Eminent Domain Law/Policy in Texas Essay

The Eminent Domain Law is basically defined as the imposition of the power possessed by the state to appropriate private property and to renovate or reconstruct the property for public use. 1 It varies in different jurisdictions. The land that will be taken due to the eminent domain law is called condemnation proceedings. There is a process in seizing a property. First, the government will try to negotiate with the owner and offer an amount or a thing of equal value to compensate the loss of the property. Second, if the owner opts not to let go of his property, the state would exercise its power by imposing the eminent law and appeal to the court. Third, a hearing would be scheduled and argue with the fact that they have negotiated to purchase the land, and the owner would be casted upon with non-compliance with the government’s request. Lastly, if both sides were not satisfied then they can appeal to the court. 2 This is a vicious cycle that breaches the law of private property and also in some way steps on human rights. Though it is legally and constitutionally correct, there are negative implications attached to the undertakings of this law. Here are evidences which prove that the eminent law is applied. In Texas, a debate sprouted because of the undefined limitations of the eminent domain law. Frank Corte represented the state of San Antonio to justify that eminent law is simply taking of private property and made in accessible and useful for the public. Basically, he is talking of economic development. A counter –argument was fueled by Kyle Janek, who represents Houston, that there should be technical discourses about the amendments of the bill and to specify clearly what is â€Å"public use†. Janek’s claim is that there are always hidden motives with the eminent domain law. Another perspective was introduced when John Whitmire of Houston, said that â€Å"is economic development really the public’s interest? † It was brought about the effects of this law and enumerated some of its negative implications such as threatening of job creation, urban renewal, and state revenue resources. Based on what Whitmire has stimulated, Tommy Williams of The Woodlands claimed that the eminent law only made the other entities or such economically-driven officials to condemn private properties that would serve their purpose well. In the end of the debate, Kyle Janek’s suggestion of further supplying the reasons for condemnation has been implemented. In Texas law, it is stated that the government can seize private property only for economic purposes and especially for public use. Jeff Coyle attacked the eminent law and said â€Å"why would Governor Perry sign a bill with loopholes in it? Coyle thought that the loopholes would best serve the private interest of those who seize properties. In this scenario, Coyle is defending the rights of privately owned properties and its condemnation with the use of the eminent law. He implies that the eminent law has a self-serving bias for the politician who suddenly seizes the property. Eminent law is for economic development but also abstraction since it problematize on how can the people protect their own property though it is for public use. This was from the Texas Senate News and basically claims like the first other debates, the definition of â€Å"what is public use†. Bill Peacock of the Texas Public Policy Foundation stressed that the transfer of a private ownership to one another using the eminent law must be forbidden. Peacock also stressed that the court is too liberal in interpreting what is for public use and not. Basically, the eminent law has not been limited to any private property and all that is said to be needed for public use can be seized by the government. The origin of Peacock’s arguments came from Jenifer Zeigler who is an attorney in the Institute for Justice and claims in her proposed Senate bill 7 that the â€Å"public use† should be clearly defined and all of the transactions and negotiations should be done constitutionally. In the end of it, Attorney Joe Doegey made the closing remarks and defended the government that the eminent law enforcement was critically thought of and that all the properties that have been claimed were all constituted for public use. The committee then decided for adjourning the meeting and the case can be subjected in future meetings to come. This was what transpired in the meeting of the Joint Committee to Study the Power of Eminent Domain in 2005. In defense of the Eminent Law, Michael Allan Wolf, a professor in the University of Richmond which focuses on property law, states that the eminent law is good for the people since it promotes to claim private properties into public use. He had given examples such as railways and assembly lines. In the creation of railways, it made some parts of the state more accessible. Trading and other business transactions were a lot easier. With the birth of the assembly lines, people near the area are most likely of getting employed. With this positive note, he even claimed that the eminent domain is the â€Å"engine of public progress† since the people is making good use of the seized facilities. In summary, there is no clear limitation for the eminent domain law. Even if there many revisions or suggestion to make the law better, the economically-driven politicians will always find a way to exploit this law. Abuse of the law is what occurs in this point. There are no restrictions for the one who holds the power and can claim the properties that he may wish. The eminent domain law is powerful and useful but at the same time, it as like a double-edged sword that the people adhere to. There are act of the government and other institution to revise this law in protection the properties of the public and also to sustain the people’s rights. Much justified, the eminent domain law is being abused by the ones who are in the position. It is up to us the people who should know about the law and better yet our rights. The eminent domain law is made not to seize property irrationally but a condemnation for economic development. It is a law since it is very powerful yet it is just like a policy since it has many loopholes in it.

Pride and Prejudice: Mr Collins proposes Essay

Mr Collins proposes to both Elizabeth and Charlotte but their reactions are very different. What does the behaviour of all three characters during chapters 19, 20 & 22 tell us about the different attitudes to marriage in the early nineteenth century? Throughout the book Pride & Prejudice, there are many different views towards marriage expressed. For example, Elizabeth Bennet wishes to marry for love whereas Charlotte Lucas doesn’t mind marrying someone she doesn’t love just for the security of marriage. Mr Collins, on the other hand, wants to marry to set a good example as the vicar, and on the advice from Lady Catherine de Bough. These attitudes are different from ours today in that women today don’t need the security of marriage and rarely marry without even liking their prospective partner. In chapter six, Elizabeth shows that she only wishes to marry for love and not for money or security. When Charlotte tells Lizzie her advice, that you should know as little as possible about your partner before you marry them, Lizzie says â€Å"You make me laugh Charlotte†¦you would never act this way yourself!† This shows that Lizzie does not agree with this view of marriage and finds it slightly ridiculous. This is similar to our attitude to marriage today in that, like women today, Lizzie wants to know her partner properly, unlike Charlotte, and love them before she marries them. Mr Collins proposes to Lizzie in chapter 19, but Lizzie declines because she does not love or even like him. This is very admirable of her as many women in her situation would have accepted purely for the security of being able to stay in her family home. However Mr Collins perseveres in his proposal, convinced she is only joking when she refuses him, and she becomes more adamant, saying â€Å"I am perfectly serious in my refusal – you could not make me happy, and I am convinced that I am the last woman in the world who could make you so.† This shows she is headstrong and will only ever marry for love. Her mother Mrs Bennet wants Lizzie to marry Mr Collins so that Lizzie will be in financial security and be able to stay at Longbourn. However Mr Bennet doesn’t want her to marry Mr Collins because he knows she doesn’t like him and wants her to be happy, also he doesn’t want her to have a marriage like his and Mrs Bennet’s because they didn’t marry for love. When Charlotte tells Lizzie she has accepted Mr Collins’ proposal, Lizzie is very surprised. She says â€Å"Engaged to Mr Collins! My dear Charlotte – impossible!† which shows that she cannot believe her friend would get engaged to him so soon after she herself refused him. This tells us that her attitude to marriage is very different from her friend’s and that she can’t contemplate Charlotte marrying Mr Collins even though she does not like him In chapter 15, Mr Collins’ attitude to marriage is described. He has decided to marry now because he has a good house and a very sufficient income, therefore he has a better chance of getting a wife as he can offer financial security. He chooses one of the Bennet girls to make amends with the family as he is to inherit Longbourn. This is not a good reason for marrying. He originally wanted to propose to Jane, however Mrs Bennet informs Mr Collins that Jane is ‘soon to be engaged’, so he changes his mind to Lizzie instead. This shows that his ‘love’ for Lizzie cannot be true because she is his ‘second choice’. Also it tell us that he is desperate to get married so won’t give up that easily. When he proposes to Lizzie he states his reasons for marrying all in the wrong order. He mentions that â€Å"I think it a right thing for every clergyman in easy circumstances (like myself) to set the example of matrimony in his parish† and â€Å"I am convinced it will add greatly to my happiness† all before he mentions any love for Lizzie. When Lizzie turns him down he cannot understand why and thinks she is joking. He says â€Å"†¦it is usual with young ladies to reject the addresses of the man who they secretly mean to accept†¦I am therefore by no means discouraged.† This shows he is very arrogant and thinks very highly of himself. Also, the fact that he would be prepared to marry a woman who does not even like him tells us that he is desperate to get a wise and that he doesn’t want to displease Lady Catherine de Bough and has advised him to marry. He proposes to Charlotte just three days after Lizzie refuses him. This tells us that his ‘love’ for Lizzie was false as he moved on so fast. Also, if he had loved Lizzie his love for Charlotte could not have been true as he would not have gotten over Lizzie. In chapter 6 Charlotte talks to Lizzie about her views on marriage. She says to Lizzie â€Å"Happiness in marriage is entirely and matter of chance.† This tells us that she doesn’t mind if she marries someone she doesn’t love, because it is a matter of chance if she is happy or not. This is very different to our attitude to marriage today as people today marry for love and don’t share Charlotte’s views that happiness is a matter of chance. She accepts Mr Collins’ proposal because he has a good house and income and can offer her financial security. It is not surprising that she accepts because she is close to becoming an old maid and her views of marriage show that she does not want to marry for love but for security. This changes my opinion of her in that she is not as headstrong as Lizzie because she is so desperate for the security of marriage that she is happy to marry Mr Collins, whom she does not love. However, she followed her own advice from previous chapters and sticks to her views, which is admirable. Elizabeth’s attitude to marriage is closest to our views today; she believes in marrying for love and not for security like her good friend Charlotte. Charlotte’s views reflect early nineteenth century attitudes to marriage. She believes in marrying purely for the security of marriage, and money. She accepts Mr Collins’ proposal because he can offer her financial security and a good home, and this supports the views she expressed in earlier chapters. Mr Collins come to Longbourn to find a wife on the advice of Lady Catherine de Bough, whom he idolizes, and because he thinks it will set a good example in his parish. His attitude is quite different from today, as people today make their own choices about marriage and do not need to set a good example in their life and job by being married. I agree most with Lizzie’s views on marriage because I think to be happy in marriage you should marry for love and not money or security. I do not agree with the early nineteenth century views on marriage because nowadays we do not need to marry for money or for a good home.

Race Assignment Example | Topics and Well Written Essays - 1250 words

Race - Assignment Example Nonetheless, despite there being several different physical traits, racial groupings are seeming based on skin color. As a result of these social division, there emerges a new paradigm, racism, which exerts prejudice and discrimination. Racism is advanced under the assumptions that some races are stronger and more superior to the others. For example, the notion that white people are superior to black people. In a bid to resolve the ambiguity surrounding racism, it is important to delve into an analysis of the history of race based on the works of Lipsitz, Omi and Winant. The illusionary state of race has prompted different standings with considerations of race as either being ideological or an objective condition. However, Omi and Winant differ with both of these considerations simultaneously drawing their own conclusion based on the origins of race. Race has seemingly a rich history and no specific date and time can be allocated to the start of race. For instance, Field’s efforts to place the start of race in the 17th century in the Northern American colonies is met by unending critic since there are prints of race long before. According to Omi and Winant the theory of race must â€Å"apply to the contemporary political relationships, increasingly global context, and across historical time† (Omi and Winant, p.5). This implies that the constraints of race re embedded in these three conditions and an effort to evade them would lead to an absurd conclusion. Additionally, changes taking place in issues revolving around race have contribut ed to greatly in creating a different perspective towards race. In the past race was seemingly inevitable due to the notion that it was a natural condition. Conversely, in the modern day race is perceived as a subordinate to supposedly more concrete material relationships (Omi and Winant, p.7). As such, Omi and Winant argue that the current definition of race may on the verge of extinction paving way to a different

Presenting the Budget Research Paper Example | Topics and Well Written Essays - 1000 words

Presenting the Budget - Research Paper Example The government needs $3,117 million in 2015 and $3,070 in excess of the revenue to cover the expenses. However, in 2016 the growth rate of the revenue is greater than the growth rate in expenses. The growth rates of all the expenses mentioned above were computed together with the amount in dollars expected to increase. Highest growing category of the expenses is fringe benefits. In the year 2012-2013 these expenses will grow at the rate of 5.22% or $418 million in amount. Further increase in expected in the following years and the growth rate is expected to rise to 6.74% in 2013-2014 and ultimately 6.98% in the last year of projection. Fringe benefits include compensation beyond salary or benefits in kind. There are other expense as well which do not look significant in percentage but amount increased is significant. For example salaries and wages only increase by 0.55% in 2013-2014 but the amount increase is $119 million. Similarly growth rate in the last year so only 1.71% but the amount increase is $376 million. Another important area of the expense to be discussed is the amount increase in the lease and debt services. In 2012-2013 total increase is $656 million and percentage increase is 12.01% but the growth rate falls in the subsequent years and reached to 3.86% in the last year but still the amount in Dollar increases. Some of the expense shows no permanent trends like pensions of projections expenses and medical assistance. These are expected to be increase and decrease in all years of projections. In 2013 there is an increase of $100 million in the pension expenses and in 2014 the increases in expected to be only $52 million as compared to 2013 and next years there is a decline of $108 million. Similar is the situation with the medical assistance. General property tax is expected to be $17,917 in 2012 which constitute around 26.33% of the total revenue in the first year of

Environmental Studies - Consumer Products Research Paper

Environmental Studies - Consumer Products - Research Paper Example Since the industrial revolution in Europe, mass production came in to place to satiate the demand for consumer products, which was passed on to the European colonies, with particular emphasis on the United States of America. Greater economic strength has led to the developed world becoming the focus of increased consumerism (Stearns, 2006, p.40). This paper evaluates some consumer products in terms of their environmental footprint, to provide awareness on the impact of consumer products on the environment. Bottled Water Tap water fit for human consumption is quite freely available, yet there is increasing use of bottled water, due to the lack of faith in tap water (Gelt 1996, np). For the production of bottled water consumed worldwide more than 1.5 million ton of plastic is needed for the plastic bottles in which the water is bottled. This plastic comes from the non-renewable resources of oil and natural gas. The manufacturing processes involved in the production of the plastic can b e polluting to the environment and cause risk to human health. There are several ways in which Polyethylene terephthalate (PET), which is the plastic resin used most commonly to produce plastic bottles can be recycled, to reduce environmental degradation (Chong & Kim, 2007, np). Yet, recycling of plastic is not often done, and so plastic bottles are disposed off, causing serious landfill issues. Plastics are chosen for several applications because of their stability to degradation. This in turn causes plastics to have a very slow rate of degradation, thus constituting a long duration waste problem (Harper, 2002, p.14). In addition to the pollution issues with bottled water, there is concern on depletion of the water resources at the production sites of bottled water. Large quantities of water are required at the bottled water production sites, which is drawn from ground water aquifers and local streams, raising concerns on the sustainability of the water resources in the face of thi s large scale depletion of water resources. In the USA protests against the depletion of water resources for the production bottled water have occurred, like at Nestle’s Perrier plant at Wisconsin, which led to its relocation to Michigan (Gleick, 2004, p.41). Dishwashing or Washing Machine Detergents In the production of dishwashing and washing machine detergents the factors that are important from an environmental perspective are the energy used in the impact of the raw material extraction, energy consumption, and release of waste products and effluent from manufacturing sites. Raw material extraction issues include the impact of mining for phosphates, silicates, and carbonates, used as builders in detergents, on the environment. Waste effluents from the production of detergents pertain to the ingredients in the detergents. There are more than 30 ingredients in modern detergent, with surfactants, builders, and solvents that can be toxic to the surrounding environment (Risk & Policy Analysts, 2006. p.i). However, it is the usage stage of dishwashing or washing machine detergents that is the most critical to environmental degradation. Life cycle assessments on detergents have shown that it is the usage stage that is responsible for approximately 95% of environmental degradation with detergents. This critical factor becomes even more significant, when the increasing number of different dishwashing and washing machine detergents entering the market and increasing consumption is taken

Crawford and the Iraq war Essay Example | Topics and Well Written Essays - 500 words

Crawford and the Iraq war - Essay Example His books and his words state the trouble and trauma he went through and how it changed his life. He had been deployed at Iraq for 6 months which extended upto an 18 where Crawford witnessed the turmoils of the war. He shares the story at the Warfield and the life of the soldiers at the Warfield. Hinson (2005) says "Recounting his experience Crawford in A soldier's true story says the ancient city turned out to be a hellhole". Living amidst the bombs and the noises, life became horrible and difficult. They transformed like animals, they had no feelings, no proper food or no peace of mind. Crawford witnessed fear, stupidity, resentments and breezy victories of the soldiers. The war damaged his life bit by bit. Being in the war filed, the sound of bombs, the soldiers' voices and the noisy environment gave sleepless nights to Crawford. He then took Valium tablets to sleep in the night and got used to those drugs. He found it impossible to sleep with out those tablets. Crawford visualize d variety of feeling in the war field like anger, nervousness, isolation, liberation and defeat. In spite of him leaving the war field, the images and the scenes from the war field came to his mind again and again. He spent sleepless nights even in his nation. There was always a post war stress that remained in his mind, which did not allow Crawford to lead his routine life. His regular life became complicated for him. He felt that every thing changed. In spite of Crawford coming from a war family, he was totally disturbed by the war effects.

Global Financial Management & Summary Assignment

Global Financial Management & Summary - Assignment Example Increase in the price of oil is one of those major events. Oil is an important and essential raw material for running airline business service. Without it, the company will not be able to provide their airlines services to its domestic and international customers. In the last year 2013, increase in the high oil price also increased the operational costs of this company and as a result, price of flight ticket was comparatively higher than the normal situation and this price was not affordable to all income groups. As a result the company was starting to lose its competitive advantages in the global market. Again this is observed that salaries and bonuses paid to the senior level managers are more than the amount of dividends which the company distributed among its investors. This situation created some unsatisfactory issues among investors. The investors are now not interested for further investing their money in this business and they are moving to the other competitor companies whic h are existing in the same industry. So the company is going to lose its capital for further progress of its business activities. In the year 2014, El Al Airlines Ltd announced that it cannot provide security services to abroad as the Finance Ministry has approved less amount of budget than the required amount for the purpose of security. This will also decrease the amount of revenue in the business if competitors can provide the same facilities to the customers. As this company is doing business across the national borders so fluctuation of exchange rate and currencies in different countries will also affect the financial condition of this business. The recent Euro crisis is one of its examples which affect the activities of this business in a worst way (Madura, 2014). The competition of airline services is increasing in the global market and so many emerging and existing companies are providing more cost effective offers to the customers and through this

I have a choice of 2 topics. Agression or Understanding Self Essay

I have a choice of 2 topics. Agression or Understanding Self - Essay Example But the Aggression in simple terms signifies an act of hostility initiated to cause physical or mental harm or injury. An accidental harm or injury caused cannot be termed as aggression. The act of aggression is often deliberate. The type of aggression mostly stems from its causes, and hence has various forms and categories. However, in the most basic form, aggression can be categorized as physical, verbal and mental. According to Moyer (1968), Aggression or aggressive behavior can be further categorized into seven different types such as Predatory aggression, Inter – male aggression, Fear induced aggression, irritable aggression, territorial aggression, maternal aggression and instrumental aggression. However, in humans, aggression can also be caused / learned by imitation for instance, prolonged exposure to violence through media, either television; internet or video games may cause aggressive behavior in young children. Some other significant contributing factors which might lead to aggressive behavior include consumption of alcohol, mental pain or discomfort, frustration, etc. Continuous exposure to discomfort may cause irritation and provoke aggressive responses for instance, working in extreme temperatures hot / cold. There have been several researches and studies that suggest that even the presence of a violent object such as gun or knife, may trigger aggressive behavior. Gender and age also plays a significant role in stimulating anger or aggression. Various studies suggest that males are generally more physically aggressive as compared to females. This major difference is found to be the most major gender difference across all cultures and age groups. However, even young children display aggressive behavioral characteristics especially when exposed to fear, or during exposure to family conflicts as well as while undergoing mental trauma. This section describes and discusses various aspects /

PC Specification Instructions and Requirements Essay Example for Free

PC Specification Instructions and Requirements Essay For the specified case study, create a summary of user requirements and a PC Specifications Table in Microsoft Word 2010. A copy of that case study appears at the bottom of this document. This Word 2010 document will include a two-paragraph summary that classifies the user type and identifies the PC category(ies) that will be recommended and Word tables that identify and contain the hardware and software requirements to meet the selected case study requirements. Students are expected to conduct external research to adequately address all aspects of the assignment requirements. Any outside sources should be correctly cited in APA style at the end of the table. Students will need to include specific requirements from the case study to show why each item is being recommended. Each element listed below must be incorporated into the assignment – omissions will result in loss of points. This project is valued at 14 possible points and the final total of points will be adjusted in the rubric after it is graded to reflect 14 possible points for this project. Writing Quality for the Two Page Narrative * Grammar, Verb Tenses, Pronoun Use, Spelling, Punctuation, and Writing Competency. *Remember: spell-check, then proofread. Better yet, have a friend or colleague read it before submitting it. Read it out loud to yourself. * Remember: there is not their, your is not youre, its is not its, too is not to or two, site is not cite, and who should be used after an individual, not that. For example, the person WHO made the speech not the person THAT made the speech. * In a professional paper one does not use contractions (doesnt, dont, etc.) and one does not use the personal you or your. Use the impersonal as I have in the previous sentence. It is more business-like than saying, Also in a professional paper you dont use contractions. * Use the impersonal as in the sentence immediately above. It is more business-like than saying, Also in a professional paper you dont use contractions. Requirement| Points Allocated| Comments| Set normal text to Arial, 12 point.| 0.25| This is the font in normal paragraphs. Heading and title fonts may be a larger size.| Title Page which shows title and authors (students) name.| 0.25| The title must be, â€Å"PC Specification for_[insert user name]†| Write a brief 2-paragraph narrative that categorizes the user type, identifies the category of PC (s) required, and summarizes your recommendations. | 0.5| Two well-written, concise and organized paragraphs not to exceed one-half a page.| Create a table that shows the various required hardware components. The table should have all the necessary columns, rows, and column headings to show the following: * Input Devices – Identify each type and show which specific user requirements are met * Output Devices – Identify each type and show which specific user requirements are met * Communication Devices – Identify each type and show which specific user requirements are met * Storage Devices – Externa l (including portable) storage devices and show which specific user requirements are met * Other Peripheral Devices – Identify each type and show which specific user requirements are met| 2.0| The table must be labeled â€Å"Hardware Table.†| Create a table that shows the various required system unit features. The table should have all the necessary columns, rows, and column headings to show the following: * Processor – Include type and clock speed and state how processor type and clock speed meets specific user’s requirements in the mini case * RAM – Include type and amount and state how RAM type and amount meets specific user’s requirements in the mini case * Adapter Cards – Identify each type and show which specific user requirements are met * Ports – Include types, how many of each type, and show which specific user requirements are met * Storage Devices – Identify internal system unit storage devices, size of hard drive, and state how each storage device and the hard drive size recommended meets specific user’s requirements in the mini case| 2.0| The table must be labeled â€Å"System Unit Features Table.†| Create a table that shows the various required Application Software. The table should have all the necessary columns, rows, and column headings to show the following: * Identify types, recommend specific product names, and show which specific user requirements are met| 2.0| The table must be labeled â€Å"Application Software Table.†| Create a table shows that the various required System Software. The table should have all the necessary columns, rows, and column headings to show the following: * Operating System – Identify a specific operating system and version * Utility Programs – Include a comprehensive list and state how each utility program meets specific user’s requirements in the mini case| 2.0| The table must be labeled â€Å"System Software Table.†| Create a table that shows the required Internet connectivity and Web-hosted applications and services. The table should have all the necessary columns, rows, and column headings to show the following: * Identify the specific type of ISP that should be used for Internet connectivity * Identify the specific Web services that should be used * State how the ISP type and Web services that were identified meets specific user’s requirements in the case study| 1.0| The table must be labeled â€Å"Internet Connectivity Web Services Table.†| TOTAL:| 10| | The final total will be scaled to reflect 14 possible points. PC Specification Mini Case Your office has outgrown its old desktop machines and is in the market for new PCs, but would like some guidance on what to purchase. The Chief Information Officer (CIO) wants to ensure that the office obtains PC machines that meet the requirements stated below. You, as the IT Procurement Officer for your small educational company, have been tasked by the CIO to procure 5 PCs. The CIO has defined some capabilities that the PCs will need to have to ensure optimal performance. These tasks and system needs are collectively the office’s requirements. The requirements are as follows: 1. Create documents, spreadsheets, presentations, and send and receive email 2. Participate in online chat rooms to include video conferences, web courses and forums (the CIO is a part-time professor at a local university) 3. Create and edit audio and video files and share video and audio files via emails, bulletin boards and in chat rooms 4. Create small databases to manage all audio, video and photo data 5. Take high quality digital photos and videos and download them to the PC as well as scan and edit the photos. 6. Print documents to include photo quality color printing 7. Save documents to pdf and other image formats 8. Transfer information (audio, video and photos) between PC machines 9. Manage the CIO’s schedule by using an online calendar and day planner 10. Utilize the internet to make online purchases, conduct banking services and research new audio, video and photo editing methods using a broadband service. 11. Connect all required peripheral devices you deem necessary to the system unit 12. Protect the PC and all components from dirty electrical power including under voltage (brownout or blackout) and overvoltage (power surge or spike) 13. Manage and protect the system, data, and information while working on the Internet including scanning all incoming emails, email attachments, and files downloaded from Web-based sources; firewall, virus and spyware (security) protection; and checking websites for phishing and fraudulent activities

Functionalist, conflict and the integrationist theories of education Essay Example for Free

Functionalist, conflict and the integrationist theories of education Essay The functionalist theory looks more into the ways that universal education serves the needs of the society. On the other hand, the conflict theory focuses on the function of education as perpetuating inequality on the social aspect of life and boosting the power of those who are dominant within the society. The interactionist’s theory limits its analysis on education to what happens directly in a classroom setup, as it looks into the teacher’s expectation from the learner and how it affects the learner’s performance, attitude and perception (Rappa 1976). The relationship of each theory to education Functionalist theory; According to this theory, the latent role of education is that it brings people together. In other words it enhances socialization within the society among the different people from diverse cultures, languages, color, age and interests. Through the interactions, people get to learn from one another through the exchange of ideas and views regarding different areas of discussion. The other role of education is that it plays the role of passing down core values and social control within the society. Read more:Â  Functionalist Perspective on Social Institutions The conflict theory experts further insist on getting rid of modern exams, as according to them all tests contain a knowledge base which is always culturally sensitive. On the other hand, the Conflict theorists look at education not as a social benefit or opportunity, but as a powerful means of maintaining power structures and creating a docile work force for capitalism. The interactionists’ theory is relative to education in the sense that a teacher has more influence on the students within a classroom set up; therefore the performance of a student is majorly based on the teacher judgment and effort (Brubacher 1962) The perspective of each theory The functionalists see education as a means of transmitting or perpetuating the core educational values from one generation to another. Additionally, they consider education as an important factor in separating the learners putting the basis of this distinction as merit. The conflict theorists on the other hand see the educational system as perpetuating the status quo by dulling the lower classes into being obedient workers to the higher classes. The interactionists on the other hand, focus on the influence of the expectations of the teacher on the learner’s performance (Rappa 1976) Expectations of education from each theory The functionalists expect that universal education should serve the society by unifying the people within a society, and helping in transmitting the core values of the society. The conflict theorists expect that education will maintain inequality within the society, by preserving the power of those who are dominating the society. The interactionists’ expectations are that the teacher’s anticipation from the students should have an impact on their performance, regardless of its positive or negative nature (Rappa 1976). Comparison The functionalist and conflict theorists concur on that education is a tool to be used for sorting out the different learners. Further, the functionalists argue that schools sort students based on merit, while the conflict theorists argue that schools sort out students along class and tribal lines (Schon, 1983). The conflict theory puts more focus on competition between groups, while the functionalist theorists focus on balance and stability within a social system. Additionally, conflict theorists focus on society as made up of social relations characterized by inequality and change. Functionalism perceives the society as a complex phenomenon or system of interrelated parts working together to maintain the desired stability (Brubacher 1962) Analysis of personal selected philosophy and philosopher Aristotle; His philosophy is education for producing quality citizens who are virtuous. He further put consideration on human nature, habit and reason as the vital forces to be expected from and through education. For instance, he considered repetition to be a key tool towards the development of good habits; from the teacher’s systematic guidance of the different students (Schon, 1983). Aristotle put more weight on balancing the theoretical and practical aspects of the subjects taught. Additionally, he argues that the explicitly important subjects include reading, writing and mathematics. Based on the discussion, it can thus be considered that Aristotle’s thinking fits into the ideas of the functionalist theory (Rappa 1976). Conclusion Having discussed the different educational theories, it can be argued that these educational theoretical models are paramount as far as education is concerned, as they bring about an understanding of how different people perceive education. Further, it is through these differences that different people come together and reason towards reaching a solid conclusion, which contributes to an advancement in the field of education because trough discussions new ideas are established. Additionally, these theories help the members of society realize diversity in their thinking and perception of things. References Brubacher, S. (1962). Modem Philosophies of Education. New York: Mc Graw Hill Book Co. Pg 114 Rappa, S. (1976). Education in a Free Society: An American History. Philadelphia: David McKay Company Inc. pp 59 Schon, D. (1983). The reflective practitioner. New York: Basic Books.

Arab and Jewish Conflict Causes

Arab and Jewish Conflict Causes ABSTRACT The clash between Palestinian Arabs and Jews started around the turn of the twentieth century. Despite the fact that these two gatherings have distinctive religions (Palestinians incorporate Muslims, Christians and Druze), religious contrasts are not the reason for the clash. It is basically a battle over area. Until 1948, the region that both gatherings guaranteed was referred to globally as Palestine. Yet after the war of 1948-49, this area was partitioned into three sections: the state of Israel, the West Bank (of the Jordan River) and the Gaza Strip (1). Jewishs claims to this area are focused around the scriptural guarantee to Abraham and his relatives, on the way that this was the chronicled site of the Jewish kingdom of Israel (which was decimated by the Roman Empire), and on Jews requirement for a sanctuary from European hostile to Semitism (2). Palestinian Arabs claims to the area are focused around nonstop habitation in the nation for several years and the way that they spo ke to the demographic dominant part. It depicts the â€Å"clash of civilizations† theory between the East which is still hanging to its historical inheritance and patrimony, and the West which uses its technological and scientific achievements to prove supremacy and legitimacy of spreading his values. Religiously, Jewish Islamic relations have historical roots, which stimulated several religious interpretations, later enhanced by ultra-Orthodox Zionist and Islamic extremists. In this project, I will try to evaluate the role of religion, nationalism and other forces which have triggered the conflict and look at the two prospective of this conflict. Tracing the history of the conflict In the late 19th Century, Jews and Palestinians both began to create a national cognizance and prepared to attain national objectives. Since Jews were spread over the world, the Jewish national development, or Zionist pattern, looked to distinguish a spot where Jews could meet up through the procedure of migration and settlement. In 1897, the first Zionist congress took place at Basle. Its aim was to discuss the ideas of Theodor Herzls 1896 book Der Judenstaat. Later, Basle program was established which supposed to establish a home for the Jews in Palestine Until the start of the twentieth century, most Jews living in Palestine were living in four urban communities with religious hugeness: Jerusalem, Safed, Tiberias and Hebron. The greater part of them watched conventional, standard religious practices. Numerous invested their time considering religious messages and relied on upon the philanthropy of world Jewry for survival. Their connection to the area was religious not national, and they were not included in the Zionist development that started in Europe and were brought to Palestine by migration. Till the start of World War I, Jew population had risen to 60,000. In 1916 the British Commissioner in Egypt, Sir Henry McMahon, had guaranteed the Arabs post-war autonomy for previous Ottoman Arab regions. On the other hand, Sykes-Picot Agreement Britain and France isolated the district under their joint control. In 1917, the British Foreign Minister Arthur Balfour conferred Britain to help the foundation in Palestine of a national home for the Jewish individuals, in a letter to leading Zionist Lord Rothschild. It got to be known as the Balfour Declaration. Arabs were incensed by Britains inability to satisfy its guarantee to make an autonomous Arab state, and numerous restricted British and French controls as an infringement of Arabs entitlement to determination toward oneself. In Palestine, the circumstances were more convoluted due to the British guarantee to backing the formation of a Jewish national home. The increasing European Jewish migration and settlement in Palestine created expanding safety by Palestinian laborers, writers and political figures. They expected that the increase of Jews would lead inevitably to the stronghold of a Jewish state in Palestine. Palestinian Arabs were against the British Mandate in light of the fact that it foiled their aspirations for their rule, and they restricted huge Jewish movement on the grounds that it undermined their position in the nation. In the next 15 years, there was huge influx of Jewish population and around 1 million Jews were living in Palestine in 1936. During this time militant Zionist group Irgun Zvai Leumi carried many attacks on the Palestinian to liberate Palestine and Transjordan using force. In 1937, Lord Peel recommended partitioning of Palestine into Jewish state and Arab state. However it received huge opposition from the Arab representatives. In 1947, Britain which was ruling Palestine since 1920, handed over the matter to United Nations (UN). UN setup a committee which recommended splitting the nation into two parts, Jewish and Arab nations. The plan gave 56.57% land to the one-third of the population of Jews and 43.43% land to the two-third population of Muslims. On 29th November, 1947, 33 members voted for the plan, 13 voted against it and 10 abstained from voting process. However this plan was refused by the Arab representatives. On 14th May 1948, the first Jewish state, State of Israel was proclaimed. The declaration came into effect the next day as the British troops withdrew Soon after the independence, five Arab states attacked Israel including, Egypt, Syria, Jordan, Iraq and Palestine. However due to better military organization and skills, Israel was able to ward off the attack successfully. In 1949, the war between Israel and the Arab states finished with the consent to peace negotiation arrangements. The nation once known as Palestine was currently isolated into three sections, each under an alternate political administration. The limits between them were the 1949 armistice lines (the Green Line). The State of Israel incorporated in excess of 77 percent of the domain. Jordan occupied East Jerusalem and the hill county of the West Bank. Egypt took control of the seaside plain around the city of Gaza (the Gaza Strip). However the tension didn’t finish here. In 1967, The Six Day War took place as a result of mounting tension between the Arab state and Israel. Israel seized Gaza and the Sinai from Egypt in the south and the Golan Heights from Syria in the north. It pushed Jordanian out of the West Bank and East Jerusalem. It also increased the area under Israel’s control as it increased to two times it had previously. Another war took place in 1973, known as the Yom Kippur war. It caused a lot of casualty on both sides and USA and USSR had to intervene to bring the ceasefire agreement. 1970’s saw the rise of Yasser Arafat who led PLO and carried out many attacks, most notably the Munich Olympics in which 11 Israeli athletes were killed. However during the same period, a right wing emerged in Israel which joined hands with Egypt as the Egypt president Anwar Sadat came to Israel in 1977. Israel also returned the Sinai Peninsula to Egypt that it had seized in 1967 war. In 1983, massacre of hundreds of Palestine refugees by Phalangist, ally of Israelis, was a great shame for the Israeli government. Ariel Sharon, the then defense minister had to resign from his post as inquiry proved that he was unable to avert the massacre. This massacre resulted in Palestinian intifada which started in 1987 against Israeli occupation of land. However a ray of peace was appeared in 1993 when Rabin and Yasser Arafatshook hand at the White house. Since then, various attempts to maintain peace have been made but they have proven to be futile as the extremists have tried to disrupt the peace. In recent occurring, unusually horrific murders of four young men in Hebron and Jerusalem strained the realtion between Israel and Palestine, after which Israel responded violently and bombing in gaza which resulted in deaths of many innocent lives. Concluding with the background of the conflict, the main reason for the conflict appears to be the control over land. However, the conflict over land is not because of controlling the resources or its uses but the religious importance that it carries for both the sects, Jews and Muslims. RELIGIOUS NATIONALISM Religious nationalism as talk and social development is regularly seen as an occurrence of societys self-governance as a wellspring of personality and evaluate, a self-governance showed in the shaping of politicized religious gatherings. It is a slip-up to start an examination of religious nationalism through the social gatherings forming it. From this perspective, religious nationalism turns into a development to safeguard a specific type of gathering character, contrast considered as traits of persons, much the same as that of racial, sexual orientation, sexual or etymological gatherings who dispatch developments to attest or guard their disposition before or from the general publics predominant gathering, here an instrument by which religious individuals secure participation in the political group or distinguishment in people in general circle. Religious nationalism could be seen as one among the panoply of the obviously new social developments, guarding way of life instead of seeking after investment, a substitute or a stand-in for the redistributive material governmental issues of class. Alternately it might be seen as a social refraction, or intercession, of underlying social grievances. These castings of politicized religion are both prefaced on recognizing the social as an instrumental distributional arrangement of things from the social as an expressive arrangement of signs, on understanding the economy as a material institutional request, the paragon of the social, while common society is a typical institutional request, the paragon of the social. Religious nationalism has no political-monetary import; it is an end in itself. Religious nationalism is both social and social. Religious nationalisms are vivified by a family show; they all middle their savage energies on the family, its sensual energies, its gendered request. This is on the grounds that the institutional rationale of religion fixates on the request of creation, finding human- ness in the universe, duplicating cosmology through custom, a reasonable mysticism that fundamentally focuses before life and after death. To decipher religious nationalism, we must tag the significance of nationalism. Nationalism is a state-focused type of aggregate subject development, a manifestation of state representation, one establishing the personality and authenticity of the state in a populace of people who occupy a domain limited by that state. The social shared traits of that populace dont, in themselves, constitute the premise for the creation of a country. Nationality is an unexpected and challenged case, not a social certainty (Brubaker 2000, Smith 1991). Nationalism, the political courses of action composed through the state for the sake of the country, makes the country, not the opposite (Calhoun 1998). Nationalism is a system for the co-constitution of the state and the regionally limited populace in whose name it talks. Nationalism is not philosophy. It is a digressive practice by which the regional personality of a state and the social character of the individuals whose aggregate representation it cl aims are constituted as a solitary institutional reality. Religious nationalism does not change the type of aggregate representation, just its substance, privileging a premise of personality and a paradigm of judgment which cant not be picked. The religious foundation of judgment is, similar to human rights, racial immaculateness, or specialized levelheadedness, past the span of prominent voice or the convincing diversions of the state Religious nationalist constantly focus their energies on the country states in which they live. Indeed activist Islamicists, who have a memorable transnational regional ambit, to be sure a general perfect, and the air conditioner tual custom of the caliphate whereupon to draw, just about all try to make an Islamic request inside the existent country state. In the event that nationalism does not give a determinate premise of aggregate personality, not one or the other do specific manifestations of religion give a determinate premise of legislative issues. Religious nationalism is a type of politicized religion, one in which religion is the premise of political judgment and character, for sure in which governmental issues tackle the nature of a religious commitment. Religious nationalist all read religious messages politically. While it is positively printed, religious nationalism is not inalienably more literalist in its application of its holy messages, nor more absolutist in its ontologies and good objectives, that is, than its common equivalents-communism, majority rule government, nationalism, and modem science, to take four illustrations each of which deliver their own particular hallowed writings, their sacred qualities. To talk about religions section into the general population circle essentially as a manifestation of fundamenta lism is to redirect consideration from the social specificity of its institutional duties. Each religious group, not simply politicized ones, makes specific utilization of their literary custom, tailor their elucidations to the current workload. It is impractical to recognize politicized religious developments from non-politicized ones focused around the degree to which they take after the basics, themselves simply a specific development. The religious distinction between endeavors by Hindus or Jews to control specific bits of challenged region and comparable endeavors by Muslims or American Christians, who are incorporated in the fundamentalist classification, to control the domains they as of now possess escapes me. Both of these fundamentalists look to utilize state force to control components of regional choreography-work hours, film, sustenance consumption, dress-basing their rights to do so in religious cosmology. Religious nationalism represents the return to text, to the fixity of signs, the renarrativization of the nation in a cosmic context. It returns us to bodies and souls, a zone to be defended against things on the one side and beasts on the other. Religious nationalism is literally about reading, the collective plumbing of a text for its timeless truths, as a basis for the narration of contemporary history. Islamic fundamentalists look to the Quranic history of the community founded by Prophet Muhammad in the seventh century as a template by which to gauge and goad the present order. Their Jewish counterparts locate their foundation and telos in the ancient Temple-centered kingdom that was the culmination of Gods territorial promise to Abraham, Moses, and David documented in the Torah. RELIGIOUS NATIONALISM IN ISRAEL Israel has a long history of consolidating religious advancements in its political structure; Jewish religious nationalists, ultraà ¢Ã¢â€š ¬Ã‚ orthodox Jewish political improvements, and Islamists have all participated in choosing administrative issues to moving degrees. We focus on the effects of the joining of the religious nationalists for different accurate and methodological reasons (which we inspect underneath). Not in any way like ultraà ¢Ã¢â€š ¬Ã‚ orthodox Jewry, which for the most part contemplated the Zionist reach out as strange, by the 1930s, the staggering strain inside religious Zionism saw the Zionist stretch out as having significant religious and messianic basics. In like manner, religious Zionism, while holding quick to the conviction that the spot where there is Israel was divinely ensured to the Jewish people, in the meantime favored the state of Israel as the Start of the Redemption and as the harbinger of the Messiah. It envisioned the state as the stage of Gods throne and favored its strongholds, especially the military. The blessedness of the state of Israel was seen as an ontological standard, withdrew from either the individual dedication of its inhabitants or the exercises of its pioneers. Thusly, when considering the probability of provincial concessions, it possessed with a modifying test between two religious targets the estimation of the region and the estimation of the state. In practical terms, this intimated that the relative moderates inside religious Zionism could help territorial concessions if these were seen to benefit the state of Israel. Without a doubt, headed by this wing of the advancement, the National Religious Party (NRP) did so when they underpinned Israels withdrawal from the Sinai Peninsula and Gaza Strip in 1957. While these religious loyalists are still hawkish diverged from the general Israeli masses, the way that they partake in this changing test makes them reasonably administer appeared differently in relation to the radical wing of Jewish religious patriotism. Reflecting the gift of the state likewise especially of the military, one of its pioneers battled that the people who participate in violence against state associations are debasing the name of religious Zionism. They are debasing the weave kippa [skullcap (a picture of religious Zionism)]. Whoever tosses stones at IDF (Israeli Defense Energy) troopers, judgments and wars against the state of Israel is not piece of religious Zionism. The Jewish Home Party adjusted a potential union with the National Union Party on the lates renouncement of any brutality against state establishments and of any affiliation that judgments and puts down the estimation of IDF officers and of the establishments of the state of Israel (the national tune of dedication, the picture of the state, the flag of the state, recognition additionally flexibility days, and the parliamentary and legitimate skeletons). The primary lesson from the knowledge of the Israeli religious patriot development is that the same fundamental instruments (intraà ¢Ã¢â€š ¬Ã‚ party rivalry and the outer political setting) that are expected to prompt balance by the IMH can likewise prompt radicalization, and that such radicalization can happen even in completely democratic contexts.

Model of Justice in Platos The Republic Essay -- Republic Plato Philo

Model of Justice in Plato's The Republic In what is perhaps his most well-known text, The Republic, Plato explores the fundamental concept of justice, how it is observed in the world, and its application to the lives of men. When he identifies the good in Book VI, which is reality and knowledge in their true forms, Plato also describes the visual world of shadows and false reality that people perceive and is cast by the sun. What follows from these definitions is that, while justice is a concept that exists autonomously from injustice and other fleeting conditions, injustice requires justice to be a medium for it to exist, develop, and spread itself. While it might be intuitive to a person that there is a correlation between justice and goodness, Plato has substantial arguments to reveal the reason for their relationship. When considering the good, Plato defines it essentially as something which gives rise only to that which is also like it. He writes, â€Å"Then good produces good and is the source of happiness. / It follows that the good is not the cause of all things but only of good things. It cannot be blamed for those things which are evil.† (Plato, 75-6) The nature of the good is that it is the best state to be in, and as the best it must not produce anything bad. To do so would contradict its essence. Correspondingly, we consider something that is good to be ordered in such a way that it does not change from being the good to anything else. Plato claims that, by its definition, we hold the following to be true about goodness: â€Å"Then we ought to be able to assert a universal truth: everythi ng that is well made in nature or in art is best able to withstand change from without.† (Plato, 7... ...fe on earth the opportunity to do so. In the case of the totally unjust, whose loss of reason is incurable, they are kept below earth and not allowed to reincarnate because to do so would be a worse punishment than to remain in Hades. These souls would only stray further from the good and corrupt their realities further, living contently but never happily. Based on Plato’s model of justice, therefore, it is just to prevent these souls from reincarnation. We then understand that justice is the search for knowledge and its beauty through reason and virtue. Once we have found the good, we continue to use reason and knowledge to remain just. We do this because no other condition results in a better life in this one or the next. Works Cited Plato. The Republic. Trans. Richard W. Sterling and William C. Scott. New York: W.W. Norton & Company, 1996.

T.S. Eliot’s American Dream :: essays research papers

T.S. Eliot’s American Dream Thomas Stearns Eliot was born to a very remarkable New England family on September 26, 1888, in St. Louis, Missouri. His father, Henry Ware, was a very successful businessman and his mother, Charlotte Stearns Eliot, was a poetess. While visiting Great Britain in 1915, World War I started and Eliot took up a permanent residency there. In 1927, he became a British citizen. While living in Britain, Eliot met and married Vivienne Haigh -Wood and at first everything was wonderful between them. Then he found out that Vivienne was very ill, both physically and mentally. In 1930, Vivienne had a mental breakdown and was confined to a mental hospital until her death in 1947. Her death was very hard on Eliot and he died on January 4, 1965. Most of Eliot’s works were produced from the emotional difficulties from his marriage. Because of Eliot’s economic status, he attended only the finest schools while growing up. He attended Smith Academy in St. Louis and Milton Academy in Massachusetts. In 1906, he started his freshman year at Harvard University studying philosophy and literature. He received his bachelor’s degree in philosophy in only three years. Eliot went on to study at the University of Oxford and also at the Sorbonne in Paris. At the Sorbonne, he found inspiration from writers such as Dante and Shakespeare and also from ancient literature, modern philosophy and eastern mysticism. Eliot’s first poem he wrote was â€Å"The Love Song of J. Alfred Prufrock† in 1915. Eliot converted his religion to Anglo - Catholicism and in 1927, his poetry took on new spiritual meaning. Ash Wednesday was the first poem he wrote after his conversion in 1930. It is said that it traces the pattern of Eliot’s spiritual progress. It strives to make connections between the earth ly and the eternal, the word of man and the Word of God and the emphasis is on the struggle toward belief. Thus telling us that God is part of Eliot’s American dream. Other poems Eliot has written are Portrait of a Lady (1915), Mr. Apollinax (1916), Sweeny Among the Nightingales (1918), and Four Quartets (1943) which he believed to be his greatest achievement. Eliot also wrote the play "Murder in the Cathedral" (1935). It was about the murder of Thomas Becket and was later turned into a film in 1952. Other plays written by Eliot are "The Family Reunion" (1939), "The Cocktail Party" (1949), "The Confidential Clerk" (1953), and "The Elder Statesman" (1959). T.S. Eliot’s American Dream :: essays research papers T.S. Eliot’s American Dream Thomas Stearns Eliot was born to a very remarkable New England family on September 26, 1888, in St. Louis, Missouri. His father, Henry Ware, was a very successful businessman and his mother, Charlotte Stearns Eliot, was a poetess. While visiting Great Britain in 1915, World War I started and Eliot took up a permanent residency there. In 1927, he became a British citizen. While living in Britain, Eliot met and married Vivienne Haigh -Wood and at first everything was wonderful between them. Then he found out that Vivienne was very ill, both physically and mentally. In 1930, Vivienne had a mental breakdown and was confined to a mental hospital until her death in 1947. Her death was very hard on Eliot and he died on January 4, 1965. Most of Eliot’s works were produced from the emotional difficulties from his marriage. Because of Eliot’s economic status, he attended only the finest schools while growing up. He attended Smith Academy in St. Louis and Milton Academy in Massachusetts. In 1906, he started his freshman year at Harvard University studying philosophy and literature. He received his bachelor’s degree in philosophy in only three years. Eliot went on to study at the University of Oxford and also at the Sorbonne in Paris. At the Sorbonne, he found inspiration from writers such as Dante and Shakespeare and also from ancient literature, modern philosophy and eastern mysticism. Eliot’s first poem he wrote was â€Å"The Love Song of J. Alfred Prufrock† in 1915. Eliot converted his religion to Anglo - Catholicism and in 1927, his poetry took on new spiritual meaning. Ash Wednesday was the first poem he wrote after his conversion in 1930. It is said that it traces the pattern of Eliot’s spiritual progress. It strives to make connections between the earth ly and the eternal, the word of man and the Word of God and the emphasis is on the struggle toward belief. Thus telling us that God is part of Eliot’s American dream. Other poems Eliot has written are Portrait of a Lady (1915), Mr. Apollinax (1916), Sweeny Among the Nightingales (1918), and Four Quartets (1943) which he believed to be his greatest achievement. Eliot also wrote the play "Murder in the Cathedral" (1935). It was about the murder of Thomas Becket and was later turned into a film in 1952. Other plays written by Eliot are "The Family Reunion" (1939), "The Cocktail Party" (1949), "The Confidential Clerk" (1953), and "The Elder Statesman" (1959).

A Degree for Meter Readers Essay

South Illinois Electric Company is a Member-Owned, Non-Profit Service Organization whose mission is to provide our member-owners with competitively priced, reliable electricity, superior customer service and innovative solutions to enhance the quality of life in our communities. Organized in 1938 for the purpose of making electricity available to rural areas, South Eastern Illinois Electric Cooperative has grown steadily and now serves over 23,000 accounts through some 3,500 miles of power line. (South Eastern Illinois Electric Cooperative, Inc. ) Meter Readers A meter reader is a utility employee who reads consumption meters for the purpose of billing. He or she may read gas, electric, and water meters, in addition to inspecting meters and utility boxes to confirm that they are in good condition, and checking for signs of tampering or fraud. There are no educational requirements for members of this profession, although most meter readers hold a high school diploma. The need for this profession is also on the decline, as many utilities have turned to automated systems which read meters remotely or read large numbers of meters via handheld units which communicate wirelessly, reducing the need for employees. Every meter reader has a route that he or she follows. Many often complete large portions of their route on foot, driving to a central point and fanning out from their vehicles, so they need to be in good physical condition. They must also be willing to tolerate inclement weather, as meter readings are not canceled for things like rain. See more:  The Story of an Hour Literary Analysis Essay Each one carries a handheld device which is used to record meter data or to interface directly with meters to collect data. At each household on the meter reader’s route, he or she notes down the customer identification and the reading on the customer’s meter. People in this position often face challenges like locked gates, hostile dogs, or inaccessible meters along their routes, although many utilities issue meter reading dates to their customers and ask them to plan ahead for their reading. If a meter cannot be read, the meter reader leaves an appointment card, asking to reschedule a date to read the meter. Once the meter reader’s route is finished, he or she returns to the office to submit the data to the billing department, and bills are issued. Because most utilities cover a large area, there are usually enough routes to keep readers busy every day. Many grow very familiar with their routes and they are able to complete them  quickly. Working as a meter reader requires a high degree of self-discipline, because people in this position work alone in the field, without supervision. They may have varying degrees of interaction with the public, depending on when they set out on their routes and the communities they work in. Experienced meter readers may also periodically be asked to accompany trainees as they learn the process of meter reading and following a route. A Degree for Meter Readers Essay South Illinois Electric Company is a Member-Owned, Non-Profit Service Organization whose mission is to provide our member-owners with competitively priced, reliable electricity, superior customer service and innovative solutions to enhance the quality of life in our communities. Organized in 1938 for the purpose of making electricity available to rural areas, South Eastern Illinois Electric Cooperative has grown steadily and now serves over 23,000 accounts through some 3,500 miles of power line. (South Eastern Illinois Electric Cooperative, Inc. ) Meter Readers A meter reader is a utility employee who reads consumption meters for the purpose of billing. He or she may read gas, electric, and water meters, in addition to inspecting meters and utility boxes to confirm that they are in good condition, and checking for signs of tampering or fraud. There are no educational requirements for members of this profession, although most meter readers hold a high school diploma. The need for this profession is also on the decline, as many utilities have turned to automated systems which read meters remotely or read large numbers of meters via handheld units which communicate wirelessly, reducing the need for employees. Every meter reader has a route that he or she follows. Many often complete large portions of their route on foot, driving to a central point and fanning out from their vehicles, so they need to be in good physical condition. They must also be willing to tolerate inclement weather, as meter readings are not canceled for things like rain. Each one carries a handheld device which is used to record meter data or to interface directly with meters to collect data. At each household on the meter reader’s route, he or she notes down the customer identification and the reading on the customer’s meter. People in this position often face challenges like locked gates, hostile dogs, or inaccessible meters along their routes, although many utilities issue meter reading dates to their customers and ask them to plan ahead for their reading. If a meter cannot be read, the meter reader leaves an appointment card, asking to reschedule a date to read the meter. Once the meter reader’s route is finished, he or she returns to the office to submit the data to the billing department, and bills are issued. Because most utilities cover a large area, there are usually enough routes to keep readers busy every day. Many grow very familiar with their routes and they are able to complete them uickly. Working as a meter reader requires a high degree of self-discipline, because people in this position work alone in the field, without supervision. They may have varying degrees of interaction with the public, depending on when they set out on their routes and the communities they work in. Experienced meter readers may also periodically be asked to accompany trainees as they learn the process of meter reading and following a route.

Struggles Overcome Essay

Dan is forty-two years old, but feels as if he has aged thirty years in the past three months. He is always so tired that he must take several naps just to get through the day, and he knows that something must be wrong. Finally, Dan’s doctor says Dan is nearing stage 5 kidney disease and Dan needs to start thinking about a transplant or dialysis treatment options soon. This leaves thousands of people with kidney disease to wonder what lies ahead. Thankfully, two local organizations strive each day to better the lives of dialysis recipients. The Patient Ambassadors Organization is a non-profit organization dedicated to improving dialysis patients’ quality of life by developing awareness of dialysis issues. The Onalaska Dialysis Clinic offers patients a wide variety of compassionate treatment options to meet their dialysis needs. Both the Patient Ambassadors Organization and the Onalaska Dialysis Clinic make a substantial difference in the lives of those in need. The Patient Ambassador Organization is a heartwarming organization that helps thousands of dialysis patients worldwide. The Patient Ambassador Organization (PAO) provides dialysis patients with the education to be their own advocates. Having the right information on how to treat, and live with kidney failure is crucial for survival. The PAO provides videos and publishes free books on coping with dialysis. This education allows dialysis patients to gain control of their lives once again. Along with educating the dialysis patients, the staff at the PAO also helps patients become eligible for a transplant. Many patients are unaware of the very important steps to go through when it comes to receiving a kidney. The PAO helps patients gain access to meet face to face with a transplant coordinator. Not everyone will receive kidney transplant, but many lives are saved each day from organ donation. Clearly, the PAO has helped patients to face kidney failure with gainful education and the confidence to overcome kidney failure. Along with the PAO, the Onalaska Dialysis Clinic provides resources for individuals battling kidney failure. The clinic offers compassionate care and transportation options. Being able to rely on a trustworthy team is very significant to someone who may be facing a life or death situation. With that concept in mind, the Onalaska Dialysis Clinic always has a staff member available to make patients feel at ease. Whether it’s getting an extra blanket and pillow or just telling a joke to lighten the mood, the  staff is always helping patients get through the day. Transportation is also provided for those who are not able to get to and from the clinic. Free bus tickets are funded by the Onalaska Dialysis Clinic, and are given to patients all year round. The Onalaska Dialysis Clinic is my place of employment, and I am very touched each and every day whe n I enter my role as a Dialysis technician. The unquestionable compassion that the Onalaska Dialysis Clinic offers to all patients is remarkable. Along with showing compassion on a day to day basis, the Onalaska Dialysis Clinic offers specific holiday programs to help patients to feel more at ease and welcomed. The Onalaska Dialysis Clinic offers its patients a holiday card along with cookies and apple cider. A gentleman once told me that he looks forward to this all year, and it’s the only holiday celebrating that he gets to do. No matter what time of year, the Onalaska Dialysis Clinic is always lending a helping hand. Unfortunately, kidney failure will affect the lives of millions of patients each year. Thanks to the kindness and support of the PAO and the Onalaska Dialysis Clinic, patients have the ability to overcome any obstacle. The compassion is very touching, and gives me faith in humanity. Therefore, staff members of PAO and the Onalaska Dialysis Clinic have touched many lives of dialysis patients worldwide. Th e impact that the PAO and the Onalaska Dialysis Clinic have made will be acknowledged eternally.

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay

Teachers, whether brand new to the classroom, or veterans of many years of service, are always looking for ways to make what they do more effective and more efficient. That even goes for students in teacher preparation programs, as well it should. Efficiency is a measure of what is obtained (results) in relation to what was expended (resources). Effectiveness is a bit more elusive. To be sure, effectiveness in anything, including teaching, can be difficult to describe and to measure. The following is a discussion about some fundamental principles that may lead to actual improvement of instruction. Please read on. In order to use any instructional technique effectively, anyone who teaches must, of necessity, understand the fundamental principles and assumptions upon which the specific technique is based. There is certainly no shortage of descriptions or labels for activities that may be classified as pertaining to instruction. From the ever-popular lecture method to complex student-teacher, student-student interactions, instruction encompasses a broad range of teacher behaviors. At one end (the lecture method) the teacher is an imparter of information, and the students are the intended recipients of the information the teacher imparts. At the other end of the range of teacher behaviors are methods in which teachers interact with students in vastly more complex ways. Most researchers and experts in the field are in agreement that the most permanent and meaningful learning takes place at this end of the range. Strategic teaching, and, concomitantly, strategic learning are techniques in which significant student-teacher interaction and resultant learning and thinking are at the high end of the scale. To learn strategic teaching techniques, and to foster the ability of students to engage in strategic learning, it is important to define some terms. In fact, one of the principles of strategic teaching is to define terms. Below are terms that are relevant to this process. Strategic teaching describes instructional processes that focus directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. In such an awareness, comes a sense of timing and a style of management. The strategic teacher is one who: 1. s a thinker and decision maker; 2. possesses a rich knowledge base; 3. is a modeler and a mediator of instruction. Variables of instruction refer to those factors that strategic teachers consider in order to develop instruction. These variables, as the name implies, change, and therefore the teacher must be aware of the nature of change as well as the actual variables themselves. These variables are: 1. characteristics of the learner; 2. material to be learned (curriculum content); 3. the criterial task (the goals and outcomes the teacher and learner designate); 4. earning strategies (goal directed activities in which learners engage). In teaching content at the elementary, middle, or secondary level, the strategic teacher helps guide instruction by focusing on learning strategies that foster thinking skills in relation to the content. In connecting new information to what a student already knows, learning becomes more meaningful, and not simply retained for test-taking purposes. There are numerous strategies that teachers can develop that accomplish this purpose. To give one information is not difficult, but to help one be able to develop the tools to both know what information is relevant and the means to acquire it, is perhaps the most important function of any social studies teacher. There are numerous techniques for engaging students in thinking about content. Besides thinking skills, there are such practical matters as how best to present a lesson on weather, teaching map and globe skills, helping students work together in groups, how to question effectively, and how to answer student questions. The first and foremost criterion is that the teacher thoroughly know the content, the second criterion is that the teacher have a set of rules for classroom management that are understood and implemented, and the third criterion is that the teacher have the resourcefulness and knowledge to rehearse unfamiliar techniques, and more importantly, have the capacity to adjust any lesson plan to maintain academic focus. Many of these tasks are learned on-the-job. Nothing you can learn in any course is more valuable than learning what to do when you don’t know what to do. When you can do that, you are well on your way to becoming a great teacher. Strategic Learning Strategic learning is, in effect, a highly probable outcome of effective strategic teaching. Reduced to its essentials, strategic learning is learning in which students construct their own meanings, and in the process, become aware of their own thinking. The link between teaching, thinking, and learning is critical. As a teacher, if you are not causing your students to think about what you are presenting, discussing, demonstrating, mediating, guiding, or directing, then you are not doing an effective job. You must be more than a dispenser of information. You must create conditions and an environment that encourages thinking, deepens and broadens it, and which causes students to become aware of how they think. The process of thinking about how we think is referred to as metacognition. In helping students create knowledge, it is useful to think of knowledge as occupying space that can be thought of as a pyramid. At the bottom of the pyramid is declarative knowledge, or knowledge of â€Å"what is. † Declarative knowledge is akin to awareness. One step up on the pyramid is procedural knowledge, or knowledge of â€Å"how something works, or functions. † At the top of the pyramid is conditional knowledge, or knowledge of â€Å"when or why† a particular procedure will work. Conditional knowledge is closely related to the predictive function of knowledge. When students develop a broad and deep system of conditional knowledge, they are able to predict more accurately, solve problems more efficiently, and in a sense, are more free because they can identify and articulate more options from which to choose. Strategic learning is a valuable system to help your students develop conditional knowledge. Content Connections The creation of knowledge is, in the most practical and profound sense, a primary and direct result of learning. As teachers, we must strive to assist our students to develop intellectual tools by which they can create knowledge. Any knowledge, once created, becomes a part of a larger system that enhances learning and is capable of integrating and accommodating new information with greater efficiency and reliability. Each person creates knowledge in similar, yet uniquely distinct ways. Connecting information provided or described by others in novel and personal ways is a key to learning and developing knowledge. The more one â€Å"knows,† the more one can know. The idea of content links or connections is not exactly new, but offers some unique opportunities to chart your own course, learn, and add to your knowledge system. Enter the idea of Constructivism. Constructivism is a philosophy as well as a psychology of education. Constructivism is about how knowledge is created.

A Newly Proposed Taxation Policy: The Fair Tax Act of 2007

Americans For Fair Taxation is a private, non-profit research and advocacy group that assembled a group of American economists to work on a federal tax code that would be â€Å"simpler,† â€Å"fairer,† and â€Å"more progressive† than before.The objective of the team was to design a new tax system that would be â€Å"revenue-neutral† and capable of truly unleashing the potential of the economy.   The new tax system was also meant to help in the â€Å"â€Å"new wealth creation for every working American.†Ã‚   The result was the H.R. 25: The Fair Tax Act of 2007 (â€Å"Executive Summary,† 2007).The Fair Tax Act of 2007 is today a proposal with the Congress.   As of the last day of the year 2008, the Act is meant to repeal both income taxes as well as payroll taxes.   According to the proposal, no individual’s income will be taxed after the implementation of the new Act.   â€Å"Capital gains taxes† in addition to the â₠¬Å"alternative minimum tax† would also be repealed.The Act includes payroll taxes of individuals as well as employers.   Medicare, federal unemployment taxes, and Social Security, would similarly be repealed when they are a part of the payroll taxes.The Fair Tax Act of 2007 further mentions corporate income taxes, gift and estate taxes, and the self-employment taxes to be repealed, thereby making it easier for Americans to enjoy their earnings and their wealth without paying the price of prosperity in taxes (â€Å"The Fair Tax,† 2007).The Fair Tax has been proposed as a replacement for the above mentioned taxes as of January 1, 2009.   The new tax is actually explained as a â€Å"national retail sales tax on all goods and services sold at retail.†The fact that it is still a tax for the government to generate revenues through, the new tax is meant to be â€Å"revenue-neutral,† which suggests that the new tax would have to be set at a level that is neces sary to generate government revenues the present sources of which would have to be replaced through it (â€Å"The Fair Tax†).The new tax would act as a 23 percent sales tax on all goods and services bought through retailers for personal consumption.   The exports of the United States will not be taxed on the principles of the Fair Tax.Similarly, business purchases of inputs are not to be taxed under the newly proposed taxation policy.   Other items exempted include used or old goods, investments, savings, plus education expenses including tuition fees (â€Å"The Fair Tax†).

A Worst Teacher

I had dreamed about him several times, his face was clearly emerging in my mind, I will never forget his pair of fierce eyes and that wicked mouth. Mr. Yang was the worst teacher in my middle school, although most my middle school’s teachers are not very good. My middle school is a private school. When I was sophomore, Mr. Yang and our Music teacher had been espousal at same year. We all think they will have a ceremonious wedding soon. But the fact is not what we think. In Chinese school, every teacher has an assistant in each class, those assistants help teacher pick up papers and books, or take homework from us and edit then. My friend Yu was Mr. Yang’s assistant. Yu was a cute girl, she have nice voice and smooth long hair. But I detected a strange thing; every time she back to classroom from Mr. Yang’s office, her emotion had been changed, sometimes glad, sometimes displeased. â€Å"Mr.  Yang must did something to her,† I thought, anyway it’s not my business. Five years later, once all my middle school’s friends and I went to my birthday party, I began to ask our middle school career’s mysteries of the unknown. Yu began to crying, I understand why, and ask her â€Å"you cry because Mr. Yang, right? † â€Å"Yes. † She answered. Then I took her to side. She said as she cried â€Å"He is my boyfriend. † I been shocked, doesn’t he have fiancee? Is this the reason why Mr. Yang and our music teacher haven’t done their wedding yet? I have a thousand questions to ask Yu, but it isn’t right timing. Yu kept telling me, and my eyes being opened more and more large. â€Å"Wait; did you just say you went to hotel with him? † I ask her. â€Å"Um†¦ He also asks me some excessive demands. About†¦Ã¢â‚¬  At same time, I can’t inhibit my dander. I tried to call my friend and go find him, but Yu stopped me. â€Å"Let him go, we were just break, I believe that he won’t have a blest wedding. † Right, I thought, he did once, and then he will do twice, until he die, he will never find true love. Whenever I bethink of this event, I can’t stop to think and image Mr. Yang’s lousy eyes. I remember once my classmate Henry and I got a fight in second floor of our school’s hostel. This event becomes a legend in my middle school. The source of the story is, one day afternoon, my friend Bob and I were playing soccer in ours room. After 30 minute Bob has accidentally kicked our roommate Henry’s kettle. We looked at each other’s face and slackened about ten seconds, and then he hastily said, â€Å"Hide it! And never mention this kettle, or†¦ stay it, anyway no one knows. I nod immediately because I felt like I am an ant on a hot pan, but after half hour, this guilty feeling has gradually disappeared. â€Å"I didn’t break anything,† I thought, â€Å"but I won’t tell anyone Bob did it. † Until to evening, we were all going to class, suddenly, a loud voice came â€Å"Who did it! Who break my kettle!? † â€Å"No one break your kettle! Go to your sit and sit! † our math teacher stand behind Henry and said; Henry have got to do so. After evening class, Henry walked to me and asked about his broken kettle. I pretend to do my homework and said â€Å"Don’t know. Then I were peeping him once when he walked away. Second evening class was Mr. Yang’s Chinese class, After this period, every student began to walk back to school’s hostel; I followed people until to second floor of the hostel, a soft and cold voice came to my right ear, even I can felt that breath, â€Å"I know is you, swindler. † â€Å"What did you just said?! † I yelled. And then he yelled back â€Å"I know is you broke my kettle, Bob told everything to me. † Suddenly, I felt I been insult, I lost my mind, clenched my fist and gave his nose a full power punch, and he punched back of course. The result of this fight was disastrous, Henry’s nose bone been broke by me, and my right calf been cut and the wound is about three inches. That’s why this event becomes a legend in my middle school. We two have been taken to hospital then, two hours later we two back to our room. Henry’s bad is below mine, a kind of heavy atmosphere around this room for whole night. At 12 o’clock Mr. Yang came to our room, he punched my right calf and yelled â€Å"you! Get up! † And this punch such as rubbing salt in my wound. I groan out â€Å"what are you doing?! † â€Å"What did you do,† he asked back to me, â€Å"You just broke a nose bone, don’t you know it? â€Å"I know, but he cut my leg also,† I watched his angry eyes and keep groan out; â€Å"you even don’t realize the fact and conclude it my fault? † â€Å"The fact is you hurt Henry,† he said. I hesitate two second, it’s really my fault? Henry didn’t hurt me? I know the fact is Henry cut my calf, and Mr. Yang punched at same wound just 10 second ago. I was hardly getting up and trying to debate with Mr. Yang, â€Å"He was†¦Ã¢â‚¬  Mr. Yang interrupts my speech and yelled â€Å"You have nothing to argue, school will expel you! † Then he shut the door hardly. I can’t believe it, he such a dictator and gave m e a conviction. While I’m thinking, Henry laughed. Then he said â€Å"deserved nemesis, you know who am I? My dad and our president are old friend. I can even call the president dad. † I was silenced. At that time, I understood everything. I understood why Mr. Yang says that, but why does he punch my calf, will he get his wage growth up? By this point, I classify Mr. Yang is a lackey. A teacher teaches student a lot of things; include morality, not just education. You may never meet a teacher such like Mr. Yang. Something that cannot be publicity, but I must write about it. I will never meet a teacher â€Å"great† then Mr. Yang. A Worst Teacher I had dreamed about him several times, his face was clearly emerging in my mind, I will never forget his pair of fierce eyes and that wicked mouth. Mr. Yang was the worst teacher in my middle school, although most my middle school’s teachers are not very good. My middle school is a private school. When I was sophomore, Mr. Yang and our Music teacher had been espousal at same year. We all think they will have a ceremonious wedding soon. But the fact is not what we think. In Chinese school, every teacher has an assistant in each class, those assistants help teacher pick up papers and books, or take homework from us and edit then. My friend Yu was Mr. Yang’s assistant. Yu was a cute girl, she have nice voice and smooth long hair. But I detected a strange thing; every time she back to classroom from Mr. Yang’s office, her emotion had been changed, sometimes glad, sometimes displeased. â€Å"Mr.  Yang must did something to her,† I thought, anyway it’s not my business. Five years later, once all my middle school’s friends and I went to my birthday party, I began to ask our middle school career’s mysteries of the unknown. Yu began to crying, I understand why, and ask her â€Å"you cry because Mr. Yang, right? † â€Å"Yes. † She answered. Then I took her to side. She said as she cried â€Å"He is my boyfriend. † I been shocked, doesn’t he have fiancee? Is this the reason why Mr. Yang and our music teacher haven’t done their wedding yet? I have a thousand questions to ask Yu, but it isn’t right timing. Yu kept telling me, and my eyes being opened more and more large. â€Å"Wait; did you just say you went to hotel with him? † I ask her. â€Å"Um†¦ He also asks me some excessive demands. About†¦Ã¢â‚¬  At same time, I can’t inhibit my dander. I tried to call my friend and go find him, but Yu stopped me. â€Å"Let him go, we were just break, I believe that he won’t have a blest wedding. † Right, I thought, he did once, and then he will do twice, until he die, he will never find true love. Whenever I bethink of this event, I can’t stop to think and image Mr. Yang’s lousy eyes. I remember once my classmate Henry and I got a fight in second floor of our school’s hostel. This event becomes a legend in my middle school. The source of the story is, one day afternoon, my friend Bob and I were playing soccer in ours room. After 30 minute Bob has accidentally kicked our roommate Henry’s kettle. We looked at each other’s face and slackened about ten seconds, and then he hastily said, â€Å"Hide it! And never mention this kettle, or†¦ stay it, anyway no one knows. I nod immediately because I felt like I am an ant on a hot pan, but after half hour, this guilty feeling has gradually disappeared. â€Å"I didn’t break anything,† I thought, â€Å"but I won’t tell anyone Bob did it. † Until to evening, we were all going to class, suddenly, a loud voice came â€Å"Who did it! Who break my kettle!? † â€Å"No one break your kettle! Go to your sit and sit! † our math teacher stand behind Henry and said; Henry have got to do so. After evening class, Henry walked to me and asked about his broken kettle. I pretend to do my homework and said â€Å"Don’t know. Then I were peeping him once when he walked away. Second evening class was Mr. Yang’s Chinese class, After this period, every student began to walk back to school’s hostel; I followed people until to second floor of the hostel, a soft and cold voice came to my right ear, even I can felt that breath, â€Å"I know is you, swindler. † â€Å"What did you just said?! † I yelled. And then he yelled back â€Å"I know is you broke my kettle, Bob told everything to me. † Suddenly, I felt I been insult, I lost my mind, clenched my fist and gave his nose a full power punch, and he punched back of course. The result of this fight was disastrous, Henry’s nose bone been broke by me, and my right calf been cut and the wound is about three inches. That’s why this event becomes a legend in my middle school. We two have been taken to hospital then, two hours later we two back to our room. Henry’s bad is below mine, a kind of heavy atmosphere around this room for whole night. At 12 o’clock Mr. Yang came to our room, he punched my right calf and yelled â€Å"you! Get up! † And this punch such as rubbing salt in my wound. I groan out â€Å"what are you doing?! † â€Å"What did you do,† he asked back to me, â€Å"You just broke a nose bone, don’t you know it? â€Å"I know, but he cut my leg also,† I watched his angry eyes and keep groan out; â€Å"you even don’t realize the fact and conclude it my fault? † â€Å"The fact is you hurt Henry,† he said. I hesitate two second, it’s really my fault? Henry didn’t hurt me? I know the fact is Henry cut my calf, and Mr. Yang punched at same wound just 10 second ago. I was hardly getting up and trying to debate with Mr. Yang, â€Å"He was†¦Ã¢â‚¬  Mr. Yang interrupts my speech and yelled â€Å"You have nothing to argue, school will expel you! † Then he shut the door hardly. I can’t believe it, he such a dictator and gave m e a conviction. While I’m thinking, Henry laughed. Then he said â€Å"deserved nemesis, you know who am I? My dad and our president are old friend. I can even call the president dad. † I was silenced. At that time, I understood everything. I understood why Mr. Yang says that, but why does he punch my calf, will he get his wage growth up? By this point, I classify Mr. Yang is a lackey. A teacher teaches student a lot of things; include morality, not just education. You may never meet a teacher such like Mr. Yang. Something that cannot be publicity, but I must write about it. I will never meet a teacher â€Å"great† then Mr. Yang.

Distance versus Intimacy in child raising Essay Example | Topics and Well Written Essays - 500 words

Distance versus Intimacy in child raising - Essay Example We thrust our intellectual prudence in to the brains of our children. To emphasize the psychological well being of children, the arguments made by two authors namely, Lisa Firestone and Steve Nelson are now taken for debate. Although both the authors want the parents to focus on the emotional aspects of their children, they differ in the execution modality. Firestone advocates an attentive caring on children in her essay How To Raise an Emotionally Healthy Child. However, Nelson encourages an autonomous style of living for children in his essay Leave Your Child Alone. To reach the focal point of robust child rearing, both the authors traverse in two opposite directions. FIRESTONE SUMMARY Lisa Firestone asserts through her essay that communication is the key to understanding the way children respond with their emotions. She claims that parents should be aware of emotional problems that can go untreated. For example, when television, video games or excessive eating to cope with emotion s such as fear, anger, or anxiety that they might be avoiding overly consumes a child. Firestone’s rational on the subject is directed to children that regress rather than progress and challenge unpleasant emotions. She also proposes parents to intervene to help children address the source of unwanted feelings and what to do with them.