Comparing NorthWest Cost and Great Plains( about Archaeology) Essay

Comparing NorthWest Cost and Great Plains( about Archaeology) - Essay Example Crop production is likely to be aff4cted by the changes of climate and atmospheric conditions. Geoff (2005): Geoff (2005): notes that evaluated CO do increase photosynthesis of plants and ultimately its production. Temperature level and precipitation amounts have a potential of affecting crop production in a negative or positive manner. Negative effect will be due to unfavorable climatic changes. The final level of CO is dependent on the local climatic conditions, for instance, summer air temperatures and higher springs may be god for crop production in northern temperature where they will increase the growing season. On the other hand higher temperatures may being negative effect to crops especially on crop maturity (Geoff, 2005) The entire region of Great Plains is characterized with low annual rainfall, in many cases there is concentration of storms though in a short duration. The temperatures in region keep on fluctuating though the region has average winds which are equivalent to those found in other areas. As historian Prescott W in his book "the great plains" suggests, the northwest European people who settled in the region was faced which three major problems, these were environmental encounters, which were; The landscap 1. Soaring summer temperature in the region 2. Arid southwest and inner west 3. Great unending grasslands which were located across the country (Prescott,1933) The Great Plains environment The landscape and undergrowth of the grasslands is amongst the slightest varied to be located in anyplace in United States. Early on settlers who followed the Oregon Trail were able to get to the Pacific coast in a single spell of travel, this was partly because of easiness to cross the grasslands. The region is located wholly within the inner lowlands physiographic area. The core sedimentary beds fall smoothly. Height increases steadily, almost unnoticeably, from the east side to the west side. Along the eastern border, the height is only 500 meters, while the west parts of Colorado, Denver, has a height of over 1,500 meters. (Zeynep et al, 2004) Geographically, the biggest part of Great Plains is known as the High Plains which stretch down the western margin of the area from south Texas going northward to the southern Nebraska. The region is covered by substantial layer of sediments which are mostly very sandy and very porous, this part is typically flat. However down streams for example, Scottsbluff on the Platte River in western Nebraska erosion has resulted in considerable local relief. (Siegried et al, 2004) Settlement patterns Pre-European settlement of the Great Plains by Indian American was restricted. Hunting, especially for buffalo, at that time was the principal economic activity. Many tribes were living alongside streams in partially permanent homes. With no ways of speedy long-distance land movement the Indians could not live far from the dependable water provisions of the water streams for any prolonged period. This was a considerable problem, since the migration of the buffalo herds meant going leaving the Indian settlers without food (Siegried et al, 2004) The initial American observation of the area as discouraging and not easy place to settle

The teacher and the failures Essay Example | Topics and Well Written Essays - 750 words

The teacher and the failures - Essay Example The protagonist of the poem as the name indicates is the teacher of Physics demonstrating his science and theories to the students seemingly sitting in front of him. His demonstrations all go wrong. And the poem caricatures him as a comic figure. But deep from inside the subtext of the poem, emerges the caricature of a failed person, who is a tragic failure in life. Finally he goes into oblivion, stepping into the waste basket with staggering steps: a painful exit! The poem echoes a lesson that failures are our real teachers. One has to learn from one’s failures. The poem is full of descriptions of physical science experiments, hence made comprehensible more with the knowledge of theories in physical science. His first demonstration was on the theory on the falling of objects. â€Å"He tried to convince us† (1), {to convince us of the theory that the velocity with which a body falls is proportional to time and independent of both weight and density. He demonstrated it w ith a ping-pong ball and a billiards ball} â€Å"but his billiard ball / fell faster than his ping-pong ball and thumped /to the floor first, in spite of Galileo† (1, 2, 3) {Thus proving the laws of the bodies in motion, wrong! It was Galileo who found out that bodies do not fall with velocities proportional to their weight, though he didn’t arrive at the correct conclusion. Ping-Pong balls and billiards balls are usually used for experiments in particle Physics.

Ethical Dilemmas in Social Work

Ethical Dilemmas in Social Work Pashan DeShields Introduction Throughout the years of being a social worker, a person can come across many different ethical dilemmas. An ethical dilemma involves being faced with a situation where a decision must be made under circumstances where ethical principles are in conflict. Dealing with these types of things, there is really no perfect answer that can conform to all of the ethical principles in the professional codes. Due to the fact that social workers have established guide lines for difficult situations, we can do better decision making. Ethical Dilemma. Jennifer, 23, is a student working at a halfway house for men on parole, who are also substance abusers. This is part of her final 480 hour field internship. Jennifer is very attracted to Sly, a 26-year-old, handsome client who is also quite charming. She finds it very difficult to avoid responding to his flattering, flirtatious advances. She is halfway through her placement and is finding it extremely difficult not to respond to Sly and secretly date him. The agency has a strict policy that no worker should date a client within six months after either have left the agency. Jennifer finds herself preoccupied thinking about him much of the time. She feels that she’s losing control. Professional values that apply to the dilemma. A professional value cited in the NASW Code of Ethics that was used in this case in â€Å"Integrity†. It tells us how social worker’s should continuously be aware of their mission, values, as well as ethical standards. (p.6) Jennifer forgets her mission and the standards required to obtain this career. She was there on her internship and allowed herself to get caught up in a conflict of interest. In the code, it describes the precautions needed when facing this kind of dilemma. At all times, social workers should be alert and try to avoid having conflicts of interest. Worker’s professional role and boundary issues involved. Jennifer is taking on the role as an intern which means that she should be following the guide lines for the â€Å"Social workers’ ethical responsibilities to the client†. One of the boundaries that have been crossed is Conflicts of Interest. According to the code, social workers should not engage in any dual relationships with clients or former clients (p.9). They should establish appropriate boundaries. This applies to Jennifer and Sly’s situation since they both cannot resist the flirting and are hiding their dating life. They are involved in a dual relationship. She is already in violation with site of where she is interning, who gave a strict rule of no dating clients within six months of leaving the agency. Another boundary that has been broken is Sexual Relationships. This tells us that for no reason should a social worker participate in any type of sexual contact with a client, whether it was consented or forced. (p.13) Jennifer and Sly may not have had a moment of intimacy, but according to the dilemma, they are close to doing so. She can’t resist his advances and is finding it hard to control herself in secretly dating him. They are young, optimistic, and flirtatious; it is very possible that a mishap can occur. What emotions, wants, and needs might characterize the worker involved in the scenario? It could appear that she is looking for an outlet herself and has found it in this relationship. Sometimes we search for answers through things, hoping that we will find our help as well. It is very important that a social worker is healthy and whole in every aspect of their life. As a social worker, you have been given trust by your patients that you will help them receive what they need and live a fulfilled life. Alternatives available for the worker to take. Although Jennifer feels that her situation is becoming too much, there is alternatives that she can take to lessen the stress of the situation. Since she is attracted to him and is very tempted by him, she should address her feelings, sooner than later. She is halfway through with her internship and to not look bad, she should tell the site director. There, the supervisor or her educator can tell her what may be the best route for her to take in regards to her maybe later being employed at which she is interning. Or perhaps there should be a termination of the professional relationship. She should let Sly know that she will no longer be professionally working with him and find him another practitioner where he could still get proficient help from. Or, she could even just keep what has already been going on a secret. She and Sly can secretly date and wait until the 6 month rule has expired that allows her to date a client. Potential positive and negative consequences for each alternative. Weighing the pros and cons of each alternative is a common perspective in various aspects of social work practice. It is also useful in resolving ethical dilemmas. A pro in being upfront with her supervisor is that she will possibly gain respect. She could tell the truth about her and Sly and how now avoiding him is hard and she doesn’t want to go against the code. The supervisor will see that the intern is aware of her professional responsibilities and wants to maintain the upmost respect of her patient. She could keep her internship and the client could possibly be relocated. Or, the supervisor may not trust Jennifer still being at the site since she has acted unethically. He/she may have to report her which could lead to Jennifer missing out on a good job opportunity. This record may also follow her to future job employments. Then, there is terminating the client. If they terminate Sly as a client, a positive would be that she won’t be distracted in her work place. She can be more focused in completing her internship. This is usually the approach that is used for those who have been involved in dual relationships. Also, Sly can really continue to get the help that he needs instead of being at the facility flirting with the newly, young worker. However, in a termination, the clients’ reaction to things can be very negative. Sly can go into a mode of denial or even rage. He may not believe that they are removing him or even get mad that Jennifer is allowing this to happen. By being enraged, this could also cause Sly to relapse back into his substance abuse. Lastly, she could keep the romance between them a secret. The pro in this is that she can continue to work on landing a good job while establishing a relationship with someone she likes. Due to the fact that Jennifer has already stated the frustration in trying to be in a secretive relationship, this could very quickly turn into a negative. She could ultimately be looked down on and could lose respect and a job. Also, she and Sly’s relationship may not even be long lasting for her to be risking her career. She would be better off being upfront and showing concern with following the code and respecting what is asked of her by the job instead of keeping it a secret, possibly ending up with the same outcome. Professionally, it would look better for her to do so. How might each alternative affect the client and the worker/client relationship? Ways in which the alternatives can affect the client and the worker/client relationship can come in a lot of forms. Action that the worker should take that would be the most ethical and appropriate for both worker and client? Ethical choices must be made to allow people to survive and thrive, existing with their basic needs met. There must be a decision made in regards to what is best for the social worker to take. However, before that decision has been made, critical thinking has had to have taken place. It is imperative to use critical thinking and ethical decision making to achieve the optimal result. She should talk the issue over with her supervisor or get counseling help. Face and evaluate the serious negative consequences for both her and Sly. Ultimately, she should terminate their professional relationship, referring Sly to another practitioner so that his services will continue. Extent to which individual professional discretion is required. It is very important that when dealing with a situation like this, nothing is said or done that causes offense or reveals any private information. You have taken an oath to the service of humanity and to social justice. As a professional, the welfare of your patient is your first priority and the main focus is to make sure the client receives what he/she needs. Conclusion Sadly, the pattern associated with Jennifer’s unethical involvement is noticed in a small percentage of social workers, who have been associated with inappropriate behavior with their clients. Although this behavior is known, many social workers have upheld their oath and maintain a high expectancy of the honor and tradition of the social work profession.

J. Edgar Hoover Essay -- essays research papers fc

J. Edgar Hoover Former Senator Joseph McCarthy put it perfectly when he said, â€Å"†¦ for the FBI is J. Edgar Hoover and I think we can rest assured that it will always be.† (qtd. in Denenberg 7). J. Edgar Hoover is credited for reconstructing the Bureau of Investigations (later renamed Federal Bureau of Investigations). Regardless of how people saw him, Hoover was powerful and committed, and did everything within his power to improve the agency that would make this country a safer place for all. John Edgar Hoover was born New Years Day in 1895. After years of education and law school he started as a third generation government worker in July 1917 as a clerk for the Justice Department (Denenberg 23,25-26). In 1919 he was promoted to acting director and later to director in 1924. He ran the FBI until his death on May 2, 1972 at the age of 77 (DeLoach 226). With all of the changes to the system that occurred because of his hard work, J. Edgar Hoover is referred to as the â€Å"father of modern-day law enforcement† (DeLoach 226). Hoover can take credit for separating the Bureau from politics, raising standards for agents, and implementing many other necessary crime programs (DeLoach 226-227). Most people were frightened of Hoover and this caused an attempt to portray him, through the media, in a manner that was far from complimentary (DeLoach 228). It is very difficult to find positive information about him; but no one can deny the hard work and accomplishments he made for the good of this country. To this day, he is the longest-serving leader of an executive branch agency, having served through the terms of eight presidents. He had good standing relationships with all the presidents regardless of their political position. Herbert Hoover (no relation) recommended J. Edgar Hoover to the attorney general for his director position with the Bureau based on his previous performances. No president came close to firing him (Hoover 34-35). For almost three generations, and even now, it is almost impossible to think of the FBI without thinking of Hoover. Democrats accused him of being Republican just as Republicans accused him of being Democrat. Hoover himself was not political. He was just as skeptical, scornful and vindictive in the treatment of right-wingers and left-wingers he didn’t like (Hoover 40). Hoover swept through the department and fired agents with questionable ... ...velt to obtain communications and tactics of suspected spies and war enemies. Though controversial it terminated the largest spy ring in operation in this country (Denenberg 79-81; Directors). Through the years Hoover’s dedication in raising the importance if the FBI helped to expand the Bureau’s jurisdiction and responsibilities (Directors). J. Edgar Hoover’s record of notable government service has never been matched. He transformed the bureau from a badly managed, corrupt organization to a quality law enforcement agency. As its size and budget have increased over the years, its reputation for competence and integrity has declined. It has lost most of the respect that it enjoyed in Hoover’s day. Works Cited Denenberg, Barry. The True Story of J. Edgar Hoover and the FBI. New York: Scholastic Inc.,   Ã‚  Ã‚  Ã‚  Ã‚  1993. DeLoach, Cartha. â€Å"J. Edgar Hoover.† Booknotes: Life Stories. Ed. Brian Lamb. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Random House, 1999. Directors: Then and Now. Home page. Federal Bureau of Investigation. 1 July 2004 . Hoover, J. Edgar. â€Å"J. Edgar Hoover Speaks Out.† By Jack Wooldridge and Wilbur Martin. Nation’s Business January 1972: 32-45.

Alternative Teaching Strategies

From Infancy until the late stages of our lives, we undergo different stages of development. In each of the stages, we are supposed to be mastering some craft, or prioritizing a task that we have not given the time of day before. Several psychologists have come up with theories about these stages, each intertwined with the other. This paper will concentrate on Jean Piaget’s theory of Cognitive Development, specifically, to Concrete Operational Stage, in relation to the experience of tutoring Math to the children in St.Kitts. According Perret-Clermont and Bessire, (2004) from encyclopedia. com, â€Å"Piaget compared ideas and facts, the philosophy of science and the observation of children, working out the fundamental principles of genetic epistemology. † Concrete Operational Stage happens from the ages 7 to 11 years. According to Piaget, at this stage, reversibility, that is objects when changed has the ability to return to its original state, is attained. According to Marshall (1998) in encyclopedia.com, â€Å"In the stage of so-called concrete-operations (which lasts from about the ages of 7 to 11 or 12), children start to classify objects, can take the role of others and understand the nature of cause and effect, but still have difficulty thinking about abstract concepts without referring these to real events or particular images with which they are familiar. † Edwards, Hopgood, Rosenberg and Rush (2009) further wrote in their website, â€Å"During this stage, the thought process becomes more rational, mature and ‘adult like', or more ‘operational', although this process most often continues well into the teenage years.The process is divided by Piaget into two stages, the Concrete Operations, and the Formal Operations stage, which is normally undergone by adolescents. In the Concrete Operational stage, the child has the ability to develop logical thought about an object, if they are able to manipulate it. By comparison, howe ver, in the Formal Operations stage, the thoughts are able to be manipulated and the presence of the object is not necessary for the thought to take place. †Other characteristic for this stage was mentioned by Atherton (2009) in the Learning Teaching website: â€Å"Can think logically about objects and events; Achieves conservation of number (age 6), mass (age 7), and weight (age 9); Classifies objects according to several features and can order them in series along a single dimension such as size. † An Anonymous writer from Child Development institute (2008) said the following for this stage of development, â€Å"Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation.Thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving. Some reversibility now possible (quantities moved can be restored suc h as in arithmetic: 3+4 = 7 and 7-4 = 3, etc. ) Class logic-finding bases to sort unlike objects into logical groups where previously it was on superficial perceived attribute such as color. Categorical labels such as â€Å"number† or animal† now available. † It is from these that the project was initiated. For two months, the author of this paper has spent time with the school kids of St. Kitts.Everyday, tutorial lessons were held to aid children in accomplishing their tasks at school. A set of survey questions was also distributed to find out their views to help in setting up the project. The survey consisted of 10 questions specifically phrased and distributed to both the children and their parents. Of the ten questions answered by the children, the top four questions that were noticeable were questions number 2, 4, 5 and 9. Question number two asked them if their parents spend quality time with them and their schoolwork. Nearly 70% of the population said †Å"no.† Majority of the children answered 4-5 hours with question number four that asked about the amount of time they spend playing after school. When asked if they spend time studying at home, besides at school, for question number 5, only 43% said â€Å"yes. † It is however, noteworthy that 100% of the children answered â€Å"yes† in question number nine, â€Å"if I were to tutor you for the next two months, do you think you will be better? † As for the result on the survey to the parents, the top four questions that had numerical impact were questions number 1, 2, 3 and 5.For question number one, only 50% of the parents say that they are involved in their children’s homework. The involvement of the 50% though varies from subject to subject as they have limited knowledge to some areas. Close to 74% of the parents answered â€Å"yes† to question number two, â€Å"Do you ask to see their homework? † Comparing the results for both quest ions number one and two, the disparity between involvement (helping children out) and simply looking at the homework, is already evident. Looking at the homework does not necessarily mean seeing through the process of its completion.One of the more interesting results is the answer to question number three, as it deals with time frames parents set to their children in accomplishing their homework. Only 20% of the population does it. The last question that had impact is for the one that asked whether or not parents cut out distractions (like TV or computer) in the background? Only 12% were confident in saying â€Å"yes,† whereas a majority rated it as â€Å"not sure. † This result roots from the fact that they don’t entirely remove these distractions, because most of the parents still do their own chores and tasks while their children are doing their homework.The experience has brought the conclusion that lack of attention and attentiveness to and from the kids a re the biggest contributors for the knowledge deficit in the community. The objective of the project is to come up with an alternative that will help children concentrate on doing assignments to gain desire for learning anew, to help and equip parents with the styles of teaching, so that after this project, they can do it themselves. The project and teaching plan, however, are limited to tutoring Math, and not other subjects.Nursing Diagnosis: Knowledge deficit related to lack of application of age-appropriate (developmental stage) learning methodology. While the children answered in such manner to the survey questions, an apparent lack of appropriate application of the developmental ability and capability is a contributor to making the children interested in the subject area and making the parents involved in the assignments. Parents have little knowledge on how to approach teaching children, and they are not wary about the fact that children at different stages comprehend lessons in different manners or levels.

Study Guide of Figurative Language

1. I was so hungry that I even ate the plate. What type of figurative language is used in this sentence? A) hyperbole B) metaphor C) personification D) simile 2. My father was the sun and the moon to me. What type of figurative language is used in this sentence? A) hyperbole B) simile C) metaphor D) personification 3. The rain seemed like an old friend who had finally found us. What type of figurative language is used in this sentence? A) onomatopoeia B) metaphor C) personification D) simile 4. â€Å"Smash†, when the cup fell off the table. What type of figurative language is used in this sentence? A) personification B) metaphorC) onomatopoeia D) hyperbole 5. He was a library of information about baseball. What type of figurative language is used in this sentence? A) metaphor B) personification C) simile D) hyperbole 6. The curtain was waving to everyone every time the wind blew through the open window. What type of figurative language is used in this sentence? A) onomatopoeia B) metaphor C) personification D) hyperbole 7. The tree shook its branches angrily. What type of figurative language is being used in this sentence? A) personification B) metaphor C) onomatopoeia D) hyperbole 8. Drip, Drop, Drip, Drop went the rain drops falling on the roof of the house.What type of figurative language is used in this sentence? A) metaphor B) onomatopoeia C) personification D) alliteration 9. Her head was so full of ideas that it was ready to burst wide open. What type of figurative language is used in this sentence? A) alliteration B) metaphor C) hyperbole D) personification 10. The baby was like an octopus, grabbing for everything in sight. What type of figurative language is used in this sentence? A) metaphor B) simile C) hyperbole D) personification 11. That movie took my breath away. What type of figurative language is usede in this sentence? A) alliteration B) personification C) idiom D) metaphor 12.Leslie said that she was in the dark about what's going on. What type of figurative language is used in this sentence? A) metaphor B) alliteration C) idiom D) personification 13. Teddy tiger tried tying teepees together. What type of figurative language is this sentence? A) hyperbole B) idiom C) onomatopoeia D) alliteration 14. Silly sally sang a silly summer song. What type of figurative language is this sentence? A) hyperbole B) onomatopoeia C) alliteration D) idiom 15. I like pancakes so much I could eat a million of them. What type of figurative language is used in this sentence? A) personification B) idiom C) alliteration D) hyperboleWhat is the difference between a figurative and a literal analogy?