Guns, Germs and Steel

This paper looks into the movie â€Å"guns, germs and steel†. This movie is based on Jared Diamond’s book that sought to explain inequality in the world cultures. In the beginning of the movie, focus is on Francisco Pizarro. Pizarro was a team leader of a Spaniard mercenary group in search of treasure. He had a band of not more than 168 men. The movie then brings scenes contrasting developments in Spain as contrasted with developments in the Incas kingdom over time.Advertising We will write a custom essay sample on Guns, Germs and Steel specifically for you for only $16.05 $11/page Learn More In the movie, Jared uses the conquest of the Spaniards over the Incas to illustrate how geography contributed in a big way to the development of some cultures such that they became superior over others. The film contrasts the lives of the Incas and that of the Spaniards. While the Spanish lived in an expanse bordering other competitive cultures, the In cas lived in a valley that did not allow them to interact with other people. By the 1500s, the Spaniards were already advanced farmers who had tapped into animal power to increase their productivity (National Geographic, 2010). Much progress in the European region had resulted from interaction with other regions such as the Middle East and Africa. It is in the Middle East that farming or agricultural practice developed and later spread to North Africa before being adopted by the Europeans. As explained in the movie, over the years, improvement in farming gave some cultures a head start over others. The animals that were domesticated provided more than just meat. The farmers got wool, manure but most importantly animal power that helped them move farming to a higher level. In contrast with the Incas, the Spaniards adopted animals that their geography supported or helped them access. For example, they were able to use horses to facilitate movement. Overtime they learnt the art of hors emanship; using horses in a powerful way to control their farms but also as a means flight or pursuit during war fare. The Incas due to their limited access to other exposed cultures largely depended on hand power. The animals they had domesticated were small and could not be used to provide power that could improve productivity. As the film proceeds, it is indicated that the news of Spaniard exploits reached the Incas even before they could reach the empire (National Geographic, 2010). The Incas heard stories of people who were more or less gods. No Incas man had been able to ride an animal before.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, to see men riding on animals was like seeing a god. The emperor having heard of the Spaniards exploits tricked them into entering his palace in the hope of trapping them thus defeating them. However, with the use of horses and marked horseman ship, Pizarro was able to capture the emperor and kill thousands of Incas soldiers. Before the entry of Pizarro’s men into the palace, the film focuses on development of swords from steel among the Spaniards (National Geographic, 2010). According to Diamond, the Spaniards developed superior weapons because they lived in a competitive environment where survival relied on weaponry supremacy. The better weaponry a society developed the better it was at fending off the enemy. Much ancient wars between Spaniards and neighbors were in or around water bodies. That also affected the way swords that were developed appeared; or the qualities that blacksmiths developed into swords. With combined swordsmanship and horsemanship, the Spaniards were able to defeat the Incas easily. In an open field, with the Incas running the horsemen easily attacked and crushed the Inca soldiers. The Incas fought with their spears and bows but the supremacy of horses and swords led to their breaking ranks and trying to scamper for safety. The Incas had regarded their leader like a god but with his capture, the Spaniards were feared and revered. Although Pizarro captured the Incas King, they did not kill him. They saved him based on belief that Christians could only kill in the heat of a war. Any chance of regrouping, by the Incas, was rendered untenable due to germs and infections that came with the Spaniards. The Spaniards came with Small pox which affected the Inca men and spread among them like fire (National Geographic, 2010). According to Diamond, the Spaniards were more immune to smallpox because they had been exposed to many more germs than the Incas. The domestic animals they had reared for over 10000 years enabled them to get exposed to germs and infections that made them more resistant. Later the Spaniards used the Incas king to force his people to subject to their demands. I liked this movie a lot because it provides evidence to a more realistic explanation as to why inequ ality exists in the world. Although not conclusive, geographical features played an important role in determining how people developed. Although the movie focuses on Pizarro’s conquest over the Incas, the same story can be discerned of European conquest over Africa and other parts of the world.Advertising We will write a custom essay sample on Guns, Germs and Steel specifically for you for only $16.05 $11/page Learn More Jared’s theory of old world and new world perfectly captures differences in level of civilization among different cultures of the world. The intrusion of the foreigners from the old world affected the ways of living in the new world. Through colonization, cultures were dismantled and European dominance established. By use of guns, any resistance was easily quashed. Reference National Geographic, 2010, Guns, Germs and Steel. Web. This essay on Guns, Germs and Steel was written and submitted by user Johnathan I. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

John Q Public II essays

John Q Public II essays Everybody lock your doors, get a gun, protect yourself! Mr. John Q Public II is planning to prepare the ground for an ever-more vicious and brutal campaign of terror! As this letter will make clear, he keeps saying that he holds a universal license that allows him to make things worse. Isn't that claim getting a little shopworn? I mean, we were put on this planet to be active, to struggle, and to put inexorable pressure on him to be a bit more careful about what he says and does. We were not put here to control, manipulate, and harm other people, as Mr. Public might insist. Sure, he talks the talk, but does he walk the walk? No, don't guess; this isn't audience participation day. I'll just tell you. But before I do, you should note that he is too mindless to read the writing on the wall. This writing warns that he believes that he can send flippant oafs on safari holidays instead of publicly birching them and get away with it. Sorry, but I have to call foul on that one. Need I point out that this is a very real and serious concern? Viewing all this from a higher vantage point, we can see that Mr. Public should think about how his epigrams lead barbaric, insipid mendicants to promote a form of government in which religious freedom, racial equality, and individual liberty are severely at risk. If Mr. Public doesn't want to think that hard, perhaps he should just keep quiet. There's no mystery about it, no more room for fairy tales, just the knowledge that his apparatchiks tend to fall into the mistaken belief that it is his moral imperative to dominate or intimidate others, mainly because they live inside a Mr. Public-generated illusion-world and talk only with each other. For one thing, he backstabs his advocates. But more important, it's astounding that he has found a way to work the words "gastrohysterorrhaphy" and "anthropocentrical" into his threats. However, you may find it even more astounding that he has spent untold hours tryi...

Professional Code of Ethics Exercise Assignment Example | Topics and Well Written Essays - 750 words

Professional Code of Ethics Exercise - Assignment Example In Principle I, professional teachers have the duty to help foster civic virtues by treating the child justly (without distortion, bias, or prejudice) in accordance with the law and school policy, by protecting their rights to confidentiality of information and exposure to disparagement, and by moving away the students from conditions detrimental to learning, health, and safety. In Principle II, the professional educator is deemed responsible and accountable for his or her performance in order to preserve the dignity of the profession, obey the law, and demonstrate personal integrity. Thus, a professional educator has the responsibility to do what is expected of him of her in the school, in the educational organizations, and in the community. He/She must not use his/her connections for partisan advantage and instead, values hardwork by continuing professional education and remitting all funds accounted to him/her. In Principle III, a professional teacher must respect the right of colleagues to confidentiality of information and freedom of choice and should not make willfully make false statements about a colleague or school system. Lastly, Principle IV states that a professional educator aims to achieve a quality education and develop partnerships among parents and communities by informing them of plans that would be best for the students, respecting diversity in classrooms, and manifesting positive and active role with school/community. Yes, I agree with everything that was stated in the AAE Code of Ethics. In order to attain a quality education, a professional teacher should observe ethical conduct when dealing with students, parents, professional colleagues, and self. Adherence and implementation of rules should be interactive like learning and must be consistently executed to foster discipline and good example. Yes, there is. I would have

FACE reports Research Paper Example | Topics and Well Written Essays - 250 words

FACE reports - Research Paper Example Since the tractor was running, the beaters, three in number, and obtaining energy from the tractor engine, were also rotating (MN FACE). During the process, the farmer got entwined in the machinery, getting pulled into the rotating beaters (MN FACE). As a result, the tractor stopped (MN FACE). He was found forty five minutes later by his son, who immediately called the 911 service, and the farmer was thence taken to a nearby hospital (MN FACE). However, he was pronounced dead on arrival by the doctor (MN FACE). Counter measures: In the wake of the incidence, the FACE team working in Minnesota drafted certain guidelines that were to be followed by farmers and workers while operating heavy machinery (MN FACE). These counter measures included three points (MN FACE): the tractor should be completely switched off and the key removed before getting off the tractor and working on the machinery (MN FACE); the power-take-off mechanism of the machine should be disengaged from the tractor before getting off the tractor and working on the machine (MN FACE); and the outfit of the workers should not be loose or otherwise risky, so that the danger of the workers getting entangled in the machine is reduced (MN

Analyse current issues facing schools, teacher and the education Essay

Analyse current issues facing schools, teacher and the education system and evaluate the impact these issues have on the school and the wider community - Essay Example ain homework in a wider way, several researchers explain that the teachers provide few educational tasks to their students during the non-instructional time. According to the report of L.A. Country High School (2014), homework is having an influence on the educational development of the students in the US. From a generalised viewpoint, homework can be described as an important quality task, which is assigned by the teachers to apprentices as a measure of their regular progress and as a tool to identify the developmental needs throughout the process. Homework is mainly instructed by teachers to be completed during the free hours for students at home, which also makes it a difficult process to be mentored and monitored. Based on this notion, Hendrickson (2012) argues that in the modern educational era, the actual importance of importance of homework in the student’s life remains to be obscure and unclear, especially in subjects like maths. Correspondingly, this essay focuses on obtaining an in-depth understanding regarding the importance of homework in the modern educational system and the challenges it presents thereto. In this regard, the study also emphasises the impact of homework on students, teachers and parents. In addition, an analysis has been conducted with the aim of determining the issue relating to whether the system of homework should be banned. When arguing on the banning of homework, Provenzano & Yue (2011) affirmed that it is an inseparable part of the educational life of the students in Japan when learning English. Notionally, homework is determined as a bridge of creating interaction between school and home. It is in this context that the research conducted by Office for Standards in Education (Ofsted) revealed teachers, parents and school leaders, to consider homework as a valuable educational tool for enhancing the key skills of the students that include their cognitive skills and interpretation skills (Falch, 2011). Commonly, in the modern

No child left behind and school accountability education essay

No child left behind and school accountability education essay The United Nations Convention on The United Nation Rights of the Child (1999) is not law but it has been ratified by 177 countries throughout the world and Scotland is bound to it by international law. It gives children a broad group of economic, social and cultural rights. The UNCRC (1999) has influenced legislation in this country today for example The Children (Scotland) Act 1995 reflects a number of articles such as Article 23 States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self reliance and facilitate the childs active participation in the community. The Disability Discrimination Act (1995) is very important due to the fact it brings to the forefront that fact you cannot discriminate against people with disabilities. It tackles discrimination against disabled people enabling them to have equality in all areas of life. It is illegal to refuse a child a place in a nursery setting due to their disability. Children in nursery settings must not be treated less favourably than their mainstream peers and should be included in all activities with adjustments made if required in order for them to participate. The standard of care and education must not be lower than that of mainstream children. All these measures help to encourage inclusion in society. The Children (Scotland) Act 1995 fulfils the governments obligations to implement the UN Convention on the Rights of the Child. The Act has three overarching principles one of which is In relation to the provision of services for children by local authorities, due regard should be given, without discrimination, to a childs religious persuasion, racial origin and cultural and linguistic background The Equality Act (2010) is very important today as it promotes integrated services. It places the onus on public bodies to fulfil certain duties, one of which is working closely with their key partners, enabling and supporting organisations. This act brings together 9 existing discrimination laws, simplifying them and making it a more cohesive approach to equality and inclusion. It tackles barriers that hold people back giving everyone an opportunity to succeed. It shows a commitment to narrowing gaps in society arising from social class and income between rich and poor. These acts meets the needs of disabled children and are in place to protect them from discrimination. Children should not be treated any less favourably than mainstream children in the setting. It is important that practitioners are supportive and positive about peoples differences as stereotyping can stop you seeing the child as an individual. Making assumptions about someone based on stereotypes could lead to limiting of expectations of their abilities. Young children do not have any fixed ideas about society and therefore practitioners could affect change through being good role models and accepting everyone for who they are. This would help to stop stereotyping. According to Siraj-Blatchford (2000) children can only learn to be tolerant, challenge unfair generalization and learn inclusiveness and positive regard for diversity if they see the adults around them doing the same. In this setting there is a mixture of mainstream children and children with disabilities and I have obser ved that all children interact with each other, accepting each as friends, not noticing the differences. These children with disabilities are clearly valued. This will affect the way they see themselves and should give them confidence that they are accepted which in turn will help to achieve a positive identity. Children in this setting are growing up without prejudice. In this setting children with disabilities are encouraged to participate fully in all experiences and are not treated less favourably than others in accordance with The Disability Discrimination Act (1995) eg in order for this child to participate no specialist equipment was required. The experience was adopted to her level of ability. This meant that she could engage fully with her peers. According to Dickins and Denzilioe (2003 pg61) Whenever possible, our aim should be to make the usual range of play and learning opportunities offered by early years services accessible to disables children. Having special activiti es for the special children and buying lots of expensive special needs equipment does not help the development of inclusive services. Staff in this setting work with other agencies in order to break down the barriers of participation that children face. A child in this setting has speech and language communication difficulties but by making reasonable adjustment with the help of a speech therapist and the use of a number of communication tools she is able to make her views known and can engage with others in the setting, see task 1b, observation 1, appendix ? 1, and task 1c appendix 1 (The Equality Bill 2010). Local authorities cannot discriminate against children with disabilities with regards to their education, they must identify the childs needs and ensure a child can attend a mainstream setting or special school, whichever is in their best interest of the child (The Children (Scotland) Act 1995). This setting works in partnership with parents and other professionals in order to decide what is the best decisions for the child, see task 2b, appendix 1 ?. Principles of equality and inclusion should underpin all work in the setting but practitioners will have to look at their own belief system when dealing with children with additional needs. Legislation wont change anything if they do not have an open mind when dealing with children. Their actions could damage childrens self esteem, affecting how they feel about themselves. This legislation has made it possible for children to attend a mainstream setting and through the interactions with other children they have felt valued and made to feel included. This will shape their multiple identity in a positive way. The Scottish Government policies put the law into practice. The UN Convention on the Rights of the Child underpin all policy. The Scottish Government is committed to tackling the increasing social divide in society today. With 17% of the population affected by relative poverty, of which 210,000 are children, the government has put in place policies that aim to tackle the root causes of these significant inequalities (Scottish Government (2008a). A cause of these inequalities is poverty. According to Giddens A (2001) there are two approaches to poverty. The first being absolute poverty when an individuals basic needs such as food and shelter cannot be met. The second being relative poverty which relates to the overall standard of living in a particular society. Poverty and social class can have a major impact on childrens lives. According to Yeo and Lovell (2002) class affect peoples life chances. Yeo and Lovell note in general middle class people are wealthier and healthier than working class people. Children may find it difficult to break out of cycles of deprivation because of discrimination relating to social background. People can end up being socially excluded through poverty, a lack of money preventing them from engaging with the wider society. The Scottish Government (2008a) have introduced the policy Achieving our Potential which is a framework put in place to try and address problems that are related to poverty such as income, poor housing and poor health. The Scottish Government (2008a, pg13) note that the distribution of poor health has an impact upon income inequality and can pass from generation to generation. This is not a stand alone framework, together with The Early Years Framework the government hope to tackle inequality, which is closely linked to poverty. The Scottish Governments (2008b pg4) policy Early Years Framework vision states children should be able to achieve positive outcomes irrespective of race, disability or social background. This policy focuses on working in partnership with children and families, supporting parents to support their children to secure the best outcomes for them. One of its key aims is prevention rather than crisis management later on in a childs life. It advocates play as a way of raising educational outcomes. According to Siraj-Blatchford (2000 pg 3) Researchers have shown the connections between academic success and self esteem. Positive interactions and relationships are very important if a child is to develop good self esteem therefore practitioners should use the curriculum to develop this. The Curriculum for Excellence is followed in the setting using play based learning. The child is at the centre of practice, engaged in active learning, see task 2a, appendix 1. Together with using child led plan ning and positive interactions children will have better outcomes and hopefully this will set a template for lifelong learning. This should mean better job prospects and a way out of the cycle of deprivation caused by poverty. It is important for practitioners to engage with parents advising of the importance of the home learning environment in relation to social and cognitive development as this may counteract social deprivation. Caneiro, (2006) as cited Johnson (2008) showed that children with good social adjustment stayed in education. Getting it Right for Every Child (GIRFEC) is another Scottish Government approach to help improve the outcomes of children and families which complements the above frameworks. This sees the child at the centre of practice. Early intervention is the key to this policy. Children and families are at the centre of the framework working together with inter agency services such as health and education. One key worker will co-ordinate the plan to support the child and family. This approach also recognizes the importance of the childrens voice. The Scottish Government (2008a) Believe There is a strong positive relationship between having the best start in life, enjoying good health , a good education, and having enough money to provide for yourself and your family. All these policies emphasise the importance of putting the child at the centre and treating each one as an individual, catering for their own needs which can only be a good thing for inclusion and social justice see task 2, appendix 1. These policies all advocate working closely with children building nurturing relationship which will help the children build a positive identity. To promote inclusion and equality in the setting staff must adhere to government frameworks and be aware of legislation that affects children such as UNCRC. Working in partnership and having good relationships with parents is important to continue the childs learning across home and the early years setting, see task 3, appendix 1. The ethos of the school should help children feel valued, safe and nurtured in order to help children learn. Good adult interaction with the child, listening to their ideas and acting upon them will make the child feel valued and respected (UNCRC). All planning should be centred around the individual child see task 2 appendix 1. S Blatchford pg notes 116 All children have the right to an early childhood curriculum that supports and affirms their gender, culture and linguistic identities and background. Treating each child as an individual is very important to ensure that their needs will be met. The Nation Framework for Inclusion is a tool that can be used by practitioners to help them embed inclusion into their practice. It challenges practitioners to think about their values and beliefs and how they may affect others. The Child at the Centre (2007) is a government issued guide which enables settings to evaluate their practice against performance indicators. Practitioners can reflect on the quality of their provision and identify the way forward for children. The type of exercise is useful as practitioners can become aware of their strengths and weaknesses. HMI Inspectorate of Education (2007) note Since the first publication of The Child at the Centre, self evaluation has become increasingly embedded across Scottish Education and has contributed well to improving achievement for all children. The National Care Standards provide a framework for assessing the services provided in the setting and focus on the quality of the setting (Scottish Executive 2005). The standards are underpinned by the rights of children laid down in the UNCRC (1999). This can be used by the setting as a guide to monitor service provided in the setting. A policy of inclusion should be available for anyone to see in the setting which is easy to understand Jones (2004). Legislation exists to affect social change. It is the duty of local government and their partner agencies to work together to address the issues associated with poverty and disability that children face. Steps are being taken in the right direction with early years staff working in partnership with parents, see task 3, appendix 1 in order to improve childrens outcomes.. Children are having their voices heard and their learning experiences are tailored to their needs, see task 2a, appendix 1 The laws on equality and inclusion regarding disability do seem to be having an effect. Children with additional support needs are having their needs met in an inclusive environment, see task 2b, appendix 1. The policies are working towards eradicating poverty in the future therefore it is impossible to say if they are effective. Childhood practice has changed in the last twenty years, staff are required to be more highly skilled. The Scottish Government (2008b pg17) note The skills knowledge, attitudes and qualifications of the workforce are a key focus in improving quality, and the mix of those skills is also critical. We want the best people working in early years where they can have the biggest impact on outcomes. The issue of knowledge and skills for existing staff has to be addressed in order for them to meet the aims of government policies. Quote Middle class children as still more likely than working class children to be successful in education. This is so even when the children are of the same measured IQ. Inequalities of income between the classes are important in this, but so are attitudes. Yeo, A. And Lovell, T. (2002)

Pocahontas Essay -- essays papers

Pocahontas For more than two centuries since the death of the Indian princess Pocahontas, legends and stories of romance have been imbedded into our minds, but her dramatic life was more important to the creation of a segment of American history than legend. Around the year of 1595, Pocahontas was born to chief Powhatan, the powerful chief of a federation of Algonquian Indian tribes who lived in the tidewater region of Virginia (Sahlman). She was but one of the many children of Powhatan, who ruled more than 25 tribes. Her real name was Matoaka, a name used only within the tribe (Sahlman). Her tribe, the Powhatans, believed that harm would come to them if outsiders learned of their tribal name (Jamestown). Therefore, she went by Pocahontas, a nickname given to her meaning â€Å"little wanton† for she was a playful, frolicsome little girl (Sahlman). The settlers believed it to mean â€Å"bright stream between two hills.† The Powhatans were not savages, as John Smith would later claim in his The General History of Virginia. Instead, they were a ceremonious people who greeted important visitors in a formal manner with a large feast and festive dancing (Sahlman). Although they did occasionally put prisoners to death in a public ceremony, it was no more savage than the English customs of public disembowelment of thieves and the burning of women accused of being witches (Sahlman). In May of 1607, English colonists arrived on the Virginia shoreline with hopes of great ric...

The Hunters: Phantom Chapter 4

It was the little changes that surprised Elena the most. She had expected the Guardians to bring Fel ‘s Church back. And they had. The last time she'd seen the town, probably a quarter of the houses had been rubble. They'd been burned or bombed, some ful y destroyed, some only half-gone, with police tape dangling dismal y across what was left of their entrances. Around and above the ruined houses, trees and bushes had grown and stretched strangely, vines draping over the debris, giving the streets of the smal town the look of an ancient jungle. Now Fel ‘s Church was – mostly – the way Elena remembered it. A picture postcard – perfect smal Southern town of deep-porched houses surrounded by careful y tended flower gardens and big old trees. The sun was shining and the air was warm with the promise of a hot and humid Virginia summer day. From a few blocks away came the muted roar of a lawn mower, and the smel of cut grass fil ed the air. The Kinkade kids in the house on the corner had dragged out their badminton set and were batting the birdie back and forth; the youngest girl waved to Elena and Stefan as they passed. Everything took Elena back to the long July days she'd known al the previous summers of her life. Elena hadn't asked for her old life back, though. Her exact words had been: I want a new life, with my real old life behind me. She'd wanted Fel ‘s Church to be the way it would have been now, months later, if evil had never come to town back at the beginning of her senior year. But she hadn't realized how jarring al the little changes would be. The smal colonial-style house in the middle of the next block had been painted a surprising shade of pink, and the old oak tree in its front lawn had been cut down and replaced with a flowering shrub. â€Å"Huh.† Elena turned to Stefan as they passed the house. â€Å"Mrs. McCloskey must have died, or moved to a nursing home.† Stefan looked at her blankly. â€Å"She never would have let them paint her house that color. There must be new people living there,† she explained, shivering slightly. â€Å"What is it?† Stefan asked instantly, as attuned to her moods as ever. â€Å"Nothing, it's just†¦Ã¢â‚¬  Elena tried to smile as she tucked a silky lock of hair behind her ear. â€Å"She used to feed me cookies when I was a kid. It's strange to realize she might have died of natural causes while we've been gone.† Stefan nodded, and the two walked silently to Fel ‘s Church's smal downtown. Elena was about to point out that her favorite coffee shop had been replaced by a drugstore, when she grabbed Stefan's arm. â€Å"Stefan. Look.† Coming toward them were Isobel Saitou and Jim Bryce. â€Å"Isobel! Jim!† Elena shouted joyful y, and ran toward them. But Isobel was stiff in her arms, and Jim was looking at her curiously. â€Å"Uh, hi?† Isobel said hesitantly. Elena instantly stepped back. Oops. In this life, did she even know Isobel? They'd been in school together, of course. Jim had gone out with Meredith a couple of times before he and Isobel started dating, although Elena hadn't known him wel . But it was possible she had never even spoken to quiet, studious Isobel Saitou before the kitsune came to town. Elena's mind worked busily, trying to figure out how to get out of this without seeming crazy. But a warm buzz of happiness kept rising up in her chest, keeping her from taking the problem too seriously. Isobel was okay. She'd suffered so much at the hands of the kitsune: She'd pierced herself in horrible ways and slit her own tongue so severely that even after she'd recovered from the kitsune's thral , she'd spoken in a soft slur. Worse, the kitsune goddess had been in Isobel's house the whole time, pretending to be Isobel's grandmother. And poor Jim†¦ Infected through Isobel, Jim had torn himself apart, eating at his own flesh. Yet here he was, as handsome and carefree – albeit mildly confused – as ever. Stefan smiled broadly, and Elena couldn't stop giggling. â€Å"Sorry, guys, I'm just†¦ so happy to see familiar faces from school. I must miss good old Robert E. Lee High School, you know? Who would have thought?† It was a pretty weak excuse, but Isobel and Jim smiled and nodded. Jim cleared his throat awkwardly and said, â€Å"Yeah, it was a good year, wasn't it?† Elena laughed again. She couldn't help herself. A good year. They chatted for a few minutes before Elena casual y asked, â€Å"How's your grandmother, Isobel?† Isobel looked at her blankly. â€Å"My grandmother?† she said. â€Å"You must be confusing me with someone else. Both my grandmothers have been dead for years.† â€Å"Oh, my mistake.† Elena said good-bye and managed to contain herself until Isobel and Jim were out of earshot. Then she took Stefan by the arms, pul ed him toward her, and gave him a resounding kiss, feeling delight and triumph passing back and forth between them. â€Å"We did it,† she said when the kiss had ended. â€Å"They're fine! And not just them.† More solemn now, she gazed up into his green eyes, so serious and kind. â€Å"We did something real y important and wonderful, didn't we?† â€Å"We did,† Stefan agreed, but she couldn't help but notice something hard in his voice as he said it. They walked hand in hand, and without discussing it, they headed for the edge of town, crossing Wickery Bridge and climbing the hil . They turned into the cemetery, past the ruined church where Katherine had hidden, and down into the little val ey below that held the newer part of the graveyard. Elena and Stefan sat down on the neatly trimmed grass by the big marble headstone with â€Å"Gilbert† carved into the front. â€Å"Hi, Mom. Hi, Dad,† Elena whispered. â€Å"I'm sorry it's been so long.† Back in her old life, she had visited her parents' graves often, just to talk to them. She'd felt like they were able to hear her somehow, that they were wishing her wel from whatever higher plane they'd ended up on. It had always made her feel better to tel them her troubles, and before her life had gotten so complicated, she had told them everything. She put out one hand and gently touched the names and dates carved on the tombstone. Elena bent her head. â€Å"It's my fault they're dead,† she said. Stefan made a soft noise of disagreement, and she turned to look at him. â€Å"It is,† she said, her eyes burning. â€Å"The Guardians told me so.† Stefan sighed and kissed her forehead. â€Å"The Guardians wanted to kil you,† he said. â€Å"To make you one of them. And they accidental y kil ed your parents instead. It's no more your fault than if they had shot at you and missed.† â€Å"But I distracted my father at the critical moment and made him crash,† Elena said, hunching her shoulders. â€Å"So the Guardians say,† Stefan replied. â€Å"But they wouldn't want it to sound like their fault. They don't like to admit they make mistakes. The fact remains that the accident that kil ed your parents wouldn't have happened if the Guardians hadn't been there.† Elena lowered her eyes to hide the tears swimming in them. What Stefan said was true, she thought, but she couldn't stop the chorus of myfaultmyfaultmyfault in her head. A few wild violets were growing on her left, and she picked them, along with a patch of buttercups. Stefan joined her, handing her a sprig of columbine with yel ow bel -shaped blossoms to add to her tiny wildflower bouquet. â€Å"Damon never trusted the Guardians,† he said quietly. â€Å"Wel , he wouldn't – they don't think much of vampires. But beyond that†¦Ã¢â‚¬  He reached for a tal stalk of Queen Anne's lace growing beside a nearby headstone. â€Å"Damon had a pretty finely tuned sense for detecting lies – the lies people told themselves and the ones they told other people. When we were young we had a tutor – a priest, no less – who I liked and my father trusted, and Damon despised. When the man ran off with my father's gold and a young lady from the neighborhood, Damon was the only one who wasn't surprised.† Stefan smiled at Elena. â€Å"He said that the priest's eyes were wrong. And that he spoke too smoothly.† Stefan shrugged. â€Å"My father and I never noticed. But Damon did.† Elena smiled tremulously. â€Å"He always knew when I wasn't being total y honest with him.† She had a sudden flash of memory: of Damon's deep black eyes holding hers, his pupils dilated like a cat's, his head tilting as their lips met. She looked away from Stefan's warm green eyes, so different from Damon's dark ones, and twisted the thick stalk of the Queen Anne's lace around the other flowers. When the bouquet was tied together, she placed it on her parents' grave. â€Å"I miss him,† Stefan said softly. â€Å"There was a time when I would have thought†¦ when his death might have been a relief. But I'm so glad we came together – that we were brothers again – before he died.† He put a gentle hand beneath Elena's chin and tilted her head up so that her eyes met his again. â€Å"I know you loved him, Elena. It's okay. You don't have to pretend.† Elena gave a little gasp of pain. It was like there was a dark hole inside her. She could laugh and smile and marvel at the restored town; she could love her family; but al the time there was this dul ache, this terrible sense of loss. Letting her tears loose at last, Elena fel into Stefan's arms. â€Å"Oh, my love,† he said, his voice catching, and they wept together, taking comfort in each other's warmth. Fine ash had fal en for a long time. Now it settled at last and the smal moon of the Nether World was covered with thick, sticky piles of dust. Here and there, opalescent fluid pooled against the charred blackness, coloring it with the rainbow of an oil slick. Nothing moved. Now that the Great Tree had disintegrated, nothing lived in this place. Deep below the surface of the ruined moon was a body. His poisoned blood had stopped flowing and he lay unmoving, unfeeling, unseeing. But the drops of fluid saturating his skin nourished him, and a slow thrum of magical life beat steadily on. Every now and then a flicker of consciousness rose within him. He had forgotten who he was and how he had died. But there was a voice somewhere deep inside him, a light, sweet voice he knew wel , that told him, Close your eyes now. Let go. Let go. Go. It was comforting, and his last spark of consciousness was holding on for a moment longer, just to hear it. He couldn't remember whose voice it was, although something in it reminded him of sunlight, of gold and lapis lazuli. Let go. He was slipping away, the last spark dimming, but it was al right. It was warm and comfortable, and he was ready to let go now. The voice would take him al the way to†¦ to wherever it was he would go. As the flicker of consciousness was about to go out for the last time, another voice – a sharper, more commanding voice, the voice of someone used to having his orders obeyed – spoke within him. She needs you. She's in danger. He couldn't let go. Not yet. That voice pul ed painful y at him, holding him to life. With a sharp shock, everything shifted. As if he'd been ripped out of that gentle, cozy place, he was suddenly freezing cold. Everything hurt. Deep within the ash, his fingers twitched.

Why Your Resume Isnt Working and How You Can Fix It

Why Your Resume Isnt Working and How You Can Fix It Your resume can lose you the job in a matter of seconds. All it takes is one glance at an outdated resume for a hiring manager to know you’re not right for the gig. To stay on top of resume trends, check out this article on resume tips 2016. Does your resume begin with an Objective paragraph? You know the usual: â€Å"Highly qualified and resourceful candidate seeking full-time job with excellent benefits?† That bland description of both you and the position you’re applying for would fit pretty much everyone on the market. Ditch it.If you’re applying for the job, the recruiter already knows that getting that job is your objective. Maybe it’s not your only objective, but for their purposes, they already know you’re interested. Why not use the space instead to brand yourself.How to  create your brandIt’s as easy as changing â€Å"This is what I want† to â€Å"This is what I have to offer you.† It’s a simple, but ef fective tactic at wowing them before you even make it to the interview stage.Take your elevator pitch and condense it further into 2-3 kick-ass sentences. Think of how you’d answer the â€Å"Tell us a little bit about yourself† question if you had time to sculpt that answer into the most dazzling and succinct nugget of description you possibly could.Things to focus onYour value- the ways in which you’ve succeeded and grown so far in your career.Your uniqueness- how you’re different from every other candidate in your field because of certain experiences and skills, and what makes you such a special snowflake. What drives you? What are you passionate about? Why are you likeable? The trick is to brand yourself as a hot commodity they’d be crazy not to fight to hire.You’ll have plenty of time in the body of your resume to deal with the nitty-gritty laundry list of your experiences and accomplishments. That will be the gravy. Focus on the idea of you as their employee. Don Draper yourself!Remember: if you can sell them at the very top of your resume, the rest of the process of landing the job will be a cinch.

buy custom Use of Psyllium in Medicinal World essay

buy custom Use of Psyllium in Medicinal World essay General information Use of psyllium for medicinal purposes has been adopted extensively in the therapeutic sector due to its ability of counteract some physiological alterations manifested in some health complications. Psyllium which is a seed is harvested from a plant whose scientific name is Plantago psyllium but its common name is usually fleawort. Psyllium has also a couple of names which are used to refer to it. Some of these names are ispaghula and isabgol (Saper , Eisenberg Phillips ,2004) Use of psyllium herb for therapeutic purposes can be linked or traced back to Indian traditions. It was used as one of the elements which were utilized during Indian traditional ceremonies (O'Mathna, 2006). A harvested psyllium is usually soluble in water to form a thin liquid solution which can be utilized by the patient for therapeutic purposes. However, when these psyllium components are exposed to moist condition, they get swollen with a subsequent formation of sticky mucilaginous compound which might lose its medicinal value if carelessly stored (Karta Michael, 2009). Uses of Psyllium Psyllium seed husks are not digestible in the alimentary canal of human beings. As a consequence they are used as fibers which are essential in a diet. These seed components are essential in the diet to mitigate constipation ffects (Alberts,et al,2000). It is also used in preventing irritable bowel syndrome, diarrhea as well as diverticular linked disease. Due to their fiber nature, psyllium seeds components are essential diet supplement which are used in maintaining a superb alimentary functions in human beings. The non-therapeutic bulk of the husks are essential in providing a constant volume of indigestible material in the alimentary canal irrespective of the type of diet which a person consumes (Tish Rebecca, 2011). According to the recent research studies which have been conducted in the United States of America, they have shown that use of psyllium in control of diabetes as well as level of cholesterol can yield recommendable therapeutic results (Russell, 1975). Psyllium being supplemented with other medicinal components has been also used in detoxification processes. Apart from this, psyllium has been extensively applied in the Chinese medicine in the treatment of stomach base ailments such as intestinal ulcers, stomachaches as well as heartburns (Tish Rebecca, 2011). Adverse effects of using psyllium Use of psyllium has been associated with a number of physiological complications such as allergic reaction. Such complications are usually common in individuals who had prolonged exposure to psyllium dust. In addition, obstruction of gastrointestinal tract may occur in patients who had been subjject to GIT surgical procedures. One of the major properties of psyllium which lead to gastronintenstinal obstruction accompanied with of gastrointestinal obstruction asphyxiation is the ability to swell when exposed to wet conditions with a subsequent formation of a thick immobile gum-like substance (Petchetti , Frishman , Petrillo ,2007). Nursing complications and drug interactions factors Use of psyllium has been linked with drug absorption complication especially where used together with other drugs (Blumenthal, Goldberg, Brinckmann, 2000). Its gum-like nature absorbs the active compound in these drugs hampering the absorption process. Consequently the active drug components which get absorbed through the alimentary canal to the circulation system are significantly reduced (Stewart, et al 1991). The withheld active components are excreted together with other indigestible material in the alimentary canal. The overall effects of the administered drugs are consequently reduced thus necessitating a further administration of the same drug (Rakel, 2007).Apart from this, psyllium has active compounds which interact chemically with other compounds in the administered drugs to forms which are either insoluble or soluble but with no therapeutic effects in the body. Some of these chemical products may have adverse effects of the physiological functioning of the body (Aggar, 2009). Buy custom Use of Psyllium in Medicinal World essay

Leadership in Healthcare Assignment Example | Topics and Well Written Essays - 1000 words

Leadership in Healthcare - Assignment Example Not only the women remained underrepresented in the top decision making circles, but there is also a limit and extent to the kind of leadership roles accessible to women (Lantz & Maryland, 2008). The irony is that gender inequality and underrepresentation is not a monolithic issue, but rather a multifaceted problem presenting varied key areas that need to be systematically addressed to augment and enhance gender equality in healthcare services. This white paper intends to assort and elaborate on certain key areas that not only constrain the empowerment and representation of women in healthcare services, but that need to be approached and addressed in a systematic and concerted manner at individual, institutional and policy making level to pave the way for a more inclusive and participatory work environment. The very identification of these key areas is the first and utterly pragmatic step in that direction. Envisaged in a much broader context, the women in healthcare services, as in other professional areas and avenues, do have to contend with the limitations attendant on them, ensuing from the stereotypical gender roles and patriarchal division of labor on the domestic front. Thereby, in a pragmatic context, the domestic events like child birth, taking care of a sick family member, attending to the aged family members, etc, do impact the career decisions and choices of women more drastically as compared to their male counterparts (Hauck, Bayes & Robertson, 2012, p. 178). For instance, in a majority of the households, the need to make work related adjustments like opting for less challenging professional positions, working part time or temporarily withdrawing from professional responsibilities upon child birth is more imminent on women as compared to men. Thereby, it is not a surprise that women end up getting underrepresented and underemployed in a health care scenario, in which the a venues for work life balance are tweaked in consonance with the

Early Childhood Teacher Essay Example | Topics and Well Written Essays - 1000 words

Early Childhood Teacher - Essay Example A good early childhood teacher should have an understanding of what he or she needs to accomplish with his or her students. While the typical knowledge is that teachers need to impart knowledge like a person stocking meat inside a sausage casing, I believe that they should be more aware of the fact that students have this innate capability to learn and reason out. Thus, learning does not necessarily mean spoon feeding the children with the things that they need to know where the teacher takes an active role and the students wait passively. Teachers should be able to elucidate knowledge from the children by stimulating their young minds and enabling them to learn. The children need to take an active part in learning. They should not be there only to accept what the teacher imparts to them but they should be able to enhance their capabilities of bringing out the innate capacity to think and reason out. One of the best examples of this is Socrates' dialectics where he constantly asks questions to youth enabling him to stimulate their reasoning abilities. He makes his student's realize that they are capable of thinking beyond and out of the box (Socratic Seminars 2008). In a school setting, this should be used to small children in order for them to acquire the ability to depend themselves through rational thinking. For example, instead of directly saying that gravity pulls everything into the earth surface, the teacher should ask students what happens when something is dropped. Then follow it up with why they think it is so. Then, he or she could explain that this is because of a force which pushes everything down. The good teacher can also ask students instances when they think that the law of gravity is violated. Small children are very good imitators. In fact, they often learn things that they directly see in their parents, teachers, and other persons making up their immediate environment. Imitating words and actions are their way of learning and exploring their environment. Because of this, a good early childhood education teacher is one who lives up to what he or she teaches inside the classroom. A teacher should teach through his or her good example. It should be noted that when parents send their children to school, it is not just the mental and intellectual capacity which they expect to nourish but also their children's character. Thus, it is important that the teacher's attitude and behavior mirrors a decent individual who is morally excellent. A good early childhood teacher should be able to display a character which is pleasing to every parent or student. He or she should be aware that her actions will strongly impact and shape the moral development of his or her students. Name calli ng, bad words, impatience, dishonesty, and unfairness have no place inside a classroom where small children are intended to become decent citizens (Muir 2007). A teacher should be able to back by her actions the words that he or she preaches inside the classroom. It is irrefutable that small children honor and respect their teachers even more than their parents because of their knowledge. They see their mentors as