Definition and Examples of Consonance Word Sounds

Definition and Examples of Consonance Word Sounds Broadly, consonance is the repetition of consonant sounds; more specifically, consonance is the repetition of the final consonant sounds of accented syllables or important words. William Harmon notes that most so-called eye rhymes (such as word and lord, or blood, food, and good) are instances of consonance, as are the hymnals rhymes between between river and ever or heaven and given (A Handbook to Literature, 2006). See Examples and Observations below. Ten Titillating Types of Sound Effects in LanguageAlliterationAssonanceEuphonyFigure of SoundHomoioteleutonOnomatopoeiaParomoiosisPhonaestheticsRhymeTautophony Etymology From the Latin, agree sounds Examples and Observations The repetition of final consonant sounds, as in First and last, odds and ends, short and sweet, a stroke of luck, or Shakespeares struts and frets is CONSONANCE.(Laurence Perrine, Literature: Structure, Sound, and Sense, Harcourt, 1978)Some few large men sat in the front parlors, without their collars, Uncles almost certainly, trying their new cigars.(Dylan Thomas, Quite Early One Morning. New Directions, 1954)Consonance in Rap LyricsConsonance  is quite often employed in rap, whether to underscore rhyme or to offer a kind of rhyme substitute. Lauryn Hills lines from the Fugees Zealots show consonance at work alongside rhyme:Rap rejects my tape deck, ejects projectileWhether Jew or Gentile, I rank top percentile,Many styles, More powerful than gamma raysMy grammar pays, like Carlos Santana playsConsonance with one sound (eck) shifts to multisyllable rhymes with another sound (projectile, Gentile, percentile) and then another (gamma rays, grammar pays, Santana plays). The result is as intricate as it is effortless.(Adam Bradley, Book of Rhymes: The Poetics of Hip Hop. BasicCivitas, 2009) Seamus Heaneys Use of Consonance[In Seamus Heaneys poem Oceans Love to Ireland] the plosives i and k also serve to slow our reading, as do the alliteration and consonance of the bs and ds that begin here and continue in the second through fifth lines:Ralegh has backed the maid to a tree As Irelan d is backed to EnglandAnd drives inlandTill all her strands are breathless.We picture a deliberate, proud, unfrenzied man using language and physical strength to overpower the maid.(Karen Marguerite Moloney, Seamus Heaney and the Emblems of Hope, University of Missouri Press, 2007) Pronunciation KON-se-nens Also Known As Half rhyme, slant rhyme

Longest Day of the Year in Different Cities

Longest Day of the Year in Different Cities In the Northern Hemisphere, the longest day of the year will always be on or around June 21. On this date, the rays of the sun will be perpendicular to the Tropic of Cancer at 23Â °30 North latitude. This day is the summer solstice for all locations north of the equator. On this day, the earths circle of illumination will be from the Arctic Circle on the far side of the earth (in relation to the sun) to the Antarctic Circle on the near side of the earth. The equator receives twelve hours of daylight, there are 24 hours of daylight at the North Pole and areas north of 66Â °30 N, and there are 24 hours of darkness at the South Pole and areas south of 66Â °30 S. June 20 to 21 is the start of summer in the Northern Hemisphere but simultaneously the start of winter in the Southern Hemisphere. Its also the longest day of sunlight for places in the Northern Hemisphere and the shortest day for cities south of the equator. However, June 20 to 21 is not the day when the sun rises earliest in the morning nor when it sets the latest at night. As well see, the date of the earliest sunrise or sunset varies from location to location. Well start our tour of the solstice in the north, with Anchorage, Alaska and head south in the U.S. and then move on to international cities. Its interesting to compare the difference in sunrise and sunset in various locales around the globe. In the information below, the date ranges for the longest day have been rounded to the nearest minute. If we were to round to the second, the solstice on the 20th or 21st would always be the longest day. Anchorage, Alaska Earliest Sunrise: 4:20 a.m. from June 17th through June 19thLatest Sunset: 11:42 p.m. from June 18th to June 25thLongest Days: June 18th to June 22ndHours of Daylight on Longest Day: 19 hours and 21 minutes Seattle, Washington Earliest Sunrise: 5:11 a.m. from June 11th through June 20th.Latest Sunset: 9:11 p.m. from June 19th to June 30thLongest Days: June 16th to June 24thHours of Daylight on Longest Day: 15 hours and 59 minutes Portland, Oregon Earliest Sunrise: 5:21 a.m. from June 12th through June 17th.Latest Sunset: 9:04 p.m. from June 23rd to June 27thLongest Days: June 16th to June June 24thHours of Daylight on Longest Day: 15 hours and 41 minutes New York City, New York Earliest Sunrise: 5:24 a.m. from June 11th through June 17th.Latest Sunset: 8:31 p.m. from June 20th to July 3rdLongest Days: June 18th to June June 22ndHours of Daylight on Longest Day: 15 hours and 6 minutes Sacramento, California Earliest Sunrise: 5:41 a.m. from June 8th through June 18th.Latest Sunset: 8:34 p.m. from June 20th to July 4thLongest Days: June 17th to June June 23rdHours of Daylight on Longest Day: 14 hours and 52 minutes Los Angeles, California Earliest Sunrise: 5:41 a.m. from June 6th through June 17th.Latest Sunset: 8:08 p.m. from June 20th to July 6thLongest Days: June 19th to June 21stHours of Daylight on Longest Day: 14 hours and 26 minutes Miami, Florida Earliest Sunrise: 6:29 a.m. from May 31st through June 17th.Latest Sunset: 8:16 p.m. from June 23rd to July 6thLongest Days: June 15th to June 25thHours of Daylight on Longest Day: 13 hours and 45 minutes Honolulu, Hawaii Earliest Sunrise: 5:49 a.m. from May 28th through June 16th.Latest Sunset: 7:18 p.m. from June 30th to July 7thLongest Days: June 15th to June 25thHours of Daylight on Longest Day: 13 hours and 26 minutes Because it is closer to the equator than any of the other U.S. cities profiled here, Honolulu has the shortest length of daylight on the summer solstice. The city also has far less variation in daylight throughout the year, so even winter days have close to 11 hours of sunlight. Next, well learn about international cities and how they are affected by the solstice. Reykjavik, Iceland Earliest Sunrise: 2:55 a.m. from June 18th through June 21stLatest Sunset: 12:04 a.m. from June 21st to June 24thLongest Days: June 18th to June 22ndHours of Daylight on Longest Day: 21 hours and 8 minutes If Reykjavik were just a few degrees further to the north, it would fall within the Arctic Circle and experience 24 hours of daylight on the summer solstice. London, United Kingdom Earliest Sunrise: 4:43 a.m. from June 11th through June 22ndLatest Sunset: 9:22 p.m. from June 21st to June 27thLongest Days: June 17th to June 24thHours of Daylight on Longest Day: 16 hours and 38 minutes Tokyo, Japan Earliest Sunrise: 4:25 a.m. from June 6th through June 20th.Latest Sunset: 7:01 p.m. from June 22nd to July 5thLongest Days: June 19th to June 23ndHours of Daylight on Longest Day: 14 hours and 35 minutes Mexico City, Mexico Earliest Sunrise: 6:57 a.m. from June 3rd through June 7th.Latest Sunset: 8:19 p.m. from June 27th to June 12thLongest Days: June 13th to June 28thHours of Daylight on Longest Day: 13 hours and 18 minutes Nairobi, Kenya Earliest Sunrise: 6:11 a.m. from November 3rd through November 7th.Latest Sunset: 6:52 p.m. from February 4th to June 14thLongest Days: December 2nd to January 10thHours of Daylight on Longest Day: 12 hours and 12 minutes Nairobi, which is merely 1Â °17 south of the equator, has exactly 12 hours of sunlight on June 21 when the sun rises at 6:33 a.m. and sets at 6:33 p.m. Because the city is in the Southern Hemisphere, it experiences its longest day on December 21. Nairobis shortest days, in mid-June, are just 10 minutes shorter than the longest days in December. The lack of diversity in Nairobis sunrise and sunset throughout the year provides a clear example of why lower latitudes dont need Daylight Saving Time - sunrise and sunset are almost at the same time year-round. Edited by Allen Grove

What single reform would you implement to enhance democracy in Canada Research Paper

What single reform would you implement to enhance democracy in Canada I picked Proportional Representation - Research Paper Example Discrimination, racism and prejudice are vices that are as old as humanity and have existed alongside it all along, consistently developing in an environment of close association of diverse groups. Historically in Canada, racism has not been confined to any specific group as racist policies are known to have promoted slavery, brought segregation to schools and even prohibited other groups from certain activities and jobs. However, studies show that Aboriginal peoples have and continue to getting the worst experiences of racial discrimination than any other group in the country and, more specifically, within the criminal justice system. According to a report by the Canadian Centre for Justice Statistics, the criminal justice system criminalizes Aboriginal people three times more than non-aboriginal people in violent crime (Brzozowski, Taylor-Butts & Johnson 69). Consequently, Aboriginal people are represented disproportionately in the criminal justice system, especially the courts and correctional facilities. This research project acknowledges that one of the key policy issues of the Canadian government has been the discrimination the aboriginal people are subjected to. From that perspective, it aims to answer the question â€Å"what single reform would you implement to enhance democracy in Canada?† Hence, arguing on the concepts of PR, it will be shown that the discrimination against the aboriginal people can be ended. The discussion will basically be based on the relationship the aboriginal people have with the criminal justice system. The key focus will be on the fact that unless changes are implemented in this relationship, aboriginal people will continue being disproportionately represented in the criminal justice system. More importantly, the changes must be implemented in the criminal and correctional systems. In Manitoba, only 12% of the population is made up of aboriginal people. However, out of the 1,600 people in incarceration in correctional

Technology Fundamentals Essay Example | Topics and Well Written Essays - 1000 words

Technology Fundamentals - Essay Example O’Bannon (2007) identifies four essential components of instructional objectives: They should be specific, outcome-based, measurable, and describe student behavior. With this in mind, the following bipartite objective is defined for this lesson: General objective: Students will be able to identify five types of multimedia content, give an example of each related to multiculturalism, and describe their characteristics with reference to the examples. The process of ‘identifying’ pertains to the ‘remembering level’ in Bloom’s taxonomy; the process of ‘giving an example’ pertains to ‘applying’ the knowledge, ‘describe’ to ‘understanding’, and ‘classify’ to ‘analysing’ â€Å"Children, in this lesson we are going to look at different types of multimedia. Can you name any?† [Wait for responses before naming all five] â€Å"To get to know these better, we are going to look at examples of each that show some aspect of a particular culture.† â€Å"Let’s begin then with some artifacts that we can touch. *Look at these Mexican pià ±atas. [^] *Pass them round so everyone can hold one and see what it’s like, and while you’re doing that, let me give you a little background on the Pià ±atas because ‘They have an interesting history. During the 16th century, the pià ±ata was used by missionaries to attract converts. However, the Mayans were already using the pià ±atas for their sports events that the missionaries utilized for their own purpose. The pià ±ata originally represents Satan who is adorned by wonderful colors in order to attract people. The traditional pià ±ata has seven horns, which represent the seven deadly sins, namely: greed, gluttony, sloth, pride, envy, wrath, and lust. The stick used to hit the pià ±ata symbolizes virtue, which is needed to break the evil. After the pot is broken, the candies serve as a reward to those who have been faithful.’ (Devlin, 2007) So how di d you feel holding these artifacts?† [Listen

Children, Young People and Families Essay Example for Free

Children, Young People and Families Essay Case Study Four (appendix one) describes a family which due to multiple issues including separated parents with mental health needs, siblings living apart, aggressive behaviour and truancy they present an extremely complex case for any social worker. It focuses on the story of Callum and his current status with brief mention of his brother and two sisters. I will explore the legal and policy guidance along with relevant theories and values that would inform and guide social work practice in relation to Callum as the majority of the information relates to him. The Every Child Matters (ECM) Green Paper introduced wide spread policy change and was underpinned by law in the 2004 Children Act. The ECM requires that social workers support the parents and carers instead of removing children to long term care (Hodge, 2004). For example the ECM set out the agenda for the unification of local childrens services such as schools, GPs, social services and so on (Hodge, 2004). The idea of a holistic approach to a persons needs by removing the legislative barriers between inter agency information sharing, directs services to work together towards a mutual aim which is what is best for the child in this case Callum. Another key theme set out in the ECM is early intervention, which means that children should receive the appropriate help then need but when they need it. An important step in reaching this goal is the use of the Common Assessment Framework (CAF). For Callum and others the CAF aims to put their needs ahead of the agencies agenda (Gilligan, 2008). The entire process  should be guided by a lead professional whose job it is to lead and follow up actions with all agencies involved while being the primary contact for the child with the extra needs, this helps when a child is working with more than one professional as it can easily become disorientating and counterproductive for the child developmentally to be dealing with multiple professionals (Howarth, 2010). For Callum and his family the CAF would be used by the Local Authority (LA) to assess the needs of the children and the family as under S.47 of the Children Act they have a duty to do so (Calder and Hackett, 2013). Within the assessment three key areas are explored. Firstly Callums developmental needs, parental capacity which although his mother is currently unable to demonstrate capacity to care for Callum the new policy context assures that she will be fully assessed and supported where possible if it is in Callums best interests to have an input in his life. Lastly family and environmental factors (Calder and Hackett, 2013). The three core assessment areas are explored in more detail in the assessment framework triangle. During the assessment the social worker gains information required from individuals involved including family members and all supporting agencies. The plan is to build a complete picture that will allow the social worker to begin to look at different theories and research which may offer insight or explanation for Callums behaviours. Professor Nick Frost (2013) when discussing the lessons learned from a Serious Case Review echoes the findings of the Munro report (2001) stating that the decisions undertaken by social workers on a daily basis, often with very little time, are extremely complex and involve a high degree of uncertainty. This something that the CAF attempts to address as it is to be approached as a partnership between services the young people and their families (Calder and Hackett, 2013). Each of the three sections of the assessment framework triangle are gone into in much more detail and guidance for this is laid out in the CAF guidelines. In order to make use of the information gained a robust foundation of knowledge is required to deliver evidenced based practice. For example When looking at Callums Health are  all his needs being met to enable him to develop physically as he should. He is staying out late and not attending school so we can reasonably assume that he may not be getting sufficient food or rest. The medical model suggests that without regular and nutritious meals and adequate rest Callums physical development will be retarded (Cowie, 2012). This is a rather simplistic example though it effectively demonstrates how research directly informs practice. The new policy also calls for flexibility so that services can be provided parallel to the assessment process meaning that children and their families dont need to wait until after the assessment process to start receiving support (Calder and Hackett, 2013). When Callums physical needs are identified it is possible then without delay to for example refer him to his GP for an examination to assess his physical condition. Further along the childs developmental needs assessment we come to emotional and behavioural development which looks at characteristics like the childs temperament, self control and how they respond to stress. These are all heavily informed by a broad base of research and theories some of which have conflicting views on how certain behaviours can be explained (Calder and Hackett, 2013). Before I look at some theories that would inform practice in relation to the case study I think it is helpful to look at how Beckett (2006) explains how social workers find a solution by first seeking for explanations. This he says is looking at the information gathered from the assessment and trying to find a theory that we think fits and them apply the relevant intervention. He calls these past orientated approaches, in the case of Callum we look at his past to try and find out why things are the way they are (Beckett, 2006). Callum is displaying aggressive behaviour, he resisted foster carers and now that he is back in a childrens home he stays out on occasion with his father. Attachment theory has plenty of empirical evidence and suggests that Callum like us all is hard wired to seek a relationship with his carer, in this case the attachment with his father is still felt by him. Bowlbys (2005) work on attachment suggests that during our formative years we develop an internal working model (IWM) from our initial  attachments, the resulting quality of the IWM is dependent on the quality of the original attachments. In Callums case he quality of this attachment could be questionable. Cassidy (1988, cited in Cowie, 2012, p.49) Bibliography Bowlby, J. 2005. A secure base. London: Routledge. Brayne, H. and Carr, H. 2012. Law for social workers. Oxford: Oxford University Press. Calder, M. and Hackett, S. 2013. Assessment in child care. Lyme Regis, Dorset: Russell House. Cassidy, J. and P. R. Shaver (eds). 1988. Handbook of attachment. New York: Guilford Press, pp.3-20. Quoted in Cowie, H. 2012. From birth to sixteen years. Abingdon, Oxon: Routledge. pp.49. Cowie, H. 2012. From birth to sixteen years. Abingdon, Oxon: Routledge. Frost, P. 2013. Lessons From a Serious Case Review. Interviewed by Anne Llewellyn [in person] Leeds, 27.11.2013. Gilligan, P. and Manby, M. 2008. The Common Assessment Framework: does the reality match the rhetoric?. Child Family Social Work, 13: 177–187 Green, L. 2010. Understanding the life course. Cambridge: Polity. Hodge, M. 2004. Every child matters. London: DfES Publications. Horwath, J. 2010. The childs world. London: Jessica Kingsley Publishers.

Narrative on Attending a Speech by Ira Berlin -- Slavery

Narrative It was 2:23 on a Friday afternoon. Normally, at this time, I would have been missing my Computer Science lecture. But by a strange and, dare I call it convenient, twist of fate, the professor?s father died a couple days ago and the class was canceled. Not that it would have made a difference; I was prepared to skip the lecture and attend another given by Ira Berlin, a distinguished Mellon Senior Scholar, entitled Rethinking Slavery: 1800-1861. I walked through the entrance to 213 Gregory Hall, the room in which the lecture was to be given, and entered a completely empty room. To the best of my knowledge, the lecture was supposed to start at 2:30, which puzzled me. I figured that maybe it was rescheduled to a later time, and I?d stick around for a while until I got bored enough to leave. I seized the opportunity to choose my seat wisely. The room was divided into two major groups of seats, oriented in columns. Each column was seven seats wide and 10 seats deep. And there were a few seats lined up along the windows in the back as well, providing an approximate capacity of 150 persons, I estimated. My thought process was that I was here to observe the people more than the lecture. I also analyzed the fact that I don?t like history and concluded that if I sat in front, to see and hear the professor with greater ease, I would either bore myself or I wouldn?t understand. And since both of those were scenarios that ev entually resulted in my narrative being terrible, I decided to try my luck in the back. Two minutes passed before two more entered the room. They were two men, young enough to be students. The first had white skin, and wore a T-Shirt, a cap, and a metallic watch similar... ... made my way out. I had sat is that seat for over 2 hours and 10 minutes. My legs needed stretched, and I had a taste for a Big-Mac. What was the point of that lecture? For me, it was for a grade in Rhetoric 105, but I was probably a minority. It puzzled me that the lecture was open to the public, yet the average Joe, unless I have seriously overestimated my intelligence, would have no idea what Berlin was talking about. I go to lectures and classes in order to learn something, but I learned nothing here. Berlin spent a good 45 minutes bombarding me with new information, but he obviously assumed that the audience already knew things that I didn?t, because I comprehended none of the material. The only conclusion I could make was that, in order to understand what Berlin was saying, you had to already be familiar with the material that Berlin was covering.

Teen Pregnancy Is One Hundred Percent Preventable

Teen Pregnancy Retha McDonald Argument Essay ? Abstract The following research paper contains important information on how you can prevent your teen from becoming pregnant. The thesis is clearly stated in my argument. Topic sentences and sub-topics support my theory. Teen Pregnancy and prenatal care are very important issues but can be avoided all together with patience, guidance and instruction from responsible parents. Parents have to discuss issues such as safe sex, prevention of pregnancy along with topics such as birth control and being abstinence until marriage.This paper will also cover issues dealing with peer pressure. ? Teen pregnancy and prenatal care Parents need to discuss the importance of abstinence with their teenagers. If a teen was to become pregnant, prenatal care is the best way to provide and insure the safe arrival of an unborn child. Teenagers are not being taught at home about the practice of safe sex and prevention of an unwanted pregnancy. Teenagers that are sexually active need to be put on birth control and taught about STD’s, which mean sexual transmitted disease. Teen pregnancy is one hundred percent preventable.Sex and prevention Teenagers are not being taught at home about safe sex and prevention. When a child starts puberty or even before puberty parents should discuss changes that are happening with their bodies. Explaining that it is normal to feel attraction toward the opposite sex, but acting on those feelings can result in serious consequences. Parents should also go into particular issues dealing with the dangers such as STD’s, and unwanted pregnancies. Discussions about birth control and abstinence should be discussed at an early age.Parents should talk to their teens in a comfortable setting so the child won’t feel like they are being lectured, but feel like they are in an open conversation that they can join in and ask for advice. Parents should allow time during the end for teenagers ask any questi ons that they might have. In the article† Is Parenting Associated with Teenagers ‘Early Sexual Risk-Taking, Autonomy and Relationship with Sexual Partners? â€Å"Crabtree, S. (2005) states â€Å"very extensive Research showed that relationships between parents and teenagers are linked to various outcomes associated with teenager’s first sexual experience. Parents have a big influence on their children future and they play a major role in the behavior that their child will exhibit. Parents have to set values, perfect communication about sex will help build beliefs in teenagers and they will have the necessary skills to deal with situations if confronted with sexual advances. Parkes, A. (2011) states â€Å"teaching teenagers to abstain from sex is also associated with teenagers not engaging in risky sexual behavior, positive parenting has shown it will delay first sex. † Proper prenatal careAdolescent childbearing negatively affects society and families, an d increases health risks, as well as developmental and childrearing problems for mothers and children (Letamo &Majelantle 2001; Smith & Pell 2001). Underage childbearing may result in miscarriage, preterm births and repeated pregnancies, with increased rate of low birth weight delivery, neonatal death and subsequent incidence of infant illness (Williams &Delavan 2006). Teens that do become pregnant do not receive the proper prenatal care because they are afraid to approach parents; they have feelings of being ashamed of what they have done.They are embarrassed, and they feel that they may have let the family down. Majority of teen pregnancies are hidden and kept secret up until month six or seven, simply because the teens are afraid to speak up. They come to a crossroad where they know that soon they will need medical attention. What teens don’t realize is that they are compromising their health and the health of their unborn child every pregnancy needs to be monitored by a d octor; prenatal vitamins need to be given, possibly iron pills.While pregnant the teen could form serious conditions such a preeclampsia or develop high blood pressure. Proper prenatal care is a must with any pregnancy this is to ensure the safe arrival of a baby and making sure the mother is healthy before, during and after the birth. Immaturity is implicated as a cause of most problems with preterm labor. Monitor your children â€Å"Teenage parenthood passed down through generations, with the children of young mothers becoming parents themselves at an early age, such a difficult tradition to break. Frances, G. (2011) monitor your children. Know where your children are at all times. Know the company that they keep. Most of the time parents like to feel that they know what their child would and would not do. That is not always the case when you have one bad apple; sometime teens can easily be persuaded to fit in with the popular crowd, it is important to know the company that your teen is surrounded by. Bad association and peer pressure can lead down a terrible road of destruction for example an unwanted pregnancy.Teens should not have a lot of idle time. Engaging in an after school program or sports can keep your teen busy from just hanging out with friends and possibly experimenting with sexual behavior. Family outings on the weekends learning activities, family oriented activities that can include all the kids not just the teen, helping with yard work, building something with dad, planting and gardening with mom are ways to insure that your teen is safe and not being pressured in the streets and forced into sexual behavior too soon.Activities with the family will ensure you are monitoring your teen correctly and know where they are at all times. Conclusion Teen pregnancy is one hundred percent preventable parents need to discuss the importance of abstinence. If a teen was to become pregnant prenatal care is the best way to provide and insure the safe arriv al of an unborn child. Monitoring your teen’s friends and who they are affiliated with, by finding out where they like to hang out and go in their free time can warrant some behaviors that you wouldn’t want your teen engaging in.Start talking to your teen about safe sex at an early age and teaching them about the dangers that come with having sex is a sure way to keep away the STD’s and the unwanted pregnancies. Work Cited and Reference: Crabtree, S. (2005). Teens on Sex Education: Abstinence-Only or Safe-Sex Approach. Gallup Poll Tuesday Briefing, 1-3. Parkes, A. (2011). Is Parenting Associated with Teenagers' Early Sexual Risk-Taking, Autonomy And Relationship with Sexual Partners. Perspectives On Sexual ; Reproductive Health, 43(1), 30. doi:10. 1363/4303011 Chen, C. W. , Tsai, C.Y. , Sung, F. C. , Lee, Y. Y. , Lu, T. H. , Li, C. Y. , ; Ko, M. C. (2010). Adverse birth outcomes among pregnancies of teen mothers: age-specific analysis of national data in Taiwan. Child: Care, Health ; Development, 36(2), 232-240. doi:10. 1111/j. 1365-2214. 2009. 01039. x Mahavarkar, S. H. , Madhu, C. K. , ; Mule, V. D. (2008). A comparative study of teenage pregnancy. Journal Of Obstetrics ; Gynaecology, 28(6), 604-607. doi:10. 1080/01443610802281831 Frances, G. (2011). Teenage pregnancy: successes and challenges. Practice Nursing, 22(1), 12-16.

Modern Educational System Essay

I decided to write about education system in Ukraine because I think it is very common problem and because I’m a student as well. Educational system in Ukraine at the present stage is sufficiently complex and hard-to-reach for citizens. Despite the fact that officially education is considered to be free of charges on all levels for children, in reality parents confront series of problems that are not so easy to deal with, unless they have certain savings of money. So for example, parents are obliged to reserve places in kindergartens even before the children are born. Because if you do not do this by the time your child is three years old there will be no more vacant place left. And of course we must not forget that all institutions of preschool educations under one reason or another demand financial contribution for various needs. The same range of problems is applied to school education with distinction that parents are forced to purchase different teaching material on their own in many cases. Another very important subject matter is related to the field of physical activity for children and teenagers. It is well known that for everyone, who is nearly six or seven years old, immovable pastime on the lessons for forty five minutes is nearly a torture and fifteen minutes of break are not enough for proper progress and harmony of such a young and growing organism. But even in spite of this it makes no difference to us and we continue to insist on such unnatural methods â€Å"doctrine of torment† for our children. The question is why? Against the background of this day’s schedule we are confronting the constant cases of children’s overwork and fatal outcomes. The structure of higher education in Ukraine according to its ideology and goals corresponds to the structure of education in most developed countries of the world. It is very important that in March, 2005 Ukraine has joined the Bologna system and became an active participant of development of the all-European space in the sphere of higher education. For today there are 951 higher educational institutions of different levels of accreditation in Ukraine which conduct preparation of qualified experts of more than 500 specialties. But even more difficult tasks are in prospect to be solved in the system of higher education, so as to adjust proximate planed dependence from demand and offer of experts in different spheres of activity. Nowadays in our country we experience luck of teachers, medical workers, and profile engineers in various sectors and in the same time we have overabundance of such professions as economists, lawyers and others. It’s not a secret that education is not an exception, as well as other â€Å"systems† in our country, where we confront corruption. This issue is one of the most problematic and hard-to-solve for Ukrainian population. For example, Prime Minister of Ukraine N. Azarov has signed a decree of the Cabinet of Ministers aimed at improving the quality of IT professionals, strengthening cooperation between business and education, bringing education to the needs of industry and labor market. One of the key barriers of IT industry development is lack of human resources. The level of IT graduates rarely meets the requirements of the labor market today. Lack of practical training, insufficient level of English proficiency, miss of skills working in the team – all lead to the fact that only 25% of graduates are to work in IT industry and this is very low index. Most likely that we lost true value of the word â€Å"education† – is educating, that means to create and give new image or character to people but not impose them with unlimited amount of knowledge and information that sometimes is not only interesting but unnecessary. English word â€Å"education† or Latin word â€Å"educo† in comparison with the Russian equivalent, expose more precise definition of the notion we putting in this concept by nurturing. It is the purpose of education in every country – rising new spiritual and moral generation – this is our ultimate aim. One of the most vivid examples of such a high-quality education were times of imperial Russia in the middle of XVIII century, where upbringing of high level ecclesiastical and ethical patriots was not restricted by place of birth or nationality of the person. The biggest delusion in our times is the false idea of scientific and technical progress. Under the pretence of it specialization of each tendency narrows with every day. Workers of such a limited in profile become easy-to-handle manipulators and with their help it is possible to comply almost every conception without their understanding and â€Å"thinking into the truth†. Integration to another educational system, like most of European countries, the tests structure, leads to these consequences. As specialists themselves say, one of the most serious problems of integration of the Ukrainian system of education in the Bologna process – is unawareness of officials of the current situation in the Ukrainian and European education, as well as the objectives of the Bologna process. The system of education in the former USSR was considered to be one of the best in the world. It was not declared by other countries by variety of reasons; some of the main ones were political convictions and disinclination to recognize its effectiveness in every way.

CRM

CRM Customer Relationship Marketing is an organization wide approach to learning about its customers in order to provide a better product or service. By combining the abilities to respond directly to customer concerns and to provide a highly customized experience, companies have a better opportunity of establishing and sustaining long-term customer relationships. The primary goal is to transform these relationships into greater profitability increasing repeat purchases and finding a way to retain customer in order to reduce the acquisition costs.Customer interactions are one of the most important parts of any CRM strategy. These can occur at numerous places such as brick and mortar stores, online sites, catalogues, and service and sales calls. During these interactions, it is very important that the company gather relevant information about each customer. The first basic information that should be collected is demographic information. Find out the age, race, income, etc of your customer. Companies should then look for data about the channel in which that person chose to interact with the company.Customers are Ignoring YouData can be collected on the stores frequently visited, the salesperson they interacted with and how they chose to interact with the company whether it be over the phone, computer, or in person. Next, information can be collected on the actual transaction. This would include things such as the frequency of the product usage, their product preferences, life stage, and their future profitability. The last place to look for information would be on how the actual use of the product or service. The can be found by looking at service calls, redeeming warranties, and even expressing satisfaction.Now even if a company can gather this massive amount of information, it is virtually useless if it can not be stored and organized if an appropriate fashion. In order to accomplish this, a data...

Abraham Lincoln and the Gettysburg Address

Abraham Lincoln and the Gettysburg Address Abraham Lincoln’s Gettysburg Address is one of the most quoted speeches in American history. The  text is brief, just three paragraphs amounting to less than 300 words. It only took Lincoln a few minutes to read it, but his words resonate to the present day. It’s unclear how much time Lincoln spent writing the speech, but analysis by scholars over the years indicates  that Lincoln used extreme care. It was a heartfelt and precise message he very much wanted to deliver at a moment of national crisis. The dedication of a cemetery at the site of the Civil Wars most pivotal battle was a solemn event. And when Lincoln was invited to speak, he recognized that the moment required him to make a major statement. Lincoln Intended a Major Statement The Battle of Gettysburg had taken place in rural Pennsylvania for the first three days of July in 1863. Thousands of men, both Union and Confederate, had been killed. The magnitude of the battle stunned the nation. As the summer of 1863 turned into fall, the Civil War entered a fairly slow period with no major battles being fought. Lincoln, very concerned that the nation was growing weary of a long and very costly war, was thinking of making a public statement affirming the country’s need to continue fighting. Immediately following the Union victories at Gettysburg and Vicksburg in July, Lincoln had said the occasion called for a speech but he was not yet prepared to give one equal to the occasion. And even before the Battle of Gettysburg, famed newspaper editor, Horace Greeley had written to Lincoln’s secretary John Nicolay in late June 1863 to urge Lincoln to write a letter on the â€Å"causes of the war and the necessary conditions of peace.† Lincoln Accepted an Invitation to Speak at Gettysburg At that time, presidents did not often have the opportunity to give speeches. But the opportunity for Lincoln to express his thoughts on the war appeared in November. Thousands of Union dead at Gettysburg had been hastily buried after the battle months earlier and were finally being properly reburied. A ceremony was to be held to dedicate the new cemetery and Lincoln was invited to offer remarks. The main speaker at the ceremony was to be Edward Everett, a distinguished New Englander who had been a U.S. Senator, Secretary of State, and president of Harvard College as well as a professor of Greek. Everett, who was famed for his orations, would talk at length about the great battle the previous summer. Lincoln’s remarks were always intended to be far briefer. His role would be to provide a proper and elegant closing to the ceremony. How the Speech Was Written Lincoln approached the task of writing the speech seriously. But unlike his speech at Cooper Union nearly four years earlier, he did not need to undertake extensive research. His thoughts about how the war was being fought for a just cause had already been set firmly in his mind. A persistent myth is that Lincoln wrote the speech on the back of an envelope while riding the train to Gettysburg, as he didn’t think the speech was anything serious. The opposite is true. A draft of the speech had been written by Lincoln in the White House. And it’s known that he also refined the speech the night before he delivered it, at the house where he spent the night in Gettysburg. Lincoln put considerable care into what he was about to say. November 19, 1863, the Day of the Gettysburg Address Another common myth about the ceremony at Gettysburg is that Lincoln was only invited as an afterthought and that the brief address he gave was nearly overlooked at the time. In fact, Lincoln’s involvement was always considered a vital part of the program, and the letter inviting him to participate makes that evident. The official invitation explained to Lincoln that the idea was always to have a featured orator and that it would be meaningful for the chief executive to then offer remarks. David Willis, a local attorney who was organizing the event, wrote: It is the desire that, after the Oration, you, as Chief Executive of the Nation, formally set apart these grounds to their Sacred use by a few appropriate remarks. It will be a source of great gratification to the many widows and orphans that have been made almost friendless by the Great Battle here, to have you here personally; and it will kindle anew in the breasts of the Comrades of these brave dead, who are now in the tented field or nobly meeting the foe in the front, a confidence that they who sleep in death on the Battle Field are not forgotten by those highest in Authority; and they will feel that, should their fate be the same, their remains will not be uncared for. The program that day began with a procession from the town of Gettysburg to the site of the new cemetery. Abraham Lincoln, in a new black suit, white gloves, and stovepipe hat, rode a horse in the procession, which also contained four military bands and other dignitaries on horseback. During the ceremony, Edward Everett spoke for two hours, delivering a detailed account of the great battle which had been fought on the ground four months earlier. Crowds at that time expected long orations, and Everett’s was well received. As Lincoln rose to give his address, the crowd listened intently. Some accounts describe the crowd applauding at points in the speech, so it seems that it was well-received. The brevity of the speech may have surprised some, but it seems that those who heard the speech realized they had witnessed something important. Newspapers carried accounts of the speech and it began to be praised throughout the north. Edward Everett arranged for his oration and Lincoln’s speech to be published in early 1864 as a book (which also included other material related to the ceremony on November 19, 1863). What Was the Purpose of the Gettysburg Address? In the famous opening words, Four score and seven years ago, Lincoln does not refer to the United States Constitution, but to the Declaration of Independence. That is important, as Lincoln was invoking Jeffersons phrase that all men are created equal as being central to the American government. In Lincolns view, the Constitution was an imperfect and always evolving document. And it had, in its original form, established the legality of slavery. By invoking the earlier document, the Declaration of Independence, Lincoln was able to make his argument about equality, and the purpose of the war being a new birth of freedom. Legacy of the Gettysburg Address The text of the Gettysburg address was widely circulated following the event at Gettysburg, and with Lincolns assassination less than a year and a half later, Lincolns words began to assume iconic status. It has never fallen out of favor and has been reprinted countless times. When President-elect Barack Obama spoke on election night, November 4, 2008, he quoted from the Gettysburg Address. And a phrase from the speech, A New Birth of Freedom, was adopted as the theme of his inaugural celebrations in January 2009. Of the People, By the People, and For the People Lincolns lines at the conclusion, that government of the people, by the people, and for the people, shall not perish from the Earth has been extensively quoted and cited as the essence of the American system of government. Sources Everett, Edward. Address of Hon. Edward Everett, at the Consecration of the National Cemetery at Gettysburg, 19Th November, 1863: With the Dedicatory Speech of ... by an Account of the Origin of the Under. Abraham Lincoln, Paperback, Ulan Press, August 31, 2012. Santoro, Nicholas J. Malvern Hill, Run Up To Gettysburg: The Tragic Struggle. Paperback, iUniverse, July 23, 2014. Willis, David. Gettysburg Address: The Formal Invitation. Library of Congress, November 2, 1863.

Konica Minolta business solutions customer service training plan Coursework

Konica Minolta business solutions customer service training plan - Coursework Example The assessment will help in; Organizational analysis examines the areas where training is required and the explicit conditions under which the training will be conducted (Altschuld & Kumar, 2010). It will identify abilities, skills, and knowledge that employees will need for the future in order to meet the organization’s goal of providing substantial services to its loyal customers while helping health care, legal, and educational customers to embrace rapid information movement, reduce costs, improve quality, and enhance security. HR data will be analyzed to indicate areas where introduction of training will boost performance. Tagged among these are departments with high absenteeism rates, high turnover, and poor performance (Noe,  2010). Changes in automation, technology or equipment will also need to be identified. After a thorough analysis, appropriate training will be developed. Moreover, the management will need to offer the required financial support in order to ensure the success of the assessm ent. Moreover, customer complaints and employee grievances will also be considered in order to effectively cover the needs of the organization. Factors to be considered include labor pool, future skills need, and alterations in laws and conventions (Hawthorne, 2007). Individual analysis will target the employees of Konica Minolta Business Solutions and how they perform. Employees will be reviewed to reveal any deficiencies that will aid in the formulation of an effective and efficient training plan. Additionally, employees will also be interviewed (both casual and casual), surveyed, or tested to ascertain their training needs. Employees will be at liberty to indicate the various problems that they have and recommend possible solutions to the problems. Task study will begin with a comparison of employees’ knowledge and skills to

Fair Trade Degree Essay Example | Topics and Well Written Essays - 1000 words

Fair Trade Degree - Essay Example While the banks do not accept that the unfairness rules of the Unfair Terms in Consumer Contract Regulations apply, the OFT argue that such rules apply. A swift determination of this issue will assist expeditiously resolve the fairness issue of these charges.2 The 1999 Regulations, implementing the Directive, revoked and replaced the Unfair Terms in Consumer Contract Regulations 1994. The 1999 Regulations apply in relation to terms in contracts concluded between a seller or a supplier and a consumer (Regulation 4(1)). Regulation 5(1) provides: "A contractual term which has not been individually negotiated shall be regarded as unfair if, contrary to the requirement of good faith, it causes a significant imbalance in the parties' rights and obligations arising under the contract, to the detriment of the consumer." Regulation 5(5) provides that Schedule 2 to the 1999 Regulations contains an indicative and non-exhaustive list of the terms which may be regarded as unfair. Regulation 8(1) provides that an unfair term in a contract concluded with a consumer by a seller or supplier shall not be binding on the consumer. Regulation 8(2) provides that the contract shall continue to bind the parties if it is capable of continuing in existence without the unfair term. The only material exception to the applicability of the test of fairness set out in 1999 Regulations is contained in Regulation 6(2) relating to what are called, for short, "core terms": "In so far as it is in plain intelligible language, the assessment of fairness of a term shall not relate- (a) to the definition of the main subject matter of the contract, or (b) to the adequacy of the price or remuneration, as against the goods or services supplied in exchange". Banks enter into personal current account agreements with their customers who are consumers, containing the terms and conditions relating to the operation of those current accounts by such customers. In so far as any of these terms and charges are contained in documents which are described as notices to, guides to, or communications with, customers, they are nevertheless to be considered as terms of a contract between the Bank and its customers for the purposes of the 1999 Regulations, whether or not they are described as terms or as "policies of the bank" or as anything else. The Banks' current account agreements typically provide or provided for three types of payments to be demanded from customers in connection with unauthorised overdrafts: A fee charged by Banks: (a) when a customer seeks to operate his current account in a way that will result in the account being debited despite there being insufficient available funds to support the debit but the Bank nevertheless agrees to ef fect payment, causing the account to go into overdraft or further overdraft, or to exceed, or further exceed, an already agreed overdraft limit; when a customer moves into or is in an unauthorised overdrawn position within a specified period. A returned item fee, e.g. as in the previous case, a cheque is presented but in this case the Bank declines to authorise payment because there are insufficient funds, and the cheque has to be returned to the payee marked "R/D" or "RDPR" or "Effects uncleared". An increased rate of interest charged on unauthorised overdrafts granted in the circumstances set out above. The provisions in the