the rain essays

the rain essays In the time you can read this sentence, eight acres of tropical rain forest will have been bulldozed and burned out of existence.However, this destruction has been neglected and overlooked for years. Many people do not understand the long-term consequences of losing the earths rain forests. The rain forests have provided people with many natural resources and medicines. The benefits that rain forests provide to people will be destroyed if the depletion continues to be disregarded. No matter where a person lives, even if it is not near a rain forest, the complete destruction of rain forests will affect living conditions. For years rain forests have provided countries around the word with valuable resources, minerals, lumber, and energy. In Brazil alone the rain forests contains 45% of Brazils hydroelectric power. The minerals found in the rain forests of Brazil are estimated to value 1.6 trillion dollars, while the lumber that the rain forests can provide total 1.7 trillion dollars.Nu trients from decomposing organisms can be found throughout rain forests, including in soil and in the trees. To continue destroying forests also destroys the important materials that they are providing to humans. Long ago, the Earth had a green belt of rain forests around its middle that covered almost twelve percent of the earth's land surface. Today, the rain forest covers two percent of the earth's land surface and it is declining rapidly. Today, as we enter the last decade of the twentieth century, we have reached a turning point; we can no longer use the excuse of ignorance. People need to try harder to stop rain forest depletion. There are two major areas on earth where rain forests are located. One of these areas is called "The Old World Tropics," which includes Africa and Asia. In Africa, the rain forests are primarily located around the Zaire river. The other area in which rain forests are located is called "The New Wor ...

Text and Driving Stop Doing That. For Real.

Text and Driving Stop Doing That. For Real. This weekend I participated in a workshop in Soft Addictions. I expected to focus most of my energy on my sugar addiction, which has been a struggle for me for as long as I can remember. While I did spend some time and energy examining that habit, a different addiction came to the foreground as the weekend progressed: Texting While Driving In the workshop, we were divided into groups of six. When I admitted to them that I texted while driving, one of my group members looked at me with a heartfelt gaze and said, â€Å"Stop doing that. For real.† Later in the weekend, I found out that he texts while driving too- as did every one of the six people in my group. According to the NHTSA, if you’re traveling at 55mph and take your attention away from the road for 5 seconds (the minimum amount of time it takes to check your phone), you will travel the length of a football field without looking at the road! Texting while driving makes a crash up to 23 times more likely. In comparison, dialing makes a crash 2.8 times more likely and talking or listening makes a crash 1.3 times more likely. And while 34% of American drivers say they have texted while driving, I’m sure the number is much higher. In my workshop this weekend, at least two out of 35 participants had been in car crashes which were their fault and had resulted from their texting while driving. And at least one of them did not stop the habit. I started to get real about my own addiction to texting while driving and the true level of risk I’m taking every time I do it. And when it was time to choose one of our addictions and write a â€Å"Dear John† letter to the addiction bidding it farewell, I chose texting while driving as my target. Here’s the poem: Texting while driving, you kept me connected. I’m addicted to you. It’s like I’m infected. Despite all the stories of death and of gore, My phone seems to call to me†¦ LOOK AT ME MORE!! Well, starting right now, I choose to connect To my learning brain rather than gadgets electric. I’ve got options – like language CDs. Books on tape. That message that dinged me? It simply can wait. I yearn to connect†¦ but for that I must LIVE. And texting while driving? You’ve just gotta give.    Brenda Bernstein, November 14, 2014 On the way home from the workshop, I called a friend before starting to drive. When I hung up the phone, I saw that I had emails and messages I could read if I wanted to. I noted my impulse to pull down the menu that would allow me to read my emails, and, instead of checking the messages, checked the impulse. It felt scary and good. If you are a fellow driver while texting, please take a good look at what you’re putting at risk: not just your own life, but the lives of the drivers and passengers around you. Especially as the holidays are approaching- a time when many of us will be driving to see family and friends- let’s make a commitment to kick one of our most dangerous addictions, and DRIVE SAFE. Category:Life and LeadershipBy Brenda BernsteinNovember 17, 2014 3 Comments Scott says: November 17, 2014 at 8:57 pm I have seen this problem from two angles. My friend has a very busy life. Every time I ride as the front seat passenger with her! she is reading email or phone messages. Every single time! Its like they are driving blindfolded, I worry about a serious accident every time that I drive with them. She does it less because they know I will comment about it constantly. I have almost had first hand experience with texting and driving. Two years ago, I was almost rear ended when reading a text on Monona Drive at a stop light when the red changed to green. The car changed lanes and clipped by at fast rate of spend. Just like reading a book and driving would be stupid, this is equally dumb. Log in to Reply J. R. Hollingsworth says: November 18, 2014 at 8:37 am Texting while driving is not at all dangerous, if the passenger does it. Tell your friend that you will insist on your driving if she is texting, and be prepared to get out to make your point. Attorneys in accident cases love to discover that the opposing driver was texting nuff said. The real test is whether you have a smart phone, or it has you the same with any addiction. Log in to Reply Omar says: November 18, 2014 at 11:19 am Brenda, Thanks for sharing this. This is a really important issue, and I now find myself checking the impulse to look at my phone. If I cant let it go, Ill have to wait till the next exit to pull over. Thanks again, Omar Log in to Reply

Managment Research Proposal Example | Topics and Well Written Essays - 1500 words

Managment - Research Proposal Example 15-31, 1974). First, the workers’ physiological and security needs like food and shelter, should stand satisfied by their job. Then their social needs should be satisfied, as well as their self-esteem needs. Only then will they be ready to work towards fulfilling their need to actualize their dreams and ambitions, and strive for work-related advancements. In other words, Maslow presents us with an extremely accurate perspective on motivation and the barriers to its processes. If workers do not receive enough compensation from their job to be able to afford food and shelter, they will find no motivation to perform well at the job and gain advancement (Bateman et al, pp. 515-542, 2008). In other words, if their basic needs are not satisfied, this will act as a barrier from these workers feeling motivated to perform well. While this barrier seems to simplify the nature of human beings greatly, it is a very accurate model of motivation. While human beings are complicated individuals, their basic needs overpower their ability to act the way that is beneficial or desirable. Thus, it should be a priority for the organizational manager, that the workers’ basic needs have been satisfied, so that the manager may then motivate these workers to work harder and perform better. This has a simple implication for the managers also, which is to ensure that the workers are compensated with an adequate wage, before seeking to motivate them (â€Å"Nwlnk†, pp.1 , 2010). This need-based model of motivation has also received considerable support form Herzberg’s ERG (Existence, Relatedness, and Growth) theory and McClelland’s need-based theory. Both of these are derivatives of the need hierarchy, and promote the understanding that unsatisfied basic human needs can be a significant barrier when trying to motivate a worker. The Expectancy Theory about motivation is another very well known model of motivation, which provides us with another barrier, which can stand

The impact of the current economy on educational funding Research Paper

The impact of the current economy on educational funding - Research Paper Example , if such problems are not addressed as soon as possible, the labor force of the country would be affected as well, which simply contributes towards poor economic growth for the country once more (Hanushek & Kimko, 2000). According to Murnane et al. (2000), what is also disturbing is that there is a trend of poor performance levels churned out by students who are African-American or of Latino descent- both of whom make up a relatively large portion of the population in the United States. Smollin (2010) reveals that across the United States, several school districts are already preparing themselves for the drastic budget cuts implemented by the government. Recent periods have shown that the budget cuts have increased drastically, mimicking the case 50 years ago. The recession has indeed had direct effects on the local property taxes, as well as the levels of state funds. This has lead several school districts to resort to desperate means to save money. Examples include reducing programs that are garnered towards enriching the students’ extracurricular affairs as well as any other programs that cultivate their skills and knowledge outside the realm of the academy. Other measures include reducing class hours and also reducing the academic year. There are also some schools that have decided to close down. For several faculty members, eliminating certain school programs and even closing down schools have proved to be a difficult decision, but the most difficult de cision being brought about by insufficient funding would be the option of schools to lay off teachers. In an article released by the New York Times, Lewin & Dillon (2010) have written that school districts that resort to such a measure are those that have no choice. Most schools receive their source of income via local property taxes and the money from the state, both of which have been severely affected by the global recession. In California alone, school districts have actually issued pink slips to at

Temporal Articulation in La Jetee Essay -- Film Movie Cinema Cinematog

Temporal Articulation in La Jetà ©e Chris Marker's La Jetà ©e presents a narrative occurring in three distinct time periods: the past, present, and future, depicted solely through static images. Each time period articulates the temporal relationship between adjacent images differently and through various means, including but not limited to the amount of perceived movement or change within the mise en scene from shot to shot (or the ellipsis between images in a sequence), and the amount and type of voiceover used in any given sequence. The audience's ability to comprehend narrative time remains relatively consistent throughout the film, but the means by which passing time is represented alters in each time period, depending upon the ways in which the above characteristics are manipulated. On a strictly visual basis, the audience's perception of the passage of time becomes progressively retarded from past to present to future (fabula-wise), and this sensation is achieved through the manipulation of ellipsis between images in a sequence (a sequence being any uninterrupted slice of time occurring in the past, present, or future). Broadly, shot to shot differences in time go from determinate in the past, to less determinate in the present, to almost totally indeterminate in the future. In other words, it is easier to register the passage of time through the change within the image from shot to shot in sequences occurring in the past than it is in sequences occurring in the present, which in turn register the passage of time more explicitly than do the images from sequences occurring in the future. For example, a sequence in the beginning of the film (occurring in the temporal present of the fabula) depicting of the results of the ... ...ough to say that La Jetà ©e is a wonderfully rich experiment in the manipulation of the perception of time; despite the complexities elaborated in this paper, the film presents a consistently comprehensible articulation of time, despite and because of an information-impeding stylistic device (still images as opposed to moving images) and a complex, circular narrative laden with potentially confusing time travel. Notes 1) Only one pivotal shot in the film is not static. 2) Dissolves typically indicate an ellipsis, or a longer ellipsis than is usually indicated by a cut. Thus the dissolves of the woman sleeping in bed could be read as occurring over longer, more indeterminate periods of time in which she has moved very little. Works Cited Le Jetee. Dir. Chris Marker. Perf. Jean Negroni, Helene Chatelain, Danos Hanrich and Jacques Ledoux. Argos Films, 1962. Temporal Articulation in La Jetee Essay -- Film Movie Cinema Cinematog Temporal Articulation in La Jetà ©e Chris Marker's La Jetà ©e presents a narrative occurring in three distinct time periods: the past, present, and future, depicted solely through static images. Each time period articulates the temporal relationship between adjacent images differently and through various means, including but not limited to the amount of perceived movement or change within the mise en scene from shot to shot (or the ellipsis between images in a sequence), and the amount and type of voiceover used in any given sequence. The audience's ability to comprehend narrative time remains relatively consistent throughout the film, but the means by which passing time is represented alters in each time period, depending upon the ways in which the above characteristics are manipulated. On a strictly visual basis, the audience's perception of the passage of time becomes progressively retarded from past to present to future (fabula-wise), and this sensation is achieved through the manipulation of ellipsis between images in a sequence (a sequence being any uninterrupted slice of time occurring in the past, present, or future). Broadly, shot to shot differences in time go from determinate in the past, to less determinate in the present, to almost totally indeterminate in the future. In other words, it is easier to register the passage of time through the change within the image from shot to shot in sequences occurring in the past than it is in sequences occurring in the present, which in turn register the passage of time more explicitly than do the images from sequences occurring in the future. For example, a sequence in the beginning of the film (occurring in the temporal present of the fabula) depicting of the results of the ... ...ough to say that La Jetà ©e is a wonderfully rich experiment in the manipulation of the perception of time; despite the complexities elaborated in this paper, the film presents a consistently comprehensible articulation of time, despite and because of an information-impeding stylistic device (still images as opposed to moving images) and a complex, circular narrative laden with potentially confusing time travel. Notes 1) Only one pivotal shot in the film is not static. 2) Dissolves typically indicate an ellipsis, or a longer ellipsis than is usually indicated by a cut. Thus the dissolves of the woman sleeping in bed could be read as occurring over longer, more indeterminate periods of time in which she has moved very little. Works Cited Le Jetee. Dir. Chris Marker. Perf. Jean Negroni, Helene Chatelain, Danos Hanrich and Jacques Ledoux. Argos Films, 1962.

A Duty of Care Essay

1.1 Explain what is meant to have a duty of care in own work role Duty of care is a requirement to exercise a reasonable degree of attention and caution to avoid negligence which would lead to harm to others. Staff to be vigilance and attention keeps individuals safe as they develop: A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard and reasonable care while performing any acts that could foreseeable harm others. By including, daily cleaning rotas for staff to stop spread of germs and infections. To have first aid trained staff and to include body maps for when individuals go home and come back from home if they have any marks, cuts or bruises on them. Duty of care includes the following: to keep individuals safe to keep individuals free from harm to give choice see more:explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding/protection of adults Duty of care is to keep individuals safe and to protect them from sexual, physical and emotional harm. Individuals have a right to be safe and to be treated with respect and dignity. We as adults must take reasonable steps to ensure the safety and well-being of individuals. Failure to do this could be regarded as professional neglect. Duty of care safeguards individuals by the setting having done risk assessments and precautions taken to avoid accidents of the spreading of infections. Follow the correct procedures if you have any concerns for the individual’s well-being, set clear boundaries, depending on age, stage and development and discourage any behaviour, which could result in individuals being harmed or upset. Assessments and observations can alert you to any problems that may need addressing and the discussions with parents and other professionals. Always listen to individuals and take an y concerns they may have seriously. 2.1 Describe potential conflicts/dilemmas that may arise between the duty of care and an individual’s rights Working with individuals has a significant duty of care. Individuals who are younger and more vulnerable need greater care. The attention and vigilance of the staff helps to keep them safe as they develop, gives the individuals understanding to be able to  for see and cope with potential dangers and have an understanding that their actions may hurt and upset others, also communication to be able to talk about the harm others may be doing to them. The duty of care contributes to the safeguarding and protection of individuals this can be carried out in a variety of ways:- †¢ Risk assessment both inside and outside. †¢ Avoiding potential hazards, which could lead to harm through accidents or spreading infections. †¢ Having clear instructions and set boundaries. †¢ Observing individuals and assessing their development. †¢ Working with parents and other professionals to aid individuals development. †¢ Hold a relevant Safeguarding Certificate. †¢ Have a member of staff who is SENCO trained (Special Educational Needs Co-Ordinator). Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a individual for example a staff member believing they have signs of abuse and another staff member thinking they don’t. This could lead to conflict between the individuals family / carers if staff involved other agencies such as Social Services. Dilemmas could be knowing when to get further help regarding child protection and safeguarding issues for example if staff did not refer the case to social services the individual might still continue to suffer abuse. Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a individual or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Other dilemmas in our setting could be: †¢ Staff falling out, †¢ Break confidentiality †¢ Swearing and behaviour †¢ Absent staff members †¢ Lack of team work There are many ways to manage risks associated with conflicts and dilemmas: †¢ Allowing individuals to explore with guidance †¢ Making individual aware of potential hazards and dangers †¢ Allowing individuals to acquire life skills through learning how to cope with risky  situations †¢ Staff ignorance †¢ Parents are a risk to staff if reported to social services One example could be how less healthy food choices involve personal taste preference, cultural upbringing, parent’s and carer’s guidance, all of which are individual’s right and responsibilities. Dilemma: Staff are aware healthy foods benefit both growth and development now and as considerations for the child’s future health. Dilemma & conflict: How can help the child understand and select healthier food options and support the family or parent in assisting staff with this. How can this be done without causing upset, unnecessarily interference, invading that family’s privacy or demean their cultural heritage 2.2 Describe how to manage risks associated with conflicts/dilemmas between an individual’s rights and the duty of care To manage risks associated with conflicts and dilemmas and child protection issues can cause conflict with parents if staff report them and dilemmas that staff might come across. Conflicts such as; Manager to staff, staff to manager one staff thinking there is a problem another thinking there is no problem. There could be conflicts between abuser and carers regarding an allegation that were made and this could mean conflicts between staff and staff, parent or carer and staff, staff and parent or carer etc. Dilemmas will be when to get help regarding child protection issues e.g. if you do not refer case, the child might continue to suffer abuse. You should know when to share information with others in aspect of confidentiality. If you sure, the child is at risk and see any concerns regarding any child you should report it, like the motto better safe than sorry . Avoiding potential risks which could lead to harm through accident or spread of infection: While individuals have the right to explore we must still follow policies and procedures regarding accidents and infection Having clear instructions and setting boundaries: For staff this is policies and procedures. For individuals we should have rules to follow around the setting. Observe individuals and assess development: Part of duty of care is to assess development and be aware of any indication that their development is not as broadly expected for their age. 2.3 Explain where to get additional support and advice about conflicts/dilemmas Manager or headteacher or lead, supervisor, committee chairperson, SENCO (Special Educational Needs Co-Ordinator) Settings paperwork – policies, procedures, contract, publications, framework pages, laws Staff colleagues Where appropriate the settings parent partnership Advisory teacher services Local authority and their online information: direct.gov.uk Social services Charity and support groups Nationally head offices Local safeguarding teams Local children and information services – early years development officers Local health visitor Local behavioural support team Child protection team Other professional service providers: speech therapy, fire safety, police, life guard, rspca Websites – NHS, Doh, HSE, CAPT, Ofsted, CAB, NSPCC, business link Trade union representative Local library where reference and research books might support new knowledge 3.1 Describe how to respond to complaints Responding to complaints includes: Listening to the complaint Giving the complainant time and respect Recording the information Reporting to a senior member of staff Accessing the Complaints Policy Ensuring the complainant has access to the Complaints Policy Ensuring the complainant knows what will happen next Main points of agreed procedures for handling complaints include: The Complaints policy is a recorded and documented procedure that is available The complainant is listened to and respected The Complaints Policy is time-based and the complaint is dealt with in a documented time-frame. Complaints are normally dealt with by nominated members of staff The procedure is clear There may be both formal and informal options. 3.2 Explain the main points of agreed procedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the staff member that they’re following a series of steps that can be considered as complying with legal requirements or ensuring best practice. The main points for handling complaints is A time frame A verbal response A mutually agreed time & place for a meeting A written response Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority’s awareness. You have to approach the senior on shift, manager or team leader if you have a complaint or you could write it down and give them the note about the complaint.

Education Is A Foundation For A Career And A Lifestyle

Lovepreet Singh Adkins Pd.3 Education is a foundation for a career and a lifestyle. It is the field of study that deals mainly with methods of teaching and learning in schools. It is defined as the process of gaining knowledge. Education is necessary because it provide the information we need rest of our lives. You need well-rounded education to be successful. Success is an individual definition and determines what education you need. Success is the accomplishment of an aim or purpose. A person feels successful when he/she achieves desired aims or attains prosperity. To be successful we need specialized training. If you want a job you’ll need college degree or specialized training. Education needs to include courses, diplomas, and training. You need courses to know what actually are studying about. You need diplomas because employers are looking people that are skills beyond and those that have a degree. The high school diploma is the basic diploma you need to get a job. Education was unfair to most peop le up until the 1960’s. The Black people didn’t get the education they wanted. There were separated schools. There were Black schools and White schools. Black students got the old books that White students used. White students always got new books. Blacks and Whites had separate proms, student governments, and sports teams and cheerleading squads. By 1950, the inequality in educational achievement between white students and minority students had deepened since 1900,Show MoreRelatedHow Does The Linked Learning Approach Increase The College And Career Readiness Of Hispanic And African American Males At Essay1388 Words   |  6 PagesHow does the Linked Learning Approach increase the college and career readiness of Latino and African American males at the high school level? 11. 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