Free Essays on Sioux Wars

The Sioux and Tribal war War as many people have thought, didn’t start with the white man coming to America. War is a way of life. War has been going on among tribes for, as long as there have been people. Among the American Indians the Sioux were the most feared of all tribes, Probably because the Sioux were the largest tribe. The Sioux consisted of four main branches the Teton, Santee, Yankton, and the Yanktonaj. Those four branches were also broken up into different groups. Unlike modern wars these wars were fought in hand-to-hand combat often resulting in a bloody battle. There were also no rules to follow, so there was nothing ethical about any thing that they did. From the story in the book of The Singing Spirit called, In the Name of His Ancestor. It talks about a story of two tribes, the tribe of the Rock River country and the Sioux. The two tribes had been fighting for a long time then finally the Sioux offered a peace treaty. But when the Rock River elders arrived at the Sioux camp the elders were all brutally murdered and scalped. But one of the sons escaped and returned home. He set up a war party to get revenge and he did. Some of the most famous battles in history were fought by the Sioux. The Grattan affair, the Minnesota uprising, the war for the Bozeman trail, The war for the black hills and the most famous of all was the battle at wounded knee The most famous chiefs or Indian leaders in history were Sioux. The Most famous were Spotted tail, Red cloud, Sitting Bull and Crazy horse. In conclusion the Sioux were great warriors that left a big dent in the history books.... Free Essays on Sioux Wars Free Essays on Sioux Wars The Sioux and Tribal war War as many people have thought, didn’t start with the white man coming to America. War is a way of life. War has been going on among tribes for, as long as there have been people. Among the American Indians the Sioux were the most feared of all tribes, Probably because the Sioux were the largest tribe. The Sioux consisted of four main branches the Teton, Santee, Yankton, and the Yanktonaj. Those four branches were also broken up into different groups. Unlike modern wars these wars were fought in hand-to-hand combat often resulting in a bloody battle. There were also no rules to follow, so there was nothing ethical about any thing that they did. From the story in the book of The Singing Spirit called, In the Name of His Ancestor. It talks about a story of two tribes, the tribe of the Rock River country and the Sioux. The two tribes had been fighting for a long time then finally the Sioux offered a peace treaty. But when the Rock River elders arrived at the Sioux camp the elders were all brutally murdered and scalped. But one of the sons escaped and returned home. He set up a war party to get revenge and he did. Some of the most famous battles in history were fought by the Sioux. The Grattan affair, the Minnesota uprising, the war for the Bozeman trail, The war for the black hills and the most famous of all was the battle at wounded knee The most famous chiefs or Indian leaders in history were Sioux. The Most famous were Spotted tail, Red cloud, Sitting Bull and Crazy horse. In conclusion the Sioux were great warriors that left a big dent in the history books....

How to Answer ACT Reading Questions 5-Step Guide

How to Answer ACT Reading Questions 5-Step Guide SAT / ACT Prep Online Guides and Tips The ACT Reading section is challenging for many students because of the intense focus required to answer questions accurately in such a short time frame.Quickly getting to the root of each question is tough, but it's definitely a skill that you can learn with practice. This guide will present an example-driven step-by-step process for interpreting ACT Reading questions and give you the inside scoop on some of the sneakiest tricks the Reading section has up its sleeve. What’s in This Guide, and Who Is It For? This guide provides a step-by-step outline of how to approach ACT Reading questions and determine exactly what they’re asking.The steps can also function as tips in isolation.You won’t need to complete all of them for every question (especially because the ACT is so fast-paced and the questions are typically pretty straightforward), but I think understanding this process before the test will help you to get through questions that confuse you at first glance. The second part of the article lists a few tricks the ACT Reading section has up its sleeve. You should learn to spot them so you can avoid making careless mistakes.If you tend to have difficulty with the ACT Reading section (or reading isn't your strong suit in general), I’d recommend taking a look at the steps and tips in this article.They'll give you a nice confidence boost on the test! Step-By-Step: How to Break Down ACT Reading Questions This is a comprehensive step-by-step process that you can use to understand and answer ACT Reading questions.Here’s the question I’ll be using as an example: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? A. Women haven’t until recently been allowed to see the depths in Shakespeare, but nobody bothers to read Shakespeare anyway.B. Women haven’t written as well as men because they’ve been too busy being spouses, but nobody takes time to read women writers anyway.C.Women haven’t written as well as men because they have not had the same educational opportunities, yet there are many great women writers no one reads.D. Women have always had an abundance of Shakespeares, yet have not experienced the kind of education it takes to appreciate Shakespeare. Step 1: Do a Quick Read of the Question (and the Relevant Line Numbers If Applicable) First, read the question to get a more general sense of what it’s asking. On the ACT, many questions are clearly worded, so it’s not necessary to go through all the additional steps to interpret them.This should serve as a checkpoint to gauge the difficulty level of the question and how much time you need to spend dissecting its meaning. If you’re given a line reference number, revisit the line and the paragraph where it occurs to jog your memory about the context.Here’s the paragraph we need to revisit for this question (line 54 is bolded): For the fact is that we can’t have it both ways. Wecan’t simultaneously espouse the line that womenhaven’t until recently been allowed the depth of education and experience to become Shakespeare, while alsoclaiming that we really have an abundance ofShakespeares, if anybody would just take the time toread us. Now that you've grounded yourself with a basic idea of what you’re looking for, you can dig into the meat of the question (ew). This is what I pictured while writing thatlast sentence (and it's also what the expression on my face looked like). Step 2: Underline Important Terms and Phrases Let's start looking at the nitty-gritty of what exactly the question is asking. In this step, we'll underline the most important terms and phrases.These might include: Words and phrases that indicate main idea or detail questions: Summarizes Lists States Paraphrases Main point Primary purpose Point of view [Number] paragraph EXCEPT or LEAST Compare or contrast Words and phrases that indicate inference questions: Can be inferred Suggests Implies Is meant to Represents [Most nearly] means Words and phrases that indicate questions about author/character intention or feelings: Establishes Indicates Illustrates Distinguishes between ([Character] or [author]) feels Could be characterized Agree or disagree Mood and tone For the sample question, these are the parts I would underline: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? We know for this question we’re looking for a description of the contrast between the â€Å"two ways† cited in the passage.The function of the correct answer choice (distinguishing between), the actual subject of the question (â€Å"two ways†), and the reference spot in the passage (line 54) are the key aspects of this question that could be underlined for clarity. Important tip: Don't underline a million things in the question. This step is useless if you're not emphasizing specific parts. In a parallel case, whoever overzealously highlighted this book is going to be extremely frustrated when they try to study later. Step 2.5: Rephrase the Question (If Necessary) This is an optional step that I would suggest taking if you still aren’t completely confident that you understand what the question is asking.Since you’ve underlined the most important parts, you should be able to rephrase it in a way that’s more easily digestible. For the sample question, this might look something like: Which answer choice describes the contrast between the â€Å"two ways† outlined by the author in the 5th paragraph? At this point, you have enough information to start thinking about potential answers. Step 3: Consider Relevant Evidence in the Passage and Make an Answer Prediction Now that we know what the question is asking, it’s time to look back at the passage and see if we can make any predictions about the answer.Look at the surrounding context, not just the specific line or lines mentioned in the question.Once again, here’s the paragraph we need to look at to find the answer to this question: For the fact is that we can’t have it both ways. Wecan’t simultaneously espouse the line that womenhaven’t until recently been allowed the depth of education and experience to become Shakespeare, while alsoclaiming that we really have an abundance ofShakespeares, if anybody would just take the time toread us. The incompatible â€Å"two ways† described in the paragraph are: 1. Women haven’t been given the same educational opportunities as men, and this accounts for the existence of fewer famous female writers. 2. There are just as many female literary greats out there as male, but their works are ignored by society because of gender bias. The answer choice that we’re looking for will present the incompatibility of these two conceptions of the situation. It would be something like: Women don’t produce as many great works of literature as men due to lack of educational opportunity. Vs. Women’s contributions to literature would be considered as great as men if their work was given more exposure. *Writes great work of literature only to realize it's been smudged beyond recognition by absurdly puffy dress sleeves* Step 4: Eliminate Incorrect Answer Choices We know what we’re looking for, so we can move on to ruling out three of the four answer choices: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? A. Women haven’t until recently been allowed to see the depths in Shakespeare, but nobody bothers to read Shakespeare anyway.B. Women haven’t written as well as men because they’ve been too busy being spouses, but nobody takes time to read women writers anyway.C. Women haven’t written as well as men because they have not had the same educational opportunities, yet there are many great women writers no one reads.D. Women have always had an abundance of Shakespeares, yet have not experienced the kind of education it takes to appreciate Shakespeare. Let's go through each of these choices based on the information we've learned so far: Choice A can be eliminated because the â€Å"two ways† have nothing to do with Shakespeare’s works specifically.Shakespeare is only mentioned as a stand-in for famous writers in general.Although the first part of the answer is almost in line with one of the issues mentioned (women not having access to education), the second part doesn’t work. Choice B can be eliminated because of the first part of the sentence.The author doesn’t say anything about women being too busy being spouses to craft great works of literature. Choice C looks correct based on our predictions.It checks out both for the first claim (women haven’t written as well because they haven’t had the same educational opportunities as men) and the second claim (there are lots of great women writers out there, but no one gives them a chance). Choice D can be eliminated because it’s too focused on the Shakespeare aspect of the author's statement.As I said earlier, Shakespeare is used simply as a representative for all well-known and well-respected literary talents. How do we know Shakespeare wasn't just a bearded lady? I imagine hair removal was more difficult back then, and this is one pretty dude. Step 5: Commit to a Final Answer Based on our findings in the previous step, it looks like Choice C is the one we want. Before bubbling it in, read over the question and chosen answer one last time to ensure that everything makes sense, and there are no careless mistakes. It's always a good idea to double check the question and answer before you commit so that you don't miss anything! Not So Fast...Look Out for These Tricks If you follow the steps in this article, you shouldn’t fall for the ACT’s tricks, but considering the fast-paced nature of the test, you’re bound to rush through a few questions. If you don’t pay attention to exactly what the question is asking and what the evidence tells you, you could run into trouble.Be wary of: Half-Correct Answers Often when the answer to a question has two or more parts, some of the choices will be partially correct.This can be tricky because you might start reading an answer choice, notice that it lines up with what you predicted for the answer, and bubble it in without noticing that part of it doesn’t make sense. This could have happened on the question we just answered.In Choice A, the first part of the answer made some sense, but we found that the second part was wrong, and Choice C was actually the correct answer.To avoid falling for this trick, read through all parts of every possible answer carefully before committing to your choice. This looks like a nice solid roaaaaaaaahhhhhh (metaphorical representation of what will happen if you don't read carefully) Superfluous Details (or Overly Specific Ones) Sometimes the ACT likes to insert little sneaky incorrect details into answers that look correct at first glance. Take this question, forexample: Choice F is the correct answer even though Choice J may appear more specific and accurate if you don’t look at the details too closely.Choice J mentions numbing the spinal cord, which is a more detailed description of the process than Choice F’s generic â€Å"release of chemicals.†However, its inclusion of the pituitary gland in the second part of the answer makes it incorrect. The chemicals do â€Å"block pain signals in the spinal cord,† but the pituitary gland is only referenced when the passage states that acupoint stimulation sends impulses there.The chemicals don’t prevent signals from being sent to the pituitary gland, so Choice J is wrong-o.To avoid falling for this, use process of elimination to rule out all answers that give even the tiniest extra details that don’t make sense in the context of the passage. I wonder how acupuncture was even discovered in the first place. If I'm trying to get some pain relief, the last thing I think about is stabbing myself with tiny needles. LEAST or EXCEPT Questions Some questions on the ACT will ask you what the answer is NOT. This is perhaps the most classic variety of tricky question. Here's an example: Even though the words "least" and "except" are in all caps, many students miss these key words by not reading carefully enough. If you notice a LEAST or EXCEPT in a question, make that the first thing you underline.As you go through the answer choices, clearly cross out any options that accurately reflect the information in the passage. These questions are generally on the easier side if you don't get confused by the trick! Objective Truths (but Inaccurate Answers) The ACT likes to include answers on the Reading section that might look good to you if you skipped straight to the questions.These answers include real facts or very reasonable assumptions that would look like logical choices if you didn’t consult the passage directly.Here's an example: If you were rushing through this passage and only looked at the question, you might be tempted by almost all of these choices. Choice A includes a specific name, which makes it seem like it's directly related to the passage.Choice B also sounds logical at first glance. People in the 18th century were probably impressed by unusual weather because there wasn’t that much else around for entertainment value.Choice C is kind of weird, so it’s a less likely temptation, but it’s still something that you could think was plausibly true. Here’s the actual section of the passage the question references: Choice D is the correct answer because it accurately explains the purpose of the quote in the context of the author’s larger point.But you can see how the â€Å"truthiness† of the first few choices might confuse you if you didn’t read thoroughly. ALWAYS be vigilant in your search for direct evidence. Just because something is true or logical out of context doesn’t mean it’s the answer you want! Prepare for the best BRAINstorm in memory on the ACT. Conclusion Reading questions on the ACT can be misleading at times, so it's smart to have an effective way of breaking them down before you take the test. Once again, here are the steps you might take to dissect and conquer challenging questions: Step 1: Do a Quick Read of Question (and Relevant Line Numbers if Applicable) Step 2: Underline Important Terms and Phrases Step 2.5: Rephrase the Question Step 3: Consider Relevant Evidence in the Passage and Make an Answer Prediction Step 4: Eliminate Incorrect Answer Choices Step 5: Commit to a Final Answer As you follow these steps, be on the lookout for ACT tricks that might throw you for a loop. Examples include: Half-Correct Answers Superfluous Details (or Overly Specific Ones) LEAST or EXCEPT Questions Objective Truth (but Inaccurate Answer) What's Next? Want more tips? Check out our ultimate prep guide to ACT Reading, which includes every article we've written about this topic. If you're in a time crunch, read this article on how to cram for the ACT and (potentially) raise your score 4 points in 10 days! Practice tests are the most critical study weapons you have in your arsenal. Learn how you can use ACT practice tests to improve your score in just 20 hours. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Methodology Essay Example | Topics and Well Written Essays - 1500 words

Methodology - Essay Example Interpretivism approach argues that there is far too much, ever changing complexity to be defined by "laws" (Saunders et al., 2003, p.84). The dissertation will consider both philosophies since "the practical reality is that research rarely falls neatly into only one philosophical domain" (Saunders et al., 2003, p. 85) as well as the combination of both is common in research. Inductive reasoning is when data is collected first and then theories developed as a result of the data analysis. This associates mostly with interpretivism. Deductive reasoning is the development of a theory and hypothesis (or hypotheses) and design of a research strategy to test the hypothesis" (Saunders et al., 2003, p.85). This mainly associates with positivism. The dissertation will consider both processes of reasoning. Exploratory studies are a valuable means of finding out what is happening; to seek new insights; to ask questions and to assess phenomena in a new light (Robson, 2002, cited in Saunders et al., 2003, p.96) and will be considered for the purpose of this study. This is particularly useful as the researcher wishes to clarify the understanding of a problem, namely the best option for intervention with children exhibiting conditions of ADHD. There are three basic types of questions that a research project can address: causal (to determine whether a variable causes or affects another), relational (to look at the relationships between two or more variables), or descriptive (to describe what is going on or what exists). This dissertation will be an exploratory study to find out whether mainstreaming and inclusion are the best options for schooling children with ADHD. Methods of Data Collection Having provided a theoretical framework upon which this dissertation is based to guide the research investigation, two forms of data will be gathered: (1) Primary research data in the form of semi-structured survey results from various respondents - teachers, parents, and students; and (2) Secondary research data in the form of reference literature on the research topic. Survey Questionnaire Design and Respondents The Appendices (A to C) contain the questionnaires used for the cross-sectional survey and interviews to collect data for the purpose of

Adult Group Learning Essay Example | Topics and Well Written Essays - 1250 words

Adult Group Learning - Essay Example style commonly prevail among the learners are the discussion methods in which they try to discuss the topics with their friends and try grasp as much as possible. Thus learning can take place independently and also it can happen in groups. Adult learning also happens independently and in groups. Adults have more intellectual abilities than the children and can learn the topics independently using some resources like internet, library resources etc. But some adults prefer group learning. They feel that working with a group is more beneficial to their learning than listening in class. This paper briefly explains adult group learning. McKeachie found significant relationships between attitude change and changes in perception of the group norms (Gibb, n. d, p.256). Moreover, Brewer et al (2003) have mentioned that the opportunity to work in small informal groups provides an avenue to interact with peers, fulfilling the needs of some adult learners with a high affiliation motive (Brewer et al, 2003) The attitude of the adults towards group learning is extremely positive. Man is a social animal. It is difficult for a person to live in this society without having the assistance from others. Same way, there are limitations for a person to learn things independently. While learning in groups adults will attain more enthusiasm and positive attitude towards their learning compared to learning independently. Moreover, face to face contact with groups tended to retain beliefs even after these beliefs shown to be without foundation (Gibb, n. d, p.256). It is a fact that all the people like the company of peers for everything. While working, playing, studying, people always like the company of others who are similar in their ages. Same way while learning also adults like the company of adults. It is difficult for an adult to learn in the company of younger people as young people might tease him or harass him. On the other hand he will be more comfortable in the company of

Types of Teachers Essay Example for Free

Types of Teachers Essay Abstract This paper explains three different types of teachers and their role and impact over the educational system. By the same token it is emphasized that the teacher is an important part of the learning process who impacts the shaping of the lives of young children. The relationship between a student and a teacher is a difficult one in most of cases and it is something that raises problems which need to be resolved. At this point every teacher has different way of presenting and teaching the given material and the crucial role in establishing a good and fruitful collaboration with students is the approach of the teacher which should inspire positive attitudes and amiable atmospheres for learning. To illustrate such an approach, as well as the opposite of it, this paper consists of the following types of teachers: intimate, authoritative and indifferent teachers. Keywords: authoritative, intimate, indifferent teacher; Types of Teachers. Teachers are the ones that pass the knowledge over to the students and they utilize different way of presenting the given material. According to Jupp (2012), â€Å"Teachers make thousands of decisions each day, and they don’t do it about abstract ideas. They do it about a life of a child. You can’t imagine anything harder. † For instance, some teachers bear this in mind and manage to create a friendly atmosphere which gives the students the needed motivation for seeking knowledge, whereas some teachers are not so proficient. The reason for this can be the lack of motivation of the teacher, because there are many teachers who evolve in this profession only because there was nothing else to do and their interest is simply based on earning money. Their goal at the end of the class is a finished syllabus, not passing knowledge. Students find this kind of situation frustrating and their frustration is seen in the outer world. Balanced, positive classroom will bring out the best of students. Many psychological studies, such as Baumrind (1971) which shows the various parenting styles can correlate with various teachers’ classroom styles in the sense that a good model of a parent is an appropriate model for teacher. According to the study, the crucial elements of relationships are the responsiveness and demandingness. Considering these elements teachers can be classified as authoritative, intimate, and indifferent. Authoritative teachers will be characterized by a high response, and a high demand, and are considered to be the closest to the ideal picture of a teacher. Most of them can be described with personality traits such as: curious, creative, attentive, principled, astute, patient, hardworking, gregarious, communicative, and openhearted and perhaps the most important, proficient. They are eager to know something more about the student apart from their first and last name, something more about their individuality, more personal. They are more likely to build a good relationship with the students and will allow them participation in the class, as long as it is something relevant to the topic of the lesson, so the student involvement in the class is at a very high rate. These ways of participations are â€Å"important predictors of social and academic adjustment† (Hughes, 2002). The authoritative classroom might be an excellent opportunity for developing speaking skills, because an authoritative teacher is open to feedback and debates with the students. However, authoritative classroom might not be ideal for developing speaking skills because some authoritative teachers are closed to feedback as this may question their authority. An authoritative teacher would organize the class neatly and orderly and the discipline would be present throughout the class, so the students would feel comfortable and respectful. In ideal situation mutual respect and cooperation are the most important tools of an authoritative teacher for their approach of teaching, although not every authoritative teacher uses them. Intimate teachers are characterized by high response and low demand, i. e. high involvement in students’ lives but occasionally poor establishment of a control in the classroom. When making decisions, the students’ feelings might be taken into consideration and nothing else. Intimate teachers often ignore disrespectful behaviour and discipline will not be present in such a classroom. This atmosphere is more like to be friendly but chaotic and may result in a classroom which is entirely out of control. Being kind is good, still being too kind and ignoring the discipline will be a dead end. This kind of teacher will probably be liked by most of the students but the teaching can be poor and it may result in poor academic skills. Indifferent teachers are characterized by low response, low demand, and little or no control over the class. They are one of the worst types of teachers. The image that students get of them is that they seem to be bored with the class and are eager to finish with it as soon as possible. The involvement of the students is at a very low rate. Some of these teachers do not prepare for class and usually are sitting in front of the class, sighing and citing word by word the lesson from the book. Others will tell the students to read silently as they are gazing somewhere or contemplating matters not even close to the lesson material. An indifferent teacher lacks motivation and is not at all hardworking. This teacher appears generally uninterested and might not even bother to provide different materials during the course, so students are able to get the exams from the previous years. That will certainly have negative feedback and students will have low motivation and poor or no knowledge at all. Classroom discipline is a concept unknown for these teachers. They lack the skill and motivation to establish a discipline in the class needed to provide an orderly atmosphere class. The reason for the indifference may be due to the lack of motivation for teaching. As mentioned in the abstract, some of these teachers may be those who become teachers unintentionally, because there was nothing else to do. Students will respond negatively of the atmosphere. If one asks a student to describe an indifferent teacher, he/she will probably sigh and say something like learning is up to the students as far as that teacher is concerned. Students who have this type of teacher do not have the opportunity to exercise speaking skills at all. According to Rowe, K. (2003), the type of the approach of the teacher i. e. the established relationships result in creating certain characteristic behaviours. The statistics show that the authoritative type produce students who are responsible, socially competent, well prepared and knowledgeable, the intimate teachers produce irresponsible students with poor leadership skills; and indifferent teachers produces students with poor verbal skills and poor or no knowledge at all. Teachers are the ones that teach the lessons of humanity and should take more responsibility in creating their approaches towards students. Regarding these classifications the closest to an ideal teacher is the authoritative one. In addition, according to Baumrind (1971), the authoritative approach is the best approach because it correlates with appropriate student behaviors. It is true that to be an authoritative teacher is much easier to imagine than to accomplish. Since, the students are to be the next academic citizens who deal with various positions and for that purpose teachers should think twice before stepping into a classroom unprepared. However, even the least motivated teachers should simply consider if the teachers they are being at the moment are the ones they would prefer their children to have. References Baumrind, D. (1971). Cornell University College of Human Ecology. Parenting styles and adolescents. Retrieved from http://www. human. cornell. edu/pam/outreach/parenting/research/upload/Parenting-20Styles-20and-20Adolescents. pdf Hughes, Jan N. (2002) Authoritative Teaching: Tipping the balance in favor of school versus peer effects. Journal of School Psychology 40(6), 485-492 Retrieved from http://www. centerforcsri. org/research/improvement. cgi? st=ssr=SR005149 Jupp, B. (2012, January 18). Join ED and teachers for#teach talk discussion on twitter Retrieved from http://www. ed. gov/blog/2012/01/join-ed-and-teachers-for-a-teachtalk-discussion-on-twitter/ Rowe, K. (2003) â€Å"The Importance of Teacher Quality as a Key Determinant of Students’ Experiences and Outcomes of Schooling Retrieved from http://research. acer. edu. au/research_conference_2003/3.

The Camp David Accord Essay -- Political History Historical Israel Ess

The Camp David Accord Works Cited Missing By 1978 the thirty-year war that had been fought between Egypt and Israel had come to a point where there was a chance for peace. The area that had been at the center of the turmoil was the West Bank of the Jordan River and the Gaza Strip. The problem was that both countries believed that they had the rights to this land: Israel, biblically and Egypt, politically. So an invitation by President Jimmy Carter to President Anwar Sadat of Egypt and Prime Minister Menachem Begin of Israel was extended. The invitation was for a meeting in the Catoctin Mountains of Maryland at the presidential retreat, Camp David. The meeting was so that the framework of a peace agreement, known as the Camp David Accord, could be laid out between Sadat and Begin, with Carter as the mediator. Both Sadat and Begin had their reputations and their countries’ futures on the line, not to mention the future of the Middle East. All of the countries neighboring Egypt and Israel would be affected by an Egyptian /Israeli agreement of any kind and maybe encouraged to come to an agreement of some sort for that region. A lot of problems had to be overcome for this summit to be a success. One of them was that the hatred and suspicions between President Sadat and Prime Minister Begin ran very deep. Another problem was that the outside pressures were too strong to permit an easy and early resolve for issues that had a long and ancient history (Mideast 26). The last problem was the hope that President Carter could put out of his mind the psychological profiles done by the CIA on both Begin and Sadat, which could have adversely affected his ability to mediate the proceedings. The long-standing hatred between Sadat and Begin was not one of a personal nature. It had more to do with the political differences of their two countries. Israel has held that the West Bank and the Gaza Strip were theirs because of the establishment of the State of Israel, out of what was Palestine in 1948 and by right of heredity. This was the land that God had told Moses was the Jewish Promised Land. The Egyptians, on the other hand, claimed that the West Bank and the Gaza Strip were theirs. They based their claim on the fact that there were Egyptian citizens living in these areas at the time, the State of Israel was established, so therefore it must be Egyptian land. In ... ...reaty between them within three months of the signing of this agreement (Camp 43). So by the close of the summit, Begin had accepted the new â€Å"words,† which he once had considered improbable (Blitzer 48). For someone like Begin, who holds a lot of value in the power of words, this agreement was not easy to come by. What all the men involved wanted to know was how the meaning of the words would be translated on the ground in the months and years to come (Blitzer 48). In the final analysis of the meetings at Camp David, it’s important not to focus on what was not accomplished, but on what was. The agreement that these two leaders came to was much more than a â€Å"framework for peace;† it was a first step in a long process. A process that many people here and abroad thought would never come. In the years that followed this summit, there were more and more talks that have lead to the relative peace in that part of the world today. So, what Camp David did more than anything else was to set the groundwork to get people talking to each other in a positive direction. The three men had progressed from an agreement to pray together to an agreement to try and make a lasting peace (Blitzer 48).

Cache Level Essay

Describe the purpose of ONE (1) setting that is statutory provision for each age range. A statutory provision for under 5’s could be a nursery as it is fully funded by the government. The government dictates that education must be provided for all children under 5 although it is the parents’ wishes to send children to nursery. The intention of a nursery is so that they educate the children before they start school, also they can help develop their social and their motor skills so that they are nearly fully developed ready for starting school. The role of the school is to support parent’s wishes and access children’s educational needs. â€Å"The Foundation Phase is a statutory framework for children aged 3-7 in Wales. At our school we are committed to the holistic development of each child, looking at where they are in their stage of development and teaching them the skills they need to reach their full potential†-(http://www. cogannursery. co. uk/#/curriculum/4540401886)-10/10/12 A primary school is a statutory provision for ages between five and seven. This setting provides full time education by following the national curriculum â€Å"The National Curriculum, taught to all pupils in state or maintained schools, is made up of blocks of years, known as key stages† – All local authorities in England and Wales must provide a choice of schools for children to attend. D2: Describe the purpose of ONE (1) setting that is a different type of provision for each age range. A different provision for under 5’s could be a private nanny, a private nanny works in the home of the children and lives in or out of the home depending on the parent’s decision. A nanny looks after children from birth onwards although this depends on the parents’ wishes. Nanny’s work in a private working agreement, so the parents of the children pay the nanny directly and also pay their taxes and national insurance. A purpose of a nanny is so that in out of school hours the children are looked after and cared for; a nanny is purposed for busy working class parents. â€Å"Nanny is responsible for the entire care of the children of their employers. This includes anything from washing the children’s clothes and tidying the children’s rooms, to supervising homework and preparing children’s meals, as well as taking children to and from school and activities. A nanny is available 24 hours a day, unless their employment contract states otherwise. †- (http://en. wikipedia. org/wiki/Nanny)-10/10/12 A different provision for children between five and seven could be an out of school club. An out of school club doesn’t educate children although they do offer a range of activities. It is the parent’s choice to use the school club as it is fully paid by the parents. All out of school clubs follow health and safety rules. â€Å"Our aim is to provide quality accessible  out of school childcare offering a range of play activities in a friendly and  welcoming atmosphere. †- (http://www. debsoutofschoolclubs. co. uk/ )- 15/10/12 D3: Describe the work of a professional or an agency working with children. A professional role which would work with children would be a children’s nurse. A nurses’ role is varied and sometimes challenging. Support is a major factor for the role of a nurse; children’s nurses will work as part of a team including doctors, hospital play staff, radiographers, healthcare assistants, new-born hearing screeners, psychologists and social workers. â€Å"This branch involves everything from nursing a sick new-born to an adolescent road accident victim. The challenges are very varied, with family care and support a key element. †- (http://www. nhscareers. nhs. uk/explore-by-career/nursing/careers-in-nursing/childrens-nursing/ ) A Children’s nurse helps and supports children by evaluating patient needs to provide the best possible care. Nurses also support families of the patients they educate and advise children about treatments and implications also to provide support and training to help deliver follow-up care at home. â€Å"It is a privileged position which allows you to help families when they can be at their most vulnerable†- (http://www. dayinthelife. org. uk/Default. aspx? pageid=322) D4: Describe how to keep information about children and families confidential. It is important to be confidential as it is a legal requirement in some cases. The policy for confidentiality means that information about children or families should not be shared amongst others. Everyone who works in a childcare setting must know about the confidentiality policy and follow the rules. The policy also states that all information and facts about the child must be stored in an secure safe place, information and facts about each individual child should be stored and locked away and only to be used when needed by the teachers or staff when given permission. Contact details of each individual child should be stored away this includes their name, age, number, address etc. Also other paperwork of each child should be stored away too, such as school reports, grades/levels, medical notes, etc. â€Å"Anyone working with young children, whether in a nursery setting, a school or in a family home, will need to practice confidentiality. Confidentiality is respect for the privacy of any information about a child and his or her family†- An Introduction to Childcare and Education, Carolyn MeggItt, Jessica Stevens, Tina Bruce, – ISBN 0-340-78007-X, – 215pg- Monday 8th October 2012 (Date Found), Year 2000 Published. D5: Explain how to prepare to work in a placement with children. To prepare for work placement with children always be prepared, call placement at least two days before you start to confirm what time you are due in and finish and what you are supposed to wear and bring to placement. When meeting you supervisor for the first time always make sure you look neat and tidy, by tying your hair back, make sure nails are short and well cared-for, wear natural make up or none if possible, take all excessive jewellery out e. . facial piercings, also dress appropriately e. g. smart pair of trousers/leggings, with a black or white t-shirt/polo shirt, jacket or cardigan and a sensible black pair of shoes. D6: Give TWO (2) different ways in which you can show that you understand the importance of valuing each child as an individual. There are many ways of treating children as individuals. As a practitioner you could meet the child’s needs by talking to a child one to one as this could stren gthen the child’s self-confidence and esteem. Every child learns differently a child could learn by auditory (Listening, being told things), kinaesthetic (doing practical activities), visual (being shown things or remembering information by drawing) or read/writing learning (prefer to read instructions than being told what to do), as a practitioner you need to be aware of this. Going down to a child level could make it easier for them to understand the task being asked as they will feel more comfortable and also the teacher can understand what they find difficult. Listen to the child and treat them accordingly to their wishes and needs. All children should be treated equally and activities set differently according to their abilities. When planning an activity at the setting I must make sure that each child participates in the activity like making â€Å"Christmas â€Å"cards, some children do not celebrate Christmas so find another sort of celebration card or activity for them to do. Diversity could be shown within children nurseries creches, day-cares and schools. Every child had different religions and beliefs to follow so encouraging children to understand the different religions and beliefs to understand why other children celebrate these other celebrations. Practitioners and teachers should do certain activates with the children which involve different religions so the children have more of an understanding of the religions around them e. g. do painting activities including different symbols of religions, playing games from religions, reading books of religions etc. C1: Give TWO (1) examples of when you should refer information about children and families to professionals in the setting. You should only share information about a child and their family if you are concerned that the child is in harm, this could be through abuse, neglect or violence. If you have concerns that a child may be in this situation you should inform a higher member of staff who then can contact the police and social services. Social services and police work together as a multi-agency which is where two or more agencies work together to make an impact. If a professional in a childcare setting may be concerned that a child is in danger, or has seen any bruises of physical abuse he/she should report it to a higher member of staff. A professional may also reveal confidential information to other staff/professionals if it may put other people/children in harm or it may affect the child’s behaviour and emotions such as stress within the family. Another example of when a professional might share personal information is when a Childs routine may be changed e. g. changes have been made to picking up or dropping off a child. Staff would need to know this information as so they are able to let the child go at a differ time or with another guardian or the child. B1: Explain why the first impressions that you make in the setting are important. The first impressions when starting placement first time is important because this is what you are remembered by and what people judge u on. You should wear appropriate comfortable smart clothing which is suitable for when doing activities with the children. Most nurseries/day cares expect their employers and practitioners to dress smartly e. . black trousers, white smart shirt. A good appropriate attitude is also important when making a first impression; you should be enthusiastic eager and always make sure you look like you’re enjoying yourself whatever you’re doing. Making a good impression shows that you value the job/placement. Team work is needed through of life it’s a needed life skill it is important especially when working with children. B2: Explain suitable ways in which you can show positive attitudes when working in a childcare setting. Within a childcare setting you can show a positive attitude by involving yourself with the children. You should wear suitable comfortable clothing for working with children, this might be a pair of stretchy smart trousers and a white polo top and a pair of black smart shoes. A: Explain the importance of keeping information about children and families confidential. It’s important to keep information about children and families confidential at all times. As practitioners you are never to discuss matters or concerns about children and their families outside the working environment. It important to maintain confidentiality about children and their families secure and safe as it is your responsibility as a professional. When sharing information about a child or their family you’re not just breaking the rules and policies of you working placement you are also putting a child at risk and harm. A*: Reflect on the importance of recognising your own learning style and using this knowledge effectively in your studies. After learning about learning styles I found out that my learning style is visual, this mean that I would prefer to learn through seeing e. g. eing shown things through pictures, slide shows and diagrams. Recognising your own learning style will help you by finding out the best way for you to learn and understand things. There are three different types of learning styles such as visual, auditory and kinaesthetic. Visual learning style mean that you learn better by recognising things e. g. pictures, posters, watching a programme. Auditory leaning st yle means that you learn better and understand more by listening to other people. A kinaesthetic learner learns by practical learning for example moving around and doing the activity not just writing notes about it. Bibliography http://www. cogannursery. co. uk/#/curriculum/4540401886 – 10/10/12 http://en. wikipedia. org/wiki/Nanny -10/10/12 http://www. debsoutofschoolclubs. co. uk/ 15/10/12 http://www. nhscareers. nhs. uk/explore-by-career/nursing/careers-in-nursing/childrens-nursing/ 15/10/12 http://www. dayinthelife. org. uk/Default. aspx? pageid=322 23/10/12 An Introduction to Childcare and Education Carolyn MeggItt, Jessica Stevens, Tina Bruce, ISBN 0-340-78007-X, 215pg- Monday 8th October 2012 (Date Found), Year 2000 Published. Word Count 1,497

Pressures students face Essay

Imagine sitting in a classroom full of college students. They are from all walks of life. What could possibly be going on in the heads of those students? For instance could it be about the girl or boy that they have a crush on? Maybe they are wondering what they will do after school today? No, most of these students are working jobs to pay bills and tuition for the college they are attending. Also trying to maintain a good grade average which has to be a C or higher. These are some of the pressures that most college students have to face in this time of their lives. First, the pressures to perform academically are one of the primary causes of stress for all students. Most colleges recommend that students maintain a 2. 0 GPA and a C average or better in order to keep the finical aide they received and to pass their semesters. First, coursework can be very demanding. For instance students who want to do their best and excel in school will want to make the top grades and struggle to get into graduate schools places a lot of pressure on them. If a student falls below a C average they will not pass the semester that they are taking and will lose what finical aide that was acquired for them to attend college. So keeping good grades is the main pressure they have to face besides having to pay to go to college. In addition to paying for college is another pressure that a college student has to face every year Students have to make sure there are enough funds for books, classes, supplies, and if so rooms. Many students face financial stresses. Students have to find enough money to pay for their tuition as well as getting enough funds to cover living expenses and traveling expenses back and forth while attending college. Furthermore students that have sufficient funds to pay for college still have to worry about repaying the loans that they have gotten before even graduating from college and joining the work force. Finally, being a full time student and working a full time job can be overwhelming for college students. Taking full time classes and juggling a job puts a lot of pressure on students and leaves little time for them to study and attend classes. Friedrich Nietzsche once quoted That which does not kill us makes us stronger. Meaning that if students can juggle jobs and college that will only make them stronger and better at what they do. Therefore, college students face pressures by trying to work, making sure they maintain good grades and having enough tuition to pay for the college. Students have to face so many pressures going to college this is only a few of them. Being a full time student and working is not an easy job but people who want to get anywhere in their lives have to better their education so they can get better job opportunities. Many students with a lot of pressures just want to give up and quit at times. But as Winston Churchill once quoted Never, never, never give up. They just need to keep trying and no matter what once they graduate and have degree in their hands it will be well worth the pressures they had to endure during college.

The Diversity of Pain essays

The Diversity of Pain essays Although pain is a universal experience, its exact nature remains a mystery. There are a numerous definitions of pain. It is known that pain is highly subjective and individual and that it is one of the bodys defense mechanisms indicating that there is a problem. No two people experience pain in exactly the same way. There are differences in individual pain perception and reaction, as well as the many causes of pain. This presents the nurse with a complex situation when developing a plan to relieve pain and provide comfort. In order to accomplish effective pain management it is necessary to understand the different types of pain. Pain may be described in terms of the duration, location or etiology. When pain last only through the expected recovery period, it is described as acute pain. This is whether it has a sudden or slow onset and regardless of the intensity. Chronic pain lasts beyond the usual course for recovery. Many clinicians use the interval of six months to define a pain as chronic. Chronic pain can be further classified as chronic malignant pain when the etiology is a non-progressive disorder. When chronic pain is extremely difficult to relieve despite therapeutic interventions it is classified as intractable. Acute and chronic pain, represent different physiologic and behavioral responses in clients. Pain can also be classified according to its location such as cutaneous, deep somatic, or visceral. Cutaneous pain originates in the skin or subcutaneous tissue. A paper cut causing a sharp pain with some burning is an example of cutaneous pain. Deep somatic pain arises from ligaments, tendons, bones, blood vessels, and nerves. It is diffuse and tends to last longer than cutaneous pain. An ankle sprain is an example of deep somatic pain. Visceral pain results from stimulation of pain receptors in the abdominal cavity, cranium, and thorax. Visceral pain tends to appear di ...

10 Facts About Acids and Bases

10 Facts About Acids and Bases 1:13 Watch Now: What are the Differences Between Acids and Bases? Here are 10 facts about acids and bases to help you learn about acids, bases, and pHÂ  along with a chart for comparison. Any aqueous (water-based) liquid can be classified as an acid, base, or neutral. Oils and other non-aqueous liquids are not acids or bases.There are different definitions of acids and bases, but acids can accept an electron pair or donate a hydrogen ion or a proton in a chemical reaction, while bases can donate an electron pair or accept hydrogen or a proton.Acids and bases are characterized as strong or weak. A strong acid or strong base completely dissociates into its ions in water. If the compound does not completely dissociate, its a weak acid or base. How corrosive an acid or a base is does not relate to its strength.The pH scale is a measure of the acidity or alkalinity (basicity) or a solution. The scale runs from 0 to 14, with acids having a pH less than 7, 7 being neutral, and bases having a pH higher than 7.Acids and bases react with each other in what is called a neutralization reaction. The reaction produces salt and water and leaves the solution closer to a neutral pH th an before. One common test of whether an unknown is an acid or a base is to wet litmus paper with it. Litmus paper is a paper treated with an extract from a certain lichen that changes color according to pH. Acids turn litmus paper red, while bases turn litmus paper blue. A neutral chemical wont change the papers color.Because they separate into ions in water, both acids and bases conduct electricity.While you cant tell whether a solution is an acid or a base by looking at it, taste and touch may be used to tell them apart. However, since both acids and bases can be corrosive, you shouldnt test chemicals by tasting or touching them! You can get a chemical burn from both acids and bases. Acids tend to taste sour and feel drying or astringent, while bases taste bitter and feel slippery or soapy. Examples of household acids and bases you can test are vinegar (weak acetic acid) and baking soda solution (diluted sodium bicarbonate a base).Acids and bases are important in the human body. For example , the stomach secretes hydrochloric acid, HCl, to digest food. The pancreas secretes a fluid rich in the base bicarbonate to neutralize stomach acid before it reaches the small intestine. Acids and bases react with metals. Acids release hydrogen gas when reacted with metals. Sometimes hydrogen gas is released when a base reacts with a metal, such as reacting sodium hydroxide (NaOH) and zinc. Another typical reaction between a base and a metal is a double displacement reaction, which may produce a precipitate metal hydroxide. Characteristic Acids Bases reactivity accept electron pairs or donate hydrogen ions or protons donate electron pairs or donate hydroxide ions or electrons pH less than 7 greater than 7 taste (don't test unknowns this way) sour soapy or bitter corrosivity may be corrosive may be corrosive touch (don't test unknowns) astringent slippery litmus test red blue conductivity in solution conduct electricity conduct electricity common examples vinegar, lemon juice, sulfuric acid, hydrochloric acid, nitric acid bleach, soap, ammonia, sodium hydroxide, detergent Chart Comparing Acids and Bases

Heidegger's Being and Time Assignment Example | Topics and Well Written Essays - 750 words

Heidegger's Being and Time - Assignment Example The same explanation defines the difference in the indication between beings. The difference in beings is influenced by the fact that there is a great different in their constitutive equipment. Heidegger points out that the constitutive equipment difference in being helps one define a particular being. This form of differentiation is the most effective way if understanding a being (51). Heidegger points out that our concernful dealings are effectively put across after the equipment for indicating gets used to us (36). Additionally, each being has a particular way of indicating itself using indicating equipment. With time, the indicating equipment becomes a natural part of a being. One does not need to influence the direction of the equipment since it has already adapted to its requirements due to understanding the being. Heidegger introduces the sign-equipment which is used to detect turn signals in a being. The sign-equipment is a tool that detects any changes in the normal operations of a person. The sign equipment needs t directed by the day to day activity of a person. With time, the sign equipment gets to adapt the daily routine and can be used effectively to determine the behavior of a person. Heidegger points out that a being cannot control behavior or a vice practiced over a long period of time (44). When Heidegger says â€Å"the sign†, he refers to the behavior or characteristics displays by a being over a certain period of time. Time is the main factor when determining the sign. The sign adapted over a long period of time becomes the main sign of being in regards to a particular behavior adapted. Heidegger points out that the sign becomes the determining feature to the worldly and general characteristic that makes a being (54). The sign is detected with the sign equipment that becomes uncontrollable after understanding the totality of a being over time. From the detected sign, one may comfortably categorize a being