Influence of the Media in the Anti-War Movement of the...

During his testimony to the Senate Committee of Foreign Relations, John Kerry mentioned that in his opinion, â€Å"there is nothing in South Vietnam which could have happened that realistically threatens the United States of America.† In that same testimony, Kerry discussed that most people â€Å"did not even know the difference between communism and democracy. They only wanted to work in rice paddies without helicopters strafing them and bombs with napalm burning their villages and tearing their country apart.† The Fulbright hearings were an eye-opener to the millions of Americans who watched them. They convinced many that opposing the war and patriotism were compatible. The movement against the Vietnam War could be said as one of the greatest†¦show more content†¦Similar to African Americans, women disliked the draft because it disenfranchised generation of young men from better opportunities. Moreover, when the Johnson administration employed the search-an d-destroy military in Vietnam, search-and-destroy became associated with negative connotations of Americans. On top of that, Operation Rolling Thunder introduced the application of napalm; this led many women in America sympathizing with the Vietnamese civilians. Women protested the use of napalm, a flammable weapon created by the Dow Chemical Company and used as a weapon during the war, by boycotting Saran Wrap, another product made by the company. Women mobilized to create several antiwar groups, such as Women Strike for Peace (WSP), and Another Mother for Peace; these groups allowed women to become proactive and paved the way for the liberation of women. Arguably the largest source of discontent regarding the Vietnam War came from the students. Students joined the antiwar movement because they were morally opposed to all wars and did not want to fight in a foreign civil war. The students had credibility in their disapproval, because most of those subjected to the draft were too young to vote and therefore did not have a say in the direction of the war. The best-known national student organization for opposing the warShow MoreRelatedPopular Culture And Music Affect U.s. Public Opinion On The Vietnam War2148 Words   |  9 PagesTo what extent did popular culture and music affect U.S. public opinion on the Vietnam War? I.B. Internal Assessment Chavez, Miguel History HL Port Chester High School Word Count: 2,131 May 2016 â€Æ' Table of Contents Part A: Plan of Investigation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3 Part B: Summary of evidence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 4 Part C: Evaluation of sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 7 Part D: Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Page 9 Part E: Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreAmerican Presidential Election Vs. 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Some might ask what is peace, well as defined in a lecture on January 4th by Dr. Collin Macollough peace is and can be a variety of different things.†Peace is an attractive concept, something that is openly discussed, even while preparing for war.Can be defined as â€Å"the absence of war† – implies that it is an irregular state o f affairs.Peace is a process:Read MoreControversial Themes in Black Popular Music Essay1767 Words   |  8 PagesControversial Themes in Black Popular Music Controversial themes have always been explored in popular Black music. Because Black experiences influence Black mainstream culture (as with any culture), the social climate of historical eras influence how these themes are explored in popular culture, specifically in the form of music. The presence of controversial themes like racisms, sex and violence in black forms of music like the Blues, Ramp;B/ Soul, Disco, Funk, and Hip-Hop are shaped by the happeningsRead MoreWomen s Rights Movement : Lucretia Mott3104 Words   |  13 Pagesthis gave women a financial status and freedom. Many women who were active in the abolitionist movement then became interested in the women’s rights movement. Women were already discriminated because of their sex. Now some of these brave women wanted to help the African Americans gain their freedom and their right to vote as well. â€Å"Female abolitionists sometimes faced discrimination within the movement itself, which led to their politicization on the issue of women’s rights† (National Women’s HistoryRead MorePopular Culture at the Beginning of the 1960s Essay3766 Words   |  16 PagesPopular Culture at the Beginning of the 1960s The early 1960s was a period of time where standard of living was rising and there was more consumer goods to buy and people were on higher wages so could now afford luxury items which they would of never thought of buying. The 1960s was a period of great change, particularly in the younger generation of people. A good quote from the Prime Mister at the time sums up the early 60s in a way which many would agree with, youveRead MoreStruggle for Black Americans: Civil Rights Movement Essay2552 Words   |  11 PagesReconstruction, long before the civil rights movement would be headlining in the 1950’s and 1960’s. The struggle would not just be for freedom but also in terms of education and employment from the police brutality and general day to day discrimination. This abuse would compel individuals, such as the more famous Black civil rights leaders to launch efforts to assert their constitutional rights and improve their standing in society; through the use of media, that through time would be shown right inRead More The Myths of Vietnam Essay5554 Words   |  23 Pagesversions of the Vietnam War and the antiwar movement began to develop even before the war ended. The hawks version, then and now, holds that the war was winnable, but the press, micromanaging civilian game theorists in the Pentagon, and antiwar hippies lost it. . . . The doves version, con trarily, remains that the war was unwise and unwinnable no matter what strategy was employed or how much firepower was used. . . Both of these versions of the war and the antiwar movement as they have come down

Oppositional Defiant Disorder Free Essays

Oppositional Defiant Disorder: Case Study and Research Samaritan L. Carlo Suffolk County Community College SYS 213, Exceptional Child Able Keller is an English-speaking and physically healthy four-year-old boy. He lives with his mother and eighteen-year-old sister, and attends preschool during the week. We will write a custom essay sample on Oppositional Defiant Disorder or any similar topic only for you Order Now Babel’s mother works seven days a week and he is supervised on the weekends by a nanny. His current nanny began working for the family fairly recently; the two nannies prior to her both worked for less than two months before quitting. Babel’s parents have been divorced for two years. His mother is his primary care-giver and is father sees him infrequently. Lately, Babel’s mother and preschool teacher have been unable to cope with his disruptive and distressing behaviors. Babel’s teacher estimates that his disruptive behaviors began at the beginning of the school year, which was approximately eight months ago; his mother says that the behaviors began roughly one year ago and have been increasing in severity and frequency since then. Babel’s sister has also voiced concerns regarding her brother’s spiteful actions towards her due to the strain his recent behaviors have put on their relationship (PAP, 2013). Babel’s mother reports that Able cannot go more than two days without becoming extremely irritated with necessary daily tasks. Once, Babel’s mother requested that he go wash his hands before dinner. Able became irrationally frustrated, blatantly refused to wash his hands, and began lashing out in a manner which she describes as â€Å"one of his tantrums. Babel’s mother also describes an instance in which their last nanny was on the receiving end of Babel’s disruptive behavior. The nanny took away Babel’s toy at his refusal to brush his teeth and get ready for bed, and later found her toothbrush in the toilet boil. After further acts of blatant defiance by Able, the nanny resigned and Babel’s mother was forced to find a new nanny. Able exhibited a similar behavior towards his sister when she asked him if he could grab her a pencil for her homework. Able was instantly irritated at this request and yelled â€Å"Don’t tell me what to do! He then proceeded to rip up her homework and run to his room. According to his mother, destruction of property in such an aggressive manner has been very infrequent in Babel’s behavior. However, his spitefulness resulted in the loss of a nanny and his sister’s increasing emotional sisters that her â€Å"sweet baby brother† has taken on such a resentful attitude towards her (PAP, 2013). Babel’s preschool teacher told his mother that his behavior will no longer be tolerated and recommended that he be assessed. His teacher explains his behaviors in class as â€Å"defiant and disruptive. Almost daily, he actively ignores class rules, such as not talking during reading time, and becomes even more defiant when his violations are addressed by the teacher. His teacher has pa used class multiple times to stop him from distracting either the whole class or individual students. She ports that the most troublesome aspects of Babel’s behavior are the frequency of the disruptions and his responses to being reprimanded. Once, when a classmate went to the teacher after Able ignored her plea that he stop poking her arm, Able became outwardly more motivated to continue poking her relentlessly. When his teacher explained why his behavior is unacceptable, Able accused the classmate that he had been poking of initiating the incident and provoking him by being â€Å"annoying. † Babel’s teacher reports that he has yet to accept blame or responsibility for any of his misdoings and that he is often ostracizes by his peers. Classmates have called him â€Å"annoying† and † a tattle-tale. † Teachers discourage this taunting behavior, but the discrimination has led to further emotional distress within Able which has been exhibited by more frequent moods of frustration and irritability at home (PAP, 2013). Babel’s behavior has been extremely distressing at home and in school over a duration of at least eight months, but has not presented a problem elsewhere thus far. His teacher has felt stress due to her inability to get him to obey rules, a lack of time to address his disruptions, and phone calls from parents whose children claim to have en harassed in some way by Able. His sister has become distraught over his behavior and his mother has been put under enormous pressure to maintain a trustworthy and reliable nanny. Due to the duration of his irritable, defiant, and occasionally vindictive behaviors, which have occurred at home and at school, have had negative consequences in his academic, social, and emotional functioning, and have caused distress for several people in his life, Able has been diagnosed with Oppositional Defiant Disorder of a moderate severity. Babel’s defiant, argumentative, ND vindictive symptoms put him at risk for developing Conduct Disorder, and his increasing emotional distress due to peer issues at school increases his risk of developing an emotional disorder (PAP, 2013). Recent research of oppositional defiant disorder (ODD) is characterized by the emergence of two themes: developmental precursors to the disorder and the dimension of irritability. The study of precursors to ODD are discussed by Tinfoil and Malta (2013) in their research study which examines the relations between interpretative understanding, moral emotional attribution, and sympathy with the ability to predict ODD symptoms. Burke, Babylon, Rowe, Duke, Steep, Hippies, and Walden (2014) discuss varying dimensionality models of ODD, the identification of irritability by certain symptoms, and the implications of the results for further research on ODD. Tinfoil and Malta (2013) suggest that the limited success of current ODD treatments may be attributed to the lack of empirical research on the disorder’s developmental antecedents. Their research responds to this insufficiency by assessing supposed key components in the genesis of antisocial behaviors: social-cognitive development and moral emotions (Tinfoil Malt’, 2013). The study analyzes a sample of 128 four- and eight-year-old children with ODD and investigates the links between the symptoms of ODD and interpretative understanding, or theory of mind skills, in children (Tinfoil Malt’, 2013). The research of Tinfoil and Malta (2013) also analyzes ODD symptoms in relation to sympathy and moral emotion attribution (MEA), and examines the mediating role that each of these may have on each others’ development. The participants of the study include 128 English-speaking children and one caregiver each parent assessments (Tinfoil Malta, 2013). The only exclusion criterion is a hill with autism spectrum disorder, and the ethnicities of the participants vary (Tinfoil Malt’, 2013). Symptoms of ODD in the children are rated by caregivers using ADSM-oriented scales, interpretive understanding ratings are obtained by professionals using the Landed and Chandler’s puppet activity, sympathy is measured by caregiver and child self-reports, and MEA is evaluated using each child’s negative or positive responses to the presentation of hypothetical vignettes of varying lapses in morality (Tinfoil Malt’, 2013). The procedure of the research study involved each child and their caregiver attending one session at the research ABA, the parent providing written consent and the child providing oral agreement, and the child being interviewed for a duration of approximately forty-five minutes by psychology undergraduate students (Tinfoil Malta, 2013). The caregiver for each child filled out the symptom questionnaires outside of the interview room during the process (Tinfoil Malta, 2013). Tinfoil and Malta (2013) find that interpretive understanding, sympathy, and MEA all influence ODD symptoms. Ratings of child sympathy by the caregivers play a mediating role on the effect of interpretive understanding on ODD symptoms, and MEA strength significantly influences interpretative understanding in the domain of rule violation (Tinfoil Malt’, 2013). The research of Tinfoil and Malta (2013) indicates the necessity of further research on social-cognitive and affective-moral factors that could potentially precede ODD and help with early prediction, and highlights a possible origin of the rule-violating behavior so prevalent in Babel’s case as a deficit in MEA. Recent research on ODD also focuses on the importance of irritability and on reaching a consensus regarding which symptoms best identify irritability (Burke et al. , 2014). Burke et al. (2014) introduces the study by explaining how existing data purports that symptoms of ODD represent a unidirectional assembly and are distinct from those of other disorders. Recently, studies have found conflicting evidence regarding the dimensions ODD symptoms are categorized by, which questions the reliability of assessment using the existing ODD model (Burke et al. 2014). Also, inconsistencies exist concerning which symptoms of ODD comprise which dimensions (Burke et al. , 2014). Burke et al. (2014) suggests that a factor model of the disorder may help solve these conflicts surrounding the concept of diagnostic irritability. The study tests single and multi- dimensional models of ODD including factor and competing models, analyzes various elements of measurement within symptoms, and aims to identif y the extent to which specific dimensions relate to each other and general ODD symptoms (Burke et al. 2014). The study also attempts to determine if there is a distinguishing dimension of irritability within ODD, if one model of ODD is superior to all other models, and if there is an additional general dimension of ODD (Burke et al. , 2014). ODD symptom data of five community samples of five- to eighteen-year-old boys and arils is evaluated by Burke et. Al (2014) using assorted measurement scales and care- giver reports. Methods of assessing symptom presence, frequency, and severity are the Revised Diagnostic Interview Schedule for Children, Parent Version, Child Symptom Inventory-4, Child and Adolescent Psychopathology Scale, Developmental and Well-Being Assessment, and Emory Diagnostic Rating Scale (Burke et al. , 2014). The data is analyzed using five models of ODD dimensionality and two models of irritability, which identify irritability as either touchy, angry, and spiteful, or touchy, angry, and frequent loss of temper (Burke et al. 2014). Burke el al. (2014) concludes that the best model for symptoms of ODD is a general factor model in which irritability and oppositional behavior factors exist alongside a general ODD factor, and in which irritability and oppositional behaviors significantly correlate with each other (Burke et al. , 2014). This model is consistently better across multiple samples and is made up of eight general ODD items, each correlated with either an irritability or an opposi tional behavioral dimension (Burke et. Al, 2014). The irritability mission includes temper, touchiness, and anger; the oppositional behavior dimension includes argumentativeness, defiance, annoyance, balefulness, and spitefulness (Burke et. Al, 2014). Burke et. Al (2014) also finds that irritability is most accurately characterized by touchiness, anger, and temper loss. The implications of the results are the emergence of strong evidence for a multidimensionality within ODD, and support for an identification of irritability characterized by loss of temper, touchiness, and anger (Burke et al. , 2014). Although the research is unable to answer attention questions regarding the existence of a third dimension, the initial questions are addressed concerning the underlying structure of symptom dimensions and provide evidence for a superior set of characteristics of irritability (Burke et al. , 2014). Lastly, Burke et al. (2014) addresses that possible limitations in the study were due to the variability of the questionnaires, the variability of the scaling systems, and the different research structure for boys and girls in the samples. References American Psychiatric Association. (2013). Section II: Disruptive, impulse-control, and induct disorders. Diagnostic and statistical manual of mental disorders (5th De. ). New York: PAP Press. Burke, J. D. , Babylon, K. , Rowe, R. , Duke, E. , Steep, S. D. , Hippies, A. E. , Walden, l. D. (2014). Identifying the irritability dimension of ODD: Application of a modified factor model across five large community samples of children. Journal of Abnormal Psychology, 1-11. Tinfoil, M. Malt’, T. (2013). Interpretive understanding, sympathy, and moral emotion attribution in oppositional defiant disorder symptomatically. Child Psychiatry Human Development, 44, 633-645. How to cite Oppositional Defiant Disorder, Papers

Parts of the run Essay Example For Students

Parts of the run Essay If the patient is alert and responsive he main,bay is patent. Assess, intervene, reassess b. Breathing- determines if breathing is adequate or inadequate (lung sounds, 02 sat), Asses breathing by looking listening and feeling for amount of air in/out (tidal volume, place hand on chest) and the rate of breathing. Look for any obvious signs such as JAVA, apneas, nasal flaring, trachea tugging, outside the rate 8-24 adult and unequal movement. If adequate 02 therapy if not BUM. Assess, intervene, reassess. C. Circulation-pulse; assess if there is a pulse or no pulse it no pulse n wrist (chemo) go to brachia (might) then carotid (might) determine the regularity and strength(EKE), possible major bleeding; control any arterial bleeding or venous bleeding by placing gloved hand and then getting pressure dressing, skin color: assessing color, temperature and condition, capillary refill (immediateness). Assess, intervene, reassess d. Disability- alert and orientation use PAPUA or BRIM or Glasgow coma scale. What, where, when, how it occurred, recall event (COAX), events leading to injury. Causes of ALSO AUTOPSIES, e. Expose, Examine, Environment- expose any life threatening injuries or pertinent negatives (chest pain expose chest, abdominal pain expose abdomen etc ) examine for pertinent negatives (interclass muscle use, abdominal rigidity, guarding, JAVA etc ) consider environment affecting patient( cold dangerous etc.. Consider status of patient: Mild (Tool sign and symptom, moderate 20th signs and symptoms, acute 3 or more signs and symptoms) General impression and transport decision split with partner here. 2. Investigation of C/C chief complaint: Medical Onset Provoked Quality Trauma or ALSO, language barrier Breathing tidal volume, effectiveness Response (person, place, time, event) I eyes (PERL) Radiation, relief, recurrence, region Motor sensation (MAXED) Severity Chest (pertinent negatives) Time Abdomen (pertinent negatives) Cap Refill (immediate or delayed) May have to do Y/N questions. Follow up with bystanders Special questions when find pertinent negatives (physical findings) 3. Paramedic Vitals/signs Pulse LOC Respirations 02 Saturation Blood pressure Lungs Sounds Sugar Skins Eyes EKE Temp Prioritize vitals Marry vitals to C/C (lung sounds, respirations, 02 Sat) Always do first set If done in initial assessment do again! Act on abnormal vitals Consider specialize vitals Orthodontic (lying flat, sitting up, standing) 4. Focused history and physical exam, special questions( narrow down ICC): Complete Head to toe (secondary) or a rapid trauma assessment (for patients with ALSO or significant MOM, or critical findings in Initial assessment and for unknown injuries suspected) Focused trauma assessment(focused on injury tie, for No MOM, no multiple injuries, No ALSO, No critical findings on initial assessment) same for medical either focused or rapid medical(head to toe)

Power of Group Influence

This part of the paper will discuss two group-related incidents. The first incident occurred last Sunday during the group meeting for our Youth Empowerment Movement (YEM). YEM is a multicultural all inclusive Christian youth group that focuses on helping youths cope with challenges, initiating development activities in their community, identification and promotion of youth talents, and promotion of social integration in our communities.Advertising We will write a custom essay sample on Power of Group Influence specifically for you for only $16.05 $11/page Learn More During that meeting, Jose and Santos arrived in the meeting very late. In addressing them our chairman said that â€Å"you two Hispanics it quite clear that you are always late for meetings, I think it’s your culture that encourages this lazy behaviour and due to your laziness I demand written explanation to this effect and an apology to the other members.† Coincidentally, the t wo were the only members of Hispanics origin in our group and were the only people who were late that day. The second incidence occurred in our advanced calculus lecture when the lecturer was handing back our continuous assessment results. During that time, the lecturer, while referring to smith, said that â€Å"you Japanese it seems that you and your people you do not perform well in my classes.† These statements were discriminatory since referring to people by their race/ethnicity can be quite discriminating especially in situation where these people are perceived as minority. In addition, these statements were very discriminatory due to the fact of associating any people’s race/ethnicity with laziness or non-performing aspects, hence a bias incident. Further, the remarks can fuel racial divisions or misunderstandings within the group, since it can be interpreted as racial bias of given people to the others, thus, members of the group may start taking sides. I agree with the statement that, â€Å"never doubt that a small group of thoughtful committed citizens can change the world.† This is because, normally, a good idea or intention comes from one person or a small group that then spreads and works for it, which eventually helps other people and the world at large. For example, the International Red Cross Movement was founded from the idea of a young Swiss businessman, Jean Henry Dunant, who after witnessing condition of wounded soldiers in 1859 during the battle of Franco-Austrian, organized for relief services with the help of the local community immediately (Indian Red Cross, 2008).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More From this event, Henry wrote a book Memory of Solferino, which he used it to influence like-minded people around the world who during the Geneva Convention of 1864 founded the International Red Cross that serves the world in times of difficulties such as hunger, war and diseases (Indian Red Cross, 2008). Noble idea of few committed citizens has led to revolution or creation of countries that have significantly transformed the world in many ways. For example, the Founding Fathers of the United States of America were a small group of political leaders and statesmen, who took part in the American Revolution by signing the United States Declaration of Independence in July 4, 1776 and establishing the United States Constitution (Founding Fathers, 2010). Through their visionary leadership, these leaders were able to create a great nation that has been able to intervene in various global matters ranging from hunger, peace initiatives, war, and transformation of the world in various other aspects such as democracy, capitalism, and technological advancements. In support of the earlier statement, it is very clear that masses generally do not come up with a great idea; rather, it is the leaders or a small portion of the population that come up with the original idea and spread it to the larger population. This population eventually adopts it, leading to a successful group influence, which can be felt even globally. References Founding Fathers. (2010). History of the USA. Retrieved from: http://www.foundingfathers.info/. Indian Red Cross. (2008). History of Red Cross and Red Crescent Movement. Retrieved from http://www.indianredcross.org/origin.htm.Advertising We will write a custom essay sample on Power of Group Influence specifically for you for only $16.05 $11/page Learn More This essay on Power of Group Influence was written and submitted by user Mark Conrad to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

College Essay - Use the Free Essay Sample

College Essay - Use the Free Essay SampleAre you in a hurry to finish a college essay so that you can get a spot in an exam? If this is your situation, it is best to make sure that you can write an essay without spending too much time.The first thing that you should do is get a feel for the topics of your essay. For instance, if you are writing a college essay about a subject related to popular culture, you will need to do some research on the subject and come up with an essay topic. If you are writing a college essay about historical events, you may want to use some literary devices to capture the attention of the reader. Remember that you will be using these topics when writing your essay so make sure that you know what you want to write about.There are many online sites that provide free samples of essays that you can use. You can use these samples in order to practice your writing skills so that you can get a feel for what to write.Sample essays that are free, include essays that focus on personal relationships or other things related to the writer's life. It may not be necessary to write about all your interests, but it may be necessary to take a brief look at the subject. However, you should always try to stay away from the most controversial topics since these topics will only make your essay more difficult to write.There are professional writers that offer samples for a small fee. Make sure that you check whether or not the sites that offer samples for free are trustworthy. After all, you will be relying on their services so it is important that you find something that will serve as a good reference.Many websites offer samples for free but if you are sure that the site you are visiting has nothing to do with legitimate websites, you should avoid reading the samples because there may be some spelling errors or grammatical mistakes that you would have to correct. In addition, there might be content that is a bit confusing since you will not be familiar wi th the topic so you need to read carefully and pay attention.When using the free samples, it would be best to stick to the topics that are less controversial so that you will not waste time when you write the rest of your essay. Additionally, if you are careful and diligent, you will also have a lot of fun doing it. Do not let yourself get overwhelmed by a job that seems very simple but when you finally finish your work, you will find that it was a huge task.

CDA Competency Statement (Example) Essays

CDA Competency Statement (Example) Essays CDA Competency Statement (Example) Paper CDA Competency Statement (Example) Paper Competency Statement 1 The goals in my classroom are to achieve the objective of safety by providing the children with safe environment and equipped children to explore without any injuries. Another goal is to promote healthy habits. Another one is to promote a good age appropriate learning environment. Competency Goal 1 healthy learning environment Functional Area 1: Learning Environment: One of my goals is to maintain a safe environment for the children in my care to play and explore in. This is an important goal for me to have because without a safe environment there is. The space should be attractive and have a home ike feeling that reflects various cultures and diversity. For parents, emergency plans, important phone numbers and resource information should be up a t all times. One should have a balance of quiet and active centers, wet and dry centers, cooperative and solitary play centers and a schedule with a balance of inside and outside play Competency Goal 2 Functional Area 2: Safe. Candidate provides a safe environment to prevent and reduce injuries. To establish and maintain a safe, healthy learning environment my number one goal is to keep my children safe while they are in my care. I always make sure that I am aware of the entire possible ituation that involves an injury.Competency Goal 3 Functional Area 3: Healthy. Candidate provides an environment that promotes healthy and prevents illness, and teaches children about good nutrition and practices that promotes. By modeling and teaching best practices of washing hands often, exercise, eating healthy foods and snacks. By providing healthy meals to promote good health this helps the children on the long run from being overweight and obese. We try to plan our meals by using the USDA Food Pyramid and we provide water at any time of day and at meals also. We also encourage the parents to give their children a variety.

View Message LinkedIns New Frustrating Email Functionality

View Message LinkedIns New Frustrating Email Functionality Today I opened up my inbox and saw I had a message from a LinkedIn contact. â€Å"Maybe he’s interested in my services!† I thought. Of course, I couldn’t tell what he had written, because all the subject line said was, â€Å"John sent you a new message.† And all the body of the email had was a line saying â€Å"You have 1 new message† – along with John’s head shot and partial headline. I had to click â€Å"View Message† to find out what the heck this guy wanted to talk about. I was already angry by the time I clicked â€Å"View Message† to be brought to the LinkedIn website. And when I got there, I discovered that his message said †¦ ready for this? †¦. â€Å"Thanks.† Yep, I had wished John a happy birthday and he was thanking me. That was it. If I had been able to see this message in my email inbox, all would be well. I could have deleted it and someday gotten around to replying to John with a thumbs up – or not. But as of about a month ago, LinkedIn is forcing us to go to their website to read our mail. Strangely, I haven’t found anyone talking about this on the interwebs. Am I the only person who doesn’t like this change? I mean, I don’t usually write rants in my weekly blog, but this new messaging functionality is not working for me. Here’s What I Don’t Like: I have to click on a message and go to LinkedIn without knowing whether I want to read the message. It’s often a waste of time. Flagging messages for follow-up has become less integrated. I can flag the message in my inbox, but when I want to follow up, I need to go to the LinkedIn platform to remind myself what the conversation was. LinkedIn seems to be pushing people to subscribe to LinkedIn Premium in order to have their messages seen. The thing is, if someone sends me an inMail, I can view the entire message. So I’m encouraged to send inMails, which are only available through LinkedIn Premium, instead of sending regular messages which can’t be read from people’s inboxes. I find myself not wanting to click, not wanting to go to LinkedIn. Since it’s my job, I do it. But what about the people receiving my messages? Will they open them? I’m afraid fewer and fewer of my non-inMail communications will be read as people get tired of blindly clicking on â€Å"View Message.† LinkedIn didn’t send any notification that I know of to their subscribers letting us know about this change. For a while after the Microsoft merger, communications from LinkedIn seemed to have gotten better. They were announcing changes before they happened! Recently, however, there have been no announcements, no notifications. I don’t like being in the dark, especially as someone whose job it is to advise people about changes in the LinkedIn platform. Take Action Am I alone here? Anyone else who is peeved by this change? Or has the collective LinkedIn community thrown its hands up in the air on this one? In the past, when enough people have complained about a change, LinkedIn has reverted back to the preferred functionality. Perhaps we can change the way our emails are appearing? If you’re behind me, please let LinkedIn (and others) know! Here’s How to Send Feedback to LinkedIn To send your feedback to LinkedIn, visit LinkedIn Help at https://www.linkedin.com/help/linkedin/solve/feedback and suggest they improve this feature. You could write something like this: Area of Feedback: Message Notifications Your Question: LinkedIn, please change the message notifications back to the way they were. I would like to see full messages from my connections in my email inbox again. I dont want to have to click through to my LinkedIn account to view their message. Thank you! Share on Social Media If you want to share this article via social media, you might like to use the following: What are your thoughts on LinkedIns new empty message notifications in your mailbox? I personally dont want to log in to see my messages. LinkedIn, #changeitback! #linkedinhelp #linkedinfail @LinkedInHelp @LinkedIn  https://goo.gl/wHzDHn If you want to see more LinkedIn tips and information like this right in your inbox, sign up for my LinkedIn Professional Writing e-list. And if youre ever interested in working with me on your LinkedIn profile or other strategies, check out my  20-minute live LinkedIn profile review. Its a great place to start!