Night by Elie Wiesel Essay Example for Free

Night by Elie Wiesel Essay Tupac Shakur, was a famous American rapper and actor that once said, â€Å"Death is not the greatest loss in life. The greatest loss is what dies inside while still alive. Never surrender.† Holocaust survivor and the author of Night, Elie Wiesel, seems to say the same as Mr. Shakur, that life is more miserable when one feels that void while being alive rather than being dead. In his memoir, Elie reveals his story when Hitler came into power with the Nazis and put all the â€Å"undesirables† through their most horrible times ever. When Elie loses his faith in God, faith in his people, and the role of a son, it eventually leads to his metaphorical deaths. Elie Wiesel failed to keep his faith in his religion due to the Holocaust. Without question, before he was sent to the concentration camps he was extremely passionate while praying to God. Previous to when the Nazis came into power, in Sighet, Transylvania, Elie compared being able to live and breathe to praying as a necessity (4). Something as significant and involuntary as breathing was no more important to Elie than praising God day and night. For Elie, praying is a natural act; he does not think about praying, he just does it. Unfortunately, Elie began defying his beliefs and questioning God’s power. When the inmates gathered to pray for Rosh Hashanah on the Appelplatz of Buna, Elie protested, â€Å"Why, but why would I bless Him? Every fiber in me rebelled† (67). He was tired of God’s silence and got frustrated how God had not helped to prevent all the chaos that was happening. Overall, Elie was once a religious boy who gave up on his beliefs. Elie sees his fellow inmates harass each other for the sake of their own survival, which ultimately leads him to lose his faith in humankind. Undeniably, he once believed in the power and unity of the Jewish people. After being sent to the small ghetto in the cattle car to Birkenau, Auschwitz, Mrs. Schà ¤chter was hallucinating, yet the other passengers were sympathetic and tried to soothe her (25). Because the others still had their humanity, they still attempted to reason or reassure with the mad woman. Everyone in the convoy was still a community and acted as one; they knew they still had to help each other, not just themselves. However, the feeling that it was every man for himself suddenly showed. In the wagon, on the way to Buchenwald, Elie referred to a heart-breaking moment in his memoir, â€Å"Stunned by the blows, the old man was crying: ‘Meir, my little Meir! Don’t you recognize me†¦Ã‚  You’re killing your father†¦ I have bread†¦ for you too†¦ for you too†¦Ã¢â‚¬â„¢Ã¢â‚¬  (101). Because of a plain, yet lifesaving ration of bread, the boy was willing to betray his dad. Elie sees the disgust and dehumanizing that had been caused because of the harsh conditions for survival. Therefore, Elie who had faith in his community lost confidence when he saw what wild animals they had become. Elie could not be a dependent child anymore, for he had lost the role of being a son. Naturally, he relied on Shlomo, his father, before living in the camps. During the first selection in Birkenau, he only thought of holding on to his dad so he would not be left alone with no one else from his family (30). His sisters and mother were all sent to the right, most likely the crematorium, and him and Mr. Wiesel directed to the right; safe, having only each other, they would have to work together. At the time, Elie could not imagine what he would do without Mr. Wiesel and had to cling onto Shlomo for protection from the brutality of the concentration camps. As time went by, Elie started to have responsibility for both his and Mr. Wiesel’s security. Right when the two men arrived at the entrance of Buchenwald, Shlomo moaned, â€Å"‘Don’t yell my son†¦ Have pity on your old father†¦ Let me rest here†¦ a little I beg of you, I’m so tired†¦ no more strength†¦Ã¢â‚¬â„¢ He had become childlike: weak frightened, vulnerable. â€Å"‘Father,’ I said, ‘you cannot stay here’† (105). Shlomo wanted to die in his sleep in the snow, but Elie kept yelling at him to keep living. This proves that Mr. Wiesel did become a child and his son had become a man, trying to convince his father, like a toddler, to listen to him. To conclude, Elie entered manhood from being a helpless child. In other words, Elie lost the commitment to God, proudness in mankind, and reliance. Because he felt that God did not care for his people anymore, he objected to praise Him. The inhumane behavior of the prisoners and guards led Elie to lose faith in them. Since he could not depend on Shlomo anymore, he had to take on the responsibility to survive. As Mr. Shakur said, Elie did feel as if he died through the events of the concentration camps, but did not forfeit to death. Elie Wiesel wrote this memoir to bring awareness of the genocide in the Holocaust and that humans shall never let it happen again.

Financial And Non Financial Rewards Commerce Essay

Financial And Non Financial Rewards Commerce Essay This essay is written to understand, argue and evaluate if financial rewards is the one best way to motivate employees within an organization. Motivation can be defined as the goal directed behavior that is initiated, directed and sustained by enabling a cognitive decision making process. (Buchanan and Huczynski, 2010, P.267). Motivation is very important to boost job performance. Employee in the organization can be motivated through financial as well as non-financial rewards or motives. Motive can be defined as a socially acquired need activated by a desire for fulfillment. (Buchanan and Huczynski, 2010, P.266). Motivation pushes the employees in the organization to their fullest and in turn even helps them in personal development. During tough times, employees are the only ones to boost up the level of the organization, thus, motivated employees help in achieving the desired goals of the organization and making motivation a key factor. Financial incentives or motives refer to ince ntives which are in direct monetary form or measurable in monetary term and serve to motivate people for better performance.(NCERT, 2007, P.190). Non-financial incentives or motives are required as all the needs of individuals are not satisfied by money alone. Psychological, social and emotional factors also play an important role in providing motivation. Non-financial incentives mainly focus on these needs. (NCERT, 2007, P.191). The question here is that if financial rewards, motives or incentives are the best way to increase work motivation? In order to thoroughly understand this question, evaluations of both financial and non-financial rewards have to be conducted. To begin, financial rewards have been studied at large by numerous theorists. Some theorists support financial rewards at large. According to Frederick W. Taylor(2011), the most important motivator for employees are salaries and extra benefits such as cash rewards , travel allowances , housing, etc. He also stated that when employees get the same wage regardless of their goals they have to achieve, they tend to work less which may lead the company to an unstable situation Likewise Henry Gantt believed money rewards are a better way for reimbursing the hard work of an employee added to the normal salary. The two methods treat workers as laborers who toiled only for money and has been discouraged by the current form of management system. One theory was by Douglas McGregor, better known as theory X and theory Y, which differentiated between leadership styles/skills and management. Firstly he presumed that motivation and skills are different for all the members of a firm and also that all employees look at the same motivation in a different manner. Theory Y focuses on employees who are able to practice self-control and are able to direct themselves along with a liking towards their job. These employees are not just responsible but are also challenge seekers. New challenges and opportunities motivate these employees. These employees do not require much of supervision as they are self-motivated and show a great morale at work. These employees are not needed to be controlled or punished and help achieve goals and objectives more efficiently. Now when looking at the employees of theory X, one realizes that these employees do not enjoy their job or have a certain amount of disliking towards it. They are high irresponsible a nd need to guided, supervised and directed from time to time when given a certain task or responsibility. These employees burden the managers from time to time as they needed to be forced to work and when behaving not according to the code of conduct, they have to be punished. So people with needs such as self-actualization and more, work better with managers of theory Y as compared to theory X. But a certain amount of balance is needed between theory X and Y so all employees can grow and make progress in their careers. The financial incentives generally used in an organization are listed below: Pay and allowances: For every employee, salary is the basic monetary incentive. It includes basic pay, dearness allowance and other allowances. Productivity linked wage incentives: Several wage incentive plans aims at linking payment of wages to increase in productivity at individual or group level. Bonus: Bonus is an incentive offered over and above the wages/salary to the employees. Profit sharing: Profit sharing is meant to provide a share to employees in the profits of the organization. Co-partnership/stock: Under these incentive schemes, employees are offered company shares at a set price lower than market price. Retirement Benefits: Several retirement benefits such as provident fund, pension and gratuity provide financial security to employees after their retirement. Perquisites: In many companies perquisites and fringe benefits are offered such as car allowance, housing, medical aid, and education to the children etc., over and above the salary. (NCERT,2007,P.190-191) However, if our biological and safety needs are not satisfied, we die. If our needs of love and esteem are not satisfied, we can feel inferior and helpless, but if these needs are satisfied, we feel self-confident. Self-actualization and transcendence, Maslow argued, are our ultimate goals. While the implications if self-actualization have been widely explored, the meta-physical concept of transcendence has been largely ignored by management writers and researchers. (Buchanan and Huczynski,2010,P.268). Maslow argued that self-actualized people are rare, and that creating conditions for us to develop our capabilities to this extent was challenging task. He also argued that these needs are organized in a hierarchy, with lower order biological and safety needs at the bottom, and higher order self-actualization and transcendence needs at the top. (Buchanan and Huczynski,2010,P.268). Abraham Maslows needs hierarchy: Self-actualization: Need to develop our full potential Freedom of equity and expression: Need that is a prerequisite for the satisfaction of other needs Transcendence: A spiritual need, to be at one with the universe Aesthetics: Need for order and beauty To know and to understand: Need to gain and to systematize knowledge, the need for curiosity, learning, philosophizing, experimenting and exploring Esteem: Need for strength, confidence, achievement, self-esteem, independence, and for reputation, prestige, recognition, attention and appreciation, and respect of others Affiliation: need for attachment, belongingness, affection, love, relationship Safety: Need for security, comfort, tranquility, freedom from fear and threat from environment, for shelter, order, predictability, an organized world Biological: need for sunlight, sexual expression, food, water, rest and oxygen-need basic to our survival.(Buchanan and Huczynski,2010,P.268). People working in companies have certain expectations from the environment around them. It is not always the financial incentives but also the people, the manager, the family time and all the given to an employee that motivates them. The needs are not satisfied by money only, emotional, psychological and social factors play a key role in providing motivation. (NCERT,2007,P.190-191). Here is an example, In 2008, The Sunday times newspaper, surveyed over 500 companies and 180,000 employees to identify the best company to work for in the UK the award was won by heat, a central heating installation based in Belfast. W.L. Gore Associates, who won the prize in the previous four years, came eleventh. Companies were rated on eight factors: Leadership: how employees feel about the of the company and senior managers Wellbeing: how staffs feel about stress, pressure and the balance between work and home life My manager: peoples feelings towards their immediate boss and their day-to-day managers My team: peoples feelings about their immediate colleagues Fair deal: how happy the workforce is with their pay and benefits Giving something back: how much companies are thought by their staff to put back into society, and the local community My company: feelings about the company as opposed to the people they work with Personal growth: to what extent the staffs feel they are stretched and challenged by their job Heats managing director said that their success was based on the companys approach communication; we work hard to make it simple. If you make it simple everybody understands and that makes it more likely to last. (Buchanan and Huczynski,2010,P.271). The company in the above example isnt a high paid company, but the working environment around them motivates the employees to work hard and give their best. Yes, financial incentives are important, but without a friendly work force and enough time given by a company to their employees for their family and social ethics, its practically no use. There are disadvantages of financial or monetary motivation, employees in the company might take things for granted. They will expect bonuses even at times when they dont end up working towards organizational goal. But if there arent any monetary incentives given, what will the employee work for. Monetary or financial incentives also help in guiding and moving the employees towards the goal of the organization. Apart from the advantage and disadvantage of financial motive, non-financial incentives also have their own advantages, keeping the employee happy in the company with the friendly environment, companies providing fair amount of break time and activity rooms such as Google. The work timings are at most important as the employees get time with their families and friends and also maintain a great social life along with their work. Some of the important non-financial incentives are discussed below: Status: in the organizational context, status means ranking of positions in the organization. Organizational climate: organizational climate indicates the characteristics which describe an organization and distinguish one organization from others. Career advancement opportunity: every individual wants to grow to the higher level in the recognition. They feel that what they do should be recognized by others concerned. Job security: employees want their job to be secure. They want stability about their future work and income. Employee participation: it means involving employees in decision making of issues related to the company. Employee empowerment: empowerment means, giving more autonomy and powers to subordinates. (NCERT,2007,P.192-193) According to the 2011 Hays Salary Guide, 78 per cent of employers give their employees benefits, or non-financial rewards, in addition to salaries and bonuses. Health is the number one benefit in Hong Kong, offered by 71 per cent of employers. Life assurance is offered by 63 per cent, a pension by 60 per cent, and a housing allowance by 37 per cent. Other benefits include tax equalisation, club or gym membership, a car or car allowance, and private expenses. Typically, benefits increase with experience and the seniority of the position. They are used to motivate and reward top performers, with employers recognising that a motivated employee will achieve the best results. Thus, there is little room to negotiate as your performance and value are the determining factors. There are also countless cases of employers using benefits to reward top performers when they are unable to increase salaries beyond a certain level.   But again, the awarding of additional benefits is based on the employees past performance and is also a tool to motivate future performance. If planning on negotiating benefits package, tread carefully. Employers will only extend their offers so far. So speaking with recruiter to ensure expectations are realistic for the role and industry, or this could leave the employer with doubts over commitment to the role.   As a final note, expatriate packages that include extensive non-financial rewards are a thing of the past. Traditionally, expats brought a wealth of experience and excellent education from abroad to a company, and as such were rewarded accordingly. But today local candidates are viewed on an equal footing since they also possess excellent overseas education and exposure to worldwide markets.(Charnock, 2011) Thus, analysis reveals that nonfinancial factors play a prominent role in influencing employee motivation and engagement worldwide-a finding that could prove useful to employers facing budget constraints. organization. Managers should provide employees with opportunity to improve their skills Job enrichment: is concerned with designing jobs that include greater variety of work content, require higher level of knowledge and skills. Employee recognition: most people have a need for evaluation of their work and due Workers say that being treated with respect is the most important nonfinancial factor, followed by work/life balance, type of work, quality of co-workers and quality of leadership. Among financial factors, base pay ranks highest. Benefits and incentive pay can be important to other aspects of the employment deal-such as attracting, retaining and rewarding employees-but they are considered less important by employees when it comes to their day-to-day motivation and engagement at work. Employee engagement reflects the total work experience, and a big part of it is how you are treated, what kind of work you do and how you feel about your co-workers, bosses and the general work environment, said Colleen ONeill, a senior partner at Mercer and the firms talent leader in the U.S. and Canada. Without a doubt, financial factors like pay and benefits are a vital part of the employment deal, especially in the U.S., but employers need to consider and manage the full range of factors to ensure that their workforce is engaged, ONeill explained. When financial resources are limited, organizations can leverage these nonfinancial factors to effectively boost employee commitment and productivity. (Miller, 2011) And therefore, this proves that both financial and non-financial rewards are important for increasing the work motivation of an organization.

U.s Investment In Mexico :: essays research papers

U.S Investment in Mexico Economics 580 Dr. Leon Haitham Boukhadour Fall 96 Mexico has established itself as one of the biggest emerging markets in the world today. It has exhibited many of the signs of a high growth economy, offering several advantages to prospective investors. Some highlights of the Mexican economy include " single-digit inflation, a balanced public budget, real economic growth (presently at a rate of 12 percent), a deregulated economy and a favorable investment climate" (Risk Management/ June 94, P.32). Mexico also possesses a strategic geographic location as a gate way to Latin American markets. Mexico is among the fastest- growing export markets for the United States. In 1985, Mexico became the third largest market for total U.S. exports, behind Canada and Japan. In 1992, Mexico surpassed Japan as the second largest export market for U.S. manufactured goods. Mexico now accounts for $1 out of every $10 of total U.S. exports. After the passing of NAFTA, bilateral trade was quite balanced in 1994, with the U.S. registering a surplus of $1.3 billion, virtually unchanged from 1993. However, there was a sharp increase in trade opportunities, as both import and export growth exceeded 20 percent. One-fifth of the total trade that occurs between the United States and Mexico was created in 1994. One of the major sectors that holds a large promise for the U.S. manufacturers is that of the automobile industry. The Mexican market for auto parts is expected to grow by 24 percent from 1994 levels to $16.9 billion in the year 2000. It is also expected that NAFTA will help increase the U.S. export share of the Mexican market to around 70 percent by the year 2000. In the long run, Mexico's location could profit the U.S. industries that establish themselves there, through an expanded free trade area in Latin America, which could include Argentina, Brazil, Venezuela, and Chile. Such expansion could prove crucial to the U.S. industry, as a strong export orientation helped sustain industry growth. Exports increased from 18.5 percent of total output in 1989 to 27.2 percent in 1991. And the level of employment which could be attributed to exports increased from 116,500 in 1989 to 154,200 in 1991. Mexico also offers some intriguing possibilities in terms of production facilities for U.S. based firms. In 1994 alone Mexican car and truck production totaled 1.173 million units, up 8.6 percent from 1993. The Mexican government had along term plan in terms of automobile production in Mexico, and it is in a phase now that favors foreign investors and exportation out of the Mexican market. Check the figure bellow to see how the plan has progressed so far.

The Korean War And Its Origins Essay -- The Korean War, 1945-1953

Russia and the United States began their relationship as allies when Russia disregarded the non aggression pact they signed with Germany in 1939, effectively sealing Germany’s fate in World War II. Korea, like Germany, had been occupied by Soviet and United States forces at the end of World War II. Korea was split in half via the 38th parallel after the Japanese Empire fell near the end of the conflict. The soviets occupied the north side of the line and the Americans occupied the south. â€Å"By the end of the decade, two new states had formed on the peninsula. In the south, the anti- communist dictator Syngman Rhee (1875-1965) enjoyed the reluctant support of the American government; in the north, the communist dictator Kim Il Sung (1912-1994) enjoyed the slightly more enthusiastic support of the soviets.† (http://www.history.com/topics/korean-war) Many top decision makers in the US believed that the USSR was trying to spread communism throughout the world. In April 1950, a National Security Council report recommended that the U.S. use military force to â€Å"contain† communist expansionism anywhere it seemed to be occurring. â€Å"The NSC-68 called for significant peacetime military spending, in which the U.S. possessed "superior overall power" and "in dependable combination with other like-minded nations." It calls for a military capable of: Defending the Western Hemisphere and essential allied areas in order that their war-making capabilities can be developed; providing and protecting a mobilization base while the offensive forces required for victory were being built up; conducting offensive operations to destroy vital elements of the Soviet war-making capacity, and to keep... ...ut to find us the worst possible location in the world to fight this damnable war the unanimous choice would have been Korea.† (Dean Acheson, U.S. Secretary of State (1893-1971) Works Cited Evanhoe, Ed. "The Korean War." The Korean War. N.p., n.d. Web. 16 Feb. 2015. . Hickey, Michael. "BBC - History - World Wars: The Korean War: An Overview." BBC - Homepage. N.p., 21 Mar. 2011. Web. 16 Feb. 2015. . "Korean War à ¢Ã¢â€š ¬Ã¢â‚¬  History.com Articles, Video, Pictures and Facts." History.com à ¢Ã¢â€š ¬Ã¢â‚¬  History Made Every Day à ¢Ã¢â€š ¬Ã¢â‚¬  American & World History. N.p., n.d. Web. 16 Feb. 2015. . "NSC-68 - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. N.p., n.d. Web. 16 Feb. 2015. .

Tetewterwtfete

Ms. Czapski’s 1st, 2nd, 5th, and 6th Hour Advanced Placement English Language and Composition Classes Name: __________________________________________ Hour: ________ Date: _____________________ Introduction to Writing the Precis DIRECTIONS: Please thoughtfully answer each of the following questions about Geoffrey Nunberg’s The –Ism Schism; How Much Wallop Can a Simple Word Pack, Ellen Goodman’s In Praise of a Snail’s Pace, and Ronald J. Glasser’s We are not Immune: Influenza, SARS, and the Collapse of Public Health. You may write directly on this worksheet. For Geoffrey Nunberg’s The Ism Schism; How Much Wallop Can a Simple Word Pack: 1. ) What is the complete name of the author of this article? _____________________ 2. ) Who is this author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to compose this article? Use a short phrase to answer this question: ____________________________________________________________ ______________________ 3. ) What is the genre of this work (what type of writing is it)? ________________________________________ 4. ) What is the complete title of the work? _______________________________________________________ 5. ) What is the publication date of this piece of writing? _____________________________________________ 6. ) Is any other interesting or noteworthy publication information included? If so, what? ___________________ 7. ) Please use a rhetorically accurate verb (such as â€Å"assert,† â€Å"argue, † â€Å"suggest,† â€Å"imply,† â€Å"claim,† etc. ); and a THAT clause containing the major assertion (thesis statement) about the work. Avoid the use of more general words such as â€Å"writes† and â€Å"states. † The THAT clause is designed to demand a complete statement: a grammatical subject (the topic of the essay) and predicate (the claim that is made about that topic). If the THAT clause is not employed, you will end up allowing â€Å"about† and â€Å"how† to slip out in stating the thesis: i. e. , â€Å"Sheridan Baker writes about attitudes in writing† or â€Å"†¦ states how attitudes affect writing†   Ã¢â‚¬â€ neither of which reports what he claims to be true about attitudes. _________________________________________________ ____________________________________________________________ __________________________ 8. ) Explain how the author develops and/or supports the thesis, preferably in chronological order – identifying the writing techniques he/she utilized to achieve this. Sometimes it works best to report the order of development: â€Å"The author develops this assertion first, by applying these techniques to two poems; second, by providing definitions; and third, by explaining the history of each approach. A more general statement may also work in the second sentence: â€Å"The author develops this idea by comparing and contrasting the lives of these two Civil War heroes. † In works of literature you may provide a short plot summary: â€Å"Hemingway develops this idea through a sparse narrative about the ‘initiation' of a young boy who observes in one night both a birth and a death. † ________________________________________________________ ____________________________________________________________ __________________________ 9. What is the author's apparent purpose of this piece (introduce with the infinitive â€Å"to†)? Try not to simply restate the thesis: â€Å"The author's purpose is to prove that†¦ † Remember that one’s purpose is always to put forward a thesis, but there are others as well. The infinitive â€Å"to† phrase should transcend a phrase such as â€Å"Her purpose is to inform;† look beyond such a simplistic response to assess what the author wants the audience to do or to feel as a result of reading the work. ____________________________________________ ____________________________________________________________ _________________________ 10. ) Provide a description of the intended audience and/or the relationship the author establishes with the audience. Ask yourself how the language of the work excludes certain audiences (non-specialists would not understand the terminology; children would not understand the irony) in order to see that the author did make certain assumptions about the pre-existing knowledge of the audience. You may also report the author's tone. ____________________________________________________________ ________________ ___________________________________________________________ _________________________ For Ellen Goodman’s In Praise of a Snail’s Pace: 1. ) What is the complete name of the author of this article? __________________________________________ 2. ) Who is this author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to compose this article? Use a short phrase to answer this question: ____________________________________________________________ ______________________ 3. What is the genre of this work (what type of writing is it)? _________________________________________ 4. ) What is the complete title of the work? _______________________________________________________ 5. ) What is the publication date of this piece of writing? _____________________________________________ 6. ) Is any other interesting or noteworthy publication information included? If so, what? ___________________ 7. ) Please use a rhetorically accurate verb (such as â€Å"assert,† â€Å"argue,à ¢â‚¬  â€Å"suggest,† â€Å"imply,† â€Å"claim,† etc. ); and a THAT clause containing the major assertion (thesis statement) about the work. Avoid the use of more general words such as â€Å"writes† and â€Å"states. † The THAT clause is designed to demand a complete statement: a grammatical subject (the topic of the essay) and predicate (the claim that is made about that topic). If the THAT clause is not employed, you will end up allowing â€Å"about† and â€Å"how† to slip out in stating the thesis: i. e. , â€Å"Sheridan Baker writes about attitudes in writing† or â€Å"†¦ states how attitudes affect writing†   Ã¢â‚¬â€ neither of which reports what he claims to be true about attitudes. _________________________________________________ ____________________________________________________________ __________________________ 8. ) Explain how the author develops and/or supports the thesis, preferably in chronological order – identifying the writing techniques he/she utilized to achieve this. Sometimes it works best to report the order of development: â€Å"The author develops this assertion first, by applying these techniques to two poems; second, by providing definitions; and third, by explaining the history of each approach. A more general statement may also work in the second sentence: â€Å"The author develops this idea by comparing and contrasting the lives of these two Civil War heroes. † In works of literature you may provide a short plot summary: â€Å"Hemingway develops this idea through a sparse narrative about the ‘initiation' of a young boy who observes in one night both a birth and a death. † ________________________________________________________ ____________________________________________________________ __________________________ 9. What is the author's apparent purpose of this piece (introduce with the infinitive â€Å"to†)? Try not to simply restate the thesis: â€Å"The author's purpose is to prove that†¦ † Remember that one’s purpose is always to put forward a thesis, but there are others as well. The infinitive â€Å"to† phrase should transcend a phrase such as â€Å"Her purpose is to inform;† look beyond such a simplistic response to assess what the author wants the audience to do or to feel as a result of reading the work. ____________________________________________ ____________________________________________________________ _________________________ 10. ) Provide a description of the intended audience and/or the relationship the author establishes with the audience. Ask yourself how the language of the work excludes certain audiences (non-specialists would not understand the terminology; children would not understand the irony) in order to see that the author did make certain assumptions about the pre-existing knowledge of the audience. You may also report the author's tone. ____________________________________________________________ ________________ For Ronald J. Glasser’s We are not Immune: Influenza, SARS, and the Collapse of Public Health: 1. ) What is the complete name of the author of this article? __________________________________________ 2. ) Who is this author? What are his/her expertise in relation to this topic? What is his/her experience with this topic? How did he/she gain his/her knowledge to compose this article? Use a short phrase to answer this question: ____________________________________________________________ ______________________ 3. ) What is the genre of this work (what type of writing is it)? ________________________________________ 4. ) What is the complete title of the work? _______________________________________________________ 5. ) What is the publication date of this piece of writing? _____________________________________________ 6. ) Is any other interesting or noteworthy publication information included? If so, what? ___________________ 7. ) Please use a rhetorically accurate verb (such as â€Å"asser t,† â€Å"argue,† â€Å"suggest,† â€Å"imply,† â€Å"claim,† etc. ); and a THAT clause containing the major assertion (thesis statement) about the work. Avoid the use of more general words such as â€Å"writes† and â€Å"states. † The THAT clause is designed to demand a complete statement: a grammatical subject (the topic of the essay) and predicate (the claim that is made about that topic). If the THAT clause is not employed, you will end up allowing â€Å"about† and â€Å"how† to slip out in stating the thesis: i. e. , â€Å"Sheridan Baker writes about attitudes in writing† or â€Å"†¦ states how attitudes affect writing†   Ã¢â‚¬â€ neither of which reports what he claims to be true about attitudes. _________________________________________________ ____________________________________________________________ __________________________ 8. ) Explain how the author develops and/or supports the thesis, preferably in chronological order – identifying the writing techniques he/she utilized to achieve this. Sometimes it works best to report the order of development: â€Å"The author develops this assertion first, by applying these techniques to two poems; second, by providing definitions; and third, by explaining the history of each approach. A more general statement may also work in the second sentence: â€Å"The author develops this idea by comparing and contrasting the lives of these two Civil War heroes. † In works of literature you may provide a short plot summary: â€Å"Hemingway develops this idea through a sparse narrative about the ‘initiation' of a young boy who observes in one night both a birth and a death. † ________________________________________________________ ____________________________________________________________ __________________________ 9. ) What is the author's apparent purpose of this piece (introduce with the infinitive â€Å"to†)? Try not to simply restate the thesis: â€Å"The author's purpose is to prove that†¦ † Remember that one’s purpose is always to put forward a thesis, but there are others as well. The infinitive â€Å"to† phrase should transcend a phrase such as â€Å"Her purpose is to inform;† look beyond such a simplistic response to assess what the author wants the audience to do or to feel as a result of reading the work. ____________________________________________ ____________________________________________________________ __________________________

Reflective Essay on Students with Disabilities

In a presentation about parents and families of students with disabilities, the Riley family came up and shared their experiences about living with Catherine, a woman who has Down syndrome. The three presenters who shared were Molly, Nola, and Catherine. Molly, who is Catherine’s older sister, talked about what it was like growing up together with Catherine and how it affected her life. Nola, Catherine’s mother, told what it was like bringing and raising a child with Down syndrome in this world. Catherine also shared a bit about her life and how she has been successful despite having a disability.Molly and Catherine are sisters who spent their childhood growing up together. With Molly being only sixteen months older than Catherine, they were very close. They even shared a room together for eighteen years of their life. Molly always made sure that her and Catherine had the typical sister relationship growing up. They did everything together and had the same friends. Cath erine was expected to fit in with everyone, and not be given excuses. Molly was always a competitive sister which had Catherine constantly working to get an edge.This relationship between Molly and Catherine not only strengthened the bond, but also helped the family. With Molly helping Catherine achieve a normal life, this helped Nola out as a mother. Nola a mother of three children, who worked as a teacher for thirty-five years, always had her hands full. She was never too shy to ask people for help, with regard to Catherine, that provided help, guidance, and support. With physical therapy Catherine was able to learn the things that her sister Molly and brother John were able to do. Besides that, Nola said that the three kids lived a normal life and all grew up just fine.Nola learned and taught her family to be patient, help each other, to take pleasure in their 3 accomplishments, to encourage each other, to have fun, and to truly be a family. Being a teacher gave Nola an advantage as she always fought for anything that would benefit Catherine in her education. Nola had Catherine put into speech therapy which made a great difference in Catherine’s life, as she can now speak clearly with little difficulty. Everything Nola did for Catherine was to benefit her in anyway and help keep her leading as normal of a life as possible.Catherine went above and beyond that as she has excelled in many aspects of her life. Catherine has spent her whole life with Down syndrome yet did not let it slow her down and affect how she lived her life. Her family never held her back or kept her from doing the things she wanted to do. Her sister always had that tough love for Catherine which always forced Catherine to do better and develop just like any normal sibling would. She always had the support of her family while still being independent, which allowed her to grow and develop into who she is today.Catherine has been leading a successful life, doing many things even the a verage woman her age would not be doing. She is employed as an elementary inclusion aid in the Hazelton Area School District where she has worked since graduating there in 1995. Catherine has belonged to a gym for fifteen years where she does things like cardio, kickboxing, and circuit training exercises. She always strives to eat healthy and maintain a good diet. Her hobbies include poetry, journaling, aerobics, computer, travel, reading, and dancing. Catherine belongs to a local church where she helps out at church functions and serves on the parish.All of these activities and things Catherine does in her life help her not only achieve normalcy 4 in life but success. Her life is probably more active and outgoing than most people her age which makes it even more of an accomplishment for Catherine. I personally was inspired by this presentation and thought it was a real eye opener. I have gone through life thinking people with Down syndrome can not achieve the same things that peopl e without a disability can and that’s just not true. Catherine has proved that she can do anything she wants and can lead a normal life just like anyone else.In fact she probably is more active and outgoing than most women her age are. Also I thought that the presentation really showed that people with disabilities need to be given every opportunity, if not more, to help them succeed in life. Society should not hold them back or limit them just because they have a disability. People with disabilities can lead a normal and great life just like everyone else. This is proved by Catherine, who has developed into the woman she is today, a successful, loving, and friendly woman who just happens to have a disability.

The Hyogo Framework For Action Environmental Sciences Essay

The construct and pattern of cut downing catastrophe hazards through systematic attempts to analyze and pull off the causal factors of catastrophes, including through reduced exposure to jeopardies, lessened exposure of people and belongings, wise direction of land and the environment, and improved readiness for inauspicious events. In short it is a program or action that is in topographic point to decrease the consequence of a catastrophe before or after it strikes.Definition of DRMCatastrophe hazard direction is a planned method of utilizing administrative instructions, organisations, and operational accomplishments to set into pattern schemes, constabularies and â€Å" improved header capacities † in order to cut down the unfavorable force of jeopardies and the opportunity of catastrophe. ( Kesten A. R. , 2005 ) ( United Nations: International Strategy for Disaster Risk Reduction ( UNISDR ) . , 2004 )Hyogo Framework for ActionThe Hyogo Framework for Action ( UNISDR, 2011 ) provides the undermentioned precedences for action. Priority Action 1 States that develop policy, legislative and institutional models for catastrophe hazard decrease and that can develop and track advancement through specific and mensurable indexs have greater capacity to pull off hazards and to accomplish widespread consensus for, battle in and conformity with catastrophe hazard decrease steps across all the sectors of society. Ensure that catastrophe hazard decrease is a national and a local precedence with a strong institutional footing for execution. Priority Action 2 The starting point for cut downing catastrophe hazard and for advancing a civilization of catastrophe resiliency lies in the cognition of the jeopardies and the physical, societal, economic and environmental exposures to catastrophes that most societies face. Of the ways in which jeopardies and exposures are altering in the short and long term footing. This is followed by action taken on the footing of that cognition. Identify, buttocks and proctor catastrophe hazard and heighten early warning. Priority Action 3 Catastrophes can be well reduced if people are good informed and motivated towards a civilization of catastrophe bar and resiliency, which in bend requires the aggregation, digest and airing of relevant cognition and information on jeopardies, exposures and capacities. In short people need to cognize about the catastrophe they could be faced with and what they need to make to remain alive if one stikes. Use cognition, invention and instruction to construct a civilization of safety and resiliency at all degrees. Priority Action 4 Catastrophe hazards related to altering societal, economic, environmental conditions and land usage, and the impact of jeopardies associated with geological events, conditions, H2O, clime variableness and clime alteration. These topics are addressed in sector development planning and programmes every bit good as in post-disaster state of affairss. Reduce the implicit in hazard factors. Priority Action 5 At times of catastrophe, impacts and losingss can be well reduced if governments, persons and communities in hazard-prone countries are good prepared and ready to move and are equipped with the cognition and capacities for effectual catastrophe direction. Strengthen catastrophe readiness for effectual response.Question 3The current world in South Africa with respects to Disaster Risk ManagementSouth Africa is invariably threatened by several types of catastrophes of different beginning and nature. These jeopardies, which are technological, environmental and natural in beginning, include terrible hydro meteoric events, such as inundations, drouths, terrible storms twisters and veld fires. Hazards of biological beginning, such as epidemic disease incidences, which affect worlds and farm animal, have shown an addition in recent old ages. In the excavation industry and in urban environments, risky stuff and transit accidents continue to present major challenges. Gauteng in the last few hebdomads has experienced a figure of localised implosion therapy incidents including a detrimental hailstorm on 20 October 2012 in the Germiston country ( Kesten, A.R. 2012 ) . Large Numberss of rural people migrate to urban countries in hunt of employment, although governments continue with attempts to cut down the high degrees of poorness and to rush the proviso of substructure and entree to services. They are invariably exposed to a scope of menaces due to the fact that they have to settle in insecure environments and are badly vulnerable to conditions such as inundations, H2O borne diseases and domestic fires. Vulnerability of rural communities in footings of sustainable supports and poorness are impacted on by alterations in societal behaviour in these specific communities. Poverty, due to high degrees of unemployment leaves people, families and communities missing resiliency to the impact of jeopardies. The bequest left by the Apartheid authorities impacted communities, which are now disadvantaged and urgently destitute and as a consequence, capable to high degrees of catastrophe hazard. Smaller local communities are more often prone to catastrophes w here loss of life and belongings, and the fiscal load thereof, are high. Socially disadvantaged groups are more vulnerable to jeopardies, reflecting their societal, cultural, economic and political environment. Catastrophes, in bend, are a beginning of impermanent adversity and hurt and a factor lending to relentless poorness. At the family degree, location of lodging ( e.g. on flood plains ) , primary types of business and entree to resources ( including fiscal ) ; reflect how poorness is the individual most of import factor in finding exposure.Factors lending to exposure in South AfricaThere are many factors lending to exposure in South Africa. They are: dearth ; HIV/AIDS ; uninterrupted struggle and Globalization. Famine – there is non plenty nutrient available, failures of administration and utmost degrees of predominating poorness which has led to alone degrees of adversity for many people in South Africa. HIV/AIDS – HIV/AIDS has eroded the lives and supports of 1000000s of Africans. It has left Africans vulnerable at homeowner and macro-economic degrees. Continuing struggle – struggles have really high costs, destructing past development additions and go forthing of damaged assets and substructures that impedes future additions. Globalization – developing states like South Africa can non utilize their primary merchandises to guarantee economic growing and development, because of this international market. Therefore this ensures that the rich get richer and the hapless are dragged down into poorness. Other factors lending to exposure in South Africa are: Erratic rainfall Climate variableness Break to nutrient handiness Extreme degrees of poorness Paraffin wellness menaces Failures of authorities Crippling foreign debt Collapsing trade good monetary values Limited export net incomes Animal diseases Capacity edifice, public consciousness and research Communication and information Catastrophe alleviation Drought Early warnings Energy Environmental exigencies Floods International facets Mining catastrophes Radiation related catastrophes Refugees Technological accidents Veld and forest fires Weather warningsQuestion 44.1 Emergency and Response ManagementEmergency response direction is familiar to disaster response bureaus and catastrophe victims. It includes emptying processs and shelters, hunt and deliverance squads, needs assessment squads, activation of exigency line of life installations, response centres and shelters for displaced people. Catastrophe response refers to activities that are put into action instantly anterior to catastrophes, when there is equal early warning and instantly following catastrophes. Response includes early warning and emptying of the readiness measures or programs and short-run exigency steps of alleviation every bit good as long-run recovery and Reconstruction activities. The purpose of this response is to salvage lives, to guarantee the endurance of the maximal possible figure of people affected, to restore ego sufficiency and reconstruct indispensable services every bit quickly as possible and to mend or replace damaged substructures and economic installations, place, appraise and implement development aims which cut down exposure. Response covers a scope of activities depending on the nature of the catastrophe. The activities are warning, emptying, migration or response, hunt and needs appraisal and exigency alleviation. The indispensable elements of response and exigency direction are logistic and supply, communicating and information direction, subsister response and get bying mechanisms, security and the demand to protect basic human rights, accent on the most vulnerable group, exigency operations and direction, Reconstruction and execution of rehabilitation steps. Effectiveness of response and exigency direction will be influenced by a figure of factors. They are: First, the type of catastrophe will impact the effectivity of mobilisation and application of response. Second, the badness and extent of the catastrophe. Third, the ability to take pre-action will depend on the type of catastrophe every bit good as the capacity. Fourth, the capableness for sustainable action4.2 Key countries and jobs associating to exigency and response directionResponse activities will usually be carried out under disruptive and sometimes unsafe or traumatic conditions, and therefore it is hard to implement. Heavy demands will be made on personal, equipment, installations and resources. Effective response will therefore depend on the good readiness, capacity put in topographic point as portion of a hazard decrease scheme. Sound planning, organisation and preparation are hence indispensable for accomplishing optimum success. Catastrophe hazard decrease activities should be put in topographic point as long-run steps that increase the capacity and resiliency of vulnerable groups in order to cut down the impact of future catastrophe events. The response period provides an chance for measuring bing catastrophe hazard decrease steps and thought of what needs to be improved and what needs to be put in topographic point. Weak institutional model includes unequal policy way, hapless organisation and coordination, unequal planning, unequal readiness ( out-of-date programs, low criterions of preparedness, deficiency of clear determination devising system, deficiency of clear allotment of functions and duties ) . Therefore weak institutional model may interpret into failing in early warning and public consciousness, deficiency of capacity for impact appraisal, deficiency of anterior hazard appraisal and exposure analysis, hapless information direction system and hapless status and response operations. An extra consideration is the deficiency of standardisation or the deficiency of execution of criterions which have been developed by the South African Bureau of Standards in line with subdivision 7 ( 2 ) of the Disaster Management ActQuestion 5ResilienceThe ability of a system, community or society exposed to jeopardies to defy, absorb, suit to and retrieve from the effects of a jeopardy in a timely and efficient mode, including through the saving and Restoration of its indispensable basic constructions and maps. Resilience means the ability to â€Å" jump back from † a daze. The resiliency of a community in regard to possible jeopardy events is determined by the grade to which the community has the necessary resources and is capable of forming itself both prior to and during times of demand. ( Harmonizing to the most current US/ISDR definition. )VulnerabilityThe features and fortunes of a community, system or plus that make it susceptible to the detrimental effects of a jeopardy. There are many facets of exposure, originating from assorted physical, societal, economic, and environmental factors. Examples may include hapless design and building of edifices, unequal protection of assets, deficiency of public information and consciousness, limited official acknowledgment of hazards and readiness steps, and neglect for wise environmental direction. Vulnerability varies significantly within a community and over clip. This definition identifies exposure as a feature of the component of involvement ( community, system or plus ) which is independent of its exposure. However, in common usage the word is frequently used more loosely to include the component ‘s exposure. ( Harmonizing to the most current US/ISDR definition. )Question 6The national catastrophe direction model says that it is indispensable to fit community leaders with consciousness of good patterns in bar, readyings and be aftering for these catastrophes, which may be built-in in the environment, a nd of the pressing demand to educate members of the communities in catastrophe hazard direction accomplishments. The national catastrophe direction model discusses the constitution of effectual agreements for the development and aboption of incorporate catastrophe hazard direction policy in South Africa it addresses the agreements for the incorporate dirction and execution of catastrophe hazard direction policy, it sets out the agreements required for stakeholders engagement and the battle of proficient advice in catastrophe hazard direction planning and operations and it describes agreements for national, regional and international co-operation for catastrophe hazard direction. Disaster hazard direction introduces the procedure involved in transporting out a catastrophe hazard appraisal, addresses procedures for bring forthing a National Indicative Disaster Risk Profile, describes demands for monitoring, updating and circulating catastrophe hazard information and looks at steps to guarantee quality control in catastrophe hazard appraisal and monitoring. Disaster hazard decrease addresses deman ds for catastrophe hazard direction planning within all parts of authorities. Response and recovery requires an incorporate and coordinated policy that focuses on rapid and effectual response to catastrophes and post-disaster recovery and rehabilitation. The catastrophe hazard direction procedure is the key to the effectual operation of an full squad sourced from many different subjects, involved in the catastrophe direction operation. It consists of several procedures, they are Establish the Context, Identify Risk, Analyse Risk, Evaluate and Priorities Risk, Treat Risk, Monitor and Review, Communicate and Consult. Establish the context so that there is a thorough apprehension of the context in which risk/s is present. Hazard designation is to foremost place all the possible jeopardies, whish could hold an impact on the country being assessed. Analyse hazard is to find the bing control mechanisms for the identified jeopardy and its strengths. Evaluate and precedences risk to a certain standard that is necessary towards the prioritization of the hazard. Risk intervention is necessary after they have been prioritized. Different hazards have different types of interventions and different degrees of interventions. Monitor and reappraisal is a non-stop procedure throw out the hazard direction procedure. This done to do certain the right program was implemented and the right action was taken. Communicate and consult is to pass on with the relevant people so that all the right actions can be taken, so that there is less loss to the country. The extenuation and preparedness stage starts as catastrophe direction betterments are made in expectancy of a catastrophe. Mitigation measures include constructing codifications and zoning, exposure analyses and public instruction. Preparedness is holding a: program of action at a clip of crisis ; preparedness programs ; exigency exercisings and preparation every bit good as warning systems. Preparedness has two chief purposes. These purposes are to assist people to avoid possible catastrophes and to authorise those who may be affected through programs and resources which raise their degrees of resiliency. These purposes are put into topographic point to salvage lives, to minimise the inauspicious effects of a jeopardy through effectual precautional steps and to guarantee seasonably, appropriate and efficient organisation for exigency responses. The nine following classs reflect the chief constituents of catastrophe readiness. These constituents are vulnerability appraisal, planning, institutional model, information systems, resource base, warning systems, exigency and response direction, public instruction and preparation and dry runs. Vulnerability appraisal is an ongoing procedure of people and organisations that assess jeopardies and hazards, map out possible jeopardies and predicts the alleviation demands and available resources. Planing involves many signifiers of extenuation and readiness schemes and eventuality programs for reacting to peculiar jeopardies. Institutional model is well-coordinated catastrophe readiness and response system at all degrees, with committedness from relevant stakeholders where functions and duties are clearly defined ( Twigg, 2004:288 ) . Information systems are systems put in topographic point for assemblage and circulating information between stakeholders. Resource base refers to the reso urces that are at your disposal to alleviate the general public of a catastrophe ( e.g. nutrient, shelter, medical attending, etc ) . Warning systems are ways of conveying warnings efficaciously to people at hazard. Emergency and response direction is the actions that should be taken every bit shortly as a catastrophe has occurred. Public instruction and preparation includes preparation classs, workshops and extension plans for at hazard groups and catastrophe respondents so that the populace will cognize what action to follow when a catastrophe work stoppages. Rehearsals are the chances to practise the drills which need to be implemented as a catastrophe work stoppages. Catastrophe planning is required to do certain that all the mechanisms are in topographic point to cut down the hazards and impacts of a catastrophe when it happens. Disaster planning should take into history the socio economic, environmental and other factors that cause hazard and menaces. Disaster readiness for effectual response is the system put into topographic point so that the response to catastrophes is done right and effectual. Effective information flows are needed for a figure of valid grounds that in general all consequence the extenuation of catastrophes. Preparedness planning as the challenges of the educational system in Africa is non that good due to the growing rate of African states, nevertheless the undermentioned agency of instruction to be in Africa can be used to offer catastrophe consciousness programmes and causes. Preparedness planning and developing harmonizing to Erdih ( 1988 ; 37 ) and effectual instruction and preparation programmes for catastrophe readiness should be peculiar in design, be community specific, based on a rational appraisal of the information needed, be integrated with an bing catastrophe and response system, include information bar, extenuation and recovery, be established as an on-going procedure and included as the most vulnerable sector of the population precedence. Fiscal facets of readiness planning are a large facet of catastrophe extenuation is the direction of fiscal resources. Many beginnings of fiscal aid could be considered during the direction of catastrophe in footings of catastrophe extenuation. It is good pattern to guarantee there is bar, readyings and be aftering for catastrophes and instruction for communities so that they know what action to take before, during and after a catastrophe.