Analyzing a web page Essays - Community Websites, Free Essays

Analyzing a web page Essays - Community Websites, Free Essays Analyzing a web page Technology is constantly expanding and making it easier and more convenient to communicate and network with individuals and various organizations that we may not otherwise of had the opportunity to connect with. One area of technology that is growing at a fast rate and offering individuals and businesses, rather it be their professional life or personal the opportunity to make lasting connections is social networking sites. Social networking has become an excellent tool for businesses and individuals to connect and share information that can prove vital to their business. Sites like Facebook and LinkedIn are becoming popular and are an effective way to grow your business whether it is through networking with similar organizations and getting beneficial information from them or expanding your cliental by reaching out to those who may need or want your services. LinkedIn has become a vital tool used by the working professional, assisting them with making connections or linking up with other working professional to share what work and what doesnt work as well as connecting them with local or online support groups or networking groups. Members of LinkedIn are able to create a profile that gives a detail list of their educational background as well as their work experience. Users are able to browse the social networking site to view the profiles of other individuals, organizations, or companies within their field and follow the organization of choice and their postings. My ultimate dream is to create a nonprofit organization that is geared toward targeting at risk youth and their families. The whole concept is to help the whole family and not just focus your attention on the youth that may be having emotional or behavioral issues but offer mental and emotional support for the entire family, implementing various programs and workshops that will assist the entire family in growing, working, and playing together. Networking sites like LinkedIn can prove to be vital as I take the steps necessary to make this dream a reality. As I was browsing through the site I came across a few groups in my local area that met up monthly for lunch to discuss the ideas and challenges of those looking to start a nonprofit. I also took the time to search for companies or organizations that were geared toward working with and advocating for children. I was really quite excited to be able to look at their profile, view their web pages and doing so helped me to get some ide as and get my juices flowing. I have considered making connections with the various organizations I have seen on LinkedIn in hope that they could link me to information, people, and training opportunities that could possibly put me one step closer to my dream. I am also interested in going to the next luncheon for nonprofit communicators in Raleigh just to get feedback regarding my idea and you never know someone at one of these luncheons could either help me get closer to making my dream a reality or can link me to an individual or organization who can. I have found sites such as LinkedIn can prove to be extremely beneficial in making lasting connections within the business community and it gives those with businesses the opportunity to link up with other businesses to get feedback, advice, and possibly connect you with someone who can help you take your organization or company to the next level. This site also enables professionals to come together with the common ground of helping and motivating each other. Within the human service field this site can connect you to so many resources that can only assist in providing your clients with the ultimate experience. Having a site where human service workers from all fields and from all areas can come together online and share their experience, advice, and resources can prove to be helpful to the community as a whole. LinkedIn not only connect likeminded people but it offers an opportunity to share information regarding training and workshops that could assist organizations in staying up to date with the latest software and/or regulations. Such training and workshops can keep your organization competitive and allows you to offer your clients the best possible service.

Homemade Shampoo From Scratch

Homemade Shampoo From Scratch There are a lot of reasons why you might want to make your own shampoo from scratch. The big two probably are wanting to avoid the chemicals in commercial shampoos by controlling the ingredients, and wanting to save a few bucks by making it yourself. Back in ye olden days, shampoo was soap with additional moisturizers so that it didnt strip the natural oils from your scalp and hair. Although you can make shampoos that are dry or solid, it is easier to use if there is enough water to make a gel or liquid. Shampoos tend to be acidic because if the pH gets too high (alkaline) the sulfur bridges in the hair keratin can break, causing damage that no detangler could repair. This recipe for making your own gentle shampoo is chemically a liquid soap, except vegetable-based (many soaps use animal fat) and with alcohol and glycerin added during the process. Make it in a well-ventilated room or outdoors and be sure to read all of the safety precautions on the ingredients. Ingredients 5 1/4 cups of olive oil2 7/8 cups of solid-type vegetable shortening2 cups of coconut oil1 1/4 cups of lye (sodium hydroxide)4 cups water3 tablespoons glycerin  (glycerol)1 tablespoon vodka (or another food-quality ethanol, but do not use methanol)3 tablespoons castor oilOptional: Essential oils like peppermint, rosemary, or lavender for fragrance and therapeutic properties Directions In a large pan, mix together the olive oil, shortening, and coconut oil.In a well-ventilated area, preferably wearing gloves and eye protection in case of accidents, mix the lye and water. Use a glass or enameled container. This is an exothermic reaction, so heat will be produced.Warm the oils to 95 F to 98 F and allow the lye solution to cool to the same temperature. One of the easiest ways to accomplish this is to set both containers into a large sink or pan full of water that is at the correct temperature.When both mixtures are at the proper temperature, stir the lye solution into the oils. The mixture will turn opaque and may darken.When the mixture has a creamy texture, stir in the glycerine, alcohol, castor oil, and any fragrance oils or colorants.You have a couple of options here. You can pour the shampoo into soap molds and allow it to harden. To use this shampoo, either lather it with your hands and work it into your hair or else shave flakes into hot water to liquefy it.The other option is to make liquid shampoo, which involves adding more water to your shampoo mixture and bottling it. You may have noticed that many shampoos are pearlescent. You can make your homemade shampoo glittery by adding glycol distearate, which is a natural wax derived from stearic acid. The tiny wax particles reflect light, causing the effect.

Cellular respiration and fermentation Lab Report - 1

Cellular respiration and fermentation - Lab Report Example The key materials used are the following: 10 percent sucrose solution; 10 percent glucose solution; peas; distilled water; phenol red; yeast stock; wax pencil; water bath; hot plate; test tubes of various sizes; beaker; test tube corks and holders; test tube rack. The idea behind the test tubes of varying sizes is to create a respirometer using two sizes of test tubes, for the experiment involving the yeasts. A practice session involves filling the smaller tube, measuring 15 x 125 mm with water, placing that inside a 20x150 mm test tube, and inverting to the point where the air bubble in the smaller test tube is as small as can be made from the process. In the actual experiment, three different test tubes are filled with two thirds of either ten percent sucrose solution, ten percent glucose solution, or distilled water, and then topped off to the brim with yeast suspension. The inversion method practiced above is utilized to mix the solutions and form the respirometers. The respirometers are allowed to incubate for one hour, while placed in a water bath set at 37 degrees Celsius. The gas bubble heights are measured after the period of incubation. The idea is to be able to undertake a comparison of how the three sources of food in the test tub e compare with regard to their suitability as food for yeast. This is the first part of the experiment (Experiment 7 n.d., pp. 59-61). In part two of the experiment., 10 peas that were either soaked, not soaked, and soaked and boiled were placed in each of three different test tubes, fulled with water up to the two-thirds level, and covered with corks. After an hour and a half, two drops of phenol red were placed in each of the three test tubes containing the seeds, more when no color was visible or the color is too vague/thin. The results of the color observations were tabulated. (Experiment 7 n.d., pp. 59-61) The first part of the experiment measured the amount of respiration from the

Diplomatic Challenges of the Arabian Peninsula Case Study

Diplomatic Challenges of the Arabian Peninsula - Case Study Example In addition, Bahrain has come to be recognized as one of the most politically influential states in the Middle Eastern region and it is predicted that it is going to be one of the most influential states in the world in the near future. The influence gained by this kingdom in the region is largely based on the fact that it is an ally of the western powers namely Britain and the United States, and this has created a situation where it has been able to host the naval fleets of these two countries (Radsch, 2013). In fact, it is because of its strategic importance in the Persian Gulf region that Bahrain has come to be considered by western countries, such as the United States, as being one of their most valuable allies. This consideration has made this island kingdom, which would normally have been just another weak state in the region, confident in its development since it is protected from external threats through the presence of a naval fleet of the United States. The fact that Bahrai n is among the most stable states in the Persian Gulf region and that it is one of the staunchest allies of the United States has made it most attractive to both potential investors as well as economic planners from already developed countries who are attempting to have a stake in the future of Bahrain. While this has been the case, it has been observed that the kingdom of Bahrain has continuously attempted to remain independent of outside political influence, especially in recent times when it has resisted attempts to allow for democratic reforms within it and it has instead opted to make its own influence felt in the region. Despite the fact that Bahrain is one of the emerging... The popular opinion in many countries in the west is that Bahrain is an authoritarian state whose people do not have the political freedom to determine their own destiny. In addition, because it is in the Middle East, the common perception in the west is that this authoritarianism is based on the Islamic religion. While this is the case, most of the individuals in this country are surprisingly very liberal in matters concerning religion and they only appear to be fanatical because of the stereotype that ha been developed concerning Middle Easterners. The royal family of Bahrain is a Sunni dynasty ruling over a majority population of Shia Muslims, which has created a situation where there is a lot of tension in the country. The fact that the royal family is still in power can be attributed to the efforts of diplomacy that it has managed to undertake to secure itself from the threats against from within. it is a fact that the people of Bahrain do not always follow the lead set by Iran on religious matters and in fact, very few people in Bahrain share the same religious point of view as that which is propagated by the religious establishment of Iran. This has created a situation where they are extremely conscious of their identity as Arabs first before being Shia Muslims.

Social Media Essay Example for Free

Social Media Essay Even though what credibility issues can arise from information found on the internet, advantages and disadvantages of social media because advantages and disadvantages of obtaining information though social media and how might these advantages and disadvantages alter how a person might use social media. Advantages And Disadvantages Of Social Media Some advantages of social media are that it is a unlimited ways of keeping up with what is going on in today culture. For example a person can be living under a rock all there life and stay on the internet and can know what is going on in the world though social media, weather it is the latest music, movies, clothing trend, news etc. Though social media a person can have a best friend that they never even met before. Social networking can provide opportunities for new relationships as well as strengthening existing relationships whether your friends are close to home or across the world. It is good to have positive relationships through various ways that include the internet. Read more:Â  Advantages and disadvantages of social media essay Some disadvantages of social media can stem from anything like cyber bulling, child predators, false information about something or someone. Although that internet can be very positive it can also be very negative. For example I remember back in about 2007 in my home town of Baltimore Md. there was a big thing all over the news about a man that was called The Myspace Killer. This man met a woman over a social media network and got the woman to meet him and end up killing her and leaving her on the side of the road. So again I say the social media can also be very dangerous. To all the parents out there please know what your kids are doing or into when they are on the internet. Advantages And Disadvantages Of Obtaining Information Some advantages of easily obtaining information on the internet is that, anything a person needs to know is just a click away. In other words if there is anything a person needs to know about anything all the person has to do is type it in the computer and everything about that subject will come up. Some disadvantages of easily obtaining information on the internet is just what it is easy. In other words it is a disadvantage to be able to just type a subject in the computer and get the answer for anything. That word make it to easy for a student needing to really learn something, the internet is doing everything for that person. I feel like that is a big disadvantage for the up and coming youth of today, things are to easily obtainable. Knowing these advantages and disadvantages might alter a person using the social media by making that person more cautious on what actions that person is taking while using the internet and also if that person have kids it would make that parent more cautious about what there kids are learning and seeing on the internet. An example of a creditable issue that can arise from information found on the internet is that approximately 104 million American adults have access to the internet. Of these, there are slightly more females(51%) on the internet than males(49%), of both high and low socioeconomic status (Matthew S. Eastin, School of Journalism, Ohio State University). Conclusion In conclusion while what credibility issues can arise from information found on the internet there are many advantages and disadvantages of social media. This paper just touched on some of them. References Stephen, Andrew T.; Galak, Jeff. Journal of Marketing Research (JMR). Oct2012, Vol. 49 Issue 5, p624-639. 16p. 7 Charts, 2 Graphs. Agnihotri, Raj; Kothandaraman, Prabakar; Kashyap, Rajiv; Singh, Ramendra. Journal of Personal Selling Sales Management. Summer2012, Vol. 32 Issue 2, p333-348. 16p. 1 Diagram, 1 Chart Andzulis, James Mick; Panagopoulos, Nikolaos G.; Rapp, Adam. Journal of Personal Selling Sales Management. Summer2012, Vol. 32 Issue 2, p305-316. 12p. 1 Diagram, 1 Chart. .

The Neurobiology of Fear: Emotional Memory and Post-Traumatic Stress Di

The Neurobiology of Fear: Emotional Memory and Post-Traumatic Stress Disorder For survivors of traumatic events, the trauma itself is often only the beginning. While some are relatively unaffected, many others will develop post-traumatic stress disorder, or PTSD, an affliction that haunts its victims with terrifying memories, nightmares, and panic attacks. (For a comprehensive list of symptoms and diagnostic criteria, the reader may refer to the DSM-IV, relevant portions of which may be found online (7).) The National Institute of Mental Health estimates that 3.6 percent of Americans between the ages of 18 and 54 suffer from PTSD; 30 percent of those who have spent time in war zones - one million veterans of Vietnam alone - are affected (6). PTSD is treated with several forms of psychotherapy, including exposure therapy, centered around a controlled confrontation of frightening stimuli. While medication may treat co-occurring depression, anxiety, or insomnia (6), pharmacological agents targeting PTSD remain unavailable. In part, this is because researchers hav e only begun to describe the underlying neurobiology. Several recent studies have pointed to the brain structure known as the amygdala as a central player, but questions remain: How does this small structure "recognize" danger? How does it create emotional memories? What causes recurrence of these memories? Answers to these questions are complex and incomplete. As an anxiety disorder, PTSD has its foundations in fear and "emotional memory." Like factual memory, emotional memory also involves the storage and recall of events and details; this has been termed the explicit or conscious memory (2). Emotional memory, though, has a second, distinct component. This facet, t... ...ing, from Stephen Maren's Emotion and Memory Systems Laboratory at the University of Michigan. http://maren1.psych.lsa.umich.edu/Models.html 4)Summary of Research at Stephen Maren's Emotion and Memory Systems Laboratory at the University of Michigan. http://maren1.psych.lsa.umich.edu/Research.html 5)Anxiety Disorders Treatment Target: Amygdala Circuitry, from the National Institute of Mental Health. http://www.nimh.nih.gov/events/pranxst.cfm 6)Facts About Post-Traumatic Stress Disorder, from the National Institute of Mental Health. http://www.nimh.nih.gov/anxiety/ptsdfacts.cfm 7)PTSD Diagnostic Criteria from the DSM-IV, from Bully Online, a service of the United Kingdom National Workplace Bullying Advice Line. http://www.successunlimited.co.uk/PTSD/ 8)Building a Brainier Mouse. Zsien, Joe T. 2000. Scientific American http://www.sciam.com/missing.cfm

Ottomans Versus the Safavids

Many empires of Middle East civilizations have had strong political and social structures. Two of these empires are the Ottomans and the Safavids. The rise of the Ottomans correlates with the decline of the Roman Empire, which generated the shift in power from a singular Christian European society to a more Islamic influence. The Ottoman people became powerful in Asia Minor, which collapsed as a Seljuk Turk Kingdom, in the 13th to 14th centuries. The Safavids rose to power following the collapse of the Turkic Empire and invasion of the Mongols in the 13th and 14th centuries. Although the Safavids had advanced political and social systems, the Ottoman empire had more efficient political and social methods. The Ottomans and the Safavids both had strong features to their political systems. The Ottomans controlled using a strong military, use of weapons, and an extensive bureaucracy. Their empire was known to be geared for warfare. The Ottoman empire had strong governmental power. They ruled in their center of Constantinople, which the Ottomans built defense walls around, aqueducts in, and was where they opened their markets. Absolute power was granted to their Sultans, such as Suleymon the Magnificent. Another unique political factor of the Ottomans was their use of Janissaries. Janissaries were Ottoman infantry divisions that were made up of boys that were legally slaves that were captured and forced to fight. They were extremely strong and beneficial to the Ottomans. The Safavids ruled under the control of a Shah, or emperor. Some of these Shahs were Abbas the Great, Tahmasp I, and Isma’il. A large part of the Safavid political control was their followers who were given the nickname â€Å"Redheads† due to their red headgear. Similar to the Ottomans, the Safavid also had one especially great leader who led the empire to good times and success. This Shah was Abbas The Great, who, like Ottoman janissaries, captured boys from southern Russia for the military and created a grand and powerful army. There were many differences between these empires because the two empires tended to stay separate from each other. When the Ottomans went to advance into the Safavid territory they had to retreat because it was too far away from the supply areas that the Ottomans survived off of. Due to this and other reasons the two seemed the stay separate and just pay attention to other areas and what they could do to better their empires individually. The social life of the two empires were similar in some ways and not at all similar in others. The trade of the Safavid was also more advanced. There were roads built and workshops made during the time of the Safavids. The Ottomans had more religious tolerance than the Safavids did. These two societies for women were very similar. In both of these empires many women in the Islamic heartlands struggled against social restrictions in dress and confinement. In both of the empires, the women were politically weak. They had little to no power over the decisions and politics of the empires. They were meant to be loyal to men and to be veiled. Both of these empires captured boys for their militaries. These men were considered slaves with few social rights, although they did have more then women. Even though the Safavids had many strong ideas on the correct political and social way to run their empire, the Ottoman empire had more efficient and advanced methods. The Ottomans used more warfare than the Safavids. But, the rights of women were the same in both empires. The Ottomans and the Safavids were both strong political empires of their time, with improved and efficient political and social systems.

Multicultural Education versus the Common Culture

Modernized education particularly makes it possible for every individual to develop as a fine individual that he ought to be. As a primary part of the society, each individual is entitled to an education that is made to give him the needed knowledge that he ought to receive for him to have a better outlook on life.   Certainly, education’s main aim is to create a possibility for each individual to develop as a fine member of the human society. The common set-up of education has been originated from the local-based teaching and learning process. The students are taught by their teachers in a classroom with which the students belong to one race and are mostly having the same situation in an economic perspective. However, the common culture in providing education to the younger generation of each civilization already changed with the introduction of the new technologies and the modern system of economy as suggested by the global trade. Through the aims of economists to create a global market of people who are interconnected for the sake of the advancement of global economy, the introduction of modern technological communication devices were also made possible. The creation of network connections through the utilization of Internet has been a primary result of the said globalization movement. On the other face of the situation, it could be observed that another result of the said movement towards economic liberalization is that there are numerous immigrants who opt to transfer places or even countries to be able to cope up with the major changes in the society especially with regards the economic progress. As a result, several classrooms around the world are subjected to assisting students from different cultures, different races that are also having their own individual capabilities as per based form the race that they primarily belong to. Aside form this, the primary subjects that used to be the only topics that are discussed within the four walls of the classroom increased and were added up with particular social issues that mainly concerns the multi-racial classes that they handle. For this reason, this paper shall discuss the ethical issues, the educational problems and the teaching adjustments that are taken by educators in presenting their lessons to their classes. By doing so, the author of this paper then aims to particularly address the issues brought about by modernization towards the common culture that used to be the basis of knowledge enhancement during the past decades of human society. The importance of education in the human society has mainly made it a reason of debate among education enthusiasts and experts who are concerned on which type of education is actually more efficient for the society; common culture education or the multicultural education, which is currently a trend in the field of education. To know both sides of the argument, knowing what the both ids of the debate pertain to, would help much in the clearing of the issue. What is the Common Culture all about? Mostly, traditional educational institutions plainly deal with the outlined lessons that are supposed to be taught to the students. This includes subjects such as Mathematics, Language, Science, Crafts or Home Economics and History. These particular subjects are taught to a group of students who are coming from the same race and are having a common ground. Hence, the focus of the education is more on providing the students with the necessary knowledge that they need to incur for better individual developments rather than focusing on the social involvement of the young learners. It is by the outlined pattern of teaching common education that only the essential factors of life are taught to the students within the classrooms. While on the other hand, the social current events are to be learned by the students on their own way as it is pictured as a common responsibility of humans as major parts of the society. According to those who takes side in this part of the issue, common education helps the students understand the lessons fully since they are asked to focus only on the most essential factors of education that they need to know which are believed to have a great impact upon their lives later on. (Mayor, 1992, 13) Furthermore, the arguments pertain to the fact that teachers who are commissioned to teach only based on common culture education have a greater capability of addressing to their subjects more closely because they are less pressured to see to it that the students are also able to grasp the other subjects that are added up in multicultural education. (Cortes, 1976, 45) The Nature of Multicultural Education Because of the globalization movement that is presently adapted to by different countries around the world, immigration has become a common trend especially among entrepreneurs and other workers who find better lives in living abroad. As a result, education too has taken a new face of development. Because of the said advancements, the situation within classrooms became a mixture of students from different races trying to cope up with the subjects that are taught to them in a different setting as compared to their original locality’s traditional practice of teaching and educating students. To support this particular fact, the following report pertains to the fact that immigration is a great cause of social divisibility: â€Å"Most new immigrants to the United States are coming from Spanish speaking Latin American nations and from Asia rather than from Europe. Between 1981 and 1990, 87% of the legal immigrants to the United States came from non-European nations while 10% came from Europe. Most Asian immigrants came from China, Korea, the Philippines, and India while Mexico and nations in the Caribbean were leading sources of immigrants from the Americas.† (U.S. Bureau of the Census, 1994). True, many students in the United States alone came from different races around the world. Hence, to be able to create a common ground among the students, the inculcation of social studies within the curriculum is then realized to be among the most effective practice of teaching culturally divided students. As a result, Baker’s study on the issue has the following findings: â€Å"Teachers currently find themselves adrift in a seemingly endless sea of school reform literature and policies. Moreover, the often acrimonious, and increasingly politicized public debates about educational issues (phonics versus whole language, immersion versus English as a second language, basic skills versus problem solving)†¦ these practitioners face additional challenges, including poverty, violence, overcrowding, and huge bureaucracies, which drain precious energy from the primary goal of opening students’ minds.† (Baker, 97, Internet) From the findings cited above, it could be noticed that one of the particular results of the said adaptation to multicultural-based learning is the stress that is placed upon the teachers and the students. In addition, the subjects are doubled and thus more works and research are supposed to be completed, especially focusing upon social events that are currently reported. Certainly, these situations within the classrooms makes it hard for the educators and the learners to grasp as much as their minds could with the bundle of responsibilities that are required to them for learning their multi-cultural based subjects. In a more concise discussion, it could be observed that multicultural education simply aims to attend to the needs of the students of the present generation. Since globalization caused immigrants to fly to different countries abroad, attending to their needs as students is also essential for social development. The Ethical Issues Although the created curriculum for international classes are designed to help the students understand humanity as a whole and not as an individual race, it could not be denied that these particular subjects raise the questions of discrimination between the students. Most often than not, its either superiority or inferiority that the students feel towards their own race when they are given the chance to join international classes. Actually, the creation of international learning classes aims to open up the minds of the students to the fact that they are of a great importance to a growing society of a developed human civilization. This is the reason why it is necessary to address ethics within the subjects that are taught in classrooms. This is because of the fact that the lessons may address several issues on the connection of culture towards the particular ethical practices of the society. The educators should carefully address this while assisting their students understands the lessons that they ought to grasp. To be able to avoid being subjected to particular issues of ethics and problems alike, it is suggested that the students are taught about cultural equality starting from their pre-school years. â€Å"Young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Circle time is particularly helpful in this respect, as it provides children with a feeling of group identity and introduces them to the variety of cultures represented in the class (Dixon and Fraser, 1986). This suggestion would actually work if the students are made to realize that discrimination is a social sickness that keeps the human civilization form progressing to the best possibilities that they could be, making their differences work for the sake of social development. The Involvement of Technology Technology has a great role in providing students from different countries the education that they need to know through the utilization of the Internet. People from all over the world are able to access education within the convenience that they are satisfied with. A part of this particular educational innovation with the integration of teaching and technology, it has been possible for this particular educational set up to host cultural crossover among students. It is through this particular advancement that students are able to learn about their classmates’ cultural background in a broader view of their importance in the society. It is by this process that the students are given a chance to see others in a more balanced way. Conclusion Education is a provision given to everyone. Not a single person should be denied of this provision whatever race he may come from. People from over the world are making several progresses pertaining to becoming globally connected to each other. The cultural crossover as a result of the globalization movement should then be used for the betterment of the entire human society. Through education and accurate knowledge of others’ worth to the society, the social issues and the ethical questions that are raised because of the differences of the races from each other could be gradually eliminated. Yes, education itself is the key to a more peaceful, progressive society that has particularly burst-out from a multicultural society. BIBLIOGRAPHY Dixon, G.T. & Fraser, S. (1986). â€Å"Teaching Preschoolers in a Multilingual Classroom.† CHILDHOOD EDUCATION, 62, 4, 272-275. U.S. Bureau of the Census (1994). Statistical Abstract of the United States (114th ed.). Washington, D.C.: U.S. Government Printing Office. Cortes, Metcalf and Hawke (1976). Understanding You and Them: Tips for Teaching About Ethnicity. Bolder Colorado: ERIC Clearinghouse for Social Studies Education and Social Science Education Consortium. Gill, D., Mayor, B., & Blair, M. (Eds.) (1992). Racism and Education: Structures and Strategies. London: Sage Publications Ltd. Hanvey, Robert G. (1978). An Attainable Global Perspective. Next Steps in Global Education: A Handbook For Curriculum Development, ed. William Kniep. New York: The American Forum. Internet Sources: Frederick J. Baker. (1999). Multicultural Versus Global Education: Why Not Two Sides of the Same Coin? http://www.csupomona.edu/~jis/1999/baker.pdf. (April 9, 2007).

Lieutenant General A.P. Hill in the Civil War

Lieutenant General A.P. Hill in the Civil War Born November 29, 1825, at his family plantation near Culpeper, VA, Ambrose Powell Hill was the son of Thomas and Frances Hill. The seventh and final of the couples children, he was named for his uncle Ambrose Powell   Hill (1785-1858) and Indian fighter Captain Ambrose Powell.   Referred to as Powell by his family, he was educated locally during his early years. At age 17, Hill elected to pursue a military career and received an appointment to West Point in 1842.   West Point Arriving at the academy, Hill became close friends with his roommate, George B. McClellan. A middling student, Hill was known for his preference for having a good time rather than academic pursuits. In 1844, his studies were interrupted after a night of youthful indiscretions in New York City. Contracting gonorrhea, he was admitted to the academy hospital, but failed to improve dramatically. Sent home to recover, he would be plagued by the effects of the disease for the remainder of his life, usually in the form of prostatitis. As a result of his health issues, Hill was held back a year at West Point and did not graduate with his classmates in 1846, which included notables such as Thomas Jackson, George Pickett, John Gibbon, and Jesse Reno. Dropping into the Class of 1847, he soon befriended Ambrose Burnside and Henry Heth. Graduating on June 19, 1847, Hill ranked 15th in a class of 38. Commissioned a second lieutenant, he received orders to join the 1st US Artillery which was engaged in the Mexican-American War. Mexico Antebellum Years Arriving in Mexico, Hill saw little action as the bulk of the fighting had finished. During his time there he suffered from a bout of typhoid fever. Returning north, he received a posting to Fort McHenry in 1848. The following year saw him assigned to Florida to aid in fighting the Seminoles. Hill spent the majority of the next six years in Florida with a brief interlude in Texas. During this time, he was promoted to first lieutenant in September 1851. Serving in an unhealthy climate, Hill contracted yellow fever in 1855. Surviving, he received a transfer to Washington, DC to work with the US Coast Survey. While there, he married Kitty Morgan McClung in 1859. This marriage made him brother-in-law to John Hunt Morgan. The marriage came after a failed pursuit of Ellen B. Marcy, daughter of Captain Randolph B. Marcy. She would later marry Hills former roommate McClellan. This would later lead to rumors that Hill fought harder if he thought McClellan was on the opposing side. The Civil War Begins On March 1, with the Civil War looming, Hill resigned his commission in the US Army. When Virginia left the Union the following month, Hill received command of the 13th Virginia Infantry with the rank of colonel. Assigned to Brigadier General Joseph Johnstons Army of the Shenandoah, the regiment arrived  at the First Battle of Bull Run that July but did not see action as it was assigned to guard Manassas Junction on the Confederate right flank. After service in the Romney Campaign, Hill received a promotion to brigadier general on February 26, 1862, and was given command of the brigade formerly belonging to Major General James Longstreet. The Light Division Serving gallantly during the Battle of Williamsburg and the Peninsula Campaign in the spring of 1862, he was promoted to major general on May 26. Taking command of the Light Division in Longstreets wing of General Robert E. Lees army, Hill saw substantial action against his friend McClellans army during the Seven Days Battles in June/July. Falling out with Longstreet, Hill and his division were transferred to serve under his former classmate Jackson. Hill quickly became one of Jacksons most reliable commanders and fought well at Cedar Mountain (August 9) and played a key role at Second Manassas (August 28-30). Marching north as part of Lees invasion of Maryland, Hill began bickering with Jackson. Capturing the Union garrison at Harpers Ferry on September 15, Hill and his division were left to parole the prisoners while Jackson moved to rejoin Lee. Completing this task, Hill and his men departed and reached the army on September 17 in time to play a key role in saving the Confederate right flank at the Battle of Antietam. Retreating south, Jackson and Hills relationship continued to deteriorate. Third Corps A colorful character, Hill typically wore a red flannel shirt in combat which became known as his battle shirt. Taking part in the Battle of Fredericksburg on December 13, Hill performed poorly and his men required reinforcement to prevent a collapse. With the renewal of campaigning in May 1863, Hill took part in Jacksons brilliant flanking march and attack on May 2 at the Battle of Chancellorsville. When Jackson was wounded, Hill took over the corps before being wounded in the legs and being forced to cede commander to Major General J.E.B. Stuart. Gettysburg With Jacksons death on May 10, Lee began to reorganize the Army of Northern Virginia. In doing so, he promoted Hill to lieutenant general on May 24 and gave him command of the newly formed Third Corps. In the wake of the victory, Lee marched north into Pennsylvania. On July 1, Hills men opened the Battle of Gettysburg when they clashed with Brigadier General John Bufords Union cavalry. Successfully driving back Union forces in concert with Lieutenant General Richard Ewells corps, Hills men took heavy losses. Largely inactive on July 2, Hills corps contributed two-thirds of the troops involved in the ill-fated Picketts Charge the next day. Attacking under the leadership of Longstreet, Hills men advanced on the Confederate left and were bloodily repulsed. Retreating to Virginia, Hill endured perhaps his worst day in command on October 14 when he was badly defeated at the Battle of Bristoe Station.   Overland Campaign In May 1864, Lieutenant Ulysses S. Grant commenced his Overland Campaign against Lee. At the Battle of the Wilderness, Hill came under heavy Union assault on May 5. The next day, Union troops renewed their attack and nearly shattered Hills lines when Longstreet arrived with reinforcements. While fighting shifted south to Spotsylvania Court House, Hill was forced to cede command due to ill health. Though traveling with the army, he played no part in the battle. Returning to action, he performed poorly at North Anna (May 23-26) and at Cold Harbor (May 31-June 12). After the Confederate victory at Cold Harbor, Grant moved to cross the James River and capture Petersburg. Beaten there by Confederate forces, he began the Siege of Petersburg. Petersburg Settling into the siege lines at Petersburg, Hills command turned back Union troops at the Battle of the Crater and engaged Grants men several times as they worked to push troops south and west to cut the citys rail links. Though commanding at Globe Tavern (August 18-21), Second Reams Station (August 25), and Peebles Farm (September 30-October 2), his health began to deteriorate again and his missed actions such as Boydton Plank Road (October 27-28). As the armies settled into winter quarters in November, Hill continued to struggle with his health. On April 1, 1865, Union troops under Major General Philip Sheridan won the key Battle of Five Forks west of Petersburg. The next day, Grant ordered a massive offensive against Lees overstretched lines in front of the city. Surging forward, Major General Horatio Wrights VI Corps overwhelmed Hills troops. Riding to the front, Hill encountered Union troops and was shot in the chest by Corporal John W. Mauck of the 138th Pennsylvania Infantry. Initially buried in Chesterfield, VA, his body was exhumed in 1867 and moved to Richmonds Hollywood Cemetery.

Cundo es posible trabajar con visa F-1 de estudiante

Cundo es posible trabajar con visa F-1 de estudiante Estudiar en los Estados Unidos es caro, por eso para los estudiantes internacionales con una visa F-1 es importante saber quà © opciones tienen para trabajar legalmente y asà ­ sufragar parte de sus gastos. En este artà ­culo, adems de explicar los requisitos para las 4 opciones de trabajo se hace referencia a otras opciones para obtener ayuda econà ³mica. Y al final se mencionan opciones migratorias que permiten quedarse al finalizar los estudios y tambià ©n quà © error no se debe hacer ya que puede salir muy caro. Trabajar con una visa F-1 de estudiante dentro del campus La primera opcià ³n para trabajar se presenta en el mismo lugar donde se est estudiando. Y es que los  estudiantes con una F-1 que està ©n estudiando a tiempo completo pueden trabajar siguiendo estas reglas: Tiempo:  trabajar un mximo de 20 horas semanales, excepto en vacaciones que pueden trabajar a tiempo completo Lugar: en campus significa eso pero tambià ©n admite que sea fuera, siempre y cuando el empleador sea una institucià ³n que tiene una relacià ³n de afiliacià ³n con la universidad o college, seminario, conservatorio, en el que el estudiante cursa sus estudios. Por ejemplo, otra universidad o un laboratorio. Tipo: el trabajo que se desempeà ±a tiene que estar relacionado de algà ºn modo con servicio a estudiantes. Por ejemplo, trabajo en bibliotecas, librerà ­as, etc. Permiso: tiene que contarse con la autorizacià ³n previa del Oficial Designado en la Escuela (DSO, por sus siglas en inglà ©s). Cundo: comenzarse a trabajar hasta 30 dà ­as antes de comenzar el programa acadà ©mico. Pero una vez que à ©ste finaliza, asà ­ debe ocurrir con el empleo. La excepcià ³n son los casos en los que se cambia de programa.   Trabajar fuera del campus con una visa F-1 por necesidad econà ³mica En este caso es necesario cumplir con un mayor nà ºmero de requerimientos, como: Tener un estatus vlido de estudianteEstar cursando a tiempo completoLlevar al menos un aà ±o acadà ©mico completo con la visa F-1 Necesidad econà ³mica urgente en casos como pà ©rdida sin culpa de puesto de empleo en el campus, cambios en la cotizacià ³n de la divisa del paà ­s del estudiante, facturas mà ©dicas, pà ©rdida de la ayuda financiera u otros gastos inesperados. Si se da alguno de esos casos y no es posible encontrar empleo dentro del campus, el estudiante debe dirigirse al Oficial Designado en la Escuela (DSO, por sus siglas en inglà ©s) para que este comunique la situacià ³n a las autoridades migratorias mediante el sistema SEVIS. Asimismo, el DSO proporcionar una certificacià ³n que debe enviarse al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) junto con la planilla I-765 y el pago de la cuota correspondiente para obtener asà ­ un permiso de trabajo. Es conveniente incluir todo tipo de documentacià ³n que sirva de apoyo a la razà ³n que se alega para solicitar ese permiso, (en inglà ©s. Este es un modelo de carta para certifica la traduccià ³n). Entrenamiento prctico curricular (CPT, por sus siglas en inglà ©s) Se trata de prcticas pagadas que tienen que estar relacionadas con el grado que cursa el estudiante. Tienen que estar aprobadas por el DSO.   Pueden ser a tiempo parcial (menos de 20 horas a la semana), o, en à ©poca de vacaciones a tiempo completo (ms de 20 horas semanales). Hay que tener en cuenta que si a lo largo de sus estudios el estudiante completa ms de un aà ±o CPT a tiempo completo, al licenciarse (egresado) no podr disfrutar de un OPT. Entrenamiento prctico opcional (OPT, por sus siglas en inglà ©s) Se puede realizar durante los estudios de licenciatura, maestrà ­a o doctorado o al  finalizar los mismos.  Estas  son las reglas  para la OPT. El permiso de trabajo en este caso tiene una duracià ³n mxima de 1 aà ±os, si bien en ciertos campos relacionados con las Ciencias y la Tecnologà ­a se puede prorrogar hasta los 17 meses. A tener en cuenta cuando se trabaja Si se trabaja, el DSO proporcionar la documentacià ³n necesaria para solicitar una tarjeta del Nà ºmero del Seguro Social. Al trabajar, hay que reportar los ingresos y, en su caso, pagar impuestos. Si se trabaja sin permiso, eso es una violacià ³n migratoria, que puede tener consecuencias muy serias. Caminos para quedarse en USA trabajando al finalizar los estudios universitarios La mayorà ­a de los estudiantes internacionales regresan a sus paà ­ses de origen. Pero un buen nà ºmero se quedan, al menos temporalmente, al lograr obtener una visa de trabajo, generalmente una H-1B para profesionales, siendo muy solicitadas por los profesionales en el sector tecnolà ³gico. Si bien no son las à ºnicas visas de trabajo disponibles. Adems, en el caso de mexicanos, hay que destacar las visas TN para profesionales, que abren puertas sin tener los inconvenientes de cupo mximo de las H-1B que en la mayorà ­a de los casos dejan sin anualmente a miles de candidatos con patrocinador. Asimismo, tambià ©n es posible conseguir una tarjeta de residencia (green card) ya que las empresas pueden patrocinar por razà ³n de trabajo. Estas son las empresas que ms trabajadores esponsorizan. Finalmente, tambià ©n es posible quedarse en Estados Unidos en casos de ajuste de estatus por matrimonio o similares. Cà ³mo conseguir dinero para pagar por los estudios en Estados Unidos El camino ms transitado por los estudiantes es el de buscar y obtener becas. Estas pueden ser de instituciones o empresas del paà ­s de cada uno o tambià ©n de Estados Unidos, ya que hay muchas de ellas que no excluyen a los estudiantes internacionales, por ejemplo, à ©stas  de universidades de à ©lite. Casi todas las universidades tienen sus propios paquetes y sus reglas de cunto y a quià ©n pueden becar. Y tambià ©n existen instituciones que brindan becas por temas, dependiendo de quà © se estudia o quà © proyecto o trabajo se presenta. Tambià ©n existe la posibilidad de pedir crà ©ditos para estudiante y, finalmente, tambià ©n se puede considerar la posibilidad de realizar parte de los estudios universitarios en community colleges, que resultan ms asequibles, entre otra ventajas que brindan. Quà © errores deben evitar los estudiantes internacionales En primer lugar, no olvidar que trabajar sin permiso es una violacià ³n migratoria. Si hay una denuncia que puede ser anà ³nima o por cualquier otra razà ³n Inmigracià ³n se entera las consecuencias van a ser graves. Y en segundo lugar, recordar que los estudiantes internacionales necesitan una visa para estudiar a tiempo completo. Es cierto que las instituciones educativas admiten a indocumentados. Pero de lo que se trata es de precisamente no acabar en esa categorà ­a migratoria por no utilizar la visa correcta. Esto es relativamente frecuente en los casos de estudiantes internacionales que cursan la high school en Estados Unidos y por errores de este tipo acaban sin visa ellos y sus padres. Este es un artà ­culo informativo. No es asesorà ­a legal.

Risk factors in the spread of Visceral Leishmaniasis in two highly Research Paper

Risk factors in the spread of Visceral Leishmaniasis in two highly endemic but ecologically different regions - Research Paper Example However, not all species of phlebotomine transmit Leishmaniasis. Research has shown that it is only thirty of all the phlebotomine species transmit VL. In most cases, the female sandfly spreads the parasite into animals or human beings. This is because the parasite develops inside the sandfly for some period mostly between four and twenty five days. The sandfly then sucks fresh blood from an animal or a human being, and hence, transmitting the parasites, which completes the parasite’s cycle of transmission. Signs and symptoms The signs and symptoms of Visceral Leishmaniasis depend on the individual concerned as well as the geographical area involved. Some individuals have silent infections while others display symptoms of the disease. However, in most cases, VL affects internal organs of the body, which include the liver and spleen (Farrell 67). Fever is the most common symptom among many victims. Abnormal blood tests, which are factors of swelling of the spleen and liver, are also common symptoms of the disease. Low blood count of all the components of the disease are among the abnormal blood tests displayed by patients of the disease (Warrell 78). However, the signs and symptoms also depend on the geographical area under concern. For instance, in Sudan, most of the patients of the disease suffer from HIV, which leads to severe cases of the disease. The similarity between symptoms in Sudan and India is that all patients have fever as well internal body organs. Diagnosis and treatment Diagnosis of VL depends on the geographical location of the patient to be examined. This is because the disease varies according to the geographical location of the individual concerned. Clinical officers must use samples from the bone marrow (serologic testing) to test the presence of VL in patients. Serologic testing is effective because the disease mainly affects the internal organs of the body. Test samples for diagnosis may also come from the liver, blood or the lymph nodes. However, clinical officers and other medical practitioners have different approaches of diagnosis for individuals with HIV infection (Siddig, Mohammed, Hashim, David and Eskild 104). It is important to note that the diagnosis of the disease depends on the area or geographical region under concern. Similarly, treatment depends on the severity of the case in the individual concerned. Children and other special groups receive different medication from those of other members of the society. Severe cases of VL are fatal in untreated. No vaccines or preventive drugs are available for the disease. The only preventive measure that individuals can pursue is through preventing bites from sandflies (Mabey 45). Epidemiology and risk factors Epidemiology is one of the areas that have differences concerning geographical locations. Sandflies are responsible for spreading the Leishmania parasites into animals and human beings, which suggests that ecological factors may contribute to the spre ad of VL disease. The presence of tropical forests, caves and other habitats for the phlebotomine sandflies contributes to the spread of the disease in certain geographical areas. Sudan therefore, provides an ideal site for the breeding of sandflies. In addition, the conditions of living in Sudan are more severe than in India. India has relatively low breeding sites because of large population. Many individuals do not notice sandfly bites because the sandflies are mainly active at night and are very small (smaller than tropical mosquitoes). In

Tort of Negligence Assignment Example | Topics and Well Written Essays - 1250 words

Tort of Negligence - Assignment Example The duty of Care – This is the first thing which needs to be proved.Did the defendant owe a duty of care to the plaintiff? As Clumsy was your employee; this relationship falls under the established categories and thus it is clear that a duty of care towards clumsy was present. The pool of water might have been left there by another employee but he was asked to keep the floor clean by you and thus the ultimate responsibility in the hotel to keep your employees safe lies with you. (Roger LeRoy Miller, 2008)   Was the Duty of Care Breached – To establish a breach of duty under the tort of negligence it needs to be proved that the defendant failed to do what a reasonable person would have done in similar circumstances? (Roger LeRoy Miller, 2008) The failure to exercise required standard of care is regarded as an act of negligence under the law. In this case, as the manager of the restaurant, it is my duty to ensure that employees have a safe environment to work in which does not cause any injury or harm to them. As water was spilled over the floor, a reasonable person would have kept the floor clean – so there was a breach of duty. Even if the water was spilled on the floor – the reasonable thing to do would have been to put up a â€Å"Wet Floor† sign in order to warn anyone approaching the area. As neither was the floor kept clean and nor was a warning sign placed; it can be reasonably proved that there was a breach of the duty of care on the part of manager of the restaurant.   Damage/ Injury Caused by the Breach of Duty – The plaintiff needs to establish that due to a breach of the duty of care on the part of the defendant he suffered some sort of damage or injury. This damage or injury would not have been caused if there was no breach of the duty of care.