Final exam Assignment Example | Topics and Well Written Essays - 1250 words

Last test of the year - Assignment Example 1). A few instances of Quid Pro Quo inappropriate behavior are requesting sex as a necessity for advancement and a suggested proclamation that somebody would be ended, if the last don't submit to the supervisor’s lewd gestures. With respect to Hostile Work Environment sort of inappropriate behavior, it happens when a representative encounters unwanted lewd gestures or sexual orientation based practices that are sufficiently serious or tireless enough to impede the person’s work execution, or to frame a compromising, antagonistic or horrendous workplace (Department of Justice, 2003, p. 2). A few models are unwanted sexual jokes and comments and offering belittling expressions about one’s sex. Bosses can utilize a few lawful protections. General manager defenses’ to lewd behavior are material to both compensation and unfriendly workplace inappropriate behavior. They comprise of, yet are not constrained to the accompanying resistances: 1) â€Å"it didnâ€⠄¢t happen,† 2) welcomeness, 3) the lead was not sexual or did not depend on sex, 4) the First Amendment; and 5) the â€Å"equal opportunity harasser†Ã¢â‚¬â„¢ (Weitzman, 1999, pp. 29-30). ... mployees who feel that they have encountered or seen lewd behavior, they should exploit existing inside approaches of their associations, when present, and if not, answer to the best possible specialists. These representatives must report the occurrence to their boss, supervisor, or other higher workplaces (Department of Justice, 2003, p. 3). In spite of the fact that relatively few lewd activities can have observers, declarations can be achieved from individuals whom the casualties have trusted to (U.S. Equivalent Employment Opportunity Commission (EEOC), 1990, p. 7). Witnesses can be the individuals who saw the lewd behavior at the work environment, or saw changes in the victim’s or charged party’s conduct, and their declarations can be utilized to charge the individual doing the provocation (EEOC, 1990, p. 7). References Department of Justice, State of California. (2003, July 23). The board release: Sexual badgering in the work environment. Recovered from http://oag. ca.gov/locales/all/records/pdfs/eeo/03-07mc.pdf U.S. Equivalent Employment Opportunity Commission. (1990). Implementation direction: Policy direction on current issues of inappropriate behavior. Recovered from http://www.eeoc.gov/eeoc/distributions/transfer/currentissues.pdf Weitzman, A.H. (1999). Manager safeguards to lewd behavior claims. Duke Journal of Gender Law Policy, 6, 27-59. Recovered from http://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=1026&context=djglp 2. Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) (P.L. 101-336) is the most clearing social liberties enactment that looks to boycott oppression individuals with incapacities. Open and private organizations, state and neighborhood government offices, transportation and utilities, and all organizations offering open lodging and administrations are required to follow this

Disneyland and history of it Essay Example | Topics and Well Written Essays - 1000 words

Disneyland and history of it - Essay Example At last, as opposed to simply being an engaging situation for families to invest relaxation energy, Disneyland was planned to be something of a chronicled/social translation of America, the American dream, the American past, the American future, and the American president. Through such a depiction and conversation of these diverse time periods and understandings, it was Walt Disney’s unmistakable expectation that Disneyland could be delegate and demonstrative of the manner by which people comprehended the nation where they live or without a doubt the nation wherein they visited. As a component of understanding this specific dynamic, the accompanying examination will be concentric after talking about the manner by which Disneyland was illustrative of the United States, its experience, culture, and potential future, just as examining whether this portrayal was simply inventively whimsical or in certainty was powerful and at last spoke to a practical/rough translation of life. In addition, a special conversation of what characterized American significance, in any event as for Walt Disney himself, will likewise be locked in. ... Notwithstanding, inside this â€Å"Main Street USA†, Walt Disney spoke to an affectionate network that, in spite of the fact that displaying a degree of improvement and innovation that mirrored the period where it spoke to, in any case had an extremely humble community feel and underscore the significance of network communication above numerous different perspectives. However, instead of speaking to Disneyland as something that was totally concentric upon an admired country of Midwestern life, Walt Disney likewise made another distinguishing proof of the United States concerning what was named as â€Å"Adventureland†. This specific portrayal was one of a kind in that it spoke to the worldwide reach and force that the United States had the option to affect upon the world. A mental or sociological examination of this specific portrayal may loan the peruser to expect that a component of colonize Asian or domain building was dependent upon Walt Disney’s individual un derstanding of what made the United States extraordinary. To put it plainly, â€Å"Adventureland† spoke to a Caribbean or Asian supplement of the United States; characteristic of regions that the United States held abroad because of both the Spanish-American war and the subsequent universal war. Normally, and recognizable proof of Hawaii and the worldwide reach of the United States, just as the association between various societies that spoke to the United States, was additionally an integral part of this specific portrayal. Strangely, â€Å"Adventureland† is one of the main understandings the United States the Walt Disney made which underscored social decent variety. Though Walt Disney was persistently condemned for speaking to just a bunch of African-American workers at Disneyland, first opened in the mid 1950s, this portrayal of a

Bourdieu and social class within the educational system

The subject of social class inside the instructive framework is by all accounts the glaring issue at hand. Issues of race, sex, segregation and making safe spots are tended to continually inside the instructional method yet we disregard the real factors of social definition, particularly with regards to the study hall and the educational program we are relied upon to educate. As indicated by Bourdieu, the training frameworks of western social orders work so as to legitimatize class disparities (Bourdieu, 1977).Success in the instruction framework is improved by the ownership of social capital (which is etermined the rule culture) and Lower-class students don't, as a rule, have these characteristics. Bourdieu then guesses that the disappointment of most of these students is inescapable. This, he proposes, clarifies class imbalances in instructive achievement. , For Bourdieu, instructive qualifications help to replicate and legitimatize social disparities, as higher-class people are be lieved to merit their place in the social structure.Place in the social structure isn't pre decided and training frequently is a factor in the upward versatility in SES. Muller and his group portray cross-national imilarities and contrasts in the two stages in which instruction mediates during the time spent intergenerational class portability: the connection between class of root and instructive accreditations accomplished, and between these certifications and class position allotted to (Muller et al. , 1989).They presume that the examples of relationship between class birthplace and training, and among instruction and class goals are comparative over the nine countries. In any case, the quality of these affiliations shows cross-national varieties. This paper is one of the primary similar tudies of social versatility, which utilized the informational collections gathered in the mid 1970s from nine European nations examined in Comparative Analysis of Social Mobility in Industrial Na tions (CASMIN) project.Nevertheless, this article underpins FJG speculation which contends that class root disparities in relative portability chances will be generally consistent across countries . Social versatility, class and instruction is additionally investigated through a longitudinal report directed by Johnson, Brett and Deary (2009). They recommended that social class of beginning goes about as counterweight, controlling in any case eritocratic social class development, and that instruction is the essential methods through which social class development is both limited and encouraged, in this way offering weight to Bourdieu's hypothesis of Cultural Reproduction.They presume that parental social class achievement adds to instructive accomplishment, which thus adds to member social class fulfillment, proposing that instructive fulfillment added to social class dependability. Instruction is imperative to social portability and, therefore, seems to assume a significant job in t he relationship among capacity and social class achievement. When taking a gander at the connection among capacity and social class accomplishment, it is valuable to likewise take a gander at the various sorts of culture capital.Andersen and Hansen (201 1), for instance, recognize two understandings of social capital: â€Å"narrow' and â€Å"broad. † The tight understanding alludes a youngster's introduction to ‘high social' items or exercises (Bourdieu's idea ot typified capital): tor model, having objects of craftsmanship at home, or an elegantly outfitted home, visits to the theater or workmanship exhibition halls, or playing the piano (p. 608). These indications of high culture may not mprove an understudy's work in any goal way, however they are compensated through subjectivity associated with surveying scholarly performance.The same is valid for the expansive translation of social capital, which is â€Å"general etymological aptitudes, propensities, and informat ion, including psychological skills,† which are â€Å"used in a vital way by people, who in this manner may get points of interest or profits† (p. 608). This sort of social capital is passed from guardians to kids through school work (p. 608). Bourdieu's depiction of instructive capital incorporates this standpoint. One ofAndersen and Hansen (2011) ramifications in schools which bolsters Bourdieu's hypothesis of social capital is that: â€Å"Students from classes with most elevated social capital will play out the best scholastically, on every flat level† (of social class) (p 611) This is regularly observed played out when taking a gander at the Socio Economic Status schools. Bankston and Caldas (2009) look at how lawful integration of American schools beginning during the 1950s and 1960s was countered by accepted isolation due to â€Å"social class, private patterns† and different types of social marginalization.Since the verage financial status of an und erstudy populace influences a school's instructive accomplishment levels, upper and white collar class families escaped and impeded integration by moving to various school areas, rural networks, by picking tuition based schools and so forth. Bourdieu's idea of instruction through institutional capital considers training to be where one procures the abilities to enter various situations inside the work power - and those situations thusly decides one's financial status..Bankstone and Caldas express that strategy accept that distinctions in instructive accomplishments are brought about by the solid schools and in articular by its school personnel. Schools are accepted to decide financial conditions rather than the opposite way around. As instructors, not exclusively should we know that class contrasts are available in the study hall, at the same time, maybe, search for approaches to limit the inlet among classes and increment capital culture in the individuals who don't have as much as others. Innovation might be one approach to do this. There is by all accounts a push towards utilizing new innovations in the classroom.Considering class disparity and social capital, an instructive model that means to connect the partition by uniting understudies to the ame level of mechanical capability would be alluring. Kapttzke (2000), after a contextual analysis in an Australian school, reasons that coordinating understudy based tasks utilizing data innovation is an approach to carry understudies with tech sa'. n. y once again from the verge of distance. Kapitzke states that â€Å"teachers who overlook the writings, characters, abilities and interests of the youthful do as such at their own risk. † (p. 0) Faced with a developing techno-social capital hole, instructors need to â€Å"view understudies as individual wayfarers and coworkers† (p. 60) and conceivably chipping away at creative rojects like redoing a school's PC organize. The understudy who drove the un dertaking wound up showing understudies as well as educators as well. Not exclusively would social capital be influenced, all things considered, an understudy's social capital Conversely, an examination done in Californian schools shows an alternate side of the story. Cuban (2001) and individual specialists investigated the conundrum of high access to innovation with low genuine use.This was clarified by customary limitations on instructors, for example, time and structure, just as irritating inadequacies in the advancements, for example, PC crashes, that restricted educators' drives. The instructors focused on â€Å"that utilizing PCs in their classes set expectations upon them that made their Job harder. † (p. 828) In the end, â€Å"inadequate time in the every day calendar to design cooperate goes to the core of instructor utilization of new advancements and their favored educating practices† (p. 28) and brought about the instructors leaning toward conventional educ ator based conversations, talks and exercises enhanced with some time for innovations. Cuban and his partners accept that innovation will never change the homeroom; rather, â€Å"historical heritages of secondary schools in their chool structures and mechanical blemishes will best the moderate transformation in taking everything into account, the Kapitzke article features an imaginative practices† (p. 830). method of expanding tech-sawy understudies' social capital and in this way pushing for uniformity and integration.However, as the Cuban article brings up, innovation will probably be consigned to exceptional activities when considered fitting by an educator depending on different approachs. While dynamic mechanically inventive training strategies have their place they are not the enchantment answer to comprehending social capital and class disparities.

A story about the importance of background knowledge (why problem-solving skills arent enough)

A couple of Sundays ago, I woke up and spent a couple of hours puttering around my apartment doing chores and the like. At some point, it occurred to me that I needed to check something on my website, and so I grabbed my computer and navigated to the site and nothing. Gone. The entire site had vanished. All I got was an error message saying that the server could not be found. At first, I thought that perhaps there had been an Internet outage, but I checked some other sites, and they seemed to be working fine. It was an absolute Twilight Zone moment. How could an entire, just-updated website that had been functioning perfectly a few hours previously simply disappear? Had it been hacked? Was this some kind of bizarre practical joke? I logged into my web hosting account (while walking to the gym, in the freezing rain, I might add), and managed to get a tech to chat with me. He informed me that as a result of some recent upgrades to my account, the sites name server had been changed, and that unfortunately that information was not controlled by my current hosting company. Now, while I am not exactly technologically illiterate, my knowledge of the intricacies of developing and registering websites is fairly limited (the whole book-writing thing tends to get in the way of my attempts to develop other skill sets). Suffice it to say, I had absolutely no idea what the heck a name server was. I sent an urgent message to one of my occasional tech people, but when I didnt hear back after an hour, I did what any reasonable person in my situation would do: I panicked. To make a long story short, I spent the next three hours getting ping-ponged back and forth between my old hosting service and my new hosting service, with each phone call more hysterical than the last. By the end, my exchanges sounded something like this: Me: Can you PLEASE just tell me how you can fix the name server? SiteGround Tech: Maam, Im sorry, Ive explained to you, we dont have any control over that. You need to- Me: BUT CAN YOU PLEASE JUST EXPLAIN TO ME HOW I GET THE NAME SERVER CHANGED!!! After about 10 calls, I finally finally! I had gathered enough understanding of the issue to sort of kind of know what questions to ask, and was lucky enough to be put through to a tech at the correct hosting service who figured out what I was getting at. He told me where to click, what to update, and lo and behold, the problem got fixed in less than a minute. Now, why am I telling this story? (Other than to explain why my site was down two Sundays ago, in case anyone tried to access it then.) Well, because I think there is actually a parallel to reading comprehension. Bear with me here. I actually didnt make the connection between my recent experience and the difficulties inherent in teaching reading until last night, when I stumbled across this video of UVA cognitive science professor Daniel Willingham discussing the key role that background knowledge plays in reading comprehension. (FYI: I attempted to post the video here but wasnt allowed to because of privacy settings. I strongly recommend watching it for even a few minutes.) To summarize, research shows that supposedly weak readers perform at a level comparable to highly skilled readers when reading about topics with which they are highly familiar. Provided that a student can decode reliably, comprehension is largely dependent on subject-specific knowledge. Although instruction in formal reading strategies such as identifying main ideas, making inferences, determining meanings of unfamiliar words from context clues, etc., can provide a very significant boost, it only provides a one-time boost. After about 5-7 sessions of strategy-based instruction, this type of instruction does not produce further gains. Incidentally, that is precisely what I observed as a tutor (thats a big part of why Im such a big fan of Willinghams work). While reading programs based on these types of strategies are likely to show some effectiveness, they cannot address the whole problem. This is why I get terrified when I encounter teacher websites hawking hundreds of strategy-based curricula. A student using such a curriculum could conceivably spend a year (or more) practicing identifying main ideas and inferencing without ever gaining the knowledge they need to actually improve on those skills. This is also why Im never quite sure what to say when people tell me, for example, that they just cant seem to master inference questions and want to know what to do. The problem is that it is arguable whether there is a discrete skill called inferencing that is fundamentally separable from comprehension which in turn depends on existing knowledge. Obviously a student does not need to be an expert in a subject to understand a passage about it; however, he or she must be sufficiently familiar with the general subject matter and its attendant terminology to get the gist of what is being said. If background knowledge falls below a certain threshold, there is no way to put the pieces together. I can offer some strategies, but theres no short-term fix for missing knowledge. As a tutor, I encountered that stumbling block over and over and over again. Which brings me back to my little website rigmarole. Now, by most peoples standards, I have pretty decent problem-solving skills in the abstract. I know how to observe closely, ask questions, gather information, summarize, check sources, etc., etc. But when it came to figuring out how to update the name server, I was utterly and completely lost. Why? Because I just plain didnt know enough about the topic to make sense out of things. Sure, I had the very basics I could find the site of my web host, log into my account, find the support ticket that included my updated account information but otherwise, my knowledge was so limited that the rest of the task was simply beyond my immediate grasp. It didnt matter that an easy solution existed; I didnt know enough to implement it, and no one I talked to could explain just what I needed to do in a way that I could apply to get the results I needed. I had to expend so much mental bandwidth just grasping new terminology (name server, DNS zone file, host file) that my normally sharp problem-solving abilities were all but ineffective. In fact, I was so panicked (website anxiety!) that I overlooked a simple inconsistency that could have gotten me to the answer about 1.5 hours before it did. In fact, I overlooked it on multiple occasions. And that brings me to another big takeaway: time problems are often knowledge problems in disguise. This is very much consistent with my observations of students studying for standardized tests: those who do not really understand what is being tested will hem and haw, go back and forth between answers, reread irrelevant sections of a passage, change their answers, etc. They might get to the right answer eventually, but theyre as likely to hit on it through luck as through any other means. The fact that they take so much time is a result of their uncertainty; it doesnt necessarily mean that they have a general problem with speed. (Whenever prospective clients used to ask me how I dealt with time-management, I almost invariably answered that I didnt.) Im not saying these things to discourage anyone from thinking they can raise their reading score, by the way. But if you do genuinely struggle with comprehension and really want to improve, it helps to understand what youre up against. You need to read, and read consistently: the more knowledge youre exposed to, the more likely youll encounter topics, themes, and people you already have some knowledge of. As for me, Im going to try fit in a WordPress class one of these days. But in the meantime, if my name server ever gets changed again well, at least I know what to do (I think).

Co Operative Education And Traditional Education - 1970 Words

â€Å"Unlike other subjects that may require work and effort to understand, people tend to think they know what education is. It is familiar topic: a word in the daily use. It’s all around us. We go to college or university to get educated. We entrust our children to schools in the belief that they will become knowledgeable and skilled† (Wood 11). Evidently, education is a long-term process, which almost all people must experience in life. So that, the choices associated with major, future job or kind of programs are controversial problems in general public, especially the issue of whether or not Co-operative (Co-op) education is better than traditional (Non Co-op) programs. Additionally, it is also implied that Co-operative program is known as†¦show more content†¦As evidence of this, according to Learning to Learn, â€Å"College teachers have expressed frustration about attendance in class, uncompleted reading assignments, and student focus on grades rather than learning. Student surveys indicate that courses are not interesting, that students fail to recognize the value of what they are learning, and that many faculty rely too heavily on lectures for transmitting information† (Wirth and Perkins 2-3). Moreover, the rote learning style, which is the memorization of information based on repetition, though might not understand basic content deeply or may immediately forget the facts they have learned after the test is the harmful disease that so many students are struggling. Contrary to conventional education programs, it is implied that â€Å"Evidently, enabling students to experience the more theoretical world of school in tandem with the more practical world of work has the potential of increasing some of the positive outcomes of education† (Jeela 2). In other words, due to integrated learning model of co-op educational structure, the student can review knowledge what is gained in class more effective than studying what we re taken note. It is true that beside classroom lectures, Co-op program allows students to work at the company to get credit. This is mandatory if the learners choose the curriculum with Co-op course, the period will be interspersed with durations of student lectures. Moreover,Show MoreRelatedA Definition of Collaborative vs Cooperative Learning1522 Words   |  7 Pages(Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of collaboration, derived from its Latin root, focus on the process of working together; the root word for cooperation stresses the product of such work. Co-operative learning has largely American roots from the philosophical writings of John Dewey stressing the social nature of learning and the work on group dynamics by Kurt Lewin. Collaborative learning has British roots, based on the work of English teachersRead MoreIdentification Of Case Issues And Consumer Market1603 Words   |  7 Pagessmallholders. In Guatemala there are à ¢â‚¬Å"a large number of smallholders (Campesinos) that produce small quantities of coffee†, whom â€Å"operate individually, or are organised in co-operatives or associations, and sell their coffee through these organisations or to intermediaries (Globalexchange.org, 2011). One of these organised co-operatives is Manos Campesinas. Manos Campesinas â€Å"brings together 1,073 members organised in seven cooperatives† and their main objective is â€Å"to satisfy the needs of its membersRead MoreFreires Banking Model and My Goals for Education893 Words   |  4 Pagesï » ¿Freire Banking Model and my Goals for Education The past educational experiences Ive had that led me to UWB have been a dissatisfaction with the banking model of education. Freire is indeed correct that the banking model is demoralizing to both the teacher and the student, and does a tremendous disservice in the task of getting the student prepared to engage in the world. 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On the other hand, Human resources involves on going strategies to manage and develop an organization’s workforce. * PersonalRead MoreTechnology In Banking1041 Words   |  5 Pages2008) are come across for more than just a lender. They are seem to be for an own bank benefits and business partner. This type of customer has created a unique opportunity for banks. Yet, many banks have not come across way of move beyond the traditional lenders. By becoming as a mentor to small business clients, banks gain additional revenue on this stream through fee-based services. For example, Bank begun offering services such as deposit offerings, capital rising and strategic plan. BanksRead MoreImpacts on Banana and Coffee Farmers Due to Trade Agreements1441 Words   |  6 Pagesdeveloping countries do not have enough resources and power to stand up for their rights and negotiate with the developed countries and WTO on a more fair trading ground. Under the current trade agreements, Developing countries are unable to use traditional methods of encouraging self-sufficiency in food production, because NAFTA and the WTO, as would CAFTA, prohibit internal support programs and import controls (quotas). Current trade liberalization rules and policies have led to increased povertyRead More My Philosophy of a Constructivist Mathematics Education Essay1285 Words   |  6 Pagesquality and quantity of connections that a new idea has with existing ideas. The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).† My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empoweringRead MoreParents And The Quality Child Care Program780 Words   |  4 Pagesweek by doing something which give them satisfaction too. Their presence in the class help them to understand the learning environment, teachers get the opportunity to know parents and children develop a sense of confidence to see the positive and co-operative environment in the class . Volunteering can be done in many ways. For Example, Parents can bring ideas for a new project for the group of children to be done. Some parents can help individual children with their reading, writing and basic math

The Responsibility Of 911 Attacks - 1017 Words

Have you ever think of the US should take the responsibility of 911 attacks? September 11 attacks, the deadliest terrorist attack in world history, were a series of airline hijacking by nineteen militants of an Islamic extremist group Al-Qaeda. The hijackers, along with the suicide bombers, seized four US commercial jets and crashed them into US’s landmarks, Twins tower of World Trader Center and the Pentagon, at 8:46 a.m. on September 11, 2011. The notorious Al-Qaeda chief Osama-bin-Laden masterminded the attacks. According to CNN News, the September 11 attacks killed 2,966 people and injured more than 6,000 citizens in New York City (CNN). Moreover, as reported by Health Department WTC’s Health Registry, the attacks brought on the post-traumatic stress disorder, and they concluded that 1,140 people who worked near the Manhattan and the New York City at the time are diagnosed with cancer caused by exposure to toxins at Ground Zero (Bendix). On September 11, President G eorge W Bush addressed a plausible but flawed explanation, â€Å"America was targeted for attack because we’re the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining† (The Boston Globe), which indirectly reveals that Bush is blaming Muslims for the fault for 911 attacks. While most of the Americans believe that Muslims are fully responsible for the 911 attacks, the U.S involvement in Middle East affairs and the exploitation of Middle East resources sparked offShow MoreRelatedNational Security : Congress And Defense Policy Essay724 Words   |  3 PagesPolicy / LGAF 6270.LH Session 2 Issue paper / Chapter 3 6 of 911 Commission Report The terrorist attack of September 2001 was a tragedy that could have been prevented by the United States Intelligence professionals. The Islamic radicals such as Al Qaeda and its leader Osama Bin Laden had long declared their objectives to undermine the United States national security since the first World Trade Center Bombing on Feb 26, 1993. The 911 Commission report outlined the deficiencies of several governmentRead MoreDifferent Elements That Compromise The Intelligence Communities ( Ic ) From Local Law Enforcement Essay1556 Words   |  7 Pagesdifferent elements that compromise the intelligence communities (IC) from local law enforcement to national agencies and how each of those entities contributes to security intelligence. Secondly, this paper will evaluate the lessons learned from the attacks of 9/11. Lastly, the issues of domestic intelligence vs. foreign intelligence will be examined. Intelligence-led policing along with other various initiatives is a newly developed style of investigation strategy. This type of investigation has beenRead MoreWar On Terror And Terrorism1300 Words   |  6 Pagesserious problem. That attack made huge effects on U.S government and many other countries. Many innocent people lost their lives because of those terrorists. No one knows if an incident like the one on September 11 will happen again, but we have to know that â€Å"we are the primary target†. According to Patrick Coaty’s â€Å"War on Terror,† the terrorism has been developed throughout history. So that people should know to fight the war on terror, and be prepared from another attack like the one on SeptemberRead MoreLaw Enforcement Today s Society978 Words   |  4 Pagespredominantly White community, the example is, the police just might find themselves attack as not working as much to find the criminal. Looking at it from another standpoint, if the criminal were guess to be Black, the police may be absolve for going out of their way to find him /her guilty. Now we all should know that race is not the main or only issue when references to profiling, especially knowing about the 911 attacks (September 11, 2001). Today, police officers have to proceed with caution in respectRead MoreCrawford V Essay1476 Words   |  6 Pagesagainst petitioner, despite the fact that he had no opportunity to cross-examine her. Question Presented: Whether the State’s using the statement of Sylvia’s violated the Confrontation Clause. And what are the consequence for the admissibility of 911 calls made by a victim in a domestic violence case when the victim does not testify at trial? Short Answer: The new Confrontation Clause test announced in Crawford bars the prosecution from introducing a â€Å"testimonial† statement from a non-testifyingRead MoreThe Success Of An Organization1159 Words   |  5 Pagesthe internal and external environments under constant change. â€Å"An external environment refers to factors, forces, situations, and evens outside of the organization that affect its performance† (Robbins (2011) p. 38). For example during the 911 terrorist attacks had a huge financial impact on the hotel industry. With the fear the nation was experiencing it left hotels virtually empty. Dissecting this even further the lasting effect had to be felt on vendors and employees of hotels, as well as nearbyRead MoreEmergency Medical Services ( Emergency Care )1405 Words   |  6 Pagesof America, you have the opportunity to call 911 and receive emergency medical care. Depending on where you are when you make that call may have an effect on how long it takes for someone to get to you. So, what defines the word emergency? Is it a life thread ing situation, or just an everyday illness? Community Paramedicine has many benefits, from helping cut down on people being re admitted to the hospital, to helping people not misuse the emergency 911 system even if they do not realize they areRead MoreEssay on Emergency Preparedness and Response981 Words   |  4 PagesEmergency Preparedness and Response Protecting the public’s health historically has been a state and local responsibility. However, the growing threat of bioterrorism has highlighted the importance of a strong public health infrastructure to the nation’s homeland security and has focused increased attention on the preparedness of the public health system (Frist, 2011). Since the 2001 anthrax attacks Congress has passed new legislation to increase the strength of the nation’s public health system thusRead MoreOur Nation s Critical Infrastructure1249 Words   |  5 Pagesinfrastructure. Two main agencies that arose from the 911 Attacks were the Department of Homeland Security (DHS) and the Department of Homeland Defense (HLD). These two agencies are responsible for protecting countless potential terrorist targets, millions of citizens, and the thousands of miles of U.S boarders. How can two government agencies protect so many assets? This paper will explore the two agencies and identify key ro les, responsibilities, resources, and operations. It will highlight theRead MoreThe September 11, 2001 Attacks932 Words   |  4 PagesThe September 11, 2001 attacks were a series of four terrorist attacks. These attacks were launched by the Islamic terrorist group al-Queda. But let me start from the beginning. On September 11, 2001 starting at 8:46 a.m. ending at 10:28 a.m. in New York City and Washington D.C. terrorist by the Islamic group al-Queda four passenger airliners were hijacked. This was done by the 19 al-Queda terrorists so they could be flown into buildings in suicide attacks. Two of these planes, from Americana Airlines

My Ski Boots A Learning Experience Essay Example For Students

My Ski Boots A Learning Experience Essay When I was handed the giant pair of ugly grey boots, I immediately felt a sense of repulsion, longing for my delicately soft brown ugg boots that were waiting for me back in my hotel room. Ski boots were easily the biggest cause of my ski-related misery on my ski trip; something as simple as the boots can make or break your experience and the discomfort can be enough to ruin your day of skiing. The most annoying thing in my opinion is that the boots may feel fine in the ski school, but the minute you walk a distance them for fewer than five minutes or by the time you get to the top of the mountain, you can be crippled with pain. So I grabbed my boots, looking at them miserably, the weight of them alone made me dread the thought of putting them on. I walked to the closest bench and set them beside me; glancing around me I could see angry skiers furiously jamming their foot into an unforgiving boot, and other people desperately trying to buckle the straps. And so I decided to try my hand at putting the boots on, and with this I immediately joined the group of people furiously jamming their foot into the boot. Wriggling my toes around, slamming my foot on the ground, pulling the boot up with every ounce of strength in my body, but to no avail. Id become convinced that Italian shoe sizes were different and Id somehow rented a boot two sizes too small, but I had then been informed that I was completely wrong with this opinion. Then, I looked down to see that one of the buckles I was supposed to open, wasnt open. I put it down to my lack of experience. My foot was then in the boot, buckling them was up next. Slipping the buckle into the ridge and pushing it down seemed like an easy task, but as I was soon to learn, it wasnt. The two bottom buckles were easy, I slipped the buckle into the ridge and pushed down with ease, which gave me confidence, and so I thought it couldnt be that bad of a task. They added a little pressure to my foot, but nothing to great. So I moved onto the task of buckling the top of my boot. Managing to get the buckle to reach a ridge was a struggle itself, and so pushing it down was gruelling. There was a very thin line between the boot being too loose, and the boot being too tight, and for me, that thin line was one the was difficult to reach. As one buckle was tightened, the other was loosened, a game of back and forth. My calves and shins were immediately put under more pressure than I would have expected. I was tempted to loosen them, but I was informed that the looser they are they more at risk I am to break and ankle, and the tighter they are, the more sharp your movements on the slopes would be. So I made the personal decision that a little pain would be better than a lot of pain if I was to break my ankle. I moved onto the second boot, and it was then that I figured out that there was a loop on the tongue of the boot to pull it forward to aid you in putting the boot on. The second boot was on and buckled a lot easier than the first boot was. I was then due to get my skis and head off to my first day of skiing. Feeling as though all my energy had been wasted on putting the boots on already, I couldnt see how I was going ski for 4 hours, nor could I see myself putting these boots on two times each day for 5 days. .u93510c4d8c8e05f1fb369ef4d4cefba1 , .u93510c4d8c8e05f1fb369ef4d4cefba1 .postImageUrl , .u93510c4d8c8e05f1fb369ef4d4cefba1 .centered-text-area { min-height: 80px; position: relative; } .u93510c4d8c8e05f1fb369ef4d4cefba1 , .u93510c4d8c8e05f1fb369ef4d4cefba1:hover , .u93510c4d8c8e05f1fb369ef4d4cefba1:visited , .u93510c4d8c8e05f1fb369ef4d4cefba1:active { border:0!important; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .clearfix:after { content: ""; display: table; clear: both; } .u93510c4d8c8e05f1fb369ef4d4cefba1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u93510c4d8c8e05f1fb369ef4d4cefba1:active , .u93510c4d8c8e05f1fb369ef4d4cefba1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .centered-text-area { width: 100%; position: relative ; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u93510c4d8c8e05f1fb369ef4d4cefba1:hover .ctaButton { background-color: #34495E!important; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93510c4d8c8e05f1fb369ef4d4cefba1 .u93510c4d8c8e05f1fb369ef4d4cefba1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93510c4d8c8e05f1fb369ef4d4cefba1:after { content: ""; display: block; clear: both; } READ: Thomas Eliot (1328 words) EssayStanding up and walking was not something I had thought about. It didnt even cross my mind that it would be such a struggle. So as I stood up and took my first step, I nearly fell over. Feeling as though I was learning to walk again, each step I took was a careful as the next. I was most definitely sure that ski boots were made solely for skiing, and not walking, and in particular not walking down steps. The ski boots had your knee locked in a slightly bent position at all times, and so walking down the few steps I had encountered during the week were an endeavour. Walking in ski boots was a slow process, and running was something that I most definitely would not have attempted. The boots weighed your whole body down, and suddenly being able to lift your leg above the level of your knee was a thing of the past and something that I couldnt even make an attempt at anymore. Walking up beginner slopes with ski boots was a backbreaking process. On the first day of walking up beginner slopes, I kept convincing myself that all this hard work would be worth it as I would have toned legs at the end of the week. Taking the boots off was much easier than putting them on, and I looked forward to the moment at the end of the day when I would be fortunate enough to take the boots off, every time I put them on. The buckles came out of the ridges with ease, and I could pull the boots easily and eagerly. Feeling in my calves and feet quickly returned after I took the boots off. Im now home and Im comfortably wearing the ugg boots I longed for so much and although I miss the days of skiing I had, the one thing I do not miss is the gruelling task of putting on ski boots, and manoeuvring myself around in them