False Claims Coursework Example | Topics and Well Written Essays - 250 words

False Claims - Coursework Example New York Times reports indicate that 34 percent of American households possessed guns in 2012. They claim that compared to 32 percent of gun ownership in 2010, the rate had substantially declined. The GSS Survey data that New York Times relied on contradicts many other surveys conducted by prominent firms such as Gallup. Gallup reported 47 percent gun ownership in October 2011. The percentages reported by Gallup were inconsistent with the trend of decline in gun ownership as outlined by New York Times. New York Times data also failed to account for the percentage of gun ownership in 2011(Gebeloff & Tavernise, 2013). Omission of data shows unreliability in New York Times report on gun ownership in America. Data from ABC news and Washington post-poll also shows inconsistency of New York Times data. ABC News reports indicate that gun ownership among American households holds at 43 percent that is higher than the 37 percent reported by the New York Times. Gebeloff, R. & Tavernise, S. (2013, March 9). Share of Homes with Guns Shows 4-Decade Decline. The New York Times. Retrieved October 10, 2014 from, http://www.nytimes.com/2013/03/10/us/rate-of-gun-ownership-is-down-survey-shows.html?hp&_r=0 Johnrlott. (2013 November, 19). Problems with Using the General Social Survey to Measure Gun Ownership. Crime Prevention Research Center. Retrieved October 10, 2014 from,

Impact of international field experience on agricultural Education Article

Impact of international field experience on agricultural Education - Article Example According to Bruce (2001) until now the demand to sensitize the agricultural teachers who are trained to enhance international field experience has been driven further and acknowledged widely. This is due to the movement of world cultures and global contacts that are increasing through international experience. In this respect, the new rule is that many schools are increasing their diversity and enrolling students with challenging and unique needs with teachers that are recruited internationally. This has made agricultural teachers to be agents of responsibility for global and cultural education. In agricultural education, international field experience is a vital aspect to the educational professionals who prepare for natural resource and agricultural management industries. It gives out experience which reinforces the instruction of the classroom. It also gives out a chance to agricultural students to engage and observe the application of the knowledge that has been acquired. This m eans that international field experience helps students to achieve valuable insights towards the operation and organization of agencies and businesses in different industrial sectors. In this regard, field experience that is properly supervised and pursued with enthusiasm could be of significant meaning towards agricultural education. ... Purpose of international field experience. Field experience is a factor which is of great importance in agricultural education. Its main purpose has always been to give students a chance of combining the theoretical studies with an application of practical knowledge in the actual environment of work. In the students’ academic program, field experience plays a crucial role as it gives students a room for application of the knowledge gained while in the classroom. Field work also gives students a chance to continue learning under a professional supervisor during the field work. Additionally, student interns should always undertake their study abroad responsibilities with professional and quality dedication. Student interns are also expected to be assets to the agency of placement and that they need to establish an enormous contribution due to their experience in the work. The objective of the research. This is a research work that is set out to among other things achieve one key objective. Thus, the overarching objective was to find out the impacts of international field experience on agricultural education. The topic to be examined would be the impacts of field experience on agricultural education. Limitations of the study. This study will focus mainly on international field experience and its influence in agricultural education. This, thus, implies that study would be limited on international rather than local. This excludes a similar local experience which has not been explored. Moreover, the scope of the study does not take into consideration other field of education despite limited studies contacted in such fields. Basic assumptions. This study had to

The Ethiopian Revenue And Customs Authority Erca Accounting Essay

The Ethiopian Revenue And Customs Authority Erca Accounting Essay Introduction The Ethiopian Revenue and Customs Authority (ERCA) conduct customs operations under the mandates given to it by proclamation Number 622/2009. A number of regulations and directives issued by the Council of Ministers and Ministry of Revenue also govern its operations. An examination of the Customs Proclamation and its supporting regulations and directives shows that except in the valuation of used goods and vehicles, it is consistent with the WTO Valuation Agreement. This is commendable if we take into consideration that it was issued before Ethiopia even became a member of the WTO. Country Experiences on Used Car Valuation Ethiopia Directive No.6/1996 (E.C.), on Used Vehicles and Goods Valuation and calculation of duties and taxes was issued by the former Ministry of Revenues (MoR), a predecessor of the current Ethiopian Revenue and Customs Authority (ERCA), with the stated objective of making the valuation system of used vehicles and goods a transparent, equitable and accountable one. It provides that the customs value of used vehicles and goods is to be based on the C.I.F. price of the good or identical or similar goods when it was bought as new. A depreciation allowance of 10 percent per year, with a maximum allowance of 30 percent is then deducted to arrive at the customs value. This means that for all vehicles and goods which are more than 3 years old at the time of importation 70 percent of the original selling price is used as the customs value of such goods. ( Directive No.6/1996 E.C.) It is quite clear that the above discussed valuation method does not conform to the methods of the Agreement on Impleme ntation of Article VII of the General Agreement on Tariffs and Trade (1994). Furthermore, it cannot be considered even under Article 7 of the Agreement which provides for a fall-back method of valuation because (i) the directive does not apply the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994) valuation methods sequentially but automatically uses an alternative method of depreciation allowance it devised, and (ii) it does not follow valuation methods laid down in Articles 1 through 6 of the Agreement , albeit with a reasonable flexibility, as stipulated under Annex I , Note to Article 7 , Paragraph 1 to 3 of the Interpretive Note of the Agreement. In addition, the 10 percent annual depreciation rate and the maximum allowed depreciation of 30 percent of the original price clearly do not reflect to prevailing market prices of used vehicles in the markets from which they are imported. Canada Memorandum D13-10-2 Used Automobiles, Motor Vehicles, Boats, and Other Vessels of Canada (2001, pp 2) outlines and explains the manner in which the value for duty of used automobiles and motor vehicles and boats and other vessels is to be determined. Where a vehicle or boat, new or used, is imported within 30 days of the date of delivery to the purchaser, it will be valued for customs purposes using the purchase price as the basis for establishing a transaction value. A valid sale for export to Canada is considered to have occurred, and any use of the vehicle or boat prior to importation will be regarded as being incidental to delivery of the vehicle or boat to Canada. If the requirements of section 48 of the Customs Act of Canada (1985), (which is the transaction value method, are not met the value for duty must be determined under one of the subsequent methods of valuation applied in the sequential order provided for in the sections 49 to 53 of the Act. (Canada Customs Act, 1985) For imported used vehicles which are not sold for export to Canada, (ibid) importers may declare a value for duty by referencing used vehicle valuation guides published in the country of export, which list retail sales values for vehicles in average condition. These values indicate the amount any purchaser can expect to pay for the vehicle, whether purchased for use in the country of export or for export to Canada. (Memorandum D13-10-2, 2001; pp. 3) In cases where the importer is unable to provide a value from a neutral source in the country of exportation, customs will use, as its primary reference, the retail sales value listed in the Canadian Automobile Red Book Official Used Car Valuations (Memorandum D13-10-2, 2001; pp. 4). An amount for Canadian duties and taxes, using the duty and tax rates applicable at the time of importation of the goods being appraised, will be deducted from the published listed value, in a flexible application under section 53, of the deductive value method of section 51. (Memorandum D13-10-2, 2001; pp.4) The above discussed used car valuation experience of Canada fully conforms to the methods of valuation of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994). If the requirements of the transaction value method are not met, the value for duty must be determined under one of the subsequent methods of valuation applied in the sequential order which makes it fully consistent with Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994). Article 7 of the Agreement which provides for a fall-back method of valuation is considered when the other methods of valuation cannot be used. Under this method, used vehicle valuation guides are used which consistent with Article 7 of the Agreement. 2.3 Australia The Transaction Value Method: According to the Australian Customs Notice (1998), the Customs value of new or second hand privately imported motor vehicles or motor cycles will ordinarily be calculated using the transaction value method. Under this method the Customs value is based on the price actually paid or payable for the vehicle or cycle in a bona fide sale where the price is not influenced by any other factors such as related party transaction. This method will be used where the importer can show that the vehicle or cycle was purchased to be exported to Australia. (Australian Customs Notice, 1998) Similarly, as stipulated in the Notice (ibid), the transaction value method is not used when: The road vehicle has been purchased overseas at only a token or nominal price Between the date of purchase of the road vehicle and its subsequent exportation to Australia its value has altered due to the following occurring: the addition of accessories, fittings or options, major restoration, modifications or any improvements to the road vehicle made after its purchase; or the road vehicle has depreciated due to wear and tear caused by usage before exportation, an example of this that during the 12 month period of ownership and use required to obtain a permit to import the road vehicle was subject to normal usage which added additional mileage and depreciation to the vehicle; Where any of the above situations have occurred, the Transaction value method cannot be used and an Alternate Methods of determining the customs value will be considered. Customs and Border Protection experience has shown that the majority of road vehicles imported cannot be valued using the Transaction value method because they were not purchased solely for export to Australia or the vehicle has depreciated since purchase due to use. (Australian Customs Notice, ibid ). Alternate Methods of Valuation: When the transaction value method cannot be used to determine Customs Value, the alternate methods of valuation, as set out in Section 159 of the Australian Customs Act will be applied in sequential order. There are several alternate methods to determine the customs value of privately owned road vehicle. The Fall-Back Deductive method is the most appropriate method for establishing the customs value of privately imported road vehicles when it is unable to be determined using the previously mentioned methods. This method is based on the value of the road vehicle at the Australian wharf. The value is established by referring to an expert appraisal. ( Australian Customs Notice, ibid ). In this context, the expert appraisal should provide a cost for the road vehicle as it has been appraised at the point of importation. The appraisal will include any modifications or accessories that have been made or added to the road vehicle prior to its importation to Australia but not any changes to the vehicle that will be required after importation. Once the Australian landed cost has been satisfactorily established, certain deductions will be made by Customs and Border Protection. The value so determined will be the customs value which will be used to determine the customs duty and GST payable. (Australian Customs, ibid ). Another issue to consider is the circumstances where the application of the depreciation method is not appropriate. Certain models and makes of cars enjoy a particular status in the collector market. As an example, certain cars appreciate in value as they become valued as collector or classic and vintage cars. It is not unusual for such cars to be worth much more than the price when sold new. In these cases, it will be necessary to establish a value, where the declared transaction value is doubted, through the use of specialized publications or auctions results, in the country of export. (Australian Customs Notice, ibid ). The used car valuation experience of Australia fully conforms to the methods of valuation of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994). The Customs value of new or second hand privately imported motor vehicles or motor cycles will be calculated using the transaction value method. This method will be used where the importer can show that the vehicle or cycle was purchased to be exported to Australia. When the transaction value method cannot be used to determine Customs Value, the alternate methods of valuation, will be applied in sequential order. Expert appraisal of used vehicles is used to assess the customs value. This method is consistent with Article 7 of the Agreement which provides for the Fall-Back method. Analysis of the Case Study An owner/ importer, a resident of Country I and a car collector, imported a vehicle from Country E. The owner / importer bought the car from a secondhand car dealership owned by the employer of his brother, which indicate the possibility of a related party transaction. According to Article 15 Paragraph 4 (h) of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994), persons are deemed to be related if they are members of the same family. Since the importer is a brother of the employee working at car dealership there is a relation. The question is whether this relation can affect the transaction value. Since the brother of the importer is only an employee and not an owner of the car dealership, there is no possibility for him to influence the price actually paid or payable. The case study indicated that the make and model of the car bought by the importer was not previously imported into Country I. Therefore, no previous transaction values of identical or similar goods could be found. Where no transaction value could be determined under the transaction value method of Article 1 of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994), for the goods being valued, it is necessary to consider a transaction value previously accepted by Customs for identical goods, as the goods being valued. If a customs value cannot be determined using the identical goods valuation method of Article 2 of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994), then the next step is to seek a transaction value previously accepted by Customs for similar goods as the goods being valued. Since there is no previously accepted identical or similar goods value, the identical and similar goods valuation methods, which presuppose the prior importation of the same make and model of the vehicle being imported, cannot be used. The transaction for Customs valuation purposes must be the sale for export to the country of importation. There must therefore have actually been a transfer of ownership resulting in the exportation of the goods to the country of importation. The case study shows that the importer had used the car in the Country of export prior to importation. Therefore the car is not purchased by the importer in the context of a sale for export to Country I. As shown in the experiences of other countries above, regarding the valuation of used goods and vehicles, if a vehicle after being purchased in the country of export is used in the country of export prior to importation, the transaction value method of valuation cannot be used because the value of the vehicle is altered. Therefore, this fact precludes the possibility of using the transaction value method of valuation. Another fact which is indicated in the case study is that, prior to export; the car had been stored and transported in the country of export. According to Article 8 of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade (1994) there are costs which are added to the price actually paid or payable. The incorporation of Article 8 of Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade 1994 additions on the transaction value, presupposes that the method of valuation used is the transaction value method. If the transaction value method of valuation is not used, the cost associated with the storage and transportation of the car in the country of export cannot be added because alternative valuation methods are used. The case study also shows that the importer presented to customs an appraised value of $ 40,000 assessed by an insurance company in the country of import. The Australian experience shows, the expert appraisal should provide a value for the road vehicle as it has been appraised at the point of importation. Therefore, appraised values in the country of importation can be acceptable. What is doubtful in this case is, whether the appraised value by an expert from an insurance company can be considered an independent appraisal and therefore can be used by Customs. The appraisal by insurance company cannot be independent from the importer and cannot be acceptable by Customs. The other point is that, the appraised value for insurance purposes may differ from an appraised value for customs purposes, in which case the appraised value by an expert from an insurance company cannot be acceptable. Therefore, the rejection of the appraised value by customs is correct. As indicated in the case study, during inspection by customs, a Country E car dealership receipt amounting to $ 80,000 made out to the importer was found in the glove-compartment of the car. Assuming the receipt is for the same make and model of the car purchased by the importer, the question to be asked is, whether the customs value of the vehicle can be based on the invoice. As indicated earlier, the vehicle had been used after purchase in the country of export. Therefore, the value of the vehicle had been altered which leads us to explore other valuation methods other than the transaction value method. Chapter 5 under the General Annex of the revised Kyoto Convention states that, the amount of security to be deposited to be kept at reasonable levels and therefore, ensure that they are not used for punitive purposes. The Customs administrations determine how much security is needed. The amount of security has to be as low as possible, and, in respect of payment of duties and taxes, is not to exceed the amount potentially chargeable. Therefore, according to the Revised Kyoto convention, the amount of security to be deposited to clear goods under protest is determined by Customs not by the importer. The information provided in the case study indicates the potential to be collected is $ 12,000 based on the receipt price of $80,000. Security amount of $ 12,000 does not exceed the amount potentially chargeable. Therefore, the action taken by Customs is consistent with the Revised Kyoto Convention. Summary and Conclusion 4.1 Summary The importer had used the car in the Country of export prior to importation. If a vehicle after being purchased in the country of export is used in the country of export, the transaction value method of valuation cannot be used because the value of the vehicle is altered. Therefore, this fact precludes the possibility of using the transaction value method of valuation. The make and model of the car bought by the importer was not previously imported into Country I. Therefore, the value of the vehicle cannot be determined using the identical goods and the similar goods valuation methods as well as the deductive value method, which presuppose the prior importation of the same make and model of the vehicle being imported or the reselling of the imported car. The case study indicated that the car is imported by a collector which shows that it is not for reselling. The information required to substantiate production costs will normally be held by the seller/manufacturer and therefore is unlikely to be immediately available to the buyer in the country of importation. Also, it is unlikely that the importer will be able to obtain this information unless he/she is related to the seller or has a long term trusting relationship/association. In addition it will not be possible to establish the cost of production of the imported vehicle in the condition in which it is imported. Therefore, it is not possible to establish the value of the used vehicle using the computed value method. The importer presented to customs an appraised value of $ 40,000 assessed by an insurance company in the country of import which was rejected by customs. Appraised values in the country of importation can be acceptable. Since the appraised value was assessed for the purpose of insurance which may differ from an appraised value for customs purposes, the appraised value by an expert from an insurance company cannot be acceptable. The invoice value of $80, 000 which was found by Customs inspectors in the glove compartment of the car could not be accepted as transaction value, because according to the Australian Custom experience, if the vehicle is used prior to exportation to Australia the initial transaction value of the vehicle will be altered due to wear and tear as a result of usage. 4.2 Conclusion For the valuation of imported goods using the fallback method, three principles must be adhered to the customs value must be determined using reasonable means; these means it must be consistent with the principles and general provisions of the    Agreement; as much as possible the customs value must be determined on the basis of data available in the country of importation. However, this need not be taken as ruling out the use of information from other countries. Consequently, the origin of such information does not prevent its use for the purposes of Article 7 of the Agreement on Implementation of Article VII of the General Agreement on Tariffs and Trade 1994, provided that the information is available in the country of importation and Customs is in a position to check that it is true and accurate. Therefore, one of the following two alternative ways can be used to determine the value of the vehicle with consultation between the Customs administration and the importer for exchange of information. The Fall-Back method is the most appropriate method for establishing the customs value of privately imported road vehicles when it is unable to be determined using the other methods of valuation. In the case of Australia, the value is established by referring to an expert appraisal. Therefore, using an appraised value conducted by an expert appraiser independent from the importer is appropriate. The other Fall-Back method, to be used is the used vehicle valuation guides published in the country of export, which lists retail sales values for vehicles in average condition. These values indicate the amount any purchaser can expect to pay for the vehicle, whether purchased for use in the country of export or for export to other countries. This neutral source of information is another way of assessing the value consistent with CVA.

The Cicada Many Things to Many People :: essays papers

The Cicada Many Things to Many People In this century of rapid scientific discovery, there still exist natural phenomena with the power to inspire wonder and mystery. The cicada, an insect known since ancient times, is one such phenomenon. Because scientific knowledge of the cicada contains many gaps, these mysterious insects can still stimulate our imagination or lead us into confusion. At the present time, the cicada is many things to many people: it is a curiosity that should be approached scientifically; it is a source of superstition and dread; it is also little more than an annoying, seasonal inconvenience. The cicada is a stout, black insect about an inch in length. Various species of this insect can be found all over North of the America. When the cicada is at rest, its large, transparent, veined wings are folded over the top of its body and extend about a quarter of an inch beyond it. Cicada wing veins are and information reddish orange in color, as are its eyes and legs. The front legs are sharp and crablike, allowing the animal to hold tight to the bark of trees. The species of American cicada most written about by scientists and most wondered about by the general public is known as the periodical cicada. Its scientific name is Magicicada septendecim. This species of cicada appears above ground only once every seventeen years. What the cicada does underground for most of its seventeen-year life span was a mystery until fairly recently. In the early part of this century, a man named C.L. Marlett, who worked for the United States Department of Agriculture, decided to find out. He began burying cicada eggs in his backyard and digging them up periodically for observation. He soon found out that the cicada begins life as a tiny nymph about six hundredths of an inch in length. A nymph is an immature insect, before it has fully developed wings or reproductive organs. During their sixteen years and ten and one-half months underground, cicada nymphs are nestled against tree roots from which they gently suck the juices. Nourished by this root sap, they begin to grow. They shed their skin four times before they reach adult size. Once matured, a cicada does not necessarily leave its underground nursery. All cicadas of the same generation in a region wait for a seventeenth spring before they come creeping forth from the ground as a group.

Lady Macbeth and Her Gender Essay

In Shakespeare’s time women were considered to stay ay home, do the housework and to look after the children after they were married. The role of women was just to please men. Women had no right and no choices because men defined women. A young women’s future was defined by their father and they had no choice to refuse. In Shakespeare’s time, which was the Elizabethan period, there were no actresses and men played women in plays. To women in those times the play ‘Macbeth’ would seem very strange as Lady Macbeths character is nothing like women in then, even to men the character would seem strange. Lady Macbeth is an ambiguous character as she has two sides to her, one side is that she is fiendlike and the other is that she is not fiendlike. The first time we meet lady Macbeth, is when she was reading a letter that Macbeth had written to her telling her about the witches prophecy. She reads the letter and says ‘yet I do fear thy nature, it is too full o’th’ milk of human kindness’. She thinks that Macbeths is too kind to do anything to become king, she says that he is ‘too’ kind, but no one can be too kind to kill anyone. She then says a spell, ‘pour my sprits in their ear’ and she wants to give her evil sprits to him and she has to take away the human kindness and fill it up with evil. This was the very first encounter with Lady Macbeth and this will make the audience think that she is evil, which would shock the audience. Lady Macbeth’s understanding of ambition is evil. ‘Without illness should attend it’. The word illness actually means evil so she is saying without evil you can’t be ambitious. The verb ‘should’ indicate that Lady Macbeth feels that evil must always accompany ambition. Lady Macbeth has just heard that the king, Duncan is coming to stay at their castle. Lady Macbeth say’s a soliloquy and calls on evil sprits to assist her murderous plans. ‘The raven himself is hoarse†¦Ã¢â‚¬â„¢ Lady Macbeths knows that she’s a woman and can’t commit the crime so she says ‘unsex me here’. If she is unsexed then she would not be a woman but a man and her feminine side would be taken away. Lady Macbeth wants to be filled with ‘direst cruelty’ so that she can kill the king with hesitating. This soliloquy is actually a spell. We know this is a spell because she is calling on sprits to unsex her. To an Elizabethan audience and to our modern audience it is still odd for some one casting a spell. In the scene there are many mood changes from excitement to fury. This has a dramatic effect on the audience as the scene started off with a lot of excitement from lady Macbeth and then changed to a furious state towards Macbeth. ‘Look like th’innocent flower, but be serpent under it’. Here lady Macbeth is telling Macbeth to look innocent but be evil inside. This is like Adam and Eve where Adam is Macbeth and eve is Lady Macbeth and the serpent tempted them. This also spoiled their stay in paradise and to Macbeth and lady Macbeth it will spoil the whole existence of the world, as they will be breaking the chain of being. This shows us that lady Macbeth is fiendlike and doesn’t care about the rest of the world. Two scenes later lady Macbeth says something very shocking, which may have just changed Macbeth’s mind. ‘Have plucked my nipple from his boneless gums and dashed the brains out, had I sworn as you have done this’, here lady Macbeth is telling Macbeth that she would kill her own child and throw it on the floor and let it die than break a promise she had made. This is pure evil and again to an Elizabethan audience and to our modern audience this is odd, as no one would say that. After Macbeth kills the king and two guards are saying their prayers and he couldn’t say ‘amen’. This worried Macbeth and all Lady Macbeth could say was ‘consider it not so deeply’. She didn’t care about his feelings and what he was going through and just simply forgot about it. Lady Macbeth is meant to look out for Macbeth, but she really has more control over Macbeth and he does not say anything to her as men in those days would. Lady Macbeth orders him to put the dagger back but he still in shock so she does it her self. In the play lady Macbeth is also not fiendlike towards Macbeth, and tries to support and help him. The first place where lady Macbeth is not fiendlike is when she was calling Macbeth a coward, which was in act 1 scene 7, just before Duncan is murdered. Lady Macbeth may have looked like she was being fiendlike towards Macbeth, when she was calling him a coward. ‘ And live a cowed in thane own esteem’, Macbeth could be saying this to him so that his dream of being king would come true and not for her to be queen. She called him all these names like a ‘coward’, ‘spineless’ and ‘lack of manliness’ to make him say no he’s not and so he would prove her wrong. Lady Macbeth also said ‘but screw your courage to the sticking-place’, and this means be a man and this finally got him and he gave in. I think that it actually worked and it was the turning point and then murdered Duncan. In the second scene of act two lady Macbeth shows a week side in her as she say’s ‘had he not resembled my father as he slept, I had done’t. This shows us that she has some compassion in her and is not all evil. This has a bit of a effect on the audience as they now know she isn’t all evil. After the deed is done Macbeth says this is a ‘sorry sight’ and lady Macbeth replies with ‘a foolish thought, to say a sorry sight’, she is saying its too late now you’ve done it and your dreams will come true. She is keeping his hopes up and is also trying to forget about it. When Macduff tells Duncan’s son of their father’s murder, Macbeth has to depend himself and to help him out lady Macbeth faints in order to bring the attention away from Macbeth so that he would not be questioned. If she did not care about Macbeth she would have not done this. So this shows that she does love Macbeth. Lady Macbeth has her times when she is pure evil but she also cares about Macbeth and about his well-being. She was very strong and kept her emotions inside her until the end and it drove her to sleep walk and then at the end to suicide. She kept it all inside for Macbeth so he would not get worried and so therefore I can’t say she is fiendlike or not.

Support Individuals to Maintain Personal Hygiene

Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria.You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communica tions; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in the care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers).Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your rol e, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44.If you are working with adults they can be found in HSC45. To a chieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discussion: You should describe your actions in a particular situati on and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the | |assessment methods you will be us ing, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector.This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below.There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of pro moting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |nee ds and how to apply this evidence to your own work. | | |13 Methods of presenting information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their con cerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and o rganisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attitudes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | |DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) the type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | ———————– [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care†

Celebrate Veterans Day - History and Origin of Veterans Day

Celebrate Veterans Day - History and Origin of Veterans Day People sometimes confuse the meanings of Memorial Day and Veterans Day. Memorial Day, often called Decoration Day, is observed the last Monday in May as a remembrance of those who died in military service of the United States. Veterans Day is observed on November 11 in honor of military veterans. The History of Veterans Day In 1918, on the eleventh hour of the eleventh day in the eleventh month, the world rejoiced and celebrated. After four years of bitter war, an armistice was signed. The war to end all wars, World War I, was over. November 11, 1919 was set aside as Armistice Day in the United States. It was a day  to remember the sacrifices that men and women made during World War I in order to ensure a lasting peace. On Armistice Day, soldiers who survived the war marched in a parade through their home towns. Politicians and veteran officers gave speeches and held ceremonies of thanks for the peace they had won. Congress voted Armistice Day a federal holiday in 1938, twenty  years after the war ended. But Americans soon realized that the previous war would not be the last one. World War II began the following year and nations great and small again participated in a bloody struggle. For awhile after the Second World War, November 11 continued by be observed as Armistice Day. Then, in 1953, the townspeople in Emporia, Kansas began calling  the holiday Veterans Day in gratitude to both the World War I and World War II veterans in their town. Soon after, Congress passed a bill introduced by Kansas congressman, Edward Rees renaming the federal holiday Veterans Day. In 1971, President Nixon declared it a federal holiday to be observed on the second Monday in November. Americans still give thanks for peace on Veterans  Day. There are ceremonies and speeches. At 11:00 in the morning, most Americans observe a moment of silence, remembering those who fought for peace. After the United States involvement in the Vietnam War, the emphasis on holiday activities has shifted. There are fewer military parades and ceremonies. Veterans gather at the Vietnam Veterans Memorial in Washington, D.C.   They place gifts at the names of their friends and relatives who fell in the Vietnam War. Families who have lost sons and daughters in wars turn their thoughts more toward peace and the avoidance of future wars. Veterans of military service have organized support groups such as the American Legion and Veterans of Foreign Wars. On Veterans Day and Memorial Day, these groups raise funds for their charitable activities by selling paper poppies made by disabled veterans. This bright red wildflower became a symbol of World War I after a bloody battle in a field of poppies called Flanders Field in Belgium. Ways to Honor Veterans on Veterans Day It is important that we continue to share the significance of Veterans Day with younger generations. Try these ideas with your kids to help them understand why its important to honor our nations veterans. Teach your children history of the holiday. Passing on the history of Veterans Day and ensuring that our children understand and remember the sacrifices that servicemen and women have made for our country is a meaningful way to honor our veterans. Read books, watch documentaries, complete Veterans  Day Printables, and discuss Veterans Day with your children.   Visit veterans. Make cards and write thank-you notes to deliver to veterans at the VA hospital or nursing home. Visit with them. Thank them for their service and listen to their stories if they’d like to share them. Display the American flag.  The  American flag should be  displayed at half-mast for Veterans Day.  Take time on Veterans Day to teach your children this and  other American flag etiquette. Watch a parade.  If your city  still holds a Veterans Day parade, you can honor veterans by taking your kids to see it.  Being there clapping on the sidelines  demonstrates to the men and women in the parade that we still remember and recognize their sacrifices. Serve a veteran.  Take time on  Veterans Day to serve a vet. Rake leaves, mow his or her  lawn, or  deliver a  meal or dessert.    Veterans Day is much more than simply a day when the banks and post offices are closed. Take some time to honor the men and women who have served our country and teach the next generation to do the same. Historical facts courtesy of Embassy of the United States of America Updated by Kris Bales

The Crucible Essays (389 words) - Salem Witch Trials, The Crucible

The Crucible Essays (389 words) - Salem Witch Trials, The Crucible The Crucible The witch trials in Salem, Massachusetts in the early sixteen hundreds was a time of uneasiness and suspicion. Anyone could easily turn in his or her neighbor on the ground of witchcraft. Someone could merely say their neighbor's spirit had attacked them during the night, which no man can prove. Nevertheless, as a God-fearing community, they could not think of denying the evidence, because to deny the existence of Evil is to deny the existence of Goodness, which is God. The most important scene in the play was act two, scene three, where John Proctor is able to talk with his wife, Elizabeth, one last time. He decides that he will "confess" to the crime of witchcraft, thereby avoiding being hung. However, to accept what he said, the judge also requires him to sign a written confession which states that he confessed to the crime of witchcraft. Judge Danforth would post it on the church door, to use Proctor as an example to get other people to confess. That upset Proctor greatly, because people would look down on him with disdain, and it would blacken forever his name. What was most important to him was to make a ezd against the insanity of the town, for himself and for God, and using that as a last resort to make people aware of what was happening. This last ezd for righteousness is an example of proctor's great character and rationale. Arthur Miller wrote his play, The Crucible, a story about the Salem witch trials, and the panic resulting from it, as an allegory to show people the insanity of the McCarthy hearings. He wrote it as an allegory so that, if tried by McCarthy, he could say, "it's just a play about the witch trials in Salem. How do you get this communist idea from it?" The story illustrates how people react to mass hysteria, created by a person or group of people desiring fame, as people did during the McCarthy hearings. Arthur Miller, acting as a great visionary, warned us that if we did not become aware of history repeating itself, our society would be in danger. At the same time, he had to do this in a matter that would not get him arrested, hence the witch-trial mechanization.

10 Popular Types Free Printable Graph Paper

10 Popular Types Free Printable Graph Paper SAT / ACT Prep Online Guides and Tips Do you need to print out some graph paper for an assignment, a project, or just for fun? Are you curious about the different types and what they're used for? Then you've come to the right place to browse and print out whatever graph paper you need! What Is Graph Paper? In the most basic sense, graph paper is paper that comes pre-printed with faint lines that make up a grid. There are all different ways to accomplish this, but the most common is a grid made of squares composed of parallel horizontal and vertical lines. You’re probably already familiar with ruled paper- paper that comes pre-printed with horizontal lines that you can use to write on neatly. Graph paper provides assistance in a similar way, but with a grid that anchors your work to two dimensions rather than just one. You’ll most likely need graph paper for math and math-based work. For example, as a beginning student, you can use it for visual representations of numbers when learning multiplication or addition. Later in school, you’ll find it’s much easier to use grid paper to graph geometric figures on a XY-plane than blank or ruled paper. Finally, of course, any schematic, drawing, or design that needs to be to-scale and precise is easier to do on grid paper. However, you can also use graph paper for fun. It's perfect for creating complex designs for interior design, quilting, beading, embroidery, and knitting. It's also an excellent tool for games that feature maps or strategic divisions of space: for instance, most role-playing games use graph paper to show where characters are in relation to terrain, each other, and enemies. This complex textile design uses graph paper to figure out how to create a repeating pattern. Download Free Graph Paper Depending on your project, you’ll need a different kind of grid on your graph paper. I've created 10 printable graph paper PDFs (with alternate JPG versions) to meet your needs. Quad-Ruled Graph Paper Here are several versions of the most standard kind of graph paper- the kind that is made up of squares. Use this paper for math projects like graphing lines or functions, for science projects like creating charts of experiment results, or for developing creative symmetrical or repeating designs. â…› inch squares: JPG Version | PDF Version  ¼ inch squares (most common size): JPG version | PDF version  ½ inch squares: JPG version | PDF version Quad-Ruled Graph Paper with XY-Coordinates If you’re doing a lot of coordinate geometry, save yourself some time with graph paper that already has an XY-axis on it! Full-page coordinate grid: JPG version | PDF version Half-page coordinate grids: JPG version | PDF version Multi-Line Graph Paper This graph paper features a standard  ¼ inch quad grid overlaid with slightly heavier lines in intervals of 4 or 5 squares. Use it to learn skip-counting when first discovering numbers, or use it to easily create bar graphs and other kinds of visual data representation  ¼ inch minor lines, with major lines every 4 squares: JPG version | PDF version  ¼ inch minor lines, with major lines every 5 squares: JPG version | PDF version Dot Paper Dot paper is graph paper that only marks the corners of the grid squares and leaves out their sides. Use it for charts and designs, particularly if you’d like a less visually cluttered result. Because the paper only has dots, any lines you draw won't have to compete with the pre-printed lines that standard quad paper has.  ¼ inch spaced dots: JPG version | PDF version  ½ inch spaced dots: JPG version | PDF version Isometric (Triangle Grid) Paper In this kind of graph paper, instead of squares, the grid is made up out of equilateral triangles. Use it to create 3-dimensional drawings for designs like woodworking plans, interior space planning, or graphing on an XYZ-axis. Draw your vertical lines normally, and then draw any horizontal lines using the sides of the triangles. Because the grid creates angled cubes, your drawings are instantly in 3D.  ¼ inch isometric graph paper: JPG version | PDF version Here's a cool example of what you can do with isometric paper.(Image: tygerbaer2013 via Deviant Art) Expert Tips for Using Graph Paper in Math If you're using graph paper to learn math, let me share a few ideas for how to get the most productive use out of this tool. For Beginner Students For younger students, you can use graph paper to help with concepts like: The number line. Drawing a number line on graph paper automatically correctly spaces each segment. You can use the cross-lines to represent units, fives, tens, or hundreds. Addition and subtraction. Use different color pencils to add or remove squares from a whole. Alternatively, you can use a number line to show that addition and subtraction are ways or moving up or down on it. Multiplication and division. Use rectangular shapes to demonstrate how 3x8 yields the same result as 4x6 by graphing 3 rows of 8, then graphing 4 rows of six, and then counting the resulting squares. Fractions. Divide a rectangle into a variety of equal parts with colored pencils to show how many equal parts can make up a whole. Mapping an environment. Connect our 3D world to 2D space by making a map of the room you’re in, or of your street. For More Advanced Learning As you continue in school, graph paper should become one of the many tools in your problem-solving arsenal. Automatically use graph paper. Remember that you may find it easier to solve problems with graph paper even if they don’t explicitly say to use it. For example, many geometry problems are easier to figure out when you see them represented visually. Graph paper makes the best scratch paper. Use grid paper as your math scratch paper- it will force you to be neater and more precise when organizing proofs, reducing formulas, and so on. What's Next? Learning coordinate geometry and struggling with some of the concepts? Use our guides to the four graph quadrants and completing the square to help fill in some of the gaps. What graph-related math do you need to know for the SAT/ACT? Find out with our articles about coordinate geometry in the SAT and ACT.

Comparing philosophy of nursing and education Essay

Comparing philosophy of nursing and education - Essay Example In any given community, education and nursing play a great role in promoting development. According to Carroll it means a certain kind of thinking or a certain kind of attitude to a certain problem (carrol, n.d). Edward reports that nursing philosophy is the assertiveness towards life and reality that circulates from individual nurses (Edward, 1997). For individuals to develop a certain philosophy of nursing one must consider the abilities to which a nurse obligates her heart and soul to. The main purpose of this article is to compare and contrast the philosophical statement of Richmond medical facility and that of Virginia Common wealth Medical College. The mission of Virginia Common wealth Medical College of Virginia School of Nursing Philosophy (V CU) is to improve health and the general human state. This shall be achieved through conducting nursing study under proper administrative leadership. The institution will provide aim to provide nursing education that will translate to quality nursing services. Thus in order to achieve all these, the facility has to maintain its excellence in education through preparing future scholars for nursing and health care services. The institution seeks to be essential in the change and growth needed in clinical research countrywide. Through caring out these practices it thus provides services that are beneficial to the community and also credit the profession. The facility will provide its expertise and novelty for best practices in education and practice so as to be a national model for clinical scholarship (Virginia Commonwealth University, 2013). They facility educates nurses so as to improve the services offered by the nurses for the benefit of the patient. However VA provides direction on what qualified nurses need to practice when caring for the veterans. They issue leadership on the therapeutic nursing role on care of patient.    On the other hand the mission of Veteran Affairs (VA) is to provide direction on all the issues related to nursing practice. The institution provides the much needed guidance in medical programs and in the various care delivery sites that impact the veterans. The facility has been obliged to fulfill the president Lincolns promise â€Å"To care for him who shall have borne the battle, and for his widow, and his orphan†( Lincoln's 2nd Inaugural Address, 1865, p.1). the facility will do this by serving the men and women who are America`s veterans. The main difference between these two institutions is that VCU seeks to impact knowledge on scholars especially nurses so that they can be able to practice in future. In that they provide edu cation to the students who have no experience and also impact skills in them. The VCU since its birth in 1968, like the other facilities it wants to a firm its ground as a leading university among the nation’s pre-eminent public university. To achieve these levels the university has continually encouraged research. It has gone to the extent of giving back to the community by the students providing health care to its neighbor’s. This has improved the access to health care to the most vulnerable and underserved population. VCU next major step is to look for peculiarity as a public university centered on students triumph. It aims to do this bearing in mind that there are scarce resources and increasing call of accountability and demonstrable value for higher education (VCU, School of nursing 2013). Contrary, to the statements above VA is a diverse group of compassionate professionals whose main focus are veterans who served America. They ensure that the needs of the entir e veteran population are represented, this involves putting resources where veterans are and where resources are most needed (United States of Veteran Affairs, 2013). According to "United States Department of Veterans Affairs" (2013) there are some core values that guide the nurses as they practice. They are supposed to maintain

2. Compare and contrast the motivations of a Middle Eastern terrorist Essay

2. Compare and contrast the motivations of a Middle Eastern terrorist organization with those of a domestic terrorist group. What are the similarities and differences - Essay Example In addition, the gravity of a threat passed by terrorist organization or group is dependent on organization or group’s degree of capability and intent. Domestic terrorist groups function usually within and against their nation of residence. The general motivational categories of domestic terrorist group include nationalism, ethnocentrisms, separatism, and revolution. In the context of nationalism, domestic terrorist groups are motivated by national consciousness and devotion as well as loyalty to the nation. The group’s intent can be to split the existing nation or establish a new one that incorporates the alleged national identity. Revolutionary motivation involves group’s attempts to put an end to a conventional order and reinstate governance with a novel social or political structure. Ethnocentric motivation of domestic terrorist group regard racial or ethnic characteristic as major societal defining factor. Furthermore, separatist motivation involves separation from entities or systems through political autonomy, independence, or religious domination or freedom. Separatists promote ideologies such as anti-imperial ism, social equity or justice, and opposition to occupation or conquest by foreign power. The overall ideologies of domestic terrorist group are framed by social, religious, or political purpose (U.S. Department of State, 2007). On the other hand, Middle Eastern terrorist organizations such as al-Qaeda primarily operate in their geographic region and between nations. Al-Qaeda usually operates in multiple countries, and maintains focus for its operations with the co-ordination from a particular region. Al-Qaeda focuses on the value of notoriety because of the resultant spectacular attacks and mass media exploitation. One of the common motivations of al-Qaeda and other Middle Eastern terrorist organizations is the Islamic

Managerial Control Systems (Take home exam) Essay

Managerial Control Systems (Take home exam) - Essay Example to significantly reduce these emissions (p. 81). The choice of approach depends upon the nature of the business, its motivations and objectives, and the environment it functions in. As a result, there is no one best way by which organizations may achieve their carbon emission targets. The advantages to the firm in the second to the fourth approaches are self-evident, in that energy savings which reduce emissions reduce costs, and the positive publicity enhances the firm’s standing among its consumers. The first approach has to do with the trading of emissions certificates, wherein businesses whose operations require higher emissions purchase pollution permits from other firms who do not need theirs. In this manner, firms who reduce their emission levels have no need for their emission certificates, and may sell them to other firms and therefore earn revenue. Answer to Question No. ... Future-oriented routinely generated information for MCA refers to monetary carbon operational budgeting for short-term decision-making and carbon long-term financial planning long term decision making. Physical carbon accounting (PCA). For PCA, the past oriented routinely generated information includes carbon flow accounting for short-term decision making and carbon capital impact accounting for long-term decision making. The future-oriented routinely generated information for PCA refers to physical carbon budgeting in the short-term and long-term physical carbon planning for the long term. Both MCA and PCA are essentially interrelated. For instance, past-oriented monetary EMA relies on physical information regarding the flow of materials and energy made available by materials flow accounting approaches. On its own, however, past-oriented information is limited. It helps management discern sources of inefficiencies; thereafter, future-oriented information becomes necessary to forecas t the future effects of changes adopted at present (Abdel-Kader, 2011, p. 62). As for short-term information, this is useful where financial data is less volatile. When the data is characterised by high volatility, the long-term focus on carbon-related information becomes more suitable and reliable (Rajapakse & Wang, 2004). Answer to Question No. 3 Various factors influence the volume and type of information that an environmental management accounting (EMA) system provides. Among these are the number, type and functions of managers seeking information from the EMA system and the kind of decisions supported by this information. The structure of the organization and the manner in which its units relate to each other

About smoking Essay Example | Topics and Well Written Essays - 250 words

About smoking - Essay Example In the current society, many people smoke since it looks fashionable and outgoing. Therefore, in their personal perception, smoking looks cool. Such smoking practices lead to different effects that alter your daily activities. The most common effect is addiction. Scientific research shows that smoking one cigarette can lead to affection of smoking more and more cigarettes. This results into addiction and might become part of life of the victim. Furthermore, smoking has horrible effects on the human body. When an individual smokes a cigarette, they cause major health problems to themselves and the people around them. This activity shortens the lifespan of all the individuals affected by the cigarette smoke. That is why it can result into cancer, emphysema and heart diseases (Slovic, 2001). Smokers are unable to quit smoking cigarettes because it is addictive in nature. The cigarettes contain tobacco and nicotine that are highly addictive. Thus, the body and mind adapts the nicotine effect quickly leading to addiction. In conclusion, it is evident that smokers understand the consequences of puffing cigarettes, but find it hard to quit. Even though, it reduces stress, personal issues and pressure, it is not advisable to start smoking. Individuals should consider the harmful impact of smoking before adopting the new

Satisfaction and Force Group Analysis Research Paper

Satisfaction and Force Group Analysis - Research Paper Example In a study by Chadee, Doren and Mattson (1996), tourism experiences have been catered to where quality factors are targeted for deriving the global satisfaction of tourists. The research reveals that different tourist encounters rate for different quality factors, thus confirming that satisfaction is perceived differently by every individual in accordance with his desired need and alleged service. Satisfaction is generally referred to customer’s content. It is the point where a customer approves a product based on a comparison between his perceived performances of the same to his expectations from the product. The term ‘satisfaction’ can also be swapped by different expressions such as discharge of a service, fulfillment of an obligation or a claim. Attaining customer satisfaction has become one of the prime goals of any organization or sector, may it be banking, retailing, hospitality and numerous others. The concept has compelled eminent authors to perform rigor ous studies and analysis in order to measure its worth and various techniques through which a quantitative and qualitative measurement of ‘satisfaction’ can be performed. Satisfaction from organizational perspective is also critical. What an organization thinks about the term ‘satisfaction’ and how it intends to incorporate it in its business practice, must also be considered. In one of the study performed by Todd (2006) on identifying the customer satisfaction pertaining to a banking environment clearly states that satisfaction derived by customer through the services rendered by the bank has actually paid the organization manifolds in future. Here not only pertaining to the banking sector but almost all sectors and industries, the ultimate aim of an organization is to achieve growth and it is almost impossible to attain the objective till the time the organization achieves customer  satisfaction." Hence from this perspective, satisfaction can be defined as an imperative element that aligns organizational practices with customer’s expectations leading to the firm’s organizational success and future growth and customer’s gratification as well. The study reveals that satisfaction varies from customer to customer. In banking, the popular impression one has is that personal service satisfies customers but this is just one little element of its measurement. Satisfaction entails other components as well such as convenience, location, proximity, price efficiency etc, hence it is said that there is no particular way to measure customer satisfaction. There are numerous experts who have devoted extended careers in studying customer  satisfaction but can’t identify what satisfaction exactly means and on what specific grounds it should be measured. Importance of Measurement of Customer Satisfaction Measurement of customer satisfaction is extremely essential as it helps an organization to analyze what a customer ex pects from a product or a firm. It is all the more needed as: The performance raking, if not measured properly, can be misleading; performance trends, if not studied on proper grounds, can reveal misguided information and moreover, faulty deductions can further lead towards improper investment and exorbitant losses for the company (Brandt 1997). In a research conducted by Parasuraman, Berry and Zeithaml (1991), customer satisfaction levels from various sectors were consolidated including telephone repair,

Positive Action Case Study Example | Topics and Well Written Essays - 2250 words

Positive Action - Case Study Example Because positive action is not geared towards eliminating competition, its initiatives usually end before the selection process is started. During short listing and selection of candidates, the person must show merit and capability to do the job. Positive action can also come in the form of training courses designed for specific groups to ensure they can compete with others on level ground. Yet another mode of action of positive action is through implementing changes to discriminatory practices and policies in light of findings. In the United Kingdom, positive action initiatives include "Tomorrow's planners'" initiative. Positive Action Training Highway, the Department for Communities and Local Government and the Planning Inspectorates together have been working to oversee the success of the Tomorrow's planning initiative (Nancy, 1996). This particular initiative aims at increasing black, Asian and other minority group representation in planning over the coming decade. THE HUMAN RESOURCE FUNCTION IN RELATION WORKFORCE DIVERSITY Employee recruitment and selection is increasingly becoming important with more attention being paid to avoid the costs that are associated with poor selection. Several methods are applied in selecting an organization's human resource and generally include advertising, testing, screening, completing application form, interviews and through correspondences with prospective employees. It is the mandate of the human resource team to recruit and select a team that is effective in the organisation's running. The HR department must also come up with polices that will ensure that the process of employee recruitment and selection is carried out within the laws of the country, is above... This essay focuses mostly on the analysis of the positive action initiatives, that give potential employees from under-represented group’s legal backing for equal opportunity with other applicants. Positive action, however, does not involve treating some people more favourably than others, nor does it seek to eliminate positive competition. It also is not positive discrimination which actually is unlawful in the United Kingdom. The researcher analyzes the initiatives for positive action, that are generally designed to make employers be able to encourage minority groups to apply for promotions and jobs. This is because some members of society tend to feel that they do not â€Å"fit in† because of their backgrounds or lifestyles to some organisations. Some people, due to past experiences in other organisations have come to a conclusion that they are unwelcome to work in certain organisations. The researcher then concludes that it is the primary objective of positive actio n to dispel such untrue notions and show the potential employee how much change has occurred in the way organizations are managed. Positive action creates an emphasis that applications are in particular welcome from people that are considered to be from minority groups. Adopting a recruitment policy that is based on affirmative action while driven by good motives can pose a great challenge to the human resource function. The organization or its employees could quite easily face litigation on grounds of discrimination.

Satisfaction and Force Group Analysis Research Paper

Satisfaction and Force Group Analysis - Research Paper Example In a study by Chadee, Doren and Mattson (1996), tourism experiences have been catered to where quality factors are targeted for deriving the global satisfaction of tourists. The research reveals that different tourist encounters rate for different quality factors, thus confirming that satisfaction is perceived differently by every individual in accordance with his desired need and alleged service. Satisfaction is generally referred to customer’s content. It is the point where a customer approves a product based on a comparison between his perceived performances of the same to his expectations from the product. The term ‘satisfaction’ can also be swapped by different expressions such as discharge of a service, fulfillment of an obligation or a claim. Attaining customer satisfaction has become one of the prime goals of any organization or sector, may it be banking, retailing, hospitality and numerous others. The concept has compelled eminent authors to perform rigor ous studies and analysis in order to measure its worth and various techniques through which a quantitative and qualitative measurement of ‘satisfaction’ can be performed. Satisfaction from organizational perspective is also critical. What an organization thinks about the term ‘satisfaction’ and how it intends to incorporate it in its business practice, must also be considered. In one of the study performed by Todd (2006) on identifying the customer satisfaction pertaining to a banking environment clearly states that satisfaction derived by customer through the services rendered by the bank has actually paid the organization manifolds in future. Here not only pertaining to the banking sector but almost all sectors and industries, the ultimate aim of an organization is to achieve growth and it is almost impossible to attain the objective till the time the organization achieves customer  satisfaction." Hence from this perspective, satisfaction can be defined as an imperative element that aligns organizational practices with customer’s expectations leading to the firm’s organizational success and future growth and customer’s gratification as well. The study reveals that satisfaction varies from customer to customer. In banking, the popular impression one has is that personal service satisfies customers but this is just one little element of its measurement. Satisfaction entails other components as well such as convenience, location, proximity, price efficiency etc, hence it is said that there is no particular way to measure customer satisfaction. There are numerous experts who have devoted extended careers in studying customer  satisfaction but can’t identify what satisfaction exactly means and on what specific grounds it should be measured. Importance of Measurement of Customer Satisfaction Measurement of customer satisfaction is extremely essential as it helps an organization to analyze what a customer ex pects from a product or a firm. It is all the more needed as: The performance raking, if not measured properly, can be misleading; performance trends, if not studied on proper grounds, can reveal misguided information and moreover, faulty deductions can further lead towards improper investment and exorbitant losses for the company (Brandt 1997). In a research conducted by Parasuraman, Berry and Zeithaml (1991), customer satisfaction levels from various sectors were consolidated including telephone repair,

Marketing Explanation Essay Example for Free

Marketing Explanation Essay Background of marketing: Starting In the 1920’s it was the production era. A product was thought to be good if it was bought by a customer. Producers could only sell what they could produce. From the 1950’s marketing was shown in a sales era. Customers didn’t buy anything unless they needed it. Communication and persuading customers to buy your good was now stronger then it was so some companies goods were better than others. From the 1960s onwards most markets have become saturated (the size of the market remains the same). This means that there is now intense competition for customers. The sophistication of marketing management has therefore developed into what we now see in a modern marketing department. Marketers are involved at a strategic level within the organisation and therefore inform an organisation about what should be produced, where it should be sold, how much should be charged for it and how it should be communicated to consumers. Modern marketers research markets and consumers. They attempt to understand consumer needs (and potential needs) and allocate organisational resources appropriately to meet these needs. Modern marketers are particularly interested in brands. They are also increasingly interested in ensuring that employees understand marketing, i.e. that everyone within the organisation involves themselves with marketing activities. Started from the 1990’s organisation had to start considering what customers actually want and had to form relationships to create ‘loyal customers’. Function of marketing: â€Å"The function of marketing is to encompass the whole process of deciding which product and services the customer will want and how will they be delivered to the customer†. (Travel Tourism book 1, Page 112) What are the aims of marketing? * Meet customers’ needs * Know the competition * Manage any threats * Research customers need * Know the market Marketing Mix: The marketing mix describes the key elements that an organisation uses to inform and persuade and meet the customers’ needs using the 4 P’s. The 4 P’s are: * Product * Price * Place * Promotion Product: â€Å"a product is anything that is offered to the marketplace that can satisfy a customer’s perceived need† (Eric Davies, Successful marketing book, 2012, page 78) Price: How much the product is being sold to the customer for? Place: The place of marketing focus of how the product is contributed to the customers and where it is being stored. Promotion: who the product is being sold to (target audience) Marketing Segmentation: marketing segmentation is the way how the target market is divided into different sectors that are a best fit for them. The 4 groups are: * Demographic * Social-economic * Geographical * Psychograph Demographic segmentation: â€Å"Gender, age, income, housing type, and education level are common demographic variables.† (http://www.decisionanalyst.com) Social-economic segmentation: Mainly split you’re through your personality. The main groups are consumer attitudes, values, behaviours, emotions, perceptions, beliefs, and interests. Geographical segmentation: This is based on where you live e.g. post code Psychographic segmentation: â€Å"This is perhaps the most common form of market segmentation, wherein companies segment the market by attacking a restricted geographic area. For example, corporations may choose to market their brands in certain countries, but not in others.† (http://www.decisionanalyst.com) E-marketing: The process of using digital technology to market products and services. Company ethos: Values and beliefs that define the company, normally expressed in vision mission statements. Virgin Atlantic Mission Statement: â€Å"Safety, security and consistent delivery of the basics are the foundation of everything we do.† â€Å"The success of our three year strategy requires us to build on these foundations by focusing on the business and leisure markets and driving efficiency and effectiveness.† (http://www.virgin-atlantic.com) Ryanair Mission Statement: Ryanair will become Europe’s most profitable lowest cost airline by rolling out our proven ‘low-fare-no-frills’ service in all markets in which we operate, to the benefit of our passengers, people and shareholders. Ryanair’s objective is to firmly establish itself as Europe’s leading low-faresscheduled passenger airline through continued improvements and expandedofferings of its low-fare service.’ Ryanair’s goal is to provide a no frills service with low fares designed to stimulate demand. (http://www.scribd.com) Consumer protection: Rules legislations that protect customers from many bad problems e.g. fraud, flight delay. There are 3 Main act that cover consumers. They are: * The Consumer Act 1987 * Data Protection Act 1998 * The Unfair In Consumer Contract Regulations 1999 The Consumer Act 1987: An Act to make provision with respect to the liability of persons for damage caused by defective products; to consolidate with amendments the Consumer Safety Act 1978 and the Consumer Safety (Amendment) Act 1986; to make provision with respect to the giving of price indications; to amend Part I of the Health and Safety at Work etc. Act 1974 and sections 31 and 80 of the Explosives Act 1875; to repeal the Trade Descriptions Act 1972 and the Fabrics (Misdescription) Act 1913; and for connected purposes. (http://www.legislation.gov.uk, 15th May 1987) So if there was an item on the plane that says its 69p but its scanned as 80p you have a right to purchase it for 69p. Data Protection Act 1998: The Data Protection Act (DPA) gives individuals the right to know what information is held about them, and provides a framework to ensure that personal information is handled properly. (http://www.admin.ox.ac.uk) The Unfair In Consumer Contract Regulations 1999: The Unfair Terms in Consumer Contracts Regulations 1999 (SI 1999 No 2083) (the Regulations) recognize that, in many circumstances, consumers have no power or influence over the details of the terms which they are asked to agree to when entering into consumer contracts. The purpose of the Regulations is to set a framework within which firms must work when drawing up their contact terms and conditions, and appoints certain third parties (known as Qualifying Bodies) who are authorized to challenge firms when they think a particular term is unfair. (http://www.cml.org.uk) Standards of practice: The advertising standards authority is an independent body set up to police the rules for advertising, sales, promotion and direct marketing. The system is aiming to protect consumers and maintain the integrity or marketing communications. P.E.S.T: P.E.S.T stands for: * P- political * E- economic * S- sociocultural * T- technological Travel tourism organisations have to be aware of the external factors that affect or influence their business. Political factors: Some political factors that would affect an organisation are: * Changes of government * Increase in tax * Security law Economical: Some economic factors that would affect an organisation are: * Recession * Exchange rates * Unemployment Socio-cultural: Some socio-cultural factors that would affect an organisation are: * More tourists * Income/trends Technological: Some technological factors that would affect an organisation are: *New technology * Websites * IT References: 1. (www.cim.co.uk) 2. http://www.atkinsmarketingsolutions.com/wp/2011/04/07/dr-philip-kotler-defines-marketing/ Friday, 16 November 2012 3. (Eric Davies, Successful marketing book, 2012, page 8) 4. (Travel Tourism book 1, Page 112) 5. (Eric Davies, Successful marketing book, 2012, page 78) 6. (http://www.decisionanalyst.com/publ_art/marketsegmentation.dai) 7. (http://www.decisionanalyst.com/publ_art/marketsegmentation.dai) 8. (http://www.virgin-atlantic.com/en/gb/allaboutus/missionstatement/index.jsp) 9. (http://www.scribd.com/doc/80225985/Marketing-Plan-for-Ryanair) 10. (http://www.legislation.gov.uk/ukpga/1987/43,15th May 1987) 11. (http://www.admin.ox.ac.uk/dataprotection/)

The Israeli Palestinian Conflict Analysis

The Israeli Palestinian Conflict Analysis The Israeli Palestinian conflict is the conflict that has been going on between Israel and Palestine. It refers to the political tensions and hostilities between the Arab and Jewish community in the Middle East that lasted over a century. The conflict started in the late nineteenth century. This was the period that Ottoman Empire rule where Arabs at the ottoman Palestine considered themselves part of the overall Arab territories which were under the rule of the same empire. The disputes that arose in this time were caused by religious affiliations. Discussion The start of the conflict is traced to Jewish immigration to Palestine after the Zion movement was established. It is seen as part of Arab nationalism. The central argument is that the people of the Arab universe constitute one nation that is brought together by a common language, culture, religion and historical heritage. The conflict started as a political and national affair that was about competition for territorial issues following the failure of the Ottoman Empire (Milton-Edwards 15). In 1917 to 1948 the Jewish Arab conflict arose over the land of the Palestine. Both parties were under the British rule. Between 1948 and 1967 Israel was declared a state and was followed by a war that lasted six days. British mandate was terminated from Palestine. For armies from Jordan, Syria, Iraq sand Egypt invaded the then formed Israel. The war ended with Israel winning. It took territory beyond borders for a proposed Jewish state and the borders for a proposed Palestinian state. From 1967 to 1973 Arab leaders met in Khartoum to try and respond to the war. They resolved not to recognize, not to initiate peace and not to negotiate with Israel but instead started the attrition war in order to make Israel give in the Sinai Peninsula. The war ended in 1970 after the death of Nasser. In 1973 Egypt and Syria attacked Israel. The Israel army was not prepare and took sometime to get themselves organized. The use and the Soviet Union joined. When Israel started taking control of the war USSR threatened to intervene with its military. The USA made a cease fire in October 1973 avoiding the nuclear war. Egypt signed a treaty with Israel in 1979 to end the conflict. The Sinai Peninsula was given back to Egypt and the Gaza strip remained with Israel. Jordan signed a peace treaty with Israel in 1994. In 1981, Israel attacked Iraq and decoyed the nuclear equipment that had been created. The gulf war erupted and Iraq fired 39 missiles to Israel which did not respond to this to eliminate chances of encouraging a great war (Gunderson 93). In September 1970, on the black September, thousands of people died mostly Palestinians when Hashemite king Hussein quashed the autonomy of Palestinian organizations. From 2000, violence between Israel and Palestinian armies intensified. The violence has mainly featured Hamas militants, Hezbollah fighters, and Palestinian and Israeli soldiers. Groups on the two sides including Hamas and gush emunim created religious arguments on their uncompromising beliefs. Israel through the likud party puts forward that they have a biblical right over the land of Israel and its attachments. Christian zonists support the Israelites because they agree with the ancestral right of land for the Jews to Israel. Muslims also claim that they have a religious connection to the land of Israel through the Quran. The Muslims argue that Israel was promised to all descendants of Abraham including the children of Ishmael, Abrahamà ¢Ã¢â€š ¬Ã¢â€ž ¢s eldest son. The Jewson the other hand claim that Israel was given to the descendants of Abraham`s younger son Isaac only. The Muslims despise all holy places that Jews bring out from the bible for example the temple mount and put their own such as the dome of the rock. Thus Muslims claim that Muhammad passed through Jerusalem when he was going to heaven making Israel the Islamic waqf that must be ruled by Muslims. Apart from the religious issue, the land issue also aggravated the conflict between Israel and Palestine. The two nations have been for a long time been involved in conflict over land issues. Israeli settlement in the western part has been the main land issue. The occupation of the wet bank and Gaza strip has been the main focus. Palestine wanted Israel to return all the land that it conquered in the 1967 war. Israel refused to do so and instead continued to develop settlements through out the peace process. Refugees that were pushed away from their homes in 1948 when Israel was created and others who were affected in 1967 has been an issue in the conflict. Palestinians want these refuges to be resettled at their original homes in Israel. Israel has opposed the resettlement of these refuges claiming that it will result to Arab Palestinian majority and would finish Israel as a state for Jews (PappÃÆ' © 188). The Palestinian state has also been an issue of concern. The Palestinian liberation movement wanted a two state solution which Israel is against. Mainstream Palestinian wants a state to be created in the west bank and Gaza. Israelis are opposed to this because they think it will act as a breeding ground for terror associations. Israel repression in response to Palestinian violence became a major issue of concern in the conflict. It did this first by reducing the entrance of Palestine at the border. This brought down Palestinians standards of living and was humiliated at the check points. Following terror attacks, Israeli forces opened fire quickly sometimes killing innocent civilians (Gelvin 123). The conflict between Israel and Palestine has had some serious implications. Monetary implications have been great for the two countries. Much money and funds have been used to purchase arms and equipment used in the war. Millions of dollars have lost, stagnating the economic growth of the two countries. Heavy budgeting on the war has had a negative influence on the economies of the two countries. The conflict has contributed to a water crisis in the Middle East. Population growth has exuded the water available for the two nations. Water is perceived as a gift from God to which people should have an inalienable right. The Dead Sea which is located at the lowest elevation is slowly vanishing. This is due to the gradual water loss. The sea ha split in to two separate lakes and its coastline resided considerably. Israel and Arab governments have diverted the water for agricultural and industrial purposes. This replenishes the red sea. The Palestinian government has demanded that it wants a fare share of the water. Official and unofficial actors from the international community should seek to create forums and time to promote brainstorming and exchange of ideas that involve Israeli and Palestinian communities with regard to peace and ways of achieving it. This not only raises the awareness of each others grievances but also formation of equal and strong networks where ideas are voiced without consequence. Communities and leaders must be ready for and be encouraged to make compromise in order to achieve peace. Arab states are supposed to help Palestinians in this process. Americans and Europeans are supposed to work through political options ahead of negotiations. This support would enable Palestinian leadership to pick up on the positive Israel gestures and proposals as well as pressure Israeli leadership to respect international momentum towards peace. Conclusion Lastly there is need for leaders and communities to face the hard truths of the conflict. The basic issues such as the borders, security, refugee return and settlement are not going away but must be faced in peace efforts. Efforts must address the security of Israel and the finality of the agreement, making clear to Palestinians Arabs that it is final.