Shooting At the Holocaust Museum

Table of Contents Introduction Motives Chronology of events Fatality Reactions to the shooting Conclusion Works Cited Introduction In 2009, a shooting occurred at the Holocaust Memorial Museum in Washington D.C. involving a guard. Stephen Tyrone Johns was shot and died while undergoing treatment at a nearby hospital. The suspect, James Wenneker von Brunn was convicted on two accounts: first-degree murder and severe violations of firearm laws (Brown par3). The suspect was later accused of seven crimes, four of which were punishable by death penalty.Advertising We will write a custom essay sample on Shooting At the Holocaust Museum specifically for you for only $16.05 $11/page Learn More The age of the suspect, 88, prompted the judge to authorize the prosecution bench to conduct a competency evaluation on the victim to decide whether he could stand trial. However, he died in 2010 while awaiting trial. According to the incident report, von Brunn entered the museum and shot the guard. He had been convicted earlier in 1981 for carrying weapons into a federal building. Motives The actual motive of the shooting was not very clear. However, speculations linked the incident to President Obama’s visit to Germany. The shooter could have made the attack because Obama visited the Buchenwald concentration camp where he made a speech. Brunn claimed that during his 1981 conviction, a jury of African Americans convicted him, and the judge who awarded the sentence was a Jew (Royce par2). The shooting was described as a revenge attack against Jews and African Americans. The incident was described as a way of promoting hate and intolerance. Individuals who were promoting antisemitism had targeted the museum earlier. Brunn’s actions were efforts to promote antisemitism in America (Espo par3). According to police reports, Brunn believed in several conspiracy theories that involved Jews and other minority groups such as African American s. His hatred for Jews and blacks emanated from his conviction in 1993 because the jury comprised Jewish and African American members (Royce par2). In 1981, Brunn walked into a federal building carrying weapons that included a revolver rifle, a hunting knife, and a shotgun (Brown par4). His motive was to hold the board members who were in the building hostage for the economic difficulties that the country was experiencing at the time. Chronology of events The incident started at about 12.49 p.m., when Brunn drove into the museum’s compound. The officer at the entrance door opened the gate but instead of driving in, Brunn withdrew his 22-caliber rifle and shot him. After the shooting, two other officers stationed at the entrance together with Johns returned fire and wounded him.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Police reports indicated that another person sustained minor injuries t hat were inflicted by broken glass. However, the victim declined to be taken to hospital for treatment. The private guards at the museum responded promptly and averted further shooting (Stout par5). At the time of the shooting, the museum was awash with schoolchildren. After the gunman was wounded and disarmed, the Federal Bureau of Investigations and D.C. Metropolitan police secured the area. Some streets around the museum were closed for many hours. Police officers retrieved a notebook that belonged to Brunn. He had listed several cities that the police suspected were some of his targets (Royce par4). They responded by sending bomb specialists to those locations to ensure that they were secure. Fatality The shooting incident had only one fatality. Brunn shot special officer Stephen Tyrone Johns who was working at the museum’s entrance. After he was shot, Johns was rushed to hospital with serious injuries. However, he did not survive and he succumbed to injuries while underg oing treatment at the George Washington University Hospital. The shooter died in prison while awaiting trial (Royce par7). Possible causes of the death included chronic heart failure and sepsis (Espo par2). Brunn had a history of failing health. Reactions to the shooting The shooting elicited various reactions from leaders and governments. President Obama said that the incident was a reminder that America needed to stay alert and prevent any form of prejudice and antisemitism (Espo par5). The FBI claimed that they had been monitoring Brunn’s online activities. However, the bureau was unable to apprehend and charge him because his postings were within the provisions of free speech (Brown par6). Prayer meetings were held in honor of the killed officer by the Jewish Community Relations Council and the Interfaith Conference of Metropolitan Washington. The prayer meetings were aimed at honoring the victim as well as creating time to reflect about the real cause and motivation of t he shooting (Stout par6). The events attracted participants from embassies of different countries. Conclusion The shooting at the Holocaust Museum was motivated by hatred and intolerance. The perpetrator, James Wenneker von Brunn was a white supremacist who believed in several conspiracy theories against Jews and other minority groups. He shot and seriously wounded Stephen Tyrone Johns, a guard at the museum. The victim died while undergoing treatment at the George Washington University Hospital. Brunn’s hatred for Jews and African Americans stemmed from a conviction in 1981 that involved a jury that was made up of Jewish and African American members. The incident had one fatality. However, another person received minor injuries. The prompt action of private guards at the museum was lauded for preventing further attacks.Advertising We will write a custom essay sample on Shooting At the Holocaust Museum specifically for you for only $16.05 $11/page Learn More Works Cited Brown, Robert. Holocaust Museum Shooting Suspect has History of Anger, Racism. 2009. Web. Espo, David. Holocaust Museum Shooting in Washington D.C. 2009. Web. Royce, Lindy. Guard Killed During Shooting at Holocaust Museum. N.d. Web. Stout, David. Museum Gunman a Longtime Foe of the Government. 2009. Web. This essay on Shooting At the Holocaust Museum was written and submitted by user Lauryn E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Sudan Religion

SUDAN RELIGION III. The Role of Religion Contrary to popular mythology in the West, religion is not and has never been a chief incendiary of the civil war in the South. The Republic of Sudan is largely Muslim, and nowhere are Christians a majority, even in the South. Christians constitute approximately 5% of the total population, and are represented by more than double that percentage in the National Assembly. The religious dispersion in the South is 17% Christian, 18% Muslim, and 65% animist. Since independence, Sudan has never attempted to impose Sharia hudud punishments on Christians or override Christian practice in family law matters such as marriage, divorce, or inheritance. Freedom of religion is further augmented in the 14th Constitutional Decree. It declares: "Freedom of religion, belief, worship rites, dawaa, missionary and preaching activity are guaranteed to all, and no citizen shall be coerced to embrace any religion or creed." No religious test oath is imposed as a condition of holding any public office, unlike in Great Britain where Anglicanism is required of the Royal Family. In sum, the religious freedom decrees fully satisfy the religious plank of the IGAD Declaration of Principles, which provides: "FREEDOM OF BELIEF AND WORSHIP AND RELIGIOUS PRACTICE SHALL BE GUARANTEED IN FULL TO ALL SUDANESE CITIZENS." Freedom of religion in Sudan is celebrated not only in letter, but in spirit. Churches flourish everywhere, and Khartoum is brimming with scores. The Pope and the Archbishop of Canterbury are greeted with universal applause. Churches are frequently situated within blocks of mosques, and Christians and Muslims are integrated in neighborhoods, professional and social clubs, and in a broad array of similar community organizations. There are no religious ghettoes anywhere in Sudanese life. Christians educate their children in public and Christian schools, and the reputation of the latter ... Free Essays on Sudan Religion Free Essays on Sudan Religion SUDAN RELIGION III. The Role of Religion Contrary to popular mythology in the West, religion is not and has never been a chief incendiary of the civil war in the South. The Republic of Sudan is largely Muslim, and nowhere are Christians a majority, even in the South. Christians constitute approximately 5% of the total population, and are represented by more than double that percentage in the National Assembly. The religious dispersion in the South is 17% Christian, 18% Muslim, and 65% animist. Since independence, Sudan has never attempted to impose Sharia hudud punishments on Christians or override Christian practice in family law matters such as marriage, divorce, or inheritance. Freedom of religion is further augmented in the 14th Constitutional Decree. It declares: "Freedom of religion, belief, worship rites, dawaa, missionary and preaching activity are guaranteed to all, and no citizen shall be coerced to embrace any religion or creed." No religious test oath is imposed as a condition of holding any public office, unlike in Great Britain where Anglicanism is required of the Royal Family. In sum, the religious freedom decrees fully satisfy the religious plank of the IGAD Declaration of Principles, which provides: "FREEDOM OF BELIEF AND WORSHIP AND RELIGIOUS PRACTICE SHALL BE GUARANTEED IN FULL TO ALL SUDANESE CITIZENS." Freedom of religion in Sudan is celebrated not only in letter, but in spirit. Churches flourish everywhere, and Khartoum is brimming with scores. The Pope and the Archbishop of Canterbury are greeted with universal applause. Churches are frequently situated within blocks of mosques, and Christians and Muslims are integrated in neighborhoods, professional and social clubs, and in a broad array of similar community organizations. There are no religious ghettoes anywhere in Sudanese life. Christians educate their children in public and Christian schools, and the reputation of the latter ...

Developmental Stage Research Paper Example | Topics and Well Written Essays - 500 words

Developmental Stage - Research Paper Example Through the study, the uniqueness is unveiled to everyone. Theories and research back up the understanding of human behavior (Kail and Cavanaugh, 2010, p. 3). The human development has several theories that tend to explain various stages of growth in different perspectives. Three main factors of theories had been made to categorize the theories to prevent confusion: biological factors, environmental factors and person-environment interaction factors. Biological factors contain the theories that explain the physical growth and appearance of human beings. On the other hand, environmental factors are theories that discuss the impacts of the surroundings and ecosystems in the human development. The last is person-environment interaction factors which are responsible for showing the relationships and effects of both person and the environment and how the self-directed action of the person affects his growth in response to the environment. Biological factors consist of the following theories: evolutionary theory, psychosexual theory, and cognitive developmental theory. On the other hand, environmental factors have the following theories: learni ng theories, social role theory, and life course theory. The person-environment interaction factor has the following theories: psychosocial theory, cognitive social-historical theory, and dynamic systems theory (Newman and Newman, 2007). Lifelong learning gets the attention of many people today especially in the international education policy. In the concept of lifelong learning, adult people are encouraged to continuously study not just based upon the books but also through experiences and interactions. According to the traditional psychology of learning, age does not matter when it comes to learning. All people learn from different ages as proven by researchers who study the decisive and basic mechanisms of learning through laboratory studies. Many claimed that adult learning is very similar to the way of

Soviet Unions Decision to Acquire Nuclear Weapons and how it Overcame Essay

Soviet Unions Decision to Acquire Nuclear Weapons and how it Overcame the Obstacles to Acquire Nuclear Weapons - Essay Example The use of nuclear weapons by the US at the end of the second world war and the fact that they kept it as a secret from the Soviet Union has created a fear for Soviet leadership that they might use it for dominating them (Krieger, 2005). The decision to make nuclear weapons was a political decision of Stalin. He made the decision in the same year the Second World War ended (Reed, 2010). It took only four years for Soviet Union to become nuclear. The first nuclear weapon that they fired was a copy of the bomb dropped in Nagasaki by the US. It added to their prestige and deterrent potential. The Soviet effort to develop nuclear weapon was led by Igor Kurchatov at a secret site known as Arzamas-16 (Cold War: A Brief History, 2011). They were helped by spies inside the Manhattan project, most notably by Klaus Fuchs. Fuchs had German origin, but took British citizenship and was send to US to work on the atom bomb. He passed detailed information on the project to the Soviet Union through a courier in 1945 (Klaus Fuchs , 2011). Using the detailed description made by Klaus Fuchs, Soviets constructed a similar copy of the Fat Man bomb (Cold War: A Brief History). It was tested at the Semipalatinsk Test Site in Kazakhstan on August 29, 1949 and its estimated yield was about 22 kilotons (Cold War: A Brief History). He also passed information regarding hydrogen bomb in 1946 an 1947, but that were not very useful. Reports of the unusual explosive force of the atomic bomb appeared in Soviet press for the first time in Pravda on 13th October 1941. Medvedev (n.d.) points out that the release of a spontaneous chain reaction by the fission of uranium-235, which had been done in 1938 in Germany by Otto Hahn, and by Frederic Joliet-Curie in France, was independently discovered by the young Soviet physicists Georgy Flerov in Leningrad and Yulii Khariton in Moscow in 1939. In the United States, the possibility of developing atomic bomb was discussed in the press in 1940. Flerov beli eved that research was taking place in Germany and the US in the field of uranium fission. He sent a letter to Stalin saying that nothing is being published about the nuclear program and there is something suspicious (Soviet Atomic Bomb Project, 2011). In that letter, he wrote, â€Å"we must build uranium bomb without delay (Thomas B. Cochran, 1995)†. Intelligence officials of Moscow had definite information about this. In the Soviet system during that period, only Stalin got all secret intelligence information. Medvedev argues that the intelligence communications about the atom bomb were also seen and considered firstly by Stalin. In 1942, the Soviet secret service received information from Cairncross, Fuchs and Pontecorvo. They were diehard communists. Klaus Fuchs was a physicist and atomic scientist who left Germany in 1933. John Cairncross was the secretary of Lord Hankey, one of the war ministers of the War Cabinet. Bruno Pontecorvo, was an Italian emigre and close colla borator of the famous Enrico Fermi, who, in 1942, was the first person in the world to construct a nuclear reactor (Medvedev). They send information as goodwill and on their own initiative. Much of the information passed by them was scientific in nature and only a physicist could understand them. In May-June 1942, Kaftanov reported on a letter addressed to Stalin from the physicist Flerov, who explained in a much clearer way what the atomic bomb represented, and why Germany or the USA could possess this bomb in the not too distant future (Medvedev). On hearing Kaftanov’s report, Stalin walked about a little in his Kremlin office, thought, and said ‘it is necessary to act’ (Medvedev). By this time, the intelligence departments have gathered 2000 pages of technical information regarding atomic

Transnational IT Operations Essay Example | Topics and Well Written Essays - 1250 words

Transnational IT Operations - Essay Example Understanding how the organizational environment has to function because of virtual needs as well as what the constraints and opportunities are when working with a global network changes the perspective of how many can work within the transnational IT industry. The results which are currently being applied to the industry are based on creating new work environments that enhance quality, culture and the building of an international network. The first components that are providing a change with the transnational IT industry is the work and quality that is within the environment. The transfer of work which has to be created is offering opportunities to explore new ways of developing a system while providing complexities in an environment that can work internationally and through IT processes. The social and institutional conditions that are created are required to transfer work in a different manner while creating conducive levels to working. If the social needs aren’t met or if policies within the institution are not regulated, then gaps with the transfer of work occur. However, the ability to develop a smooth transition for the institution and social components provide better strategies to find the best resources for both work and the implementation of a different product process. More important, the industrial restructuring which takes place may change the position of the company either positively or negatively , dependent on the way in which the work is transferred through the corporation (Carrillo, 2004). A second component that is related to the work and quality that is provided is based on service levels that are taken into account across different regions. The service levels are dependent on new ways in which the IT sector is used for the fast pace and demand that is in the environment. The industry is required to have a different level of flexibility and innovations that are a part of the corporation. More important, the service

Successful Teachers Emphasize The Fun Of Learning Education Essay

Successful Teachers Emphasize The Fun Of Learning Education Essay An important part of learning is having the opportunity to make mistakes, learn from them,and correct them the  next time you  try.  Trainers need a  great deal of  patience.  Often it is  easier  to jump in and correct  the mistake rather than let the  person you are training learn.Therefore your trainer should have plenty of patience to  ensure that all individuals complete the course satisfactorily.   d) Good Training Skills There is so much more to training than just reciting theory and lecturing trainees.  Training sessions work much effectively when there is a  healthy interaction between the trainers and the trainees. Good trainers will also  hold a professional qualification which formalises their experience  and also makes it so  much easier for any organisation to hire them . Trainers should also be  good performers and make the training sessions interesting or even entertaining.  In this way it becomes evident that the trainer is genuinely interested in teaching their subject. e) Empathy A good trainer should have a genuine interest in people , having such an interest the trainer will be able to get on well with them regardless of status, age, abilities or backgrounds and easily relate to their needs, aspirations and frustrations.   A good trainer will have a warm and approachable manner which make the trainees feel completely at ease and  will be particularly skilled in motivating others to achieve their goals. f) Results Focussed A good trainer will not only focus on the needs of the  trainees they will fully understand that you have your own targets to meet. Motivation of trainees is one of the key  factors of good training. A good trainer will ensure that this is achieved regardless of the individuals self-esteem or confidence. The trainer  will actively encourage collaboration and team work between them by involving them in idea generation and  problem solving. 2. Professor Some of the important qualities possessed by a professor are: a) Passion : The best teachers are not only interested in their subject, they are passionate about it. They approach tasks with a sense of challenge rather than routine. b) Successful teachers/professors hold very high expectations: Most of the teachers expect great results from their students, and they dont accept anything less than that. Teachers have to believe that each and every student can soar past various restrictions; and they will also have the confidence and work with the teachers to make it happen. c) Creativity: The best teachers are those who make their students think outside the box. The teachers make sure that the classroom experience is well understood by the students by educating them while also keeping them interested in the work at hand. They provide the students with real world applications for improving their knowledge and also taking their learning to the next action packed level. d) Patience : The best teachers were those who were willing to keep explaining, knowing that eventually it would make sense to their students. They were willing to wait until a distraction calmed students down, or abandon a lesson entirely if it was clear material needed to be revisited. The best teachers just stuck with it, willing to do what it took, no matter how long it took. e)Teachers/Professors should be Learners:   These exemplary teachers described themselves as learners, each making it a priority to keep their teaching information current and updated. As teachers, they must continue to re-engineer the curriculum, experiment with new and different methods of delivering course content, and bring emerging technologies into our classrooms. f) Good teachers/professors are sensitive and versatile: The teachers who consider other peoples needs more than their own are the ones who strive to create a difference. These teachers are sensitive to the needs of students and their parents, colleagues and the community g) Successful teachers emphasize the fun of learning: There are many different learning styles. Bad teachers only look a subject matter one way. They teach based on how they learn. This works for some people, but fails for others. The good teachers are ones that are able to teach to different learning styles. If students dont understand a subject, they teach it a different way. Instead of looking at abstract formulas, they explain with images what the formulas represent. This requires a thorough understand of their subject, as well as the ability to consider that subject in different ways, which not all teachers are able to do. 3. Call Centre Executive a)Communication Skills Call centres are a place of high pressure where a person will have to deal with hundreds of customers in a day. This is the reason to improve communications skills to be an expert in this field. This will help in handling different personalities, surveying skills, and vocal skills. He/She should practise on speed,volume , clarity of voice ,voice modulation and tone of voice to attain a good communication skill. b) Listening skills Listening is one of the most valued skills companies seek in employees working in call centres .Develop listening skills through clarifying questions. Acquire feedback from your clients to develop listening skills. c) Multitasking ability They need to be capable of handling more responsibilities because of increased economic, regulatory and customer demands. For instance, agents need to be able to handle calls, answer emails and assist clients via Web chat. If they cant handle multiple tasks or are easily frustrated by pressure, it will be difficult for them to cope . d) Computer Literacy It is very necessary to be computer literate in the modern era to be able to work with computer based software systems. Operators should be good with computer and particularly skilled in Word processing, and efficient use of internet based operations and tasks. e)Good Customer Care Skills Call operators are those people who possess the necessary skills required for handling customer relations and meeting the objective of maximising sales and productivity. An operator having an extrovert personality is an asset in the field of customer relations service centres. Agents should be able to use their unique customer relations qualities .Proper knowledge of phone etiquette is essential for excellent customer care. Q2. Design an orientation program for college students. Introducing students to college life requires presenting as full a view as possible of all that the university has to offer. Therefore, academics as well as extracurricular activities should be presented. If students do not become socially integrated within the first few weeks of their arrival, they are less likely to stay at that institution. 1. Orientation program can start with a welcome presentation , where the faculty or the dean will give the new students an insight into the student life at the college, gives them a strong overview of academic expectations, the different social setups on campus . This gives the advantage for students in making the transition from high school to college. 2. The new students will be put in small groups , and will have an orientation leader to take them around . The orientation leaders can give the new students the inside scoop on college life since they too have been in the new students shoes. New students may be more open to receive information from the orientation leaders than from a lecturer . 3. A campus tour would be a very important aspect of orientation program. acclimating students to their new environment . For some students, going to college is their first time away from home, so orientation should give them time to become familiar with their new surroundings. Through guided campus tours orientation provides a safe avenue for new students to find their way around campus.  This helps students to become familiar with important locations on campus like the library , administration offices canteen, computer labs, auditoriums , hostel facilities..etc . 4.Friendly interaction sessions with seniors and faculties ( over dinner or lunch )should also be arranged for the new students to feel completely at ease on campus. Illegal activities of ragging should be strictly prohibited on campus instead the new students should have a friendly association with their seniors and faculty members. These are some of the activities to be included at a good orientation program for the new college students.

Symbolism of the Rose Bush in The Scarlet Letter Essay -- Scarlet Lett

Symbolism of the Rose Bush in The Scarlet Letter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      "On the breast of her gown, in fine red cloth surrounded with an elaborate embroidery and fantastic flourishes of gold thread, appeared the letter 'A'" (51). That one simple letter set into the bodice of a young woman named Hester Prynne, tells a story of heartache, pride, strength and triumph in the book elegantly written by Nathaniel Hawthorne, The Scarlet Letter (1850). Hawthorne's novel provides many types of symbolism. One of such is the symbolism of a red rose bush growing outside the gates of the town prison. Hester Prynne starts her life as an average respected young woman until she commits the loathsome crime of adultery, which forever condemns her to wear a bright scarlet "A" on her chest. The story begins with the pain she and her daughter Pearl were forced to endure. Throughout the years this pain and suffering grow from an awful burden she has to face, to pride and strength. Instead of walking around the town hiding her chest, she prominently displays her "A". Despite how many whispers, looks of disgust, and feelings of disgrace she experiances, she continues on with her life to the best of her ability. After all the years of hurt Hester and Pearl endured alone, the Reverend Arthur Dimmesdale finally reveals the secret that he was the one with which Hester committed adultery, while lying on his death bed. In the first chapter of the story a rose bush is described. One that was forced to suffer harsh weather and years of damage. Yet it survives long after all the other trees and shrubbery that once exceeded it died. Only after years of learning to adapt to its harsh surroundings does it grow to produce beautiful red roses for others to enjoy. "o... ...om its original habitat it presents the one who chose to harm it with the pierce of hurt from its thorns, but once the thorns are know of, caution is used when handling it. The strongest and heartiest people are those who have suffered through adversity and survived. Those people have a stronger character and are more self reliant than those sheltered from pain and suffering. Hester, Pearl, and the rose bush are all excellent examples of this. The rose bush spent years in horrible conditions to be able to one day share its beauty to the world. Pearl grew up in a life of shame, but ended up become her mother true comfort to life. Hester sinned, but she remained true to her vows, and in the end she becomes the stronger, more noble character, in the novel. Work Cited Hawthorne, Nathaniel. The Scarlet Letter. Tom Doherty Associates, Inc. New York, 1987. Symbolism of the Rose Bush in The Scarlet Letter Essay -- Scarlet Lett Symbolism of the Rose Bush in The Scarlet Letter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      "On the breast of her gown, in fine red cloth surrounded with an elaborate embroidery and fantastic flourishes of gold thread, appeared the letter 'A'" (51). That one simple letter set into the bodice of a young woman named Hester Prynne, tells a story of heartache, pride, strength and triumph in the book elegantly written by Nathaniel Hawthorne, The Scarlet Letter (1850). Hawthorne's novel provides many types of symbolism. One of such is the symbolism of a red rose bush growing outside the gates of the town prison. Hester Prynne starts her life as an average respected young woman until she commits the loathsome crime of adultery, which forever condemns her to wear a bright scarlet "A" on her chest. The story begins with the pain she and her daughter Pearl were forced to endure. Throughout the years this pain and suffering grow from an awful burden she has to face, to pride and strength. Instead of walking around the town hiding her chest, she prominently displays her "A". Despite how many whispers, looks of disgust, and feelings of disgrace she experiances, she continues on with her life to the best of her ability. After all the years of hurt Hester and Pearl endured alone, the Reverend Arthur Dimmesdale finally reveals the secret that he was the one with which Hester committed adultery, while lying on his death bed. In the first chapter of the story a rose bush is described. One that was forced to suffer harsh weather and years of damage. Yet it survives long after all the other trees and shrubbery that once exceeded it died. Only after years of learning to adapt to its harsh surroundings does it grow to produce beautiful red roses for others to enjoy. "o... ...om its original habitat it presents the one who chose to harm it with the pierce of hurt from its thorns, but once the thorns are know of, caution is used when handling it. The strongest and heartiest people are those who have suffered through adversity and survived. Those people have a stronger character and are more self reliant than those sheltered from pain and suffering. Hester, Pearl, and the rose bush are all excellent examples of this. The rose bush spent years in horrible conditions to be able to one day share its beauty to the world. Pearl grew up in a life of shame, but ended up become her mother true comfort to life. Hester sinned, but she remained true to her vows, and in the end she becomes the stronger, more noble character, in the novel. Work Cited Hawthorne, Nathaniel. The Scarlet Letter. Tom Doherty Associates, Inc. New York, 1987.

Candidate Performance Evidence Record For Holistic Assessment Essay

Understand the importance of speech, language and communication for children’s overall development. Explain each of these terms: Speech: Communication via verbal means. The art of expressing or describing thoughts, feelings or perceptions by the articulation of words. Language: Communication of thoughts and feelings through systematic signals, such as voice sounds, gestures, or written symbols. Communication: To communicate is to be able to convey thoughts, information or feelings using signals, speech, body language, or by the written word. Speech, language and communication needs: A child who is diagnosed with a SLCN is experiencing a communication breakdown due to a difficulty with one or more of the different elements of speech, language or communication. This may be a minor, temporary or a long-term difficulty, which requires extra assistance to support the child’s development needs. Explain how speech, language and communication skills support each of the following areas in children’s development: Learning, Speech and language skills allows a child to communicate and develop their skills. This enables them to participate in activities and allows them to share their opinions and develop their own ideas. Emotional, Speech and language skills enables a child to communicate how they’re feeling effectively. This helps towards their own social development and it also enables them to convey their emotions in a more socially accepted way. Behaviour, speech and language skills enable a child to learn and understand boundaries and limits. This encourages a child to learn to behave in an appropriate and acceptable way. Social, Speech, language and communication skills support social development as a child can start to recognise how others feel by watching their body language and listening to what they say and learn to adjust their behaviour accordingly. Children also start to understand social codes and how to behave appropriately. This helps children to start to bond relationships with their peers and learn social skills they will use throughout life. Describe the potential impact of speech, language and communication difficulties on the overall development of a child, both currently and longer term. For a child that is experiencing problems with speech, language and  communication it can affect a lot of aspects of their development: social, behaviour, emotional and learning will all be impacted. In most cases a child will catch up but this is not always the case and could lead to difficulties throughout their life. With some children their disability cannot be prevented, but early intervention is just as vital as those with less severe difficulties to help give a child the best possible support that they need. The impact of these difficulties will vary according to the severity of the problem. Early identification is paramount to offer a child as much help to develop their skills as much as possible. Short term affects: Frustration: A child will become easily frustrated at not being able to tell you what they want or if something is upsetting them. Anger: A child will easily become angry at being unable to communicate their needs. Withdrawn: A child may seem withdrawn and tend to play by themselves more. Understanding games and play their peers are doing will be difficult for them to understand. Low levels of confidence: A child may lose confidence in themselves. They won’t have to confidence to approach others as they don’t have the communication skills to be understood. Difficulties in friendships: (socialising) A child may be left behind as their peers communicate and build relationships. Difficulties in learning new information: Lack of communication will leave a child finding it hard to learn new information. Listening to game rules and adapting them into practice will be difficult and the child may not have the ability to ask for help or for the instructions to be repeated. Unwanted behaviour: They may be labelled naughty from acting out but the problem could be stemming from frustration on not being able to articulate their needs. Or they may not have understood the verbal instructions given and labelled as being defiant or thought to be misbehaving. Longer term affects: Lower self-esteem: Lack of speech, language and communication skills may leave an adult with low self-esteem. Will find it hard to achieve a career, social life and may feel isolated to the outside world. Not achieved their potential: Will find following any career hard to do. May not have done well in school. Find it hard to make and maintain relationships: May find it hard to achieve any friendship. May have never bond a relationship or family life. Become isolated: If never found solid friendship or a career, may feel isolated at home. Money and lack of friendship may restrict any outings. Not reach independence: Lack of employment may have never given them the freedom to leave the family home. Developed anti-social behaviour in some cases: High levels of speech, language and communication difficulties are found among the young offender population (Bryan, 2004). Low education, speech and literacy difficulties are risk factors for offending (Tomblin, 2000). A person with speech language and communication skills can have a huge impact on literacy development, Academic achievement, social relationships and personal skills, self-esteem and confidence levels, emotional and behaviour. This can impact further on employment, socialising, and everyday life  chances. Understand the importance and the benefits of adults supporting the speech, language and communication development of the children in own setting. Explain the ways in which adults can effectively support and extend the speech, language and communication development of children during early years. There are a number of ways an adult can effectively support and extend the speech, language and communication development with children during the early years. As a childcare practitioner I need to adapt my own language to the ability and age of the child. If a child uses English as a second language or not yet using speech themselves, I may point to an object and simply say what it is. When offering them a piece of apple at snack, I may just offer it out to the child and say â€Å"apple.† or when it is nap time and placing them on their sleep mat, simply say â€Å"nap time.† or â€Å"lay down.† if they keep getting up. I may accompany that with an action as if I was laying down too. When a child passes me an item or toy I would say what the item is. Say if a child passes me a car I would say â€Å"car.† This gives the child an opportunity to repeat the word back to me and start to recognise what the item is. A child I look after needs daily cream on his skin. When it comes to time for me to put it on, I always smile and say â€Å"*his name* cream† he started by smiling and repeating this back. Now as soon as I get the cream out he says it before I do. This has helped him understand it’s his cream and seems to put him more at ease when I do apply it. Singing and action songs help bring on a child’s speech, they will start by listening, in time start to follow the actions and later on start singing some of the words which will eventually lead to singing the full song. For instance ‘wheels on the bus’ is sung most days with-in nursery. A child may start doing the actions for the doors open and shut, or the horn goes beep, beep, beep. In time they will sing â€Å"open and shut† and â€Å"beep, beep, beep† along with the action for the song. There was one child in nursery that used to sing â€Å"all day long† at random intervals throughout the day. When I heard him sing this, I used to try and sing the song and involve the other children too. As a child starts to grow older I’ll use simple sentences. Instead of just holding out a piece of apple and saying â€Å"apple.† I will ask â€Å"would you like some apple?† when passing over the apple say â€Å"thank you.† And encourage the child to say â€Å"thank you† too. When a child is playing with some bricks try to ask what they’re building. Or if they’re a little younger say â€Å"are you building?† always giving a child an opportunity to reply and never replying for them. This helps a child learn simple conversation skills. Copying and extending helps when developing children’s speech skills. Say if a child points to a car and says â€Å"car† say â€Å"yes, it is a yellow car.† I could try and say â€Å"is it a fast car?† to try and encourage a reply from the child, even a â€Å"yes† or â€Å"no† is a good start in early years communication. If they’re more advanced I would say â€Å"do you think it is a fast car?† and try to promote a conversation with the child. Looking through books and reading is another way to support speech, language and communication skills. For a baby, I would read the story and just point to the pictures and say what the object is or the name of the character. As they get a little older, ask them to point to the object or character â€Å"where is the balloon?† As they progress I may ask them what just happened in the story, the questions getting more advanced as the child’s skills develop. From reception age in school, children are given books to take home to read. This act helps parents get involved in their child’s development. I try to encourage the parent to ask their child questions while reading the book. This helps the parent to see if their child is understanding the story they’re reading and also promotes communication skills for the child. Homework is also given to the child and the same rule applied, I’ve asked the parents to look through the homework after a child has finished or while they’re still doing the homework. Encourage parents to play games with the children. If a child has particularly enjoyed playing a game that afternoon, say a game of snap. Tell the parents and mention it may be fun to do at home if they get the chance. A child will communicate and talk more while having fun. Explain the positive effects of adult support for the children and their carers. As a practitioner I need to make positive, professional relationships with a child’s carer. There should be a two-way flow of knowledge and information between parents and myself about their child’s speech, language and communication development. For example, a setting needs to know the words or gestures that a child uses at home, and parents will appreciate being told about the rhymes and songs that their child enjoys in nursery so that they can repeat them at home. You should be celebrating each child’s successes with parents, being enthusiastic and sharing the high aspirations you have for their child’s progress. Parents should be confidently contributing to their child’s learning and development record and being kept well informed about their child’s progress. As a practitioner I need to make sure that hand gestures and signals are the same as the ones being used at home. I don’t want to be using one signal for lunchtime and the child’s carer is using a different one at home. This would lead to confusion for the child and could possibly hinder their learning. A parent will more than likely be happy to run through what they do at home and will also help to build the parents confidence in what I’m doing to help the child achieve their communication skills goals. We need to be singing from the same sheet to help the child as much as possible. I need to demonstrate to parents that their contributions are valued. For example, I need to think carefully about how I would respond, both verbally and non-verbally, to a parent who tells me that their child knows all the words to ‘The Wheels on the Bus’ when I know that in the setting the child doesn’t join in at all. Do I think ‘I’m not sure that’s true’ while saying to the parent ‘oh yes’ in a noncommittal way, or do I ask them what other rhymes the child likes to sing, make a note of them and then reflect on what may be inhibiting the child from singing in the setting? An effective setting should be sharing its good practice with parents, and also indicating to them where they can receive extra support or advice about children’s speech, language and communication development. Most children’s  centres provide support groups or training for parents. Basically the support I give to a child and their carer, whether it be advice on how to promote speech, language communication at home, just listening to what a parent says about their child and being a friendly ear, offering help in finding a support group or training can have an impact on a child’s future and help a parent/carer to help/guide their child to the child’s full capabilities. If a parent feels confident in what I’m doing just a child will, they’ll talk more to me and we can together make their child’s learning journey a positive one. Explain how levels of speech and language development vary between children entering early years provision and need to be taken into account during settling in and planning. Every child is different and children learn at different speeds, not only this but the personality of a child needs to be taken into account. Some children are very daring and upfront, while others may be a little shy and not want to jump into an activity at first, may need a little coaxing. Before a child’s first day, I should have met the parents, they come for an initial one hour visit with their child, this gives me a chance to speak and meet the parents/carers as well as the child. Gives me chance to find out a little more about the child, what stage they may be at and I can see how they get themselves around the nursery. This is also day one of building a relationship with the parent and child. This meeting gives me a chance to plan on the childs second visit which is a hour on their own in the room. I will have an idea if the child needs me to sit with them, maybe just read a story or play a game. Try to comfort them and distract them from the fact their carer is not there. Or if the child is very outgoing, they may prefer this first opportunity to explore the room, play with the other children. In this case I would try to set up a group activity, for example get out some paper and crayons or open the sand pit. In both cases I will try to get as much information as I can via an activity to find more out about what learning stage a child is at so that I can plan for when they start nursery  what I need to be doing. One child may start nursery knowing basic language skills, be able to say â€Å"Mum† â€Å"Dad† â€Å"Car† â€Å"Cat† â€Å"Dog† ect†¦ Another of the same age may just be babbling or may even not be saying anything at all yet. It is important I e.stablish pretty quickly where a child is, to help them achieve their next stage.

Perception and reality of technology

Perception and Reality of Technology Nowadays, technology is popular in our lives and greatly improves as time is passing. Technology has brought many benefits, but in reality, many people perceive technology as having negatively impacted our lives. There are three things of technology which can provide to us a better knowledge; faster ways of locomotion and communication are smart phones, computers, and televisions.The perception is everyone knows smart phones can make life easier in many ays; Smart phones support a wide variety of other services such as text messages, emails, the Internet access, games, and photography; they allow us to reach anyone all around the world. By using smart phones for voice calls or video calls and text messages, people are able to keep in touch with others in a long distance. Today, with the development of cell phones, we can use them for our entertainment such as surfing the Internet, sending photos or downloading videos and games.Additionally, GPS in smart phones becomes an important part of our life. People use GPS in smart phones to find their way to home, work, restaurants, or shopping centers. Although we already have classical GPSs, smart phones are usually lighter, smaller, and faster than the classical GPSs. That is why smart phones are used by many people in around the world. According to a research, the number of people accessing the web through smart phones is increasing to over 17. 4% of worldwide internet usage (Fox). In the reality, smart phones have negative effects to students in the education environment.They distract students from their lessons and make them miss important notes. As students often text messages to each other; they may also interrupt other students. Most people do not control how much time they should use smart phones, they waste their time on smart phones: playing games, watching movies, and news updating. Moreover, smart phones disturb people when they focus on driving; and they have to take t heir eyes off the road to talk or text. It is very risky and dangerous to everyone in and around the car. According to a report in 2009 in he U.S, there were a reported 5,474 people killed by distracted drivers; 995 of those were considered killed by drivers distracted by smart phones (Distracted Driving 2009). Next, in perception, that is the computer is one of the important features of technology, which is very useful for people in order to widen their knowledge. Our current development is due to computers in many areas. People consider that computers provide better education; they provide as with many distant learning courses and online testing like McGraw-Hill Connect and MyltLab.Also, computers furnish a lot of necessary access to information such as news and emails. Moreover, people use computers to keep in touch with entertainment, looking for friends; or watch Glee comedy and America's Next Top Model shows. On the other hand, in reality, people sometimes abuse computers. Pla ying games on computer do not have benefit to adults and children; it wills a cause bad effect on people such as eye strains, wrist, neck and back pains. People, who use computers too otten in a long time, should take a snort break atter 1 or 2 hours.Computer can affect our mental health with the large amount of bad knowledge on the Internet; especially children and teenagers. They enjoy play video games and watch violent movies; it may also affect their psychologist and make them become a murder in school. According toa research in 2011 in the U. S, the Supreme Court struck down California's law did not allow to sale or rental of violent video games to people under 18 (Beresin). In perception, television is another kind of popular technology which many household have.They can be operated either by battery or electronics. Furthermore, television can improve vocabulary and language skills for people who want to learn second languages. After a long day of work, people love to spend ti me watching TV with their family members. With the help TV, people may learn more about different countries culture from entertainment, educates, and informs all functions of mass media. The reality is the disadvantage of televisions; they often stop people from following other good habits like reading books and socializing.

Discuss the Grounds of Void Contract Under Nepalese Contract Act Essays

Discuss the Grounds of Void Contract Under Nepalese Contract Act Essays Discuss the Grounds of Void Contract Under Nepalese Contract Act Essay Discuss the Grounds of Void Contract Under Nepalese Contract Act Essay Discuss the grounds of void contract under Nepalese contract act by illustrating the cases. According to Nepalese Contract act 2056,† A contract is an agreement between two or more persons to do or not to do something, which can be enforceable by law. † The supreme court of Nepal has defined the contract as â€Å"an agreement of two or more parties with conditions. † The word void means not binding in law. A contract which cannot be forced by both of the contracting parties is called a void contract. If a contract which comes to an end and which can be forcible by law becomes void when it cannot be protected by law. It is clear that a void contract is not void from the very beginning, i. e. a contract cannot be void ab initio. It is valid contract and binding on the parties when it is originally made but after its formation it becomes void due to certain reasons. According to the Nepalese contract act, Section 13, the following contracts shall be void: A. Nordenfelt v Maxim Nordenfelt Guns and Ammunition Co Ltd (1894), Thorsten Nordenfelt, a manufacturer specializing in armaments, had sold his business to Hiram Stevens Maxim. They had agreed that Nordenfelt ‘would not make guns or ammunition anywhere in the world, and would not compete with Maxim in any way for a period of 25 years’. [section 13(a)] A Contract that prevents anyone from engaging him/herself in any occupation, profession or trade which is not prohibited by prevailing law. Exceptions to Rule A 1. [Section 13 (a). (1)]A contract preventing the seller from engaging him/herself in a profession or trade at the time and place as mentioned in the contract concluded between the buyer and the seller on selling and buying of the goodwill of any trade. . [Section 13 (a). (2)]A contract concluded among partners in preventing their engagement in any trade or business, other than those of the partnership firm, similar to those of the partnership firm or any other trade or business together with other competitors belonging to the same kind of trade or business as long as the partnership continues. 3. [Section 13 (a). (3)]A contract concluded among the partners in preventing them from engaging in a trade or business under the partnership firm for the specified time or place after being separated from the partnership. 4. [Section 13 (a). 4)]A contract preventing any individual from receiving the service of any such agency, company, firm, individual or competitor of such agency, company, firm, or individual for the specified period of time after the retirement from service or during the service of such agency, company, firm or individual pursuant to contract concluded by any individual with any agency, company, firm or individual. B. [section 13(b)]A contract restraining marriages other than those prohibited by the prevailing law. A promise to marry none else except Miss B, and in default pay her sum of Rs. 1,000. A married someone else and B sued A for recovery of the sum. Held: The contract was in restraint of marriage, and as such void. C. [section 13(c)]A contract preventing any one from enjoying the facilities already being enjoyed by the general public. D. [section 13(d)]A contract seeking to prevent the legal rights of any person from being enforced by any government office or court. E. [section 13(e)]A contract concluded in matters, contrary to or prohibited by the prevailing law. F. [section 13(f)]A contract concluded for immoral purpose or against Public morality or public interest. G. [section 13(g)]A contract which cannot be performed because the parties thereto do not exactly know about the matter in relation to which it has been concluded. H. [section 13(h)]A contract which is considered impossible to fulfill even at the time is concluded. I. [section 13(i)]A contract which is vague as it does not provide reasonable meaning thereof. J. [section 13(j)]A contract concluded by an incompetent person to conclude such contract. K. [section 13(k)]A contract concluded with an unlawful consideration or objective.

MOD 7 Discussion Essay Example | Topics and Well Written Essays - 250 words

MOD 7 Discussion - Essay Example The foremost driving force to water protection and conservation is its being a limited natural resource of finite availability, with only 0.6 percent of global water being fresh and 0.03% accessible for human consumption. Water is getting scarce and its demand rising from climate change and increasing human population respectively. Reasons for the human community to have a concern for water spread across diverse areas because water forms an essential part of the ecosystem, even sustaining the under-water life. Arousing a pro-active response is the alarming decline in the sea water level, drying sources, declining glacier on top of the mountains and low water tables, which all serve but as assurances that water quantity is indeed declining. Pollution makes the key initiator of all water problems and it is by addressing the same that we can eradicate water scarcity. With dwindling water supply, the world’s major economic pillars including agriculture and industrialization are going to suffer the blow. Water pollution at the same time poses numerous health risks to consumers. The second initiator of water scarcity is irresponsible consumption behavior, eventually resulting to wastage of fresh water, while apparently; statistics show that one in nine people worldwide do not have access to fresh

Two legal codes Essay Example | Topics and Well Written Essays - 500 words

Two legal codes - Essay Example The law code which was improved to benefit the Roman subjects a few years later came to be known as the Lex Romana Burgundinum. This paper will analyze the two law codes and will focus on their similarities and differences. The Hammurabi law code was based on the presumption of innocence and gives both the accuser and the accused to provide evidence. This is evident in several parts of the code. For example, the third law states, â€Å"If any one bring an accusation of any crime before the elders, and does not prove what he has charged, he shall, if it be a capital offense charged, be put to death† (fordham.edu par. 65). Another example of the code’s presumption of innocence is in the eleventh law that states, â€Å"If the owner do not bring witnesses to identify the lost article, he is an evil-doer, he has traduced, and shall be put to death† (fordham.edu par. 65). Apart from the presumption of innocence, the Hammurabi law code had strength in that it considered evidence an important part of judgment. This is evident in many of the laws one of which is the tenth law that states, If the purchaser does not bring the merchant and the witnesses before whom he bought the article, but its owner bring witnesses who identify it, then the buyer is the thief and shall be put to death, and the owner receives the lost article. (fordham.edu par. 65). The Hammurabi law code characteristically is associated with harsh punishments for those found at fault. In many cases, the death penalty is applied for crimes that would otherwise be punished through less punitive measures. For example, the 11th law dictates that failure to bring a witness when one is claiming for an article is punishable by death. To a great extent, the code was based on the notion of an eye for an eye. In several instants, the law demands payments or retribution in compensation for actions committed by a person against another. One example of this is the 200th law that states, â€Å"If a