Oppression and Diversity Assignment PDF Essay Example

Oppression and Diversity Assignment PDF Essay Example Oppression and Diversity Assignment PDF Essay Oppression and Diversity Assignment PDF Essay The oppressed individual or rope is devalued, exploited, and deprived of privileges by the individual or group who has more power (up. 306-307). As this is a universal definition, the Invisible Backpack article allowed me to see oppression from a unique viewpoint, recognizing that as we experience unearned power and strength, we are viewed by others as oppressive to white privileged. Oppression comes in various forms, each experienced differently by different members of society. A few different forms of oppression are; sexism, ageism, classicism, heterosexual, and most recognized, racism. For example, McIntosh states; A white person, I realized had been taught about racism as something that puts others at a disadvantage, but has been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage. (McIntosh, 1998) This is exactly what was taught throughout all of my schooling, never once was racism put into the perspective of putting myself at an advantage, it has always been looked at as a negative/disadvantage for those experiencing it. Sexism, classicism and ageism are three forms of oppression that are experienced by society each day, although not all are addressed. As humans, surrounded by diversity, we recognize how fortunate we are to not be experiencing oppression, but in reality we are oppressive towards such feeling, thus being unconscious of them. 3 Being part of the female population, there has never been a shortage of sexism experiences, especially within the workplace. Not only have personally experienced it, but I view occurrences on a daily basis. Sexism can be defined as a form of discrimination against a specific gender, it describes the ideology of one gender being more superior than another. Can also be toed as a system of ideas, both conscious and subconscious that humans feel, this can be from their family development, professional setting or their colonization. (STEM, 201 5) Being a woman is a privilege. Experiencing oppression due to gender is not. I have been discriminated against in my places of work, in each circumstance my boss had been a male. Although this may have been a coincidence, sexism experienced had thought to have been normal and acceptable?. Having white privilege, which allowed me to obtain the positions had put myself in the mind frame that it was tolerable for a ale within higher positions to treat and address me how they did. For example; within one of my recent positions, I offered ideas to senior management which instantly led to being called, and told am a good girl. Is a male ever told he is a good boy by other male management? Also, when in discussions and male colleges accuse me of menstruating. These are just a couple ways women of all races experience sexism within the workplace. What about that statement is acceptable towards a female from a male? I do have white privilege, this may be why I received these positions, but my ender does not stop the oppression experienced within such circumstances. Classicism is one of the most undisguised, unacknowledged forms of oppression in todays society. The issue of social class may be one of the most exclusive of the social ills that is confronting humans currently. Class can be perspectives defined as; the status an individual or group achieves by virtue of its economic strength, the influence among other groups, and the 4 power to affect change in its community of choice. From an opposite perspective, classicism is the systematic oppression of subordinated groups, ho work for wages for the dominant groups. (Brattles, 2003) When reviewing the article The Invisible Backpack, as McIntosh says, l have come to see white privilege as an invisible package of unearned assets which I can count on cashing in each day, but about which I was meant to remain oblivious. (McIntosh, 1998) Personally, having never experienced classicism, it seemed nearly impossible to envision the oppression those less fortunate are experiencing. Eve not earned where am in life today, I did not work to make my living. It was handed to me. Now having deeper understanding of oppression, diversity and privilege through the eyes of an invisible backpack, it is clear to identify daily effects and benefits white privilege has given me. I can leave work/school and go home to a large house in the country with a large amount of land, never having to worry will not be able to make a payment. I can wear second hand clothes if I choose without having people associate the style with negative stereotypes, or can buy expensive fashions without fear my card will be declined. I can be confident that my neighbors or associates in the location I live will be neutral and positive towards me, also hat they have similar values and beliefs. Reviewing the privileges I unknowingly received from classicism, there are also steps will take to remove myself from a classicist mind frame. For example; learning more about the history and experience of all working and impoverished people, open myself to experience the language and culture Of working peoples, and by claiming my identity, learning my history as a dominant group. As we, (the dominant us fornicated groups) recognize classicism, further work towards creating change can occur. As we work in conjunction, all members of society no tater class, can make progression towards a class-free society (Brattles, 2003). 5 Ageism is a form Of oppression which refers to two concepts: a socially constructed way of thinking about older persons based on negative attitudes and stereotypes about aging and a tendency to structure society based on an assumption that everyone is young, thereby failing to respond appropriately to the real needs of older persons. (ROACH, 201 5) In Canada, seniors make up the fastest growing population. In 2011, Employment and Social Development Canada found that 5. 0 million Canadians were 65 years of age and older, thin the next 25 years that number is expected to double to reach 10. 4 million, and by 2051 one in four Canadians is expected to be over 65 years in age. (HERDS, 201 5) Ageism is not taken as seriously as many forms of dis crimination, although can have similar economic, psychological and social impacts. Elderly members of society have few privileges. Relationships between elder maltreatment and affiliation to an oppressed group has not been adequately investigated and their voices are rarely solicited or requested. Elderly experience oppression In workplaces, shopping centers, hurry, and most knowingly, senior care centers. As a young woman, have the privilege of not yet having to experience oppression of age. For instance; have the opportunity to apply for the same position as an elderly person, and few doubts about receiving the position, and I do not have to be concerned with mistreatment or stereotypical circumstances within the place resign. As white privilege has allowed unconscious benefits to occur within myself, I has not recognized what I had taken advantage of regarding my age. Ageism will occur to each member of society at one point within their life, although experiencing the privilege of youth currently, oppression of age comes as years pass. Anti-oppressive social work involves intervention that is not confined to individuals but that spans the social structural level of society. It involves critical reflection about oppression and 6 its harmful effects on clients and action based learning from such reflection. (Heinous Aspartame, 2006) A career in social work involves working with diverse populations such as; different race, gender, religion, socioeconomic status, age, etc. Going into a case with an open mind allows for diverse opportunities of growth, understanding and expression, which in turn will alleviate the chances of a social worker oppressing their client. One of the most common forms of oppression t hat social workers hear from their clients is racism. Having never personally experienced race oppression myself, my attempt would be to remind myself of White privilege, how although unknown and subconscious privileges, not all members in society received this. From the Invisible Backpack I was able to see what experienced in life from an unusual viewpoint, focusing on the unfair, unearned privileges I achieved. Social workers goal is to alleviate poverty; liberate vulnerable and oppressed people with the ultimate aim to promote social inclusion (International Federation of Social Workers, 2012). As a social worker, I will work with my clients to reflect on oppression theyve experienced by working from two viewpoints; anti-oppressive practice (POP) and anti-discriminatory practice (ADAPT). POP strives to overcome oppression by focusing on more expansive issues of discrimination that society is experiencing as it is perpetuated by social systems, class and structures. From this practice, clients will reflect on not only how they feel, but also where they feel the root of oppression is and how to overcome it. Looking at the larger social systems will open a wider perspective for our clients, allowing greater change to be made. ADAPT directs attention towards minimizing and reducing oppression which is from one individual to another. (Module 5, 201 5) As a worker, incorporating this form of anti-oppressive practice will allow for individuals to personally reflect on their direct experiences, how they felt during and after, and what they felt the other person gained from the discrimination. As social works we must indicate and demonstrate complete care for our clients interests and concerns, by limiting professional practice areas to focus on rooted issues. As social workers we expect our clients to reflect on their circumstances and emotions, are we expected to do the same for ourselves? Previously was unaware of the severity of oppression and the unconscious effects white privilege can have on not only ourselves, but also those around us. McIntosh compares male privilege to that of white privilege stating that, Thinking wrought unacknowledged male privilege as a phenomena, I realized that, since hierarchies in our society are interlocking, there is most likely a phenomena of white privilege that was similarly denied and protected. (McIntosh, 1998) Being someone who has only experienced sexism as a form of oppression, I cannot honestly say that I understand what those going through, are feeling. Although, with saying that, now having a clear definition of what oppression is,and its forms, outcomes, and effects, will allow for more diversity within client sessions. Also, from this article I was able to specifically realize what a benefi cial impact white privilege has had on my life, but yet also realizing how oblivious I was to oppression and others view of myself. Minch, a colleague of Macintoshs, expressed that a white people we are taught to think of their lives as normative, neutral and average, so that when we work to benefit others it is seen as work that will allow them to be more like us. I do not want to be a white person who uses white privilege to their advantage. Becoming a social worker, my mind is focused on the fatty, security and well-being of my client. If our clients are unsure of our authenticity towards the helping profession they may not feel open to discussing their experiences of oppression as they fear we may judge them. As my personal awareness on oppression and diversity has expanded, realization of the importance of open dialogue with colleagues and mentoring students on how to incorporate anti-oppressive principles in practice is also fundamental to reflecting upon power and oppression in social work practice. (Johns, 2013) Although oppression can ever be completely rid of, there are ways to greatly decrease its prevalence. Each person will experience oppression, each in a varying forms.

Foiled Again!

Foiled Again! Foiled Again! Foiled Again! By Maeve Maddox A line associated with the 19th century mustache-twirling stage villains thwarted by the hero was Curses! Foiled again! Foil as a verb meaning to frustrate the efforts of is popular with headline writers and journalists. Netanyahu makes final push to foil Swedish plan to divide Jerusalem No-shows foil Sunrise mayors payment plan for code violators Police foil plan to kill Dawoods brother The verb originated as a hunting term meaning to spoil a trace or scent by running over it, from Old French fouler, trample. It took on its modern meaning of spoiling someones plans in the 1660s. Foil as a noun meaning a thin sheet of metal, comes from a French word for leaf, modern French feuille. The sense of metallic food wrap dates from 1946. In fiction, a foil character is a secondary character used to point up certain traits in a main character. In Hamlet, for example, Laertes acts as a foil to Hamlet. Whereas Hamlet hesitates to avenge his fathers death, Laertes is quick to seek vengeance for the death of his sister. In Macbeth, the loyal, law-abiding Banquo serves as a foil to ambition-crazed Macbeth. Macbeth murders to win the crown. Banquo does nothing and becomes the father of kings. This idea of the word foil as contrast comes from the practice of backing a gem with metal foil to make it shine more brightly. Shakespeare used it in this sense in Henry IV, Part I. The future Henry V is a dissolute prince. In a soliloquy he anticipates changing his ways when he becomes king. He thinks that his subjects will appreciate his reign more because theyll have his rotten youth to compare it with: My reformation, glittering oer my fault, Shall show more goodly and attract more eyes Than that which hath no foil to set it off. This use of the noun foil to mean contrast is a favorite with political writers: Republicans make President Obama foil in state races Crist Uses His Old Party as a New Foil: He has used the Republican-led state legislature as a conservative foil to increase his appeal among centrist and Democratic voters. Ehrlich welcomes Palin as a foil: Ehrlichs camp is embracing Palins move as an opportunity to emphasize the former governors more moderate profile. Both noun and verb are used playfully here: Mans foil theft plan foiled at Home Depot: A man who tried to foil the theft detection devices at Home Depot with aluminum foil learned Saturday that his scheme would not work. Foil meaning a light fencing weapon is of uncertain origin. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:"Because Of" and "Due To" When to Form a Plural with an ApostropheHow often is "bimonthly"?

Security Policy GDI Company Case Study Example | Topics and Well Written Essays - 3000 words

Security Policy GDI Company - Case Study Example Given that GDI has made significant gains in its business, there is need to preserve the capability the firm receive from its information technology assets. This security policy understands that protecting the physical and operation security of GDI is the main challenge underlying its writing. Therefore, the report presents several policies that seek to protect named assets of GDI with a goal of preserving the security and operation of the firm. Vacca (2010) argues that information technology polices form the first line of defence against threats. There are several policies this security policy document outlines, which are a result of careful analysis of the firms existing network topology. Because information technology forms a critical backbone to the operations of GDI, a careful analysis characterized the writing of this document. Among the essential goals of the security, policies were the establishment of confidentiality, integrity, and availability of the firm’s informat ion technology asset. Policy 1: Email Security Policy Email remains a preferred medium of communication for the GDI Corporation. Because of the widespread use of email in the firm, there is need for GDI to implement policies that will limit the loss of essential loss through email exchange within or outside the firm. While email is one of the most effective techniques for communication, firms like GDI stand a risk of exposing their data and information technology infrastructure to threats that can emerge from lack of email security policy. Bayuk, Healey and Rohmeyer (2012) contend that email remains vulnerable to a wide variety of threats such as worms. These threats can interfere with the operations of the organization, as well as lead to the loss of data. Given the danger that could emanate from email use, this report understand the need of an appropriate email security policy, which will ensure that email exchange do not result to the loss of data, introduction of threats and breach of confidentiality. First, GDI should implement a policy that restricts its employees from sharing any fi.es that belong to the organization. This clause could limit the loss of information that GDI’s employees have the privilege to view as compared to other people. This policy should be printed and given to all employees using the firms email. In addition, GDI should also produce a policy that would restrict all the employees from using the firms email for their own private use. The use of emails for any other purpose could introduce threats such as worms. To add on this, the firms should stipulate that all employees scan their emails to ensure that they have no threats such as worms or Trojan horse that could spy on the company’s data. Policy 2: Server Security Policy GDI servers are essential assets that must be protected from physical and operations risks that may have profound effect on the operations of the firm. To ensure that GDI’s servers are secure, there has to be an elaborate policy in place. The se rver security policy calls for the hardening of GDI’s server to ensure that all vulnerable areas are addressed to limit the impact of threats. This policy ensures that GDI’s administrators carry out periodic maintenance of the system by applying patches and other software updates. Servers that lack essential patches are vulnerable to attacks (TechRepublic, 2004). Updating the servers by installing patches would ensure that the server is secure and up to date. Being that updates are critical to the operation of

Operating system Assignment Example | Topics and Well Written Essays - 500 words - 1

Operating system - Assignment Example The program responsible for this task is known as traffic controller. Modern operating systems use a graphical user interface, or GUI. A GUI allows one to use the mouse to click icons, buttons, and menus, and everything will be displayed on the screen in combination of graphics and text. Traditionally, computers had a command-line interface, which meant users had to type every single command to the computer and the computer would only display text. (Anonymous, 2010) I. Mac OS X.It was created by Apple and it comes preloaded on all new Macintosh computers, or Macs. All of the recent versions are known as OS X  and the specific versions include  Yosemite 2014, Mavericks 2013, Mountain Lion 2012, Lion  2011 and Snow  Leopard 2009. Apple also offers a version called Mac OS X Server, which is designed to be run on servers. (Anonymous, 2010) II. Microsoft Windows. Microsoft created the Windows operating system in the mid-1980s.The different versions of Windows are  Windows 8 (2012), Windows 7  (2009), and Windows Vista  (2007). Windows comes preloaded  on most new PCs, which helps to make it the most popular operating system in the world. (Anonymous, 2010) III. Linux. This OS can be modified and distributed by anyone around the world. This is different from proprietary software  like Windows, which can only be modified by the company that owns it (Microsoft). The most popular versions include Ubuntu, Mint, and Fedora. (Anonymous, 2010) Normally, the operating systems of mobile phones are designed specifically for mobile devices. Operating systems for these mobile devices are usually not fully featured like those of desktop and laptop computers. However, one can still do a lot of things with them, like watching movies, browsing the Web, managing your calendar and playing games. Examples of these mobile operating systems include Apple iOS, Windows Phone, and Google Android. (Anonymous,

A System Reformers View Essay Example for Free

A System Reformers View Essay In the wake of the global rise of terrorism, the System Reformer feels an urgent need to develop and activate a common anti-terrorism program to protect all regions and nations from the disasters on many accounts. In this regard, the System Reformer agrees to the UN viewpoint that under no circumstance the fundamental rights of the humans should be vitiated. These include, right to life, right to freedom from torture in any form, right to freedom of thought and religion, besides holding the convention that restriction to other rights should also be strictly within the parameters of the international humanitarian law, and has to be temporary in nature and free from any bias of race, color, sex, language, religion or social origin. However, this comprehensive objective is now under severe threat due to the global rise of terrorism, which is no more limited to the boundary of any nation. Moreover, terrorism has already severely affected the process of globalization and the global fraternity. The System Reformer believes that the lack of collective action against terrorism has allowed it to grow, besides believing that there is much room for improvement in the planning and approach of UN regarding the issue of terrorism. Thus this report is presented from the viewpoint of a System Reformer, with appropriate founding voices belonging to old, contemporary and modern era. Works Cited A more secure world: Our shared responsibility, United Nations Report, 2004. Retrieved Nov 21, 2007. www. un. org/secureworld/report2. pdf isi, Angela. Kofi Annan on Collective SEcurity. The Economist DEc. 2004: 14. undy, H. G. Grotius and International Society of To-day. The American Political Science Review. 52. 8(2004):800-808. tson, Richard. Woodrow Wilson and His Interpreters, 1947-1957. The Mississippi Valley Historical Review 35. 2 (2005): 207-236. ght, Martin, International Theory: The Three Traditions. London Leicester University Press, 1991.

Importance Of Diversity Training :: essays research papers

Diversity training has become a necessity in businesses today. Diversity training is necessary because of people’s differences in our work force. Some of these differences are race, gender, culture, age, and disabilities. Because our organization is so diverse, this program will help educate, sensitize and prepare people to get along in our workplace.   Ã‚  Ã‚  Ã‚  Ã‚  If done right, I feel that the training programs will bring our company promising results. One study by Katrina Jordan on diversity training in the workplace from the perspective of organization/human resources diversity practitioners and diversity consultants showed positive results. Some of the outcomes found in this study were changes in staff behavior, increases staff sensitivity, increased executive commitment, recognition that diversity training is not just a H.R function, etc. For some diversity training â€Å"empowers people by helping them to understand others and develop a world view beyond their own. As a result they know how to respond to and resolve differences that might otherwise interfere with their work†(Jordan).   Ã‚  Ã‚  Ã‚  Ã‚  Programs are made up to cover a wide range of topics. These topics include defining, developing and managing diversity, harassment prevention, cross cultural communication, and creating an affirming environment. Workers will be able to bring up their own specific topics as well.   Ã‚  Ã‚  Ã‚  Ã‚  Training sessions will be of two types. First we will have a series of speaker’s come in at least once every other week and talk to large groups no larger than 75 people. Also during the week between smaller groups of no more that 20 people will meet for discussions. All sessions will be held at times convenient to all employees. To try to create an informal environment we will serve coffee and donuts.   Ã‚  Ã‚  Ã‚  Ã‚  For the training programs to make a positive impact it is important for all levels of employees to take part. Training must begin from the top down. H.R participants say that it is essential for top executives to take part in these training sessions. Middle management will be stressed to attend, since they are doing a lot of interaction with people.

Ece Human Developemnt Across Lifespan

Discuss how knowledge of theories of human development across the lifespan relates to ECE practice. 2. 1 Theories of human development across the life span are explained in terms of their relevance to New Zealand early childhood education today. 2. 2 Theories of human development across the lifespan are explained in terms of understanding of adults and children and informing and influencing ECE practice. 2. 3 Theories on human development across the lifespan are explained in terms of how they inform and influence own practice in an ECE service. Lev Vygotsky Vygotsky’s theory is the idea of Zones of Proximal Development (ZPD) â€Å"the distance between the actual development level an individual has achieved (his or her independent level of problem solving) and the level of potential development he or she could achieve with adult guidance or through collaboration with other children. † (Bredekamp, 117) In New Zealand early childhood education, they believe that the understanding of a child’s ZPD is important because it allows teachers and caregivers to scaffold appropriately in order to help children reach their full potential. Self-regulation and private speech are also important aspects of Vygotsky’s theory. He theorized that children need to master these skills in order to be successful. If children are able to master these skills, they will be able to demonstrate self-discipline and improve their executive function. The educator is a co-constructor of knowledge with the child. Instead of lecturing or direct instructions, the educator allows and guides the child to come to his or her own understanding of the material. An educator in the early childhood ecntre will aid and support the child in their own discovery and initiative through a concept called, the zone of proximal development (ZPD). The ZPD allows a child to tackle a problem that is sufficiently novel to attract and maintain a child’s attention, yet not so difficult that the solution cannot be perceived (Edwards, 2005). To expand this concept to the centre, the teacher will ‘set up’ activities for children that are just beyond the children abilities and then guide and support the children to come to a solution themselves with minimal help from the educator. Howard Gardner Howard Gardner developed the theory postulates that there are seven or more intelligences that each individual is born with and is needed to live life well (Smith, 2002, 2008). As people develop new knowledge, often these intelligences complement each other (Hatch, Gardner, 1989). In New Zealand early childhood education they believe that in Gardner’s Multi Intelligence theory, the learner is seen as an active participant in their own learning. When new knowledge is presented to the chid, the child will utilize different intelligences in order to synthesize and analyse the new information. The theory of MI properly accounts for the fact that children learn in different ways and use different cognitive capabilities to construct knowledge. It also emphasizes the importance of using a diverse curriculum in the centre that utilizes different subject areas such as music, fine arts and physical activities. For example, if a teacher extends children’s learning, he or she can show some pictures, use real things, sing a song, each method of learning in this case will appeal to the learning styles of different children. In MI theory, the adults can take a broader view of learning to include all intelligences and consequently plan and deliver activities that will allow children to learn through intelligence that they are strongest in. Taking this approach to learning, adults are able to give their children extended opportunities to construct new knowledge that makes most sense to them and can therefore be readily applied to situations. Erik Erikson Erikson developed the view that each person experiences a set of â€Å"conflicts† that need to be resolved during each of the eight stages of development, the first three stages spanning early childhood. These conflicts arise from demands made on a child by his parents of by society in general. As each conflict is resolved, the individual becomes ready to grapple with the next stage. When conflicts are unresolved, they remain issues for the individual to struggle with later in life. In New Zealand early childhood education they used Erikson’ theory as a based on theories and practices in Ece setting. For example the first three stages of psychosocial development. Stage 1: Trust versus mistrust (birth to 1 year of age). During this time, the infant struggles to develop trust in the world. Erikson felt that children learn to trust when educators and parents are nurturing, responsive and reliable. Stage 2: Autonomy versus shame and doubt (18 months to 3 years). This stage is characterized by the child’s increasing desire to discover. Educators and parents help children by understanding the child’s needs for both independence and dependence. Erikson believed that, if this fails to occur, a child will experience feelings of shame and doubt. So there, this is the stage where you teach independence, not at birth. Stage 3: Initiative versus guilt (3 to 6 years old). At this time, the child is eager to master new skills, use language to ask questions, and interact with other peers. At the same time, the child still relies on the comfort and security provided by educators and parents. If a child’s developing sense of initiative is neglected or ignored, Erikson stressed that the child’s misguided energy could result in verbal or physical aggression. Teachers who apply psychosocial development in the classroom create an environment where each child feels appreciated and is comfortable with learning new things and building relationships with peers without fear† (Tamara , 2010, para. 1). In New Zealand Early Childhood education one of their goals is from Te Whariki curriculum Strand 2 that they implement in the every centre, the belonging where children experience an environment where they know they have a pl ace and feel comfortable with the routines, custom, and regular events. Educator encourage initiative in young children, they believe that children should be given a great deal freedom to explore their world. They should be allowed to choose some of the activities they engage. If their request for doing certain activities is reasonable, the request should be honoured and they provide exciting materials that will stimulate and extend their imagination.

Not My Best Side Essay

Fanthrope’s poem is divided into to three separate parts as the points of view of the three different characters. The first part is told fromà ¯Ã‚ ¿Ã‚ ½9 the dragon (or â€Å"the monster†)’s point of view, here the author used personification, providing the dragon with feelings and an opinion of his own, therefore giving him human-like features; he’s feeling a bit cantankerous towards the artist who painted him given that he didn’t give him a chance to pose properly thus only portraying his ‘bad’ side. Furthermore, he’s saddened by the thought that the other characters aren’t taking him seriously, he generates the idea that the fact that his â€Å"victim† (the girl) only holds him by a flimsy string is a way of emasculating him or taking away his pride in a way. The second part in the perspective of the girl being rescued and in this case, the author gives it a bit of a twist because the reader would normally expect the girl to want to be saved from the horrible monster, but she doesn’t! In fact, she’s actually mad at the knight for trying to save her because she was enjoying the dragon’s company; instead of being terrified of the monster she finds him â€Å"nicely physical and sexy† Finally, she doubts the credibility and attractiveness of the knight and says she prefers the dragon. The last part of the poem is from the standpoint of the knight who’s stabbing the dragon and trying and save the princess in danger. He feels offended that the princess doesn’t want to be saved by him even though he has diplomas in â€Å"Dragon Management and Virgin Reclamation†, his horse is the latest model and he has all the newest, safest and coolest artillery and armour. Windows of wonderment (My own version of Not My Best Side) Part 1- I still wait for him everyday. Mother holds me up against the cold hard window pane while I stare infinitely into the open space in front of me. I gaze upon our driveway hoping to see his car drive in, to hear the soft clacking of his shoes, the gentle wheezing of his breath or the breezy tone of his words. Mother sighs and looks away while a single tear trickles down her left cheek; I pretend not to notice whilst she hastily wipes it away and lets out a tiny sniffle. Everyday I purposely put together excuses, explanations, to reason his agonizing absence; I foolishly blame myself, my poor mother and yet every time I regrettably come to the same conclusion, it’s not our fault. By now, I know I should know better but I still have hope, that someday he’ll come back to us, someday I’ll see have face again, his deep blue eyes and his smooth silk-like skin, but until he does I’ll just repeat the same excruciating ritual of waiting, waiting and forever wondering. Part 2- I still hold him up against the window. I know I shouldn’t, and it will only make everything worst but I still do. Every time, his little face lights up and that constant frown that lingers upon his face seams to disappear. Just for a few seconds, his hope is restored, as he stares out to the unknown. I can see his mind drifting off, the wheels in his head turning, trying to come up with any and every possible explanation for his father’s absence, but it’s when he’s smacked across the face by the bitter truth of reality that his expression abruptly changes back to what it was, and the only words circling his mind are â€Å"he’s not coming†. I know I should protect him from such pain and suffering, but what’s a pitiable mother to do when her permanently scarred son keeps reaching out for the affection of that devil-like brute he calls his father? It’s not fair on him, or me. The dream of a normal life is lost alongside with hope, trust and belief. This is the pain of abandonment that leaves an innocent child hopelessly enduring pain and suffering, waiting, waiting and forever wondering.

Average ACT Scores What They Mean For You

Average ACT Scores What They Mean For You SAT / ACT Prep Online Guides and Tips The average ACT score for US students is a 21. The middle 50% of students score between a 16 and a 24. The following chart breaks down the nationwide average by section: English Math Reading Science 20.3 20.9 21.3 20.8 However, when you’re thinking about college admissions the nationwide average isn’t important: what really matters is the average score of the students you’re being compared with. If you’re a high achieving student applying to very selective schools you’ll need a score much higher than the national average. If, on the other hand, you’re applying to certain state schools, a 20 is a totally acceptable score. Really, the National Average Doesn't Matter If you're worrying about your ACT scores, it's probably because you want to use them to apply to college. But the national average includes every student who takes the ACT (a grand total of 59% of students who graduatedin 2015), including many who don't intend to go to college butare required to take the test as part of a statewide assessment program. When you’re applying to college or for scholarships you aren’t competing against all of these students, you’re only competing against the other students applying for that school or scholarship. The key isto have an average or higher score compared to the students you’re competing against- the national average is thus pretty much meaningless for your purposes. Let's talk about some numbers that might be more helpful in terms of setting a goal for yourself. How to Compare Yourself to Your Peers If you're still curious about how you compare to other students in a general sense, you might want to check outhow your ACTscores compare to those of other students like you, i.e. those with similar grades and backgrounds. Generally speaking, the easiest way to understand where you fall in this range is to find out the average ACT score at your high school. If you're a high-achievingstudent looking at competitive colleges, you mayalso want to consider how you stack up with other honor students. Keep in mind, though, that when it comes to college applications, these numbers are only marginally more meaningful than the national average. Average ACT Score for Your High School If you want to knowthe average ACT score at your high school, just google â€Å"[your school] ACT scores.† This approachwill be most effective if you attend a public school in a state with mandated ACT testing, though many private schools list these scores on their websites. If the SAT is generally more common where you live, you can try looking for the average SAT score and then converting it to an ACT score. Average ACT Score for Honor Students Students with high GPAs also tend to have high ACT scores. For students in the top â…“ of their class, the average ACT score is 27. For those in the top 1/10, it’s 30. These numbers shouldn’t stress you out, however, since as we’ll go over below, what’s really important is how you compare to the other students applying to the same school as you. The Key Number: the Average ACTScore for Your Ideal College As I explained above, the value of an ACT score lies in whether it can get you into the school of your dreams, not in how it compares to other student's scores. Thus, you'llneed to look up the average ACT scores for admitted students at the schools you want to apply to, in order to determine your score goal. Most schools list a range of ACT scores (the 25th-75th percentile) rather than a single number. You can look this info up by googling "[college name] ACT scores" or"[college name] ACT scores Prepscholar."Then use this worksheet to calculate your exact target score based on all the schools you’re interested in. Keep in mind that there's a considerablerange inwhat kind of scores colleges expect: the most selective schools generally have average ACT scores between 32 and 35, somewhat selective schools have average ACT scores in the mid to high twenties, and less selective schools have average ACT scores in the high teens and low twenties. You don't need to panic just because you don't have a 36. What's Next? If you haven't reached your score goal just yet, givesome of our freeACTprep resources a try. Start with the 5 general strategies you must know and then break yourprep down by section with our ultimate guides to reading, English, science, and math (coming soon). Or perhaps you'd fare better with the SAT? Usethese guides to decide whether you might prefer to focus on the other test, whether its current incarnation or the redesigned version that arrives March 2016:the ACT vs. the current SAT and the ACT vs. the new SAT. What ifyou're already scoring well on the ACT, but are struggling with a low GPA?Try these suggestions for how to work around your low grades. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. 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SUNY College of Environmental Science and Forestry

SUNY College of Environmental Science and Forestry With an acceptance rate of 54% in 2016, SUNY ESF has largely accessible admissions. Successful applicants will generally have B-averages and standardized test scores within or above the ranges posted below. To apply, those interested will need to submit an application, personal statement, official high school transcripts, and scores from either the SAT or the ACT. If you have any questions or concerns about applying, be sure to contact the admissions office at SUNY ESF. Admissions Data (2016): SUNY College of Environmental Science Acceptance Rate: 54%Test Scores 25th / 75th PercentileSAT Critical Reading: 520 / 630SAT Math: 550 / 630SAT Writing: - / -What these SAT numbers meanACT Composite: 23  / 27ACT English: 22  / 28ACT Math: 23  / 27What these ACT numbers mean SUNY College of Environmental Science and Forestry Description: The State University of New York College of Environmental Science and Forestry is a specialized environmental management and sustainability college with its main campus located in Syracuse, New York, and several satellite campuses across central New York and the Adirondack Mountains area. The 17-acre main campus sits on Syracuse’s University Hill overlooking downtown Syracuse and Onondaga Lake. ESF has a 15 to 1 student faculty ratio and offers 22 undergraduate and 30 graduate degrees in the sciences, engineering and forestry. Within the undergraduate program, the most popular areas of study are environmental biology, conservation biology and landscape architecture. The most common graduate programs include forest management and operation and environmental physiology. Students are actively involved on campus, participating in nearly 25 student clubs and organizations. The ESF Mighty Oaks compete in cross-country, golf, soccer and basketball in the United States Collegiate Athl etic Association and have a long tradition in intercollegiate woodsman competitions. Enrollment (2016): Total Enrollment: 2,186  (1,751 undergraduates)Gender Breakdown: 54% Male / 46% Female98% Full-time Costs (2016 - 17): Tuition and Fees: $8,103  (in-state); $17,953 (out-of-state)Books: $1,200 (why so much?)Room and Board: $16,110Other Expenses: $1,050Total Cost: $26,463  (in-state); $36,313 (out-of-state) SUNY College of Environmental Science and Forestry Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 89%Percentage of New Students Receiving Types of AidGrants: 82%Loans: 57%Average Amount of AidGrants: $7,104Loans: $6,922 Academic Programs: Most Popular Majors:  Conservation Biology, Environmental Biology, Environmental Science, Landscape Architecture, Wildlife Science. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 85%Transfer Out Rate: 20%4-Year Graduation Rate: 60%6-Year Graduation Rate: 74% Intercollegiate Athletic Programs: Mens Sports:  Golf, Basketball, Cross Country, Track and Field, SoccerWomens Sports:  Soccer, Track and Field, Cross Country Data Source: National Center for Educational Statistics Explore Other SUNY Campuses: Albany  |  Alfred State  |  Binghamton  |  Brockport  |  Buffalo  |  Buffalo State  |  Cobleskill  |  Cortland  |  Env. Science/Forestry  |  Farmingdale  |  FIT  |  Fredonia  |  Geneseo  |  Maritime  |  Morrisville  |  New Paltz  |  Old Westbury  |  Oneonta  |  Oswego  |  Plattsburgh  |  Polytechnic  |  Potsdam  |  Purchase  |  Stony Brook If You Like SUNY CESF, You May Also Like These Schools: Cornell University: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphUniversity of Vermont: Profile | GPA-SAT-ACT GraphUniversity at Albany: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphJuniata College: Profile | GPA-SAT-ACT GraphClarkson University: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT Graph

Management seminar Essay Example | Topics and Well Written Essays - 750 words - 9

Management seminar - Essay Example Where, if the firm uses employees from its country all through, the company will not impress the rest of the world. However, with outsourcing, the world feels appreciated because it provides opportunities for all people and this increases the market share globally (Sparrow, 2009). On the other hand, outsourcing is a disadvantage to the home people of the company who lose the opportunities occupied by the foreigners. In other words, the local people of the country the company is located lose their jobs and this leads to creating a recession in the domestic economy. Another problem related to outsourcing is that the overseas employees have experienced a problem of not being able to communicate effectively with the U.S customers due to difficult accents and problems of miscommunication. Finally, the emerging economies where outsourcing is done face tremendous energy shortages with the power outages done frequently (Blackman, Freedman & Levy, 2004). Sweatshops refer to the overseas manufacturing facilities of a company where the conditions of labor are not up to the satisfactory level as per the international labor standards. Long working hours, unsafe working condition, and abuse of the employees and lack of labor rights characterize the practices against the standards. The employees working in the facilities are tremendously exploited. In fact, most of the products manufactured in the facilities require repetitive kind of labor. Sweatshops exist for they provide a number of economic advantages to the multinational firms and to the host employees. Creating of the domestic employment and establishment of local infrastructures in the host countries helps to enhance the local economies of the countries. The employees working in the sweatshops are desperate because most of them do not have education or the required skills to get any form of

Oil and gas correlation Essay Example | Topics and Well Written Essays - 250 words

Oil and gas correlation - Essay Example However, the US domestic production of gas had just picked up and was at the boom phase rendering gas prices low. This means that the global prices of gas were significantly affected downwards as the oil demand plummeted hence the increased price disparity between the two commodities. It is also evident that from 1991, the import of oil by US had reduced but this still represented approximately 40% of the consumption by US against a paltry 5% of gas consumption by the US (YeÃŒ pez-Garcia, Rigoberto , and Julie 86). This is an evident case to support the observed negative correlation. It is also worth to note that the global oil prices are volatile in regard to world market trends, Middle East socio-economic issues and OPEC whims. The increasing technological advancement and campaign for more efficient machines is slowly increasing the use of gas. This means that gas fuel consumption trend will begin to gain influence in the value of dollar hence closing the demand gap it has with the oil. It is also possible that increased exhaustion of gas wells by the US will significantly push the gas prices up as there will be a plan to import more and reserve the domestic stock. YeÃŒ pez-Garcia, Rigoberto A, and Julie Dana. Mitigating Vulnerability to High and Volatile Oil Prices: Power Sector Experience in Latin America and the Caribbean. Washington, D.C: World Bank, 2012.