Benefits And Benefits Of Ford Motor Company - 1657 Words

Ford Motor Company is a multinational automaker located in the United States of America. The company has employed thousands of employees across the world. Any successful company must provide its employees with a good compensation and benefits plan to remain competitive. As a result, this study focused on researching the types of compensation and benefits plans Ford Motor Company offered to its employees. The study found out that the company offers compensation and benefits plans such as base pay, variable pay, insurance (health, risk, and life), holiday pay, maternity leave, vacation, and pension. This study also determined the advantages and disadvantages of the above compensation plans and benefits. Key words: Ford Motor†¦show more content†¦It also recognizes that the company can get maximum output from the employees by ensuring they are always motivated and have the best working environment. One way of achieving that is through ensuring that employees have a good organizational compensation and benefits policy. A research on the company reveals that the management of the company has put up several organizational compensation and benefits for their employees. Compensation and benefits definition Compensation refers to the rewards that an employee earns from a company in return for the labor services they provide to the enterprise (Martocchio, 2010). They include direct financial compensation such as salaries, wages, and bonuses, indirect financial compensation such as retirement plans, leaves, and education services, and lastly non-financial services such as advancement opportunities and career development (Martocchio, 2010). On the other hand, benefits refer to the compensations that a company gives to its employees on an optional basis in addition to their usual salaries. They include disability income protection (dental, vision, life, and health), sick leave, paid and non-paid vacation, and funding of education among others (Martocchio, 2010). A study on Ford Motor Company revealed that it has been providing its employees with several compensation and benefits plans over the years. The management of Ford Motor Company has been performi ng several reviews on

The Impacts of Adolf Hitler Essay - 1495 Words

What impacts did Hitler have at the time and later in history? The start of World War II was one of the biggest impacts. There were many countries involved in this war. The major countries under the allies were Britain, France, U.S., Soviet Union, and under the axis also had major countries like the Germany, japan, and Italy. The Germany was at its peak. And it was all because of one man, Adolf Hitler, he was one of the most dominant German leaders in history, no doubt about that. Other superior leaders during World War II were: Franklin Roosevelt, Winston Churchill, Joseph Stalin, Benito Mussolini, and the japan emperor Hirohito. Hitler was responsible for nearly 50 million deaths all around the world, and most importantly his hatred†¦show more content†¦Adolf Hitler was a failure at his young age, where he couldn’t keep up with school, or pursue his dream as a painter. Hitler was really a pauper, he did manage to sell few of his paintings, but the worst part was he slept on the benches and ate from the soup kitchens. He was helpless. So then he decides to forgo painting, and joins the military during World War I, Hitler’s prowess earned him 5 medals, of those five, two were the iron cross medals. He was also blinded by a gas attack at the end of the war, but he recovered. After World War I ended, Germany’s economy had collapsed. Hitler thought the Jews were responsible for the Germany’s defeat. He believed that the nation had been â€Å"stabbed in the back† by the Jews (history learning site). After World War I ended, Hitler stepped into the politics. He joined the German’s workers party; he later changed its name to National German Workers’ Party or Also known as the Nazi party. But after the uprising act in Munich, it sent him to prison for nine months. He wrote the book â€Å"mein kempf† meaning â€Å"my struggle†, which sold about 5 million copies. He attained a lot of fame after writ ing that book. He used his failed revolution and the book he wrote to seize power legally. At this time Hitler had a huge impact on the Germany, he was such a indefatigable speaker, he gave speech after speech, called in meetings after meetings, and The mind of Adolf HitlerShow MoreRelatedThe Impacts of Adolf Hitler1199 Words   |  5 PagesWhat impacts did Hitler have at the time and later in history? The start of World War II was one of the biggest impacts. There were many countries involved in this war. The major countries under the allies were Britain, France, U.S., Soviet Union, and under the axis also had major countries like the Germany, japan, and Italy. The Germany was at its peak. And it was all because of one man, Adolf Hitler, he was one of the most dominant German leaders in history, no doubt about that. Other great leadersRead MoreAdolf Hitler: Impacts and Influences Essay1292 Words   |  6 PagesAdolf Hitler was born on April 20, 1889 in Austria where he was baptiz ed into the Catholic church. He was the son of an Austrian customs official, and dropped out of high school at age sixteen. As a young man, Hitler dreamed of being an artist. He applied to the Vienna Academy of the Arts twice and was rejected both times. He made a meager living by painting and selling postcards in Linz, Vienna, and Munich. Hitler affected Germany greatly because of his political offices. He founded the Nazi partyRead MoreThe Impact Of Adolf Hitler And The National Socialist Nazi Party1284 Words   |  6 PagesParty, was led by Adolf Hitler from 1933 to 1945. Hitler became a member of the party the year that it was founded in 1919 and became the leader in 1921. In January of 1933, Hitler was the legal official and the Nazi Party became government. Together they took on total power of Germany. Because Hitler had so much power, he made the people of his country believe that the reason they had lost World War 1 was because of the Jews. He also blamed the Jews for all o f Germany’s problems. Hitler had racial beliefsRead MoreAdolf Hitler As A Leader Of Nazi Germany1677 Words   |  7 PagesAdolf Hitler once said â€Å"It is more difficult to fight against faith than against knowledge† (â€Å"30 Eye Catching Hitler Quotes.). In a dictatorship there is one ruler who is in charge of everything in the nation in which he/she rules. Adolf Hitler was born on April 20, 1889 in Braunau am Inn. Hitler also known as Fà ¼hrer; he was chancellor of Germany from 1933 to 1945, and served as dictator from 1934 to 1945. Adolf Hitler was the leader of Nazi Germany, he was one of the initial causes which triggeredRead MoreA Dystopian Society Is An Imbalance Between The Government And The People Essay1372 Words   |  6 Pages Adolf Hitler and Nazi Germany Luigi Zavala Ms. Underhill 6 HELA 21 November 2016 Thesis Statement: A dystopian society is an imbalance between the government and the people and how their choices affect the society in a bad way; Adolf Hitler’s Nazi Germany is a very good example of a dystopian society. By analyzing Nazi Germany and Hitler’s tyranny, one can notice Adolf’s changes in Germany, his impacts on people, and how the genres of literature can be taught throughRead Moreâ€Å"Anyone can deal with victory. Only the mighty can bear defeat.†(Hitler, goodreads) Hitler was a600 Words   |  3 Pagesdeal with victory. Only the mighty can bear defeat.†(Hitler, goodreads) Hitler was a great military leader, but just not in a good way. Hitler had many great achievements like his sudden rise to power. In this paper I will inform you about Hitlers personal life, political career, and talk about what he did in World War I and World War II. Hitler was born on April 20, 1889 in Bavaria Germany. He was the fourth child of six siblings. When Hitler was three-years-old, his family moved to Pasua, GermanyRead MoreHitler, Stepping Into The Light. . Hitler, Racist And Murderer?1102 Words   |  5 PagesHitler, stepping into the light. Hitler, racist and murderer? Leader and visionary? Or both? Cassi-Dee Muller reports. Adolf Hitler, known for his rise to power, his revolutionary dictatorship and his starting of a world war. But was he simply a bad man with a negative impact on the world? Or was he just being an excellent leader? Born in Austria 1889, Hitler was an average young German until his adult life, where he achieved the position as the leader of the Nazi party. As a Nazi, he believedRead MoreColby Warzecha. College English. 2017. The Rise And Fall1739 Words   |  7 PagesCollege English 2017 The Rise and Fall of Adolf Hitler WWII was undoubtedly one of the world’s greatest calamities with millions of lives lost. This war impacts the world even today. No person bears more responsibility than Adolf Hitler. It is important; however, to learn and understand his life so that the world does not repeat the same mistakes as seen in the 20th century. Adolf Hitler was born on April 20, 1889 in Braunau, Austria. His father, Alois Hitler, worked as a mid-level customs officialRead MoreThe Reason Behind The Genocide861 Words   |  4 Pagesnot at all unjust to (His) slaves,† (Fussilat 41:46), meaning that everyone is responsible for their own actions. Adolf Hitler is no longer alive therefore saying that he is living proof could not be justified. Leaving behind the fact that he is no longer alive, it can still be said that he was once proof that not everyone is responsible for their own actions. Some Historians blame Hitler for all of the killings he made. However, they do not think of what could have been the reason behind his genocideRead MoreHitler s Impact On The World War II1636 Words   |  7 Pagesa square, saluting and chanting Hitler s name. World War II has begun and many Germans hope for improvements in the economy. Their leader is Adolf Hitler. Adolf Hitler, dictator of Germany in World War II, was a powerful spea ker who caused over 5 million deaths in concentration camps. Though Hitler s impact can be felt in modern times, the roots of his atrocious behavior began at childhood—more specifically—high school. Years before Adolf Hitler was born, Hitler s great grandfather, Johann Georg

Dances with Wolves free essay sample

Dances with Wolves From Wikipedia, the free encyclopedia (Redirected from Dances with wolves) Jump to: navigation, search For the song by Mount Eerie, see Mount Eerie Dances with Wolves. This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (March 2008) Dances with Wolves Directed by Kevin Costner Produced by Jim Wilson Kevin Costner Written by Michael Blake Narrated by Kevin Costner Starring Kevin Costner Mary McDonnell Graham Greene Rodney A. Grant Music by John Barry Cinematography Dean Semler Editing by Neil Travis Distributed by Orion Pictures Release date(s) November 21, 1990 Running time Theatrical: 181 min. Directors Cut: 236 min. Country United States United Kingdom Language English Lakota Pawnee Budget $22,000,000 Gross revenue $424,208,848 Dances with Wolves is a 1990 American epic western film based on the book of the same name which tells the story of a Civil War-era United States Army lieutenant who travels to the American frontier to find a military post, and his dealings with a group of Lakota. We will write a custom essay sample on Dances with Wolves or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Developed by director/star Kevin Costner over five years, with a budget of only $18 million, the film has high production values[1] and won 7 Academy Awards including Best Picture and the Golden Globe Award for Best Motion Picture Drama. [2] Much of the dialogue is in the Lakota language with English subtitles. It was shot in South Dakota and Wyoming. It is considered one of the best films of the 1990s and is credited as a leading influence for the revitalization of the Western genre of filmmaking in Hollywood. In 2007, Dances with Wolves was selected for preservation in the United States National Film Registry by the Library of Congress as being culturally, historically, or aesthetically significant. [3] Contents [hide] 1 Plot 2 Cast 3 Production 4 Reception 5 Awards and honors 6 Sequel 7 Historical references 8 Home video editions 8. 1 Laserdisc 8. 2 VHS 8. 3 DVD 8. 4 Blu-ray 9 Soundtrack 10 Bibliography 11 References 12 External links [edit] Plot The film opens during the American Civil War. In a United States Army field hospital, First Lieutenant John J. Dunbar (Kevin Costner) learns that his injured leg is to be amputated. Seeing the plight of fellow soldiers with amputated legs, Dunbar leaves the hospital, steals a cavalry horse, and attempts suicide by riding across the no mans land between the opposing Union and Confederate positions. His action unexpectedly rallies the Union soldiers, who storm the Confederate defenses to win the battle. Impressed by Dunbars actions, the commanding general of the Union forces, Major General Tide (Donald Hotton), summons his personal surgeon to save Dunbars leg. Tide declares Dunbar to be a hero and awards him Cisco, the horse who carried him in battle as well as offering Dunbar his choice of posting. Dunbar requests a transfer to the western frontier and soon after his leg heals he arrives at a fort which is a gateway to the west. This is where he begins to record his frontier experiences in a journal read in voice over. Dunbar meets Major Fambrough (Maury Chaykin), who has slipped into alcohol-fueled delusions of grandeur (apparently believing he is a king and Dunbar a medieval knight). Fambrough scribbles out Dunbars orders to report to Captain Cargill at Fort Sedgwick and pairs him off with an uncouth drayage teamster named Timmons (Robert Pastorelli), who is to convey him to his post. After they depart, Fambrough shoots himself in the head. After a journey across the South Dakota plains, Dunbar and Timmons arrive at the desolate Fort Sedgwick. Timmons leaves, and Dunbar is left by himself at the outpost, with a lone wolf that he befriends and dubs Two Socks. The deaths of Fambrough and Timmons, who is ambushed and scalped by Pawnee Indians, prevent the rest of the army from knowing of Dunbars isolated assignment. Dunbar initially encounters Sioux neighbors when the tribes Holy man, Kicking Bird (Graham Greene) attempts to capture Dunbars horse, Cisco, but he is scared off by Dunbars unexpected reappearance. Later some of the tribes youths, Smiles A Lot and Otter (Nathan Lee Chasing His Horse and Michael Spears), capture and attempt to break Cisco. Later still, some of the tribes mature warriors, led by an aggressive warrior named Wind in His Hair (Rodney A. Grant), are likewise thwarted. The Sioux decide that Cisco is not worth the effort and leave him alone; the horse returns to Dunbars fort. In response to these interactions, Dunbar seeks out the Sioux camp. On his way, he comes across Stands With A Fist (Mary McDonnell), the white, adopted daughter of Kicking Bird. She is a recent widow who has just slit her wrists. Dunbar returns her to the Indian camp to be treated, which dramatically changes the Sioux attitude about Dunbar. Eventually, Dunbar establishes a rapport with Kicking Bird, though the language barrier frustrates them; eventually Stands With A Fist acts as a translator. Since her parents were slaughtered by the Pawnee, she has been assimilated to Sioux culture and she fears that Dunbar will try to return her to the whites. Instead, Dunbar finds himself drawn to the lifestyle and customs of the tribe, and constantly looks forward to their company. He becomes a hero among the Sioux and is accepted as an honored guest after he locates a migrating herd of buffalo. During the ensuing buffalo hunt, he saves Smiles A Lot from a rampaging bull, and at last Wind In His Hair accepts him as a friend. When he returns to the soldier fort, Dunbars thoughts dwell on the Indian camp. He makes an impromptu visit, but is dismayed to find Two Socks following him. Irritated, he dismounts and orders the wolf to return home, but Two Socks playfully trips him up. The exchange is observed by Kicking Bird, Stone Calf, and Wind in His Hair, who decide to rename Dunbar as Su? gmanitu T? a? a Obwachi (the eponymous Dances with Wolves). During this visit, Dunbar finds that most of the warriors in the camp are preparing to go on a raid against a rival Pawnee tribe. Kicking Bird refuses to admit him into the war party, but leaves him behind to care for his family. During this time, Stands With A Fist tutors him in Lakota and they fall in love. Unfortunatel y, the relationship is made taboo by the recent death of Stands With A Fists husband, so they are forced to keep their intimacy a secret. As the weeks wear on, the war party still has not returned, but scouts pick up word of a large Pawnee war party approaching the camp. No longer worried about maintaining the armys stockpile of rifles, Dunbar opens his surplus stores of ammunition to defend the settlement against the Pawnee, saving the village (except for Stone Calf, who is slain). Kicking Bird and Wind In His Hair return to find that the tribe has accepted Dunbar as a full-fledged member. With this accomplished, Dances With Wolves eventually wins Kicking Birds approval to marry Stands With A Fist, and he abandons Fort Sedgwick forever. Dunbars idyll ends when he tells Kicking Bird that white men will continue to invade their land. They tell Chief Ten Bears (Floyd Red Crow Westerman), who decides it is time to move the village to its winter camp. As the packing finishes, Dunbar realizes that his journal, left behind at the deserted fort, is a blueprint for finding the tribe, as well as evidence of his abandoning his assignment. He returns to the outpost to retrieve it, but finds Fort Sedgwick has finally been re-occupied by army troops. Because Dunbar is dressed in Lakota wear, the soldiers do not recognize him as an officer, and shoot at him, killing Cisco. As Dunbar weeps over the body of his fallen horse, the soldiers kick and beat him, arresting him as a traitor. In an abusive interrogation, Dunbar explains to the unsympathetic Major (Wayne Grace) in command and Lt. Elgin that he had a journal with orders about his posting to Fort Sedgwick. Corporal Spivey (Tony Pierce) denies the existence of this journal, but actually has it in his pocket. After Dunbar declares in the Lakota language that he is now Dances With Wolves, the officers set out to deliver Dunbar to Fort Hays, Kansas for execution on a charge of treason. When they happen upon Two Socks, Spivey, Edwards (Kirk Baltz), and the other soldiers shoot at the wolf, who refuses to leave Dunbar. Despite Dunbars attempts to intervene, Two Socks is killed by Edwards, then the convoy moves off. However, a band of Sioux braves are close on their trail. Wind In His Hair and other Sioux warriors attack the convoy and rescue Dunbar. Smiles A Lot retrieves Dunbars journal floating in a brook, where Spivey has lost it. After returning to the winter camp, Dunbar realizes that as a deserter and murderer, he is now a fugitive and will continue to draw the Armys attention, endangering the tribe. Despite the protests of his Sioux friends, Dunbar decides that he must leave the tribe. Stands With A Fist decides to accompany him. Before they depart, Smiles A Lot returns his journal. Dunbar and Kicking Bird also exchange gifts. As Dances With Wolves and Stands With A Fist leave the camp, Wind In His Hair cries out that Dances With Wolves will always be his friend. Soon after, a column of US Cavalry and Pawnee army scouts arrive to find the former Sioux camp site empty. Before the end credits, a note explains that thirteen years later the last remnants of free Sioux were subjugated to the U. S. Government, ending the conquest of the Western frontier states. [edit] Cast Dances with Wolves illustration featuring Kevin Costner and Rodney A. Grant. Kevin Costner as Lt. John J. Dunbar/Dances With Wolves Mary McDonnell as Stands With A Fist Graham Greene as Kicking Bird Rodney A. Grant as Wind In His Hair Floyd Red Crow Westerman as Chief Ten Bears Tantoo Cardinal as Black Shawl Jimmy Herman as Stone Calf Nathan Lee Chasing His Horse as Smiles A Lot Michael Spears as Otter Jason R. Lone Hill as Worm Charles Rocket as Lt. Elgin Robert Pastorelli as Timmons Larry Joshua as Sgt. Bauer Tony Pierce as Spivey Kirk Baltz as Edwards Tom Everett as Sgt. Pepper Maury Chaykin as Maj. Fambrough Wes Studi as the fiercest Pawnee Wayne Grace as The Major [edit] Production Originally written as a spec script by Michael Blake, it went unsold in the mid-1980s. It was Kevin Costner who, in early 1986 (when he was relatively unknown), encouraged Blake to turn the screenplay into a novel, to improve its chances of being adapted into a film. The novel manuscript of Dances with Wolves was rejected by numerous publishers but finally published in paperback in 1988. As a novel, the rights were purchased by Costner, with an eye to his directing it. [4] Actual production lasted for four months, from July 18 to November 23, 1989. Most of the movie was filmed on location in South Dakota, mainly near Pierre and Rapid City, with a few scenes filmed in Wyoming. Specific locations included the Badlands National Park, the Black Hills, the Sage Creek Wilderness Area, and the Belle Fourche River area. The buffalo hunt scenes were filmed at the Triple U Buffalo Ranch outside Pierre, South Dakota, as were the Fort Sedgwick scenes, the set being constructed on the property. [5] Production delays were numerous, due to South Dakotas unpredictable weather, the difficulty of directing barely trainable wolves, and the complexity of the Indian battle scenes. Particularly arduous was the films centerpiece buffalo hunt sequence: this elaborate chase was filmed over three weeks using 100 Indian stunt riders and an actual stampeding herd of several thousand buffalo. During one shot, Costner (who did almost all of his own horseback riding) was T-boned by another rider and knocked off his horse, nearly breaking his back. The accident is captured in The Creation of an Epic, the behind-the-scenes documentary on the Dances With Wolves Special Edition DVD. According to the documentary, none of the buffalo were computer animated (CGI was then in its infancy) and only a few were animatronic or otherwise fabricated. In fact, Costner and crew employed the largest domestically owned buffalo ranch, with two of the domesticated buffalo being borrowed from Neil Young; this was the herd used for the buffalo hunt sequence. Budget overruns were inevitable, owing to Costners breaking several unspoken Hollywood rules for first-time directors:[citation needed] avoid shooting outside and avoid working with children and animals, as much as possible. As a result, late in the production Costner was forced to personally add $3 million out-of-pocket to the films original $15-million budget. Referencing the infamous fiasco of Michael Ciminos 1980 Heavens Gate, considered the most mismanaged Western in film history, Costners project was satirically dubbed Kevins Gate by Hollywood critics and pundits skeptical of a three-hour, partially subtitled Western by a novice filmmaker. [4] The film changed the novels Comanche Indians to Sioux, because of the larger number of Sioux speakers. The language spoken is a fairly accurate, although simplified[citation needed], version of the actual Lakota language. Lakota Sioux language instructor Doris Leader Charge (1931—2001) was the on-set Lakota dialogue coach and also portrayed Pretty Shield, wife of Chief Ten Bears, portrayed by Floyd Red Crow Westerman. [4] Indian activist and actor Russell Means commented on the movie as follows: Remember Lawrence of Arabia? That was Lawrence of the Plains. The odd thing about making that movie is, they had a woman teaching the actors the Lakota language. But Lakota has a male-gendered language and a female-gendered language. Some of the Indians and Kevin Costner were speaking in the feminine way. When I went to see it with a bunch of Lakota guys, we were laughing. Despite portraying the adopted daughter of Graham Greenes character Kicking Bird, Mary McDonnell, then 37, was actually two months older than Greene, and less than two years younger than Tantoo Cardinal, the actress playing her adoptive mother. In addition, McDonnell was extremely nervous about shooting her sex scene with Kevin Costner, requesting it be toned down to a more modest version than what was scripted. [4] [edit] Reception

Phone Tapping Essay Example

Phone Tapping Paper A Characteristic of Orwell’s Big Brother? Communication makes the world what it is. Without communication, people would virtually be in total isolation from one another and with events around the world. Telephones play an integral role in providing this much-needed communication. Telephones also permit people the freedom to say what they wish to others on a confidential basis, without any risk of witnesses. This freedom allows releases that many people believe no one can take away. Most people take this freedom for granted and overlook the fact that the government can, under certain restricted conditions, take it away by phone tapping. Phone tapping is the secret monitoring of a conversation by a third party. Where some may argue that phone tapping is necessary, that argument is misleading and incorrect in many aspects. Many argue that phone tapping is an invasion of privacy. Nowhere in the Constitution is the word privacy mentioned, implying that, â€Å"Privacy is a value or ideal in society,† (McCloskey) but not a right. This is one argument in support of phone tapping. While some claim that the Constitution supports this argument, sections of the Constitution actually provide reasons why this argument is incorrect (Browne). Those guidelines imply that Americans have the right to privacy, because there would be no point for laws to protect privacy if privacy was not a right. However, the Bill of Rights does not explicitly say the word privacy but it implies and defends privacy within multiple amendments including the Fourth and the Tenth. The Fourth Amendment clearly states, â€Å"Without probable cause and a search warrant, the government cannot search or seize your house or belongings. † (United States Constitution. ). The right to not to have one’s personal property and belongings searched, is a guideline that defines privacy. We will write a custom essay sample on Phone Tapping specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Phone Tapping specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Phone Tapping specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Tenth Amendment states, â€Å"The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states, or to the people. † (United States Constitution. ). This means the government has no power or right to invade our privacy or do anything that it not specifically sanctioned in the Constitution (Browne). Therefore, concerning the invasion of privacy by phone tapping, the government has no right under any circumstances to tap any phone for any means without probable cause. Government phone tapping is said to be a key approach to staying one-step ahead of criminals and terrorists (â€Å"Bush Defends. †). The major problem with this argument is the enemy usually is too smart for phone tapping! Most often, terrorists and criminals are able to devise huge schemes to break the law without being caught. It is rather naive to assume that simple phone tapping will put roadblocks in their plans. Criminals and terrorists sometimes know the government’s plans and often they are aware of what the government is trying to do to discover their criminal acts and terroristic plots (Levy). For example, most terrorists and criminals assume their home phones are tapped and therefore they do not use them to plan their attacks or crimes (Finder). If phone calls need to be made, they normally are made off the premises or in public places. Therefore, phone tapping is too elementary to counteract their plans. Getting a court order to phone tap every public phone, for the possibility that a terrorist may use it, is quite trivial because that possibility is hardly probable enough to gain multiple phone tapping warrants (Hollingsworth and Mayes). When a phone is tapped, someone has to listen to every conversation, carefully listening for suspicious details or plans. This takes bodies away from more promising and pressing leads that quite possibly could uncover corrupt and illegal plans. In turn this actually results in phone tapping possibly aiding in criminal acts as opposed to hindering them (Levy). This idea that phone tapping aids in staying ahead of the criminals is too nominal to be considered an argument. It seems that the government is desperate to defend phone tapping so it devised this argument. Furthermore, the results that government sponsored phone-tapping produce are so marginal, it seems that spending time and money on it is futile (Levy). The government taps phones to discover evidence about a certain topic. Data mining is a system that aids in phone tapping: once a phone is tapped, all the conversations are data-mined to show trends which the government analyzes to decipher which phone records to dissect (Levy). The evidence discovered by data-mining and phone tapping only leads to more leads, meaning that intercepting evidence may identify a criminal or a suspect but most often does not lead any to incriminating evidence (Morgan and Padley). This poses a major problem. The government cannot risk picking which lead to pursue or not to pursue, and consequently they have to pursue every lead. This is extremely time consuming and if the lead turns out to be a dead end, all that time and money was wasted (Levy). Government phone tapping has so many drawbacks, is it not worth the trouble when the results barely ever produce incriminating evidence. The only legal way for the government to tap a phone is to obtain judicial authorization through a warrant (Gittlen). This system mandates collaboration between the National Security Agency and the federal courts, and forces the agency to have reasonable, coherent evidence to obtain the warrant as stated in a law developed in 1978 (Ashenfelter). Besides the National Security Agency and the judicial branch, communication companies are also involved in phone tapping. Legally, communication companies must aid in government phone taps when presented with a warrant (Ashenfelter). While communication companies are required by law to assist in warranted phone tapping, some phone companies have been assisting in phone tapping regardless of the presence of a warrant, claiming it is better to help them then to let the government do the tapping themselves (Gittlen). A serious question arises when an issue of national security is involved as to whether the government should be allowed to tap a telephone without first getting judicial authorization. The government’s most simple, but most crucial job is to protect its people and their rights at all costs. Currently, the United States is fighting a war on terrorism which threatens those rights. If the government is fighting to preserve those rights, how can the government rationalize encroaching or even suspending our basic rights for periods of time to guarantee their survival (Stephen)? The government’s own actions are conflicting with our basic rights which is what our country is supposedly fighting to defend (Finder). How can the government fight actions that threaten national security, when they themselves are doing the same things? The freedoms promised by the Constitution need to be present and permitted at all times. Subsequently, phone tapping encroaches on those freedoms making it unconstitutional. The claim that the suspension of our basic rights to ensure their survival is pure fabrication. Government phone tapping is an issue that has numerous aspects to it. As with all arguments, many people quickly judge without looking at the big picture. However, experts on the subject can see that phone tapping is both unnecessary and unconstitutional. Phone conversations are something that are held sacred to the public and are a basic right according to the Constitution. Under no circumstance, even desperation is the government allowed to break its laws. Works Cited Ashenfelter, David, comp. Bushs Wiretap Program Gets a Weeks Reprieve. Detroit Free Press 28 Sept. 2006, sec. DN. LexisNexis Academic. McClatchy-Tribune News Service. Marywood University, Scranton, PA. 22 Mar. 2007. Browne, Harry. Does the Constitution Contain a Right to Privacy? 9 May 2003. Google Scholar. Marywood University, Scranton, PA. 22 Mar. 2007. Keyword: Phone tapping Privacy. Bush Defends Phone-Tapping Policy. BBC News. 19 Dec. 2005. 27 Mar. 2007 . Finder, Joseph. Tap Dance. The New Republic os 215 (1996): 14+. Wilson Web. Marywood University, Scranton, PA. 22 Mar. 2007. Keyword: government phone tapping. Gittlen, Sandra. How Do the Feds Tap Phone Lines? Network World 13 Feb. 2006. Google Scholar. Marywood University, Scranton, PA. 25 Mar. 2007. Keyword: federal phone tapping. Hollingsworth, Mark, and Tessa Mayes, comps. The Case is Notable for One Thing He Got Caught. The Guardian (London) 19 Mar. 2007, Final ed. : 8. LexisNexis Academic. Marywood University, Scranton, PA. Levy, Stephen. Only the Beginning? Newsweek 22 May 2006: 33. Wilson Web. Marywood University, Scranton, PA. 25 Mar. 2007. Keyword: Phone Tapping National Security. McCloskey, H J. The Political Ideal of Privacy. The Philosophical Quarterly 21 (1971): 303- 314. JSTOR. Marywood University, Scranton, PA. 24 Mar. 2007. Keyword: phone tapping. Morgan, Vivienne, and Ben Padley, comps. Using Phone-Tap Evidence Would Increase Convictions' The Press Association Limited 16 Mar. 2007, sec. PN. LexisNexis Academic. Marywood University, Scranton, PA. 22 Mar. 2007. Keyword: government phone tapping. Stephen, Andrew. A Nation Left Unprotected. New Statesman 5 Nov. 2001: 13-14. Wilson Web. Marywood University. 22 Mar. 2007. Keyword: Federal Phone Tapping. United States Constitution. Legal Information Institute. 2006. Cornell Law School. 25 Mar. 2007.

Honor System No Longer How Amending the ADA Can Eliminate Service Animal Scams Professor Ramos Blog

Honor System No Longer How Amending the ADA Can Eliminate Service Animal Scams Photo credit: NY Post         Yancy Baer, an Army veteran and amputee, gets ready each day with the help of his service dog, Verbena, as reported by Kevin Schwaller of KXAN News. Beanz, for short, brings Baer items that are out of reach even his prosthetic. Later, Beanz accompanies Baer to the Center for the Intrepid, a rehabilitation center in San Antonio where Baer works as a firearms instructor. Beanz’s presence is helpful not only to Baer but to the other veterans at the rehabilitation center; Baer comments that â€Å"Sometimes its just the boost that they need to keep going through the day for their rehabilitation† (Schwaller). Unfortunately, the rights and safety of legitimate service animals and their owners are being threatened by a recent trend in human indecency. In order to take their beloved pet everywhere with them, people are masquerading them as service animals. According to Baer, â€Å"’The people who are out there misrepresenting service dogs is one of the [largest], if not the largest problem we have. You have dogs who dont have public access rights who arent trained to responsibly behave in public. They bark, they growl, they lunge at other dogs or people even’† (Schwaller). Fake service dogs do not just pose a physical threat; they also undermine the public’s acceptance of legitimate service dogs. Cathy Burds, a Coloradan woman with hearing impairment, was grocery shopping with her service dog when she was accosted by a man who demanded to see the dog’s papers and tried to pull the leash out of her hands (Bush). â€Å"’I think they’re cheating the system and they’re cheating all of us and it causes this man to act this way,’† Burds said of those who abuse the law to take pets wherever they want (Bush). It’s not hard to see why this problem is getting so out of hand. Federal law does not require registration of service animals (U.S. Dept. of Justice). In the absence of such a system, online retailers such as U.S. Dog Registry sell official-looking vests, ID tags, and even phony registration papers without any sort of verification. The ADA’s website explicitly states that these registration websites do not provide proof that an animal is a service dog (U.S. Department of Justice). Yet, these products are enough to embolden non-service dog owners to break the law anyway. This is because to prevent discrimination, the ADA prohibits business owners and staff from requesting any documentation of the service animal. The law allows only two questions to be asked of an animal’s owner: â€Å"(1) is the dog a service animal required because of a disability? and (2) what work or task has the dog been trained to perform?† (U.S. Dept. of Justice). Possible solutions to service animal fraud have not adequately solved the problem. As of March 2018, twenty-two states have criminalized the use of fraudulent service dogs and have implemented fines, sometimes as little as $50, as punishment (Michigan State University). Major airlines charge between $99 and $125 to bring a pet in the cabin on a one-way flight, so the risk of the fine and a petty misdemeanor charge is not enough to dissuade pet owners (CBS This Morning). It is nearly impossible to prove that service animal fraud is being committed anyway and most businesses are too afraid of being sued to ask even the permitted two questions. According to Sande Buhai, director of the Public Interest Department of Loyola Law School, â€Å"Even if a ‘service animal’ is not housebroken or is disturbing other patrons, the business will often do nothing lest its violation of the ADA leads to fines ($55,000 for the first offense; $100,000 for the second offense and beyond), ci vil penalty, and personal lawsuits by pet owners† (794). Effectively, animals that are obviously pets are permitted even when public health and safety is a concern because the ADA currently does not provide a way to verify that an animal is, in fact, a service animal. U.S. Dog Registry Service Dog Deluxe Kit $199         The solution to this growing problem is an amendment to the ADA that a) creates a federal service dog registry and b) allows employees to request an animal’s proof of registration. To create a federal service dog registry, the Department of Justice could implement a system with a simple 2-step verification process. An applicant must show documentation of a disability provided by a doctor. Then, the applicant would show that their animal is properly trained. The Department of Justice could utilize the International Association of Assistance Dog Partners’ (IAADP), which is a worldwide non-profit organization that has operated for over 30 years. The IAADP accredits animal training agencies and regularly assesses these agencies to ensure standards are being met. If the applicant’s animal has been trained by an IAADP-accredited organization, the owner would only need to submit documentation provided by the organization. Because the ADA allows the animal to be trained by the owner or non-accredited organizations, the DOJ could also allow service animals to be verified by passing the IAADP’s Public Access Test (IAADP). Testing could be done in person, at one of the IAADP’s accredited agencies, or by videotaping the service animal performing the test. After both the animal’s training and the person’s disability are verified, the person would receive a federal ID for the animal to wear on a harness or vest. This approach would deter people from attempting to pass their pet off as a service animal because it would easily be verifiable whether the animal is registered. Without a valid ID, it would be instantly apparent that the person is breaking the law. It would also remove the incentive for faking service animals in the first place. Businesses would be able to require verification for an animal to enter, and the lack of this system is what currently makes it so easy for people to bring their pet with them in â€Å"no pets† areas under the guise of service dog status. Second, this approach would uphold the ADA’s commitment to privacy and ease of access for disabled individuals. Some would argue that such an amendment would place an undue burden on handicapped individuals, but it would actually protect their rights. This is because the verification of a service animal’s status would remove the need for the awkward and potentially invasive questions currently allowed by the ADA (Buhai 796). It would also protect service dog owners from the harm caused by those abusing the system. Because ease of access is currently being jeopardized, such as in cases of discrimination due to bad experiences with fake service dogs, the amendment is necessary to ensure that legitimate service dogs are protected by law while others are no longer able to abuse the system. Those who argue against such an amendment claim that it would place an undue burden on disabled people. However, no such claims are made against the system of handicap parking placard system, which mandates that disabled people obtain a placard before they are permitted to park in a handicapped-only spot. Without this system, the public would essentially be on the â€Å"honors system† that is currently in place with service dogs. Access for handicapped spots is reserved for disabled people only but without placards, the public would be able to park in handicapped spots without penalty. This is exactly what’s happening with service dog use under the ADA. With no way of verifying that an animal is a service dog, anyone can abuse the system that is in place to help disabled people. As shown by the necessity of handicap placards, sometimes it is necessary to require verification of a disability so that others do not take advantage of a useful system. In conclusion, the problem of service dog fraud is best remedied by an amendment to the ADA that creates an official service dog registry and allows businesses to require that animals on the premises have proof of registration. While state laws have attempted to remedy the situation by criminalizing service dog fraud, this solution is rendered useless without a way to verify whether an animal is indeed a service animal. Though such an amendment to the ADA would require additional effort on the part of service dog owners, it does not violate the ADA just as the handicap parking system does not infringe on the rights of the disabled. If this system were in place, the safety and public acceptance of those like Bauer and his service dog Beanz would not be threatened by people who scam the system to gain a minor convenience. Buhai, Sande. â€Å"Preventing the Abuse of Service Animal Regulations.† Legislation and Public Policy, vol. 19, no. 4, 2016, pp. 771-796, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3037205. Accessed 6 August 2018. This publication reports the various laws related to service animals in the United States as well as the problems with these laws that allow for service animal fraud. I use this paper in my report to address current deficiencies in federal law that make service animal fraud possible. This report was authored by Sande Buhai, Clinical Professor of Law and Director of the Public Interest Department of Loyola Law School in Los Angeles. It was published by a peer-reviewed journal. Bush, Stan. â€Å"’She Had Her Vest On’: Woman with Service Dog Attacked At GroceryStore.† CBS Denver, November 27, 2007, https://denver.cbslocal.com/2017/11/27/woman-service-dog-attacked/. Accessed 6 August 2018. This news report highlights the personal story of a woman who has been affected by service dog scams. I use this in my report to show that service animal fraud is not a victimless crime. This report was published by a CBS news affiliate. â€Å"International Association of Assistance Dog Partners Minimum Training Standards for Public Access.† International Association of Assistance Dog Partners (IAADP), 1995, iaadp.org/iaadp-minimum-training-standards-for-public-access.html. Accessed August 9, 2018. This report analyzes the minimum training standards necessary prior to a service animal’s access to the public. It concludes the â€Å"public access test† and provides a sample training log accompanied by instructions. I use this publication in my report to show a possible way to verify the training of services dogs. This report was compiled by employees, published online, and presented by a non-profit, cross-disability organization. â€Å"Passengers Abuse Rules to Bring Animals on Planes.† YouTube, uploaded by CBS This Morning, May 14, 2005, https://www.youtube.com/watch?v=AO_mAfYM1Vo. Accessed August 4, 2018. This news report analyzes the current reasons that people abuse service animal regulations, including to bypass airline fees. I use this study in my report to show that current laws are not sufficient deterrents to service animal fraud. This report was compiled by journalists, published on television and online, and presented by a professional news agency. Schwaller, Kevin. â€Å"Fake service dogs: The harm caused by pet owners who break the rules.†Ã‚  KXAN, February 21, 2016, https://www.kxan.com/news/investigations/fake-service-dogs-the-harm-caused-by-pet-owners-who-break-the-rules/1156459949. Accessed August 7, 2018. This report highlights the story of a man and his service dog who are affected by the recent trend of service animal fraud. I use this news story in my report to show that service animals are necessary to the disabled and the right to a service animal is being infringed upon by those who commit fraud. This report was compiled by journalists, published on television and online, and presented by a professional news agency. United States, Department of Justice. Civil Rights Division, Disability Rights Section.   â€Å"ADA 2010 Revised Requirements: Service Animals.† American Disabilities Act, 12 July 2011, https://www.ada.gov/service_animals_2010.htm. This government document explains the federal laws that relate to service animals. I use this document in my report to explain the current law as well as its deficiencies. This publication is available through the U.S. Department of Justice’s official website.

Again, Why Contests

Again, Why Contests Contests are the underdog in the publishing industry, yet everyone wants to have won an award. So why arent contests a regular in a writers promotional plan? The fear of competition? The concept of paying an entry fee? Im not sure, but writers need to take a moment to consider entering contests. You dont have to wait until you have a book to vie for an award. The benefits of entering contests: 1) You learn to be vetted. Rejection is a necessary evil in a writers world. Toughen up being rejected in a contest rather than 2) You develop a measure for your talent. All too often writers wonder if theyve evolved to the point of being worthy of publication. Those who dont wonder are definitely not. A good measure of your abilities comes from entering contests. When you start placing, you realize you might be getting it right. 3) You learn to write for a judges eye. Writing for readers can often dilute the urgency to write well. Picturing a judge dissecting your work may raise your awareness. 4) Placing or winning opens doors. Besides the obvious of being able to claim you are an award-winning writer, you and your name appear on several radars of agents, publishers, even promoters. You may win a publication contract, money, promotion online. Regardless, you climb that ladder higher than if you hadnt entered. 5) You may find a home for your poetry or prose. The market is slim for shorter works and poetry. Contests, however, are one of the few opportunities to put you on the map, get published, even earn a financial reward. Poetry and shorts contests abound in the spring and fall. Use them The perceived drawbacks of entering contests: 1) Entry fees. Frankly, I see nothing wrong with entry fees. Contests cost money to operate. Sure, if you submit to ten a month at 15 dollars each, the cost can add up, but you could easily insert one a month into your writing plan. 2) Tying up work. When you submit to a contest, the sponsor expects the piece to be original and unpublished, and dont want to compete with someone else if they choose your work. But you are prolific. You can keep pitching to publishers or self-publish and fight for attention amidst the competition, or you can submit to a contest and let it sit for a few months. You are a writer. You have way more pieces in your head, so write them. 3) Scams. Sorry, another weak excuse in my book. There are more scammy agents and bedroom small publishers than contests. And its easier to search and determine the caliber of a contest than those agents and publishers. I sum up contests in one word: opportunity. You can embrace it or let it slide on

Critical Evaluation of a Website Essay Example | Topics and Well Written Essays - 500 words

Critical Evaluation of a Website - Essay Example Also, it is possible to contact WWW@sil.org. There is no any information about updates and creation of this web page. It is possible to say that this document is a current one because the organization indicates a current year on the site. The site provides viewers with a link to the home page. Also, the graphics of this site and information display is appealing to users. The purpose of the page web is indicated on the home page. Thus, there is a need for up-to-date information and the exact date of all changes. The information discussed in the article is useful for my purposes because it highlights SIL's philosophy and importance of endangered languages for general community. Unfortunately, the web page lacks objectivity because there is no a bibliography of print sources. The web page leads viewers to other Web resources but omits printed materials on this topic. Taking into account the pros and cons of the web page, it is evident that the key to any successful relationship program is detailed information and its design. Another feature, which is closely connected with this one, is that the better information that visitors have about the author, the more value they will potentially be able to provide. The main weaknesses of the web page are that it does not indicate the last date of changes and a bibliography.

Interaction Theories Essay Example | Topics and Well Written Essays - 1000 words

Interaction Theories - Essay Example Over the past few weeks, there has been some distance between the two, which Jade translated as diminishing interest and ignorance, not knowing that Mason was under job stress and pressure. One night over a phone conversation between the two, Mason was more silent and seemed disinterested in the conversation. This upset Jade, who quickly ended the conversation and sent him a text expressing her feelings. Mason’s reply was that since they were in a long distance relationship, they had little to talk about and that she was blowing his reasons for silence out of proportion. After several exchanges and arguments, the couple finally realized that they both lead busy lives, but they must ensure that they put positive efforts for their relationship to work. The argument was also a revelation for Mason. It presented Jade as a sensitive person who needs constant attention. She also holds her emotions within her when she gets upset. Eventually, the couple came to a mutual agreement. Mas on now understood her better and apologized to her. Application Evolutionary psychology is a biological approach that seeks to explain human behavior and interaction with other humans. The emphasis of the theory in human relations includes parenting, interactions within relatives and families, and interactions with unrelated people. According to this theory, most of the human behavior is explainable by internal psychological mechanisms (Chadee, 2011). In essence, this theory attributes human behaviors to adaption and psychological mechanisms, which are responses to particular contingencies in their environment, and their selection depends on their contribution to survival and reproduction. Jade’s father left at a very tender age. She therefore developed psychological mechanisms that made her sensitive, seeking attention for that fatherly love. This explains her past relationship problems, and the recent one with Mason. Her ideal romantic partner is one who cares and listens t o her. Luckily, Mason now understands her. Attachment theory explains the dynamics and principles of long-term relationships between people. The theory has an extension of adult romantic relations by Philip Shaver and Cindy Hazan. The attachment theory explains four styles of attachments in adults: anxious-preoccupied, secure, fearful-avoidant, and dismissive-avoidance (Chadee, 2011). Securely attached adults have positive views of themselves, their relationships, and their partners. They are comfortable with independence and intimacy. In the dismissive-avoidant group, adults seek independence, avoiding attachment completely. They consider themselves invulnerable to feelings and self-sufficient. They suppress their feelings and distance themselves when rejected. With fearful-avoidant adults, there is mixed feelings and reactions on emotional closeness. They desire the closeness, and at the same time feel uncomfortable. They consider themselves unworthy and mistrust their partners. A nxious-preoccupied individuals need approval, responsiveness, and high levels of intimacy. As a result, they become overly dependent on their partners (Chadee, 2011). These adults have less positive views of themselves and their relationship, are less trusting, and display high levels of impulsiveness, worry, and emotional expressiveness. Jade fits well in the anxious-preoccupied style of attachment. This is evident from her emotional

Birth Control in Schools Essay Example for Free

Birth Control in Schools Essay Schools are the one institution in our society regularly attended by most young people-nearly 95% of all youth aged 5 to 17 years are enrolled in elementary or secondary schools (National Center for Education Statistics, 1993). Large percentage of youth attend schools for years before they encounter sexual risk-taking behaviors and a majority is enrolled at the time they initiate intercourse. Just as youth in communities with high rates of poverty and social unawareness are more likely to become pregnant so youth in schools with high rates of poverty and social inadequacy are also more likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant. The lack of opportunity and greater disorganization in some minority communities in this country, teens in schools with higher percentages of minority students are also more likely to have higher pregnancy rates than teens in schools with lower percentages of minority(Manlove, 1998).. Students in these studies, it is often difficult to distinguish the impact of school character from the impact of the community characteristics in which they reside. Social scientists and educators have suggested a wide variety of explanations for how schools reduce sexual risk-taking behavior. Some of their explanations have observed research supporting them, while others are credible, but lack supporting research. For example, educators concerned with adolescent sexual behavior have suggested that: 1. Schools structure students time and limit the amount of time that students can be alone and engage in sex. 2. Schools increase interaction with and attachment to adults who discourage risk-taking behavior of any kind (e.g., substance use, sexual risk-taking, or accident-producing behavior). More generally, they create an environment which discourages risk-taking. 3. Schools affect selection of friends and larger peer groups that are important to them. Because peer norms about sex and contraception significantly influence teens behavior, this impact on schools may be substantial. However, just how schools affect selection of friends and peers is not clearly understood. 4. Schools can increase belief in the future and help youth plan for higher education and careers. Such planning may increase the motivation to avoid early childbearing. As noted above, multiple studies demonstrate that educational and career aspiration are related to use of contraception, pregnancy, and childbearing. 5. Schools can increase students self-esteem, sense of competence, and communication and refusal skills. These skills may help students avoid unprotected sex. Despite the growing strength of the abstinence movement across the country, large majorities of adults favor SEX and AIDS education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% thought birth control should be covered (Rose Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner Wagoner, 22-23)and another 1999 poll found that 82% of adults believed all aspects of sex education including birth control and safer sex should be taught . (Hoff, Greene, McIntosh, Rawlings, DAmico, 2000). Given both the need for effective educational programs and public support for such programs, schools have responded. According to a 1999 national survey of school teachers in grades 7 to 12, about 93% of their schools offered sexuality or HIV education (Darroch, Landry, Singh, 204-211, 265). Of those schools teaching any topics in sexuality education, between 85% and 100% included instruction on consequences of teenage parenthood, STD, HIV/AIDS, abstinence, and ways to resist peer pressure to have sex. Between 75% and 85% of the schools provided instruction about puberty, dating, sexual abuse, and birth control methods. Teachers reported that the most important messages they wanted to convey were about abstinence and responsibility. During the same year, survey results from a second survey of teachers and students in grades 7 to 12 were completed (Hoff et al., 2000). Their results were similar to the study above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following topics were covered in their instruction: basics of reproduction, STD and HIV/AIDS, abstinence, dealing with pressures to have sex, and birth control. Despite the fact that most adolescents receive at least a minimum amount of sexuality or HIV education, it is widely believed by professionals in the field that most programs are short, are not comprehensive, fail to cover some important topics, and are less effective than they could be (Britton, deMauro, Gambrell, 1-8; Darroch, Landry, Singh, 2000; Gambrell Haffner, 1993; Hoff, et al., 2000). For example, both surveys of teachers discussed above found that only half to two thirds of the teachers covered how to use condoms or how to get and use birth control. there is very little information about the extent to which sex- and HIV-education curriculum have been found to be effective and are implemented with fidelity in additional schools. However, considerable unreliable information indicates few schools implemented the lessons. There is a widely held belief that schools have established a foundation for programs, but that effective programs need to be implementing more broadly and with greater dedication throughout the country. I want to take you back to when I was a teenager and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal experience; My boyfriend and I had our sex talk we decide I should go to my mother and talk to her about some form of birth control, her response was no. there was no explanation, no reasoning, and no questions ask about why I want to go on it. It was simply no! The end result I have 21yrs old. Im not saying that we made the best choice because I still had an option to use a condom and contraceptives. Todays teenagers resources are plentiful, they can go to cook county hospital, they have Planned Parenthood and there local clinic in there neighborhood and now they have program that are being implemented in their high schools. Children, who do not have supported parents, can not talk to their parents. I want to bring in another aspect as to what can happen when you do not enforce communication about birth control, sex and consequences with your teenager, as you know Im a grandmother I wouldnt trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I feel one of the reasons that I became a grandmother in my thirty. because I did not get as involved with my son as I should have after he inform me that he was sexually active. The high Schools offer them open lines of communication and provide a safe atmosphere in which allows them to express their thought as to why they are there in the first place. It’s possible it can lead to single parenthood and a high drop out rate. Pregnancy among teenagers is continuing to rise despite a 40 million Government campaign to reduce the problem, while sexually transmitted diseases are reaching epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are indulging in sex and even taking part in orgies called daisy chaining. The Department for Education and Skills has admitted that 66 out of 150 local education authorities have at least one school based health service in their area providing advice, access to or direct provision of contraception. You have statistics on birth control and personal experience wouldnt you rather your teenager be knowledgeable than not? Biliography Britton, P. O., DeMauro, D., Gambrell, A. E. HIV/AIDS education: SIECUS study on HIV/AIDS education for schools finds states make progress, but work remains. SIECUS Report, 21(1), 1-8 (1992) Chandy, J. M., Harris, L., Blum, R. W., Resnick, M. D. Female adolescents of alcohol misusers: Sexual behaviors. Journal of Youth and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., Singh, S. Changing emphases in sexuality education in U.S. pubic secondary schools, 1988-1999. Family Planning Perspectives, 32, 204-211, 265 (2000) Gambrell, A. E., Haffner, D. Unfinished business: A SIECUS assessment of state sexuality education programs. New York: SIECUS (1993) Haffner, D., Wagoner, J. Vast majority of Americans support sexuality education. SIECUS Report, 27(6), 22-23 (1999) Hoff, T., Greene, L., McIntosh, M., Rawlings, N., DAmico, J. Sex education in America: A series of national surveys of students, parents, teachers, and Jones 8 principals. Menlo Park, CA: The Kaiser Family Foundation. (2000) Manlove, J. The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of Research on Adolescence, 8, 187-220 (1998) National Center for Education Statistics. Digest of Education Statistics, 1993. Washington, DC: US Department of Education, Office of Educational Research and Improvement. (1993) Rose, L. C., Gallup, A. M. The 30th annual Phi Delta Kappa/Gallup Poll of the publics attitudes toward the public schools. Phi Delta Kappan, Sept., 41-53 (1998, September) Singh S. Adolescent pregnancy in the United States: An interstate analysis. Family Planning Perspectives, 18, 210-220 (1986)

Zora Neale Hurstons They Eyes Were Watching God Essay -- Hurston Eyes

Zora Neale Hurston's They Eyes Were Watching God It’s no wonder that â€Å"[t]he hurricane scene in Zora Neale Hurston’s novel, Their Eyes Were Watching God, is a famous one and [that] other writers have used it in an effort to signify on Hurston† (Mills, â€Å"Hurston†). The final, climactic portion of this scene acts as the central metaphor of the novel and illustrates the pivotal interactions that Janie, the protagonist, has with her Nanny and each of her three husbands. In each relationship, Janie tries to â€Å"’go tuh God, and†¦find out about livin’ fuh [herself]’† (192). She does this by approaching each surrogate parental figure as one would go to God, the Father; she offers her faith and obedience to them and receives their definitions of love and protection in return. When they threaten to annihilate and hush her with these definitions, however, she uses her voice and fights to save her dream and her life. Hurston shows how Janie’s parental figures t ransform into metaphorical hurricanes, how a literal hurricane transforms into a metaphorical representation of Janie’s parental figures, and how Janie survives all five hurricanes. Janie’s first parental, godlike figure is Nanny, and she is the first to assume the form of a metaphorical hurricane or â€Å"[s]omething resembling a hurricane in force or speed† (â€Å"Hurricane†). Nanny establishes her parental, godlike status to Janie when she says, â€Å"’You ain’t got no papa, you might jus’ as well say no mama, for de good she do yuh. You ain’t got nobody but me†¦Neither can you stand alone by yo’self’† (15). While acting as the sole provider of love and protection to Janie, Nanny assumes the speed and force of a hurricane; â€Å"she bolt[s] upright† upon witnessing Janie’s first kiss an... ...er, she uses her voice and fights to save her dream and her life. Because the hurricane scene serves as the central metaphor of Hurston’s novel, it’s not surprising that other writers would want to use the hurricane to signify on Hurston. What may surprise these other writers, however, is that the novel actually includes five hurricane scenes, not just one. Works Cited â€Å"Fill.† The American Heritage Dictionary of the English Language 2000 Fourth ed. Bartleby.com. 13 Nov. 2004 . Hurston, Zora Neale. Their Eyes Were Watching God. New York: Perennial, (1937) 1965. â€Å"Hurricane.† The American Heritage Dictionary of the English Language 2000 Fourth ed. Bartleby.com. 13 Nov. 2004 . Mills, Elizabeth. â€Å"Hurston, Their Eyes Were Watching God.† Eighteenth Class Meeting. English 281. Davidson College. 26 Oct. 2004.

Nursing Care Plan Essay

Client name: Mrs. Chan Age/ sex: 48/F Medical diagnosis: Fluid overload, decreased TK output and decreased Hb Assessment date: 25-11-2012 Diagnostic statement (PES): Excess fluid volume related to compromised regulatory mechanism secondary to end-stage renal failure as evidence by peripheral edema and patient’s weight gained from 69.8kg to 73.6kg within 4 days. Assessment Nursing Diagnosis Goals & Expected Outcomes Nursing Interventions Rationales Methods of Evaluation Subjective data: 1. The client claimed her weight started to gain quickly 2 weeks before admission. 2. The client reported of taut and shiny skin appeared on the limbs and face. 3. The client complained on decreasing urinary output 2 weeks before admission. 4. The client complained of increasing SOB and orthopnoea Objective data: 1. Pressing thumb for 5s into the limbs’ skin and removed quickly resulted in pitting and graded at +1. 2. The client’s weight gained from 69.8kg to 73.6kg from 25/11/2012 to 29/11/2012. 3. Reduced CAPD output was noted. 4. Shifting dullness on abdomen was noted. Dysfunctional health pattern: Nutrition and Metabolism Problem: Excess fluid volume Etiology:  related to compromised regulatory mechanism secondary to end-stage renal failure Defining characteristics/ Signs & symptoms : 1. Client’s weight gained from 69.8kg to 73.6kg within 4 days. 2. Peripheral edema graded at +1. Goals: The client will exhibit decreased edema on peripheral. Expected outcomes: 1. The client can regain fluid balance as evidenced by weight loss accessed by3/12/2012 2. The client will be able to verbalize the restricted amount of necessary dietary like sodium and fluid as prescribed by 3/12/2012. 3. The client will be able to demonstrate 1 method to access edema by 3/12/2012 4. The client will demonstrate 2 method to help reduce edema by 3/12/2012 1. Ongoing assessments a) Record 24hrs intake and output balance. b) Weigh at 0600 and 1800 daily 2. Therapeutic interventions a) Introduce the needs for low sodium diet and the lower the fluid intake less than 800ml b) Apply stockings while lying down and check extremities  frequently for adequate circulation. c) Advise the client to elevate her feet when sitting 3. Education for client and caregivers a) Plan ROM exercise for all extremities every 4h b) Teach pressing thumb for 5s into the skin and grading if appear in pitting. c) Educate the sign and syndromes of edema. d) Teach to avoid canned and frozen food and cook without salt and use spices to add flavour. 1a) Weight client daily can monitor trends to evaluate interventions.( Lewis& Sharon Mantik., 2011) b) Monitor IO chat can determine effect of treatment on kidney function( Lewis& Sharon Mantik., 2011) 2a) High-sodium intake leads to increase water retention(Carpenito, L. J., 2010) b) Compression stockings increase venous return and reduce venous pooling. (Carpenito, L. J., 2010) c) This prevent fluid accumulation in the lower extremities. (Gulamick & Myers, 2007) 3a) Contracting skeletal muscles increase lymph flow and reduce edema. (Carpenito, L. J., 2010) b&c) Client and caregiver can help monitor and control fluid overload ( Lewis& Sharon Mantik., 2011) d) Restrict the sodium intake can decrease the feeling of thirst to drink water. ( Gulamick & Myers, 2007) 1. Keep checking on the change of client’s weight. 2. Assess the client’s edema condition every day by pressing. 3. Ask the client to demonstrate the method for accessing and reducing edema. 4. Ask the client to record the menu eaten for checking the eating habits. 5. Ask the client to verbalize syndromes of edema.

Like water for Chocolate

These quotes show Tit's connection to food, which grow slowly in ever y chapter of the book. TIA prepares certain dishes for special occasions and at different times of the year and the food is connected to her emotions. First, the narrator begins by telling the reader that â€Å"The trouble with crying ova ere an onion is that once the chopping gets you started and the tears begin to well up, the next thing you know you just can't stop! † (3). The narrator is indirectly telling the reader that food is also like Faber 2 motions.As a matter of fact â€Å"TIA made her entrance into this world, preempt rely, right there on the kitchen table amid the smells of simmering noodle soup, thyme, bay leave s, and cilantro, steamed milk, garlic, and of course, onion. † (Quiver 56). This quote shows the at TIA is connected to food even before she can cook. The fact that Tit's onion induce d crying caused her to come to the world prematurely show us that in the novel tears are symbol of Tit's emotional connection, once again making food a really important role in the novel.Second, Food in Like Water for Chocolate doesn't only represent emotions it a I so represents tradition. â€Å"TIA gets her great cooking skills from Nacho, this is there e way of passing down the recipes from generation to generation. The recipes in Like Water for Chocolate are kept in the family. TIA then passes the recipes to Spenserian. Spenserian then passes them to her daughter who puts them in the book. The recipes that are passes down from generation to generation are also what tell us the story of TIA† (Tradition, Culture, Food in Lie eek Water for Chocolate 1).There was one day when Rosary did attempt to cook. When It TA tried nicely to give her some advice, Rosary became irritated and asked her to leave the kit chem.. The rice was obviously scorched, the meat dried out, the dessert burnt. But no one at the t able dared display the tiniest hint of displeasure, not after Mama Elena had pointedly remarked: â€Å"As for the first meal Rosary has cooked it isn't bad. Don't you agree, Pedro? † Of course, t hat afternoon the whole family felt sick to their stomachs† (50). The sickness that the family felt was that of the hate in she prepared the meal with.Third, Esquire' specifically tells the reader that the cook has the power to do stuff by saying â€Å"The kitchen becomes a veritable reservoir of creative and magical events, in which the cook who possesses this talent becomes artist, healer, and lover. Culinary activity I involves not just the Faber 3 combination of prescribed ingredients, but something personal and creative e matting from the cook, a magical quality which transforms the food and grants its powerful pro parties that go beyond physical satisfaction to provide spiritual nourishment as well† (60).The e use of Magical realism in this novel let's the reader understand more how in this novel the c ask possesses the talent to become an artist a healer or a lover. In conclusion, Food has a meaning of communication in this novel. F-DOD I s represented to show the emotions of TIA as well as the other characters. Food has a strong r ole in Like Water for Chocolate because food and it's tradition is what identifies the main char Cater, TIA . Through the novel we see that TIA was born in a Kitchen and lived cooking almost all h ere life.The title of he book is also symbolic because â€Å"the phrase like water for chocolate came f room Mexico. In Mexico,hot chocolate is made with water, not milk. The water is brought to a boil and then the chocolate is spooned into it. A person in a state of sexual excitement is said to be â€Å"like water for chocolate(algebra Dictionary). † The narrator utilized food to represent Tit's ATT ration to Pedro. Food is extremely important in this novel because without the magical realism m used with the food, it would of been harder for the reader to understand Tit's affai r with Pee door.

Free Essays on 1956

Sociology Essay How useful is the concept of ‘elite’ for understanding the distribution of power in either Britain or the United States? Introduction In America perhaps only race is a more sensitive subject than the way we sort ourselves out in the struggle for success. The eminent sociologist Robert Merton calls it the ‘structure of opportunity’. In the understanding of the usefulness of the term ‘elite’, there are some common historical variables, which must be looked at in order to appreciate the power organisms at work even in American society, and how from the days of Thomas Jefferson to the era of Newt Gingrich, the assumption of superiority is an undercurrent in American life and society. In this essay I will attempt to show that elitist power in America is controlled by a few at the top of the political, corporate, social and religious pyramid. Moreover, the concept of natural aristocracy, or meritocracy, has a powerful resonance e ven in the United States of America. Historical Antecedents In understanding the usefulness of the term elite in American society, late 19th and 20th century history provides the pretext for what was called a â€Å" fluid society â€Å". This was a highly mechanized, industrial age in which people’s roles were being determined by their merit, talents, character and ‘grit’. By 1910, Harvard Professor Frederick Jackson Turner was influential in transforming this ministerial training school into an Ivy League institution, dominated by the children of a distinct upper class†¦ most Northeastern and mostly business. This class came to be known as the Episcopacy, after its predominant religion – Episcopalianism. The genesis of the Episcopacy at the end of the 19th century represented the merger of what appeared to be an irreconcilable conflict between two rival elite groups: the old pre-industrial New England – based on upper-class norms, with its h igh-minded, non-urban mores, and the b... Free Essays on 1956 Free Essays on 1956 Sociology Essay How useful is the concept of ‘elite’ for understanding the distribution of power in either Britain or the United States? Introduction In America perhaps only race is a more sensitive subject than the way we sort ourselves out in the struggle for success. The eminent sociologist Robert Merton calls it the ‘structure of opportunity’. In the understanding of the usefulness of the term ‘elite’, there are some common historical variables, which must be looked at in order to appreciate the power organisms at work even in American society, and how from the days of Thomas Jefferson to the era of Newt Gingrich, the assumption of superiority is an undercurrent in American life and society. In this essay I will attempt to show that elitist power in America is controlled by a few at the top of the political, corporate, social and religious pyramid. Moreover, the concept of natural aristocracy, or meritocracy, has a powerful resonance e ven in the United States of America. Historical Antecedents In understanding the usefulness of the term elite in American society, late 19th and 20th century history provides the pretext for what was called a â€Å" fluid society â€Å". This was a highly mechanized, industrial age in which people’s roles were being determined by their merit, talents, character and ‘grit’. By 1910, Harvard Professor Frederick Jackson Turner was influential in transforming this ministerial training school into an Ivy League institution, dominated by the children of a distinct upper class†¦ most Northeastern and mostly business. This class came to be known as the Episcopacy, after its predominant religion – Episcopalianism. The genesis of the Episcopacy at the end of the 19th century represented the merger of what appeared to be an irreconcilable conflict between two rival elite groups: the old pre-industrial New England – based on upper-class norms, with its h igh-minded, non-urban mores, and the b...

Vocabulary Chart ESL Lesson Plan

Vocabulary Chart ESL Lesson Plan Vocabulary charts come in a wide variety of forms. Using charts can help focus in on specific areas of English, group together words, show structures and hierarchy, etc. One of the most popular types of chart is a MindMap. A MindMap isnt really a chart, but rather a way to organize information. This vocabulary chart lesson is based on a MindMap, but teachers can use further suggestions for adapting graphic organizers as vocabulary charts. This activity helps students widen their passive and active vocabulary based on related word group areas. Typically, students will often learn new vocabulary by simply writing lists of new vocabulary words and then memorize these words by rote. Unfortunately, this technique often provides few contextual clues. Rote learning helps short term learning for exams etc. Unfortunately, it doesnt really provide a hook with which to remember new vocabulary. Vocabulary charts such as this MindMap activity  provide this hook by placing vocabulary in connected categories thus helping  with long-term memorization.   Begin the class by brainstorming on how to learn new vocabulary asking for students input. Generally speaking, students will mention writing lists of words, using the new word in a sentence, keeping a journal with new words, and translating new words. Heres an outline of the lesson with a list to help students get started. Aim: Creation of vocabulary charts to be shared around the class Activity: Awareness raising of effective vocabulary learning techniques followed by vocabulary tree creation in groups Level: Any level Outline: Begin the lesson by asking students to explain how they go about learning new vocabulary.Explain the concept of short term and long term learning and the importance of contextual clues for effective long term memorization.Ask students how they memorize new vocabulary.  Present the idea of creating vocabulary charts to help students learn specific content related vocabulary.On the board, choose an easy subject such as the home and create a MindMap placing the home at the center and each room as an offshoot. From there, you can branch out with activities done in each room and furniture to be found. For more advanced students, choose another area of focus.  Divide students into small groups asking them to create a vocabulary chart based on a particular subject area.Example: house, sports, the office, etc.Students create vocabulary charts in small groups.Copy student created vocabulary charts and distribute the copies to other groups. In this way, the class generates a large amount o f new vocabulary in a relatively short amount of time.   Further Suggestions Structured overview organizers can be used to take a closer look at vocabulary items based on parts of speech and structure.Tables can be used to compare and contrast qualities between similar items.  Timelines can be used to focus on tense usage.Venn diagrams can be used to find common terminology. Creating MindMaps Create a MindMap which is a type of vocabulary chart with your teacher. Organize your chart by putting these words about a home into the chart. Start with your home, then branch out to rooms of the house. From there, provide the actions and objects you might find in each room. Here are some words to get you started: living roombedroomhomegaragebathroombathtubshowerbedblanketbookcaseclosetcouchsofatoiletmirrorNext, choose a topic of your own and create a MindMap on a topic of your choice. Its best to keep your subject general so that you can branch out in many different directions. This will help you learn vocabulary in context as your mind will connect the words more easily. Do your best to create a great chart as youll share it with the rest of the class. In this way, youll have lots of new vocabulary in context to help you widen your vocabulary. Finally, choose your MindMap or that of another student and write a few paragraphs about the subject.   Suggested Topics Education: Describe the education system in your country. What type of courses do you take? What do you need to learn? Etc.  Cooking: Categorize based on meals, types of food, kitchen equipment, etc.Sports: Choose a specific sport such as football, basketball or tennis. Branch out into equipment, rules, clothing, special terms, etc.

Nutrition assessment (food record) Essay Example | Topics and Well Written Essays - 750 words

Nutrition assessment (food record) - Essay Example Make dough balls and leave for 10 minutes. Roll the dough balls into circles 5 inches wide and 1/4 inch thick. Bake each circle in oven preheated to 5000F for 4 minutes until it puffs up. Turn over and bake for an additional 2 minutes. over medium heat, saute onion and garlic in olive oil until onion is translucent. Stir in tomatoes, salt, sugar. Cover, reduce heat to low, and simmer 90 minutes. Stir in tomato paste, basil, 1/2 teaspoon pepper and meatballs and simmer 30 minutes more. Serve. Wash and cook the rice with coconut oil. Fry the lam beat in a pan until it turns golden brown. Add the onions and all the spices. Mix and fry again for 10 minutes. Add tomatoes and cook for 10 minutes. Serve with diet coke and green salad. Heat the olive oil in a large saucepan over medium heat. Add the onion, celery, and garlic and cook, occasionally stirring occasionally. Add the flour and cook for cook for a minute. Add the half-and-half and cook until thickened. Add the chicken broth and cook until thickened again. Add the salt, the thyme, parsley, remaining spices, spinach, chicken, and gnocchi. Simmer until the mixture is well-cooked Preheat the oven to 450Â °F for at least 30 minutes. Make the dough into a ball and then work it to form flat dough. Add the tomatoes, cheese and grilled chicken (as toppings). Bake the pizza for 15 minutes, or until it is browned and the cheese is

Portrait of a Leader - Andy Warhol Research Paper

Portrait of a Leader - Andy Warhol - Research Paper Example The paper "Portrait of a Leader - Andy Warhol" discusses the leader of the pop art, Andy Warhol. As a leader of a time that was typified by a collaboration of the bizarre with the mundane, Warhol has left a legacy that remains powerful and enigmatic. Andy Warhol was born on August 6, 1928 to Slovak immigrants and was raised near the city of Pittsburg, Pennsylvania. As a child, he was ill with scarlet fever which had the consequence of leaving him with an affliction known as St Vitus’ Dance, which left him with an involuntary jerking reflex in his limbs and face. The long term affects appear to have been a general lightening of the skin, hair, and eyes, which gave him a unique and ethereal look that was attractive to the art community of the 1960’s, but left him being unusual as a child. His own commentary about his high school years suggests that he felt isolated and apart from his peers. There are varying stories about the way in which Warhol grew up, partly because of the variety of stories that he himself spread in order to ‘create’ himself. One myth says his father worked in the coal mines of West Virginia and was home very little. He was then mostly raised by his mother, Julie, along with his brother. His father died in 1942 after a prolonged illness from drinking poisoned water after which his family struggled in poverty. Warhol claims that he had three nervous breakdowns in three consecutive years during his childhood - one each at the age of eight, nine, and ten.

PGCE- Primary Teaching Personal Statement Example | Topics and Well Written Essays - 500 words

PGCE- Primary Teaching - Personal Statement Example addition to my vocational qualifications in advertising, PR and Media, I would make to the position a proven ability to deal successfully and tactfully with children and colleagues. Although my course does not involve a subject in the national curriculum, I still possess a basis for primary teaching. Throughout my course, I have had to write advertisements and participate in field practical that have enhanced my communication skills. I can replicate this training in a classroom setting to capture children’s attention and have them respond appropriately. The nature of my advertising, PR and Media degree course has prepared me adequately for this position as there are areas that aid my understanding people’s thought processes when presented with information. Media training and advertisement has helped me understand the mechanics of communicating with wide and varied age groups. The learned PR skills will come handy in understanding children and develop strategies to aid learning. In addition to my strong theoretical basis for the course, I obtained practical experience for teaching. While on a three-week placement abroad, I observed that a teachers approach to the class has a far reaching effect on the learner’s ability. For example, a teacher often changed the ways he taught a class to maintain the interest of the children in those activities. She encouraged and celebrated children who were experiencing difficulties in certain activities. The motivation spurred them to try harder, and they succeeded in many cases. Her positive attitude reflected in children, giving them confidence in themselves hence an active learning environment. I had the opportunity to guide the class in story telling which preceded an ICT lesson that would require class discussions. It was evident that some children are happy to participate in this environment while others were not quite as keen. It is, therefore, imperative that teaching practitioners design strategies that would

Los Procesos Químicos Del Cuerpo

Los Procesos Quà ­micos Del Cuerpo Casandra Hernà ¡ndez Introduccià ³n A travà ©s de este trabajo la investigadora realizà ³ una revisià ³n de literatura relacionada a los procesos quà ­micos que ocurren en el cuerpo humano. Se comienza definiendo conceptos esenciales para comprender los procesos quà ­micos. Segà ºn Aguilar (2012) el cuerpo de los seres humanos es un sistema que està ¡ compuesto por cà ©lulas las cuales forman los tejidos. Mediante las cà ©lulas el cuerpo humano lleva a cabo las funciones vitales para vivir. El cuerpo del ser humano tiene procesos que son bà ¡sicos y que producen subsistemas esenciales donde un grupo de à ³rganos coordinados realizan las funciones esenciales del ser humano. El cuerpo humano tiene once sistemas que agrupan los à ³rganos esenciales para que funcione el cuerpo adecuadamente. Sistemas del cuerpo humano Estos sistemas son los siguientes: El sistema muscular que es el conjunto de mà ºsculos que tienen la responsabilidad de los cambios corporales, postura y locomocià ³n. El sistema à ³seo que es el conjunto de huesos que forman el esqueleto y protegen a los à ³rganos internos como el crà ¡neo y la columna vertebral. El sistema respiratorio que incluye a las fosas nasales, la faringe, la laringe y los pulmones que realizan el intercambio gaseoso. El sistema digestivo incluye la boca, el hà ­gado, el està ³mago, los intestinos y otros à ³rganos. Se encarga de realizar la degradacià ³n de los alimentos a nutrientes que luego asimila el cuerpo y utiliza en las actividades que realiza el organismo. El sistema excretor està ¡ compuesto por los rià ±ones y sus conductos los cuales funcionan para extraer los desechos metabà ³licos, osmorregulacià ³n y la homeostasis para mantener el equilibrio quà ­mico del cuerpo. El sistema circulatorio incluye el corazà ³n, vasos sanguà ­neos y cà ©lulas sanguà ­neas. El mismo sirve para llevar los alimentos y el oxà ­geno a las cà ©lulas. Ademà ¡s, recoge los desechos metabà ³licos que se elimina a travà ©s de los rià ±ones, en la orina y por el aire que se exhala por los pulmones. El sistema endocrino contiene las glà ¡ndulas productoras de hormonas que intervienen en la regulacià ³n del crecimiento, metabolismo y los procesos de la reproduccià ³n. El sistema nervioso està ¡ constituido por el cerebro, ganglios, nervios, à ³rganos de los sentidos para detectar, analizar los està ­mulos y crear las respuestas apropiadas. El aparato reproductor està ¡ compuesto por testà ­culos y ovarios para llevar a cabo el proceso de reproduccià ³n de los seres humanos. El sistema linfà ¡tico contiene los capilares circulatorios en los que se recoge y transporta el là ­quido de los tejidos. Ademà ¡s, transporta por el torrente sanguà ­neo los là ­pidos digeridos que vienen del intestino para eliminar y destruir las sustancias tà ³xicas. El mismo ayuda a que no se difundan las enfermedades a travà ©s del cuerpo. El sistema inmunolà ³gico està ¡ constituido por diferentes à ³rganos que està ¡n a travà ©s de los tejidos del cuerpo. Este sistema reconoce las estructuras y su principal propà ³sito es preservar su identidad. Està ¡ constituido por linfocitos y por anticuerpos. Se indica que el cuerpo humano es un mecanismo que se basa en los componentes quà ­micos para mantener un equilibrio en el mismo. El estado de equilibrio se le llama homeostasis. Cuando una o mà ¡s sustancias quà ­micas caen fuera de equilibrio por una disminucià ³n o aumento de los niveles, provoca que los sistemas del cuerpo humano trabajen de forma menos eficiente. Estos desequilibrios quà ­micos pueden suceder por un sinnà ºmero de razones logrando afectar el cuerpo de diversas formas (Melton, s.f.). La serotonina Segà ºn Melton (s.f.) la serotonina es un neurotransmisor que està ¡ en el cerebro. Cuando la serotonina se encuentra en niveles normales la persona tendrà ¡ una variedad de emociones y funcionarà ¡ eficientemente. Sin embargo, cuando los niveles de serotonina comienzan a disminuir por los cambios quà ­micos del cuerpo es por interaccià ³n farmacolà ³gica o por una enfermedad, que puede lograr que la personalidad del individuo cambie como: llegar a la depresià ³n y que aparezca el trastorno bipolar. De otra parte, cuando disminuyen los niveles de serotonina puede causar fatiga crà ³nica, trastornos del sueà ±o y cambios en el apetito. La insulina Tambià ©n, Melton indica que la insulina es una hormona que la produce el pà ¡ncreas y permite que la glucosa entre en las cà ©lulas del cuerpo. Cuando la misma se encuentra en niveles normales, se produce insulina suficiente y à ©sta es usada por el cuerpo para que la glucosa sea absorbida por las cà ©lulas del cuerpo para la obtencià ³n de energà ­a. Cuando los niveles de insulina comienzan a disminuir, se puede llegar a padecer de diabetes. La diabetes tipo 1 surge cuando el sistema inmunolà ³gico del cuerpo humano se vuelve en contra y a su vez destruye las cà ©lulas del pà ¡ncreas las cuales producen insulina. La diabetes tipo 2 ocurre cuando se producen las cà ©lulas que son resistentes a la insulina. Esto ocurre cuando las cà ©lulas no permiten a la insulina abrir las và ­as para que la glucosa penetre. El pà ¡ncreas produce una cantidad mayor de insulina cuando aumentan los niveles de glucosa en la sangre, pero las cà ©lulas no son receptivas y los niveles de g lucosa continà ºan en aumento. Desequilibrios hormonales pituitarios La glà ¡ndula pituitaria es una glà ¡ndula pequeà ±a que se encuentra en la base del cerebro. Esta glà ¡ndula produce hormonas que regulan la presià ³n sanguà ­nea, el crecimiento y algunos aspectos del sistema reproductivo. En algunas ocasiones ocurre el hipopituitarismo por el resultado de la disminucià ³n de los niveles de hormonas de la pituitaria. Cuando esto ocurre, puede causar trastornos en las funciones normales del cuerpo tales como la presià ³n arterial y la frecuencia cardà ­aca (Melton, s.f.). Cuando existe exceso de produccià ³n de hormonas hipofisarias, provoca una enfermedad llamada acromegalia. La misma puede causar la produccià ³n anormal de la hormona del crecimiento. Esta enfermedad se caracteriza porque algunas à ¡reas del cuerpo se vuelven mà ¡s grandes y fuera de proporcià ³n con el resto del cuerpo. Es un tipo de crecimiento excesivo que se da en las manos, pies y cara. Este crecimiento anormal surge en la edad madura despuà ©s que el proceso de crecimiento se ha parado. Si en la adolescencia se presenta gran cantidad de la hormona del crecimiento, se puede producir gigantismo (Melton, s.f.). Desequilibrios metabà ³licos Segà ºn Botanical Online (2015) el metabolismo permite funcionar, crecer y desarrollarse y realizar todas las funciones del organismo. Los alimentos producen la energà ­a mediante los nutrientes. El metabolismo tiene dos fases: Anabolismo: Tiene la funcià ³n de crear nuevas cà ©lulas, mantener los tejidos del cuerpo y crear reservas. Este tipo de proceso se conoce como metabolismo constructivo, asà ­ se forman los tejidos, los mà ºsculos o los nervios. Cuando ocurre esta fase el cuerpo gasta energà ­a. Catabolismo: Tiene la funcià ³n de descomponer los tejidos corporales y las sustancias de reserva para producir energà ­a. Se utiliza para obtener la energà ­a que el cuerpo necesita. Permite los procesos anabà ³licos como generar calor para mantener la temperatura corporal adecuada o proporcionar energà ­a que permite dar fuerza a los mà ºsculos. El metabolismo del individuo se relaciona con el peso, el apetito y los niveles de energà ­a del cuerpo. Cuando la glà ¡ndula tiroides no està ¡ activa puede causar enfermedades cardà ­acas, la fatiga y la obesidad. Cuando la tiroides produce demasiada hormona puede provocar que sea difà ­cil que una persona mantenga su peso saludable. Los trastornos en las glà ¡ndulas suprarrenales pueden producir cortisol en cantidad excesiva y causar que una persona gane peso en el à ¡rea del abdomen, esto se llama sà ­ndrome de Cushing. Tambià ©n, ocurren otros trastornos que logran niveles de cortisol mà ¡s bajos que los normales. El cortisol ayuda a mantener la presià ³n arterial, la glucosa en sangre y los niveles de energà ­a normales (Melton, s.f.). Principales procesos metabà ³licos Entre los principales proceso metabà ³licos se encuentran: la digestià ³n, que mediante los alimentos permite los procesos de creacià ³n de nuevos tejidos y el almacenamiento de las sustancias de reserva en forma de grasa corporal; la circulacià ³n de la sangre, en los cuales los nutrientes son trasportados por la sangre hasta el hà ­gado y las cà ©lulas del hà ­gado metabolizan cada sustancia para producir energà ­a. La eliminacià ³n de los productos de desecho mediante la defecacià ³n se elimina los residuos de la digestià ³n. La regulacià ³n de la temperatura corporal es la energà ­a producida por el proceso catabà ³lico genera calor que mantiene la temperatura corporal. Tambià ©n, existen otros mecanismos internos puede disminuir la temperatura corporal como el aumento del sudor o la dilatacià ³n de los vasos sanguà ­neos (Botanical Online, 2015). Desequilibrios del sistema reproductivo Segà ºn Melton (s.f.) los desequilibrios quà ­micos producidos en el sistema reproductivo pueden causar infertilidad y bajar el deseo sexual en ambos sexos. Cuando los niveles de estrà ³geno y testosterona està ¡n bajos, afecta el rendimiento sexual y la fertilidad. Los altos niveles de testosterona en los hombres pueden provocar un exceso de masa muscular. De otra parte, las mujeres con niveles altos de testosterona pueden experimentar calvicie de patrà ³n masculino y el crecimiento excesivo del pelo en la cara y el pecho. Otras mujeres pueden experimentar que su voz sea mà ¡s grave y llegar a ser mà ¡s masculino. Sin embargo, cuando los niveles de estrà ³geno son bajos en las mujeres tienen problemas con la menstruacià ³n, problemas para embarazarse y llevar el embarazo a tà ©rmino. Cuando las cantidades de estrà ³geno son excesivas, esto puede provocar cà ¡ncer de seno y otros tipos de cà ¡ncer en la mujer. Conclusià ³n El cuerpo humano està ¡ compuesto por una serie de sistemas que realizan cambios quà ­micos continuamente. Para que exista un balance, es necesario que todos los procesos està ©n sincronizados y no sufran ningà ºn desorden, ya que si existe alguno se afecta la salud de la persona. Es necesario que las cà ©lulas el cuerpo humano lleva a cabo las funciones vitales para el organismo pueda vivir adecuadamente. El cuerpo del ser humano tiene procesos que son bà ¡sicos y que producen subsistemas esenciales donde un grupo de à ³rganos coordinados realizan las funciones esenciales del mismo. Là ¡minas de los procesos quà ­micos del cuerpo REFERENCIAS Aguilar, J. E. (2011). Los sistemas fundamentales del cuerpo humano. Mà ©xico: Asociacià ³n Oaxaqueà ±a de Psicologà ­a, A. C. Botanical Online (2015). Metabolismo corporal. Recuperado de http://www.botanical-online.com/medicinalsmetabolismo.htm Melton, W. (s.f.).  ¿Cà ³mo un desequilibrio quà ­mico afecta tu cuerpo? Recuperado de http://www.ehowenespanol.com/desequilibrio-quimico-afecta-cuerpo-sobre_165852/