Hawaii free essay sample

Overview of states geography, geology, govt. politics, tourism, socioeconomics. Although all towns and tourist developments in Hawaii have excellent choices of restaurants and bars, the best places for nightlife and dining out is Old Lahanina Town on Maui and Waikiki on Oahu (Restaurants pp). Visitors should not miss the opportunity to experience the traditional Luau, a delectable feast of traditional foods such as fish, pork and rootcrops that are cooked in an underground oven and garnished with coconut cream (Restaurants pp). Luau evenings can be found at most major centers, either at the large hotels or on secluded beaches and usually includes a traditional hula and dance show (Restaurants pp).

Why Diverse Teams Are More Successful

Why Diverse Teams Are More Successful Diverse teams are smarter, deeper and more effective than usual ones. The secret is on the surface. Diversity is the condition of being composed of different elements and is often referred to people. The types of diversity can vary according to the age, religion, race, culture, and abilities. Recently Credit Suisse conducted the research â€Å"The CS Gender 3000: Women in Senior Management†. Since 2012 the company’s research team has been analyzing the gender diversity and corporate management. The report shows that the companies with more women in the boardroom bring better results on stock markets. â€Å"Why Diversity Matters†, another report on diversity prepared by Mckinsey in 2015, shows that companies committing themselves to diversity in leadership are more effective and successful. The non-homogenous staff is believed to improve their customer orientation and decision making. The report found that ethnic and racial diverse managers are 35% more likely to have financial returns above the industry mean. A BETTER WAY TO UNDERSTAND TEAMS AND ROLES Why Is Diversity Important? Employees with diverse backgrounds may change the behavior of the whole group. This change may be different, positive and negative. In the USA even mentioning the word â€Å"diversity† may lead to conflict. It’s because a strong idea of inclusion that everyone should be able to use the same facilities, enjoy the same experiences and take part in the same activities. American companies tend to spend millions to manage workplace diversity issues, but yet they still having lawsuits on discrimination. But it is reasonable to dig into what importance of diversity is and what good it does. If you want to create a team capable of outside-the-box thinking and innovating you should bring a diversity in it. Diversity is considered to change the way a group of people thinks. When different people are brought together to solve the problem, they express their opinions and thoughts on the matter. And there may be the difference in these opinions as to the ways of solving the problem. Diverse teams are more objective and are constantly reexamining the facts. Analyzing Information Diverse teams process and analyze facts and information more accurately to make the right decision. In the study published in the Personality and Social Psychology Bulletin in Northwestern University by Katherine Phillips, a team was divided into 2 groups of members: the first one with the out-group newcomers and the second with newcomers. Both groups were to read the interviews conducted by the detective who investigated a murder and to find out who the suspect was. It turned out that the second group was more accurate of a joint decision. This research showed that diverse groups may outperform the homogeneous ones in discussing, problem-solving and decision making. Teams with any, gender, racial or cultural diversity work harder both socially and cognitively. Diverse groups of people exchange a wider range of data, they are better at considering the facts, they assume that they need to work harder to come to a consensus. Globalization demands more interaction among people from diverse backgrounds. Since the diversity in the workplace shows strong potential to improve collective work and yield productivity, bringing it to the companies become a key to effective management. A diverse team in your company may become the reflection of the rapidly changing marketplace and the world. MANAGING CONFLICT IN GROUPS If you are assigned to write an essay on any type of diversity this sample essay will be useful to read and determine the main issues to focus on. If you have no time to write on your own feel free to contact our professional writers and place an order.

Japanese history part 1 Essay Example | Topics and Well Written Essays - 1000 words

Japanese history part 1 - Essay Example The land was still parceled out by the Shogun in order for them to be given a chance to rule in their own domains. Since rice was the crop that was grown by the farmers, it was perceived as a national crop which had to be controlled by the Daimyos. Later the crop was distributed by the Shogun; the rice that was harvested in that particular year meant that 20% of it was to be kept by Shogun (Duus 30). Another 20% of the rice was distributed to the Daimyos and the rest half belonged to the farmers. This policy made the farmers to experience hardships since the Shogun could not consider whether it was poor crop year or otherwise. Through the policy known as Sankin Kotai system, all the Daimyos were loyal to Shogun and still had to move to Edo which today known as Tokyo. Due to the movement and travelling long distance managers financial burden was experienced and this was a must since their wives and sons were held hostages in Edo. The policy was under Shogunate and required or demanded Daimyo at Tokugawa at Endo to leave his family in Edo. This meant that the Daimyo were not supposed to be with their family implying they held as hostages (McKelway 45). The wives of Daimyo and their sons were held hostages during the entire period when the Daimyo was away which imposed a lot of burdens and hardships to Daimyo since maintain two families was expensive and the travelling to and from Endo made life difficult to the Daimyo. These expanses were about 25% thus making life unbearable and too expensive. The Samurai warriors dominated the Japanese feudal system though their total population was 10% including their Daimyo. Samurai were respected by the entire lower class member where they were to bow as a sign of respect. If a farmer or artisan would not bow then the Samurai was legally allowed to chop the head of the individual. Samurai was only to talk to the

Causes of the Civil War Essay Example | Topics and Well Written Essays - 1000 words

Causes of the Civil War - Essay Example uncertainty about the wars  causes  has driven historians back to the sources time and time again, with the result that we have gradually enlarged our knowledge and deepened our understanding of our greatest national crisis. Hence I find the prospect of a continuing debate, however much it may annoy those who find it disagreeable to live with uncertainties, the best promise that research and writing in this period of American history will continue to have vitality (Stampp, 1992). The point is that wars including The American  Civil  War usually happen due to the number of reasons and not because of one definite reason. People who take part in the war may often have different reasons for that. This question is worth-discussing, so in the given paper we will try to identify the possible reasons of American Civil War. Notwithstanding that slavery represented serious  ethical problem of 19th century, many average citizens of the United States were not interested in it. Some of them even had never met a slave. The politicians on the contrary showed great interest in slavery. They understood that the economy of the South was grounded upon slavery and would be completely destroyed with its abolishment. Thus, they tried not to leave any threat to slavery unnoticed; furthermore many of them were slave-owners and did not want to loose their wealth and privileges and accept the new way of life that democratic North tried to impose on them. In the North of the country politicians had different attitudes towards slavery. Some of political leaders were abolitionists, as well as many average citizens who worked in the area of religion or in journalism. Many citizens had neutral position. Anyway, it is necessary to note that while today we consider slavery from the point of view of ethics and morals, in the 19th century it represented

Grammer Assignment Example | Topics and Well Written Essays - 250 words

Grammer - Assignment Example The significant thing that I think I could develop in my paper would be the improper use of apostrophes and sentence fragments. For instance on bartleby.com there are many mistakes that can compromise the quality of the paper (Strunk, 2012). With the possessiveness of very many objects being indicated with lack of apostrophe and use of sentence fragments, it sounds irregular and odd. The website was very helpful and useful. I would definitely recommend it to another student to read it. The following is an example of two sentences in one of the paragraphs: â€Å"This boat is Peter’s.† This was the first original sentences, and after reading and understanding from the website provided, the first sentence does not sound great (Strunk, 20120. However, the revised one would sound like this: â€Å"This is Peter’s boat.† On the issue of sentence fragments, I found that the original sentence read like this â€Å"Working hard into the night in an effort to save his little boat†. After reading this sentence I discovered that something was missing, a noun. A correct sentence would read like this â€Å"Peter worked hard into the night in an effort to save his little

Reflection On A Significant Incident From Paramedic Practice Nursing Essay

Reflection On A Significant Incident From Paramedic Practice Nursing Essay The intention of this written essay is to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice. It is based on a significant incident from my own area of clinical practice as a state registered paramedic employed by a large provincial Ambulance Service N.H.S. Trust within the U.K. There is a discussion appraising the concept of reflection both generally, and in my particular area of practice. This is followed by an analysis of the incident using The What ? Model of Structured reflection suggested by Driscoll (2000). A rationale is given for the selection of this particular incident and also for the selection of the chosen model as a framework. It will show how the model has been used to reflect on the incident, what has been learnt, and the outcome on both current and future practice. Reflection is an active process of witnessing ones own experience so that we can take a closer look at it. It has its foundations in the discipline of experiential learning. Dewey (1939 cited in Rolfe, Freshwater, Jasper 2001) claimed that we learn by doing, and realising what came of what we did. Reflective practice is something more than thoughtful practice. It is that form of practice which seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through their practice Jarvis P. (1992) pp174 -181. Johns, C (2000a) pg 34, describes reflection as a window through which the practitioner can view and focus self within the context of his own lived experience in ways that enable him to confront, understand and work towards resolving the contradictions within his practice between what is desirable and actual practice. All professionals experience physical, hands on , doing parts of their roles, but unless they search for the knowledge that comes from realising what came of what they did, then the standard of their practice can stand still. In other words if you always do what you have always done you will always get what you have always got. Roth (1989) summarized the basic elements of a reflective process as follows, à ¢Ã¢â€š ¬Ã‚ ¢ Keeping an open mind about what, and how we do things. à ¢Ã¢â€š ¬Ã‚ ¢ Awareness of what, why and how we do things. à ¢Ã¢â€š ¬Ã‚ ¢ Questioning what, why and how we do things. à ¢Ã¢â€š ¬Ã‚ ¢ Asking what, why and how other people do things. à ¢Ã¢â€š ¬Ã‚ ¢ Generating choices, options and possibilities. à ¢Ã¢â€š ¬Ã‚ ¢ Comparing and contrasting results. à ¢Ã¢â€š ¬Ã‚ ¢ Seeking to understand underlying mechanisms and rationales. à ¢Ã¢â€š ¬Ã‚ ¢ Viewing our activities and results from various perspectives. à ¢Ã¢â€š ¬Ã‚ ¢ Asking What if à ¢Ã¢â€š ¬Ã‚ ¦..? à ¢Ã¢â€š ¬Ã‚ ¢ Seeking feedback and other peoples ideas and viewpoints. à ¢Ã¢â€š ¬Ã‚ ¢ Using prescriptive (advice) models only when carefully adapted to the individual situation. à ¢Ã¢â€š ¬Ã‚ ¢ Analysing, synthesising and testing. à ¢Ã¢â€š ¬Ã‚ ¢ Searching for, identifying and resolving problems and result limitation. As a guide to its essential nature, reflection can be viewed as ten Cs of reflection. Johns.C (2000b) à ¢Ã¢â€š ¬Ã‚ ¢ Commitment believing that self and practice matter; accepting responsibility for self; the openness, curiosity and willingness to challenge normative ways of responding to situations. à ¢Ã¢â€š ¬Ã‚ ¢ Contradiction exposing and understanding the contradiction between what is desirable and actual practice. à ¢Ã¢â€š ¬Ã‚ ¢ Conflict harnessing the energy of conflict within contradiction to become empowered to take appropriate action. à ¢Ã¢â€š ¬Ã‚ ¢ Challenge and Support confronting the practitioners normative attitudes, beliefs and actions in ways that do not threaten the practitioner. à ¢Ã¢â€š ¬Ã‚ ¢ Catharsis working through negative feelings. à ¢Ã¢â€š ¬Ã‚ ¢ Creation moving beyond self to see and understand new ways of viewing and responding to practice. à ¢Ã¢â€š ¬Ã‚ ¢ Connection connecting new insight within the real world of practice; appreciating the temporality over reality. à ¢Ã¢â€š ¬Ã‚ ¢ Caring realising desirable practice as everyday reality. à ¢Ã¢â€š ¬Ã‚ ¢ Congruence reflection as a mirror for caring. à ¢Ã¢â€š ¬Ã‚ ¢ Constructing Personal Knowing in practice weaving personal knowing with relevant extant theory in constructing knowledge. Reflections can vary in their details and their complexity. Two main levels of reflective enquiry have been identified; either practitioners engage in deep and potentially meaningful inquiry, or they opt for superficial problem solving according to tradition or pressure of work. Burnard P. Chapman C.M. (1988) Reflection can be facilitated in a number of various ways. In the narrative, through reflective writing, this may be in the form of analysis of a significant incident from the writers area of practice, through poetry and journal or diary entries and in the context of a portfolio. In clinical supervision, this has been described as an exchange between practising professionals to enable the development of professional skills. B Procter (1989) pg. 23, it can be expressed through dialogue and it has a vital part to play in sustaining and developing professional practice. Reflection can also be expressed using creative strategies such as music, poetry, modelling, art and collage. There is a danger that personal reflection can focus on the negatives of a given incident, where it should involve balanced critical evaluation, focused on abilities and potential for growth. In order to provide a framework for methods, practices and processes for building knowledge from practice there are several models of reflection available. All can help to direct individual reflection. Some may be particularly useful for superficial problem solving, and other better when a deeper reflective process is required. Reflective models however are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. The model I have chosen is Driscolls What? model. The reason being that though it has a format of three simple questions what? , so what?, now what? the added trigger questions give a deeper and meaningful reflective process by stimulating a more in depth enquiry leading to the formulation of an action plan for the future. It may be argued that reflective practice in my own area of clinical practice in the ambulance service has always been deployed whether through debriefing after a serious incident or the informal discussion in the cab of the vehicle. I and my crewmate, an ambulance technician, received an emergency call from ambulance control just after midnight to respond to a road traffic collision between a pedestrian and a car. The location was given as a semi-rural area some 6 miles distance from our Ambulance Station, and we were quickly on the scene. As we arrived on scene we first saw the car that had been involved in the incident and l made a quick mental note of the damage to the bonnet, windscreen and roof to assess the mechanism of injury to the pedestrian. The driver was still sitting in the drivers seat and although obviously distressed had no apparent injuries and was being comforted by a passer-by. This situation was left as it was; the primary concern was the pedestrian. The pedestrian, a male in his early forties, was lying on the road some distance from the damaged car. There were three passers-by with him; one of them stated that the casualty was unconscious but breathing. I carried out a patient assessment with a primary survey a rapid in-depth survey of airway, breathing, circulation, disability, taking 60- 90 seconds. (Joint Royal Colleges Ambulance Liaison Committee. Pre-hospital Clinical Guidelines Manual.) I immobilised the patients cervical spine using a semi-rigid cervical collar and opened his airway using the jaw thrust technique. (Institute of Health and Care Development Ambulance Service Paramedic Training Manual). On assessing the airway I observed the patients mouth and upper airway for air movement. There was obstruction due to blood and I removed this by aspirating with suction equipment, and then inserted an oropharyngeal airway in the patients mouth. Moving onto breathing assessment I exposed the patients chest to observe chest wall movement and assess for chest trauma as a cause of breathing problems. Breathing was absent so l proceeded with resuscitation guidelines. Administering basic life support with cardiac pulmonary resuscitat ion I asked my crewmate to fetch the trolley and the spinal board and we positioned the patient on to the spinal board ensuring that cervical spine immobilisation was maintained by using head blocks and straps. Once secured safely to the spinal board, placed on the trolley and transferred to the ambulance, whilst continuing Basic Life Support. The patient was attached to the cardiac monitor which showed Asystole (no cardiac output) and advanced life support was commenced. Intubating the patient was difficult, and it took several attempts to achieve, but eventually the endotracheal tube was in position and connected to the oxygen driven mechanical ventilator to allow artificial ventilation of the patient. The next task was to gain intravenous access for the administration of drugs and fluids, and full advanced life support was commenced. Whilst on The Reflective Practitioner Course I chose to reflect on this incident by writing a piece of poetry entitled Final-Cup Final based on Gibb s model of reflection (see appendix 1). The feelings I had then was that I had done everything possible to save the patients life given the circumstances. But when using Driscolls model (see appendix 2) , with the added trigger questions, a deeper and more meaningful reflection process occurred making me question my actions and leading to the formulation of an action plan for the future. Final Cup Final I remember that warm summers night so clearly, the football cup final. Most people would have watched it just the same as you. Our shift started at seven, by the time we returned to base at midnight five emergencies already, I felt ready for a break. I must have nodded off, suddenly awoke with the ringing of the phone Emergency between A and B Pedestrian versus car.. Off we set all sorts of things racing through my mind. Soon arrived on scene and first saw the damage to the car Crumpled bonnet, broken windscreen, dented roof. The driver sat there shaking, terribly distraught. Passers-by were with you, not sure how to help. Myself and my crew-mate did all we could, used all the skills we knew, Intubation, cannulation, full drugs protocol Nothing we did could save you and my helpless feelings grew. And now as l pass by the scene several times each week I often stop to wonder is there more we could have done? On careful reflection theres nothing more we could. And now I have to realise nothing could have changed. Negative thoughts turn positive look to the future and learn from what has been. Using The What ? Model of structured reflection suggested by Driscoll (2000) the incident can be analysed in the following way. The purpose of returning to this situation is to review and reflect upon my experiences of this particular incident, and help make sense of what was a stressful, complicated and messy situation. I need to question if l made the correct decision as a paramedic to continue with resuscitation of this patient or if l should have certified fact of death at the scene. The casualty was in respiratory and cardiac arrest and so cardiopulmonary resuscitation, basic, and advanced life support was commenced and the patient rushed to the nearest hospital with an accident and emergency department. My crewmate helped with clinical procedures on scene, i.e. cardiopulmonary resuscitation, assisting with intubation and cannulation and drawing up drugs. The casualtys friend and passers-by, although in an emotional state of shock helped as much as they could by fetching and carrying when asked to and I think this helper them in the situation they found themselves in by giving some purpose of being useful. At the time of the incident there was a reflection in action, where do we go from here? tuning in and going with the flow approach from both myself and my crewmate. There were two options available, either continue with resuscitation with full advanced life support or certify fact of death. The best approach at the time, and the one that l chose, even though his injuries were not compatible with life, was to continue with resuscitation. The main factor for this decision was by assessing the situation as a whole and considering the feelings of others. If resuscitation was not attempted the casualtys friend and bystanders would have thought that we were not giving him the best possible chance of survival, even though this chance was very remote. This had to be weighed up against the consequences of commencing resuscitation when it could be both futile and distressing for relatives, friends and health care personnel. Time and resources could be wasted in undertaking such measures. Through reflection on action I have recognised that no guidelines can cover every situation that may arise. They are intended to provide adequate guidance for the great majority of circumstances. Not everything is black and white, there will be grey areas, and it is the individuals responsibility to act as he thinks appropriate at that particular time. The implications for me and others when facing a similar situation again, are to recognise that there is sometimes a grey area when considering if to attempt resuscitation or not. This has to be assessed taking in to consideration the particular situation and using professional judgement based on best evidence and up to date knowledge, and at times thinking beyond the guidelines, whilst remaining professionally accountable to the Heath Professions Council. I can use this learning experience when working with and mentoring trainee ambulance staff and discussing my feelings with them and how they may react and feel in a similar situation. I can get more information and support to face a similar situation from my Clinical Support Manager, Ambulance Service Education department, Joint Royal Colleges Ambulance Liaison Committee Clinical Practice Guidelines manual and the Institute of Health and Care Development manual. Conclusion Reflection can range from deep and potentially meaningful inquiry, to superficial problem solving. The care that patients receive has the direct potential to improve through reflective practice. Structured reflective practice also has the potential to develop staff and improve the implementation of professional standards. It has the following advantages to offer the health care professional; helps to make sense of complicated and difficult situations, a medium to learn from experiences and therefore improve performance and patient care, identify educational needs, identify workload stressors, highlight barriers to development and ways of identifying improvements, and provide evidence of continual professional development and lifelong learning. In addition staff could become increasingly more motivated and empowered.

Formalistic Approach to Ode to the Death of a Favorite Cat (Favourite) :: Ode to the Death of a Favorite Cat Essays

Formalistic Approach to Ode to the Death of a Favorite Cat (Favourite)  Ã‚     Ode to the Death of a Favourite Cat is a very interesting poem especially when you begin to break it down using the formalistic approach to literature. This poem at first glance could be taken as just another story about a cat that drowns trying to eat his prey, the goldfish. As we look more closely we realize that the poem has so many more meanings.    The form of a poem is also a large component on the effectiveness. This poem has 7 stanzas with 6 lines in each. The third and sixth line in each is shorter and is indented. Thomas Gray used a rhyme scheme of AABCCB. The first way that an author can write his poem is by using a point of view that is either from the cat, goldfish, or a separate all together person, the observer. Thomas Gray chose to use the narrator approach. This use is very effective because it gives us the opinion of all of the characters involved. This also gives us a view of the entire story not just one persons perspective. Also the symbolism in this poem is largely effective. Gray doesn't simply describe things like green eyes. He goes into detail by using descriptive adjectives like emerald eyes, ears of jet, tortoise vies, snowy beard, and pensive Selima. The usage of these words adds to the ornamentation of the poem. The cat is also a symbolic character. She is described as a character that is somewhat closely related to what Freud describes as an Id. This is someone who is much like a two-year-old child. They only see what they want and go for it. In this person there is no sense of obstacles or that you might have to work to receive the prize this is not a thought in that person's head.    In this poem there are many examples of assonance . Assonance is a technique that repeats the beginning letters in a phrase to add emphasis. He uses phrases such as emerald eyes, golden gleam, and heedless hearts. This is effective because it adds to the use of metaphors and the distinction of the description. The structure of Thomas Gray's Ode to the death of a Favourite Cat is in order of events how they happen.

Government cut-backs

High youth unemployment and cutbacks in government funding for post-secondary education are the new realities confronting students. The implications for most working and middle class students are either to abandon education altogether and to accept a future of McJobs and unemployment, or to be saddled with a lifetime of debt. Since the end of WW II, science and technology have been playing a dramatically increased role in the process of capitalist production in Canada. As a result, there has been an increase in the demand for a more highly educated labour force. For example, between 1971 and 1986, jobs primarily concerned with the creation and utilization of data and technical knowledge have represented two-thirds of net job growth. This has led to a rapid expansion in school enrolment. Between 1951 and 1993, the number of full-time post-secondary students has increased over tenfold, growing from 91,000 to almost 1 million. However, accompanying the scientific and technological revolution, is a tremendous growth in productivity that has led to higher levels of unemployment. Between 1980 and 1993, youth unemployment increased from 12% to 17.5, leaving many with no other alternative but to remain in or return to school. Since 1984-85, tuition fees have more than doubled across Canada, pushing more students into the labour market in search of income. While in 1980, 31% of full-time students, aged 15-24, held jobs during the school year; by 1989, this number had reached 41%. This worsening economic situation has also seriously interfered with the studies of college and university full-time students, as almost a third of them were forced to work 20 or more hours per week during the school year. Another reflection of the economic hardship of students is their growing debt burden. In 1984, 114,000 Ontario students received around $4000 million in student aid, by 1993-94, as tuition continued to increase, about 180,000 students (representing almost half of full-time students) took out over $1 billion in loans. The average value of loans in 1994-95 was around $6800. By 1998, the federal government is scheduled to eliminate a total of $7 billion in transfer payments to the provinces for medicare, social assistance, and post-secondary education. The expected effect on Ontario university students is a doubling of their tuition. But this is only the tip of the iceberg. Ontario's education minister, John Snobelen, has already made clear his government's intention to move toward a â€Å"market-based tuition fee†. If both levels of government abandon their financial support for Ontario universities, tuition will reach minimum levels of $7500-$8000. To counter the danger of a dramatic growth in defaults as it increases tuition fees, the federal government has transferred liability for student loans to the private banks. While increasing the role of the private banks in the short term, these changes set the pace for the full privatization of the student loan system. Another plan, currently under discussion, proposes collecting the loan repayments through the taxation system, i.e., Revenue Canada, through an Income Contingent Loan Repayment Plan (ICLRP). If the direction of government â€Å"reforms† is not reversed, it is only a matter of time before students who are at a high risk of unemployment (disproportionately women) or who are expected to have a low income after graduation (again disproportionately women) are refused access to loans, while most of the rest are burdened with a lifetime of debt. But the class nature of the privatization process has already become apparent. For 1995-96, the demand for first-year places is down by 5% in Ontario–20% in some faculties–leading many schools to turn toward recruiting drives and to lowering their admission requirements. Evidently, higher tuition is an obstacle for better qualified, poorer students, while offering an opening to less qualified, richer students. Cut the deficit by taxing the big corporations By focusing attention on expenditure reduction, the big corporations and the right-wing aim to deflect attention from the cause of the national debt: the decreasing tax revenues from corporations, which have declined from 20% of total federal revenues to only 7% in the last 20 years. Canada continues to have one of the lowest corporate tax rates in the industrialized world. Even the same level of corporate taxation as in the U.S. would provide an additional $9 billion a year–more than enough to cover all the cuts in social spending scheduled by the federal government. The ongoing cutbacks to education follow more than a decade of political and financial pressures promoted by federal and provincial governments in relation to social spending in general. Indeed, the education crisis cannot be separated from the overall crisis of the capitalist economy in Canada. The critical challenge before us today is to bring together all the social elements that are hurt by the implementation of the big corporate agenda: to build wide coalitions of youth and students, workers, women, seniors, environmentalists, peace groups, farmers, aboriginal people, immigrants, and many others–in support of a genuine â€Å"People's Alternative† program. This program would provide for decent wages, stronger public health and child cares systems, job creation programs, while restoring and increasing public funding for education. Reversing the current cut-backs and building the people's alternative depend on escalating the student protests. As a first step, we must build strong grassroots organizations on campuses which can ensure wide student involvement in the mobilizations. Students and working people have fought a long battle to win the right to higher education, health care, UI, and other social programs. Today, we have to build the fightback against those who are bent on destroying our social programs and our right to a quality, accessible education.

9 jobs for people who don’t like people

9 jobs for people who don’t like people Some people thrive on human interaction, but this certainly isn’t true of everyone. Perhaps you’re an introvert. Maybe being around people actually makes your skin crawl. Of course, even people who do not like being around other people still need to work. The good news is that not every job requires an excess of human contact. Here are a few potential careers that won’t disrupt your peaceful isolation too much. 1. AuditorPerhaps you don’t mind dealing with people but don’t particularly like them. Well, if you want to be feared- maybe even hated- conducting audits could be a breezy way to spend your workday. Being an auditor is a tough, unglamorous job, but someone has to do it. It’s also ideal for anyone with a careful attention to detail who enjoys working with numbers.2. StatisticianHere’s another one for number crunchers. If you don’t like interacting with people but don’t mind considering them as statistical data th en you might decide to become a statistician. That’s no easy task, since it requires a great deal of education. However, once you earn your degrees, you’ll work alone most of the time. It’ll just be you and the numbers- and they won’t even necessarily involve people. Plus, the pay is great.3. Online Support PersonComputer lovers who not only feel okay about communicating online but actually thrive on it are ideal online support representatives. They help customers and clients troubleshoot via email or online chat systems. Online support reps spend the entire day helping people without ever having to speak out loud to a soul.4. Software DeveloperHere’s another one for people who feel more comfortable communicating via computer than in person. If you love computer work, then you might be cut out for developing software. Many software developers even get to work from home. In fact, a recent survey referenced by CIO.com found that the option to work fr om home was a motivation for 40% of software developers.5. ZoologistIf you don’t have the social skills to deal with people but don’t mind interacting with quieter living beings, you might consider becoming a zoologist. You get to hang with animals for most of your day, and they just want a little love- not necessarily conversation. Plus, they don’t talk back.6. ActuarySpending long hours crunching numbers and assessing risks and benefits in almost perfect solitude is the life of the actuary. Chances are you won’t run into many colleagues when you’re burning that midnight oil at your desk.7. Postal DeliverypersonPostal deliverers may have to visit every house in a community, but they don’t really have to spend much time interacting with the people in that community. It’s you, all by your lonesome, walking or driving all day. And for those of you who are merely shy, you’ll have the gratification of delivering packages to eagerly expectant citizens who can’t wait to see you.8. Data Entry SpecialistIf you can stand the tedium of plugging numbers into spreadsheets all day long, this job might be for you. There won’t be much collaboration or a crazy number of brainstorming meetings or team building sessions. Data entry mostly leaves you with your computer terminal all day.9. SurveyorSo you don’t want to sit in an office all day long, but you really don’t want to talk to anybody? Try being a surveyor. They’re the people on the side of the road in neon outfits surveying terrain. Surveyors spend their days doing precision work in the great outdoors, and they hardly have to say a word.

Joy Luck Club-Magpies Summary essays

Joy Luck Club-Magpies Summary essays The story starts with An-mei Hsu talking about her daughters (Rose Hsu Jordan) troubled marriage and how its starting to fall apart. Rose thinks she is severely suffering and all she can do is lie down on a psychiatrists couch squeezing tears out of shame. This triggers powerful memories for An-mei Hsu who gradually starts to remember her own past. Now she sees herself in her daughters pain and remembers what she tried to conceal. Only her tears were generated by more than just shame. Sixty years ago, An-mei remembers seeing her mother for the first time. Popo (grandmother) had sent her mother away because she had dishonored her family and her widowhood by becoming the third concubine to a rich man. It was only when An-mei was nine years old and her grandmother was terminally ill (and eventually died) that Mother came back to take care of Popo, and An-mei finally realized her mother was not as evil as her aunt, uncle and Popo had portrayed her to be. After caring for Popo and after many arguments with her brother Mother finally managed to take her daughter back to Tientsin where she lived with her rich husband and his other wives. Life in Tientsin was very comfortable. Foreign luxuries from boiled peanuts to elegant Victorian dresses were introduced to An-mei. She lived in a spacious new house with her mother and many servants and did not question her happiness. Soon the Fifth wife (a young beautiful woman) arrived home with Wu Tsing (the husband of all five wives) and, while everything seemed peaceful, it was not. Her mothers position was low and shameful, as a fourth wife is less than a fifth. The Second wife (Big Mother) and Third wife, their children and servants returned home to Tientsin. Big mother had a son named Syaudi who now became An-meis smallest brother and Third wife had three daughters who became An-meis sisters. ...

Investigative report, requiring an analysis of a service Essay

Investigative report, requiring an analysis of a service organisation's activities - Essay Example Having a strong internal marketing program could have helped the company overcome such difficult scenario. The project will discuss about the most important aspect in service marketing which is â€Å"People factor†. Given the fact that IAG group has suffered from staff strikes, the need of the hour is internal marketing. This report will throw light on areas of internal marketing that need to be taken care of by the Director of Marketing at IAG. A sound internal marketing campaign will give an edge to the company so that situations like a staff strike do not occur any more. The project will also discuss about giving a boost to the internal marketing campaign of the company by relying on the traditional method of distributing newsletter to the workers. This method will help the company make its employees feel satisfied on their job and motivated to perform well. Services can be defined as the activities which are intangible and does not necessarily require a product or any tangible goods. Services are mainly for the satisfaction of the customers who wants their needs to be catered in a satisfactory manner. Services can be called an act, also an effort or even a performance. The nature of utility of product is also a determinant for defining service (Mudie & Cottam, 1999, p. 2). Services can be found ubiquitously all around in different industries be it education institute, airline industry, hospitals, tourism industry, etc. (Hoffman & Bateson, 2010, p. 3). A service can also be termed as that intangible activity which requires no tie-up with any tangible good. It can be further stated as an activity which is beneficial to an organization and can be suggested or offered to other organizations Employees in an organization an especially in service organization can be designated as the ambassador of the company as well as company’s service or product considering the fact that the employees are the people

Panopticon Essay Example | Topics and Well Written Essays - 2500 words

Panopticon - Essay Example The involved management is in a position to monitor the behavior of the inmates who are placed at the perimeter of the building. Though the founder of the panoptic- Bentham- said this design is also applicable in churches, schools, hospitals or asylums, he concentrated on the panoptic prisons which are widely recognized today (Semple 2003). Between 1786 and 1787, Bentham travelled to kritchev to pay a visit to his brother. His brother- Samuel- was involved in various projects involving industrial ones for the prince Potemkin. Later, Jeremy acknowledged that it is his brother Samuel who came up with the idea of a circular building at the centre of a larger compound area where managers would be in a position to monitor the skills of all the unskilled workers. Jeremy, however, decided to conceptualize the idea into a prison setting. Once he returned to England from visiting his brother, Jeremy continued to work on his panopticon idea. He even sought the professionalism of an architect. He continued to propose his ideas to authorities with no avail. He was to see the prison but the authorities just turned him down. Thus, he concentrated his ideas in persuading the prime minter (Bentham 2011). His efforts bore fruits and he was given some initial capital to commence the project. After a struggle to purchase a site, he later bought one at the Milbank in 1779. The site however was quite unhealthy and small according to his sentiments. However, his efforts to plead with the government to allocate him more money to buy more land were unsuccessful. The authorities told him to manage with that land by building a much smaller panoptic prison. He continued to pester the government with his idea though he saw they were uncommitted to the project. The then prime minister resigned in 1801 and the project was put to a halt. Due to this, he remained bitter all his life and later demanded for