Road traffic accidents in Kerala Essay Essay Example

Road traffic accidents in Kerala Essay Essay Traffic accidents are a major cause of decease and hurts universe broad. but while they are worsening in many parts of the developed universe. human deaths are still on the rise in many developing states including India. In our province more than half of the route accident victims are in the age group of 20 to 55. the key pay gaining and child raising age group. The loss of the chief staff of life victor and caput of family due to decease or disablement can be ruinous. taking to take down life criterions and poorness. The chief causes of the increasing decease rates in the Road Accidents are:†¢Not cognizing or non following right driving wonts.†¢Increasing figure of New coevals vehicles particularly Two Wheelers.†¢Aggressive driving behaviour of Heavy vehicle drivers particularly Private Buses A ; Tipper Lorries.†¢Drivers kiping while driving particularly of Heavy vehicles A ; light motor vehicles after midnight due to tire and other grounds.†¢Over hurrying.†¢Bad status of Roads and absence of different lanes.†¢Driver /Rider’s ignorance of Road conditions. Road marks and the Environmental factors.†¢Driver /Rider’s ignorance or misdemeanor of Traffic Rules.†¢Drunken Driving/Driving without place belt.†¢Driving without Helmet. We will write a custom essay sample on Road traffic accidents in Kerala Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Road traffic accidents in Kerala Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Road traffic accidents in Kerala Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer All route users should retrieve that route is to be shared amongst all. Requirements of different route users may differ harmonizing to fortunes and observation of traffic regulations and consideration for the fellow users can cut down congestions. traffic jams and accidents. All route users must guarantee that they †¢Obey traffic regulations at all times†¢Obey all traffic signals and route sings†¢Give penchant to exigency vehicles and other fast traveling vehicles wherever conditions allow.†¢Mandatory usage signals who turning. halting. over taking decelerating down and parking†¢Park merely in designated countries.†¢Give due consideration to walkers at all times†¢Keep within permitted velocity bounds at all times.

rasicm essays

rasicm essays Racism has been a prominent issue for hundreds of years and will be for some time to come. There are five major ethnic groups in the United States all of which being a majority (dominant) group or a minority group; European Americans, Latinos, African Americans, Asian Americans, and Native Americans. People from all five of these ethnic groups encounter racism, prejudice, and discrimination everyday. I will explore several different patterns in which the majority and minority ethnic groups relate with one another. Whether it is job discrimination, education discrimination, real estate or mortgage, minorities will encounter prejudice and discrimination. In this paper I will examine how racism, which leads to discrimination challenges the idea that individual hard work will lead to upward social mobility. Henslin explains the difference between the minority groups and the dominant group. In Chapter Twelve he explains how Sociologist Louis Wirth defined a minority group as people who are singled out for unequal treatment, and who regard themselves as objects of collective discrimination. The majority or the dominant group is explained as the group with the most power, greatest privileges, and highest social status. There are six different patterns of minority and dominant group relations. They are; genocide, population transfer, internal colonialism, segregation, assimilation, and multiculturalism. Genocide, being when the dominant group tries to destroy the minority group, for example the Holocaust in Germany and Multiculturalism (also called Pluralism), being when the dominant group encourages racial and ethnic variation; when fully successful, there is no longer a dominant group; for example Switzerland. The United States has just come out of segregation in the 1960s. While our c ountry is working hard to have assimilation there is still racism toward minorities. While racism is prejudice and discriminatio...

A Study On Child Abuse English Language Essay

A Study On Child Abuse English Language Essay The issue of child abuse is an increasing concern worldwide. Whether the country is developed or poor, child abuse still exists in every region in some form. The common forms of child abuse include physical, emotional, and sexual abuse. The definition of child abuse, according to Professor Vincent Iannelli, is â€Å"harm to, or neglect of, a child by another person, whether adult or child† (Iannelli 1). Even though this common definition is applicable in most cases of child abuse all over the world, there are some forms of child abuse that exist in a specific region which are different from those found in another area. Sexual and physical child abuse both exist in countries like Pakistan and America, however the type of emotional abuse seen in Pakistan is very different from the type seen in America. While factors such as tumultuous economic and political conditions, child labor, and kidnapping scar Pakistani children emotionally, beatings, rape, molestation, and neglect due to recurrent stress are the common forms of abuse in America. Child abuse in Pakistan over the years has grown because it reflects upon the weak economic and political state of the country. Poverty and austere living conditions are some of the factors that account for this existence of child abuse. The fact that poverty encompasses nearly 60 percent of the nation leads to events which result in abuses. Most of Pakistan’s population lives in squalid slums where the children are forced to help in the survival of their families (Galpin, 1). However, dire measures are taken for this survival. Typically one sees children on the streets begging with arms mutilated and scars across their face. The common theory goes that these children have had a harsh life; rather its just that these children have been purposely abused to gain them pity so that they can be given money. This desperate need for survival also leads to child labor. The problem with this is that this means a child will have to work in various environments, which are usually dilapidated. Thus the child is exposed to numerous threats and he/ she becomes a victim of abuse. In America, however, this type of abusive mentality does not commonly exist. The abuse existing in America is mostly due to stressful lives or frustration. â€Å"Almost half of Americans say that they are increasingly stressed about their ability to provide for their family’s basic needs† (â€Å"APA† 2). Unlike Pakistan, the solution to this type of financial stress, however, is not child labor. Child abuse is a major concern these days and a lot is being done in America to prevent this. In Pakistan, however, a poor political administration causes child abuse to be more likely. Statistically, there are more reported cases of child abuse in the Unites states than Pakistan. In the year 2007, 3.2 million child abuse cases were reported in America (â€Å"Childhelp† 1). In Pakistan, there were nearly 1,600 r eported cases of child abuse in the year 2007 (Khan, 1). However, the difference in the size and population of the United States and Pakistan, along with the fact that nearly 80% of child abuse cases in Pakistan are unreported, shows that a statistical comparison of the two countries cannot be accurate (Khan, 1). Pakistan’s statistics show that there is a lack of consideration being given to child abuse by the political administration in Pakistan. Laws against child abuse, in fact, exist, but there is not a strong, central government to enforce these laws. Thus, the perpetrators of these crimes are encouraged. In comparison, there are strict laws in America that are enforced strongly to prevent child abuse.

Research on a Rental Car Company Called Easycar Case Study

Research on a Rental Car Company Called Easycar - Case Study Example Easycars strives to offer its customers service quality that is redefined. Easycars offers the best in car rental services: latest cars in excellent condition with maximum efficiency and mileage. From efficient no - nonsense hatchbacks to shining limos, they have it all. Each car comes with a personalized service: an attendant/ chauffeur who knows the ins and outs of the car and would only be too happy to help a new customer, GPS equipment to help navigate the customer, a laptop charger, mobile phone charger, easy to read maps of the city with location of major landmarks and hotels. Only experienced drivers with a clean record are hired and made to undergo a rigorous training session before they start work with the company. Each car also comes with a complementary snack hamper and mineral water bottles that are replaced on a daily basis. Booking an Easycar is as easy as booking a flight ticket. Just login, register and book a car through the company's website or through a travel agen t. So, there you go! As easy as a click and go. Reliable and dependable are two words to easily describe the company's services. Easycars has a record of delivering excellent services in terms of reliability and dependability. In the rare event of a car breaking down, the company promises to send a replacement or a trained mechanic within half an hour. This is possible because of its partnership with other local, smaller auto companies and garages in smaller towns across the country. Thus, without investing in an office or personnel, Easycars is able to provide the customer reliable service and replacement in case of breakdowns. The employees are friendly, courteous, competent and trained to handle emergencies. Drivers have to undergo a strict background check through a reputed security agency before they can join the company. Each driver also has to provide two referrals before joining Easycars. So, the customer knows that he is in safe hands when hiring a car and a driver from Easycars. Easycars not only has booking staff, but an exclusive customer care section too. The staff is young, enthusiastic and ready to help. The Branch Manager, who would represent the face of the company can be reached on his cell number 24/7.The support staff has different plans suitable to each customer's budget and preferences. They are also willing to accommodate a few changes if requested by the customer. They do not go into forced selling or other gimmicks, instead discreetly allow the customers to make the choice. They just guide the customer in picking the best plan and tariff. The company has a tie-up with major luxury hotels and a few budget hotels across major cities in Hong Kong, Singapore and India. There are plans on the anvil for corporate discounts and offers, tie-up with airlines and hospitals too. The tie-up with hospitals is the unique selling point of Easycars as there has been a tremendous increase in people from the U.S and Europe coming to India for cost-effective medical treatment. In Singapore, the company offers discounts and attractive packages to groups of 20 or more tourists at Changi airport itself. 2.) Discuss cultural barriers and required adaptation when Easycar enters the Asian market. As Erica Walsh puts it "Many people can feel overwhelmed when planning a vacation to the Far East. The distance, language and cultural barriers

The Affordable Care Act (frequently known as Obamacare) Essay

The Affordable Care Act (frequently known as Obamacare) - Essay Example The Affordable Act provides improved opportunities for the already insured citizens and offers affordable plans and healthcare services for those who have been uninsured up till now. Extension of Medicaid services in conjunction with the Child Health Insurance Plan (CHIP) and addition of new reforms improves the availability of health services to families and for individuals. Medicaid is a health program that provides health coverage to children, pregnant women, parents, seniors and disabled individuals. The Affordable Act reaches out to treat the States of America equally and simplifying the enrolment for the families and individuals. Under the Title II, Subtitle B, Section 2101, 2102 â€Å"Enhanced Support for the Children’s Health Insurance Program† is focused in improving the federal budget for the health services provided to the children (U.S Department of Health & Human Services). This includes the increase in federal financial participation for the Child Health Insurance Program and technical corrections. The Affordable Act also focuses on the simplification of the CHIP enrolment plan through Medicaid according to the Title II, Subtitle C, Section 2201, 2202 (U.S Department of Health & Human Services). This reform allows the hospitals to make presumptive eligibility determinations for ass Medicaid eligible populations and simplifies the enrolment and coordination with the State Health Insurance Exchanges (U.S Department of Health & Human Services). The extension of Child Health Insurance Plan allows a new group of children to become eligible for the health care services which is a good source of preventive medicine and public health support for the children. The health plan provides the services of vaccinations, routine check-ups, emergency room visits, dental care, laboratory and X-ray facilities and inpatient and outpatient hospital care. The Affordable Act introduced by

Imperialism and socialism in the context of Africa Essay Example for Free

Imperialism and socialism in the context of Africa Essay Cecil Rhodes Social Darwinism advocate states, â€Å"I contend that we are the finest race in the world and that the more of the world we inhabit the better†¦Ã¢â‚¬  King Leopold of Belgium, To open to civilization the only part of the globe where it has yet to penetrate †¦is, I dare to say, a crusade worthy of this century of progress. From the above assertions, it is prudent to note that, colonial powers thought Africa to be devoid of an organization in social, political and economic perspective and therefore they wanted to make Africa, England. In that thought of naivety of the Africans, there were societal structures and organizations which British did not care to observe. However, it was not going to be easy as where two or three cultures interact a clash is inevitable. Although Africa was not a plain or bear continent, Africans had their way of life, structure of government, religion, economic activities, education, systems of marriage and development plans for their societies, nevertheless the British brought their systems which conflicted with Africans established way of life, this was because the British, as many other European powers were economically depressed and Africa appeared to be the only way out. The British wanted to pass the three C’s; Commerce, that is to make money through the acquisition of free labor form Africans, raw materials for their industries as industrial revolution back in Britain was rapidly taking place, a market for their surplus production; Christianity to save Africans.Explorers such as David Livingstone, Vasco Da Gama, Portuguese Diego Cam and Arabs with Muslim faith had missionary zeal. The last C is for Civilization, they wanted to civilize Africans in terms of education, culture and many other aspects. Thu s, to a larger extent, the activities of British heartened conflicts. African traditional religion is rooted in the African culture, it was difficult for Christianity to penetrate through. Portuguese tried in the fifteen century and failed. For Christianity to take the course the Africans had to abandon their culture which was hard so to say. The Missionaries in the nineteenth century, however, came up with an elaborate plan for them to spread Christianity. They introduced through religion, education and health centers which contradicted informal learning and the institution of medicine men. Africans gradually began to embrace Whiteman’s way of life but not without several clashes. These battles are seen in various forms such as spiritual, doctrinal, cultural and practical. The African religion has been given several definitions by different scholars, for instance, Mbiti has elaborated aspects of African religion. In his book African Traditional Religion, Mbiti (1991) African religion is very pragmatic and realistic (p2), he explains that it is applied in circumstances where the need arises. In addition, he states that religion is rooted in the local language, so to comprehend the religious life of an African society one has to understand the local dialect. He further affirms, â€Å"To be an African in the traditional setup is to be truly religious.† (p30) He states that the religion can be seen in five aspects of culture; beliefs, practices, ceremonies and festivals, religious objects and places, values, and morals and religious officials and leaders. He defines African religion as: â€Å"The product of the thinking and experiences of our forefathers and mothers that is men and women of their generations. They formed religious ideas, they observed religious ceremonies and rituals, they told proverbs and myths which safeguarded the life of individual and his community.(pp 13-14) Mbiti notes that African religion has no scriptures as compared to Christianity and other religions, it is written in peoples history, hearts and experiences of the people.(p14) Awolalu in his book Sin and its Removal in the African Traditional Religion defines African religion as â€Å"†¦largely written in the peoples myth and folktales, in their songs and dances, in their liturgies and shrines and in their proverbs and pithy sayings. It is a religion whose historical founder is neither known nor worshipped; it is a religion that has no zeal for the membership drive, yet it offers persistent fascination for Africans, young and old. The African traditional religion was not homogeneous as the communities had different ethnic background thus the religious practices such rituals varied one community to the other. It is worth noting that it was oral, not scripted or written and was passed from one generation to the other by word of mouth, as I earlier alluded in the definitions of religion. Within their organized societal structures, Africans believed in supernatural beings together with ancestral spirits. The ancestral spirits were believed to link the li ving societal members to the gods. Therefore, the African traditional religion was and still is interweaved to the African culture. From the above insights, one cannot talk about African religion without African values as they are intertwined and inseparable. African religion was embedded in moral values or codes or standards which were believed to originate from God through the ancestral spirits, these values when observed one would be rewarded with maybe good harvest from their cultivation of land or increased number of the flock of cattle. When these values have violated the culprits were reprimanded. The concept of values is a vital point as one talks of the African religion. For that reason, African religion is drawn from the African values and Culture. African Culture was the source of law through the moral codes and values passed from generation to generation. From the above description, we can see that law or rules of conduct were embedded in religion and that African religion was interweaved in the African culture. Local dialect was the medium through which African culture and religion were propagated. The African religion had some institutions as Mbiti points out in the aspects of African religion, who presided over religious functions, these institutions were believed to communicate directly to ancestral spirits (living dead) who in turn would communicate to the gods and grievances of the living societal members would be heard. In the Kenyan context, these institutions include Orkoyot of the Nandi, Oloibon of the Maasai, Seers, Diviners, and Rainmakers depending on the ethnic communities which they came from. These institutions apart from the veneration of the ancestors, they blessed warrior before going for war, advised the political leaders, offered sacrifice to god and conducted rituals for the culprits who violated moral values in the community. The gods had some specific names for instance, in Kenyan context, we had Enkai for the Maasai, Encore for the Abagusii, Mulungu for Akamba, Asis the Nandi, Ngai for the Agikuyu and Nyasaye for the Luo. There were specific worship plac es which were regarded as holy, this places included shrines, mountaintops some special trees such as mugumo, hills, and some caves. The diversity of the names given to gods and places of worship, show the lack of uniformity in the African Religion. Consequently, Africans were of different ethnic background and had their own religion, gods, and religion as a community. The clashes can be seen in the five aspects as earlier alluded in Mbiti’s work that is beliefs, practices, ceremonies, festivals, religious objects and places, values, and morals, religious officials and leaders. These aspects of African religion differ from those of Christianity. The Africans believed that their religion was sourced from god, who they believed long before their ancestors’ existence. The British Missionaries conflict with Africans by telling them about the existence of a God who had a son and lived among them many years ago. The religion of British was written (Bible) thus one had to have the ability to read and write in order to understand it, whereas that of African was passed from generation to generation by oral tradition. There is an introduction of a new system of identifying the origin of religion which conflicts with the African system. Language is also conflicted as Africans could not comprehend English, hence missionaries such as Ludwig Krapf translated the Bible into the local dialect. The Africans revered in special caves, Mountaintops, hills, Forests, Special trees (mugumo) and shrines. The British tell Africans that they should worship God places called Churches. This encounter shows that there is a bit of clashing as the African places were very clearly defined and preserved by the community members. The British also seized African land to construct churches or chapels, Africans, as a result, became very hostile as they had distinct worship places which occurred naturally. They believed that their land was in cultivation and a gift from their gods. The Africans practiced their religion by reverence to their ancestors, offering human and animal sacrifices and invoking the ancestral spirits, for instance, the Umira Kager clan believed in spirits in the S.M Otieno case. They offered sacrifices in order to get favors in terms of harvest. The African worship was communal that is, all community members used to convene to pray for rain and ask for the wellness of the community. The British religion had an aspect of confession of one`s sins before worship, repentance, and forgiveness of sin are granted. This aspect of forgiveness of sins lacks in the traditional African religion, one had to be punished for wrongdoing. British missionary religion brings out an aspect of offerings in terms of money and tithe which is ten percent of one`s total earnings. The British advocated for human rights and therefore disregarded and condemned human sacrifices. In African religion, worship was led by Diviners, Rainmakers, and Seers who were considered righteous. The work of religious leaders was taught through apprecentiship and was hereditary from specific clans in the community. There were certain clans from whom diviners would descend. They were highly respected in the community. The British Christian religious leaders attend school to be trained mainly in theology. They study formalities of worship and nature of God. Any member of Christian family can become a religious leader although there are some myths which say one has to be ‘called by God. A Christian leader has to have the ability to read and write so as to pass the scriptures to his congregation. African traditional religion was diverse from one ethnic community to the other due to the linguistic differences, migration patterns and origin. Christianity is introduced as a homogeneous religion as the author of it is Jesus Christ, a common ancestry and reference point for all Christians. The diversity of worship is dismantled by the British introduction of this even religion. Africans were notoriously religious as it was found in each group. Africans who lived as per the traditional way of life were regarded as very religious.it is also worth acknowledging that Africans are at crossroads due to the fact that religion is embedded in the African culture and language. It is thus difficult for Africans to fully be committed to Christianity as being fully whole-hearted means they will have to abandon some of the partaking of African culture and indigenous dialect by embracing the Whiteman’s language and culture. This has already happened as some dedicated African Christians according to Quarcoopome (1987), refer to traditional religion as paganism, fetish, and animism. References. Awolalo, JO, Sin and Its Removal from the African Traditional Religion (1976) History and Government Form One to Four, KLB Fourth Edition. The People of Kenya Up to the 19th Century Kwasi W, Towards Decolonizing African Religion and Philosophy, African Studies (1998) Quarterly volume 1 Issue 4. Ojwang’ JB and Mugambi JNK (eds), The SM Otieno case, Death and Burial in Modern Kenya, (1989) Nairobi University press Mbiti, JS, African Religion and Philosophy, Oxford, England, (1999) Heinemann Educational Publishers. Mbiti, JS, Introduction to African Religion Oxford, England, (1991) Heinemann Educational Publishers. Uchenna O, African Crossroads: Conflict between African Traditional Religion and Christianity, (2008) The International Journal of Humanities vol 6 No. 2 Quarcoopome, TNO, West African traditional religion. Ibadan, Nigeria: (1987) African Universities Press. NAME: MUNYALO, DANIEL MUTHENGI REG.NO: G34/102614/2017 COURSE: GPR 100 LEGAL RESEARCH AND WRITING CONVENER: DR. NKATHA KABIRA â€Å"The encounter between the British and Africans was a case of two worlds colliding.† Discuss†¦

Imagery and Irony in Hawthornes The Scarlet Letter Essays -- Scarlet

Imagery and Irony  in The Scarlet Letter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Nathaniel Hawthorne, the author of The Scarlet Letter, uses a variety of literary techniques in order to produce energy and invoke the interest of the reader.   He creates the mood and the climax of the novel by using the techniques of imagery and irony.   Yet, it is his use of symbolism that truly carries the novel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An abundance of symbolism appears in many different forms, adding interest to the novel.   For instance, Hawthorne uses his characters, such as Pearl, as symbols; â€Å"It was the scarlet letter in another form, the scarlet letter endowed with life.† (Ch. VII pg. 103)   Pearl is a symbol of the sin of Hester and Dimmesdale.   She serves as a constant punishment and living conscience.   In addition, Hawthorne uses natural occurrences such as light and darkness as symbols by having Dimmesdale stand upon the scaffold only at night.   Darkness, therefore, is a symbol of the concealment of sin, and light becomes a symbol of truth and acceptance of guilt.   The use of light and dark occurs many times throughout the novel to place emphasis on the underlying morals.   Furthermore, Hawthorne uses everyday objects, such as the brook in the forest, to serve as a symbol.   Pearl refused to cross the brook and join her mother on the other side, making the brook a symbol of the boundary between the two worlds of truth and deception.   This natural setting is one of the most striking in the novel.   By using symbolism in these three forms (characters, natural occurrence, and simple objects) Ha... ...tter it were so, than to hide a guilty heart through life.   What can thy silence do for him, except it tempt him-yea, compel him, as it were-to add hypocrisy to sin.†Ã‚   (Ch. III pg. 73)   One of the strengths in Hawthorne’s novel is his use of dramatic irony.   To the townspeople, this passage appears to be a breathtaking speech that would make any sinner confess, when in truth, Dimmesdale is pleading with Hester to reveal his sin.  Ã‚   The irony in the novel establishes the strife and dismay of the climax.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hawthorne’s use of the three literary techniques of symbolism, imagery, and irony are what make his novel a masterpiece.   By using these three techniques, he allows the reader to find inspiration and morality, visualize the plot, and become absorbed in the work itself.

Napoleon

Napoleon I was born on the French island of Corsica on the 15th of August 1769. Trained in the art of war at military academies in France, little did his supervisors know at that time that one day, this young officer was going to rise up the ranks in the army to become a General, play an important part in the French Revolution by being at the forefront of effective military operations against the First & Second Coalitions, then overthrow the same revolutionary government he helped install (1799), rule over France as First Consul and then Emperor(1804-1815) and by cleverly crafted wars and political alignments, hold offices and titles as diverse, but equally powerful, as   King of Italy, Mediator of the Swiss Confederation and Protector of the Confederation of the Rhine, thus effectively becoming the master of much of Mainland Europe. His military and political actions entailed significant influence on European History for years to come. [1] Following expansionary policies, from 1800-1810, the French armed forces were engaged in pitched battles against and/or in the whole of Europe. Napoleon's military and political prowess earned him a dominating influence over much of mainland Europe. His tactful masterpieces at Austerlitz and Friedland established his military power and forced alliances with weaker states, unwilling to stand up to the fury of his armies. He further consolidated his position by installing members of his family and close associates as the rulers of all states under French influence, with himself as supreme commander. [2] However, Napoleon's success story was halted by the catastrophic expedition sent to conquer Russia in 1812. He was out smarted by the retreating Russians and when he ordered a retreat following the conquest of Moscow, he ensured the destruction beyond resurrection of his own Grande Armà ©e. The powers that formed the Sixth Coalition inflicted on him another resounding defeat at Leipzig in 1813, and subsequently stepped foot on French soil. Surrounded by the invading armies, Napoleon vacated office in April 1814, and was forcefully exiled   to the island of Elba. However, refusing to admit defeat, he returned to France, established himself as ruler and proceeded to fight against his foes. However, his endeavors had limited success and he was finally defeated at the battle of Waterloo on 18 June 1815. He was exiled again to the uninhabited island of St. Helena where he died a quiet man in 1821. [3] Although Napoleon spent a lifetime on the battle field and his military conquests provide ample proof of his intelligence as a general, originality of technique was lacking at his end. He is credited though with the concept of fusing artillery into batteries and rearranging the military hierarchy to ensure that requirement of each core in the army was met adequately. These have become generally accepted principles in modern warfare. To this day, the Napoleonic wars are the subject of scholarly and academic study around the world. History remembers him for his military conquests and for his development of a bureaucratic structure (the Napoleonic Code), still followed in present day French. [4] Effects that Napoleon had on France In my opinion, the Napoleonic era proved healthy for France as Napoleon himself was a populist leader and developed the French armed forces into a mighty military machine. Governing France The French vote largely sided with Napoleon and approved of his actions. By the year 1804, Napoleon had established himself as unrivaled in power and authority in all of France. Realizing that the only way he could continue to consolidate his position was through garnering populist support; he continued the radical reform process while slowly tightening his grip on the political machinery. Although there was no single authority in the French state and all laws were made by an elected National Assembly (the lower house elected, the upper house appointed), Napoleon ensured that the weight age of power remained tilted towards him by choosing friendly elected candidates to the upper tier of the National Assembly. Since all laws were made by the Assemblies, Napoleon had considerable influence on all matters. [5] Napoleonic Code The Napoleonic Code was a law passed by the Napoleon administration that balanced, modernized, restructured, expanded and consolidated many of the previous reforms into a single source document. The code proclaimed the equal standing of all citizens and liberty to practice one's religion of choice and labor mobility. However, some of the driving points of the revolution were left out of this code and in many places the interests of the common man were made subordinate to the interests of the state. Some laws, including those which guaranteed the rights of females and infants/children, were also repealed. [6] French Economy and society Napoleon understood that to finance his war machinery, he needed adequate finances and thus enshrined in law that all citizens pay taxes to the national exchequer. His policies helped reduce the level of inflation and ensured that a more just and equal distribution of income and wealth could be brought about. Thus, he abolished feudalism and introduced land reforms in turn increasing peasant land ownership. Furthermore, he ensured that the peasants were rid of their obligations to the Catholic Church as he settled the differences of the Vatican and the French State. On the other hand, the nobles were given freedom to rule over their respective lands as long as they plead political, economic and military allegiance to Napoleon. Dedication to the French State and its principles of hard and honest work were acknowledged through the introduction of the Legion of Honor (1802) which remains the highest civil and military award in the Modern French State. Changes to education Education also saw attention from Napoleon and soon reform was introduced in this sector too. Government run schools were set up and the curriculum standardized. The schools advocated radical love for the country and the state. The schooling system was divided amongst the primary, secondary, military and technical schools. Although primary education remained more or less the same, the rest of the schooling system advocated discipline, unity and faith along with a strong emphasis on military training. [7] The Catholic Church Napoleon understood that although the people had strong associations with religion, reform was also the need of the hour. Therefore, he tried to find a balance between the enshrined laws of the church and his new laws. In 1801, he signed a Concordat with the Vatican thus ending the long lasting feud between the state and the Catholic Church.   The agreement changed the way Bishops were chosen. Previously elected, they would now be appointed by the French government. No one but the pope would yield influence over them. In return, the Church ended its demand that all material interests taken under custody or destroyed by the revolution be returned or compensated for. [8] Building and roads Napoleon understood that a strong infrastructure would greatly help him in war. Therefore, finances were used in the development of roads, bridges and canals to facilitate the movement of troops and goods from the rural areas to the urban centers. At the same time, to signify his own glory, Paris underwent a huge beautification program under which the existing buildings were renovated, new ones were erected and various monuments were put up to signify the greatness of Napoleon and the revolution. [9] It would be harsh to judge Napoleon as a dictator for it can be inferred that a good number of his measures were aimed at improving the affairs of the common French lot. While many of his measures were unjust, one can argue that they were the need of the hour to protect the revolution and ensure the establishment of a republic. However, his appointment of himself as emperor negates this view. France fought wars on different fronts from 1792 to 1815 in order to ensure the continuity and survival of the revolution, under threat from the armies of other European monarchist powers, afraid that revolution in France would encourage populist uprising in their own empires. Napoleon's skill and expertise ensured that the invading powers were kept at bay for as long as possible given the inherent limitations of any country. At its peak, the French empire spanned the whole of Mainland Europe. The whole area, from the shores of the Atlantic Ocean to the very borders of Russia was controlled by Paris. Moreover, Napoleon exported the ideology of the French revolution to all areas under French control. [10]His measures included freedom of religion, an end to serfdom, and loosening the grip of the Catholic Church on the state. The Napoleonic Code also found itself being implemented in other countries as the source law. However, calamity can strike anytime. Napoleon invaded Russia and despite his hopes of defeating the Russians quickly, saw himself engaged in a long and draining fight with the retreating Russian soldiers. Napoleon was forced to chase the retreating army deep inside Russian soil and when he finally managed to win Moscow, the gravity of the situation dawned on him. He understood that maintaining a garrison in war torn Russia was impossible and ordered a retreat and this decision co incided with the Russian winter, known for its ferocity.   The climate and the shortages of food and shelter took the lives of many soldiers while the remaining fell prey to the resurgent Russian military. Despite all his attempts to resurrect his powerful military machine, Napoleon soon found out that time was not on his side and was soon forced to abdicate following the conquest of Paris in 1814 by the Coalition powers. [11] The years from the start of the revolution to the abdication of Napoleon have had a marked effect on France in particular and Europe in general. He introduced equality and justice throughout the lands he governed and even though France returned to having an emperor, the new King had limited power. Napoleon's wars were followed by the concept of nationalism in Europe that helped shape the future Geo political landscape. In my opinion, the Napoleonic years had a resounding effect on European history and although some of his actions are controversial, it can be argued that he was able to help France move towards a republic. [12] References Baily, J.T. Herbert. Napoleon. London: The Cranford Press, 1908. Bainesville, Jacques. Napoleon. Boston: Little, Brown and Company, 1933. Barnett, Correlli. Bonaparte. New York: Hill and Wang, 1978. Bergeron, Louise. France Under Napoleon. Princeton: Princeton University Press, 1990. Bowden, Scott. The Glory Years of 1805 -1807: Napoleon and Austerlitz. Chicago: The Emperor's Press, 1997. Bruce, Evangeline. Napoleon & Josephine. New York: Kensington Books, 1995. Carrington, Dorothy. Napoleon and His Parents. New York: Dutton, 1990. [13] Castelot, Andre. Napoleon. New York: Harper and Row, 1968. Chandler, David G. The Campaigns of Napoleon. New York: Scribner, 1966. Connelly, Owen. The French Revolution and Napoleonic Era. Fort Worth: Holt, Rinehart and Winston, 1991. Cronin, Vincent. Napoleon. London: Harper Collins Publishers, 1971. Geyl, Pieter. Napoleon For and Against. London: Jonathan Cape, 1957. [1] Bainesville, Jacques. Napoleon. (Boston: Little, Brown and Company, 1933). 53. [2] Chandler, David G. The Campaigns of Napoleon. (New York: Scribner, 1966). 124 [3] Cronin, Vincent. Napoleon. (London: Harper Collins Publishers, 1971). 111 [4] Chandler, David G. The Campaigns of Napoleon. (New York: Scribner, 1966). 126 [5] Bergeron, Louise. France Under Napoleon. (Princeton: Princeton University Press, 1990). 225 [6] Baily, J.T. Herbert. Napoleon. (London: The Cranford Press, 1908). 26 [7] Castelot, Andre. Napoleon. (New York: Harper and Row, 1968). 68 [8] Connelly, Owen. The French Revolution and Napoleonic Era. (Fort Worth: Holt, Rinehart and Winston, 1991). 91 [9] Connelly, Owen. The French Revolution and Napoleonic Era. (Fort Worth: Holt, Rinehart and Winston, 1991). 123. [10] Cronin, Vincent. Napoleon. (London: Harper Collins Publishers, 1971). 73 [11] Geyl, Pieter. Napoleon For and Against. (London: Jonathan Cape, 1957). 58 [12] Baily, J.T. Herbert. Napoleon. (London: The Cranford Press, 1908). 192

Reading averages for school samples serving K-2 Essay

The sample in Table 1 was uncharacteristic of the all three samples. Grade two MCT reading results for the 2005 school year demonstrated lower reading averages in school one which had a lower percentage of impoverished and non-white students. This was not the case in sample two and three. In order to validate these results, the 2005 reading scores were compared to those of 2004 and 2003. As demonstrated in Table 1, school two has consistently scored lower than school one; however, the reading averages for both schools only vary approximately five percent between the years of 2003 and 2005. This is not enough of a variance to determine if ethnic background is a major indication of the difference between reading proficiencies. The researcher also considered class size (FTE) as a factor in the levels of reading achievement. The amount of students per teacher (FTE) however did not appear to have any influence on the reading proficiency levels of schools one and two since the FTE percentage was the same. Table 1 Sample One: Reading Averages for K-2 Schools (Grade 2) ______________________________________________________________________ Reading Impoverished Ethnicity Three Year FTE Average Students (SES) nonwhite Average ______________________________________________________________________ School 1 93 80 54 ~94 15 School 2 92 74 52 ~89 15 ______________________________________________________________________ Note. The state second grade reading average for Mississippi in 2005 was eighty-eight percent. Appendix B Reading Averages for School Samples Serving K-3 Second grade MCT reading averages for the two sample schools differed greatly for the 2005 school year. School 1A demonstrated a much lower second grade reading proficiency, as well as a higher SES. In contrast, school 2A had a low SES percentage and higher test results. The percentage of non-white students was close between the two schools, the highest however was found in school 2A. The FTE in schools one and two differed slightly with school 2A having an average of seventeen students per teacher versus fifteen students per teacher in school 1A. In order to validate the MCT results, the 2005 reading scores were compared to those of 2004 and 2003. The three year average of second grade MCT scores demonstrates that school 2A has consistently had higher test scores than school 1A. This sample demonstrates that the only probable influence on the MCT scores, and reading proficiency in general would be the SES percentage. Table 2 Sample Two: Reading Averages for K-3 Schools Grades 2 & 3 ______________________________________________________________________ Reading Impoverished Ethnicity Three Year FTE Average Students (SES) nonwhite Average ______________________________________________________________________ 2nd 3rd 2nd 3rd _____________ ____________ School 1A 79 75 94 51 80 ~75 15 School 2A 92 98 73 54 ~96 ~95 17 ______________________________________________________________________ Note. The state second grade reading average for Mississippi in 2005 was eighty-eight percent. The third grade reading average for Mississippi was eighty-four percent. Appendix C Reading Averages for School Samples Serving K-5 The following table demonstrates the reading proficiency in the school samples serving kindergarten through fifth grade. The initial sample had results which were very similar and therefore were difficult to compare, thus the researcher investigated the MCT results of another school. As the reader can see from Table 3, there is a drastic difference between schools 1B and 2B and schools 3B and 4B. The percentage of nonwhite students is similar between all four schools, indicating that ethnicity was not a crucial factor in the results of the MCTs. A major indicator of the differences in MCT scores was the SES percentage. In particular, the schools with the highest SES, the higher percentage of impoverished students, performed drastically lower than the schools with a lower SES. This has been a consistent trend over the past three years in all the schools in the sample. The FTE was seventeen for all except one of the four schools. This could indicate that the higher students-per-teacher ratio did not have an influence on the MCT reading results. Table 3 Reading Averages for K-5 Schools Grades 2 & 3. Reading Impoverished Ethnicity Three Year FTE Average Students (SES) nonwhite Average ______________________________________________________________________ 2nd 3rd 2nd 3rd _____________ ____________ School 1B 91 95 53 54 ~91 97 17 School 2B 93 96 57 53 95 97 17 School 3B 67 77 99 52 ~70 81 15 School 4B 69 77 91 53 ~69 ~72 17 ______________________________________________________________________ Note. The state second grade reading average for Mississippi in 2005 was eighty-eight percent. The third grade reading average for Mississippi was eighty-four percent.

Private SAT Testing Sites and Testing Closer to Home

Private SAT Testing Sites and Testing Closer to Home SAT / ACT Prep Online Guides and Tips Are you trying to register for the SAT but can't find any testing centers close to where you live? What should you do? College Board, the corporation that develops and administers the SAT, offers a way for students to take the SAT at a location closer to them, called â€Å"testing closer to home.†Read on to learn more about this special accommodation, its benefits and drawbacks, and how to apply for it. What Is Private SAT Testing and Testing Closer to Home? Testing closer to home is a special accommodation offered by the College Board for students taking the SAT or SAT subject tests.It’s available for students who do not live close to an official SAT testing center. This accommodation is oftenused by international students because SAT testing centers are not as numerous in countries outside the US. However, American students living in rural areas or those living in a region affected by a natural disaster may not have an SAT testing center nearby and may also need to request testing closer to home. In order to request testing closer to home, yousubmit a request to the College Board, and if it is approved, the College Board will attempt to open a testing center closer to where you live.Your new testing center will be assigned to you; you do not get to choose where you’d like to take the SAT. This testing center will still have a proctor and follow the rules of regular SAT testing. If you need and are eligible for other special accommodations, such as extended time to complete the exam, you will have to visit the College Board’s Service for Students with Disabilities site to separatelyrequest additional accommodations. Your test will still be taken on one of the official SAT test days; testing closer to home does not allow you to change the date of your exam.The College Board will attempt to have multiple students take the test together, but there is a possibility that will you take the SAT alone, with just a proctor. Who Is Eligible for Testing Closer to Home? Students who live more than 75 miles (120 kilometers) from the nearest testing center are eligible to request that College Board try to open a new testing site near them. This accommodation is also available for test takers outside the US, however; it is not available in India or Pakistan. For students taking the test outside of the US, testing closer to home is only available for test dates from November to March (not the October or June test dates).Testing closer to home is not available for students registering late, either in the US or abroad. If there aren't any test centers near you, you may need to apply for testing closer to home How Do You Apply for Testing Closer to Home? If you meet the eligibility requirements and are interested in applying for testing closer to home, the first step is to fill out the paper registration form for the SAT. When you need to enter the code for your testing center on the registration form, fill in 02000 for the first choice, and leave the second choice blank.You also must attach a letter describing your situation and why you are requesting a closer testing center. This letter doesn’t need to be lengthy, just state where you are, where your closest testing center is, how far it is from you, and why it would be difficult or impossible for you to travel there to take the SAT. Then state that you’d like to be able to take the test at a location closer to where you live. Next,mail in the registration form and the letter to the mailing address listed on the registration form instructions.These documents must be mailed early!If you are taking the test in the US, the letter must be mailed by the postmark deadline date for regular registration, which occurs about a month before the test date. If you are taking the test in an international location, then the letter must be mailed early enough so that it will be received by the early registration deadline date.The early registration deadline is about five weeks before the test date, so you will want to mail your letter about two months before your desired SAT test date. Within several weeks, the College Board will notify you of whether or not your request has been approved.If approved, you will be mailed an Admission Ticket showing your test center assignment several weeks before you take the SAT. What Are the Benefits of Testing Closer to Home? Why would a student want to apply for testing closer to home? There are several benefits: Closer Testing Center This is obviously the biggest advantage. Applying to take the SAT closer to where you live can make it much easier to take the test or even make it possible for students who wouldn’t normally be able to get to a testing center because of the distance. Your Availabilityto Take the SAT may Increase If your closest regular testing center is far away, there may only be a certain testing date when you can travel there. This date may not coordinate well with your schedule, it may be too early for you to have done enough studying, or it may be too late to send the scores to some colleges.Having a testing center closer to you may give you more options for when to take the SAT. Keep in mind though that, even with testing closer to home, you will still only be able to take the SAT on official testing daysand that, for international students, this accommodation is only available from November to March. Can Reduce Anxiety Having a testing center closer to where you live can also reduce some of the stress and anxiety surrounding the SAT. You will likely be more familiar with the area where you will be taking the test and can worry less about traveling. Knowing where your test center is can help you be more confident for the SAT. Image Source: clipartzebraz What Are Potential Downsides to Testing Closer to Home? You Must Apply Early You will need to know when you’d like to take the SAT at least 1-2 months before the testing date in order to submit your request on time. Therefore, testing closer to home isn’t a good option for students trying to take the SAT on short notice. More Paperwork In order to apply for testing closer to home, you must submit the paper registrationform through the mail; you cannot submit the form online. You must also write a letter to the College Board explaining why you need a testing center closer to where you live. Applying for testing closer to home will take more time than registering for the SAT at an already designated testing center because filling out a paper version of the registration form often takes more time than filling it out online, and you must also write a letter explaining your situation and why you qualify for testing closer to home. Delayed Response Most of the time, when you register for the SAT, you will know pretty much immediately if you will be able to take the test on a certain date and where you will be taking it.When you apply for testing closer to home, you will have to wait several weeks to hear back from the College Board to learn if they accepted your request and, if so, where your testing center will be. This delay can be stressful, and it can also make planning other parts of your schedule difficult until you receive confirmation from the College Board. May Not Make Traveling to the Test Center Easier If they approve your request, the College Board will choose where your new testing center will be. This location will be closer to you, but that does not automatically mean it will be easier to get to. Even if it’s closer, your new testing center may be in an area without public transportation, suffer from bad traffic, or have other transportation difficulties.Closer does not automatically mean easier to get to! So, Should You Apply for Testing Closer to Home? As you now know, there are both positive and negative benefits to applying for the College Board’s testing closer to home accommodation. So how do you know if it’s right for you? Ask yourself the following questions to help you decide: Do You Meet the Eligibility Requirements? The first step in determining whether you should apply for testing closer to home is to make sure you are eligible.Is your closest testing center more than 75 miles/120 kilometers from where you live? Are you living in a country other than India or Pakistan? If taking the test internationally, are you applying for a test date between November and March? If you meet all these requirements, read on to help make your decision. Do You Have Enough Time to Apply? If taking the test in the United States, you will need to apply at least a month before the date you’d like to take the SAT.If taking the test abroad, you will need to apply at least two months in advance. Before you start applying for testing closer to home, make sure your request will arrive by the deadline. Do you have enough time to request testing closer to home? How Difficult Will It Be to Get to YourCurrent Test Center? This is the most important consideration.The testing closer to home accommodation requires additional time and effort to apply, and you want to make sure this extra work is worth it.Find where you closest current testing center would beand ask yourself: How far is this testing center from me? Do I know how to get there or know someone who does? Would I be able to get there on test day? How? Is carpooling an option? (Maybe you have a friend taking the SAT who can drive you) If you’re not sure how difficult it would be for you to get to the current closest test center, you can have a practice run where you pick a day to travel there and see how difficult and time-consuming it would be. How Do You Feel About Taking the Test With Fewer Students? There is no guarantee as to how many people you will take the SAT with if you apply for and are approved for testing closer to home. However, it will likely be fewer than if you were taking the test at a standard testing center, and there is also a chance that you will be the only test taker in the room. Some people think this is a benefit because they find the noises others make, like rustling papers or scuffing their feet, distracting.Others may feel uncomfortable or pressured if they are the only person in the room with a proctor for several hours.Consider how you would feel about this before applying. Final Decision If after analyzing your current options you feel that you either cannot travel to the closest testing center or getting there would require a lot of extra time, effort, or stress, and you meet the eligibility requirements, then you should apply for testing closer to home Summary Testing closer to home is a special accommodation offered by the College Board for SAT test takers who do not live close to an already established test center. It is available for people who live more than 75 miles/120 kilometers from a test center. Both domestic and international test takers can apply, but it is not available in India or Pakistan. You should apply for this accommodation if traveling to the current closest testing center is impossible or would require a great deal of time and effort. For more information and to apply, go to the College Board’s website on testing closer to home What's Next? Do you have other questions about registering for the SAT? Read our complete guide to SAT registration, with pictures. Make sure you know what to expect on test day, including how long the SAT takes and rules you must follow. Wondering about other SAT accommodations? Find all the information you need to know about them in our guide! Studying for the SAT? Check out our ultimate guide to SAT prep for all the information you need to get a great SAT score. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Individual project 3 Essay Example | Topics and Well Written Essays - 1250 words - 1

Individual project 3 - Essay Example Study also focuses on political, cultural and religious factors that affect these countries expand EduTots. Infrastructure and Ability to Expand Infrastructure in France is the very complex infrastructure of world. In France, transport system is very good, and it is even possible in rivers. Railway network is also being developed, and there are almost 31,939 km of railways in country. River in heavy use and about 47 % of rivers are in use. Number of airports in France is 474. As infrastructure of France very well, so, country has opportunity to make distribution of country very well (Barron Berger and Black 2004). Advertising media in France are very advanced, and media is very successful. Due to increasing competition, companies in France to pay more attention to advertising, so would be suitable for EduTots to market your product in France and to promote the better way. Competition in France is very high, and thus, company has gained the advantage that country may well priced produ cts EduTots. Infrastructure in Ireland not put the lot of space, and country has been making continuous efforts to develop its infrastructure. Irish roads are below average and people filling almost every day. Transport system in Ireland depends on car, percentage of freight traffic on roads is 86 %, and passenger traffic is 97 % (Zhihong & Fang 2011). Road network in Ireland is about 87,034 km .Infrastructure as Ireland is not very structured and established, therefore, distribution system may be ineffective. To ensure good distribution system, it is necessary that company should have the developed infrastructure. Capacity of the Education Systems Company is not very established and therefore with respect to advertising industry in France has not been developed much. Toy industry is not much established in Ireland, so competition is low and country cannot properly price products EduTots. France education system is highly developed, and literacy rate is very high in France. Number o f people who go to school in France is 82 %, and developed teaching methods. Education system in Ireland is not strongly established, and rate illiteracy Ireland is 34 % (Grossman 2008). Standard of education in Ireland is not very high, but it is not even much lower. It can be concluded from system education two countries, system has ability to France education use products EduTots. Impact of Cultural, Religious, or Political Situation To integrate the active part in learning process, the group of teachers in school system of Philadelphia society created to address this market. This company was named EduTot. EduTot worked with developmental psychologists and experts in educational toys and games, to develop the set of layers of educational toys and games, which included the series of software modules. EduTot decided to expand its activities at international level , while recognizing that markets outside United States may have same need for products that include playing in learning process , to stimulate children's education K - 12 to go 6 (Kim 2003). Global expansion completely transformed life and performance EduTot. world has become all rewarding and challenging place to work with cultures, peoples and systems. World watched spread EduTot United States and then in developing countries. To this end, it has become necessary for almost all businesses working on their first place, and when they have enough control over their region of origin, they must go to national and international. It is need of

How this class has affected me Essay Example | Topics and Well Written Essays - 2000 words

How this class has affected me - Essay Example Moreover I was caused to accurately define my personal and professional roles in future practice. In this essay, I give a reflection of the course in light of the manner in which it has affected me. My reflection is based on a review and reference to the information within the readings of the course. In addition, I provide the justifications for the change of my professional roles and future plans based on the knowledge that I acquired during the course. Furthermore, I will give a detailed discussion on how the cause caused me to specifically decide to work with Child Protective Services. Anne Fadiman’s â€Å"The Spirit Catches You and You Fall Down† presents a narration of the struggles that a refugee family from Hmong culture in Laos. The book specifically describes how two different cultures collide. The scenario that is presented by the writer is within California’s health care system. In the book, the writer reveals the interaction between a Hmong child with her Doctors in America and demonstrates the social cultural problems and struggles in the provision of health care. Lia Lee is a favorite child and youngest of the Hmong family. The doctors find out that Lia is having a severe form of epilepsy. The author describes how cultural differences between the family and the American doctors acts to obstruct Lia’s treatment. ... This means that healthcare providers require understanding the culture of their patients and ensuring that it does not obstruct their moral and ethical roles of patient centered care. Barbara Myerhoff's â€Å"Number of Our Days† presents the work of a renowned anthropologist. Myerhoff was given a grant to investigate or study the process of human aging. As a result Myerhoff chose to base her study on elderly Jewish community from Venice in California. It is notable that the author and anthropologist decided that he would study and report on the indigenous community rather than on an exotic society. When reading Myerhoff’s story, I was changed by the ways in which she presents the lives and rituals of these Jewish and unique old people. More significant is the cultural value which enabled the old people to face and go through numerous problems and challenges of living. Among the problems that the author demonstrates that these old people had to face include poverty, lone liness, neglect, physical danger, poor and inadequate housing and poor health. Myerhoff’s story inspired me to play a role in helping people to overcome the problems that they face in their social environments and during care. The author depicts the agonies of aging in a manner which makes a reader to sympathize and have a desire to do something in alleviating human suffering. Through this book I appreciated the human spirit as indomitable. Moreover I was appreciative of the importance of cultural rituals in living and overcoming problems as presented by the author in wise yet funny approach. The above brief description of the two most influential readings on my life is a background to the illustration of how the anthropology cause affected me. At this point I need to