ACADEMIC CULTURE & VALUES Essay Example | Topics and Well Written Essays - 750 words

ACADEMIC CULTURE & VALUES - Essay Example In as much as it remains a common language among various countries English has various advantages and disadvantages. English taking on the role of world language has various advantages, to start with is the uniformity is accords to reference. It is language, which maintains its originality due to stringent rules guiding its usage ( Ammon 2003, p 63). Recently the Australia based organizations acquired it to facilitate free trade among the 13 member countries. English further ensures a free communication among member countries across borders, as it remains a simple language to learn and consequently, a global language known by many people. Technological advancements in the current world get help from English as a world language. Computer advancement for instance has programme software’s in English as other languages seem are difficult to understand and learn. This makes English the only language, which can be beneficial to the whole world and accepted by every country. In as much as English is not a common language for everybody using the internet it has remained a common and unifying language to all people. Further English has an advantage of taking the worlds language from the context that all world media fraternities apart from internet use English. This includes world television networks including CNN and Aljazira. In addition, other field such as medication prints instructions through English as well as giving medication guidelines using English. In the field of business, English still forms a key communication medium at air traffic controls including airports and airplanes. This makes English an international language with many advantages as it forms a common medium of communication (Kirkpatrick 2007, p 16). Apart from facilitating communication around the world, English has done a lot of harm to the world. To start with is the fact that it has made other languages disappear and

Annual parent meeting Essay Example for Free

Annual parent meeting Essay Each year, Title I programs are required to host a meeting for parents to explain what the Title I program is and how parents can become involved in the Title I program. (This is different from the Annual Review meeting, which is also a requirement). At this meeting, the following issues must be addressed: Explain their school’s participation in Title I (whether they are schoolwide or targeted) Explain the Title I requirements (schoolwide or targeted, whichever is applicable) Explain what participation in Title I programming means, including: o A description and explanation of the school’s curriculum; o Information on the forms of academic assessment used to measure student progress; and Information on the proficiency levels students are expected to meet. Explain the district parental involvement policy, school parental involvement policy, and school-parent compact. Explain the right of parents to become involved in the school’s programs and ways to do so. Explain that parents have the right to request opportunities for regular meetings for o parents to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicably possible. In order to keep parents informed, schools must invite all parents of children participating in Title I Part A programs and encourage them to attend. In a schoolwide program, this means ALL parents should be invited; in a targeted assistance program, just those parents with children participating in Title I should be invited. Schools must also offer a flexible number of additional parental involvement meetings, such as in the morning or evening so that as many parents as possible are able to attend. You must be able to document this meeting with minutes, agendas, sign-in sheets, etc. You may want to do more than the law requires for this meeting, especially if you often have problems with attendance. Below are a few things to keep in mind regarding the Annual Parent Meeting: This can be an introduction to the Title I program, a workshop, a welcome night, etc.; the format is up to you. Preferably, this meeting occurs at the beginning or in the fall of the school year. This meeting, whatever form it takes, must be documented with minutes. Is there two-way communication at this meeting, or is it the teacher/administrator giving information to parents about the program? Do you involve parents in the agenda? Do you try to get ideas from them on what this meeting should involve? Annual Title I Parent Meeting Requirements 8/2010 Page 1 Training Opportunities The Title I program should provide parents with opportunities to become partners with the school in promoting the education of the child at school and at home. This should include information about specific methods parents can use at home to complement their child’s education. The Annual Review Each year, schools must hold a meeting to review their entire Title I program. This meeting typically takes place in the spring of the school year. Therefore, if there are programmatic changes to be made, they can be implemented the subsequent school year. Questions to be considered include: â€Å"What worked well this year?† and â€Å"What changes would we like to make for next year?† Student Eligibility Targeted assistance Title I programs must inform parents that their child is eligible to receive Title I services. This notification must be sent home on an annual basis. Parents must be given the opportunity to decline services if they so choose. Below are a few things to keep in mind regarding informing parents of student eligibility: Documentation of parent notification for eligibility must be maintained. Be sure to retain copies of parent permission signatures, especially if parents decline services. Informing Parents of Student Progress Parents must be kept informed of their child’s progress. In targeted assistance programs, some type of progress report must be sent home to the parents to show their child’s progress with Title I services. This report may be sent home during conferences, with other report cards, or any other time a Title I teacher wishes. It is very helpful to send suggestions as to how parents can help their child with skills and areas in which the child may be struggling. Below are a few things to keep in mind regarding informing parents of student progress: The method used to notify parents must be documented. This notification must be disseminated at least twice a year, ideally more often. The notification must contain assessment results from at least three different assessments in the various areas the child receives Title I services. For instance, if a child receives services in reading and math, three reading and three math assessment results must be documented. Annual Title I Parent Meeting Requirements 8/2010

Morality and Responsibility - Moral Development in Mary Shelleys Frank

Moral Development in Shelley's Frankenstein   Ã‚   Mary Shelley's Frankenstein is a commentary on the natural disposition of man. By personifying her vision of a natural everyman character in the form of Victor Frankenstein's creation, The Creature, Shelley explores the natural state as well as the moral development of man, and develops conclusions regarding both. But before Shelley could create her commentary on man's natural dispositions, she was in need of a character to represent her "natural everyman." The character she needed had to possess the same qualities as that of a man in his most natural state. The most common character to represent man in his most natural state is that of a newborn. A newborn is, of course, a new human being in every respect, and a newborn has no past experiences that would taint his role as a natural everyman. However, a newborn is subject to the elements of the outside world without the ability to freely interact with those elements. A newborn cannot defend itself from alien environments that bring in new ideas, new friends, new enemies, and new challenges. Shelley's character must be able to always act upon his own free will (or be "freely" influenced by deterministic processes, depending on one's school or thought). However, a newborn is not able to accomplish this; there is too much ambiguity in what determines and develops a newborn's state of mind. Shelley needed something "better" than a newborn. Victor Frankenstein's creation is the answer to his dilemma. The Creature does not possess any of the shortcomings discussed above. He is brought into this world as a fully mobile human, able to act, as he chooses, not dependant upon other human beings to survive. In The Creature, Shelley ... .... Chapter 15. 4.  Ã‚  Ã‚   Shelley. Chapter 16. 5.  Ã‚  Ã‚   Shelley. Letter 2. 6.  Ã‚  Ã‚   Shelley. Chapter 21. Works Cited and Consulted Bloom, Harold. Mary Shelly's Frankenstein. New York: Chelsea, 1987. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Marder, Daniel. Exiles at Home: A Story of Literature in Nineteenth Century America. Lanham: University Press of America, Inc., 1984. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html Morality and Responsibility - Moral Development in Mary Shelley's Frank Moral Development in Shelley's Frankenstein   Ã‚   Mary Shelley's Frankenstein is a commentary on the natural disposition of man. By personifying her vision of a natural everyman character in the form of Victor Frankenstein's creation, The Creature, Shelley explores the natural state as well as the moral development of man, and develops conclusions regarding both. But before Shelley could create her commentary on man's natural dispositions, she was in need of a character to represent her "natural everyman." The character she needed had to possess the same qualities as that of a man in his most natural state. The most common character to represent man in his most natural state is that of a newborn. A newborn is, of course, a new human being in every respect, and a newborn has no past experiences that would taint his role as a natural everyman. However, a newborn is subject to the elements of the outside world without the ability to freely interact with those elements. A newborn cannot defend itself from alien environments that bring in new ideas, new friends, new enemies, and new challenges. Shelley's character must be able to always act upon his own free will (or be "freely" influenced by deterministic processes, depending on one's school or thought). However, a newborn is not able to accomplish this; there is too much ambiguity in what determines and develops a newborn's state of mind. Shelley needed something "better" than a newborn. Victor Frankenstein's creation is the answer to his dilemma. The Creature does not possess any of the shortcomings discussed above. He is brought into this world as a fully mobile human, able to act, as he chooses, not dependant upon other human beings to survive. In The Creature, Shelley ... .... Chapter 15. 4.  Ã‚  Ã‚   Shelley. Chapter 16. 5.  Ã‚  Ã‚   Shelley. Letter 2. 6.  Ã‚  Ã‚   Shelley. Chapter 21. Works Cited and Consulted Bloom, Harold. Mary Shelly's Frankenstein. New York: Chelsea, 1987. Garber, Frederick. The Autonomy of the Self from Richardson to Huysmans. Princeton: Princeton University Press, 1982. Marder, Daniel. Exiles at Home: A Story of Literature in Nineteenth Century America. Lanham: University Press of America, Inc., 1984. Patterson, Arthur Paul. A Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html Smith, Christopher. Frankenstein as Prometheus. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankCS.html Spark, Muriel. Mary Shelly. New York: Dutton, 1987. Williams, Bill. On Shelley's Use of Nature Imagery. http://www.umich.edu/~umfandsf/class/sf/books/frank/papers/FrankWJW.html

The Human Eye

The eye is a rather small part of the body that makes up seventy percent of the humans total sensory ability. That is why we chose to describe the eye. Each part of the eye works together as a whole. Within and outside of the eye there are many working parts functioning around the clock.. The cornea is a very important part of the eye, but you can hardly see it because it's made of clear tissue. Like glass, the cornea gives your eye a window in which to view the world. The a cornea is a transparent tissue covering the front of the eye. The cornea covers both the pupil and he iris eye, and it is partially responsible to focus light. The cornea is part of the external structure of the eyeball. The external layer of the eyeball is formed by the cornea, and the sclera. The cornea is a dome-shaped structure. The cornea does not have any blood vessels that is why it appears clear. The cornea does have nerves. The cornea is the first and most powerful lens in the eye's optical system. The cornea is the first part of the eye to focus. When a ray of light hits the eye, the cornea is the first structure the light encounters. Then the light rays travel through your eye through a hole called the pupil. As light rays from an object enter your eye, they are bent inward by the cornea and lens. Light rays are focused through the transparent cornea and lens. Light rays focused by the cornea and lens produce an image on the retina that is upside down. The cornea is made up of five layers: the epithelium, Bowman’s layer, the stroma, Descement’s membrane, and the endothelium. The cornea obtains oxygen through absorption from the tear film layer, and from the aqueous humor. The tears that flow over the cornea help to keep it nourished and moist. {draw:frame} The anterior chamber lies between the iris and the back surface of the cornea. There are three chambers of fluid in the eye. The anterior chamber, which is between the cornea and iris. The posterior chamber, which is between the iris and lens. And, the vitreous chamber, which is between the lens and the retina. The fluid filled substance is called the aqueous humor. It is a clear fluid that fills the anterior chamber and the posterior chamber of the anterior cavity of the eye. The aqueous humor bathes the lens and gives nourishment to the lens. The aqueous humor is produced by the ciliary body. {draw:frame} {draw:frame} The colored part of the eye is called the iris. It controls light levels inside the eye similar to the hole on a camera. The round opening in the center of the iris is called the pupil). The iris is embedded with tiny muscles that dilate (widen) and constrict (narrow) the pupil size. The sphincter muscle lies around the very edge of the pupil. In bright light, the sphincter contracts, causing the pupil to constrict. The dilator muscle runs radically through the iris, like spokes on a wheel. This muscle dilates the eye in dim lighting. The iris is flat and divides the front of the eye (anterior chamber) from the back of the eye (posterior chamber). Its color comes from microscopic pigment cells called melanin. The color, texture, and patterns of each person's iris are as unique as a fingerprint. The pupil is the black circle in the center of the iris. But, the pupil is really a clear opening. The pupil appears black because the light which the pupil allows to enter the eye is absorbed on the retina and does not exit the eye. Light enters the eye through the cornea; it then travels through the opening called the pupil. Light then enters the eye's lens. The pupil changes size in order to adapt to the quantity of light rays that reach it. The pupils constrict in response to increased light, this makes your pupils smaller. When the pupils are smaller, it allows in as little light as possible. The pupil dilates in response to decreased light, this makes your pupils larger. When the pupils are larger, it allows in as much light as possible. The pupil size is determined by a reflex action that allows less light into the eye during bright conditions, so the person is not dazzled. The pupil size is determined by a reflex action that allows more light into the eye during dim conditions; this will make vision possible for the person. To see how this works, use a small flashlight to see how your eyes or a friend's eyes respond to the changes in brightness. The pupils will get smaller when the light shines near them and they'll open wider when the light is gone. {draw:frame} {draw:frame} {draw:frame} * Dilated* Pupil * Constricted* Pupil The lens is part of the internal structure of the eyeball. The lens is transparent. The lens is the flexible curved part of the eye that sits behind the iris and in front of the vitreous humor. The lens of the eye is made of mostly water and protein. Light which passes through the pupil opening, will nter the lens. The lens focuses light rays on the back of the eye. The lens' purpose is to focus images onto the retina. It works like the lens of a camera that records the picture. The lens turns the images upside down. Then the picture is transmitted by the optic nerve to the brain. In young people, the lens changes shape to adjust for close or distance vision. The lens changes shape when looking at objects at different distances to keep the images in focus. The lens changes its shape by bending. The adjustment of the lens of the eye is similar to the focusing of a camera. This adjustment of the lens is known as accommodation. As we become older adults, the lens gradually hardens, and it becomes harder for the lens to accommodate. {draw:frame} {draw:frame} The Ciliary Body and the Ciliary Muscle, separates the Aqueous Humor, the fluid and, the Anterior Chamber. The vitreous humor is located in the posterior chamber of the eye. The posterior chamber is a space behind the iris and it is in front of the retina. This space behind the lens is filled with a jellylike substance called the vitreous humor. The vitreous humor helps to shape the eyeball. As we age and get to be older adults, the vitreous humor changes from a gel to a liquid like fluid and it gradually shrinks and separates from the retina. {draw:frame} The retina is the innermost layer of the eye. The retina is made up of two parts: an optical part in the fundus of the eye that is sensitive to light, and a nonsensitive pigmented part that lines the ciliary body and iris. The light-sensitive neurons are arranged in three layers; the first layer is made up of rods and cones and the other two transmit impulses from the rods and cones to the optic nerve. The rods are sensitive to dim light of a variety of wavelengths, and the cones are sensitive to bright light of more restricted wavelengths and are responsible for color vision. Visual acuity is greatest in the central part of the retina. {draw:line} {draw:frame} {draw:frame} The retina is a stack of several neuronal layers. Light is concentrated from the eye and passes across these layers (from left to right) to hit the photoreceptors (right layer). This causes a chemical transformation of light to nerve impulse to the bipolar and horizontal cells (middle yellow layer). The signal is then transmitted to the amacrine and ganglion cells. This pattern of spikes determines the raw input from the eyes to the brain. The optic disc is a whitish spot on the retina. The optic disc is called the blind spot. The optic disc is the spot on the retina that the optic nerves come from. The optic disc marks the point where nerve fibers leave the eye. The optic disc lacks light sensitive cells. There are no sensory cells here that are why it creates a blind spot. The macula lutea is an irregular yellowish spot near the center of the retina. The macula lutea lies slightly below the optic disc. The macula lutea is part of the retina and it is the most light sensitive. The size of the macula lutea is 7mm or about ? inch. The macula lutea is responsible for our reading vision. It is this part of the retina that makes our vision 20/20. If you do not have a macula lutea, you would not be able to see. Cranial Nerve II, or more familiarly known as the optic nerve, is the nerve that controls the sense of vision. Without this the human race could not see, it acts as a passageway of the object you see, to be transferred as a nervous impulse to the brain. The part of the brain the nervous impulses are sent to is the visual cortex, this is a section of the brain where all of the information is processed. The optic nerve is formed out of axons. An axon is the long processes of retinal cells at the back of the eye. These join together to form the nerve, which exits the eyeball at a point called the optic disc. The optic nerve fibers, originate in the retina, then enter the optic nerve which again passes through the eye socket. This then heads to the optic canal, the opening in the skull which receptors pass from the eye to the brain. The optic nerve fibers the join together to form the optic charisma, this trade in fibers allows for binocular vision, they continue until it makes contact with the lateral geniculate. The optic nerve radiates back to the visual where the image is processed. To sum this up the optic nerve carries information to the brain from the eye. This concludes the internal mechanism of the eye. Next is a discussion of the external anatomy of the eye and component's surrounding it. There are three layers of the eyeball. The external layer of the eyeball is formed by the sclera, and the cornea. The sclera is the white part of the eye. The sclera is continuous with the cornea. The sclera is the outermost layer, and the sclera is the thickest layer of the eyeball. The sclera has the important job of covering most of the eyeball. The conjunctiva is a mucus membrane which covers the sclera that you can see through and lines the eyelids as the palpebral conjunctiva, and reflects or folds back over the anterior of the eyeball, as the ocular, or in some cases this can be called the bulbar conjunctiva. The bulbar conjunctiva only covers the white of the eye not the cornea. The ocular conjunctiva is very thin, blood vessels are visible beneath it, when irritated the eye becomes â€Å"bloodshot. † When the eyelids are shut a slit like space appears between the covered eyeballs and eyelids. When you are wearing contacts, the contact lies in the conjunctivial sac, this is where most eye medications are placed also. The conjunctiva's main job is to protect the eye from anything that may penetrate the eye. Certain eye problems that may relate to the conjunctiva include the inflammation of the conjunctiva which is called conjunctivitis_. _Pinkeye which is probably the most familiar to people living in America. Pinkeye consist of a bacteria or virus that is, in most cases , on your hands and you do not wash them then it is spread around the eye. All infections in this area are contagious. The sclera is also a supportive and protective layer of the eye. The sclera forms a tough shell that helps protect the inner structures of the eyeball. There are three pairs of muscles attached to the sclera. These muscles are named extra-ocular muscles. {draw:frame} There are six extra-ocular muscles on each eye. Each muscle has a different form of movement or function in the eye. The Lateral Rectus is the muscle that moves the eye outward. The Inferior Rectus muscle is the muscle that pulls the eyeball towards the ground. The Inferior Oblique muscle raises the eye, and pivots the eyeball outwards. The Superior Oblique muscle pulls the downwards and outwards, while abducting the eye. The tendon-like Trochlea, acts like a pulley which the superior oblique muscle passes through. The Superior Rectus muscle pulls the eye upwards and inwards. The Palpebrae Superioris muscle pulls the upper eyelid upwards. The Medial Rectus muscle moves the eyes inward horizontally. The Tendinous Ring is a band of rough, fiber-filled tissue, that holds the eye muscles in place. The second layer of the eye is called the uvea. The uvea contains many blood vessels and pigmented cells. The uvea is divided into three main sections: the choroid, the ciliary body and the iris. The choroid extends from where the optic nerve meets the eye-ball to the front of the eye, where it forms both the ciliary body and the iris. The third layer is the retina. The Lacrimal glands are located above each eye. The Lacrimal gland lies underneath the upper eyelid. The Lacrimal gland has the important job to produce tears. The Lacrimal gland continually produces tears that are distributed over the surface of the eyes. The tears drain through the Lacrimal canals into the Lacrimal sac and into the nose from the Lacrimal duct. The tears are constantly being made in the Lacrimal glands and through the action of blinking the tears drain. Every time the eyelid blinks, it causes tears to flow from the Lacrimal glands. The tears keep the cornea moist and provide oxygen to the cornea. The tear production increases when you cry or if the eye is irritated by foreign particles. The Lacrimal gland also produces other protective fluids onto the surface of the eye. draw:frame} Cranial Nerve III, the oculomotor nerve controls the eye muscles, or two-thirds of them anyway. This Nerve Mainly carries the motor fibers to the eye muscles, this controls the movement of the eye and where the eye's position is located. The oculomotor contains fibers from the nervous system which constrict the pupil and also alter the lenses' shape. The oculomotor nerve originates midbrain, is part of the brainstem and leaves the cranial cavity through the eye socket into the superior orbital fissure. From the superior orbital fissure, this is split into two parts, the superior and inferior divisions. Problems associated with the oculomotor nerve, are damage to the nerve, in which case all but two of the eye muscles will be paralyzed, occasionally when this happens the eyelid will drop. Also the eye will not move sideways. Cranial Nerve IV, the trochlear nerve, only supplies one muscle for movement to the eye. This nerve transmits both the motor information of the eye and the sensory information of the eye. The nerve originates about midbrain, around the brainstem and finally ends up through the center of the eye socket into the superior orbital fissure. The trochlear nerve controls the muscle that moves the eye up and down. Cranial Nerve VI, is the abducent nerve, this leads to the lateral rectus muscle in the eye. The abducent nerve contains both motor fibers and sensory fibers. The fibers of the abducent nerve originate in a part of the brainstem called the Pons. The nerve arrives at the eye socket then passes through the superior orbital fissure. This moves the eye out to the side. The eye is a important and fascinating organ. It is made up of many different kinds of tissues. Each has a very important and individualized function. It's many parts work together to form the phenomenon of sight. This allows us to perceive the world.

Assess Himmler’s role and significance in WWII conflict Essay

Himmler fueled by his extreme racial ideology of the destiny of a Great German Empire and his rooted hatred for Jews was one of the key mechanisms for which established his role and significance within the conflict of WWII as the architect of genocide through the propagandistic manipulation of the SS mentality in calcifying them against the sheer immorality of the elimination of the Jews. His philosophical belief of the war as a struggle of races nevertheless were occasionally compromised by the necessity of military personnel towards the end of the war and economic necessities which the Jewish population had the potential of providing. This leads to his role in directly implementing policies to fund the SS and thus ensure its ongoing influence throughout the war, as well as assisting the war effort through forced labour over building roads and canals. Despite this, Himmler’s key contribution to the nature of the war was the elimination of the Jews. Himmler throughout the course of WWII maintained the fundamental and powerful racial ideology of the superiority and inevitable conquest of the Germanic-Nordic. The rooted hatred of Jews was the ultimate racial and ideological foe of Hitler, as he stated himself in a speech in 1943 to the SS â€Å"This is a struggle of races.† It is through this belief of the war as a means of conquering a racial enemy and through such asserting German power with Lebensraum provided the basis for which established Himmler’s role within the conflict as the man who significantly orchestrated the attempted extermination of the Jewish race. The genocide which Himmler facilitated in implementing was the expression of one of Hitler’s key war aims to conquer the Jewish threat, and assert racial superiority of the Aryan race, of which Himmler undoubtedly shared and was, delegated the task of administering the racial polices. Thus, Himmler monitored a campaign of which involved his own private army, designed to wipe out the enemies of Nazism behind the lines- that is, in the Eastern areas already conquered by the troops. The need for the future was to incorporate all the Nordic peoples into the Germanic Reich and eliminate those who were alien and inferior of which did not only comprise of Jews but also Mongols and the Asiatic race. This resulted in the ghettoisation and eventual resettlement of Jews, for example in 1942 Himmler ordered the total resettlement in concentration camps of the Polish Jews of which ultimately resulted in over three-quarters of the Warsaw Gehtto’s inhabitants being transported to Treblinka, the death camp. As a main architect of Genocide, he established Auschwitz which resulted in the mass extermination of two million Jews. Therefore, a large part of Himmler’s significance was his ability to implement into practice the mentality and ideals of Hitler and consequently be responsible for the enormity of human deaths and genocide. Himmler was also given the instruction to and was responsible for the Germanisation of conquered territory which consistent of his obsession with racial superiority inherently involved the elimination of unassimilable races. In Holland, Himmler’s deportation orders removed almost three-quarters of the Jewish population. In Yugoslavia and Greece, the proportion of Jewish losses by deportation was extremely heavy. The attempted racial cleansing of conquered- foreign nations demonstrate Himmler’s role within the conflict as not only attempting to eliminate an entire race, but also forcefully imposing Nazi racial ideologies and interest upon other nations, regardless of whether they had being won over by anti-semitism, as Italy had not being. This was done with the intent of fulfilling the racial aim of the war and the attainment of Lebensraum for which provided resources for the war effort and a step towards fulfilling Himmler’s goal of a powerful German-Nordic Empire. Himmler’s ideological standpoint played an important role not only in his implementation repression and murder against Jews but it was also a means of which Himmler hardened the SS psychologically to withstand the atrocities in implementing genocide. He offered the troops a vision of racial conflict throughout history in which the Jews played a critical part. Furthermore, through propagandistic speeches he accentuated the racial hated of the SS and compelled his men to realize the notion of murdering one’s own race if they don’t efficiently implement his policies of extermination through labour as â€Å"because if the anti-tank ditch is not dug, German soldiers will die†. Also, in order to ensure the efficiency in the implementation of his polices Himmler addressed commanding officers of the SS divisions where he spoke of the great fortress of Eurpoe of which they were privilege to defend and increase. Therefore, throughout the war Himmler’s role, specifically within the holocaust involved psychologically motivating and hardening his subordinates and those implementing the act of genocide through the propagandistic delivery of his own racial and philosophical ideologies, imposing them upon others and calcifying them against the atrocities they would implement. Himmler’s role in boosting the ‘morale’ of the SS was crucial to the extent of the exterminations. Furthermore, Himmler was significant in the establishment of death camps and labour camps which irrevocably set in motion the Final Solution, the systematic elimination of Jews, gypsies and homosexuals of Eastern Europe. Though Auschwitz was HImler’s principal death camp which consumed two million Jews, there were others in Poland and Russia at which the organized gassing and shooting of Jews, Slavs and gypsies took place during the years 1942-44. The policy was extermination through work for those prescribed as medically fit for labour, immediate extermination for the ill and old. Thus, the policy for mass extermination of Jews was combined the economically related interest of compelling the Jews to work to death in the prospect of the labour used for German’s war efforts. In addition, Himmler’s realization of the economic necessities has resulted in the outright sale of Jewish liberties. At the end of 1942 he financed an entire SS division in Hungary by the sale of emigration permits to Jews. As Padfied concluded, Himmler was in favour of compromise with his policy of extermination in certain cases where the financial gain far exceeded the disadvantage of the survival of certain Jews. Furthermore, Himmler’s interest in contributing to the overall national interest of contributing to the war effort through forced labour and his willingness to compromise his racial ideologies to serve practical economic necessities such as the maintenance of the SS demonstrates the notion that in addition to being the architect of genocide, he was also responsible for ensuring the continuous functioning of the SS and the somewhat limited products of forced labour, as a means of extermination. Nevertheless, maintaining an effective and operational SS was crucial to the success and extent of the extermination policies. Therefore, despite Himmler’s nuance in compromising racial ideals by selling Jewish liberties as in this example, the overall interest that underlines his motivations continue to be the fundamental philosophical belief of the unassimilability and danger of the Jewish race and the need for extermination in a war described by him in a 1942 speech as â€Å"a struggle of race†. The impact of Himmler’s racial policies of genocide affected the nature of the war in that it is one which involved the systematic elimination of a race, as it is not just the outcome of total war, which Himmler claimed it to be in 1944 but also it was inherently a part of a nation’s purpose to the war and the means of achieving a philosophical and ideological goal. However, Himmler’s role within the war was not limited to the question of race, by 1943 due to the fall of Stalingrad and reverses in Africa, Hitler allowed for the expansion of the Waffen SS. Thus, by 1943, short on German SS personnel Himmler recruited 8 new divisions of men of which none were of German racial origin. For example, Bosnian Moslems were recruited and an entire SS division of anti-Bolshevist Ukrainians were formed. The effectiveness of these SS divisions in serving the needs of the German army varied however overall its inability to alter the direction of the war after Stalingrad and the expansion of Himmler’s military ambitions towards the end of the war demonstrate the somewhat limited significance he played to the overall outcome of the war. Furthermore, this can be seen towards the end of the war where Himmler under the pressure of both the advancing Russian army and Hitler’s rage drove him into retreat and lose regard for his armies, thus conducting a purge.

Free Essays on McDonaldization Affects Us All

McDonaldization Affects Us All McDonalds is everywhere. When a person walks just a couple of blocks from their house they are going to pass at least two McDonalds. In our society, McDonalds has become a common fixation in our culture. It is what represents America. According to Eric Schlosser, â€Å"Fast food has joined Hollywood movies, blue jeans, and pop music as one of America’s most prominent cultural exports† (10). In a way the fast food industry is taking over, especially McDonalds. Actually McDonalds has taken over because like what was said in the beginning of this paragraph, McDonalds is everywhere. This is where McDonaldization comes in. According to Robert Keel, â€Å"McDonaldization is the process by which the principles of the fast-food restaurants are coming to dominate more and more sectors of American society as well as of the rest of the world†(1). The affects McDonaldization have had on society and its employees tend to be negative ones. But the reason it is so widespread is because huge organizations rely on it as a means to maximize profit. But is the price too high for the rest of us to bear? It plays as a de-motivator and affects everyone’s everyday thinking. McDonaldization affects how consumers want the biggest, fastest, and best product they can get for their money and it also contributes to how unequal and dehumanizing the workplace is, and finally, McDonaldization causes people to become close-minded, ignorant, and afraid of change. Imagine yourself behind the counter or in the drive- through window at McDonalds. You are programmed how to act and what to say. You have been working there for three years and earn $5.50 an hour. You have never worked more than 29 hours while working there. As stated by Keel, â€Å"These circumstances are true for over 40 percent of six million people employed in restaurants today† (1). The reason for these circumstances are due to the change in our society by which the co... Free Essays on McDonaldization Affects Us All Free Essays on McDonaldization Affects Us All McDonaldization Affects Us All McDonalds is everywhere. When a person walks just a couple of blocks from their house they are going to pass at least two McDonalds. In our society, McDonalds has become a common fixation in our culture. It is what represents America. According to Eric Schlosser, â€Å"Fast food has joined Hollywood movies, blue jeans, and pop music as one of America’s most prominent cultural exports† (10). In a way the fast food industry is taking over, especially McDonalds. Actually McDonalds has taken over because like what was said in the beginning of this paragraph, McDonalds is everywhere. This is where McDonaldization comes in. According to Robert Keel, â€Å"McDonaldization is the process by which the principles of the fast-food restaurants are coming to dominate more and more sectors of American society as well as of the rest of the world†(1). The affects McDonaldization have had on society and its employees tend to be negative ones. But the reason it is so widespread is because huge organizations rely on it as a means to maximize profit. But is the price too high for the rest of us to bear? It plays as a de-motivator and affects everyone’s everyday thinking. McDonaldization affects how consumers want the biggest, fastest, and best product they can get for their money and it also contributes to how unequal and dehumanizing the workplace is, and finally, McDonaldization causes people to become close-minded, ignorant, and afraid of change. Imagine yourself behind the counter or in the drive- through window at McDonalds. You are programmed how to act and what to say. You have been working there for three years and earn $5.50 an hour. You have never worked more than 29 hours while working there. As stated by Keel, â€Å"These circumstances are true for over 40 percent of six million people employed in restaurants today† (1). The reason for these circumstances are due to the change in our society by which the co...

Children in Need of Loving Hands Professor Ramos Blog

Children in Need of Loving Hands Gwenyth Witkowski Engl-101-04 Children in Need of Loving Hands  Ã‚   When I was about four, my brothers and I were removed from our parents care because they were incapable of taking care of us due to drug and alcohol abuse. In the time that we were in their care, we experienced trauma that we may learn to accept and learn to live with but will never fully heal from. My paternal grandmother and her partner decided to file for guardianship, and we’ve been with them ever since. We were lucky. The majority of the children removed from their homes are placed in group homes, and the results are saddening. To combat the difficulties that come with trauma, children in the foster care system require the assistance of individuals trained to help them readjust to a healthy way of living. It is very common for youth within the system to be traumatized in their current placement, only to be removed and placed in another harmful environment, with very little chance of receiving the help they require to heal and grow as individuals. It is unfair and extremel y unjust to overlook how desperate these children are for help. Many of the children within the foster care system aren’t even aware that it’s possible to live healthier, happier lives, because all they’ve known is abuse and isolation. One of the most promising methods of treatment is called Therapeutic Foster Care (TFC). I will be going over some of the ways in which TFC is beneficial for the youth within the foster care system who have been traumatized, and why it should be used over other methods of treatment.   Now that a possible solution to this ever-growing problem has been addressed, what is Therapeutic Foster Care? Therapeutic Foster Care is a form of foster care that caters to the physical, emotional and social needs of traumatized youth in the foster care system. While TFC is reserved for children with severe emotional disturbances, it is not limited to just traumatized individuals in foster care. Children with any kind of special needs who require out-of-home placements can take advantage of the resources that TFC has to offer.   TFC offers a multitude of services for the children in need of a nurturing environment. Among those services are additional intensive therapy, tutoring and other educational aids, as well as a more unique kind of therapy for children called Animal Assisted Therapy (AAT).   Animal Assisted Therapy is an excellent way for children who have a harder time forming trusting relationships with others to bond with an animal, eventually building on their social skills, as well as their empathy, self-esteem, and attachment building skills (Kesner, A., Steven R. Pritzker, 77). In â€Å"Therapeutic Horseback Riding With Children Placed In The Foster Care System† by Amy Kesner and Steven R. Pritzker, the mental health benefits that come with regularly engaging with animals is explored. It’s stated that â€Å"mental health professionals realize that animals can be very powerful in helping children at risk because they can encourage learning, cooperation, and expression† (Kesner, et al. 79). In other words, children are more likely to improve socially and otherwise upon bonding with these animals. While not every TFC program will offer horseback riding lessons, the benefits that come with AAT cannot be overlooked. Yet as good as it is for tra umatized children to bond with animals and build trusting relationships with them, it’s even more important that the children in TFC build trusting relationships with their caregivers.   How comfortable and trusting the youth are with their caregivers can make all the difference when it comes down to their healing. If the caregivers are not properly trained, or they don’t bond with the children, very little progress will be made. Southerland says, â€Å"our findings suggest that the relationship between the treatment parent and youth in a TFC setting is significantly associated with better emotional and behavioral functioning for the youth† (D. G. Southerland, et al., 59). In other words, a strong, high-quality relationship is more likely to result in the troubled youth making progress towards a healthy lifestyle. A child being placed in a new location would no doubt feel happier and safer if they felt close to those tasked to take care of them.   Therapeutic Foster Care seems like a sure solution to help traumatized youth in the foster care system, but others may beg to differ, saying that Residential Group Care (RGC) is just as effective when it comes to rehabilitating these children. A study in the Midwest was done on 200 children in a group home placement. The study revealed that around 70% of the children involved in the study, as adults had graduated from high-school, and around 27% had gone on to continue their education. While this is encouraging, Curtis says, â€Å"42% had been arrested since discharge from the resident facility† (Curtis, Patrick, et al., 386). Another study was done comparing youth from specialized foster care and group care. After being discharged, only about half of the youth in specialized foster care were reincarcerated, versus 15 out of 16 youths in group care (Curtis, Patrick, et al., 386). Both RGC and TFC have the potential to be very effective in providing this troubled youth with the help and guidance they need, but you cannot expect a child to build healthy, trusting relationships with the people who have the power to help them if they feel like they’re only important until another child with more needs arrives to their group home. Therapeutic Foster Care can focus more on individual children and their needs because of the small size and large number of caregivers on site. RGC can only do so much for these children when the number of children outnumbers the amount of caregivers’ present. In my brothers and I experiencing the trauma we did as small children, living with my grandmothers after they adopted us was significantly better than being put into a home that wouldn’t be capable of providing us with the amount of care that we needed. We had the luxury of not only being placed with people we already knew, but people who genuinely loved us and were willing to do whatever it took to help us heal. While it wasn’t an official TFC center, the results of us being brought up by my grandmothers were phenomenal as compared to children placed in any kind of group home. Even thinking about where we would be today without the love and patience they showed us is upsetting.   All these facts help to illustrate the point it is that I am trying to make but let us not forget that these children are not numbers, and they absolutely cannot be treated as such. Both RGC and TFC aim to nurture these children, but RGC is simply not capable of offering around the clock care in the way that TFC is. I am also a firm believer that a gentle touch is more effective on children who have been traumatized than the intense discipline and inattention often seen in group homes. This is so important because we cannot hope to have a brighter future if our younger generations don’t even believe a bright future to be possible. We owe it to our youth to offer them the best lives that they can have.    Breland-Noble, Alfiee M., et al. Mental Health and Other Service Use by Youth in Therapeutic Foster Care and Group Homes. Journal of Child Family Studies, vol. 14, no. 2, June 2005, pp. 167-180. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=pbhAN=17414228site=ehost-live This article studies children with psychiatric disorders and aggressive behavior who have been placed in TFC and group homes. It studies the differences in service types, as well as service patterns and how much attention were provided to either group. This will help in my essay to shine a light on the assistance needed by troubled youth in the Foster Care System, and how much attention is required for their needs to be met. This source is reliable because it was published by the Journal of Child Family Studies.    Curtis, Patrick A., et al. A Literature Review Comparing the Outcomes of Residential Group Care and Therapeutic Foster Care. Child Adolescent Social Work Journal, vol. 18, no. 5, Oct. 2001, pp. 377-392. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=5667470site=ehost-live This article explores the effectiveness of both TFC (Therapeutic Foster Care) and Residential Group Care, and which is more effective. While many people are strong advocates for both, this article goes to settle the matter, presenting their findings in the article. This article will be used to acknowledge and explore the importance of programs that focus on the emotional well being of troubled youth within the system.    Frederico, Margarita, et al. Improving Outcomes for Children in Out-Of-Home Care: The Role of Therapeutic Foster Care. Child Family Social Work, vol. 22, no. 2, May 2017, pp. 1064-1074. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=122576873site=ehost-live The article interviews multiple caregivers who are apart of TFC (Therapeutic Foster Care). The Circle Program, which is what the caregivers are a part of, lessened the number of sudden or unplanned exits from the foster care system. This will be used in my report to acknowledge the importance of the caregivers themselves being properly trained and capable of meeting the needs of the children. This source is reliable because of all of the extensive research done on the subject, as well as the results/findings being backed up by research.    Kesner, Amy and Steven R. Pritzker. Therapeutic Horseback Riding with Children Placed in the Foster Care System. Revision, vol. 30, no. 1/2, Summer/Fall2008, p. 77. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=f5hAN=41553864site=ehost-live This article focuses on the importance of making animals apart of the healing process for traumatized individuals in foster care. It points out the effectivity of animal assisted therapy (AAT). In this case the focus is on horses, but it’s important all the same, because of the positive effects that it has on the children. I will use this to further address the importance of nurturing traumatized children emotionally. This source is reliable because I’m presented with facts and lots of information from the study that was done to answer whether or not AAT is beneficial to children.       Southerland, Dannia, et al. What’s the Relationship Got to Do with It? Understanding the Therapeutic Relationship in Therapeutic Foster Care. Child Adolescent Social Work Journal, vol. 26, no. 1, Feb. 2009, pp. 49-63. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=35908408site=ehost-live This article explores the importance of the relationships between the traumatized youth in foster care and their providers. It also shows that the quality of the relationship between the caregiver and the troubled youth greatly affects the rate at which children heal. I’m going to use this in my report to highlight how important it is for troubled youth to receive the help that they need in order to heal. Its credible in the way that it was made into a scholarly article, along with affiliations to the Department of Psychiatry and Behavioral Sciences. All images received from https://www.bing.com/images/search?q=imagesqs=IMform=QBIRsp=1pq=imasc=8-3cvid=33C0A12C9E99498C89B5C27BC6FAD05E