Education-Benchmark Assessment Essay

A few speculations clarify the idea of Early Childhood Education (ECE). Deiner (2013) depicts that every one of them share a similar assessment that a youth teacher is very basic in the improvement of a child’s scholarly and instructive capacities. It is likewise ordinarily pleasing among the speculations that the youth instruction can have an incredible effect in the life of a person since training is dynamic, and each stage prompts a higher one. Be that as it may, there are a few logical inconsistencies in the speculations, which respect to certain parts of ECE. For example, a few examinations feel that the scholarly improvement relies upon the qualities of the kid as gained from the guardians. Different examinations hold an alternate feeling, that nature assumes an incredible job in ECE. Some affirm that both the earth and the natural assume an incredible job in youth advancement. This examination depends on the way that the teacher is a piece of the earth where the kid is exposed to, and all kids can learn. The instructor has a few jobs that cause them to greatly affect a kid. A youth instructor has the obligation to guarantee that a youngster gains however much information as could reasonably be expected relying upon the degree of the kid, where the level is to a huge degree dictated by the age of the kid. A youngster invests the greater part of the waking energy with the instructor. There are contrasts introduced by the different characters of youngsters. Subsequently, every youngster ought to be dealt with uniquely in contrast to the next by the teacher. Accordingly, the teacher needs to have adequate information on how toâ understand every youngster, with the goal that every kid gains maximally. The instructor characterizes nature in which a kid lives in school. It is pleasant that youngsters have some regular interests. For example, most investigations call attention to that utilizing objects in instructing youngsters in grade three or lower can have on upgrading their insight by having them identify with things they every now and again use. This implies nature needs to have different articles and pictorial introductions for increasingly powerful learning. There are different contemplations that the teacher should know about, for example, guaranteeing that the relationship among understudies themselves and between the instructor and kids is steady to the training to be obtained. A youth instructor manages youngsters who probably won't be tremendously uncovered, and they are available to what they are realize. It is obvious from this fundamental job of teachers that they ought to have some close to home attributes. Grotewell and Burton (2008) clarifies that one of them is that the instructor ought to be good example to the kids. Likewise, the instructor ought to keep up a solid way of life since kids are a lot of defenseless against transferable diseases. The utilization of clear correspondence is likewise significant, not exclusively to pass on data to the kids, yet additionally in light of the fact that it can influence the children’s relational abilities too. Also, the instructor needs to work intimately with the kids, their folks and the kindred teachers so they can become familiar with every youngster. This implies in some cases they are engaged with settling clashes between the youngsters and families. The job as the expert in the instructing and learning of kids is accomplished through a few different ways. One of them is by the instructors creating and executing programs that are intended to meet the children’s physical, scholarly, social, passionate, formative and social needs and interests. The projects are essentially accommodating on a play situation. The projects likewise think about the age of the youngsters. The teacher can ad lib a portion of the gear that can be required by the kids. Also, the job can be achieved by building the children’s relational and social abilities. Positive self-idea can likewise be accomplished by having the educatorâ establishing positive rules that let the youngsters to feel good, sheltered and secure. Third, as previously mentioned, consistent correspondence with different partners in ECE, for the most part the guardians, ought to be thought of. Forward, exercises that effectively include the kids guarantee that the kids gain maximally. Such exercises could incorporate open air play, different play encounters, bites and suppers just as field trips (Deiner, 2013). The youngster instructor likewise assumes a job as a supporter in the interest of kids. The instructor is required to comprehend kids when all is said in done. Once in a while, youngsters can be introduced by difficulties that they can only with significant effort express verbally to the important specialists. This implies they can endure quietly over issues, for example, aggressive behavior at home, tormenting and absence of essential wares. The instructor has adequate information to understand a kid who is making them press issues. A few youngsters can pick up the certainty and trust to open up to the instructor, ideals that the teacher ought to have. The instructor could therefore pick up data that couldn't be acknowledged by the guardians and others near the kids. Bhavya (2007) feels that youngsters probably won't make certain on the best way to move toward these issues. Some might be living in dread of uncovering how they feel. Notwithstanding, the instructor is in a superior situation to help. For example, the instructor can guarantee that the harassers in the instructive establishment are cautioned against it in the most ideal manner conceivable. The instructor can know on how they can help when instances of savagery where a kid is an immediate or backhanded casualty are introduced, for example, including legitimate measures just as chatting with the guardians and watchmen of the youngsters. Kids whose guardians can't adequately offer fundamental needs can have their necessities looked for from different sources. Accordingly, the instructor speaks to the kids in situations where the youngster may be not able to communicate. Instructors should work with the attitude that all youngsters can learn. Learning includes different parts of picking up information, and not selective to investigation of books. It includes relational and relational abilities. Kids are additionally expected to learn esteems that are commonly adequate in the general public. Every youngster thusly needs to learn. Moreover, every youngster hasâ the capacity to learn. In spite of the fact that there can be differences in the abilities, youngsters can constantly pick up information on the angles noted. The instructor ought to see how much every kid can contain. Additionally, it is pertinent to know precisely what a kid needs so as to learn. For example, a few kids could require visit updates and assignments with the goal that they can see a few ideas (Grotewell and Burton, 2008). As the various parts of learning are worried, there should be different evaluations to test the accomplishment of each. Aside from the composition and understanding abilities, tests, for example, manners, stance and expressions can be directed normally. Despite the fact that the tests probably won't be recordable, an instructor who plainly sees every one of the understudies can obviously tell whether there is progress in the improvement of a youngster. The evaluation practices ought to guarantee that the youngsters gain from the nuts and bolts to the perplexing substance with the goal that all kids can learn (Bhavya, 2007). Innovation right now assumes a job in the instruction to small kids. Instructors are progressively utilizing innovation because of the few advantages it has in upgrading picking up of information among them. There are types of gear that have been created with an intend to make fun as youngsters learn. For example, checking machines are alluring to the youngsters, and they can appreciate utilizing it. The innovatively evolved types of gear are likewise protected and simple to utilize. This implies the kids can gain proficiency with certain things all alone subsequent to being guided by the teacher. Some innovation can be utilized in showing data that couldn't be better shown in some other methods. Photographs that are introduced in screens can be important in demonstrating kids questions that can assist them with learning. Innovation likewise decreases costs in educating kids. For example, an outing to see a few articles in far spots can be maintained a strategic distance from by having the items shown. Along these lines, innovation is critical in showing kids (Morgan, 2011). The earth is significant in the instructing and learning among childrenâ between birth and grade three. It influences the enthusiastic, scholarly, mental and physical parts of a kid. The earth concerns a few things, yet in particular the individuals who connect with the youngsters. The earth should bolster learning, and it could contain getting the hang of hindering variables, or can contain rousing ones. On the off chance that the earth doesn't bolster learning, the kid can't focus. Youngsters are a lot of prone to put more concentrate on issues that continually transpire. For example, in the event that they are by and large genuinely or sincerely mishandled, they can't increase much in the learning procedure (Morgan, 2011). Youngsters are highly persuaded by certain angles in the earth. One of them is the accessibility of plentiful playing space. Since the kids increase a ton when playing, space and hardware gave by the earth can improve their adapting enormously. Nature can likewise be persuading by simply being ok for the kids. In this manner, the earth is essential in the learning of kids. References Bhavya, M. S. (2007). _Early adolescence education_. Delhi [India: Kalpaz Publications. Deiner, P. L. (2013). _Inclusive youth instruction: Development, assets, practice_. Belmont, CA: Wadsworth Cengage Learning. Grotewell, P. G., and Burton, Y. R. (2008). _Early youth training: Issues and developments_. New York: Nova Science Publishers. Morgan, H. (2011). _Early youth instruction: History, hypothesis, and practice_. Lanham, Md: Rowman and Littlefield.

A Modern Day Sleeping Beauty Free Essays

Some time ago there carried on a youthful couple who had discovered genuine affection and were bound together by destiny. His name was Brian and hers was Melody. They lived it the delightful city of Anchorage, Alaska. We will compose a custom exposition test on A Modern Day Sleeping Beauty or then again any comparative point just for you Request Now Brian was a C-17 Pilot positioned at Elmendorf AFB and Melody a first grade educator at neighborhood school. Tune was an excellent sight; her body was athletic, her hair fell over her shoulders and was featured to the most lovely blonde, her skin was perfect and her eyes were blue yet not a standard blue; like a tropical sea and they shimmered like the water when the sun hit it. Brian wasn’t so awful himself. He was what all young ladies imagined Mr. Perfect to be. He was tall and turned out to be regularly; his muscles could be seen through his shirt, his hair was dim, his skin tan, and one could become mixed up in his penetrating green eyes. Brian and Melody spent each opportunity they had together outside of their bustling calendars. They continued night strolls together and early morning runs. They sat on their entryway patio and watched the sun rise and set in the wonderful snow secured Mountains of Anchorage. Most ends of the week the couple would set aside a few minutes for supper and a film. Brian and Melody were made for one another. Indeed, even an outsider could obviously observe the affection they had for one another could never pass on. (Sight Touch) It was a virus lively night in late December; the climate had changed surprisingly fast. The breeze rose with a sponsorship wind, it brought an obfuscated sky and a substantial blizzard with it. A paleness of winter evening appeared to have shut upon the city, shrouding it in a cover of day off. Brian and Melody were getting back in the wake of having supper at the Olive Garden and viewing the film â€Å"The Black Swan†. They had made the most of their night out at supper and a film. The smell of garlic floated through the air from the white styrofoam box loaded up with Sicilian Scampi and the superb kind of light rich popcorn stayed in their mouths as though they were all the while reveling on it. The climate brought the most exceedingly awful driving conditions; (Sight) everything around them appeared to vanish in a thick white murkiness through which huge snowflakes of snow were flying; the sky converged with the earth. (Hear) The breeze blew with freezing impacts and such power it cried around the vehicle as it became dull the music playing over the radio. The vehicle influenced while Brian battled to recover the street that was currently a snowdrift covering the yellow and white painted lines. The difficult street conditions were welcoming impact as different vehicles overwhelmed an inappropriate roadside and had a total dismissal for speed limits. Brian profoundly focused and felt happy with driving his 4 wheel drive Rubicon in these conditions. Breaking his focus; Melody wildly yelled, â€Å"Brian, that truck, he is in our lane†! Brian didn’t have the opportunity to respond, â€Å"Crash†. The airbags conveyed while the jeep flipped end over end and slid on the white cover of snow that was before the street. The jeep ground to a halt arrival on its rooftop, the windows were broken out and the headlights shinned straightforwardly at the truck that had hit them. The Ford F-150 sat upstanding sideways in the street. It paused for a minute for Brian to come to reality with what had simply occurred. He looked over at his better half who despite everything stayed there limited, oblivious and draining seriously from her head. He could hear the alarms of an Ambulance and Fire Truck off out yonder. Before he knew it he and Melody were being hurried to the emergency clinic in an Ambulance. Brian lay there in the rear of an Ambulance enduring just minor wounds. Tune lay opposite him. Time appeared to stop while he viewed the Paramedics attempt to restore his significant other. He yelled at the Paramedics, â€Å"do something, accomplish something! † â€Å"Please accomplish something; it would be ideal if you don’t let my better incredible! † They showed up at the emergency clinic in what appeared to take hours to Brian. The Paramedics had the option to get Melody’s heart pulsating however she was as yet oblivious. Brian paced to and fro here and there the clinic corridors as his better half experienced medical procedure. The Dr. at last came out and stated, â€Å"I have uplifting news and awful, your better half is by all accounts stable yet she is in a trance like state that could be inconclusive. † â€Å"Indefinite†, Brian yelled! The Dr. endeavored to quiet Brian and Explained, â€Å"I can’t guarantee that she won’t wake up however it might take a supernatural occurrence. She could get up tomorrow, she could wake up in a month or she could be a Modern day Sleeping Beauty†. The next months felt like a long time to Brian. Tune lay there in a profound rest and Brian stayed close by. Brian would address her delicately while fastening her hand or squeezing er fingers; He would disclose to her he cherished her and implore her to wake up. He played melodies the couple had moved to from their wedding and perused to her from her preferred books. Frequently Brian would run his hands through Melody’s long light hair appreciating her magnificence longing for a future they had arranged. The Dr. ’s demonstrated little expectation that Melody could ever wake up however Brian never quit any pretense of accepting. Six long Months had passed and summer had come. Brian was at his last mind and frantic. One late night Brian said a supplication for his better half as he did each prior night. At that point he hung over her bedside and argued, â€Å"Melody in the event that you can hear me, it would be ideal if you simply give me a kiss. † What occurred next was past Brian’s most out of this world fantasies. To his stun Melody reacted; gradually she turned her head towards his, puckered up her lips and gave him the littlest kiss. At that point destiny was fixed firmly, limited by one basic kiss and they lived joyfully ever after. â€Å"You can’t stop destiny; â€Å"Whatever will be, will be†. Life presents unavoidable dangers. You can’t stop the destiny of True Love; it is likewise unavoidable. Genuine affection merits putting stock in and True Love never bites the dust. Step by step instructions to refer to A Modern Day Sleeping Beauty, Essay models

Coping With Social Anxiety Stigma

Coping With Social Anxiety Stigma Social Anxiety Disorder Coping Print Coping With Social Anxiety Stigma By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on October 06, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 09, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children g-stockstudio/istock Social anxiety stigma is no different than the stigma surrounding any other mental health disorder. While the stigma may take a slightly different form than, say, that against schizophrenia or borderline personality disorder (BPD), the outcome is the sameâ€"people are made to feel shame about a problem over which they have little control. In the case of social anxiety disorder (SAD), the very thing that people fear the mostâ€"negative evaluation by othersâ€"becomes their reality. Its not enough that their own minds cause them to worry endlessly about what others think, but now they have confirmation that people do in fact have negative opinions about them. Even though we live in an age when there are effective treatments for many mental illnesses, social anxiety included, people still go months, years, decades, and even lifetimes without ever receiving treatment. Its an unfortunate situation that will only be reversed by bringing mental health into the forefront of medical care and public perception. What Is Stigma? Lets back up a bit. What exactly is stigma? In the  simplest sense, stigma refers to devaluing a person based on some characteristic of that person. We typically might think of stigma as related to being of a certain ethnic background or coming from a certain economic class.   In the case of mental illness, stigma may be present in the general public but also among healthcare professionals. In this way, if you think of a person with social anxiety disorder, they may face criticism from friends and family members for not performing well socially and may face a doctor who misses symptoms or brushes them off. Stigma can also be thought of as related to the person with the illness or the act of seeking treatment. A person with SAD may be stigmatized for having symptoms of social anxiety, but also may experience stigma for seeking help for a problem that some may feel is all in their head or that everyone deals with. Social Anxiety Stigma Weve already touched on this a bit, but social anxiety stigma tends to involve the idea that social anxiety is normal and avoidable. Its just shyness after all, right? You may face patronizing attitudes from friends or family who dont believe anxiety is a real problem and that you should be able to get over it on your own. Among children and teenagers, there may even be bullying or cruelty as part of stigma aimed at those with social anxiety. Rather than feeling sympathetic, some may choose to put down kids or teens they view as weak or socially awkward. What Are the Effects of Stigma? Unfortunately, the effects of stigma related to social anxiety disorder are numerous. Below is a list of some of the most pressing issues that stigma brings to the forefront. Problems with self-esteem. People who live with stigma about social anxiety are more likely to experience low self-esteem, low self-efficacy, and poorer quality of life, according to a 2015 study in the American Journal of Orthopsychiatry. Non-evidenced-based treatments.  When a disorder is poorly diagnosed or undiagnosed, this can lead a person to seek alternative treatments that may not have scientific backing. Failure to seek treatment.  Most people with social anxiety disorder are afraid to admit they have a problem, and stigma only makes this worse. You may fear effects on your job and relationships as a result of admitting that you have a problem. Misdiagnosis. Stigma may lead doctors to misdiagnose SAD, particularly if they fail to take symptoms of the disorder seriously, or fail to ask about them at all (after all, what socially anxious patient is likely to bring up the problem on their own)? Both the public and health professionals may fail to recognize social anxiety as a disorder or believe that it is just normal shyness. Mismanagement. Stigma may cause a doctor not to fully investigate symptoms or lead to a poor understanding of appropriate treatments.   Creates barriers to care.  External stigma may be internalized in people with social anxiety, making them even less likely to seek treatment. If you start to feel bad about the way you are feeling, you will be less apt to admit you have a problem and try to get help for it. Creates an unsupportive environment.  Mental health issues are best treated within a supportive atmosphere. Stigma creates an environment lacking support, such that it is difficult to reach out for help. If you have a mental health issue, support is key, especially in the early stages. Imagine, as a person with SAD, calling up your doctor and being spoken to in a critical way by the receptionist?   Suicidal ideation.  In a worst-case scenario, a person may feel unable to get help due to stigma and have thoughts of suicide, particularly if SAD is combined with another mental health issue such as depression or bipolar disorder. Seek Treatment With the 7 Best Online Anxiety Support Groups Source  of Stigma We can begin to better understand how to counteract stigma by learning what causes it. In general, the main cause of stigma is lack of understanding. This lack of understanding may result because a person has never experienced mental illness themselves or because they are not aware of the types of mental disorders that exist (or that social anxiety disorder is one of them). How to Reduce Stigma Now, we get to the most important messageâ€"how can we reduce stigma related to social anxiety disorder? Its not going to be a simple fix, unfortunately, and will require changes in attitudes through education. Below are some steps that can be taken by you, the public, and the mental health professions to work toward reducing the impact of stigma: Public service messages.  Yes, thats rightâ€"good old public service messages. Think of these as like commercials for the better good. If they get out there and are heard enough times, the message starts to get across. While in the past these have typically been on television or radio, new media and social media has provided lots of channels to get the message out. When is the last time you shared a mental health post on your Facebook, Twitter, or Instagram account? Talk about your struggles.  Yikes! Sounds scary perhaps, but imagine if everyone with SAD told one other person about something they went through. The elephant in the room might finally go poof, and the disorder that hides in the shadows might see some light. When is the last time you told a story about your social anxiety? You might be surprised who can relate or who might have a story too. Encourage people to read books.  Yes, it can really be that simple. Encourage your friends, family, colleagues, neighbors to read true stories about mental illness. These books can be eye-opening experiences, particularly for those who have never experienced such things first-hand. If you are a family member of someone with mental illness, read these books yourself. Share your experience as a celebrity.  Thank you Donny Osmond, Barbra Streisand, Zack Greinke, Jonathan Knight and others for your candid sharing of your struggles. If you are a celebrity with social anxiety, tell stories or write a book about what youve been through. People look up to you and you have the chance to help reduce stigma surrounding this disorder. Be open.  This applies to everyone, but lets direct it at the public and the mental health professionals. To the publicâ€"be open to the possibility that not everyone experiences life the way you do. Be open to learning about and understanding the struggles of the mentally ill. To mental health professionalsâ€"be open to the possibility that the person sitting in your office may have a different problem they are not sharing. Ask questions about social anxiety symptoms and take the answers seriously. Break the silence.  Worldwide, lets work toward breaking the silence about mental health  for social anxiety disorder and all mental illness. Lets follow in the footsteps of countries such as Australia and the UK that are working toward integrating mental health care and therapy as part of routine care. A Word From Verywell Are you feeling motivated to reduce stigma toward social anxiety and mental illness? Or are you a person living with undiagnosed social anxiety hoping for an opportunity to share your story and obtain help? Regardless of your situation, there are numerous baby steps that you can take to help reduce stigma or move toward self-disclosure. Consider your options, choose the smallest step you can take that will get you moving in the right direction, and then take action.

Ancient Greek Eroticism - An Introduction

Our knowledge about ancient Greek eroticism changes constantly, as more literary and artistic evidence is found and analyzed and as contemporary scholarship puts a new spin on old data. The Concept of Eros in Greece Ancient Greek society had different words for different kinds of love. Eros, for the most part, denoted love that had a sexual component. It could refer to the ideal marital affection between men and women, but also encompassed homosexual relationships. The concept of pederasty, which involved an older man who was both lover and mentor to a young man, also was connected to the idea of eros. This was not uncommon across all the varied Greek city-states. Sparta had homosexual relationships built into the structure of the training all young Spartan men received, although there is some disagreement among historians about whether the relationships were more paternalistic mentorships or primarily sexual. In other Dorian areas also homosexuality was widely accepted. Thebes saw in the 4th century the creation of a battalion of homosexual lovers—the Sacred Band. In Crete, there is evidence of ritualized abduction of younger men by older men. Contrary to popular belief, eros was not solely a sexual institution. In the case of pederastic eros, the relationships were considered educational above all else. Plato also theorized that eros could be directed towards mathematics and philosophy, rather than sexuality, in order to harness that driving energy towards improving ones mental and spiritual state. Sexuality, Myth, and History By the end of the 5th century BC, the concept of erotic and/or romantic homosexual love was enshrined in myth and art. Poets told stories in which male gods had relationships with young, beautiful human men, while myths also depicted similar relationships between human men or tweaked existing myths to fit this dichotomy of lover and beloved. One of the better-known myths of this sort is that of Achilles and Patroclus. According to the myths, Achilles, hero of the Trojan War, had an older and wiser companion named Patroclus. When Patroclus was killed in battle, Achilles completely broke down. The original Homeric texts did not specify a sexual relationship between the men, but later authors firmly interpreted their bond as romantic and sexual. The myth of Achilles and Patroclus was said to have inspired Alexander the Great in his relationship with his closest companion, Hephaestion. Again, however, the true nature of that relationship is unknown: whether they were lovers or had a non-sexual close companionship. In general, homosexual relationships between men were predominantly between an older and a younger partner. The idea of an adult male being the beloved of another man would have been frowned upon or outright stigmatized, since adult men were supposed to become dominant and not passive. Restrictions on Greek Women Women were considered the guardians of Athenian citizenship, but that didnt confer any rights. A citizen of Athens had to make sure all his wifes children were his. To keep her away from temptation, she was locked away in the womens quarters and accompanied by a male whenever she went outside. If she were caught with another man, the man could be killed or brought to court. When a woman married, she was a piece of property transferred from her father (or other male guardian) to her husband. In Sparta, the need for Spartan citizens was strong, so women were encouraged to bear children to a citizen who would sire well if her own husband proved inadequate. There she wasnt so much her spouses property as the states—as were her children and her husband. Because of this emphasis on the need for citizens, however, Spartan women had higher social standing, and the city-state honored the institution of marriage and the marital bond. Same-sex love between women was less recorded due to the role of women in society as a whole, but did exist. The most famous evidence of this is the poetry of Sappho, who wrote romantic poetry directed at women and girls. However, love between two women did not have the same usefulness as the educational/military bond of male-male relationships, and was therefore not supported socially. Plato and Current Theories of Greek Sexualities In Platos Symposium (a treatise on Athenian eroticism) the playwright Aristophanes offers a colorful explanation for why all these sexual options existed. In the beginning, there were three types of double-headed humans, he said, varying according to sex: male/male, female/female, and male/female. Zeus, angered at the humans, punished them by splitting them in half. From then on, each half has forever sought out his other half. Plato himself had a very wide range of views on homosexuality: early texts show him praising such relationships as preferable to heterosexual ones, but he also wrote later texts denouncing them. Scholars also continue to debate whether or not erotic love and sexual preferences were considered defining personality categories in ancient Greece. Current scholarship, including feminist and Foucauldian, applies a variety of theoretical models to the literary and artistic evidence we have about ancient sexuality. To some, sexuality is culturally defined, to others, there are universal constants. Application of Athenian literary evidence from the fifth and fourth centuries to preceding or succeeding generations is problematic, but not nearly so hard as trying to extend it to all of Greece. The resources below reflect a variety of approaches. Sources and Further Reading Cullhed, A, Franzen C, and Hallengren A. (editors). Pangs of Love and Longing: Configurations of Desire in Premodern Literature. Cambridge: Cambridge Scholars Publishing, 2014.Dover, KJ. Greek Homosexuality. 3rd editon. London: Bloomsbury Press, 2016.Ferrari, Gloria.  Figures of Speech: Men and Maidens in Ancient Greece. University of Chicago Press, 2002.Foucault M. The History of Sexuality. Volume 1: An Introduction. Vintage Press, 1986.Foucault M. The History of Sexuality. Volume 2: The Use of Pleasure. Vintage Press, 1988.Hubbard, Thomas K. A Companion to Greek and Roman Sexualities. Oxford: Wiley Blackwell.Skinner, MB. Sexuality in Greek and Roman Culture, 2nd edition: Wiley Blackwell, 2013.

Crusades Effects on the Middle East

Between 1095 and 1291, Christians from western Europe launched a series of eight major invasions against the Middle East. These attacks, called the Crusades, were aimed at liberating the Holy Land and Jerusalem from Muslim rule. The Crusades were sparked by religious fervor in Europe, by exhortations from various popes, and by the need to rid Europe of excess warriors left over from regional wars. What effect did these attacks, which came from out of the blue from the perspective of Muslims and Jews in the Holy Land, have on the Middle East? Short-Term Effects In an immediate sense, the Crusades had a terrible effect on some of the Muslim and Jewish inhabitants of the Middle East. During the First Crusade, for example, adherents of the two religions joined together to defend the cities of Antioch (1097 CE) and Jerusalem (1099) from European Crusaders who laid siege to them. In both cases, the Christians sacked the cities and massacred the Muslim and Jewish defenders. It must have been horrifying for the people to see armed bands of religious zealots approaching to attack their cities and castles. However, as bloody as the battles could be, on the whole, the people of the Middle East considered the Crusades more of an irritant than an existential threat. A Global Trade Power During the Middle Ages, the Islamic world was a global center of trade, culture, and learning. Arab Muslim traders dominated the rich trade in spices, silk, porcelain, and jewels that flowed into Europe from China, Indonesia, and India. Muslim scholars had preserved and translated the great works of science and medicine from classical Greece and Rome, combined that with insights from the ancient thinkers of India and China, and went on to invent or improve on subjects like algebra and astronomy, and medical innovations such as the hypodermic needle. Europe, on the other hand, was a war-torn region of small, feuding principalities, mired in superstition and illiteracy. One of the primary reasons that Pope Urban II initiated the First Crusade (1096–1099), in fact, was to distract the Christian rulers and nobles of Europe from fighting one another by creating a common enemy for them: the Muslims who controlled the Holy Land. Europes Christians would launch seven additional crusades over the next 200 years, but none was as successful as the First Crusade. One effect of the Crusades was the creation of a new hero for the Islamic world: Saladin, the Kurdish sultan of Syria and Egypt, who in 1187 freed Jerusalem from the Christians but refused to massacre them as the Christians had done to the citys Muslim and Jewish citizens 90 years previously. On the whole, the Crusades had little immediate effect on the Middle East in terms of territorial losses or psychological impact. By the 13th century, people in the region were much more concerned about a new threat: the quickly expanding Mongol Empire, which would bring down the Umayyad Caliphate, sack Baghdad, and push toward Egypt. Had the Mamluks not defeated the Mongols in the Battle of Ayn Jalut (1260), the entire Muslim world might have fallen. Effects on Europe In the centuries that followed, it was actually Europe that was most changed by the Crusades. The Crusaders brought back exotic new spices and fabrics, fueling European demand for products from Asia. They also brought back new ideas—medical knowledge, scientific ideas, and more enlightened attitudes about people of other religious backgrounds. These changes among the nobility and soldiers of the Christian world helped spark the Renaissance and eventually set Europe, the backwater of the Old World, on a course toward global conquest. Long-Term Effects of the Crusades on the Middle East Eventually, it was Europes rebirth and expansion that finally created a Crusader effect in the Middle East. As Europe asserted itself during the 15th through 19th centuries, it forced the Islamic world into a secondary position, sparking envy and reactionary conservatism in some sectors of the formerly more progressive Middle East. Today, the Crusades constitute a major grievance for some people in the Middle East, when they consider relations with Europe and the West. 21st Century Crusade In 2001, President George W. Bush reopened the almost 1,000-year-old wound in the days following the 9/11 attacks. On September 16, 2001, President Bush said, This crusade, this war on terrorism, is going to take a while. The reaction in the Middle East and Europe was sharp and immediate: Commentators in both regions decried Bushs use of that term  and vowed that the terrorist attacks and Americas reaction would not turn into a new clash of civilizations like the medieval Crusades. The U.S. entered Afghanistan about a month after the 9/11 attacks to battle the Taliban and al-Qaeda terrorists, which was followed by years of fighting between U.S. and coalition forces and terror groups and insurgents in Afghanistan and elsewhere. In March 2003, the U.S. and other Western forces invaded Iraq over claims that President Saddam Husseins military was in possession of weapons of mass destruction. Eventually, Hussein was captured (and eventually hanged following a trial), al-Qaeda leader Osama Bin Laden was killed in Pakistan during a U.S. raid, and other terror leaders have been taken into custody or killed. The U.S. maintains a strong presence in the Middle East to this day and, due in part to the civilian casualties that have occurred during the years of fighting, some have compared the situation to an extension of the Crusades. Sources and Further Reading Claster, Jill N. Sacred Violence: The European Crusades to the Middle East, 1095-1396. Toronto: University of Toronto Press, 2009.Kà ¶hler, Michael. Alliances and Treaties between Frankish and Muslim Rulers in the Middle East: Cross-Cultural Diplomacy in the Period of the Crusades. Trans. Holt, Peter M. Leiden: Brill, 2013.  Holt, Peter M. The Age of the Crusades: The Near East from the Eleventh Century to 1517. London: Routledge, 2014.

Team to Achieve Milennium Free Essays

CASE STUDY ANALYSIS OF: USING TEAMS to ACHIEVE MILLENNIUM DEVELOPMENT GOALS CASE STUDY FOR HCA 6225-01 California State University East Bay – Hayward 02/21/13 1. One feature of the team in this case is frequent turnover among team members. How might turnover among team members affect team performance? What approaches can team leaders to take to minimize potential negative impacts of turnover and gain advantages, if any? Employee/team member turnover may be mostly a negative issue, yet it can become positive if only controlled by the organization correctly and appropriately. We will write a custom essay sample on Team to Achieve Milennium or any similar topic only for you Order Now Turnover is often utilized as an indicator of the organization performance and it can easily be observed negatively towards the organization’s efficiency and effectiveness. Also, turnover is a natural outcome of an organization which is why it has to be kept to a minimum. In order to minimize the impact of turnover is to first address and understand the issue and cause of the turnover. The purpose of knowing is to raise alertness as to investigate for the â€Å"why†. Once the organization finds out the reasons and cause of turnover, there are variety of actions that the organizations and leadership can execute in order to prevent the effects and impacts of turnover. By ensuring that management learns the cause of turnover and act accordingly, turnover may be reduces or controlled. Lyman Coleman (1989) offers ideas on how to correct and prevent turnovers. His recommendation includes institution of exit interviews and other methods of finding reasons for people turnover. Also the following: * Get involved in finding our the cause of turnover Bring attention to bottom line figures and how turnover affects everyone * Have an open door policy style of managing to allow members to comment on what might be bothering them about their job and roles. * Realize there is more that one problem and pay attention to all. Stay alert * Execute periodic audits of job satisfaction * Have strict hiring standards * Develop and constant training strategies * Conduct m ember meetings One of the best recommendation is to have open door policy that will allows the team leaders/organization to hear of issues prior to escalating. Finding and learning about the member job satisfaction and exhaustion early can eliminate turnover. But on the other hand, turnover can be beneficial to the organization by learning which team member to elimination/terminating poor performances that affect the organizations performance, this allowing for internal promotion and hiring new team members with innovative ideas. New team members can often bring positive input into the organization that can help handle turnover (Cintron, p4) In class lectures, team characteristics are discuss which are the following: * Team size, composition, and diversity: Too few or too many members may reduce performance * Diversity affects way individuals perceive each other and how well they work together * Status differences: * May motivate others or act as source of conflict and tension * Psychological safety * Perceptions about consequences of interpersonal risks in work environment * Team norms * Standard shared by team members regulating member be havior * Team cohesiveness * Extent members are committed to group task As a result it will follow into the model of team effectiveness. (HCA 6225, CH5) 2. Consumers or patients are sometimes involved in quality improvement teams, but in this role, they may feel that their voices are unimportant or that participation is symbolic rather than substantive. Do you think that consumers should be involved in the improvement teams in this case? Why or why not? If consumer involved, how can team leaders and members most effectively utilize their knowledge and insights? Consumers or patients can play an important role in shaping managed care by expressing their voice on issues; by participating in governance, management or otherwise; through representatives; or by some combination of these. So I suggest yes that they should be involve on the team improvement teams. Their Participation refers to active involvement on implementation. They can participate in oversight, governance, operations, opinion surveys, and complaints. Also according to Rodwin, the aims of early Health Maintenance Organizations (HMOs) parallel those of consumer/ patient movements. Managed care offers many benefits. It can increase access to primary and preventive care (with minimal or no out of pocket costs). It can also monitor and improve the practices of physicians and other health care providers and coordinate and rationalize the services of specialists. It can also control spending. Consumer involvement can put managers in touch with the experience and desires of customers. It can provide balance and perspective. Although they are being part of the team performance, their voice should be limited and watch over. Consumer voice, participation and representation programs, however, need to be viewed critically because they might demand too many services and can become divided and polarize issues, leading to increased conflict. So therefore, future challenge is to foster balanced, appropriate and effective use of consumer voice. 3. Even when team improvement efforts achieve change, the sustainability of change remains a pervasive challenge. In fact, sustainability of the teams may be problematic. What are the particular obstacles to sustaining the improvements achieved by teams in this case? Similarly, what factors might lead to the dissolution of the improvement teams over time? As a team leader, what strategic might be used to sustain change and to uphold the vitality of the team over time? Although teams have the capability to boost productivity and improve quality, they can also have the potential to increase costs and stress. As a result it can lead to lack of communication and motivation that can lead to the dissolution of the improvement of the teams over time. Team leadership should have skills pertaining to conflict resolution, overcoming communication obstacles, and effective structure techniques. Understanding the five stages of team development, which are the following: Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction. Group members have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future subgrouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. Discussion centers around defining the scope of the task, how to approach it, and similar concerns. To grow from this stage to the next, each member must relinquish the comfort of non-threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, called Storming, is characterized by competition and conflict in the personal- relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization. Because of â€Å"fear of exposure† or â€Å"fear of failure,† there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure, power, and authority. There may be wide swings in members’ behavior based on emerging issues of competition and hostilities. Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a â€Å"testing and proving† mentality to a problem-solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In the Norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members’ contributions, community building and maintenance, and solving of group issues. Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared, and cliques dissolve. When members begin to know-and identify with-one another, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development (assuming the group gets this far) that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts. The major task function of stage three is the data flow between group members: They share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort. Stage 4: Performing The Performing stage is not reached by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be most productive. Individual members have become self-assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity: group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivity through problem solving and work. Stage 5: Adjourning The final stage, Adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension – in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group. The most effective interventions in this stage are those that facilitate task termination and the disengagement process. Reference: Burns, L. Bradley, E. , and Weiner, B. (2012). Shortell Kaluzny’s Health Care Management: Organization Design ; Behavior, (6th Edition), Clifton Park, New York: Delmar Cengage Learning. Cintron, Rene. Employee Turnover: Causes, Effects, and Prevention. Retrieved on February 09, 2013 from www. renecintron. com/files/Employee_Turnover. doc Coleman, L. G (1989, December 4) Human Resources Management: An Exper imental Approach )2nd custom edition) Upper Saddle River, NJ Prentice Hall. HCA 6225-01. Chapter 05 powerpoint. Retrieved on February 08,2013 from https://bb. csueastbay. du/webapps/portal/frameset. jsp? tab_tab_group_id=_30_1;url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D%20_396854_1%26url%3D Marc A. Rodwin, May 1998. Address comments to Marc A. Rodwin, Associate Professor, School of Public and Environmental Affairs, Indiana University, Bloomington, IN. 47405 Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.? Tuckman, B. ; Jensen, M. (1977) Stages of Small Group Development. Group and Organizational Studies, 2, 419- 427. http://www. drexel. edu/oca/l/tipsheets/Group_Development. pdf How to cite Team to Achieve Milennium, Papers

Frontiers In Occupational Health And Safety-Myassignmenthelp.Com

Question: Discuss About The Frontiers In Occupational Health And Safety? Answer: Introducation The Chairman kicked off by welcoming all members. Before passing over to the secretary to read minutes of previous meeting, the Chairman informed members that the principal role of the meeting was to review the progress of new project management and further define the functions and purpose of Occupational Health Safety Committee giving attention to the functions purpose and references of the committee. Review of previous meeting The minutes were read as confirmed as true record of previous proceedings. Health and Safety Audit Committee The Committee acknowledged the matters discussed in previous meeting of Health and Safety Audit Committee. The raised concerns were noted and forwarded to the Council. The Director of safety noted that accidents were minimal in the sites. Secretary gave progress on usage of asbestos. Terms of reference The secretary informed members that the Board had carried out investigations on the hazards of asbestos and finalized the report. Further, the Board sought ways of utilizing asbestos and assured of its safety. With reference to issues raised on existence of asbestos in the sites, the committee was briefed on use of asbestos and further discussed developments in place for monitoring. Members were informed that before use of asbestos in the 80s it was broadly used due to its qualities such as resistance to chemical erosion and heat, its flexibility and strength. The material was widely used in schools, apartments, office towers, libraries among others. Owners of building were required to identify the asbestos in accordance with law, either use it appropriately by repairing any faults, or remove them that are faulty. However, specialized technicians have safeguarded to ensure continued safety of building and good health to themselves and other clients. While asbestos may be found in certain buildings, it is crucial that its management is regulated. This management will ensure the safety and health of the people who occupy the buildings. Policies procedures and code of practice The Committee acknowledged and accepted the revised policy statements that would affect the organization. Policy on First Aid: the Occupational Health Director introduced a revised policy on First Aid. The Director emphasized the need of First Aid lifesavers in the various departments instead of engaging locally trained staff. He said all members of staff should be trained to handle the first aid and not merely wait for trained persons to take up the role when an issue arises. However, he agreed that in the departments that were restricted or sensitive, the Safety Director would ensure that trained persons are reachable fast. The Committee embraced the new policy and asked Occupational Health Director to ensure overall safety of the entire organization. Long-term maintenance. It was reported that there was need for long term maintenance of the buildings in which tenants occupy. The Director said he would in the next meeting produce paper giving details of all the work pertaining maintenance. Chair discussed the importance of understanding of the workings of projects which would lead to a financial position. It was announced that all projects would be reported through the projects division. The organization will then appoint a committee to oversee the specific projects. The Chair also emphasized the need for health and safety in all the projects undertaken. He also emphasized on need for disaster recovery . Members agreed that it was necessary to hold frequent meetings when a new project is launched to enable them address all issues. Health and safety consultative committee. The scorecard on workplace committee The scorecard have not been finalized yet but once they do, the chairman will share with the committee members. In January 2015 statistics reveal that many untrained manages had decreased (Ribeiro 2014). In many cases, the number of untrained teachers has drastically improved. Fieldwork. Among other things, the committee discussed field work preparation in which one member suggested that the Exploration Board would play a key role in preparing and guiding the team on field work. Rectors Award: in a bid to economics safety health practices, the Safety Director introduced an award system saying that it was an effective method of spreading the message to maintain uphold healthy and safety culture in the organization. The award he said would be publicized and nominations for various departments should be received before the end of the year. The Director encouraged the members to take part in the competition and further send their nominees by November. Waste disposal: The Estates Director reported about his concern about special waste which he had experienced earlier on in the field and would like the issue addressed. Waste disposal would be discussed in detail in the next meeting. Development of E-learning was underway and progressing well. A few representatives of the workplace have been briefed on the new initiative. A newsletter will be introduced with topics on health safety. All employees will be required to read the newsletter because it will be holding vital information that is crucial in the line of occupational health and safety organization. Office ergonomic videos. One member of the committee reported that ergonomic videos that supported good practice and control the risks of safety in the office were available. The chair stressed the need for all members to learn through the videos. Electrical safety. A status report was provided on the installation of RCD (Residential Current Devices) to the power circuits (Fingret 2013). It was said that most buildings had these devices that would protect all the buildings from power circuits. It was also said that portable electrical appliance testing frequency would be checked into to bring to line with the national model code of practice that is used to manage Electrical Safety in Workplace. The committee members were informed about a website that would be launched to encourage many people to maintain proper health and safety practices at their workplace. Occupational Health and Safety Communication Plan A committee was formed to carry on communication campaigns to minimize risk of accidents, and promote awareness amongst employees. Meanwhile, the committee members were briefed on national occupational healthcare safety communication plan 2016. Information had been given in the previous months. It was also said that there would be a national mourning day. A staff representative requested that members of the organization be added to the plan to prevent diseases such as influenza. Any other Business The secretary informed committee members that Audit committee had requested for a have a review of the organization. Another member inquired whether they will address issues pertaining disabilities. It was said that they will consider the disabled. Incidents: A few incidents were reported to have occurred in the building that were worth noting. One incident occurred due to slips, trips and falls when walking or running up the staircase. First Aid was administered timely to the injured persons. One of the staircase incidents involved the victim missing one step and slipping. In the process she stressed her body and got injured. None of the above incidents have resulted in an insurance claim by the victims so far. Three large mats have been placed on the entrance of the buildings and on the bottom of the staircase to avoid possible slip hazards. Another one incident involved a fire. Although it was a minor fire due to a short circuit that had taken place, the Occupational Health Safety Director, reported on the need to train staff members on how to use fire extinguishers. A training session with fire fighters will be organized by the Committee and see whether it is able to receive training together with the staff members. Some staff members have brought to the attention of the Occupational Health and Safety Committee a hazard alert regarding danger of column heaters filled with oil. It was suggested that such heaters be completely banned from the organization. After the Committee discussed the issue, it was agreed that communication would be sent to the overall director of the organization, and pose the danger of placing such heaters and consequently, get an alternative for heaters. The heating issue would be discussed in more detail during the next general meeting. Closing remarks The closing remarks came from the Chair who took the opportunity to outline the deliverables that came out of the meeting together with those to be further added to the agenda. The Committee was told there would be another meeting at national level on 6th November 2015. Reference List FINGRET, D. A., SMITH, A. (2013). Occupational Health. Hoboken, Taylor and Francis. https://grail.eblib.com.au/patron/FullRecord.aspx?p=170405 RIBEIRO, M. G. (2014). Frontiers in occupational health and safety: accounting in the world of work and impacts on occupational health and safety, volume 1 volume 1. https://public.eblib.com/choice/publicfullrecord.aspx?p=1831416.

Emerging Operational Challenges in Airport Management.

Major General Benjamin Grierson in the Civil War

Major General Benjamin Grierson in the Civil War Benjamin Grierson - Early Life Career: Born July 8, 1826 in Pittsburgh, PA, Benjamin Grierson was the youngest child of Robert and Mary Grierson. Moving to Youngstown, OH at a young age, Grierson was educated locally. At the age of eight, he was badly injured when he was kicked by a horse. This incident scarred the young boy and left him afraid of riding. A gifted musician, Grierson began leading a local band at age thirteen and later pursued a career as a music teacher. Traveling west, he found employment as a teacher and band leader in Jacksonville, IL during the early 1850s. Making a home for himself, he married Alice Kirk on September 24, 1854. The following year, Grierson became a partner in a mercantile business in nearby Meredosia and later became involved in Republican politics. Benjamin Grierson - The Civil War Begins: By 1861, Griersons business was failing as the nation descended into the Civil War. With the outbreak of hostilities, he joined the Union Army as an aide to Brigadier General Benjamin Prentiss. Promoted to major on October 24, 1861, Grierson overcame his fear of horses and joined the 6th Illinois Cavalry. Serving with the regiment through the winter and into 1862, he was promoted to colonel on April 13. Part of the Union advance into Tennessee, Grierson led his regiment on numerous raids against Confederate railroads and military facilities while also scouting for the army. Displaying skill in the field, he was elevated to command a cavalry brigade in Major General Ulysses S. Grants Army of the Tennessee in November. Moving into Mississippi, Grant sought to capture the Confederate stronghold of Vicksburg. Seizing the town was a vital step towards securing the Mississippi River for the Union and cutting the Confederacy in two. In November and December, Grant began advancing along the Mississippi Central Railroad toward Vicksburg. This effort was cut short when Confederate cavalry under Major General Earl Van Dorn attacked his main supply depot at Holly Springs, MS. As the Confederate cavalry withdrew, Griersons brigade was among the forces that mounted an unsuccessful pursuit. In the spring of 1863, Grant began planning a new campaign which would see his forces move down the river and cross below Vicksburg in conjunction with efforts by Rear Admiral David D. Porters gunboats. Benjamin Grierson - Griersons Raid: To support this effort, Grant ordered Grierson to take a force of 1,700 men and raid through central Mississippi. The goal of the raid was to tie down enemy forces while also hampering the Confederates ability to reinforce Vicksburg by destroying railroads and bridges. Departing La Grange, TN on April 17, Griersons command included the 6th and 7th Illinois as wells as 2nd Iowa Cavalry regiments. Crossing the Tallahatchie River the next day, the Union troops enduring heavy rains but met little resistance. Eager to maintain a fast pace, Grierson sent 175 of his slowest, least effective men back to La Grange on April 20. Learning of the Union raiders, the commander at Vicksburg, Lieutenant General John C. Pemberton, ordered local cavalry forces to intercept them and directed part of his command to guard the railroads. Over the next several days, Grierson used a variety of ruses to throw off his pursuers as his men began disrupting the railroads of central Mississippi. Attacking Confederate installations and burning bridges and rolling stock, Griersons men created havoc and kept the enemy off balance. Repeatedly skirmishing with the enemy, Grierson led his men south towards Baton Rouge, LA. Arriving on May 2, his raid had been a stunning success and saw his command only lose three killed, seven wounded, and nine missing. More importantly, Griersons efforts effectively distracted Pembertons attention while Grant moved down the west bank of the Mississippi. Crossing the river on April 29-30, he embarked on a campaign that led to Vicksburgs capture on July 4. Benjamin Grierson - Later War: After recovering from the raid, Grierson was promoted to brigadier general and ordered to join Major General Nathaniel Banks XIX Corps at the Siege of Port Hudson. Given command of the corps cavalry, he repeatedly skirmished with Confederate forces led by Colonel John Logan. The city finally fell to Banks on July 9. Returning to action the following spring, Grierson led a cavalry division during Major General William T. Shermans abortive Meridian Campaign. That June, his division was part of Brigadier General Samuel Sturgis command when it was routed by Major General Nathan Bedford Forrest at the Battle of Brices Crossroads. Following the defeat, Grierson was directed to take command of Union cavalry in the District of West Tennessee. In this role, he took part in the Battle of Tupelo with Major General Andrew J. Smiths XVI Corps. Engaging Forrest on July 14-15, Union troops inflicted a defeat on the daring Confederate commander. On December 21, Grierson led a raiding force of two cavalry brigades out against the Mobile Ohio Railroad. Attacking a dismounted part of Forrests command at Verona, MS on December 25, he succeeded in taking a large number of prisoners. Three days later, Grierson captured another 500 men when he attacked a train near Egypt Station, MS. Returning on January 5, 1865, Grierson received a brevet promotion to major general. Later that spring, Grierson joined Major General Edward Canby for the campaign against Mobile, AL which fell on April 12. Benjamin Grierson - Later Career: With the end of the Civil War, Grierson elected to remain in the US Army. Though penalized for not being a West Point graduate, he was accepted into the regular service with the rank of colonel in recognition for his wartime achievements. In 1866, Grierson organized the new 10th Cavalry Regiment. Composed of African-American soldiers with white officers, the 10th was one of the original Buffalo Soldier regiments. A firm believer in his mens fighting ability, Grierson was ostracized by many other officers who doubted the African Americans skills as soldiers. After commanding Forts Riley and Gibson between 1867 and 1869, he selected the site for Fort Sill. Overseeing the new posts construction, Grierson led the garrison from 1869 to 1872. During his tenure at Fort Sill, Griersons support of the peace policy on the Kiowa-Comanche Reservation angered many settlers on the frontier. Over the next several years, he oversaw various posts along the western frontier and repeatedly skirmished with raiding Native Americans. During the 1880s, Grierson commanded the Departments of Texas, New Mexico, and Arizona. As in the past, he was relatively sympathetic to the plight of Native Americans living on the reservations. On April 5, 1890, Grierson was promoted to brigadier general. Retiring that July, he split his time between Jacksonville, IL and a ranch near Fort Concho, TX. Suffering a severe stroke in 1907, Grierson clung to life until finally dying at Omena, MI on August 31, 1911. His remains were later buried in Jacksonville. Selected Sources HistoryNet: The Grierson RaidTSHA: Benjamin H. Grierson Hard Party: Benjamin Grierson

420 Essay Example | Topics and Well Written Essays - 250 words - 1

420 - Essay Example In an attempt to free itself from future liabilities associated with the dangerous land, the company sold Love canal to the Niagara Falls School Board. The truth about the serious environmental pollution would emerge later in 1970s after an extensive health survey by an investigative newspaper revealed area residents suffering from multiple mysterious diseases including asthma, epilepsy and migraines among others. Moreover, the rate at which miscarriages were happening in the neighborhood was appalling. Also, many children were born with defects was alarming. In 1978, President Jimmy Carter declared the Love canal incident an emergency and instructed the federal government to relocated 239 households. However, before the relocation, there was laxity of the government to act as government officials dismissed reports about the intoxication of the area. Sadly enough, the government left out 700 households in their relocation program despite clear evidence of toxic chemicals getting close to their homes. However, the remaining lot was later relocated in 1981 after activists mounted pressure on President Carter. The Love Canal incident symbolizes massive environmental pollution through reckless disposal of toxic wastes and its toll on human

Employer Liability to Unlawful Acts of Employees Essay - 1

Employer Liability to Unlawful Acts of Employees - Essay Example However, from 1941, a series of laws were made which prohibited employers from firing employees for no reason. The Executive Order 8802, was the first law that prohibited racial discrimination, later in 1964, the Civil Rights Issue and amendments were created, in 1990 the Americans with Disabilities Act was created which protected disabled Americans. In 1993, the Medical and Family Leave Act and many other laws that protected employees were formed (Mackey & Daniel, 1986). The employment law came into existence to protect employees’ rights. The Fair Labor Standards Act ensures that employees’ overtime pay is paid to the employees who work for more than 40 hours a week and it also regulates employees’ minimum wages. The Americans Disability Act ensures equal treatment for persons with disability, it protects employees with disabilities from being mistreated by their employers and fellow employees (Walsh & David, 2013). Employment Law prohibits racial discrimination, all employees are supposed to be treated equally regardless of race, sex, religion, gender, age and national origin. These laws ensure equal employment opportunities and every employee is subject to wages. There are three major exceptions; the public-policy exception, under this exception an employer should not terminate an employee for claiming compensation after being injured in the line of duty. The other exception is the implied-contract, this is where there is a formation of an implied contract between an employee and an employer but there is no written documentation regarding the employment but the relationship exists (Walsh & David, 2013). Lastly, the Covenant-of-good-faith means that any malicious decisions by the employer are prohibited.

Project Managers Are They Born Or Made Management Essay

Project Managers Are They Born Or Made Management Essay Can a person be born to undertake a specific role in life or are they moulded by both training and their experiences in life. This paper examines whether Project Managers have the innate skills to be a success or if they like many other professionals require training to become proficient in their chosen career. This paper will also examine whether there are particular personality traits that are required in order to be a successful Project Manager. With this information, organisations would then be in a better position to ascertain whether particular individuals are either suited or not to the role of a Project Manager and thereby ensuring that their Project Managers can bring projects to a successful conclusion. Introduction Dittman et al.,2004 use the Apollo 13 incident to illustrate the skills of a Project Manager. Gene Krantz, was the flight director of the Apollo 13 mission to the moon. With systems failing, a lack of power and a dwindling supply of oxygen he led his team to discover solutions against almost impossible odds. Krantz exhibited the characteristics and personality traits of a superstar Project Manager by leading his team to achieve a common goal of ensuring the safe return of the aircraft and the lives of the astronauts and in this instance the team could easily have resigned themselves to their fate or made an error in judgement (Dittman et al.,2004). However the team and its project leader relied on both their training and their instincts to ensure the safe return of the aircraft. It can be seen from this instance that the team leader instilled the thought into all of his team members that failure was not an option. This is an extreme example of the skills required of a Project Manager , but it asks the question were Gene Krantzs actions the product of training and experience or were they innate in his personality. With the rapid advances currently being made in information technology there has now become an increased need for Project Managers within the IT industry. The scale and number of projects has increased thereby increasing the risk associated with these projects. With this in mind the choosing of project managers with the required skills to ensure the successful completion of projects has become critical and organisations have recognized that the choosing of the right individual to lead a project can have a significant bearing on the success of the organisation. As can be seen above in the Apollo 13 example the role of the project leader was crucial to the success of the project. This paper will look at the necessary skills required to be an effective manager and whether these skills are inherent or whether they can be taught (Dittman et al.,2004). 1.0 Leadership Styles Studies have shown that there are primarily six main schools of leadership theory (Dulewicz Higgs, 2003;Handy, 1982; Partington, 2003) and these are as follows: 1. The Trait school 2. The Behavioural or Style school 3. The Contingency school 4. The Visionary or Charismatic school 5. The Emotional Intelligence School 6. The Competency school. 1.1 The Trait School This approach was popular up to the 1940s with the main idea being that effective leaders share common traits. This school of thought assumes that leaders are born, not made. The supporters of this school in attempting to identify the traits of effective leaders have focused on the following three main areas: à ¢Ã¢â€š ¬Ã‚ ¢ Abilities: hard management skills such as Time Management, Forecasting and Procurement à ¢Ã¢â€š ¬Ã‚ ¢ Personality: such as self-confidence and emotional variables à ¢Ã¢â€š ¬Ã‚ ¢ Physical appearance: Project Managers appearance and physical size Through his work at Henley Management College, Turner (1999) identified seven traits of effective project managers: à ¢Ã¢â€š ¬Ã‚ ¢ Problem-solving ability à ¢Ã¢â€š ¬Ã‚ ¢ Results orientation à ¢Ã¢â€š ¬Ã‚ ¢ Energy and initiative à ¢Ã¢â€š ¬Ã‚ ¢ Self-confidence à ¢Ã¢â€š ¬Ã‚ ¢ Perspective à ¢Ã¢â€š ¬Ã‚ ¢ Communication à ¢Ã¢â€š ¬Ã‚ ¢ Negotiating ability. Turners identification of the above traits concentrate on the softer skills of Project Management with only the trait of Problem Solving being one that could possibly be taught and the others being skills of a nature more specific to an individual. 1.2 The Behavioural or Style School The behavioural or style school became popular from the 1940s to the 1960s. This school assumed that effective leaders would adopt certain styles or behaviours. This schools theory assumed, that effective leaders can be made and that the parameters include the following: 1. Concern for people or relationships 2. Concern for production 3. Use of authority 4. Involvement of the team in decision-making (formulating decisions) 5. Involvement of the team in decision-taking (choosing options) 6. Flexibility versus the application of rules. Parameter Blake and 1.3 The Contingency School The contingency school came into being during the 1960s and 1970s (Fiedler, 1967; House, 1971; Krech, et al., 1962; Robbins, 1997). Rather than seeking all encompassing theories of leadership that would apply in all situations, contingency theories suggested that what made an effective leader would depend on the situation that the leaders found themselves in. The supporters of this school had a tendency to follow similar patterns: 1. An assessment of the characteristics of the leader 2. An evaluation of the situation in terms of certain key contingency variables 3. The seeking of a match between the leader and the situation. One contingency theory that has proven popular is path-goal theory (House, 1971). The idea is the leader must help the team find the path to their goals and help them in that process. This theory identifies four distinct leadership behaviours: à ¢Ã¢â€š ¬Ã‚ ¢ Directive leaders à ¢Ã¢â€š ¬Ã‚ ¢ Supportive leaders à ¢Ã¢â€š ¬Ã‚ ¢ Participative leaders à ¢Ã¢â€š ¬Ã‚ ¢ Achievement-oriented leaders. These must then be matched to environmental and subordinate contingency factors: à ¢Ã¢â€š ¬Ã‚ ¢ Environmental factors: Task structure Formal authority system Work group. à ¢Ã¢â€š ¬Ã‚ ¢ Subordinate factors: Locus of control Experience Perceived ability. 1.4 The Visionary or Charismatic School During the 1980s and 1990s, the visionary or charismatic school arose from the study of successful business leaders who were leading their organizations through change. Bass (1990) identified two types of leadership, transactional and transformational: Transactional leadership: This form of leadership rewards followers for meeting performance targets and managing by exception by taking action when tasks have not been undertaken in accordance with what was predicted 1.4.2 Transformational leadership: A Project Manager who displays this form of leadership would be charismatic, visionary and would engender pride, respect and trust. They would also provide motivation by creating high expectations, providing intellectual stimulation and challenging their team members with fresh ideas and approaches. They would also give consideration to individuals by showing them respect and paying personal attention to them. From a project management perspective, Keegan and den Hartog (2004) believed that a project managers leadership style needed to be more transformational than transactional, but did not find any evidence to confirm this. What they were able to conclude was that although there is a significant correlation between the managers leadership style and employees commitment and motivation, there does not exist a similar correlation for project managers. 1.4 The Emotional Intelligence School The emotional intelligence school has flourished since the late 1990s, and espouses the view that the leaders emotional intelligence has a greater impact on his or her success and the performance of his or her team than does the leaders intellectual capability (Goleman, Boyatzis, McKee, 2002). They identified six leadership styles: à ¢Ã¢â€š ¬Ã‚ ¢ Visionary à ¢Ã¢â€š ¬Ã‚ ¢ Democratic à ¢Ã¢â€š ¬Ã‚ ¢ Coaching à ¢Ã¢â€š ¬Ã‚ ¢ Pacesetting à ¢Ã¢â€š ¬Ã‚ ¢ Affiliative à ¢Ã¢â€š ¬Ã‚ ¢ Commanding. Goleman, Boyatzis, and McKee (2002) say that the first four of these styles will engender a sense of teamwork, and usually lead to better performance in appropriate circumstances. They also stated that the last two styles can encourage dissonance, so these last two styles need to be used with care. Goleman, Boyatzis, and McKee, as well as other authors, have shown a clear correlation between the emotional intelligence and leadership style of managers and the performance of their organizations. 1.5 The Competency School The competency school of the 1990s has placed an emphasis on the competencies of effective leaders and seeks to identify them. This according to Turner et al. 2005 when taken at face value may appear to be a return to the trait approach. However, they also state that competencies can be learned, so leaders can be made, not just born. Further, different combinations of competencies can lead to different styles of leadership which can be appropriate in different circumstances thereby producing transactional leaders in situations of low complexity and transformational leaders in situations of high complexity (Turner et al., 2005). 2.0 Skills of a Project Manager A good project manager should have the knowledge and skills necessary to perform their job. A project manager can be defined as the person responsible for working with the project sponsor, the project team, and the other people involved in a project to meet project goals (Schwalbe, 2004). To become an IT project manager requires knowledge in the core skills such as time management, risk management, scope management, cost budgeting, and knowledge of IT systems (Dittman et al., 2004). They also stated that a project manager must have skills in addition to the basics of project management to succeed and that the skills required are the soft skills that have to do with getting things that you want done and adjudicating issues between people, managers, egos and agendas. Its basically how to get a job done without annoying people (Melymuka, 2000). These soft skills can include basic leadership and team building abilities that are needed for the team to complete the designated project and t he basic business skills that are necessary for a project manager to be successful in the IT world (Dittman et al., 2004). They also concluded that these could include the ability to communicate into measurable results, utilize financial skills to keep the project cost effective, and identify and predict trends in the project. The ability to communicate effectively is a pre-requisite in project management and it is essential for project managers to have the capacity to listen and understand the people on their project team as well as the customers of their project and by doing so, expectations and feedback can be easily passed on to the team and it will be easier to solve problems and complete tasks within the project (Dittman et al., 2004).. Dennis Johnson, an Assistant vice President at USAA stated that A project manager needs the ability to question without alienating to listen and watch peoples body language and really see whats happening (Melymuka, 2000) and this skill will enable a project manager to step away from a project and view issues from a different perspective. This subsequently enables a project manager to better communicate his ideas and plans with the team and also with his superiors within the organization. Relationship management is a skill that is important to have While managing projects a project manager should be capable of working with all levels within the organization and relationship management is an important skill to either inherently have or to learn. Relationship management can also include identifying the unique characteristics and abilities of each individual on the team and determine the most effective way to utilize them throughout the project (Dittman et al., 2004). A project manager will also need to know how to mobilize and coach the people on their team and establish trust within the project team. The project manager and the team must develop a level of trust and comfort with each other in single-minded pursuit of project goals (Kharbanda, 2003). This is based on the premise that project managers should be able to build and sustain relationships within their project team and throughout all levels of their organization. There are many skills a project manager may have that are argued to be ingrained in the human spirit, the largest of these being the ability to influence others (Dittman et al., 2004). Linda Pittinger, CEO of People3, states Its hard to find people who can influence others and create win-win situations (Melymuka, 2000). The project manager needs to have the ability to sell the value of the project to other people within the organization and must be able to persuade and influence team members to get their job done well and on time must also have the confidence, credibility, and commitment to overcome the obstacles when faced with the task of running an IT project (Dittman et al., 2004). Without the ability to influence people particularly those who may not be in full support of the project, a project manager will be more likely to fail. The ability to make decisions can be either learned or innate and it has been said that the best decision makers are the most experienced decision makers (Dittman et al., 2004).. As a manager and leader, every step you take required decision making skills. What makes it more challenging is the pressure to make the right decision is often very high (Canterucci, 2003). When faced with having to make the correct decision a Project Manager may often have to base this decision on past experience or pure instinct. Should a project manager be new to the field of project management they will not have accrued sufficient experience to make the correct decision but they will have the ability to judge based on their instinct if those instincts are of a project manager with those innate skills. As can be seen above many of the skills required to be an effective project manager are the softer skills of management and that to a large extent these skills can not generally be taught as they rely on the individuals personality. These softer skills however can be honed through time and experience so to some extent there is a degree of learning. 3.0 Personalities of a Project Manager In order to be an effective project manager a persons character and personality traits will play a key role. Dittman et al. 2004 asked the question Within an IT project management program, can people be really prepared for the trials and tribulations of dealing with people while managing a project? The use of personality tests, such as the Myers-Briggs Type Indicator, can assess whether an individual will make a good project manager. By undertaking these assessments, an individual can analyze their personality and connect their personality type with a particular type of career. The Myers-Briggs Type Indicator (MBTI) assessment is incredibly popular for doing just this. The Myers-Briggs Type Indicator (MBTI) is an assessment technique that gives the participant 4 individual letters that are designed to match their personality type. This classification is set out below: Extrovert v. Introvert, Sensing v. Intuitive, Thinking v. Feeling, and Judging v. Perceiving. The research database shows that leaders mostly fall into the ENTJ category (extrovert, intuitive, thinking, and judging). ENTJs are especially well-suited to be leaders and organization builders. They have the ability to clearly identify problems and innovative solutions for the short and long term well-being of an organization(BSM Consulting, 2000). A project manager would generally fall into the category of ESTJ. They are good at a lot of different things, because they put forth a tremendous amount of effort towards doing things the right way. They will be happiest in leadership positions, however, because they have a natural drive to be in charge. They are best suited for jobs which require creating order and structure (BSM Consulting, 2000). The Keirsey Temperament Sorter is another technique that can also be used to determine personal characteristics and aid people gain new understanding of their traits, motivations, and behaviours (AdvisorTeam, 2003). The temperament sorter is an assessment to analyze one specific aspect of ones personality: temperament. Temperament is a set of inclinations that each of us is born with, its a predisposition to certain attitudes and actions (AdvisorTeam, 2003). The four temperaments that people will fall into are artisans, guardians, idealists, and rationals. These groupings have the following characteristics: 1 Artisans value freedom and spontaneity. They want to be without constraint, at liberty to act on their impulses, play and create. Guardians value belonging to a group or community. They maintain stability through responsible, conservative, traditional behaviour. Idealists value personal growth, authenticity, and integrity. They yearn to develop themselves fully as individuals and to facilitate growth in others. Rationals value competence and intelligence. They strive to learn, know, predict, and control the resources in their environment. It has been shown through research that project managers and leaders will most likely fall into the category of either Rational or Guardian (Dittman et al., 2004). A Rational tends to be pragmatic and organized. Their organizational and coordinating skills tends to be highly developed, which means that they are likely to be good at systematizing, ordering priorities, generalizing, summarizing, and at demonstrating their ideas (Prometheus Nemesis, 1998). Guardians tend to be very specific in their communication and reliable when it comes to completing tasks. They also are very cooperative with implementing goals and good at supervision and protecting their subordinates. The Supervisor Guardian is the type of that most fits the personality of the project manager. Supervisor Guardians go by experience, not speculation and experimentation, and certainly not fantasy. They keep their feet firmly on the ground and make sure that those under their supervision do the same (Prometheus Nemesis, 1998). The personality assessments described above are good tools to examine an individuals personality type and compare it to that of the typical project manager career. Each assessment can be used separately or they can be used in conjunction to get the best results. Using these evaluations, it can be shown whether a person has the requisite skills to be a good project manager, and decisions can be made whether to put them in that role, whether they would need further training to be successful in the project manager role, or whether they would be best placed in a different career altogether. 4.0 Conclusion As can be seen an individuals personality can be measured or assessed using the techniques detailed above. These techniques enable organisations to eliminate individuals rather than select individuals as project managers. The methodology behind these techniques would indicate that project managers are born rather than made as the characteristics used to describe individuals are those of an innate nature rather than a derived or coached one. However on the other side of the equation the technical skills required by a Project Manager can be learned and need not necessarily be inherent in the individual. So it could also be concluded that a project manager can be made through learning alone. The leadership style theories above look at the science or art of project management depending on the school to which an individual ascribes to. If an individual is of the viewpoint that Project Managers are born with the innate capabilities to be a project manager then Project Managers have to be viewed as artists. However if the conclusion is that project managers can be taught and trained then they should possibly be viewed as scientists. These can be viewed as two conflicting views with those of a scientific inclination believing that project managers are made and those of a more artistic inclination believing that they are born. From the research undertaken above there is no definitive answer to this question. In the case of Project Management, where there are so many human variables there can be no comprehensive training course that will detail a case study for every given scenario. This would indicate that Project Managers can be and are made but that the best and most effective Project Managers are born.

Better business through budgeting Essay

The article talks about the importance of formulating a budget for businesses even small-size companies since it establishes their goals and helps to predict the success of a business idea while embarking upon the financial health of the company. Formulating a working budget is important from a business and financial perspective that allows measuring progress, accounting for unexpected expenses and availing investment opportunities. It is a tool for attracting investors and getting loans. Budget enables both the insiders and outsiders to look at the history of performance and upcoming plans and deliverables of the company. Small companies usually don’t pay much attention to budget since they consider financing as secondary to the product or service they provide as well as a waste of time. A simple and effective budget is the need of time for small companies. Alexander defined budget as a tool for identifying incomes and expenditures. The projections allow a company to compare it plans and expectations with what happens actually thus showing the company’s performance and accomplishment of the goals. Budget entails with it three financial statements of which cash flow is the most important followed by income statement and balance sheet. The realistic projections about a business future performance can be made through historical data as well as likely income to be generated through marketing programs, seasonal businesses and other anticipated sources with the help of research. Fixed and variable costs should be projected in the same manner and later the numbers should be plugged in. The key is to be conservative and build contingency plans in order to build a financial cushion in the budget(Klein, K. E. 2006). The biggest mistake to avoid is that budget should be treated as an ongoing exercise rather than once a year exercise done to accomplish some purpose which is not consulted again throughout the year. Secondly, it should be realistic with all the necessary elements and details. Thirdly, it can be made with the help of financial advisors who offer insight into the budgeting process rather than the entrepreneur making it himself with incomplete knowledge. Softwares are also available for this purpose but the key is to select the simple and easy to use ones which do not contain specialized programs but the general ones which are not heavy on jargons. RESPONSE The article explains us the importance and usefulness of budgeting in an organization which is meant for both insiders and outsiders. Budgeting will not only allow projecting incomes and expenditures but compare them those to the real picture in order to know whether the business is fulfilling our expectations or not. It is necessary to set goals and ensure that the business idea seems to be realistic and viable in the future. The insiders of a company need budget to regulate their expenses and account for any unexpected expenses or losses. Before making any investment, the company should consult its budget that whether it allows for it or not keeping all other expenses in account. For the outsiders, the budget serves as a statement of plans and deliverables for the year. The budget tells the stakeholders how successful the company has been on meeting its goals. Budget is a useful exercise for small sized companies since they need to operate within their small source of income and ensure that their expenses do not get out of their hands. Budgeting also increases the credibility of a business since the stakeholders gain confidence in a business while looking at the financial statements. Today, most of the businesses do not formulate a budget and those who do consider it a one-time exercise and a formality for the shareholders. Companies should realize the importance of budgeting and take actions only after consulting their budget in order to avoid any pitfalls (Shim & Siegel, 2008). REFERENCE Shim, J. K. , & Siegel, J. G. (2008). Budgeting Basics and Beyond, 3rd edn. Wiley. Klein, K. E. 2006. Better Business Through Budgeting.

The Artice Intergration Essay Topics Cover Up

The Artice Intergration Essay Topics Cover Up There are lots of aspects about a sport that may be argued in an essay. Select a favourite sport and appear at how it developed. Some hobbies are merely diversions. Pick 1 person whom you admire for their leadership abilities and write about the traits which make them special and how they've influenced you somehow. Artice Intergration Essay Topics - Overview To choose which subject you're likely to discuss, it's crucial to see the complete collection of good persuasive speech topics from the specific area of study. The City Council wants a teen for a member to speak for your age group. It's needless to say that you should choose a subject that you regard as interesting. If you can find with additional reasons to strengthen your thesis, that's even better because it is going to make it simpler to reach you page requirement. You will develop an overall statement and after that operate to prove it. When you choose a topic, you have to answer the query and after that substantiate your response with three or more motivations as to why you think like that. When you're selecting an essay topic, it's important to pick one that has a lot of information and statistics to strengthen your perspective, and don't exaggerate any info you have chosen to write about. Begin a list of questions which you'd love to have answered. You should take part in far-reaching studying to cover all parts of this issue and all point of views by different individuals. After you have the topic, answer the question and support your answer with three or more explanations for why you believe it. As an example, let's say you select the very first topic from our list. You would l ike your paper to be noticed, meaning you don't wish to choose the effortless topic and have your paper reflect exactly the same thing every one's paper does. Journaling is one method to achieve that. It is vital that you choose an intriguing topic because it is going to ensure it is straightforward for you to compose your paper. School should happen in the evenings. Every American should learn how to speak Spanish. Students ought to be permitted to pray in school. They will find it easier to write about topics that they are interested in, and it will make the researching process much simpler. Top Artice Intergration Essay Topics Secrets To the contrary, you might not have been provided a specific topic whatsoever. There are a lot of things to argue when it has to do with the law. The individual grading your paper will likely appreciate how you deviated from the norm. The issue is that everybody's interpretation of what makes a great society differs. Choose something y ou're ready to discuss or describe and something which will present your good qualities to your teacher. Write about a person who has no enemies. Remember you need to reveal the best about yourself. In the majority of cases, you want to produce a topic that will make it possible for other people to understand your perspective, and telling them to think that what you write is true. Training to compose essays on various topics is going to be the very best preparation to the exam. The intent of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. They can write informational essays a number of ways. To locate argumentative essay topics easy on various platforms, you want to comprehend about the argumentative essay. You could possibly be offered a list of essay prompts to select from. The more information you are able to gather about the subject, the better prepared you'll be for writing your essay. As you have observed, different kinds of essay topics have various approaches to approach them, and in addition, they have their own benefits.