; one way to earn cash is to join a gang involved in the drug trade (Gang, 2008). Gangs provide the perfect structure and leadership necessary to maximal criminal success (Sharkey et al., 2011). Inequality. Malaysias social workers and politicians said that Indians turn to crime because they feel marginalized from government development plans and lack equal education, business and job opportunities (Concern in Malaysia, 2000). When groups of people are denied access to power, privileges, and resources, they will often form their own anti-establishment group (Gang, 2008). Regan (as cited in Sharpe, 2003) explained that individuals joined gang as the gang provides sense of acceptance to them. Social control theory The control theory suggested that entry into deviant peer groups is a function of a lack of social control experienced by youth (Hirschi, as cited in Hill, Howell, Hawkins, Pearson, 1999). Youth are less likely to join a gang if they are committed and able to adapt to the community expectations (Sharkey et al., 2011). School. School as a social control system contributed to a childs adaptability to community expectation. High academic expectation and teachers expectation tend to play the role. The risk factors identified in joining a gang included academic failure; negative labeling from teachers; low commitment to school; high delinquent in school (Hill et al., 1999). Social learning theory Social learning theory believed that people learn through modeling. The role models of family members and peers tend to be the most influential in youngsters. Family. Family members are important models from whom youth learn from. Howell (1997) indicated that family members in a gang will contribute to the risk factor of youth for gang membership. Other studies related to family revealed that students with no parents, students from broken family and poor family management had greater odds of joining gang (Hill et al., 1997). Consistently, the findings obtained from Alagappar et al. (2005) interviews indentified former gang members in Malaysia were from troubled and lack understanding family (refer to Appendix A; Appendix B). Peers. In self-report studies, association with deviant or delinquent peers is consistently one of the strongest predictors of an adolescents own delinquency (Esbensen, Peterson, Taylor, Freng, 2009). Affective ties to delinquent peers are also strongly and consistently linked with youth gang involvement (Sharkey, et al., 2011). Consistently, a study of gangsterism in Malaysia secondary school showed that friends were the most influences referred to by the students as compared to their family (Yahaya et al., 2001). Other peer-related factors included limited or lack of association with pro-social peers or low commitment to positive peers (Howell, 1997). Cognitive developmental theory Cognitive developmental theory regards inadequate cognitive development as a cause of delinquent behaviours and gang involvement (Ngai, Cheung, Steven, 2007). Cognitive development manifests itself in ones ability to process and analyze information in order to formulate solutions to problems (Husband Platt, as cited in Ngai, Cheung, Steven, 2007). Raine (as cited in Ngai et al., 2007) explained that the ability involves empathy, perspective thinking, and ethical reasoning which are cognitive guides of ones behaviour. Ngai et al. further discussed that delinquency arises out of ignorance of others. As a result, anger, quarrel, and even violence against others may happen due to inability to understand and tolerate others. Maslows hierarchy of needs According to Maslows model of hierarchy, people have basic hierarchal needs, which include physiological (hunger, thirst, shelter), safety (security and protection), belongingness (love, affection, family, acceptance, friendship), esteem (self-esteem, achievement, recognition, respect), and self-actualization (self-fulfilment; Maslow, 1970). Findings from several youth gang research have been found to support Maslows theory. Physiological needs. A focus group of youngsters who associated with gang, aged 17-21 were interviewed by Alagappar and her group in 2005. When the researchers asked the participants what makes them more likely to join gangsterism, majority of the participants answered in need of material goods and money. Safety. A recent study reviewed by Taylor, Freng, Esbensen Peterson (2011) demonstrated that most youth reported joining a gang for protection. Research in Malaysia has found that some students were victims of bully before they join into a gang (Alagappar et al., 2005; refer to Appendix C). Belongingness. In a qualitative analysis, an ex-gangster was asked why he joined gangsterism, he replied: 9 out of 10 of my friends are gangsters; I would be left out and alienated if I do not join them (Alagappar et al., 2005). This result further supported the social learning theory as youth obtain the sense of belonging and identity through peers (refer to Appendix A). Esteem. Alagappar et al. (2005) indicated that one of the reasons youngsters involve in gang is to gain popularity and recognition from other students in school (refer to Appendix A). Additionally, joining gang will provide higher privileged for youngsters to vent out their anger. Once in a gang, self-esteem is increased through power, wealth, and status (Sharkey et al., 2011). Sharkey and his group further described that gang provide members with self-esteem and respect that they do not receive from others. Gang can function as adaptive social mechanisms for satisfying needs of some youths that are not met through traditional and socially acceptable means. Gangs offer many benefits that are unmet in their homes, schools, and neighborhoods (Sharkey et al., 2011). Regan (as cited in Sharpe, 2003) explained that gangs serve a valuable role in the development and socialization of an individual as they seek the approval of their peers and their identities; acceptance and identity is provided by the gang and thus makes membership an attractive possibility. Studies postulated that failure in academic or social areas motivates youth to antisocial behavior and involve in gang provide self-esteem, peer acceptance, increased pride, feelings of empowerment, and a sense of family, where other institutions have failed to provide (Kee, Sim, Teoh, Tian, Ng, 2003). Youth Gang and Suicide Madan, Mrug, and Windle (2010) worked on a sample of 589 ethnically diverse adolescents indicated that gang membership was associated with suicidal behavior. As gang members reported higher level of delinquency and witnessing community violence, this will mediate the effects of gang membership on suicidal behavior. Thus, higher involvement in criminal activities and witnessing violence may be responsible for increased suicidal behavior in adolescent gang members. Adolescent gang members not only are at risk form harming others but also themselves. Additionally, violence exposure is associated with an increased symptom of post-traumatic stress disorder (Suglia, Staudenmayer, Cohen, Wright, 2009). As the gang members exposed to violence frequently, the risks for them to develop post-traumatic stress disorder is high which will in turn contribute to the suicidal behavior among youth gang members. CHAPTER III DISCUSSION CONCLUSION There was several risk factors found associated with youth gang membership. Although each risk factor has been reviewed independently, the exposure to multiple risk factors may increase the risk for gang membership. Analyses of the effect of exposure to multiple risk factors done by Hill et al. (1997) indicated that exposure to greater number of risk factors in childhood greatly increased the risk of joining a gang in adolescence. In other words, youths may be resilient to the disadvantage posed by several individual risk factors, but as these accumulate, this resiliency may deteriorate and delinquency may result (Esbensen, Peterson, Taylor, Freng, 2009). Thus, exposure to multiple risks factors will increase the probability of problem behavior such as violence or gang membership. The case studies in Malaysia indicated several factors that students joined gang (refer to Appendix A; Appendix B; Appendix C). The factors include family problem, academic failure, peer pressure, being bu llied, to gain protection, to earn recognition, being recognized and have privilege in expressing anger. From the developmental perspective, youth are experiencing physical and psychological changes. The period of youth has been recognized as transient, characterized by typical trials and tribulations (Idris, Yee, Tamam, Hamzah, Wong, 2008). In some circumstances, due to difficulties experienced, youth may manifest behavior that is deviant, abnormal and distressing. During this period, the socio-cultural milieu plays an important role in molding youths value and culture. Parenting, peers, school and society thus are vital in shaping youth. Western countries have contributed to the major part of intervention toward youth gang. A school-based gang prevention programme, Gang Resistance Education and Training (G. R. E. A.T.) in United States has shown positive preliminary results in reducing gang affiliation and delinquency (Howell, 1997). This programme provides students with age-appropriate skills to deal with life stressors. At the same time, the programme offers training for parents, schools and police officers to prepare them to deal with youth gang problem. Malaysia as a multi-cultural and multi-ethnic country, the use of intervention with youth should be wise and well considered. The major problem that needs to be addressed is the lack of awareness on Malaysian on the youth gang issues. The insufficient of youth gang research done locally has lead to the lack of prevention and treatment programme to deal with youth gang issue in Malaysia. This is the major limitation for the implication of intervention toward Malaysian. More studies involving the cultural diversity of Malaysians need to be conducted in order to get a better understanding of the profile of youth gang and the risk factors for gang membership, in turn enable better treatment and prevention protocol. PART B: INTERVENTION PROGRAMME Program Title: Esprit de Corps Aim: To prevent and reduce students from involving in gang As most researchers indicated that the risky age of youth to be involved in gang is during the secondary school years (Alagappar, Len, George, Lee, Wong, 2005), this intervention programme is designed to target secondary school students. This is a school-based programme that will be carried out during classes, in order to involve full participation of students in the school. Instead of naming the programme of anti-gangsterism, an attractive and unique name has been designed. The word Esprit de Corps means unity; to strengthen the bond among students, and teacher. Various programmes will be carried out during the month of April and May (refer to Appendix D, overview of programme). Programme 1 Educational programme According to Thraser and Lal (as cited in Yahaya, Boon, Buang, 2001), the occurrence of youth gang is often out of the sight of the teacher. Therefore, the first step to evaluate the occurrence of youth gang is to identify its existence. The programme will begin with an educational programme targeted on teachers. Training will be provided to teachers, in order for them to run activities during the month of Esprit de Corps. Purpose: to increase teachers awareness and understanding of the phenomena of youth gang and to equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Duration: 1 month (once per week) Week Duration Person In Charge Objective Description 1 9am-12pm Speaker: Social Worker Raising awareness The professionals served to provide information to the teachers Brief introduction on youth gang in Malaysia Prevalence Where, when, how, and why youth gang cases happen in school Risk factors QA session 2 9am-12pm Registered counsellor To equip teachers with the knowledge of youth gang in Malaysia and the skill to help student in need. Counsellors share their experience and skill while handling with the youth gang cases Role play session 3 9am-12pm Counsellor and Social Worker Help the teacher to be well prepared and be confident when handling the real situation Focus on case study to sharpen teachers counseling skill Information exchange with the professional to have a better understanding on handling the youth gang issues. 4 9am-12pm Social Worker and Teachers To prepare teachers to run activities To modify better activities before implementation Run activities (drama, debates, poster design, teambuilding games) that will be carried out with the students. share information and idea on how to strengthen the activities to match with the purpose. Month: April (every Saturday) Various activities that attempt to reduce students impulsive and risk-seeking tendencies are carried out by teachers after undergo the training. Programme 2: Ex-gang member testimonial Purpose: Create awareness about youth gang and consequences of joining youth gang through talks and sharing by ex-gang member. Target: Students Duration: 1 hour Venue: School hall Description: A former gang member will be invite to share his experience. There will be a brief introduction on the ex-gang member background. He will share about the reasons that he joined gang and his experiences as a gang member, as well as what makes him feel regrets and what had changed him. Due to his real life experience, his words may have greater impact toward students. Programme 3: Drama Purpose: Provide student a chance to involve with different character and understand the different roles of youth in different situation. Duration: 30 minutes Venue: Classroom (during moral class) Description: A class of students will divide into four groups. Each group will get a different title (bystander, cultural differences, vandalism and fighting). The students will be given a week of time to prepare for the drama. Each group will be presenting on each week. Other students will be the audience. Through this, the performer can get into the role and able to think as if they were in the shoes of others. In the end of the drama, pupils are invited to share their ideas and feedback will be collected. For example, the group with bystander will be assign to a scenario and it is accompany by the roles card which include Bully, Bullied, Bystander, Collude, and Challenger. The students will have to play different roles in order to enhance their emphatic feelings. Programme 4: Poster Design Purpose: Enable student to express their own view on youth gang and Esprit de Crops in drawing form. Duration: 1hour Venue: Classroom (During art class) Description: A3 drawing paper will be provided and students need to prepare their own drawing material. The best drawing will be voted by students in the same class and the best poster will be printed on T-shirts and sell to the public. The fund collected will be used in the next community caring program. Programme 4: Community Caring Program Purpose: increase youths moral convictions, social conscience/responsibility, and altruistic values through helping others; visiting underprivileged people may help students to be grateful. Duration: 5 hours Day: Saturday Venue: Orphanage, old folks home, center for disabled, rehabilitation centers, shelter home and other related places. Description: The teachers will discuss with their class to decide a place for them to visit. Students can buy some daily utensil through the collected fund or donate the money to the center. Besides that, they may prepare some activities to interact with the people at the center. Also, students may work together in cleaning the place and provide comfortable setting for the underprivileged one. Programme 6: Debates Purpose: Provide a setting to let student to freely speak out their mind at the same time enhance their critical thinking skill. Duration: 30 minutes Venue: Classroom (During moral class) Description: The title for debate is: youth gang, voluntary or involuntary? The title will be given two days prior the debates. Each of the panel has to prepare their own information. During the day of debate, each team is given three minutes to arrange their information. The first debater of each group is given 3 minutes to make his introduction. The second debaters will have 4 minutes to voice out their point. The third debaters will be given 5 minutes to argue the opponents point and affirm their stands. For the last debaters, 2 minutes will be given to restate their stands and conclude. An open discussion on the debate title will be held in class after the debate. Programme 7: Teambuilding games Purpose: To enhance teamwork among students; let them feel being involved, and accepted; strengthen the bond among peers. Duration: 30 minutes Venue: School field or basketball court (During physical education class) Description: All the students will be divided into small groups (8-10 people per group). Game instruction will be given. This game required team work where all members will have to get into the hula hoop which will be placed on the ground. The members in the circle can only stand with one leg. Group members need to help each other to ensure everyone is able to get inside the circle; the group needs to keep their position for at least 10 seconds. The game ends with an explanation on the purpose of game. Standing with only a leg is to illustrate that everyone has limitation and they need to tolerate and help each other in order to accomplish the given task.

Facts Surrounding the Film Gone with the Wind :: essays research papers

Gone with the Wind: Directed by Victor Fleming Victor Fleming's production, Gone with the Wind, made an impact on the large amount of people suffering from the depression because of his talent, the storyline of the film, and the 'get away place' it served as. Victor Fleming, the director behind multiple motion pictures, was a very talented man. Before his career in the movie business, he lived an interesting lifestyle. Fleming's days before being famous are reported in multiple reference books and online documentations such as the Victor Fleming biography (written by the AEC One Stop Group Incorporated  ®). He was born in Pasadena, California, on the twenty second of January in 1889. Fleming was a racecar driver and chauffeur in his earlier days. Most people believed his career would be centered on automobiles, but they were most defiantly wrong. Later he got a job as a stunt man, the stunts were mainly car related stunts, which was easy for him because he was around mechanics a lot. This got him started on the art of filmmaking. He longed to be behind the camera just like all the other directors, and he was going to work hard to get it. He soon got jobs, a lot with Douglas Fairbanks, as a cameraman at first. Later, directing became hi s passion and all movie lovers soon knew his name. As a man in film, Fleming was terrifically dedicated and successful. His job as a stunt man was started in 1910, and by 1929 he released his major first film, the Virginian. The black and white western is about two cowboys and former friends fighting over the affection of a young woman. He later went on to create the two movies that raised him to the peek of his career, the Wizard of OZ and Gone with the Wind. Being the nice man he was, the Yahoo!  ® search engine records show he remained friends with some of the actors and actresses he worked with until his death on the sixth of January 1949. The Internet Movie Database, in a Victor Fleming biography, states that among these were Gary Cooper, Richard Huston, Vivien Leigh, Leslie Howard, and Clark Gable. Gone with the Wind is a breathtaking film that is still enjoyed today as much as it was in 1939. The film has a captivating storyline that draws people in easily, it is hard to stop watching it.

Point paper

A program is a series of steps to be carried out for goals to be accomplished. In other words it is the group of activities directed towards achieving defined objectives and targets. A target audience is a group of people that are targeted by business organization, advertising campaign etc. for appealing there product.Waterfront job requires well knowledge in respect of protection of ship and protection of environment. It also included as how to avoid fire danger, prevent corrosion and electrolysis, follow safe procedures during fueling etc. So handling of all these activities require well equipped knowledge with the working of waterfront. Thus, from the above points it is clear that the position of person working as a waterfront is highly technical and risky as person is always play with his life while performing any of his duties.A pilot program includes the creation and use of new business associate classification. This program helps to distinguish different class of people on the basis of certain factors. There is lots of scope in waterfront job as there is growing interest in this field and new ideas are generating everyday. The course in relation to this undertakes a long apprenticeship training which makes the person expert in his field and to face any difficult circumstances. The persons undergoing this training are in great demand due to their special feature of job and also provide them opportunity to grow big in the respective industry. It is very appealing to young peoples who are adventurous in nature and always ready to take the risk. The job provides lots of scope for promotion in their field to members.If a person wants to grow his position into big and great, waterfront job provide a lot opportunity to achieve the target. The person holding the position as waterfront is in great demand due to function performed by Waterfront fitness Specialist working with various ships is to provide fitness assistance for physical program.As stated in the ques tion that less persons are going on training under this area. His indicates that the job is not much focused or paid attention but takes in him immense scope for attracting more and more person for training. The sum of money received in this job is very handsome due to its risky behavior but this special feature helps to increase the people for training. The position of waterfront is earlier seen in west coast but in recent days east coast are also actively involved for training position. The people are more and more becoming aware of the advantage of score in respective field comes to undergo training.The person acting as a trainer to attract more and more individuals in this job around the world a person is needed a four year degree from authorized university with a major in exercise physiology, physical education or related field. Must possess current fitness certification like (American College Sports Medicine (ACSM), Cooper Institute of Aerobic Research, National Strength and C onditioning Association, American Exercise Council (ACE) or other nationally recognizing certifying agencies. In depth knowledge of the principles of training to be imparted is needed. Ability to perform maintenance and minor repairs of fitness equipment are extensive oral and written communication skills.There is lot of scope of this course in university and colleges as young peoples study there and always willing to take risk at any cost. The money in this job is quite handsome; this will drag the attention of students. Therefore it is very successful to launch this internship program in the universities due to fresh environment and enthusiastic manner. The internship program time period is very long and very deep practical knowledge is imparted to the persons. With this training they become quite confident to take their task in effective manner. Thus, it is easily conclude that initiating of training program in universities and colleges is quite successful by dragging attention o f maximum numbers of person for training.Generally the company imparting internship program hire the same persons whom they provide training by providing effective job according to their area of interest. So they trainer can tap the resources from local universities and colleges by set up an internship program in the campus of university and hiring them for job increase the personnel in the respective field. With the internship program it is possible to appoint individuals after their program is completed and put qualified individuals on the areas and ships. The students completed their graduation can opt for this training at their own campus and after depositing the specified fees. The providing of training at university and college campus is very intelligent decision to tap the young talent in this field which is emerging field. This provides immense help to students who doesn’t know a bit about this training and course, so it is very convenient for them to take deep knowle dge of the course.Therefore, the above mentioned program is immensely helpful to the entire newcomer trying to take any such internship training or program. The success is guaranteed of providing training to students by trainer by its unique feature and freshness of the job. So the decision to impart training for waterfront job is very correct and very successful.REFRENCEReferred to sites:-1.   http://www.baycrossings.com/Archives/2001/10_November/working_waterfront.htmWorking   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  WaterfrontDated 19th September 2007

Mineral Pictures Index

Mineral Pictures Index If youre interested in rock collecting, you know that rocks you find in the real world rarely look like the polished specimens you see you rock shops or museums. In this index, youll find pictures of minerals like those youll most likely encounter in your expeditions. This list starts with the handful of common minerals called the rock-forming minerals, followed by the most common accessory minerals- youll find them scattered in many different rocks but seldom in large amounts. Next, youll see a set of rare or notable minerals, some of which are common in commercial rock shops. Finally, you can check out some special galleries designed to help you to identify your specimens. Rock-Forming Minerals Rock-forming minerals are among the most common (and least valuable) minerals in the world. They form the basis of igneous, metamorphic, and sedimentary rocks, and are used to classify and name rocks. Some examples include: Biotite- Black mica, common in igneous rocks. Calcite- The most common carbonate mineral, making up limestone. Dolomite- Magnesium-rich cousin to calcite. Feldspar- A group making up the most common mineral in the crust. (Feldspar Gallery) Hornblende- The most common mineral of the amphibole group. Muscovite- White mica, found in all kinds of rocks. Olivine- A green mineral found strictly in igneous rocks. Pyroxene- A group of dark minerals of igneous and metamorphic rocks. Quartz- Familiar as crystals and as noncrystalline chalcedony. (Quartz/Silica Gallery) Accessory Minerals   Accessory minerals may be included in any rock you pick up, but unlike rock-forming minerals, they are not a basic part of the rock. In other words, a rock must contain quartz, feldspar, and mica  in order to be classified as granite. If the rock also happens to contain the mineral titanite, the rock is still granite and the titanite is classified as an accessory mineral.  Accessory minerals are also not  particularly abundant, and so they may be more valuable than rock-forming minerals. Some examples include: Andalusite- Makes collectible crossed crystals. Anhydrite- What gypsum becomes deep underground. Apatite- The phosphate mineral making up teeth and bones. Aragonite- Calcites close carbonate cousin. Barite- A heavy sulfate sometimes found in roses. Bornite- Peacock ore copper mineral tarnishes a crazy blue-green. Cassiterite- Ancient and principal ore of tin. Chalcopyrite- Foremost ore of copper. Chlorite- The green mineral of many metamorphic rocks. Corundum- Natural alumina, sometimes known as sapphire and ruby. Epidote- Metamorphic mineral of a pistachio/avocado green color. Fluorite- Every rockhound has a piece of this soft, colorful mineral. Galena- A heavy, glittering mineral, principal ore of lead metal. Garnet Almandine- The true garnet-red garnet mineral. Andradite- Green crystals from central California. Grossular- A greenish garnet illustrated by a well-formed crystal. Pyrope- Wine-colored grains in a California eclogite. Spessartine- A honey-colored set of crystals from China. Uvarovite- Emerald-green crystals from Russia. Goethite- The brown oxide mineral of soils and iron ore. Graphite- The stuff of pencils has more rugged uses too. Gypsum- Shown in its prettiest form, desert roses. Halite- Also known as rock salt, this evaporite mineral sits at your table. Hematite- Iron oxide mineral of many forms including this kidney ore. Ilmenite- Black titanium ore lurks in heavy sands. Kyanite- A sky-blue mineral formed by high-pressure metamorphism. Lepidolite- Lithium mica mineral with a fine lilac color. Leucite- Feldspathoid mineral also called white garnet. Magnetite- Magnetic iron oxide also known as lodestone. Marcasite- Close crystal cousin of pyrite. Nepheline- Feldspathoid mineral well known to potters. Phlogopite- Brown mica mineral closely related to biotite. Prehnite- Bottle-green mineral of low-grade metamorphic rocks. Psilomelane- Manganese oxides make up this black crusty mineral. Pyrite- Fools gold and the most important sulfide mineral. Pyrolusite- The black manganese mineral of dendrites. Rutile- Needles of this oxide mineral occur in many rocks. Serpentine- The group of green minerals that yields asbestos. Sillimanite- Indicator mineral for high grades of metamorphism. Sphalerite- The major zinc ore and an interesting mineral. Spinel- Rugged oxide mineral of metamorphosed limestones. Staurolite- A typical crossed pair of crystals in a mica schist matrix. Talc- The softest mineral of them all. Tourmaline- The common black variety called schorl. Zeolites- Group of low-temperature minerals with many industrial uses. Zircon- Both a gemstone and a precious source of geologic information. Uncommon Minerals and Varieties This collection of minerals includes metals, ores, and gems. Some of these gold, diamond, and beryl for example are among the most valuable and coveted minerals in the world. If you find these in your rock hunting excursions, be sure to keep them safe. Some examples include: Amethyst- The purple form of crystalline quartz. Axinite- Minor silicate of striking crystal form and color. Benitoite- Very blue, very rare and weird ring silicate mineral. Beryl- Gemstone of many names, including emerald. Borax- This household commonplace is mined in desert lakebeds. Celestine- Pale, sky-blue strontium carbonate. Cerussite- Spiky gray lead carbonate. Chrysocolla- Bright green-blue mineral found near copper ore. Cinnabar- Lipstick-red mineral and major ore of mercury. Copper- Native metal shown in its natural wiry form. Cuprite- Red copper ore and sometimes spectacular specimen stone. Diamond- Natural diamond crystal from the Congo. Dioptase- Bright-green crystalline sign of copper deposits. Dumortierite- Blue boron mineral of gneisses and schists. Eudialyte- Striking red vein-maker in nepheline syenites. Fuchsite- Chromium colors this mica mineral a flashy green. Gold- The native metal shown in an Alaskan nugget. Hemimorphite- Handsome pale crusts of hydrous zinc silicate. Herkimer Diamond Quartz- Doubly terminated crystals from New York. Labradorite- The butterfly of the feldspars has dazzling blue schiller. Lazurite- Ancient mineral source of ultramarine pigment. Magnesite- Magnesium carbonate ore mineral. Malachite- Ultra-green copper carbonate, a favorite mineral of carvers. Molybdenite- Soft metallic mineral and ore of molybdenum. Opal- Precious silica mineraloid may display a rainbow of colors. Platinum- Rare crystalline nuggets of the native metal. Pyromorphite- Flashy green lead phosphate mineral. Pyrophyllite- Soft mineral closely resembling talc. Rhodochrosite- Calcites manganese cousin with distinctive rosy color. Ruby- Deep-red gemmy variety of corundum. Scapolite- Streaked clear crystals of metamorphosed limestones. Siderite- Brown iron carbonate mineral. Silver- Wiry specimen of the rare native metal. Smithsonite- Carbonate of zinc appears in many forms. Sodalite- Deep blue feldspathoid and a rock carvers staple. Sulfur- Delicate crystals accumulate around a volcanic vent. Sylvite- Red potassium mineral distinguished by its bitter taste. Titanite- Collectible brown crystalline mineral once known as sphene. Topaz- Hardness and good crystals make it a popular mineral. Turquoise- The most precious phosphate mineral. Ulexite- One of many borate minerals, ulexite forms the unique TV rock. Variscite- This phosphate comes in veins like slabs of green candy. Willemite- Prized by collectors for its bright fluorescence. Witherite- Scarce barium carbonate mineral. Tools for Identifying Minerals It isnt always easy to identify minerals, even if theyre fairly common. Fortunately, there are tools used by geologists to aid in identification. Special tests for luster and streak can help; so too can these galleries of relatively common minerals of different colors. Black Minerals Blue and Purple Minerals Brown Minerals Green Minerals Red and Pink Minerals Yellow Minerals Mineral Habits Mineral Lusters Mineral Streak Mineraloids

The Assyrians and Their Histor essays

The Assyrians and Their Histor essays In the plentiful land between the Tigris and Euphrates Rivers, known as Mesopotamia, now modern day Iraq there ruled a powerful civilization like no other in the area. This land had rolling hills and abundant rainfall, making it a very habitable place to live. With such crops as barley and sesame they were able to live a rich life in the area. Animals such as sheep, goats, and cattle also provided a rich life. The name of this great empire was the Assyrians, which struck fear in the hearts of their enemies. This great empire ruled from about 2000 BC to about 612 BC. During this time period the Assyrians went through three separate periods. First there was the Old Assyrian Period which lasted from 2000 BC to about 1363 BC. During this period they invaded Mesopotamia which resulted in the foundation of a number of Assyrian dynasties. This period also consisted of two separate components: independent city-state of Asshur and a group of trading colonies. It was also during this time that Assyria first became independent, this was a time of uncertainty in the Near East political development (Glubok 26). The next period was the Middle Assyrian Period, which lasted from 1363 BC to about 1000 BC. The military might of the empire was transformed at the end of this period. With new innovations like horse drawn chariots, iron smelting and improvement of weapons. The Neo-Assyrian Period lasted from about 1000 BC until about 612 BC. This time in Assyrian history brought about success in battles, the most significant of which being the fall of the Babylonians (Cortell 103). During this time they created the worlds first large empire. The Assyrian period was one of the greatest turning points in the history of Mesopotamia (Nardo 13). During this time in the history of the world many changes were occurring. Before the civilizations in Mesopotamia, there were no civilizations just small tribes and groups. This rich land allowed la...

SUPERIOR CUISINE PORTFOLIO Essay Example | Topics and Well Written Essays - 2500 words

SUPERIOR CUISINE PORTFOLIO - Essay Example He was known to be a lover of gourmet food and lavish banquets. Some of the directions we see in French culinary style including serving methods were effected mainly during his time. In the seventeenth century the regions near its borders, Italy and Holland, largely influenced French cuisine for example. Due to the Italian influence French cuisine at that time was nowhere near the delicate culinary style that it is today. As is typical of Italian cuisine, the French cuisine also showed excessive use and taste of sugar, salt with strong spices. Louis the XIV was determined to present French cuisine as a delicate and exotic cuisine and thereby transform France into a culinary capital in the eyes of the world. The staple base in most of the food that was eaten at that time was still bread among the peasants in the region. Louis the XIV, love for the culinary arts was aimed at bringing gourmet food to the peasants and he held many lavish banquets where the people received an education on French cuisine and treated as a form of Art. There was a drive to make food from fresh ingredients and herbs in place of strong and taste overwhelming spices. He also wanted all the components of the cuisine to be developed and perfected in France. This was his way of showing off the aristocracy of France as a nation. To enforce this that era saw a lot of ban of foreign ingredients. He also had a passion for gardening and urged the people to also grow their own vegetables and make the cuisine richer in taste by using fresh ingredients. Many innovations were effected because of the ban in foreign imports. Although France was unified as a nation it was a build up of people with varying cultural heritages and influences. Therefore people started producing ingredients that they were used to and familiar with. Due to proximity with other nations, the cuisine of population that lived near the border regions showed strong

Stress Essay Example | Topics and Well Written Essays - 1500 words

Stress - Essay Example It depends on the ability of the persons involved to be able to cope with the demands, effectively and efficiently. Looking at the definition of the stress, we can see that there are three major approaches that may be used to manage the stress; action oriented approach, emotionally-oriented approach and acceptance-oriented approach. In action-oriented approach to manage stress, we seek to confront the problem which was causing the stress. This is done by changing the environment or the situation. To be able to take an action-oriented approach, we must have some power or control, in the situation. If we possess that power, then action-oriented approaches are some of the most satisfying and rewarding ways of managing stress. Through these techniques, we can manage and overcome stressful situations, by changing them to our advantage. In emotionally-oriented approach for stress management, we do not have the power to change the situation, but we can manage stress by changing our interpretation of the situation and the way we feel about it. If we do not have the power to change a situation, then we may be able to reduce stress by changing the way we look at it, using an emotionally-oriented approach. Emotionally-oriented approaches are often less attractive than action-oriented approaches. The stresses can recur. However, these approaches of stress management are still effective and useful. The third approach is acceptance-oriented, where it is assumed that something has happened over which we have no power and no emotional control, and where our focus is on surviving the stress. Sometimes, we have so little power in a situation that all we can do to survive it. In these situations, often the first stage of coping with the stress is to accept one’s lack of power. These different approaches to stress management address the problem for solution in different ways: the action-oriented techniques help us to manage the demands upon us and increase the resources