Saturday, May 23, 2020
Sample details Pages: 6 Words: 1695 Downloads: 6 Date added: 2019/08/08 Category Science Essay Level High school Topics: Earthquake Essay Did you like this example? Background In the past several decades, Qatar has been included the low probability expectation from any major naturally-occurring incidents like earthquakes, floods, droughts or heavy storms. A United Nations report published ranked the country as among the worlds safest. An earthquake is a sudden, rapid shaking of the earth caused by the shifting of rock beneath the earths surface. They strike without warning, at any time of year, day or night.Ã DonÃ¢â¬â¢t waste time! Our writers will create an original "How Does Qatar Deals With Earthquakes" essay for you Create order One of the most significant consequences of both natural and human-induced disasters is impacts. They have at schools as it is often one of the first activities abandoned when disasters occur. Children spend up to 50% of their waking hours in educational facilities. Children and adults death in schools cause irreplaceable losses to families, communities and countries. Millions of children also suffer lifelong injuries and disabilities through disasters. Experiencing with the earthquake happened in other country left many victims. Most of them are elderly and children. Not all children are trained to deal with disaster, therefore it is necessary to conduct an exercise elementary school so the students have a knowledge about dealing with disaster if it is suddenly happened.Ã In relation to the effort of managing disaster, the school has a tangible role in building community resilience. Schools, have to plan and commit in making effort to create a conducive learning atmosphere and process to enable the students to develop their potentials actively, and to express religious and spirituality, self-control, personality, intelligence, good morals, and skills needed for themselves, their communities, and country. Pertaining to this, the school still gains trust as an effective institution to build the culture of disaster preparedness in societies, particularly among students, teachers, education practitioners, other stakeholders as well as to the public. As an effort to build the school disaster preparedness, SDP (SCHOOLBASED DISASTER PREPAREDNESS) is developed to raise awareness on DRR for all stakeholders in the education sector, both individually and collectively. Preparedness is a part of the effort to anticipate and manage disaster in order to reduce its impacts/risks. DRR mainstreaming into national education system becomes an approach in developing the SDP (SCHOOLBASED DISASTER PREPAREDNESS) concept, which covers eight standards in accordance to the National Standard for Education. Objective: This was not only because of Qatars location away from disaster hotspots, but also due to its high state of preparedness in case of emergencies. The main aims of this research are to find out the effect of disaster simulation method toward the children readiness The purposes of this article are to describe: the preparedness plan for facing disaster, which should be properly implemented, particularly in its management. the problems that might be found in arranging the preparedness plan for facing disaster, such as: understanding of the steering committee officer, lack of supporter element, and not yet considered elements of the preparedness plan for facing disaster in arranging policies. the efforts that can be taken to overcome the problems in arranging the preparedness plan for facing earthquake in. Conceptually the school-based disaster preparedness not only focuses on mere preparedness, but also strives to develop knowledge to institutionalize the culture of safety and resilience of all school communities to disaster. Therefore, the concept of SDP (SCHOOLBASED DISASTER PREPAREDNESS) focuses on two agendas: A safe Learning Environment. Preparedness of the School Community. The objective of SDP (SCHOOLBASED DISASTER PREPAREDNESS) is to develop a culture ofÃ Ã Ã Ã Ã Ã Ã preparedness and safety in school as well as resilience of school communities. The disaster preparedness culture is an absolute requirement in establishing SDP (SCHOOLBASEDÃ Ã DISASTER PREPAREDNESS). It will be well organized if there is a supporting system, good planning process, procurement, and maintenance of the school means and infrastructure. The SDP (SCHOOLBASED DISASTER PREPAREDNESS) concept developed by CDE is expected to provide a reference for DRR initiatives and community-based disaster management in general and school-based disaster management in particular To measure the efforts made by schools in developing School based Disaster Preparedness, parameters, indicators and its verification need to be determined. Parameter is a minimum standard that is qualitative in nature and determines the minimum level that is needed to be achieved. Indicator is a ?marker which shows whether standards have been achieved. It provides means to measure and communicate impact or outcome of a program, a process as well as the method used. Indicator can be qualitative or quantitative in nature. Verification is a set of evidence to show indicator. Parameter of school preparedness consists of four factors: Attitude and Action School Policy Preparedness Planning Resource Mobilization 3.1. Attitude and Action The basis of ones attitude and action is their perception, knowledge and skill. SDP (SCHOOLBASED DISASTER PREPAREDNESS) expects to build the capacity of all elements of school communities, both individually and collectively, to face disasters promptly and efficiently. Therefore, students and all elements of school communities are the target of SDP (SCHOOLBASEDDISASTER PREPAREDNESS). 3.2. School Policy School policy is a formally binding decision made by schools on the matters needed to support the implementation of DRR in school, both specifically and integrated. In practice, the schools policy shall be the foundation, guideline, and direction for the implementation of activities relevant to DRR in school. Preparedness Planning Preparedness planning is to ensure a rapid and efficient action when disaster occurs, taking into consideration the local disaster management system and adjusting it according to the local condition. It will produce several documents such as preparedness Standard Operating Procedure/SOP, contingency plan, and other supporting preparedness documents, including establishment of accurate early warning system that considers local context. 3.4. Resource Mobilization The school ought to prepare human resource, facility, infrastructure and financial support for disaster management to ensure the schools disaster preparedness. Resource mobilization is based on the capacity of school and school stakeholders. The mobilization is open for other stakeholders to take part. The four parameters stated above are means to measure disaster preparedness in school, and each parameter is not a stand-alone one but linked to one another. The acquired measurement of the related schools will determine the level of school resiliency toward a specific hazard. In practice, school preparedness should also be integrated with same effort of local government, communities around the school and relevant stakeholders. ROLES AND RESPONSIBILITIES Disaster Risk Reduction (DRR) requires collective efforts from various parties in accordance to their availability, capacity, knowledge and skill. The followings are possible basic roles that can be performed by each party (school elements, parents, and implementing institution, as well as donors): What can students do? Students can take advantage of the PP and DRR training provided by non-governmental organizations such as the Red Cross and Red Crescent Societies. Furthermore, senior students are expected to be able to teach the younger ones. Students can inform their parents of what they have learned concerning hazards and risks. What can parents do? Parents can ask about school safety at the school board meeting. They may also lobby the government official concerning the resources necessary for the school safety. Parents may join other members of society to support their children in learning DRR and assisting in disseminating the risk assessment result to the community through participatory approach. Parents who lost their children during disaster at school may join associations or non-governmental organizations to prevent others from facing similar losses. There are different ways for parents who lost their children in organizing activities which contextually proper in the respective culture. Parents and teachers can discuss (through various forms of Parents and Teachers Associations) on. DRR materials, learned by students, about hazards and risk and how the school can be a safer place. What can educators and other professionals do? The educators and professionals should enrich their knowledge on hazards, risk and how to implement disaster risk reduction. Educators can take the initiative to conduct learning session on disaster and its risk reduction i.e. on a weekly basis during school hours on a specific subject matter (geography, biology, etc) bringing the students out of the classroom to learn and identify the risk zones and draw the risk map in their school environment. What can non-governmental, national, and international organizations do? In cooperation with professional, educator, children and/or community, the organizations could support in developing action plan to improve school safety and the level of risk awareness among the school communities. They can support the coalition and partnership among schools to build inter school network. They can develop and provide education materials What can donors do? To ensure standard building code for safe school and disaster risk reduction in their support to school construction projects. To fund education projects for DRR. SUPPORT FOR SUCCESS In the effort for a successful DRR and SDP (SCHOOLBASED DISASTER PREPAREDNESS) implementation aside from the school itself (commitment of the school principals and school elements), as well as the surrounding school communities, it is also important to have support from the government policy and resources, among others from the education office, BPBD and other organization working in DRR in the area. Several CDE members have conducted SDP (SCHOOLBASED DISASTER PREPAREDNESS) activities in several areas in Indonesia in the last couple of years. Based on their experiences, the following steps could be taken into consideration in developing SDP (SCHOOLBASED DISASTER PREPAREDNESS): Building understanding and collective commitment among school elements and other stakeholders to establish SDP (SCHOOLBASED DISASTER PREPAREDNESS), with or without facilitation of external parties Establishment of SDP (SCHOOLBASED DISASTER PREPAREDNESS) Team Drafting plan to develop SDP (SCHOOLBASED DISASTER PREPAREDNESS) Developing schools roadmap to SDP (SCHOOLBASED DISASTER PREPAREDNESS) Conduct analysis of threats, capacity, and vulnerability of the school Perform risk analysis of the school on disaster Create risk and school evacuation map Develop SDP (SCHOOLBASED DISASTER PREPAREDNESS) by formulating activities to improve the school resilience to disaster in accordance to the four parameters: attitude and action, school policy, preparedness planning, and resource mobilization (see chapter 3) Monitor and evaluate SDP (SCHOOLBASED DISASTER PREPAREDNESS) implementation Keywords: planning, preparedness, earthquake Conclusion: The training of readiness to face an earthquake disaster increase the level of children awareness. All of the level elementary students are able and involved after the training was repeated 5 times and most of the children showed that the level of awareness is categorized as less ready.
Tuesday, May 12, 2020
Ã¢â¬Å"PRIVACY AND SPAMMING ETHICAL ISSUE IN E-MARKETINGÃ¢â¬ ABSTRACT It is contended that we are all living in a transitional economy and given the implications of globalization and information technologies for business and commerce, no economic system displays stability. The Internet poses fundamental challenges to the issues central to society, namely free speech, privacy and national sovereignty. With the advent of e-marketing, it brings with it a host of ethical issues surrounding customer privacy. The topic of protecting individual and corporate privacy as a major ethical issue has triggered a wave of governmental legislation and has created an entire segment of Internet industry firms whose mission is to help consumers protectÃ¢â¬ ¦show more contentÃ¢â¬ ¦However the role of the web goes far beyond business. For a new generation of consumers itÃ¢â¬â¢s become a key lifestyle and entertainment channel, with many strong nationally created entertainments, sport and news sites traceable back to the mid nineties. The strong home-grown content industry India has had, complemented by a strong IT sectors in Bangalore, Mumbai and Delhi have fuelled internet development. In terms of international access, there is an additional pattern of strong use of UK and US websites as well as international sports websites. The internet advertising industry remains young in India and behaves in a similar way to the Western European internet advertising industry 5-8 years earlier. It is enjoying fast growth, albeit from a low base. The sector is dominated by financial services, IT/mobile and recruitment, with consumer package goods and motoring accounting for only small shares of the national online advertising market. However Indian consumers have experienced web advertising from the start of their use of the web so there is greater acceptance than in some of the Western European markets at a similar stage in their growth. The market is nationally driven with extra campaigns coming from global brands, but most of the budget confined to national businesses. The internet is a gateway to world knowledge asShow MoreRelatedEthical Issues With Ethical Marketing Essay1333 Words Ã |Ã 6 PagesIssues with Ethical Marketing Ethical problems in marketing starts with conflicts and disagreements. Each party in the marketing transaction brings expectations of how the business relationship will exist and how the transaction should be conducted. Some ethical problems in marketing research arenÃ¢â¬â¢t always the invasion of privacy and stereotyping. Selective marketing is used to discourage the demand from undesirable markets or just by disenfranchising them altogether. Examples of unethical marketRead MorePrivacy and Citizens Data1498 Words Ã |Ã 6 PagesIntroduction This is an era of massive violations of privacy rights and individual liberties due to the new technologies of surveillance, data mining, electronic monitoring, biometric chips, spamming, hacking, phishing, and security breaches at major private and public institutions. These new technologies make the protection of privacy rights far more difficult than in the pre-electronic past. Given the nature of the Internet, thousands or even millions of people can view these Twitter and FacebookRead MoreEasay7165 Words Ã |Ã 29 PagesDigital Firm: Ethical, Social Policy Issues Kenneth C. Laudon Jane P. Laudon 9th edition PEARSON - Prentice Hall 2006 www.prenhall.com/laudon ÃâÃ §Ã ¹ÃâÃËÃ ¨Ã © Ã ¨ÃâÃ § Ã ªÃ ¬Ã ±ÃÅ Ãâ¦ ÃËÃâÃ § Ã ªÃ ¬Ã ±ÃÅ Ãâ¦ Ã ¨ÃâÃ § Ã ªÃ ´Ã ±ÃÅ Ã ¹ Ã §ÃâÃâ Ã µÃÅ' Ã §ÃâÃâ¦Ã ®Ã §ÃâÃ Ã ©ÃÅ' Ã §ÃâÃ ¹ÃâÃËÃ ¨Ã © Ã §ÃâÃ §Ã ®ÃâÃ §Ãâ: Ã ®Ã ·ÃËÃ · Ã ¹Ã ±ÃÅ Ã ¶Ã ©ÃÅ' Ã §Ã µÃ ·ÃâÃ Ã ¹ÃâÃÅ Ãâ¡Ã § Ã §ÃâÃâ Ã §Ã ³ (Ã §ÃâÃâ¦Ã ¬Ã ªÃâ¦Ã ¹) Ã §Ãâ¦Ã § Ã ¨Ã §ÃâÃâÃ ¨ÃËÃâ Ã §ÃË Ã §ÃâÃ ±Ã Ã ¶ Ãâ Ãâ¦ÃËÃ °Ã ¬ Ãâ¦Ã ¹ÃÅ Ãâ ÃÅ Ã Ã ¯Ã ¯ Ã ·Ã ¨ÃÅ Ã ¹Ã © Ã §ÃâÃ ªÃ Ã §Ã ¹Ãâ Ãâ¦Ã §Ã ¨ÃÅ Ãâ Ã ·Ã ±Ã ÃÅ Ãâ Ã §ÃâÃ ¶ÃËÃ §Ã ¨Ã · Ã §ÃâÃ ªÃÅ Ã ªÃ Ã ¯Ã ¯ Ã ³ÃâÃËÃÆ' Ã §ÃâÃ §Ã Ã ±Ã §Ã ¯ The Digital Firm: Ethical, Social and Political Issues |Ã ObjectivesRead MoreEthical and Social Issues in Information Systems20165 Words Ã |Ã 81 PagesChapter 4 Ethical and Social Issues in Information Systems LEARNING OBJECTIVES After reading this chapter, you will be able to: 1. Analyze the relationships among ethical, social, and political issues that are raised by information systems. 2. Identify the main moral dimensions of an information society and specific principles for conduct that can be used to guide ethical decisions. 3. Evaluate the impact of contemporary information systems and the Internet on the protection of individualRead MoreThe Ethical Issues Of E Commerce1849 Words Ã |Ã 8 PagesConsumer Rights and Legal Issues in ECommerce E-Commerce is a big business due to modern technology. According to the U.S. Census Bureau, the 2015, second quarter estimate for e-commerce retail sales was $83.9 billion. That was a 4.2% increase from the first quarter of the year (2015). With all these business transactions, there are bound to be disputes of some sort. What legislation is in place for online disputes? What ethical issues are there, concerning online dispute resolutions? ThisRead More SPAM: The Unethical Email Phenomenon Essay2785 Words Ã |Ã 12 PagesSPAM which I have trained myself to notice right away after years of internet use, then spend time to open and view both mysterious emails which also turn out to be SPAM. After all that energy is spent, I am finally able read my teachers important e-mail. Remembering that my inbox is blinking red, I delete the bulk mail folder that yahoo has graciously provided as a SPAM filter, which holds 94 new SPAM emails, then finally empty out my email trash. Luckily, I am back down to 95% capacity in my inboxRead MoreMidterm for Information System3684 Words Ã |Ã 15 Pagesthe rise of digital content. Answer: C 23) Which of the following are key corporate assets? A) intellectual property, core competencies, and financial and human assets B) production technologies and business processes for sales, marketing, and finance C) knowledge and the firms tangible assets, such as goods or services D) time and knowledge Answer: A 25) Overproduction or underproduction of goods and services, misallocation of resources, and poor response timesRead MoreMIS 535 Entire Course Managerial Application of Information Technology3099 Words Ã |Ã 13 Pagesmodel? (Points : 5)Ã 3. (TCO C) The type of logical database model that treats data as if they were stored in two-dimensional tables is the (Points : 4)Ã 4. (TCO D) The telephone system is an example of aÃ ______Ã network. (Points : 4)Ã 5. (TCO E) Enterprise applications have become easier to install because: (Points : 5)Ã 6. (TCO F) Agile Methodologies (Points : 4)Ã 7. (TCO G) A salesperson clicks repeatedly on the online ads of a competitor in order to drive the competitor s advertisingRead MoreManagement Information Systems22991 Words Ã |Ã 92 Pagesprograms are the technical foundation, the tools and materials, of: A) all business procedures. B) information accumulation. C) modern information systems. D) all industrialized countries. 16) The field that deals with behavioral issues as well as technical issues surrounding the development, use, and impact of information systems used by managers and employees in the firm is called: A) information systems literacy. B) information systems architecture. C) management information systems. D)Read MoreIntro to Information Systems11970 Words Ã |Ã 48 Pagescharacteristics except: A. global B. interconnected C. competitive D. relatively static E. real-time ANS: D REF: Material following chapter opening case _____ deal with the planning for Ã¢â¬â and the development, management, and use of Ã¢â¬â technology to help people perform their tasks related to information processing. A. IT architecture B. IT infrastructure C. information technology D. management information systems E. IT services ANS: D REF: 1.1 Information Systems: Concepts and Definitions
Wednesday, May 6, 2020
Rebecca Shulman February 25, 2013 ENGL 205-04 Epic and Romance Paper #1: Starry Night by Vincent Van Gogh, 1889 Swirls mix with white, yellow, blue, and black as the town sleepily yet still so helplessly moves on with its life. No one can truly understand the mystery of the night until theyÃ¢â¬â¢ve watched it grow. The night is born so magically as the sun of the day descends over the horizon and the moon peeks in through the shadows. We will write a custom essay sample on Starry Night, by Vincent Van Gogh Analysis or any similar topic only for you Order Now ItÃ¢â¬â¢s a darker sun, and although it is not quite as bright as the first, it is still able to shine down and create a new light for those who wake. The earth is cooled to the core as the town howls with blue breezes, while the wind chills the bones of those who walk the streets. I ponder at this painting, and wonder what thoughts pop in the minds of those whose eyes before mine have already fallen upon this golden wonder. It seems like such a small and quiet village, where the trees, so dark and gloomy as they are at dusk, grow ascending from the ground and are never ending structures. Behind the eyes of the painter was the thought of an ever-changing starlit sky in France, comparing dark with light and how itÃ¢â¬â¢s effects were so important to how life can look in one of the many perspectives. The oils are swimming expectantly across the page, creating this wild cotton candy vibe to the soft creamy delight of sweets that enter my imagination while I sit and stare at the tinted buttercream colored moon. As it smiles in my direction, I imagine what itÃ¢â¬â¢d be like if there were tiny raindrops slowly falling, but there isnÃ¢â¬â¢t a single cloud among such radiant tiny balls of fire. The lines in the sky dance and twirl like waves of an ocean crashing along the shore during the mightiest of storms. I canÃ¢â¬â¢t help but wish that I could be a part of this memorable scene, thinking what it would feel like to swim amongst the honey dipped stars so high above me, as I raise my hands and lift my chin, aiming towards the heavens. IÃ¢â¬â¢d look below me as my arms spread so angelic, looking down toward the low-lit buildings as I surf around this world full of beautiful wild colors of nature. Though there is a glow throughout the drawing, there is also a clear exactitude of how the sky and land are separated by colors. Where the skies glow of yellow is stronger than it is near the ground, the brightness of the waning moon shows how far that beauty can shine over the land like a guide, or a distant friend. How to cite Starry Night, by Vincent Van Gogh Analysis, Papers
Sunday, May 3, 2020
The Watergate Scandal Essay, Research Paper The Watergate Scandal The Watergate Affair, is the worst political dirt in U.S. history. It led to the surrender of the president, Richard M. Nixon, after he became implicated in an effort to cover up the dirt. ? The Watergate Affair? refers to the housebreaking and electronic bugging in 1972, of the Democratic National Committee central offices in the Watergate flat, and office edifice composite in Washington D.C. The term was applied to several related dirts. More than 30 disposal functionaries, run functionaries, and fiscal subscribers pleaded guilty or were found guilty of interrupting the jurisprudence. Nixon faced possible indictment after his surrender, received from his replacement, Gerald Ford, a full forgiveness for all of his discourtesies he may or had committed ( Branford 2 ) . In 1971, Nixon created the Particular Investigation Unit, know as the? pipe fitters? , their occupation was to stop up all new leaks. Subsequently that twelvemonth, his agents broke into the office of Dr. We will write a custom essay sample on The Watergate Scandal Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lewis Feilding, and Dr. Daniel Ellsberg, who had given transcripts of the Pentagon Papers, a secret history of U.S. engagement in Indochina, to newspapers. After Nixon learned of the housebreaking, he and his top advisers decided to state that the housebreaking had been carried out for naitonal security grounds ( Watergate 3 ) . Subsequently in 1971, H.R. Haldeman, Nixon? s head of staff, was notified by an helper, Gordon Stachan, that the U.S. Attorney General John Mitchell and John Dean, advocate to the president, had discussed the demand to develop a? political intelligence capableness? at the Committee for Reelection of the President ( CRP ) . Some of the forces and tactics identified with the activities became associated with attempts aimed at the Democrats. In early 1972, Mitchell assumed a new place as manager of the CRP and discussed political espionage programs with Dean. Mitchell besides provided the proposal to housebreaking to the Watergate ( Branford 3 ) . On June 17, 1 972, constabulary arrested five work forces at the DNC central office. The work forces were seting electronic equipment that they had installed in May. One of the work forces arrested was James McCord, security coordinator for the CRP ( Watergate 3 ) . Ehrlichman was ordered to destruct implying paperss and tapes. Then L. Patrick Gray resigned as moving manager of the FBI, subsequently acknowledging he had destroyed paperss given to him by Ehrlichman and Dean. On June 23, 1972, Nixon learned about Mitchell? s possible nexus with the operation, and Nixon instructed the FBI to halt the enquiry into the beginning of money used by the work forces who tapped the edifice. He said that? the probe would jeopardize the CIA operations. ? Dean and the others later sought to bring on CIA functionaries to collaborate with this program. On July 1, Mitchell left the CRP, mentioning personal grounds. On August 29, Nixon declared that no 1 in the disposal, so employed, was involved in the Watergate. Although money found in the ownership of the wire tapsters was traced to the CRP, such grounds was deficient to implicate high functionaries. On September 15, merely the five work forces foremost arrested, plus Liddy and E. Howard Hunt, one of the pipe fitters, were indicted ( Carson 2 ) . In January 1973, two months after Nixon? s reelection, the seven indicted work forces were tried before Judge John Sirica in the U.S. territory tribunal in Washington D.C. Five pleaded guilty, and McCord and Liddy were convicted of confederacy, burglary, and illegal wiretapping. Meanwhile, intuitions grew that the housebreaking was portion of the bro ad plan of political espionage. The U.S. Senate voted to carry on an probe, and the Grand Jury, continued to hear informants. During hearings of his nomination to be lasting manager of the FBI, Gray revealed that he had given FBI Watergate files to Dean. His testimony suggested that other top White House Plutos were involved in the clandestine activities. In March and April, Nixon met frequently with top Plutos to be after responses to the Gray disclosures and to fix for the probes. On March 23, Judge Sirica read a missive from McCord bear downing that informants had committed bearing false witness at the test and that the suspects had been pressured to plead guilty for them to stay soundless. McCord, trusting to avoid a terrible sentence, cooperated with research workers and concerned Dean and Magruder, in the housebreaking. Research workers were besides told that Mitchell had approved the housebreaking, and that transcripts of conversations, taped at the DNC, were given to Strachan for bringing to Haldeman, and Ehrilchman had ordered them to be destroyed. On April 30, Nixon announced the surrender of Haldeman, Ehrlichman, and Dean. Attorney General Richard Kleindienst resigned instead that prosecute work forces he knew. Nixon and Elliot Richardson, the new lawyer general, approved the creative activity of a particular prosecuting officers office, headed by Archibald Cox of the Harvard Law School. The Senate? s Select Committee on Presidential Campaign Activities, under the chairmanship of Senator Sam Ervin, opened public hearings in May. Dean? s testimony linked Nixon to the cover-up. Haldeman, Ehrlichman, and Mitchell denied error and defended the president. The testimony revealed the president and his Plutos as stray and as hostile toward and fearful of tonss of enemies ( Watergate 4 ) . Alexander Butterfield, a former White House functionary, testified in July 1973 that Nixon had taped conversations in his office. Nixon refused to let go of them. Judge Sirica directed Nixon to allow him hear the tapes. Nixon appealed the order, reasoning that a president was immune from judicial orders implementing subpoenas and that under the construct of executive privilege merely he could make up ones mind which communications could be disclosed. The U.S. tribunal of entreaties upheld Sirica, but Nixon so proposed that Senator John Stennis, a Democrat signifier Mississippi listen to the tapes to verify an emended version that Nixon would subject to the Grand Jury and to the Senate. One tape contained an 18 minute spread, that gave confounding testimony on how the spread might hold occurred. Electronic experts found that person must hold intentionally destroyed grounds. On March 1, 1974 seven former Plutos to the president ; Haldeman, Ehrlichman, Mitchell, Colson, Strachan, Robert Mardian, and Kenneth Parkinson, were indicted for cabaling to impede the Watergate probe. Colson pleaded guilty, and Strachan? s charges were dropped. The staying five went on to test in October 1974 and January 1, 1975, all but Parkinson were found guilty. In late July the House commission approved three articles of impeachment ( Carson 2 ) . Shortly thenceforth James St. Clair, the president? s attorney, learned that one of the 64 tapes that Nixon had been compelled to give up was the June 23, 1972, conversation with Haldeman in which Nixon sought to queer the FBI probe. He insisted that Nixon print the tape. Nixon did so, and his support in Congress virtually disappeared. Confronting certain impeachment and remotion from office, Nixon resigned, effectual at noon August 9, 1974 ( Watergate 4 ) .
Thursday, March 26, 2020
righttop00 Colegio Mayor Nuestra Senora del Rosario Facultad de Jurisprudencia Criminologia Samuel Escobar Beltran Maria Daniella Ordonez Zambrano Mayo 17, 2017. La teoria del aprendizaje social propuesta por Albert Bandura se ha convertido en, quiza, la teoria mas influyente del aprendizaje y el desarrollo. A pesar de estar arraigada en varios de los conceptos basicos de la teoria del aprendizaje tradicional, Bandura creia que el refuerzo directo no podia explicar todos los tipos de aprendizaje, agregando asi un elemento social a su teoria, argumentando que las personas pueden aprender nuevos comportamientos observando a otras personas. Conocido como aprendizaje observacional (o modelado), esta teoria puede ser utilizada para explicar una amplia variedad de comportamientos. Como aprendemos los seres humanos? Los estimulos de refuerzo/castigo claramente condicionan nuestro comportamiento pero no solo respondemos a tales estimulos, tambien los interpretamos. Para ilustrar este principio, consideremos el ejemplo de un nino que recibe un beso cuando guarda sus juguetes; es probable que repita esta accion debido a la recompensa. Sin embargo, si el nino arroja su comida y posteriormente recibe un regano, el nino aprende que tal accion solo genera desaprobacion y modifica su comportamiento como consecuencia porque desea la aprobacion de su madre. Pero esto es solo una faceta del complejo proceso de aprendizaje. No existe una sola definicion de "aprendizaje social" pero las diversas descripciones que hay enfatizan la importancia del dialogo entre grupos para entender mejor los diferentes puntos de vista y desarrollar procesos de accion colectiva y reflexion a lo largo del tiempo. El aprendizaje social y el empoderamiento se basan entre si. El empoderamiento es el proceso de mejorar la capacidad de individuos o grupos para tomar decisiones y transformar esas elecciones en acciones y resultados deseados. El logro de tales resultados no es un proceso unico que se puede planificar y ejecutar externamente, como un campo o un taller, pero es un proceso social que se estructura desde las lineas de actividad, incluyendo la construccion de redes, el dialogo, la gestion del conocimiento y la evaluacion. Se puede acceder a la informacion sobre los diferentes ejes que apoyan el aprendizaje social a traves del indice de "aprendizaje social" de la izquierda. La evaluacion, debido al papel que juega en el fortalecimiento de todas las otras actividades y actividades, se amplia a su propio area tematica en el indice de navegacion. La capacidad social, las redes y la confianza que facilitan esta cooperacion para beneficio mutuo se denominan "capital social". Entre las teorias de aprendizaje actuales han surgido cuatro categorias principales: la conductista, la cognitivista, la humanista y la social. En particular, esta ultima incorpora muchos de los elementos necesarios para producir un sistema practico de cambio pero como toda teoria, esta compuesta de porciones de estudio previo y esta en constante evolucion, la teoria del aprendizaje social fue inicialmente influenciada por las otras tres categorias. Especialmente por las teorias conductistas, haciendo hincapie en lo que se aprende de los comportamientos observables, parecen crear una base para las teorias mas complejas encontradas en la teoria cognitiva social de Bandura, que incorpora las mejores partes de estas teorias en un plan superior para el ajuste conductual. Un debate que sigue generando controversia en muchas disciplinas cientificas es el tema de la herencia y la influencia que la genetica tiene sobre el caracter general de un ser humano. Tanto la comunidad cientifica como el ciudadano medio estan intrigados en cuanto a que determinantes determinan el caracter personal asi como el comportamiento individual. Hay varios factores que afectan el destino de un individuo ya traves de diversos estudios, explicaciones y modelos teoricos se hace muy evidente que un factor aislable es casi imposible de distinguir. Algunos teoricos argumentan que los fundamentos de la agresion son biologicos. Los factores biologicos que influyen en el comportamiento agresivo son las hormonas, las enfermedades fisiologicas y el temperamento. Las hormonas juegan un papel indirecto en la agresion humana. La interaccion con estimulos externos puede afectar el umbral del comportamiento agresivo. Algunos investigadores han concluido que los altos niveles de testosterona podrian ser el resultado de un comportamiento agresivo. En las mujeres, el sindrome de tension premenstrual se asocia con una serie de comportamientos agresivos, como el delito violento. Las personas con una enfermedad fisiologica
Friday, March 6, 2020
Which Year of High School Is Most Important for College Applications SAT / ACT Prep Online Guides and Tips To figure out which year of high school academics is the most important, it helps to think of high school as a marathon. In order to win a marathon, of course you have to run the whole time Ã¢â¬â if you stop running, then lots of other people will pass you. But because youÃ¢â¬â¢re human, when youÃ¢â¬â¢re running a marathon, you canÃ¢â¬â¢t really run at the same speed the whole timed. Instead, you learn to pace yourself early on, and then really bust out your best sprint when it counts Ã¢â¬â at the finish line. So which part of high school is that all-out sprinting finish line? Read on for our answer. All Years Are Important Before I tell you which is the most important year of high school, let's be real: you can't really snooze your way through any of these four important years.High school is designed so that every year is a building block for the next. In other words, the classes you can take junior and senior years depend in large part on what youÃ¢â¬â¢ve been doing the previous years. This means that 9th and 10th grades are the setup years: this iswhen you take the prerequisite classes you need to take high level classes later, and also when you join the activities that you will hopefully rise to a leadership position in. On top of that, freshman year can be a reallyhard adjustment year. You suddenly have high school-level demands, much more academic and social pressure, not to mention the wild ride of adolescent development and the surge of hormones that comes with it. Actually, 9th grade is so hard that research shows that itis the make it or break it year Ã¢â¬â the year that determines whether kids stay to finish high school or drop out altogether. That awkward moment when your hormone surge turns you rabid. 12th grade is also not the best time to start slouching. Even though the GPA colleges will see is made up mostly of grades from the first three full years of high school,first-semester senior year grades are sometimes sent in with your transcript. This means that 12th gradealso needs to be stacked with impressive classes that build on what you accomplished junior year. What's more, if you really slack off senior year, your acceptance could even be rescinded Finally, if youÃ¢â¬â¢re taking AP classes, good grades on AP exams can get you college credit or at least place you out of intro college classes. Every AP class in every year matters - and you will most likely take the most number of AP classes in 11th and 12th grade. Junior Year Is the MostImportant If you were paying careful attention, you might have noticed that the last section kind of gave short shrift to 11th grade. That's because junior year is so important that we need to talk about it separately. Show off your academic chops The main reason that junior is the most important year for your college applications is because itÃ¢â¬â¢s the last full year of high school that colleges see. It also represents you atyour most mature -since teens grow a lot year by year, junior year is the best way forcolleges to extrapolate what you'll be like as an adult. Because you want to demonstrate your full capabilities, 11th grade should be the hardest course load year on your transcript.It should most closely approximate a college course load, so that colleges can get a sense of how you would handle that level of work. So, my advice is to take the highest level courses that you can reasonably handle (meaning get a B or higher in). Remember, this is the time to really push yourself, especially in classes that are your strengths, that you are passionate about, or that you can see yourself pursuing in college. Since you will be doing such intense and impressive work in your challenging classes, your 11th grade teachers are probably going to be the teachers that will write your college recommendations. Definitely come to class ready to impress. (Get a more detailed scoop on letters of recommendation in our guide.) Artglass: raising the bar onbringing your teacher an apple. Make up for past mistakes Another key reason that junior year is socrucial is that it can be the time when you redeem a lackluster freshman or sophomore year. Colleges like to see one of two things from your academic career: either a strong performance that is maintained throughout, or an upward trend of doing better and better each year.If you got reallygood gradesin 9th and 10th grade, then nice job! And, 11th grade needs to be more of the same - great grades in even harder classes. But if you had a tough time in 9th or 10th grade, then 11th grade is the year when you can show colleges the full range of your abilities by pulling off a banner year of good grades. Imagine an admissions officer seeing at a transcript with mediocre grades in 9th grade, followed by a junior year of challenging classes and good grades. This officer will see a student who rises to the challenge and has the perseverance to keep going even in the face of a setback. Time to erase those early bad grades from the admission officer's mind. On the other hand, a bad junior year canmake a good freshman or sophomore year look like a fluke. Now picture that same admissions officer seeing a transcript with a bunch of 10th grade A's, followed by 11th grade B's and C's. This time, the officer is likely to conclude that the strong sophomore year performance is not really an indicator of the student's ability. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Crush upcoming key tests At the same time, 11th grade is the year of important testing. Of course, you will take lots of tests every year of high school, but your junior year will most likely be full of statewide and nationwide tests that will matter a lot on your college application. AP exams that will end up on your college applications (check out ourfull list of available AP exams). If your state has a required exit exam, you will likely take it at the end of junior year. The PSAT Ã¢â¬â a test that is called Ã¢â¬Å"practiceÃ¢â¬ but that you have to take very seriously because it couldqualify you for the National Merit Scholarship program and givea sense of howyou will likely score on the SAT (learn moreabout the PSAT here). SAT subject tests that will end up on your college applications (here's a breakdown of everything you need to know about SAT subject tests). And, of course, the SAT itself, which you will most likely take for the first time in late winter or early spring of your junior year.Learn why a high SAT/ACT score is the best single way to improve your chance of admission to a competitive school. You will be weighed. You will be measured. Hopefully you won't be found wanting. Be a leader Because junior year is also the last full year of extracurriculars that colleges will see, this might be the perfect time to prove your ability to lead and manage others. So run for that student council election, audition for that starring role, or work your way up to first singles on the tennis team! Can you be elected an officer of your club or student organization? Can you become captain of your sports team? Can you headline a performance, stage an exhibition, or get a lead role? Can you assumelarger responsibility for a volunteer project, like orienteering others or organizing donations? Is it Rumplestiltskin? Plan your future Finally, junior year is the year of the college search! This is when you will decide on where and how you will spend the next fouryears of your life. If you're curious how that process works, read our explainer. What If I Screwed Up My Junior Year? If you've been reading this and panicking because your junior year didn't go according to plan, don't worry. You still have some good options. You can explain what happened on your college applications, try to make up the grades through some hard work, or even just chalk it up to experience and move on to do better in the future. Did something happen in your personal life to derail you? Anything like your parents divorcing or losing a job, a serious illness or injury, or any other tremendous life upheaval is a completely understandable reason for grades to fall.If this happened to you, the key thing is to explain to colleges exactly what you were going through. Use either your personal essay or the Ã¢â¬Å"tell us anything elseÃ¢â¬ space on your application to let schools know your circumstances. Additionally, for extra impact, ask your counselor or the teacherswriting your recommendations to also narrate these adverse events in their letters Are you still in the middle of your junior year? If you are still in the middle of 11th grade and have just noticed that your grades are slipping, there is probably still time in the year to undo the damage. Remember, your mid-year grades arenÃ¢â¬â¢t going to be seen by colleges, so you still have time to mitigate the situation. This is the time to ask the teachers whose classes you are struggling with for help, for extra credit assignments, or anything else that can help boost both your grade and their opinion of your work ethic. Also, if you've been taking it easy, this is the time to hit the books. Without overwhelming yourself, and without depriving yourself of sleep (7-8 hours a night is what the doctor ordered) or your sanity, spend some extra time assessing your study habits and improving them. Think about letting your social life take a bit of a backseat for now while you study Ã¢â¬â trust me, your future is worth a little hermitbehavior. Is hermit behavior anything like hobbit behavior? Because I think I could really get used to elevensies and second breakfast. Another way to make the case that you havenÃ¢â¬â¢t actually performed up to your potential is to really do your very best on the SAT or ACT test. A high score will show that you have untapped potential. We havedetailed advice on raising your GPA fastand on getting a full 2400 SAT score. Are you planning to recommit to academics in the future? Sometimes what happened in high school should just stay in high school. If you let your work slip,butnow have come to you to a sudden realization that you need to refocus on academics, then what you really need issome more time to show what you can really do. Then this might be the time to rethink your target schools, and then try to transfer midway through your college career. For example, you could first go to community college for one or two years, and then apply to a state or private university as a transfer student. Another great option is to seek out a university system and first enroll at aless selective campus, eventually transferring to one of the more selective ones.Explore your options in our guide to applying to college with a low GPA and our roundup of the best collegeswith low GPArequirements. WhatÃ¢â¬â¢s Next? Thinking about planning your high school curriculum? Then check out our discussion of the classes you should take in high school. If youÃ¢â¬â¢d like to see what a rigorous course load would look like, read our article on planning a challenging curriculum in high school. To learn more about how your GPA is calculated, read about how your GPA works and the difference between a weighted and unweighted GPA. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:
Wednesday, February 19, 2020
First Across The Rhine - Essay Example A lot of action-packed, tactical, militarily strategic, and heroic stories fill war movies. Rarely are the actual tasks and skills of non-combatants were featured. This paper will try to present the roles of engineers and their team during the war using mainly the book by Col David E. Pergin and war writer Eric Hammel (1994) First Across the Rhine: The 291st Engineer Combat Battalion in France. The immediate challenges during their landing in the war zone were: grave reservations of the standard in the organization as off-the-shelf engineer combat battalion inevitable combat losses that could remove key people with essential skills or unique training from the ranks (Pergrin and Hammel, 1989, 17). To address this immediate concerns, PergrinÃ¢â¬â¢s solution was to cross-train as many officers and troops as possible in whatever time was left. He noted that, Ã¢â¬Å"The training directives established minimum, not maximum, standards (Pergrin and Hammel, 1989, 17). ... After the cross training, every member of the squad was a qualified: Rifleman for .30-caliber M2 carbines for NCOs and .30-caliber M1 Garand rifles To operate the squadÃ¢â¬â¢s .30 caliber machine gun and bazooka (2.35 inch rocket launcher) To lay, detect, and clear mines To operate bulldozers, dump trucks, chain saws, picks, shovels, jackhammers and other tools Read maps (most of them). Meanwhile, Pergin also ensured that the squad leader and his assistant were able to use radio and field telephone equipment; carried manuals on the three main types of bridges with which they expected to work Ã¢â¬â Bailey, timber trestle, and pontoon; use proper combat engineer tactics to stop or delay enemy (Pergrin and Hammel, 1989, 19). Each line platoon was equipped with: Bulldozer, weapons carrier, 4-ton man-hauling truck with a .50 caliber machine gun, a number of 2 & ? ton dump trucks for hauling equipment and material, own motor pool staffed by mechanics charged with maintaining all the w heeled and tracked equipment and vehicles, weapons sergeant and supply sergeant as overseers of small section of specialists. Pergin noted that the main purpose was Ã¢â¬Å"to save lives in the battle areas by using the many skills and the fruits of their rigorous training,Ã¢â¬ (Pergin and Hammel, 1989, 27). The following were exemplified and exercised by the team members: Stress small-unit operations using combat-engineering equipment; Facilitate movement of tanks in support of the attacking infantry; Clear mines rapidly; Police and patrol the area up to the front to provide vital information to the decision-makers up the chain of command. All their tasks were conducted through strategies as follows: 1. led the paratroopers through the