Free Essays on Sign Language

Communication is the basis of everyone’s lives. Without communication we would not be able to do anything. We would not be able to work together and make this world what is today, we would not be able to have families, and we would not be able survive. Communication is our means of survival. There are many types of communication; written, oral, and body language. Further more body language can be used as a type of Sign Language. In this paper I will explain the history of Sign Language and explain Helen Keller’s effect on the world and how she helped make Sign Language an actual language, and the reactions of the deaf people trying to make it easier for them to get along in this world. In America today the Sign Language that is used by deaf people is a mix of signs brought from France in the early 19th century. A man named Dr. Thomas Hopkins Gallaudet taught a girl named Alice Cogsewell communication as an experiment. As a result of his success he was send abroad to study methods of Sign Language that was being used in England. In London Dr. Gallaudet got to meet the owner of the Signing school in Paris, Abbe Sicard. The school had been founded by a man named Abbe de L’Epee in 1755. Abbe was known as the inventor of French Sign Language. He also published a book explaining both his sign system and his method of teaching the deaf. After Gallaudet had spent many months studying he return to America and brought another deaf instructor, Laurent Clerc, along with him. Many years later Gallaudet had started many schools in the United States. The first school was established in Hartford, Connecticut in 1817. Gallaudet passed his dream down to his son that established Gallaudet College, the first only college for the deaf. It is located in Washington and the charter for the school was signed in 1864 by President Abraham Lincoln. The hand positions to represent letters are a vital and historical element of manual co... Free Essays on Sign Language Free Essays on Sign Language Communication is the basis of everyone’s lives. Without communication we would not be able to do anything. We would not be able to work together and make this world what is today, we would not be able to have families, and we would not be able survive. Communication is our means of survival. There are many types of communication; written, oral, and body language. Further more body language can be used as a type of Sign Language. In this paper I will explain the history of Sign Language and explain Helen Keller’s effect on the world and how she helped make Sign Language an actual language, and the reactions of the deaf people trying to make it easier for them to get along in this world. In America today the Sign Language that is used by deaf people is a mix of signs brought from France in the early 19th century. A man named Dr. Thomas Hopkins Gallaudet taught a girl named Alice Cogsewell communication as an experiment. As a result of his success he was send abroad to study methods of Sign Language that was being used in England. In London Dr. Gallaudet got to meet the owner of the Signing school in Paris, Abbe Sicard. The school had been founded by a man named Abbe de L’Epee in 1755. Abbe was known as the inventor of French Sign Language. He also published a book explaining both his sign system and his method of teaching the deaf. After Gallaudet had spent many months studying he return to America and brought another deaf instructor, Laurent Clerc, along with him. Many years later Gallaudet had started many schools in the United States. The first school was established in Hartford, Connecticut in 1817. Gallaudet passed his dream down to his son that established Gallaudet College, the first only college for the deaf. It is located in Washington and the charter for the school was signed in 1864 by President Abraham Lincoln. The hand positions to represent letters are a vital and historical element of manual co...

A Guide to Vertebrates and Invertebrates

A Guide to Vertebrates and Invertebrates Animal classification is a matter of sorting out similarities and differences, of placing animals in groups and then breaking those groups apart into subgroups. The whole endeavor creates a structure- a hierarchy in which the large high-level groups sort out bold and obvious differences, while the low-level groups tease apart subtle, almost imperceptible, variations. This sorting process enables scientists to describe evolutionary relationships, identify shared traits, and highlight unique characteristics down through the various levels of animal groups and subgroups. Among the most basic criteria by which animals are sorted is whether or not they possess a backbone. This single trait places an animal into one of just two groups: the vertebrates or the invertebrates and represents a fundamental division among all animals alive today as well as those that have long ago disappeared. If we are to know anything about an animal, we should first aim to determine whether it is an invertebrate or a vertebrate. Well then be on our way to understanding its place within the animal world. What are Vertebrates? Vertebrates (Subphylum Vertebrata) are animals that possess an internal skeleton (endoskeleton) that includes a backbone made up of a column of vertebrae (Keeton, 1986:1150). The Subphylum Vertebrata is a group within the Phylum Chordata (commonly called the chordates) and as such inherits the characteristics of all chordates: bilateral symmetrybody segmentationendoskeleton (bony or cartilaginous)pharyngeal pouches (present during some stage of development)complete digestive systemventral heartclosed blood systemtail (at some stage of development) In addition to the traits listed above, vertebrates possess one additional trait that makes them unique among chordates: the presence of a backbone. There are a few groups of chordates that do not possess a backbone (these organisms are not vertebrates and are instead referred to as invertebrate chordates). The animal classes that are vertebrates include: Jawless fish (Class Agnatha)Armored fish (Class Placodermi) - extinctCartilaginous fish (Class Chondrichthyes)Bony fish (Class Osteichthyes)Amphibians (Class Amphibia)Reptiles (Class Reptilia)Birds (Class Aves)Mammals (Class Mammalia) What are Invertebrates? Invertebrates are a broad collection of animal groups (they do not belong to a single subphylum like the vertebrates) all of which lack a backbone. Some (not all) of the animal groups that are invertebrates include: Sponges (Phylum Porifera)Jellyfish, hydras, sea anemones, corals (Phylum Cnidaria)Comb jellies (Phylum Ctenophora)Flatworms (Phylum Platyhelminthes)Mollusks (Phylum Mollusca)Arthropods (Phylum Arthropoda)Segmented worms (Phylum Annelida)Echinoderms (Phylum Echinodermata) In total, there are at least 30 groups of invertebrates that scientists have identified to date. A vast proportion, 97 percent, of animal species alive today are invertebrates. The earliest of all animals to have evolved were invertebrates and the various forms that have developed during their long evolutionary past is highly diverse. All invertebrates are ectotherms, that is they do not produce their own body heat but instead acquire it from their environment.

Louis V. Gerstner Jr Research Paper Example | Topics and Well Written Essays - 1000 words

Louis V. Gerstner Jr - Research Paper Example Question is: Is leadership is different from management? Since the answer is yes, was Gerstner an effective leader? In his book â€Å" Elephants Can’t Dance â€Å", Gerstner during his first day at IBM stated the following â€Å" I’d like to say to all of you is that the last thing IBM needs right now is a vision†¦what IBM needs right now is a series of very tough-minded, market driven, highly effective strategies for each of its businesses† (Gerstner, 2002, p.68). After his speech, he began putting his hands on the dirty job which included letting go of no less than thousands of employees. He was serious about the business of keeping IBM afloat and popularity of his decisions was the least of his concerns. IBM learned a painful lesson in management and leadership from Gertsner but it was able to go back to its feet and survive tougher circumstances like the recession today. A study published in the journal Industrial Management identified practical qualities of effective leaders. Gerstner has at least two practical qualities that made him an effective leader, namely: â€Å"lead by example and read situations and people well â€Å"( qtd. from Enterprenuer.com). Gerstner employed these three practical qualities when he read IBM’s situation clearly because he knew what has to be done despite the surmounting odds way back then. This is not definitely pure luck as this quality was honed by years of experience at a previous company – American Express. It is possible that good instincts and lessons learned from mistakes developed Gertner’s keen observation of situations and people in a business environment. When he was hired as consultant for the fledgling Sony, Gerstner again read the situation as he said†   "The cultural issues, as I found at IBM, are the most fundamental, the most difficult."( Gunther, cnnmoney ,2006) In shor t, he mentored Stringer through

The mitigation analysis of unusable motor vehicles in Saudi Arabia Assignment

The mitigation analysis of unusable motor vehicles in Saudi Arabia - Assignment Example The cars, like any other machine, grow old and require repair, maintenance and eventually replacement. The well off urban population has been noted to more often than not opt for replacement of their aging cars, rather than have them repaired to elongate their working life. Like any other waste, the then retired cars pose a problem of disposal to their owners and some of them will either choose to abandon them either where they breakdown, at a mechanics compound, by the roadside or at the public parking places. Though legitimate methods of disposal exist –like selling the vehicle to scrap dealers in places like Bariman, most of the people opt for the illegal yet easy mode of disposal. What the law says. The ministry of the interior defines an abandoned property as any motor vehicle, outboard motor, vessel, ATV or trailer that is unattended which is operational or not and which is subject to removal or is removed from private or public property (PME 2012). It also defines a tow ing company as an entity or person who toes, stores or removes property which has been abandoned. The abandonment offence as defined by the presidency of the environment is the abandonment of a vehicle or any part that was part of a vehicle on any open land or any land constituting part of a highway or waterway. The offence also includes anything that has been abandoned and which was brought on land purposefully for abandonment. The law enforcement agencies will grant a towing company authorization to remove an abandoned property where: Abandoned on the right of way of any highway or on a freeway where: If in an urban area and the vehicle is left unattended for a maximum ten hours or four hours where the law enforcer feels that it poses a danger to other motorists or Away from an urban are if the vehicle abandoned for 24 hours or after 4 hours where it is perceived to pose a hazard to other motorists. If the unattended vehicle is on a bridge and obstructs the normal flow of traffic and no efforts from the owner to remove the property are evident. If the property had been reported as stolen or taken from the actual owner without their consent. Where the operator of such property has been arrested and taken to custody and has not been able to secure removal in time. Where the owner has parking/traffic violations which relate to any other local ordinance or municipal law and which are outstanding. Where the unattended property is violating any local ordinance or municipal law for which visible signs have been posted to give notice. Where the property is on territorial waters, is obstructing movement and has been there for more than ten hours or is floating loose. Where the operator of the property successfully eludes arrest for an offense which would otherwise have seen them taken into custody. The law enforcement agencies are allowed to immediately tow any vehicle or cargo that poses a hazard on any municipal highway, this includes the vehicle, the property ther ein, spilled cargo or personal property. For commercial haulers, if they are not transporting waste or cargo that is designated as hazardous, the enforcers have to grant the owner a reasonable chance to contract a towing organisation of their own. If property is abandoned on a private property, the security/property manager or the property’s lessee can have it removed without consent. They only need to contact an enforcement agent in their jurisdiction who will

Urban Regeneration Essay Example for Free

Urban Regeneration Essay The nature of urban policy in United Kingdom (or at least in England) in recent years seems to have set the agenda for the commentative literature to an unexpected degree. Writers on the subject (mainly urban specialists or geographers) appear to have become preoccupied with the same presentational and promotional matters to which the government devotes so much of its energies. Certainly, there is no want of critical discussion of competition as an allocative mechanism, but what is striking is the volume of wordage devoted to partnerships, synergy, community empowerment, sustainability, exit strategies and the like, with precious little reference to how they are to connect with the problems of poverty, unemployment, the never-to-be employed, the demoralisation of long-term or possibly permanent dependency, the intractability of the dependency ratio, the enormous social and economic divisions opening up between minority ethnic groups and between some of them and the white majority, the exclusion (both forced and voluntary) of some groups (definable on a number of dimensions) from civil society and effective citizenship and the denial of social rights that this entails. All these manifestations have spatial dimensions; all of them ought to be the subject of urban policy as well as social policy. And yet the urban policy literature is devoted (metaphorically speaking) to the synergistic qualities of multi-participant partnerships. (There are of course notable exceptions, but the literature that treats urban policy as social policy is very small; Dily Hills most recent work (1994) is one example. ) Any attempt to make sense of the direction that inner-city policy has taken in recent years and of the way the commentative literature has added its gloss, must therefore pay regard to the apparent gap between policy form and strategy on the one hand, and the substance of what needs to be done on the other. Does the seeming preoccupation with form in fact reflect, contrary to appearance, a considered interest in strategies and structures that are genuinely and strictly problems-directed? Is the gap between problems and policies, in other words, more apparent than real? The following paragraphs therefore will consider a number of key components (both organisational and conceptual) of urban policy in England to see how close they bring us to making at least some potential impact on those aspects of urban life that we consider undesirable (if not unacceptable). Community Empowerment There is a clutch of related concepts, each of which is difficult to discuss in isolation from the others. Besides community empowerment there are sustainability, capacity building and exit strategies These last three are more closely related to each other, however, and community empowerment has been around for much longeralthough under a number of different guises. For ease of discussion therefore we shall deal with community empowerment first. More rhetorical fluff attaches to community than to most other words in the social science lexicon (with the possible exception of empowerment). We still seem to have a romantic conception of community; all unitary values and communitarianism. It is far more likely that the first thing a family living on a ghastly peripheral estate would do were it to be empowered (like winning a million on the lottery orbetter stillfinding a permanent job) would be to get out. Does community empowerment really connect with peoples everyday lives? How do they feel when they have been empowered (or not)? Davoudi and Healey, commenting on the manner in which local issues had been discussed with residents in a City Challenge project, observe that Community participants often remarked on their sense of discursive marginalisation' (Davoudi and Healey, 1995, p. 173). Just picture it. There are so many possible interpretations of community empowerment that it would be pointless to enumerate them. Its rhetoric derives from the earlier rhetoric of powerlessness as being possibly the main functional disadvantage from which some of the urban deprived suffer (Cockburn, 1977; Sills et al. , 1988). However, since there was never any clear analysis of in relation to whom and in respect of what they were powerless, what is required of any subsequent process of empowerment remains unclear. Some of the uncertainties concerning empowerment in relation to the current debate about urban policy would include the following. What sort of communities are we mainly concerned with? Much of the literature, and most of the practice, assumes that it is spatial communities that need to be empowered and this must in part be driven by the fact that practically all regeneration policy requires the specification of a locus in which resources will be used. A number of consequential questions then arise. First is the point noted above about whether empowerment (whatever it means) would override commitment to the spatial community. Is it not more likely that given more power, and hence presumably more choice, people would exercise it by moving out? Secondly, it is at least debatable that peoples community attachments and allegiances are increasingly with interest rather than with spatial communities. The ties that bind for many religious, ethnic and racial groups are only incidentally spatial (proportional to the extent of their residential segregation). Thirdly, the argument for community empowerment, to the extent that it assumes . the acquisition of more power, influence or choice (or any combination of these) by the community vis-a-vis other agents and agencies outside the community, necessarily entails the existence of a community interest or value that is to be promoted in the face of external agencies. Now whilst there will be some interests around which all or most of the communitys members may unite, there will be many other interests over which members will be in opposition. The idea that a spatial community can be empowered in any significant way assumes the existence of a unitary set of values and interests. That simply is not plausible. Even in socially and ethnically homogeneous council estates, it would be naive to assume that everyones interests were common and it certainly would not be plausible in an ethnically and racially mixed area. In such a case, the empowerment of some may be at the expense of the influence of others. It follows thenand this is our fourth pointthat in heterogeneous communities or groupings, either someone has to exercise a bit of paternalistic influence over who gets empowered (with any luck, not self-styled community leaders) or you allow a hands-off, free market in internal power struggles and let the weakest go to the wall (again).

The Battle of the Somme Essay -- Papers

The Battle of the Somme The Battle of the Somme involved the main allied attack on the Western Front in the 1st World War. It is mainly famous due to the loss of 58,000 British troops on the first day of battle (1st July 1916). The attack ran from 1st July until 18th November and was located upon a 30-kilometre front, from North of the Somme River between Arras and Albert. The offensive was planned earlier in 1915 and was intended to be a joint Franco-Anglo attack. The French Commander in Chief, Joffre, said that the aim was to drain the German forces of reserves, however territorial gain also had some input. Sir Douglas Haig was the Commander in Chief of the BEF who would be conducting the major offensive in 1916. Originally, although the British forces made up the bulk of the offensive forces, the attack was to be predominantly French. However the German siege on Verdun at the beginning of 1916 resulted in the diversion of almost all-French manpower and efforts as Falkenhayn had promised to bleed France white. This changed the intent of the Somme attack and the French ordered the planned date (1st August 1916) to be bought forward to 1st July, the aim now to divert the Germans from Verdun to the defence of the Somme. Haig now had no choice but to take charge of the attack in Joffre's absence. He used both the ideas of himself and those of General Rawlinson. On Saturday 24th June the attack proceeded by an eight-day preliminary bombardment on the German lines. The expectation being that all forward German defences would be destroyed leaving the at... ...Battle of the Ancre where the field fortress of Beaumont Hamel was captured. The British were finally progressing, but even this was bought to a halt when extremely bad weather caused the Somme offensive to end. The result had been an estimated 420,000 British casualties, a further 200,000 for the French and around 500,000 for the Germans and all for only 12 kilometres of land in Britain and Frances favour. Over 1 million lives were lost in this battle alone and all the Somme offensive was designed for was to divert German attention from the French at Verdun. Some believe this battle acted as a learning curve in the employment of artillery, which contributed to the victory in 1918. In my opinion it shows the severity and pointlessness of war. Hardly anything was achieved apart from the loss of thousands of lives.

Cognitive Behavioral Intervention Approach Essay

Designed for students diagnosed with emotional and behavioral disabilities (EBD) there are a numerous amount of intervention strategies and methods that can be used to implement and help students build their self-management skills. These intervention strategies are used with the intention of students ultimately learning how to control their behaviors in and out of school. Consequently, self-sufficient intervention approaches are a supported and efficient method of delivering pertinent and significant supports to students with EBD. Advocates of cognitive behavioral intervention (CBI) substantiate the communal correlation amid views and behaviors as a central credence of their method. Students engross in self-management methods when utilizing CBIs. Strategies included in CBIs are self-instruction, self-monitoring, self-reinforcement, self-control, and self-evaluation (Yell, Meadows, Drasgow, & Shriner, 2009). Procedures of Cognitive Behavioral Intervention Cognitive behavioral interventions educate students on ways to govern their personal feelings and behaviors through reinforcing instruction strategies that encourage appropriate actions. Through the implementation of CBIs, students are engrossed in self-reflection, recounting and reinforcement. In most cases of behavioral management strategies, educators are made responsible for observing students, collecting data and reinforcing appropriate behaviors. During the course of CBI, students may accomplish three procedures, thus stimulating their independence, self-management, and an accountability for their actions (Yell, Meadows, Drasgow, & Shriner, 2009). When CBI is introduced, students must document the frequency of the specific target behavior/s that are occurring. Researchers have found that self-monitoring behavior is an exceedingly sufficient way of endorsing constructive exchanges amid an assortment of learners (Stonecipher, 2012). Students must know how to identify the occurring behavior(s) in order to effectually record it on a data sheet, journal, or organizer. Often times, inappropriate behaviors will begin to decrease instantaneously once students become cognizant of the behavior and how often it occurs (Stonecipher, 2012). Students must first be capable of self-monitoring their behaviors before effectual self-evaluation may begin. In addition, educators must impart a rating scale; a criterion for students to measure their performance in contrast to. The rating scale should be used during all classroom related activities (Robinson, 2007). Using the rating scale as a rubric of sorts, students can compare the rate of their performance in contrast to the teacher’s criteria. Once comparisons are made, students should reflect upon their results. Students can successfully self-evaluate their behaviors in a myriad of ways, including through the use of evaluation charts that coincide with the student’s daily class schedule (Yell, Meadows, Drasgow, & Shriner, 2009). Self-reinforcement, similar to instructor directed reinforcement, is delivered succeeding the achievement of a goal, in this circumstance, fitting behavior. Likewise, self-reinforcement should be applied steadily and systematically (Smith, 2002). Self-reinforcement, can be either externally or internally given. In addition, through self-reinforcement, students are given the opportunity to choose their own reward. Through collaboration, educators and students work together to define the precise criterion that students must met before being reinforced. It is significant to observe that with self-reinforcement and all processes of self-management, the teacher is responsible for directing the student on how to effectually manage the stages, as well as monitor them throughout the preliminary steps of self-management to certify that efficient practices are being utilized (Yell, Meadows, Drasgow, & Shriner, 2009). Lastly, teachers and students need to effectively communicate with one another concerning the attainment of self-management and ultimately diminish or reduce self-reinforcement (Yell, Meadows, Drasgow, & Shriner, 2009). Emotions, Thoughts, and Behaviors Emotions, thoughts, and behaviors share a communal correlation; thoughts can produce emotional responses; emotional responses can then produce positive and negative behaviors. As a result, a student’s emotions and behaviors have a direct correlation to their thoughts and vice versa (Stonecipher, 2012).  In instances where a student is unable to self-manage their behaviors while presented with an issue, a probable outcome would be that the student will then act out inappropriately. As a result, cognitive behavioral interventions often encompass problem solving and anger management strategies (Robinson, 2007). Conducive to effectually self-managing behavior, students must be trained to exercise constructive thinking and reduce the pervasiveness of participating in destructive behavior acquired from an emotional response. Students may obtain this by acknowledging the problem, defining it, producing and assessing resolutions, applying a plan and lastly observing the resolution (Yell, Meadows, Drasgow, & Shriner, 2009). Students should also learn to recognize specific elements including triggers, reminders, and reducers, while trying to self-manage. Teachers must retain patience during this process as students must build these skills up before positive results transpire (Yell, Meadows, Drasgow, & Shriner, 2009). Effectiveness and Limitations of Cognitive Behavior Interventions CBI has been verified as an effective technique in behavior management for students with EBD. When accurately implemented, CBIs can aide students in decreasing inappropriate behaviors that interfere in their academic and personal lives and make students responsible for the management of their own behaviors within these areas as well. CBIs do not come without limitations as well. Students who are reluctant or apathetic to changing their behaviors would result in its ineffectiveness. It is equally significant for educators to contemplate the validity of student recorded behavioral data. During student behavioral data collection, there can be occurrences of students noting the specific behavior(s) at a reduced frequency than which they truly transpire (Smith, 2002). Social Skills Instruction Social skills and academic performance directly correlate with one another. Social skills instruction consists of educating students on what interactions are appropriate between both adults and peers and can be easily combined within the curriculum through projects, small group discussions, etc. (Smith, 2002). For students with EBD, social skills instruction is more accurate when directed as a fragment of an overall management plan. When students implement CBIs problem solving and self-controlling approaches,  students learn to identify issues and establish effective results that are considered socially adequate and are particularly pertinent to the management of EBD students (Smith, 2002). Developing Curriculum, Approaches, and Assessment As a means of being appropriately implemented, CBIs must transpire within the framework of a behavioral management plan or curriculum and should identify a student’s behavior, as well as what processes will used to implement the intervention and the assessment. Functional behavioral assessment (FBA) signifies a method for assembling information about problematic conduct in order to understand and identify the reasons behind them (Yell, Meadows, Drasgow, & Shriner, 2009). The behavioral management curriculum cannot progress without the administration of an FBA, which explicitly classifies and labels specific behaviors of EBD students. Likewise, the FBA overtly specifies the underlying issues behind the behavior, which in turn aides in the development of preparing effective and pertinent interventions. The FBA will result in the behavioral intervention plan (BIP) where CBI strategies can be utilized. There are a varied amount of methods that can be utilized to implement CBI into the management curriculum including student kept data, self-evaluation, graphic organizers, observations, achievement tests, norm-referenced tests, and criterion tests (Yell, Meadows, Drasgow, & Shriner, 2009). Reflection on Cognitive Behavioral Approach CBI is a recognized and efficient approach to managing undesirable behaviors for students with EBD. As a means of effectively executing CBI, educators must design thorough strategies and intervention that can be incorporated within the behavior intervention plan. Additionally, in order to maintain validity, teachers must survey the student’s development to certify that proper self-management measures are being adhered to. References Smith, W. (2002). Applying Cognitive Behavioral Techniques to Social Skills Instruction. ERIC/OSEP Digest (#E630). Retrieved from http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyS

An Analysis of 13 Days

Professor O’Neill Atlantic Worlds II April 16th 2010 Characterizing the First World War as an epidemic of miscalculation, President John F. Kennedy pondered, â€Å"they somehow seemed to tumble into war †¦ through stupidity, individual idiosyncrasies, misunderstandings, and personal complexes of inferiority and grandeur† (49). Reflecting upon these miscalculations, Robert F. Kennedy’s Thirteen Days documents the Cuban Missile Crisis and catalogues the President’s contemplative action amidst potential disaster.Considering the misjudgment that drove conflict in the early twentieth century, and the socio-technological paradigm shift of war, President Kennedy found remedy in the maintenance of open channels of external communication, while regarding the international domino effect of each action, and exhibiting constant skepticism in pursuit of a peaceful resolution. German sociologist Max Weber wrote of the Great War, â€Å"this war, with all its ghastl iness, is nevertheless grand and wonderful. It is worth experiencing† (EP 768).Embellishing the heroism of warfare, Weber reflects a common acceptance of war in the early twentieth century as one of sport and necessity. However, with the development of nuclear arms came a paradigm shift concerning war and its role amid international powers. Acknowledging the destructive potential of nuclear warfare, Kennedy adamantly stated, â€Å"We were not going to misjudge or challenge the other side needlessly, or precipitously push our adversaries into a course of action that was not intended† (75).Using historical precedent as his guide, President Kennedy acts upon the belief that war is rarely intentional, while also recognizing the evolving dynamic of war as one of an arms struggle. The application of this lesson exists in Kennedy’s resolution to utilize quarantine as opposed to armed conflict at the Soviets Union’s initial threat. Foreign ships given orders to re treat would be afforded such an opportunity, any vessel refusing to stop would have its rudders disabled to avoid loss of life, and ships not belonging to the Soviet Union were the irst and only to be boarded, as to not incite a military response. Executing such action demonstrates the President’s clear understanding of past misjudgment, and the paradigm shift that now characterized war as something not of sport, but of mass destruction. Robert Kennedy reaffirms such in declaring, â€Å"If we erred, we erred not only for ourselves and our country, but for the lives of those who had never been given an opportunity to play a role† (81). This statement epitomizes the overwhelming burden of nuclear war, and the cognizance necessary to avoid it.Vital to the avoidance of miscalculation and the development of a mutual understanding were open channels of communication during the Cuban Crisis. President Kennedy recognized the importance of consistent communication to evade impu lsive action, and promote logically sound decision-making. Such an example exists in Robert Kennedy’s Thirteen Days in which Soviet Chairman Khrushchev and President Kennedy exchange messages outlining the guidelines towards peaceful resolution. We must not succumb to petty passions, or to transient things, but should realize that if indeed war should break out, then it would not be in our power to stop it, for such is the logic of war† (66). Stated by Khrushchev in pursuit of mutual amity, such communication demonstrates the importance of clarity and transparency under desperate circumstances. This quotation further exhibits recognition of the warped nature of warfare, and acknowledges history’s wrongdoings that provoked destruction.President Kennedy concluded deliberations in stating, â€Å"the effect of such a settlement on easing world tensions would enable us to work towards a more general arrangement †¦ the United States is very much interested in red ucing tensions and halting the arms race† (79). The clear and concise nature of this exchange lends praise to the diplomatic nature of Kennedy’s tactics, providing both the United States and Soviet Union with the opportunity to ultimately avoid nuclear holocaust. The snowball effect exhibited through the First World War demonstrates the danger of tumbling into conflict through allied obligation and diplomatic stupidity.President Kennedy’s ability to tactfully neutralize the Cuban Crisis demonstrates an awareness of that danger, and an appreciation for the international domino effect that warfare would generate between nations. Strongly stated by Robert Kennedy, â€Å"we had to be aware of this responsibility at all times, aware that we were deciding for the United States, the Soviet Union, NATO, and for all of mankind† (75). Such concern for the global repercussion of warfare can be observed in President Kennedy’s constant scrutiny of military recom mendations and their effect upon the entire western hemisphere.Seeking alternative solutions to war as well as the approval of global powers, Robert Kennedy further states, â€Å"we were able to establish a firm legal foundation for our action under the OAS charter, and our position around the world was †¦ unanimously supported for a quarantine† (40). This diplomatic strategy, founded upon the support of strong European and American allies, aided the United States in considering the implications of all possible courses of action as to ensure a promise of peace for themselves and the global community.A final strategy, central to the diplomatic triumph of the Cuban Missile Crisis, refers to the establishment and success of Kennedy’s Executive Committee of the National Security Council. While each proposed solution held inherent weaknesses, this committee would allow for constant deliberation, argument, and debate. The ability to scrutinize each proposal reinforced a reasonable decision-making process, thereby diminishing the risk of the impulsive miscalculation or misjudgment that had prompted war only decades earlier.Embodying the significance of the Executive Committee, Robert Kennedy declares, â€Å"everyone had an equal opportunity to express himself and to be heard directly. It was a tremendously advantageous procedure that does not frequently occur within the executive branch† (36). Furthermore, President Kennedy is reported to have gone through â€Å"considerable lengths to ensure that he was not insulated from individuals or points of view because of rank or position† (89).While such an arrangement seems idealistic, President Kennedy’s recognition of all available viewpoints provided an extremely broad base of knowledge upon which to draw conclusions. It was this open-minded and reasonable approach that was heavily lacking prior to the Great Wars of the early twentieth century, thereby leading to global disasters t hat may have been averted under more logical circumstances. The measures taken by President Kennedy, as presented through Robert Kennedy’s Thirteen Days, lend overwhelming praise to his diplomatic triumph during the Cuban Missile Crisis.His success is reported as being founded upon the miscalculations of history, and a correction of those past errors in pursuit of peaceful relations. However, the idealistic manner in which the President’s actions are portrayed reek of both brotherly admiration and posthumous praise. Such a utopian presentation only serves to diminish President Kennedy’s heroic role amidst the crisis, and leads the reader to question how pivotal his leadership actually was. A personal memoir of Robert F. Kennedy, Thirteen Days must be read with a grain of salt to properly assess its validity as a historical record.While the President certainly acknowledged the socio-technological paradigm shift of modern warfare in addition to the stupidity from which the First World War emerged, Thirteen Days most obviously dismisses crucial events preceding the Cuban Missile Crisis. The Bay of Pigs Invasion, an unsuccessful attempt by American-trained Cuban refugees to overthrow the government of Fidel Castro, completely contradicts President Kennedy’s supposed cognizance of the dangers of nuclear war and impulsive military action.The failed invasion, initiated only three months after President Kennedy’s inauguration, humiliated the Administration and made communist nations distrustful of the United States. In addition, John F. Kennedy is consistently praised throughout his brother’s memoir for welcoming the viewpoints of not just government administrators, but regular people. For example, â€Å"he wanted the advice of his Cabinet officers, but he also †¦ wished to hear from Tommy Thompson† (89). However, not once throughout Kennedy’s memoir does he mention speaking to field soldiers or their names. The generic label of Tommy Thompson reduces the author’s faith in such sources, and President Kennedy is even shown to mock military figures in stating, they â€Å"lacked the ability to look beyond the limited military field† (90). Such evidence cannot be overlooked in determining the validity of President Kennedy’s success, and reduces the objectivity of this historical source. However, the ultimate success of President Kennedy’s historical reflections and peace-seeking measures cannot be denied.While Thirteen Days nearly emits audible applause for his actions, it accurately reports the measures taken to subdue the Cuban Missile Crisis, the effectiveness of quarantine and the importance of bargaining and communication. These actions, prompted through the establishment of the Executive Committee, resulted in the removal of nuclear arms from Cuba and the reestablishment of the global status quo. Rescuing our nation on the brink of nuclear war, the reader h as no choice but to close Thirteen Days with a deeper admiration for the courage and wisdom of President Kennedy.

A Grave Decision Essays - Drug Control Law, Drug Culture

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The Best Marketing Workflows to Get Your Team Organized

The Best Marketing Workflows to Get Your Team Organized Managing a marketing team poses unique challenges. You’ve got other departments breathing down your neck†¦ You’re trying to stay on top of multiple deadlines†¦ You’re in so many meetings it’s hard to find time to do your actual work†¦ Tracking projects from start to finish is nearly impossible Has the Designer been sent this blog post? Does the Social Strategist know it’s time schedule the social media posts? Have we run analytics on this and completed the reporting? If everything feels disorganized and like a total cluster, it might be time to implement some workflow processes. Don’t know where to start? We’re making it easy†¦ because we’ve been there. We know the frustration is *real*. In this post, we’re giving you 5, pre-made, marketing workflows for all your campaigns. Time to get organized, fellow marketers. Introducing Team Management Dashboard The number one complaint we hear from Marketing Managers is that it’s nearly impossible to maintain visibility into their marketing strategy while also keeping a pulse on who is doing what and when. This is exactly the problem our new Team Management Dashboard solves. With Team Management Dashboard you can†¦ See everyones workload in real-time. Drag and drop tasks to effectively delegate without a bunch of meetings. Set realistic timelines and better manage your resources. We’re finally giving you a bird’s eye view of each task your team is working on day-by-day, in one place. Say goodbye to that messy spreadsheet you are constantly trying to tame. (Can I get a HALLELUJAH?!) Start With A Free Marketing Project Management Plan Template not only makes planning your marketing workflow a cinch, it also makes staying on top of it a reality, finally. Weve also got some kick-@ss, free PM templates to help you get organized. Download em here. 👇 Email Marketing Workflow 1. Decide content The first thing someone will need to do is choose items to prioritize in your newsletter or email. Common examples are recent blog posts, relevant company news, an upcoming sale, new product launch, or contest. Someone on your team could choose the times on their own, or you could do a quick convo as a team to decide the content. 2. Layout email After  the items to promote have been chosen, someone will need to layout the email. Using a tool like MailChimp or CampaignMonitor makes this step quite simple. 3. Choose or design images Next up, either a Designer or Email Marketer will need to add the images. If your organization wants a more branded feel to your email campaigns, consider assigning this task to a Designer. 4. Write email copy Depending on your team size, it might be necessary to assign this task to a Content Writer. 5. Write test email subject line  with the Email Subject Line Tester âÅ" Ã¯ ¸  6. Send test email Even if your team has hawkeyes and is confident that everything looks perfect, you should still include this step in your workflow. 7. Review test email Set a special task to remind your Email Marketing Specialist to spend a few minutes reviewing their test email. Better yet, assign this task to someone else to review. Sometimes it can be difficult to spot mistakes on your own projects. They’ll want to confirm that the layout, grammar, header/footer, etc. look good on both desktop and mobile devices. 8. Revise This step is mostly only necessary if a separate person is responsible for reviewing the test email. 9. Schedule or hit send 😠¬ 10. Review, track analyze This could be  one task or multiple depending on how often your team needs to report on the email’s performance. You will likely assign this to an Email Marketing Specialist or someone on your analytics team. Who will you need? You’ll need at least one designated person to be responsible for your email marketing campaigns, but you could have up to four. Email Marketing Specialist Graphic Designer Content Writer Analytics Specialist Recommended Reading: The 9 Free Email Marketing Templates You Need to Execute Everything

Role Database Management Plays in Managing Data as a Business Resource Essay

Role Database Management Plays in Managing Data as a Business Resource - Essay Example This paper illustrates that the Management Information System is used to give specific advice on a particular field or application, currently MIS is also being tested for imparting knowledge to Artificially Intelligent Systems. The database technology implementation will solve all problems of file access. The management system will take care of all access right and processes like updating details and different access rights mainly of reading and writing. The implementation will require a back end and a front end. The backend will be responsible for storing data and all information like access rights and users both permanent and temporary. Accessing a backend will require a front end. Designing of front end can be done in technologies like ASP DOT Net and J2EE. For the purpose of back-end support, products from Oracle Corporation will be very useful. The back end should be installed on the server and the front end should be on every PC present in the network. The back end should also support requests made through website i.e., HTTP protocol. Another form of a DBMS system is that of DSS. This DSS or Decision Support System is an extremely flexible and interactive IT system being designed to support decision making in case the problem is not structured. This information system utilizes the decision models while depending on a database, and decision makers own insights in an interactive analytical modeling process to reach a specific decision by a specific decision maker. The transplant model is a very good example of a DSS. In this case, one can easily make an assumption related to heart and lungs related diseases and with studying the trend of transplantation, the hospitals can make a decision related to the number of donors they will the purpose of transplantation in near future.