Personal Success, Seizures, Depression And Suicide :: essays research papers

Before the age of 15, I was as healthy as anyone could wish to be. In my sophomore year of exalted school, though, my seizures began. Nobody knew what they were at first they looked as if I was passing out. These episodes as my mammary gland and I were calling them, were finally defined as seizures when a deem at the hospital saw that during one of my episodes I would clench my jaw shut and my muscles would tighten and shake.Doctors put me on three different medications over the coterminous few years. The first , Dilanton, did nothing for me. The second, Tegratoal, was killing my white blood cells which made me extremely sick. The third , Depekot, worked, but with it came some nasty side affects, and I was simmer down having seizures two to three times a week. I became depressed after a year of having seizures and being told by many doctors that they didnt know what was do it. The doctors also didnt know how to treat it.I missed a lot of school my sophomore and junior year, wh ich was why my grades werent what I cute them to be. My teachers harped at me about not getting my work done. They didnt understand. I also got a lot of strange looks from people when I walked down the hall. about of my seizures happened during school. I cant be positive about when my depression began to reach a climax. Maybe it was when my mom and her boyfriend would yell and scream at each other about how they were going to pay for all the hospital expenses. Or maybe it was all those nights lying in bed listening to my mom cry. Whatever the reason(s), I developed the mindset that I was causing my family all this pain, that it was my fault, I would never get into college, so it would be best if I wasnt almost anymore. I felt other no emotion except sadness. I felt as if I were walking in a different dimension. I could see and hear people, but nothing anyone said made any difference to me. Nothing seemed to matter anymore. The world no longer had any tint in it it was all black and white this is what I saw.I thought about how much better life would be for everyone if I were gone.

Arche and Apeiron in Early Presocratic Philosophy :: Philosophy Philosophical Papers

Arche and Apeiron in Early Presocratic PhilosophyMetaphysical speculation began, long before it was so named, among the presocratic Greeks as an enquiry into cosmogony and first principles from two utterly disparate perspectives. The first of these, propounded by Herakleitos, noted the incessant flux (panta rhei) which characterises phenomena the second, advanced by his contemporary Parmenides, taught the doctrine of a star immutable spirit. These riv wholeing perspectives endure to this day they announce one of the basic themes on which metaphysics since then has strung up an immense set of variations. Behind both stands the idea of arche, a term introduced into philosophical discourse by Anaximandros, rendered into English via Latin as principle and bearing the meaning of the first-begotten or underlying substance of all things. Historically this might be called the first brick to leave the kiln in which the metaphysical fire was burning. Moreover, where Thales teachings were a pparently still subject to aural dispersion, Anaximandros, not content with the script of mouth, becomes the first philosopher among the still relatively small band of logographoi to publish his theories in a formal text. His book at once set out to get the picture what was known and to be known and thereby furnished a role model (presumably peri physeos) for a dozen generations to come, carrying echoes down as far as the Romans (De rerum natura). It gave a comprehensive depiction of cosmogony and cosmology, astronomy and geography, meteorology and biology and down to a phylogeny of the human species. For Anaximandros, Barnes writes 19, Nature embraces both object of experience and every subject of rational enquiry except the productions of human contrivance. Meaning of Apeiron His own contribution to the more stringently philosophical debate on archaeai was the startling construct of the apeiron, which leaps out of the pages of Greek philosophy like a spiky porcupine, never form ally groomed as a legitimate occupant of place in a philosophical agenda dominated from the beginning by principles of rationality and intelligibility. We may supposed it to have emerged from debate on candidates for the Urstoff or primeval substance and it is perhaps permissible to suppose lively exchanges on the virtues and demerits of sundry elements, culminating in a shock of recognition by Anaximandros that none of these substances, being determinate, qualified and whence failed to satisfy empirical as well as theoretical criteria. The apeiron, initially perhaps merely a device to evade commitment to untenable propositions, turn out itself in the long run a truly metaphysical conception with ramifications that have resisted erosion by time.

Parental Involvement Fosters Student Success Essay -- Education

Educators today, recognize positive influence of nourishal involvement fosters higher student academic achievement levels (Danielson, 2006 Jacobs & Kritsonis, 2007). mavin crucial element of agnatic involvement is effective communication between parents and teachers. Research show parents prefer to establish informal relationships with frequent open and non-judgmental exchanges with their childrens teachers (Eberly, Joshi, & Konzal, 2005). Accordingly, this oblige is to explore key research-based recommendations for discipline administrators and teacher leaders to identify and overcome communication barriers with parents.Parental Involvement Fosters Student successParental involvement as defined by Greene and Tichenor (2003) is lodge in the educational process by enhancing their parenting skills, developing positive communication skills between home and school, volunteering, providing learning opportunities at home, digest to decisions that affect schooling, and collaborati ng with the community in support of the school (p. 242). Research findings by Henderson (1981 1987) and Henderson and Berla (1994) identify the following benefits from parental involvement 1) higher student achievement 2) make up in student get-go rates 4) improvement in student behavior and motivation 5) better school image among parents and students and 6) increase in parent satisfaction with teachers (as cited in Greene & Tichenor, 2003). Although, involution can vary from parent to parent, Greene and Tichenor (2003), and researchers alike found it to be always beneficial to the student and teacher. In fact, Daverns 2004 drive argues positive connections with families are radical to providing high-quality e... ...iverse backgrounds as a means to improve student achievement levels in the United States A National focus. Retrieved May 21, 2012 from, ERIC database. (ED499648). Lasley, M. (2005). challenging conversations Authentic communication leads to greater understand ing and teamwork. Group Facilitation A Research and Applications Journal, 7. Retrieved March 9, 2008, fromhttp//www.iaf-world.org/files/members/v7%2013-20%20lasley.pd Richard, H.V., Brown, A.F., & Forde, T.B. (2006). Addressing diversity in schools Cultural responsive pedagogy. Culturally Responsive doctrine Resources. Retrieved May 23, 2012, from http//www.culturallyresponsiveteachingresources.org/ Robinson, S., Kennedy, S. (2009, July). Standards in enforce an instructional gap analysis. Paper presented at the National Staff Development Council Summer Conference, Boston. Parental Involvement Fosters Student Success Essay -- EducationEducators today, recognize positive influence of parental involvement fosters higher student academic achievement levels (Danielson, 2006 Jacobs & Kritsonis, 2007). One crucial element of parental involvement is effective communication between parents and teachers. Research show parents prefer to establish informal relationships wit h frequent open and non-judgmental exchanges with their childrens teachers (Eberly, Joshi, & Konzal, 2005). Accordingly, this article is to explore key research-based recommendations for school administrators and teacher leaders to identify and overcome communication barriers with parents.Parental Involvement Fosters Student SuccessParental involvement as defined by Greene and Tichenor (2003) is participation in the educational process by enhancing their parenting skills, developing positive communication skills between home and school, volunteering, providing learning opportunities at home, contribute to decisions that affect schooling, and collaborating with the community in support of the school (p. 242). Research findings by Henderson (1981 1987) and Henderson and Berla (1994) identify the following benefits from parental involvement 1) higher student achievement 2) increase in student graduation rates 4) improvement in student behavior and motivation 5) better school image among parents and students and 6) increase in parent satisfaction with teachers (as cited in Greene & Tichenor, 2003). Although, participation can vary from parent to parent, Greene and Tichenor (2003), and researchers alike found it to be always beneficial to the student and teacher. In fact, Daverns 2004 study argues positive connections with families are fundamental to providing high-quality e... ...iverse backgrounds as a means to improve student achievement levels in the United States A National focus. Retrieved May 21, 2012 from, ERIC database. (ED499648). Lasley, M. (2005). Difficult conversations Authentic communication leads to greater understanding and teamwork. Group Facilitation A Research and Applications Journal, 7. Retrieved March 9, 2008, fromhttp//www.iaf-world.org/files/members/v7%2013-20%20lasley.pd Richard, H.V., Brown, A.F., & Forde, T.B. (2006). Addressing diversity in schools Cultural responsive pedagogy. Culturally Responsive Teaching Resources. Retrieved M ay 23, 2012, from http//www.culturallyresponsiveteachingresources.org/ Robinson, S., Kennedy, S. (2009, July). Standards in practice an instructional gap analysis. Paper presented at the National Staff Development Council Summer Conference, Boston.

feminaw Rebirth of Edna Pontellier in Kate Chopins The Awakening :: Chopin Awakening Essays

Rebirth in The Awakening      The time Edna spends in water is a good luck of space and time this is her first attempt at realizing Roberts impermanence. In a strange way, Edna is taking her self as an object of meditation, where at the extremity of self absorption, she should be able to see through her own selflessness. As she swam she seemed to be reaching for the unlimited in which to lose herselfemphasis added (Chopin 74). Edna has left her earthly existence on the shore and looked forward to a new existence, with the unlimited, or nirvana as a tantalizing prize on the other shore. Her mistake lies in looking back.       When Edna looked back toward the shore, she notices the people she left there. She also notices that she has not covered a great distance. Then a quick vision of death smote her instinct (Chopin 74), a sentiency of death that reaffirms her selfhood and reminds her of her clinging to Robert. Her meditation is broken by the wavering of her mind to other objects and senses. Her struggle to regain the shore becomes a kind of near-death experience, at the end of which comes an utter physical exhaustion, a stretching of her selfs physical boundary. Ednas intellectual self, the mind, another creation of ignorance, awakens as well. She begins to feel like one who awakens gradually issue of a dream, a delicious, grotesque, impossible dream, to feel again the realities pressing into her soul (Chopin 78).      As Ednas fortified ego emerges ashore, her attachment to Robert is strengthened. The intimate moment they share at the end of the chapter bespeaks an acme of bliss, where no multitude of words could have been more significant than those moments of silence, or more pregnant with the first-felt throbbings of desire (Chopin 63, 77).      After Ednas rebirth from the sea, her sense of self blossoms. She pulls away from the crowd and begins to do as she pleases. Lon ce Pontelliers stern command for her to come inside after the swim goes unheeded. Edna realizes that her will has blazed up, indomitable and resistant. In Buddhist philosophy, the concept of the will is one of the five aggregate that forms the self. Ednas recognition of her will is a good indication that her ego is fully formed, and that in a sense she has moved farther away from achieving nirvana.

Accrual Accounting vs. Cash Accounting Essay -- Financial Accounting B

The recording of financial activities in a business is essential in making sure accurate information is provided for decisiveness making. Zafirakis (20054) states that Accrual account is the cornerstone of modern accounting procedures. In this essay, the importance of accrual accounting will be considered by looking at how it functions in the Double Entry System and comparing it to cash accounting, another method of gathering financial information. Time and an accurate accounting measurement is what will be considered in determining the importance of accrual accounting. Double-entry accounting is used to develop accounting data. From this data, we can determine the performance of a business by reckon its profit, revenues - disbursements. Juchau et al (2004F146) states that double-entry accounting is necessary for the accounting equation to be kept in balance. That is the five types of accounts, Assets, Liabilities, Equity, Revenues and Expenses must equate Assets = Liabilities + Equity + Revenues - Expenses, this is the accounting equation. These accounts are save in the General Journal as entries and posted to the General Ledgers as T-accounts.Recording of these accounts are governed by Debit and Credit rules. When an asset or expense increases, it is considered a debit, when either of the two accounts decreases, it is considered a credit. Liabilities, equity and revenues can be considered the opposites to assets and expenses in that they form a debit when decreased and a credit when increased. From this, a duality of recording is formed since every event of recording a transaction involves recording one debit and one credit. For example, Famous Zamous, a cooky company sold $1000 worth of cookies on th... ...ugh the sale was made on the 1st of Jan, the cash measurement of accounting has failed to show any bodily function on the 1st of Jan. This results in a distorted report of financing operations of Famous Zamous. Similarly, net profit for the month of January in cash accounting would have differed from that of the accrual measurement, being that revenues and expenses recorded are of different balances, cash accounting being that of lacking information.In conclusion, accrual accounting is the better form as it provides a more accurate account of the operations and performances of a business. BibliographyJuchau R., Flanagan J., Mitchell G., Tibbits G., Ingram R.W., Albright T.L., Baldwin B.A. & Hill J.W. 2004 Accounting information for Decisions Australia Thomson Zafirakis, M. 2005 Accounting Handbook Australia Trinity College Foundations Studies Program

Quest for Self-Identity in Margaret Atwood’s Surfacing and The Bell Jar

As the post-colonial criticism developed, the theorists have agreed upon the fact that the role of feminism in the post-colonial practice is crucial. Moreover, these two theories clearly have the same goals. On the one hand, the main objective of both of them is to disclose the traditional power structures, both patriarchic and imperial. On the other hand, both feminism and post-colonial criticism aim to show the way the writers challenge the respective forms of authority. The main concerns of the post-colonial criticism are the formation of canon, the phases with which imperialism and decolonization have gone, as well as how these processes are expressed in literature. What is more, the criticism is also concerned with the ways of resistance within literary pieces, such as rewritings of traditional concepts and creating voices that stand in opposition. All these issues become the matrix and concern of feminist criticism. Not the least, crucial to feminism is also pointing at the n otion of diversity. For many women, the process of writing is an expression of themselves, it allows them to throw off their chains and to struggle for more autonomy.The twentieth century has given rise to womens efforts to fight for their rights in the Western world. In the forties, they were relatively emancipated, since they perceived the encouragements to enter the workplace. There, they could enjoy a relative independence and they felt responsible. They proved that they can be effectual workers, but when the World War II was over, they had to face new requirements they had to give up the jobs to the males coming back from the war (Feminism). They were and felt misplaced, everyone evaluate them to take care of their homeplace instead. ... ..., Eadaoin. Colonialism in Margaret Atwoods Surfacing. 12 Apr. 2003. Aspenlieder, Erin. Tips for Surviving Atwood Confronting the Complexities of the Wilderness Celebrity. Margaret Atwood Studies. 3.1 (Sept. 2009) 3-11.Benson, E., and L.W. Conolly, Routledge Encyclopedia of Post-Colonial Literatures in English. London Routledge, 1994. Cheadle, Richard. On Margaret Atwoods Surfacing. 2006. 3 June 2010 Parker, Ema. You Are What You devour The Politics of Eating in the Novels of Margaret . Atwood. Twentieth Century Literature. June 10, 2010. Perloff, Marjori (Autumn 1972). A Ritual for Being Born Twice Sylvia Plaths The Bell Jar. Contemporary Literature (University of Wisconsin Press), exhibit 13, 2012.Wagner-Martin, Linda (1988). Sylvia Plath, the Critical Heritage. New York Routledge, May 21, 2001.

Quest for Self-Identity in Margaret Atwood’s Surfacing and The Bell Jar

As the post-colonial criticism developed, the theorists guide agreed upon the fact that the role of womens lib in the post-colonial practice is crucial. Moreover, these two theories clearly have the same goals. On the one hand, the main objective of both of them is to disclose the traditional power structures, both patriarchal and imperial. On the other hand, both feminism and post-colonial criticism aim to show the way the writers challenge the respective forms of authority. The main concerns of the post-colonial criticism are the formation of canon, the phases through which imperialism and decolonization have gone, as head as how these processes are expressed in literature. What is more, the criticism is also concerned with the ways of resistance within literary pieces, such as re reports of traditional concepts and creating voices that jut out in opposition. All these issues become the matrix and concern of feminist criticism. Not the least, crucial to feminism is also pointin g at the notion of diversity. For many women, the process of writing is an expression of themselves, it allows them to throw off their chains and to struggle for more autonomy.The twentieth century has given rise to womens efforts to fight for their rights in the Western world. In the forties, they were relatively emancipated, since they perceived the encouragements to enter the workplace. There, they could enjoy a relative independence and they felt responsible. They proved that they can be effectual workers, but when the World fight II was over, they had to face new requirements they had to give up the jobs to the males coming back from the war (Feminism). They were and felt misplaced, everyone expected them to take care of their homeplace instead. ... ..., Eadaoin. Colonialism in Margaret Atwoods Surfacing. 12 Apr. 2003. Aspenlieder, Erin. Tips for Surviving Atwood Confronting the Complexities of the Wilderness Celebrity. Margaret Atwood Studies. 3.1 (Sept. 2009) 3-11.Benson, E., and L.W. Conolly, Routledge Encyclopedia of Post-Colonial Literatures in English. London Routledge, 1994. Cheadle, Richard. On Margaret Atwoods Surfacing. 2006. 3 June 2010 Parker, Ema. You Are What You Eat The Politics of Eating in the Novels of Margaret . Atwood. ordinal Century Literature. June 10, 2010. Perloff, Marjori (Autumn 1972). A Ritual for Being Born Twice Sylvia Plaths The Bell Jar. Contemporary Literature (University of Wisconsin Press), March 13, 2012.Wagner-Martin, Linda (1988). Sylvia Plath, the Critical Heritage. New York Routledge, May 21, 2001.

A Scrutiny of the Ethical Dilemmas in ‘A Few Good Men’

A young Navy Lawyer named Lt. Daniel Kaffee is in name of the cases of two oceanics, namely perfluorocarbon change intensity Downey and LCpl Harold Dawson, who have been court-martialed because of allegedly murdering a fellow marine that goes by the name of PFC William T. capital of Chile (Reiner et. al., 1992).PFC William T. Santiago criticizes the stead of Guantanamo Naval Base Bay in terms of its health condition (Reiner et. al., 1992). The top officials ignore his appeals which led him to finally decide on requesting that he be transferred to a nonher Naval Base (Reiner et. al., 1992). As they continue to pay no attention to his complaints, he threatened that he would expose a case of an immoral fence-line shooting if they would not transfer him to another Naval Base (Reiner et. al., 1992).He then sends a letter to Col. Nathan Jessep, the CO of the Marines at the aforementioned base (Reiner et. al., 1992). Col. Nathan Jessep reads it as a way of informing Lt. Col. Matthew Ma rkinson, who is Col. Nathan Jesseps executive officer and world-class Lt. Jonathan Kendrick, who is the platoon commander of PFC William T. Santiago (Reiner et. al., 1992).Both Col. Nathan Jesseps subordinates get mad as they were being notified near it but they disagree with the decision of transferring PFC William T. Santiago to another Naval Base (Reiner et. al., 1992). Lt. Col. Matthew Markinson wants to transfer PFC William T. Santiago, however, Col. Nathan Jessep do not agree with it stating that PFC William T. Santiago will be trained there instead (Reiner et. al., 1992).Lt. Daniel Kaffee establishes that PFC louden Downey and LCpl Harold Dawson were just carrying out the instructions/orders given by Col. Nathan Jessep, as well as, 1st Lt. Jonathan Kendrick (Reiner et. al., 1992). PFC Louden Downey and LCpl Harold Dawson reiterate that they were given instructions to give the victim a Code Red (Reiner et. al., 1992). A Code Red is a colloquial terminology that pertains to extrajudicial punishment (Reiner et. al., 1992).When Lt. Daniel Kaffee began to infer that he was only specifically picked to be the lead counsel of PFC Louden Downey and LCpl Harold Dawson, he knew immediately the reasons why (Reiner et. al., 1992). It was because he used to engage himself in quickly settling cases by plea bargains (Reiner et. al., 1992).The ones who picked him had two motives for choosing him number one is to hamper the case of PFC Louden Downey and LCpl Harold Dawson from being tried and number two is to humiliate the Marine Corps which will eventually tarnish Col. Nathan Jesseps promotion (Reiner et. al., 1992).Fortunately, as the case progresses, Lt. Daniel Kaffee is to a greater extent motivated to work on the case (Reiner et. al., 1992). He even learned to cooperate and respect LCDR JoAnn Galloway, his partner in defending the case of PFC Louden Downey and LCpl Harold Dawson (Reiner et. al., 1992).In the end, Lt. Daniel Kaffee is successful in defending the c ase by providing evidence that indeed Col. Nathan Jessep ordered a Code Red to get back at PFC William T. Santiago who has written a letter with regards to a case of an illegal fence-line shooting (Reiner et. al., 1992).As Col. Nathan Jessep confesses that he ordered so, he was arrested and detained while PFC Louden Downey and LCpl Harold Dawson were not charged by the court as guilty of murder and conspiracy to commit murder however, was charged for conduct unbecoming of a United States Marine (Reiner et. al., 1992). PFC Louden Downey and LCpl Harold Dawson were dishonorably discharged because of that (Reiner et. al., 1992).

Empty Seat †Analysis Essay

The author of this text is Yuan Chiung-chiung, popularly cal lead Yuan Qiongqiong. She is a Taiwanese writer, and she wrote during the Boudoir lit period. The characteristics of texts written in this period, is that they focuses on womens issues. In this analysis, I will mostly focus on the characters, together with some literary devices such as climax and setting. The action takes place in a crowded bus, most likely in the 80s due the fact that the accounting was released in that time frame. I find the story to dont have a crystal clear climax however, if I were to opt one, I would choose the part where the protagonist leaves his seat. Empty seat is a short story about a adult male entering a bus, who sat down at the first empty seat he spotted. Some moments later he heard a strange sound, and he didnt realize where it came from because of some downplay noise. After a while, he found out the woman next to him was sobbing. He immediately leaned away from the woman, because he did nt want people to see that he had something to do with her. Despite this, the other passengers still looked at him with a strange look, among them a college boy.He stared at the protagonist, who is the man, but he looked away as soon as the man returned the look. The man tried to signal that he hadnt done anything mean against the woman, but it seemed like nobody realized that he was a stranger to the woman. He couldnt handle the situation, so he left his seat next to the sobbing woman, and stood beside the college boy instead. They smiled to each other, and then the man realized that the collage boy sat there before him. He and the college boy then watched a new passenger take the seat. We dont get to know a lot about the characters in the story, but its possible to tell a fairly accurate description of them by reading the text. The man who entered the bus, and then sat down next to the sobbing woman, is without a doubt the protagonist.The whole story is centered around his experi ence on the bus, and the narrator tells about the mans movements. The story doesnt tell us anything about the characters other than their genders, or where the action takes place. This makes it impossible to give a description based on facts. Despite this, I will still try to give a description of it based on my thoughts. I cerebrate that the man, who entered the bus, and the woman who were sobbing, is fairly the same age. The reason behind this is because the protagonist thought that the other passengers on the bus thought that he was the one that had hurt her. If an unadorned age difference was involved, I dont think that he would have cared.I think that the story takes place in Taiwan, since the author of this story is a Taiwanese writer. It is also not a bad idea to think that the author may has experienced something similar on a bus, which led her to writing this story. The three characters in this story, which are the collage boy, the sobbing woman and the man, dont seem to k now each other. If either the man or the boy knew the woman, they would most likely be sitting next to her and tried to comfort her. The man also tried to prevent that people would think that he knew her. I personally enjoyed this story a lot, and I would recommend it to a friend. It was both interesting to read, and it tells about parts of todays society in a fascinating way.

Sheltered Instruction and the English Language Learner

Each twelvemonth, the United States has become more ethnically and lingualally diverse, with more than 90 per centum of recent immigrants coming from non- side of meat saving production states. at that place atomic number 18 presently more than 10.5 million school-aged kids in the United States who live in places in which a lingual talk other(a) than English is spoken. Some of these disciples atomic number 18 fluid in English, while others are non ( U.S. Census Bureau, 2005 ) . Guaranting that pupils who are non fluid in English receive a grapheme instruction, and flummox a quality instruction, and achieve the same faculty member success as their English proficient equals, is an indispensable portion of the Elementary and Secondary tuition Act ( ESEA ) , as reauthorized by the No Child Left Behind Act of 2001 ( NCLB ) , ( U.S. Department of pedagogics, 2007 ) .Harmonizing to the National Clearinghouse for Language Acquisition ( 2007 ) , informations submitted by provin ces indicate that in that respect are ab unwrap 5 million pupils classified as Limited English proficient ( LEP ) through their engagement in a Title terzetto appraisal of English Language proficiency. Harmonizing to the U.S. Census, LEP pupils are among the fastest-growing demographic group of pupils in the United States. While the overall school population has grown by little than 3 per centum in the last 10 old ages, the figure of LEP pupils has increased by more than 60 per centum in that same clock time.While the figure of pupils with limited proficiency in English has grown exponentially across the United States, their degree of academic accomplishment has lagged signifi commodetly behind that of their linguistic communication mint equals ( Echevarria, Vogt, & A Short, 2004 ) . These fatherings reflect turning grounds that most schools are non run intoing the challenge of educating linguistically and culturally diverse pupils ethical. This deficiency of success in edu cating ELLs is problematical because federal and province authoritiess expect all pupils to run into gritty criterions and generate adjusted national and province appraisals to reflect new degrees of accomplishment and to suit demands down the stairs the NCLB Act of 2001. In add-on, the criterions motion, which is brushing the United States, has straight impacted the course of study and methodological analysis of K-8 ESL visualises ( Echevarria et al. , 2008 ) . Second linguistic communication scholars, every telephone number steady-going as mainstream pupils, are now required to larn state-prescribed discipline course of study and show this noesis through creation presentation on state-mandated trials. In add-on, TESOL S ESL Standards for Pre-K-12 pupils has focused attending on the acquisition demands of ELLs by bridging the spread between traditional ESL course of study and the development of academic proficiencies ( TESOL, 2007 ) . Although these authorizations forget hold a positive impact on the instruction of ELLs, they present instructional challenges to ELL and mainstream instructors who work with 2nd linguistic communication scholars ( Echevarria et al. , 2008 ) .Once pupils have been place as LEP utilizing state-approved ELP appraisal, their school territories must find the type of research-based Language Instruction Educational Program ( LIEP ) for K-12 LEP pupils that will function their pupils best. Title III requires territories to supply high quality LIEPs that are based on scientifically based research video display the effectivity of the plan ( National Clearinghouse for Language Acquisition, 2007 ) .One such(prenominal) plan that focuses on developing literacy in English is render Instruction Observation Protocol ( SIOP ) . Sheltered Instruction ( SI ) is non a plan, it is a procedure of readying, counsellor and appraisal that is centered on clearly communicated subject and linguistic communication larning marks. It is a proc edure of learning content to English Language Learners in a mode that will guarantee their academic success while advancing their development of the English linguistic communication. Sheltered Instruction is delivered to ELL pupils through relevant, meaningful, and comprehendible agencies. There is no set method ( s ) on how to shelter direction nevertheless, the end of this procedure should be to guarantee that whatever make water or larning accusative is being taught to the pupils is clearly understood by them. Therefore, the direction should be sheltered to the cessation that it matches the pupils linguistic communication ability to understand the lesson. The term sheltered refers to the agencies for doing academic content comprehensible for English scholars while they develop English proficiency. Classrooms with sheltered direction learning methods may be used in self- nailed ELL classes that contain both English talkers and English scholars. The schemes identified in SIO P are tradeant for English scholars and may turn divulge good to other scholars as good ( Echevarria et al. , 2008 ) . The SI encounter must non be viewed as a set of extra or replacement instructional techniques that instructors utilise in their schoolrooms. The sheltered attack draws from and regards methods and schemes advocated for both 2nd linguistic communication and mainstream schoolrooms.The Sheltered Instruction Observation Protocol hand overs concrete illustrations of the characteristics of sheltered direction that can heighten and spread place instructors direction. SIOP organizes 30 characteristics of good lessons for English scholars into eight overarching constituents Preparation, Building reach, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, and Review/ mind. These constituents emphasize the instructional dominions that are critical for ELLs every bit good as high-quality patterns that benefit all pupils.Lesson planning and readying are critical to both the pupil s and the instructor s success. For optimal acquisition to soak up topographic point, be aftering must bring forth lessons that will enable the pupils to do connexions between their ain cognition and experiences, and the new information being taught ( Bouchard, 2005 ) . With detailed planning, acquisition is made more meaningful and relevant by including appropriate motivation stuffs and activities that promote real-life application of constructs studied.In effectual direction for ELLs, concrete content aims that identify what pupils should cognize and be able to make should be the steering force for learning and larning. These aims should back up school-district and state-content criterions and larning results. Foe English scholars, content aims for individually lesson need to be stated only if, orally and in authorship, and tied to specific grade degree criterions ( Echevarria & A Graves, 2007 ) . An effectual lesson program focuses on merchandises and larning straight connect to these aims.While carefully be aftering and presenting content aims, sheltered direction instructors should besides integrate in their lesson programs techniques that support pupils linguistic communication development ( Short, 1999 ) . As with content aims, linguistic communication aim should be stated clearly and merely both orally and in composing. A broad assortment of linguistic communication aims can be planned harmonizing to the ends and activities in the lesson. Language objectives may concentrate on vocabulary development, reading comprehension accomplishments pattern, objectives that focal point on in operation(p) linguistic communication usage, higher-order thought accomplishments, every bit good as specific grammar accomplishments.Planing should besides affect careful consideration of the content constructs and grade-level content criterions to be taught. In sheltered schoolrooms, this involves guaranting that although t he stuff may be adapted to run into the demands of ELLs, the content should non be diminished. When be aftering lessons around content constructs, the followers should be considered ( 1 ) the pupils first linguistic communication literacy ( L1 ) , ( 2 ) their English proficiency degree ( L2 ) , ( 3 ) their reading ability, ( 4 ) the cultural and age rightness of the L2 stuffs, and ( 5 ) the inconvenience oneself degree of the stuff to be read ( Gunderson, 1991 ) .Lesson readying should besides reflect the sum of background experience needed to larn and use the content constructs, and imply ways to trip pupils anterior cognition. A reader s scheme, or cognition of the universe, provides a footing for understanding, acquisition, and retrieving facts and thoughts presented. Students with cognition of a subject have purify callback and are better able to lucubrate on facets of the subject than those who have limited cognition of subjects ( Hill, 2007 ) .Harrell & A Jordan ( 2004 ) have suggested that when readers lack the anterior cognition necessary to read, three major instructional intercessions need to be considered ( 1 ) Teach vocabulary as a prereading measure ( 2 ) provide experiences and ( 3 ) present a conceptual model that will enable pupils to construct appropriate background for themselves. In sheltered direction lessons for ELLs, instructors select words that are critical for understanding the text or stuff and supply a assortment of ways for pupils to larn, retrieve, and utilize the words in meaningful contexts. There are treble ways that background experiences can be created or ways that instructors can utilize the experiences that pupils bring. Connecting the pupils ain background experiences to the text, triping their background cognition and showing background information about the text to be read are all effectual ways of increasing comprehension for ELLs. The 3rd intercession, supplying ways for pupils to construct background cognitio n, can be accomplished by learning ELLs to utilize in writing organisers and other auxiliary stuffs. Effective SI involves the usage of legion(predicate) auxiliary stuffs that support the nucleus course of study and contextualize acquisition ( Echevarria et al. , 2008 ) . Auxiliary stuffs provide a real-life context and enable ELL pupils to bridge anterior experiences with new larning. These attacks can be used throughout a lesson and supply ways for doing the text accessible for all pupils thitherby accommodating them so that the content constructs are left wing integral ( Short, 1991 ) .Effective sheltered direction takes into history the alone features of English scholars. For ELLs, the instructor makes verbal communicating more comprehendible by consciously go toing to the pupils lingual demands. Making accommodations to speech so that the message to the pupils is apprehensible is referred to as comprehendible input ( Krashen, 1985 ) . In the SI schoolroom, instructors invari ably modulate and adjust their send when learning ELLs to guarantee that the context is comprehendible. Concepts are taught utilizing a assortment of techniques, including mold, gestures, hands-on activities, and presentations, so that pupils understand and learn the content stuff. Effective SI instructors besides provide accounts of academic undertakings that make clear what pupils are expected to carry through and that promote pupil success ( Echevarria et al. , 2008 ) .English scholars benefit from structured chances to utilize and pattern English in multiple scenes and across content countries. Harmonizing to Echevarria et Al. ( 2008 ) surveies have indicated, that in most schoolrooms, instructors dominate the lingual facets of the lesson, go forthing pupils badly limited in footings of chances to utilize linguistic communication in a assortment of ways. In the SI schoolroom, content categories are structured so that pupils are interacting in a cooperative probe of a organic s tructure of cognition. This SIOP component emphasizes the importance of equilibrating lingual turn-taking between the instructor and pupils, and among pupils. Students benefit from utilizing and practising English as a agency of showing their thoughts, sentiments, and replies. SI lessons are structured in ways that promote pupil treatment and they strive to supply a more balanced lingual shift between pupils and their instructors. Teachers in Sheltered Instruction schoolrooms must make multiple chances for ELL pupils to utilize the English linguistic communication in order to spread out their verbal and written responses. ELL pupils will merely go proficient in English if they pattern the linguistic communication in reliable state of affairss. patronise pattern reduces pupils anxiousness while take parting in category treatments and encourages them to take hazards in utilizing the linguistic communication ( Herrell et al. , 2004 ) .Integrating a figure of group constellations in to lessons frequently facilitates utilizing English in ways that besides supports the lessons aims. Sheltered Direction categories are characterized by a assortment of grouping constructions, including single work, spouses, threes, little groups of four, conjunctive acquisition groups, and whole groups ( Hill, 2007 ) . Groups may besides change in that they may be homogenous or heterogenous by gender, linguistic communication proficiency, linguistic communication background, and/or ability. Using a assortment of grouping schemes helps to keep pupils involvement and increases their engagement in the acquisition procedure. It besides increases the opportunity that a pupil s preferable manner of direction, or larning manner, will be matched ( Echevarria et al. , 2004 ) .Practice and application of newly acquired accomplishments are needed for ELL pupils to guarantee command of content constructs. In the SI schoolroom, for pupils geting English, the demand to use the new information is of import because discoursing and making do abstract constructs concrete ( Echevarria et al. , 2007 ) . Application can happen in a figure of ways, such as bunch, utilizing in writing organisers, work outing jobs in concerted acquisition groups, composing in diaries, and treatment circles ( Bouchard, 2005 ) . These activities involve ELLs in relevant, meaningful application of what they are larning. For English scholars, application must besides include chances for them to pattern linguistic communication cognition in the schoolroom. Opportunities for societal fundamental interaction promote linguistic communication development can be achieved through treatment, working with spouses and little groups and describing out information orally and in authorship ( Bouchard, 2005 ) .Reading, composing, hearing, and talk are complex, cognitive linguistic communication processes that are interrelated and integrated ( Echevarria et al. , 2004 ) . Sheltered Instruction creates chances for E LLs to pattern and utilize all four spheres in an desegregate mode. ELLs benefit from multiple experiences that incorporate reading, promote interactions with others, supply the opportunity to listen to equals thoughts, and promote composing about what it is that they are larning. Besides, by learning through pupils preferable acquisition manners and encouraging pupils to pattern and use new cognition through multiple linguistic communication spheres, they will hold a more chances to develop their linguistic communication and content country cognition.Effective instructors of sheltered direction incorporate reappraisal and appraisal into their day-to-day lessons. In SI schoolrooms it is of import to find how good ELL pupils have understood and retained cardinal vocabulary and content constructs. Students, particularly those at the early phases of English proficiency, give considerable clip and energy into calculating out what the instructor is stating or the text is stating them at a basic degree ( Echevarria et al. , 2004 ) . Because of this, they are much less able to find which information among all they input they are having is most of import to retrieve. Teachers must hence take the clip to reexamine and sum up throughout the lesson non merely at the terminal as a wrap-up activity.SI helps pupils develop cardinal vocabulary by learning and so reexamining nomenclature and constructs through analogy and associating freshly learned words to other new words with the same construction or forms. Reviewing vocabulary besides involves pulling pupils attending to strain, parts of address, and sentence construction. repeat and reenforcing linguistic communication forms helps ELLs become familiar with English constructions. In add-on, multiple exposures to identify vocabulary besides build acquaintance, assurance, and English proficiency. The more exposure pupils have to new words, particularly if the vocabulary is reinforced through multiple modes, the more li kely they are to retrieve and utilize them ( Herrell et al. , 2004 ) . Students may pull a catch to picture a construct or to retrieve a word. ELLs can show word significance through physical gestures or move out several words within the context of function drama. Activities that engage pupils in synergistic pattern with words are effectual ways to advance academic linguistic communication development for ELL pupils ( Echevarria et al. , 2007 ) .Merely as it is of import to reexamine cardinal vocabulary throughout a lesson, it is besides indispensable that English scholars have cardinal content constructs reviewed during and at the terminal of a lesson ( Echavarria et al. , 2004 ) . Understandings are scaffolded in SI lessons when instructors stop and briefly sum up, along with the pupils engagement, the cardinal content cover to that point in the lesson. Students can besides sum up with spouses, write in diaries, or possibly list cardinal points on the board. For ELLs, it is of i mport to fellow traveller the reappraisal to the content aims so that the pupils stay focused on the indispensable content constructs of the lesson ( Echavarria et al. , 2008 ) .Appraisal occurs throughout a lesson to find if pupils are understanding and applying linguistic communication and content aims. Assessment must be linked to the direction and needs to aim the lesson aims. Merely as pupils need to cognize what the aims are, they need to be informed about how and what type of appraisals they will hold. Toward the terminal of the lesson, pupils progressed is assessed to find whether it is appropriate to travel on or to reexamine and reteach. Appraisals can be informal, reliable, multidimensional, and include multiple indexs that reflect pupil acquisition, accomplishment, and attitudes ( Hill, 2007 ) . As instructors in SI schoolrooms prepare for formal and informal appraisals, it is of import to observe that linguistic communication and content are intertwined in sheltered c ategories, dividing one from the other in the assessment procedure can be hard but necessary. When pupils demonstrate trouble or deficiency of public presentation, instructors need to find if it is the content that has non been mastered, or if it is a deficiency of English proficiency that is interfering with their acquisition and application of information. By be aftering multiple appraisals such as public presentation based undertakings, portfolios, diaries and undertakings, in add-on to more formalistic trials, pupils are given chances to show their cognition much more to the full. Assessment assortment is of import for ELLs because they are frequently unfamiliar with the type of standardised trials required in U.S. schools and may hold different testing and acquisition manners.Finally, to the extent possible, pupils should be evaluated on their personal advancement to find if acquisition has taken topographic point. In SI schoolrooms, where pupils frequently have different degre es of English linguistic communication proficiency, the value of multiple appraisals becomes evident. If instructors gather baseline informations on what their pupils do and can make with the content information before direction occurs and so what they know and can make afterwards, this can take to supportive feedback, and can supply for just and comprehensive judgements about pupil public presentation.In SI schoolrooms, there is a high degree of pupil battle and interaction with the instructor, with other pupils, and with text, which leads to lucubrate discourse and critical thought ( Echevarria et al. , 2008 ) . ELL pupils are explicitly taught functional linguistic communication accomplishments every bit good as how to negociate significance, confirm information, argue, persuade, and disagree. Teachers of SI introduce pupils to the schoolroom discourse community and demonstrate accomplishments such as taking bends in a conversation and disrupting courteously to inquire for eluci dation. Through instructional conversation and meaningful activities, pupils pattern their English and content cognition. Sheltered direction, specifically SIOP, is characterized by careful attending to Ells typical 2nd linguistic communication development demands ( Echevarria et al. , 2007 ) .Sheltered direction plays a major function in a assortment of educational plan designs ( Genesee, 1999 ) . It may be portion of an ESL plan, a late-exit bilingual plan, a bipartisan bilingual submergence plan, a newbie plan, or a foreign linguistic communication submergence plan. For pupils analyzing content-based ELL classs, SI frequently provides the span to the mainstream and the sum of SI provided should increase as pupils move toward passageway out of these plans. Harmonizing to Echevarria et Al. ( 2008 ) any plan in which pupils are larning content through a non-native linguistic communication should utilize the sheltered direction attack.MentionsBouchard, M. ( 2005 ) . Comprehension s chemes for English linguistic communication scholars. New YorkScholastic Books.Echevarria, J. , & A Graves, A. ( 2007 ) . Sheltered content direction Teaching English linguistic communicationscholars with diverse disablements 3rd variation Allyn and Bacon, 16-21, 56-72.Echevarria, J. , Vogt, M. , & A Short, D. ( 2008 ) . Making content comprehendible for Englishscholars The SIOP abstractive account 3rd edition Allyn and Bacon.Echevarria, J. , Vogt, M. , & A Short, D. ( 2004 ) . Making content comprehendible for Englishscholars The SIOP theoretical account 2nd edition Allyn and Bacon.Genesee, F. ( 1999 ) . Program options for linguistically diverse pupils. EducationalPractice Report No.1. Washington, DC Center for Research on Education, Diversity & A Excellence.Gunderson, L. ( 1991 ) . ESL literacy direction A guidebook to theory and pattern. EnglewoodCliffs, NJ Regents/Prentice hall.Harrell, A. , & A Jordan, M. ( 2004 ) . 50 schemes for learning English linguistic communicatio n scholars 2nd edition.Upper charge up River, NJ Pearson Prentice Hall.MentionsHill, J. ( 2007 ) . A participant s manual for schoolroom direction that works for English linguistic communicationscholars. Denver, Col Mid-Continent Research for Education and Learning, 32-38.Krashen, S. ( 1985 ) . The input hypothesis Issues and deductions. New York Longman.National Clearinghouse for English Language Acquisition. ( 2007a. ) . Adjustments forEnglish linguistic communication scholars. Washington, DC Writer. Retrieved July 16, 2010, fromhypertext transfer communications protocol //www.ncela.gwu.edu/accountability/Short, D. ( 1999 ) . Integrating linguistic communication and content for effectual sheltered direction plans.New York Teachers College Press. Retrieved July 8, 2010, fromhypertext transfer protocol //tapestry.usf.edu/Short/resources.htmlTeachers of English to Speakers of Other Languages ( TESOL ) . ( 2007 ) . Meeting the challengesof content direction. Retrieved July 16, 2010, fromhypertext transfer protocol //everythingesl.net/inservices/judith.phpU.S. Census Bureau, American Community Survey. ( 2005 ) . Characteristics of people whotalk a linguistic communication other than English at place. Retrieved July 21, 2010, fromhypertext transfer protocol //factfinder.census.gov/servlet/ACSSAFFFacts? _event= & A geo_id=01000US & A _geo

Psychological and Sociological Theories of Domestic Violence

Domestic furiousness is a crime that occurs regularly within the United States. It claims millions of victims each year. There is not a specific ca use of goods and services to testify why national help violence occurs. However, it has been documented that interior(prenominal) violence is a product of physical, emotional, sexual, psychological, and any other forms of torture or torment that the particular abuser wishes to employ to gain control or power over their victims (Gosselin, 2005).Due to the complexity of this crime, many criminologists and fondologists have studied its causes and the effect in order to determine social policies and additional theories to rectify understand the causation of domestic violence. The social policies and theories that be essential from this research mountain better explain, educate, and assist the victims of domestic abuse, the judicial system, and law enforcement on how to gain a cle ber understanding regarding the relationship betwee n crime causation, criminal port, and domestic abuse (Greene, Heilburn, caboodle and Nietzel, 2007).Most importantly, the much needed research and data ordain empower law enforcement with the much needed companionship to respond and combat the growing pandemic of domestic violence. Crime theories can be grouped into four categories biological, sociological, psychological, and social-psychological.Each of these theories have assisted the criminal justice system by providing specific experience and data that has been helpful with the establishment of laws (specific laws that fit the crime of domestic violence such as the stalking law), sentencing practices (different punishment guidelines for acts of domestic abuse that differ from non-domestic situations), and social policies (aid and education for abuse victims) (Greene, Heilburn, Fortune and Nietzel, 2007).In addition to existing theories, new theories are developed based on the research concluded from studies involving crime victim statistics and punishment of offenders. These theories are established in hopes to develop a means to an end for domestic abuse. Hopefully, there will be a surmise developed to end the vicious beat of abuse so the actions of an abuser can be identified before fatal incidents of abuse begin. When referring to the causation of domestic violence, much than one theory can assist in the explanation of its causation.In my opinion, the sociological theory and the psychological theory best explain the causation of domestic abuse. The sociological theory, otherwise known as the social theory, believes that criminals commit crimes due to social forces, cultural differences, specific religious beliefs, and/or as a issuance of their surroundings (low income or poverty stricken areas) (Gosselin, 2005). The sociological theory contains two subtopic theories which are called structural and subcultural theories.The structural theory, which applies to domestic violence, believes that ind ividuals who possess low or deprivation of educational opportunities, a low income status, and/or a lack of community support are susceptible to choose a life of criminal practise (Greene, Heilburn, Fortune and Nietzel, 2007). This theory relates to domestic violence, because it has been established that economic stress is a trigger for abuse, as well as, cultural differences.Offenders that suffer from loss of employment, poverty, limited irritate to cash or credit, or that have someone who is dependent on them solely for support are, at times, triggered by the stress and lash out on the victim in a physical or emotional manner which moderates in domestic abuse (Gosselin, 2005). Cultural differences, such as, beliefs that women are inferior to males or women are the property of males, have also sparked incidents of domestic violence which have claimed victims not only in the United States but worldwide.An additional theory that waterfall under the umbrella of the sociological th eory which, in my opinion, explains domestic violence is the rational choice theory. The rational choice theory has laid the groundwork to establish a better understanding regarding social and economically driven behavior (Schacter, Gilbert, & Wegner, 2009). This theory believes that an individual will choose criminal behavior by eject will after weighing out the rewards and benefits verses the consequences or punishment for their behavior (Gosselin, 2005).In essence, the abuser will choose domestic violence as a means to the end since they feel control and domination is necessary in order to coexist within personal relationships. On the other hand, if the offender believes the risks outweigh the ability achieve personal gain, control, or satisfaction, he or she may choose not to commit the abuse (Schacter, et al. , 2009). I believe this theory explains the restraint an abuser displays when they carefully select the type of abuse administered to their victims and the length of ti me they choose to enact the abuse.Most abusers will not openly abuse their victims in front of others in order to deter detection. Detection is not an option for almost abusers, since they are familiar with the consequences of their actions. A second example of a theory that would explain domestic violence would be the social learning theory. This theory falls under the category of the psychological theory. The social learning theory is the most relevant theory that applies to criminology. Behavior is supported by rewards and extinguished by negative reactions or punishments (Siegel, 2007, p. 109).The social learning theory believes people are not born with the ability to act in a violent manner. However, theorists suggest and believe aggressive and violent behavior is learned through observation, life experience, and high society which will cause an individual to be aggressive and violent to others (Siegel, 2008). It is further believed the behavior manifests in young children wh en they are subjected to violence and /or aggression they hear from adult role models. In addition, social learning theorists believe this behavior is learned through a process called behavior modeling/modification.The use up of behavior is paramount, in order to establish a framework of understanding regarding the motivation behind the abusers criminal activity. Behavioral modeling/modification can be described in three principle sources that cause criminal behavior. The sources are family interactions, interactions with mass media, and environmental experiences (Gosselin, 2005). Understanding behavioral modification is important in order to comprehend the root cause of criminal activity.In my opinion and experience with dealing with offenders, the concept of behavioral modification helps to better understand domestic abuse when it occurs from the hands of a previous victim who has turned to a life of offending. There are a number of abusers who claim to have suffered from issues pertaining to relationships with family, had perverse interactions with mass media (pornography), or have suffered adverse environmental experiences (homeless or unemployed) that have caused them to lack the skills needed to maintain a productive relationship within society.The study of family interactions has shown that aggressive children are a part of a family whose members use similar tactics with others, thus, implanting the seed for future abuse. Secondly, studies regarding the effects that mass media have on individuals has shown that word picture games, television, and other mass media that depicts violence in a rewarding manner, influence the behavior of an individual in a number of ways that can result in future criminal behavior (Siegel, 2008). Lastly, environmental studies regarding he effects society and culture have on an individual, has provided data that concluded individuals from low income areas, which are riddled with crime, are prone to act aggressively more s o than individuals who hail from areas with lower crime rates (Siegel, 2008). Thus, observation and learned behavior will lay the groundwork for continued aggressive behavior which may remain with an individual throughout adulthood. Finally, stress due to observing adverse behavior and/or the psychological or emotional effects of learned behavior can be a catalyst for an individual to apply what they have learned by engaging in criminal acts.This may cause repeated round of golfs of criminal, aggressive, or violent behavior (Siegel, 2008). As we have learned from domestic abuse incidents, a number of abusers do come from low income areas, have endured stress from the observations and learned behavior of others, possess cultural differences, and/or were previously victimized in their lifetime. The cycle of domestic violence is another example that is supported in the psychological theory category.From the previous explanation, it is logical to conclude that the social learning theor y suggests the cycle of domestic violence can be explained by the social learning theory. Through learning the weaknesses and observing the shortcomings of a potential victim, the abuser will use their knowledge to enact abuse. The cycle of violence theory, which falls under the psychological theory category, believes there is substantial evidence that a generational cycle of violence occurs in domestic assaults (Gosselin, 2005, p. 77).Many abusers will admit that they have been subjected to a number of factors, such as, being a victim of former abuse at the hands of an immediate family member, have observed the effects of abuse on others, or suffered from stress that allowed them to believe abuse is a means to an end. Personal choice, as referred to by the rational choice theory, suggests the abuser does understand the causes and effects of his or her actions by the selective methods they choose to inflict the abuse. In summary, the exact causation of domestic violence is a mystery .The true and exact reasoning used by an abuser will remain inside their mind unless they honestly offered to explain their actions. found on statistical data and research provided by criminologists, we can understand the effect abuse has on an individual, as well as, the methods used to commit the offense. Theories are mere suggestions of what may cause incidents. They do not provide the specific answers needed to end the abuse. However, theories do empower law enforcement officers and victimologists with the much needed knowledge to combat abuse and assist victims.

How to Stop Worrying

General Outline Specific Purpose To inform my audience on how to stop curse and run low financial support. Central Idea We can stop worrying and start living by live in the moment, stop recycling the past, and stop essay to save the world. Main point 1 We can stop worrying and start living by live in the moment. Main point 2 We can stop worrying and start living by stop recycling the past. Main point 3 We can stop worrying and start living by stop trying to save the world.Introduction It is very easy to expend all of your energy worrying. I have learned that everyone worries to some finale it could be ab out(p) something little like what you think you got on a test, or something big, like one of your family member is dying. One way to get out of the worry habit is to heighten your awareness of the present. Things are happening all around us every minute of the day. Why not focus on what is happening now by live in the moment.Outline of the Main Point Main point 1 We can stop wor rying and start living by live in the moment. 1. What is live in the moment? A. Live in the moment is all about living like theres no tomorrow. 2. Several ways to live in the moment that can make us stop worrying and start living A. Commit random, unwritten acts of kindness donate RM1 to a beggar, picking up a litter or complimenting someone. B.Minimize activities that dull your awareness of the moment less use of phones and computer, instead go gardening, hiking and hanging out with friends. C. Smile when you wake up. References http//www. huffingtonpost. co. uk/2012/07/31/smiling-lowers-stress-health-benefits-laughing_n_1724400. html http//www. medicalnewstoday. com/articles/248433. php http//www. wikihow. com/Stop-Worrying-and-Start-Living www. positivelypresent. com/ /15-ways-to-live-in-the-moment. html

About Traditional Hispanic Food Essay

Latino Ameri raiseHeritage is defined as the customs and traditions that atomic number 18 handed down from generation to generation of families and society. A mortal with Latino heritage is a descendant of a family from Mexico, Central America, or South America. Peeps who are Latino are from a country where Spanish is spoken. lets check out just about of their traditions.Hispanic intellectual nourishmentHispanic diets have many different characteristics, but one of the main things that make it characteristic is that it flows to be spicy Here are some traditional Hispanic bages * Moles Pronounced Mo-lay, the name of this traveling bag up comes from the Aztec word for compartmentalization. Mole Poblano de Guajolote, is a mixture of alter chiles, nuts, seeds, vegetables, spices and chocolate. * Tortillas This flat bread is do of wheat flour or masa and forms the subject of tons of tasty Mexi prat dishes like enchiladas, burritos and fajitas. * Ceviche A Mexican dish of cranky fish marinated in limejuice, often in a chopped salad. * Poc Chuc A Yucatecan specialty made with pork fillet cooked with tomatoes, onions and spices.About Traditional Hispanic FoodTraditional Hispanic food is full of flavor and a variety of textures crunchy chewy gooey and stringy. The most popular Hispanic foods are derived from sift and vegetables and occasion a flavor base called sofrito to time of year their dishes and soups. Sofrito is a mild tomato base that is a staple in traditional Hispanic food readiness methods. legion(predicate) restaurants carry some form of Hispanic food on their menus, such(prenominal) as rice-filled enchiladas, tacos, nachos or flan.HistoryThe word Hispanic describes someone who comes from Spain or Spanish-speaking Latin America. The Spanish colonial period took place between 1492 and 1898, when Spaniards migrated from Spain and brought with them traditional Hispanic foods. Hispanic food stems from the traditional preparedness methods of ancestors from the countries of Spain, Portugal, Andorra and Gibraltar it is from here that Hispanic people draw their heritage and results as hale as their primary methods of cooking and developing recipes.The history of Hispanic food dates to when the Hispanic state began to learn how to cook off the land by growing rice, chilies, beans, tomatoes in the rich, moist climate of Spain. The population added meat and dairy into the recipes, providing meat for tacos and cheeses for garnishing. Hispanic food has transitioned over the years and taken on slight variations of the line of workal corn tortilla that is now cooked in oil, as well as spicier forms of rice implemented with cheese and peppers to include foods that are found in many fast-food restaurants, chain restaurants and supermarkets.TypesTortillas are served plain, warm or heat and can be employ as the base for many Hispanic food dishes. Corn tortillas can be made into tacos or corn chips that can be used as an ac companiment to salsa or bean dip. Flour tortillas are also popular and provide a substitution when necessary for tacos and other Hispanic food dishes. Rice and beans make up a huge go of traditional Hispanic food recipes. Rice and beans can be used as a side dish that goes well with tacos and enchiladas as well as a filler for burritos, tacos and chimichangas. Meats, such as shredded or c suspiciousbled beef, shredded chicken and pork, make up the majority of Hispanic foods main dishes, some of the most popular being parrilladas, tampiquenas and fajitas. Variations of vegetables can found throughout traditional Hispanic food, such as varieties of chiles, potatoes, jicama, yucca, nopales, tomatillos and some types of squash.SignificanceTraditional Hispanic food is eaten e genuinely day in Hispanic households, with foods such as quesadillas, tacos, nachos, Mexican pizzas, taco salads and burritos being the most popular. The jubilancy of Hispanic holidays, such as Cinco de whitethor no, brings out the full tradition of traditional Hispanic food across many surface areas around the world. Many traditional Hispanic drinks are also served for this celebration of Hispanic heritage and pride, such as tequila, margaritas and Mexican beer. Some of the most popular Hispanic dishes that are prepared during Cinco de Mayo are carnitas, barbocoa, moles and menudo.IdentificationTraditional Hispanic food can be identified by the appearance of the tortillas and the thickened, rich enchilada sauces that can be green, brown or red and resemble a thick gravy. Rice and refried beans typically are served inside of the tortillas or on the side, and this dish can be referred to as an enchilada or as a chimichanga if it is thick fried on the removed. Melted cheese over the top of the dish is also a good indication of Hispanic food.FunctionThe function of Hispanic food is to fulfill the traditional ways of growing, eating and serving Hispanic food. Hispanic food is high in carbohy drates, making it a filling meal because of the beans and cheese that are served along with it. The combination of the beans and cheese with the spicy seasonings and salsa give the food added flavor and traditional Hispanic flair. Hispanic food can be made into meals for large groups of people and large families quickly, cheaply and easily. Most Hispanic food keeps for a long time and does non spoil if stored in a cool, dry location. Reference http//www.ehow.com/about_4578072_traditional-hispanic-food.html CUBA Cuban CuisineCuban cuisine has been influenced by Spanish, French, African, Arabic, Chinese, and Portuguese cultures. Traditional Cuban cooking is to begin with peasant cuisine that has fiddling concern with measurements, order and timing. Most of the food is sauteed or slow-cooked over a low flame. Very little is french-fry and there are no heavy or creamy sauces. Most Cuban cooking relies on a few basic spices, such as ail, cumin, oregano, and bay laurel leaves. Many di shes use a sofrito as their basis. The sofrito consists of onion, green pepper, garlic, oregano, and ground pepper quick-fried in olive oil.The sofrito is what gives the food its flavor. It is used when cooking down in the mouth beans, stews, many meat dishes, and tomato-based sauces. Meats and poultry are usually marinated in citrus tree juices, such as lime or sour orange juices, and then marijuana cigaretteed over low heat until the meat is tender and literally falling off the bone. Another common staple to the Cuban diet are root vegetables such as yuca,malanga, and boniato, which are found in most Latin markets. These vegetables are flavored with a marinade, called mojo, which includes hot olive oil, lemon juice, sliced raw onions, garlic, cumin, and little water. A typical Cuban breakfast consists of a tostada and cafe con leche. The tostada is a portion of Cuban bread which is buttered then toasted on an electric automobile grill. The cafe con leche is a combination of st rong, espresso coffee with warm milk. Cubans break the tostada into pieces, then dunk them into the cafe con leche, as Americans would dunk their scratchnuts into their coffee.Additionally, some may eat ham croquetas, smoky creamed ham shaped in finger rolls, lightly breaded, and then fried. For those on the run, with no time or desire to eat, a shot of cafe cubano, Cuban coffee, will revive the dead. Lunch consists of empanadas, chicken or meat turnovers, or cuban sandwiches. The sandwich could be a media noche (midnight sandwich), consisting of a slice of pork, ham, and swiss cheese and then top with pickles and mustard on sweetened egg bread. The pan con bistec is a thin slice of palomilla steak on Cuban bread garnished with lettuce, tomatoes, and fried potato sticks. One may also order a side ofmariquitas, thinly sliced plantain chips, to accompany their upstanding sandwich. For snack time, Cuban bakeries are famous for their finger foods, such aspastelitos, croquetas, bocad itos, and empanadas. Pastelitos are secondary flaky turnovers in various shapes filled with either meat, cheese, guava, or a combination of guava and cream cheese. Bocaditos are micro bite size sandwiches layered with a ham spread.Dinner will usually consist of a meat, chicken, or fish dish as the entree accompanied by white rice, black beans, and maduros, sweet fried plantains. At times, a small salad of sliced tomatos and onions or avocados might be added to the meal. The meal is followed by dessert, such as the typical flan, a Cuban caramel-flavored custard, and another shot of cafe cubano. Other as popular alternatives for dessert are bread or rice puddings. For holidays or special occasions, the one dish that typifies Cuban cuisine would be a small pig, marinated with salt, garlic, and sour orange juice, and then roasted over an open fire, and slowly cooked for several hours. The accompaniments for such a dish could consist of congri, a white rice and black bean mixture also known as Moors and Christians, boniato in a garlic dressing, and maduros. For refreshments, the most typical drinks are the daiquiri and the mojito.Both are made with lime juice and pure cane rum.Reference http//www.education.miami.edu/ep/littlehavana/Cuban_Food/Cuban_Cuisine/cuban_cuisine.html Puerto Rican cuisine has its roots in the cooking traditions and practices of Europe (Spain), Africa and the Amerindian Tanos. In the latter part of the 19th century, the cuisine of Puerto Ricowas greatly influenced by the United States in the ingredients used in its preparation. Puerto Rican cuisine has transcended the boundaries of the island, and can be found in several countries outside the archipelago. The cuisines of Spain, Tano and Arawaks Amerindians, and parts of the African continent have had an impact on how food is prepared in Puerto Rico.Although Puerto Rican cooking is somewhat similar to two Spanish and Latin American cuisine, it is a unique tasty blend of influences, using i ndigenous seasonings and ingredients. Locals call their cuisine cocina criolla. The traditional Puerto Rican cuisine was well complete by the end of the nineteenth century. By 1848 the first restaurant, La Mallorquina, opened in Old San Juan. El Cocinero Puertorriqueo, the islands first cookbook was published in 1849. Puerto Rican dishes are well seasoned with combinations of flavorful spices. The base of many Puerto Rican main dishes involves sofrito, similar to the mirepoix of French cooking, or the trinity ofCreole cooking. A proper sofrito is a saut of newly ground garlic, tomatoes, onions, recao/culantro, cilantro, red peppers, cachucha and cubanelle peppers. Sofrito is traditionally cooked with olive oil or annatto oil, tocino (bacon), salted pork and cured ham. A mix of stuffed olives and capers called alcaparrado are usually added with spices such as bay leaf, cumin, sazn and adobo.ListThere are plenty of recipes. Here are just a few* Albondign Puerto Rican meatloaf. * Al capurrias made from a mixture of mainly yauta and may contain ground squash, plantains, green banana tree and other starchy tropical tubers filled with ground meat or seafood and deep fried in oil. * Almojbanas cheese-flavored rice fritters.* Araitas a combination of fried ripe and unripe shredded plantain, seasoned with salt, garlic and spices. Squash and other tubers can also be added. * Arepas / Domplines Puerto Rican dumplings fried rounds of flour-based dough. Sometimes they can contain coconut tree (known as arepas de coco). They are sometimes stuffed with seafood. This dish is particular to the Eastern and southern parts of Puerto Rico. * Arroz con habichuelas Rice and beans, a staple. Pink and red beans are the most common. The beans are cooked together with recaito base, stock, chunks of ham, potatoes and/or calabaza(tropical pumpkin), alcaparrado, tomato sauce to thicken stew, and flavored with spices. When done, the beans are then ladled over a mound of rice. Stick y medium-grained rice is more popular in Puerto Rico than long grain rice. * Arroz con pollo Chicken and rice cooked in the same pot. Traditionally, chicken is seasoned with adobo, then placed in a pot with rice, annatto oil, sofrito, stock, beer, olives, and capers. * Bacalatos These are fritters made from a pancake-like batter containing codfish, flour, and seasoning.* Buuelos Yam fritters.* Tortilla Puerto Rican call omelette.* Tostones twice-fried plantains.* Trifongo similar to mofongo, but made with fried cassava, green plantains, and ripe plantains. * Tripleta A sandwich made with a combination of three meats, such as beef, roast pork, chicken, and ham * Quesitos cheese pastriesHoliday dishesPasteles / similar to the Mexican tamales* Arroz con dulce Puerto Rican rice pudding, made with coconut milk and coconut cream, as opposed to only bovid milk or cream used elsewhere. Other flavors added into Arroz con Dulce include cloves, ginger, raisins soaked in rum, vanilla, cinnamon bark, brown or white sugar, heavy cream or milk and sometimes lemon zest. * Arroz con gandules a yellow-rice-and-pigeon-pea dish with alcaparrado (capers and olives stuffed with red peppers), and pieces of meat (bacon, smoked ham, smocked turkey orchorizo). The spices and seasoning usually include cumin, bay leaf, annatto oil, sofrito, banana leaf, dry oregano, thyme, and stock. It is part of Puerto Ricos national dish, along with pig roast. * Coquito A popular Christmastime drink is coquito, an eggnog-like rum and coconut milk-based homemade crapulence. The holiday season is also a time that many pias coladas are prepared, underscoring the combination of pineapples and coconuts seen in Puerto Rican cuisine.7 * Ensalada de pulpo Octopus salad* Pasteles For many Puerto Rican families, the quintessential holiday season dish is pasteles (pies), usually not a sweet pastry or cake, but a soft dough-like mass wrapped in a banana or plantain leaf and boiled, and in the cent er chopped meat, shellfish, chicken, raisins, spices, capers, olives, sofrito, and often garbanzo beans. Puerto Rican pasteles are similar in shape, size, and cooking technique to Latin American tamales. The dough in a tamal is made from cornmeal while in a Puerto Rican pastel it is made from either green bananas and/or starchy tropical roots. The wrapper in atamal is a corn shuck or a banana leaf the wrapper in a Puerto Rican pastel is a banana leaf. * grunter roast Pork is central to Puerto Rican holiday cooking, especially the lechn (spit-roasted piglet). Holiday feasts might include several pork dishes, such as pernil (a sunbaked fresh pork shoulder seasoned in adobo mojado), morcilla (a black blood sausage), tripa (tripe), jamn con pia (ham and pineapple), gandinga (stewed pork innards) and chuletas ahumadas (smoked cutlets).* Stuffed turkey universal from November to January. The Thanksgiving turkey is often seasoned with adobo mojado and stuffed with mofongo or ground b eef or pork mixture containing almonds,raisins, olives, hard boiled eggs, tomatoes, and garlic. Instead of the thin slices seen in the North, a baked turkey in Puerto Rico is often cut into large blocks or chunks to be served on a plate. Riceis a mandatory physique in dishes such as Arroz con Gandules (rice with pigeon peas), Arroz con Tocino (rice with bacon), Arroz Mamposteao, and the sweet dessert Arroz con Dulce (rice pudding).* Sweets Sweets are common in Puerto Rican cuisine. During the holidays, the most popular are desserts such as Arroz con Dulce (sweet rice pudding), Budn de Pan (bread pudding),Bienmesabe (little yellow cakes soaked in coconut cream), Brazo Gitano Puerto Rican style sponge cake with cream and / or fruit filling), Buuelos de viento Puerto Rican wind puffs soaked in a vanilla, lemon and sugar syrup), Barriguitas de Vieja (deep-fried sweet pumpkin fritters), Natilla, Tembleque (coconut pudding), Flan (egg custard), Bizcocho de Ron (rum cake), Mantecaditos (Puerto Rican shortbread cookies), Polvorones (a crunchy cookie with a dusty sweet cinnamon exterior), Turrn de Ajnjol (a toasted sesame seed bar, bound together by caramelized brown sugar),Mampostiales (a rattling thick, gooey candy bar of caramelized brown sugar and coconut chips, challenging to chew and with a strong, almost molasses-like flavor), Dulce de Leche (milk and key lime peelings caramel pudding), pastelillos de guayaba (guava pastries), Besitos de Coco (coconut kisses), Tarta de Guayaba (guava tarts), and Tortitas de Calabaza (pumpkin tarts).HaitiHaitian cuisine originates from several culinary styles from the various historical heathenish groups that populated the western portion of the island of Hispaniola, namely the French, African, and the Tano Amerindians.Haiti is similar to the rest of the Latin-Caribbean (the French and the Spanish-speaking countries of the Antilles), however it differs in several ways from its regional counterparts. Its primary influence de rives from French and African cuisine, with notable derivatives from native Tano and Spanish culinary techniques. Though similar to other cooking styles in the region, it carries a uniqueness native only to the country and an appeal to many visitors to the island. Haitians use vegetables and meats extensively and peppers and similar herbs are often used for strengthening flavor. Dishes tend to be seasoned liberally and consequently. Haitian cuisine tends to be moderately spicy, not mild and not too hot. In the country, however, many businesses of foreign origin have been established introducing several foreign cuisines into the mainstream culture. Years of adaptation have led to these cuisines (e.g. Levantine from Arab Migration to Haiti) merging with Haitian cuisine. Manje Kreyl (Haitian food) is the equivalent of criollo cooking (criollo subject matter creole) in other countries. This encompasses most of what is regularly cooked in Haiti, involving the extensive use of herbs, and somewhat unlike Cubancooking, the liberal use of peppers.A typical dish would probably be a plate of diri kole ak pwa (rice and beans), which is brown rice with red kidney or pinto beans glazed with a marinade as a sauce and topped off with red snapper, tomatoes and onions. The dish can be accompanied by bouillon (bouyon), known as sancocho in some neighboring countries. Bouillon is a hearty stew consisting of various spices, potatoes, tomatoes, and meats such as goat or beef. Rice is occasionally eaten with beans alone, but more often than not, some sort of meat completes the dish. Chicken (poul) is ofttimes eaten, the same goes for goat meat (kabrit) and beef (bf). Chicken is often boiled in a marinade consisting of lemon juice, sour orange, blow bonnet pepper, garlic and other seasonings and subsequently fried until crispy. Legim is a thick vegetable stew consisting of a mashed mixture of eggplant, cabbage, chayote, spinach, watercress and other vegetables depending on availabi lity and the cooks preference. It is flavored with epis, onions, garlic, and tomato paste, and generally cooked with beef and/or crab. Legim is most often served with rice, but may also be served with other starches, including mayi moulen (a savory cornmeal porridge similar to polenta or grits), pitimi (cookedmillet), or ble (wheat groats).Other starches commonly eaten include yam, patat (neither of which should be confused with the North American sweet potato), potato, and breadfruit. These are frequently eaten with a thin sauce consisting of tomato paste, onions, spices, and dried fish. Tchaka is a hearty stew consisting of hominy, beans, joumou (pumpkin), and meat (often pork). Tchaka is eaten by people and also used as an offering to the lwa in Vodou. Spaghetti is most often served in Haiti as a breakfast dish and is cooked with hot dog, dried herring, and spices, served with ketchup and sometimes raw watercress. One of the countrys best known appetizers are Pate, which are meat or salted cod patties surrounded by a crispy or flaky crust. Other snacks include akra (crispy, spicy fried malanga fritters), banann pese, and marinad (fried savory dough balls). For a complete meal, they may be served with griyo (fried pork) or other fried meat.These foods are served with a spicy slaw called pikliz which consists of cabbage, carrot, vinegar, scotch bonnet pepper, and spices. Fried foods, collectively known as fritay, are sold widely on the streets. Regional dishes also exist throughout Haiti. In the area around Jrmie, on Haitis southwest tip, people eat a dish called tonmtonm, which is steamed breadfruit (lam veritab) mashed in a pilon, and is very similar to West African Fufu. Tonmtonm is swallowed without chewing, using a slippery sauce made of okra (kalalou in Haitian Creole), cooked with meat, fish, crab, and savory spices. Another regional dish is poul ak nwa (chicken with cashew nuts), which is from the north of the country, in the area around Cap-Hatien.Wa ves of migration have also influenced Haitian cuisine. For example, immigrants from Lebanon and Syria brought kibbeh, which has been adopted into Haitian cuisine. The flavor base of much Haitian cooking is epis, a combination sauce made from cooked peppers, garlic, and herbs, particularly green onions, thyme, and parsley. It is used as a basic condiment for rice and beans and is also used in stews and soups. Increasingly, trade Maggi bouillon cubes are used by Haitian cooks. This is indicative of the growing availability of imported, often artificial and inexpensive, foods, such as Tampico beverages.BeerBeer is one of several common souse beverages consumed in Haiti, often drank at festivals, parties, and occasionally downed with a meal. The most widely drank brand of beer in Haiti is Prestige, a nationally popular mild lager with a taste similar to many commercialized beers such as Budweiser and Miller Light. The beer has a light and crisp yet mildly sweet taste with a vague yet strong flavor reminiscent of several American-style beers. Prestige is brewed byBrasserie Nationale dHaiti (owned by Heineken).RumHaitis rum is extremely popular among its inhabitants , in addition to those in other societies. The most known company in the country is the world-renowned Rhum Barbancourt one of the nations most famous exports and by planetary standards, the countrys most popular alcoholic beverage. It is unique in that the distilleries use sugarcane juice directly instead of molasses like other types of rum. The rum is marketed in approximately 20 countries and uses a process of distillation similar to the process used to produce cognac. The liquory creamed drink called crmas is also drunk in Haiti. It is a popular beverage usually consumed as part of dessert or simply by itself. It has a sweet like flavor that you can taste.ClairinClairin or kleren is another popular drink it is equivalent to moonshine and is distilled from molasses, it is distilled twice sometimes to have a higher proof of alcohol. It is widely popular and small distilleries can be found throughout the countryside. Clairin is at least 100 to 120 proof. Double distilled, it can easily be 150 to 190 proof. Clairin may be more popular than rum, because it is much cheaper and less labour intensive to make.CremasCremas, also spelled Cremasse (Kremas in Haitian Creole), is a sweet and creamy alcoholic beverage native to Haiti. The beverage is made primarily from creamed coconut, sweetened condensed and/or evaporated milk, and rum. The rum used is usually dark however, white rum is used frequently as well. Various other spices are added for additional flavoring such as cinnamon, nutmeg, anise, as well as miscellaneous ingredients such as the widely used vanilla extract or raisins. Recipes vary from person to person with a few differences in ingredients here and there. However the overall look and taste is the same. The beverage possesses a creamy consistency similar to a thick milks hake and varies from off-white to beige in color. The drink is popular in Haiti and is served regularly at social events and during the holidays. It is usually consumed along with a sweet pastry of some sort. The drink is often served cold however it can be served at board temperature. The beverage has become recently marketed in Haiti as well as the United States. One of the popular brands is Dorobe. It is similar to Puerto Rican Coquito.Non-alcoholicDue to its tropical climate, juice is a mainstay in Haiti. Juices from many fruits are commonly made and can be found everywhere. Guava juice, grapefruit juice, mango juice, along with the juices of many citrus fruits (orange, granadilla,passion fruit, etc.) are popular. Juice is the de facto beverage because of its variety of flavors, easy production, and widespread accessibility. Malta is also a popular non-alcoholic drink consisting of unfermented barley with molassesadded for flavor. In more urban areas of the nation, the people e njoy Americanized drinks such as an array of soft drinks, in which Coca-Cola dominates all other local soft drinks. Milkshakes are also drunk regularly.DessertsMany types of desserts are eaten in Haiti ranging from the mild to sweet. Sugarcane is used frequently in the making of these desserts however granulated sugar is also used often. One very popular dessert is fresco which can be whipped up quickly. Fresco is similar to an Italian Ice, however it consists primarily of fruit syrup. The syrup is moderately thick and very sweet. It is frequently sold by street vendors. The sweet smell of this candy-like snack often attracts honeybees and a common sight on the streets is a speed vendor handing out frescos surrounded by swirls of bees. Pen Patat is a soft sweet bread made using cinnamon, evaporated milk, and sweet potato. It is usually served cold from the refrigerator but it can also be eaten at room temperature. Akasan is a thick corn milkshake with a consistency similar to that of labouille (in Creole, labouyi) (a popular porridge made from corn). It is made using many of the same ingredients as Pen patat consisting of evaporated milk, sugar, and corn flour.

Deception Point Page 89

Gabrielle k current Sexton was eagerly awaiting her arrival for a complete rundown on the PODS situation. Unfortunately, she also instanter realized that Sexton had deftly manipulated her tonight. Gabrielle Ashe did not like being managed. The senator had kept things from her tonight. The question was how much. The answers, she knew, lay wrong his office-just on the other side of this restroom wall.Five minutes, Gabrielle said aloud, mustering her resolve.Moving toward the bathrooms come forth closet, she reached up and ran a hand over the door frame. A key clattered to the floor. The cleaning crews at Philip A. Hart were federal employees and seemed to melt alwaysy quantify there was a strike of any sort, leaving this bathroom without toilet written report and tampons for weeks at a time. The women of Sextons office, tired of being caught with their pants down, had taken matters into their own hands and secured a supply room key for emergencies.Tonight qualifies, she thought.Sh e opened the closet.The interior was cramped, packed with cleansers, mops, and shelves of paper supplies. A month ago, Gabrielle had been inquiring for paper towels when shed do an unusual discovery. Unable to reach the paper off the top shelf, shed used the residue of a broom to coax a roll to fall. In the process, shed knocked out a jacket tile. When she clim complete up to replace the tile, she was surprised to hear Senator Sextons voice.Crystal clear.From the echo, she realized the senator was talking to himself composition in his offices private bathroom, which simply was separated from this supply closet by nothing more than removable, fiberboard ceiling tiles.Now, back in the closet tonight for far more than toilet paper, Gabrielle kicked off her shoes, climbed up the shelves, popped out the fiberboard ceiling tile, and pulled herself up. So much for national security, she thought, wondering how many state and federal laws she was close to break.Lowering herself throug h and through the ceiling of Sextons private restroom, Gabrielle placed her stockinged feet on his cold, porcelain sink and then dropped to the floor. Holding her breath, she exited into Sextons private office.His oriental person carpets felt soft and warm.107Thirty miles away, a black Kiowa gunship chopper tore over the scrub fade treetops of northern Delaw atomic number 18. Delta-One checked the coordinates locked in the auto navigation system.Although Rachels shipboard transmission device and Pickerings prison cell were encrypted to comfort the cases of their communication, intercepting content had not been the goal when the Delta Force pulse-snitched Rachels call from sea. Intercepting the callers position had been the goal. Global Positioning Systems and computerized triangulation made pinpointing transmission coordinates a significantly easier task than decrypting the actual content of the call.Delta-One was always amused to think that most(prenominal) cellph cardinal use rs had no idea that every time they made a call, a government comprehend post, if so inclined, could detect their position to within ten feet anywhere on earth-a small hitch the cellphone companies failed to advertise. Tonight, once the Delta Force had gained access to the reception frequencies of William Pickerings cellular phone, they could easily construct the coordinates of his incoming calls.Flying at once on a direct business line toward their tar add up, Delta-One closed to within twenty miles. Umbrella primed? he asked, turning to Delta-Two, who was manning the radar and weapons system.Affirmative. Awaiting five-mile range.Five miles, Delta-One thought. He had to fly this bird well within his targets radar scopes to get within range to use the Kiowas weapons systems. He had little doubt that someone onboard the Goya was nervously watching the skies, and because the Delta Forces current task was to eliminate the target without giving them a chance to radio for help, Delta -One at one time had to advance on his prey without alarming them.At fifteen miles out, still safely out of radar range, Delta-One abruptly off-key the Kiowa thirty-five degrees off course to the west. He climbed to three thousand feet-small air scan range-and adjusted his speed to cx knots.On the deck of the Goya, the Coast Guard helicopters radar scope beeped once as a new contact entered the ten-mile perimeter. The pilot sat up, studying the screen. The contact appeared to be a small cargo plane headed west up the coast.Probably for Newark.Although this planes current trajectory would bring it within four miles of the Goya, the flight direction obviously was a matter of chance. Nonetheless, being vigilant, the Coast Guard pilot watched the blinking dot trace a slow-moving 110-knot line across the right side of his scope. At its closest point, the plane was about four miles west. As expected, the plane kept moving-heading away from them now.4.1 miles. 4.2 miles.The pilot exhal ed, relaxing.And then the strangest thing happened.Umbrella now engaged, Delta-Two called out, giving the thumbs-up from his weapons control seat on the port side of the Kiowa gunship. Barrage, modulated noise, and cover pulse are all activated and locked.Delta-One took his cue and banked hard to the right, putting the craft on a direct course with the Goya. This maneuver would be ultraviolet to the ships radar.Sure beats bales of tinfoil Delta-Two called out.Delta-One agreed. Radar jamming had been invented in WWII when a savvy British airman began throwing bales of hay wrapped in tinfoil out of his plane while on bombing runs. The Germans radar spotted so many reflective contacts they had no idea what to shoot. The techniques had been meliorate on substantially since then.The Kiowas onboard umbrella radar-jamming system was one of the militarys most deadly electronic combat weapons. By broadcasting an umbrella of background noise into the atmosphere above a given set of come ou t of the closet coordinates, the Kiowa could erase the eyes, ears, and voice of their target. Moments ago, all radar screens aboard the Goya had most certainly gone blank. By the time the crew realized they needed to call for help, they would be unable to transmit. On a ship, all communication theory were radio-or microwave-based-no solid phone lines. If the Kiowa got close enough, all of the Goyas communications systems would stop functioning, their carrier signals blotted out by the invisible cloud of thermal noise broadcast in front of the Kiowa like a blinding headlight. utter(a) isolation, Delta-One thought. They have no defenses.Their targets had made a fortunate and cunning escape from the Milne Ice Shelf, but it would not be repeated. In choosing to leave shore, Rachel Sexton and Michael Tolland had chosen poorly. It would be the last bad decision they ever made.Inside the White House, Zach Herney felt dazed as he sat up in bed holding the telephone receiver. Now? Ekstrom w ants to speak to me now? Herney squinted again at the bedside clock. 317 A.M.Yes, Mr. President, the communications officer said. He says its an emergency.108While Corky and Xavia huddled over the electron microprobe measuring the zirconium content in the chondrules, Rachel followed Tolland across the lab into an adjoining room. Here Tolland turned on another computer. Apparently the oceanographer had one more thing he wanted to check.As the computer powered up, Tolland turned to Rachel, his mouth equanimous as if he wanted to say something. He paused.What is it? Rachel asked, surprised how physically drawn to him she felt, even in the midst of all this chaos. She wished she could block it all out and be with him-just for a minute.I owe you an apology, Tolland said, flavour remorseful.For what?On the deck? The hammerheads? I was excited. Sometimes I forget how frightening the ocean can be to a lot of people.

Swot Analysis for Usaa

Management 303 SWOT Analysis on USAA Savings Bank element I- Organizational History USAA Savings Bank has been around for a long time believe it or not. In 1922 USAA was origin whollyy founded in San Antonio, Texas when 25 Army officers decided to come together and insure for each one others automobiles. William Garrison was USAAs beginning(a) elected president. Shortly after that USAAs first employee was Harold Dunton, who was hired as a general manager. Major Walter Moore purchased the first automobile insurance policy for $114. 4 and became USAAs first member. Two years later in 1924 USAA printed their first credo. The company motto was attend to to the Services. 1928 was the year that USAA started advertising 8,000 active component service members among 38,000 possible. In 1929 things started turning for the worse, as the stock merchandise crashed and the large(p) Depression followed shortly after. By the end of the 1920s USAA earned a net amplification of $144,000 before dividends. From 1930s on up USAA has been incredibly successful. 931-1940 USAAs employee population grows even through the Great Depression. Employee poesy sky rocketed and doubled, from 46 to 99. The companys membership doubles from 15,000 to 30,000, despite the ongoing subtle economic times. 1932 the first Annual Report to its members was established and published. A year later USAA exceeds minimum arrest holdings mandated by the Texas Board of Insurance Commissioners and returns $230,000 to members. In 1934 Stuart Gwyn is the first woman to join USAAs management team. USAA have to having 60% of all eligible U.S. military officers become members in 1936 while also being commensurate to end the decade with a net profit of $643,000 before dividends. Section II- Strengths and Weaknesses Some of USAAs galore(postnominal) fortissimos come in numbers. USAA ranks 62nd in net deserving among Fortune 500 companies and 144th for revenue, the company has proven to be a very financia lly strong organization. Our net worth owned and managed assets, revenue, net income and membership all increased and continues to grow. In addition, member satisfaction and customer service remains consistently high.USAA produced colossal numbers as far as Net worth goes. From 2008 earning $14. 6 billion in net worth to $17. 0 in 2009, $18. 7 in 2010, $20. 0 billion and so far over $21. 3 billion. These numbers only keep getting better. Some of USAAs highlights as of June 30, 2012 in appends 9. 1 cardinal in Total members, the company now offers a total of 38 million products, and a total of 23. 7 thousand employees. Classifications go as follows 28th largest bank, 5th largest homeowners insurance, 8th largest credit card provider, and sixth largest auto insurer.USAAs property and casualty insurance group received high ratings for financial strength from three of the major agencies-A. M. Best, Moodys and standard & Poors. A. M. Best Company gave USAA an A++ (superior, highest of 16 possible ratings). Moodys Investors Service gave USAA an Aaa (Exceptional, highest of 21 possible ratings). Standard & Poors gave USAA an AA+ (Very strong, second highest of 21 possible ratings). Wards 50 Placed USAAs P&C Insurance Group on the Wards 50 list, which is a benchmarking group of top-performing insurance companies, for 22 consecutive years. 2012). IDC Financial Publishing Inc. gave USAA 111 consecutive Superior ratings as of 2012s 1st quarter for USAA federal official Savings Bank. Thomson Reuters Bank Insight (formerly Highline Banking Data Services) rated USAA in the Top 15% of peer group as of 1st quarter 2012. These are all considered strengths for USAA because they are all astonishing milestones for the USAA Federal Savings Bank. It has helped trebucket the company to where it is today. Everybody that has USAA loves it bottom line.