Saturday, November 30, 2019

Summer of the Monkeys Essay Example

Summer of the Monkeys Paper Summary: Summer of the Monkeys is a story about a 14 year old boy named Jay Berry who discovers about 28 loose monkeys running around in the prairie. Later in the story Jay Berry finds out the monkeys came from a crashed circus train and the owners are giving a reward to whoever can safely return them. Jay Berry then decides to catch the monkeys but soon realizes how hard it is and that he may not get the pony and . 22 caliber shotgun hes been wanting. When Jay Berry finally catches the monkeys ith the help of his grandpa, instead of spending the money on the pony and caliber, Jay Berry gives the money to his twin sister to fix her crippled leg and give her the option to finally be able to walk. Character Descriptions: Jay Berry Lee: ambitious, care free, clever Grandpa: happy, skillful, altruistic Rowdy: brave, cowardly, smart, giddy limbo: manipulative, sneaky, caring, self-less Discussion questions: 1. In the book summer of the monkeys Jay berry gives his reward money to his sister Daisy to fix her twisted leg, instead of buying the pony and . 2 caliber hes always dreamed of. If you were in this situation would you spend your money the same way Jay Berry did? Why or why not? 2. What does Jay Berry learn at the end of the book when he graciously gives his money to his sister instead of spending it on himself? 3. During this book Jay Berry spend his whole summer hunting down these monkeys and has, messed up numerous times, but has failed to give up. We will write a custom essay sample on Summer of the Monkeys specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Summer of the Monkeys specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Summer of the Monkeys specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If you were in the same situation as Jay Berry would you give up after one shot? Or continue trying to atch the monkeys like Jay Berry? Key Passage: From chapter 17, page 267: Jay Berry: l cant buy a pony, grandpa, I said. If I do, id always feels guilty. Every time id climb on its back to go riding, ld think of my little sister and that old crippled leg of hers. Im going to give my money to her so she can go to the hospital and get it fixed up. Key Passage Explanation: (TS) The whole end of this book is all wrapped up in the Jay Berrys truthful words. L) Jay Berry has always wanted a beautiful paint pony, and when he finally has the oney to get one she has a nasty scar on her leg. (IQ) When Jay Berry sees his ponies crippled leg, he brings her back home and explains to his grandpa every time Id climb on its back to go riding, ld think of my little sister and that old crippled leg of hers. (Rawls 2 Jay Berry realizes what a shame it is tor the pony to go through that, and how bad i t must be for his sister; whose has a crippled leg her entire life. L) Jay Berry figures the right and logical thing to do would be to give his ister the money. (Q) Im going to give my money to her so she can go to the hospital and get it fixed up. Jay Berry tells his grandpa. (CM) Its really hard for Jay Berry to give all his hard earned money to Daisy to fix her leg, when he wanted the pony so bad. (CM) Jay Berry learned a very valuable lesson about thinking about others before yourself. (CS) At the end of the book Jay Berry is glad he gave the money to Daisy to fix her leg, he learns its more important to think of your family before yourself.

Tuesday, November 26, 2019

The Power to Declare War Essay Example

The Power to Declare War Essay Example The Power to Declare War Essay The Power to Declare War Essay The Power to Declare War Ritwik Ravin Poltical Science Mrs. Mooney December 13, 2010 Ricky Ravin, Mrs. Mooney The Power to Declare War Congress and the president use their powers to check and balance each other. One power of Congress is the ability to declare war. However, Congress generally gives the president control during war time. Because of this, the president is able to acquire more power over the war while Congress can do little if they have already given their approval. After the Vietnam War, in which Presidents Johnson and Nixon continued to wage despite a divided Congress[i]; they decided that the Constitution did not warrant the president to have the power to declare war, so they passed the War Powers Resolution[ii]. While the War Powers Act was meant to explicitly limit presidential war powers, it is largely ignored by the president, who holds the power to send troops into combat. According to Section 2C of the War Powers Act, the constitution states that the president holds the right to send troops into combat only after: a Congressional declaration of war, a specific statutory authorization, or in a National emergency created by an attack on the United States. Since the president does not follow this statement, the War Powers Act attempts to curb some of the powers he has obtained that have been set by precedent. Under Section 3, the act states that if possible, the president must consult with Congress before sending troops into combat, and he must report to Congress regularly on the status of the war. Section 4 is more specific, it states that if troops are sent into war without a declaration, the president needs to report on: why it’s necessary, the constitutional authority under which such introduction took place, and the estimated duration of the war. Furthermore, it states that between sixty and ninety days after a report is submitted or is required to be submitted, the president must terminate use of troops unless Congress: declares war, authorizes use of the troops, extends the period, or cannot meet due to an attack on the United States[iii]. Prior to the War Powers Act, President Harry Truman, rather than seek Congressional declaration, used his constitutional power as commander in chief to commit troops to the Korean War. Congress had no say in whether this war would be fought. Along with this, the 1964 Gulf of Tonkin Resolution gave Presidents Lyndon Johnson and Richard Nixon the power to â€Å"take all necessary measures †¦ to prevent further aggression[iv]. † This gave the presidents complete control over the war despite the Congresses eventual division, who could do nothing about it. These incidents caused Congress to decide that the Framers did not intend for the president to have this kind of war making power, so they passed the War Powers Act on November 7th, 1973, right after the Vietnam War. The War Powers Act was explicitly meant to limit presidential powers during war time, but it has failed to do so. The ninety day limit has never been followed and while 99 reports have been submitted to Congress because of the Resolution, the reports are simply to inform, rather than consult with Congress, after a planned action is already under way. During the presidential reign of Gerald Ford, the United States was involved with six military crises: the rescue of U. S. citizens and refugees in Vietnam after the war, the rescue of the Mayaguez, and two evacuation operations in Lebanon. The War Powers Act was not applied in any of these situations, and it’s relevancy in military rescue operations has been questioned. Also, in 1990, President George H. W. Bush committed 500,000 troops to Saudi Arabia in Operation Desert Storm. The troops were left there for longer than 60 days without Congressional approval, again defying the limits of the act. President Bill Clinton sent troops into Somalia, Haiti, Bosnia, the Middle East, and Kosovo, all without Congressional approval. Clinton, like other presidents, believes that the president has the authority of Commander in Chief to send troops into combat. House Joint Resolution 114, passed on October 16th, 2002, gave a broad authorization to the President to use troops against Iraq to protect the national security of the United States. The plaintiffs argued in the Supreme Court case Doe vs. Bush and Rumfield, that a specific declaration was necessary for the president to use troops. The case was dismissed as it was believed that foreign policy is outside the jurisdiction of the courts and President Bush was allowed to wage this war without any Congressional Declaration. In fact, Congress has only declared five wars, the War of 1812, the Mexican War, the Spanish-American War, World War I, and World War II. In these wars, the president has been the one who decided that war was necessary and asked Congress for a declaration. On the other hand, the president has waged over 100 conflicts without Congressional approval. The Constitution was left ambiguous by the framers when it came to war powers. They did not clearly state that the president could not send troops without a declaration of war, and they did not give Congress the final power to wage wars. Technically, Congress does have the final say on a war because they provide the money for the troops; but they have not used this power because the troops would be stranded without supplies. The framers left the Constitution ambiguous on war powers in order for it to be flexible for changing times[v]. Congress does not need to declare war for it to be fought, and the president has the final say in declaring war. Throughout history, Congress has let the president have complete control of wars while they focus on laws. The War Powers Act has attempted to restrict presidential powers, but it is largely ignored by latter presidents. Congress supports wars that are won even if undeclared, but they criticize the President if an undeclared war is lost. Congress is an important part of wartime with the supplying of troops, nevertheless, it is the President’s call whether to wage a war or not. Congress can declare war, but if the President does not send troops, then there is no war. As Commander in Chief, it is the president who can truly declare war. Bibliography National Constitution Center. â€Å"War Making – Executive and Legislative Powers – Educational Resources. † National Constitution Center. http://constitutioncenter. org/ncc_edu_War_Making_Executive_and_Legislative_Powers. aspx (accessed December 9, 2010) Washington Post. â€Å"War Powers Act Timeline. † Washington Post. washingtonpost. com/wp-srv/onpolitics/articles/timeline_politics1. html (accessed December 9, 2010) Williams, Charles F. â€Å"War Powers: A New Chapter in a Continuing Debate. † Social Education 67 (April 2003): 128, 131-132 Yale Law School. â€Å"Avalon Project – War Powers Resolution. † Yale Law School. http://avalon. law. yale. edu/20th_century/warpower. asp (accessed December 9, 2010) [i] Washington Post, â€Å"War Powers Act Timeline,† Washington Post, ashingtonpost. com/wp-srv/onpolitics/articles/timeline_politics1. html. [ii] Ibid. [iii] Yale Law School. â€Å"Avalon Project – War Powers Resolution. † Yale Law School. http://avalon. law. yale. edu/20th_century/warpower. asp (accessed December 9, 2010) [iv] National Constitution Center, â€Å"War Making – Executive and Legislative Powers – Educational Resources,† National Constitution Cent er. [v] Charles F. Williams, â€Å"War Powers: A New Chapter in a Continuing Debate,† Social Education 67 (April 2003): 128, 131-132.

Friday, November 22, 2019

Robert Gould Shaw Led Unions First Black Regiment

Robert Gould Shaw Led Unions First Black Regiment The son of prominent Boston abolitionists, Robert Gould Shaw was born October 10, 1837, to Francis and Sara Shaw. The heir to a large fortune, Francis Shaw advocated for a variety of causes and Robert was raised in an environment that included notable personalities such as William Lloyd Garrison, Charles Sumner, Nathaniel Hawthorne, and Ralph Waldo Emerson. In 1846, the family moved to Staten Island, NY and, despite being Unitarian, Robert  enrolled in St. Johns College Roman Catholic School. Five years later, the Shaws traveled to Europe and Robert continued his studies abroad. Education and First Job Returning home in 1855, he enrolled at Harvard the following year. After three years of university, Shaw withdrew from Harvard in order to take a position in his uncles, Henry P. Sturgis, mercantile firm in New York. Though he was fond of the city, he found that he was ill-suited for business. While his interest in his work waned, he developed a passion for politics. A supporter of Abraham Lincoln, Shaw hoped that the ensuing secession crisis would see the Southern states brought back by force or cut loose from the United States. Early Civil War With the secession crisis peaking, Shaw enlisted in the 7th New York State Militia with the hope that he would see action if war broke out. Following the attack on Fort Sumter, the 7th NYS responded to Lincolns call for 75,000 volunteers to put down the rebellion. Traveling to Washington, the regiment was quartered in the Capitol. While in the city, Shaw had the opportunity to meet both Secretary of State William Seward and President Lincoln. As the 7th NYS was only a short-term regiment, Shaw, who wished to remain in the service, applied for a permanent commission in a Massachusetts regiment. On May 11, 1861, his request was granted and he was commissioned as a second lieutenant in the 2nd Massachusetts Infantry. Returning north, Shaw joined the regiment at Camp Andrew in West Roxbury for training. In July, the regiment was sent to Martinsburg, VA, and soon joined Major General Nathaniel Banks corps. Over the next year, Shaw served in western Maryland and Virginia, with the regiment taking part in attempts to stop Major General Thomas Stonewall Jacksons campaign in the Shenandoah Valley. During the First Battle of Winchester, Shaw luckily avoided being wounded when a bullet hit his pocket watch. A short time later, Shaw was offered a position on Brigadier General George H. Gordons staff which he accepted. After taking part in the Battle of Cedar Mountain on August 9, 1862, Shaw was promoted to captain. While the 2nd Massachusetts brigade was present at the Battle of Second Manassas later that month, it was held in reserve and did not see action. On September 17, Gordons brigade saw heavy combat in the East Woods during the Battle of Antietam. The 54th Massachusetts Regiment On February 2, 1863, Shaws father received a letter from Massachusetts governor John A. Andrew offering Robert command of the first black regiment raised in the North, the 54th Massachusetts. Francis traveled to Virginia and presented the offer to his son. While initially reluctant, Robert was ultimately persuaded by his family to accept. Arriving in Boston on February 15, Shaw began recruiting in earnest. Assisted by Lt. Colonel Norwood Hallowell, the regiment began training at Camp Meigs. Though originally skeptical about the fighting qualities of the regiment, the mens dedication and devotion impressed him. Officially promoted to colonel on April 17, 1863, Shaw married his sweetheart Anna Kneeland Haggerty in New York on May 2. On May 28, the regiment marched through Boston, to the cheers of a massive crowd, and began their voyage south. Arriving at Hilton Head, SC on June 3, the regiment began service in Major General David Hunters Department of the South. A week after landing, the 54th took part in Colonel James Montgomerys attack on Darien, GA. The raid angered Shaw as Montgomery ordered the town looted and burned. Unwilling to take part, Shaw and the 54th largely stood and watched as events unfolded. Angered by Montgomerys actions, Shaw wrote to Gov. Andrew and the adjutant general of the department. On June 30, Shaw learned that his troops were to be paid less than white soldiers. Displeased by this, Shaw inspired his men to boycott their pay until the situation was resolved (it took 18 months). Following Shaws letters of complaint regarding the Darien raid, Hunter was relieved and replaced with Major General Quincy Gillmore. Seeking to attack Charleston, Gillmore began operations against Morris Island. These initially went well, however the 54th was excluded much to Shaws chagrin. Finally on July 16, the 54th saw action on nearby James Island when it aided in repulsing a Confederate attack. The regiment fought well and proved that black soldiers were the equals of whites. Following this action, Gillmore planned an attack on Fort Wagner on Morris Island. The honor of the lead position in the assault was given to the 54th. On the evening of July 18, believing that he would not survive the attack, Shaw sought out Edward L. Pierce, a reporter with the New York Daily Tribune, and gave him several letters and personal papers. He then returned to the regiment which was formed up for the assault. Marching over open beach, the 54th came under heavy fire from the Confederate defenders as it approached the fort. With the regiment wavering, Shaw sprung to the front yelling Forward 54th! and led his men as they charged. Surging through ditch surrounding the fort, the 54th scaled the walls. Reaching the top of the parapet, Shaw stood and waved his men forward. As he urged them on he was shot through the heart and killed. Despite the regiments valor the attack was repulsed with the 54th suffering 272 casualties (45% of its total strength). Angered by the use of black soldiers, the Confederates stripped Shaws body and buried it with his men, believing that it would humiliate his memory. After attempts by Gillmore to recover Shaws body failed, Francis Shaw asked him to stop, believing his son would prefer to rest with his men.

Wednesday, November 20, 2019

The Lizard Lick Fine Paper Mill Essay Example | Topics and Well Written Essays - 3250 words

The Lizard Lick Fine Paper Mill - Essay Example Its prominence can be gauged from the fact that this was the single place where executives wanted to be posted for furthering their career in the group. Â  Similar is the case of George Golden, Plant Manager, who was posted here three years ago, to be groomed for an eminent position in the group headquarters as the career-ending spell. He is known for his hard-driving force and capability of setting high standards in every division and for his ability to lobby in the highest echelons for the benefit of the company. Â  LLF commenced business on D-Day; the day of the Allied invasion of Europe and ever since has been a model of productive competence. It is the sole provider of jobs for seventy-five miles around and the area has seen a transformation since its inception. Until a few years ago it had a daily routine production of high-quality paper of 700 tonnes. The Return on Assets (ROA) was an astounding 32%. It produces fine paper, as distinguished from Kraft paper by its white color, smoothness and fiber content that is used for stationery, photocopying, and printing. It is packed in large rolls of 1000 pounds each and shipped in Box-cars from the adjacent rail-yard. Unfortunately, the production has fallen to 550 tonnes per day and there are complains from 50% of customers on quality. Â  The mill itself consists of various machinery used in the four processes required for producing paper. Starting from Pulping, proceeding to Liquoring and then to the continuous-process machine, the size of ten football fields, to produce huge sheets of paper that are rolled into 1000 pounders at the last stage.

Tuesday, November 19, 2019

Leadership Characteristics Research Paper Example | Topics and Well Written Essays - 500 words

Leadership Characteristics - Research Paper Example â€Å"Student leaders who possess high self concept often strive for self-development† (Ahmad, Ghazali, and Hassan, 2011, p. 24). Trustworthiness of a leader plays an integral role in his/her success in the contemporary age of competition (Caldwell, Hayes, and Long, 2010, p. 497). Hence, both self-confidence and trustworthiness of an individual are equally important in making him/her effective as a leader. A leader has several motives. Drive means a leader’s motivation to achieve the goal. Tenacity means the leader’s strength or cohesiveness with the followers. Resilience means the power of a leader to take pressure and yet deliver the work. I believe that there are both positive and negative motives for leadership. â€Å"[Positive Leadership] motives that have received most attention are those of power, affiliation and achievement† (Marti, Gil, and Barrasa, 2009, p. 268). The negative motives for leadership include aggression, and authoritarian style. For example, tenacity helps a leader overcome obstacles. â€Å"[A]long with basic leadership essentials such as honesty and integrity, tenaciously seeking the truth is one of the most important characteristics a leader can have† (Harms, 2006, p. 49). Likewise, resilience helps a leader make informed decisions in the times of extreme pressure. Once, I was made the leader of a project in school. I had four members in my group excluding me. We had to make a group presentation. As the leader, factors that were within my control were roles of individual group members that I could assign as per my wish, the schedule for making the presentation, and the professional standards to be followed in the presentation. Factors that were beyond my control in that group project included occasional dissatisfaction of the group members with their roles, grudges between the group members leading them to interpersonal conflicts, and limitation of the resources for the project since we had to complete it within

Saturday, November 16, 2019

Meaning of life - Human Essay Example for Free

Meaning of life Human Essay I believe the meaning of life is to give life a meaning. Throughout my entire life, I have wondered what the purpose is. Why am I and every other human being even on this planet in the first place? That brings me to my next question. Is there a God? If there is, why did he put us here? Any Christian asked will say our sole purpose is to serve God. First of all, what does that even mean? And second, I must ask why? Why would a supernatural being place us strategically on this planet strictly to serve him? That sounds pretty selfish to me. There has to be something more. Something concrete. Something greater. How could there not be? All my life I have worked hard to succeed. I have challenged myself and fought to do better than my best. Why? I asked myself. Why stress so much when I’m only going to die in the end? Pessimistic, I know. Finally, I thought, maybe the meaning of life doesn’t have to be so complex. Maybe the meaning of life is whatever we want it to be. Maybe the meaning of life is to give life a meaning. I do what I do because I want to do it. It’s that simple. I do it because it means something to me. Everyone adds their own meaning to life. The meaning of life is never universal. The meaning of life is never complex. The meaning of life is actually quite simple to think about. Many people help the needy. Others play sports. Both activities add meaning to those lives involved. Purposes change, but the overall meaning of life will always stay the same. The meaning of life is simply to give life a meaning. This I believe.

Thursday, November 14, 2019

Buried at Sea :: Creative Writing Essays

Buried at Sea "Ahh, there's no wind today," sighed Cobi as he tacked his sail around and headed for the shore. Cobi was a sailor. Cobi wasn't a typical sailor, Cobi was a National Championship winning sailor. A sailor who thrived on high winds and rough seas, who has accomplished everything there is to accomplish in Canadian sailing. He is the envy of every young sailor and child. They wish, aspire, and dream to be like Cobi. "Hii Cooobiii," wines Julie. Julie just happened to be standing on the dock of the Yacht Club as Cobi tied his luminous, new, nine-thousand dollar boat to its mooring. Julie, was just one part of Cobi's large female entourage, who followed and prayed on his every move and breath. Cobi Jones was not only very skilled in the nautical art of sailing, he was the most popular, the best looking, and even one of the smartest kids in school. "Hi Julie," moaned Cobi in reply, "what are you doing here?" A shocked, but smiling Julie answered, "Just came to see ya." "Well visiting hours are over," Cobi uttered as he pushed past Julie and trekked up the rocky shore to his home. His home! His home was a picturesque array of hand-crafted pillars and intricate woodwork that beautified even the aesthetic sandy ocean beach that encompassed it. As always, after sailing practise, he was greeted by a honk and a wave from his father returning from work. His father was a partner in Jones, Jefferson, and Deveau, the most successful law firm in Nova Scotia. He was able to fund Cobi's sailing career from the start, and his money played a very large role in Cobi's sailing success and popularity. Other than Cobi's majestic surroundings, Cobi led a typical eighteen year-old after school life. He ate, did homework, spoke to his many friends the phone, and then fell asleep with a remote control in his grip. This evening wasn't an exception. The following day at school, Cobi was greeted by all of his friends and sailing cohorts and he sauntered to his first class. The greetings ranged from "Hey man", to "What's up", and to the simple "Hi". Cobi habitually responded with a mumbled "Yo." Sometime after an insightful, and invigorating lecture from his favourite English teacher Dr. Noble, he ran into his friend and sailing crewman Greg. "Hey man, what're ya doin' after school today?" asked Cobi. "Nothin' man, it's too messy out. That hurricane's gonna hit tonight you know," replied Greg. "I know man, that's why I asked"

Monday, November 11, 2019

Dyslexia

I have had many challenges in school because I have dyslexia with my reading and my writing and my teachers that have made it very difficult to handle school work and make the good grades that I have. I found out had dyslexia at the end of my first grad year. When I got home my mom told me I had dyslexia. I was very confused what it was and what it meant for me to get rid of it. My mom told me it was a learning disability I would have to work harder than ever one else to reach my goals and dreams of going to college.I had a harder time with my reading and writing witch maid it wear I had to ask help a lot more than the other kids all them stated to make jokes but I just rose to the challenge. As got older better at the things was not good at but the teachers just tried to keep me lower then what could do. The teachers would treat me different like was not smart as the other kids. They all was gave me less work sent out to the hall because the teacher dint like the way I spelled stuff or write. Let like was stupid like I could never be eke ever one else could never be as smart in school as them. Then my mom notice was starting to do relay bad in school so my mom and dad got me a tutored. She taught me how to dill with my dyslexia and the pain it brought me. With her help did better in school work started to do all the work that was assigned to me and making better grads then ever one else in the class. Started to get my convince up and made me fill smart know that can do en thing that I won't to do just have to work a little harder on it.I can go to college and do the job want to do just like en one else. I know would not be who am without my hard work and the supporters that helped me on the way. Am, most grateful for my parents and my tutored Mrs.. Hansen. My dyslexia thought me how to be a hard worker witch have to be in order to finish college and exceed in life. Will be read for en thing that life throes at me because of my dyslexia.

Saturday, November 9, 2019

Educated, Unemployed and Frustrated

In today's society it is clearly obvious that times are rough. People are struggling and trying to find a secure career seems to be almost impossible. Millions and millions of people graduate college in the hope that finding the job of their dreams will come so easily. Sadly that is not the case and our newly educated individuals are unemployed. Most having to accept minimum wages positions just to keep up with today's fast paced world. After working so hard for years to make something of yourself, not to mention the debt you are left to pay after. It certainly takes a hefty toll on you emotionally and physically over time.Is there anything we can do to fix this crisis and get back on our feet? In the article Klein states â€Å"My generation was taught that all we needed to succeed was an education and hard work. † Which is absolutely true but it’s not our fault that job are not available. There isn’t anything we can do to change the economic slump. We can place blame and point fingers but it will never get us anywhere. I agree that action needs to be taken but how? Things would change if we could stand up for ourselves, like Portugal, protesting to send a message for change. When are we going to follow their footsteps?People need more of a push to actually want to get out and get a job. Taxes need to be lowered so that businesses can grow, which in turn will create more jobs and result in lower unemployment rates. We all know it’s easier said than done. In the state we are in with high taxes which has lead us to company downsizing and we all know where that leaves us. I am also very well aware that taking money away from the government also means taking away from our economy but there has to be some kind of happy medium. No one should be ashamed to take on positions that pay less than expected, we do what we need to do to get by.Maybe we should be patient and just not expect to get placed in an amazing job right out of school. We sh ould never lose hope in our future and look forward to what’s going to happen tomorrow. It can be really hard to get by these days but we need to look at the brighter side of things and be thankful you have your education, a job that at least pays that bills and your health. Do not get discouraged, you would only be holding back yourself. Never give up trying to accomplish your goals and do not let anything stand in your way of success. In the meantime continue to further your education and keep yourself distracted.Today it seems having to struggle from time to time is common. It’s sad to say that I do not see any change in the near future. We have limited choices and not only one person can make a difference. The only way to see if we can send a message to our government is to take a nationwide protest. Like Portugal, we can take a stand to become a better nation. The government needs to pay a lot more attention to the prevention of the increase in unemployment. Effec ts of unemployment may be devastating. Unemployment also leads to the more stress because there are no means for living.This could also lead to a larger crime rate. Being in such a helpless position, desperate people will start lashing out and stooping down to doing anything they need to just for a decent meal for the night. Stealing to make a living, starting riots and large rebellions to change the existing social order. When you have nothing and your think you have no means for living and are doomed to starvation. Then what else would any of us have to lose? Even though the concluding result is the most extreme and the rarest one but it is the end of this growing unemployment and lack of the government to stop it.

Thursday, November 7, 2019

July 2012 Essays

July 2012 Essays July 2012 Essay July 2012 Essay Poverty is an universal issue that become a social phenomenal that happen nearly to every countries including in advanced countries. In Malaysia many effort been taken by government to abolish poverty issue since independent day. The results show the poverty rate is reduced by 8. 5 percent in 1999 to 5. 7 percent in 2004. However this poverty rate did not show the exact group of society. It only showed the overall poverty rate in Malaysia.We cannot define the group that usually live in poor living standard. Disable people is happen to be in disability condition that significantly impaired relative to the usual standard of an individual. There are various types of disabilities including physical impairment, sensory impairment, cognitive impairment, intellectual impairment mental illness, and various types of chronic disease. This disability can hamper or reduce a persons ability to carry out their day activities. There are several international research studies have been done to study on the relation of poverty and disability.From the research show that there are positive relationship between poverty and disability which explain that disability is also contribute to the poverty. Even there also research found that disabled people usually live in poor by generation to generation, (Yeo ; Moore,2003 ; Hoogeveen, 2005 ; Elwan, 1999). Although there are several research been done but most of it is studied on other country which only little research been done towards disabled people in this country. Eventually overall poor people and disabled profiling still not been collected by continually and systematic.The proposition is, does mostly disable people is having poor living of standard? What is the basic income of living for disable people? And did poverty actually related with disability? Therefore, this study is an effort to build profiling data for disable people in Selangor area. Indirectly this study is also help to bring awareness about d isable people circumstances which people might only see by one eye and does not bothered PROBLEM STATEMENT This topic was chooses due to several issues concerning that happening related with poverty.Due to ‘’Rancangan Malaysia Ke-10’’ RMK10, the government is concern to civilian and going to increase the society standard of living, however there have been several research studies identify that usually disable society is live in poor which generation by generation. So thus this research true and did the government plan able to help the disable people life. Next, in the announced of Budget 2012, government is doing KAR1SMA project that spending RM1. 4 billion in this programme. Government spending RM332 million for disable people (OKU) but individual disabled people will get from RM150 –RM300.However according to Assisted Therapy for the Disabled and Elderly Association (Petpositive) president Anthony Thanasayan, â€Å" the budget given was the worse because it is like disabled people hardly got anything and they need at least RM500 monthly to sustain a decent living†. This was written in the association website. From here, this issue can be related with poor living life that disabled people faces. On top of that, according to ‘’Berita Harian’’(3 April 2011) newspaper stated that from the Malaysia Statistic Department, poverty rate in Malaysia are decline from 1970 (49. 3%) to 2009 (3. 8%).However does this also showing that the rate for disabled poor people is also decreasing. Due to the issues, this study will make survey to find the true situation that happen towards the disabled people. RESEARCH OBJECTIVE The main objective of this project paper is to do a case study that related with poverty among the disabled people. From here the objectives to achieve for this project paper are: 1. To analyze current situation of people with disability. 2. To identify the quality of life of people with di sability.. 3. To identify the factors that effects the quality of life of people with disability.SCOPE OF STUDY This study will analyze on the disable society which is working and non-working in Selangor and Wilayah Persekutuan area at age above 20. THEORETICAL FRAMEWORK The theoretical framework that we try to investigate is towards several factors that might effects disable people quality of life. The dependent variable is quality of life (income), which is the variable of primary interest. This study is attempt to explain the variance in this dependent variable by the six independent variables of (1) healthcare, (2) education level, (3) personal emotion, (4) social community, and (5) job employment.METHODOLOGY Data for this study will be obtains from primary sources. Data will be collect by questionnaire towards disabled people in Selangor area. The questionnaire is to get the personal information such as age, education level, marital status and income. Other methods of data coll ection will also be applies like observations studies which to identify the rate of poverty according to years and statistic of disabled people. After collect the data, then data will be analyze and testing to get finding which will show the results either null hypothesis is accepted or reject.DEFINATION OF TERMS Impairment: An individual’s condition – physical, sensory, intellectual or behavioural Disability: A complex system of social restrictions imposed on people with impairments resulting in a denial of rights and equal opportunities. Disabled people or people with disabilities: The chosen terminology of the disability movement varies between cultures and languages. In this document is used term of disabled people, as this is favoured in the UK. However in other countries the disability movement prefers people with disabilities.Inclusive Policies: Policies which acknowledge that socially excluded, poor or vulnerable people are not a homogeneous group and that dis abled people have a right to be included in poverty alleviation and development work. Chronic Poverty: For these purposes, chronic poverty is defined as those who are intergenerationally poor and also experience multi-dimensional poverty (income, education, social capital etc. ). Self- Help groups: groups and organisations which come together to address the causes of their oppression, discrimination or poverty and to advocate for inclusion. CHAPTER II LITERATURE REVIEWCHAPTER 2 LITERATURE REVIEW 10 2. 1 Introduction . 10 2. 2 International Migration Theories . 13 2. 3 International Migration and Paid Domestic Workers in Malaysia .. 18 2. 4 Conclusion .. 3 According to G. M. Monawar Hosain, David Atkinson, and Peter Underwood (2002) in their study is about Impact of Disability on Quality of Life of Rural Disabled People in Bangladesh. The method of their research is conducted a door-to-door survey in two villages in Bangladesh to collect socioeconomic and demographic information o n the villagers and for identification of disabled people. Information on disability and how it affected their life was also obtained either from the disabled people or from their caregivers by interviewing them.The finding revealed that disability had a devastating effect on the quality of life of the disabled people with a particularly negative effect on their marriage, educational attainment, employment, and emotional state. Disability also jeopardized their personal, family and social life. More than half of the disabled people were looked at negatively by society. Disabled women and girl children suffered more from negative attitudes than their male counterparts, resulting in critical adverse effects on their psychological and social health.The recommendations are a combination of educational, economic and intensive rehabilitative measures should be implemented urgently to make them self-reliant. Collaborative communication between professionals and parents, behavioural counsel ling, formation of a self-help group, and comprehensive support to families will reduce their suffering. According to Charles Lwanga and Ntale in their study of poverty (situation, dynamics, and impact) has received much impetus in the last 10 years in Uganda.Evidence from the country’s Household Surveys and the recently concluded Participatory Poverty Assessment (PPA) has yielded much needed policy-relevant information. Emerging evidence from the studies confirms an intrinsic and mutually reinforcing link between poverty and disability. This study focuses on the relationship between chronic poverty and disability in the country, and it argues that disabled people are not only among the poorest of the poor in the country, but that they remain poor for very long periods of time, and from generation to generation.The study seeks to: (a) summarise the current state of knowledge about disability and chronic poverty in Uganda; (b) discuss the factors that disabled people in  "perpetual poverty†; (c) describe the efforts that are presently being made to address longduration poverty among disabled persons in the country; and (d) propose policy interventions aimed at greater inclusion of disabled people in the country’s development processes.The study adopts Hulme and Shepherd’s definition, taking chronic poverty to be that poverty where individuals or households are trapped in severe and multi-dimensional poverty for an extended period of time, and where poverty is linked with the intergenerational transmission, so people who are born in poverty, live in poverty and pass that poverty onto their children (Hulme and Shepherd,2001).Evidence from the study confirms that disabled people, as individuals, or the households in which they live, face a kind of poverty condition that carries on for a long period of time beyond five (5) years, during which period, and regardless of different macro and micro interventions, affected households or i ndividuals are unable to sustain themselves or to improve on their livelihoods. A three-stage process was followed in the study.Stage 1 involved a comprehensive review of both published and grey literature on disability and poverty in Uganda. Stage 2 was the actual fieldwork. This was conducted in four randomly-selected districts representing the country’s geographical regions of East (Iganga District), West (Mbarara District) and Central (Mukono District). Stage 3 was a detailed analysis of the findings from the study through a series of internal workshops, discussion and synthesis.Each round of visits to a given site was preceded by a pre-visit to make appointments, agree meeting places, and to sound out potential respondents. More focused meetings were held subsequently, delving further into the situation of disabled people, but taking care at appropriate moments to separate men from women, youth from elderly disabled, and people of different categories of disability. Qual itative research methods were used, mostly drawing on PRA/PLA methodology.The finding show (1) the number of disabled people in both rural and urban areas is considerable, though detailed knowledge of specific proportions of the different disabilities is still lacking, (2) disabled people are facing various forms of exclusion, isolation and neglect and this condemns them to perpetual (chronic) poverty. (3) Different categories of disabled people have different needs and are differently affected by poverty. (4) Existing poverty-focused policies and programmes, in their present form, are nadequate in addressing the needs of disabled people with respect to poverty eradication. Available evidence from Uganda so far confirms that disability has a close relationship with chronic poverty, but that the detailed nature of this relationship needs to be further explored. According to Lauren Graham, Lisa Selipsky, Jacqueline Moodley and Jennifer Maina with Dr William Rowland study on the ways i n which poverty and disability are linked and how each compounds the experience in an urban setting.The research was conducted in eight of the poorest wards in Johannesburg and sought to understand how people who had indicated in a previous household survey that they were either living with a disability or were too ill to work, cope in a situation of poverty. The research sought to assess livelihood opportunities, access to education and health care, social networks and support as well as life satisfaction.A mixed-methods approach (Greene, 2008) was employed. This was used to ensure that statistically significant data pertaining to the conditions under which poor people with a disability live were generated in addition to qualitative in-depth data regarding the day-to-day life experiences of a poor person living with a disability. This allowed for triangulation of data and provided information that is rich and contextual, as well as significant for the sample.The research design was framed from a livelihoods perspective, which is underpinned by an assets-approach to poverty (Sen, 1999). Questions posed were therefore intended to understand coping and resilience mechanisms in terms of livelihoods rather than focusing on deficits and challenges. That said, the ability of disabled and chronically ill respondents is obviously constrained by certain factors, which are also assessed.The method involved re-analysing data that had been collected during the Johannesburg Poverty and Livelihoods Study (JPLS) that was conducted in 2007 by the CSDA (de Wet, Patel, Korth ; Forrester, 2008); conducting a follow up survey with members of households who in the 2007 survey had indicated that they were either disabled or too ill to work; conducting semi-structured interviews with fifteen respondents; and conducting one in-depth interview which resulted in a case study of a particular individual who is disabled.From this study show the finding that demonstrated how disability and poverty are intimately linked. What is clear from the findings of this report is that the situation of poverty, with its outcomes including lack of livelihood opportunities and limited access to education serve to provide disabling contexts in which a person living with a disability or chronic illness is less able to demonstrate his or her ability and reach his or her full potential.As a result, it is imperative that initiatives aimed at dealing with the delivery of basic services to all people, including those living with disabilities and chronic illnesses, remain an utmost priority. CHAPTER 3 METHODOLOGY SOCIAL COMMUNITY PERSONAL EMOTION QUALITY OF LIFE HEALTH EDUCATION JOB

Monday, November 4, 2019

Calamitatum Of The Individual

Calamitatum Of The Individual Essay In the realm of critical thinking, Abelard undoubtedly ranked highly in his day. He was an expert dialectician, philosopher and theologian, and as a result led a movement towards individual thinking. He traveled a lonely path of individuality, and when his ideas were suppressed, he found different ways to express his individuality. The beginning of his life was marked by extreme personal freedom. As his journey through life continued, he found himself compounded with innumerable restrictions. The role of monk could not change Abelard, and his individuality brought him even greater misfortune. He may forewarn others against the risks of such extreme individualism, but his life clearly shows that Abelard thought his individuality was a natural part of him, a part that was as inseparable as his faith. From the beginning of Abelards Story of my Calamities he portrays himself as an individual. The as oldest child in his family his life was intended for a military career, but as he tells us, he abandoned Mars for Minerva, denouncing the popular and glorious profession of arms for that of learning. In writing this he shows his clever and distinct way of thinking by referring to dialectic, the art of examining options or ideas logically, as a weapon of war. I chose the weapons of dialectic to all the other teachings of philosophy, and armed with these I chose the conflicts of disputation instead of the trophies of war. (p. 58, ll. 7-9). This is remarkable for the son of a soldier to make such a choice even renouncing his inheritance and pursue only intellectual advancement. Leaving home, he traveled off to school in Paris. He was welcomed for a short while, but soon found disfavor with his teacher Champeaux, the grand master of dialectic at the time, by refuting his arguments and proving himself several times to be the superior in debate. This shows Abelards superior intellect at a very early age. This is no doubt a major reason for his individuality. One of his intellectual rank finds it hard to conform to others standards, and naturally becomes a spectacle when showing his skills. This early conflict caused Abelard to leave and start his own school. Unfortunately, he could not maintain it and had to return home. Years later he was teaching in Paris again, he tells us how pupils flocked to him from every country in Europe, a statement which is more than corroborated by the authority of his contemporaries. He was, In fact, the idol of Paris, eloquent, vivacious, handsome, full of confidence in his own power to please. As he tells us, the whole world at his feet. In the Story of My Calamities, he confesses that at that period of his life he was filled with vanity and pride. I began to think myself the only philosopher in the world, with nothing to fear from anyone, and so I yielded to the lusts of the flesh. (p.65, ll.13-15). The first part of this statement is a window into what made Abelard an individual. He felt that he did not have to follow the same rules that other people did because he was superior to them. The result was a man that did things differently, for better or for worse. The second part of that statement lead Abelard down his next path of individuality, the first to cause him physical pain. To these faults he attributes his downfall, which was as swift and tragic as was everything, seemingly, in his dazzling career. He tells us in graphic language the tale of how he fell in love with Heloise, niece of Canon Fulbert. READ: Daedalus Myth And Portrait Of The Artist EssayIn the midst of his exploits he met Heloise, and in the first time writing about her in The Story of My Calamities he describes her individuality. in the extent of her learning she stood supreme. A gift for letters is so rare in women that it added greatly to her charm and had won her renown throughout the realm. (p.66 ll.15-17). This shows that Abelard valued individuality highly in others as well as in himself. He arranged an agreement with Heloises uncle to educate her, and gained access to Heloise. Their relationship encompassed the maximum in personal freedom and experimentation. They had a premarital sexual affair of unparalleled proportion. The whole affair was entirely against the rules of society at the time, and was the culmination of the progressive pattern of freedoms, turned into the abuse of opportunity. Soon after Abelards individuality and superiority caught up to him. Heloise became pregnant, and Abelard could not successfully sidestep the ethics of society again. To appease her uncle, Abelard offered him satisfaction in a form he could never have hoped for: I would marry the girl I had wronged. (p.70, ll.6-7). In this offer, Abelard showed that he was out of touch, because to marry in secret was really just an insult, and he considered it a complement of the highest magnitude. As a result of this final insult, the uncle could not contain his rage any longer, and had Abelard castrated. This very profoundly caused him pain for the rest of his life. Then Abelard embarked down his last path, but still as an individual. He made the decision to become a monk. About this decision he writes, I admit that it was shame and confusion in my remorse and misery that rather than any devout wish for conversion which brought me to seek shelter a monastery cloister. (p.76, ll.15-17). Abelard is distinguishing himself from others by demonstration that while he made a choice that others had also made, he made the choice for special reasons, reasons that are different from anyone elses. Of course, as soon as he was positioned in this monastery, he started making waves with the head of the monastery, and doing things not expected of a monk: I applied myself mainly to the study of the Scriptures as being more suitable to my present calling, but I did not wholly abandon the instruction of the profane arts in which I was better practiced. (P. 77, l.31) This aroused the envy and hatred of the other heads of school against me. (P.78, l.5) It would seem that Abelards extreme individuality led him into trouble no matter where he turned, or what endeavour he undertook. When he did apply himself to religion, he got himself into more trouble than even he expected. In his most unpopular argument he says that even though there is only one God, God did not beget Himself, even though there is the Son, the Father, and the Holy Ghost. This sets off a multitude of enemies against Abelard, and is the beginning of a very bad reputation for him. He refuses to recant anything he has said, and is forced to his own book burned. This attack on his pride was the one to cause him the most pain. Abelard is harassed at every step by enemies, and eventually he moved to the wilderness. Abelard lived there in an oratory of weeds and thatch (p.88, l. 22), while other his peers surely would have thought of him as uncivil. This shows that Abelard really just doesnt even care what anyone thinks. Soon, many eager student appeared at the wilderness spot, and a school was eventually created. Being an irrepressible individual, Abelard titles the school controversial name of Paraclete as a way of reemphasizing his beliefs about God, causing enemies to attack him. He is again forced to leave for fear of injury or death. READ: Art Of Poets EssayHis refusal to conform to the certain norms of society was consistent even when his life was endangered. It comes to the point where he states, But now Satan has put so many obstacles in my path that I can find nowhere to rest, or even to live; a fugitive and wanderer, I carry every where the curse of Cain (p.102, ll.15-17). With standing all adversity Abelard proves himself definitely a true individual Through good times and bad, that is maybe his only constant. Even though in closing Abelard says, This is my experience all the time; a poor monk raised to be an abbot, the more wretched as I have become more wealthy, in order that my example may curb the ambition of those who have deliberately chosen a similar course. (p.104, ll. 18-21), it is painfully clear that the lone path of individuality was the only route for him.

Saturday, November 2, 2019

Provide nursing care for clients requiring palliative care Case Study

Provide nursing care for clients requiring palliative care - Case Study Example Such a care is known as palliative care. In this project various aspects of palliative care will be discussed which are individualised and tailor-made to a 85 year old patient by name Lora with advanced breast canccer in terminal stages. Lorna is in the terminal stages of advanced Breast cancer. She has gone through mastectomy and chemotherapy, but in vain. At this stage what she requires is palliative care. The aim of palliative care must be to relieve the patient of suffering, promote function of the patient, deliver help to meet the daily living needs of the patient, provide psychosocial support to the patient and also the family of the patient and clarify goals of care and associated treatments. The objective of palliative care in Lora must be to support her to live as actively as possible until she is alive, help the family members cope with their illness of their loved one and prepare them for death of Lora. The four cardinal principles of palliative care are non-malificence, beneficience, patient autonomy and justice. These principles need to be applied in the perspective of respect for life, acceptance of the fact that death is inevitable, provision of treatments which take care of the ongoing suffering, str iving to preserve life only as long as life is not a burden and beyond that only asserting life, and also individual needs and that of the society (National Cancer Control Programme, 2005). Currently, Laura has has increased pain, chest swelling and progressive weakness. She has also developed a decline in her cognitive ability. Her chest swelling is uncontrollable as is her pain at present. Thus, the corner stone of palliative care in Laura would be pain relief. The pain management in her must be guided by the cancer pain management protocols. The analgesic ladder approach of pain managment by the World Health Organisation (WHO, 2009)is an useful guide to