Military Commissions Act of 2006. How Should Detainees Be Treated? Ess

Guantanamo Bay in Cuba houses some of the most dangerous people captured during the Iraq and Afghanistan wars. The people being held have been accused of committing a range of crimes. One of the most poignant and well-known features of Guantanamo Bay is the long time period a detainee spends there without going to trial. Being in the prison for an extensive period of time, a detainee is bound to be disciplined for not following orders from the guards. There are often a variety of different methods that the guards use to discipline to the detainees. Some who follow Guantanamo Bay as an institution often criticize the measures taken. What makes Guantanamo Bay an ironic place to start this journey is that it is at the center of attention of a very important and controversial law passed by Congress in 2006. The law was called the Military Commissions Act of 2006. The purpose of this law was to define the powers of the executive branch in determining how detainees in Guantanamo Bay and o ther prisons held on terrorism charges against the United States should be treated as well as define the parameters of what is a fair trail. â€Å"No president should ever be given the power to call someone an enemy, wave his hand, and lock them away indefinitely† (Military Commissions). Instead, the way detainees are to be treated is up to the country in control of the prison, not just one person. When President Bush ran and succeeded getting a second term beginning in 2005, he had more policy initiatives he wanted to put in place. One of his initiatives was centered on the idea of counterterrorism (Head). After the September 11th attacks and the creation of the Department of Homeland Security President Bush felt there should be more tools to help crea... ...eb. 08 Dec. 2011. . Kryanek, Michael. "Capital Punishment." Debates, Differences, and Divisions: The 25 Issues That Shape American Politics. Boston: Longman, 2011. 180-88. Print. "Military Commissions Act of 2006." American Civil Liberties Union. 13 Mar. 2007. Web. 08 Dec. 2011. . Roskin, Michael G., Robert L. Cord, James A. Medeiros, and Walter S. Jones. Political Science: An Introduction. Twelfth Edition. Boston, CO: Longman, 2012. Print. "USA: Military Commissions Act of 2006- Turning Bad Policy Into Bad Law." Amnesty International. 29 Sept. 2006. Web. 8 Dec. 2011. 8743-d305bea2b2c7/amr511542006en.html>.

Gagne’s Nine Events

The process of learning is an on-going event that occurs in each stage of human development. Human beings acquire a great deal of their personal qualities and characteristics through a variety of different learning methods. Through the work of educational psychologist Robert Gagne, a better understanding of learning and instruction can be found. Gagne presented the idea that there are different types of learning and that different instructional methods are needed to accompany these learning types in order to achieve the desired learning outcome.In recognizing learning as a process composed of several phases, Gagne created the Nine Events of Instruction. Gagne’s Nine Events of Instruction are a series of steps to be followed during the instruction phase, often said to be necessary for learning to occur. The work Gagne produced is considered the primary research and contributor to instructional design and training.Robert Gagne’s Nine Events of Instruction can best be desc ribed as an instructional design model utilized to organize strategies within a lesson. The Nine Events of Instruction include: Gain Attention, Inform the Learner of the Objectives, Stimulate Recall of Prior Learning, Present the Stimulus Materials, Provide Learner Guidance, Elicit Performance, Give Feedback, Assess Performance, and Enhance Retention and Transfer. Gagne firmly believed that effective learning involved a series of events.The instructor begins by gaining the learners attention and from there he/she will use â€Å"†¦a series of steps related to the development of learning expectations, introduction of stimuli, and recall of related ideas to move concepts from the student’s short to long-term memory† (Zhu & StAmant 2010). The events are completed successfully when the learner is able to apply what they have learned to new situations outside of the classroom. This is often seen within workplace training, where the employee applies what they have learne d in training to their job.The Nine Events of Instruction were created to work in conjunction with the cognitive stages associated with the adult learning process (2010). Prior to the development of the Nine Events of Instructions, Gagne performed an in-depth examination of learning and its conditions. The foundation for the events model can be found in his book, The Conditions of Learning. To better understand the Nine Events of Instruction it is important to examine the work documented in this book. Learning, according to Gagne, is â€Å"†¦a change in human disposition r capability, which persists over a period of time, and which is not simply ascribable to processes of growth† (Gagne, 1977, p. 3). Learning, in its most basic form, is a change in behavior. This change may be brought upon by a change in attitude, interest or value and is often due to an increased capability for some type of performance. To be classified as change it â€Å"†¦must have more than mom entary permanence; it must be capable of being trained over some period of time†¦it must be distinguishable from the kind of chance that is attributable to growth, such as a change in height or the development of muscles through exercise† (p. ). With a clear definition of learning, one can identify the ways in which learning is brought about. Gagne’s work identifies four elements having to do with learning: learner, stimulus situation, contents of memory and response/performances. For learning to take place, there must be a learner. The learner is a human being whom possesses sense organs through which he/she receives stimulation. Learning will occur when stimulus situation and contents of memory (information previously learned and stored) affect the learner in a way that his/her performance changes.This change in performance ultimately indicates that learning has occurred. It is important to note, however, that it is necessary to show that there has been a change in performance, for the presence of the performance does not always result in learning (Gagne, 1977, p. 4). In understanding learning, to its very core, Gagne concluded that there are multiple levels of learning and that each level requires a different type of instruction in order to achieve the desired learning outcome. Learning takes place throughout a person’s lifetime.In all stages of development a person learns to interact with their surrounding environments. Education at a young age allows individuals to learn basic knowledge and skills such as language and symbol-usage. Once these basic skills are acquired and education continues, people are capable of learning more specialized knowledge and complex skills that will be useful in their areas of interest. Though learning becomes more specialized and focused to the individual as they progress, Gagne determined a common ground among the many instances of learning by identifying five major categories of capabilities that hu man beings learn.The five categories are as followed: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. Intellectual skills involves the interactions people often learn to engage in by using symbols. As their education becomes more advance, so does their symbol-usage. Verbal information is ultimately the ability to state information or ideas that have been previously learned and organized. Following this learned capability is cognitive strategies, which describes the individual as managing his/her own learning, remembering and thinking.Learning to execute movements through a series of motor acts, such as throwing a baseball refers to the learned capability of motor skills. Lastly, mental states are learned which influence the learner’s choice in personal actions which has been categorized at attitude (Gagne, 1977, p. 27 & 28). Each of these categories require different internal and external conditions. Meaning, learning distinctions a re partly internal, in which they come from the memory of an individual’s previous learning. They are also external, which may be arranged as an aspect of instruction (p. 48).For example, â€Å"†¦for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments† (Culatta, 2013). In identifying the categories of learned capabilities, Gagne was able apply this information to the planning of instruction. It is important to understand the various ways in which people learn prior to planning instruction. In understanding what learning is and how learning is engaged will provide the instructor the necessary information he/she needs to address all levels of learning.This is where Gagne’s Nine Events come into play. Each step within this model creates opportunity for the instructor to incorporate various learning methods th at cover all learning types. Gagne understood that having knowledge of the learning process as well as the analysis of human tasks would be essential to designing instruction. Understanding learning and the ways in which people learn is crucial when designing an instruction plan because the instructor must know the various ways in which people learn.It is recognized that there is information far beyond what has been mentioned in this paper that accompanies the development of the Nine Events of Instruction. However, this paper serves to identify the underlying meaning of learning and how knowing what learning is, in all aspects, is important to understanding the Nine Events of Instruction. Though Gagne’s Nine Events have been specifically designed for creating instructional programs, its functions can easily be used elsewhere. As a graduate student in the Communications program I am exploring all areas of communication and hope to one day work within the Public Relations field .During my examination of Gagne’s Nine Events it was easy for me to connect his series of events for instruction to those conducted in Public Relations. While they differ in many aspects, it seemed that a variety of steps within the events of instruction could be used when developing and conducting a Public Relations campaign. Which brings me to why I chose to focus on this particular topic from our formal training discussions. Not only have we utilized Gagne’s Nine Events, on more than one account, but I have also found great interest in its functions and similarities to what I hope to be doing in the future.Designing a Public Relations campaign for a client or an organization involves a series of steps, which are general in nature but become more specific depending on the organization or client in which you are working with. Public Relations practitioners, from the start, need to understand their client in their entirety. This involves extensive research on the clien t, ranging from financials to previous campaigns and employee information. I would link this stage to the Stimulate Recall of Prior Learning step in Gagne’s Nine Events because it involves getting the client to recall information on their business or organization.Ultimately, they are recalling what they do and what they have done in order to determine what needs to be done, which ties into the objective. Public Relations practitioners also need to become well aware of who their clients audience is. Once they have determined this they need to come up with a way in which they will gain the audience’s attention, just as Gagne proposes in his Nine Events. This is often done through the use of celebrities or community leaders. Assessing performance, too, can be linked to that of what a Public Relations practitioner does.Though they are not testing a person on what has been learned, they are gathering results on what they have done which assesses their performance throughout the campaign and tells them whether or not the campaign was successful. To determine success, results are measured, quantitatively or qualitatively, and compared to the objectives. Lastly, the Enhance Retention and Transfer step in Gagne’s Nine Events can be compared to Public Relations in that they both serve to inform the individual about how the information given to them will affect them and why t is necessary to know the information. The work Robert Gagne produced throughout his lifetime has been heavily used in instructional design and training. Best known for his book, The Conditions of Learning, Gagne provided an in-depth examination of learning in all aspects of its meaning. This book served as a foundation for the creation of the Nine Events of Instruction which attends to the idea that there are many different learning levels, all of which require different instructional methods.In identifying the categories of learning, Gagne was able to produce an instructional m odel that allows instructors to engage in a variety of techniques to meet the needs of all learners. Though Gagne’s Nine Events of Instruction were created for instructional design and training purposes, I have found many similarities between his approach and the work a Public Relations practitioner produces. In recognizing these similarities I was interested in learning how the Nine Events of Instruction came to be. Knowing what learning is, in all aspects, is essential to creating an instruction plan.References Gagne, Robert, M. (1977). The Conditions of Learning (3rd ed. ). New York, NY: Holt, Rinehart and Winston Inc. Zhu, P. , & StAmant, K. (2010). An applicaton of Robert Gagne’s nine events of instruction to the teaching of website localization. Journal of Technical Writing and Communication. Retrieved from, http://ezproxy. ithaca. edu:2048/login? url=http://search. proquest. com/docview/633019743? accountid=11644 Culatta, Richard. (2013). Conditions of Learning (Robert Gagne). Instructional Design. Retrieved from, http://www. instructionaldesign. org/theories/conditions-learning. html

What is neo-conservatism, and what impact has it had on US foreign policy Free Essay Example, 2500 words

This is what separates neo-cons from traditional conservatives† (Atkins advocating tax reductions for the wealthy and an attack-first, ask questions later mentality. We will write a custom essay sample on What is neo-conservatism, and what impact has it had on US foreign policy or any topic specifically for you Only $17.96 $11.86/pageorder now Though domestic issues were once a rallying point then abandoned by contemporary neo-cons, foreign-policy matters invoked the most emotion therefore attention from this group. They reasoned then, as they do now, that foreign affairs were a more important consideration for national discussion because the very survival of the nation was at stake. â€Å"If a domestic policy fails, you can try another. If a foreign policy fails, you may find yourself at war† (Muravchik, 2007). The Vietnam War sharply divided the country but neo-cons, even the ones who were less than hawkish, were always on the defensive regarding the consequences of losing to communism. When war opponents voiced the opinion that communism wasn’t the most imperative concern, that American imperialism and expansionistic tendencies were the big issue, neo-cons were quick to rebuke what they thought was unpatriotic rhetoric. They feared the proliferation of communism and argued this fear was not unfounded. President Jimmy Carter believed the neo-cons were overly paranoiac and suffered from an ‘inordinate fear of Communism. ’ The leader of the neo-con agenda during the 1980’s, Ronald Reagan, won this group’s admiration by calling the former Soviet Union the â€Å"evil empire†, a nation to be feared and opposed very much in contradiction with the approach of the Carter administration.

Maslow s Hierarchy Of Needs - 1464 Words

Motivation According to Consumer Behavior, â€Å"Motivation refers to the processes that lead people to behave as they do. It occurs when a need is aroused that the consumer wishes to satisfy,† (Solomon, 2013). Inherently, consumers do not make any purchase decisions without first having a motivation. A consumers’ motivation causes an internal tension that drives the consumer to reduce or completely eliminate it. (Solomon, 2013). Marketers often associate consumers’ motivations with their underlying wants and needs. I chose motivation because without having an initial motivation consumers’ would not make purchases and there would not be a field of consumer behavior. Maslow’s Hierarchy of Needs According to Maslow’s hierarchy of needs,†¦show more content†¦Ã¢â‚¬Å"Drive theory focuses on biological needs that produce unpleasant states of arousal. The arousal this tension causes motivates us to reduce it. The need to reduce arousal is a basic mechanism that governs much of our behavior,† (Solomon, 2013). According to psychology, â€Å"these needs may range from primary drives such as hunger, thirst and the need for warmth, to secondary drives such as social approval and money. Regardless of the type of drive, all drives are assumed to bring about an undesirable condition that necessitates reduction,† (,). Consumers feel motivated to reduce these feelings of tension such as hunger by purchasing products that relieve or reduce the tension. Consumers rely on their homeostasis or balanced state of being without tension to thrive. Once consumers find a way to reduce the tension their drive becomes reinforced as a beha vior. For example, if every time a consumer is hungry they buy food to eat and their tension is reduced it will reinforce their purchase behavior of buying food to solve their hunger problem. However, drive theory only explains behavior that causes an action to reduce tension. Sometimes consumers resist a purchase decision and delay gratification such as not purchasing food immediately when you are hungry but waiting to overindulge on a big meal hours later. A real-world example of drive theory is the Snickers, â€Å" You’re not you when your hungry† campaign. According to AdAge,Show MoreRelatedMaslow s Hierarchy Of Needs1741 Words   |  7 PagesMaslow’s hierarchy of needs and Herzberg’s. The Maslow’s hierarchy of needs include five levels, and at the certain extent, reflect the rule of human s activities on psychological and behavior. Herzberg’ describe the more details of worker agree or disagree about working. In this essay, more relat ed knowledge details and effects will de described, then, analysis the two theories individual, choose a better one. II. Describe the two theories. 2.1Maslow’s hierarchy of needs The Maslow’s hierarchy of needsRead MoreMaslow s Hierarchy Of Needs1536 Words   |  7 Pagesunderstanding of how to motivate different personality types. In the research I am going to compare Maslow’s hierarchy of needs against Lawrence and Nohira’s 4 drive theory in an attempt to better understand their possible uses inside an organizational structure. Let’s first take a look a look at the two theories before discussing their potential benefit. Maslow’s Hierarchy of Needs. We need to keep in mind that Maslow’s field was phycology, so his research was done from a medical viewpoint more soRead MoreMaslow s Hierarchy Of Needs1524 Words   |  7 PagesSummary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realization and fulfillments and that behavior could be gratified while using multiple types of needs at the same time. Maslow wanted to find positive motivation as to why people react or engage in certain behaviors. He felt that basic survivalRead MoreMaslow s Hierarchy Of Needs1295 Words   |  6 PagesMaslow’s hierarchy of needs (p. 379 in EP)? Outline each level and discuss how it relates to motivation. Abraham Maslow was born in 1908 in Brooklyn, New York. He originally studied law because of the influence of my parents, but after marrying his first cousin, Bertha Goodman, and moving to Wisconsin, he became interested in psychology. After achieving his Masters in Psychology, Maslow moved back to Brooklyn and started teaching at a school there. â€Å"One of the many interesting things Maslow noticedRead MoreMaslow s Hierarchy Of Needs982 Words   |  4 PagesAbraham Maslow was one of the most influential and important educational psychologists and is recognized by many for his theory on mankind’s hierarchy of needs. Maslow’s theory which is known as â€Å"Maslow’s Hierarchy of Needs† is best explained as a pyramid of needs that we as humans must meet in order to progress to another stage of needs. There are five stages in the pyramid of needs and they go as follows: physiological, safety, love and belongingness, esteem, and finally self-actualization. MaslowRead MoreMaslow s The Hierarchy Of Needs1769 Words   |  8 Pages Summary of Maslow’s The Hierarchy of Needs Jennifer Thompson Arkansas Tech University Author Note This individual research paper is being submitted on October 13, 2014 for Loretta Cochran’s Management [BUAD 3123] course. â€Æ' Summary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realizationRead MoreMaslow s Hierarchy Of Needs1498 Words   |  6 Pagesjust want to survive in life they want to flourish. Maslow s hierarchy of needs explains to us a ranking of needs for most essential to the least. While the interactionist point of view explains how humans are social creatures and social interaction is just as important as all of the other needs listed on Maslow’s Model. Maslow s hierarchy of needs is a ranking of needs for most essential to the least. Corrections Today explains that Abraham Maslow was an American psychologist born in New York, heRead MoreMaslow s Hierarchy Of Needs1846 Words   |  8 PagesAbraham Maslow developed the Hierarchy of needs (HON) to try and explain human psychological developments and how these manifest themselves into a worker’s life. We will explore some issues brought up by the model and why it may lack a certain the degree of unification and how it could potentially work better if entwined with other views. Motivation is the â€Å"word derived from the word ’motive’ It’s the process of stimulating people to actions to accomplish the goals† (guide, 2017) Also, MaslowRead MoreMaslow s Hierarchy Of Needs Essay1527 Words   |  7 Pages This international technology company demands strong motivation, stupendous leadership and great understanding between workers. Leaders need to create willingness amongst the employees to operate at their highest potential; this willingness is referred to as motivation. This report is based on a content/needs theory of motivation (Maslow’s hierarchy of needs). It consists of two pieces of primary research on the theory. The first one summarises worker motivation on selected construction sites inRead MoreMaslow s Hierarchy Of Needs1388 Words   |  6 Pages Abraham Maslow was an American philosopher who was born in the early 1990 s in Brooklyn, New York. He was one of the leading theorists that promoted humanistic psychology during his era. Maslow sought to understand what motivates and inspires individuals. He theorized that individuals possess and hold a group of motivation and incentive systems not related to plunder or insensible desires. Maslow declared that people are motivated and provoked to attain certain needs. When one need is fulfilled

Essay On Girl Interrupted - 1567 Words

For this assignment, I chose the movie Girl, Interrupted starring Winona Ryder, Angelina Jolie, and Whoppie Goldberg. It is set in the 1960’s and is about a young woman, Susanna Kaysen, who is diagnosis with borderline personality disorder. In the beginning the movie, she’d attempted suicide using aspirin and vodka, though she insists she just had a headache for most of movie. She is persuaded to go to a nearby mental hospital, Claymore, where she begins her stay and treatment. In the facility, she meets quite a few other young women with different issues as well. An anorexic, a compulsive liar, a sociopath, and a disfigured woman with the mental age of a much younger child. While Susanna initially dismisses the diagnosis, she does display†¦show more content†¦Language is the process and ability of learning knew words and sounds via observation (a baby saying its first words) or actively learning new words later on (like cognition or plethora). For children, it is more like pointing to a chair and saying ‘chair’. They knew what the chair was before, they just did not know the word and so they are able to connect this new information with the information they already had. Perception is gaining new information around one and processing that into something useful to the mind. Hearing someone sing, seeing a dog, smelling something nice, thinking something and forming it into words. People perceive things around them all the time, perceive their own posture, the attitude of others around them, the rain falling from the sky. Cognition and the process of it can be changed through ones environmental and biological factors. Things such as the type of schooling a child goes to or the level of education they reach can be environmental factors. Placement into special needs classes if needed can slow down all the information being thrown at a child that just needs a little more time to adapt and listen to the information as well as placem ent into higher education classes for those who are smarter can keep the pace going for those that can process things faster. These examples can help shape the cognition process by trying to match what level the child might be at. How a child’s home life is can help or hinder as well. Do the parent’s readShow MoreRelatedEssay On Girl Interrupted1394 Words   |  6 Pagesto spread awareness on said condition. â€Å"Girl, Interrupted† by Susanna Kaysen is a memoir telling the story of a young girl taken to a psychiatric hospital in the late 60s. The memoir was published in 1993 and continues to have an impact due to its descriptions of mental illness. By analyzing the memoirist’s descriptions of her time spent hospitalized and her perspective on these experiences, it is evident that Susanna Kaysen’s purpose with â€Å"Girl, Interrupted† is to seek awareness of mental illnessRead MoreEssay On Girl Interrupted1847 Words   |  8 Pagesown self . Even though this movement was trying to push people out of these facilities, they still had inpatient who lived within the institution, for example a Susanna Kaysen. Susanna Kaysen, an author who published her memoir in 1993, called Girl Interrupted, which gave readers a view into the mental health system and her own personal experience. After a failed suicide attempt Susanna was voluntary placed into a mental institution. She was expecting a short stay, where she could recuperate and thenRead More Girl Interrupted Essay986 Words   |  4 Pages GIRL, INTERRUPTED by Susanna Kaysen (New York: Turtle Bay Books, 1993) 1. Author: Susanna Kayson was born in Cambridge, Massachusetts in 1948 where she still lives. She is the author of books which are in some parts related to her personal experiences. She worked as a free-lance editor and proof reader until an introduction to an agent set her career in motion. Her novels: The novel that caught the agents attention, Asa, As I Knew Him, was published in 1987 and people were very interested inRead More Girl interrupted Essay1143 Words   |  5 Pageslike this can thrive; the only treatment they have is appreciation for the life they take away from a patient. WORKS CITED PAGE Quote #1- Page 21-FREEDOM- Girl, Interrupted Quote #2- Page 80-SECURITY SCREEN-Girl, Interrupted Quote #3 Page 54-CHECKS-Girl, Interrupted nbsp;nbsp;nbsp;nbsp;nbsp;Girl, Interrupted- By Susanna Kaysen Copyright 1993 Originally published by Turtle Bay Books, A Division of Random House, INC, NY 1993 Web Pages . www.antipsychiatry.org Article on-------Read More Girl, Interrupted Essay1244 Words   |  5 Pages Girl, Interrupted Part I: Critical Analysis Author: Susanna Kaysen. Girl, Interrupted: New York Division of Random House. Inc 1993. 1.nbsp;nbsp;nbsp;nbsp;nbsp;What is the author’s topic? The author’s topic is about a teenager name Susanna Kaysen. At 18 she voluntarily turned herself into McLean Hospital. 2. nbsp;nbsp;nbsp;nbsp;nbsp;Identify the author’s main idea(s). In other words, what is the main point the author is attempting to make aboutRead MoreEssay on Girl Interrupted Review785 Words   |  4 PagesOne popular cultural myth about the mentally ill is the archetype of the Sexy Crazy Girl, which weve seen in movies, comic books, and music. Losing your grip with reality is not a glamorous subject, but thats not what you get from Girl, Interrupted. It is apparent that all the girls in the movie had some type of dysfunctional personality, and bad things happen to some of them, but it just did not seem realistic. First off, most of the patients prtrayed were young, which made the care facilityRead MoreGirl Interrupted Analysis Essay1848 Words   |  8 PagesGirl, Interrupted (1999) directed by James Mangold is largely based on a semi- autobiographical book by the same title. The movie chronicles eighteen year old Susanna Kaysen’s experiences surrounding her stay at a mental institution. It is 1967, a time of social change and unrest. Susanna makes a half-heart attempt at suicide, ingesting a bottle of aspirin and chasing the pills with a bottle of vodka. She is taken to the emergency room, her stomach is pumped and she survives. Afterwards she meetsRead MoreGirl Interrupted Essay example600 Words   |  3 PagesGirl, Interrupted Borderline personality disorder (BPD) is a serious psychiatric illness. People that are diagnosed with this disorder suffer from an intense pattern of affective instability, extreme difficulties in interpersonal relationships, problems with behavioral or impulse control, and disrupted cognitive processes. The estimated prevalence of BPD in the general adult population is about 2%, mostly affecting young women. Susanna Kaysen was born on November 11, 1948 in Cambridge, MassachusettsRead MoreEssay about girl interrupted review753 Words   |  4 Pages One popular cultural myth about the mentally ill is the archetype of the quot;Sexy Crazy Girlquot;, which weve seen in movies, comic books, and music. Losing your grip with reality is not a glamorous subject, but thats not what you get from Girl, Interrupted. It is apparent that all the girls in the movie had some type of dysfunctional personality, and bad things happen to some of them, but it just did not seem realistic. First off, most of the patients prtrayed were young, which made the careRead MoreThe Portrayal of Mental Illness in â€Å"Girl, Interrupted† Essay1693 Words   |  7 PagesIllness in â€Å"Girl, Interrupted† The film â€Å"Girl, Interrupted† is a true story adapted from the original memoir by Susanna Kaysen. Set in the 1960s, it relates her experiences during her stay in a mental institution after being diagnosed with borderline personality disorder following a suicide attempt. Many films include characters with a mental illness; the actors who play these characters have the immense challenge of staying true to the illness they portray. The main character in â€Å"Girl, Interrupted

Whitney Young Free Essays

Ap American History Whitney Young Whitney young was a civil rights activist born on July 31, 1921 in Lincoln ridge, Kentucky. He graduated from Kentucky State College at 18 and he studied engineering at the Massachusetts Institute of Technology. After his discharge, he received an MSW from the University of Minnesota in 1947. We will write a custom essay sample on Whitney Young or any similar topic only for you Order Now Mr. Young has many accomplishments from being head of many social worker companies to being advisors to president. But his overall goal was to bridge the gap between white political and business leaders and poor blacks and militants. Mr. Young was involved in many social worked companies including National Urban League. He was President of National Urban League in 1961. In just four years, he revitalized the relatively passive civil rights organization and turned it into an aggressive fighter for civil rights and justice. He expanded the organization from 38 employees to 1,600 employees and from an annual budget of $325,000 to more than $6. 1 million. Under his direction the organization grew from 60 to 98 chapters. He was also in other social worker companies like National Conference on Social Welfare in 1965 and NASW in 1969. With these companies he did many things like secured jobs and training for African-Americans in areas traditionally closed to them. An also he helped bridge the gap between white political and business leaders and poor blacks and militants. Whitney Young did many things He pioneered the development of social work in industrial settings with both union and management. He was an advisor on race relations to Presidents Kennedy, Johnson, and Nixon and his innovative â€Å"Marshall Plan† was considered a major inspiration for the â€Å"War on Poverty† of the Johnson Administration. In 1968 Johnson bestowed upon Young the Medal of Freedom, the nation’s highest civilian award. Whitney is a true inspiration in 1960’s showing that African American’s can be on top of corporate industries and lead Americas economy. He was credited with almost singlehandedly persuading corporate America and major foundations to aid the civil rights movement. Whitney Young was a true civil rights activist and deserves to be called a civil rights pioneer. This is my report on Whitney Young and how he is a pioneer or social workers all over the United States of America. Bibliography â€Å"National Association of Social Workers. † National Association of Social Workers. NASW, 20 Feb. 2003. Web. 28 Feb. 2013. Whitney Moore Young, Jr. from Encyclopedia of World Biography.  ©2005-2006 Thomson Gale, a part of the Thomson Corporation. All rights reserved. â€Å"Whitney Young Jr. † 2013. The Biography Channel website. Feb 28 2013, 01:09 http://www. biography . com/people/whitney-young-jr-9539757 How to cite Whitney Young, Essay examples

Drawing ERD Entities Relationship Diagram Samples for Students

Question: Discuss about the Entities Relationship Diagram. Answer: ERD modelling Assumptions Any candidate on reading web advert can apply for a job and the system will automatically generate a response mail. On successful completion of application form by the candidates will create a direct status to complete and the hiring manager will be notified. Every agent will make a website advert on receiving the job application email from the HS. Job applications done from the agents websites can be sent through email as well and HS processes them without any complication Every candidate application can will receive one or more notification mail of form received or form completion status. Every agent will receive one mail for job description at every time of new job is sent to HS by the hiring manager. Hiring managers can send many jobs description to the HS since each manager has his own jobs to recruit in the workers. Recommendations The system should have an authentication and strict validation security mechanism that will help in correct flow of data processes. There should exist an automated application form checker which notes the completion status and forwards the qualified staff to the hiring manager. Since the system is automated, there should exist a mechanism of checking of application forms against job requirement experience and inform the candidate on qualifications. I.e. whether he has been approved or ignored. The system should allow choosing of jobs from the application form and on candidate fill of the form, the same data should be updated on the managers side through notification since every job advert is linked to its hiring manager. This is possible since the database data is interlinked through use of foreign keys.