Free Essays on The Sotah Ritual In Ancient Israel

Introduction The ritual of the sotah from the book of Numbers is a fascinating passage to read in the Hebrew Bible. For one thing, this ritual deals with the idea of a man being able to bring his wife to trial, even if he has no evidence against her. While such an instance might be seen as negative treatment of women, others might explain it as the Israelites’ constant concern over the idea of impurity. Another interesting aspect of the sotah rite is that it is the only example of an ordeal similar to those practiced in other cultures of the Ancient Near East. While other ordeals are told mostly in story form, Num. 5:11-31 is the only instance in which the actual process of an ordeal is laid out point by point. Finally, the ritual merits attention due to its continued practice even after the Temple was destroyed, as is depicted in the Talmud. These reasons and more are evidence as to why this small 20 verse passage has been subject to such scrutiny and study over the course of the years. Adultery in the Hebrew Bible The ritual for the â€Å"errant woman† in Numbers 5:11-31 is only one of many instances in the Old Testament that deals with the crime of adultery. The crime is described throughout the books in the Hebrew Bible, such as Genesis 20:6, Lev. 18:20, Ezek. 18:6, Ps. 51:6, and Mal. 3:5. A variety of texts discuss the evil of adultery. The Israelites held the act in such harsh light, that a commandment against committing adultery is found in the Decalogue. This certainly indicates that extra-martial affairs were viewed in a severe manner. In the Hebrew Bible, adultery is considered a capital crime, punishable by the population stoning the adulterous wife and her lover to death. Deut. 22:20 commands this communal punishment in order to â€Å"sweep away evil from Israel.† The question remains as to why this crime was considered to be such a transgression. Several explanations exist to account for the seriousnes... Free Essays on The Sotah Ritual In Ancient Israel Free Essays on The Sotah Ritual In Ancient Israel Introduction The ritual of the sotah from the book of Numbers is a fascinating passage to read in the Hebrew Bible. For one thing, this ritual deals with the idea of a man being able to bring his wife to trial, even if he has no evidence against her. While such an instance might be seen as negative treatment of women, others might explain it as the Israelites’ constant concern over the idea of impurity. Another interesting aspect of the sotah rite is that it is the only example of an ordeal similar to those practiced in other cultures of the Ancient Near East. While other ordeals are told mostly in story form, Num. 5:11-31 is the only instance in which the actual process of an ordeal is laid out point by point. Finally, the ritual merits attention due to its continued practice even after the Temple was destroyed, as is depicted in the Talmud. These reasons and more are evidence as to why this small 20 verse passage has been subject to such scrutiny and study over the course of the years. Adultery in the Hebrew Bible The ritual for the â€Å"errant woman† in Numbers 5:11-31 is only one of many instances in the Old Testament that deals with the crime of adultery. The crime is described throughout the books in the Hebrew Bible, such as Genesis 20:6, Lev. 18:20, Ezek. 18:6, Ps. 51:6, and Mal. 3:5. A variety of texts discuss the evil of adultery. The Israelites held the act in such harsh light, that a commandment against committing adultery is found in the Decalogue. This certainly indicates that extra-martial affairs were viewed in a severe manner. In the Hebrew Bible, adultery is considered a capital crime, punishable by the population stoning the adulterous wife and her lover to death. Deut. 22:20 commands this communal punishment in order to â€Å"sweep away evil from Israel.† The question remains as to why this crime was considered to be such a transgression. Several explanations exist to account for the seriousnes...

Free Essays on Suicide Law

Suicide Law Oregon is fighting with the government to allow doctors to prescribe lethal drugs to ill patients. The people of Oregon voted on â€Å"The Oregon Death with Dignity Act (OODA)† in 1994. The government did not like the idea of a legally prescribed lethal drug that will kill a person. In 1997, the people of Oregon voted again on the OODA. It was passed with a 60% - 40% ratio. The government now says that it is not in compliance with the â€Å"Federal Control Substance Act (CSA).† The OODA and the CSA have been fighting against each other since 1997 in the courts. Terminally ill people should have a right to make decisions regarding their deaths. They should not have to worry about the pain and the burden they are putting on their families. I think people should be able to take the lethal drugs if they want to. It should not be the government’s decision or the state’s decision. If a person is ill enough to want to end their life, then I think the person should be able to. Since the people voted for the OODA then there should not be a reason to deny something that the people of this country want. The Death With Dignity National Center encourages individuals to respect the will of others and to take action against the government’s censorship of the OODA law (1). Terminally ill patients make the decision to end their lives because of tremendous pain and they are tired of putting the burden on their families. The OODA is a law that will allow terminally ill patients to end their lives. A physician can prescribe the drug but cannot administer the drugs to patients. The patient and the doctor both have to agree that the patient only has 6 months to live. The dying patient has to write a letter requesting the lethal drug. Some people know that they are going to die before they talk to doctors. Most of them do not like the idea of their families spending all their money of hospital bills and knowing that it is not going to... Free Essays on Suicide Law Free Essays on Suicide Law Suicide Law Oregon is fighting with the government to allow doctors to prescribe lethal drugs to ill patients. The people of Oregon voted on â€Å"The Oregon Death with Dignity Act (OODA)† in 1994. The government did not like the idea of a legally prescribed lethal drug that will kill a person. In 1997, the people of Oregon voted again on the OODA. It was passed with a 60% - 40% ratio. The government now says that it is not in compliance with the â€Å"Federal Control Substance Act (CSA).† The OODA and the CSA have been fighting against each other since 1997 in the courts. Terminally ill people should have a right to make decisions regarding their deaths. They should not have to worry about the pain and the burden they are putting on their families. I think people should be able to take the lethal drugs if they want to. It should not be the government’s decision or the state’s decision. If a person is ill enough to want to end their life, then I think the person should be able to. Since the people voted for the OODA then there should not be a reason to deny something that the people of this country want. The Death With Dignity National Center encourages individuals to respect the will of others and to take action against the government’s censorship of the OODA law (1). Terminally ill patients make the decision to end their lives because of tremendous pain and they are tired of putting the burden on their families. The OODA is a law that will allow terminally ill patients to end their lives. A physician can prescribe the drug but cannot administer the drugs to patients. The patient and the doctor both have to agree that the patient only has 6 months to live. The dying patient has to write a letter requesting the lethal drug. Some people know that they are going to die before they talk to doctors. Most of them do not like the idea of their families spending all their money of hospital bills and knowing that it is not going to...

Health and safety issues Essay Example | Topics and Well Written Essays - 750 words

Health and safety issues - Essay Example hrough: improvement of management systems so as to reduce injuries at work, showing the board how important health and safety issues are, monitoring of health and safety issues in the organization and providing of detailed reports about their states not excluding their stray performances. In essence, World Health (1983) argues that health and safety management that is effective is fundamental to the well-being of employees, plays a vital role in ensuring that the reputation of the organization is maintained while at the same time helping in creating teams that are highly achieving. An organizations’ health and safety quality assurance department provides various means in which the organization can monitor its continued progress and advices the organization on legislative matters and inflicts best practices into employees (Miller, 1986). To maintain quality, the team carries out internal training to keep their staff up to date with legislative and suitable organizational practices in health and safety matters and related areas. In addition, solid systems for monitoring organizational progress are to be installed which enhance the technological sector of the company as well as the knowledge of the staff for they have to be trained effectively on how to use the systems thus moving them one step ahead of their competitors. Insurance can be obtained by the employer to cover a number of costs which the employer may have to cover as a consequence of poor health and safety procedures. Examples of such insurance are Liability insurance, vehicle insurance and building insurance. There are however a number of areas for which insurance cover cannot be obtained. What are these areas? According to HMSO (1974), hundreds of industries that operate in different areas/fields exist that have been excluded from the mandatory coverage since they are registered neither under Sections 1 nor 2 of the Workplace and Insurance Act, 1997 (South Australian, 1986). The areas not covered

Research paper, chidren and junk food, what is the most influential Essay

Research paper, chidren and junk food, what is the most influential environment on children' love for junk food - Essay Example In this context social environment includes political and economic aspects outside the family environment. The thesis of the paper states that the family unit is better placed to deal which children food behaviors given the fact that it can regulate the impacts of social environment. Family environment is said to have the most significance impact on the choices children make especially with regard to fast foods. Mothers with a preference of junk food especially during pregnancy or breastfeeding are likely to pass the same eating choices to their children. According to a research by University of Adelaide, children can be addicted to high-sugar diet through maternal influence. The research urges that fast food is responsible for production of dopamine, which is a feel-good hormone. It remains active among the children born to mothers with high levels of the hormone. Such children will have to eat higher amounts of junk food to achieve the same stimulation. The research suggested that junk food is addictive. Some parents fall short of resisting children demands. The end result is that they give them money to purchase junk food. Fast food should be balanced with healthy food. Parents are expected to resist unhealthy demands from children especially with regard to fast foods. The internet has had a significant impact on the home environment (Whitacre 39). Parents rarely encourage healthy lifestyles for their children. In the United States, many children have television sets in their bedrooms (Whitacre 33). A rising percentage of children between 6 and 17 are said to have exposure to unhealthy food through television influence. This has led to increase energy intake through junk food. According to AAP, children should not have television sets in their bedrooms. Research indicates that a large number of children do not eat meals together with their family in most days of the week. This is encourages unchecked food behavior among children. According to studies, health y eating behaviors are said to develop when families take meals together. It is estimated that food prepared at home is more nutritious that take away or fast food. Families are better placed to regulate sugar intake and access to drinking water. This improves the food environment and minimizes the effects of fast foods. Parents are better placed to regulate the movement of children. This means they can limit access to retail venues that offer fast foods. The level of exposure and parental guidance plays a major role in the health and eating habits of a child. Parental advice can make children less susceptible to fast food campaigns (Whitacre 29). Research indicates that children tend to have parental preferences. Yet, few parents take time to discuss eating habits with their children. This has caused the social environment to overwhelm the family environment is some instances. There is a massive compaign against fast food. Some parents have rejected some schools on the basis on die t alone. Parents can influence the school diet by choosing institutions that are sensitive to children healthy diet. A compelling example is the schools that ban sodas and sugar-sweetened food. The role of social environment is expansive. Fast food bans for children would be welcome. This would mean banning some fast food restaurants that target children. It would also encourage banning fast food in school environments. The number of fast food chains has been increasing. The restaurants are available in local environments. Most of the choices

Principles Of Teaching And Learning In Teaching Math Essay Example for Free

Principles Of Teaching And Learning In Teaching Math Essay Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one right way to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with otherspairing an experienced teacher with a new teacher or forming a community of teachersto observe, analyze, and discuss teaching and students thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in the ir teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and Americas Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how students understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a number on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as profound understanding of fundamental mathematics (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one right way to teach. However, effective teachers recognize that the decisions they make shape students mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the classroom en vironment communicates subtle messages about what is valued in learning and doing mathematics. Are students discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students learning. Using a variety of strategies, teachers should monitor students capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students thinking or to do lesson study is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

Beowulf and Modern United States Essay -- Culture Compare Contrast Ess

Beowulf and Modern United States Many people who read the poem Beowulf would probably find it hard to find similarities between the poem and life in modern America. How could one compare an ancient Anglo-Saxon culture with the sophisticated world that we are living in today? But, if we look closely, we may be able to pinpoint some parallel between the two societies. This essay will discuss the topics of warrior life, the â€Å"bad guy,† and social similarities. One might wonder how a warrior culture might be similar to our own? But if we consider American culture, we are actually still very war-like. We have a strong military system built to protect our country and the people that make it up. We are also known for going to the aid of other countries that aren’t able to defend themselves. This is very similar to the mentality of the warriors in Beowulf. Beowulf comes to the aid of Hrothgar’s falling kingdom. Another similarity between the two cultures that some people may see in the most recent times is the idea of the bad guy or â€Å"monster.† Today Americans are trying to deal with ...

Py 270 Appendix D

University of Phoenix Material Appendix D Psychological and Psychophysiological Stress Disorders Respond to the following: 1. Stress can be the root cause of psychological disorders. Name four symptoms shared by acute and posttraumatic stress disorders. 1) There can be re-experiencing events such as dreams. 2) Avoiding special circumstances where an event can remind the person of the event. 3) Losing interest in things that were once pleasurable. 4) Trouble sleeping and increased anxiety. 2.What life events are most likely to trigger a stress disorder? Any events that are considered stressors like every day happenings can trigger stress disorders. Events such as death, rape, assault, abuse can be triggers for a stress disorder. 3. Traumatic events do not always result in a diagnosable psychological disorder. What factors determine how a person may be affected by one such event? A persons tolerance to stress depends on genetic and biological factors. The brain can actually be changed by traumatic events.Certain personality characteristics make a person more prone to a psychological disorders. 4. What are the four stages in meeting the psychological needs of disaster victims? a. Psychological debriefing and/or medical care immediately following trauma. b. Therapy to aid in ending stress reactions. c. Therapy to help gain perspective on traumatic event. d. Therapy and assistance to enable individual to return to normal levels of functioning after trauma. 5. What is the link between personality styles and heart disease?There is a link between personality styles and heart disease. There are two basic personality types, type A and type B. Type A personalities tend to be more aggressive, angry more often, very driven, and impatient. Studies show a correlation between coronary heart disease and type A personalities. 6. List and briefly describe four psychological treatments for physical disorders. 1) Insight therapy and support groups- particularly if the ailment is de pression or panic disorders.This form of treatment will help the patient to process information and talk to others about coping mechanisms. 2) Cognitive interventions-patients learn to rid themselves of negative thoughts about the pain they are experiencing to keep their mind off of it. 3) Hypnosis-puts patients in a relaxed sleeplike state. The hypnotist talk positively about what the patient is experiencing and almost reverses the way of thinking about the pain. 4) Meditation-helps patients to go into a relaxed state and release stress.

A Family Supper by Kazuo Ishiguro Essay

Theme: is the conflict between generations in changing Japan. Meaning †¨the ways of past generations are giving way to new values that have not been fully developed in the younger generations. One exanple of this being that suicide, carried out in the face of defeat have now lost of its meaning and honor in younger generations. His mom is the ghost The fugu fish and the story of Mr. Watanabe and his family are subtle hints about the end of the story, foreshadowing. Are you moving to California THEME Symbols: Fish, mom, ghost Fugu is a fish caught off the Pacific shores of Japan. The fish has held a special significance for me ever since my mother died after eating one. The poison resides in the sex glands of the fish, inside two fragile bags. These bags must be removed with caution when preparing the fish, for any clumsiness will result in the poison leaking into the veins. Regrettably, it is not easy to tell whether or not this operation has been carried out successfully. The proof is, as it were, in the eating. Fugu poisoning is hideously painful and almost always fatal. If the fish has been eaten during the evening, the victim is usually overtaken by pain during his sleep. He rolls about in agony for a few hours and is dead by morning. The fish became extremely popular in Japan after the war. Until stricter regulations were imposed, it was all the rage to perform the hazardous gutting operation in one’s own kitchen, then to invite neighbors and friends round for the feast. At the time of my mother’s death, I was living in California. My relationship with my parents had become somewhat strained around that period and consequently I did not learn of the circumstances of her death until I returned to Tokyo two years later. Apparently, my mother had always refused to eat fugu, but on this particular occasion she had made an exception, having been invited by an old school friend whom she was anxious not to offend. It was my father who supplied me with the details as we drove from the airport to his house in the Kamakura district. When we finally arrived, it was nearing the end of a sunny autumn day. â€Å"Did you eat on the plane?† my father asked. We were sitting on the tatami floor of his tearoom. â€Å"They gave me a light snack.† â€Å"You must be hungry. We’ll eat as soon as Kikuko arrives.† My father was a formidable-looking man with a large stony jaw and furious black eyebrows. I think now, in retrospect, that he much resembled Chou En-lai, although he would not have cherished such a comparison, being particularly proud of the pure samurai blood that ran in the family. His general presence was not one that encouraged relaxed conversation; neither were things helped much by his odd way of stating each remark as if it were the concluding one. In fact, as I sat opposite him that afternoon, a boyhood memory came back to me of the time he had struck me several times around the head for â€Å"chattering like an old woman.† Inevitably, our conversation since my arrival at the airport had been punctuated by long pauses. â€Å"I’m sorry to hear about the firm,† I said when neither of us had spoken for some time. He nodded gravely. v â€Å"I see.† â€Å"We were partners for seventeen years. A man of principle and honor. I respected him very much.† â€Å"Will you go into business again?† I asked. â€Å"I am. . .in retirement. I’m too old to involve myself in new ventures now. Business these days has become so different. Dealing with foreigners. Doing things their way. I don’t understand how we’ve come to this. Neither did Watanabe.† He sighed. â€Å"A fine man. A man of principle.† The tearoom looked out over the garden. From where I sat I could make out the ancient well that as a child I had believed to be haunted. It was just visible now through the thick foliage. The sun had sunk low and much of the garden had fallen into shadow. â€Å"I’m glad in any case that you’ve decided to come back,† my father said. â€Å"More than a short visit, I hope.† â€Å"I’m not sure what my plans will be.† â€Å"I, for one, am prepared to forget the past. Your mother, too, was always ready to welcome you back– upset as she was by your behavior.† â€Å"I appreciate your sympathy. As I say, I’m not sure what my plans are.† â€Å"I’ve come to believe now that there were no evil intentions in your mind,† my father continued. â€Å"You were swayed by certain†¦influences. Like so many others.† â€Å"Perhaps we should forget it, as you suggest.† â€Å"As you will. More tea?† Just then a girl’s voice came echoing through the house. â€Å"At last.† My father rose to his feet. â€Å"Kikuko has arrived.† Despite our difference in years, my sister and I had always been close. Seeing me again seemed to make her excessively excited, and for a while she did nothing but giggle nervously. But she calmed down somewhat when my father started to question her about Osaka and her university. She answered him with short, formal replies. She in turn asked me a few questions, but she seemed inhibited by the fear that the questions might lead to awkward topics. After a while, the conversation had become even sparser than prior to Kikuko’s arrival. Then my father stood up, saying: â€Å"I must attend to the supper. Please excuse me for being burdened by such matters. Kikuko will look after you.† My sister relaxed quite visibly once he had left the room. Within a few minutes, she was chatting freely about her friends in Osaka and about her classes at university. Then quite suddenly she decided we should walk in the garden and went striding out onto the veranda. We put on some straw sandals that had been left along the veranda rail and stepped out into the garden. The light in the garden had grown very dim. â€Å"I’ve been dying for a smoke for the last half hour,† she said, lighting a cigarette. â€Å"Then why didn’t you smoke?† She made a furtive gesture back toward the house, then grinned mischievously. â€Å"Oh, I see,† I said. â€Å"Guess what, I’ve got a boyfriend now.† â€Å"Oh, yes?† â€Å"Except I’m wondering what to do. I haven’t made up my mind yet.† â€Å"Quite understandable.† â€Å"You see, he’s making plans to go to America. He wants me to go with him as soon as I finish studying.† â€Å"I see. And you want to go to America?† â€Å"If we go, we’re going to hitchhike.† Kikuko waved a thumb in front of my face. â€Å"People say it’s dangerous, but I’ve done it in Osaka and it’s fine.† â€Å"I see. So what is it you’re unsure about?† We were following a narrow path that wond through the shrubs and finished by the old well. As we walked, Kikuko persisted in taking unnecessarily theatrical puffs on her cigarette. â€Å"Well, I’ve got a lot of friends in Osaka. I like it there. I’m not sure I want to leave them all behind just yet. And Suichi†¦I like him, but â€Å"I’m not sure I want to spend so much time with him. Do you understand?† â€Å"Oh, perfectly.† She grinned again, then skipped on ahead of me until she had reached the well. â€Å"Do you remember,† she said as I came walking up to her, â€Å"how you used to say this well was haunted?† â€Å"Yes, I remember.† We both peered over the side. â€Å"Mother always told me it was the old woman from the vegetable store you’d seen that night,† she said. â€Å"But I never believe her and never came out here alone.† â€Å"Mother used to tell me that too. She even told me once the old woman had confessed to being the ghost. Apparently, she’d been taking a shortcut through our garden. I imagine she had some trouble clambering over these walls.† Kikuko gave a giggle. She then turned her back to the well, casting her gaze about the garden. â€Å"Mother never really blamed you, you know,† she said, in a new voice. I remained silent. â€Å"She always used to say to me how it was their fault, her’s and Father’s, for not bringing you up correctly. She used to tell me how much more careful they’d been with me, and that’s why I was so good.† She looked up and the mischievous grin had returned to her face. â€Å"Poor Mother,† she said. â€Å"Yes. Poor Moth er.† â€Å"Are you going back to California?† â€Å"I don’t know. I’ll have to see.† â€Å"What happened to†¦to her? To Vicki?† â€Å"That’s all finished with,† I said. â€Å"There’s nothing much left for me now in California.† â€Å"Do you think I ought to go there?† â€Å"Why not? I don’t know. You’ll probably like it.† I glanced toward the house. â€Å"Perhaps we’d better go in soon. Father might need a hand with the supper.† But my sister was once more peering down into the well. â€Å"I can’t see any ghosts,† she said. Her voice echoed a little. â€Å"Is Father very upset about his firm collapsing?† â€Å"Don’t know. You never can tell with Father.† Then suddenly she straightened up and turned to me. â€Å"Did he tell you about old Watanabe? What he did?† â€Å"I heard he committed suicide.† â€Å"Well, that wasn’t all. He took his whole family with him. His wife and his two little girls.† â€Å"Oh, yes?† â€Å"Those beautiful little girls. He turned on the gas while they were all asleep. Then he cut his stomach with a meat knife.† â€Å"Yes, Father was just telling me how Watanabe was a man of principle.† â€Å"Sick.† My sister turned back to the well. â€Å"I can’t see any ghost,† she said. â€Å"You were lying to me all that time.† ]†But I never said it lived down the well.† â€Å"Where is it then?† We both looked around at the trees and shrubs. The daylight had almost gone. Eventually I pointed to a small clearing some ten yards away. â€Å"Just there I saw it. Just there.† We stared at the spot. â€Å"What did it look like?† â€Å"I couldn’t see very well. It was dark.† â€Å"But you must have seen something.† â€Å"It was an old woman. She was just standing there, watching me.† We kept staring at the spot as if mesmerized. â€Å"She was wearing a white kimono,† I said. â€Å"Some of her hair had come undone. It was blowing around a little.† Kikuko pushed her elbow against my arm. â€Å"Oh, be quiet. You’re trying to frighten me all over again.† She trod on the remains of her cigarette, then for a brief moment stood regarding it with a perplexed expression. She kicked some pine needles over it, then once more displayed her grin. â€Å"Let’s see if supper’s ready,† she said. We found my father in the kitchen. He gave us a quick glance, then carried on with what he was doing. â€Å"Father’s become quite a chef since he’s had to manage on his own,† Kikuko said with a laugh. He turned and looked at my sister coldly. â€Å"Hardly a skill I’m proud of,† he said. â€Å"Kikuko, come here and help.† For some moments my sister did not move then she stepped forward and took an apron hanging from a drawer. â€Å"Just these vegetables need cooking now,† he said to her. â€Å"The rest just needs watching.† Then he looked up and regarded me strangely for some seconds. â€Å"I expect you want to look around the house,† he said eventually. He put down the chopsticks he had been holding. â€Å"It’s a long time since you’ve seen it.† As we left the kitchen I glanced toward Kikuko, but her back was turned. â€Å"She’s a good girl,† my father said. I followed my father from room to room. I had forgotten how large the house was. A panel would slide open and another room would appear. But the rooms were all startlingly empty. In one of the rooms the lights did not come on, and we stared at the stark walls and tatami in the pale light that came from the windows. â€Å"This house is too large for a man to live in alone,† my father said. â€Å"I don’t have much use for most of these rooms now.† But eventually my father opened the door to a room packed full of books and papers. There were flowers in vases and pictures on the walls. Then I noticed something on a low table in the corner of the room. I came nearer and saw it was a plastic model of a battleship, the kind constructed by children. It had been placed on some newspaper; scattered around it were assorted pieces of gray plastic. My father gave a laugh. He came up to the table and picked up the model. â€Å"Since the firm folded,† he said, â€Å"I have a little more time on my hands.† He laughed again, rather strangely. For a moment his face looked almost gentle. â€Å"A little more time.† â€Å"That seems odd,† I said. â€Å"You were always so busy.† â€Å"Too busy, perhaps.† He looked at me with a smile. â€Å"Perhaps I should have been a more attentive father.† I laughed. He went on contemplating his battleship. Then he looked up. â€Å"I hadn’t meant to tell you this, but perhaps it’s best that I do. It’s my belief that your mother’s death was no accident. She had many worries. And some disappointments.† We both gazed at the plastic battleship. â€Å"Surely,† I said eventually, â€Å"my mother didn’t expect me to live here forever.† â€Å"Obviously you don’t see. You don’t see how it is for some parents. Not only must they lose their children, they must lose them to things they don’t understand.† He spun the battleship in his fingers. â€Å"These little gunboats here could have been better glued, don’t you think?† â€Å"Perhaps. I think it looks fine.† â€Å"During the war I spent some time on a ship rather like this: if your ship was struck by the enemy, all you could do was struggle in the water hoping for a lifeline. But in an airplane– well, there was always the final weapon.† He put the model back onto the table. â€Å"I don’t suppose you believe in war.† â€Å"Not particularly.† He cast an eye around the room. â€Å"Supper should be ready by now,† he said. â€Å"You must be hungry.† Supper was waiting in a dimly lit room next to the kitchen. The only source of light was a big lantern that hung over the table, casting the rest of the room in shadow. We bowed to each other before starting the meal. There was little conversation. When I made some polite comment about the food, Kikuko giggled a little. Her earlier nervousness seemed to have returned to her. My father did not speak for several minutes. Finally he said: â€Å"It must feel strange for you, being back in Japan.† â€Å"Yes, it is a little strange.† â€Å"Already, perhaps, you regret leaving America.† â€Å"A little. Not so much. I didn’t leave behind much. Just some empty rooms.† â€Å"I see.† I glanced across the table. My father’s face looked stony and forbidding in the half-light. We ate in silence. Then my eye caught something at the back of the room. At first I continued eating, then my hands became still. The others noticed and looked at me. I went on gazing into the darkness past my father’s shoulder. â€Å"Who is that? In the photograph there?† â€Å"Which photograph?† My father turned slightly, trying to follow my gaze. â€Å"The lowest one. The old woman in the white kimono.† My father put down his chopsticks. He looked first at the photograph, then at me. â€Å"Your mother.† His voice had become very hard. â€Å"Can’t you recognize your own mother?† â€Å"My mother. You see, it’s dark. I can’t see it very well.† No one spoke for a few seconds, then Kikuko rose to her feet. She took the photograph down from the wall, came back to the table, and gave it to me. â€Å"She looks a lot older,† I said. â€Å"It was taken shortly before her death,† said my father. â€Å"It was the dark. I couldn’t see very well.† I looked up and noticed my father holding out a hand. I gave him the photograph. He looked at it intently, then held it toward Kikuko. Obediently, my sister rose to her feet once more and returned the picture to the wall. There was a large pot left unopened at the center of the table. When Kikuko had seated herself again, my father reached forward and lifted the lid. A cloud of steam rose up and curled toward the lantern. He pushed the pot a little toward me. â€Å"You must be hungry,† he said. One side of his face had fallen into shadow. â€Å"Thank you.† I reached forward my chopsticks. The steam was almost scalding. â€Å"What is it?† â€Å"Fish.† â€Å"It smells very good.† In the soup were strips of fish that had curled almost into balls. I picked one out and brought it to my bowl. â€Å"Help yourself. There’s plenty.† â€Å"Thank you.† I took a little more, then pushed the pot toward my father. I watched him take several pieces to his bowl. Then we both watched as Kikuko served herself. My father bowed slightly. â€Å"You must be hungry,† he said again. He took some fish to his mouth and started to eat. Then I, too, chose a piece and put it in my mouth. It felt soft, quite fleshy against my tongue. The three of us ate in silence. Several minutes went by. My father lifted the lid and once more steam rose up. We all reached forward and helped ourselves. â€Å"Here,† I said to my father, â€Å"you have the last piece.† â€Å"Thank you.† When we had finished the meal, my father stretched out his arms and yawned with an air of satisfaction. â€Å"Kikuko,† he said, â€Å"prepare a pot of tea, please.† My sister looked at him, and left the room without comment. My father stood up. â€Å"Let’s retire to the other room. It’s rather warm in here.† I got to my feet and followed him into the tearoom. The large sliding windows had been left open, bringing in a breeze from the garden. For a while we sat in silence. â€Å"Father,† I said, finally. â€Å"Yes?† â€Å"Kikuko tells me Watanabe-san took his whole family with him.† My father lowered his eyes and nodded. For some moments he seemed deep in thought. â€Å"Watanabe was very devoted to his work,† he said at last. â€Å"The collapse of the firm was a great blow to him. I fear it must have weakened his judgment.† â€Å"You think what he did†¦it was a mistake?† â€Å"Why, of course. Do you see it otherwise?† â€Å"No, no. Of course not.† â€Å"There are other things besides work,† my father said. â€Å"Yes.† We fell silent again; the sound of locusts came in from the garden. I looked out into the darkness. The well was no longer visible. â€Å"What do you think you will do now?† my father asked. â€Å"Will you stay in Japan for a while?† â€Å"To be honest, I hadn’t thought that far ahead.† â€Å"If you wish to stay here, I mean here in this house, you would be very welcome; that is, if you don’t mind living with an old man.† â€Å"Thank you. I’ll have to think about it.† I gazed out once more into the darkness. â€Å"But of course,† said my father, â€Å"this house is so dreary now. You’ll no doubt return to America before long.† â€Å"Perhaps. I don’t know yet.† â€Å"No doubt you will.† For some time my father seemed to be studying the back of his hands. Then he looked up and sighed. â€Å"Kikuko is due to complete her studies next spring,† he said. â€Å"Perhaps she will want to come home then. She’s a good girl.† â€Å"Perhaps she will.† â€Å"Things will improve then.† â€Å"Yes, I’m sure they will.† We fell silent once more, waiting for Kikuko to bring the tea.

Symptoms And Factors Of Chlamydia Essays - Health, Medicine

Symptoms And Factors Of Chlamydia Essays - Health, Medicine Symptoms And Factors Of Chlamydia Symptoms and Factors of Chlamydia The sexually transmitted disease caused by microorganisms that live, as parasites within a cell would commonly be known as Chlamedia. These microorganisms have properties in common with both viruses and bacteria, and cause infection in humans. The causes and risk factors of the Chlamydia infection is caused by the organism Chlamydia trachomas. It is to be the most common sexually transmitted disease in the United states with an estimated 3,000,000 to 4,000,000 people per year. (Even with the 2,000,000 people of gonorrhea, reported and unreported) The spread is higher among lower society groups and among teenagers. Chlamydia is very important because of the consequences of untreated infection. The importance of genital chlamydia infections is without symptoms until complications appear. Chlamydia: In men, chlamydia produces symptoms similar to gonorrhea. Chlamydia (female): Infection with chlamydia frequently leads to pelvic inflammatory disease (PID) which can cause scarring of the Fallopian tubes and sterility. An estimated 20% of women who get PID will be infertile. Tubule wounds also increases the likelihood of a bad pregnancy (tubule pregnancy). If women are infected with chlamydia while pregnant the infection can cause premature labor and delivery. Plus the infant have a chance of Developing chlamydial conjunctivitis (eye infection) and a 15% chance of developing chlamydial pneumonia. A meaning of chlamydial infections do not cause symptoms; but when they are present; it is similar to those of gonorrhea. In men, this may include burning with urination, discharge from the end of the penis, tenderness or pain in the testicles and lower abdomen and fever and. Women may also have urinary burning, increased frequency, and a mild urethra discharge. Infection of the female reproductive tract can include the Bartholin ducts, vagina, cervix, endometrium, and fallopian tubes. Chlamydia can also cause rectal infections. There are three strains of chlamydia that are responsible for another sexually transmitted disease, and is called lymphogranuloma venereum. This disease is seen more in under developed countries but has gone worldwide. In the United States it is seen mostly in homosexual men. For the reason that Chlamydia infections is often found in conjunction with gonorrhea. People who are get with gonorrhea should also be evaluated for chlamydia infection. The national Centers for Disease Control and Prevention recommends annual chlamydia screening for all sexually active adolescent girls and for other females who may be at high risk for the infection. People that are 25 years old don't use contraceptives all of the time and have new or multiple sex partners. They probably have signs of a possible cervical infection have previously had an STD. Females who are at risk because of their age and sexual activity need to get screened at least once a year. Other chlamydia experts have recently questione d whether that is even a lot. Based on a study experts had conducted in 1998, colleagues at Johns Hopkins University recently recommended a twice-yearly screening of sexually active female adolescents. In tracking more than 3,000 sexually active Baltimore high school girls for three years, they found that more than a quarter of them tested positive for chlamydia at least once in that time frame. By keeping with this test screening was recommended for pregnant women, also, because of the risk that their babies will become infected with chlamydia at birth. No screening was given to males. Because it could have been overlooked. There is a lot of chlamydia in men that we're missing, and they are a major reservoir of infection. Said the experts. We're really only putting a band-aid on the problem because, even if we're screening the women, some are going back to their partners and getting reinfected. There has been major progress in the treatment of chlamydia with antibiotics over the past few years. Common side effects of these treatments include diarrhea (7%), nausea (5%), abdominal pain (5%), and vomiting (2%). Once again a person can get and spread chlamydia through unprotected vaginal and anal sex. Preventing chlamydia means approaching sexual relationships responsibly: limit the number of your sex partners, use condoms, and if you think you are infected, avoid any sexual contact and visit a local STD clinic, hospital, or your doctor. Bibliography The Food and Drug Administration. FDA Consumer

5 Examples of How Hyphens Help

5 Examples of How Hyphens Help 5 Examples of How Hyphens Help 5 Examples of How Hyphens Help By Mark Nichol Confusion about whether or not to use a hyphen remains one of the most common mechanical problems in writing. Here are five sentences in which hyphens are erroneously omitted. 1. â€Å"The head on crash sent three people to the hospital.† This sentence creates the unfortunate impression that a human head is somehow responsible for a car accident: The phrasal adjective â€Å"head on† should be hyphenated before the noun it refers to (but, like all the other examples in this post, should left open when it follows the noun): â€Å"The head-on crash sent three people to the hospital.† 2. â€Å"It’s unfortunate that she didn’t make better informed decisions.† One could refer to informed decisions that are better, but that’s not quite what is meant here. The reference is to decisions that are better informed, so the phrasal adjective should be hyphenated: â€Å"It’s unfortunate that she didn’t make better-informed decisions.† 3. â€Å"His report suggested a less than careful analysis of the facts.† What kind of analysis being discussed? One that is less than careful. So this combination of words should be hyphenated: â€Å"His report suggested a less-than-careful analysis of the facts.† 4. â€Å"She showed excellent time management skills.† This sentence can be read only as intended, but because â€Å"time management† is not awarded status as a standing phrase by being honored with a dictionary entry, it should be treated like any other temporary phrasal adjective: â€Å"She showed excellent time-management skills.† 5. â€Å"By observing quality of care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† The issue is not care measures and their quality; it is measures of quality of care, or â€Å"quality-of-care measures†: â€Å"By observing quality-of-care measures at that point, they could predict with 77 percent accuracy who would drop out of high school.† 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 Style category, check our popular posts, or choose a related post below:How Many Tenses in English?8 Types of Parenthetical PhrasesLetter Writing 101

Terrorism in Southeast Asia Essay Example | Topics and Well Written Essays - 1500 words

Terrorism in Southeast Asia - Essay Example In spite of that fact if US being the most powerful state on the planet up till now, as well as that US has its assertive role in the region, the regions and the countries that have been facing the terrorism have not exactly been backing the US in case of the terrorism. It is to be seen as to why that is he case. Now the case has changes to some extent as we shall see in the case of Indonesia (Capie 2004., pp 1-3). South East Asia has been having periodical episodes of terror campaign as well as the episodes of political violence. Both scenarios are related ad counted in the terrorism heading. The terrorist activities include the communists group that is based in Malaysia, Indonesia, Thailand and Philippines. The activities are linked against the socialist regimes in these countries. In many cases, the terrorist activities have been directed against some states. As it happened in case of Christian anti-separatist groups in the southern Philippines who were opposing Muslim secessionists and militia groups in East Timor, Papua and various other parts of Indonesia. There have been some developments taking place after the war in Afghanistan in the era of 1980s. In this war, US supported mujahhedin guerillas fought against the soviet occupation forces. Since the 1980s, there have been changes in the face of the terrorist groups and the terrorism in the region (Manyin 2003., pp 12-17). Analysis The role of Afghans has been central to the development of the terrorist networks in south East Asia since many years. There are approximately 230 million Muslims in south East Asia, which is just the 20% of the total percentage of the Muslims in the whole world. This 20% of the Muslim population has moderate views about other religious groups. However, the extreme forms arose from other parts of the world including Saudi Arabia and Pakistan. The terrorist groups in these areas were making an appeal to the people to join them. The appeal was strengthened and heightened when there was a recruitment process that went on to recruit the people to fight against the resistance forces of Soviet Union in Afghanistan. Many powerful leaders of the Islamic groups based in Pakistan, Saudi Arabia joined the terrorist groups and were trained, and they served in Afghanistan. After this recruitment stage, there was a boost in the Islamic resistance in Afghanistan on a large scale. This added a lot to the new changes in the face of the Southeast Asian Islamic separatism. The funding was also being gained from stronger movements that were based on an international level having strong financial backgrounds. The role of socio economic factors The socio economic status has further added to the activities of the fundamental Islamic groups in Southeast Asia. All the Islamic movements need to have autonomy. Nevertheless, their mission of gaining autonomy has been under resistance. The resistance has been shown by many central governments. Alternatively, in some cases, the autonomy has been gained but it has been used or implemented in an ineffective way as in the case of southern Philippines. The madrasaas The world saw Asia drown in the financial crisis in the year 1997. Since than there has bean a pressure on the regional

B-Corp Business Essay Example | Topics and Well Written Essays - 1000 words

B-Corp Business - Essay Example In order to become a B-Corp, there exists the whole certification process named â€Å"B-Corp Certification†. This certification implies the process of validating the company’s social and environmental performance which is measured through the special impact assessment framework (Bcorporation.net, n.d.). The process of certification has three stages: meet performance requirement; meet legal requirement; and make it official (Bcorporation.net, n.d.). The company’s performance is assessed based on the overall impact which it has on the stakeholders. This assessment is lasting for 1-3 hours, depending on the company’s size, location, and sector in which it operates. Then, one of the B Lab staff members appoints an Assessment Review session in order to clarify questions and enable the company to refine the answers (Bcorporation.net, n.d.). In case the company’s score is between 80-200 points, the B Corp team members provide the applicant with information on how to submit supporting documentation. When Assessment review stage is completed, the company has to complete Disclosure Questionnaire, where it informs about any sensitive practices, sanctions and fines related to this company or its partners (Bcorporation.net, n.d.). While the majority of such disclosures are not essential, there are cases when there are material disclosures which require more attention. In this case, the company’s management will need to provide more information on this issue. Decision about acceptance and membership/participation of the company in the B Corp community is made by the B Lab’s Board of Directors and Standards Advisory Council (Bcorporation.net, n.d.). The B Corp Certification process should be completed every two years. As it has been already mentioned the B Corp community is comprised of more than 1000 businesses. These companies operate in 60 different