100 of the Most Common Kanji Characters

100 of the Most Common Kanji Characters With three different ways of writing, the Japanese language may seem intimidating to new students. Its true that memorizing the most common kanji symbols and other scripts takes time and practice. But once youve mastered them, youll discover a means of written communication unlike anything youll see in the English language. There are three writing systems in Japanese, two phonetic and one symbolic, and all three are used in tandem. Kanji Symbols Kanji is symbolic, or logographic. It is the most common means of written communication in the Japanese language, with more than 50,000 different symbols by some estimates. However, most Japanese can get by with using about 2,000 different kanji in everyday communication. A single kanji character can have multiple meanings, depending on how it is pronounced and the context in which it is used. Hiragana and Katakana Hiragana and katakana  are both phonetic (or syllabic). There are 46 basic characters in each. Hiragana is used primarily to spell words that have  Japanese roots or grammatical elements. Katakana is used to spell foreign and technical words (computer is one example), or used for emphasis. Romanji Western characters and words, sometimes called romanji,  are also common in modern Japanese. Typically, these are reserved for words derived from Western languages, especially English. The word T-shirt in Japanese, for example, consists of a T and several katakana characters. Japanese advertising and media frequently use English words for stylistic emphasis.   For everyday purposes, most writing contains kanji characters because its the most efficient, expressive means of communication. Complete sentences written only in hiragana and katakana would be extremely long and resemble a jumble of letters, not a full thought. But used in conjunction with kanji, the Japanese language becomes full of nuance. Kanji has its historical roots in Chinese writing. The word itself means Chinese (or Han) characters. Early forms were first used in Japan as early as A.D. 800 and evolved slowly into the modern era, along with hiragana and katakana. Following Japans defeat in World War II, the government adopted a series of rules designed to simplify the most common kanji characters to make them easier to learn. Elementary school students have to learn about 1,000 characters. That number doubles by high school. Beginning in the late 1900s, Japanese education officials have added more and more kanji to the curriculum. Because the language has such deep historical roots, literally thousands more kanji have evolved over time and are still in use. Common Kanji Characters Here are 100 of the most frequently used kanji in Japanese newspapers. Newspapers give a great representation of the best and most useful kanji to learn because you are more likely to come across these characters in day-to-day use.   æâ€" ¥ sun ä ¸â‚¬ one Ã¥ ¤ § big Ã¥ ¹ ´ year ä ¸ ­ middle ä ¼Å¡ to meet ä º º human being, people æÅ" ¬ book æÅ"ˆ moon, month é• · long å› ½ country å‡ º to go out ä ¸Å  up, top Ã¥   10 生 life Ã¥ ­  child 分 minute æ  ± east ä ¸â€° three è ¡Å' to go Ã¥ Å' same ä »Å  now é «Ëœ high, expensive 金 money, gold 時 time 手 hand è ¦â€¹ to see, to look Ã¥ ¸â€š city 力 power ç ± ³ rice è‡ ª oneself å‰  before 円 yen (Japanese currency) Ã¥ Ë† to combine ç «â€¹ to stand 内 inside ä ºÅ' two ä ºâ€¹ affair, matter ç ¤ ¾ company, society 者 person Ã¥Å" ° ground, place ä º ¬ capital éâ€"“ interval, between ç” ° rice field ä ½â€œ body Ã¥ ­ ¦ to study ä ¸â€¹ down, under ç› ® eye ä ºâ€ five Ã¥ ¾Å' after æâ€" ° new 明 bright, clear æâ€" ¹ direction éÆ' ¨ section .Ã¥ ¥ ³ woman å… « eight Ã¥ ¿Æ' heart å›› four æ °â€˜ people, nation Ã¥ ¯ ¾ opposite ä ¸ » main, master æ ­ £ right, correct ä » £ to substitute, generation è ¨â‚¬ to say ä ¹  nine Ã¥ °  small æ€  to think ä ¸Æ' seven Ã¥ ± ± mountain Ã¥ ®Å¸ real å… ¥ to enter 回 to turn around, time Ã¥   ´ place 野 field éâ€"‹ to open ä ¸â€¡ 10,000 å… ¨ whole Ã¥ ®Å¡ to fix Ã¥ ® ¶ house Ã¥Å'â€" north å… ­ six å•  question è © ± to speak æâ€"‡ letter, writings å‹• to move Ã¥ º ¦ degree, time çÅ"Å' prefecture æ ° ´ water Ã¥ ®â€° inexpensive, peaceful æ °  courtesy name (Mr., Mrs.) å’Å' harmonious, peace æ” ¿ government, politics ä ¿  to maintain, to keep è ¡ ¨ to express, surface é â€œ way ç› ¸ phase, mutual æ„  mind, meaning ç™ º to start, to emit ä ¸  not, un-, in- å…š political party

Texting While Driving Essay Example

Texting While Driving Essay Example Texting While Driving Essay Texting While Driving Essay Smartphone has impacted almost all walk of human life. Mobile technology has drastically changed the cultural norms and behavior of individuals. The major impact of Smartphone is on PC market. According to a survey by Compete, a web analytics firm, a large number of people almost up to 65% are using their smart phones to read news feeds, post status updates, read amp; reply to messages and post photos. This shows that now people are leaving PCs and moving towards Smartphones. Texting while driving is a growing trend, and a national epidemic, quickly becoming one of the country’s top killers.Drivers assume they can handle texting while driving and remain safe, but the numbers don’t lie. When it comes to driving, teenagers have a lot of factors working against them like inexperience, impulsiveness, the challenge of navigating their complex social and emotional lives and the road at the same time. According to the documentary, 100,000 accidents in the US every year are caused by drivers using mobile phones. When they are texting while driving they could not focus on driving. The careless of driver will causes the car accident happens.Alongside victims, the documentary also features interviews with the perpetrators who have killed and injured people through careless driving. Texting While Driving Purpose/Goal: To address the issue of texting while driving and the effects it has. Audience: The citizens of the town of Winnipeg Setting: Large hall belonging to the municipal council Organization: Single sitting arrangement with an audience of approximately 150 people Supporting Material(s): The use of audiovisual equipment for instance a power point presentation to enhance the effect of the presentation Delivery: The speech will be delivered orally to the audience. The speaker may also use non-verbal cues in order to engage the audience more in the presentation. He or she may use facial expressions or gestures to this effect. Strengths: This presentations’ greatest strength is that the speaker will be able to forge a relationship with the audience. The audience will, therefore be more engaged in the presentation. The speaker can involve the audience members in the speech by use of questions for instance and this will improve the presentation. Weaknesses: The major weakness the speaker will encounter will be that he or she does not know al the members of the audience personally. This will be disadvantageous because he will not he or she able to address to their particular ideas and may not get all their attention. INTRODUCTION: Good morning everyone, I take this opportunity to welcome you to this meeting and to thank you for gracing us with your presence. Attention Getter: I believe that all of you are aware of the road accident that took place recently. It claimed the life of one of the third grade students in one of our local schools. It was claimed that this accident resulted due to the negligence of the driver who was texting as he was driving. Thesis: Texting while driving is a hazardous practice that endangers the lives of the pedestrians as well as other motorists (Leeming et al, 2007). Overview: Texting while driving has several effects on the driver and these effects culminate in occurrences such as road carnage. TRANSITION: All the motorists to ensure the safety of our roads should avoid the issue of texting while driving. Major Ideas (BODY): I. Drivers who drive as they text have their attention diverted from driving in order for them to text. A. Texting requires some level of attention to avoid making errors in the message. This takes the focus of the driver away from the road. B. The attention that should have been accorded to driving the car is therefore dramatically reduced and this is very dangerous to the other drivers and pedestrians TRANSITION: The averting of the attention of the driver while he or she is driving because he or she is texting may prove dangerous. II. Because the driver is not focusing on driving entirely, this makes him vulnerable to accidents that could have been avoided in ordinary circumstances. A. Most road accidents occur due to unnecessary mishaps and their frequency is increased when the drivers are engrossed in something else such as texting. B. An example of such an occurrence is if a car breaks down on the road, the probability of the distracted driver to run into the car is high since he or she will mot be notice the other drivers avoiding the car since they are busy texting. TRANSITION: These unnecessary road accidents can be avoided if only the drivers avoid texting while driving. III. The road accidents caused by the drivers who text while driving will affect the students in our community the most (TRL, 2011). A. A large number of the schools in this area are in close proximity to the residential areas. This means that the students therefore travel to school on foot. B. However if such accidents keep happening, the parents will require to spend a lot more money to obtain transport for their children to and from school. They will do this to ensure that their children are safe from road accidents. C. In the case of the student that was run over recently, the accident occurred as she crossed the road. The traffic lights signified it safe for the pedestrians to cross the road but one driver who was texting did not see the lights and so he hit her. TRANSITION: The safety of the children in our community should be paramount and everything should be done to ensure their well-being. CONCLUSION: All drivers should stop using technological devices while driving in order to ensure that they are not endangering the lives of the other civilians. Summary: Texting while driving has several effects. Drivers in this situation are sidetracked and they may cause accidents. These accidents can be avoided if this issue is seriously considered. Memorable Statement: In order to ensure the safety of this community, it is imperative that all the drivers stop using mobile phones while driving. Let the saddening demise of the young child be a constant reminder of the harmful effects of texting while driving. References Leeming, J. J., Mackay, G. M., Pole, K. F. M., Fitzgerald, P. J. (2007). Road accidents: Prevent or punish? Oswestry: Quinta TRL Limited. (2011). Pedestrian road accidents: Update (2007-2010). Bracknell: HIS News10. (2011).Story retrieved from: news10.net/news/local/article/162381/2/Auto-v-pedestrian-accident-claims-9-year-old-in-Marysville

Antarctic sea ice melt and its implications Essay

Antarctic sea ice melt and its implications - Essay Example mosphere and polar oceans; and changes the force of ocean buoyancy by redistributing fresh water through transportation and subsequent melting of comparatively fresh sea ice. Thesis Statement: The purpose of this essay is to investigate Antarctica sea ice melt, examine the ocean-atmosphere interaction, and evaluate the environmental and societal impact of rising sea levels and other impacts of the sea ice melt. Globally, there is a decline of snow and ice over the past several years, particularly since 1980, with an increasing downturn during the last decade. In the South Pole, the east and west Antarctic Ice Sheets are â€Å"two unequal parts, with different histories and characteristics† (Mercer 1978: 323), Figure 1 below. Unlike the vast, older and mostly land-based ice sheet in East Antarctica, the Western Antarctic ice sheet is younger, much smaller and marine-based, anchored to a distance of 2,500 meters below sea level. Further, West Antarctica is not a single continent, but is a series of islands covered by ice, touching the ocean floor, and not based on land (NASA 2010). Two-thirds of the continent is East Antarctica, a high, frozen desert. If all the ice melted, it would increase the global sea level by about 60 meters or 197 feet. The results from a recent National Aeronautics and Space Administration (NASA)/ German Aerospace Center’s Gravity Recovery and Climate Experiment (GRACE) study, indicate that since 2006 there has been greater ice loss from interior East Antarctica than earlier believed (Chen et al 2009). In the Southern Ocean, sea ice forms a fringe around the entire Antarctic continent (Figure 2. below) which is surrounded by the waters of different seas. The Antarctica is subdivided into 5 sectors by researchers, each impacted by diverse geography and weather conditions. This results in greater yearly variations in Antarctic sea ice, as compared to Arctic sea ice (Nasa.Gov 2010). â€Å"Across the Antarctic Peninsula lies one of the

Creating an Organizational Culture Article Example | Topics and Well Written Essays - 1750 words - 1

Creating an Organizational Culture - Article Example Different experts have tried to explain its influence on an organization according to their experiences, theories, and their point of views. In this regard, we will try to define, discuss, and analyze different perspectives of an organizational culture, and will try to understand different steps that are carried out for its creation, amendment, and maintenance, in order to influence collective effort in an organization or institution. Different experts have given a lot of importance to the culture and cultural perspectives in an organization. According to an author, specific environment and conditions are coming up with the help of development of an organizational culture in an organization. Today, many complex issues and problems are confronted by organizational leaders, when the organizational achievement is attempted by them in a number of different environments, such as VUCA environments. In this regard, it has been suggested that it is very necessary and important to define and understand the term of organizational culture properly, which plays a vital role in the success of an organization, as well as, its leaders. Therefore, it has been notified that organizational culture is, and has become an important part and factor of an organization’s success. In this regard, different multinational companies, as well as, small industries are trying to implement the organizational culture in their sectors, in o rder to provide opportunities to their employees for a successful future and prosperity. In addition, the inability of understanding organizational culture was traced out to be the reason of problems and complex issues that are being confronted by the leaders and managers in different companies. Failure has been also been observed in different and various business and marketing strategies that oppose the organizational culture and seems to be inconsistent with it. Therefore, creation of new strategies and their implementation also requires

Organizational Responsibility and Ethics Paper Essay

Organizational Responsibility and Ethics Paper - Essay Example This could happen due to many reasons like, lack of vision, lack of cooperation among the different agencies involved in health care, or due to the lack of sincerity and honesty within such agencies. The health care system in the United States is no different in the sense that it is one with many paradoxes. The country is a leader in the development of medical research and has a national health care policy on which government spending is the highest in the world. But the health care system is considered to be quite inefficient because of fragmentation, lack of uniformity, and the existence of a large number of people who are not covered by health insurance. The system is also overburdened due to an ageing population and lack of qualified personnel. Any organization, whether it is formed for the purpose of social care or for profit has a responsibility towards the society and individuals in which it operates. This is true for a health care system also. This paper is an attempt to stud y the concept of organizational responsibility issues that exists within the health care system in the United States. In the process, it will look into issues like the ageing population of the country, the unhealthy habits of its citizens, absence of health insurance, increasing number of illegal immigrants and the ethical dilemmas that may exist in the overstretched health system. As mentioned earlier, the health care system in the country is full of paradoxes and contradictions. â€Å"At one extreme are those who argue that Americans have the â€Å"best health care system in the world†, pointing to the freely available medical technology and state-of-the-art facilities that have become so highly symbolic of the system.† (Chua, 2006, p.1). At the other extreme, the system is accused of massive lack of health insurance, fragmentation, difference in health policies of individual states, waste of resources,

JKL Industries

JKL Industries This report has been prepared for the General Manager of JKL Industries for his/her approval for the recommendations for introducing an advanced performance management system to improve on the current system. This report covers each of the following performance management standards: The goals and objectives of the proposed JKL PMS in the context of JKLs broader organisational and human resource goals and objectives. Outline of the performance management cycle, and the role and responsibility of all JKL employees in the successful implementation of the PMS. Sample template for use in the conduct of performance appraisal interviews. This template allows for the linking of job elements and key performance indicators to the ongoing development of the individual. Policies and procedures to ensure that line managers are monitoring performance regularly and that intervention occurs to address poor performance and acknowledge excellent performance. Policies and procedures to address performance excellence. Policies and procedures that address unsatisfactory performance and, where necessary, termination of employment as a result of ongoing unsatisfactory performance. This process conforms to existing organisational and current legal requirements. Process to deal with any problems or grievances that arise from the performance feedback. Policies and procedures to ensure that the documented outcomes of performance management sessions are accessible and are stored in accordance with organisational policy. Definition of HRs role during the implementation and ongoing operation of the performance management system. How the performance management system will be evaluated. Timeline/schedule for implementation, which addresses all communication and staff training requirements. Types of reporting that will be generated by the PMS and how these reports will be utilised by the management of JKL. How the various components of the PMS will be quality assured and How HR will support the PMS by providing specialist advice on all aspects of the implementation of the PMS, including career development, to all participants in the process. Proposed Vision Statement JKL Industries vision is: To be recognised nationally and internationally as an employer of choice and a model of best practice human resource management. Provide best quality service and products in their field. JKL Industries is a large company and therefore individual employees in different states will be accomplishing different tasks but all working towards the same goal therefore they will need several different approaches to managing performance. 1. Performance goals and objectives A performance management system ensures all staff are aware of and work towards organisational goals through providing clear goals and frequent reviewing of staff performance (Behn R 2006, p.8). 1.1 Goals and Objectives The new performance management system being implemented at JKL industries will support expansion of the business and play a more active role within the company through the development and implementation of a performance management system. The new performance management system will aid in the redevelopment of the organisational chart as there is a new HR officer that will now oversee the co-ordination of HR services across the organisation, as prior to this HR was divided up between each of the three business areas. With these new changes the performance management system will help identify what positions are necessary and unnecessary, and ensure JKL is employing the right people through developed recruiting processes and position analysis. The performance management system will provide guidelines on employing the right people and how regularly performance evaluations will take place to identify to what extent staff goals are being achieved and what can be done to further improve staff performance. Performance management uses past performance as a platform to improve future performance through regular reviews, the setting of clear goals, staff recognition and feedback (Jones 2010, p 95). The new performance management system at JKL will also provide guidelines on how training and support will be delivered to staff and enable staff skills and performance to be evaluated against job descriptions and key elements of the job including KPIs. The performance management system will also identify opportunities for further development of skills in staff. The performance management system will help in developing the following aspects: Improve organisational effectiveness Facilitate employee development, training and support Determine appropriate awards and compensation Facilitate legal compliance Facilitate planning process Increase motivation Address poor performance JKL Industries plans to expand existing branches to include the sale of large and medium trucks by the beginning of July. The performance management system will allow for the monitoring of performance of current staff and identify training and developmental opportunities. This will save recruiting costs and further challenge and develop staff skills and knowledge by identifying skills gaps through the reviewing of job descriptions (QDET 2010, p8). Through monitoring of current staff using the performance management system it will ensure the right staff are used in the implementation of the expansion (QDET 2010, p8). The performance management system will also help JKL Industries identify staff who are deserving of a promotion and could be used in the further expansions and new branch openings planned for 2013, 2014 and 2015 (QDET 2010, p8). 2. The Performance Management Cycle A Performance management system is a tool used to motivate and inform staff and managers of performance outcomes in an organisation for a particular period of time (QDET 2010, p7). It involves the use of a performance cycle that involves planning, performing, reviewing and recognising staff performance (QDET 2010, p7). The use of this performance cycle will help JKL Industries monitor the success of their staff in reaching their own individual goals, and monitor the status of the planned strategic goals that includes expansions and new branch openings. Before implementing a performance management system it is important that appropriate foundations are laid down to effectively evaluate staff performance objectively (Bedford D Malmi T p.12). This is done firstly through reviewing job duties and responsibilities (Bedford D Malmi T p.12). This will give an accurate job description to benchmark employee performance against and ensure employees are clear of their goals, what is to be achieved and the standard required (Bedford D Malmi T p.12). Job descriptions for similar positions may be researched online for comparisons (Bedford D Malmi T p.12). The performance management system at JKL Industries should be aligned to the budget cycle to further measure to what degree staff are achieving their goals, and to be able to plan for reward or further development opportunities or in some cases recruitment needs (QDET 2010 p.7). The length of the performance management cycle should be 12months for the formal processs including planning and reviewing with review conversations taking place every six months (QDET 2010 p.8). These timelines can be shortened and conducted more regularly during periods of large change that JKL industries will experience in the coming years with the planned business expansions for 2013, 2014 and 2015 to update performance plans as strategic business goals change (QDET pg 8). 2.1 Performance management stages Planning- clarifying expectations, reaching an agreement, negotiating performance goals, setting expectations and planning to develop skills Performing (ongoing support) learning on the job, continuous improvement, providing feedback Reviewing- discussing individual performance and contribution comparing achieved goals against goals agreed upon and whether goals were achieved in a way that further organisational goals Recognition- continuously recognising team members contribution, making staff efforts acknowledged and encouraging further achievements This cycle will operate at different times for each employee. It is recommended that performance cycles start from the anniversary date of employment for each employee to avoid large amounts of appraisals distracting management and HR from their respective duties. 2.2 Roles and Responsibilities At JKL Industries all staff will play an important role within the performance management system. The Managing Director must be thoroughly committed to the performance management system and ensure the workforce is managed in accordance with the policies and procedures of the performance management system. Human Resources are responsible for the development and design of policies and procedures in regards to the performance management system. The Head Human Resources Officer that has been employed to oversee the HR Assistants for each division will be responsible for training the HR Assistants in the new performance management system, ensuring all staff are competent and fully understand the reason why they are doing what they are doing and the outcome desired. The Head Human Resources Officer will be responsible for overseeing the implementation of the PMS and monitoring its success and any changes that will need to occur as well as collaborating relevant documentation. Operations Manager is responsible for guiding and managing the performance of the Service Manager, Rentals Manager and Sales Manager. The Operations Manager with the support of the Head HR Officer develops performance objectives, provides feedback, appraise performance, guide development and ensures the Service Manager, Rentals Manager and Sales Manager are rewarded for good performance (Government of South Australia 2012). Finance Administration Manager develops performance objectives with the guidance of head HR for the Accounts Manager. Accountants Manager with guidance from head HR develops performance objectives for Accountants. HR in the Divisions with guidance of respective Manager (SALES, RENTALS, SERVICE) develop performance objectives for employees ie plan perform review recognise. And support Manager in conducting appraisal interviews and implementing system. Employees are responsible for their performance and their participation in performance management both formal and informal (Government of South Australia 2012). Supervisors are to manage the performance of the team and each individual team member (Bedford D Malmi T p.12) 3. Performance Appraisal Template Performance appraisal interviews help identify any skills gaps and evaluate to what degree employees understand their roles (Jones 2010, p.131). The following performance appraisal template will assist in training and development plans for each individual and encourage two-way communication (Jones 2010, p.131). The performance appraisal template provided allows for linking of job elements and uses aspects of the balanced score cards system. The balanced scored card system help overcome the limitations associated with managing staff performance through financial indicators alone (Kaplan R Norton D 1992). The balanced score card approach looks at assessing staff from four business aspect, finance, customer satisfaction, internal business processes and learning and growth (Kaplan R Norton D 1992). 4.1 Policy Monitoring Staff Performance Interventions to Address Poor Performance and Acknowledge Excellent Performance 4.2 Purpose: The aim of this policy is to ensure management at JKL Industries are continuously monitoring staff performance effectively through reviewing individual goals set for employees against the level of outcome achieved (Personnel Management 2012). 4.3 Scope: This policy is relevant to all HR and management positions conducting employee performance reviews and applies to all employees receiving feedback. This policy does not apply to cases of gross misconduct. This policy does not apply to cases of long periods of absence due to illness (Personnel Management 2012). 4.4 Background: It is a requirement of management to conduct regular reviews to monitor progress of employee performance against previously set standards and goals. Ongoing monitoring will give management the view as to how well employees are progressing and make necessary changes to any issues that prevent employees from achieving their work goals. Unacceptable performance can be addressed at any time during the performance appraisal period and should be dealt with when situation arises, not left to the annual review meeting (Personnel Management 2012). Policy: This policy aims to ensure management can effectively identify poor performance and take the necessary steps to intervene and correct employee performance through identifying skills gaps and providing training and support (University of Brighton 2003). For cases of extreme unsatisfactory performance where disciplinary action or termination is involved please refer to (Policy No. 6 Monitoring Staff Misconduct). This policy also includes steps to address excellent performance however is covered in more detail in policy Staff Excellence policy and procedure. 4.5 Procedure: how to conduct appraisals and manage records Management to conduct monthly meetings to determine whether there has been any change in the responsibility of employees that may hinder performance (QDET 29). Formal performance appraisals to be conducted every 12months from anniversary date of employment Management to notify employee in writing 3 working days before performance appraisal is conducted. (email accepted) Employee to fill out employee satisfaction survey prior to commencing performance appraisal Management conducting performance appraisal to confirm date with appraise 3 working days before performance appraisal Human Resources Assistant to distribute or make readily available all documentation required to conduct performance appraisal After conducting performance appraisal employee and managers are to sign to say meeting has taken place All outcomes of the appraisal are to be approved by Senior Management. This includes proposals for further training, further financial delegation, moving to a different position. These outcomes must be addressed and decided upon in full 14 working days after meeting has taken place. All paper work from appraisal to be finalised 14 working days after meeting has taken place, all management and human resources assistants involved must sign and date relevant paper within this period and present paper work to administration assistant for filing. Administration Assistants are to make copies to distribute to ALL personnel involved in appraisal for secure storage. All documentation handled during the performance management process to be handled in accordance with Documentation Policy and all hard copies scanned and uploaded into the system as stated in the Documentation Policy. All Management to monitor staff performance daily by management by walking around and encouraging staff feedback and submitting reports on staff performance to relevant HR Department monthly Staff excellence in performance to be rewarded accordingly immediately when recognised. For more information please refer to the staff excellence policy and procedure Service Managers to identify any problems or difficulties staff may have encountered in achieving their goals and report these to HR Assistants who record details and document them for Head HR Service Manager to check with staff daily and encourage feedback on any difficulties that are being experienced with regards to achieving their work goals Informal feedback sessions to be conducted with all staff every three months Management are to plan with staff annually from date of employment agreed upon goals that link with JKLs organisational objective and assure that these goals are specific, measureable, achievable, and relevant and have time frames (QDET 2010). Management are to develop team plans annually. Team plans need to consider who is accountable for what and what management has agreed to delivering (QDET 2010). Team plans need to work towards organisational objectives. Team plans need to state what each individual is responsible for achieving and the behaviours expected of them. Individual performance planning takes place after team goals are decided. Management are to conduct regular conversations within their respective divisions with team members these include : Coaching conversations give helpful feedback, listen and ask questions, helps to reinforce the actions and behaviours that are needed to achieve team members performance goals Day-to-day conversations showing genuine interest in employees and their work will help build effective working relationships and create a supportive environment, gives management and employees open two way communication and the opportunity to provide and receive immediate feedback Management are responsible for recording information about staff performance and documenting conversations that take place during the performance cycle. Management must record staff performance against goals/standards previously decided upon to be able to provide feedback during the formal review Human Resources and Management are responsible for conducting the performance review conversation. These conversations are to take place annually from date of commencement of employment. Prior to this previously planned goal have been developed. The performance review conversation meeds to address the following; Measure actual performance against agreed upon goals General day-to-day behaviours and how effective these behaviours have been Things that have helped/hindered team member achieve goals Any change in responsibilities during cycle that would have affected team member performance Recognition- Staff performance is to be recognised accordingly. Staff recognition needs to be directly linked to an achievement. Recognition should be timely and praised/identified at time of achievement. This can be done informally simply by telling staff when they have done a great job and sincerely thanking them. Staff performance can also be recognised in form of career development opportunities when set goals are achieved extremely well, this will be recognised formally in the staff performance appraisal conducted yearly and continuously monitored by relevant line managers. 5. Monitoring Staff Performance Excellence JKL Industries Policy: Performance Excellence Policy No. P05/263 Function Personnel Contact Position Human Resources Authoring Organisational Unit Human Resources Date Approved Revised 30/8/2012 Next Review Date 01/02/2014 5.1 Purpose: JKL Industries is committed to providing a work environment that promotes, recognises and rewards performance excellence. The purpose of these principles is to provide an open and transparent system for rewarding and formally recognising performance excellence. The performance reward and recognition process is directly linked to the JKL Industries Performance Management System and all awards provided under these principles are determined from appraisal outcomes. It is important to recognise and reward people because it: positively support excellence in behaviours and performance builds staff commitment and increases job satisfaction leads to higher retention rates of key staff reduces stress and builds an environment where people are encouraged to explore innovative approaches to their work sends a message to potential staff that staff are valued, and supports a culture of performance excellence 5.2 Scope: These principles apply to all staff employed at JKL Industries continuously for more than 12 months. 5.3 Background: The reward recognises performance that exceeds what would be expected of staff in the normal performance of duties Performance excellence must meet one of the following criteria: an outstanding and exceptional achievement or success; outstanding service to internal or external stakeholders; an outstanding or novel initiative which has been successfully implemented; significant improvements to work procedure or operational systems; or outstanding contribution to enhancing the student experience 5.4 Definitions Nil 5.5 Legislation Fair Work Act 2009 5.6 Policy: JKL Industries aim to make the Reward and Recognition process fair and equitable, transparent and appropriate. The following guidelines outline considerations when applying rewards. Ensure that the level of the reward or recognition is appropriate with the achievement, level of performance or impact on the organisation The reward process should ensure equity in the distribution of awards, be transparent and be based on merit. Where appropriate, there should be evidence based data to support reward or recognition decisions. Ensure the type or form of rewards and recognition provided to staff are valued and meaningful to the particular staff member(s), recognising their preference for the things they find rewarding and how the recognition is given. For example, some individuals enjoy public recognition and others prefer private recognition in person or with a thank you note. Ensure that the reason for the reward and the impact of the behaviour or actions has been clearly communicated, firstly to the individual or team, and then to a wider audience (where appropriate) Rewards are not allocated to avoid promotion and reclassification processes; however rewards can be included as support in the promotions process. 5.7 Procedure The supervisor and HR manager will evaluate the evidence in the documentation from appraisal feedback, to determine which employee they would recommend receive rewards. Costs associated with these rewards are to be met from the cost centre budget and should be funded from productivity gains, either by way of increased income generation or cost savings. The employee must be provided opportunity to respond and provide feedback to any performance recognition reward recommendation including an opportunity to decline performance recognition or to request recognition of the greater team. 5.8 Types of Rewards Unofficial rewards: spontaneous, timely, sincere and personal appreciation of an individual, team or group. Unofficial rewards may include: Praise or thank you, either privately or publicly. Writing a short note or thank you card or email. Acknowledgement at staff meetings or other appropriate functions. A Certificate and/or letter of appreciation with a copy placed on the staff members file Providing small appreciation rewards (e.g. movie tickets, morning teas, area sponsored luncheons, vouchers, plaques). Setting up a notice board to display thank you memos, photos, progress towards goals, etc. Implementation of a staff idea or proposal. Arranging a personalised gift to celebrate a milestone or service anniversary. Providing flexible working arrangements (where appropriate). Developmental Opportunities through Job Responsibilities Developmental opportunities (e.g. given priority to attend higher level meetings attendance at external conferences). Selected to represent area at a meeting or attend as an observer. Provision of more autonomy in their job. Additional responsibilities in a job or role. Opportunities for the staff member to provide comment on specific issues, policies etc. Providing greater access to information and increased opportunities for input and advice. Mentoring and work shadowing opportunities. Invitation to co-ordinate and chair meeting. Provide increased flexibility in working arrangements e.g. working from home. Opportunities to take on additional responsibilities that are more personally rewarding. An opportunity to be involved in a major presentation. Provide special project/assignment work. Smaller Monetary Rewards Where budgetary conditions allow: Small gifts (e.g. movie tickets, gift voucher, bottle of wine, flowers, certificates, plaques). Occasionally allow all staff to leave an hour early in recognition of their efforts. Pay professional membership. Official Rewards Employees achievements consistently exceed the expectations of performance and reasonable expectation the level of the performance will continue. Salary Increment One off bonus payment according to budgetary conditions Promotion to a higher position within the organisation Responsibility Loading Where a staff member, as a reward for performance, undertakes or is appointed to a position or role that carries additional responsibilities. Extraordinary Reward and Recognition When the need for a reward falls outside of the guidelines above and the available formal mechanisms, an Extraordinary Reward can be applied. 5.9 Tips and Traps The employee must be provided opportunity to respond and provide feedback to any performance recognition reward recommendation including an opportunity to decline performance recognition or to request recognition of the greater team. 6. Monitoring Staff Misconduct JKL Industries Policy on: Managing Misconduct, Managing Unsatisfactory Performance and/or Workplace Behaviour Policy No. P06/260 Function Personnel Contact Position Human Resources Authoring Organisational Unit Human Resources Date Approved Revised 30/8/2012 Next Review Date 01/02/2014 6.1 Purpose: This policy must be read in full before proceeding to address misconduct or serious misconduct. Supervisors must discuss any allegations of misconduct or serious misconduct with an officer from Human Resources and their own supervisor. This policy is intended to assist supervisors when handling misconduct in the workplace and to provide guidance in taking appropriate action, and provide employees with a clear understanding of the processes for dealing with allegations of misconduct or serious misconduct Employees must be afforded procedural fairness throughout the implementation of this policy. Normal standards of respect, civility and confidentiality must be maintained throughout the process. Nothing in this policy precludes the University from terminating the employment of an employee without notice for serious or wilful misconduct. Depending on the nature of the misconduct, it may also be appropriate to refer to the Universitys policy on Anti-Fraud and Corruption. Conduct that is serious misconduct includes but is not limited to theft, fraud, assault, being intoxicated a serious breach of JKL Industries Code of Conduct, statutes or policies repeated acts of misconduct for which the employee has been counselled serious bullying or harassment (including sexual harassment) disobeying a lawful and reasonable instruction given by a supervisor abusing or threatening an employee or anyone within the workplace malicious damage to JKL Industries property or reputation repeatedly refusing to carry out a lawful or reasonable instruction that is consistent with the employees contract of employment Employees who are unsure about any aspect of this policy should seek further advice from HR. Confidentiality: the confidentiality of all parties involved in the management of misconduct and serious misconduct processed must be respected and all information gathered is confidential. 6.2 Scope: These procedures do not replace the normal responsibility of a supervisor to discuss work or conduct issues with staff members, to ensure that staff members have a clear understanding of the work and conduct expected of them and to provide appropriate feedback on their performance. The emphasis should always be on early intervention and informal resolution of a problem, as opposed to a more formal intervention at a later time. In any event, unless the matter is of a serious nature, the formal disciplinary process outlined below should only be commenced when it becomes clear to the supervisor that a work performance or conduct problem has not been corrected through relatively informal discussion between the supervisor and staff member. Nothing in these procedures prevents JKL Industries from terminating the employment of a staff member for unsatisfactory performance. 6.3 Background: The managing of unsatisfactory performance requires the principles of natural justice and procedural fairness to underpin all actions undertaken by supervisors. Staff from the Human Resources Section can advise on this. The principles of natural justice are: All parties will have the right to be heard and judged without bias All issues are investigated thoroughly and justly The principles of procedural fairness are: The standards of conduct or job performance required will be made clear to the staff member by documentation or during interviews The staff member will be made aware of the likely next steps in the event that satisfactory performance or conduct is or is not maintained The staff member will be afforded the right to be accompanied and represented by an employee representative at discussions or interviews at any level of the discipline process When a complaint about performance or conduct is brought to the supervisors attention by a third party, the substance of the complaint will be verified before any action is taken on the matter 6.4 Definitions Disciplinary ActionÂÂ  is the action or actions taken as a result of an allegation meeting the required standard of proof, for which a penalty is considered appropriate. Penalties may include: Formal reprimand, warning or counselling Suspend the employee for a period with or without pay Demotion to a lower position or transfer to another position Termination of employment Disciplinary ProcessÂÂ  is the process undertaken by JKL Industries management to investigate and manage allegations of unacceptable conduct or workplace behaviour. EmployeeÂÂ  means a person employed by the JKL Industries who has an ongoing or fixed term contract under the terms of a General Staff Agreements (as amended or replaced from time to time) Employee RepresentativeÂÂ  is a person nominated by an employee to provide support and/or to make representations to JKL Industries on their behalf, and who is not currently a practising solicitor or barrister. Employee Assistance Program

Your Child Model

All of us have some model or an inspirer when s/he was a kid . For me it was a girl but not any girl She's a small Indian girl . That’s not all, But she's also Not real girl She's a cartoon girl Do you want to know her? Sally she was my model . In my presentation I will give you more details about my little model and her carton . I will explain to you how this little girl affected on my personality. First of all, Princess Sarah ( , Purinsesu Sera? ,Sally, also known as Little Princess Sara(h) is a 1985 Japanese anime series produced by Nippon Animation, based on Frances Hodgson Burnett's novel, A Little Princess. Spanning 46 episodes It was also aired in numerous countries worldwide and translated into several languages, including French, Italian, German, Arabic and Spanish. In the Pan-Arab region, it became the most successful anime based on a novel adaptation in the 90s with small variation in which the main character name is Sally instead of Sara. StorySally or Princess Sar ah tells the story of Sarah Crewe, a young daughter of a wealthy English family in India, who starts attending an all-girl's seminary selection boarding school in London, where she excels in her studies and is loved deeply by many of her friends and classmates. However, tragedy soon strikes when Sally's father passes away and her family goes bankrupt, leaving her to be a poor orphan. The school's headmistress, Miss Minchin, takes advantage of this situation and makes her a maid in the school, trying hard to make her life as miserable as possible.However, Sally, with the help of her friends, tries to endure all her hardships until redemption comes at last. Main Characters Sally Crewe. I weared her in many things the look, style . She was beautiful , stylish and petite. When I was child I wish if I were her at the begins of her life off course. Emilly=Ralph Crewe Sally's doll . she was the best friend for sally because it was a present from her father and it's look like to one of her friends in India. Exactly from this point I learnt to be loyal and true-blue girl . Miss Minchin Maria minchinIt was unfeeling , strict , keen woman . Hates sally and treats her very badly. From this woman I knew the real meaning of unfairness and sally's reaction learnt me the meaning of the patient. Amelia Minchin The sister of maria minchin . but it was kind and always try to help sally. I believe that a good-hearted person can find a good-hearted person even if s/he inside the devils world. Peter A poor boy . He was the driver of sally's rig. Becky=vecky She was the maid . she was very poor. When sally was rich she helped her many times . so when sally became poor . ally and vecky become best friends . Ermengarde St. John She was a student her family in force her to study so, she found everything difficult . sally helped her in many subjects and when sally became maid ermengarde help sally and gave her books I learnt from her to be obliging person. Lottie Legh The smallest and n osiest student in the school . sally treat her very kindly . she called sally mama sally. I learnt from sally to be tenderness and kindness Lavinia Herbert It hold a grudge against sally because sally was smarter, richer ,and more beautiful than her.Sally always be polite and kind with her . That's told the person always reflects himself so, he must be polite all the time. James The cooker it was strict and following miss menchin.. Tom Carrisford An old man partner and friend of sally's father . return to sally her heritage and she's be wealthy again . I learnt from that the truth and prerogative never lost. Summary Hope you are enjoy in my presentation and maybe this told us to be very careful when we chose the cartoons and movies for our children. because as you see it's 16 years ago and this cartoon still stick in my mind. . .

Legal and Ethical Implications Essay

In the classroom there is responsibility and duties for the teachers, students, as well as the parents. These responsibilities help the classroom to run smoothly and they help to build a well-managed classroom. Of those responsibilities teachers, students and parents need to understand legal and ethical issues in classroom management. This paper will discuss two articles and address the legal and ethical issues for classroom management. It will address how the articles relate to the rights and responsibilities of students, teachers, as well as the parents. Lastly, I will discuss how each article will make a difference in the way I will manage my classroom in the future. Article One: Untangling Legal Issues that Affect Teachers and Student Teachers This article discussed legal issues and focused on child abuse, safety in the art room, freedom of expression and religion, and special education and how these topics affects art teachers as well as student teachers. From the article I lear ned that the Tenth, First, and Fourteenth Amendments hold significance for educational law in the United States. Next, from the article I read that it is required by law that a teacher reports child abuse. The article defined child abuse as a non-accidental, patterns of injuries, sexual abuse, neglecting treatment, physical or mental injuries, or mistreatment of a child under the age of eighteen (Untangling Legal Issues that Affect Teachers and Student Teachers, 2009, page 48). Child abuse is a federal crime and teachers could be held responsible if they don’t report it. If it is not reported a teacher can receive a misdemeanor and the penalty could range from spending time in jail to being fined. Safety in the art room is another topic discussed in this article. From the article I learned that a teacher could be held liable for injuries if the injuries are found to be negligent. An example of a negligent injury is teacher not demonstrating to students the proper care and handling of materials and tools. Art teachers should not assume that materials are safe and they should send out permission forms that let parents know what material students will be working with, have parents lists their contact information, and any know allergies the child may have. The article states that the art room should be set up properly, hazardous materials should be labeled, and teachers should lock up hazardous materials. This article discusses how children with exceptional needs cannot be excluded public education. Also, I read in the article about freedom of religion and how teachers cannot preach their beliefs in school nor have religious conversations with student and I read how students have freedom of expression but it is the art teacher responsibility to make sure the students art work is displayed in a way that is appropriate. Then the article goes into detail to discuss the liability of student teachers. From the article I read that student teachers are responsible for the same duties as full time teachers and the liability is the same as also. After reading this article it has impacted how I will manage my class. It made me realize how important it is to get to know all of my student and their parents, how to pay careful attention to my students, how to set my classroom up appropriately, and make sure I demonstrate how to use materials appropriately. It definitely made me realize the importance of freedom of expression and religion. I will respect all my students and never try to force my religion on them. Also, I will report child abuse if I see it. I didn’t realize how important all these things were but this article made me aware and my outlook on classroom management is differently. When managing my classroom I will make sure it incorporates all these things like freedom of expression, religion, and I will make sure the classroom is set up in a way that I am able to monitor my students for things like child abuse and to make sure they use certain materials appropriately. Article Two: Using Time-Out Effectively in the Classroom In this article it discusses how to use time out effectively and how it could lead to legal problems if used ineffectively. From the article, time out is defined as a procedure or form of punishment where students are denied access to all opportunities for reinforcement and it is used when inappropriate behavior is displayed (Using Time Out Effectively in the Classroom, 2007, page 60). Time-out has been used by many teachers to address inappropriate behaviors in the classroom. There are four different types of time-out and they are: inclusion time-out, exclusion time-out, seclusion time-out, and restrained time-out (Using Time-Out Effectively in the Classroom, 2007). Inclusion time-out involves removing the reinforcement from the student. Some variations that involved in this type of time-out are ignoring and removal of materials. Exclusion time-out is when the student is removed from the enhancing setting that caused the behavior. Exclusion time- out requires a student to be removed from instructional activities. Restrained time-out which is the most preventive form of time-out requires both a restraint and restriction. Restrained time-out is when the teacher places the student into a time-out position and maintains the student and position using physical restraint (Using Time Out Effectively in the Classroom, 2007, page 62). Isolation time- out better known as Seclusion time-out involves the teacher removing the student from the classroom and places them in a room or assigned area where he or she is restricted from leaving until they serve their time in this area. From the article I read that time-out becomes ineffective when typical pitfalls include classroom environments that are insufficiently reinforcing to the students or when time-out procedures lose their punishing qualities and take on reinforcing qualities (Using Time-Out Effectively in the Classroom, 2007, page 62). Also, I read over some recommendations on how to make the classroom reinforcing, use effective teaching strategies, how to come up with a time-out plan, and how to develop a hierarchical behavior management plan. I learned that we as teachers should be trained in methods of controlling behaviors. I learned some ways time-out is used inappropriately. For example, a teacher used it for a mild behavior. By doing this it could result to legal problems. After reading this article it has definitely changed my view on how I will manage my class in the future. When I manage my class, I plan to apply time-out effectively and use it in a way that is appropriate and will reduce the misbehavior within the student. Next, I will make sure I develop a hierarchical behavior management plan as well as a time-out plan so that the behavior and time-out is managed properly. Next, I will document when I use time- out which includes important information like the student name, date, behavior, duration, etc. By doing this, this can assist staff in determining if time-out was effective an d this could reduce chances of legal problems. I will make sure I establish a time out policy and I will go over this policy with my students on the first day of school and send a copy home to the parents to make sure they understand the time-out policy. Conclusion There are many responsibilities for parents, teachers, and students when it comes to managing a classroom. Teachers need to make sure they take the proper precautions and follow the state laws and schools policies when managing a classroom, and students need to make sure they understand the rules, policies, and procedures in the classroom. Also, parents need to be notified of these rules, policies, and procedures. Understanding and communication needs to co-exist between parents, students, and teachers so that legal and ethical issues don’t arise. References Bain, C. (2009). Untangling legal issues that affect teachers and student teachers. Art Education: TX. Katsiyannis, A., Ryan, J., Sanders, S., & Yell, M. (2007). Using time-out effectively in the classroom. Teaching Exceptional Children 39(4), 60-67.

The Most Common Injuries in a Chemistry Lab

The Most Common Injuries in a Chemistry Lab There are a lot of hazards in a chemistry lab. Youve got chemicals, breakables, and open flames. So, accidents are bound to happen. However, an accident doesnt necessarily have to lead to an injury. Most common injuries can be prevented by minimizing accidents by being careful, wearing proper safety gear, and knowing what to do in the event of an emergency. OSHA keeps track of reported injuries, but most of the time people get hurt, its either not something they admit to or else not a life-threatening event.  What are your biggest risks? Heres an informal look at common injuries. Eye Injuries Your eyes are at risk in the chemistry lab. If you normally wear contacts, you should wear glasses to lessen chemical exposure. Everyone should wear safety goggles. They protect your eyes from chemical splashes and errant shards of glass. People get eye injuries all the time, either because they are lax about wearing protective eyewear, the agent causing the injury gets around the edge of the glasses, or they dont know how to use the eyewash properly. While cuts are more common in the lab, eye injuries are probably the most common serious wounds. Cuts from Glassware You can cut yourself being stupid, trying to force glass tubing through a stopper with the palm of your hand. You can cut yourself breaking glassware or trying to clean up a mess. You can cut yourself on a sharp edge of a piece of chipped glassware. The best way to prevent the injury is to wear gloves, yet even so, this is the most common injury, mainly because few people wear gloves all the time. Also, when you do wear gloves, you lose dexterity, so you may be more clumsy than usual. Chemical Irritation or Burns Its not just the skin on your hands that is at risk from chemical exposure, although this is the most common place to get hurt. You can inhale corrosive or reactive vapors. If youre extra-stupid, you can ingest harmful chemicals by swallowing liquid from a pipette or (more commonly) not cleaning up well enough after lab and contaminating your food with traces of chemicals on your hands or clothing. Goggles and gloves protect your hands and face. A lab coat protects your clothing. Dont forget to wear closed-toe shoes, because spilling acid on your foot is not a pleasant experience. It does happen. Burns from Heat You can burn yourself on a hot plate, accidentally grab a piece of hot glassware, or burn yourself by getting too close to a burner. Dont forget to tie back long hair. Ive seen people set their bangs on fire in a Bunsen burner, so dont lean over a flame, no matter how short your hair is. Mild to Moderate Poisoning Toxicity from chemicals is an overlooked accident because the symptoms may resolve within minutes to days. Yet, some chemicals or their metabolites persist in the body for years, potentially leading to organ damage or cancer. Drinking a liquid accidentally is an obvious source of poisoning, but many volatile compounds are dangerous when inhaled. Some chemicals are absorbed through the skin, so watch spills, too. Tips to Prevent Lab Accidents A little preparation can prevent most accidents. Here are some tips to keep yourself and others safe: Know the safety rules for working in the lab (and follow them). For example, if a certain refrigerator is labeled No Food, dont store your lunch there.Actually use your safety gear. Wear your lab coat and goggles. Keep long hair tied back.Know the meaning of lab safety signs.Label containers of chemicals, even if they only contain water or other non-toxic materials. Its best to put an actual label on a container, because grease pen marks may be wiped off during handling.Make certain safety gear is maintained. Know the schedule for purging the line of an eyewash. Check the ventilation of chemical fume hoods. Keep first aid kits stocked.Quiz yourself to see if youre safe in the lab.Report problems. Whether its faulty equipment or a mild accident, you should always report an issue to your immediate supervisor. If no one knows there is a problem, its unlikely to get fixed.

Spooky Scenes from Classic Literature

Spooky Scenes from Classic Literature If you need inspiration for this years Halloween reading selections, look no further than these eerie teases from classic literature.   â€Å"A Rose for Emily† (1930) by William Faulkner â€Å"Already we knew that there was one room in that region above stairs which no one had seen in forty years, and which would have to be forced. They waited until Miss Emily was decently in the ground before they opened it. The violence of breaking down the door seemed to fill this room with pervading dust. A thin, acrid pall as of the tomb seemed to lie everywhere upon this room decked and furnished as for a bridal: upon the valance curtains of faded rose color, upon the rose-shaded lights, upon the dressing table, upon the delicate array of crystal and the mans toilet things backed with tarnished silver, silver so tarnished that the monogram was obscured. Among them lay a collar and tie, as if they had just been removed, which, lifted, left upon the surface a pale crescent in the dust. Upon a chair hung the suit, carefully folded; beneath it the two mute shoes and the discarded socks.† â€Å"The Tell-Tale Heart† (1843) by Edgar Allan Poe â€Å"It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees very gradually I made up my mind to take the life of the old man, and thus rid myself of the eye forever.† The Haunting of Hill House (1959) by Shirley Jackson â€Å"No live organism can continue for long to exist sanely under conditions of absolute reality; even larks and katydids are supposed, by some, to dream. Hill House, not sane, stood by itself against its hills, holding darkness within; it had stood so for eighty years and might stand for eighty more. Within, walls continued upright, bricks met neatly, floors were firm, and doors were sensibly shut; silence lay steadily against the wood and stone of Hill House, and whatever walked there, walked alone.† The Legend of Sleepy Hollow (1820) by Washington Irving On mounting a rising ground, which brought the figure of his fellow-traveller in relief against the sky, gigantic in height, and muffled in a cloak, Ichabod was horror-struck on perceiving that he was headless!but his horror was still more increased on observing that the head, which should have rested on his shoulders, was carried before him on the pommel of his saddle! (1898) by Henry James â€Å"It was as if, while I took in – what I did take in – all the rest of the scene had been stricken with death. I can hear again, as I write, the intense hush in which the sounds of evening dropped. The rooks stopped cawing in the golden sky, and the friendly hour lost, for the minute, all its voice. But there was no other change in nature, unless indeed it were a change that I saw with a stranger sharpness. The gold was still in the sky, the clearness in the air, and the man who looked at me over the battlements was as definite as a picture in a frame. Thats how I thought, with extraordinary quickness, of each person that he might have been and that he was not. We were confronted across our distance quite long enough for me to ask myself with intensity who then he was and to feel, as an effect of my inability to say, a wonder that in a few instants more became intense.† (1838) by Edgar Allan Poe â€Å"A sullen darkness now hovered above us- but from out the milky depths of the ocean a luminous glare arose, and stole up along the bulwarks of the boat. We were nearly overwhelmed by the white ashy shower which settled upon us and upon the canoe, but melted into the water as it fell. The summit of the cataract was utterly lost in the dimness and the distance. Yet we were evidently approaching it with a hideous velocity. At intervals there were visible in it wide, yawning, but momentary rents, and from out these rents, within which was a chaos of flitting and indistinct images, there came rushing and mighty, but soundless winds, tearing up the enkindled ocean in their course.†

President Obama Essay Example | Topics and Well Written Essays - 2000 words

President Obama - Essay Example The reality of his performance, however, has been subject to serious scrutiny. Barack Obama is the 44th president of the United States. Having a Kenyan father and spending some time in Indonesia, Obama is considered as a representative of the American Story of success (White House, 2011). He is also the winner of the 2009 Nobel Peace Prize. He made history in 2008 when he won the U.S. presidential election. But who is Barack Obama, the individual? Answering that question is much more difficult than it seems. Belonging to a family headed by a Kenyan father and his childhood spent in Jakarta definitely separates him from the long line of presidents hailing, almost exclusively, from the native land. More fruitful for understanding who he is and what he is about is the portrait of a highly ambitious politician with the self-assurance that stems from a stellar Ivy League record, a wife to match and early electoral successes. These are the traits that do not, as an understatement, represen t the average African American. Hence his ‘African Americanism’ is not part of his core identity. He is analogous to any previous or forthcoming American president in all relevant ways. We must, however, agree to acknowledge this accomplishment and consider it a benchmark for years to come. Despite his African American reality, Obama was able to attract scores of people to support him before being the president elect, and even before being the first choice candidate for the democrats. The enormity of his achievement is summarized by the fact that not only is he the first African American president, he is also one of the few presidents to live up to his word post election. Michelle Obama has also been a source of inspiration for many Americans. Not only is she the first African American lady, she is also a philanthropist, activist and ardent supporter of her husband’s policies. Her contribution is not limited to the advice she gives to her husband on the administr ative front, rather he unwavering support and love for the president acts as a source of peace and serenity. The president often quotes her to be as the source of love and calm in her life. She is not only fulfilling her duties as a first lady, she is also fulfilling her responsibilities as a mother, wife and patron of the family at the fullest. This is what any working man needs, and given the fact that her man is the most important man in the world, she is definitely not disappointing anyone in making life easy for him. Analyzing his reign: The first two years of Barack Obama’s reign saw the compilation of a substantial amount of policy accomplishment. The major changes and policy initiatives undertaken by his government include the economic stimulus ( meant to correct the mess created by years of non-regulation and poor foresight by previous policy makers), bringing a substantial recovery to the financial system, aiding two of the major auto makers of the United States, th e universal healthcare program, the increasing initiative and reform for financial regulation and significant changes in the foreign policy, especially with respect to Iraq, Afghanistan and Pakistan. The foreign policy of Barack Obama’s office is often compared with that of the President Bush’s reign. The Bush doctrine saw a turn in US foreign policy, marked by full scale militarization and the unilateralism in achieving the objective of defending the US security and its vital interest, irrespective of other countries, and by establishing US hegemony in the world. Obama’s foreign policy strategy aims at reaffirming US leadership in a changing

Voter Turmont vs Ballot Initiatives Research Paper

Voter Turmont vs Ballot Initiatives - Research Paper Example Whether or not ballot initiatives have an effect on voter turnout in the United States is a contested question. Voter turnout referrers to the number of people who take part in a voting forum like election, referendum or other gatherings. Voter turnout exhibits some hearty pattern that explains why the number of voters varies from one place to another. According to most researches done on voter turnout, the main factor that affects voter turnouts is institutional variables (Jackman, 1987). Ballot initiative on the other side is referred to a process of whereby the people are authorized to enact or refute legislations at the polls hence superseding the legislative body. An initiative is a type of election facilitated by the people with the aim of resolving issues that elected leaders fail to raise or attend contrary to public desires. In 1962, Powell’s book, ‘Contemporary Democracies’ was the first book to be published on the study of voter turnout. His 1986 articl e, ‘American Political Science Review Articles’ established that countries with nationally competitive districts whose parties and members usually have enticements to persuade voters to turn up at the polls, or those that had strong party-group association such as churches and unions were likely to have high voter turnout (Powell, 1986, p 21-22). In his conclusion, Powell said that the turnout in America is inhibited by its institutional context, and the main emphasis, which is also the most powerful variable, is on party-group associations. Voter turnout in the past years has been on a declining trend in the united State, with only a few exceptions. Although some sources from defenders of participatory, normative theorists and to some extent journalist have indicated that ballot measures that are initiated by citizens are likely to increase voter turnout, other researches refute the assertions, despite use of direct democracy having been embraced in the United States f or the last 25 years. Whereas those who prefer direct democracy dispute that citizen participation, efficacy and confidence in the government can only be increased by permitting citizens to vote directly on policy issues, those who oppose say the process will only have minimal change, and threatens to deteriorate state legislatures and replace representative democracy (Broder, 2000). Most of the conclusions based on the comparative cross-national research are vigorous and as a result, there lacks a compelling foundation over the connection between voter turnout and ballot initiatives. Institutional variables in the end get to be overstated. Use of the initiative process for over 26 years in 50 states has been linked to higher turnout rates. The initiative process is evidently assisting in increasing the number of turnout in electoral participation. For example, in the 1990’s the discrepancy in turnout rates between initiative and non initiative states has been on the rise ove r time, estimated at 3% to 4.5% higher in presidential elections and between 7% to 9% higher in midterm elections (Tolbert Grummel & Smith, 2001). The rate of ballot initiative measures is increasing in the United States, with an increase on the use of initiatives to decide policy matters. In states such as California, Mississippi, Colorado,