My Favorite Stephen Sondheim Musicals

Accounting Scandal Essay Example | Topics and Well Written Essays - 1000 words

Bookkeeping Scandal - Essay Example Due to Enron’s embarrassment, the center standards of examining have progressively changed. This paper will try to depict the sharp standards of Enron’s underlying driver of its defeat and the potential effect it made that has disabled different organizations. Pick a bookkeeping outrage (from the connection beneath) and sum up it.â http://www.forbes.com/2002/07/25/accountingtracker.htmlâ Please remember the accompanying for the summary:â 1) A concise portrayal/foundation of the company.â One of the greatest fakes that has ever occurred in the cutting edge 21st century trade was the situation with Enron. Enron’s embarrassment no ifs, ands or buts has been the point of convergence for perhaps the greatest bust throughout the entire existence of American substance. The Enron Scandal and the Neglect of Management Integrity Capacity Enron was a prosperous and unmistakable firm that was an American vitality organization built up in Houston, Texas. Enron was sha ped in 1985 by Kenneth Lay after he had obtained two different gas organizations in his mission to turn into a combination in the American history. In any case, after Enron’s greatest outrage, investors lost around $11 billion as the organization proceeded on the descending winding. Enron at last petitioned for financial protection at its $63.4 billion in resources were totally weakened. A considerable lot of the investors got measly pennies back for the enormous speculations they had in the organization. 2) When the outrage was (or is accepted to be) formed.â ... The constant winding of changing the fiscal reports turned into a nonstop propensity and the lead reason for the destruction for the organization. Without a doubt, supervisors in corporate America need to secure the interests of the corporate administrators alongside the objectives of the partners. The administration plainly ignored duty of supervising the untrustworthy practices that were tormenting the partnership. The Enron outrage kept on deteriorating each year as it turned into a difficult that was wild. The essential inspiration for Enron was to keep their gross pay high alongside income while reducing their liabilities and long haul obligations. 3) A top to bottom investigation of the bookkeeping scandal.â As referenced previously, Enron ran a Ponzi conspire that proceeded to over-blow up the incomes that they were really acquiring. Enron and other vitality providers earned deals by offering types of assistance, for example, power, gaseous petrol and giving other hazard the executives items. Generally, organizations like Enron, for example, Goldman Sachs and Merrill Lynch utilized straightforward unadulterated â€Å"brick and mortar† model for revealing pay. Nonetheless, Enron took upon another model known as â€Å"the dealer model.† This model was anyway not adjusted by Enron as they used the trader model, which was forceful, dangerous and depended on an emotional portrayal of incomes that were assessed. In spite of the fact that the framework thrived as Enron kept on promising gigantic remunerations for its officials, it likewise lead to the destruction for the organization. For example, the company’s income from 1996 to 2000, Enron’s incomes were horribly expanded to be expanded by 700%. This broad swelling was exceptionally unjustified as the market for

What to Do If Your Partner Is Uninterested in Sex

What to Do If Your Partner Is Uninterested in Sex Relationships Spouses & Partners Marital Problems Print What to Do If Your Partner Has Lost Interest in Sex When a Dry Spell Turns Into Something Serious By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Medically reviewed by Medically reviewed by Carly Snyder, MD on November 13, 2019 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD on November 13, 2019 More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse Every relationship can go through dry spells when your partner is suddenly less interested in sex than you. It may a short-term problem related to stress at work or other issues that have driven your partner to distraction. Even more commonly, a sudden, hectic scheduleâ€"ranging from end-of-year exams to a do-or-die work deadlineâ€"can leave your partner exhausted and uninterested in anything more than sleep or a night in front of the TV. While dry spells like these are common and usually resolve on their own once things stabilize, a prolonged and unexplained disinterest in sex can be harmful to a relationship and the general well-being of both partners. Not only can this stir feelings of frustration and self-doubt but it may also leave you wondering whether this may be your first step toward a sexless marriage. It is not an entirely unfounded concern. According to a study published in the Archives of Sexual Behavior, American adults are having less sex, regardless of their gender, race, or marital status.?? Verywell / Nusha Ashjaee   Challenges There is no rule as to when a dry spell is too long. Much of it depends on the couples age, how long they have been together, and what their usual pattern of sex has been. Ultimately, if a dry spell is causing palpable tension in the relationship or is undermining the confidence of one or both partners, action needs to be taken. And that can be tricky. Unless both partners are willing to engage in honest and open communication, any discussion about the lack of sex may trigger feelings of guilt, anger, blame, or embarrassment, setting back rather than advancing a solution. To this end, there are steps you can take to address the problem together. It would require, first and foremost, that you not make any assumptions about your partners lack of sexual interest, no matter how much it may be causing you distress. Causes The causes for the loss of sexual interest can be many, including stress,?? depression, erectile dysfunction, hormone imbalances (spurred by menopause and hypogonadism),?? genital pain (such as vaginismus or balanitis),?? chronic illness, medications, low self-esteem, and relationship problems. The list could go on and on. So while you may assume that your partner is having an affair, is gay, or has simply lost interest in you, you need to be open to all possibilities. Moreover, it is important to distinguish between  low libido  (the loss of sexual desire), hypoactive sexual desire (the absence of sexual fantasies), and sexual dysfunction. Each can have physical and psychological causes but are completely different in how they are treated.?? By understanding the difference, you can approach the problem more objectively and avoid many of the emotional repercussions. What to Do When approaching your spouse about sexual problems in the relationship, the worst place to do so in the bedroom where you both exposed and vulnerable. Instead, find some neutral territory where you can be alone, private, and undisturbed. Make every effort to express yourself sensitivity and without any suggestion of blame. While it is important to share your worries, do so within the context of the relationship rather than asserting how you are causing me to worry. That is where worry turns to blame. If your partner is able to pinpoint a problem (such as stress at work or feeling tired all the time), work together to find a solution. Focus on incremental change, and seek medical help if needed. And dont be shy to suggest therapy. Therapy can be great for teaching stress management skills and may help identify undercurrents of depression or anxiety.?? Moreover, take the time to reiterate the importance of intimacy and physical closeness as you endeavor to find a lasting solution. If your partner doesnt know what is causing the problem but acknowledges its existence, suggest a physical exam with the family doctor. Low libido is often the result of an undiagnosed medical condition (such as low testosterone, high blood pressure, hypothyroidism, or diabetes) or the side effect of certain medications (such as antidepressants, birth control pills, and some prostate medications).?? If your partner shuts down or is reluctant to discuss the issue, you need to take charge and not take things personally. In the end, this is not about you failing your partner or your partner failing you. It is simply that you both need to take ownership of the problem as a couple. By taking the leadâ€"and suggesting couples counseling, if neededâ€"you can bring the issue into the light and use the process to strengthen, rather than hurt, the relationship. It is important to remember that solving any relationship problemâ€"whether it be sexual, financial, or emotionalâ€"is a process and not an event. Take your time, be patient, and, if needed, seek counseling to ensure your self-esteem and confidence remain intact. The 6 Best Online Marriage Counseling Programs

Battle of Cerro Gordo in the Mexican-American War

The Battle of Cerro Gordo was fought on April 18, 1847, during the Mexican-American War (1846 to 1848). Armies Commanders United States Major General Winfield Scott8,500 men Mexico General Antonio Là ³pez de Santa Anna12,000 men Background Though Major General Zachary Taylor had won a string of victories at Palo Alto, Resaca de la Palma, and Monterrey, President James K. Polk elected to shift the focus of American efforts in Mexico to Veracruz. Though this was largely due to Polks concerns about Taylors political ambitions, it was also supported by reports that an advance against Mexico City from the north would be impractical. As a result, a new force was organized under Major General Winfield Scott and directed to capture the key port city of Veracruz. Landing on March 9, 1847, Scotts army advanced on the city and captured it after a twenty-day siege. Establishing a major base at Veracruz, Scott began making preparations to advance inland before the yellow fever season arrived. From Veracruz, Scott had two options for pressing west towards the Mexican capital. The first, the National Highway, had been followed by Hernà ¡n Cortà ©s in 1519, while the latter ran to the south through Orizaba. As the National Highway was in better condition, Scott elected to follow that route through Jalapa, Perote, and Puebla. Lacking sufficient transportation, he decided to send his army forward by divisions with that of Brigadier General David Twiggs in the lead. As Scott began leaving the coast, Mexican forces were gathering under the leadership of General Antonio Là ³pez de Santa Anna. Though recently defeated by Taylor at Buena Vista, Santa Anna retained immense political clout and popular support. Marching east in early April, Santa Anna hoped to defeat Scott and use the victory to make himself dictator of Mexico. Santa Annas Plan Correctly anticipating Scotts line of advance, Santa Anna decided to make his stand at a pass near Cerro Gordo. Here the National Highway was dominated by hills and his right flank would be protected by the Rio del Plan. Standing around a thousand feet high, the hill of Cerro Gordo (also known as El Telegrafo) dominated the landscape and dropped to the river on the Mexican right. Approximately a mile in front of Cerro Gordo was a lower elevation which presented three steep cliffs to the east. A strong position in its own right, Santa Anna emplaced artillery atop the cliffs. To the north of Cerro Gordo was the lower hill of La Atalaya and beyond that, the terrain was laced with ravines and chaparral which Santa Anna believed was impassable. The Americans Arrive Having assembled around 12,000 men, some which were parolees from Veracruz, Santa Anna felt confident that he had created strong position on Cerro Gordo which would not be easily taken. Entering the village of Plan del Rio on April 11, Twiggs chased off a troop of Mexican lancers and soon learned that Santa Annas army was occupying the nearby hills. Halting, Twiggs awaited the arrival of Major General Robert Pattersons Volunteer Division which marched in the next day. Though Patterson held a higher rank, he was ill and allowed Twiggs to begin planning an attack on the heights. Intending to launch the assault on April 14, he ordered his engineers to scout the ground. Moving out on April 13, Lieutenants W.H.T. Brooks and P.G.T. Beauregard successfully used a small path to reach the summit of La Atalaya in the Mexican rear. Realizing that the path could allow the Americans to flank the Mexican position, Beauregard reported their findings to Twiggs. Despite this information, Twiggs decided to prepare a frontal attack against the three Mexican batteries on the cliffs using Brigadier General Gideon Pillows brigade. Concerned about the possible high casualties of such a move and the fact that the bulk of the army had not arrived, Beauregard expressed his opinions to Patterson. As a result of their conversation, Patterson removed himself from the sick list and assumed command on the night of April 13. Having done so, he ordered the next days assault postponed. On April 14, Scott arrived at Plan del Rio with additional troops and took charge of operations. A Stunning Victory Assessing the situation, Scott decided on sending the bulk of the army around the Mexican flank, while conducting a demonstration against the heights. As Beauregard had taken ill, additional scouting of the flanking route was conducted by Captain Robert E. Lee from Scotts staff. Confirming the feasibility of using the path, Lee scouted further and was nearly captured. Reporting his findings, Scott sent construction parties to widen the path which was dubbed the Trail. Ready to advance on April 17, he directed Twiggs division, consisting of brigades led by Colonels William Harney and Bennet Riley, to move over the trail and occupy La Atalaya. Upon reaching the hill, they were to bivouac and be ready to attack the next morning. To support the effort, Scott attached Brigadier General James Shields brigade to Twiggs command. Advancing onto La Atalaya, Twiggs men were attacked by Mexicans from Cerro Gordo. Counterattacking, part of Twiggs command advanced too far and came under heavy fire from the main Mexican lines before falling back. During the night, Scott issued orders that Twiggs should work west through heavy woods and cut the National Highway in the Mexican rear. This would be supported by an attack against the batteries by Pillow. Dragging a 24-pdr cannon to the top of the hill during the night, Harneys men renewed the battle on the morning of April 18 and assaulted the Mexican positions on Cerro Gordo. Carrying the enemy works, they forced the Mexicans to flee from the heights. To the east, Pillow began moving against the batteries. Though Beauregard had recommended a simple demonstration, Scott ordered Pillow to attack once he heard firing from Twiggs effort against Cerro Gordo. Protesting his mission, Pillow soon worsened the situation by arguing with Lieutenant Zealous Tower who had scouted the approach route. Insisting on a different path, Pillow exposed his command to artillery fire for much of the march to the attack point. With his troops taking a battering, he next began to berate his regimental commanders before leaving the field with a minor arm wound. Failure on many levels, the ineffectiveness of Pillows attack had little influence on the battle as Twiggs had succeeded in turning the Mexican position. Distracted by the battle for Cerro Gordo, Twiggs only sent Shields brigade to sever the National Highway to the west, while Rileys men moved around the west side of Cerro Gordo. Marching through thick woods and un-scouted ground, Shields men emerged from the trees around the time that Cerro Gordo was falling to Harney. Possessing only 300 volunteers, Shields was turned back by 2,000 Mexican cavalry and five guns. Despite this, the arrival of American troops in the Mexican rear sparked panic among Santa Annas men. An attack by Rileys brigade on Shields left reinforced this fear and led to a collapse of the Mexican position near the village of Cerro Gordo. Though forced back, Shields men held the road and complicated the Mexican retreat. Aftermath With his army in complete flight, Santa Anna escaped the battlefield on foot and headed for Orizaba. In the fighting at Cerro Gordo, Scotts army sustained 63 killed and 367 wounded, while the Mexicans lost 436 killed, 764 wounded, around 3,000 captured, and 40 guns. Stunned by the ease and completeness of the victory, Scott elected to parole the enemy prisoners as he lacked the resources to provide for them. While the army paused, Patterson was dispatched to pursue the Mexicans retreating towards Jalapa. Resuming the advance, Scotts campaign would culminate with the capture of Mexico City in September after further victories at Contreras, Churubusco, Molino del Rey, and Chapultepec. Selected Sources PBS: Battle of Cerro GordoThe Aztec Club of 1847US Grant Memoirs: Battle of Cerro Gordo

Survival in One Day in the Life of Ivan Denisovich by...

Survival in One Day in the Life of Ivan Denisovich by Solzhenitsyn and The Metamorphosis by Kafka In both One Day in the Life of Ivan Denisovich, written by Solzhenitsyn, and The Metamorphosis, written by Kafka, there were struggles for survival in face of oppression. Both of the protagonists had lost control of their own lives and were forced to fight to keep the little control that they had. Shukov, a character created by Solzhenitsyn, was imprisoned in a Stalinist labour camp designed to attack its prisoners†¦show more content†¦The prisoners being able to depend on one another to complete tasks and to share were huge factors in their survival in the prison camp. Dependence in The Metamorphosis was also important. Although in this case it was more the lack of dependence . Gregor was isolated from his family and from society. Despite his sisters minimal effort to feed Gregor, he received no aid from anyone throughout the novel. If he were able to depend on his family like Ivan could his friends he probably would have survived. His family simply turned their back on him the moment that they could not depend on him. This shows a similar message as to the message in Solzhenitsyns writing about dependence within the groups. Both authors showed, from different sides, how dependance is vital to survival. Second, the two novels use personal attitudes as a factor in the characters struggle for survival. In One Day in the Life of Ivan Denisovich, the prisoners had hope. Ivan, personally, lived each day and tried to make the best out of life in prison. He had a positive attitude toward the prison because he focused on only the positive events that occurred during his day. He did not complain about the negative events that occurred, he only had pure determination to get through it. Shukov complained about nothing: neither about the length of hisShow MoreRelatedBelonging Essay4112 Words   |  17 Pagesplays a role in the perception of belonging (or not belonging and all the shades inbetween): †¢ †¢ †¢ †¢ personal context refers to those elements that are ones own, individual and private. cultural context is complex and refers generally to way of life, lifestyle, customs, traditions, heritage, habits - civilisation. More specifically, it refers to intellectual and artistic awareness, education and discernment. Popular culture refers to the Arts, the humanities, intellectual achievement, literature

Robber Barons Free Essays

Savannah Noss Period 1 3/2/13 APUSH Robber Barons, a term used in the late 1800’s and early 1900’s to describe a businessman who made an enormous amount of money, today we would call them billionaires essay writer price. It was not really the fact they made a myriad of wealth, it was more the way they made it. In all the cases the acquiring of wealth was done in what was considered a ruthless manor and unscrupulous ways. We will write a custom essay sample on Robber Barons or any similar topic only for you Order Now A robber baron was more interested in acquiring wealth than the safety of his employees, the amount of work hours performed in a week, or the amount of wage being paid for a days work. A great example of a robber baron would be Andrew Carnegie. The robber baron of the steel industry. He was instrumental in starting the 72 hour work week, paying out less than fair wages and having dangerous working conditions. Andrew Carnegie cornered the market on the steel industry and made the first high rise building. He was the only business in his field, therefore, he could set his prices and up his profits. The robber barons were known for their business tactics that would enable them to amass a wealth by monopolies. They would corner the market on a product or service and make it almost impossible to get, accept through them. One thing that robber barons of today and yesterday have in common is monopolies. If at all possible, the robber baron or billionaire as we call them today, would try to corner the entire market on their product or service, making it difficult for competition in their particular industry. A second robber baron of that time was John D. Rockefeller. The robber baron of the oil industry. Rockefeller monopolized the oil industry with Standard Oil Company. When Edwin Drake discovered oil in 1859, Rockefeller saw the future. He introduced techniques that completely reshaped the oil industry. He used all of his methods to reduce the price of oil to his consumers. His profits soared and his competitors were crushed one by one. Rockefeller forced smaller companies to surrender their stock to his control. Another great example of a robber baron is Thomas Edison. The robber baron of the electricity, the light bulb. In 1876, Edison opened a lab where hundreds of inventions were created, including the first ever electric light bulb and an improved version of Graham Bell’s telephone. His light bulb would come to serve as an important part of industrialization. Because of his invention, factories could stay open longer and produce more goods, His power station in New York City gave power to almost the entire city. Within ten years, almost all of the United States had power. Those men earned the title of being called a robber baron because of all the things they created that benefitted society. They were and are robber barons of their time and ours. Â   How to cite Robber Barons, Papers

White Pollution in China Essay Example

White Pollution in China Paper Have you ever heard of the term â€Å"white pollution’? It is an image title of one of the most serious and common environmental problems in China. The white color is supposed to refer to something pure and clean. In China, however, white pollution, increasing rapidly, stands for some plastic waste due to its major color, caused by single-use plastic tableware and thin plastic bags, which are parts of municipal solid waste. They meet Chinese people’s favor and have become a part of their daily lives. When people ask for take- out food, it normally comes with single-use plastic containers. When people went grocery shopping, they gain a couple of plastic bags other than food. Indeed, plastic disposable products bring us lots of convenience. On the other hand, they also bring serious problems to the environment. Control of white pollution has become a big issue for China. White pollution affects the environment negatively through ‘Visual pollution† and â€Å"potential hazards†, resulted from inadequate dealing with plastic garbage (what is â€Å"white pollution†, 2008) â€Å"Visual pollution† means that disposable plastic waste strewed in the natural environment, giving people adverse visual stimulation, effects the overall beauty of the cities. For example, people can see foam tableware littered along the railways or in the rivers and lakes. They also can see the ultra-thin plastic bags fluttering in the wind or hanging up on the trees (what is â€Å"white pollution†, 2008). â€Å"Potential hazards† mean that some problems have been deep-rooted in the environment, but may appear after a long time or without being noticed. According to â€Å"what is ‘white pollution† (2008), there are three main aspects as follow. First, plastic waste which can stay in a vast area for centuries, resulting in soil compaction, prevents growth f crops. We will write a custom essay sample on White Pollution in China specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on White Pollution in China specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on White Pollution in China specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In addition, animals might die after eating plastic trash by mistake, which was tossed on the land and in water. Furthermore, landfill is the major treatment of municipal solid waste in China. Plastic waste takes over the ownership of considerable land resources. And it’s hard to resolve the problem in a very long term. Based on a brief article, harmful chemicals can leach into water from plastic waste (Pollution Engineering, 2009). I think that’s the worst hazards. Harmful chemicals may leach into soil, too. The toxic chemicals go back to humans in the end, causing many serious diseases. Since the early sass, Styrofoam, one of the most common foam plastics, came into use in the making of containers for food preservation. Due to its low price and hygienic quality, foam food container enjoyed popularity in China. Then, it was brought into wide use throughout trains and fast-food industry. Nevertheless, production of Styrofoam packaging increased so fast that people couldn’t be aware of the eventual environmental problems. Usually, people just discarded the white disposable containers where they wanted, even just threw out obtain windows, causing a huge awful mess wrought China. Ironically, some people said that the enormous white waste looked like â€Å"the White Great Wall† or a â€Å"white blanket’ (You, 2006). Finally, people’s environmental awareness woke up. In 1 991, the experts in the packaging industrial field convened and started to talk about how to reduce this hazardous white pollution (You, 2006). Afterward, recycling to manage plastic waste was encouraged by the State Environmental Protection Administration. However, it was hard to gather Styrofoam, which occupied too much space. Thus, green disposable tableware was put in to production. Moreover, the government determined to order a crackdown on Styrofoam. In 1 999, the former State Economic and Trade Commission as the supreme economic power in China announced that it wouldn’t be permissible to produce and use single-use Styrofoam tableware any more.

8 Reasons Why You Should Bookmark Just Publishing Advice

8 Reasons Why You Should Bookmark Just Publishing Advice You wouldnt expect a website titled Just Publishing Advice to have the wide scope of content this one has, and its a surprising find for any writer looking for wells?350 Other Words For Said For Your Dialogue WritingSelf-Publishing: Expectations vs Reality For New Authors#4. All the self-publishing advice you could possibly need is in one placeSelf-publishing is becoming the new norm. In fact, in her survey of nearly 2,000 indie authors, Marie Force, the New York Times-bestselling hybrid author of more than 30 indie-published titles found that approximately 13 percent of respondents made a writing income that fully supports their family. Another 26.8 percent noted that their book sales partially supports their family, and 18 percent claimed it was enough income for extras they wouldnt normally be able to afford in their budget.If youre one such indie author, youll be happy to have access to Just Publishing Advices trove of self-publishing advice. Some of the more recent articles post ed include:What Is The Best Software For Authors Writing A New Book?How Many Words In A Novel? It Depends On Your GenreHow To Write A Book And Enjoy Writing It21 Questions You Can Ask To Help You Sell More Books#5. Learn to be a better writer, conquer writers block, and moreLearning to become a better writer is much like learning to become a stronger weightlifter, swimmer, or Olympian- its not so much a matter of choice or the Muse as it is a matter of perseverance, fortitude, and personal commitment. Stephen King once wrote, If you want to be a writer, you must do two things above all others: read a lot and write a lot. Theres no way around these two things that Im aware of, no shortcut.The simple truth is that great writing takes even greater practice and preparation, and neither is present without one or the other. If your goal is to be a great writer, your actions should then back up your goal- actions that move in a voluntary direction toward learning more, developing your writ ing skills, and internalizing what it means to be a great writer.Just Publishing Advice allows you to do just that. Not only does it offer valuable advice about making a living as a writer, it also provides information about how to be a better writer each day. In fact, with the number of posts on the blog (an average of one to two posts a week), youre guaranteed to find useful information on a regular basis. Sometimes, all it takes to cure writers block is to read some relevant advice offered from experienced writers and creatives in the field of publishing.#6. You think you know grammar? Think again!Even though the websites name insinuates that its content is limited to just publishing advice, theres much more to it. Its a good thing, too, because knowing grammar is an art. There are those who preach it religiously- vocally even, on social media- while still others who practice quietly in the confines of their personal space (and personal writing).Whichever path you choose, Just Pu blishing Advices blog has a separate category for grammar posts. Some of the most recent posts are:Whats The Difference Between Participial Phrase And Gerund?When Do You Use A Comma Before Or After But?How To Get Neither Nor And Either Or Right Every TimeFurther vs Farther – How Are They Different?#7. Bloggers are in a class of their own, so own it!According to a recent study, the most common reason for blogging is making money, with two-thirds of all bloggers naming it as their main motivation. Additionally, Quality of content is rated the #1 most important success factor among all bloggers. However, higher-income bloggers put much more emphasis on promoting their content than lower-income bloggers do. So, if youre a writer who is focused on blogging, youre likely looking for resources of how to do it better, smarter, and at a greater profit.If youre a writer who is focused on blogging, youre likely looking for resources of how to do it better, smarter, and at a greater prof it. Photo by NeONBRAND on Unsplash.If thats the case, Just Publishing Advice has exactly what you need, with a section of its blog focused specifically on helping bloggers. The content covers everything from SEO and Adsense to attracting more visitors and acquiring backlinks to your blog.Some example articles that I find especially useful are:Three Simple Changes That Will Improve Your Blog Writing3 Big Blogging Secrets. Content, Internal Links And KeywordsShould You Add Google Adsense Advertising To Your Blog?What Are Backlinks And Why Are They Vital For Your Blog?#8. The writing tools linked are awesomeBetween posts offering advice on 40 Free Writing Apps And The Best Free Writing Software and articles reviewing free writing software, youre going to find some great writing tools to help you do your work better and more efficiently. Theres also a writers toolbox linking Essential Self-Publishing Tools and Services for Authors, which is an excellent one-stop shop for everything writ ing related.Just Publishing Advice also offers starter guides like this one on how to self-publish your book. If youre the kind of person who needs a checklist, this self-publishing checklist post will give you the exact detailed list you need.

LEssentiel - Essential French Phrases

LEssentiel - Essential French Phrases Even if youre just going to France for a week, you should know some survival French - a few essential words and phrases that youll use over and over. This is a somewhat miscellaneous list of the basics, so be sure to follow the links at the end for even more essential French like hello and please.Je parle (un peu de) franà §ais  Ã‚  Ã‚  I speak (a little) French.Parlez-vous anglais ?  Ã‚  Ã‚  Do you speak English?Comment ?  Ã‚  Ã‚  What?Je ne comprends pas.  Ã‚  Ã‚  I dont understand.Que veut dire ___ ?  Ã‚  Ã‚  What does ___ mean?Rà ©pà ©tez, sil vous plaà ®t.  Ã‚  Ã‚  Repeat, please.Plus lentement  Ã‚  Ã‚  More slowlyEncore une fois  Ã‚  Ã‚  One more timeComment dit-on ___ en franà §ais  ?  Ã‚  Ã‚  How do you say ___ in French?Je ne sais pas  Ã‚  Ã‚  I dont knowJai une question  Ã‚  Ã‚  I have a questionJai un problà ¨me  Ã‚  Ã‚  I have a problemoui  Ã‚  Ã‚  Ã‚  yesnon  Ã‚  Ã‚  Ã‚  nosi  Ã‚  Ã‚  Ã‚  yes (in reponse to a negative question)daccor d  Ã‚  Ã‚  Ã‚  OKet  Ã‚  Ã‚  Ã‚  andou  Ã‚  Ã‚  Ã‚  orqui  Ã‚  Ã‚  Ã‚  whoquoi  Ã‚  Ã‚  Ã‚  what*quand  Ã‚  Ã‚  Ã‚  whenoà ¹Ã‚  Ã‚  Ã‚  Ã‚  wherepourquoi  Ã‚  Ã‚  Ã‚  whycomment  Ã‚  Ã‚  Ã‚  how*Be careful, there are several ways to say what in French. Practice Essential French Vocabulary Essential French quizCrossword puzzleWord seek More essential French 100 essential French wordsEssential French gesturesEssential French grammarEssential French phrasesEssential French verbsEssential French for travelersHow to say ___ in French For more in-depth study, check out French for Beginners.

Cross cultural communication Essay Example | Topics and Well Written Essays - 750 words

Cross cultural communication - Essay Example She advises that when you visit another country; forget about popular notions about the people. When doing business with Spanish and Swiss for instance, do not expect that the latter arrives on time and is more organized because that is how we have been socialized to believe. It is imperative to appreciate that such characteristics are dependent on the individual. We had punctual Spanish people and disorganized Swiss. Therefore do not assume that every Spanish person you meet will be late and that the Swiss are always punctual, you might end up very surprised. In other words, cross-cultural stereotypes might negatively influence our ability to perceive things properly. Currently, there are very helpful courses that help those who want to work or live abroad cultivate cross-cultural awareness, which is very essential in developing global competence and in building international teams. Such courses help individuals identify and then can deal with such cross-cultural differences ultimately improving their overall capacity in developing and most of all maintaining efficacious cros s-cultural relations. Sometimes stereotypes lead us into misunderstanding and judging other individuals in accordance to much unfounded generalizations, which sometimes may be very detrimental since we miss the point of meeting new people and knowing them as individuals, not as a population. Communicaid is a cross-cultural awareness-training center that helps you understand your counterpart’s behavior without relying on any stereotypes. Remember that such beliefs about other individual’s habits and behavior can greatly influence our expectations and attitudes when communicating with cultures different from our own. Nevertheless, this does not imply that no stereotypes are important. They help us in some situations where we are dealing with strangers since culture is responsible for shaping our perceptions and thoughts, we can be able to

Turning Fear Into and Everyday Relevance Term Paper

Turning Fear Into and Everyday Relevance - Term Paper Example Even more revealing were the results found by the 2000 Decorte, Verschaffel and Green study which stated, â€Å"when middle school students were prompted to ask their parents about their use of the Pythagorean Theorem, an overwhelming 78% answered that they could not recall ever using the Pythagorean Theorem in their day to day lives† (Decorte, Verschaffel and Green). In response, many modern day teachers have begun to explore new ways to teach the Pythagorean Theorem in an attempt to help students see the relevance it can have in their everyday lives. For many students, the words â€Å"Pythagorean Theorem† can sound incredibly daunting and intimidating. It is the teacher's job to show them how the process of this theorem are performed in various daily situations, and that they have probably already experienced it without realizing it. By introducing students to real-life examples, teachers can help take the fear out of the equation. â€Å"Some mathematicians and teachers have attempted to produce textbooks that use a bare minimum of sentential representation and argument† (Lindsay). These books often proved useless without further explanation from the teacher. They proved that students needed real-life examples of how the Pythagorean Theorem worked in order to understand the process. The diagrams in these textbooks are often referred to as â€Å"diagrammatic demonstrations†. â€Å"A diagram that illustrates a mathematical relation by showing in essence that it is an accurate reflection of the behavior of obje cts in space and provides an understanding because it grounds the abstraction in our customary experience† (Lindsay). The problem with these diagrams was that they often reflected shaped that were unrealistic and never seen in real life. One approach that many teachers are currently pursuing is to use pictures of real buildings, baseball fields, and other such relevant structures.

Dubliners :: essays research papers

Dubliners is considered a champion among books written in the English language. James Joyce's characterization of not only the people in the stories, but of Dublin itself, demonstrates his great ability as an author. Dubliners is not a book with a normal story line, a plot, and a definite climax and resolution. Instead, it is more of a setting, an atmosphere, an "epiphany" as Joyce called it. To understand the book, it is recommendable to focus on Irish history, and more specifically, Charles Stewart Parnell. He is a figure alluded to in this and other books by Joyce. He has been referred to as the "uncrowned king of Ireland."The series of short stories included in Dubliners depict a broken morale in and around the city of Dublin. The early 1900's marked a time of disheartened spirits not only in Dublin but all of Ireland. England still clutched Ireland under it's own control.. The citizens were bitter and dismayed.It wasn't until 1922 that Ireland freed itself from England. Up until that time, Ireland was occupied and ruled from Britain. The occupation had begun hundreds of years before, but from the end of the 18th century, a distinct Irish nationalism began to evolve. From 1801 onwards, Ireland had no Parliament of it's own. It was ruled by the Parliament in Britain which consisted of the House of Commons and House of Lords.Meanwhile, in the 1840's, a small group formed out of the Young Ireland movement. The leader, Thomas Davis, expressed a concept of nationality embracing all who lived in Ireland regardless of creed or origin. A small insurrection in 1848 failed, but their ideas influenced the coming generations. This small nationalism was illustrated in the stories "Evelyn" and "A Painful Case." In the latter, Mr. James Duffy, despite his dislike of the "modern an pretentious" Dublin, decides to stay at least in the suburbs and commute back and forth to his house. Also in the story of "Eveline", we see her refusing to leave with her fiancà © because of her ties to her home and her city. She couldn't leave; she couldn't abandon it. The small or perhaps hidden pride in the city of Dublin displayed itself in subtle methods throughout the book. After the potato famine in Ireland, a group was founded in 1858 known as the Irish Republican Brotherhood. Also known as the Fenians, they formed a secret society which rejected constitutional attempts to gain independence.

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management

ABSTRACT Bullying is known to be a widespread problem in schools and also in workplaces. It is not confined to the U.S.A. and across the globe researchers have been examining the behavior of both perpetrators and targets of bullying for several INTRODUCTIONIntroduction to the studyThere is no universally accepted definition of bullying, although several descriptions have certain common elements. For example, Norwegian researcher Dan Olweus (1993) considers that bullying occurs when someone is exposed to negative actions, carried out by one or more people, repeatedly and over a period of time. Negative action may be described as harmful physical, verbal or other sorts of contact designed to intentionally inflict injury on another person. Bullying may be both overt and covert – for example, loud aggressive shouting in public places, or whispered threats and taunts in the classroom or workplace (Nishioka, Coe, Hanita and Sprague, 2011). A number of academic studies have demonstrated the emotional damage that bullying causes, for example, Schroeder (2010) suggests that bullied students experience disruption in learning, and Dempsey and Storch (2008), link being a target of adolescent bullying to increases in levels of de pression (as cited in Chambless, 2010). Extensive research has been conducted into bullying in schools, including studies by Olweus (1993), Winters (1997), Atlas and Pepler (1998), Brockenbrough (2001) and Natvig, et al. (2001), and these suggest that while certain anti-bullying interventions are deemed to be successful, for example, Olweus’ intervention program in schools in Norway and Sweden (Olweus 1993, pp 64-107), nevertheless further study is needed.Organization under studyFor this reason, conducting a study of teachers’ views on bullying and how they impact on classroom management could make a significant and relevant contribution to the development of effective anti-bullying programs. Conducting a study in middle schools in the Brentwood School District will supply relevant information and provide useful insights to aid further research.Problem statementBullying causes high levels of distress among school students, disruption to their education and increased st ress for teachers and school authorities; thus, there is an imperative to devise successful anti-bullying interventions (Olweus, 1993). Teachers are the ultimate authority in the classroom and they have responsibility for, and a duty to care for and protect, their students (Kendall, 2012). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students.Research objectiveConducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] de cide to engage themselves, with some degree of seriousness, in changing the situation† (Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a useful contribution to the creation of effective interventions.Proposal structureThis research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variable s are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excl uding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While m any studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a mo re integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys† (1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing repo rts of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on th e way a bullying incident is reported.Literature review summaryBullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011).Research questionTeachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroomThe objective of this study is to use the evidence gathered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophyThe majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research ap proachThere have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline† website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of th e emotional and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes.Research strategyThe Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed.Data collecti onHaving obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet.Data analysisA good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the s urvey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives† (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Banduraâ€⠄¢s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-wee k period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA.Ethical issuesBullying causes s tress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care.Research limitationsDue to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullyingThis may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the schoolThis may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying preventionThis may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bullyThe words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situationsExamining the age and gender differences of teacher s, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullyi ng and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. Increase in reported bullying incidents throughout the school; 2. Fewer episodes of classroom bullying; 3. Student trust level; 4. Confiding in the teacher. Students’ levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers’ reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them. References American Heritage Dictionary (2nd ed.) (1982). Boston: MA: Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research. 92(2), 86–99. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont: CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71–81). New York: Academic Press. Retrieved from: http://www.uky.edu/~eushe2/Bandura/BanEncy.html. [Accessed 18th February 2013]. 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Journal of Health Psychology. 6. 365–377. Newman-Carlson, D. and Horne, A. (2004) Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students. Journal of Counseling & Development. Vol. 82(3), 259–267. doi: 10.1002/j.1556-6678.2004.tb00309.x Nishioka, V., Coe, M. A., Hanita, M., Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3-8. Education Evaluation and Regional Assistance. Institute of Education Sciences (IeS). Olweus, D. (1978). Aggression in th e schools: Bullies and whipping boys. European Journal of Social Psychology. Vol. 10 (1). Olweus, D. (1993) Bullying at School: What we know and what we can do. 64–107. Oxford: Blackwell Publishers. Online publication. Retrieved from http://www.purdue.edu/odos/soc356x/articles/7BullyingatSchool.pdf [Accessed 15th February 2013]. Pellegrini, A.D. and Bartini, M. (2000). A Longitudinal Study of Bullying, Victimization, and Peer Affiliation During the Transition from Primary School to Middle School. American Education Research Journal. Fall 2000. Vol 37. No. 3. 699–725. Porter, J. R, (2009). Children’s tendency to defend victims of school bullying: Genders social identity, and normative pressure. (Doctoral dissertation) University of Florida ProQuest dissertation and Theses 128. Retrieved from: file://localhost/Retrieved from http/::search. Proquest.com, :doc view:304885104%3F accountid=34899. (304885104). [Accessed 18th February 2013]. Project Wisdom – Help ing students make wiser choices. Online article. Retrieved from: www.projectwisdom.com. [Accessed 18th February 2013]. Rigby, K. (2002). New perspectives on bullying. Philadelphia: PA Jessica Kingsley publishers LTD. Schroeder, D. (2010) Traumatic Effects of Bullying. Online article in The Pennsylvania Counselor. Retrieved from: https://docs.google.com/viewer?a=v&q=cache:_13Cnh263WkJ:www.bullyingpreventioninstitute.org/LinkClick.aspx?fileticket=5AFZRcsh-S8=%26tabid=72+&hl=en&gl=uk&pid=bl&srcid=ADGEESi4BxkjYE4vTcwl04I0zG8_seTUgflcconYnEGJVouxOFXt_txAEyAMCo2S9VYPPAmgIy_OY9kilogwM3J. [Accessed 18th February 2013]. Van Bennekom, F. (2011) Statistical Confidence in a Survey: How Many is EnoughOnline article at Great Brook. Retrieved from: http://www.greatbrook.com/survey_statistical_confidence.htm. [Accessed on 18th February 2013]. Wright, J. (2003). Classroom Bullying: What Teachers Can Do. Online booklet. Retrieved from: https://docs.google.com/viewer?a=v&q=cache:UX_5qO65ILcJ:www.jimwr ightonline.com/pdfdocs/bully/bullyBooklet.pdf+&hl=en&gl=uk&pid=bl&srcid=ADGEESj4vX4L_rQ5C_2v2WJNgdrqfR8z6gwZ9nk7RruJjTdYKqE9dUodMJ30UcC2uxiXSALUPvDdw7G-iOI0Fx89CSOAxeCrb1GeH1DcVTI_6PDMTeHDk [Accessed 18th February 2013].

Illegal Imigration - 2461 Words

Indira Krager 20 March 2012 Illegal Immigration; A controversial topic. So many things have been said about the American dream; so many people have struggle against themselves to prove that it does not only exist but can also be achieved. So many people worked hard and devoted their lives to this dream. To many people across the world immigrating to the United States is the American dream in itself. The United States has had immigration policy in effect that dates as far back as its birth. Immigration to the United States has been a major source of population growth and cultural change throughout much of the history of the United States. The economic, social, and political aspects of immigration have caused controversy regarding†¦show more content†¦Local health officials’ sponsors’ week-long immersion programs in Mexico in an effort to understand the immigrants who are inundating their area; making the doctors more sympathetic to the population of illegal immigrants. In California, a 200 4 study by the Federation of American Immigration Reform put the state’s annual costs at $1.4 billion. The Pew Hispanic Center estimates that 59% of the nation’s illegal immigrants are uninsured compared with 25% of legal immigrants and 14% U.S. citizens. Illegal immigrants represent 15% of the 47 million uninsured people-and about 30% of the increase since 1980 (USAtoday). Whereas there are many who believe illegal immigrants are one of the main reasons for this country’s economic burden, there are a group of people who believe without immigrant workers to fill the workforce, the United States economy would be worse off as some industries may be drastically affected. According to a Gallup poll conducted on August 2009, 50 percent of Americans believe that immigration should be decreased because the United States cannot sustain the financial burden that immigrants pose in difficult economic times (Morales). In the United States there are many jobs that natives’ workers do not want; illegal immigrants have filled these jobs due to their immigrant frame of reference. Although there are some people may argue that this economic stability is still compromised when immigrants exploit government services, inShow MoreRelatedThe Cost of Illegal Imigration Essays1560 Words   |  7 Pagesthriving as the great nation we are. The struggle I speak o f is not immigration but illegal immigration. Illegal immigrants have caused a struggle politically, in the government and have affected you even in your own schools and work. We must rectify the immigration system to help our predicament because the effects of illegal immigration may surprise you. One of the largest disadvantages of allowing illegal immigrants in our country is the cost. They take great sums of money away from taxpayersRead MoreThe Issue of Illegal Immigration in the US1087 Words   |  5 Pages Americans today, know that there is a problem with illegal immigration. Everyday many illegal immigrants cross the borders. There are between twelve and twenty million illegal immigrants in America. (â€Å"Scary Immigration Statistics† 1) The U.S. should make all illegal immigrants register or deport them to their original countries. The U.S. should also make a program so that the immigrants can get a license for legality. If the immigrants do not want to cooperate, then they cannot be in America. TheRead MoreIllegal Immigrants: Close the Borders Essay1317 Words   |  6 PagesIllegal immigration has been a problem that has plagued the United States for many years. This problem is not new to the country because thousands of immigrants have crossed over the oce ans and Mexican border since our country was founded. The underlying problem is the lack of assimilation to the American ways of life and the acceptance of existing rules and laws. With the already fragile economy and the largely growing unemployment rate Americans must make every effort to close its borders to undocumentedRead MoreIllegal Immigration : Effect On U.s. Economy2074 Words   |  9 PagesProfessor Galindo English 1302 S02 8 Mar. 16 Illegal Immigration: Effect on U.S. Economy Introduction Throught out its history, the United States has been renowned as a santuary for immigrants from all over the world. People from all walks of life have migrated to our nation’s shores in search of the autonomous â€Å"American Dream† which Ä ±s vÄ ±ewed as endless freedoms and economÄ ±c opprtunÄ ±tÄ ±es. 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The money spent on removing current illegal residents would account for $100 to $300 billion and $315 billion to maintain the law not allowing new undocumented immigrants into the country. This money would be spent on apprehension, legal and transportation costs. The larger cost would comeRead MoreCustoms and Border Protection3897 Words   |  16 Pageswell as the influx of illegal immigration. The other concern for CBP is the intricacies of travel and trade due to its responsibility for cargo and port, commerce and revenue collection. CBP understands its role and realizes that the agency plays a critical role in the movement of goods and services (Nemeth, 2013, p. 373). CBP evaluates all passengers flying, driving, walking or arriving by ships into the U.S from abroad in its search for terrorist risks, drugs, illegal immigration, traffickersRead MoreThe Studio System Essay14396 Words   |  58 Pagesand therefore allowing the oligopoly members to maximise and share the spoils. 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The Culture Of America By Mark Seltzer - 1578 Words

In today’s society, Americans have been given choices. Choices to do and say what they want. Although given these choices, Americans would rather designate themselves to take a role as a spectator rather than being directly involved in a threatening situation. But why does one want to witness such an image to begin with? This form of fascination can be attributed to the publicizing of violent crimes by many outlets of media such as newspapers, televisions, and other sources readily available to the public. The convening of the public around violent scenes has come to make up what author Mark Seltzer characterizes as a â€Å"wound culture,† which he outlines as â€Å"the public fascination with torn and open bodies and torn and opened persons, a collective gathering around shock, trauma, and the wound† (1). Given the enormous volume of crime stories and scenes in today’s media, it is confident to say that the public has become fascinated. The culture of Ame rica is drawn to trauma, which is a Greek word for wound. (â€Å"Trauma†) In the turning of the twentieth century, the superstar of the wound culture emerged: the serial killer. The fascination with this new founded celebrity haunts and excites the community. These famous killers are intriguing and raise complex questions of why people do what they do. Therefore, serial killers are molded by family experiences, the oedipal complex, and the fear of abandonment. The early stage of life, the childhood years, is the most important stage of aShow MoreRelated An Analysis of Joyce Carol Oates’ Where Are You Going, Where Have You Been1902 Words   |  8 Pageseditions of plays, eight books of essays, and countless more umcollected works (Kellman 487). As the format for her writing varies, so does her subject matter. Her creations cover a wide range of genres, but Oates main fascination is contemporary America with its colliding social and economic forces, its philosophical contradictions, its wayward, often violent energies (Johnson 8). Oates works, and somethimes even Oates herself, have been subject to responses ranging from extreme praise to harshRead More The Apocalypse of William S. Burroughs’ Naked Lunch Essay5453 Words   |  22 Pagesthat seemed to summarise, as Peter von Ziegesar puts it, ‘the apocalyptic visions and vivid anarchic political beliefs of a desperate, dead-end culture’ (Ziegesar, p. 285). Haring ’s figure, to use the same example, signifies the direct attack on the sense of selfhood, and the inevitable exhaustion of past mythologies (e.g. crucifixion) brought about by a culture that is conceived as cul-de-sac. Burroughs was the true patron saint of the East Village. 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In The Culture of Consumption: Critical Essays in American History, 18801980, ed. by Richard Wightman Fox and T.J. Jackson Lears, New York: Pantheon Books, 1-38. Reprinted with the permission of the author. 1On or about December 1910Read MoreMm-Chapter 1-3 Dawn Iacobucci17854 Words   |  72 Pagesrepresented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit www.cengage.com Purchase any of our products at your local college store or at our preferred online store www.cengagebrain.com Printed in the United States of America 1 2 3 4 5 6 7 15 14 13 12 11 MAKE IT YOURS add business cases to your MM2 text! Your course is unique—create a text that re ects it. Let us help you put together a quality Marketing Management casebook simply, quickly, and affordably. We have alignedRead MoreStephen P. Robbins Timothy A. 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In This Next Step We Uncover The Metaphysical World Around

In this next step we uncover the metaphysical world around us. The first text is â€Å"About Meditating on God’s Unity,† by Bonaventure. In this text we reflect on the idea of being, the all-encompassing state that we fall under in every second of every moment we are doing anything. God, just like us comes under this category of being, as being comes not just from existence, but rather our essence. The next text comes from Elizabeth Johnson called â€Å"Speaking about the Living God,† which focuses on the name of God. God never tells us what God’s gender is; only that God is. So by assigning God a gender we limit the power that God has, by making God only male we limit the feminine side of God’s love as well as those who are uncomfortable with a†¦show more content†¦The demon readily believes the fallacy that one’s true self comes from taking care of the earthly body and live an easy life, while Indra finds out that the true atman comes from the disembodied self, or through living a life without earthly ties. The final text comes from Huston Smith, a converted Hindu, called â€Å"The Beyond Within†. This text elaborates more on the Hindu traditions of living a detached life. The best way to live this way is to embrace the world and all that it has to offer; in this way we can experience the joy and knowledge of the people and the world around us. All of these texts share a profound sense of ambiguity. They show us that we can never truly be sure if our metaphysical assumptions of the world are the correct ones. For example, in the more religious texts like Bonaventure, Johnson, Smith, and â€Å"The Chandogya Upanishad† we see various different ideas of who and what comprises god, and oddly enough all of them are correct. The beauty of ambiguity is that we can’t say that one idea about â€Å"what is† is the right one, because the Hindu appreciation of many gods has just as much proof as the Christian idea of one God. We also see this in the not so certain idea of the concept of â€Å"being† in texts like â€Å"Schrodinger’s Cat, â€Å" and â€Å"The Allegory of the Cave† both of which focus more on our perceptions of the world. 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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . The University of Chicago Press and Journal of Consumer Research, IncRead MoreArt as an Embodied Imagination22095 Words   |  89 PagesConditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . The University of Chicago Press and Journal of Consumer Research, Inc. areRead MorePlenary Session69346 Words   |  278 PagesMBTI Personality Test Dear Future Chief Resident: The following test is designed to measure your MBTI Personality type. We will be discussing the theory behind this test, and the results it demonstrates, during the session on â€Å"Leadership and Personality Types† during the second day of the conference. The session will be much more valuable to you if you have completed this test PRIOR to the session. Completing the test should only take 15 minutes or so. You can complete it on paper, or can use aRead MoreLogical Reasoning189930 Words   |  760 Pagesupdated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright  © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. 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Indus Water Treaty of 1960 Free Essays

string(59) " and no new agreement in place, the flow of water stopped\." INDUS WATER TREATY OF 1960 by William H. Thompson [February 2013] The Indus Water Treaty (IWT) of 1960 is an example of a mutually beneficial conflict or, as Kriesberg and Dayton would define it, a constructive conflict. Born of the dissolution of the British Crown Colony of India in 1947, the treaty recognized the mutual needs of India and Pakistan, and the necessity of ensuring continuing access to the waters of the Indus River System for both nations. We will write a custom essay sample on Indus Water Treaty of 1960 or any similar topic only for you Order Now Although the treaty has survived â€Å"two and a half wars and frequent military mobilizations† as well as a nuclear arms race, current moves by both Pakistan and India regarding dispute mediation threaten to dissolve the treaty. Differences in interpretation, Pakistani mismanagement of its own water resources and the ongoing question of the status of Kashmir each threaten the continued observance of the treaty. Neither nation can afford the loss of this treaty. For each nation this treaty has been a source of ongoing diplomatic relations, requiring annual meetings and open verification of water projects within the covered regions. It has been used to address non-water issues and to placate each other in times of crisis. It has also ensured that water continues to flow between the two, in spite of the strategic advantage that India could gain by stopping that flow. This paper will outline some of the dangers affecting the future of the IWT. It will address the interpretation of treaty clauses by neutral parties and how that has resulted in diplomatic escalation by Pakistan. It will address the very real concern for Pakistan that India has the superior strategic position with regard to control of the Indus System. It will also highlight the inadequate water infrastructure within Pakistan and the affect that this has on the ability of India to complete its own water projects. The paper will describe certain indicators of the health of the treaty. Finally, it will outline two scenarios for the future of the IWT and the likely outcome of each. The goal of addressing these issues is to stress the importance of this treaty over national concerns for control of water and how the mutual control of the Indus system is the best solution for both nations. Before exploring the continued existence of the Water Treaty of 1960, and the potentially far reaching effects of its nullification, it is necessary to provide a brief history of the Indo-Pakistani conflict, especially as it relates to the Kashmiri region and control of the Indus River System. When the British Parliament passed the Indian Independence Act of 1947, its primary concern was achieving a speedy settlement of the partition rather than the stability of the resulting entities. Sir Cyril Radcliffe, the English barrister charged with partitioning the Indian colony into two separate entities, arrived in New Delhi on 8 July 1947 to learn that the date of independence for both newly formed nations of India and Pakistan had already been set for 15 August of that same year. The rules for the partition of India and Pakistan, established in negotiations between the British representative Lord Mountbatten, the Indian National Congress representative Jawaharlal Nehru and the Muslim League representative Muhammed Ali Jennah, focused the division along religious lines. In certain provinces with no clear religious majority, most notably those bordering Punjab and Bengal, the citizens of the province were to be given the opportunity to vote over which country to join. Independent princedoms, such as Kashmir, were given the option of joining with either state, but were encouraged to hold a plebiscite if the desires of the people were in doubt. The resulting boundaries would have three far-reaching results. First, the sudden change in citizenship (from nominally British to Pakistani or Indian respectively) resulted in bloodshed and mass-exodus as Muslims moved from India to Pakistan and Hindus moved to India from Pakistan, as well as an almost instantaneous nationalism within both nations. Second, when establishing borders between the states it did so with little regard to natural boundaries, such as rivers, and little thought to allocation of the infrastructure and resources now shared by the two states. What had been created by one central government, such as irrigation systems, canals, and dams, was now controlled by two with no standing agreement over how they should be shared. Finally, in giving the rulers of independent princedoms the right to choose which country to join, the prince was expected to abide by the wishes of his subjects; in the case of Kashmir, the prince made his own choice. Common sense should have dictated that the province becomes the northernmost province of Pakistan: Its people were predominantly Muslim and it controlled the flow of the Indus River into Pakistan. Kashmir as a province of Pakistan was likely the vision of the British, Muslim and Hindu negotiators of the partition. Unfortunately, the status of the various princedoms, including Kashmir, was left to each ruling prince. Although not alone in originating the Indo-Pakistani conflicts, the decision of Hari Singh, the Maharaja of Kashmir, to join India rather than Pakistan has played a vital role in exacerbating them. One oddity of the partition of the former British colony is the Standstill Agreement. This agreement stated that the flow of the Indus between East and West Punjab (India and Pakistan) would remain at the same level from the date of partition until 31 March, 1948 and that Pakistan would pay a set fee for the water that flowed. As Pakistani forces crossed the border of Jammu and Kashmir to protect Muslims and Indian forces were airlifted into Kashmir to defend India’s territorial boundaries, the dams, canals and barrages along Indus tributaries continued to operate and adjust flows to ensure that water reached the fields of Pakistan. And, as these things occurred, Pakistan continued to pay its water fee to India. However, on 01 April, 1948, with the agreement ending and no new agreement in place, the flow of water stopped. You read "Indus Water Treaty of 1960" in category "Essay examples" Although India and Pakistan would agree to a resumption of water deliveries, two precedents had been set: Pakistan recognized that it was in an untenable position and India had demonstrated that it would abide by existing agreements but, in the absence of agreement would act in its own best interests. In 1952, the World Bank offered to mediate the dispute over Indus Waters. The resulting treaty, based on the water usage needs of each, water availability in the Indus System and mutual development of the watershed granted India the use of several rivers flowing through Kashmir for power generation, but stipulated that the usage must allow free flow of the waters into Pakistan. Each nation must announce water development plans and allow for the inspection of these projects by engineers from the other nation. It established a Permanent Indus Commission, made up of engineers from each nation, which would meet annually to discuss development issues and treaty implementation and established steps for dispute arbitration. Modern interpretation of the provisions of a treaty established in 1960 have strained the agreement and resulted in an escalation of Pakistan’s arbitration demands. Until 2005 all disputes over water projects had been resolved through the annual meetings of the Permanent Indus Commission. This changed with Indian plans to build the Baglihar Dam, a hydroelectric project, across the Chenab River. Although planning began in 1992, Pakistani engineers first objected to the project in 1999 on the grounds that it blocked the free flow of water within the Indus System in violation of the IWT. India contended that, in spite of the fact that it did not comply with the original treaty, the design of the dam was sound and that it would not only allow for the flow of water but would ensure that water supplies were available throughout the year. Pakistan referred the dispute to the World Bank for neutral arbitration under terms of the IWT. Although the neutral arbiter agreed in principal that the Indian project violated some aspects of the treaty, the violations were determined to be based on â€Å"sound and economic design and satisfactory construction and operation† and the project was allowed to continue. While Pakistan agreed to the decision of the World Bank, its next dispute, over the Kishanganga Hydroelectric Dam, was taken directly to the International Court of Arbitration. Although this level of arbitration is specified in the IWT, it is the first time that any dispute under the treaty has been taken to this level. The fact that Pakistan skipped neutral arbitration in favor of the International Court may be a signal that it mistrusts the neutrality of the World Bank. Although the Court has not yet ruled on the project, a ruling in favor of India may convince Pakistan that the treaty is no longer in its best interests. The escalating arbitration demands of Pakistan reflect some concern over individual water projects, which was reflected in its arbitration request concerning the Baglihar Dam project, and more concern for the strategic implications of the Indian system as a whole. As most agree, no single Indian project could shut down water supplies to Pakistan. However, there is general agreement that India holds the superior position regarding control and usage of the Indus River. And there is agreement that the sheer number of dams along the northern Indus System could indeed have adverse effects on the water available to Pakistan. While Indian water needs are fulfilled by three rivers, the Ganges, the Brahmaputra as well as the Indus, Pakistan is served almost exclusively by the Indus, over which India maintains control. Although India contends that it has never diverted water from Pakistan, the water stoppage of 1948, when East Punjab halted water flow into West Punjab, is ever present in Pakistani strategic thought. India has the greater GDP, and therefore a greater ability to withstand delays to its water projects, and a larger military, so it cannot be easily intimidated into acceding to Pakistani demands. As Pakistani negotiators have stated, the Indian negotiating strategy is â€Å"one of delay, of foot dragging, of ‘tiring you out’;†¦of â€Å"creating facts†, proceeding with construction plans, even when aware that the plans might well violate the treaty, so that Pakistan, confronted eventually with fait accompli, would have no choice but to cut its losses and accept an unfavorable compromise settlement; and †¦ insisting on a bilateral framework of talks, without intending ever to settle on any but India’s terms. Although Pakistani negotiators may believe that India can drag negotiations on, the reality is that each referral to arbitration has put a great burden on India in time to completion. In the case of the Baglihar Dam, India announced its plans in 1992, began construction in 1999, the project was taken to arbitration in 2005 and the entire project was not completed until 2010. This case is similar to other projects which have taken 10+yea rs from commencement, through negotiation, to completion. Some, especially within Pakistan, have suggested that the treaty is no longer useful, that it is too strategically disadvantageous to Pakistan and that the only solution to the issue is to take control of Kashmir and the northern Indus System. Others have expressed concerns that India’s hydroelectric projects may force Pakistan to abrogate the treaty and spark a war over Kashmir and control of the Indus. Whether concerns over war between the two nuclear nations are meant as a warning or a threat they have come often enough since the dispute over the Baglihar Dam that they must be seen as a real concern. With multiple Indian hydroelectric projects in the planning stage (although the actual number is in dispute), the opportunities for â€Å"hawks† within Pakistan to demand war will continue to place pressure on politicians and the military to accept nothing less than a halt to all projects. The disputes over Indian projects have allowed Pakistan to divert attention away from its own weaknesses with regard to water availability. Although Pakistan often contends that Indian projects on the northern Indus have resulted in a loss of useable water within Pakistan, it is â€Å"a case of wastage and unequal distribution by internal forces† that has resulted in less water availability within Pakistan. This loss in water availability is due to aging transfer systems (pipes, canals), increasing silt levels within dams, corruption and inefficiency and low expenditure on water sector development. Ninety percent of Pakistan’s irrigable water is supplied by the Indus; an aging system of canals, barrages and hydroelectric dams within Pakistan has resulted in waste within its own water management systems. This is largely a result of heavy sediment composition of the Indus. Water storage systems and canals have filled with sediment over time, resulting in less water availability and susceptibility to flooding, especially during heavy monsoonal rains. The IWT has been used as a means to, if not settle other non-water related disputes, to at least achieve a hearing of them, or to ease the tensions between the nations. Most recently, in 2009, the Pakistan Commissioner of Indus Waters had been asked about developments on the Nimoo-Bazgo Hydro Project and whether his office had inquired about inspecting the development. His response was that â€Å"We would like to go there when the tension between India and Pakistan following the Bombay attacks ease. † In the wake of the Mumbai attacks, the Pakistani official chose to delay his inspection to avoid inciting an already tense situation. India had threatened to pull out of the treaty as a response to cross-border terrorism in 2001-2002, and has used its control of the upper Indus to exert pressure on Pakistan to halt attacks. Although this may be viewed as using its hegemonic power over water flows to exert pressure, the alternative is that war was avoided through the use of the existing treaty. Should either India or Pakistan see the treaty as having outlived its usefulness, the nations have two choices: nullification or renegotiation. Renegotiation would be the most desirable choice for the nations and the region. Indeed, renegotiation of the treaty may be a necessity. Guarantees of water deliveries through the Indus system may be unsustainable if climate change models are correct. Pakistan is currently able to store only 30 days of water, leaving it highly vulnerable to even mild fluctuations in water flow. This vulnerability exists in a period when the Indus is at its highest flow in 500 years due to the melting of the Himalayan glaciers that feed the system. The expectation, although the calculations differ, is that the flow will slow as the glaciers recede, leaving both India and Pakistan struggling for water. Signs that offers to renegotiate are real would have to include two things; 1. Renegotiation would have to be open to public scrutiny and third party mediation and 2. They would have to include cooperative agreements on joint water projects. Renegotiation of the treaty under these conditions would indicate that both parties are committed to the IWT in some form. Nullification may be more difficult to predict. As stated above, the treaty itself has survived at least three and a half conflicts and terrorist incursions. Escalation of hostilities may not be a reliable indicator of nullification. The current escalation of arbitration demands under the current treaty may provide some warning, should Pakistan reject the findings of the current International Court arbitration. Although the current case was brought over the Indian Kishanganga dam, it is actually a story of two dams. Pakistan is currently building a dam on the same river, the Neelam-Jhelum Dam. Should arbitration be decided in India’s favor, the Kishanganga dam will divert water away from the Neelam-Jhelum, making the dam useless. Should this occur and the two nations are unable to come to some accommodation, Pakistan may determine that the treaty is no longer in its best interest. Without the treaty its guarantees of water flow into Pakistan, the nation may see war as the only alternative. There are two likely scenarios for future developments with regard to the IWT. The first is and most likely scenario is a renegotiation of the treaty. For renegotiation to occur, it would most likely need to be initiated by India, as such an offer would likely be seen by the Pakistani public as bowing to Indian pressure. In addition, were Pakistan to request a renegotiation, India most likely would have the upper hands in discussions. The catalyst for renegotiation would most likely be the ongoing demands for arbitration from Pakistan and the continuing delays in Indian construction projects. In return for a greater freedom to build on the upper Indus, India would have to offer significant concessions, the most likely being the instigation of joint projects to ensure more efficient irrigation to Pakistani cropland and more effective flood mitigation. Should India successfully convince Pakistan that a new treaty would provide more favorable water availability and would result in less control over the Indus System by India, then the renegotiation could be both a diplomatic and public relations success. The end result would be that both countries would be much better prepared should the flow of the Indus be reduced in the future. The second scenario is less hopeful and also less likely. Should Pakistan determine that the existing treaty is no longer in its best interest and it believes that Indian projects will result in less water availability on the Indus, Pakistan may nullify the treaty. In this case, war would be highly likely to occur as Pakistan attempts to seize control of Kashmir and the upper Indus River. This scenario itself has three likely outcomes. 1. In order to avoid a nuclear war, the international community brokers a cease-fire. India retains control of Kashmir and effectively ends both Pakistan’s claims to the province and any obligations to allow the free flow of water to Pakistan. While Pakistan would still receive some flow, mainly as a result of flood control measures and sediment flushing from Indian dams, it would not be enough water to enable Pakistan to adequately irrigate or to provide fresh water to its people. The aging irrigation infrastructure would continue to deteriorate, compounding an already untenable situation. The threat of nuclear war would hang over the region for the foreseeable future as radical elements within Pakistan are able to seize power and Pakistan becomes a failed, pariah state. 2. As a result of a brokered cease-fire, Kashmir achieves independence. Kashmir brokers its own water treaty with both India and Pakistan: India agrees to maintain the existing hydroelectric dams and water storage in return for continued access to the electricity being generated. Pakistan continues to receive flow from the Indus River, but at lower levels than under the IWT as Kashmir diverts and stores some of the water for its own irrigation. Pakistan’s irrigation and storage systems continue to deteriorate, but at a less noticeable pace than under the first nullification scenario. Radical elements are able to achieve some power within Pakistan, but moderates are able to maintain control and because of the existing water treaty are able to contract assistance from China and the United States to upgrade irrigation and water storage. Although still a nuclear power, Pakistan is unable to maintain parity with India on a military or economic level, effectively diminishing the threat of nuclear war. 3. Pakistan achieves strategic surprise and is able to seize control of Kashmir and the upper Indus River prior to the brokered cease-fire. Rather than increasing the flow of water to irrigate, Pakistan maintains the current hydroelectric systems built by India, selling some of the power to India and diverting the rest for its own use. Pakistan fails to address its own interprovincial water sharing issues: In addition to existing squabbles between Punjab and Sindh, it has added Kashmir to the mix with its own demands for irrigation and fresh water. Although Pakistan is able to maintain water flow to support irrigation, it is below the level of the IWT. India and Pakistan continue their adversarial relationship but without the benefits of diplomatic exchange. Radicals within Pakistan are able to exploit the inequitable division of water between the provinces and, in spite of its Muslim majority, Kashmir never becomes a fully integrated part of Pakistan. Because of its need to maintain both a military balance with India and to secure its facilities against domestic terror attacks, it is unprepared for the dropping water flow due to the recession of the Himalayan glaciers feeding the Indus. The region continues to be an international concern as China and the United States jockey for influence. Although the scenarios regarding a nullification of the IWT may be unduly negative, most academic studies agree that the Indus Water Treaty of 1960 is too important to regional relations for either India or Pakistan to seek an alternative. Whether the treaty continues in its present form, which is increasingly unlikely, is renegotiated as part of a larger brokered deal, or is restructured according to some recognition of Indian responsibility to its neighbor, the treaty has survived an ongoing adversarial relationship for 53 years due to both its effectiveness and its utility. With the worldwide potential for resource scarcity, the potential exists that other nations sharing water resources could model their own disputes on the IWT, but only if Pakistan and India are able to resolve their own ongoing issues. How to cite Indus Water Treaty of 1960, Essay examples