Battle of Churubusco - Mexican-American War - Winfield Scott

Clash of Churubusco - Mexican-American War - Winfield Scott Clash of Churubusco - Conflict Date: The Battle of Churubusco was battled August 20, 1847, during the Mexican-American War (1846-1848). Armed forces Commanders US Significant General Winfield ScottMajor General William J. Worth8,497 Mexico General Manuel RinconGeneral Pedro Anaya3,800 Skirmish of Churubusco - Background: With the start of the Mexican-American War in May 1946, Brigadier General Zachary Taylor won fast triumphs in Texas at Palo Alto and Resaca de la Palma. Delaying to strengthen, he later attacked northern Mexico and caught the city of Monterrey. In spite of the fact that satisfied with Taylors achievement, President James K. Polk was progressively worried about the commanders political desires. Thus, and reports that a development on Mexico City from Monterrey would be troublesome, he started stripping Taylors armed force of men to frame another order for Major General Winfield Scott. This new armed force was entrusted with catching the port of Veracruz before moving inland against the Mexican capital. Polks approach almost brought debacle when a severely dwarfed Taylor was assaulted at Buena Vista in February 1847. In frantic battling, he had the option to hold off the Mexicans. Arriving at Veracruz in March 1847, Scott caught the city following a twenty-day attack. Worried about yellow fever along the coast, he immediately started walking inland and was before long defied by a Mexican armed force drove by General Antonio Lopez de Santa Anna. Assaulting the Mexicans at Cerro Gordo on April 18, he directed the foe before progressing to catch Puebla. Continuing the crusade toward the beginning of August, Scott chose for approach Mexico City from the south instead of power the adversary resistances at El Pe㠱ã ³n. Adjusting Lakes Chalco and Xochimilco his men showed up at San Augustin on August 18. Having foreseen an American development from the east, Santa Anna started redeploying his military toward the south and accepted a line along the Churubusco River (Map). Clash of Churubusco - Situation Before Contreras: To shield the southern ways to deal with the city, Santa Anna conveyed troops under General Francisco Perez at Coyoacan with powers drove by General Nicholas Bravo toward the east at Churubusco. In the west, the Mexican right was held General Gabriel Valencias Army of the North at San Angel. Having built up his new position, Santa Anna was isolated from the Americans by a huge magma field known as the Pedregal. On August 18 Scott coordinated Major General William J. Worth to take his division along the immediate street to Mexico City. Walking along the east edge of the Pedregal, the division and going with dragoons went under overwhelming fire at San Antonio, only south of Churubusco. Incapable to flank the adversary because of the Pedregal toward the west and water toward the east, Worth chosen to stop. In the west, Valencia, a political adversary of Santa Anna, chose for advance his men five miles south to a situation close to the towns of Contreras and Padierna. Looking to break the stop, Scott sent one of his specialists, Major Robert E. Lee, to discover a way through the Pedregal toward the west. Fruitful, Lee started driving American soldiers from Major Generals David Twiggs and Gideon Pillows divisions over the harsh territory on August 19. Over the span of this development, a cannons duel initiated with Valencia. As this proceeded, American soldiers moved unnoticed toward the north and west and took positions around San Geronimo before sunset. Skirmish of Churubusco - The Mexican Withdrawal: Assaulting around sunrise, American powers broke Valencias order at the Battle of Contreras. Understanding that the triumph had unhinged the Mexican safeguards in the region, Scott gave a progression of requests following Valencias rout. Among these were orders which reversed before orders for Worths and Major General John Quitmans divisions to move west. Rather, these were requested north towards San Antonio. Sending troops west into the Pedregal, Worth immediately outmaneuvered the Mexican position and sent them reeling north. With his position south of the Churubusco River falling, Santa Anna settled on the choice to start pulling back towards Mexico City. To do as such, it was important that his powers hold the extension at Churubusco. Order of the Mexican powers at Churubusco tumbled to General Manuel Rincon who guided his soldiers to possess strongholds close to the scaffold just as the San Mateo Convent toward the southwest. Among the protectors were individuals from the San Patricio Battalion which comprised of Irish miscreants from the American armed force. With the two wings of his military uniting on Churubusco, Scott quickly requested Worth and Pillow to assault the extension while Twiggs division ambushed the religious community. In a strange move, Scott had not explored both of these positions and was uninformed of their quality. While these assaults pushed ahead, the units of Brigadier Generals James Shields and Franklin Pierce were to move north over the extension at Coyoacan before turning east for Portales. Had Scott observed Churubusco, he doubtlessly would have sent the greater part of his men along Shields course. Clash of Churubusco - A Bloody Victory: Pushing ahead, the underlying ambushes against the extension flopped as Mexican powers held. They were helped by the ideal appearance of civilian army fortifications. Restoring the ambush, the detachments of Brigadier Generals Newman S. Clarke and George Cadwalader at last conveyed the situation after a decided assault. Toward the north, Shields effectively crossed the stream before meeting a predominant Mexican power at Portales. Under tension, he was fortified by the Mounted Rifles and an organization of dragoons which were taken from Twiggs division. With the scaffold taken, American powers had the option to lessen the religious circle. Charging forward, Captain Edmund B. Alexander drove the third Infantry in raging its dividers. The cloister immediately fell and a large number of the enduring San Patricios were caught. At Portales, Shields started to pick up the high ground and the adversary started to withdraw as Worths division was seen progressing from extension toward the sou th. Skirmish of Churubusco - Aftermath: Joining together, the Americans mounted an ineffectual quest for the Mexicans as they fled towards Mexico city. Their endeavors were hampered by the tight boulevards which crossed damp territory. The battling at Churubusco cost Scott 139 slaughtered, 865 injured, and 40 missing. Mexican misfortunes numbered 263 executed, 460 injured, 1,261 caught, and 20 missing. An unfortunate day for Santa Anna, August 20 saw his powers crushed at Contreras and Churubusco and his whole protective line south of the city broke. With an end goal to purchase time to rearrange, Santa Anna mentioned short ceasefire which Scott conceded. It was Scotts trust that harmony could be haggled without his military raging the city. This ceasefire immediately fizzled and Scott continued activities toward the beginning of September. These saw him win an exorbitant triumph at Molino del Rey before effectively taking Mexico City on September 13 after the Battle of Chapultepec. Chosen Sources PBS: Battle of ChurubuscoSon of the South: Battle of Churubusco Aztec Club: Battle of Churubusco - Map

Ecology of the Box Jelly fish (can change it if writer desires ) Essay

Nature of the Box Jelly fish (can transform it if author wants ) - Essay Example What's more, as the temperature in our waters warms up, it damages and slaughters the green growth which fill in as food to other living life form in the sea. At the point when that occurs, it accidentally demolishes the biological system and equalization in the sea (252-253). There have been a few reasons for a worldwide temperature alteration. The most evident is the carbon dioxide discharge from our utilization of non-renewable energy sources like gas, oil and coal has been the essential offender of an unnatural weather change as it traps warmth to stay in our climate that makes it hotter. Quite a bit of carbon dioxide outflow originates from our vitality utilize going from the power that lights our homes to the to the carbon emanation of our vehicles and modern plants. Another is populace blast as individuals presently have higher future coming about to an expanded in populace that troubles the planet as an excessive number of individuals radiates carbon dioxide that is past her regenerative limit. Everyone concurs that the earth must be secured and that the nonstop warming of our air will have a genuine outcome on the earth; climate design changes, horticultural yields become erratic and disturb the biological system of our waters. However, this must be offset with the vitality needs of both created and creating nations. For any genuine exertion to decrease nursery emanation requires the participation and responsibility of everyone to make it serviceable. Continuing the climatic conditions which are important to support life on the planet and the relief of the a worldwide temperature alteration brought about by ozone depleting substances develop in the Earth’s air and seas must be done to empower the survivability of all types of life and its condition. Along these lines, Massawe led an exploration to plan a hypothetical reason for the â€Å"development of observational model of a worldwide temperature alteration fit on the fundamental worldwide de terminants of human exercises caused ozone depleting substances develop in the environment to empower the distinguishing proof of worldwide guidelines which could be managed to control an Earth-wide temperature boost and the resultant atmosphere change† (254). It was pointed that with such an Earth-wide temperature boost control, it is ready to moderate environmental change that would accomplish â€Å"greenhouse gases emanation and develop in the Earth’s air and seas dependent on the age and organization of worldwide solutions† (254). Massawe distinguished the determinants of an Earth-wide temperature boost as the populace gauge, birth rate, demise rate, hydropower utilization, geothermal force utilization, atomic force utilization, sun oriented force utilization, wind power utilization, bio-fuel utilization, coal utilization, oil utilization, gas utilization, barrier spending, GDP, ozone harming substances emanation gauge and timberland inclusion gauge. He reaso ned that the answer for the relief of an Earth-wide temperature boost is conceivable by supplanting the determinants in singular nations with the worldwide determinants. As a result, the examination recommended that an Earth-wide temperature boost and environmental change can't be fathomed by singular nations and that it must be tended to by universal collaboration with all nations, both created and creating are in participation to address the determinants of a dangerous atmospheric devation. How the article expanded my insight or changed my perspective on the point. The investigation was an eye opener for me and as it were, upgraded my comprehension about environment

What YOURE Doing This Summer! (2010 Edition!)

What YOU’RE Doing This Summer! (2010 Edition!) Dear Internet, No, I am not dead yet. I had a lot of great food in New York. I went to Europe for a week, where I had more great food. I am now back at MIT. I took a long nap in the library today. I can feel MITs gaping maw ready to swallow me whole again. In other words BRING IT ON!!!!!! So guys, sorry for the hiatus in posting the photo contest results. I received over twenty entries, so thanks for your enthusiasm! :) (although tsk tsk to the person who sent me pictures that were 20 MB EACH. dang son! haha) Here we gooooo! HONORABLE MENTIONS: Lets begin with two group pictures and stories of groupwork: From Louis, 14, New York City A photo from Peru after 4 days working to clear the yard of bricks, hills, and assorted shrubbery. I went on this trip to Peru with the St. Marcellin Society (which has a chapter affiliated with my High School). The majority of the trip was spent in Chulucanas doing service work while we stayed in the Bishops House: Clearing out The Pit so the school could build something in the lot, Teaching English to a class (and watching them sing I Got a Feeling by the Black Eyed Peas), and painting the auditorium. We also visited a Nursing Home and an Orphanage and got trounced in sports by the locals. After a week of this, we went to Lima and Cuzco for a few days to be tourists and see Macchu Picchu. The picture is a picture of our group of 12 standing on the brick pile in The Pit after we were finished working in it. Then the next kind of work is something thats close and dear to my heart (working with Asian communities in Chinatown which I have been doing all four years of my time at MIT). From Ting, 13 transfer from Mount Holyoke, China I took this picture outside Chinese-American Planning Council in Chinatown, Manhattan, New York City. I am the first one on the left in the first row, holding the banner. We are the summer interns and volunteers at the Chinese-American Planning Council for the biennial Walkathon and Family Day Fair. On Saturday, July 31, 2010, the Chinese-American Planning Council (CPC) brought together over 2,000 participants for a fundraising Walkathon and Family Day Fair with the theme Community Walks Today, for the Youth of Tommorow. All the proceeds will go to CPCs youth programs, which are significantly affected by the city budget cuts. Starting from Columbus Park, participants crossed the Brooklyn Bridge and then returned to the park. As summer interns, we prepared this big event for nine weeks. Lets turn now to two sets of traveling pictures(I must say I got a good laugh out of the first one, and I just had to include the picture of CROATIA Lake Plitvice was a place that I really wanted to visit this summer when we were in Croatia but really could not due to time constraints) From Ioana, 14, Bucharest, Romania I traveled during the summer with my family to Turkey and with the Romanian International Physics Olympiad team to Hungary, Belgium and Croatia. I attached some photos: -Shop in Kusadasi, Turkey -Ada Land delfinarium near Kusadasi, Turkey -Plitvice Lakes National Park in Croatia From Chelsea, 14, Pleasanton, CA In June, my family went to Kauai, HI for a week. During our vacation, we did two awesome things: (1) helicopter ride, and (2) zip lining. Since we only took videos during zip lining (with lower quality than these pictures), I only attached pictures from the helicopter ride (though zip lining was just as if not more awesome than the helicopter ride). Also: since I couldnt get a picture of me with the scenery of the helicopter ride, there are two pictures. On the ride, we learned that Kauai is home to the wettest place on Earth, Mt. Waialeale (Wai-ale-ale), which averages more than 472 inches (roughly 39 feet!) of rain every year. This means that the island is very green and pretty. Because of the island’s beautiful environment, Jurassic Park was filmed on Kauai. Pirates of the Caribbean 4 was also filmed on Kauai a week after we left. And in case you were wondering, Im the one in the white (but not the helicopter driver, though that would be a pretty amazing job). And I think this qualifies as very MIT From Sean, 15 prospective, Concord, NH The Boat_Race pictures were taken during a sailboat race yesterday. The black Jolly Roger sails belong to my boat, which is a 1969 sunfish (yep, it’s 41 years old. Great find on Craig’s list.), and I was so intent on the race, I forgot to take a picture of myself sailing. The race was at Crystal Lake in Gilmanton, NH, and last year, I had a full pirate getup to match my swashbucklin’ vessel, but I finished last. Tactics changed from style to speed this year. It worked, I finished first. Drink up me hearties, -sean P.S. â€" Pirates Trump Ninjas, Yo Ho! Finally, in the Honorable Mentions category, a special place must go to this guy with Animal Planet pictures From Anthony, 15 prospective, Johannesburg, South Africa Hey Chris, Here are two photos of what Ive been up to this winter in fact (Southern Hemisphere just has to be different, doesnt it? ;] ) Both were taken at a lion park outside of Johannesburg, in South Africa. Im South African, but moved to study in Europe several years ago, still return for holidays though! Little note on the lion cubs, the photo with me in shows the cubs just before breakfast time (porridge) and they paid very minimal attention to my existence. After they were fed photo number two was taken :]. There were two rules when going in with the cubs, no picking them up, and no letting them bite you (bad habit for them to start apparently _), which ruined my plan of bragging to my European friends that I was bitten by a lion, even if it was only a month or two old. THIRD PLACE: Not entirely unbiased because I am Taiwanese, but I think cheering on foreign athletes in the US is awesome :) From Eric, 13, Taiwan This picture is taken at New Hampshire Fisher Cats Baseball Field. Cheer for all the Taiwanese athlete players in the US! SECOND PLACE: Theres not much to see except a lot of blue, but I must admit that the cool factor just dominated this picture. Is this kind of project amazing or what?!?! From Max, 15 prospective, Western Massachusetts View from a balloon i launched, about 80000 feet above the ground. It was taken by an automated camera attached to a weather balloon which i launched. Pretty cool right? ANDDDD the grand finale: FIRST PLACE: So I am a big Miyazaki fan, and Studio Ghibli was such a big part of my childhood (and even now!). I must take my metaphorical hat off to this fantastic culinary creation by Greg, however. One, because its TOTORO! Totoro, Totoro, Totoro! (hes even in Toy Story 3!) Two, because it looks wonderfully meticulous and I know I would never be able to pull something like this off in the kitchen. My only suggestion is to add some makkurokurosukes next time on the side. :) Shouldnt be hard if you managed Toroto! :p From Greg, 15 prospective Im going to be an applicant this year, and as such have spent a good deal of my free time trolling around the admission site blogs waiting for the application to be released. I saw your competition and couldnt resist sending in this photo of the birthday cake I made for my brother earlier this summer. Hes a big fan of everything Miyazaki, but Totoro is by far his favorite character (he painted the portrait of Totoro in his art class). The cake took me about 18 hours of work, most of which was spent wrestling with the fondant skin (a material Ive never worked with before), and was worth every minute. He was so happy, and it tasted magnificent too. I hope you enjoy it as much as we did! THE PRIZE! I first came across this game in the game cabinet of a New York cafe, and then very soon I thought the idea was very cool and I thought it was something that I would want on my bookshelf :) Basically, the premise of this is that you have a tube filled with plastic thingies, and there are about four dozen-ish little things hidden in the tube, and you can find them by turning the tube around. Apparently the hardest thing to find in the tube is the penny thats hidden inside, and I am still unable to find it in this one, haha. :) (ps. once you find the penny, you can go online to the game website and enter the serial number of the tube and the year on the penny to see whether you got it right!) Have fun! :) Thanks for all your entries! ^_____^

The Comic Book MAUS - 1288 Words

MAUS Introduction Since the publishing of the comic book MAUS, there has been a broad debate not only from the survivors of the Holocaust but within the Jewish community pertaining to the appropriateness and representational meaning of the Holocaust in the modern literature. Many people who participate in the discussions or read the book have perceived the comic fashioning of the book as trivial, hence making the book appear as mocking, derogatory and comedic. Nevertheless, this is not the real purpose for the format employed by Art Spiegelman. The comic representation plays a critical role in ensuring that the message is at home. This paper seeks to clarify on the issues that have been raised against the comic representation of the book. The main objective of Art Spiegelman is to teach the reader concerning the Holocaust and what awful things, like the concentration camps, the Jews had to go through. Again, the author teaches us to never forget what events took place in the Holocaust. Spiegelmans use of animal species to represent the national and ethnic identities is an imaginative method of representing racial prejudice existed during the world war two. Spiegelman chose to represent the human beings in this way because people can be as cruel as animals. He chose the mice to represent the Jews with a clear conscience that unlike other animals, mice are helpless and they are unable to defend themselves. The Germans were represented with cats because cats doShow MoreRelatedThe Comic Book Maus1662 Words   |  7 PagesIn the comic book Maus, Art Spiegelman shows the readers what people endured during the Holocaust terror. Art mostly spoke about persons of Jewish descent. He utilized great imagery, and characteristics to allow readers to get a mental image and painting of the immense pain and suffering Jews endured during the Holocaust. His use of symbolism of mice and cats helped to show how Jews were just pawns, and experimental factors to Germans. Art allows for the reader to see how terrifying and horrificRead MoreEssay on The Comic Format of Spiegelmans Books Maus I and Maus II1176 Words   |  5 PagesThe books Maus I and Maus II, written by Art Spiegelman over a thirteen-year period from 1978-1991, are books that on the surface are written about the Holocaust. The books specifically relate to the author’s father’s experiences pre and post-war as well as his experiences in Auschwitz. The book also explores the author’s very complex relationship between himself and his father, and how the Holocaust further complicates this relationship. On a deeper level the book also dances around the ideaRead MoreMaus1632 Words   |  7 PagesCastro Maus Topics for Discussion: Comics Technique In Understanding Comics, Scott McCloud argues that a face drawn with great detail can represent only one specific person, but that a face drawn with few details—a smiley face, for instance— could be almost anyone. ï ¿ ¼ Source: Scott McCloud, Understanding Comics (DC Comics, 1999): 31. Describe the faces in Maus. Are they iconic (could be anyone) or particular (could only be Vladek)? The faces in described in Maus are intensely descriptiveRead MoreMaus Essay1113 Words   |  5 PagesMaus Paper Art Spiegelman’s Maus, is a unique way of looking at history. Through the use of comics, Spiegelman allows the reader to draw their own conclusions within the parameters of the panes of the comic. Unlike reading a textbook in which the author describes every detail about the subject matter, comics allow for the reader to draw their own conclusions from the information given to them. Also by reading a serious comic such as Maus, we are able to break away from Maus has an interestingRead MoreAnalysis Of Maus And The Sandman By Neil Gainman1454 Words   |  6 Pagesliterature and valuable tools in the classroom. Comic books should not be viewed simply as aesthetic objects, but rather as texts which function when read by their audience within a specific context. Our education curriculums are heavily relied on reading comprehension, which has proven to be a struggle for visual learners. Graphic novels offer value, variety, and new medium for literacy that acknowledges the impact of visuals. Novels such as Maus by Art Spiegelman and The Sandman (vertigo) by NeilRead MoreMaus Themes790 Words   |  4 Pageshow Spiegelman conveyed this in Maus: Loneliness; Discrimination; Abuse of Power; Loss of Innocence, Guilt, Survival. The graphic novel Maus by Art Spiegelman conveys many varied and powerful themes to the reader. Spiegelman has conveyed the themes Guilt and Survival by using various methods including narration, dialogue and several comic book techniques to show the expressions and feelings of the central characters. Guilt is an especially strong theme in Maus, appearing many times with Art andRead MoreAnalysis Of The Book Maus 1257 Words   |  6 PagesMaus is a tale about a young man who is in search for answers about his own life and his father’s life. Vladek Spiegelman is a survivor of the holocaust who reconnects with his son Art Spiegelman by telling him stories of his past. Art creates a well-written comic tale about the Holocaust and the relationship he has with his father. This survivor’s tale takes you back to the Second World War to tell us a story of a Jew who hardly survived life. The story opens with Art visiting his father to getRead MoreComparison between Maus Anne Frank Essay1048 Words   |  5 Pagessubstitutes such as books and diaries to expose these catastrophic events internationally. Books such as Maus, A survivor’s tale by Art Spiegelman, and Anne Frank by Ann Kramer. Spiegelman presents Maus in a comical format; he integrated the significance of Holocaust while maintaining the comic frame structure format, whereas comic books are theoretically supposed to be entertaining. Also, Maus uses a brilliant technique of integrating real life people as animal figures in the book. Individually, bothRead More`` Maus Trigger Me More Than Narrative Of The Life Of Frederick Douglass And Half Of A Yellow Sun966 Words   |  4 PagesMaus trigger me more than Narrative of the Life of Frederick Douglass and Half of a Yellow Sun since my country has been through similar experience. My country is the Republic of Korea, also called South Korea. It is small co untry located between powerful countries like China, Russia, and Japan. Thus, it is a place where war never stopped even till now. Too many times, we were too close to losing our country and one time, in 1910 we actually did. Lasted for Thirty-five years, it is called the KoreaRead MoreAnalysis Of The Book Maus 864 Words   |  4 Pagesextremely successful throughout his career, working for numerous comic lines. There’s no doubt that Maus certainly was his greatest work. You could consider Spiegalman’s experience to be his best credential. Maus is a graphic novel that depicts basically a cat and mouse representation of the Holocaust. A graphic novel as defined by Webster’s dictionary is a â€Å"fictional story that is presented in comic strip format and published as a book.†(1) Maus tells the story of Spiegelmans father, and his experience

Essay on Women and Social Change The Wild and Roaring...

The Wild and Roaring Twenties The roaring twenties, also known as the Jazz Age or the Golden Twenties, was a time of dramatic social changes, lifestyle changes, and changes in culture that took place in the United States, the United Kingdom, and in Canada. Women began to demand equal rights as the wealth of these nations doubled. Some of the many social changes included the women getting their hair cut short, in a bob-like style, by male barbers. The women also began to wear shorter skirts, as well as skimpy beachwear. The dramatic change in clothes caused some to be arrested for too much exposure of their skin. Many of the women who were involved in this rebellious movement were known as flappers (pbs). During this time, the†¦show more content†¦Movies became a popular source of entertainment. Millions of people attended the movie theaters every week. The actors of the 1910’s were never named, especially the women actresses. However, by the 1920’s, the actors and actresses were becoming famous. After that, many movie producers received their money mainly because of the actors in the movies. When the actor, Rudolf Valentino died, fans traveled miles to see his embalmed body for the last time. This excitement caused riots to break out. This was not the only thing breaking out though. The 1920s Jazz Age was in full force. In the year of 1925, the Jazz Age was in full swing. Louis Armstrong and Duke Ellington made their first recording together. The first musicians to incorporate guitar and violin into jazz were Eddie Lang and Joe Venuti. Classical music, folk music and operettas were all transformed into popular dances, which were performed at dance c lubs. The dance clubs that played this type of music became enormously popular in the twenties. The most popular types of dances included the fox trot, the waltz and the American tango. According to my Grandmother, Ann Clower, my Grandfather loved to dance the fox trot. Many other types of dances were also created during this time, including the break away, the Charleston, and the lindy hop, which was later turned into the swing (history learning site). With the changes in music in the 1920s,adio stations also had new changes.Show MoreRelatedWomen s Changing Societal Roles923 Words   |  4 PagesFrom the dawn of what is now the United States of America, women dressed modestly and acted in a very measured manner. The nineteen twenties brought about a new social group known as the flappers, â€Å"young birds, or wild ducks, that are flapping their wings as they’re learning to fly† (Spivack). A flapper, in the nineteen twenties, was considered as a fashionable youn g woman who enjoys herself while scorning conventional standards of conduct. This drastic transition caused a shift in women’s civilizationRead MoreThe Roaring Twenties By Louise Brooks928 Words   |  4 PagesThe Roaring Twenties fostered a split between America’s past and future. Prior to World War I, America remained rooted in the conservative nature of the nineteenth century. After the war ended, Americans broke away from their traditional habits and intellection as they transitioned into a modern era. The rapid social and economic change influenced innovation that caused people’s morals to deviate from their upbringing. Many people began to take bold moves that later influenced a decade full of culturalRead MoreThe Role of Women in the 1920s and F. Scott Fitzgerald’s the Great Gatsby1561 Words   |  7 PagesThe Roaring Twenties: a time when women broke out of their shells of modesty and were not afraid to bare a little skin or wear a bit of makeup ; when women finally gained some control; when jazz music, drinking and partying were what society lived for; when flappers danced the night away. The 1920s was an era of great change in society’s attitude toward many different aspects of life. For instance, what was considered acceptable behavior for women and the way men treated their wives drasticallyRead MoreEssay on The Roaring Twenties1209 Words   |  5 PagesThe Roaring Twenties Do you ever find yourself wondering why the 1920s were called the Roaring Twenties? The Roaring Twenties was a celebration of youth and culture. During the 1920s, many different forms of art, music, and literature began. There were many changes that took place in the 1920s, and many people were influenced by these changes. The Roaring Twenties was a constant party because America was celebrating the victory of World War I. Many customs and values changed in the UnitedRead MoreF. Scott Fitzgerald s The Great Gatsby1378 Words   |  6 Pagesregarded as one of the greatest American writers of the 20th century. He wrote novels and many short stories but he is mostly known for his iconic novel â€Å"The Great Gatsby.† This American Classic, written in 1925 takes place in New York during The Roaring 20’s. The novel revolves around this interesting character named Jay Gatsby. He is from North Dakota, and around 30 years old. Born poor, motivated him to do anything to acq uire his longtime dream to become wealthy. Apart from that, he was also motivatedRead MoreThe Great Gatsby By F. Scott Fitzgerald1327 Words   |  6 Pagesas the â€Å"Roaring Twenties† and â€Å"Jazz Age†, marked an era of social changes and cultural differences in the United States. It was a time where women weren’t seen just for their â€Å"housewife† roles, but for their new rights and freedoms. Technology was expanding, prohibition against alcohol developed, and the cultural civil war began. All of these racy changes that developed in the decade of the 1920s are expressed in the book, The Great Gatsby. (History) In 1919, under the 19th amendment women were givenRead MoreAmerican Society During The Roaring Twenties1844 Words   |  8 PagesThe Roaring Twenties was known to many as an infamous age of sex, lawlessness, and prohibition. The twenties were much more than that actually it was time where the American society had a dramatic shift from its rural roots to the bustling city. American society was changing from the rural farm days. Many people were moving into the city and buying new gadgets that were being invited. Society was turning into a consumer Society this meant that many people across the country were buying the same productsRead MoreEssay on How Did American Culture Change During the Jazz Age?1140 Words   |  5 PagesWhat was the Jazz Age in America? Also known as the Roaring Twenties’, it was when American ways were beginning to modernize. Before the stock market had crashed and the Great Depression started, culture was booming in America. Dance was changing rapidly and new styles of dances were being created. Women began to wear shorter clothes, cut their hair, and some even had jobs, while the Flapper girls gave other young women an outlook of freedom. People began to go see films and movie stars became famousRead MoreInfluences on F. Scott Fitzgeralds writing in The Great Gatsby1658 Words   |  7 PagesThe Roaring Twenties was a period of frivolous days and exciting nights. Times were prosperous and life was good for most. In The Great Gatsby, published in 1925, F. Scott Fitzgerald writes about the fictitious life of Jay Gatsby, a self-made millionaire (Gross 1). The setting of the novel is New York in the twenties, a time, and place, where people were jovial and carefree. In New York, more than anywhere, people did not worry about lifes downs, but focused on the highlife and partying. ProhibitionRead MoreJazz : A From The Past1846 Words   |  8 Pagestransformation in our nation that would forever alter the course of human history. Beca use of jazz’s popularity during this time period, the 1920s will forever be known as â€Å"The Jazz Age.† This was an age of moral rebellion, illegal activity, social and familial changes, and loud, cutting-edge music. It was said that jazz music â€Å"encouraged vice, sensuality, belligerence, and indiscipline† (Scruton 1). Additionally, jazz was described as â€Å"an influence for evil,† according to the 1921 Ladies’ Home Journal

Unit 7 Perds Childcare Free Essays

P7 Task 2 Write a short report on how you’re setting promotes positive images of children and reflects a diverse society. Include in your report: P7. 5 Explain how the setting promotes positive images of children and reflects a diverse society An image which presents a mixture of cultural backgrounds coming together such as an Asian and black girls playing together, this will show children that they are able to play with different races and therefore a positive image. We will write a custom essay sample on Unit 7 Perds Childcare or any similar topic only for you Order Now Promoting a positive image is important especially in settings which work closely with children because once a child enters a setting they take interest in the images and objects around them, and by seeing images that celebrates different cultures and background will teach the child and allow them to see how others live and play together. To prompting positive image my setting takes pictures of the children interacting with each other through play and work. Once the child and other children see this on display they repeat the same thing because of the positive effect it has had on them. This helps to build children’s self-esteem through play because now they will be able to interact with a range of different children and create a wider friendship group. It is important for settings such as nurseries to reflect on the way they promote positive images because the images that a child sees at an early age can influence behaviour. According to public opinion journalist Walter Lippman â€Å"the little picture we carry around in our heads†. Children will then start to relate life to that image the now have in their heads. Nurseries should incorporate images around the world so that children can have a better understanding of those around them, also that the children don’t assume that the one image that they setting has is the right image for them or the characters that they see on Walt Disney such as Cinderella, sleeping beauty and snow white is the appropriate way for a young lady to dress or behave as a damsel in distress. Walt Disney presents young ladies as sexual beings that cannot help themselves but wait for that handsome prince to come and save them. Girls are passed images like this from a young age with creates that stereotype image in their head which can affect their behaviour the way they think and act as they grow through their adolescents and adult years. Creating a diverse society by welcoming every family, regardless of their sexual orientation, family status, religion, race and ability will allow the every child and family member to feel welcome in that setting. This also allows children from an early age to understand that every child is an individual and has their own ability. This is why we have a welcome poster which has a number of ways in which parents and staff welcome each other, this encourages and shows that the setting is welcoming. P7. 6 Describe a resource which uses positive images The recent Christmas advert by M, included a child with Down syndrome, this images allows other children with Down syndrome and their families to see that they too can do what is considered â€Å"normal†, this image was then displayed as part of a mixture of images at my setting. An image which presents a mix of races in a family photo sends the message to children that the colour of a person skin doesn’t determine who or can be in their family. The media is a strong resource which in many ways controls the child’s sub-conscious minds. Through media we are now able to see a more positive and realistic image of the world we live in. This summer was the 2012 Paralympics, showed on television live for the first time, this showed people who were deemed disabled to overcome the impossible in their lives. The Paralympics showed people without limbs, running races, swimming laps and the visually impaired playing football. The media holds many connection to what humans see and keep in their minds, what newspapers print out, what shows advertise and how all add to the positive images we see today. At many of the settings I have worked in have book corners or library’s, containing a number of books from based on different cultural background such as the well-known story ‘handa’s surprise’ this book shows a African girl planning to surprise her friend, this story shows children how to be kind, and nice. P7. Evaluate briefly your learning from finding information for this report For this report I researched the many different ways in which we see images, whether it be a positive or negative image. I learned about the effects on a child from the images they see in their settings, on the streets and in their homes. This report has made me to understand the effects o f Barbie dolls and action figures have on a child’s sub-conscious mind. Images of young vulnerable beautiful ladies who find themselves in some sort of danger and the only way to get help are through a strong handsome man, these images presented time and time again by Disney. But images by presented by Dream works, where the woman are able to defend for themselves, male and female are equals and they fight crime together such as Shrek and princess Fiona. This image shows both girls and boys that they are equal also that not all girls are â€Å"weak† and â€Å"vulnerable†, boys don’t have to be the â€Å"hero†. I had not realised how wide-spread gender stereotyping is. Properly because I am so used to seeing it all the time, I did not really question it or the influences pictures have on us. Images are seen through many resources such as the media which is a massive impact, what we see on bulletin board, adverts, posters in stores and parents. From this short report I was able to understand that an image might be positive or negative just by what a person says or the Picture portrays. A simple image e. g. a family with mixed races from around the world, a simple comment such as â€Å"we are family† could slowly show a child that diversity is a good thing, but if the comment was â€Å"that aren’t right, they don’t look the same†, will create in the child’s mind that every member of a family has too look the same. I think that in future when I see a new form of attraction whether through the media, books or toys that I will look closely at the aims that other I. e. parents and young children may not see. Task 3 P7. 8 Describe TWO (2) examples of activities or experiences which encourage children’s awareness of their own and other’s safety One day at my setting I witnessed a child running with scissors in his hand, I stopped the child and told the practitioner; once I told the practitioner and she immediately call all the children to the carpet to talk to them. She asked them if they knew why she called them all to the carpet, many thought it were to practice for their school play, and others thought it was a game. The practitioner then explained to children that they are sitting on the carpet because of what she was told that someone was running with scissors. She then asked the children if scissors are dangerous. The children replied in simultaneous voice, â€Å"yes†, she then asked should we through or run with scissors in our hands? The children replied â€Å"no† and where should the scissors stay when we want to move around the room? On the table†. The practitioner then explained to the children that if these rule where broken that someone could get seriously hurt. At my last lesson I was able to take part in going a school trip to the natural museum with the nursery class. The day before the trip I helped the practitioners in the class to set up a miniature road course, by placing red, yellow and green cones on eit her side of the playground. The three cones represented the traffic light; I also placed images of the red and green man on the floor on the opposite side of the playground. My job was to control the red/green men, as the practitioners explained to the children, the instruction and the role of each individual sign and their jobs we began the activity. I watched the practitioner get the children in to peers as they will be the next day, once the children were ready and settled the children where walked around the pretend road side, once they came across me at the traffic lights I Held over my head the red man as the practitioner as the children what the symbol meant. She also explained in detail why it is dangerous to cross when this symbol is show. Once the practitioner had finished explaining about the red man, could out the traffic light colours in descending order then swopped the red man for the green man. The practitioner then repeated the same explanation by about the green man, after she has explained she lead the children across safely. P7. 9 Reflect on the effectiveness of the activities or experiences in practice My first experience was not a planned activity but was effective in its own way; it was affective in a way whereby the practitioner asked the children questions to identify what they knew about running in the class with sharp objects like scissors. From asking them questions the practitioner and my self was able to see that the children did know the rules but needed to be reminded. I think that if the class had posters of the rules in the class it would remind the children. In the future we can get the children to create their own posters on road safety. I feel that my second activity was very effective because it created a pretend scenario for the children which they will encounter the next day. This activity explained the different symbols, why they are there to keep us safe. This activity also taught the children what to look out for and how to follow the road signs. By the practitioner asking the children questions she was able to notice who has started to understand the signs and who needs more explanations. If I was to repeat this activity, I would allow the children to pick which symbol or sign they think it correct for at point in time this is because it evolves the children and allows myself and other practitioners to see what the child may already know or has picked up. How to cite Unit 7 Perds Childcare, Papers

Millipore Cooperation Company Performance

Millipore Cooperation Company is a company that makes implants, such as shoulder and knee replacements and orthodental implants. It actually uses decoagulants which are solutions that prevent blood coagulation. This is principally used in university labs, hospitals during the surgeries, etc. The company makes separation devices which are basically used for all sorts of filtration.Advertising We will write a custom report sample on Millipore Cooperation Company Performance specifically for you for only $16.05 $11/page Learn More Such cases include separating blood from plasma, simple filtrations for water systems and also microelectronic diffusion where the filters are used to purify hydrochloric acid necessary in manufacturing of fibers. Digression Analysis Technique, for instance, involves making glasses which are then packed into boxes, and delivered to the warehouses and stores where customers can buy them. In industrial engineering, the main task is to set standards for the production of products. In case of the above-mentioned example, the boxes are of different sizes with different dimensions and weights. A formula can be worked out based on the parameters of dimension, time and weight. With 150 percent inefficiency in production, the formula to be used to reduce such number is necessary to get the key variables of weight, time and sizes. Using data simulation for the last 6 months, the efficiency level may reduce to about 112 percent if the production level is limited by the number of hours per day. In our case, this number is 8 hours in which one is expected to pack a given number of boxes dependent on their size. Then the rate will increase with more production of the glass. It also deals in receiving goods, packaging, labeling finished goods, warehousing, inspection, and manufacturing, supply of productions, production and finished goods. In pharmaceutical industry, everything should excellently be performed, and certain procedures are to be followed as well as good quality systems and manufacturing practices where everything is determined to ensure accuracy are in place. Labeling is very important as it helps in determining the expiry date of products. There are certain processes which are to be followed. They include IQ which stands for inflammation qualification, PQ which means performance qualification and OQ which is operational qualification.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Performance qualification is habitually performed for the product to be prepared three times. Any procedure or equipment has to undergo this process before any drug is produced. After performance qualification has been carried out, stipulating study is done. It is carried out by keeping the equipment under certain temperature of about 60-80 C. It is done for a minimum of 6 months which can support the expiry date f or two years. After the completion of the years, one can extend it for another year. Testing and documentation are to be done in everything, and every operator is to carry out operations 2 to 3 times separately, especially these measures are crucial to ensure individual confidence and proper training. Employees are also cross trained for flexibility. For operation to be properly carried out, there should be enough people since signing should be done by more than one person as it includes performer, checker and verifier. There are extra people trained so as to ensure consistency of the operation incase there is anyone missing. A project which involves filtration where there is some kind of filters used is to be done. If one membrane has small pores and another one has larger ones, the substrate occurs at the base. Thus, blood sugar can be tested by putting some chemicals on the filter and pouring the blood on it. This report on Millipore Cooperation Company Performance was written and submitted by user Lance Morales to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why I Voted for John Kerry essays

Why I Voted for John Kerry essays Everyone I know is a Democrat. My father, my friends, and even most of my teachers growing up were all Democrats. Because of this, I was brought up to be one. As I grew older, I became more interested in politics and formed my own opinions on how I wanted to vote in the 2004 election. I liked the ideas that Kerry brought to the American people, and I knew I did not like Bush very much seeing as it seemed as though America had seen better days with Clinton. I did not like some of the changes that Bush was making in office. I do not know very much about politics, but some issues I do have a stand on. I made my decision based on my beliefs compared to Kerry and Bush. So for my first year as a registered voter, I voted for John Kerry. A lot of people who voted for Bush chose him because he was religious. They call these voters "moral values voters." When you are voting for someone to run an entire country, in my opinion, what the person's personal opinions on things such as whether gay marriage should be legalized or not is irrelevant. A subject such as someone's sexual preference does not directly affect a nation. People may not agree with it, but there are a lot of things that a lot of people do not agree with. I agree somewhat with Bush because he is opposed to abortion. But he also thinks that it should be okay if the woman is pregnant because of incest or rape. Kerry supported abortion and endorsed family planning and health insurance plans that provide abortion counseling and contraceptive coverage. I liked Kerry's plan although I believe that abortion is wrong in all cases. You have no right to kill a human being whether it was a mistake or not. I believe that everything happens for a reason and that the child was meant to come into the world. In the 2000 campaign, Bush said, "I don't think you should support the death penalty to seek revenge, I don't think that's right. I think the reason to support the death penalty is th...

22 Causas de Negación de Ingreso a USA por Inadmisibilidad

22 Causas de Negacià ³n de Ingreso a USA por Inadmisibilidad Las autoridades de los Estados Unidos pueden negar a cualquier extranjero el ingreso a Estados Unidos  con una o varias  causas de inadmisibilidad. Esto aplica incluso a los residentes permanentes legales. Asimismo, puede aplicar tanto a los que estn fuera del paà ­s como los que ya se encuentran en su interior. Este es una situacià ³n grave y, por ello, este artà ­culo informa sobre cules son las causas de inadmisibilidad, cà ³mo surge el problema y dà ³nde y, finalmente, quà © se puede hacer para solucionar el problema. Antes de comenzar, seà ±alar que es muy importante distinguir las  causas de inadmisibilidad, la razà ³n que se da est seà ±alada con un nà ºmero  212(a),  de las causas de inelegibilidad  que hacen que el cà ³nsul rechace una solicitud de visa por motivo calificado en los documentos oficiales  como 214. 22 causas de inadmisiblidad que impiden el ingreso en Estados Unidos Las causas de inadmisibilidad pueden aplicar tanto a las visas no inmigrante, tipo turista, estudiante, trabajo, intercambio, etc como a las visas de inmigrante, para obtener la green card o tarjeta de residencia. Incluso pueden aplicar a personas que se encuentran legalmente en los Estados Unidos y que solicitan un cambio de estatus. Por ejemplo, una persona con visa H1B que pide la residencia permanente mediante un ajuste de estatus. Las causas de inadmisibilidad, que se conocen en inglà ©s con el nombre de grounds of inadmissibility, son: Carga pà ºblica. Sospecha de que es posible convertirse en una fuente de gasto para las arcas pà ºblicas de Estados Unidos. Por ejemplo, personas enfermas, muy mayores, etc.Sufrir una enfermedad contagiosa, como por ejemplo, tuberculosis.Sufrir una enfermedad fà ­sica o mental que convierta al enfermo en un peligro para otras personas.Consumo de drogas. La expresià ³n que utilizan las autoridades de inmigracià ³n es abusador de drogas y por eso se entiende haber consumido una sustancia ilà ­cita ms de una vez en los à ºltimos tres aà ±os.Haber cometido o haber sido condenado por un delito inmoral.Haber sido condenado por varios delitos.Haber sido condenado por delitos especà ­ficos tales como trfico de drogas.Ser familiar de un traficante de drogas si se ha beneficiado de las ganancias de esa actividad en los à ºltimos cinco aà ±os.Haber cometido espionaje o sabotaje.Haber cometido o haber sido condenado por un delito agravado.Haber sido miembro de un partido polà ­tico t otalitario, como por ejemplo, un partido comunista, o de un partido nazi. Haber participado en un genocidio.Haber asegurado falsamente que se es ciudadano americano.Haber violado una ley de inmigracià ³n. Hay muchos ejemplos de esta circunstancia, por ejemplo, trabajar en Estados Unidos con una visa que no lo autoriza (turista, etc.)Haber cometido fraude migratorio. Bajo esta categorà ­a caben acciones muy distintas. Presentar documentos falsos ante un oficial migratorio o un consulado es una de ellas. Las mentiras en este contexto pueden resultar muy caras.Estar ilegalmente en Estados Unidos o haber estado si todavà ­a no se cumplià ³ el plazo de la penalidad.Haber sido deportado o expulsado.Haber ingresado a los Estados Unidos sin tener la documentacià ³n necesaria.Estar casado con ms de una persona al mismo tiempo. Estos son los casos de bigamia y poligamia.Haber realizado un secuestro internacional de nià ±os. Esto ocurre con frecuencia en el caso de paps y mams que no se ponen de acuerdo dà ³nde deben vivir los nià ±os. El problema es que sin darse cuenta se puede estar cometiendo ese delito, que es muy grave. Si se ha tenido una visa de intercambio J-1  y se est sujeto a la obligacià ³n de residir fuera de Estados Unidos por dos aà ±os.Ser un peligro para la seguridad nacional de los Estados Unidos. Esto incluye pertenencia a pandillas  (gangas). Quà © puede suceder en estos casos de inadmisibilidad Puede pasar tres cosas: Primero: la visa es denegada por un oficial consular. Tener en cuenta que la visa puede ser rechazada, adems, por otras causas, cuando se cree que no se cumplen los requisitos para obtenerlos. Segundo: el oficial de Inmigracià ³n de la CBP (Policà ­a Fronteriza) en un puerto de entrada (aeropuerto, puerto o frontera terrestre) prohà ­be el ingreso tras consultar su completà ­sima base de datos. En estos casos pueden darse dos situaciones: Si se llega al puerto de entrada con una visa o una green card  vlida, en algunas circunstancias es posible solicitar presentarse ante un juez de inmigracià ³n y, en su caso, apelar su decisià ³n ante la Corte de Apelaciones Migratorias.. Pero no siempre es posible. Por ejemplo, en casos de fraude o de haber asegurado falsamente ser ciudadano americano la decisià ³n del oficial de Inmigracià ³n es final. Pero tambià ©n puede suceder que se proceda a regresar a la persona inmediatamente a su lugar de procedencia. Las razones pueden ser varias, como en el ejemplo anterior. Pero tambià ©n sucede en caso como en los que no se tiene visa porque se es de un paà ­s del Programa de Exencià ³n de Visados la decisià ³n del oficial de la CBP es tambià ©n final y no se podr solicitar comparecer ante un juez. Y tercera posibilidad: si ya se est dentro de Estados Unidos, las autoridades migratorias pueden proceder a la remocià ³n de la persona en esa situacià ³n. Quà © se puede hacer en los casos de inadmisibilidad Para algunos de estos supuestos es posible pedir un perdà ³n migratorio, tambià ©n conocido como waiver.  Por ejemplo, en casos de prostitucià ³n, enfermedades contagiosas, riesgo de ser una carga pà ºblica, condenas por delitos inmorales o, incluso, mà ºltiples condenas por delitos. Pero es muy importante entender que las reglas son distintas segà ºn los casos, que no es lo mismo pedir una visa no inmigrante que una inmigrante y que los perdones son medidas excepcionales.  Y tambià ©n hay que tener presente que el poder solicitar un perdà ³n no quiere decir que se vaya a obtener su aprobacià ³n. En estos casos es muy importante contar con la asesorà ­a de un abogado competente y con un buen rà ©cord, que no prometa cosas que, sencillamente, no pueden ser porque la ley no lo permite. Adems, tener en cuenta que hay causas de inadmisibilidad para los que no es posible jams pedir un perdà ³n. Por ejemplo, trfico de drogas, terrorismo o espionaje. Finalmente, es realmente aconsejable conocer cà ³mo aplica el castigo de inadmisibilidad de los 3 y de los 10 aà ±os por presencia ilegal en los Estados Unidos y el castigo de la prohibicià ³n permanente. Este à ºltimo es frecuentemente ignorado pero afecta a muchas personas y las consecuencias son muy graves. Este es un artà ­culo informativo. No es asesorà ­a legal.

AI Week 11 Criminal DB 153 Essay Example | Topics and Well Written Essays - 250 words

AI Week 11 Criminal DB 153 - Essay Example It is therefore important to address the issue of whether criminal background should be applied in a blanket manner to influence hiring decisions. According to the every person should be given a second chance at proving their suitability to perform. Employers are faced with the ethical dilemma of balancing the safety of their businesses with fairness and in certain instances declining someone’s application for job could result into legal sues. The Equal Employment Opportunity Commission in the year 2012 released guidelines that prohibit adoption of blanket policies in disqualifying job applicants based on their past criminal records. a past a criminal record doesn’t mean one is incapacitated and EEOC holds that blanket policies treating blacks and Latinos having criminal pasts differently from whites is discriminative and hence illegal. Regardless of whether employers equally apply a law, it is illegal for as longs it harms certain protected groups more than others. This does not prohibit employers from conducting criminal background checks but requires them to prove that their policies are able to link certain c riminal offences and their danger with those risks inherent to particular job positions. In conclusion therefore criminal background checks if not carefully conducted can be discriminative and as such employers are to strive and meet the legal EEOC’S guidelines. Ones criminal past should be checked in terms of nature and gravity, the time that has gone by since one was convicted or completed their sentence and type of job one is applying for. employers should try not apply blanket policies by initiating the criminal backgrounds checks at least at interview level, ensure their policies are in line with necessities of the business, ensure fairness and constantly train the HR teams to apply the best practices of hiring and also

Marketing Essay Example | Topics and Well Written Essays - 1250 words - 2

Marketing - Essay Example 3). E-commerce sites such as Amazon and Play.com are also sources of competitive threat as they provide the facilities for online purchasing. In online purchasing, the consumers have many of the same advantages when it comes to music downloading. Online purchasing offers greater ease of searching and convenience and the consumers can sample the products and read reviews. Online retailers also have the ability to offer a wider selection of titles than it is possible for a high street store like HMV. HMV has a solid platform from which to launch its new drive. As mentioned before, it has a high brand equity in the market. Therefore any initiatives are likely to be welcomed by the market as the consumers have trust in the brand (Kotter & Schlesinger, 2008, p. 138). The management of the company needs to formulate strategies which address the competitive threats from three sources: downloading, online purchasing and supermarkets. The supermarkets which are competing for the same market s hare are Asda, Tesco and Sainsbury. The management of HMV needs to consider the strengths of the competitors and formulate alternative strategies accordingly (Pearlson & Saunders, 2005, p. 19, Wang & Rode, 2010, p. 9). Therefore an industry analysis should be conducted (Pascale & Sternin, 2005, p. 73). The threat of new entrants is minimal because of the high competition. The threat of substitute products comes from online. These two threats combine to create a high threat of competitive rivalry. Buyers do have high bargaining power given the wide choice from online. For the same reasons the artists who provide the content have high bargaining power. Alternative strategic options According to Michael Porter’s theoretical model for strategy formulation, an organization has three competitive strategies available: cost minimization, differentiation and quick focus (Gosling & Mintzberg, 2004, p. 55). In the present context, differentiation is a viable option for HMV. The music an d entertainment retailing company can arrange to maintain a diverse product selection, thus reducing the competitive threat from online companies which are eroding the attractiveness of HMV’s business model by offering a wide selection of titles. Diverse product categories will also help to attract a greater number of market segments, thus enhancing the company’s market exposure (Winfield & Hay, 1997, p. 55). For example, HMV could increase the range of portable digital products. As the popularity of online purchasing grows, so will the demand for portable digital technology. The range of games hardware and software can also be expanded. Nintendo technology has taken the market by storm. Therefore products in this category should be emphasized upon in implementing the differentiation strategy. The pricing structure could be changed to increase demand. HMV is facing competitive pressure from music downloading because downloading facilitates lower prices. However in modi fying the prices, HMV should not forget about maintaining its brand image. If the prices were too low, then it would begin to affect its brand image as the consumers would start to suspect the quality of the products which are priced at such a low level. In pricing its products, HMV has five strategies: skimming pricing, competition pricing, psychological pricing, premium pricing and cost-based pricing (Teece, Pisano & Shuen, 1997, p. 510, Ross & Perry, 2002, p. 121). If HMV were to implement the pricing option, then it would

Early Childhood Mathematics Teaching

Early Childhood Mathematics Teaching Mathematics is one subject that unleashes deep-seated memories for many people. Most of these memories include the learning of mathematical concepts and skills. Such learning may either be fulfilling or frustrating for learners, as Math covers a wide variety of degrees of difficulty. That is why an effective Math teacher can have so much influence over students in learning and even loving the subject. An effective Math teacher should be able to model to her students her enthusiasm for the discipline that she takes teaching it seriously while according due respect to her learners who may not exhibit the same level of competencies for the subject. Preschool is a time when children may first encounter mathematical lessons, however, much recent research has indicated that preschool children have the ability to understand a variety of mathematical concepts even prior to entering kindergarten (Klein, Stakey, Clements, Sarama, Lyer, 2008; Clement Sarama, 2007). That is why early childhood programs are increasingly required to implement mathematics instruction in classrooms because of young childrens early mathematical knowledge. Development of early math skills provides the foundation for later learning (Clements Sarama, 2008; NAEYC NCTM, 2008; Lee Ginsburg, 2008). According to the National Council of Teachers of Mathematics, the quality of mathematical education in early childhood plays an important part in the childs understanding of possibly difficult math concepts (Loop, 2009). Although there had been many studies pertaining to patterns of mathematical teaching in preschool, there is a lack of research on how teachers of Math perceive how young children learn Math and even what to teach in accordance to the developmental level of their learners. This current study draws much inspiration and idea from the work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom. Platas was able to measure the knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom of preschool teachers using developed and validated survey instruments and statistical analysis (2008). There was a significant variation in the knowledge and beliefs of early childhood teachers on age-appropriateness of math instruction, classroom locus of generation of mathematical knowledge, math versus socio-emotional development and the comfort level in providing the instruction. The instrument used in the research has been found to be helpful for the preparation of prospective Math teachers as well as for the professional development of current Math educators. Platas work has raised many issues and beliefs regarding the developmental knowledge of preschoolers. Such issues include age-appropriateness of mathematical instruction used by teachers in preschools, the extent of learning of such mathematical concepts taught, the purpose of teaching math concepts in preschool and the comfort level of teachers when they introduce such math concepts to preschool children (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). DEFINITION OF TERMS: Belief covers all the matters of which we have no sure knowledge and yet  which we are sufficiently confident of to act upon and also the matters that we  now accept as certainly true, as knowledge, but which nevertheless may be  questioned in the future (Dewey, 1933, p. 6). early mathematical development the increasingly complex mathematical constructions and goals that young children develop and pursue in their activities (Platas, 2008, p.3). In-service preschool teachers teachers who are currently teaching in the  preschool level of education. Pre-service preschool teachers aspiring teachers of early childhood education  who are qualified to teach but have not yet gained any teaching experience. STATEMENT OF THE PROBLEM Many national and state organizations have provided teachers with guidelines to help improve mathematics instruction for young children. Forty-six states have comprehensive learning standards for preschool children (Barett et al., 2008). Furthermore, national organizations such as the National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM) have developed specific recommendations related to high quality mathematics instruction in the early childhood classroom (NAEYC NCTM, 2006). As the NCTM and NAEYC proclaimed, importance in the learning and development of mathematical skills and knowledge is important in building the foundation of mathematical development of preschool children. However, some early learning programs do not focus on high quality mathematics instruction despite research supporting early mathematics experiences influencing mathematical outcomes later in school and promoting school readiness skills in mathe matics (Lopez, Gallimore, Garnier, Reese, 2007; Slaby, Loucks, Stelwagon, 2005). Other remarkable studies showed that there are many activities involved in teaching mathematics to young children and this would involve knowledge about the subject matter, pedagogical content knowledge, lecturing, introduction of symbolism, and connecting everyday experience to abstract ideas (Ginsburg Amit, 2008). This would imply the need to effectively train teachers of early mathematics. There are many significant studies in line with early childhood education but little information is revealed about the teaching of early mathematics (Ginsburg Amit, 2008). This gap in research in mathematics education calls for the need to be filled especially in the area of teachers knowledge development and beliefs in teaching math in preschool. The only remarkable research in the area of teachers knowledge on preschool mathematical development is that of Platas (2008). Platas suggested in her recommendations, further study is still needed in the area taking into consideration a larger sample size and other necessary adjustments (2008). The need for preschool children to be provided with high quality early childhood programs calls for competent educators in general. Specific to this study, competent math teachers concerned with the development of mathematical ability of preschoolers are the qualifications demanded. It is in this regard that early childhood educators in mathematics should create the basic foundation required in the education system. This can significantly create meaningful understanding on how pre-service teachers and in-service teachers in early childhood education for mathematics should handle and evaluate their teaching abilities and methods. However, it remains uncertain whether pre-service teachers and in-service teachers in early childhood education for mathematics have significantly the same knowledge of mathematical development and belief. Thus, it is important to evaluate their knowledge of development and belief about it so as to come up with a clear justification if there is a need to align their level of skills, knowledge and beliefs if necessary. Even though Platas (2008) was able to compare early childhood teachers based on their knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom, there was no comparison done between pre-service and in-service preschool teachers in this regard. The researcher believes that this research gap needs to be filled since future and current teachers knowledge and beliefs will inevitably create an impact in young childrens mathematical knowledge development. It would be interesting to determine if experience in teaching of in-service teachers have affected their knowledge and beliefs on mathematical knowledge development and beliefs or if they remain the same as their pre-service counterparts. Hence this study will analyze and review in-service teachers and pre-service preschool teachers understanding on mathematical knowledge development and beliefs PURPOSE OF THE STUDY The purpose of this study is to examine and compare the mathematical development and beliefs in preschool learning between in-service preschool teachers and pre-service preschool teachers. The comparison will gauge the need to enhance the teachers knowledge of mathematical development and beliefs in early childhood education. Further development of these teachers adeptness in mathematical knowledge as well as fine tuning their beliefs will be done in the backdrop of the literature in preschool math development. RESEARCH QUESTIONS The researcher will compare and evaluate in-service teachers and pre-service preschool teachers knowledge and beliefs of mathematical development and teaching. In order to find significant results for this, the researcher will try to answer the main research question at of the study: To what extent, if any, is there a difference between In-service teachers and pre- service preschool teachers with regard to their knowledge and beliefs of how to teach mathematics to preschool children? Specifically, the following sub-questions will be answered at the end of the study: What do the teachers think are the necessary concepts and skills preschoolers  need to learn in the area of math? What teaching methods do the teachers think are effective in teaching these mathematical concepts and skills? What are their beliefs regarding teaching math? HYPOTHESIS It is hypothesized that there are significant differences between the beliefs of in-service and pre-service preschool teachers on the basis of experience. Those who have experiences in the teaching mathematics will have a different perspective basing from their own experiences compared to those who have limited or no experience in teaching mathematics to preschool children. It is also hypothesized that there are significant differences in the knowledge of mathematical development between in-service and pre-service preschool teachers. REVIEW OF LITERATURE What Preschool Math Entails The study of Math incorporates the processes of questioning, reflecting, reasoning and proof. It is a powerful tool for solving familiar and unfamiliar problems both within and beyond mathematics. As such, it is integral to scientific and technological advances in many fields of endeavor (Brewer, 2001). The inclusion of Mathematics in the curriculum is aimed at developing students mathematical thinking, understanding, competence and confidence in the application of mathematics, their own creativity, enjoyment and appreciation of the subject and their engagement in lifelong learning (Board of Studies New South Wales, 2002) Apart from the skills developed from the study of Math, values and attitudes are likewise emphasized. Students get to appreciate mathematics as an essential and relevant part of life. They show interest and enjoyment in inquiry and the pursuit of mathematical knowledge, skills and understanding. Children demonstrate confidence in applying mathematical knowledge, skills and understanding to everyday situations and the solution of everyday problems. Math also aims to develop and demonstrate perseverance in undertaking mathematical challenges. Students recognise that mathematics has been developed in many cultures in response to human needs (Board of Studies New South Wales, 2002). The National Council of Teachers of Mathematics (2000) identified high quality mathematics programs for early childhood as having the following characteristics: (Brewer, 2001, pp. 319-320) They build upon and extend childrens intuitive and informal mathematics knowledge They are grounded in knowledge of child development They provide environments that encourage children to be active learners, eager for new challenges They develop a strong conceptual framework that provides the foundation for skills acquisition They nurture and develop childrens inclination to solve problems. Math Teaching Strategies in Preschool Children learn much on their own. However, the question of whether certain math concepts should be deliberately taught by the teacher or just be freely learned by children through play is another issue in math learning (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). Shaftel, Pass and Schnabel (2005) agree that children are more motivated to learn even difficult lessons in Math or other subjects through instructional games and simulations rather than traditional classroom instruction. Games have been found to result in improved content retention over time, possibly because of the opportunity for more participation. Math games improved on-task behavior and achievement even for students with mild intellectual disabilities (Beattie Algozzine, 1982). What motivates children with math games is that it allows them many opportunities to reinforce current knowledge and to try out other strategies or techniques without fear of getting the wrong answer. Trial and error is always encouraged, making them more confident in taking risks (Shaftel, Pass and Schnabel, 2005). Math games provide students with an environment for experiencing incorrect answers not as mistakes but as necessary steps towards connecting pieces of knowledge together (Holton et al, 2001; Quinn et al, 1992). Practical games such as those involving knowledge about money should be tied to real-life experiences if mathematical learning is to be optimized. Simulations develop metacognitive skills for analyzing and organizing data, checking responses, justifying solutions to problems and applying mathematical knowledge to daily activities (Hopkins and Dorsey, 1992). Issues of Teachers Teaching Math in Preschool This study is also concerned about the commitment of teachers in teaching math to young children (OConnor, 2010).. It is essential to investigate if they know the value of teaching math concepts to preschoolers at a very young age, which math concepts to teach and if it is worth teaching such concepts. It would also be interesting to know how comfortable these teachers are in teaching Mathematics and what are their attitudes and insights towards it. Teachers derive their behaviors, attitudes and ethics from their own personal and professional philosophies on teaching. Gore (1997) analyzes how such a philosophy leads to ones development of a pedagogical approach. A school having its own philosophy should have their teachers who hold the same beliefs. Alignment of their philosophy is essential for harmony. Gore (1997) claims that systematic and disciplined observations of pedagogy are necessary in order to clarify and perhaps compromise on the philosophy everyone must believe in and live by. This implies that a teachers perception of teaching a particular subject such as Math reflects her own and the schools philosophy regarding the subject. Many researchers have been intensively studying young childrens mathematical development and have come to understand the developmental progression of childrens mathematical understanding (Baroody, A. J., Lai, M.-L., Mix, K.S, 2006; Clement Sarama 2007; Seo Ginsburg, 2004). In order to support early mathematical development in young children, researchers recommend that teachers (a) develop a deep understanding of the mathematical content and concepts (Baroody, et al., 2006); (b) develop an understanding of young childrens mathematical development, including the ability to take into consideration the prior knowledge of the child (Baroody et al., 2006; Clement, 2001 Clement Sarama 2007); and (c) be fluent in the classroom pedagogy that supports and fosters such development including a knowledge of useful representations and strategies and common misconceptions and errors (Baroody, et al., 2006; Seo Ginsburg, 2004). By increasing teachers knowledge and understanding of mathematical knowledge development, it is expected that children will also learn better and a more productive classroom atmosphere is will be created. Therefore, it is important for teachers to know how to support childrens mathematical development in the preschool classroom in order to develop effective and appropriate classroom instruction. Teachers also need to understand how children learn mathematical knowledge as well as assessing their understanding, and monitoring their progress. Apart from the information yielded by Platas (2008) work, the literature point out that preschool teachers need to have a specific level of competency in their teaching which can be measured through their knowledge and beliefs. It was found that kindergarten teachers different training experiences and school contexts have significant impacts on childrens readiness for school (Lin, Lawrence, Gorrell, 2008). This implies that the level of knowledge and beliefs of preschool teachers have been significantly influenced by their training experiences and level of education received. Preschool teachers have different views on early childhood education with some of them thinking the programs in their schools may either be too advanced or too basic. Teachers preparation for cultural diversity in preschool is important prior to creating a welcoming learning environment (Hughes, Kwok, 2007). Skills and knowledge of teachers are important considerations especially on the basic education level. Teachers gestures and utterances were found to have a significant role in childrens learning (Klerfelt, 2007, Valenzeno, Alibali, Klatzky, 2003). In preschool education, high quality teacher-child relationships are expected. Knowing how to establish such good relationships with young children implies that the preschool teacher must have substantial knowledge on relationship building in early childhood education programs (OConnor, 2010). This also suggests that the teacher is effective and knows how to infuse fun in learning. Preschool teachers must have adequate knowledge and strong beliefs in a particular subject area they are tasked to teach. They should have knowledge of useful representations and strategies and common misconception errors when it comes to mathematical development in young children in particular (Broody et al., 2006). A Development model that coincides with theory and research is needed to create the building blocks for early childhood mathematics (Sarama, Clements, 2004). On the other hand, a teachers belief is hard to measure but it proves a reliable measure of teachers experiences and actions (Muis, Bendixen, Haerle, 2006). For example, a teacher may believe that young children are capable of understanding quantities because she herself has been successful in teaching a preschooler the concept of quantities, of which set has more objects and which set has less. Thus, knowledge and beliefs of teachers are requirements for mathematical development in early childhood education. Education and specialized training of preschool teachers are associated with young childrens learning and development (Barnett, 2004). Evaluation of the impact of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning (NAEYC, 2006). Perceptions of teacher on student-teacher quality and of childrens academic abilities proved to influence academic competence among students (Hughes, Gleason, Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers perceptions of school-related climates and teachers perceptions of workload stress (Mantzicopoulos, 2005). It was found that the amount of teachers math-related teaching was highly associated to childrens mathematical knowledge (Klibanoff, Levine, Huttenlocher, Vasilyeva, Hedges, 2006). The attitudes of preschool teachers on early m athematics do not change as they acquired knowledge of preschool teachers (Alinsinanoglu, Guven, Kesicioglu, 2009). Teachers elementary education credentials, years of education and years of experience have complex impact to childrens learning (Connor, Son, Hundman, Morrison, 2005). All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education. SIGNIFICANCE OF THE STUDY This study takes on Platas suggestion that more research should be done in terms of investigating preschool teachers knowledge and beliefs regarding the developmental mathematical knowledge of preschool children. In compliance with the standards of NCTM for high quality math programs, evaluation of teachers competencies should be done to ensure the quality of teaching in early childhood programs. This studys significance lies in ensuring that teachers are adequately skilled and emotionally ready to teach mathematical concepts in the preschool level. In addition, this study is a contribution to the growing body of knowledge of early childhood education. Furthermore, new information may be derived from concerned participants in this research such as fresh ideas coming from the perspective of in-service and pre-service teachers that could be helpful in improving ones performance in their jobs. Thus, the importance of pursuing this trend of thinking will highly benefit teachers in early childhood education. In particular, there is a need to publish studies such this in order to provide support and enhancement of skills to new teachers in the field. It is important to study perceptions of early childhood educators because they play a significant role in young childrens learning and development of knowledge and skills (Chien, Hui, 2010). This study will help not only teachers to better understand the learning process involved in order to maximize mathematical knowledge development of young children. It is also helpful in building a better mathematical foundation for young children. OVERVIEW OF METHODOLOGY Instruments to be used for this study are the instruments developed by Platas (2008) namely the Knowledge of Mathematical Development (KMD) Survey and the Beliefs survey. A demographic questionnaire gathering information about the respondents will also be distributed. The Knowledge of Mathematical Development Survey (Platas) is a set of 20 multiple-choice questions that tests teachers knowledge and development in the area of verbal counting sequence, counting, ordinal number of words, addition/subtraction, divisions of sets, written number symbols and words. In each number, the teacher-respondents are to choose which of two math skills children are likely to learn first. If the respondents think that both choices are easily learned by a child, then the choice of same may be picked. However if the respondent does not know which skill is easier for a child to learn, he or she can choose the option do not know. The Beliefs Survey is a set of 40 beliefs about Math teaching and learning. It has a 5-pt. Likert scale with responses that range from Strongly Agree to Strongly Disagree. The belief survey will evaluate the teachers perspective about 4 areas: (1) age appropriateness of mathematics instruction in the early childhood classroom, (2) locus of Generation of Mathematical Knowledge, (3) Social and Emotional vs. Mathematical Development as Primary Goal of Preschool and (4) Teacher comfort in mathematics instruction. The participants involved in the study will be comprised of 200 in-service teachers and 100 pre-service teachers that will be chosen in random. Results will be analyzed using ANOVA as well as correlation analysis. LIMITATIONS OF THE STUDY This study will be limited to exploring the knowledge development and beliefs of pre-service and in-service preschool teachers regarding math. It will not evaluate on any other subject area. It is important to note that in terms of experience, the pre-service teachers will have no teaching experience whereas with the in-service teachers experience may range from a few months to about 20 years, depending on the sample gathered. Also, the number of in-service participants is much higher than the pre-service participants. These factors may affect the results due to this unbalance and must be taken into account when data is analyzed. Summary of Chapter 1 Mathematical learning now comes at an earlier age. Preschoolers surprisingly manifest basic mathematical knowledge even before they start school. This realization that young children can already do Math has encouraged professional organizations such as NAEYC and NCTM have come up with guidelines that Math teachers should consult and comply to in their teaching of mathematical concepts and skills. Teachers of young children have the power to influence their preschool students. Teachers should basically possess adequate knowledge and skills as well as appropriate beliefs if quality teaching is to be expected. The work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom has been a monumental inspiration for this current study. However, this study goes beyond exploring teachers knowledge development and beliefs about Math by comparing knowledge development and beliefs of in-service preschool teachers and pre-service preschool teachers. It is presumed that the element of experience will play a significant role in either strengthening or modifying teachers knowledge and beliefs about Math in early childhood education.

Why I Want To Be An Actor

My name is Colby Bean, I was born and raised in maine. I live in a town called Hartland, its a small town so there is really nothing to do, when i was younger I used to play sports but the only one i really got into was basketball but the problem with only playing one sport is that you only play for a few months out of the year. So I decided that I had to find something to do for the seven to eight months that I wasn't playing basketball. So in decided to start watching movies, I started with some classics like The Wizard Of OZ and Back To The Future, among others.Then i moved on to some more modern movies like the first two Spiderman movies, and i remember being really interested in how they made them, lucky for me I had the two disk collectors edition so there was plenty of documentaries and special features so I could watch how the movie was made, from how the did the stunts to the actors audition and then how the actors prepared for the role. At that point in time I decided thats what I want to do when I got older, I wanted to be an actor.From then on I started watching movies every chance I could, I would watch the movie then I would watch how they made it and then i would watch the movie again but this time with the director and cast commentary, so that I could hear first time what they went through to make the movie, hearing how much fun everyone had making the movie made me want to become an actor even more. So at that time I was in 4th grade I think and my school started to do this program in the summer called readers theater.Readers theater for anyone who was in first through fourth grade and it was about two months long and what you did was you worked with everyone to put on a play, and throughout the two months you would build sets, make costumes and create a music score to go along with the play. I remember I could not wait to be a part of it, so i sign up and everyone that goes auditions for a part unless you want to be part of the band, so the pl ay the decided to do is Pandoras Box, so I audition and I get the part of the narrator, I was so happy because the narrator got the most lines and never left the stage.And I had such a fun time doing that but the problem was i would be in fifth grade next year so I couldn't do readers theater again, but I could be a volunteer and help the kids put on the play, kind of a director role which was fun so I did that for 3 years. But the best part of being in middle school was I found out that Mrs. Neal put on a play with the fifth and sixth graders in the beginning of the year. Mrs. Neal was the seventh grade english teacher and the director of the middle school and high school show choirs, but she also was a theater actress who starred in a lot of the plays at lakewood theater.At that time I didn't not know the impact Mrs. Neal would have on me. So my fifth grade year the play that that she was putting on was Pinocchio which made me really happy because I watched that movie a lot when I was little, going on to the audition I knew that since I was pretty much the youngest that I wouldn't get a major part because there was a lot more people who had more experience than me. So when i found out i was cast as The Coachman i was really excited because i knew he was a big part of the story because he owned pleasure island and was responsible for turning Pinocchio and the other boys into donkeys.So after that year i audition for the play that Mrs. Neal put on my sixth grade year which happened to be Alladin and i got a couple of parts in that. But my Seventh grade year i was looking to do something new so i decide to audition for show choirs because I liked musicals and thought it would be like one. So I ended up making that and it was real fun because anything with Mrs. Neal was fun, we ended up taking first in states, which was cool because Mrs. Neal had been getting first for her middle school show choir's for a while, and it made me realize that someday I want to be p art of a musical .I ended up making it the next year as well and we won first again. But during those two years I discovered a movie that would change my look on acting from then on, the movie i discovered was Titanic. Titanic became my favorite movie so I bought the three disk collectors edition which had hours upon hours of how the movie was made and what really got me was the set, I could not believe that the had a scale replica of the titanic built to film and sink it, that made me realize that I wanted to be a film actor, to work on big sets like that and to do my own stunts.So in seventh grade I did my last play and that was about the time I started to care what people thought of me and if they judged me, so I stopped doing plays and drama because those where the kids that everyone made fun of. But when I got to high school I got real nervous because we had to have a fine arts credit and I didn't know what to do because I didn't want to take any of drama classes and I didn't w ant to take art. But at the end of my sophomore year the drama teacher left and he was replaced with Mrs.Neal who would start my junior year, so I decided that I would take acting with her because I loved her classes and I had loved to be in the plays that she did, so I decided why not take acting. So I took her acting course but there was one problem I still cared what people thought about me so when I had to perform stuff in front of our class I would get really nervous and would be up there a really long time before I got started.So the end of the year came and I some how got my credit, I was real relieved that it was over because I wouldnt have to anything like that again. But for some reason I decided to take acting again my senior year, and I don't know what happened that summer but i stopped caring what people thought and when it came time to do things in front of the class I could do it so much easier than the year and I dont know why. But I have a feeling that it was becaus e of Mrs.Neal she always pushed everyone to do better and to take risks, and I feel like without Mrs. Neal I wouldn't be applying to get my bachelors in acting for film, I would just be someone with a dream of being actor who never tried to make my dream come true. I really don't know what I would do if I never got the courage to try and this make my dream happen because this is the only job that has ever appealed to me everything else just seems boring compared to the thrill of acting. So I really hope you consider me for acceptance.

Impact of Terrorism on Law Enforcement - 1566 Words

Impact of Terrorism in Law Enforcement The devastating events of 9/11 provided a forewarning to our country concerning the dangers of terrorism. However, it has created a particularly greater impact on the duties and standards expected of law enforcement agencies on all levels (local, state, and national). Law enforcement has begun implementing new tactics in an effort to prevent future terrorist attacks from threatening our national security. One aspect of policing in which terrorism has brought about is the process of information sharing between all levels of law enforcement. Our nation has also witnessed a change from traditional policing to that of a militarized one. Furthermore, after the incidents of September 11th, the†¦show more content†¦8). Therefore, although the attacks of 9/11 generated alterations in our national defense strategies, it additionally adjusted law enforcement policies immensely (Brooks, B. E., 2010, p. 113). It is now more common to have squads of police officers, such as SWAT t eams, with specialized training in preventing future terrorist attacks. With exceptions to some officers at the local level, many of these specially trained teams are made up of state and national law enforcement. There are several local law enforcement agencies throughout America that do participate in anti-terrorism training, but on a larger scale many of these local departments lack the necessary training needed to prevent such threats. Therefore, local police departments, who lack special training, depend on the departments that are qualified to aid them. Likewise, the training these lower level law enforcement officers obtain varies greatly than that of state and national law enforcement. Despite the quantity of officers in local law enforcement departments, it is essential that each individual officer undergoes the preparations that are essential to be well equipped for reacting to a threat of terrorism. These preparations are crucial in that local law enforcement officer s are often the first responders to these attacks, therefore they should be familiarShow MoreRelatedTerrorism Has A Huge Impact On Us Law Enforcement1559 Words   |  7 Pages Police in the United States has had to deal with terrorism for many, many years. Local organizations within the country have the concepts and the equipment to create security networks and the support to have enough resistances and transgressions. U.S. law enforcement has come a long way in guarding our country and security got even better when all the events from 9/11 took place. According to text â€Å"While the Patriot Act may be the most recognizable piece of legislation relating to Sept. 11, moreRead MoreTerrorism Is Just A Terrible Thing?1575 Words   |  7 PagesTerrorism is just a terrible thing to hear about when it takes place. The people and the world would be better if we did not have it in our world. We all know that terrorism affects we, the people, greatly when it strikes. On the other han ds, how does it affect the ones that try to fight and prohibit terrorism at hand, the police. Terrorism affects the police in hundreds of different ways. Police have to know what to do and how to deal with terrorism, which requires much more all around trainingRead MoreThe Usa Patriot Act, By George W. Bush1420 Words   |  6 PagesAct is one of the most powerful laws of modern day and has powerful ramifications for the future (Ibbetson 4). â€Å"True patriots realized that one must protect the nation from all enemies, foreign and domestic (Etzioni 1).† The U.S.A. P.A.T.R.I.O.T. Act is an acronym for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act (Harvard). The attack on the World Trade Centers in New York City made a huge impact on the United States, which resultedRead MoreBattling Terrorism Threats on a Daily Basis: Florida Law Enforcement Agencies Case Study1553 Words   |  6 Pagesin regard to the demanding situations that a Florida law enforcement officers needs to deal with on a daily basis as a result of trying to combat potential terrorist threats. By relating to various laws given by the state of Florida and to various duties that an officer needs to complete, the paper attempts to demonstrate that it is especially difficult to be a law enforcement officer in the contemporary society. Paper: Introduction Terrorism is one of the most debated topics in the twenty-firstRead MoreAfter The 9/11 Attack, Many Agencies DidnT Know What To1630 Words   |  7 Pagesblown up by airplanes and that terrorism was the cause of it, that s why President Bush created a new defense called Homeland Security to prevent that from happening again. He had to arrange everything in the Criminal Justice system to place it together, but in order for everything to go out smoothly federal agencies will need the help of local law enforcement because they will be the first responders on the crime scene when something bad happens. Local law enforcement usually have it concerns withRead MoreQuestions On Local Law Enforcement1609 Words   |  7 Pages Local Law Enforcement Response to Terrorism William Lynch Saint Leo University â€Æ' â€Æ' Abstract The threat of terrorism is constantly growing and evolving. As such, our response to acts of terrorism must evolve with it. With the increased security posture at many of our larger cities with industries, municipal buildings, and other large venues that would be desirable terrorist targets, it is possible that extremists will turn to targeting smaller, less prepared targets such as state and local facilitiesRead MoreIt Comes To Light That Police Departments Across The States1741 Words   |  7 PagesIt comes to light that police departments across the states play an important role in fighting and preventing terrorism. They are being trained to learn and investigate local terrorist threats throughout the United States, and to make sure the community is protected from such harm. In to do so police officers will have to extend they stay in the community and be involved in such activities and improve the community trust, another thing they will have to do is to build a partnership with other localRead MoreThe United States Face Challenges And Threats1361 Words   |  6 Pagesthe most strategically significant risk to the United States over the next five years. These challenges include the terrorist threat, cyber threats, biological concerns, nuclear terrorism, transnational criminal organizations, and natural hazards (Department of Homeland Security, 2014). Of these six challenges, the terrorism threat seems to create the biggest fear and concern among U.S. citizens. There are several terrorist organizations that wish to cause harm to the United States, its citizens, andRead MoreModule 3 : Discussion Board755 Words   |  4 Pages2001, changed law enforcement and policing in the United States? Please substantiate your conclusions with examples and any supporting data. September 11, 2016 will mark the 15th anniversary of the largest attack, on American soil, in history. Airplanes struck the twin towers, crashed in Pennsylvania, and hit the Pentagon. Since the events of September 11, 2001 new initiatives and tools are now available to reduce threats to our security from terrorists and have changed law enforcement and policingRead MoreImpact of the Usa Patriot Act on Local Law Enforcement1282 Words   |  6 PagesImpact of the USA Patriot Act on Local Law Enforcement Teddilane Turner PSF8200 Advanced Research in Public Safety Issues, Theory, and Concepts This paper presents the topic selected for the final Public Safety Case Analysis Project, an overview of the USA Patriot Act, its impact on local law enforcement, and the potential for net widening. Congress reacted to the violation to our country on September 11, 2001 by passing the USA Patriot Act into law on October 26, 2001. (USA Patriot