Reiters Syndome Essays - Feminism, British People, Womens Rights

Reiters Syndome Equal Rights for Women During the nineteenth century, the women suffrage movement was coming out full force to demand the equal rights of women in the United States and Europe. The women who supported the womens suffrage adapted a Declaration of Principles that simply stated that, We hold these truths to be self-evident: that all men and women are created equal (Perry, 1995, p.194). The women suffrage movement not only was striving for equal rights of women but also for voting privileges. Mary Wollstonecrafts protested against the self-abasement of women to men. In the Vindication of the Rights of Woman, Wollstonecraft emphasized that a well-schooled, dependable, and powerful woman would be useful in society and able to manage a family. Women should be allowed to practice medicine as a physician, or manage a store where they can hold their heads high instead wasting their life away. In the writings of John Stuart Mill, he supported women s rights in The Subjection of Women. He believed that males abused th eir power over women, and sought to have women partake in political affairs. After women decided they were getting no where with simple demonstrations they decided to use some militant strategies by disrupting political meetings and enforcing hunger strikes lead by Emmeline Pankhurst. Finally, in 1920 women were allowed to vote in the United States. Women in the 20th century have come along way, although they will always be fighting for the equal rights of women. Men still make a larger salary than most women do and they become higher executives. Women are now allowed to vote and have as good an education as a male. With this education women are becoming physicians and political figures in todays society. Women can now hold their heads up high and be proud of who and what they are. Medicine Essays

Regional Geography Overview

Regional Geography Overview Regional geography is a branch of geography that studies the worlds regions. A region itself is defined as a part of the Earths surface with one or many similar characteristics that make it unique from other areas. Regional geography studies the specific unique characteristics of places related to their culture, economy, topography, climate, politics and environmental factors such as their different species of flora and fauna. Also, regional geography also studies the specific boundaries between places. Often these are called transition zones which represent the start and end of a specific region and can be large or small. For example, the transition zone between Sub-Saharan Africa and North Africa is rather large because there is mixing between the two regions. Regional geographers study this zone as well as the distinct characteristics of Sub-Saharan Africa and North Africa. History and Development of Regional Geography Although people had been studying specific regions for decades, regional geography as a branch in geography has its roots in Europe, specifically with the French and geographer Paul Vidal de la Blanche. In the late 19th century, de la Blanche developed his ideas of the milieu, pays, and possibilisme (or possibilism). The milieu was the natural environment and pays was the country or local region. Possibilism was the theory that said the environment sets constraints and limitations on humans but human actions in response to these constraints are what develops a culture and in this case aids in defining a region. Possibilism later led to the development of environmental determinism which says the environment (and thus physical regions) is solely responsible for the  development of human culture and societal development. Regional geography began to develop in the United States specifically and parts of Europe in the period between World Wars I and II. During this time, geography was criticized for its descriptive nature with environmental determinism and lack of a specific focus. As a result, geographers were seeking ways to keep geography as a credible university-level subject. In the 1920s and 1930s, geography became a regional science concerned with why certain places are similar and/or different and what enables people to separate one region from another. This practice became known as areal differentiation. In the U.S., Carl Sauer and his Berkeley School of geographic thought led to the development of regional geography, especially on the west coast. During this time, regional geography was also led by Richard Hartshorne who studied German regional geography in the 1930s with famous geographers such as Alfred Hettner and Fred Schaefer. Hartshorne defined geography as a science To provide accurate, orderly, and rational description and interpretation of the variable character of the earth surface. For a short time during and after WWII, regional geography was a popular field of study within the discipline. However, it was later critiqued for its specific regional knowledge and it was claimed to have been too descriptive and not quantitative enough. Regional Geography Today Since the 1980s, regional geography has seen a resurgence as a branch of geography in many universities. Because geographers today often study a wide variety of topics, it is helpful to break the world down into regions to make information easier to process and display. This can be done by geographers who claim to be regional geographers and are experts on one or many places across the world, or by physical, cultural, urban, and biogeographers who have a lot of information to process about given topics. Often, many universities today offer specific regional geography courses which give an overview of the broad topic and others may offer courses related to specific world regions such as Europe, Asia, and the Middle East, or smaller scale such as The Geography of California. In each of these region-specific courses, topics often covered are the physical and climatic attributes of the region as well as the cultural, economic and political characteristics found there. Also, some universities today offer specific degrees in regional geography, which normally consists of general knowledge of the worlds regions. A degree in regional geography is useful for those who want to teach but is also valuable in todays business world that is focused on overseas and long distance communications and networking.

12 Awesome Learning Games for Kids

12 Awesome Learning Games for Kids SAT / ACT Prep Online Guides and Tips Learning games, or educational games, are all about making learning, well, fun! They’re also about getting kids to see the practical nature of the skills they’re acquiring, whether that’s how to identify shapes in the world or how to spell difficult words. In this article, we explain what kinds of skills children can learn through games and give you 12 examples of learning games for kids in preschool, kindergarten, and elementary school. What Skills Can Children Gain From Learning Games? Learning games are entertaining, highly effective methods for teaching children valuable life skills. Here are some of the most important skills kids can hone through learning games: Fine Motor Skills: Coordinating small muscles in specific movements using the eyes Pattern Recognition: The ability to grasp and predict patterns in images, numbers, etc. Visual Scanning: Using your eyes to look in a systematic, pragmatic manner, such as when learning to read Visual Attention: Being able to focus on specific visual information and filter out irrelevant information Short-Term Memory: The ability to recall images, patterns, or other qualities that have just been shown or said and then hidden or removed from sight Reasoning Skills: The ability to process information, think critically, and solve problems Social/Emotional Skills: Includes cooperation and patience as well as how to maintain eye contact, resolve conflicts with others, and communicate effectively Public-Speaking Skills: Expressing yourself verbally in front of others both confidently and appropriately Foreign Language Acquisition: The ability to learn vocabulary words, grammar, and other characteristics of a language that is not your native tongue Active Listening/Listening Comprehension Skills: Giving your full attention to a speaker and understanding the message the speaker is trying to express Language Skills: Linking together words to form proper sentences/phrases and improving vocabulary knowledge The kinds of skills children gain from educational games can vary a lot depending on the game, the ages of the children playing it, and its purpose as a whole, such as reviewing a basic math concept or improving vocabulary knowledge. For example, a learning game that works to improve kids' fine motor skills would be better suited to preschoolers and younger children than it would be for older elementary school students who have already mastered these skills. Educational Games for Kids: 12 Fun Examples In this section, we give you 12 examples of learning games for children in preschool all the way through upper elementary school. We've divided the games into three age groups: Preschool Learning Games (Ages 3-5) Early Elementary Learning Games (Ages 5-9) Upper Elementary Learning Games (Ages 9-12) Preschool Learning Games This first set of educational games is geared primarily toward preschoolers, or kids aged 3-5. Puzzles Number of Players: 1+ Time: 5-15 mins Skills Learned: Fine motor skills, pattern recognition, visual attention, reasoning skills, social skills Puzzles are great (not to mention fun) tools for preschoolers to practice their fine motor skills and pattern recognition. Some of the best puzzles for toddlers and preschoolers are those that teach simple concepts, such as the names of shapes, numbers, and alphabet letters. Be sure you're using puzzles that are geared specifically toward young children and not adults (so as to prevent possible consumption of small pieces). You can also have preschoolers solve puzzles in pairs or groups, or see whether they can solve the puzzle within a certain time frame. This should naturally be followed by a reward for the winners! Hot Potato Number of Players: 3+ Time: 5-15 mins, depending on size of group Skills Learned: Fine motor skills, social skills, public-speaking skills Hot potato is a classic game you likely played as a kid but perhaps never realized just how many skills you were learning as a result! There are many variations on hot potato, but the most basic form, which is the easiest to do with extremely young players, is to have all the kids sit in a circle and give one of them a beanbag (or other soft "potato" substitute, such as a small pillow or a stuffed animal). Turn on some music and then have the kids quickly pass the "potato" to the person next to them in the circle as fast as they can. Once the music stops (you decide when to pause it- remember, random pauses are key to the surprises in the game), the child holding the potato is out (or must do something as punishment, such as reciting the alphabet or counting aloud 1-10). Continue playing until just one child is left. Here are a few other variations on hot potato you could try: Allow the children to toss the "potato" to anyone in the circle (except for the person who just tossed it to you, unless there are only two players left) Have each kid answer a question when given the potato before they can pass it to someone else (for example, you show them a picture of a shape and ask what its name is) Use multiple "potatoes" to up the ante! A teddy bear works well as a "potato." This one's even the right color! Memory/Concentration Number of Players: 1+ Time: 10-15 mins Skills Learned: Short-term memory, fine motor skills, visual attention Memory, or concentration, is a fun, easygoing game that improves children's short-term memory and fine motor skills. There are several different ways you can set up this game depending on the resources you have: Picture cards with matching pairs: With this method, you’ll take a deck of picture cards and spread them out face down on a desk or the floor. Each child will then take turns flipping over two random cards. If the two cards are different, the child must flip them back over and leave them in their original spot. If the two cards do match, the child places them in front of herself. Continue playing until there are no more cards left; the child with the most matches wins. Puzzle pieces with pictures and matching pairs: Puzzle pieces with different edges and/or shapes work well for young children because they’re easier to grab and provide clearer hints as to which pieces will likely fit together. Flip over puzzle pieces two at a time, and play in the same way as described above. Pre-made memory game with windows: If you don’t want to set up your own concentration game with cards or puzzle pieces, then you might want to buy a pre-made memory game that comes with windows, such as this classic version by Melissa Doug (for ages 5-7). Four Corners Number of Players: The more, the merrier! Time: 10-15 mins per round Skills Learned: Active listening skills, public-speaking skills, social skills This classic game is great for burning off some energy. Start by labeling each corner of the room with a different number (or letters, shapes, cardinal directions, or anything else you’re currently teaching your kids). For example, if you want to focus on shapes, you could label each corner a different shape, such as a rectangle, a circle, a trapezoid, and a triangle. Choose one child to be "it" and blindfold them. The rest of the children will each pick a corner and move to it (without the child who is "it" knowing which corner has how many people in it). Still blindfolded, the "it" kid says the label of one of the four corners. With the example above, this would be one of the four shapes. All children standing in the corner whose label is called must immediately return to their seats, as they are now out. Repeat this process until there are four or fewer children left, at which point each kid must choose a different corner. The last person standing wins and becomes the "it" kid for the next round. Early Elementary Learning Games These kids' learning games can be played with children in early elementary school (kindergarten to around third grade). Fruits Basket Number of Players: Best with 8+ Time: 10-15 mins Skills Learned: Active listening skills, foreign language acquisition, public-speaking skills, language skills Fruits Basket is a wild game often played to get kids moving and learning things such as foreign-language vocabulary, numbers, letters, and so on. The game is similar to musical chairs. Put chairs in a circle so that there’s one less chair than there are children playing (e.g., if you have seven kids playing, you’d have six chairs). Make the chairs facing inward toward the middle of the circle. Each child will wear a picture of something around their neck, such as a particular shape, alphabet letter, or animal. Limit the number of unique cards to three or four, depending on the size of the group. This means that there should always be at least two kids per picture card. So let's say you have a group of 12 children playing. In this case, it would be best to have four unique card types, such as apples, oranges, bananas, and peaches. Four unique card types means three cards for each category(in other words, three kids will be apples, three will be oranges, etc.). One kid stands in the middle of the circle (also with a picture card around their neck) while the rest of the children sit in the chairs. The child in the middle picks one of the card names to say out loud. For example, if every child is a shape, the child in the middle could say, "Circle!" to make all the kids with "Circle" cards around their necks stand up and move. Once a category has been said aloud, all children sitting down who have the card with this category on it must stand up and find an empty chair to sit in. Meanwhile, the kid in the middle will also look for an empty seat to try to steal. Whoever doesn't get a chair is now the new child in the middle. Play continues until you decide to end the game- there are no winners or losers. Here are some additional tips for playing Fruits Basket: If a child is having trouble finding a seat and keeps getting stuck in the middle, they can say, "Fruits basket!" to make everyone get up and move at the same time. For an extra challenge, make it so that you can’t just exchange seats with the people sitting directly next to you (if they're wearing the same card as you). This game works great as a foreign-language activity. Have your children practice saying simple words in the target language. I often used this activity to teach my Japanese students English. Bingo Number of Players: The more, the merrier! Time: 10-15 mins Skills Learned: Visual scanning, fine motor skills, active listening skills, pattern recognition, foreign language acquisition Bingo isn’t just for the elderly- lots of kids love playing Bingo, especially if it means winning a prize or two! To play, you can either buy or make your own Bingo sheets. The traditional Bingo sheet looks like this, with each letter of "Bingo" representing a separate column with numbers in it (there's also a free space in the middle): The caller (usually the teacher or adult) will draw cards with numbers on them or randomly call out numbers. Each child takes a few seconds or so to look for the number and see if it is on their Bingo sheet. If it is, the child places a small token (or uses a pencil to draw an X or O) on the square with the number in it. If the number is not there, the child does nothing. If a kid marks five squares in a row, in a column, or diagonally, they call out, "Bingo!" and receive an award. There are many variations on Bingo. Here are some ideas for changing it up: Use pictures or shapes instead of numbers- this is great for teaching foreign vocabulary Get rid of the "Free Space" to make the game more challenging Change the traditional winning pattern and instead require the children to cover spaces in the shape of a giant X, cover all four corners, or get a blackout (i.e., cover the entire board) This next game makes kids the detectives. Scavenger Hunt Number of Players: The more, the merrier! Time: 15-20 mins Skills Learned: Reasoning skills, foreign language acquisition, social skills Scavenger hunts are great for not just getting kids to exercise and run around but also teaching them problem-solving skills and the value of teamwork. There are tons of ways you can set up a scavenger hunt depending on the age, skill levels, and interests of the children. The basic idea of a scavenger hunt is to have children (usually in pairs or groups) search for specific objects or clues in a room or other closed environment. Some scavenger hunts don’t require any preparation. For example, you could have children search for specific shapes in nature or colors of objects (especially useful if you’re teaching color names in a foreign language). Slightly harder scavenger hunts can entail having the children look for math problems or riddles, which they must solve in order to get the hint to where the next problem is hidden. Other types of hunts include providing children with a list of objects to find and gather, perhaps to put together later in order to complete something, such as a jigsaw puzzle. Simon Says Number of Players: The more, the merrier! Time: 15-20 mins Skills Learned: Active listening skills, language skills, foreign language acquisition Simon Says is a great way to teach kids how to listen and understand a variety of words, thereby improving their language and literacy skills. It's also helpful for teaching vocabulary words and grammar in a foreign language. To play, have everybody stand up. Make one person (usually the adult or teacher) be Simon. This person is the leader and is trying to eliminate as many players as possible. As Simon, you will say action phrases for the children to do, such as "Touch your nose" or "Raise your left hand." If you use the phrase "Simon says" before the action, the children must do it. If you don’t use the phrase "Simon says," however, the children must not do the action. Any child who performs an action that does not have "Simon says" before it or who fails to do an action that has "Simon says" before it is out and must sit down. The game continues until one child is left standing. Upper Elementary Learning Games This last set of educational games is best for children in grades four through six. Hangman Number of Players: 2+ Time: 10-20 mins Skills Learned: Language skills (spelling and reading), reasoning skills, public-speaking skills, visual scanning, foreign language acquisition Hangman is one of those classic, simple games that requires no major prep and is very easy to learn. It’s best played with a larger group of people or in teams. One person (usually the adult or teacher) thinks of a word and writes down a short horizontal line, or blank, for each letter of that word. Make sure to use a word that the kids will know and that is ideally relevant to what they’re learning. For example, if you chose the word "flower," you would write down six blanks, one for each letter. Once you have a word chosen and have written down the blanks for it, draw a hook-like picture; this will be what the "hangman" hangs on. It’s similar to an upside-down L or J. Draw an empty box next to this as well- this will be for recording wrong letters: Now, each student (or group of students) takes turns guessing a letter in the mystery word. If the letter is correct, write that letter in whatever blanks it appears in for the word (so if there are multiples of that letter, write all of them in). If the letter is incorrect, put that letter in the empty box and draw part of the hangman. Most people start with the head and then move on to the body, the limbs, and finally the facial features, such as the eyes, nose, mouth, and ears. It's good to decide ahead of time what a full hangman looks like so the children can know at any point how close they are to losing. Anyone may guess the full word at any time. If the word is incorrect though, treat it as a wrong guess and draw part of the hangman. The players win if they guess the correct word or find all the letters in the word before the hangman is complete. You win if nobody guesses your word! To make the game slightly easier for kids, you can give them a category beforehand from which you’ll think of a word. For example, if the category were "School Supplies," then they’d know to be on the lookout for words such as "eraser," "pencil," or "notebook." Catch Phrase Number of Players: 4+ Time: 15-20 mins Skills Learned: Reasoning skills, active listening skills, language skills, public-speaking skills, social skills Catch Phrase gets its name from a popular board game, which involves describing a certain word or phrase to people without using any of the words in that phrase or any rhyming words. To play your own game of Catch Phrase, come up with dozens of words kids must describe to one another. If you have a large group of kids, divide them into teams (typically two). Write out the words on individual pieces of paper and then put them in a hat or bowl from which one kid at a time will select a word. Check that every child understands the word they get, and be sure they do not tell anyone else their word! There are several ways you can play this game; here are some of the most common: The traditional method is to have two teams. Each team takes turns describing a word to their teammates. Once a team guesses the correct word, play passes to the other team. The game continues like this until time runs out. The team not in the middle of describing a word when the timer stops wins one point. Time each group one minute and see how many words they can guess correctly. Have one child describe words one at a time (or have each child take turns describing one word). Give one point for each correctly guessed word. Don’t allow children to "pass" difficult words- this will make the game even harder! Teamwork is a vital part of Catch Phrase and other kids' learning games. Pictionary Number of Players: 2+ Time: 15-20 mins Skills Learned: Reasoning skills, visual scanning, visual attention, social skills Pictionary is an exciting board game that encourages kids to practice their drawing and reasoning skills. To play, divide children into pairs (or teams) and give them either a mini-whiteboard with a marker or a sheet of paper with a pencil. Each child will take turns drawing a picture of a word that’s been secretly given to them (written on a piece of paper and given to them or whispered to them by an adult). The other kid has a certain amount of time- usually one minute- to guess the word that is being drawn. There are many options for changing up the rules. For example, you could have all the children who are drawing pictures illustrate the same word at the same time, or have every child take turns drawing a picture at the front of the classroom on the whiteboard so everyone can guess. Here are the official Pictionary rules in case you’re interested. 20 Questions Number of Players: 2+ Time: 5-10 mins Skills Learned: Reasoning skills, active listening skills, language skills, short-term memory, public-speaking skills 20 Questions is an easy game to play that doesn’t take up much time and can be played with as few as two players. The purpose of this game is for the players to correctly guess what one person is thinking of within 20 yes-or-no questions. The thing being thought of is usually an object, person, or place. As the thinker, you'll come up with one word and then have the kids one at a time ask you yes-or-no questions to try to figure out what the word is. Questions typically begin broad: Is it a person? Is it something you can eat? Is it something in this room? If it’s the first time you’re playing this game with children, it'd probably be a good idea to go over some examples of basic questions they can ask you so they have a better idea of how to play. As the yes-or-no questions get more specific, children can begin guessing the word. For example: Is it a balloon? Is it George Washington? Is it the playground? If players can figure out what the secret word is within 20 questions, they win! If not, you win. The one message we hope you take away from this article! Review: The Importance of Kids' Learning Games Learning might not sound like much fun, but the truth is that there are tons of ways children can engage in activities that are both fun and educational. This list of 12 learning games is certainly not exhaustive, but it does manage to show just how many different types of (fun) educational games for kids exist. Most of these games can be bought at a store or created with simple tools, such as paper, markers, and colored pencils. If you’re not sure what kind of learning games to use with your own kids, think first of the types of skills you’d like them to learn. For example, if you want your very young students to practice their fine motor skills, a hands-on game such as a puzzle would be a great choice. Regardless of the games you decide to play with children, you’re sure to end up having lots of fun- perhaps more than you thought possible! What’s Next? Want more ideas for kids' learning games? Then check out our expert guides on spelling games (coming soon), alphabet games (coming soon), and toddler learning games (coming soon). If you want to teach children, then perhaps an early childhood education degree is right for you.Our guide goes over what this degree entails in terms of coursework, and gives you a helpful list of the best online BA in Early Childhood Education degree programs. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Back to our place(Someplace of my memory) Essay

Back to our place(Someplace of my memory) - Essay Example In America, I suppose it would be a Vehicle Testing Station. As I remember, there were hundreds of taxies, so it might even have been a cab company, like Yellow Cab. In the mornings, it used to be a little crowded, with neighborhood people complaining about the waste oil flowing downhill from the top, to the housing area. This is the only bad memory that comes to mind about that place. However, residents did nothing more, other than to murmur sulkily to express displeasure about that oil. Around midday on Sundays, after having a light lunch, my family would take four badminton rackets, a few shuttlecocks, and some water to drink, and would step inside the 400 square yards area of that big car park up the hill. With a light heart, we would pass by the black written sign "Car Inspecting Office of Eastern Part", as if the sign did not exist. A few neighbors would already be there, playing side by side, as everyone had fun, and enjoyed their games. It seemed as though nobody cared about original purpose of the place. Instead, It played the role of a little camping spot and family play area. For my family, the white lines for car parking became the perfect place to play badminton, the markings were just right. We would start for home at dusk, cooled by a fresh breeze, smelling the sweet scent of sweat that wafted skywards on that gentle wind, tired but happy. On weekdays, around the... If we put those lines, that looked like a chessboard, together as a set of twelve, it became a great soccer field, or the place for dodge ball played on a group of lines, in exactly the same way. We would never go back home until darkness fell, making us afraid. The only exception that would stop our play for a time was when we heard our mother's voices. They would call us loudly for dinner, sounding very far away in the darkness. Those friends, and sound of my mother's voice, filled with alarm, have been a pattern and part of my life throughout my entire childhood and beyond. The scenes from those times remain unforgettable to me, for all my life. But sometimes things did not always happen that way, and the happy scene would be disturbed. We would hear another voice coming toward us, not the loving concern heard in our mother's calls. There were two sides to this place, a different aspect that stays in my memory. The office would never be totally empty, even though we hoped it would be. After 5.00 PM, when the workers went home, a few people would always be on duty there. Though they did not often confront us, there was a sort of competition, as they did not want to let the balance of power between neighborhood and workers, pass to our side, making us the winners. To assert their position of being 'in charge', sometimes, the person on duty would make us leave, and we had a lot of fun hiding from them and watching carefully for a chance to get back inside the car park again. But in my memory, I can see that they were only human too, the same as we were, and we saw that side of them often. When they became bored sitting in the office, they would come out and play with our soccer

Db1 employment law Research Paper Example | Topics and Well Written Essays - 250 words

Db1 employment law - Research Paper Example I am a professional that is why I have the free choice of making decisions. The main factors that court puts in to consideration when determining if a person is an independent contractor are the contract terms, presence of verbal agreement, terms of agreement and terms of payment. Usually, an independent contractor provides services or goods to a company on a specified contract like six years, with a verbal agreement. Independent contractors do not work regularly as other employees but he works as and when required. Additionally, independent are usually paid on freelance basis. With the above description of an independent contractor, I might be described as an independent contractor since I am working with the above features (Lockton, 2003, 45). However, I am not an agent of the company since I am independent and I have my roles of fixing the IT problems in a period of six years. I am neither liable to the company’s loss nor profits. The scenario provides that I am an independent contractor but not an employee of the

Social Networking Essay Example for Free

Social Networking Essay Social Networking A Thesis Presented to the Faculty of Technological Institute of the Philippines College of Engineering In Partial Fulfillment Of the Requirements in Bachelor of Science Industrial Engineering By: Jessica P. Tumambing Approved By: Ms. Federa Acknowledgements The author would like to express his sincere appreciation to all those that have assisted in the completion of this Thesis. Ms. Federa Ms. Federa has been an excellent professor. The author could not have completed the research without her guidance and ongoing support. Respondents Author would like to thank all the people that took the time to respond to the questionnaire and assisted in gathering the primary data. Friends and Family Finally the author would like to thank his friends especially to my very best friend for their great help and for enduring me. Their assistance has been very motivating. I would also like to thank my family for their support, with special mention to my Mom and Dad, for always covering my back and providing me with encouraging words DEDICATION I dedicate this thesis to my parents who have always been my nearest and reverse nearest neighbors and have been so close to me that I found them whenever I needed. It is their unconditional love that motivates me to set higher targets. I also dedicate this to my best friend (Jhae Jimenez) who is my nearest surrounder and have provided me a strong love shield that always surrounds me and never lets any sadness enter inside. ABSTRACT Social Networking Sites are experiencing a rapid growth; there seems to be no limit to their size. Many Social Networking Sites boast with millions of members using their networks on regular basis to communicate, share, create, and collaborate with others. Popular examples of these Social Networking Sites are Facebook, LinkedIn and Bebo. Although most of these sites lack decent business models, they are valued at millions of pounds. Google paid 1.5 billion dollar for YouTube when it wasn’t even earning a single penny. The reason successful Social Networking Sites have become so valuable is due to the amount of people that are using it; and people are exactly what organizations are after. This report aims to find out whether Social Networking Sites have the same value in the context of recruitment. Academic literature extensively discusses online recruitment, however not much is said about recruitment on Social Networking Sites: ‘Sociocruitment’ Research revealed that professionals are quite optimistic about Sociocruitment. Although users of Social Networking Sites had a disperse opinion on organizations contacting them on these websites; not many were negative. The contemporary research furthermore harvested information from a range of sources to create understanding of key issues allowing readers to familiarize themselves with the concept. Finally the report makes suggestions on how organizations can engage in this new media. TABLE OF CONTENTS Approval Sheet I Acknowledgement II Dedication III Abstract IV Table of Contents - V CHAPTER 1 Background of study - 1-2 Statement of the Problem 3-4 Significance of the Study 5 Assumption of the study 6-7 Scope and Limitations - BACKGROUND OF STUDY This thesis explores Social Networking sites as a medium of expression for sexual identity construction; more specifically the research question aimed to explore how gay and lesbian individuals use social networking websites as a means to construct and explore their sexual identities through self presentation on conventional social networking sites (SNS) available and used by everybody versus LGB SNS which are primarily used by Lesbian/Gay and Bisexual individuals and groups. Through the conduction of eight semi- structured interviews with an even number of four males and females and a content analysis of each participant’s social networking profiles, the research explored how sexual identities were presented and played out on these sites by the variation and degree of information that was disclosed by the sample study. Overall the aim was to explore the advantages and disadvantages social networking entails for the gay community through a comparison of both types of SNS, exploring how self presentation and sexual identities are negotiated and managed through the two while determining if these sites were in fact a safe location to play out sexual identities if they are a site of identity restrictions. From research up to this point it has struck me that there is limited research concerned with the disadvantages of social networking and identity experimentation for gays and lesbians. Thus this present study aims to acquire if gay individuals feel  they can perform their sexual identities more comfortably and honest in one ahead of the other or if they feel the need to ‘conceal’ their sexual identities on certain social network sites which are accessible to all e.g. Facebook and reasons why. The basis of this study is to get both sides of the story, addressing the positives but also taking into account the negatives and weighting up which SNS is less restrictive on sexual Page 2 of 39 identity construction. Self presentation will be a dominant theme in drawing research, extending on the existing research exploring the differences of presentation between the two sites. STATEMENT OF THE PROBLEM Social networking sites like Facebook and MySpace allow you to find and connect with just about anyone, from a coworker in a neighboring cube to the girl who played Emily in your high school production of â€Å"Our Town† thirty years ago. Browsing these sites can make you feel connected to a larger community, but such easy, casual connection in an electronic environment can also have its downside. A False Sense of Connection According to Cornell University’s Steven Strogatz, social media sites can make it make it more difficult for us to distinguish between the meaningful relationships we foster in the real world, and the numerous casual relationships formed through social media. By focusing so much of our time and psychic energy on these less meaningful relationships, our most important connections, he fears, will weaken. Cyber-bullying The immediacy provided by social media is available to predators as well as friends. Kids especially are vulnerable to the practice of cyber-bullying in which the perpetrators, anonymously or even posing as people their victims trust, terrorize individuals in front of their peers. The devastation of these online attacks can leave deep mental scars. In several well-publicized cases, victims have even been driven to suicide. The anonymity afforded online can bring out dark impulses that might otherwise be suppressed. Cyber-bullying has spread widely among youth, with 42% reporting that they have been victims, according to a 2010 CBS News report. Decreased Productivity While many businesses use social networking sites to find and communicate with clients, the sites can also prove a great distraction to employees who may show more interest in what their friends are posting than in their work tasks. Wired.com posted two studies which demonstrated damage to productivity caused by social networking: Nucleus Research reported that Facebook shaves 1.5% off office productivity while Morse claimed that British companies lost 2.2 billion a year to the social phenomenon. New technology products have become available that allow social networks to be blocked, but their effectiveness remains spotty. Privacy Social networking sites encourage people to be more public about their personal lives. Because intimate details of our lives can be posted so easily, users are prone to bypass the filters they might normally employ when talking about their private lives. What’s more, the things they post remain available indefinitely. While at one moment a photo of friends doing shots at a party may seem harmless, the image may appear less attractive in the context of an employer doing a background check. While most sites allow their users to control who sees the things they’ve posted, such limitations are often forgotten, can be difficult to control or don’t work as well as advertised. SIGNIFICANCE OF THE STUDY 1. Informatics Manila Students – The main target of the study, for the students to be aware of the impact of social media to them 2. Parents – This study will be beneficiary to parents of the students, for them to be aware of the impacts of social media usage. 3. Informatics College Manila – The study will also be beneficial to the educational institution for the awareness on the impact of social media usage. 4. Future Researchers – They will benefit from the study through the information they could gather.

Free Affirmative Action Essays - Affirmative Action is Against the Bibl

Affirmative Action is Against the Bible America was known as the Land of Opportunity. Then it became evident that "opportunity" was only available to white men. Later, laws were passed to ensure equal opportunity regardless of race, sex, or religion. These Affirmative Action laws were set in place by our government with the intent of correcting the social evil know as prejudice; but in doing so, they created a monster. Affirmative action has become an ineffective, outdated, and socially harmful policy that is weakening our great nation. "The adoption of Affirmative Action programs in the 1960s reflected our national aspiration to overcome long-entrenched injustices and become a society where equal opportunity, or at least a fair opportunity, was a reality for more of our citizens. These programs were a response to economic, political and cultural circumstances that demanded, then encouraged, and then tolerated widespread discrimination on the basis of such factors as color, gender and ethnic background. The common hope was that these programs would be transitory in nature and would enable us as a society to reach a point, at some future date, when they would no longer be needed" (Shapiro). It is my opinion that we have now reached that date. Continued use of the policy is much like continued use of a strong medication. When a patient is suffering from a terrible disease, as was the United States suffering from discrimination, strong medication is sometimes needed to cure the problem. But once the disease is taken care of, further use of the medication does not help... ...e right course of action. This is an ideal that has always been true, but is quite often broken, resulting is negative effects and more problems. A course of action that is morally wrong, ethically wrong, and economically wrong, is not the correct way, but an easier way. Often, the correct way is more difficult and requires more work, but nevertheless, it is the correct way. Two wrongs do not make a right, but they do make more problems and prolong an actual resolution to the problem. Works Cited Shapiro, Harold. "Affirmative Action: A continuing discussion / A continuing commitment" Internet Source. Available at: http://humanitas.ucsb.edu/projects/aa/docs/shapiro.html Websters Dictionary Harbor House Publishers Inc. Baltimore. 1984

How did imperialism affect China? Essay

How did imperialism affect China? Imperialism had a major affect on China. The Opium War played a major part of this. The opium war was provoked by the problems with European countries and China. British were getting tired of doing outside trading and wanted to trade directly with China. China had little need from the West. As a direct result the smuggling of opium began. Opium was forbidden in China except for medicinal use. The war was fought to determine the relations between China and the West, and as a result China was forced to reevaluate her position as the center of the world. The treaty of Nanking ended the first Opium war. As a result to China’s distant methods of trade, there were two rebellion periods, the taiping rebellion and the boxer rebellion. The taiping revolt was a radical political and religious uprising. The rebels rose against the tyranny of the Manchus, supporting a program partly based on Christian doctrines. The Boxer Rebellion was a peasant uprising that attempted to drive all foreigners from China and to destroy the Mongol Ch’ing dynasty. After Japan defeated China in 1895, Japan and the Western Powers began to control more and more of the Chinese economy. In reaction the Boxer movement attracted popular support. In 1900 the Dowager Empress persuaded the Boxers to drop their opposition to the Ch’ing dynasty and unite with it to destroy the foreigners. China Missionaries and other foreigners were killed by them.

Personal Ethical Dilemma Essay

An international food party was conducted, during my sojourn in Japan as an exchange student. Since, I was the chairperson of the Korean language club; I ventured to prepare cheyookbogeum or Korean food for this party. I endeavored to do so only after consulting with the other members of the club and eliciting their opinion. Due to close collaboration between the club members, the venture depicted remarkable progress. During the course of preparing the food, I was constrained to decide whether to add MSG to the food. I had to undergo quite a bit of consternation regarding this decision, the party as such, was not all that big and this made me opt for the easy way out. However, I was not spared from having to scrutinize the situation precisely. The primary issue that I had to take into consideration was that addition of MSG to the food would improve its flavor and this would result in a larger number of people buying it. This would bring about a natural increase in profits, which would enable me to donate more money and provide incentives to the members who were making preparations for the party. Unfortunately, MSG does not promote good health and its prolonged use consumption could prove deleterious. In addition, if consumers came to know about having consumed MSG at a later date, they might develop a dislike for the food, which could even lead to their abstention from such food. Thus, by avoiding the addition of MSG, I would be behaving in an ethical manner, as I would have exhibited greater concern for the health of the consumer. Nevertheless, I could refrain from adding the MSG and promote the food as being prepared from solely fresh ingredients. Since, the flavor would not be all that appealing to the consumers; it would be difficult to realize profits. All the same, this food could be promoted as health food and then there might be a chance of making greater profits. All said and done, this issue was not of sufficient significance to affect the community. However, it provided me with an opportunity to adopt not only the perspective of a consumer but also that of a representative of the company. Moreover, I learned that one should take into account, long term perspectives, while taking decisions.

Japan system of politics after WWII essays

Japan system of politics after WWII essays A British style parliament state was established in which the cabinet became a committee of the majority party or coalition in the Diet. This broke with the Meiji Constitution, which had permitted the emperor or those who acted in his name to appoint prime ministers without regard for the Diet. The new constitution also added an American-style independent judiciary and a federal system of prefectures with elected governors and local leaders. Women were given the right to vote and the rights to life, liberty, the pursuit of happiness, a free press, and free assembly were guaranteed. These were joined by newer rights, such as academic freedom, collective bargaining, sexual equality in marriage, and minimal standards of wholesome and cultural living. Not only that but the no-war clause, stipulated,  ¡Ã‚ °the Japanese people forever renounce war as a sovereign right of the nation ¡ and will never again maintain  ¡Ã‚ °land, sea, and air forces ¡ or  ¡Ã‚ °other war potential ¡. This article would make Japan into something unique in the world: a major power without commensurate military strength. The constitution defined a new role for the emperor as  ¡Ã‚ ° the symbol of the state deriving his position from the will of the people with whom resides sovereign power. ¡ In Japan the most important parties are the Liberal Democratic Party and the communist party called the Japanese Socialist Party. The LDP is mostly responsible for the great wealth of Japan, if it wasn ¡Ã‚ ¯t for it ¡Ã‚ ¯s democratic ideas and capitalism that Japan would be the number one economic power in the world after the US. ...

Find the Beehive Cluster

Find the Beehive Cluster Cancer: Home of the Beehive Cluster Stargazing is part observation and part planning. No matter what time of year it is, you always have something cool to look at or you are planning out your future observations. Amateurs are always plotting their next conquest of a difficult-to-spot nebula or the first view of an old favorite star cluster. Take the Beehive Cluster, for example. Its in the constellation  Cancer, the Crab, which is a zodiac constellation that lies along  the  ecliptic, which is  the apparent path of the  Sun  across the sky throughout the year.  This means that Cancer is  visible for most observers in both the northern and southern hemispheres in the evening sky from late winter from about January through May. Then it disappears in the glare of the Sun for a few months before showing up in the early morning sky beginning in September.   Beehive Specs The Beehive is a little star cluster with the formal Latin name Praesepe, which means the manger. Its just barely a naked-eye object, and looks like a fluffy little cloud. You need a really good dark-sky site and reasonably low humidity to see it without using binoculars. Any good pair of 7Ãâ€"50 or 10Ãâ€"50 binoculars will work, and will show you a dozen or two stars in the cluster. When you look at the Beehive, you see stars that are about 600 light-years away from us.   There are about a thousand stars in the Beehive, some similar to the Sun. Many are red giants and white dwarfs, which are older than the rest of the stars in the cluster. The cluster itself is about 600 million years old. One of the interesting things about the Beehive is that it has very few massive, hot, bright stars. We know that the brightest, hottest and most massive stars usually last anywhere from ten to several hundred million years before they explode as supernovae. Since the stars we DO see in the cluster are older than this, either it lost all its massive members already, or perhaps it didnt start with many (or any). Open Clusters Open clusters are found throughout our galaxy. They usually contain up to a few thousand stars that were all born in the same cloud of gas and dust, which makes most of the stars in a given cluster roughly the same age. The stars in an open cluster are mutually gravitationally attracted to  other when they first form, but as they travel through the galaxy, that attraction can be  disrupted by passing stars and clusters. Eventually, an open clusters stars move so far apart that it  disintegrates and its stars are scattered to the galaxy. There are several known moving associations of stars that used to be open clusters. These stars are moving at roughly the same velocity but are not gravitationally bound in any way. Eventually they, too, will wander on their own paths through  the galaxy. The best examples of other open clusters are the Pleiades and the Hyades, in the constellation Taurus.

IP1 management report Essay Example | Topics and Well Written Essays - 500 words

IP1 management report - Essay Example Business choices frequently require the information of individuals in more than one practical region(Dell, 2015). This prompts a superior understanding of the bigger view, permitting individuals with distinctive thoughts, viewpoints and ability to voice their plans and find innovative and creative answers for issues that the association is encountering. Among the major organization and overall management strategies, Dell Inc. uses framing, particularly in solving challenges and as a good example on how the company’s managers observe the organization function. Framing does not necessarily give a solution for this issue but it gives a sense of direction and intuition. It prompts teamwork and contribution from everyone including the staff, middle-level management etc. It structural attribute that rationalizes the need for organization, accuracy and self-driven motivation as key constituents for making the right decisions and countering an issue efficiently(Dell, 2015). Additionally, communication is among the core factors and an aspect that Dell management emphasizes on throughout the operations. This helps the managers to create a bond and strong relationship with the rest of the staff members. Consequently, it facilitates novelty and expression without any pressure from the employees; they will freely approach the leader with new ideas and potential solutions for problems (Chapman, 2014). According to Dell’s management, leadership is as significant as management itself hence their key aims is establishing the harmonizing link between both. They ensure that the company’s corporate leaders are experts of all business functions, and through this management, supervision and control is easier because, an executive has more details on the different modules of an organization(Dell, 2015). Additionally, under leadership and sustainability, the leader rotates through different roles before they come to their main project as part of individual