Obesity The Disease Of The 21st Century - 947 Words

Obesity is known as the disease of the 21st century. The occurrence of obesity is increasing globally, with nearly half a billion of the world s population now considered to be overweight or obese. There are many factors in today’s society that contribute to this growing epidemic including media, technology and demographics. With the media having more influence over our daily habits now more than ever, it is extremely easy to slip into a lifestyle that will lead to weight related health issues. By examining the ways the media influences our daily lives, one can see that the media began as a bad influence for our unhealthy lifestyles and, that changes are being made to improve this impact. Prevention should be the primary objective, but it is also vital to develop strategies to treat those already affected with obesity and the media is the most effective tool we have. It is increasingly clear that the media plays an important role in the source of this obesity epidemic. Today, we are constantly distracted by advertisements for unhealthy foods, new gadgets, movies, television shows and, other things that can divert us from living a healthy lifestyle. Media use has increased drastically since the 1990s and it is said that; â€Å"today’s children, ages 8 to 18, consume multiple types of media (often simultaneously) and spend more time (44.5 hours per week) in front of computer, television, and game screens than any other activity in their livesShow MoreRelatedChildhood Obesity Essay976 Words   |  4 PagesCenters for Disease Control and Prevention (CDC), the prevalence of childhood obesity has more than tripled in the past thirty years. As well as having an impact on health, studies have cited a relationship between obesity and poor school performance as well as a child’s readiness for learning and education. This can be correlated with studies finding â€Å"obese children have a greater risk of social and psychological problems, such as discrimination and poor self-esteem† (The Centers for Disease ControlRead MoreEssay on Public School Health Care558 Words   |  3 Pagesconcerning issues that are a problem in 21st century schools. Two of the top concerns in public school health care concern the on topics of reproduction and obesity. With over 50 million students attending public schools, it is important to recognize and un derstand that school systems have a responsibility to provide health care education and services that will educate and hopefully improve the health of all students. Public schools in the 21st century provide many basic health care servicesRead MoreObesity Is A Disease, By Dr. Mitchell Roslin1224 Words   |  5 Pageshealth in United States, what generally pops up in mind? Many people might think of several diseases, for instance stroke and cancer, but nobody thinks about the existing disease, Obesity, which is becoming one of the leading problems in the United States. One of the definitions of Obesity is growth of redundant fat in the body. This is an everyday life disease that spreads rapid universally. Today, obesity affects people of all ages, gender, and ethnicity. As most of the Americans know that thisRead MorePreventing Chilhood Obesity : Parenting Programme For Early Years1073 Words   |  5 PagesCHILHOOD OBESITY – PARENTING PROGRAMME FOR EARLY YEARS BACKGROUND Obesity, defined as ‘an excessive amount of body fat relative to body weight’ (Heyward, 2010, p.232) has reached global epidemic proportions and it is the fifth leading risk for global deaths with 2.8 million adults dying every year (World Health Organization, 2013). In addition, worldwide, more than 40 million children under the age of 5 were overweight in 2011 (World Health Organization, 2013a). Consequently, childhood obesity is becomingRead MoreThe Dangers of Genetically Modified Food Essays749 Words   |  3 Pages Many Americans consume thousands of pounds of genetically modified foods every day. Throughout the 21st century, genetic engineering tremendously impacted new research in pharmaceutical and forensic science. During that time, it also revolutionized the food in America and many other countries around the world. Using Recombinant DNA biotechnology on crops and farm animals helps improve nutrition and quantity of foods. However, crops that are altered with hybrid genes can also contain chemicals harmfulRead MoreAnnotated Bibliography: Obesity828 Words   |  3 PagesHills, A., et.al., eds. (2007). Children, Obesity Exercise. New York: Routledge. Americas children are not getting enough exercise, and the health risks due to obesity are becoming epidemic in nature. Even First Lady Michelle Obama is supporting an initiative to help children become more active and to provide for exercise (at least 30-60 minutes per day) in all schools. Even limited amounts of exercise can have great health benefits. When humans exercise, the brain produces chemicals that helpRead MorePublic Health And Social Health869 Words   |  4 Pages In the 20th century, public health was greatly defined, shaped, and heralded by its’ breakthroughs’ against infectious diseases of the time and other communicable diseases. Stern and global policies supporting mass vaccinations and mass hygienic regulations, both created an environment in which Public Health as a discipline was able to advance and counter the plagues and pandemics of its’ day. Contrastingly, in the 21st century, we are globally being faced with a different kind of anima l, chronicRead MoreChildhood Obesity: Effects and Solutions819 Words   |  3 PagesWe usually think of pandemics as serious diseases that have the potential to hurt thousands if not millions of people through disease. Ironically, a 21st century pandemic is that many in the developed world, through a combination of a sedentary lifestyle, a high-fat diet, and sugary drinks, become obese to the point in which it having a serious negative affect on their health. Medical doctors, scholars, researchers are all in agreement that there is a complete link between what we eat and drink,Read MoreObesity Among Children, Adolescents And Adults845 Words   |  4 PagesObesity among children, adolescents and adults has emerged as one of the most serious public health concerns in the 21st century. Being overweight or being considered obese is typically a direct result from daily lifestyle choices, the consequences of which gradually accumulate. Genetics and social factors such as socio-economic status, race/ethnicity, media and marketing as well as the physical environment also influence energy consumption and expenditure (KoyuncuoÄŸlu Gà ¼ngà ¶r, 2014). Obesity seemsRead MoreChildhood Obesity : A Condition Of Being Grossly Fat And Overweight937 Words   |  4 PagesChildhood Obesity. Childhood Obesity is a condition of being grossly fat and overweight. When someone exceeds a certain weight for a given height they are considered obese. Lifestyle issues such as too little activities and too many calories from drinks are main contributors of childhood obesity. People eat for two reasons and those are either comfort eat or appetite eat. A study have shown that kids who go without breakfast before school are more likely than classmates to be inactive, unfit and

Team Dynamics for Managers Free Essays

string(554) " know or use regularly\? | | | | | | | | |How do your techniques influence group decisions\? | | | | | | | | | |What other problem solving techniques could you use when making group decisions\? | | | | | | | | | |What can you do to develop or improve your problem solving techniques\? | | | | | | | | | | | | | |Resources: Three Resources: \(1\) textbook, \(2\) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and \(3\) one other resource or another | | | | |article from UOPX’s Online Library\." |[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers | Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. We will write a custom essay sample on Team Dynamics for Managers or any similar topic only for you Order Now Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |P articipation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resource Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members’ communication styles? Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group. What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two communication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. You read "Team Dynamics for Managers" in category "Essay examples" | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2) Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two-part assignment enables you to reflect on your individual strengths and | | | |Roug h Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines. The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |they have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last d ay of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvement, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks ev ery three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed. Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles an d Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution. In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and referenc es. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |Read Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motivation Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives would help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of using presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team member identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | | Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Te am |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations. Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5) Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices. How to cite Team Dynamics for Managers, Essay examples

Introduction of Management Survival Curve Analysis

Question: Describe about the Introduction of Management for Survival Curve Analysis. Answer: Introduction According to Aalsma et al. (2015), the ability to do work effectively within a team is highly reliable on the personality traits of the person. A person might be in a teamwork, or the leader of a particular group, the personality traits of that person would judge the success of their work. Major traits like leadership, motivational support, compatibility, compromising behaviour, nature of the person, conflict personalities and tolerance to change are important in analysing the ability of the person. This report aims at analysing my personality traits by conducting nine tests namely Myers Briggs profile, Costa and McCrae big 5 personality traits, ,McClelland needs analysis, Thomas-Kilmann conflict mode instrument, leadership test, understanding groups and teams, human resource management, tolerance to change and organizational and structural design. Section 1 In order to build a successful team there must be a clear elevating goal, structural plan of progress, right number of team members with the right mix, commitment of the members, collaborative climate , well maintained standards of excellence and a principled leader. All these factors could help in creating one of the Ideal team for work (Kodatt et al. 2014). In order to critically evaluate my personality traits, nine personality tests have been conducted In this report. The following nine tests are as follows : Myers Briggs Profile Costa And McCrae Big 5 Personality Traits McClelland Needs Analysis Thomas-Kilmann Conflict Mode Instrument Leadership Test Understanding Groups and Teams Human Resource Management Tolerance to Change Organizational and Structural Design These above mentioned nine tests has been conducted on myself. The results of the tests give a clear review of critical analysing the personality traits of the respective person. In Myers Briggs personality test, there are four sets of trait that are contradictory in nature. It would describe my character of either being extraverted or introverted, sensing or intuition, thinking or feeling and judging or perceiving. Depending upon the combination of the following traits, sixteen possible combinations are found. Among the sixteen combinations, the result for my test was ENFJ. This means that the person Is 41% extravert, 44% Intuitive, 12% feeling , and 41% judging. According to Costa and McCrae Big 5 Personality traits, five traits of a person are taken into consideration that are based on analysing a list of questions. The five traits are extraversion, agreeableness, conscientiousness, emotional stability and openness to experience (Funder 2015). After conducting this test, the result that I got, was that, I am moderate on the level of extraversion, high on agreeableness, conscientiousness, moderate over emotional stability and low towards the openness to exp erience. According to Thomas-Kilmann Conflict Mode Instrument, the most dominant trait that I hold is that of a collaborating owl ,whereas, the second best dominant feature of mine is that of an accommodating teddy bear . According to McClelland motivational needs analysis, the four traits that a person must possess as a quality of motivation within oneself are achievement, affiliation, autonomy and power. The results for this test states that my score for achievement Is 22, for affiliation Is 18, autonomy Is 17 whereas for power Is 13. According to the other self assessment tests, my score for the leadership trait was a moderate level whereas human resource management scored a high level. Understanding the organizational structure and design was moderate where as the tolerance to change of workplace was quite high. The score for understanding the groups and teams was indifferent to me. Section 2 Critical analysis of personality traits of a person helps to analyse the strengths and weaknesses of a person. In order to develop an effective and efficient personality, It is quite important that for me to get to know about their own prevailing traits. It would help me to know their strengths and weaknesses and presents the with the scope of improvising the traits (Bckler et al. 2017). Myers Briggs Personality One of the prime methods of testing the personality traits Is Myers Briggs Personality Test. According to Carl G. Jung theory of psychological types, people can be characterized by three contradicting traits are analysed as extraverted(E) or Introverted(I), sensing(S) or Intuition(N), thinking(T) or feeling(F). Later on Myers Briggs analysed Jungs prescribed personality traits and added a fourth content to It as judging(J) or perceiving(P). A questionnaire is set which calculates accordingly the traits that are dominant in the personality (Furnham, Hyde and Trickey 2013). The first criteria, extraversion or introversion, implies the base of the energy expression of a person. An extravert drives it cause from the outside environment whereas, an introvert drives the cause of energy from the inner environment . The second criteria, sensing or intuition, implies the method by which a person gains information. As per Fromm (2013), sensing means that the person is of the belief that it has received the information from the outside environment, whereas, intuition means that the person is of the belief that he or she receives the information from the internal or imaginative world. The third criteria, thinking and feeling, implies the way in which the person process the information. Thinking implies that the person makes decisions through logic whereas, according to feeling the person plans his decisions based on what they feel or their emotions (Buss and Plomin 2014). The last or the fourth criteria Implies the ways of how the person Implements the Informatio n that has been processed. Judging implies that the person sticks to the plans or rules made, whereas, perceiving earns that the person is inclined towards improvisation and exploration of alternative options. The permutations considered by these four dichotomies yield 16 different combinations that give a four letter acronym according to the combination of preferences. After performing the test, the combination trait that I perceived depending upon my personal trait Is ENFJ. This states that I am extraversion (41%), Intuition (44%), feeling (12%) and judging (41%). ENFJ are compassionate pedagogues of humanity. It shows that I have an immense personality which can Influence others with their impressive skills and exclusive salesmanship. I am the one who believes in my dreams and consider myself to be an enabler and helper. According to my trait , I am considered as global learners as I am able to see the big picture before myself .I have a broad thinking perspective and can easily handle many responsibilities or projects simultaneously. ENFJs are organized In their work and they know how to appreciate people. I have the most generous trait of neglecting their own needs for others. I take more of the burden than I can bear (Vachon et al. 2013). Costa and McCrae Big 5 Personality Traits The second prime personality test conducted in this report was Costa and McCrae Big 5 Personality Traits. This test is a 5 factor model of personality, that has an impressive body of research suggesting the dimensions of human traits. According to this model, the five kinds of character are extraversion, agreeableness, conscientiousness, emotional stability and openness to experience. The scores that are perceived by performing the test was as follows- Extraversion score was 9 Agreeableness score was 12 Conscientiousness score was 12 Openness to experience was 6 According to my extraversion and emotional stability score, I had a moderate score, agreeableness and conscientiousness score was high ,whereas, openness to experience was low. This predicts that i am is trustworthy, consistent, methodical, organised , able to plan and determined. I tend to have higher job presentation in my occupation. I am low on being an analyst of the capability to realize important reimbursement from the guidance efforts. McClelland motivation needs analysis The third test conducted in the report was McClelland motivation needs analysis. This test was designed to deal with the four individual needs of a human personality, such as , achievement, autonomy, affiliation and control. Accomplishment implies the need to gain success and improve on past recital. Affiliation implies the desire to interact socially and to accept by others (Brown 2016). Autonomy implies the desire to be self directed whereas, power implies the desire to empower and direct others. The scores after conducting such test on myself was 22 for achievement, 18 for affiliation, 17 for autonomy and 13 for power. for the respective person, the highest score is for achievement. This means that achievement is the most dominant trait for me. my personal achievement matter more ,rather than the rewards of success. McClelland found that people with high achievement score differentiate themselves from others by the desire to do things better. I prefer to work in challenging circum stances with the high desire of doing things (Costa Jr and McCrae 2013). Thomas-Kilmann Conflict Mode Instrument The fourth test that is conducted which is quite vital in order to analyse the personality trait of a person Is Thomas-Kilmann Conflict Mode Instrument. According to this test, based on a set of questionnaire, a person is categorised as a competing shark, collaborating owl, accommodating teddy bear, avoiding turtle or a compromising fox (Kamphuis and Delahaij 2015). The choice is done, based on the lowest score that a person has achieved. after conducting the test, the dominant style that was achieved as a result was that of an collaborating owl, and the back-up style was that of an accommodating teddy bear. Owls are used to personify the collaborating behaviour of a person, as the owls use the collaborating or confronting style as a conflict management style. The owls find the solution to various conflicts in an association by finding agreeable solutions (Riasi and Asadzadeh 2015). The advantage of such a behaviour is that both the parties easily achieve what they desire for, and th e disadvantage of this behaviour is that it take a great deal of time and effort to overcome the conflict. I hold an ideal for the situation when maintaining relationships, when time Is not a concern for coming up to any decisions, when peer conflict Is Involved and while trying to gain commitment through harmony. my back-up style Is of being an accommodating teddy bear where the trait of smooth conflict management style is highlighted. Teddy bears ignore their own goals and they resolve conflicts by giving into other (Csikszentmihalyi and Wong 2014). The advantage of such a behaviour Is that It helps to maintain an accommodating behaviour, yet the disadvantage Is that such a behaviour may not be productive (Prather and Bates 2015). Apart from the four major tests, various other self assessment tests have also been conducted on leadership, tolerance to change, human resource management, understanding groups and teams and organizational and structural design. The score perceived after conducting the leadership test was 32. The score Is quite moderate score, which shows I could be trusted as a leader up to a certain limit. After conducting the tolerance to change test, my score towards tolerance to change was 65. It is quite a high score, which states that I am quite flexible in nature. Thereby, I easily adapts the change in the work environment (Mischel 2013). According to the test for organizational structure and design, the score professed was 57. This states that i have no clear preference regarding the organizational structure or design. According to the human resource management test, the score was 8. It Is quite a high score which shows that I have enough information regarding the human resource management. The test regarding understanding the groups and teams, the score was 29. This a moderate score which shows that I face no issues while working within the group and neither have a problem in working alone. According to Jeon et al. (2015), after the critical analysis of all the nine tests conducted, it can be said that I have good traits of being an efficient leader. The qualities would help me gain the trust of people by creating a friendly atmosphere In the workplace. Yet, there are various aspects where the person has to pay more attention in order to upgrade its personality traits. Section 3 As stated by McShane and Von GlInow (2015), based on the analysis of the nine tests conducted to analyse the personality traits of a person, there are various aspects on which the respective person must lay more emphasis. Maintaining an efficient leadership quality is the basic motive of conducting such tests. I am easily adjustable and flexible in maintaining the organizational rules and structures. More stress must be laid by me on creating a stable mindset that would focus on the rules and structures of the organization. I must raise my standard in monitoring the team, that would help to achieve the ideal position of being an efficient leader (Erdei et al. 2014). I must be more open, speak about their feelings , give generous credit to others , show fairness and consistency at work, follow commitments and maintain confidence among others. The disadvantages of being an accommodating teddy bear must be avoided. I should not give in quite easily. To lose my perspectives In front of others would let others take advantage. It would hamper the image of being an efficient leader. It is quite important for me to set a realistic Image thereby being successful In reaching their goals. For a person to act as an efficient member of the team , I need to be loyal to the organization, be able In handling the responsibilities, able to motivate the team members and Implement the strategy plans made by providing the team mates with a direction. I should possess good character traits and have complete Information regarding the organization, the people of the team , and Itself. References Aalsma, M.C., White, L.M., Lau, K.S., Perkins, A., Monahan, P. and Grisso, T., 2015. Behavioral health care needs, detention-based care, and criminal recidivism at community re-entry from juvenile detention: A multisite survival curve analysis.American journal of public health,105(7), pp.1372-1378. Atorough, P. and Martin, A., 2012. The politics of destination marketing: assessing stakeholder Interaction choice orientations toward a DMO formation, using the Thomas-Kilmann Conflict Mode Instrument.Journal of Place Management and Development,5(1), pp.35-55. Bckler, A., Sharifi, M., Kanske, P., Dziobek, I. and Singer, T., 2017. Social decision making in narcissism: Reduced generosity and Increased retaliation are driven by alterations In perspective-taking and anger.Personality and Individual Differences,104, pp.1-7. Bradley, B.H., Klotz, A., Baur, J.E. and Banford, C.G., 2013, January. When Does Conflict Improve Team Performance? A Review of Evidence and Framework for Future Research. InAcademy of Management Proceedings(Vol. 2013, No. 1, p. 17093). Academy of Management. Brown, J.D., 2016.Introducing needs analysis and English for specific purposes. Routledge. Buss, A.H. and Plomin, R., 2014.Temperament (PLE: Emotion): Early Developing Personality Traits(Vol. 3). Psychology Press. Costa Jr, P.T. and McCrae, R.R., 2013. THE FIVE-FACTOR MODEL OF PERSONALITY AND ITS RELEVANCE TO PERSONALITY DISORDERS. Personality And Personality Disorders: The Science Of Mental Health,7, p.17. Csikszentmihalyi, M. and Wong, M.M.H., 2014. Motivation and academic achievement: The effects of personality traits and the quality of experience. In Applications of Flow In Human Development and Education(pp. 437-465). Springer Netherlands. Erdei, P., Kapitny, A., Kiss, M. and Kun, A.I., 2014. Estimating the Effect of the Personality vs. Career Match on the Academic Performance with Comaprison Of Admission Scores and Grade Averages: An Evidence from the Hungarian Business Higher Education.Tuds-Tanuls-Szabadsg Nevelstudomnyi Konferencia, Cluj-Napoca, Romania. Fromm, E., 2013.Man for himself: An inquiry into the psychology of ethics(Vol. 102). Routledge. Funder, D.C., 2015.The Personality Puzzle: Seventh International Student Edition. WW Norton Company. Furnham, A., Hyde, G. and Trickey, G., 2013. On-line questionnaire completion time and personality test scores.Personality and Individual Differences,54(6), pp.716-720. Jeon, Y.H., Conway, J., Chenoweth, L., Weise, J., Thomas, T.H. and Williams, A., 2015. Validation of a clinical leadership qualities framework for managers In aged care: a Delphi study.Journal of clinical nursing,24(7-8), pp.999-1010. Kamphuis, W. and Delahaij, R., 2015, January. The effects of different leadership qualities on psychological resilience of police personnel. In17th congress of the European Association of Work and Organizational Psychology, Oslo, Norway. Kodatt, S.A., Shenk, J.E., Williams, M.L. and Horvath, K.J., 2014. Leadership qualities emerging in an online social support group Intervention.Sexual and Relationship Therapy,29(4), pp.467-475. McShane, S.L. and Von Glinow, M.A., 2015. Organizational Behavior 7/e. Mischel, W., 2013.Personality and assessment. Psychology Press. Prather, Z. and Bates, J., 2015. Personality Types and Physical Touch.Undergraduate Research Journal for the Human Sciences,14(1). Riasi, A. and Asadzadeh, N., 2015. The relationship between principals reward power and their conflict management styles based on ThomasKilmann conflict mode Instrument.Management Science Letters,5(6), pp.611-618. Vachon, D.D., Lynam, D.R., WIdiger, T.A., Miller, J.D., McCrae, R.R. and Costa, P.T., 2013. Basic Traits Predict the Prevalence of Personality Disorder Across the Life Span The Example of Psychopathy.Psychological scIence,24(5), pp.698-705.

Introduction to Personal Development in Health and Social Care Essay Example

Introduction to Personal Development in Health and Social Care Essay My current job role is as a care assistant. When I started this job management gave me a clear guidance and what is expected from me. They described the duties and responsibilities of the role to me. I am responsible for providing support to the service users, which includes : personal care, assisting with eating and medication, assisting in toileting, supporting to use services and facilities. I attend regular refresher courses and training, which help me how to do my work and duties better.I receive regular supervision with my manager, where I discuss any problems and get support required. There are many standards that are put in place to ensure that my role is carried out to the best of my ability and in line with legislation.. These include :- Care Council for Wales Codes of Practice: Internal policies and procedures Health and safety at work act 1974 National Occupational Standards I need to know how the different policies and procedures used in my work setting impact on my work role.I follow them carefully and I ensure that I am working to the expected legal and regulatory standards. Everyone has different values, likes and dislikes, beliefs and preferences. What you may consider to be important may not be as important to others. You may find that you respond more positively to people who share your own values and less positively to people who have different views or values. As a care assistant you have to treat all service users with same level of respect regardless of values and beliefs.By reflecting on working practices with colleagues or supervisors I am able to look at situations or activities and assess if my working practices could be improved or used as ‘best practice’. When I attend my supervision my Manager ask me what my strengths are, this helps me to identify what I’m good at and what areas I need further training or support. Also during my supervision meeting with my manager/supervisor I help to complete my personal devel opment plan. This identifies any training needs or career progression I would like to undertake.

3 Ways To Get Respect When You’re The New Person at Work

3 Ways To Get Respect When You’re The New Person at Work You know your worth. But you’ve just started a new job and you’re back down at the bottom of the ladder. How do you make your coworkers and supervisors see the grounds for all your confidence? How do you get the senior team members to listen to you when you share ideas or make suggestions? How do you get a seat at the big kids’ table? (Without, of course, coming off as arrogant or corner-cutting or worse, as an insufferable know-it-all.) Here are 3 suggestions to get you on the right track to office domination- without alienating anyone. In short: how to get genuine respect when you’re the new person at work.1. Help outIf your workload isn’t challenging enough and no one is trusting you with sexier projects, you can always offer to help a colleague who has a lot on her plate. This accomplishes two things: a) you win that colleague over as a friend for life by pitching in when she needs it most, and b) you have an extra opportunity to shine. Do good work and you both look good. Instant prestige and gratitude! And you look like a hero. Start small and become your team’s go-to guy. Prove that you can rise to the occasion, whatever may be asked of you.2. ShareOffering up ideas and suggestions in meetings isn’t a solo sport. You’re working as a team, remember? Don’t hoard all of your best ideas and information; share it! All that research you are doing into industry trends? It’s no good if you keep it to yourself. Sharing shows your intelligence, plus it asserts your position as a resource in your office. Remember to stay humble and also ask your coworkers and superiors for information and insight, especially if you’re the most inexperienced. All this boils down to: keep learning as much as you can.3. Build relationshipsThe best way to get respect is to earn it, and recruit people to your corner. This can’t be done dishonestly, so there aren’t any tricks involved. Be genuine, not obsequious. Do your share of listening in every conversation. Find a mentor. Earn your teammates’ trust. And don’t get bogged down in office politics or gossip.Keep your cool, and keep your head above the fray. It may take time, but if you behave like a decent human being and find good ways of showing your stuff when given the opportunity, you will earn the respect and admiration of your colleagues.

Statistics on Child Sexual Abuse

Statistics on Child Sexual Abuse Child sexual abuse is a devastating crime whose victims are those least able to protect themselves or speak out and whose perpetrators are most likely to be repeat offenders. Many pedophiles follow career paths that provide steady contact with children and earn them the trust of other adults. Priests, coaches and those who work with troubled youth are among the professions that child molesters have gravitated toward. Unfortunately, child sexual abuse is also a significantly under-reported crime that is difficult to prove and prosecute. Most perpetrators of child molestation, incest and child rape are never identified and caught. The following 10 facts and statistics, drawn from the National Center for Victims of Crime Child Sexual Abuse fact sheet, reveals the scope of child sexual abuse in the U.S. and its devastating long-term impact on a childs life: The almost 90,000 cases of child sexual abuse reported each year fall far short of the actual number. Abuse frequently goes unreported because child victims are afraid to tell anyone what happened and the legal procedure for validating an episode is difficult. (American Academy of Child Adolescent Psychiatry)An estimated 25% of girls and 16% of boys experience sexual abuse before they turn 18 years old. Statistics for boys may be falsely low because of reporting techniques. (Ann Botash, MD, in Pediatric Annual, May 1997.)Of all victims of sexual assault reported to law enforcement agencies67% were under age 1834% were under age 1214% were under age 6Of offenders who victimized children under age 6, 40% were under age 18. (Bureau of Justice Statistics, 2000.)Despite what children are taught about stranger danger, most child victims are abused by someone they know and trust. When the abuser is not a family member, the victim is more often a boy than a girl. The results of a three-stat e study of reported rape survivors under age 12 revealed the following about offenders:96% were known to their victims50% were acquaintances or friends20% were fathers16% were relatives4% were strangers(Advocates for Youth, 1995) Often, a parents connection (or lack thereof) to his/her child puts that child at greater risk of being sexually abused. The following characteristics are indicators of increased risk:parental inadequacyparental unavailabilityparent-child conflictthe poor parent-child relationship(David Finkelhor. Current Information on the Scope and Nature of Child Sexual Abuse. The Future of Children, 1994)Children are most vulnerable to sexual abuse between the ages of 7 and 13. (Finkelhor, 1994)Child sexual abuse involves coercion and occasionally violence. Perpetrators offer attention and gifts, manipulate or threaten the child, behave aggressively or use a combination of these tactics. In one study of child victims, half were subjected to a physical force such as being held down, struck, or violently shaken. (Judith Becker, Offenders: Characteristics and Treatment. The Future of Children, 1994.)Girls are the victims of incest and/or intrafamily sexual abuse much more frequently than boys. Betwe en 33-50% of perpetrators who sexually abuse girls are family members, while only 10-20% of those who sexually abuse boys are intrafamily perpetrators. Intrafamily abuse continues over a longer period of time than sexual abuse outside the family, and some forms such as parent-child abuse have more serious and lasting consequences.(Finkelhor, 1994.) Behavioral changes are often the first signs of sexual abuse. These can include nervous or aggressive behavior toward adults, early and age-inappropriate sexual provocativeness, alcohol consumption and the use of other drugs. Boys are more likely than girls to act out or behave in aggressive and antisocial ways. (Finkelhor, 1994.)The consequences of child sexual abuse are wide-ranging and varied. They can include:chronic depressionlow self-esteemsexual dysfunctionmultiple personalitiesAccording to the American Medical Association, 20% of all victims develop serious long-term psychological problems. They may take the form of:dissociative responses and other signs of post-traumatic stress syndromechronic states of arousalnightmaresflashbacksvenereal diseaseanxiety over sexfear of exposing the body during medical exams(Child Sexual Abuse: Does the Nation Face an Epidemic - or a Wave of Hysteria? CQ Researcher, 1993.) Sources Medline Plus: Child Sexual Abuse.  U.S. National Library of Medicine, National Institutes of Health.  Child Sexual Abuse Statistics. National Center for Victims of Crime. Raising Awareness About Sexual Abuse: Facts and Statistics. Dru Sjodin National Sex Offender Public Website

About a moral issue in society that I consider right or wrong and how Research Paper

About a moral issue in society that I consider right or wrong and how it should be changed - Research Paper Example Indeed, while the American cultural landscape has made great strides in terms of ethnic diversity and women’s rights, the affirmative action policy still remains. This essay considers the background of the affirmative action policy and the arguments for its existence, then presents an analysis that demonstrates how affirmative action is an unfair and outdated policy that must be repealed for the benefit and progression of the United States. The United States has a history of discrimination throughout its history. As a slave nation a large element of the country’s economic structure was initially founded on extreme oppression. Even with the abolition slavery following the Civil War, large regions of the country were slow to respond to the changing social climate. Discrimination itself is understood as, "the act of making a difference in treatment on a basis other than individual merit" (Groton 1). While one can trace progressive social policies to post-Civil War efforts to encourage integration, what can be termed the contemporary approach has been linked with the 20th century Civil Rights movement. During this 1960s progressive effort, the government recognized and acknowledged the reality of discrimination levied against minorities. The Civil Rights Act of 1964 was ultimately created making it â€Å"unlawful for an employer to discriminate on the basis of race, color, religion, sex, or national origin" (Jones 35). As a direct response to this tenant of the act, affirmative action was instituted as a "temporary way to promote greater representation of blacks in the work force" (Jones 35). While it was understood that from a strict technical standpoint requiring individuals to hire one individual over another was a form of discrimination itself, it was generally accepted that it was a temporary condition that would allow for a

Wangari Maathai Essay Example for Free

Wangari Maathai Essay Wangari Maathai’s Green Belt Movement has planted over 40 million trees all over Africa. Wangari Maathai was the first African women to receive the Nobel Peace Prize for her contributions to sustainable development, democracy, and peace and founded of the Green Belt Movement offers a refreshingly unique perspective on the challenges facing Africa. Wangari is loved by the people and she gain respect from them all. She helped and put forth the end to environment degradation. Forest’s need to used more sustainably and the government and individuals can reduce tropical deforestation. Wangari’s Green Belt Movement was the one that bought everyone together so that they can work as a team. Wangari became very important to the people of Kenya, Africa and the international community. There were some issues that Maathai felt strongly about that will affect other’s lives on a daily basis. One of the issues that Maathai is very active on the issue of environmental conservation. Due to her role in the environment and the Green Belt Movement there were more than 20 or 40 million trees that have been planted which lead to other countries to start a tree planting program that help people to care and learn to [plant trees. Women all over the world was helped by the examples that Maathai sets. Maathai has served as an inspiration for many in the fight for democratic rights and has especially encourage women to better their situations. The Green Belt Movement organizes rural women in Kenya to plant trees because some of the people there didn’t really take good care of the trees so they put effort that combats deforestation while they generate income for the community and promoting empowerment for women. Since Maathai founded the GBM over millions of trees have been planted and nearly over 30,000 women have been trained in forestry, food processing, beekeeping, and other sustainable and last is income generating activities. The GBM do have some challenges that they had to face until Maathai stepped in to do what she can do to help Kenya with the GBM and other problems that they have. Lydria Gathii is one of the Green Belt Movement volunteer helper that help the women form groups and show them how to form tree nurseries which do a very good job at helping others. With the poverty that’s going on in Kenya Maathai reducing poverty by opening a Women for change Facility to help young women in Kenya Africa face their sexual and reproductive health problems such as preventing AIDS and HIV. The income that the group of Kenyans have help with the organization by selling their seedlings and being educated about the environment and how to progressively save it. Maathai continuing to reduce poverty in Kenya one day at a time so that they won’t have to worry about anything. After everything that Maathai did for her country she died on September 25, 2011 at the age of 71 after a battle of ovarian cancer all her memories will live on. To use forests in a more sustainable way, humans must make use of quick return woods such as some pines and bamboo. Woodland gardening techniques, reusing wood products and finding wood substitute. Three ways in which governments and individuals can reduce tropical deforestation are supporting Eco- forestry where only the minimal needed trees are cut, recycling papers to reduce the need to cut down trees and using alternative products to wood, such as bamboo, which is a quickly self- replenishing resource with multiple uses. Another thing is to help sustain tropical forests of the world must be united to discourage deforestation and degradation. The effort of slow population growth, decrease/ eliminate world poverty and provide environmentally supportive government that subsidies and reduce the debts owed by the developing countries which place a monetary value on ecological services provided by tropical forests.

Friar in Canterbury Tales Essay -- essays papers

Friar in Canterbury Tales Chaucer’s attitude towards the friar is one of sarcasm. The friar is "wanton and merry," but this pleasant-sounding description is actually packed with mockery. By the 14th century, friars, who were supposed to give up all worldly things and live only by begging for food and alms, were almost totally corrupt. They were known for flattering the rich and deceiving the poor, and especially for seducing women in outright disregard for their vow of celibacy. Chaucer's Friar, Hubert, is a "limiter," one who is licensed to beg in a certain area. He's married off women â€Å"giving each of his young women what he could afford her† which implies that he seduced them first. He's â€Å"highly believed and intimate† with â€Å"country folk within his boundary and city dames† of ...

Plain View Doctrine Essay

Plain View Doctrine is in essence a weapon for the law enforcement officers to prove the legality of their search and seizure. (â€Å"Plain View Doctrine†) As a rule, law enforcement officers are bound by the 4th Amendment which requires that before they could conduct a search or arrest they must first secure a valid search warrant or arrest warrant. Any object seized in the absence of a search warrant will be inadmissible in evidence. One of the exceptions however to the search warrant requirement is the Plain View Doctrine. The plain view doctrine gives validity to any search and seizure made by law enforcement officers even in the absence of search warrant. Although this doctrine is widely recognized as an exception to the search warrant requirement under the 4th Amendment, in reality, the law enforcement officer who discovers an illegal contraband in plain view does not really conduct a search. Rather, the law enforcement officer merely seizes what was already in his plain view. In applying the plain view doctrine in this fact pattern, I give a qualified answer. There are two issues in this case whether the marijuana cigarettes which the police officer found near the stolen purse is admissible in evidence under the plain view doctrine and whether the powdery substance the police officer found in the baggies on a patio table is admissible in evidence under the plain view doctrine. In the first scenario, I argue that the marijuana cigarettes found on the ground together with the other contents of the stolen purse is admissible in evidence against its owner. The three requirements of the plain view doctrine are present in this case. Firstly, the police officer discovered the marijuana cigarettes using his sense of sight. Secondly, the officer had the right to be in the place where the item was seen. It must be stressed that the police officer who discovered the marijuana conducted a hot pursuit operation of a fleeing suspect. In the course of the chase, the suspect dropped the stolen purse spilling its contents. Thirdly, the marijuana cigarette was found outside the purse and its discovery was not a result of prying or examination of the police officer. Clearly, the marijuana cigarette is admissible against its owner. On the other hand, I argue that the powdery substance or the illegal drugs found in the baggies on top of the patio table is inadmissible in evidence for violation of the 4th Amendment. In this case, the first and third requirements of the plain view doctrine were complied with. The police officer discovered the illegal contraband using his sense of sight and that the discovery of the illegal drugs was not the result of prying or examination. The illegal drugs were merely inadvertently discovered by the police officer when he entered the yard of the owner. However, the second requirement was not complied with. In this case, the police officer had no right to be in the place where he saw the illegal drugs. It must be stressed that the plain view doctrine applies only when a lawful search is in progress or the officer was otherwise legally present at the place of the seizure. Following a long line of jurisprudence, among the possible reasons why a police officer may be considered to be legally present in a particular place is if a) he is serving a search warrant, b) he was in hot pursuit of a suspect; c) he made the entry through valid consent; d) he made a valid arrest with or without a warrant. The officer was not serving a search warrant since he had none. The officer was not also in hot pursuit of a suspect because when he entered the woman’s house the pursuit operation had ceased. At the time, the suspect was able to escape from him. There was no lawful consent coming from the owner when he entered the premises. At the time of the discovery, the police officer was not making a valid arrest with or without a warrant since there was no person to be arrested in the first place. Thus, I believe that this evidence is inadmissible in court. This is consistent with the ruling of the court in the case of Washington v. Chrisman (455 US 1), where the court ruled that the â€Å"The plain view doctrine, however, does not authorize an officer to enter a dwelling without a warrant to seize contraband merely because the contraband is visible from outside the dwelling†¦ the plain view doctrine applies only after a lawful search is in progress or the officer was otherwise legally present at the place of the seizure. The initial intrusion must be justified by a warrant, by an exception to the warrant requirement, or by other circumstances authorizing his presence. †(455 US 1)

The Development of International Relations

INTRODUCTION This paper begins by outlining the definitions and what exactly is meant by international relations. Secondly, it tells the story of how and why the study of international relations emerged when it did, during the course of modern history.Even though, the history and the origins of this discipline alone does not reveal everything we need to know about how international relations functions in this day and age, it certainly would help us to understand the legacy left behind by this study’s original purpose, international gains and calamities, and by its traditional schools of thought; explanations starting from the time of the Great Powers, to the French Revolution, the first of the alliances, the Industrial revolution, the two World Wars along with the consequent Cold War, the formed international organizations such as the League of Nations and the United Nations, and finally, to where international relations stands today.The final outcome of this paper is to creat e a detailed understanding on the readers mind on how international relations developed into what it at present is – a science, or rather a field of study – during the course of the modern history, starting from the 16th century. WHAT IS INTERNATIONAL RELATIONS? International relations is a field of study that seeks to understand a variety of global issues, foreign affairs and the interactions of nations and states within the international system. International relations draw upon its expertise from a variety of other fields such as social science, including geography, history, sociology, political science, economics, law, etc†¦It is therefore a challenging field to master due to its both diverse and complex nature. Strictly defined, the field of International Relations (IR) concerns the relationships among the world’s governments. However, these so called world’s governments or in other words nation states, alone cannot regulate the events taking pl ace in international arena. They in fact are connected or rather influenced by other actors, namely, inter-governmental organizations (IGOs), international nongovernmental organizations (INGOs), non-governmental organizations (NGOs) and multinational corporations (MNCs) along with other social structures such as economics, cultural differences and ideology. Furthermore, the study of nternational relations has always been heavily influenced by normative considerations, such as the goal of reducing armed conflict and increasing international cooperation. International relations are an exceptionally important aspect of citizenship in a global society. As our world becomes smaller and smaller through communication technology, speedy air transportation and a complex international economy and interactions, the value of peaceful and cooperative relationships between nations is increasingly important. HISTORY The concept of international relations on some level is probably quite old, given that humans have been establishing governments and communicating with each other for thousands of years.Aspects of international relations have been studied for thousands of years, since the time of Thucydides, but IR became a separate and definable discipline in the early 20th century. However, many people agree that international relations truly began to emerge around the 15th century – the dawn of the modern era – when people started exploring the world and interacting with other governments and cultures. THE TREATY OF WESTPHALIA (1648) The modern international system is often dated from the Treaty of Westphalia in 1648, which established the principles of independent, sovereign stated that continue to shape the international system today. Many even consider this treaty, also knows as the Peace of Westphalia as the birth of international relations as a field of study.The Treaty of Westphalia was a series of peace treaties signed between May and October 1648 in Osnab ruck and Munster, Germany. These treaties ended the Thirty Years' War (1618–1648) in the Holy Roman Empire, and the Eighty Years' War (1568–1648) between Spain and the Dutch Republic, with Spain formally recognizing the independence of the Dutch Republic. These treaties resulted from a big diplomatic assembly, thus initiating a new system of political order in central Europe, between the Hapsburg alliance (Austria-Hungury and Spain) and the Protestant countries (France, Britain, Sweden). Later it was called by many parties as the Westphalian sovereignty. The key factor to this ystem was the ability of one state to balance the power of another state so that it could not obtain power of smaller units and create a universal empire, thereby forming a relationship between the many nations within the European terrain. THE FRENCH REVOLUTION (1789 – 1799) The French Revolution (1789–1799), was a period of drastic social and political turmoil in France and one tha t had a major impact not only on France but also throughout the rest of Europe. The absolute monarchy that had ruled France for centuries collapsed within a mere three year period. However, 5 directors established control of the French state in 1795 and held power until 1799, when it was replaced by the Consulate under Napoleon Bonaparte. Meanwhile, by the nearing end of the 18th century Britain’s power multiplied due to industrialization along with its rival at the time, France.What was once the great powers in Europe and the adjacent terrain were by this era beginning to decline, namely Sweden, Netherlands and the Ottoman Empire. Nevertheless, nations such as Russia and then followed by Prussia (the forerunner of modern-day Germany) also developed in to major players or rather great powers. THE NAPOLEANIC WARS (1803 – 1815) The Napoleonic Wars (1803–1815) were a series of wars declared against Napoleon's French Empire by opposing coalitions. The underlying cau ses for these Napoleonic Wars took place due to many reasons. For one thing, the French Revolution inspired a desire among the French to export the ideals of freedom, equality and union. As a result, neighboring monarchs, especially the British Empire, found this very threatening.Napoleon happened to be both brilliant and energetic in defending the state from its enemies. Eventually, the dynamics of war and the changes in revolutionary spirit made Napoleon King of France and the territories he had conquered. Now he became a different kind of threat as he wanted to maintain his popularity and control in France through conquest of neighboring states. Thereby France, a single, very powerful European state was regarded as a threat to world stability and had to be put down. One way or the other France was defeated at the Battle of Waterloo by an alliance of Britain, the Netherlands, Spain, Austria-Hungary, Russia and Prussia.Nevertheless, Europe’s’ supreme, the British empi re realizing the threat that another challenging nation (the Napoleon’s empire) could bring upon, and therefore established an alliance with fellow European nations in 1815 named as the Congress of Vienna. THE CONGRESS OF VIENNA (1814 – 1815) The Congress of Vienna was a conference of ambassadors of European states chaired by the Austrian statesman and held in Vienna from November 1814 to June 1815. The objective of the Congress was to settle the many issues arising from the French Revolutionary Wars, the Napoleonic Wars, and the dissolution of the Holy Roman Empire. This is to date considered as one of the first the most prominent alliances, or a series of relations between nations in the history of international relations. THE CONCERT OF EUROPE (1815 – 1914)The Convert of Europe was the balance of power that existed in Europe from the end of the Napoleonic Wars (1815) to the outbreak of World War I (1914). Its founding powers were Austria, Prussia, the Russian Empire and the United Kingdom, the members of the Quadruple Alliance which was responsible for the downfall of the First French Empire. However, in time France was established as a fifth member of the concert. The Concert of Europe, however, is closely connected to the congress of Vienna. It was the balance of power that existed in Europe from the fall of Napoleon in 1815 to the beginning of the First World War. THE INDUSTRIAL REVOLUTION (1760 – 1830) The term Industrial Revolution is normally reserved for a set of events that took place in Britain roughly from 1760 to 1830.The historical events in question consisted of a set of technological, economic, and social changes that in the long run revolutionized not just the British economy but that of the rest of Western Europe, North America, and eventually much of the rest of the world. For Instance, The industrial Revolution sparked in Britain with the invention of the steam engine in 1769. Wooden sailing ships were discontin ued in production. Instead, the manufacturing of larger and faster coal powered iron steamships took its place. These accomplishments put Britain as the leading role in world’s economy along with two other competitors; USA from the west ; Japan from East.These developments in the fields of marine, road going and rail roads not only increased the world production and trade but also tied distant locations more closely together more faster and more economically. Furthermore, Britain dominated world trade in this period due to its advancement in technology was way above par at the time. Thus, it products met massive competition and as a result British Policy tend to favor free trade. The United Stated nevertheless overtook the British in terms of economy by the end of the 19th century, despite the fact that they suffered greatly during the great depression. However the United States government’s role in the economy intensified during World War II.By the dawn of the 20th ce ntury not only the British but also the United States and Japan were in the process of selling their merchandise in foreign land, and this to economically, industrially and socially influenced the field of international relations immensely. THE TWO WORLD WARS (1900 – 1950) The twentieth century saw the lights of two unfortunate World Wars. World War I took place during 1914 to 1918 and World War II, during the period of 1939 to 1945, together occupying a decade of the 21st century. Unlike a conventional war between two nations these two world wars were global or hegemonic wars in which almost all major states participated in an all out struggle over the future of the international system. WORLD WAR I (1914 – 1918)World War I was a global war centered in Europe that began on 28 July 1914 and lasted until 11 November 1918. This war is one which symbolizes the tragic irrationality of war. It was predominantly called the World War or the Great War from its occurrence until the start of World War II in 1939, and the First World War or World War I thereafter. It involved all the world's great powers. It involves the almost all the worlds great powers, which were assembled in two opposing alliances: the Allies (based on the Triple Entente of the United Kingdom, France and Russia) and the Central Powers (originally centered around the Triple Alliance of Germany,Austria-Hungary and Italy; but, as Austria–Hungary had taken the offensive against the agreement, Italy did not enter into the war). Although the participating great powers made plans for a quick, offensive and rapid victory – what has been called the cult of offensive, the war was neither short nor decisive. In fact scholars indicate it was a catastrophic war that was unnecessary and perhaps even accidental. Russia happened to be the first nation state to crumble as Revolution at home made it retreat from war in 1917. The revolution eventually let to the founding of the Soviet Union . Further, the entry of the United States on to the war turned the tables upside down for Germany.The Triple Alliance was consequently defeated by the United Kingdom, France and Russia which saw the end of the 1st World War. THE TREATY OF VERSALLIES (1919) The Treaty of Versailles was one of the peace treaties at the end of World War I. It ended the state of war between Germany and the Allied Powers. The treaty was signed on 28 June 1919, exactly five years after the assassination of Archduke Franz Ferdinand (which was a reason for the occurrence of the world war). At the Treaty of Versailles, Germany was forced to give up territory, pay reparations, limit its future armaments and most importantly admit to guilt of the war, while the other Central Powers on the German side of World War I were dealt with in separate treaties.Even thought the treaty was agreed upon, the German resentment against the harsh terms of the Versaillian treaty would contribute to the German aggression in the mid 1930’s and later on, during the course of World War II. THE LEAGUE OF NATIONS (1920 – 1946) Witnessing the painful experience in World War I, at the time US president, Woodrow Wilson, along with other idealistic mindsets placed their hopes for peace in the newly formed League of Nations. The League of Nations (abbreviated as LN in English, and SDN in its other official languages), was an intergovernmental organization founded as a result of the Paris Peace Conference that ended the First World War. It was the first international organization whose primary and principal mission was to maintain world peace.Its primary goals, as stated in its Covenant, included preventing wars through collective security and disarmament, and settling international disputes through negotiation and arbitration. At its greatest extent from 28 September 1934 to 23 February 1935, it had 58 members. Yet, the League lacked its own armed force and depended on the Great Powers to enforce its resolutions, keep to its economic sanctions, or provide an army when needed. However, the Great Powers were often reluctant to do so. After a number of notable successes and some early failures in the 1920s, the League ultimately proved incapable of preventing aggression by the Axis powers in the 1930s.Germany withdrew from the League, as did Japan, Italy, Spain and others. The onset of World War II showed that the League had failed its primary purpose, which was to prevent any future world war. The United Nations or the UN (which would be discussed later on) replaced it after the end of the war and inherited a number of agencies and organizations founded by the League. WORLD WAR II (1939 – 1945) World War II, or the Second World War was a global war that was underway by 1939 and ended in 1945. It involved a vast majority of the world's nations – including all of the great powers – eventually forming two opposing military alliances: the Allies (U. S. Britain, Fr ance, Soviet Union, Australia, Belgium, Brazil, Canada, China, Denmark, Greece, Netherlands, New Zealand, Norway, Poland, South Africa, Yugoslavia) and the Axis (Germany, Italy, Japan, Hungary, Romania, Bulgaria). It was the most widespread war in history, with more than 100 million people serving in military units. In a state of â€Å"total war†, the major participants placed their entire economic, industrial, and scientific capabilities at the service of the war effort, erasing the distinction between civilian and military resources. Marked by significant events involving the mass death of civilians, including the Holocaust and the only use of nuclear weapons in warfare, it resulted in 50 million to over 70 million fatalities. These deaths make World War II by far the deadliest conflict in all of human history.Even though, the Empire of Japan was already at war with the Republic of China in 1937, the world war is generally said to have begun on 1 September 1939, with the in vasion of Poland by Germany, and subsequent declarations of war on Germany by France and most of the countries of the British Empire. Germany therefore set out to establish a large empire in Europe. From late 1939 to early 1941, in a series of campaigns and treaties, Germany conquered or subdued much of continental Europe. Later on however, the nominally neutral Soviet Union fully or partially invaded, occupied and annexed territories of its six European neighbors, including Poland. As a result the United Kingdom remained the only major force continuing the fight against the Axis, with battles taking place in North Africa as well as the long-running Battle of the Atlantic.In June 1941, the European Axis launched an invasion of the Soviet Union, giving a start to the largest land theatre of war in history, which tied down the major part of the Axis' military forces for the rest of the war. In December 1941, the Empire of Japan, which aimed to dominate East Asia and Indochina, joined the Axis, attacked the United States and European territories in the Pacific Ocean, and quickly conquered much of the West Pacific. The advancement of the Axis nations were stopped in 1942, after Japan lost a series of marine battles and German troops were defeated in North Africa and followed by, at Stalingrad. In 1943, with a series of German defeats in Eastern Europe, the Allied invasion of Fascist Italy, and American victories in the Pacific, the Axis lost the initiative and undertook strategic retreat on all fronts.Meanwhile in 1944, the Soviet Union regained all of its territorial losses and invaded Germany and its allies. The war in Europe ended with the capture of Berlin by Soviet and Polish troops and subsequently the Germans fell into surrender on 8 May 1945. After two devastating nuclear bombing n Hiroshima and Nagasaki, the war in Asia ended on 15 August 1945 when the Empire of Japan agreed to surrender. Thereby, victory of the Ally nations over the Axis in 1945 ended th e conflict. World War II altered the political alignment and social structure of the world. THE UNITED NATIONS (1945 – Present) The United Nations was established to encourage international cooperation and prevent future conflicts.The great powers that were the know as victors in the war – nations such as the United States, Soviet Union, China, United Kingdom & France – became the permanent members of the United Nations Security Council. The United Nations is in fact an international organization whose original aims were regard to facilitating cooperation in international law, international security, economic development, social progress, human rights, and achievement of world peace. Founded in 1945 after World War II it went to replace the League of Nations, in hopes to stop wars between countries, and to provide a platform for dialogue. So far the United Nations has been successful in preventing a third World War, which otherwise would probably mean nuclear wa rfare & consequent destruction of the world.Furthermore, the United Nations proclaims to consist of 193 member states, which includes every sovereign state in the world with the exception of Vatican City. Nevertheless, this forming of this organization is known to be the biggest and the most successful alliance between nations in the history of International Relations. THE COLD WAR (1945 – 1889) The Soviet Union and the United States emerged as rival superpowers, creating a bipolar world and setting the stage for the Cold War. The cold war lasted for the next 46 years and each of them had its own ideology, its collection of alliances, third world consumers and a deadly armory of nuclear weapons.Meanwhile, the influence of European great powers started to decline, while the decolonization of Asia and Africa began. Most countries whose industries had been damaged moved towards economic recovery. Political integration, especially in Europe, emerged as an effort to stabilize post war relations between fellow nations. In addition, the United States forged NATO (North Atlantic Treaty Organization), a military alliance using suppression of communism and encouraging capitalism as a main strategy in 1949, while the Soviet Union formed the Warsaw Pact in 1955. Some countries aligned with either of these 2 superpowers, whilst others chose to remain as Non-Aligned Movement.The Cold War was named likewise as it never featured direct military action, since both sides possessed nuclear weapons, and its use would result in mass destruction. However these two parties’ third world allies fell victim to s streak of devastating wars, namely, the Korean War (1950–1953), the Suez Crisis (1956), the Berlin Crisis of 1961, the Cuban Missile Crisis (1962), the Vietnam War (1959–1975), the Yom Kippur War (1973), the Soviet war in Afghanistan (1979–1989), the Soviet downing of Korean Air Lines Flight 007 (1983), and the â€Å"Able Archer† NATO m ilitary exercises (1983). However, by 1991 the cold war came to an end as the Soviet Union collapsed and reformed in to 12 different states.In the 1980s, the United States increased diplomatic, military, and economic pressures on the Soviet Union, at a time when the communist state was already suffering from economic stagnation. In 1991 occurred the collapse of the Soviet Union, leaving the United States as the dominant military power, and leaving behind a resulting uni-polar world. Nevertheless, the Cold War and its events have left a significant legacy, a huge impact and a rather solid attitude towards the functions of International Relations. The aftermath of Cold War conflict, however, is not always easily erased, as many of the economic and social tensions that were exploited to energize Cold War competition in parts of the Third World remain sensitive.In Eastern Europe, the end of the Cold War has ushered in an era of economic growth while in other parts of the world, such as Afghanistan, independence was accompanied by state failure. SCOPE OF INTERNATIONAL RELATIONS TODAY The scope of international relations has greatly expanded in modern times. Initially international relations concerned only upon the study of contemporary foreign affairs with a view to draw certain lessons. Later on emphasis began to be laid on the study of both foreign affairs and international law and international relations began to be studied within the framework of international law. The field of the study of international relations was further widened with the establishment of the League of Nations after the First World War and the study of international organizations and institutions.The scope of international relations in the post World War II period got further widened due to significant changes which took place, with the emergence of USA and USSR as two superpowers; the entry of a large number of non-European states into the society of nations; the threat and danger of nucle ar warfare; increasing interdependence of states and rising expectations of the people in the under developed third world, etc†¦ CONCLUTION It is in this way quite evident that world history, especially modern world history plays a major role in the development of International Relations as a field of study. Although initial events indicate that war held prominence in international affairs, things were prone to change with the spark of the industrial era and the rapid globalization of the world economy.It is also evident that greater importance began to be placed on scientific study of international relations, which led to development of new methodologies and introduction of new theories in the study of international relations. It is therefore in this way quite clear that all in the recent past, the present and in the future, the scope of International Relations will be thoroughly important for the functions carried out in the international arena. ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 2 ]. Goldstein, Joshua S. International Relations, Sixth Edition. Pearson Education Inc. and Dorling Kindersley Publishing Inc. 2005: 29 [ 3 ]. Columbia Encyclopedia: international relations [ 4 ]. Goldstein, Joshua S. International Relations, Sixth Edition.Pearson Education Inc. and Dorling Kindersley Publishing Inc. 2005: 53 [ 5 ]. â€Å"Principles of the State System†. Faculty. unlv. edu. Retrieved 2012-09-11. [ 6 ]. Bloy, Marjie. The Congress of Vienna, 1 November 1814 – 8 June 1815. The Victorian Web. 2009 [ 7 ]. Dockrill, Michael. Atlas of the Twentieth Century World History. NY: Harper Collins, 1991. Ferguson, Niall. The pity of war: Explaining World War I. NY Basic, 1999 [ 8 ]. Willmott, H. P. World War I, New York: Dorling Kindersley Inc. 2003: 27 [ 9 ]. The Triple Entente was the name given to the alliance between France, Britain, and Russia after the signing of the A nglo-Russian Entente on August 31, 1907.The alliance of the three powers, supplemented by agreements with Portugal and Japan, constituted a powerful counterweight to the Triple Alliance. [ 10 ]. Bade, Klaus J; Brown, Allison (tr. ) (2003), Migration in European History, The making of Europe, Oxford: Blackwell (translated from the German). [ 11 ]. Goldstein, Joshua S. International Relations, Sixth Edition. Pearson Education Inc. and Dorling Kindersley Publishing Inc. 2005: 53 [ 12 ]. â€Å"Covenant of the League of Nations†. The Avalon Project. Retrieved 30 August 2011. [ 13 ]. Jahanpour, Farhang. â€Å"The Elusiveness of Trust: the experience of Security Council and Iran† (PDF). Transnational Foundation of Peace and Future Research. p. 2. Retrieved 27 June 2008. [ 14 ].Barrett, David P; Shyu, Lawrence N (2001). China in the anti-Japanese War, 1937–1945: politics, culture and society. Volume 1 of Studies in modern Chinese history. New York: Peter Lang. [ 15 ]. à ¢â‚¬Å"General Assembly of the United Nations – Rules of Procedure†. UN Department for General Assembly. Retrieved 15 December 2010. [ 16 ]. â€Å"Milestones in United Nations History†. Department of Public Information, United Nations. Retrieved 17 July 2008. [ 17 ]. Goldstein, Joshua S. International Relations, Sixth Edition. Dorling Kindersley Publishing Inc. 2005: 67 [ 18 ]. Cold War, From Wikipedia, the free encyclopedia. http://en. wikipedia. org/wiki/Cold_War

Humanist Moral Philosophy in Architecture essays

Humanist Moral Philosophy in Architecture essays Combining the basic concepts inherent in the architecture of ancient Rome with a humanist moral philosophy, Andrea Palladio could be considered the most influential architect in the western world. His style of architecture became known as Palladianism and gained prominence towards the end of the Renaissance. His treatise on architecture, I Quattro Libri dellArchitettura, is described as a manual of classicizing design and would set the standard for many architects to follow for centuries (Sturgis, 118). Palladios text revolutionized western architecture, founded several schools of study, and remains a major influence to all students of architecture (Sturgis, 118). One such architect, Thomas Jefferson, called his English translation of Palladios text the Bible (Clark, 92). Taken in this context, the influence of Palladio on modern architecture can best be seen by comparing the similarities between Palladios masterpiece, the Villa Rotunda, and Jeffersons own masterwork, Monticello. It is very easy to discern the similarities of both structures when viewing them together for the first time. Both structures rest on hilltops, have facades that use Greco-Roman facades, and have a centrally located dome. Each adopts a central plan that combines the formal models of cube and sphere. Both derive their distinctive style from ancient Rome but are enriched with classical authority, dignity, and comfort. At first, it may seem that Jefferson was attempting to produce a copy of Villa Rotunda, but the buildings do have some differences. Palladio deeply believed in the importance of a buildings harmony with itself (Lotz, 291). As such, Villa Rotunda is a study in symmetry. The heart of the building is the centrally located dome, but it does not overpower the building. From this dome, four groups of rooms radiate outward in perfect proportion to the dome. The rooms are proportional to the...

A Study On Corporal Punishment Sociology Essay

A Study On Corporal Punishment Sociology Essay Do parents think corporal punishment is an effective form of discipline? Corporal punishment plays an important role in today’s society. It affects the parents’ attitudes physically and physiologically. Academic studies have established that under some circumstances, corporal punishment of children can increase short term compliance with parental commands (Smith, Ray, Stefurak, however, subsequent investigators brought forth a counter argument to some of the different views that were held. These revisionist scholars developed different hypotheses from finding new discoveries as well, such as, if corporal punishment caused parents to become abusive and to what extent parents employed corporal punishment. They used questionnaires and surveys for parents from different demographic regions such as the Appalachian, New England, Midwest, and the Deep South to use as sample population test groups. The population group was sub-categorized by gender, race, and social status. T he researchers’ findings gave the participants the chance to understand if corporal punishment is the best solution for changing a child’s behavior and if they are using corporal punishment for the wrong purposes. One group of researchers discovered that the parental characteristics showed that older parents are less likely to use corporal punishment and that mothers spank more often than fathers (Socolar et al. 2006). Another group of scholars found that a small portion of Appalachian mothers tend to agree with them. From their questionnaire, mothers reported using corporal punishment more frequently than using reasoning and rewards (Fish, Amerikaner, & Conrae, 2006). Other reports suggested mothers were more likely to use corporal punishment if the degree of misbehavior evolved into a power struggle. Physical punishment was indicated as the last resort for gaining control in a disciplinary situation (Smith et al. 2007).