Argumentative Essay Sample on Global Warming 3 Policies to Implement

Argumentative Essay Sample on Global Warming 3 Policies to Implement Global warming is one of the most challenging environmental problems in existence today. It threatens the health of the earth’s inhabitants and the world’s economies every day. With global warming comes longer and more intense heat waves and storms. Along with those climate changes, come more pests which in turn can carry devastating diseases. Forestry and farming are feeling the negative impact of global warming and we’re also seeing traces of a devastated ecosystem. To prevent further damage and begin repairing the damaging effects of global warming, policies must be implemented and diligently enforced. Energy conservation is the only policy that I would put into effect. This policy would be very broad; encompassing as many aspects of energy use as possible. The first item on the table would be to force automobile manufacturers to only produce vehicles with high MPG ratings and eventually to develop new models that are not run on gasoline alone. Such vehicles are known as hybrids and are run on a combination of electricity and gasoline. Currently, the technology is available to manufacture cars with 40+ mpg ratings, however, the concern lies with the increasing number of trucks and SUVs that are known worldwide as â€Å"gas-guzzlers†. These larger vehicles are becoming more and more prevalent and currently do not meet any efficiency standards. Requiring that all new SUVs and trucks from this point forward be as fuel efficient as their smaller counterparts, would be a large step in the way of vehicle efficiency and pave the way for less gasoline reliance. This in turn will allow for fewer emissions of carbon dioxide from the vehicles that we have all come to rely on for our sole source of transportation. The next policy to implement would be that technology be developed to make all appliances run efficiently; from refrigerators and stoves on down to video game equipment and lamps. Every piece of machinery or device that we own uses energy in some way, shape, or form. Large pieces of industrial equipment and even residential equipment require a lot of energy to run thereby contributing to the world’s air pollution. If we would require that manufacturers of such items follow strict guidelines of energy efficiency, not only would users save money, but energy use would be at a minimum and thus, less air pollution would be created. Some headway is being made in this area, but not enough and not nearly fast enough. We see most progress being made in the residential areas: examples are Energy Star appliances and compact, fluorescent light bulbs. However, everything coming onto the market needs to be required to be energy efficient according to pre-determined standards and we can’t continue to bypass the industrial aspect of this. The last policy that I would implement revolves around recycling. I would require that all packaging be recyclable and that it be made from recycled materials. Recycling helps the environment by conserving our natural resources, saving energy, reducing air and water pollution, and reducing the need for landfill space. Currently, many recycling programs are in place worldwide, but there are no policies that enforce its unequivocal use, yet this is one of the easiest ways of protecting our environment. In order for my policy to be successful, all businesses and consumers need to actively participate. Following the reduce, reuse, and recycle methodology will help to reduce the amount of energy that is used during the elimination of waste products.

Homework Example

Homework Example Homework – Coursework Example Homework Q1. The progressive era (1900-1916) was marked with shifts in people’s attitudes, which delineated the role of the government in serving citizens. Theodore Roosevelt, a famous, tough and youthful man during his reign, stretched the President’s power halting Congress rule after many years. He championed for better standards of living for laborers and ensured transparent and fair elections, unlike his predecessors. Contrary to the opinion of Populists and certain Progressives, Theodore viewed giant corporations as essential despite the fact that they promoted economic inequality by making a few people gain more economic power than others. His attitude was that government power was major for winning trust.Q2.Wilson earned the name â€Å"the reluctant progressive† when he frequently blocked or declined to endorse any more progressive reforms claiming his government would never entertain â€Å"special privileges to none†. It is through his failure to s teer more progressive reforms during his reign that handed him the name â€Å"the reluctant progressive.†Q3.Wilson might not be in the minds of many Americans, but he occupies a sure position in the great Presidents’ pantheon. This claim is indeed true. Wilson left America a legacy that would live beyond his lifetime. Despite the fact that he left the White House a bit messed, he changed the fundamental objective of the foreign policy of America transitioning it from isolation to internationalism. Wilson’s prowess in forming a reform party coupled with his knack to direct and marshal public opinion significantly influenced successive presidency. His transitional importance as a leader during his reign makes him to stand tall among great presidents of the nation.

Edit essay 1 Example | Topics and Well Written Essays - 500 words

Edit 1 - Essay Example Since childhood my parents taught me to treat needy people with respect and to always thank god for the blessing I have and not to lust for what other people have. They even taught me to work hard to reach my goals without violating any law or other individual’s position. I always wanted to become a lawyer so I can have both the law and the power in hand to protect human rights and help improving their life positively whenever possible. I was not able to achieve my dream because laws in the United States are different than the laws in United Arab Emiratis. Due to this I decided to study International Studies and focus on both global security and human rights in the Middle East. There are only a few specialists that focus on human rights in the Middle East. This encouraged me to become attached with learning more about human rights in different region in order to become an expert and compare and contrast between laws governing human rights in different nations. This will help me in my career to introduce new ideas about human rights and I will be able to help to decrease the conflict taking place in Middle East. This will even enable me to teach others about human rights and its importance. It will even help me promote that Islam and Quran is based on justice and protecting other rights. I was a part of the Introduction to human rights course during spring semester of 2014. This increased my awareness on the issues of Immigration and refuges in the U.S, human trafficking, gay rights, minority rights, race, human identity, religious identity and many other human rights issues. One of the topics that attracted me was the rights of the disabled. I believe that the most difficult idea for humans to understand is the cultural differences between individuals and the role it plays in governing human rights. I even realized that it’s hard to agree on one human right document that promotes similar rights, especially that traditions, culture and religion

Business Perpetuates Rather Than Reduces Inequality in the Society Essay

Business Perpetuates Rather Than Reduces Inequality in the Society - Essay Example This to a great extent has not been the case; in fact in many cases business has perpetuated inequality in the society. These inequalities are mainly manifested when it comes to the personnel in the business organization. The inequality comes in three major regimes; gender, class and race. This paper discusses how business increases inequality in the society rather than reducing it. Discussion First I will define the inequalities that occur in business organizations. As stated earlier the main ones are class, race and gender. Class refers to the differences in control over and access to the resources of the business organization. Class differences are manifested during employment and the wages that are paid. The hierarchies that may be created in organizations may create a wide gap between the top management of the business organization and the workers at the bottom. In large corporations the Chief executive officers sit at the top and wield more power than other workers in the busin ess. Such class difference might not be experienced in small businesses but still the owner or boss has class power over employees. Gender inequality is seen in the difference in beliefs of identities of men and women. Despite efforts to try to close the gender gap in business organizations, most top positions in organization management are still held by men while the low white collar positions like clerks and secretaries are dominantly held by women. Supervisory duties have always been assigned to men in many business organizations. This brings about gender inequality because men and women are not treated equally (Smith 2002). Race inequality comes about because of differences in physical characteristics, oppression, culture and historical domination justified by the underlying beliefs. Businesses owned by certain races in some cases discriminate other races when it comes to employment. They might fail completely to employ the other races or they may employ them and give them junio r positions. There are other differences that might be the base for inequality in business organizations. These include sexuality, religion, physical disability and age. Some business organizations may discriminate against the homosexuals when it comes to employment. There are also cases where certain religions have been discriminated in business organizations. These differences might be vital but they do not carry more weight like gender, race and class in creating inequality. The main intention of business organizations is to make profits (Banerjee 2012). The requirements that are placed for work ensure that the organization does realize profits. These requirements may cause inequality between genders and classes. In a business organization work is designed in favour of men who are totally dedicated to earn a living and do not have other responsibilities for family demands or children. Eight hours of continuous working, giving the work maximum attention, arrival on time and being able to work for extra hours if need arises are some of the general requirements for employees in business organizations. Since it is mostly the workers at the lower level who perform duties that are vital for the realization of profit for the business, it is not easy to relax these requirements for them. On the other hand, the top management may bend these rules for their members. A manager for the business organization may work in the organization on part time basis, may not be required to arrive early, he may also be undertaking other business and is rarely required to work for extra hours. This is not true for a junior employee. Since it is the top management

Attack Prevention Article Evaluation Essay Example | Topics and Well Written Essays - 500 words

Attack Prevention Article Evaluation - Essay Example Before attempting to observe the issue, it is essential to understand the focal point of user domain itself. This is a huge focal point in managing security in IT networks. In essence, user domain is defined  as set of objects that allow a user to have controls and permissions. In essence, user domains can overlap. Another element of user domains is the fact that is allows users to possess segregation of duties. Segregation of duties allows users to have separate domains and grant permissions. User domains can range from simple user access accounts or it can be a specific domain such as sales, marketing, and managers.   Unlike traditional firewalls  that only guard the parameters of the traditional IT infrastructure, virtualization  firewalls  provide comprehensive security measures that monitor activity within clients. If one machine is to be attacked by a host, the other machine automatically copies data in almost dynamic time that the user is not aware of the situation. Clearly, that is a huge benefit for organizations since it allows them to have a safety net in case of an attack. The Intrusion Detection System (IDS) is a critical precautionary tool that monitors the network through monitoring packets that are passed within users. The first and easiest application of virtualization for security purposes is known as application isolation. This is a huge component towards the security aspect because it allows IT managers to gain leverage over application stability and application allocation. One of the worst vulnerabilities for user domains are insider attacks. Insider attacks occur. For instance, denial of service and spoofing are one the most common themes that occur. The problem is the fact that intercepting authentication or other sensitive information can be executed with the current WAN technology since it utilizes the traditional TCP/IP in user domains. A

In trinidad and tobago the spiraling crime situation

In trinidad and tobago the spiraling crime situation Introduction In Trinidad and Tobago the spiraling crime situation has been committed predominately by young males. This study focuses on the relationship between the violence in schools and the crime situation in the wider society in Trinidad. By curbing school violence it will greatly reduce the criminal activities occurring in society. Studies have shown that young minds are easier to mould rather than adult minds. This strategy is a proactive measure in the reduction in the level of crime in society. Violence in schools has been a reflection of on the level of crime in the society in Trinidad. Early research has shown that Trinidad was a crime free country, a paradise, where crime was not a concern. Today, crime is the number one problem which faces the government and people of Trinidad and Tobago. The escalating crime rate in the country affects the economy (investments, business, tourism), society well being and safety. Violence in school was not seen as a contributing factor for crime among male students. The point in focus is the supervision of young male secondary students from the age of twelve to seventeen (12-17) years which is lacking at their homes and at schools over the years. Review of literature School violence in Trinidad have become a serious problem with most recent out breaks of violence among rival schools in El Dorado especially where weapons such as guns or knives are involved. It incorporates violence among school students as well as physical attacks by students on the school staff members. The latest incident of school violence in Trinidad was in November where two secondary school students were stabbed to death by fellow students on separate occasions. Four students from the age of twelve to seventeen (12-17) years from secondary schools are in police custody at present for these murders. Due to the escalating crime situation in Trinidad and Tobago the Government seeks to identify and implement both proactive and reactive strategies in combating crime. By analyzing the lives of male criminals and their physiological development at the age of twelve to seventeen (12-17) years we can minimize the likelihood of them becoming criminals. By analyzing the students family situations, their discontentment with education, parental involvement, the physiological influence by violence in the media and effect of poverty we can determine the likelihood of students becoming violent. Many of them are from single parent families most often without fathers and with working mothers. A recent study suggest that Teens from single-parent or stepparent homes are more likely to commit a school crime (possess, use or distribute alcohol or drugs; possess a weapon; assault a teacher, administrator or another student) than teens from intact homes. (Orr 41) The current Euro-centric education system does not provide young people with the imperative paraphernalia, discipline and self awareness to survive in the world today. After many years, some children in the public schools are allowed to pass through the school system without gaining a proper education. However, these students find themselves as a social drain on the economy being unemployed, unaccepted and unsuited to society. These persons have a lack of self confidence and find themselves in a total failure syndrome with no way out and nowhere to turn. They in turn hate the education system that did this to them. In their limited reasoning capability they feel that revenge is the only way of curbing their downfall and resorts to violent behavior. Patricia Neufeld conducted an experiment proving that parent involvement causes the reduction of aggression in students to become violent. The experiment concluded that parental involvement was positively correlated with positive student attitudes towards schools and negatively correlated with problem behaviors such as school violence and aggression (Neufeld). Parents who are aware of how their children feel about school can assist them in solving the problems that they may be facing before these children become violent (Neufeld). A child whose parents are readily available for him/her is less likely to hold resentment towards their parents, and take their aggression out on classmates at school. Parents need to be more involved in their childrens lives and become familiar with their feelings to decrease the animosity that their children feel towards them, so that anger is not brought to school the environment. Violence in schools has risen from one-on-one hand fights for personal disagreements to all-out, deadly weapon assaults on innocent lives for no good reasons. This is due to the effects of the society, media content, video games and other factors, especially movies and television. The violence shown on recent movies portrays gruesome acts by criminal minds. This is in such detail that we feel and see all angles of the crime. The news media broadcast murders, serious crimes and other heinous activities on a daily basis. These broadcast has become commonplace in the everyday society as it is so frequent. Forty years ago a fist-fight between two individuals was an uncommon and extreme violent act in schools. However, at the present time extreme violence is shown so prominently and graphically every day, however, the escalation in school violence by the impressionable youth who look and copy from it should follow that direction. The effects of poverty on the student would enable them to commit acts of violence on order to appease the lack of financial stability at home. Students that generally grow up in repressed areas such as Betham Gardens in Trinidad may be likely to commit acts of violence. Studies have shown that the lower socioeconomic class is more likely to engage in criminal activity than those who are financially well-off. The economic inequality which exists in Trinidad is a major contributor to numerous criminal issues. Methodology This study would be based on the effects of violence among young male secondary school students from the age of twelve to seventeen (12-17) years in Trinidad and the tendency to commit crimes. It would involve a cross sectional survey. Eligible schools within the eight counties of Trinidad would form the sample frame. There are one hundred and four secondary schools with approximately twelve hundred children each, approximately half are males between the ages of twelve to seventeen (12-17) years. One in every three schools from each county would be chosen randomly. The police reports within the time frame of four years would be examined on the students that are being profiled. Preliminary Studies The Curepe Junior Secondary School was selected as the pilot test and of the survey. It was found that twenty six persons had violent conduct record at the school. Seven of them were arrested by the police custody two for serious crimes and the other five for petty crimes. County Number of Schools Number of Schools selected St. David St. George St. Andrew Caroni Nariva Mayaro Victoria St. Patrick 3 34 6 20 6 7 12 16 1 11 2 6 2 2 4 5 Total 104 33 The figures given above are used to illustrate the sampling method that would be applied. The thirty three schools (33) were chosen using the stratified random sampling method. The instrument that would be used for the survey is a questionnaire, police criminal records and schools records from the Ministry of Education. The questionnaire would contain questions on age, ethnicity, family status, area of residence, smoking habits, alcohol consumption, drug use, gang affiliation, educational status and potential aggression. All male secondary school students between the ages of twelve to seventeen (12-17) years old with records of violent conduct from January 2005 to January 2009 would be surveyed by way of questionnaire. These students names would be cross reference with that of the Police Criminal Records to indicate the number of persons involve in serious crimes. These students will be selected from the school records at the Ministry of Education with permission from the Minister of Education responsible for all schools in Trinidad, also from the Minister of National Security responsible for violence and crime. The ethical issues raised were that the privacy of students record was reviewed in order to carry out the exercise. The parents of students, students and principals of schools were assured that the information would be kept confidential by way of a sworn document. However, person who refused to take part in the survey and persons who do not return the questionnaire will simply not be considered. The information collected through the survey would be inputted into a computer system where the statistical analysis will be performed using a computer program (SPSS). This program would give the results which would show the relationship between violence among young male secondary students from the age of twelve to seventeen (12-17) years and the escalated crime situation present in Trinidad. The results obtained from this analysis would be use to see if the hypothesis stands of should be rejected. Recommendations and Conclusion Based on the results obtained from the study, conclusions can be made with respect to the relationship between violence among young male secondary students from the age of twelve to seventeen (12-17) years and the escalated crime situation present in Trinidad. This study can be extended to the wider Caribbean. Survey Questionnaire -Please tick the box corresponding to your response: -Please write on line space provided. Name of School†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Name†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Age:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Date of Birth†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ethnicity: African Indian Chinese Mix Other How much quality time do your parents/ guardians spend with you? A lot Fair amount Minimal None Living With: Both Parents Single Parent (Father) Single Parent (Mother) Grandparents Step parents Living Standard: Rich Middleclass Poor Do you: Smoke Cigarettes Use Drugs Drink Alcohol Are you affiliated with a gang: Yes No Have you ever been arrested by the police Yes No Is there domestic violence at your home: Yes No What is your standard of school work: Excellent Very Good Good Fair Poor How quickly do you become aggressive: Easily Moderate Rarely On a scale of 1 to 10 how do you rank the stress level experienced daily at home? On a scale of 1 to 10 how do you rank the stress level experienced daily at school? Have any of your parents or other family members been involved in serious crimes? Yes No Bibliography Donald Orr, Premature Sexual Activity as an Indicator of Psychosexual Risk, Pediatrics, 87:2, Feb. 1991, 141-7, as cited in Free Teens Deciding Your Future multi-media presentation. Neufeld, Patricia School Violence Finding Solutions. www.123HelpMe.com. 25 Nov 2009 Harris, Chyrise â€Å"Alternatives to Profiling in Preventing SchoolViolence. †http://writing.colostate.edu/gallery/talkingback/v2.1/harris.htm. 25 Nov 2009

Does Islam Cause Violence in the Middle East? Essay -- Islam, religion

Since the attacks on the United States on September 11, 2001, a large focus of the Western Powers, like the United States, has been on the Middle East. Out of this has come a conclusion that this area of the world is prone to be more violent than other parts and this is largely to due to the Islamic religion. This the West has concluded in large part through observation coupled with some qualitative data. However, is this an adequate assertion of the area, and of the religion of Islam? To begin various types of violence will be explored quantitatively and qualitatively to see if there is a difference in the level of violence seen in the Middle East as compared to Western States. Once it has been determined if there exists a difference in the amount of violence in the Middle East, as compared to Western States, it than shall be explored to see what role Islam may play in it. Comparing Violence It has been assumed that while the rest of the world appears to be seeing decreasing levels of violence, it appears the Middle East has yet to experience this same trend. By just watching the news or reading the paper, it has appeared that in the past couple of decades there have been either an increase in violence in the Middle East. In addition, it has also appeared that certain types of violence that the West has not experienced for some time still exist within the region. The question this raises then, is the Middle East more violent? On the other hand, is this nothing more than Islamophobia? To find the correct answer both a quantitative and qualitative approach will be taken. Through this patterns should emerge that will lead to answer whether are not the Middle East is more prone to violence than other Western States (Pinker, 20... ...s Office on Drugs and Crime. (2013). UNODC Homicide Statistics. Retrieved November 24, 2013, from http://www.unodc.org/unodc/en/data-and-analysis/homicide.html This publication is put out by the United Nations and its office on Drug and Crime. The purpose of this publication is straight forward. It is to the homicide rates of each State. The data is collected by various agencies, some associated with the United Nations and some not. This document is easy to read and to understand. It serves the purpose in which it was created by showing the homicide rates nearly all the States in the world. The underlying issue with it is that not all the data is complete. When it comes to Western, developed, States the data is complete. However, when it comes to less developed states, it is not. This can causes issues if someone is looking for patterns or comparing regions.

Night World : Black Dawn Chapter 11

The bushes stirred again. Maggie's searching fingers found only acorns and licorice fern, so she made a fist instead, sliding out from underneath Cady and holding herself ready. A form emerged from the underbrush. Maggiestared so hard she saw gray dots but she couldn'ttell anything about it. There was a long, tense moment, and then a voice came to her. â€Å"I told you you'd never make it.† Maggie almost fainted with relief. At the same moment the moon came out frombehind a cloud. It shone down into the clearingand over the slender figure standing with a hand on one hip. The pale silvery light turned red hairalmost black, but the angular face and narrowed skeptical eyes were unmistakable. Not to mention the sour expression. Maggieletout along, shuddering breath. â€Å"Jeanne!† â€Å"You didn't get very far, did you? The road's justover there. What happened? Did she drop deadon you?† It wasamazinghow good that irritable, acerbicvoice sounded to Maggie. She laughed shakily. â€Å"No, Cady's not dead. Bern's dead-you know, the bigslave trader guy. But – â€Å" â€Å"You're joking.† Jeanne's voice sharpened with respect and she moved forward. `†You killed hunt' â€Å"No. It waslook, I'll explain later. First, can youhelp me get her to somewhere more protected? It's really getting freezing out here, and she's completely out.† Jeanne leaned down, looking at Arcadia. â€Å"I toldyou before I wasn't going to help you if you gotin trouble.† â€Å"I know,† Maggie said. â€Å"Can you sort of pick herup from that side? If we both get an arm under her shouldersshemight be able to walk a little.† . `Bull,† Jeanne said shortly. â€Å"We'd better chaircarry her. Link hands and we can get her up.† Maggie clasped a cold, slender hand with calluses and a surprisingly firm grip. She heavedweight, and then they were carrying the unconscious girl. â€Å"You're strong,† she grunted. â€Å"Yeah, well, that's one of the side benefits ofbeing a slave. The road's this way.† It was awkward, slow work, but Maggie wasstrong, too, and Jeanne seemed to be able to guide them around the worst of the underbrush. And it was so good just to be with another human being who was healthy and clear headed and didn't want to kill her, that Maggie felt almost lighthearted. â€Å"What aboutP.J.? Is she okay?† â€Å"She's fine. She's in a place I know-it's notmuch, but it's shelter. That's where we're going.† â€Å"You took care of her,† Maggie said. She shook her head in the darkness and laughed. â€Å"What are you snickering about?† Jeanne paused and they spent a few minutes maneuvering arounda fallen log covered with spongy moss. â€Å"Nothing,† Maggie said. â€Å"It's justyou're prettynice, aren't you? Underneath.† â€Å"I look out for myself first. That's the rule aroundhere. And don't you forget it,† Jeanne said in a threatening mutter. Then she cursed as her foot sank into a swampy bit of ground. â€Å"Okay,† Maggie said. But she could still feel awry and wondering smile tugging up the corner ofher mouth. Neither of them had much breath for talkingafter that. Maggie was in a sort of daze of tirednessthat wasn't completely unpleasant. Her mindwandered. Delos†¦she had never met anyone so confus ing. Her entire body reacted just at the thought ofhim, with frustration and anger and a longing that she didn't understand. It was a physical pang. But then everything was so confusing. Things had happened so fast since last night that she'd neverhad time to get her mental balance. Delos and the incredible thing that had happened between themwas only one part of the whole mess. He said he'd killed Miles†¦. But that couldn't be true. Miles couldn't be dead.And Delos wasn't capable of anything like that†¦.Was he? She found that she didn't want to think aboutthat. It was like a huge dark cloud that she didn'twant to enter. Wherever Jeanne was taking her, it was a long,cold trek. And a painful one. After about fifteenminutes Maggie's arms began to feelasif they werebeing pulled out of the sockets, and a hot spot of pain flared at the back of her neck. Her sweat wasclammy running down her back and her feetwere numb. But she wouldn't give up, and Jeanne didn't either. Somehow they kept going. They had traveledfor maybe about forty-five minutes, with breaks,when Jeanne said, â€Å"Here it is.† A clearing opened in front of them, and moonlight shone on a crude little shack made of weathered wood. It leaned dangerously to one side andseveral boards were missing, but it had a ceilingand walls. It was shelter. To Maggie, it looked beautiful. â€Å"Runaway slaves built it,† Jeanne said breathlesslyas they took the last few steps to the cabin. â€Å"The Night People hunted them down, of course, but they didn't find this place. All the slaves at the castle know about it.† Then she called in a slightlylouder tone, â€Å"It's me! Open the door!† A long pause, and then there was the sound of awooden bolt sliding and the door opened. Maggiecould see the pale blob of a small face. P.J. Penob scot, with her red plaid baseballcap still on backwardand herslightbodytense,wasblinkingsleepy, frightened eyes. Then she focused and her face changed.†Maggie! You're okay!† She flung herself at Maggie like a small javelin. â€Å"Ow-hey!† Maggie swayed and Cady's limp bodydipped perilously. â€Å"I'm glad to see you, too,† Maggie said. To herown surprise, she found herself blinking back tears.†But I've got to put this girl down or I'm going todrop her.† â€Å"Back here,† Jeanne said. The back of the cabinwas piled with straw. She and Maggie eased Arcadia down onto it and then P.J. hugged Maggie again. â€Å"You got us out. We got away,† P.J. said, hersharp little chin digging into Maggie's shoulder. Maggie squeezed her. â€Å"Wellwe all got us out,and Jeanne helped get you away. But I'm glad everybody made it.† â€Å"Is she†¦all right?† P.J. pulled back and lookeddown at Arcadia. â€Å"I don't know.† Cady's forehead felt hot underMaggie's hand, and her breathing was regular butwith a rough, wheezy undertone Maggie didn'tlike. â€Å"Here's a cover,† Jeanne said, dragging up a pieceof heavy, incredibly coarse material. It seemed asbig as a sail and so rigid it hardly sagged or folded.†If we all get under it, we can keep warm.† They put Cady in the middle, Maggie and P.J. onone side of her and Jeanne on the other. The cover was more than big enough to spread over them. And the hay smelled nice. It was prickly, butMaggie's long sleeves and jeans protected her. There was a strange comfort in P.J.'s slight bodycuddled up next to herlike a kitten, Maggiethought. And it was so blessedly good to not bemoving, to not be carrying anyone, but just to sit still and relax her sore muscles. â€Å"There was a little food stashed here,† Jeannesaid, digging under the hay and pulling out a smallpacket. â€Å"Dried meat strips and oatcakes with salalberries. We'd better save some for tomorrow,though.† Maggie tore into the dried meat hungrily. Itdidn't taste like beef jerky; it was tougher and gam ier, but right at the moment it seemed delicious.She tried to get Cady to eat some, but it was nouse. Cady just turned her head away. She and Jeanne and P.J. finished the meal offwith a drink of water, and then they lay back onthe bed of hay. Maggie felt almost happy. The gnawing in her stomach was gone, her muscles were loosening up,and she could feel a warm heavinesssettlingoverher. â€Å"You were going†¦ to tell me about Bern †¦Ã¢â‚¬ Jeanne said from the other side of Cady. The wordstrailed off into a giant yawn. â€Å"Yeah.† Maggie's brain was fuzzy and her eyeswouldn't stay open. â€Å"Tomorrow †¦Ã¢â‚¬  And then, lying on a pile of hay in a tiny shack ina strange kingdom, with three girls who had been strangers to her before this afternoon and who nowseemed a little like sisters, she was fast asleep. Maggie woke up with her nose cold and her feettoo hot. Pale light was coming in all the cracks inthe boards of the cabin. For one instant she stared at the rough weathered-silver boards and the hayon the floor and wondered where she was. Thenshe remembered everything. â€Å"Cady.† She sat up and looked at the girl beside her. Cady didn't look well. Her face had the waxyinner glow of somebody with a fever, and there were little tendrils of dark hair curled damply onher forehead. But at Maggie's voice her eyelashes fluttered, then her eyes opened. â€Å"Maggie?† â€Å"How are you feeling? Want some water?† Shehelped Cady drink from the leather bag. â€Å"I'm all right. Thanks to you, I think. Youbrought me here, didn't you?† Cady's face turnedas if she were looking around the room with herwide, unfocused eyes. She spoke in short sentences, as if she were conserving her strength, but hervoice was more gentle than weak. â€Å"And Jeanne, too.Thank you both.† She must have heard us talkinglast night, Maggie thought. Jeanne was sitting up, straw in her red hair, her green eyes narrow and alert instantly. P.J.was stirring and making grumpy noises. â€Å"Morning,† Maggie said. â€Å"Is everybody okay?' â€Å"Yeah,† P.J. said in a small, husky voice. Therewas a loud rumble from her stomach. â€Å"I guess I'mstill a little hungry,† she admitted. â€Å"There're a couple oatcakes left,† Jeanne said.†And one strip of meat. We might as well finishit off.† They made Cady eat the meat, although she triedto refuse it. Then they divided the oatcakes solemnly into four parts and ate them, chewing dog gedly on dry, flaky mouthfuls. â€Å"We're going to need more water, too,† Maggiesaid, after they'd each had a drink. The leather bagwas almost empty. â€Å"But I think the first thing is tofigure out what we're going to do now. What our plan is.† â€Å"The first thing,† Jeanne said, â€Å"is to tell us whathappened to Bern.† â€Å"Oh.†Maggie blinked, but she could see whyJeanne would want to know. â€Å"Well, he's definitely dead.† She sketched in what had happened aftershe and Cady had started running through thewoods. How Gavin and Bern had chased them andhad finally driven them into a corner on the boulder pile.How Bern hadclimbedup andchanged†¦ â€Å"He was a shapeshifter, you know,† she said. Jeanne nodded, unsurprised. â€Å"Bern means bear.They usually have names that mean what they are.But you're saying you tried to fight thatguy off with a stick? You're dumber than I thought.† Still,her green eyes were gleaming with something likewry admiration, and P.J. was listening with awe. â€Å"And then-there was this lightning,† Maggiesaid. â€Å"And it killed Bern and Gavin ran away.† Sherealized, even asshe said it, that she didn't wantto tell everything that had happened with Delos.She didn't think Jeanne would understand. So she left out the way their minds had linked when theytouched, and the way she'd seen his memories-and the fact that she'd dreamed about him beforeever coming to this valley. â€Å"Then I filled the water bag and we heard Sylviacoming and he went out to make sure she didn'tfind me or Cady,† she finished. She realized thatthey were all staring at her. Cady's facewasthoughtful and serene as always, P.J. was scaredbut interested in the story-but Jeanne was rivetedwith disbelief and horror. â€Å"You're saying Prince Delossaved your life? Withthe blue fire? You're saying he didn't turn you overto the hunting party?† She said it as if she were talking about Dracula. â€Å"It's the truth.† Good thing I didn't tell her aboutthe kiss, Maggie thought. â€Å"It's impossible. Delos hates everybody. He's themost dangerous of all of them.† â€Å"Yeah, that's what he kept telling me.† Maggieshook her head. The way Jeanne was looking at hermade her uncomfortable,as if she were defendingsomeone unredeemably evil. â€Å"He also said at one point that he killed my brother,† she said slowly.†But I didn't know whether to believeit†¦.† â€Å"Believe it.† Jeanne's nostrils were flared and herlip curledasif she were looking at something disgusting. â€Å"He's the head of this whole place and everything that goes on here. There's nothing hewouldn't do. I can't believe he let you go.† She considered for a moment, then said grimly, â€Å"Unless he's got something special in mind. Letting you go and then hunting you down later. It's the kind ofthing he'd enjoy.† Maggie had a strange feeling of void in her stomach that had nothing to do with hunger. She triedto speak calmly. â€Å"I don't think so. I think-he justdidn't care if I got away.† â€Å"You're fooling yourself. You don't understandabout these people because you haven't been here. None of youhave been here.† Jeanne looked at P.J.,who was watching with wide blue ‘eyes, and atCady, who was listening silently, her head slightlybowed. â€Å"The Night People are monsters.And theones here in the Dark Kingdom are the worst of all. Some of them have been alive for hundreds of years-some of them were here when Delos'sgrandfather founded the place. They've been holedup in this valley all that time †¦ and allthey do ishunt.It's their only sport. It's all they care about. It's all they do.† Maggie's skin was prickling. Part of her didn'twant to pursue this subject any further. But she had to know. â€Å"Last night I noticed something weird,† she said.†I was standing outside and listening, but I couldn'thear any animal sounds anywhere. None at all.† â€Å"They've wiped them out. Alltheanimalsin the wild are gone.† P.J.'s thin little hand clutched at Maggie's armnervously. ‘But then what do they hunt?† â€Å"Animals they breed and release. I've been a slavehere for three years, and at first I only saw them breeding local animaLs-cougars and black bears wolverines and stuff. But in the last couple ofyears they've started bringing in exotics. Leopardstigers and things.† Maggie let out her breath and patted P.J.'s hand.`But not humans.† â€Å"Don't make me laugh. Of course humans-butonly when they can get an excuse. The laws say the vampires can't hunt slaves to death because they'retoo precious-pretty soon the food supply wouldbe gone. But if slaves get loose, they at least get to hunt them down and bring them back to the castle. And if a slave has to be executed, they do a death hunt.† â€Å"I see.† The void in Maggie's stomach had become a yawning chasm. â€Å"But-2†² â€Å"If he let you go, it was so he could come backand hunt you,† Jeanne said flatly. â€Å"I'm telling you,he's bad. It was three years ago that the old kingdied and Delos took over, okay? And it was threeyears ago that they started bringing new slaves in.Not just grabbing people off the mountain if theygot too close, but actuallygoing down and kidnapping girls off the streets. That's why I'm here.That'swhy P.J.'s here.† Beside Maggie, P.J. shivered. Maggie put an armaround her and felt the slight body shaking againsthers. She gulped, her other hand clenching into afist. â€Å"Hey, kiddo. You've been really brave so far, sojust hang on, okay? Things are going to work out.† She could feel Jeanne's sarcastic eyes on herfrom beyond Cady, daring her to explain exactly howthings were going to work out. She ignoredthem. â€Å"Was it the same for you, Cady?† she asked. Shewas glad to get off the subject of Delos, and shewas remembering the strange thing Cady had saidlast night. I was coming here for a reason†¦. â€Å"No. They got me on the mountain.† But the wayCady spoke alarmed Maggie. It was slowly and with obvious effort, the voice of someone who had touse all their strength just to concentrate. Maggie forgot all about Delos and the slave tradeand put a hand to Cady's forehead. â€Å"Oh, God,† she said. â€Å"You're burning up. You're totally on fire.† Cady blinked slowly. â€Å"Yes-it's the poison,† shesaid in a foggy voice. â€Å"They injected me with something when they caught me-but I had a bad reaction to it. My system can't take it.† Adrenaline flicked through Maggie. â€Å"And you'regetting worse.† When Cady nodded reluctantly, shesaid, â€Å"Right. Then there's no choice. We have to getto the castle because that's where the healingwomen are, right? If anybody can help, they can, right?† â€Å"Wait a minute,† Jeanne said. â€Å"We can't go downto the castle. We'd be walking right into their arms.And we can't get out of the valley. I found the passbefore, but that was by accident. I couldn't find itagain â€Å"I could,† Maggie said. When Jeanne stared at her, she said, â€Å"Never mind how. I just can. But going that way means climbing down a mountainon the other side and Cady can't make it. And I don't think she'll make it if we leave her alone hereand go look for help.† Jeanne's narrow green eyes were on her again,and Maggie knew what they were saying. So we'vegot to give up on her. It's the only thing thatmakessense. But Maggie bulldozed on in determination. â€Å"Youcan take P.J. to thepass-I can tellyou howto get there-and Ill take Cady to the castle. How about that? If you can tell me how to get to it.† â€Å"Itstinks,†Jeanne said flatly. â€Å"Even if you make it to the castle with her hanging on you, you won'tknow how to get in. And if you doget in, you'll be committing suicide-â€Å" She broke off, and everyone started. For an instant Maggie didn't understand why-all she knewwas that she had a sudden feeling of alarm andalertness. Then she realized that Cady had turnedsuddenly toward the door. It was the quick, instinctive gesture of a cat who has heard something dangerous, and it triggered fear in the girls who werelearning to live by their own instincts. And now that Maggie sat frozen, she could hearit, too, faraway but distinct. The sound of peoplecalling, yelling back and forth. And another sound, one that she'd only heard in movies, but that sherecognized instantly. Hounds baying. â€Å"It's them,† Jeanne whispered into the dead silence of the shack. â€Å"I told you. They're hunting us.† â€Å"With dogs?†Maggie said, shock tingling throughher body. â€Å"It's all over,† Jeanne said. â€Å"We're dead.†

Looking At The Scope Of Multicultural Counseling Social Work Essay Example

Looking At The Scope Of Multicultural Counseling Social Work Essay Example Looking At The Scope Of Multicultural Counseling Social Work Essay Looking At The Scope Of Multicultural Counseling Social Work Essay Josie is an 11-year-old bi-racial kid who lives with her individual female parent. Josie has a history of acquisition and behavioural jobs in school. She attends a big suburban school and is fighting in 4th class. Josie can be a behavioural job in the place and community and has been referred to your bureau for protagonism services. She has been asked non to return to her association football squad because of her behaviour and is no longer permitted at day care. Her female parent s chief long-run end is to hold Josie remain in the least restrictive environment in the place, school, and community. ThisA problematicA situationA is associatedA with the range ofA multiculturalA guidance. Multicultural guidance is particularly of import in today s society, as diverse racial and cultural environment raises many jobs, which require cultural competency of societal workers in covering with jobs which arise in multicultural society, in the field of race, ethnicity, cultural backgrounds, civilizations, faiths and other diverseness factors. ( Erford, 2008 ) In the instance of a kid Josie who hasA behavioural problemsA andA jobs atA school, whichA may beA related to her raceA andA societal status.A JosieA goes toA big suburban school, A whereA asA we knowA there are many childrenA and adolescents fromA different households, A andA its environmentA isA usuallyA characterized byA great figure of struggles, since such school non merely createsA favourable conditions for multicultural instruction, but besides gives rise to serious struggles between members of different racial and cultural groups. ( Lynch, 1996 ) It is possible that two-race Josie has struggles with kids at school, her equals do non take her in their community, or badger a girl.A It is known that Josie is populating in single-parent household, which besides adversely affects her position.A Josie can see herself an castaway, non like everybody, may hold low self-esteem.A These internal jobs and struggles in the school with kids lead to her aggressive behaviour, noncompliance. In suchA state of affairss it is veryA of import toA find out the state of affairs at school and Josie s dealingss with other kids, to cognize relation of people who are close to her, or with whom the kid interacts. The primary measure inA solvingA the problemA will be to turn to a adviser, A a specialistA whoA will helpA to understand theA situationA of JosieA andA will determineA possible solutions toA the job with kid s behaviour. The chief undertakings of the primary support of the specializer will include the undermentioned: A To assist the kid understand his jobs, and assist him to concentrate on their resolution ; A Psychologically to quiet down the kid, leting him to yield, non to support against his bad feelings and emotions, to cut down the degree of unfavorable judgment against himself, aid to get the better of mental strain, shame about the state of affairs ; A If necessary, to show certain forms of behaviour to a kid as an illustration of human opposition to emphasize, self-denial, vision, logical analysis of state of affairss in life ; A Supply the kid with necessary information, which can increase his motive to work out the job ; A Provide advices and support kid s ain attempts to asseverate control over the state of affairs, to cut down his uncertainties and fright of the unknown ; To animate hope and advance the revival of the kid to self-awareness and willingness to cover with the state of affairs ; A To protect the rights and involvements of the kid, interceding in the negotiations with parents, professionals, organisations, aid in obtaining entree to necessary societal resources, etc.A Therefore, an pedagogue, or adviser, shows the kid how to decide the job, helps to cut down his anxiousness and increase self-confidence.A The chief aim of guidance is to ease the personal growing of a kid in a job state of affairs, that is, of his sense of position, the development of his ability to analyse and see life state of affairss from different angles, to be able to develop different schemes of behaviour and consciously follow them.A ( Erford, 2008 ) In order to supply qualified psychological support and aid it is necessary to cognize the psychological features of age periods and the major differences between the reactions of kids and adults.A These differentiations are non ever seeable, but are indispensable and can demo how the job is important for the kid, and how he reacts to stressful situations.A Advocacy of kids has several alone characteristics: foremost of all, the kid is dependent on his parents, to whom he besides normally really emotionally attached. Complex relationship of the kid and parents act upon his relationship with grownups and can present a serious job in supplying assistance.A When reding kids it is necessary to see the undermentioned distinctive features: A The kid is non ever able to set up societal dealingss within the equal group, to happen and maintain friends.A Child are dependent on the attention and protection of parents, who have the chief influence on them ( both positive and negative ) .A Child are non ever able to show complex feelings and discourse the general, abstract inquiries, or speak about certain topics ( tabu or traumatic subjects ) , so the advisor may suggest to depict the state of affairs in alternate manner, and should carefully choose words ; A In contact with others kids need to experience a positive attitude towards them.A Defensive reaction may be denial of ain failing, faulting others or circumstances.A it is necessary to keep contact with the kid s societal world and to demo that there are no simple solutions to complex problems.A ( Erford, 2008 ) The effectivity of psychological aid mostly depends on personal features such as teacher-adviser, as the ability to perforate into the emotional universe of another, empathy ( empathy ) , to supply emotional attention and support, a high grade of personal and societal duty, together with the desire to take duty, high societal intelligence, openness, communicating, emphasis. When reding kids the specializer must take into history the fact that kids can barely maintain focal point and control behaviour for a long clip, particularly when they have some emotional disorders.A That is why the adviser must be patient.A Making conversation with Josie, it is possible to use the traditional attack, so that start a conversation with the general open-ended inquiries, followed by contracting the focal point, or get down with specific issues, while go forthing the topographic point of choice.A The kid is easier to react to short specific inquiries about the events.A Thus, during conversation it is necessary to clear up the ground of Josie behaviour. Of class, the kid can non place and call a particular job, so it is necessary to allow him depict his feelings ( what he is concerned about? A what causes in him choler or fear? ) to clear up the emotional behaviour of the kid. Psychological support for Josie who is in a hard state of affairs, should come in analogue at school and at home.A The nature and way of such support must frequently be determined by adviser. Josie s parents should: A Explain to the kid the job in apprehensible signifier and friendly mode ; A To assist show Josie her feelings, listening to a kid without doing any judgements or critics ; A Make it clear to Josie that her feelings, cryings about something unpleasant is normal, anyhow she must seek to command emotions ; A If Josie is afraid, mother must demo that she loves her and ever ready to assist, to support her in any state of affairs. It is collaborative effortsA andA helpA ofA protagonism specializer, mothersA andA teachersA at schoolA would helpA to clear up the job of Josie, A and besides assist the miss to solveA it and better her behaviorA and acquisition.

Probability And Nonprobability Example

Probability And Nonprobability Example Probability And Nonprobability – Coursework Example Probability and Non Probability Probability and Non Probability As d, probability sampling is quite useful as it provides a strategy whereby the research can focus on a given population and then pick randomly to find participants. It effectively eliminates the possibility that the researcher is biased in who or she picks to participate in a study and enables for a simplistic way to determine who should be asked. Scientifically, the larger the sample size, the more likelihood that a good representative of different viewpoints regarding the topic under examination. This is one of the drawbacks, however, if the population is quite small, as the statistical probability of have a sample size that is not truly representative of the overall population would be much higher. Probability sampling would certainly be the sampling method of choice for the final project titled: The Impact of Group Support on Stress in the Workplace. This choice of method is justified because it will enable the res earch to obtain a healthy cross section of different employees throughout the organization whose population forms the foundation for the study. This will lead to reliable and valid data because bias will have been eliminated as much as possible, and the eventual sample size that is chosen will be more reflective of the type of employees working in that particular type of industry or occupation (Groves, Presser, & Dipko, 2004). ReferencesGroves, R. M., Presser, S., and Dipko, S. (2004). The role of topic interest in survey participation decisions. Public Opinion Quarterly, 68(1), 231.

Psychologist Accused of Fraud on Astonishing Scale Essay

Psychologist Accused of Fraud on Astonishing Scale - Essay Example Some of the consequences of the detected fraud involve criminal charges, penalties, researchers being barred from publishing their works. For undetected fraud, there is always wrong documentation of data and information that can create a problem for other researchers and to the whole society. The acts of fraud can also lead to wrong policies being implemented. According to Nemeroff & Craighead, (2002), scientific fraud is counterfeiting information or changing and altering data in order to maintain certain results. Sometimes scientific fraud includes biased evaluation of results and changing affecting data. Under the context of scientific fraud, there is illegal ownership of information that should be attributed to other persons or individuals. Scientific fraud can be generated from personal bias in order to achieve certain targets where the calculations and observation are manipulated way far from the actual target. Scientific fraud is mainly caused by perceived pressure to continuously achieve at a high level and sometimes laziness among the scientific researchers. The fraudulent act the researcher committed is a fabrication (Vogel, 2011). The researcher manipulated the research data and process in order to suit and reflect certain end product. He might also have committed the actual drafting of research data which do not reflect the exact outcome. Some of the consequences of fraud in research include sanctions such as preventing future publication of material from the offending authors in case of journals, disciplining authors and notifying outside funding sources so that they can stop funding the authors and Pressing of criminal charges against those who commit the fraud. To the extreme cases, they can be banned from practicing their profession. If undetected, there will be wrong documentation of research data and research reports.  

Intro to Criminal Justice Module 5 Writing Coursework

Intro to Criminal Justice Module 5 Writing - Coursework Example ct, 1789 created the federal court system through four federal circuit courts with 13 federal district courts with general trial and appellate jurisdiction. This paved way for the current 94 District Courts, 12 regional Courts of Appeal and a single Court of Appeals for the Federal Circuit. Each state has its own court structure with trial courts, appellate courts and a Supreme Court. Courts of limited jurisdictions, the lower or inferior courts deal with cases involving misdemeanors, civil and domestic disputes, juvenile offenses and local ordinance violations account for most of the remaining filings. They handle the defendant’s initial appearance and are not courts of record. Courts of general jurisdictions can hear any criminal or civil cases at first instance and are often divided into criminal, civil, probate, juvenile and domestic courts. They hear appeal cases on denial of due process. Intermediate appellate courts hear cases from decisions of general trial courts. They examine the transcript of the case, read written briefs and hear oral arguments. Courts of last resort as the final appellate courts wait for certification of cases before them. There are lower trial courts, appellate courts and a court of last resort. The 94 general trial courts, District Courts have both original and exclusive jurisdiction in all cases involving federal law or dispute over treaties. They have concurrent jurisdiction with state trial courts in certain criminal matters violating state and federal laws and in civil disputes between people of different states where damages exceed a certain amount. The Courts of Appeals for the Federal Circuit have jurisdiction to hear appeals from the district courts arising from cases involving patent law violations, suits against the federal government and cases appealed from the court of International Trade and Claims Court. The U.S. Supreme Court is the court of last resort and has jurisdiction to review any federal appellate court