School Drop Out Rates Essay Example

School Drop Out Rates Essay Perhaps the best blessing to have been gave to the offspring of our country is the contribution of fair scholastic education.â It is by methods for the instruction introduced that we as people can create and propel the vital aptitudes to lead beneficial and prosperous lives.â everything considered, while many may think back fortunately at the information picked up all through our school years, the equivalent may not be said for everybody, as dropout rates keep on assuming a sensational job in today’s society.â â So what are dropout rates and how are they critical to the individual dropout as well as to society as well?â Throughout the accompanying we will address these inquiries just as investigate different strategies for estimation, the legitimacy of those estimations, minority and ethnic gatherings influenced and potential arrangements in regards to this urgent issue.If â€Å"knowledge is power†, at that point for what reason would one select to discredit su ch a remarkable blessing?  Though school for specific understudies can without a doubt be troublesome, awkward and exhausting on occasion, the results rendered from freeing themselves of this learning procedure can be undeniably all the more overpowering in the long run.â Low paying employments, lack of education and personal satisfaction issues are just a couple of such consequences.â Furthermore, singular dropouts are by all account not the only ones to experience the ill effects of these effects.â Communities with higher dropout rates will in general have more noteworthy rates of occupants gathering open help, charge income misfortunes and raised wrongdoing rates.â For example, it is accepted that dropouts are 3.5 occasions bound to perpetrate crimes.â That being stated, 75% of jail prisoners have not moved on from a secondary school program. This thus scorns more prominent jail costs. Also, contemplates have demonstrated that unlawful medication use may increment amo ng secondary school dropouts. (Smink, J., Drew, S. Duckenfield, M., 2006)Sadly, youngsters may likewise get themselves casualties in the instructive push and pull as they become inclined to rehashing the pattern of their folks. (Smink, J., Drew, S. Duckenfield, M., 2006)â As youngsters, we increased a lot of information by what we saw and what we â€Å"believed† to be correct.â On that note, on the off chance that guardians don't take their own instruction, or scarcity in that department, genuinely, at that point it makes sense with respect to what course their kids will take?â Yet, to talk about sick impacts may not be enough.â â In request to at any rate appreciate the greatness of this continuous issue and its social implications, administering substances must have the option to measurably assess data that introduces itself as a way to create solutions.â Dropout rates may serve this very purpose.Since the 1970’s dropout rates have bit by bit diminished, y et issues of instructive relinquishment remain.â The gathering of information used to contemplate dropout rates can be a promising apparatus in deciding school execution as well as be useful in interpreting trends.â â By examining these rates, the improvement of extraordinary administrations committed to the decrease and counteraction of dropouts from state to state can be initiated.â It is essential to make reference to that accessible administrations originate from joined forces endeavors, for example, legislative and network offices just as through business.â â â â€Å"Students for the most part are considered to have dropped out when they leave school, don't move, don't graduate and don't come back to class in the following year.†Ã¢ Methods of deciding dropout rates fluctuate, in any case, dependant upon the inquiry to be replied, for example, explicit age gatherings, yearly rates or consolidated evaluation levels over a time of time.â Some of the most noted rate structures are Longitudinal, Attrition, Annual and Status Rates.â (Creech, 2000)Longitudinal Rates are helpful in deciding â€Å"the level of ninth graders who don't graduate in five years†.â Using division (No. of dropouts/No. of unique class individuals) this rate is handily produced and offers the understudy a more noteworthy timeframe to get their secondary school certificate.â However, because of constrained accessibility of vital data like that of the real number of school moves, the rates may not be entirely accurate.â For this explanation, Longitudinal Rates are for the most part projections of yearly rates.â (Creech, 2000)Similarly, Attrition Rates are dictated by ninth grade rates yet don't take into account the extra (fifth) year and like Longitudinal Rates certain vital data might be missing to precisely show up at genuine percentages.â These rates are figured by deduction and division strategies utilizing the quantity of ninth grade understudies selected four years earlier short the all out number of graduating understudies and afterward isolating by the ninth grade enlistment numbers.â (Creech, 2000)â While hard to comprehend, the accompanying model may serve to explain any confusion.â If we had 450 all out understudies joined up with ninth grade and after four years just 350 graduated, it is clear we would have 100 understudies who might considered dropouts.â If we at that point take those 100 understudies and gap it by the 450 understudies at first enlisted our Attrition Rate would bring about 22.2% dropout rate covering that four-year time of time.School execution rates are the essential objective of Annual Dropout Rates which looks at enlistment for the long stretches of May and June to those of the accompanying September.â Although generally speaking dropout rates from year to year are effortlessly controlled by this technique, state minor departure from grade levels included presentation no uniformity.â subsequently, state-to-state examinations are not feasible.â Another impediment of breaking down just the quantity of dropouts for that given year is lower rate rates that may not illustrate the real problem.â For example normal rates aggregated over a time of four years may not compare to yearly rates.â Lower rates can likewise be credited to the evaluation level varieties, as states remembering seventh and eighth grade understudies for their last percentage.â Typically, understudies of more youthful age bunches don't dropout of school until a lot later when limitations are lifted.â In this sense, underestimation appears to be unavoidable. (Creech, 2000)Status Rates are aggregated through U.S Census Bureau Population Surveys and are utilized to decide dropout rates among explicit age gatherings and are the most advantageous or precise rates for examination of state-to-state percentages.â For instance, Status Rates may report the level of 16 through multi year-olds who h ave not graduated secondary school and who are not enrolled.â (Creech, 2000)â According to the National Center for Education Statistics (NCES, 2001) â€Å"in October 1999, there were 3.8 million 16-24-year-olds were not taken on a secondary school program and who had not finished high school†, paying little mind to when they went to school.â Consequently, 11.2% of 16 through 24-year-old dropouts in the United States fell inside this category.â â Through such rates the general dropout issue existing inside our populace is uncovered. Status Rates can incredibly help in the facilitation of building up extra instruction and preparing intended to help prompt dropouts to all the more promptly take an interest inside the nation’s economy just as lead increasingly profitable lives.The NCES additionally registers yearly Event Rate Statistics.â â These rates include, ages 15 through 24-year-olds in levels 10-12 who have dropped out in the year going before the inform ation assortment and is a significant measure concerning the viability of educator’s capacity to keep understudies enrolled.â It is imperative to make reference to that with the factual computations for Event Rates, understudies are seen as having finished a secondary school program whether through conventional class work or by accepting their affirmation by means of exchange means, for example, a GED. It is evaluated that while in the course of the most recent 25 years Event Dropout Rates have changed, a general abatement has been recorded from 6.1% in 1972 to 5.0% in 1999.â â â Event Status Rates (1999) likewise decided â€Å"5 out of each 100 youthful grown-ups who were taken a crack at secondary school in October 1998 were no longer in school and had not effectively finished high school†.â Event rates are gathered through Current Population Surveys (CPS). Such overviews consider counts to be resolved dependent on qualities, for example, ethnicity, sex , area of residency and salary level.â For example, the NCES has arranged information in 1999 that bolstered the way that understudies of families in the least 20% of family salaries had a five times higher probability of dropping out of school.â Which minority bunches in general are bound to dropout of school can likewise be resolved through Event Rates.â (NCES, 2001)According to determined rates Hispanics make up most of school dropouts among minority and ethnic groups.â As Creech (2000) calls attention to, insights set out by the NCES, confirmed that 38% of Hispanic understudies had dropped out of school in 1998, though, just 17% of dark understudies were assessed to have dropped out inside that predetermined year.â Figures, for example, these might be to a great extent because of language boundaries of understudies brought into the world abroad or living with families where English is utilized principally as a second language.â â Overall dark and Hispanic understudi es were 2-3 times bound to drop out of school than white students.â Other social impacts that may add to higherâ drop out rates are pregnancy, conduct issues and confidence issues.â In request to battle these issues, unique projects for bunches like adolescent guardians and those whose first language isn't English must be instituted.â (Creech, 2000)Yet, even with the mass measures of specialized data offered regarding the different techniques and figurings of dropout rates, we are left with th

Definitions and Types of Sentences in French

Definitions and Types of Sentences in French A sentence (une express) is a gathering of words including, at least, a subject and an action word, in addition to any or all of the French grammatical forms. There are four fundamental sorts of sentence, each with its own accentuation, delineated beneath with models. Regularly, each sentence communicates a total idea. One approach to all the more likely comprehend French sentences is to peruse French papers (like Le Monde or Le Figaro) to break down their linguistic structure and development. Portions of a French Sentence Sentences can be isolated into a subject (un sujet), which might be expressed or inferred, and a predicate (un prã ©dicat). The subject is the person(s) or thing(s) playing out the activity. The predicate is the activity of the sentence, which for the most part starts with the action word. Each sentence has an end accentuation mark, for example, a period, question mark, or outcry point-contingent upon the sort of sentence, as well as could be expected mediator accentuation, for example, commas. For instance: Je suis professeur. I am a teacher.Subject: Je (I)Predicate: suis professeur (am an instructor) Paul et moi aimons la France. Paul and I love France.Subject: Paul et moi (Paul and I)Predicate: aimons la France (love France) La modest fille est mignonne. The young lady is cute.Subject: La dainty fille (The little girl)Predicate: est mignonne (is adorable) 4 Types of French Sentences There are four sorts of sentences: explanations, questions, shouts, and orders. The following are clarifications and instances of each sort. Statement (Phrase Assertive or Phrase Dã ©clarative) Articulations, the most widely recognized sort of sentence, state or announce something. There are positive statements,â les phrases (dã ©claratives) affirmatives,â and negative statements,â les phrases (dã ©claratives) nã ©gatives. Proclamations end in periods. Look at certain models: Les phrases (dã ©claratives) affirmatives (Affirmative articulations) Je vais la banque. (Im heading off to the bank.)Je suis fatiguã ©. (I am tired.)Je vous aiderai. (Sick assistance you.)Jespà ¨re que tu seras l. (I trust youll be there.)Je taime. (I love you.) Les phrases (dã ©claratives) nã ©gatives (Negative explanations) Je ny vais pas. (Im not going.)Je ne suis pas fatiguã ©. (Im not tired.)Je ne veux pas vous aider. (I dont need to help you.)Il ne sera pas l. (He wont be there.)ã‡aâ ne meâ regardeâ pas. (Its not my issue to worry about.) Question (Phrase Interrogative) Interrogatives,â akaâ questions, askâ aboutâ or for something. Note that these sentences end in a question mark, and there is a space for each situation between the last word and the inquiry mark. Examples include: As-tu mon livreâ ? (Do you have my book?)Sont-ils prã ªtsâ ? (Is it accurate to say that they are ready?)Oà ¹ est-ilâ ? (Where is he?)Peux-tu nous aiderâ ? (Would you be able to support us?) Outcry (Phrase Exclamative) Exclamatives express a solid response, for example, shock or outrage. They look simply like proclamations aside from the outcry pointâ at the end; therefore, theyre now and again viewed as a subcategory of articulations instead of a different kind of sentence. Note that there is a space between the last word and the shout point. For instance: Je veux y allerâ ! (I need to go!)Jespà ¨re que ouiâ ! (I trust so!)Il est trã ¨s beauâ ! (Hes very handsome!)Cest une bonne idã ©eâ ! (That is an extraordinary thought!) Order (Phrase Impã ©rative) Orders are the main sort of sentence without an unequivocal subject. Rather, the subject is inferred by the conjugation of the action word, which is in the objective. The inferred subject will consistently beâ either the particular or plural you form:â tuâ for solitary and informal;â vousâ for plural and formal. Orders can end in either a period or an outcry point, contingent upon the speakers wanted power. For example: Va tenâ ! (Go away!)Sois sage. (Be good.)Faites la vaisselle. (Do the dishes.)Aidez-nous le trouver ! (Assist us with discovering it!)(Note that theâ and leâ here are not contracted to auâ because le is an item, not an article.)

The Oil In The Middle East And Its Political Effects Essay

The Oil In The Middle East And It's Political Effects Essay The Oil In The Middle East And It's Political Effects â€" Essay Example > Oil in the Middle East and its Political EffectsIntroductionThe most important geopolitical issue that the world has seen is the existence of oil in the Middle Eastern countries. Oil is the most important factor in the Middle Eastern issues that include the geographical issues as well as the political issues. The resources that the Middle East has are enormous and these are the resources that not only form the backbone of the western economies. Countries that are regarded as being the superpowers are the ones who have the main interest in Middle East and this is because of the reason that Middle East holds one of the most important energy resources as oil. The superpower countries that want to have stronger relations with Middle Eastern countries include USA, France, Britain and Russia. Before oil was discovered in the area, Middle East was the region surrounded by many conflicts of religious nature. In the past there have been many wars in relation to the rich energy resources as well as arable land. As history says the interests that the western countries had in Middle East were related to the gain of power to the Ottoman Empire. The Ottoman Empire has been one of the main challenges that Middle East had to face in previous years as well as for the western countries. Therefore, these are the countries which are aware of these kinds of propagandas that arise in the Middle Eastern times. This has been especially noticed in European colonial times. In geopolitical terms it has been noticed that before and after the Ottoman Empire, a negative kind of stereotyping that had been observed was one reason that the superpowers from around the world came into action as they needed to be in the region and this was the reason of their involvement in this region of ultimate importance. Because of this involvement, the super powers also gained powers to Middle East. Emergence of The European WorldThe study carried out by Eric Hobsbawm in his book “The Age of Empire† is the best study to refer to the culminating years related to the European order. This is the study that reflects the fact of the European dominance on the world while having the inability to settle the contradictions and the issues that were being raised within Europe. European nations have been known to be able to make newer and vast empires which were orient in the lesser developed areas of the world. European nations for this reason are known to be the super powers. During this very time the major changes that were taking place within Europe were unable to be dealt with. The changes that were profoundly taking place within the Europe were the changes in democracy, the labor was at a high rise and the rivalries were at an increase. These were the events that took place in the year of 1914 and this was the year when the capitalists had reached the highest point in Europe revealing the strongest of all flaws in the capitalist working. This was the same time when the other chan ges were taking place in Europe including rise of politics, emergence of women and so on.

Essay about German Nazism vs. Italian Fascism - 1023 Words

German Nazism vs. Italian Fascism Fascism and Nazism were two different political groups taken place in two different locations. Nazism was evolved in Germany which were the people that mainly were against Judaism. As for fascism, it took place in Italy and focused mainly on a system of government that was under a dictator, or a ruler who had absolute power. Both these groups had similariteis as well as differences in which will soon be understood. Benito Mussolini which was born in 1883 and died in 1945. He came to power with his new ideas in 1919, called Fascio di Combat, which is also known as Fascism. To understand Fascism better, it is basically a spiritual attitude. It sees not only the individual but also the nation and†¦show more content†¦A show trial and subsequent executions of these traitors took place. Now, with the Italian fascist state crumbling around him, and without a direct charge from Mussolini, Gentile, who had been among those competing for Mussolinis favor in earlier periods of fascism, created the last Italian fascist theory. And that was more philosophical than the earlier attempts at creating an ideology were. Gentiles theory had its descriptive moments, but, in the large, he offered a wholly philosophical oversight into pure fascism. It had little in the way of a call to arms. The state is supreme. All that is, within the state, is brought to fulfillment in the state. Nothing that is, within the state, can be permitted to exist beyond the reaches of the state. Nothing that is, within the state, can be permitted to go against the state. It is the final resting-place of all that man has created. Fascism admitted strong totalitarian overtones until it became interested in wars of colonial conquest. It had come to power because of the decaying social, economic and political conditions of post-World War I Italy. It had brought order out of chaos. Indeed, order was its strong selling point when, after a series of crippling strikes sponsored by the socialists, it had managed when the liberal democratic state could not manage. Fascism bragged of its accomplishments in areas such as making trains run on time andShow MoreRelatedFascism in the Contemporary World Essay5613 Words   |  23 PagesFascism in the Contemporary World This research examines the development of fascism and ultranationalism in contemporary Croatia, Hungary, and Serbia. Fascism and ultranationalism are not one and the same thing. While a fascist likely will be an ultranationalist (and will certainly be nationalistic), an ultranationalist need not necessarily be a fascist. As these two terms are critical to this examination, they must be defined. Ultranationalism Ultranationalism implies not only an intenselyRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesAfrica 6–10 WORLD MIGRATION IN THE LONG TWENTIETH CENTURY millions Eastern Mediterranean/ Western Asia Europe–Turkey Refugees Other †¢ 17 millions 9–13 7 2–4 Intra-Europe 74 Russians 25 Central Europe 14 Italians 12 UK (including Ireland) 12 Iberia France 4 North Sea, Scandinavia, Baltic 3 Southeast Europe 2 Others 2 Intra-Americas 35 U.S.–Canada Westward 13 Intra-U.S. 11 Canada to U.S. 3 Mexico

Personality and the Workplace - 1487 Words

Abstract The workplace is difficult enough without us having to worry about the different personalities we encounter each and everyday. Our jobs are a place where we come in contact with many people, both co-workers and clients, and each of their distinct personalities. If we all had the same personality it would be easy for us to predict what the other person is thinking and feeling, but since we dont we must learn to deal with the many different personalities that we come into contact with each day. I work in a hospital where emotions can run high at any moment and from any angle you can imagine. We have to deal with the patients, doctors, visitors, nurses, and everyone else who works and visits. Yet, as complex a place as this is†¦show more content†¦At about 5 weeks into the project I started to see some small but positive results. These changes were reported to me by the doctors and nurses who usually see what my departments employees do since we are all over the hospital. I was starting to feel good and continued to make more changes where I saw fit. My goal was to get everyone working as a team and to teach them that all people are different but if given a chance we can all work together. Now 8 months into the project my boss is very happy with the results and so am I. There were times where I thought the whole thing was going to fall in my face, but I stood my ground and I only had to fire 2 employee during this time (not bad when you consider the fact that we ha ve 85 employees in the department). This was not just an experiment in learning to work together, this was also an experiment in human behavior, though this last part was not my original intent, only now do I realize what really occurred. In the end the employees learned to work together and learned that by doing so the work becomes much easier and can be done faster and with better results. It is obvious now, when we look back, how serious a problem we originally had. No one really gave it much thought until I put my neck on the line and tried it, but this is exactly why the Director hired me away from my other job (so he tells me). The most difficult part of making this transition work was dealing with the different personalities of all theShow MoreRelatedPersonality in the Workplace1462 Words   |  6 PagesPersonality in the Workplace Personality in the Workplace Personality can be thought of as the sum total of ways in which an individual interacts and reacts to other individuals (Stephen amp; Robbins, 2013). Research has shown that measuring personality is a useful tool in making hiring decisions and helping organizations forecast who is best for each unique position. 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Since the beginning of the twentieth century personality testing and psychological assessments have been a staple in the recruitment and selection processes in all manner of position. Be it high level executives down to janitors, no candidate is immune to what has become a trusted and normal practice in recruiting. There is currently a long-standing debate among HR professionals and sociologists alikeRead MorePersonality Traits in the Workplace: The Big Five Essay1177 Words   |  5 PagesPersonality has been inherently defined as possession of a particular set of characteristics possessed by people which influences their behaviour and reactions in different situation along with their motivation level to react to difficulties at the workplace. However, understanding personality traits and their development has been a contentious matter. Nonetheless, various theories have been forwarded to rather co ntribute to this contentious debate. 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The Engineer and His Education Free Essays

The Engineer and His Education â€Å"The term civil engineering describes engineering work performed by civilians for non-military purposes. In general it describes the profession of designing and executing structural works for the general public and the communal environment. Civil engineering covers different areas of engineering, including the design and construction of large buildings, roads, bridges, canals, railway lines, airports, water-supply systems, dams, irrigation, harbour, docks, aqueducts, and tunnels. We will write a custom essay sample on The Engineer and His Education or any similar topic only for you Order Now â€Å"The civil engineer needs a thorough knowledge of surveying, of the properties and mechanics of construction materials, of the mechanics of structures and soils, and of hydraulics and fluid mechanics. Today civil engineering includes the production and distribution of energy, the development of aircrafts and airports, the construction of chemical process plants and nuclear power stations, and water desalination. Brieger, N. Pohl, A. Technical English Vocabulary and Grammar. Oxford: Summertown, 2002. p. 44 Civil engineering’s scope is so broad and given with the definition above denotes a wide variety of functions of a civil engineer. The functions of an engineer are to design, to construct, to advise, to operate, to investigate, and to supervise. It is his responsibility to make a plan a reality. An engineer must develop ideas that will produce an effective design; he must know and implement right construction methods and manners; he must advise his employer as to the feasibility of the proposed project, the cost which will be entailed, and the results which will be accomplished; he must investigate conditions and provide solutions to meet the needs in case problems are observed; he must supervise and make sure that the work is done according to the plan; and he must see to it that the works which have been created from his plan and under his supervision will properly perform its intended purpose. In order for an engineer to perform such functions, it is important for him to have skills in critical thinking, complex problem solving, operation analysis, and judgment and decision making. He must use logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems; he must identify complex problems and review related information to develop and evaluate options and implement solutions; he must be able to analyze needs and product requirements to create a design; and he should consider the relative costs and benefits of potential actions to choose the most appropriate one. Thus, a civil engineer ought to have knowledge in mathematics to solve mathematical problems; knowledge of the practical application of engineering science and technology and this includes applying principles, techniques, procedures, and equipment to the design and production of various goods and service; knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models; knowledge of building and construction specifically of the materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads; and the last but the least is the knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. It is a common notion that engineers do not need so much of English language but it should also be considered that success in engineering depends as much upon the ability to present an idea convincingly as it does upon the ability to perform calculations or experiments. You may perform the most miraculous experiment in the laboratory, yet you have not contributed anything to the advancement of knowledge until you have shared your results to others. It is by means of speech and writing that the discoveries made in the laboratories are made useful. Engineering work is not finished until the results are clearly recorded and presented to others. The everyday use of English by the engineers is to write technical reports on his work for presentation to other engineers or to the management. These reports must present the results of his investigation in an accurate and orderly manner to those immediately interested in the work, and also to acquaint executives with the progress being made on the subject. In a larger ense, the engineer has an opportunity to use English in furthering the general understanding of the economic forces at work in our civilization. It is the job of the engineer, who has the technical background, to interpret the technical facts upo n which modern civilization is based into language which everyone can understand. The engineer who learns to master English and use it in these two important ways will do most to advance his chosen profession. He will be able to present his own investigations to his fellow engineers. More important still, he will be able to gain the understanding of our people who are interested in technical subjects, yet need them explained in simple language. The civil engineer has the challenge to satisfy the vital needs of the society as a global player who is able to design, build, manage and maintain complex infrastructure projects with a global approach, taking into account socio-economical and environmental interactions. He is a generalist with high competences in various fields such as structures, hydraulic schemes and energy, geotechnics and tunnelling, transportation infrastructures and systems, language and management, legal and economical aspects as well as environmental issues. Civil engineers work in multidisciplinary and very often multicultural teams. They are challenged to create the necessary infrastructures for the prosperity of the economy, hence guaranteeing the whole population an adequate standard of life. How to cite The Engineer and His Education, Papers The Engineer and His Education Free Essays The Engineer and His Education â€Å"The term civil engineering describes engineering work performed by civilians for non-military purposes. In general it describes the profession of designing and executing structural works for the general public and the communal environment. Civil engineering covers different areas of engineering, including the design and construction of large buildings, roads, bridges, canals, railway lines, airports, water-supply systems, dams, irrigation, harbour, docks, aqueducts, and tunnels. We will write a custom essay sample on The Engineer and His Education or any similar topic only for you Order Now â€Å"The civil engineer needs a thorough knowledge of surveying, of the properties and mechanics of construction materials, of the mechanics of structures and soils, and of hydraulics and fluid mechanics. Today civil engineering includes the production and distribution of energy, the development of aircrafts and airports, the construction of chemical process plants and nuclear power stations, and water desalination. Brieger, N. Pohl, A. Technical English Vocabulary and Grammar. Oxford: Summertown, 2002. p. 44 Civil engineering’s scope is so broad and given with the definition above denotes a wide variety of functions of a civil engineer. The functions of an engineer are to design, to construct, to advise, to operate, to investigate, and to supervise. It is his responsibility to make a plan a reality. An engineer must develop ideas that will produce an effective design; he must know and implement right construction methods and manners; he must advise his employer as to the feasibility of the proposed project, the cost which will be entailed, and the results which will be accomplished; he must investigate conditions and provide solutions to meet the needs in case problems are observed; he must supervise and make sure that the work is done according to the plan; and he must see to it that the works which have been created from his plan and under his supervision will properly perform its intended purpose. In order for an engineer to perform such functions, it is important for him to have skills in critical thinking, complex problem solving, operation analysis, and judgment and decision making. He must use logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems; he must identify complex problems and review related information to develop and evaluate options and implement solutions; he must be able to analyze needs and product requirements to create a design; and he should consider the relative costs and benefits of potential actions to choose the most appropriate one. Thus, a civil engineer ought to have knowledge in mathematics to solve mathematical problems; knowledge of the practical application of engineering science and technology and this includes applying principles, techniques, procedures, and equipment to the design and production of various goods and service; knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models; knowledge of building and construction specifically of the materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads; and the last but the least is the knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. It is a common notion that engineers do not need so much of English language but it should also be considered that success in engineering depends as much upon the ability to present an idea convincingly as it does upon the ability to perform calculations or experiments. You may perform the most miraculous experiment in the laboratory, yet you have not contributed anything to the advancement of knowledge until you have shared your results to others. It is by means of speech and writing that the discoveries made in the laboratories are made useful. Engineering work is not finished until the results are clearly recorded and presented to others. The everyday use of English by the engineers is to write technical reports on his work for presentation to other engineers or to the management. These reports must present the results of his investigation in an accurate and orderly manner to those immediately interested in the work, and also to acquaint executives with the progress being made on the subject. In a larger ense, the engineer has an opportunity to use English in furthering the general understanding of the economic forces at work in our civilization. It is the job of the engineer, who has the technical background, to interpret the technical facts upo n which modern civilization is based into language which everyone can understand. The engineer who learns to master English and use it in these two important ways will do most to advance his chosen profession. He will be able to present his own investigations to his fellow engineers. More important still, he will be able to gain the understanding of our people who are interested in technical subjects, yet need them explained in simple language. The civil engineer has the challenge to satisfy the vital needs of the society as a global player who is able to design, build, manage and maintain complex infrastructure projects with a global approach, taking into account socio-economical and environmental interactions. He is a generalist with high competences in various fields such as structures, hydraulic schemes and energy, geotechnics and tunnelling, transportation infrastructures and systems, language and management, legal and economical aspects as well as environmental issues. Civil engineers work in multidisciplinary and very often multicultural teams. They are challenged to create the necessary infrastructures for the prosperity of the economy, hence guaranteeing the whole population an adequate standard of life. How to cite The Engineer and His Education, Essay examples

NAFTA Essays - North American Free Trade Agreement, Mexico

NAFTA The North American Free Trade Agreement (NAFTA), which built on the 1989 U.S.-Canada Free Trade Agreement (CFTA), is the most comprehensive regional free trade agreement ever negotiated. It created the world's largest free trade area: 380 million people producing nearly $8 trillion dollars worth of goods and services. On January 1, 1994 the North American Free Trade Agreement entered into force. One of the main objectives of the Agreement is the elimination of tariffs between Canada, Mexico and the United States on "qualifying" goods by the year 1998 for originating goods from Canada and for originating goods from Mexico by the year 2008. Positive Effects on NAFTA Growth in Trade: A+ Total North American trade increased from $293 billion in 1993 to $420 billion in 1996, a gain of $127 billion or 43 percent during NAFTA's first three years. Mexico and Canada purchased $3 of every $10 in U.S. exports and supplied $3 of every $10 in U.S. imports in 1996. Growth in U.S. Exports: A+ Thanks to NAFTA, Mexican tariffs?which had averaged 10 percent before the trade agreement was implemented?now average less than 6 percent, while average U.S. tariffs have fallen from 4 percent to about 2.5 percent. As a result, U.S. exports to Mexico grew by 37 percent from 1993 to 1996, reaching a record $57 billion.3 During this period, U.S. exports to Canada also increased by 33 percent, to $134 billion. Total two-way trade between the United States and Canada was $290 billion in 1996, while total two-way trade between the United States and Mexico was nearly $130 billion. Moreover, U.S. market share in Mexico increased from 69 percent of total Mexican imports in 1993 to 76 percent in 1996. During NAFTA's first three years, 39 of the 50 states increased their exports to Mexico; moreover, 44 states reported a growth in exports to Mexico during 1996 as the pace of U.S. exports to that country accelerated. NAFTA has shattered the myth that U.S. trade deficits destroy U.S. jobs. The combined U.S. trade deficit with Canada and Mexico increased during the first three years of NAFTA's implementation?from $9 billion in 1992 to $39.9 billion in 1996?because Canada and Mexico suffered economic recessions. U.S. exports to NAFTA countries currently support 2.3 million U.S. jobs. The largest post-NAFTA gains in U.S. exports to Mexico have been in such high-technology manufacturing sectors as transportation and electronic equipment, industrial machinery, plastics and rubber, fabricated metal products, and chemicals. NAFTA has encouraged U.S. and foreign investors with apparel and footwear factories in Asia to relocate their production operations to Mexico. U.S. Compliance with NAFTA: B In December 1995, the Clinton Administration postponed indefinitely the implementation of a NAFTA deadline to allow Mexican trucks to circulate in the southwest United States. U.S.-Mexico Trade Relations: B President Clinton's first official trip to Mexico this month came at a time in which relations between the two countries were at their lowest point in years. The trade and investment growth achieved during NAFTA's first three years has been eclipsed by the peso crisis and political turmoil in Mexico and by growing bilateral tensions over drug control policy, immigration, and the Helms-Burton Act's tightening of economic sanctions against Cuba. These tensions in U.S. Mexico relations have surfaced because the Clinton Administration did not assign a sufficiently high priority to Mexico during its first term in office. NAFTA, however, was never intended to be anything other than a free trade agreement?a three-way pact by the United States, Mexico, and Canada to eliminate all tariff and non-tariff barriers to trade over a period of 10 to 15 years. NAFTA was designed to encourage faster growth in North American trade and investment, which it has been doing successfully since January 1, 1994. Reform Process in Mexico: A One of NAFTA's important achievements has been to "lock in" the process of economic and political reform under way in Mexico for the past decade. Mexico's membership in NAFTA, the World Trade Organization, the Asia-Pacific Economic Cooperation forum, and the Organization for Economic Cooperation and Development has created international commitments and linkages that it cannot ignore. Even though The Heritage Foundation's 1997 Index of Economic Freedom still accords Mexico a ranking of 3.35, or "Mostly Not Free,"12 Mexico has become a more democratic country since NAFTA was implemented. Negative Effects on NAFTA On the Mexican Side: Pa?l Picard del Prado, president of the Food Board at the National Manufacturing Industry Chamber (Canacintra), says the first five years of the North American Trade Agreement (Nafta) have been good for Americans, but not for Mexicans. Meanwhile, assembly plants that

The eNotes Blog Cozy Up with aClassic

Cozy Up with aClassic Who hasnt read a 1,488 page epic of the French Revolution and thought, there should really be a version of this for infants. Nobody. Finally, two brothers are filling the void of classic literature for children under the age of 3. Okay, all mockery aside this is actually seriously cute. (So cute I had to borrow the felt versions of Darcy and Bingley for the cover of our latest Kindle Fire competition.) Meet Cozy Classics: Brothers Jack and Holman Wang teamed up in 2012 to create Cozy Classics, an infant primer board-book series that adapts classic novels into twelve simple,   words that appear alongside photographs of handmade figurines. The brothers create the characters, sets, and props themselves through the painstaking process of needle-felting, a handcraft that involves the shaping of woolen fibers with a barbed needle. Each figure takes between eighteen and twenty-five hours to create. The first two titles- Herman Melvilles  Moby-Dick  and Jane Austens  Pride and Prejudice- were released this past November by Vancouver-based Simply Read Books; the next release, a cozy take on Victor Hugos  Les Misà ©rables, is forthcoming in April. Heres a glimpse of each of Cozy Classics titles so far, every page accompanied by its child-friendly  word. Though the series may be developed for children, I have to say these might be too adorable (and adultly ironic) not to pick up for myself. Look for them in an Urban Outfitters near you soon. Moby Dick Sailor Find Whale Pride and Prejudice Friends Mean Muddy Les Misà ©rables Poor Fire Sad To find out more about Cozy Classics, head to its website here. Still to come in Spring 2013, the Cozy version of War and Peace!

The eNotes Blog Cozy Up with aClassic

Cozy Up with aClassic Who hasnt read a 1,488 page epic of the French Revolution and thought, there should really be a version of this for infants. Nobody. Finally, two brothers are filling the void of classic literature for children under the age of 3. Okay, all mockery aside this is actually seriously cute. (So cute I had to borrow the felt versions of Darcy and Bingley for the cover of our latest Kindle Fire competition.) Meet Cozy Classics: Brothers Jack and Holman Wang teamed up in 2012 to create Cozy Classics, an infant primer board-book series that adapts classic novels into twelve simple,   words that appear alongside photographs of handmade figurines. The brothers create the characters, sets, and props themselves through the painstaking process of needle-felting, a handcraft that involves the shaping of woolen fibers with a barbed needle. Each figure takes between eighteen and twenty-five hours to create. The first two titles- Herman Melvilles  Moby-Dick  and Jane Austens  Pride and Prejudice- were released this past November by Vancouver-based Simply Read Books; the next release, a cozy take on Victor Hugos  Les Misà ©rables, is forthcoming in April. Heres a glimpse of each of Cozy Classics titles so far, every page accompanied by its child-friendly  word. Though the series may be developed for children, I have to say these might be too adorable (and adultly ironic) not to pick up for myself. Look for them in an Urban Outfitters near you soon. Moby Dick Sailor Find Whale Pride and Prejudice Friends Mean Muddy Les Misà ©rables Poor Fire Sad To find out more about Cozy Classics, head to its website here. Still to come in Spring 2013, the Cozy version of War and Peace!

The eNotes Blog Cozy Up with aClassic

Cozy Up with aClassic Who hasnt read a 1,488 page epic of the French Revolution and thought, there should really be a version of this for infants. Nobody. Finally, two brothers are filling the void of classic literature for children under the age of 3. Okay, all mockery aside this is actually seriously cute. (So cute I had to borrow the felt versions of Darcy and Bingley for the cover of our latest Kindle Fire competition.) Meet Cozy Classics: Brothers Jack and Holman Wang teamed up in 2012 to create Cozy Classics, an infant primer board-book series that adapts classic novels into twelve simple,   words that appear alongside photographs of handmade figurines. The brothers create the characters, sets, and props themselves through the painstaking process of needle-felting, a handcraft that involves the shaping of woolen fibers with a barbed needle. Each figure takes between eighteen and twenty-five hours to create. The first two titles- Herman Melvilles  Moby-Dick  and Jane Austens  Pride and Prejudice- were released this past November by Vancouver-based Simply Read Books; the next release, a cozy take on Victor Hugos  Les Misà ©rables, is forthcoming in April. Heres a glimpse of each of Cozy Classics titles so far, every page accompanied by its child-friendly  word. Though the series may be developed for children, I have to say these might be too adorable (and adultly ironic) not to pick up for myself. Look for them in an Urban Outfitters near you soon. Moby Dick Sailor Find Whale Pride and Prejudice Friends Mean Muddy Les Misà ©rables Poor Fire Sad To find out more about Cozy Classics, head to its website here. Still to come in Spring 2013, the Cozy version of War and Peace!

The Fact-packed Email Subject

The Fact-packed Email Subject The Fact-packed Email Subject The Fact-packed Email Subject By Michael For important email messages, try to see how much content you can get into your subject line. I dont mean you should try to see how long a subject line you can write 60 or 80 characters should be the maximum. No, but sometimes you want to get your message across through the subject line alone, so the recipient can get the urgent news even before reading the whole message. For example, if youre organizing a Toastmasters meeting, try something like, Tech-Talk Toastmasters, Friday noon, Jims Restaurant. But you say, If I put too much in the subject, nobody will read the rest of the email. Then make it Fridays Toastmasters meeting agenda. What subject line do you use when cold-calling, or sending an email to someone who doesnt expect it? Use specific details that a spammer wouldnt. For example, If you want to discuss a new paint thinner with a professional painter in your rainy town of Oakhurst, use an email subject such as Better paint thinner for Oakhurst humidity. If youre contacting someone upon the recommendation of someone elses, put the recommenders name in the subject line. Even if the email is unsolicited, the details are authentic enough, and the product benefits are real enough, that your subject line may convince the painter to open the email. 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 Business Writing category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?10 Colloquial Terms and Their MeaningsThe Uses of â€Å"The†

Belioz' Symphonie Fantastique performed by The Houston Syphony, Essay

Belioz' Symphonie Fantastique performed by The Houston Syphony, Conductor- Andrs Orozco-Estrada - Essay Example The orchestra ensemble consisted of brass and wind section, a string section and a percussion section. The string section occupied the front part of the stage facing towards the right wing and the conductor in the centre, raised on a podium. The cello and viola section filled up the other side of the stage facing the left wing and the conductor. The brass section occupied the farther end of the stage with instruments flutes (doubling piccolos), oboes (doubling cor anglais), clarinets (doubling E flat clarinets) and bassoons. The front row of the brass section consisted of horns, cornets, trumpets, trombones, tubas and ophicleides. The percussion sections consisted of timpani, cymbals, suspended cymbal, tenor drum, bass drum, bells, in scale C and G. The percussion section was located on the back left corner of the stage. There were a total of 10 instrumentalists in the brass section. The stage was set for what was to unfold as one of the finest love renditions of Hector Berliozâ€⠄¢s masterpiece composition Symphonie Fantastique. The version of the composition that was played live in front of the audience was a little dissimilar from the ones played in school orchestras. Program Contents The magnificent instrumental masterpiece, a thoroughly appreciated and celebrated musical wonder in France especially in its heartland capital of Paris, consisted of 5 movements that took charge of the flow and narrative of the composition. It consisted of the following 5 movements which were played on the evening of 26th October 2012: 1. Reveries  Ã¢â‚¬â€œ Passions (Daydreams  Ã¢â‚¬â€œ Passions) 2. Un bal (A ball) 3. Scene aux champs (Scene in the Country) 4. Marche au supplice (March to the Scaffold) 5. Songe d'une nuit de sabbat (Dream of a Witches' Sabbath) It was observed that the symphonies consisted an odd number (5) Symphonie than the conventional 4 symphonies composed in the Romantic Era of musical proliferation. 1. Title and composer of each selection on the pr ogram: The title of the musical movement is: â€Å"March to the Scaffold† 2. Genre: The Genre of the piece if Program Symphonie (Orchestral). It is a piece of program music. 3. Style of each selection: The style of this movement is 20th Century. Contemporary 4. Date of composition: The movement was composed in 1830 5. Performers: The performers were members of the Houston Youth Symphony Sinfonia Orchestra member. 6. Any characteristic or unusual sounds in the music 7. Your personal understanding of the music and your reaction to the work and its performance 8. The sources of information used for this report if any. (Ohio Link Music Center 1) Description of the Musical Piece in detail: The movement â€Å"March to the Scaffold† begins with root note/ anchor note E in the major scale with the wind section starting the performance. Percussive sounds filled up the background with cymbal strokes and bass drum stroked to set the rhythm and tempo. The wind section and percussi on section gradually increase the amplitude, slowly building up the mood and intensity of string and percussion strokes. This finally gives way to the string sections, in which the violins in the mid-range frequency dominate the overall sound. The phrasing of the notes is such that there is descent from the middle octave to the lower octave. The brass section is distinct and can be clearly identified playing the bass notes with the string instruments beautifully complementing the

ETHICS SELF-ASSESSMENT PAPER AND EVALUATION Essay - 1

ETHICS SELF-ASSESSMENT PAPER AND EVALUATION - Essay Example Q4. Making ethical decision is tricky because knowing the rights step to follow to handle the matter is a challenge. I had a problem because I did not know the best way and process to follow in order to deal with the problem. Q.23. answering this question for me is tricky because, the sexual relationship is between former client and the counselor knows some private things about the client. On the same note, it is now a former client so difficult to know how to handle. The first issue is dealing with client who has different belief system as me. For example if I have a client who is atheist and does not belief in any religion that can be problem to me. But, in order to be professional, I will stick to the ethics and responsibility of the work and that will help me to remove any emotions and beliefs that I have when dealing with the client. Another issue is that I am emotional and can feel sorry for client and share in their emotions. For example, I may be overwhelmed and feel like crying with the client. I will try to avoid this by observing the codes. On the same note, I will look for help from other colleagues to help me in tough times and tough decisions. The third issue is when dealing with clients who do not have money to pay for the services. I know professional have to be paid to survive but sometimes the client does not have enough money so it is difficult to deal with such problem. However, I will try to loom for advice form supervisor and other colleagues so that I can deal with the problem in the best

Serving the political objectives of the principal participants

Serving the political objectives of the principal participants The Korean War officially began on 25 Jun 1950 when forces of the Democratic Peoples Republic of Korea (DPRK North Korea) invaded the Republic of Korea (ROK South Korea). After initial stunning successes by both sides, there then followed over 3 years of bloody conflict which ultimately ended in an uneasy status quo ante bellum which still persists. The central hypothesis to this paper is that the use of military force was an effective policy tool for all parties involved to meet defined political objectives. The degree of success that each state/organisation achieved will be examined in detail. This essay will be limited to analysing the conflicts immediate aftermath and will not consider events beyond the Geneva Conference in Apr 1954. Specifically, this essay will investigate the rationale that led the DPRKs leader (Kim Il Sung) to consider the use of military force to achieve his primary objective of unifying Korea. The causes of the Korean War will also be briefly examined to set analysis in context. Causes The decisive event that caused the Korean War was the decision by two US Army Colonels on 10 August 1945 to divide Korea at the 38th parallel  [1]  . The decision was taken on Aug 10 1945 and for no better reason than à ¢Ã¢â€š ¬Ã‚ ¦it would place the capital city [Seoul] in the American zone.  [2]  From the moment that the Korean partition decision was made public, the leaders of the DPRK and ROK were essentially determined to establish a unified country by diplomatic or military means. Indeed, many in the United States were worried that the ROK would invade the DPRK first, such was the bellicose rhetoric emanating from the ROK President Synghman Rhee. The dividing line on the 38th parallel did not have any historical significance to Koreans of any faction and the imposition of an arbitrary dividing line by the joint Soviet/United Commission in Korea came as a total shock  [3]  . Indeed, Bruce Cumings asserts that the interim United States occupation forces nearly became as unpopular as the newly ousted Japanese once the 38th Parallel decision became widely known  [4]  . It can therefore be argued that nascent nationalism, coupled with diametrically opposed ideologies and the unfortunate choice of an arbitrary dividing line provided the catalyst for the DPRK invasion of the ROK on 25 Jun 1950. It can also be postulated that Kim Il Sung was left with little option but to resort to military means to bring about his desired end state of unifying Korea. Military outcomes From its inception, the Korean War was viewed as a limited war by the principal combatants, who (albeit for different reasons) had no wish to see the conflict escalate into a wider conflagration. The military outcome of the Korean War was indeterminate, with neither side emerging as a clear victor. After the initial period of manoeuvre (from Jun 1950 Jun 1951) the Korean War settled into a stalemate reminiscent of World War 1 trench warfare. With neither side willing to escalate the conflict to gain a decisive edge, continued operations by UN and Communist forces essentially became a series of (relatively) pointless battles  [5]  in order to gain territory or exert political leverage at the Armistice negotiations in Panmunjom. When the Korean Armistice was formally signed on 27 Jul 1953, a heavily fortified Demilitarized Zone (DMZ) was established following front line positions. Neither side could claim victory in the true sense of the word. Political and Strategic Objectives of the Soviet Union Due to chronic instability in the ROK, the Korean peninsula perhaps presented the best opportunity for a communist leaning buffer state to be established that would protect Soviet and Chinese borders from any perceived American threat. The northern portion of Korea was occupied by Soviet troops, who quickly moved to support indigenous communist orientated commissariats. Kim Il Sung emerged as the favoured choice of the Soviet leadership and the DPRK was established in 1948. Once it became clear that Korea would not be unified by political means alone, and the Soviet Union had successfully tested an atomic bomb, Stalin eventually gave his consent and backing to Kim Il Sung  [6]  to proceed with the invasion of the ROK, but was purportedly unwilling to widen the conflict and risk a wider war with the USA  [7]  . Stalin viewed the Korean conflict as a key part of a wider Soviet strategy to embroil the USA (and its allies) in a protracted struggle far away from what both sides regarded as the Centre of Gravity in Europe. In this the Soviets largely succeeded as the USA became wedded to the defence of the ROK on a point of principle after the DPRK invasion. Stalin also determined that it would be perhaps better for the Soviet Union to engage in conflict with the United States at an early juncture, rather than to wait for Germany and Japan to be re-armed, which would greatly increase Western military capability: [Stalin] à ¢Ã¢â€š ¬Ã‚ ¦added that even if the USA provoked a big war, let it take place now rather than a few years later, when Japanese militarism will be restored as an American ally, and when the United States and Japan will possess a military spring-board on the continent in the form of Rhees Korea.  [8]   The Soviet Unions relationship with China was crucial. Stalin viewed newly communist China as the junior partner in the communist world. While content to provide administrative, technical and planning advice, Stalin determined that the Soviet Union would not become overtly involved in any Korean conflict in order to avoid a direct confrontation with the United States. Kim Il Sung visited Moscow in Apr 1950; during this period, Stalin laid out the terms of any DPRK invasion of the ROK as: The Chinese (specifically Mao Zedong) must approve the invasion; The DPRK invasion must appear as a counter to an ROK move into the DPRK; and that Kim Il Sung would not be able to rely on overt Soviet support if the USA intervened, but would have to rely on Chinese support  [9]  . In essence, Stalin determined that there were great advantages to a conflict being fought by proxy between the fledgling communist Chinese state and the United States. A conflagration in Korea that pitted the United States against China would make any chance of rapprochement between the two states highly unlikely and would also fix American attention far from the Soviet vital ground in eastern Europe. Another key piece of evidence of Soviet strategy was revealed by the former Sovier premier Nikita Khrushchev. In his memoirs, Khrushchev gave an explanation of why Stalin decided to support Kim Il Sungs proposed invasion of the ROK. Khrushchev stated that when the United States Secretary of State (Dean Acheson) publicly stated that the ROK was outside of the United States Defence Perimeter  [10]  , this inadvertently sent a strong signal to Stalin that the ROK was a soft spot that was worth exploiting  [11]  . Stalin therefore reasoned that the United States would not commit forces to support the ROK regime in the event of a DPRK invasion  [12]  . Once it became clear that the Korean Peninsula would not be unified by diplomatic means, Stalin was content to sanction the use of military force (by his DPRK proxy) to bring about unification of Korea. The eventual outcome of the Korean War did not meet the Soviet primary political goal of establishing a communist, unified Korea as the eventual cease fire line ran almost exactly along the 38th parallel. Despite this, it can be argued that the Soviet Union greatly benefited from the outcomes of the Korean War. The United States was badly shaken by the Chinese intervention in Nov 1950  [13]  and the loss of American prestige was tangible when United Nations forces were forced into a pell-mell retreat south after the Chinese riposte in Nov 1950. The Korean War diverted the United States from what the Soviet Union determined as its vital ground in Europe. Korea also provided a means to test Soviet military capabilities in combat against the United States, especially in the air. Finally, Korea also allowed the Soviet Union to cement its relationship with China and prevent any rapprochement between China and the United States. The Soviet Union, by financing and supporting its Chinese and DPRK proxies was thus able to meet the majority of its aims, without becoming overtly involved in the fighting. On the minus side, Soviet support for the DPRK invasion unwittingly provided the justification for huge increases in United States military spending and the rearmament of West Germany and Japan. The Soviets were henceforth viewed as aggressors bent on spreading communism throughout the world, which the United States was clearly going to resist. United States Political Objectives and Strategy Prior to the outbreak of the Korean War, debate was intense as to how the United States should respond to the perception that Soviet aggression in Europe and elsewhere was on the increase. With memories of the Berlin Airlift still fresh and communist ideology seemingly in the ascendancy everywhere, US policy makers sought to determine what course the United States should follow in response to perceived Soviet aggression. A key strategy document outlined the United States response to the communist threat and was drafted in early Jan 1950 by the National Security Council (NSC). The resulting paper (NSC 68) aimed to define how the United States would respond to Soviet expansionist aims and also made predictions about the future nature of conflict between the superpowers in a bi-polar world post World War 2. While it was recognised that the main Soviet threat was most likely in Europe, NSC 68 recognised that the communist threat was global and would have to be countered. NSC 68 defined t he United States options as: Option 1: Maintain current policy; Option 2: Adopt an Isolationalist stance; Option 3: Go to war with the Soviet Union; Option 4: Fund and authorise a rapid build up of political, military and economic strength.  [14]   NSC 68 painted a dire picture of Soviet intentions and recommended that Option 4 was the preferred course to chart. The principal author (Paul H. Nitze) proposed radical steps, many of which were politically highly sensitive. Key recommendations were that West Germany should be rearmed as a priority and that a policy of Containment be adopted. Containment was defined as: à ¢Ã¢â€š ¬Ã‚ ¦It is one which seeks by all means short of war to (1) block further expansion of Soviet power, (2) expose the falsities of Soviet pretensions, (3) induce a retraction of the Kremlins control and influence, and (4) in general, so foster the seeds of destruction within the Soviet system that the Kremlin is brought at least to the point of modifying its behaviour to conform to generally accepted international standards  [15]  . President Harry S. Truman was presented with the conclusions from NSC 68 in Apr 1950. Its findings placed Truman in a dilemma; although the United States still had many more nuclear weapons than the Soviet Union,  [16]  the United States could not afford the increase in conventional military spending and support to European nations proposed by the paper. The United States Congress had strongly opposed increased military spending in favour of more spending within the United States. A fierce debate thus raged in the United States as to how perceived Soviet aggression should be responded to. United States policy towards the ROK was somewhat haphazard. As already mentioned, Acheson had publicly stated that the ROK was outside of the United States Defence Perimeter and relations with Rhee were often difficult given his bellicose nature and frequent outbursts about reunifying Korea by force. This prompted the US Joint Chiefs of Staff (JCS) to press for remaining US troops to be withdrawn in order to concentrate on more important commitments elsewhere. The last US troops were withdrawn late in 1949, which again seemed to signal to Kim Il Sung and Stalin that the United States would not intervene in the event of an invasion of the ROK. Meanwhile, the debate over the implications of NSC 68 continued to rage in Washington, with those in favour of increasing military spending gaining little traction in the face of harsh budget realities. The invasion of the ROK on 25 Jun 1950 was greeted with shock in Washington and no doubt a degree of satisfaction by those that had signposted the Soviet inspired communist threat. American policy was thus immediately polarised and global US Political objectives were quickly wedded to the idea of Containment. The DPRK invasion of the ROK acted as an accelerant that ignited the United States commitment to defending what it perceived as the free nations of the world. Due to an ongoing Soviet boycott of the Untied Nations, the United States was able to secure the UNs approval for the use of force and quickly committed substantial forces in support of the United Nations Command (UNC) in order to restore ROK sovereign territory. With the support of the UN and the containment of DPRK forces at Pusan, many in the United States began to call for a more aggressive strategy to Rollback communism. The United States implemented its Rollback strategy in Korea after the successful landings at Inchon on 15 Sep 1950 had severed DPRK supply routes and seen communist forces retreat in disarray back over the 38th parallel. UN Security Council Resolutions 82 85 condemned DPRK actions and eventually gave UNC forces authority to proceed north across the 38th parallel with the express intent of removing Kim Il Sung and reunifying Korea as a nation state. What set out as an ideological stance taken in Washington to Rollback communism was thus implemented in reality i n Korea, with poor results after decisive Chinese intervention. While it will be debated later in this essay if the UNC advance precipitated Chinas entry into the conflict, it certainly was a contributory factor. The United States was justified to seek UN approval to use force to restore ROK territorial integrity; Containment was a valid political objective that justified the use of force in response to the perceived Soviet threat. The Rollback strategy was (with hindsight) unjustifiable and did not warrant the use of force in a vain attempt to unify Korea. Overall, and despite the ambiguity of its outcome, the Korean War had important implications for American foreign policy. In the short-term, the conflict globalized the policy of containment and was the impetus for vastly increased Defence spending and extensive US military deployments in Europe and elsewhere. The Korean War deepened the United States already combative relationship with the Soviet Union and effectively scuppered any possibility of cordial diplomatic relations with Communist China for twenty years. The outcome of the Korean War was satisfactory for the United States. Communist advances had been contained and the ROK preserv ed as a bulwark against communism in Asia. Korea also had a far ranging impact on US policy and the policy of containment was to be applied to South Vietnam with disastrous results. China In Apr 1949, the Chinese Civil War ended in the decisive defeat of the Chinese Nationalists. A newly unified China under the leadership of Chairman Mao Zedong was keen to assert much greater influence in the region and this was to be a critical factor for the duration of the Korean War. United States support for the remnants of the Chinese Nationalist regime in Taiwan continued to be a major source of friction between the United States and China and was an underlying theme that determined Chinese political and strategic objectives in the region. As a result of the United States overt support of the Nationalist regime and the lack of Chinese counters to US military strength (particularly Naval), Mao was keen to determine if there was an indirect means to confront the United States and perhaps even extract concessions over the future of the Nationalist redoubt in Taiwan. Chinas decision to enter the Korean War was determined by Chinese leaders interpretation of Chinas security interests and their judgment as to how Chinas security would be affected by entering the conflict. At this early juncture after the conclusion of the Chinese Civil War, the Chinese leadership was highly sensitive as to how Chinas stature, capability and willingness to defend its position were perceived by outsiders and particularly the West. China had suffered greatly at the hands of Great Britain and the USA and others during a prolonged period of foreign intervention in its affairs and Mao determined at an early stage that China would become involved in a Korean conflict if the situation dictated  [17]  . Once UN Forces crossed the 38th parallel in force and the Rollback strategy was openly advocated by the United States, the Rubicon was clearly crossed for the Chinese leadership and in particular Mao Zedong leaving them little choice but to act to defend its interests in the region. In essence, if all of Korea was occupied by UNC forces, then this would (in the eyes of the Chinese leadership) create a fatal danger to the fledgling Chinese revolution. Chinas use of force to meet its strategic objectives was fully justified in the minds of the Chinese leadership. The sanctity of the Chinese revolution appeared to be under threat once Rollback gained significant support in the UN. It can also be argued that Mao saw a fleeting opportunity for China to deal an embarrassing blow to UN Forces by committing large numbers of Chinese volunteers at a decisive moment in the campaign. By committing Chinese forces to an ideological struggle such as Korea, Maos reasoning can be assessed as sound; China would bolster its credibility within communist circles and perhaps emerge from the conflict as a beacon for other fledgling communist states so long as the west was prevented from securing success in Korea. Underlying much of Chinese strategic thought was the possibility that prolonged involvement in any Korean conflict had the potential to secure concessions from the United States over the future of Japan and crucially Taiwan. Chinese intransige nce during the later stages of the Korean War can be attributed to not wishing to terminate the conflict until a more favourable situation had been achieved by communist forces and also Stalins wish to prolong the conflict to keep the USA involved in a peripheral action. DPRK Strategy and Political Objectives DPRK strategy was relatively simple once the division of Korea became permanent. Under the shrewd leadership of Kim Il Sung, the DPRK charted a course that played the Soviet Union and China off each other in order to serve the DPRKs best interests. Once any hope of a diplomatic solution had vanished to unify Korea, Kim Il Sung determined that a narrow window of opportunity existed for the military unification of Korea. Indeed, the DPRKs invasion of the ROK perhaps provides the best example of Clausewitzs dictum à ¢Ã¢â€š ¬Ã‚ ¦that war is not merely a political act, but also a real political instrument, a continuation of political commerce, a carrying out of the same by other means  [18]  . On 7 March 1949, while talking to Stalin in Moscow Kim Il Sung said: We believe that the situation makes it necessary and possible to liberate the whole country through military means. The Soviet leader apparently disagreed, citing the military weakness of the North, the Soviet-USA agreement on the 38th parallel division and the possibility of American intervention if the DPRK intervened militarily in the ROK. Stalin added that only if the ROK/USA attacked Pyongyang could the DPRK try military reunification by launching a counterattack. Then, the Kremlin chief explained, your move will be understood and supported by everyone.  [19]  On 17 January 1950, Kim Il Sung complained to the Soviet ambassador Shtykov: I cant sleep at night because I am thinking of the unification of the whole country. If the cause is postponed, then I may lose the confidence of the Korean people. Kim Il Sung apparently requested permission to make a new visit to the USSR to receive orders and permission fr om Stalin for the offensive  [20]  . This is a key point; for Kim Il Sung, the war was as much about maintaining popular consent for his regime as it was for unifying Korea. The DPRK was essentially justified in resorting to the use of force in its attempt to unify Korea. This is a contentious point of view, but it can be argued that as the Korean War was essentially a civil war, then once diplomatic means had been exhausted, the only way left to Sung was to exhort the Soviet Union and China to support a military endeavour to unify the Korean peninsula. It could also be argued that had the ROK not been supported by the United States, then the ideological and nationalist tensions in Korea would have played out after a period of internal wrangling. Korea would have likely emerged after the end of the Cold War as a stable, unified state that would have been open to capitalist influence (like many former Warsaw Pact states) and not the insular, paranoid autocracy that still persists. The outcomes of the Korean War essentially did not meet the primary aim of the DPRK to unify Korea, but did ensure the continued support and investment of the Soviet Union and C hina, much as the United States supported the ROK. ROK Political and Strategic objectives ROK strategy was again relatively simple. By continually agitating against the communist DPRK regime, Rhee hoped to draw the United States into a Korean Civil War in order to enable the unification of Korea by force. Many accounts of the time place the blame squarely on the DPRK for invading the ROK, but this is too simplistic. Rhee continually blustered that he would lead an ROK invasion of the DPRK to reunite Korea. On a visit with The US Secretary of State (John Foster Dulles) a reporter (William Mathews of the Arizona Daily Star) recorded that: He [Rhee] is militantly for the unification of Korea. Openly says it must be brought about soonà ¢Ã¢â€š ¬Ã‚ ¦Rhee pleads justice of going into North country. Thinks it could succeed in a few days à ¢Ã¢â€š ¬Ã‚ ¦[I]f he can do it with our help, he will do it  [21]  . Rhee was an ardent nationalist and was clearly set on reuniting Korea by any means, so long as he had the support of the United States to do so. ROK forces were responsibl e for repeated violations of the 38th parallel and ROK initiated artillery exchanges were commonplace from Spring 1949 onwards  [22]  . Continued United States military support was thus at times difficult to justify in the face of pressing commitments elsewhere and the Joint Chiefs of Staff finally withdrew all but a token force of advisors in late 1949  [23]  . The primary political objective of the ROK can thus be clearly identified as seeking to secure and maintain United States military, economic and political involvement in the ROK. In this, the Rhee regime was entirely successful as the Korean War precipitated massive United States military, economic and political support which extends to the present day. Indeed, the prolonged nature of the conflict served to ensure that the Korean conflict was centre stage of the Truman/Eisenhower Presidential Election. Rhee and his regime survived the war intact and the experience of the conflict had a direct influence on ROK politics for two generations with successive semi military dictatorships controlling ROK affairs. The United Nations Facing its sternest test, the United Nations had weathered a challenge, which, if unanswered, might have resulted in disaster and eventual disintegration. Under the U.N. flag, the original objective of the intervention in Korea-halting Communist aggression-had been successfully carried out and the independence of its foster child, the Republic of Korea, had been preserved. This practical demonstration of how the United Nations could function when peace was threatened greatly enhanced the prestige of the organization and established a precedent for future U.N. military action if the need should again arise. The effort had not been given unanimous support by U.N. members, it is true, but twentyone nations had contributed forces of one kind or another to sustain the U.N. decision. Although many of these countries had supplied only small token units, the mere fact that they had participated at all was encouraging, since it indicated their belief in the U.N. and their willingness to put teeth in the enforcement provisions of its charter. The Korean War marked a real departure from the dismal experience of the League of Nations in this respect. Conclusions

Culture Competency Essay

In the aspect of interacting with the global community, it is important for an individual to understand the cultural aspect of the subject society and relate to this factor in terms of their interactive business. As the aspect of culture manifest to be a significant part in the characteristics and qualities of each individual and collective society, understanding this identity factor is indeed important in the pursuit of establishing an effective interaction with the different people in the global community. In particular to the healthcare profession, the aspect of culture competency manifests to be an important concern in healthcare education as having the ability for interacting, understanding and relating to different cultures can effectively enhance the services rendered by healthcare professional. Indeed, the general concern of the healthcare profession is to render effective healthcare assistance and services to people of different culture thus, the global community is the main subject in this mission. In part though, cultural background resembles an important part in the personal identity of each person or patient thus, the healthcare profession must incorporate this in his or her pursuit of relating effectively the said matter for the benefit of the patient. In the actual practice of the healthcare profession, the concept of culture competency manifest particularly in the personal interaction between the healthcare professional and the patient. In this scenario, the two parties are often with different cultural background yet, in best effort, the health professional must overcome this difference in the process or realizing his or her responsibilities. For example, some of the common barriers are the language factor, the cultural awareness and acceptability, perception and understanding, and others. At some point, the healthcare professional must incorporate the cultural factor in the profile identity of the subject thus, adjusting his or her pursuit and interaction based on this element. Forwarding the healthcare service and assistance through relating it with the cultural background of the patient can effectively influence the understanding and acceptance of the subject in this pursuit. For example, acknowledging the cultural limitations and the preferences of the subject in his treatment and medication can indeed influence his acceptance towards the process. Through this approach, the healthcare practitioner can effectively motivate active participation and encourage interest from the patient towards the success of the treatment and the healthcare program. Due to the importance of culture competency, healthcare practitioner must assess and realize in themselves their individual strengths and weaknesses in this aspect and develop their flexibility towards the different cultures in the global community. In this aspect, the author of this paper realizes certain weaknesses in terms of cultural awareness due to the social limitations he has experienced in his upbringing. Raising from a rural town with a small community and having only experienced interacting with people from different culture during only college years, culture competency has developed late in this author as such it is important to focus much attention towards developing this skill. However, continuing the effort of developing social relationship with people from other cultures and building up academic information from researches and reading can indeed contribute in developing culture competency. With this effort, one can effectively develop awareness and understanding of various cultures and undermine cultural difference towards the mission of providing quality healthcare service towards the global community from different races and cultural society. Bibliography Zwell, Michael (2000). Creating a Culture of Competence. Wiley Publication. 1st Edition. ISBN-10: 0471350745.

The Effectiveness of Using Graphic Novel Essay - 1785 Words

1.1 BACKGROUND OF THE STUDY English is a very important language as it is used frequently at international level as a means for people from different countries to communicate with one another . However, English significance as a communication tool has grown and expand not just as an international language but also used as the language in international relations, and in exchanging knowledge and technology. In the early phase, English hd been spread internationally through colonization, migration and settlement, but as the years passed, English quickly gained a high prestige in cultural, scientific, technological and other fields that contributed to English becoming global (Leitner, 1992). Nowadays, it is generally acknowledged that†¦show more content†¦Initially, the subjects taught in schools that could adopt the Malay language as a medium of instruction without difficulty were the first affected by the conversion process (Asmah ,1982).Subjects such as physical education, art and craft, local studies and music were the first few subjects that were instructed to be taught Malay language in English-medium schools. However, the Ministry of Education was forced to make a drastic change in the education system due to severe race riot that occurred on 13 May 1969. In July 1969, the Minister of Education at that time Dato Haji Abdul Rahman Ya’akub, declared that beginning from January 1970, English-medium schools would be phased out in Malaysia and by 1985 all former English-medium (‘national-type’) schools would become Malay-medium (‘national’) schools. This decision later reinforced in the Third Malaysia Plan (1976-1980) that states Bahasa Malaysia (Malay) is the basis for national integration, but the plan also states that measures will be taken to ensure that English is taught as a strong second language (Government of Malaysia, 1976, p. 386). The reasons given for the maintenance of English was to keep abreast of s cientific and technological developments in the world and to participate meaningfully in international trade and commerce (Government of Malaysia,Show MoreRelatedPoint Of View In Persepolis By Marjane Satrapi1498 Words   |  6 Pagesmany elements that contribute to the effectiveness of a piece of writing. One element in particular that adds to how effective a piece of writing can be is point of view, which can determine what the reader knows and understands, and how the information given is interpreted. As a result, point of view contributes to character development and the emotional impact of a piece of writing. 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Gender Differences Between Work And Life - 1026 Words

In Manage your work, manage your life, Groysberg and Abrahams use research and survey data to show gender differences on how success is viewed. There were some similarities and obvious gender differences in answers. On another note the article by Stewart Friedman, Work + home + community + self, the main focus is on three key principles to focus on to be better at integration between work and life. Each article’s content can be a guide in career planning and to help with one’s professional development. The article Manage your work, manage your life discusses the popular topic of work and life balance. Interviews were conducted and researched with over 4,000 executives worldwide and 82 executives in a leadership course over a five-year course (Groysberg and Abrahams, 2014). They broke down and compared men and women to determine how they defined what professional success means to them, what personal success means and what their partners contribute (Groysberg and Abrahams, 2014). 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