Napoleons Egyptian Campaign

Napoleons Egyptian Campaign In 1798 the French Revolutionary War in Europe reached a temporary pause, with the forces of revolutionary France and their enemies at peace. Only Britain remained at war. The French were still looking to secure their position, wished to knock out Britain out. However, despite Napoleon Bonaparte, the hero of Italy, being assigned a command to prepare for an invasion of Britain, it was clear to all that such an adventure would never succeed: Britain’s Royal Navy was too strong to allow for a workable beachhead. Napoleon’s Dream Napoleon had long harbored dreams of fighting in the Middle East and Asia, and he formulated a plan to strike back by attacking Egypt. A conquest here would secure the French hold on the Eastern Mediterranean, and to Napoleon’s mind open up a route to attack Britain in India. The Directory, the five-man body which ruled France, where equally keen to see Napoleon try his luck in Egypt because it would keep him away from usurping them, and give his troops something to do outside France. There was also the small chance he’d repeat the miracles of Italy. Consequently, Napoleon, a fleet and an army sailed from Toulon in May; he had over 250 transports and 13 ‘ships of the line’. After capturing Malta while on the way, 40,000 French landed in Egypt on July 1st. They captured Alexandria and marched on Cairo. Egypt was notionally part of the Ottoman Empire, but it was under the practical control of the Mameluke military. Napoleon’s force had more than just troops. He had brought with him an army of civilian scientists who were to create the Institute of Egypt in Cairo, to both learn from the east, and begin to ‘civilize’ it. For some historians, the science of Egyptology began seriously with the invasion. Napoleon claimed he was there to defend Islam and Egyptian interests, but he wasn’t believed and rebellions began.​ Battles in the East Egypt might not be controlled by the British, but the Mameluke rulers were no happier to see Napoleon. An Egyptian army marched to meet the French, clashing at the Battle of the Pyramids on July 21st. A struggle of military eras, it was a clear victory for Napoleon, and Cairo was occupied. A new government was installed by Napoleon, ending ‘feudalism’, serfdom, and importing French structures. However, Napoleon could not command at sea, and on August 1st the Battle of the Nile was fought. British naval commander Nelson had been sent to stop Napoleon landing and had missed him while resupplying, but finally found the French fleet and took the chance to attack while it was docked in Aboukir Bay to take on supplies, gaining further surprise by attacking in the evening, on into night, and early in the morning: only two ships of the line escaped (they were later sunk), and Napoleon’s supply line had ceased to exist. At the Nile Nelson destroyed eleven ships of the line, which amounted to a sixth of those in the French navy, including some very new and large craft. It would take years to replace them and this was the pivotal battle of the campaign. Napoleon’s position suddenly weakened, the rebels he had encouraged turned against him. Acerra and Meyer have argued this was the defining battle of the Napoleonic Wars, which hadn’t yet begun. Napoleon couldn’t even take his army back to France and, with enemy forces forming up, Napoleon marched into Syria with a small army. The aim was to prise the Ottoman Empire apart from their alliance with Britain. After taking Jaffa – where three thousand prisoners were executed - he besieged Acre, but this held out, despite the defeat of a relief army sent by the Ottomans. Plague ravaged the French and Napoleon was forced back to Egypt. He nearly suffered a setback when Ottoman forces using British and Russian ships landed 20,000 people at Aboukir, but he moved quickly to attack before the cavalry, artillery, and elites had been landed and routed them. Napoleon Leaves Napoleon now took a decision which has damned him in the eyes of many critics: realising the political situation in France was ripe for change, both for him and against him, and believing only he could save the situation, save his position, and take command of the whole country, Napoleon left – some might prefer abandoned – his army and returned to France in a ship which had to evade the British. He was soon to seize power in a coup d’etat. Post-Napoleon: French Defeat General Kleber was left to manage the French army, and he signed the Convention of El Arish with the Ottomans. This should have allowed him to pull the French army back to France, but the British refused, so Kleber attacked and retook Cairo. He was assassinated a few weeks later. The British now decided to send troops, and a force under Abercromby landed at Aboukir. The British and French fought soon after at Alexandria, and while Abercromby was killed the French were beaten, forced away from Cairo, and into surrender. Another invading British force was being organized in India to attack through the Red Sea. The British now allowed the French force to return to France and prisoners held by Britain were returned after a deal in 1802. Napoleon’s oriental dreams were over.

How to Handle a Resume Gap - Conference November 6 in Silicon Valley!

How to Handle a Resume Gap - Conference November 6 in Silicon Valley! Gaps Happen How to handle a â€Å"gap† in employment is a frequently discussed and debated topic for job seekers, resume writers and other career professionals. General wisdom is that employers prefer to hire people who are currently employed, or at least who have a consistent work history. But real people make choices based on family obligations and important other human factors that don’t always match the picture of an â€Å"ideal† candidate. There are, to be fair, several challenges if you are returning to work after an absence. How can you accurately assess your career options? What steps can you take to build your confidence and sharpen your interview skills? What are some strategies for finding meaningful work? These are all great questions to explore- and none of them have anything to do with a true problem or impossibility in finding work. Nothings Wrong! I do not subscribe to the idea that there is something â€Å"wrong† if you took a break from the workforce to raise children, care for an ailing parent, or heal from an illness yourself. These choices prove only that you are a caring, committed human being. I do not necessarily recommend that you reveal the reason for your work sabbatical on your resume, especially if you have significant accomplishments to share from that time period; but I don’t think it’s a complete no-no either. I have seen resumes that use an inspiring story of cancer recovery to prove how an executive job seeker attacks every challenge in his life and comes out ahead. I have seen people be explicit about the reason for their work hiatus, and get a great job. Some of my tips for other ways to handle a resume gap can be found in my book, How to Write a WINNING Resume†¦ 50 Tips to Reach Your Job Search Target, which is FREE on Amazon through Tuesday October 22! Click below to download the book FREE today! November 6th Conference for People Returning to Work I will be speaking at the Connect Work Thrive Conference in the San Francisco Bay Area on resumes and employment gaps, as well as on writing a KILLER LinkedIn ® profile, on November 6th. If you are located in California and would like to join me for a day full of top-notch advice and strategies on returning to work, please register for the conference by October 22 (last day for special pricing) to get $50 off the conference price  ($150 off the walk-in price!), PLUS an additional $50 off when you use coupon code ESSAYEXPERT. See the workshop schedule here. At the conference you will†¦   identify and effectively communicate your areas of strength   determine resources you need   learn successful return-to-work strategies and tactics   connect with firms in need of your skills In the long run, if you identify a job that’s the right fit, have the necessary skills and knowledge for the position, and present those skills powerfully on your resume, I believe you will likely get an interview even with a resume â€Å"gap.† Walk into your interview well-prepared and with confidence, and you can impress even the most skeptical hiring manager to get a meaningful job you truly want.

History of the United States Since 1865 Essay Example | Topics and Well Written Essays - 750 words

History of the United States Since 1865 - Essay Example Republicans turned their attention from pursuing war to reconstructing the union. Radical Republicans gained control over policy making in congress, together with more moderate republicans they managed to gain control of the House of Representatives and the Senate. With this, they obtained adequate power to control possible declinations by President Andrew Johnson. The first Reconstruction act was passed by congress in March 1867. Secessionist states were divided into five military districts, each of which was governed by a Union general. Martial law was declared and troops dispatched to cultivate peace and protect former slaves. Thaddeus Stevens who was a radical supported the seizing of land from rich planters giving it to former slaves, moderates continued the Freedmen’s bureau which had always been underfunded and understaffed and was the only thing that had offered hope for former slaves by intervening between blacks and whites. General Oliver Howard who was the bureauâ⠂¬â„¢s commissioner backed up education for blacks with the aim of improving their prospects and living conditions. In 1869, more schools serving large numbers of students reported to the bureau. The bureau pushed for establishment of official contracts between landlords and laborers’ as well as a civil rights bill to grant citizenship for everyone born in the United States irrespective of color which would bring about equal protection of citizens under the law, the bill stated nothing about voting by blacks. The freedmen’s bureau and civil rights bill were supported by republicans as the hallmark to rebuilding the United States. President Andrew Johnson declined both bills claiming that they violated the State’s rights and those of white southerners who had not taken part in the decision making process. To ensure that blacks retained their rights, the republicans proposed the fourteenth amendment which was approved granting citizenship to everyone born in Ameri ca and equal protection for all citizens as stated in the law. Southern men who gathered in state conventions did not accept the Fourteenth amendment; they displayed their disapproval in every way in an attempt to prevent further prospects of remaking the south. In the spring of 1866, there were riots in New Orleans and Memphis, policemen and whites ruthlessly attacked and assassinated black people burning their homes with light or no cause. In the same year the Ku Klux Klan emerged, it was founded in Tennessee by Nathan Bedford Forrest. The Ku Klux Klan strived to ensure that the whites remained powerful in America; they wore costumes meant to overawe former slaves and stayed anonymous to avoid any retaliation. A military wing formed under the Democratic Party worked tirelessly fiving warnings and assassinating any whites and blacks who supported black rights or associated with the Republicans. Although Republicans had gained control of all northern states they were dissatisfied wi th the voting system, distribution of land, courts and education. In March 1867, they passed the Reconstruction act that placed the south under military leadership; all other southern states with the exception of Tennessee were divided into military districts. Consequently black and white men contested for leadership positions within the Republican Party. In 1868, the Republicans elected Ulysses D. Grant as president after Johnson was charged with impeachment, Grant was believed to be independent of party

Global Financial Management Essay Example | Topics and Well Written Essays - 500 words

Global Financial Management - Essay Example nations have different practices and foreign policies, Ghosn encouraged the building of new production plants across different countries to cut on the costs. Foreign currencies often caused price fluctuations for Nissan Company; production of its equipment and motor vehicles in yen made it vulnerable to fluctuation problem. This is because not all of its foreign customers made their purchases at the same exchange value. Carlos studied the problem and established that the starting of new assembling plants in the foreign countries would save the company from unnecessary costs (Heidrich, 2007). Further, he set a program that would weigh the commodity costs over to the foreign currencies such that Nissan would not entirely bid. It defined its investment into short-term and long-term ones, thus, coming up with definite objectives activities of core interest. To reduce the entire production cost of its vehicles, CEO encouraged to source spares from suppliers; this reduced the costs of employees and further shifted the risks to the suppliers accordingly. However, the practice did not affect much on the commodity cost reduction. Therefore, Nissan set an approach to technological advancements; eventually, this would help to minimize usage of expensive raw materials. The exercise has proved to bring useful increment in profits over the past financial periods. Nissan directly employs a cost shifting policy whereby all costs are periodically set such that whenever there are no changes in the selling price, there are no changes in the purchasing price. The concept that risks exposed Nissan to conflicts of exchange elevates the meaning that it employs measures to maintain interests and put lesser concerns on profitability. Nissan Company merges relatively comfortably with the entire business community. The effective, harmonious environment it poses to its employees facilitates it; company affiliates, for example, Mercedes Benz and Renault, set it above par (Heidrich, 2007).

The Right To Education As A Human Right Education Essay Example for Free

The Right To Education As A Human Right Education Essay The right to education is identified as a human right and is understood to establish an entitlement to free for all also compulsory primary education for all children. An obligation to the secondary education accessible to all children as well as access to higher education. The right to education is one of the most fundamental right but also human right. The right to education to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. The education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. The human rights shall promoting understanding and friendship among all nations, religious or racial groups and shall further the activities of the united nations for the maintenance of peace. This right to education is most fundamental as a human right. Education promotes a man, as individual freedom, and it shown way of life, change the thinking, and it makes smart. 2. What is right to education? Education is the most important thing in man life, it makes sense, it effect on mind, it change the character. The right to education is a inherent right. Right to education is the right which deals with the right to know and right to change their life and life style. The various types of right to education are primary education, secondary education, vocational education and higher education. Every child has the right to education of primary education. â€Å"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †¦Ã¢â‚¬ . Education shall be free for development of human personality. The human rights are developing of understanding, gender quality and make a friendship among all nations. 3. Education and the 4 A’s: The education should be meaningful right and it must be available, accessible, acceptable and adaptable. Every person shall be able to get the benefit from educational knowledge which is desire to get their basic learning knowledge. 3. 1 Availability: Education should be available for all and without cost, minimum the primary education and fundamental level. The government should be able to make it available for the citizen. The governments have to make sure availability of school. â€Å" States parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall in particular; make primary education compulsory and available free to all†. The primary education and higher and also basic education should be available for all. Article 13. 2(a) of the International Covenant on Economic, Social and Cultural Rights says, Primary education shall be compulsory and available free to all. The basic education should be available. 3. 2 Accessibility: All of the educational institute should be accessible for everybody. Nobody can be discriminate on the basis of race, sex, color, religious, economic status, language and immigration status or disability. The school should be safe for all, the school should be reasonable distance from the community. Education should be affordable to all and text book. Higher education should be accessible for all and also equitable for all. â€Å"Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live† Read more: http://www. ukessays. com/essays/education/the-right-to-education-as-a-human-right-education-essay. php#ixzz36Egth2rh.

Moral Split and Respect Essay -- Morality Right Wrong Essays

Moral Split and Respect We will always find ourselves in â€Å"moral split† situations. We struggle to make the right decision and hoping that what we decide would be the correct choice. Sometimes our decisions are strictly depended on the notion of self-filling prophecy while others are for the sake of philanthropy. We are selfish if the chosen actions turn out to be a negative impact on the majority of people; however, the negativity is unforeseeable. If we know ahead of time that our decisions are going to be harmful to others then more likely than not we would have tried to avoid that complication. Then again, life is unpredictable. It is unpredictable just like the Vietnam War. Americans went into the war with culture relativism. They thought the decision to assist in the fighting against communism was the ultimate must. They sent young men blindly into a foreign land and were so positive that it was going to be an ideal outcome. If the Northern Vietnamese was defeated, then it might be a different story; however, the consequences they must face. On the other hand, the Vietnamese had two different perspectives of the war. The Southern Vietnamese believed that the Americans were angels sent from above to rescue them from the communists. The Northern Vietnamese thought that the Americans should mind their own business. We cannot say either views were right or wrong, rather, they were picked from the same moral standards but in different circumstances. The South, America and the North yenned for victory. They made decisions that each one truly believed to be the preeminent; therefore, no sides should be unnecessarily criticized. Similarly to us, they were making the right decisions based on personal valuations of ... ...ting will never â€Å"understand everything [and] would be incomplete forever† (249). The only understanding that these people are left with is the pondering of the possible outcome if they have chosen otherwise; not to fight. If that person truly believes that the war is the only way to solve the problem then that it would be ethically correct for him to be involved because morality is based on a person’s own judgment of what is right and wrong. On the other hand, if a person feels that is it wrong, without a doubt, then it is sad to believe that he chooses to go against his morals. Works Cited Johnson, Brendan B. â€Å"The Movie Quotes Site: The Deer Hunter.† (1997). 6 Dec. 2003 . Dirks, Tim. â€Å"Greatest Films: The Deer Hunter.† (1996). 6 Dec. 2003 â€Å"IMDb: Full Metal Jacket.† (1990). 6 Dec. 2003 â€Å"Amazon.com: Apocalypse Now Redux.† (1996). 6 Dec. 2003

Relation of Physical Education to the Personality Development of the Students Essay

According to Harrison (2005), in the field of human resource management, training and development is the field concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational settings. It has been known by several names, including employee development, human resource development, and learning and development. According to Robbins and DeCenzo (2000), training has traditionally been defined as the process by which individuals change their skills, knowledge, attitudes, and/or behavior. In this context, training involves designing and supporting learning activities that result in a desired level of performance. In contrast, development typically refers to long-term growth and learning, directing attention more on what an individual may need to know or do at some future time. While training focuses more on current job duties or responsibilities, development points to future job responsibilities. However, sometimes these terms have been used interchangeably or have been denoted by the single term performance consulting, which emphasizes either the product of training and development or how individuals perform as a result of what they have learned. Training is an educational process. People can learn new information, re-learn and reinforce existing knowledge and skills, and most importantly have time to think and consider what new options can help them improve their effectiveness and performance at work. Effective trainings convey relevant and useful information that inform employees and develop skills and behaviors that can be transferred back to the workplace Robinson and Robinson (1999). The goal of training is to create an impact that lasts beyond the end time of the training itself. The focus is on creating specific action steps and commitments that focus people’s attention on incorporating their new skills and ideas back at work. Training can be offered as skill development for individuals and groups. In general, trainings involve presentation and learning of content as a means for enhancing skill development and improving workplace behaviors. These two processes, Training and Development, are often closely connected. Training can be used as a proactive means for developing skills and expertise to prevent problems from arising and can also be an effective tool in addressing any skills or performance gaps among staff. Development can be used to create solutions to workplace issues, before they become a concern or after they become identifiable problem. Development perspective examines the current environment, the present state, and helps people on a team, in a department and as part of an institution identify effective strategies for improving performance. In some situations, there may not be anything â€Å"wrong† at the present time; the group or manager may simply be seeking ways to continue to develop and enhance existing relationships and job performance. In other situations, there may be an identifiable issue or problem that needs to be addressed; the Development process aims to find ideas and solutions that can effectively return the group to a state of high performance. Development implies creating and sustaining change. Training and development describes the formal, ongoing efforts that are made within organizations to improve the performance and self-fulfillment of their employees through a variety of educational methods and programmed. In the modern workplace, these efforts have taken on a broad range of applications—from instruction in highly specific job skills to long-term professional development. In recent years, training and development has emerged as a formal business function, an integral element of strategy, and a recognized profession with distinct theories and methodologies. More and more companies of all sizes have embraced â€Å"continual learning† and other aspects of training and development is a process that â€Å"strives to build the capacity to achieve and sustain a new desired state that benefits the organization or community and the world around them†. Development perspective examines the current environment, the present state, and helps people on a team, in a department and as part of an institution identify effective strategies for improving performance. In some situations, there may not be anything â€Å"wrong† at the present time; the group or manager may simply be seeking ways to continue to develop and enhance existing relationships and job performance. In other situations, there may be an identifiable issue or problem that needs to be addressed; the Development process aims to find ideas and solutions that can effectively return the group to a state of high performance. Development implies creating and sustaining change Charnov, Garavan, Costine, and Heraty (2000). According to Marmer (1999), training and development describes the formal, ongoing efforts that are made within organizations to improve the performance and self-fulfillment of their employees through a variety of educational methods and programmed. In the modern workplace, these efforts have taken on a broad range of applications—from instruction in highly specific job skills to long-term professional development. In recent years, training and development has emerged as a formal business function, an integral element of strategy, and a recognized profession with distinct theories and methodologies. More and more companies of all sizes have embraced â€Å"continual learning† and other aspects of training and development as a means of promoting employee growth and acquiring a highly skilled work force. In fact, the quality of employees and the continual improvement of their skills and productivity through training are now widely recognized as vital factors in ensuring the long-term success and profitability of small businesses and in addition create a corporate cultu re that supports continual learning. For the most part, the terms â€Å"training† and â€Å"development† are used together to describe the overall improvement and education of an organization’s employees. However, while closely related, there are important differences between the terms that center on the scope of the application. In general, training programmed have very specific and quantifiable goals, like operating a particular piece of machinery, understanding a specific process, or performing certain procedures with great precision. According Ambler (2006), effective training and development begins with the overall strategy and objectives of the small business. The entire training process should be planned in advance with specific company goals in mind. In developing a training strategy, it may be helpful to assess the company’s customers and competitors, strengths and weaknesses, and any relevant industry or societal trends. The next step is to use this information to identify where training is needed by the organization as a whole or by individual employees. It may also be helpful to conduct an internal audit to find general areas that might benefit from training, or to complete a skills inventory to determine the types of skills employees possess and the types they may need in the future. Each different job within the company should be broken down on a task-by-task basis in order to help determine the content of the training program. According to Schwartz (2000), in measuring the effectiveness of train ing, researchers have typically relied upon the subjective reactions of participants (Baker & Titus, 1982; Heppner & Reeder, 1984; Pfaff, 1981; Pritchett, Clay, & Nichols, 1984; Twale & Muse, 1996; Upcraft & Pilato, 1982). Other measures that have been used previously include the performance of task activities within the context of training programmed (Baker & Titus, 1982; Forney, 1986) and follow-up questionnaires designed to assess trainees’ subsequent emotional states (Winston & Buckner, 1984) or their ability to apply programmed content to hypothetical situations similar to those encountered on the job (Schuh, Stage, & Westfall, 1991). With the exception of one study by up craft and Pilato (1982), in which ratings of job performance were used as a criterion, there appears to have been little or no published research dealing with the effects of training on actual job performance. Importance of Training and Development on Job Performance Training is one element many corpora tions consider when looking to advance people and offer promotions. Although many employees recognize the high value those in management place on training and development, some employees are still reluctant to be trained. Training and development offers more than just increased knowledge. It offers the added advantage of networking and drawing from others’ experiences therefore it is not uncommon to hear excuses regarding why someone has not received training. (Choo 2007) According to Bowley (2007), training in an organization can be mainly of two types; Internal and External training sessions. Internal training occurs when training is organized in-house by the Human resources department or training department using either a senior staff or any talented staff in the particular department as a resource person. On the other hand, External training is normally arranged outside the firm and is mostly organized by training institutes or consultants. Whichever training, it is very essential for all staff and helps in building career positioning and preparing staff for greater challenges. While the applications of training and development are as various as the functions and skills required by an organization, several common training applications can be distinguished, including technical training, sales training, clerical training, computer training, communications training, organizational development, career development, supervisory development and managemen t development. According to Mondy, R.W. and Adeniyi, (1995), is of the opinion that for every employee to perform well, there is the need for constant training and development. The right employee training, development and education provide big payoffs for the employer in increased productivity, knowledge, loyalty, and contribution to general growth of the firm. The reasons behind employee training and development cannot be overemphasized. Local According to Roberto G. Medina, training is regarded as an attempt to improve the employee’s ability to perform his job so the goals of the organization can be achieved. The person mainly responsible for training is the supervisor who is assisted in some ways by the personnel manager or the training director. The supervisor of the new employee is the best position to provide training. This is so because he knows what output his unit needs. In addition, the supervisor has the abilities, the skills, and the right attitude needed to be imparted to the new employee. According to Jose P. Leveriza, training starts before the employee walks through the door of the place of work for the first time. However, learning about the employer starts with the job advertisement and continues through the selection process. As a result ‘training’ in its widest sense could be deemed to have begun, albeit subliminally, several weeks, or even months, before a new employee is added to the payroll. It is important at this stage to make a clear delineation between training or development as a result of some initiative taken at work, and education that is undertaken before and is mutually exclusive to the work situation. Education at school, college or university may be undertaken as part of an individual’s development programme, but for the process of this discussion, achievements in these areas outside and prior to employment will be regarded as qualifications required to gain employment, and thus not within the employer’s control. According to Florence M. de Guia, training is ‘a planned process to modify attitude, knowledge or skill behavior through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current and future needs of the organization’. This is a wide-ranging remit, but the confusion with the education which has a more abstract, formal and lengthier connotation must be established at the outset. Related Studies Foreign The study conducted by Joseph Kennedy (2009) â€Å"The Impact of Training and Development to Job Performance†. The Judicial Service of Ghana as a Public Service Institution is the organ responsible for the day to day administration of the Courts and Tribunals of the land. To achieve the above function of the Judicial Service of Ghana, part of its budgetary allocation has been earmarked solely for training of judges, magistrates and judicial staff to enhance their capacity to perform their duties effectively and efficiently so as to achieve the vision and mission statements of the Service. To this effect, the judicial training institute which has the mandate to promote effective training of judges, magistrates and judicial staff, has over the years conducted and continue to provide training to judges, magistrates and judicial staff to build their capacity to perform their functions effectively. Notwithstanding the huge investment in training by the Judicial Service of Ghana, the service is confronted with a lot of challenges in achieving its vision and mission statements. These challenges include delays in the processing of court cases and the need to constantly upgrade the skills of judicial staff, judges and magistrates to cope with new trends in efficient justice delivery. This study seeks to evaluate the impact of the huge investment made in training on job performance of judicial staff. The researcher used both primary and secondary sources of for the conduct the research. The research findings revealed that the training conducted by the Judicial Service of Ghana for its employees was very negligible. The research further recommends that the frequency of Training provided by the Judicial Service of Ghana should be improved to ensure that more employees have access to Training and Development. Again, Training and Development offered by the J udicial Service of Ghana should ensure a better understanding of the Mission and Vision statement of the Judicial Service of Ghana so that, employees can identify themselves with the organizational values in the discharge of the duties. The study conducted by Ayesha Mirza (2010) â€Å"HR Process and Impact of Training and Development on Employee’s Performance at PSO† This project discusses research that was undertaken about the HR process and impact of training and development on employee’s performance at Pakistan State Oil. I have studied all the HR practices of the company but the main focus was to study the impact of training and development on employee’s performance in the company. A theoretical framework is developed from a literature search and this issued by me as a model for further research. I have collected data within this framework and analyzed it according to the requirements of the project. To collect the data required I have also visited regional office of PSO in Karachi and also collected data from several outlets of PSO. The web site of PSO is also used as source of data by the group. At PSO, they strongly believe that Human Resource is the asset that should be appreciate d with the passage of time. Consequently, PSO considers the strong focus on training and development of their employees a value added and worthwhile investment. Then, in the last by the detailed study of the impact of training and development practices used by the company some recommendations are made and on the basis of the analysis of company’s practices conclusions are drawn. Chapter 3 RESEARCH METHODOLOGY This chapter deals with the methodology to be applied in. It covered the research design, respondents of the study, research instruments, and procedure in gathering the data, determined of sampling technique, and the statistical treatment. Research Design The researchers will use the descriptive design to find out and make a comparison of training and development and job performance of the newly hired employees of Card Mutually Reinforcing Institute and to determine the levels of training and development. The correlation design will also use to determine if there is a significant relationship between training and development and job performance. Population and Distribution of the Study The populations of the study are the newly hired employees of Card Mutually Reinforcing Institute in San Pablo City. The researcher selected fifty (50) newly hired employees in the said company by administering a self-made test questionnaires. The respondents randomly selected by the researchers by dividing them into two (2) batch , which consist of twenty five (25) member per batch by giving them thirty minutes allotted time to answer the provided questions given by the researchers. Research Instruments The researcher prepare self made test to measure the effectiveness of training and development to the job performance of the newly hired employees. The constructed test includes the profile factors such as age, gender and socio-economic status. Self- made Tests. These are the 15 item questionnaires made by the researcher which were use to measure the effectiveness of training and development to the job performance of the respondents. The questionnaires generally consist of general information and evaluation to test the effectiveness of training and development to the job performance of the employees. The questionnaires were then validated by the experts of the field. Research Procedure In order to get the necessary materials needed for the review of related literature and studies, the researchers visited different libraries namely San Pablo Colleges, City Library, University of the Philippines Los Banos and Colegio De San Juan De Letran. The researchers’ visit and surf different websites to gather more information and data to have a better understanding of the studies. The researchers made test questionnaires to determine the effectiveness of training and development to the job performance of the newly hired employees. The fifty (50) respondents of Card Mutually Reinforcing Institute divided into two batches for not to interrupt the workplace of the respondents. For gathering the data of the study, the researchers ask for their consent before making them as the respondent of the study. Also the researchers ask the respondents to answer the questionnaires with all their honest and sincerity. After the respondents have finish answering the questionnaires, the researchers will collect and sort it out and tabulate the scores then analyze and interpret it.

3 Categories of Organisms

Week 2: Week Two – Class Discussion Class Discussion Graded Activity: Class Discussion (25 points) Instructional Objectives for this activity: Identify the three ecosystem trophic categories of organisms. In Chapter 5, the different trophic categories in an ecosystem are discussed and the importance of each of the trophic categories is described in detail. For this week's class discussion, please review the materials assigned in chapter 5, and answer all the prompts below.What are the three ecosystem trophic categories? Give 2 examples of each trophic category that can be found in your town, city or county. What trophic category do you think is the most important in the ecosystem and why? What is biodiversity? Is it important? Relate biodiversity to the trophic categories. What would happen to the rest of the trophic categories if one them was wiped out?The minimum expectation for class discussions is to respond directly to each part of the discussion prompt and to respond to at least two other posts, either by a student or instructor, by the end of the week: Submit one main post responding directly to each part of the discussion prompt. This should be a substantive response to the topic(s) in your own words, referencing what you have discovered in your required reading and other learning activities.You may use resources in addition to your textbook that support your post(s); however, you must mention the source(s) that you used in your post(s). Reply to at least two posts. Responses can be made to students or to your instructor. Responses to other individuals' posts should: Expand on their ideas Discuss the differences between your thoughts and theirs Explain why you agree or disagree. For citation guidelines, please refer to the table in the APA Style section of the syllabus.

Research Paper on Michael Jordan

Research Paper on Michael Jordan Michael Jordan was possibly the best basketball player in the history of the National Basketball Association. His career spanned over nineteen glorious seasons for the Chicago Bulls. The most recognizable athlete in the world, he is not only the top player of his era, but is quite possibly the best player ever to wear the uniform of an NBA team. The magnitude of his Airness can be best shown through Michael’s soaring hang times and acrobatic moves, but the legend of MJ is characterized by his tough spirit, determination and passion of the greatest player in basketball history. In 1984 Jordan came into the NBA after an outstanding three-year career at North Carolina. Born in Brooklyn, New York, Michael was raised in Wilmington, North Carolina. He hit the jump shot that gave the Tar Heels the NCAA Championship in 1982 and was the College Player of the Year in 1984. The Chicago Bulls took him with the No. 3 overall pick. Jordan joined a club that had finished at 27-55 the previous season and was considered one of the worst teams in the league. In his rookie season, Jordan lifted the team to a 38-44 record and a playoff berth for the first time since 1981. He finished the season with a scoring average of 28.2 points per game, third in the league, and set Chicago single-season records for points (2,313), field goals (837), free throws (630), free-throw attempts (746), and steals (196). It all added up to an NBA Rookie of the Year Award, a slot on the NBA All-Rookie Team, and a selection to the All-NBA Second Team. The Bulls faced the Milwaukee Bucks in the firs t round of the playoffs and lost in all four games. Jordan averaged 29.3 points in the series, but couldn’t muster his first playoff victory. Dissatisfied and disappointed, Jordan trained hard over the off-season to win his first playoff series. Early on in his career Michael was presented with mild success, but still unproven in the playoffs. Yet as the rest of the world was about to find out, MJ was possibly the most physically and mentally dominant player on the court. He earned the MVP status in 1988, 1991, and 1992, while scorching through the Finals and winning three consecutive NBA championships (1992-1993). He led the NBA in scoring for 7 consecutive seasons. In less than five years, Michael turned around a deteriorating Chicago Bulls franchise, into one of the NBA’s most storied dynasties. Yet midway through Jordan’s career, several life changing controversial issues came about. In 1993, straight off of his third NBA championship, Michael’s father, James Jordan was murdered in his car in North Carolina. The shocking tragedy, hit Michael very closely, and to pay homage to his father, decided to quit from basketball and play baseball. The entire basketball world was in stunned. Many critics disagreed with the move, but Michael was determined. After one lackluster season with the minor league Birmingham Barons, Michael reasonably decided for his return to basketball and to the Bulls. Many fans were delighted to see the return of the most exciting player return to the courts. After the death of his father and his stint with baseball, Jordan returned to his true love, basketball; and to resume his record breaking career. After his return to basketball, he played as if he had never left, leading the Bulls to a 70-win season and a return to the Finals in 1995. On Dec. 30, Michael scored in double digits for the 788th consecutive game, breaking Kareem Abdul Jabbers record. After seven NBA championships, Michael decided to retire from basketball. Yet with his charismatic ego and motivation to play the game, Michael returned once again to basketball, this time with the Washington Wizards. Two unsuccessful seasons later, at age 40, Michael decided to call it quits. In his final game played, he scored the final shot against the 76ers. Michael Jordan ended his career with 32,292 points, the 3rd highest in NBA history. Although many say he tarnished his career by playing with the unproductive Wizards, his leadership, long-term career and personal motivation cannot be dismissed. Arguably, Michael’s later achievements were more astonishing than before, with the strength of his spirit still strong, and knowledge of the game. The mark of a great player is shown by an evolution of the game as it progresses. Michael changed the way basketball was played and contributed invaluable amounts of wisdom to younger players. Michael was most known for his offensive threat, but he taught others the fundamentals of great defense. He was the definition of a franchise player, bringing glory and fame to the Chicago Bulls who became the envy of every NBA team. He was also a member of the Olympic Dream Team that received the Gold Medal in the 1992 Barcelona Olympics in Spain. Off the court, Michael set up his own charity foundation, and helps poor children in violent neighborhoods. Never in trouble with the law, Michael became the ideal model citizen to represent the NBA. The most inspirational and energetic player in the NBA never lost the thirst to succeed and the preservation to win. MJ will go down in history as the definition of competition at its best. Through tough times and tragedy, Michael never gave up and pressed on. The reason for Michael’s illustrious success has been nothing short of hard work and never surrendering. His will to win, at any cost, has motivated many athletes and non-athletes alike to set goals for themselves and to reach them.

Basal Ganglia Function and Location

Basal Ganglia Function and Location The basal ganglia are a group of neurons (also called nuclei) located deep within the cerebral hemispheres of the brain. The basal ganglia consist of the corpus striatum (a major group of basal ganglia nuclei) and related nuclei. The basal ganglia are involved primarily in processing movement-related information. They also process information related to emotions, motivations, and cognitive functions. Basal ganglia dysfunction is associated with a number of disorders that influence movement including Parkinsons disease, Huntington disease, and uncontrolled or slow movement (dystonia). Basal Nuclei Function The basal ganglia and related nuclei are characterized as one of three types of nuclei. Input nuclei receive signals from various sources in the brain. Output nuclei send signals from the basal ganglia to the thalamus. Intrinsic nuclei relay nerve signals and information between the input nuclei and output nuclei. The basal ganglia receive  information from the cerebral cortex and thalamus through input nuclei. After the information has been processed, it is passed along to intrinsic nuclei and sent to output nuclei. From the output nuclei, the information is sent to the thalamus. The thalamus passes the information on to the cerebral cortex. Basal Ganglia Function: Corpus Striatum The corpus striatum is the largest group of basal ganglia nuclei. It consists of the caudate nucleus, putamen, nucleus accumbens, and the globus pallidus. The caudate nucleus, putamen, and nucleus accumbens are input nuclei, while the globus pallidus is considered output nuclei. The corpus striatum uses and stores the neurotransmitter dopamine and is involved in the reward circuit of the brain. Caudate Nucleus: These  C-shaped paired nuclei (one in each hemisphere) are located primarily in the frontal lobe region of the brain. The caudate has a head region that curves and extends forming an elongated body that continues to  taper at its tail. The tail of the caudate ends in the temporal lobe at a limbic system structure known as the amygdala. The caudate nucleus is involved in motor processing and planning. It is also involved in memory storage (unconscious and long-term), associative and procedural learning, inhibitory control, decision making, and planning.Putamen: These  large rounded nuclei (one in each hemisphere) are located in the forebrain and along with the caudate nucleus  form the dorsal striatum. The putamen is connected to the caudate nucleus at the  head region of the caudate. The putamen is involved in voluntary and involuntary motor control.Nucleus Accumbens: These  paired nuclei (one in each hemisphere) are located between the caudate nucleus an d putamen. Along with the olfactory tubercle (sensory processing center in the olfactory cortex), the nucleus accumbens forms the ventral region of the striatum. The nucleus accumbens is involved in the brains  reward circuit and behavior mediation. Globus Pallidus: These paired nuclei (one in each hemisphere) are located near the caudate nucleus and putamen. The globus pallidus is divided into internal and external segments and acts as one of the major output nuclei of the basal ganglia. It sends information from basal ganglia nuclei to the thalamus. The internal segments of the pallidus send the majority of output to the thalamus via the neurotransmitter gamma-aminobutyric acid (GABA). GABA has an inhibitory effect on motor function. The external segments of the pallidus are intrinsic nuclei, relaying information between other basal ganglia nuclei and internal segments of the pallidus. The globus pallidus is involved in the regulation of voluntary movement. Basal Ganglia Function: Related Nuclei Subthalamic Nucleus: These small paired nuclei are a component of the diencephalon, located just below the thalamus. Subthalamic nuclei receive excitatory inputs from the cerebral cortex and have excitatory connections to the globus pallidus and substantia nigra. Subthalamic nuclei have both input and output connections to the caudate nucleus, putamen, and substantia nigra. The subthalamic nucleus plays a major role in voluntary and involuntary movement. It is also involved in associative learning and limbic functions. Subthalamic nuclei have connections with the limbic system through connections with the cingulate gyrus and nucleus accumbens.Substantia Nigra: This large mass of nuclei is located in the midbrain and is also a component of the brainstem. The substantia nigra is composed of the pars compacta and the pars reticulata. The pars reticulata segment forms one of the major inhibitory outputs of the basal ganglia and assists in the regulation of eye movements. The pars compact a segment is composed of intrinsic nuclei that relay information between input and output sources. It is involved mainly in motor control and coordination. Pars compacta cells contain pigmented nerve cells that produce dopamine. These neurons of the substantia nigra have connections with the dorsal striatum (caudate nucleus and putamen) supplying the striatum with dopamine. The substantia nigra serves numerous functions including controlling voluntary movement, regulating mood, learning, and activity related to the brains reward circuit. Basal Ganglia Disorders Dysfunction of basal ganglia structures results in several movement disorders. Examples of these disorders include Parkinsons disease, Huntington disease, dystonia (involuntary muscle contractions), Tourette syndrome, and multiple system atrophy (neurodegenerative disorder). Basal ganglia disorders are commonly the result of damage to the deep brain structures of the basal ganglia. This damage may be caused by factors such as head injury, drug overdose, carbon monoxide poisoning, tumors, heavy metal poisoning, stroke, or liver disease. Individuals with basal ganglia dysfunction may exhibit difficulty in walking with uncontrolled or slow movement. They may also exhibit tremors, problems controlling speech, muscle spasms, and increased muscle tone. Treatment is specific to the causation of the disorder. Deep brain stimulation, electrical stimulation of targeted brain areas, has been used in the treatment of Parkinsons disease, dystonia, and Tourette syndrome. Sources Lanciego, Josà © L., et al. â€Å"Functional Neuroanatomy of the Basal Ganglia.† Cold Spring Harbor Perspectives in Medicine, Cold Spring Harbor Laboratory Press, Dec. 2012.Parr-Brownlie, Louise C., and John N.J. Reynolds. â€Å"Basal Ganglia.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 19 June 2016.Wichmann, Thomas, and Mahlon R. DeLong. â€Å"Deep-Brain Stimulation for Basal Ganglia Disorders.† Basal Ganglia, U.S. National Library of Medicine, 1 July 2011.

Recovery model in mental health nursing Essay Example | Topics and Well Written Essays - 750 words

Recovery model in mental health nursing - Essay Example the Australian’s health minister endorsed a national framework for mental health services which uses recovery-oriented techniques (Australian Government Department of Health, 2013). However, as Oades (2012) writes, the use of recovery as a method of providing mental healthcare services has been in existence since the 1980s. The idea behind the recovery model is that it provides inspiration to people with mental illnesses and their families that mental illness can be cured. Ideally, mental illness should not be viewed as a lifelong process of gradual deterioration but as a condition that can be and is curable. According to the Australian Government Department of Health (2013), even people with the most serious cases of mental illnesses are treated as whole and equal members of the society. In this case, people with mental illnesses have every right to access basic citizenship rights such as independent living, access to employment opportunities, and the formation of social relationships (Oades, 2012). The recovery model, therefore, urges mental health patients to change their attitudes and feelings and embrace the thought that they can live deeply satisfying lives even with their condition. The concept of recovery enables people with mental illnesses to live fulfilling lives with the help of mental health nurses who are charged with the responsibility of strengthening and empowering these patients (NSW Consumer Advisory Group, 2009). Essentially, the patients are the ones who come up with their recovery plan and the nurses only provide the necessary conditions for the growth and development of the individual towards recovery. Recovery is, therefore, considered as a subjective experience that is solely defined by the person with mental illness. The patient is required to build a meaningful life in which the patient is able to live in a community of their choosing regardless of their mental condition. Recovery is usually unique to an individual in that it depends