AP Environmental Unit 5 Study Guide Essay

AP Environmental Unit 5 Study Guide Essay AP Environmental Unit 5 Study Guide Essay Study Guide Unit 5 chapters 10, 11, & 12 Chapter 10 Where were the gray wolves reintroduced? / Who supported the reintroduction? 1. Yellowstone National Park ecosystem The U.S. Fish and Wildlife Service (USFWS) supported the reintroduction including the United States Congress. Ecological services of the forest 1. Support energy flow and chemical cycling 2. Reduce soil erosion 3. Absorb and release water 4. Purify water and air 5. Influence local and regional climate 6. Store atmospheric carbon 7. Provide numerous wildlife habitats Economic services of the forest 1. Fuel wood 2. Lumber 3. Pulp to make paper 4. Mining 5. Livestock grazing 6. Recreation 7. Jobs Most common use of trees worldwide 1. Fuel wood Types of forests / Types of tree harvesting / Effects of each 1. Three major types based on their age and structure: a. Old-growth forest: 22% An uncut or regenerated forest that has not been seriously disturbed by human activities or natural disasters for at least several hundred years. b. Second-growth forest: 63% A stand of trees resulting from natural secondary ecological succession. c. Tree plantation (Tree farm): 5% Site planted with one or only a few tree species in an even-aged stand. 2. Three types of tree harvesting: a. Selective cutting Cutting of intermediate-aged, mature, or diseased trees in an uneven-aged forest stand, either singly or in small groups. b. Clear-cutting Removal of all trees in that area c. Strip cutting Involves clear-cutting a strip of trees along the contour of the land, with the corridor narrow enough to allow natural regeneration within a few years. What is Certified Sustainably Grown Timber ensure? 1. Ensure that cutting has not exceeded long-term forest regeneration Types and effects of forest fires 1. Three types of fires a. Surface fires Usually burn undergrowth and leaf litter on the forest floor. Burn away flammable ground material and help prevent more destructive fires. Also release valuable mineral nutrients, release seeds from the cones of lodge pole pines, stimulate the germination of certain tree seed, and help control pathogens and insects. b. Crown fires May start on the ground but eventually burn whole trees and leap form treetop to treetop. c. Ground fires Go underground and burn partially decayed leaves or peat and are common in northern pear bogs. What does the burning of forests produce? 1. Burn away flammable ground material and help prevent more destructive fires. 2. Also release valuable mineral nutrients, release seeds from the cones of lodge pole pines, stimulate the germination of certain tree seed, and help control pathogens and insects What happens after the burning of tropical rainforests in the Amazon? 1. Accounts for 3/4th of Brazil’s greenhouse gas emission What is the most widely used method for sustainable management of rangeland? / What is rangeland? 1. The most widely used method is to control the number of grazing animals and the duration of their grazing in a given area so the carrying capacity of the area is not exceeded. 2. Rangeland - Unfenced grasslands in temperate and tropical climates that supply forage or vegetation for grazing and browsing animals. How many national parks worldwide? 1. More than 1,100 national parks larger than 4 square mile. What is the biggest problem facing U.S. national parks today? 1. The biggest problem facing United States national parks today is popularity. What % of Earth’s wilderness areas are strictly protected? 1. 12% of the earth’s land area is strictly protected. What % of Earth’s land should be protected in order to preserve biodiversity? 1. Conservation biologists call for a full protection of at least 20% of the earth’s land area to preserve biodiversity. Buffer zone concept to preserving land (fig. 10-25) Each reserve contains a protected inner core surrounded by two buffer zones that local

Biography of Hernando Pizarro - Hernan Pizarro Profile

Biography of Hernando Pizarro - Hernan Pizarro Profile Biography of Hernando Pizarro: Hernando Pizarro (ca. 1495-1578) was a Spanish conquistador and the brother of Francisco Pizarro. Hernando was one of five Pizarro brothers to journey to Peru in 1530, where they led the conquest of the mighty Inca Empire. Hernando was his brother Franciscos most important lieutenant and as such received a huge share of the profits from the conquest. After the conquest, he took part in the civil wars among the conquistadors and personally defeated and executed Diego de Almagro, for which he was later imprisoned in Spain. He was the only of the Pizarro brothers to reach old age, as the rest were executed, murdered or died on the battlefield. Journey to the New World: Hernando Pizarro was born sometime around 1495 in Extremadura, Spain, one of the children of Gonzalo Pizarro and Ines de Vargas: Hernando was the only legitimate Pizarro brother. When his elder brother Francisco returned to Spain in 1528 looking to recruit men for an expedition of conquest, Hernando swiftly joined up, along with his brothers Gonzalo and Juan and their illegitimate half-brother Francisco Martà ­n de Alcntara. Francisco had already made a name for himself in the New World and was one of the leading Spanish citizens of Panama: nevertheless, he dreamed of making a huge score like Hernn Cortà ©s had done in Mexico. The Capture of the Inca: The Pizarro brothers returned to the Americas, organized an expedition and departed from Panama in December of 1530. They disembarked on what is today the coast of Ecuador and began working their way south from there, all the while finding signs of a rich, powerful culture in the area. In November of 1532, they made their way inland to the town of Cajamarca, where the Spaniards caught a lucky break. The ruler of the Inca Empire, Atahualpa, had just defeated his brother Huascar in an Inca civil war and was in Cajamarca. The Spaniards persuaded Atahualpa to grant them an audience, where they betrayed and captured him on November 16, killing many of his men and servants in the process. The Temple of Pachacamac: With Atahualpa captive, the Spanish set out to loot the wealthy Inca Empire. Atahualpa agreed to an extravagant ransom, filling rooms in Cajamarca with gold and silver: natives from all over the Empire began bringing treasure by the ton. By now, Hernando was his brothers most trusted lieutenant: other lieutenants included Hernando de Soto and Sebastin de Benalczar. The Spaniards began to hear tales of great wealth at the Temple of Pachacamac, located not far from present-day Lima. Francisco Pizarro gave the job of finding it to Hernando: it took him and a handful of horsemen three weeks to get there and they were disappointed to find that there was not much gold in the temple. On the way back, Hernando convinced Chalcuchima, one of Atahualpas top generals, to accompany him back to Cajamarca: Chalcuchima was captured, ending a major threat to the Spanish. First Trip Back to Spain: By June of 1533, the Spaniards had acquired a massive fortune in gold and silver unlike anything seen before or since. The Spanish crown always took one fifth of all treasure found by conquistadors, so the Pizarros had to get a fortune halfway around the world. Hernando Pizarro was entrusted with the task. He left on June 13, 1533 and arrived in Spain on January 9, 1534. He was personally received by King Charles V, who awarded generous concessions to the Pizarro brothers. Some of the treasure had not yet been melted down and some original Inca artworks were put on public display for a while. Hernando recruited more conquistadors – an easy thing to do – and returned to Peru. The Civil Wars: Hernando continued to be his brothers most loyal supporter in the years that followed. The Pizarro brothers had a nasty falling-out with Diego de Almagro, who had been a major partner in the first expedition, over the division of loot and land. A civil war broke out between their supporters. In April of 1537, Almagro captured Cuzco and with it Hernando and Gonzalo Pizarro. Gonzalo escaped and Hernando was later released as part of negotiations to end the fighting. Once again, Francisco turned to Hernando, giving him a large force of Spanish conquistadors to defeat Almagro. At the Battle of Salinas on April 26, 1538, Hernando defeated Almagro and his supporters. After a hasty trial, Hernando shocked all of Spanish Peru by executing Almagro on July 8, 1538. Second Trip Back to Spain: In early 1539, Hernando once again departed for Spain in charge of a fortune in gold and silver for the crown. He didnt know it, but he would not return to Peru. When he arrived in Spain, supporters of Diego de Almagro convinced the King to imprison Hernando at la Mota castle in Medina del Campo. Meanwhile, Juan Pizarro had died in battle in 1536, and Francisco Pizarro and Francisco Martà ­n de Alcntara were murdered in Lima in 1541. When Gonzalo Pizarro was executed for treason against the Spanish crown in 1548, Hernando, still in prison, became the last surviving of the five brothers. Marriage and Retirement: Hernando lived like a prince in his prison: he was allowed to collect the rents from his considerable estates in Peru and people were free to come and see him. He even kept a longtime mistress. Hernando, who was executor of his brother Francisco’s will, kept most of the loot by marrying his own niece Francisca, Francisco’s only surviving child: they had five children. King Phillip II released Hernando in May of 1561: he had been imprisoned over 20 years. He and Francisca moved to the city of Trujillo, where he built a magnificent palace: today it is a museum. He died in 1578. Legacy of Hernando Pizarro: Hernando was an important figure in two major historical events in Peru: the conquest of the Inca Empire and the brutal civil wars among the greedy conquistadors that followed. As his brother Franciscos trusted right-hand man, Hernando helped the Pizarros become the most powerful family in the New World by 1540. He was considered the friendliest and most smooth-talking of the Pizarros: for this reason he was sent to the Spanish court to secure privileges for the Pizarro clan. He also tended to have better relationships with the native Peruvians than his brothers did: Manco Inca, a puppet ruler installed by the Spanish, trusted Hernando Pizarro, although he despised Gonzalo and Juan Pizarro. Later, in the the civil wars among the conquistadors, Hernando won the crucial victory against Diego de Almagro, thus defeating the greatest enemy of the Pizarro family. His execution of Almagro was probably ill-advised - the king had raised Almagro to nobleman status. Hernando paid for it, spending the best years of the rest of his life in prison. The Pizarro brothers are not remembered fondly in Peru: the fact that Hernando was probably the least cruel of the lot isnt saying much. The only statue of Hernando is a bust that he commissioned himself for his palace in Trujillo, Spain. Sources: Hemming, John. The Conquest of the Inca London: Pan Books, 2004 (original 1970). Patterson, Thomas C. The Inca Empire: The Formation and Disintegration of a Pre-Capitalist State.New York: Berg Publishers, 1991.

Rational & Implications Assignment Example | Topics and Well Written Essays - 500 words

Rational & Implications - Assignment Example Faith is therefore put on the architectures and their effective work. Implication: Changes in information technology and other business issues require the facilitators of that change to keep on changing too if the organization is to continue being relevant in their work and keep up with the competition. Implications: The future is unknown based on previous knowledge of how changes keep taking place. Short-term workable goals and plans are the way to go if the plans are to be deemed useful and not redundant and backwards. Short-term projections keep the resources intact and help to uphold the currents laws and policies. Rationale: They are the driving wheels behind the organization’s successes and change facilitation and hence the best to be on the forefront of ensuring standard business processes and also ensure the environment the organization is operating in is common. Implications: Policies and laws are tied directly to this principle and so its correct implementation will save resources and time. Consolidation of such important duties to one sector reduces issues of data loss or mismanagement since the responsibility lies in the chosen few. Rationale: Usefulness of data depends on the credibility and reliability of the data collection process and those who participated in the process. The same is true when it comes to products by the architectures. Their reliability and credibility are dependent on the process and the people involved. Implications: Flaws in the process renders the products useless and hence a waste of resources and time. Measures to ensure credibility and reliability of the products from the process to the people involved are adamant for the success of the organization or business as a whole. Rationale: They specialize in producing the best by use of as minimally as possible technicalities that cannot be understood by majority. They simplify the work and make it more accessible to the majority and hence

Spying and Privacy in American Society Essay Example | Topics and Well Written Essays - 1000 words

Spying and Privacy in American Society - Essay Example The lack of privacy in the United States is a direct violation of our freedom and needs to stop in order for the country to regain the ideals that were implement by our forefathers. In â€Å"Take My Privacy, Please!†, Ted Koppel presents the idea that the Patriot Act, while an invasion of privacy, is the least of our worries at this time. He looks at companies like OnStar, which have the power to monitor a subscriber’s every move. That idea can be taken even further, since many cell phones are now equipped with GPS, which can be activated by certain applications and even remotely from a computer. This makes it very difficult to stay away from corporate monitoring. Koppel states that corporate monitoring is even more dangerous than government monitoring because it can be used for marketing purposes. This, however, seems to oversimplify the influence of the Patriot Act. The idea that the government could have access to this essay and could interpret its thesis as being an ti-American and, therefore, terrorist in nature is much scarier than a corporate entity learning my television watching habits and sending spam to my inbox. Both privacy concerns are very real, but the Patriot Act is taking us towards an Orwellian society where we are watched 24/7 by Big Brother, which would eliminate freedom as we think we know it very quickly. Amitai Etzioni's article, "Less Privacy is Good for Us", takes more of a stance on the issue of privacy. Etzioni believes that we need to re-examine the idea of privacy and put it into a context that matches up with the problems in today’s society. Much of his argument focuses on immigrant, disease and crime and his argument would hold value if these were the only reasons for this surveillance. He states that countless illegal immigrants end up in the United States because of the government’s inability to track these people. The same can be said for criminals who end up escaping from prison because they can dis appear into society and never be found. If everyone was tracked 24/7, however, we could see the need for prison decreased or nearly eliminated. After all, the police would know where every criminal is at all times, so no one would have the chance to commit a crime. The problem is that this would apply to everyone else in society. If you want to walk to your neighbor’s house for a drink after work, you would be monitored. For freedom to truly exist, we need the ability to do things without anyone knowing about them. Under this type of society, the government could prevent you from going where you want to go at any time and would have the means to know if you have disobeyed. This does not make the country safer, but would rather force everyone to live in fear of the government. "The Myth of the 'Transparent Society'", by Bruce Schneier, refutes the idea that a completely transparent society could be the answer to the problem of surveillance. While transparency is a good thing i n some situations, it would not work on a wide scale because there are situations where information should be kept secret. Schneier's opinion is reasonable because there has to be a difference in the power between a police officer and a criminal, for example. Taking the privacy away from everyone at every level does not solve the problem because it could lead to a chaotic society. If an ordinary citizen could approach an undercover detective and begin questioning him or her, it could make

Community Practice Essay Example for Free

Community Practice Essay Facilitating and obstructing factors for development of learning in clinical practice: a student perspective. Issues and innovations in Nursing Education. Journal of Advanced Nursing 34(1), 43–50; Priest, H. , 2004. Phenomenology. Nurse Researcher 11(4), 4–6; Stockhausen, L. , 2005. Learning to become a nurse: student nurses’ reflections on their clinical experiences. Australian Journal of Nursing 22(3), 8–14). The data were analysed using content analysis techniques, exploring their contextual meaning through the development of emergent themes (Neuendorf, K. A. 2002. The Content Analysis Guidebook. Sage Publications, London). The identified themes related to elements of students’ basic skill acquisition, the development of their working relationships with mentors, patients and others, the learning opportunities offered by community practice placements and the effects that such placements had on their confidence to practice. These themes are discussed with regard to the published literature, to arrive at conclusions and implications for future nursing education, practice and research. Author: M. R. Baglin Source: http://www. urseeducationinpractice. com/article/S1471-5953(09)00110-3/abstract Community nursing competencies: a comparison of educator, administrator, and student perspectives. Perceptions of functioning levels of baccalaureate students nearing graduation were assessed, comparing views of 15 educators, 15 health department administrators, and 185 students. A modified list of the 47 essential public health nursing competencies identified through the U. S. Department of Health and Human Services Division of Nursing served as the basis for data collection and analyses. Student competencies in individual skills were ranked higher than group and community competencies by all three groups surveyed. Students ranked competencies at higher levels than educators and educators at higher levels than administrators. Although administrators continue to advise new graduates to work in acute care before entering community health, support for continuation of this practice was not observed based on administrator ratings. Author: Nickel JT,  Pituch MJ,  Holton J,  Didion J,  Perzynski K,  Wise J,  McVey B. Source: http://www. ncbi. nlm. nih. gov/pubmed/7899221 Enhancing students perspectives of health through non-traditional community experiences. The shift in emphasis to community-based health care necessitates that opportunities be provided for nursing students to acquire an understanding of the complex nature of health. A qualitative study was used to demonstrate the benefits accrued by junior baccalaureate nursing students in non-traditional community settings. Key themes that emerged from data analysis included definitions of health and illness as context specific, and environmental factors influencing health. The study demonstrated that learning experiences with diverse communities can broaden students perspectives and understanding of health behaviours. Students gained an appreciation of the sociocultural variation in meanings of health and illness as well as of the social and political dimensions of health. Author: Sword W,  Noesgaard C,  Majumdar B. Source: http://www. ncbi. nlm. nih. gov/pubmed/8313070 Student Nurse Attitudes Towards Homeless Clients: a challenge for education and Practice The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization. Zoltan Balogh Semmelweiss University, Budapest, Hungary,  [emailprotected] hu,[emailprotected] int Source: http://nej. sagepub. com/content/11/4/334. abstract Author: Miklos Zrinyi world Health Organization, Geneva, Switzerland Student Nurses Learn Lessons in Community Health on Tribal Reservations University of Washington School of Nursing students have the unique opportunity to complete a community health rotation on one of two Native American reservations on Washington’s Kitsap Peninsula—the only rural public health clinical offered by the school of nursing. The experience has not only helped students learn about a unique group of people, but also how to relate to any patient population in future community health work. Recently, teams of student nurses were assigned to the Fort Gamble S’klallam reservation and to the Suquamish reservation, focusing on four different projects. One group of students partnered with family services personnel in an obesity prevention program mirroring TV’s â€Å"The Biggest Loser,† in which the person who lost the most weight won a car. Other students developed a nutrition program for an early childhood development center. A third group was involved in educating the staff of an early childhood development center about the prevention of Hepatitis B infections. The remaining group conducted and transcribed interviews with individuals for a community assessment. The goal of the assessment was to understand the community’s perception of its strengths and problem issues and to discover which issues were most important to the community. Author: Megan M. Krischke, Source: http://insightsinnursing. com/2009/07/student-nurses-learn-from-community-immersion/ Foreign studies Foreign nurses can slip into communication  gap According to (marshall 2009) it’s not politically correct — but it’s a frequent complaint of hospital patients in Las Vegas: â€Å"The nurses don’t speak English! The complaint is inaccurate. Foreign nurses working in Las Vegas do speak English. All have passed English language competency exams to become licensed in Nevada. But the complaint also contains an element of truth. More than 15 percent of the Las Vegas nursing workforce is internationally trained, about five times the national averag e of 3. 5 percent, according to an expert at UNLV. Most of these nurses are from Asian countries — the Philippines, India, Japan and Korea. Their English is often heavily accented and they may not understand the nuances of American culture and lingo — which can create challenges for patients and doctors. Xu’s research has shown that foreign nurses have a difficult transition to the American health care system. A study he conducted on Chinese nurses in the United States found they often felt socially isolated and paralyzed by their communication inadequacies. Foreign nurses are also forced to adjust to differences in the job description in the United States, Xu’s research has shown. Asian nurses are accustomed to family members doing tasks like bathing and feeding the patient, and may feel such jobs are beneath their level of education, one of his studies found. Language and communication problems can have a direct effect on the quality of patient care, and on the perceptions patients have of their care, Xu said. An estimated 100,000 people die every year as the result of medical errors in the United States, and communication problems are believed to be a leading cause. Xu said it’s impossible to know how much internationally trained nurses contribute to medical errors because the area is grossly understudied. Author: Marshall Allen Source: http://www. lasvegassun. com/news/2009/mar/10/foreign-nurses-can-fall-communication-gap/ A Study of the Drivers of Commitment amongst Nurses: The Salience of Training, Development and Career Issues According to (McCabe etal 2) this study is to highlight factors influencing the commitment of nurses, and particularly focuses on the role of training, development and career issues. It provides the basis for a HRD framework, outlining policy choices in developing high commitment amongst nursing staff. Design/methodology/approach: The main themes and sub-themes relating to the drivers of commitment and the role of training, development and career issues were identified and explored employing a grounded theory, constant omparative approach. Findings: The main fault-line between nurses and the organization concerned resource management, and the introduction of general management concepts and practices. HRD practitioners should consider using the language and terms of reference familiar to nurses when devising HRD initiatives. Factors positively influencing the commitment of nurs ing staff included shared values, involving a sense of vocational commitment towards patient care and nursing. Strong leadership, particularly concerning the role of line management, was seen as important in influencing commitment. Teamwork and support, from both line management and colleagues, was also important. Training and development were highly regarded by nurses, and could be a useful way of recognizing and acknowledging their contribution to health care delivery. Career progression and greater involvement were viewed favourably by some nurses and unfavourably by others. The main issue concerned the possible substitution of nurse practitioner responsibilities with administrative and managerial responsibilities. Research limitations/implications: The findings are solely based on interviews with nursing staff from two NHS organizations. In exploring the various drivers of commitment and the role of training, development and career issues the studys focus was towards depth, as opposed to breath, of investigation. Practical implications: Valuable information for HRD practitioners and researchers on the drivers of commitment amongst nursing staff and the role played by training, development and career issues is provided. Originality/value: This paper is a useful study on exploring commitment amongst nursing staff and ways in which HRD practitioners and researchers can facilitate and develop commitment. The DoLE official added that while waiting for a chance to be employed overseas, nurses can venture into and already start income generating projects. However, she admitted that the high demand for nurses abroad is a really attractive career to pursue because of its obvious economic returns. Meanwhile, Pineda disclosed that the continuing demand for Filipino nurses overseas is expected to intensify, as the world’s northern countries experience longer lifespans and the graying of their population in the next five to ten years is sure to see the deployment of local nurses. Countries that will continue to offer employment opportunities include the Gulf States in the Middle East such as the Kingdom of Saudi Arabia, Kuwait, Qatar, Bahrain and Oman,† she said. Further, European countries including the United Kingdom and Ireland will also continue hiring Filipino nurses, even as new markets are emerging in Norway, Belgium, Denmark, Finland and Netherlands. Canada, too, is a new market, while Australia and New Zealand likewise offer

The Struggles Faced In The Color Purple And The Joy Luck Club Essay

The Struggles Faced in The Color Purple and The Joy Luck Club A common bond of struggle links the novels The Color Purple by Alice Walker and The Joy Luck Club by Amy Tan. Rape, suicide, death, war, oppression, and racism invade the two novels. In The Color Purple, Celie overcomes racism, violence, and other issues to find dignity and love. In the Joy Luck Club, the daughters struggle for acceptance, love, and happiness. Though the characters endure many hardships they survive not only by not becoming bitter individuals but becoming more whole individuals. Celie in The Color Purple has struggled since the very beginning because of the poor treatment she has received by men. Being raped by her father Fonso, Celie becomes pregnant and Fonso sells both of the children that she has. Celie promises to protect Nettie, her sister, from Fonso's abuse is the first sign of her taking a stance to prevent the horrors which are occurring in her patriarchal existence. When married her husband Albert just uses her as a slave. He perceives her as livestock, and denies her not only love but humanity (Hall, 3) The first night together he raped her. She worked on the farm and put up with his children. At 14 she writes notes to God on the dehumanizing nature of her existence and the humiliations she has suffered (Kirkpatrick, 846). Although she totally devalues herself, Celie finds her sister very valuable, worth protecting. Her selflessness and lack of bitterness are evident here. Celie shows resentment and bitterness at the way she has been treated by men. Albert also betrays her by hiding all of the letters from Nettie making Celie believe that her sister is dead. She also feels betrayed by God, who seems to her to have condoned much of the strife in her life. Celie’s life has been one of hopelessness, even longing for death as a relief from life’s hardships (Hankinson, 3) Shug suggests to her that the ultimate goal for people is life giving rather than life denying. Celie is also a prime example of trying to overcome her struggle to find who or what she wants to be. Shug Avery is a symbol to Celie of the ideal women that she wants to be. Shug is also a symbol of life, freedom, and love. Celie is submissive and abused often. However, she has not lost her intelligence and keeps her anger in check and doesn’t do anything rash for the sake of seeing her sister again. In ... ...  Ã‚  Ã‚  By examining the characters of The Color Purple and The Joy Luck Club, one can conclude that many of the characters face struggles throughout the two novels. Each character finds their own way to deal with their struggles. Celie finds a new self-respect and strength while the daughters in The Joy Luck Club realize the strength and dignity of her mother and learn to appreciate her Chinese heritage. Works Cited Hall, James C. â€Å"Towards a Map of Mis(sed) Reading: The Presence of Absence in the Color Purple† African American Review (Spring 1992):2-6 Hamiliton, Patricia L. â€Å"Feng Shui, Astrology, and the Five Elements: Traditional Chinese Belief in Amy Tan’s the Joy Luck Club† MELUS (Summer 1999):1 Hankinson, Stacie L. â€Å"From Monotheism to Pantheism: Liberation from Patriarchy in Alice Walker’s the Color Purple† Midwest Quarterly (Spring 1997): 3 Heung, Marina â€Å"Daughter-Text/Mother-Text: Matrilineage in Amy Tan’s Joy Luck Club†Feminist Studies (Fall 1993): 3 Kirkpatrick, D.L. â€Å"Alice Walker† 1986. New York, NY: St. Martin’s Press. 846 Schell , Orville â€Å"Amy Tan the Joy Luck Club† March 1989. New York: 1989. 92 Tan, Amy. The Joy Luck Club. 1989. New York: G.P. Putnam

Last Samurai Review Essay

 « The last samurai  » is a compelling story of warfare, duty, and honour. It opens up in 1876 San Francisco; Tom Cruise plays the role of Nathan Algren, a former Captain whose participation to the military campaigns against the native Indians has left him scared with nightmares and remorse leaving alcohol as his only remedy. After being fired from the Winchester rifle company, he is recruited by Omura (Masato Harada) adviser of a weak-willed emperor, along with his former commanding officer whom he utmostly despises, Colonel Bagley (Tony Goldwyn) to train a conscript army to suppress the Samurai rebellion, who seem to threat the â€Å"modernization† of Japan. He once again finds himself having to wipe yet other tribal rebels. Algren is then captured by the forces of the legendary Kasumoto (Ken Watanabe) when he comes to realise he seems to have a spiritual affinity to them, soon adopting the Bushido code (The way of the warrior) and ends up fighting along side with them a gainst his former troupes. As Algren spends his time in captivity, observing the people, watching them devote themselves to what they do, he starts to stop drinking and to shape up, and starts to be in harmony with himself after long years of self-loathing and remorse. He is eventually taught how to wield a sword like a true samurai, along with the Bushido code. Algren receives Yoda-like wisdom from Katsumoto â€Å" may the strength of the samurai be with you always† As time goes by, he starts to learn the Japanese language and is no longer seen as an enemy, when Katsumoto returns Algren’s personal belongings; he says â€Å"When I took these, you were my enemy†¦Ã¢â‚¬  Algren is later faced with the difficult choice of going back to America, or staying to fight along side Katsumoto and face an almost certain death which he ends up choosing. He then along side the samurai go off to a last final battle as ‘savages with bows and arrows’ against the new western Japan with new riffl es and notably the Howitzers. This vividly recalls the guerrilla techniques of ‘Braveheart’ The Director Edward Zwick overcomes the problem of the language barrier ingeniously by having Katsumoto be a student of English preventing the movie from always being subtitled. Zick manages in an effective way in bridging the gap between today and the 1870 with great success. Edward Zwick may be one of the most underrated filmmakers within Hollywood. â€Å"The last samurai† is amazing to look at, with astonishingly beautiful landscape and scenery. The battle sequences in particular are very effective well captured, the editor (Steven Rosenblum) does not employ too many cuts making it clear and therefore much stronger. Hans Zimmer (Music composer) does an excellent job with the music enhancing the mood without it becoming too unbearable. If there was something to reproach to â€Å"the last samurai† it would be that the story is not of the most orginal, resembling strongly to Edward Zwicks fromer movie Glory, and Mel Gibson’s Braveheart, but â€Å"The last samurai’ is never the less a rousing tale that combines adventure with emotional effectiveness and differentiates itself from other movies with the astonishing good acting of both Tom Cruise and Ken Watanabe. Tom cruise has never shown such emotional depth, he is so fercociously present as a character. Every emotion, even every thought can be read across his face. He truly gives life to Algren, he truly looks genuinely stricken by his past, haunted even. Although Tom Cruise is â€Å"The Last Samurai† undeniable star and main character, Ken Watanabe’s performance is even more memorable, persuasive, and above all breathtaking. Watanabe channels Mifune so forcefully that’s its hard, even impossible seeing anyone else then him to do a better job as Katsumoto. He brings out everything we could expect from a great leader: strength, courage, patience, the ability to dominate a fight, and most importantly, honour. Watanabe’s work dominates and outstands Cruise’s. The beautiful, graceful and discreet Taka (played by Koyoki) plays the husband of one if the man Cruise kills and eventually have the love of Cruise and vice versa. The strong Ujio (Hiroyuki Sanada) is a fierce warrior who objects to Katsumoto’s will of keeping Algren alive. Simon Graham (Timothy Spall) is a British photojournalist who speaks somewhat Japanese. Finally Colonel Bagley ( Tony Goldwyn) who also fits his role like a T. â€Å"The last samurai† is a movie you can watch from two important aspects; the story, or People can choose to look at â€Å"The last Samurai† from two different aspects You can watch â€Å"the last samurai† in two different ways. Either you can choose to ignore the messages or the story’s true meaning, concentrating only on the small imperfections, or you can choose to watch the movie’s story depth, admire the gorgeous landscape and scenery, the breathtaking characters, thrilling battles, and the beautiful moral values through the sacrifice of Samurai’s for â€Å"what seems to have become a forgotten word: Honour†. â€Å"The last Samurai† reminds us all of what true honour devotion and duty truly are through a truly inspiring movie.

Group 1 Syllabus

G R O U P – I S E R V I C E S (HONS. DEGREE STANDARD) SCHEME OF EXAMINATION Minimum qualifying marks for consideration for Oral Test SC/ST/ B. Cs Oth PH ers Minimum qualifying marks for consideration for Selection SC/ST B. Cs. Othe /PH rs Maximum Marks Dura-tion Subject 1 SCREENING TEST General Studies & Mental Ability (Objective Type) 150 Questions. WRITTEN EXAMINATION (CONVENTIONAL TYPE) A. COMPULSORY SUBJECTS: General English Paper-I. General Essay Paper-II. i. History & Cultural heritage of India with emphasis on 20th century history of India. i. Social history of Andhra Pradesh i. e. , the history of various social and cultural movements in Andhra Pradesh iii. General overview of the Indian Constitution Paper-III: i) Planning in India & Indian Economy ii) Land Reforms and social changes in Andhra Pradesh after independence iii) Andhra Pradesh’s Economy, present status its strengths and weaknesses Paper-IV: i) The role and impact of Science & Technology in the devel opment of India with emphasis on the applied aspects ii) General awareness with the modern trends in life sciences. ii) Development and environmental problems Paper-V: i) Data appreciation and interpretation ii) The candidates will be asked to draw their own conclusion from the data presented in the tabular form in graphical or otherwise iii) Problem solving – duly structured situation will be presented to the candidates and they will be asked to suggest their own solutions to the problem arising out of situation. Alternatively, they may be called upon to prove the understanding of the situation by answering certain searching questions based on the situation TOTAL: 2 2? (Hours) 3 150 4 5 6 7 8 9 3 3 3 50 150 150 3 150 3 150 3 150 225. 00 262. 50 300. 00 750 75 B. ORAL TEST (INTERVIEW) 247. 50 288. 75 330. 00 GRAND TOTAL: 825 1 Other Important Points: 1. There will be a Screening Test (Objective type) comprising General Studies and Mental Ability. This test is meant for short- listing the number of candidates to be admitted to the Written (Conventional Type) Examination i. e. , consisting of six compulsory papers. The number of candidates to be admitted to the Written examination (conventional type) would be 50 times to the vacancies available at material time irrespective of Communities. . The papers except General English may be answered in English or Telugu or Urdu chosen by the candidates. However, a candidate is not permitted to write part of the paper in English and part of it in Telugu or Urdu. 3. Candidates must appear for all the papers in Main examination and Oral test, who qualified for the same. Absent in any of the above will be liable for disqualification. 4. The General English paper is for qualifying one and the standard of this paper is that of S. S. C. The minimum qualifying marks in this paper are 40% for O. Cs. , 35% for B. Cs. and 30% for SC/ST/PH. These marks are not counted for Ranking. 5. In the event of the S. C. and S. T. candidates not coming up for selection with the existing minimum prescribed for the selection in the competitive examination conducted by the Commission, their selection shall be considered on the basis of Rank with reference to their performance in the Written and Oral competitive examination. 6. Hall Tickets for admission to the Written Examination will be sent to the admitted candidates. There is no need to submit separate application for this purpose. After Written Examination, eligible candidates will be called for an Interview at the ratio of 1:2 with reference to the number of vacancies duly following the special representation as laid down in General Rule-22 of A. P. State and Subordinate Service Rules. Sd/- Secretary 10/01/2008 2 GROUP- I SERVICES SYLLABUS GENERAL STUDIES AND MENTAL ABILITY (SCREENING TEST – OBJECTIVE TYPE) 1. General Science – Contemporary developments in Science and Technology and their implications including matters of every day observation and experience, as may be expected of a well-educated person who has not made a special study of any scientific discipline. . Current events of national and international importance. 3. History of India – emphasis will be on broad general understanding of the subject in its social, economic, cultural and political aspects with a focus on AP Indian National Movement. 4. World Geography and Geography of India with a focus on AP. 5. Indian polity and E conomy – including the country’s political system- rural development – Planning and economic reforms in India. 6. Mental ability – reasoning and inferences. MAIN EXAMINATION (CONVENTIONAL TYPE) GENERAL ENGLISH (X CLASS STANDARD, QUALIFYING FOR INTERVIEW) . Comprehension 2. Precis-writing 3. Re-arrangement of sentences 4. Correction of sentences 5. Synonyms 6. Antonyms 7. Filling in the blanks 8. Correction of spellings 9. Vocabulary and usage 10. Idioms and phrases 11. Verb tenses 12. Prepositions 13. Active voice and Passive voice 14. Parts of speech PAPER-I GENERAL ESSAY (Candidate should write three Essays one from each section compulsorily. Each section contains three topics. Each Essay carries 50 marks. ) SECTION-I SECTION-II : Crisis management, Social problems, Analysis and solutions. Current events of national and international importance. SECTION –III : Current events relating to State of Andhra Pradesh. 3 PAPER-II SECTION-I HISTORY AND CU LTURAL HERITAGE OF INDIA WITH EMPHASIS ON 20TH CENTURY HISTORY OF INDIA 1. Indus Civilization – Vedic Civilization – Distinction between Indus Civilisation and Vedic Civilisation – Evolution of Varna, Jathi/caste system – Religious condition – Emergence of Religious Movements (Jainism, Buddhism and other sects) – Rise of Magadha Imperialism – Rise of Mahayana and Development of Art (Gandhara, Mathura and other Schools). . Advent of Islam and its impact – Influence of Islam on Indian Culture – Religious Movements – Nature and significance of Bhakti Movements – Growth of vernacular languages, literature, fine arts, architecture, monuments, Indo-Persian art and architecture – Vijayanagara empire and their contribution to art, literature and culture – socio-economic conditions, administration, fall of Vijayanagar empire – the Great Moghals and their contribution to Indian Fine Art, Architec ture and Fine Arts – Rise of Shivaji. . Stages of colonialism – changes in administrative structure and politics – factors leading for the British supremacy, assistance of Indian Powers and the causes of failures – Civil rebellions – Revolt of 1857 and its impact – Rise of nationalist consciousness and factors for the growth of Indian Nationalism and Freedom Struggle : Three Phases :1885-1905, 1905-1920, 1920-47 and significance of Gandhian Era. 4. Rise and growth of Socio-Religious-cultural – anti-caste, Dalit and non-Brahmin, Justice/selfrespect movements in modern India – Social reform organisations and role of intellectuals – Raja Ram Mohan Roy – Dayanand Saraswathi – Jyotiba Phule – Narayana Guru – Mahathma Gandhi – Ambedkar and others. 5. Nationalist Literature – growth of peasant and labour movements – role of leftist parties in antifeudal and anti-colonial struggles-rise and growth of Women’s movements – origin and growth of communalism – workers and peasant movements –freedom and partition of India; important historical events after independence. SECTION-II SOCIAL AND CULTURAL HISTORY OF ANDHRA PRADESH 1. The Satavahanas and their contribution – social structure – religious conditions – growth of literature and painting – Ikshvakus and their cultural contribution – Growth of Buddhism in Andhra Pradesh – The Eastern Chalukyas of Vengi and their importance – socio-cultural contribution – growth of Telugu language & Literature – education and learning – Religious Sects – growth of art and architecture. Socio- Cultural and Religious conditions in Andhra Desha between 1000 AD – 1565 AD Growth of Telugu Language and Literature – Nannaya- Molla etc. fine arts and architecture – Monuments – Significance – Contribution of Qutubshahis to Telugu language and Literature – Art- Architecture- Monuments. Modern Andhra – Socio-cultural awakening in Andhra – Brahma Samaj, Arya Samaj, Theosohica society – Adi-Andhra, Movements and role of Veereshalingam and others – Non-Brahmin, Adi- Andhra /Dalit and Justice/self – respect movements – Gurram Joshuva – Boyi Bheemanna – Sri Sri and others – Growth of Nationalist Movement in Andhra and the Andhra Leaders during the Freedom Struggle – Role of socialists – communists – antizamindari-kisan movements. Asafjahi Dynasty – socio-cultural awakening in Telangana -Adi-Hindu Movement – Nizam Rashtra Janasangham – Andhra Mahasabha – Andhra Saaraswata Parishat – The role of Hyderabad State Congress and Vandemataram Movement. Telangana People’s Armed Struggle – Ittehadul-Muslimeen – Razakars-anti-Nizam Struggles and end of Nizam’s Rule and integration of Hyderabad State in Indian Union – Formation of Andhra Pradesh. 2. 3. 4. 5. 4 SECTION-III GENERAL OVERVIEW OF THE INDIAN CONSTITUTION 1. Nature of the Constitution – constitutional developments – salient features – Preamble – Fundamental Rights, Directive Principles of State Policy and their relationship Fundamental Duties, Distinctive features of Indian Federation. Distribution of Legislative Powers between the Union and the State; Administrative and Financial relations between the Union and the States – Powers and the functions of Constitutional Bodies. Unicameral and Bicameral Legislatures – Functions and crises of accountability, decline of legislature – Delegated Legislation – Legislative and Judicial control over the delegated legislation – Judicial review of administrative action. Amendment of the Constitution – Basic Structure Theory – Emergency Provisions and Decentralisation – Community development experiment – 3 tier model of Panchayat Raj – 73rd and 74th amendments and their implementation. Welfare Mechanism in India: Provisions for scheduled castes, Tribes and Minorities; Reservations for SC, ST and Backward classes; Prevention of SC and ST Atrocities Act; National and State SC and ST Commission; Women’s Commission; National and State Minorities Commission and Human Rights Commission. 2. 3. 4. 5. PAPER-III SECTION-I PLANNING IN INDIA & INDIAN ECONOMY 6. 7. National and per capita income and human development – Sectoral changes in the Indian Economy (GDP and work force). Indian Planning – Objectives, priorities, specific aims of the recent 5 year plan– experience and problems. Changes in the role of public-Private Sectors and their shares in the total plan outlay before and after economic reforms. Poverty and unemployment problems– magnitude and measures initiated to ameliorate them. Monetary policy – Structure of Indian Banking and non-banking financial institutions and reforms in them since the 1990s—regulation of credit by RBI. Pattern of revenue, expenditure and public debt and effects on the economy. 8. 9. 10. SECTION-II LAND REFORMS & SOCIAL CHANGES IN A. P. AFTER INDEPENDENCE 1. . 3. Historical background of land reforms and the change in laws from time to time – Intermediaries abolition, tenancy reforms, ceilings on holdings and land issues in A. P. Structure of the Andhra Pradesh economy – its sectoral and regional distribution and the extent of poverty. Agricultural inputs and technology. Demographic features and social backwardness, literacy and occupation structure; changes in the sectoral distribution of inco me and employment. Socio-political and economic empowerment of women. State finances and budgetary policy – tax structure, sharing central taxes, expenditure pattern in revenue and capital account as well as plan and non-plan accounts. Public debt – composition – internal and external debt including World Bank loans. Five year plans of AP – Outlays, financing public sector plan and resource allocation pattern in the recent 5 year plan. 4. 5. 5 SECTION –III ANDHRA PRADESH’S ECONOMY, PRESENT STATUS, ITS STRENGTHS AND WEAKNESSES 1. 2. 3. 4. 5. Growth and structure of industries in AP; Factories, small and tiny sectors, their comparison, growth, weaknesses and problems. Structure of agricultural outputs. Administrated prices including support and procurement prices – Public Distribution System in Andhra Pradesh. Regional disparities in income, industrial output, rainfall, irrigation, health and education in AP. Institutional and non-institutional sources of rural credit in AP – structure and growth cooperatives and their share in total credit – adequacy and problems. Service Sector of AP – Importance, composition and growth with special reference to transport and communication, tourism and information technology. PAPER-IV SECTION-I ROLE AND IMPACT OF SCIENCE AND TECHNOLOGY IN THE DEVELOPMENT OF INDIA: UNIT 1: National policy of science and technology and changes in the policy from time to time, Technology Missions. UNIT 2: Space programme in India and its applications with special reference to industrial, agricultural and other rural developmental activities, INSAT and IRS systems. UNIT 3: Role of Information Technology in Rural India, basics of computers, computers in communication and broadcasting, software development in economic growth. Broad IT applications. UNIT 4: Energy Resources: Energy demands, renewable energy resources, nuclear energy, the development and its utilisation in the country. UNIT 5: Current Science & Technology Developments in India, Climate change, Disaster Management (Floods, Cyclones and Tsunami); Crop science in India, Fertilisers, Control of pests and diseases – scenario in India; Drinking water and supply, urbanisation and industrial development. SECTION-II GENERAL AWARENESS WITH THE MODERN TRENDS IN LIFE SCIENCES UNIT 1: Progress of Agricultural Science and its impacts – Introduction to Biotechnology: History of fermentation development, industrially important fermentation products (antibiotics, organic acids, alcohols, vitamins, amino acids (only one in each category is to be studied)) Production of low volume, high value fermentation products (insulin, growth hormones, recombinant vaccines, interferons) UNIT 2: Plants and human affairs, characteristics of plants, usefulness for mankind, origin of agriculture, useful and harmful plants. Introduction to animals, Domestic and wild animals, usefulness of animals for mankind, Exploitation of animals by man for food and medical advancements. UNIT 3: Introduction to and applications of Genetic Engineering & Stem Cell Research: Basic concepts (the basic process of genetic engineering) – Biotechnology in agriculture (Biofertilisers, Biopesticides, Biofuels, Genetically modified crops, Tissue culture) animal husbandry (transgenic animals- applications) and environment (Biotechnology in Environmental clean up processes). UNIT 4: Microbial infections ; Common present day infections and preventive measures. Introduction to bacterial, viral, protozoal and fungal infections. Basic knowledge of infections caused by different groups of micro organisms – diarrhoea, dysentry, cholera, tuberculosis, malaria, viral infections like HIV, encephalitis, chikungunya, bird flu – preventive measures during out breaks. UNIT 5: Vaccines: Introduction to immunity, Fundamental concepts in vaccination and traditional methods of vaccine production (production of DPT and Rabies vaccine), Production of Modern Vaccines (production of Hepatitis vaccine), Applications of immunological methods in diagnosis. SECTION-III DEVELOPMENT & ENVIRONMENT PROBLEMS: UNIT 1: Environmental Segments, Promoting Environmental Protection, The Environment (Protection) Act, Air (Prevention and Control of Pollution) Act, Water (Prevention and control of pollution) Act, Water pollution Cess Act, Forest conservation Act, Environmentalism UNIT 2: Natural Resources: Forest Resources – Types of Forests, Uses of Forest s. Water Resources- Types of Dams, Drought Occurrences and Floods, Land Resources: Soils and Cropping patterns, Mineral resources. UNIT 3: Eco-Systems and Bio-diversity: Terminology of Ecology, Basic Concepts of Ecology, concept of an Ecosystem, Food Chains in Eco systems, Types of Eco systems. Biodiversity and its conservation: Types of biodiversity, Hotspots of Biodiversity, threats to diversity. UNIT 4: Environment Pollution and Solid Waste Management: Air Pollution, water pollution, Soil Pollution, Noise pollution. Solid Waste Management: Types of Solid waste, Factors affecting the solid waste generation, Impact of solid wastes, Recycling and reuse. UNIT 5: Role of Information Technology in Environment and Human Health. Global Environmental Issues like Climate Change, Acid Rain, Global warming, Wasteland Reclamation, Watershed management, watershed approach for sustainable development. PAPER-V DATA INTERPRETATION AND PROBLEM SOLVING 1. 2. Data appreciation and interpretation using ratios, percentages and averages. Drawing conclusions from the data present in tabular, graphical and diagrammatical forms and to point out deficiencies, limitations or inconsistencies therein. Problem solving using the following: a) Sequences and Series: Analogies of numbers and alphabets, completion of blank spaces in a:b,c,d, odd thing out, missing number in a sequence or series. Coding and decoding problems: A given word or group of letters in English are to be coded or decoded based on the given code(s). . b) c) Date, time and arrangement problems: Calender and clock problems, blood relationship and seating arrangements. Passage Analysis: A duly structured situation will be presented to the candidates and they will be asked to analyse and suggest their own solution to the problem arising out of situation. Alternatively, they may be called upon to prove the understanding of the situation by answering certain searching questions based on the situation. d) Sd/- Secretary 7

Defining AIDS and HIV in the United States essays

Defining AIDS and HIV in the United States essays Acquired Immunodeficiency Syndrome (AIDS) refers to the advanced development of human immunodeficiency virus (HIV) infection and extensive damage to the immune system. Not everyone who acquires HIV develops AIDS. HIV is an infection that invades immune systems cells called CD4-positive (CD4+) T cells that fights infections. HIV invades the body's CD4+ T cells and damages the immune systems ability to fight against diseases caused by bacteria, viruses, and other microscopic organisms. There are medications for the treatment of HIV; these medicines slow down the rate at which HIV replicates and subsequently weakens the immune system. AIDS is defined as certain signs or symptoms as specified in guidelines formulated by the U.S. Centers for Disease Control and Prevention (CDC), including: HIV-infected persons with HIV-infected persons with at least 1 of more than 24 AIDS-associated conditions (infections caused by bacteria, fungi, and viruses rarely seen in healthy people) When HIV progresses to AIDS, it is fatal, yet, the rate of AIDS-related deaths has decreased with the development of new medicines. Some HIV-infected individuals may show little or no immune system deterioration and low levels of HIV even after 15 or more years of infection in the absence of antiretroviral therapy. Studies of acute infection and long-term non-progressors provide facts about the immune responses needed to develop an HIV vaccine. Experimental vaccines have proven protective and well tolerated in animal models of AIDS but not in humans. In conclusion, anyone is capable of becoming HIV-infected. Therefore, it is important to educate people on the definition and facts about AIDS. The CDC reported that 2.2 million Americans now carry the HIV virus but do not yet have symptoms; AIDS the leading cause of death for Americans between the ages of 18 35; and the HIV-infected rate in the U.S. is appr ...

Why Cheating Is Different in College

Why Cheating Is Different in College No matter what you did in high school when it comes to cheating, you should know that cheating in college is quite different. Its a really big deal. College administration takes cheating seriously. Its not unheard of for whole classes to be expelled for collaborating or outright cheating.  This happened recently at the University of Virginia when a large part of an economics class was caught cheating.  As a freshman, you will be introduced to the honor code at your college. It will outline the rules for your particular institution. Youll also see that colleges have honor courts, where students must go in front of a jury of peers and face charges. Not a pleasant experience for the first year of college. Why Cheating Is More Serious in College When youre caught cheating, even once, you lose all credibility with professors. This is a big loss in college. In high school, we can survive if our teachers lose confidence in us, or even if they dont like us. College is a different story.  Youre going to get to know your major professors pretty well, and youre going to need them for things like recommendations for internships, scholarships, awards, jobs, and special programs. To a great extent, your success will depend on their opinion of you. You cant afford to mess that up. Dont risk this important relationship and lose all respect. Professors are good at catching cheaters. They are smart, they put a lot of time and energy into creating assignments and tests, and they have more time and more resources for catching cheaters. They also have tenure and a little bit more flexibility than high school teachers when it comes to checking out their suspicions and following through with allegations. In high school, theres a tendency to treat cheating less seriously, perhaps because high school students are minors. In college, youre an adult. If caught cheating, youll pay adult consequences.   Your high school education may have been funded by taxes, but your college education is probably funded by you and your parents. Whenever you cheat, you are wasting time. If you cheat in college you are also wasting money. And not just a little bit of money. When you fail a class (and if you get caught cheating, youll probably receive a failing grade), you are losing the money you paid for tuition. This is likely many thousands of dollars! College is competitive. Fellow students will take cheating more seriously in college because they realize whats at stake. Theyre more likely to turn you in. Cheating is for losers. How would you feel if your parent was accused of cheating on the job? What if they were fired for it? Theyd feel the same way if you were caught cheating in college. You dont want to disappoint your parents!

Human Resource Essay Example | Topics and Well Written Essays - 1000 words

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Anarchism Essay Example | Topics and Well Written Essays - 3000 words

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