Wednesday, October 30, 2019
Hitler's Pope Essay Example | Topics and Well Written Essays - 1750 words
Hitler's Pope - Essay Example John Cornwell made one of the first attempts to look deeper into the role which Catholic religious leaders played in the development and expansion of Nazism in Europe. His book about Eugenio Pacelli, the Catholic Pope during the World War II, was too sensational to be untrue. The author relied on the primary documents, to reveal the astonishing truth about the Pope, his attitudes toward Jews, and his role in the development of diplomatic ties between Nazi Germany and other European allies. Despite a wealth of historic information provided by Cornwell, his personal â€Å"negative†attitudes toward the Pope were too obvious to conceal and often compromised the need to be historically objective and unbiased. That the topic of Catholic religion during the times of Nazism had always been underresearched pushed John Cornwell to explore the subject in greater detail. His book was the product of his own analysis and the growing interest toward the issues of papacy in Nazi Germany. Cornwell acknowledged that in his book, he wanted to resolve the eternal conflict of beliefs about the Pope: â€Å"some historians were confident that Eugenio Pacelli shamed the Catholic Church by failing to denounce the Final Solution; others believed that the issue lacked historical evidence and proofs†.1 The topic was increasingly interesting to everyone who sought to feel the information void in the contemporary research about religion during the times of Nazism. Pope Eugenio Pacelli was an exemplary object of historical research, due to the significant role he played in church during the World War II and the number of mysteries that surrounded his personality during and after his religious triumph. The popularity of the Pope’s figure was difficult to underestimate – Cornwell wrote that his picture had been looking at him at every wall of every classroom.2 What else could a professional historian need to produce a sensation? – only an access to the secret documents
Monday, October 28, 2019
Discrimination Essay Example for Free
Discrimination Essay Discrimination is one of the most significant barriers to inclusion. This along with prejudice. As people we are all different and unique in one way or another. This often leads to conflicts and division between people and cause predjudice. People experience predjudice and discrimination for many different reasons some of which may include, sexualtiy, gender, race, disability, religion, background, age, appearance etc. Discrimination and predjuice ,may have significant harmful effects on an individual or friends and family, or even the wider society. For example children who are a victim of discrimination and pedjudice there is danger of damaging their self esteem/ confidence. They arent given the same advantages as other indiviuals and therefore dont the equal opportunities to reach their full potential. They are more likely to not progress and as a result of a lower sekf esteem their motivation to learn is damaged. Children could be excluded from certain roles. This can mean that they are unable to deveop their talent and abilities further which in turn would mean they are not able to make a full contribution to society further on in life. Children who may inflict discrimination to others risk causing themselves harm. For example discrimination and predjudice lead to them making wrongful assumptions of other individuals, this gives them the view that some people are worth less than others, this leads to them having a false view of the world we live in. UNIT 053AMANDA FAY OUTCOME 1. 3 HOW INCLUSIVE PRACTICE PROMOTES EQUALITY AND SUPPORTS DIVERSITY Children have the right to have access to equality of opportunity,, in settings we should promote positive aspects of diversity. Discrimination can interfere and create barriers in achieving this. It is so important that we have an inclusive setting allowing all children and families an equal footing. Working towards inclusion means that we are working to break down the barriers of discrimination and ensuring all children and families fell that they are a part of the setting. This means that we are effectively taking steps in promoting a positive attitude towards diversity and creating equal opportunities for all individuals no matter what. By using inclusive practice we are creating a positive environment ensuring that all children have the chance to progress and achieve further. UNIT 053AMANDA FAY OUTCOME 2. 1 HOW LEGISLATION AND CODES OF PRSCTICE RELATING TO EQUALITY, DIVERSITY AND DISCRIMINATION APPLY WITHIN OWN WORK ROLe Working inclusively within our practice means we have legal framework to adhere too. Although laws and leagal requirements cannot change prejudice attitudes and discrimination altogether, it is essential in helping to reduce it. Policies and legal framework give setting support and guidence that is practical and useful. There are several pieces of legislation that are relevant within our setting in terms on providing an inclusive work practice. The disability discrimination act 1995 protects the rights of individuals with disabilities. It outlines a duty for schools to aim to eliminate barriers ensuring everbody is able to have equal access to services. In the disability discrimination act 2005 places a duty for schools to complete a disibility equaltiy scheme and an access plan. As a school we must encourage eveyone to participate in all areas of school life, helping to eliminate discrimination. The special educational needs and disability act 2001 made it un lawful for educational providers to discriminate against individuals that have special educational needs or disabilities. The Children Act 1989 Sets out the duty of local authorities including schools, to provide services according to the needs of the individual child and ensure ,heir safety and welfare. As part of the childrens act 2004 it sets out a duty for us to provide effective accessible services to all children underpinning the five main outcomes for EVERY CHILD MATTERS. The equality Act 2010 outlines legal responsibilities of setting such as schools to provide equality of opportunity for all. Within my own setting and work role I find these peieces of legislation relevant. Within our setting we provide opportunitys for children and families of various race , background, gender disabilities etc. In our eyes every member of our team is valued and included. This extending from pupils to families and staff etc. For example children that may have special educational needs or disabilities we aim to provide effective care and support to suit the individual needs. Where possible extra support is provided. In my own role as a practioner I must remember that no matter how different children are from oneanother they are treated the same and given equal opportunitie to progress and achieve further. UNIT 053AMANDA FAY OUTCOME 2. 2 INTERACTIONS WITH INDIVIDUALS THAT RESPECTS BELIEFS, CULTURE, VALUES AND PREFERENCES. When working within a childcare setting we are in a position where we need to communicate with many different people. Thes including parents/carers and families as well as children. It is very important that we communicate in a way that shows we value and respect children and their families no matter how different they may be from that of our own. Although some people may think the use of carefully chosen words and language as politicly correct. It is important not to be detered as we should be carefull and think about the way we speak /talk to others, especially when in a position where we interact with families on a daily basis. The words and language we use along with how we express ourselves can have a significant effect on attitudes and values we develop. It can help the way we think of others. It could help us to think constructively when talking to other in future and treat people more respectfully. By showing respect and valuing others beliefs, culture etc we will in turn earn it for ourselves. UNIT 053AMANDA FAY OUTCOME 3. 3 HOW TO CHALLENGE DISCRIMINATION IN A WAY THAT PROMOTES CHANGE. As we know discrimination works against promoting and supporting a childs development and their progression. When we are faced with situations of discrimination it is important they are challenged. It is not only children that express predjudice or discriminate. It is good to have strategies in place should this arise. Supporting anybody that is being discriminated against is essential, but also helping the person who is behaving discriminatory trying to change their behaviour. Strategies need to be thought out carefully so not to antagonise the situation further. EXAMPLE If I was faced with a situation where another child was behaving discriminatory toward another by calling them names such as four eyes to a child wearing glasses, I would respond by firstly intervening. I would explain to the child(A) instigating the comments that what the have said is hurtful and un-kind. I would point out that it is unacceptable behaviour. I would ensure I was at the child(A) level to ensure they were understanding and paying attention to me. I would also help the child(A) learn from the situation by helping them to understand the consequences of their actions e. g â€Å"how would you fell if somebody said that to you? †allowing the child(A) to think of it from the other child(B) perspective. I would be careful not to make the child(A) feel disliked by me, â€Å" I like child(A), I dont like it when somebody is un kind. †Should situations like this arise again I would gain support from the class teacher. Possibly even touching on the subject of everybody being different within lesson plans. This allowing children to learn about diffent people, backgrounds, genders, appearance etc. Also teaching them how to be kind and helpful to one another.
Friday, October 25, 2019
crown molding Essay -- essays research papers
     Walls can be protected and enhanced quite simply without the mess of paint, wallpaper, and tile, ect. Applying Moulding to ones walls today is very easy and comes in large variety of styles and materials. It also adds architectural interest and a finished look to the room, which conveniently hides settling cracks and nails. When customize with a treatment it will fit any decor. Types of moulding:  ·Ã‚     Architectural molding a.     Made of polystyrene or polyurethane b.     With large profiles that mimic the look of built-up moulding c.     Will not warp, rot or split d.     Low maintenance material that saws and works just like wood e.     Lighter than hardwood for easier handling  ·Ã‚     Veneer hardwood moulding a.     Made by wrapping finger jointed pine moulding with a veneer of real oak, cherry or maple b.     The veneer is wrapped all the way around to the back completely obscuring the pine base once installed c.     The elegance of hardwood moulding at a significant savings  ·Ã‚     Prefinished moulding a.     Made from polystyrene b.     Lower cost than wood moulding c.     Comes ready to install ...
Thursday, October 24, 2019
Outline for Araby and Hills Essay
Six elements of fiction :plot, character, setting, point of view, voice and style, and theme. â€Å"The theme of a story abstracts its meaning from the concrete details of its plot, point of view, characterization, setting, and style†â€Å"Theme is a generalization about the meaning of a story. It is more than the subject of the story†¦ [and] is also different from the plot. †¦Theme comes last in a discussion of the elements of fiction because it is the consequence of all the other elements in a story. The structure and theme of a story are fused like the body and soul of a reader†¦. Though the summary of a writer’s theme is no substitute for the story in its entirety, your attempt to state it can help you to understand the story better†Compare and contrast two of the four short stories listed below. Begin your discussion of each story by stating what you think its theme is, and then describe how the other five elements identified by your editors contribute to articulating the theme. Use as many of the other five elements as you think are relevant in contributing to the theme; some elements will be more important than others, and one or two may not be relevant, depending upon your choice of stories. For example, point of view may be ‘neutral’ or non-judgmental, and voice (of the narrator/author) or style may also not be particularly relevant. Do not simply recite how each element, by itself, is present in the story. Your discussion of the elements should be integrated and you don’t necessarily have to identify the elements by nameâ€â€e.g., you can refer to what happens in a story without calling it the plot or summarizing the plot, and you can refer to a character’s trait or personality without constructing a full profile of the character. The same can be said for point of view, especially where it is in the third person and not omniscient. Conclude your essay by drawing whatever parallels or contrasts you see between the two stories you have chosen. You should prepare by making an outline of the points you wish to make regarding the way each element contributes to a short story and then work from that outline. Be careful not to distort or overemphasize either story’s theme or any of its individual elements for the sake of drawing parallels or emphasizing differences between the two stories. Before ou finalize your essay, write a topic sentence outline of it and attach the outline to the paper. Your essay should be at least three pages, but only so long as is necessary to say what you have to say. Stories: William Faulkner, â€Å"A Rose for Emily,†pp. 146-52. Ernest Hemingway, â€Å"Hills Like White Elephants,†pp. 224-27. James Joyce, â€Å"Araby,†pp. 264-68. John Steinbeck, â€Å"The Chrysanthemums,†pp. 507-27.
Wednesday, October 23, 2019
Nike Ppt
â€Å"Greeks say when we go to battle and win,we say it is NIKE†INTRODUCTION TO NIKE †¢ Est. in 1960 in Oregon †¢ Phil knight and Bowerman- founder †¢ Started small and now has covered U. S and international markets †¢ Nike is now one of the biggest mfd. Of the world BACKGROUND †¢ Most of the factories are located in Asia including Indonesia,China,Taiwan,India Thailand,Veitnam,Pakistan ,Philippines and Malaysia †¢ Nike outsourcing contracts around 500 factories in 45 countries. Nike currently controls more than 45% of the US sportswear market.Background cont. †¢ The company initially operated as a distributor for Japanese shoe maker Onitsuka Tiger, making most sales at track meets out of Knight's automobile. †¢ The company's profits grew quickly, and in 1966, BRS opened its first retail store, located on Pico Boulevard in Santa Monica, California. By 1971, the relationship between BRS and Onitsuka Tiger was nearing an end. ANALYSIS OF C ASE STUDY †¢ Child labour †¢ Not satisfying customer needs †¢ Ignorance of mkt. trends AccusationsIn 1996-1997, Nike was accused of labor violations and human rights abuses in foreign countries (mainly Asian). Contrary Evidences †¢ Thousands of mostly young, female workers in Southeast Asia (Indonesia, Vietnam, China) were being exposed to reproductive toxins and suspected carcinogens. †¢ Some workers were not earning a â€Å"living wage†even though they work oftentimes 12 to 14 hours per day. †¢ Nike workers in Southeast Asia have suffered corporal punishment and corporal abuse. †¢ Nike young female workers have suffered sexual harassment. Nike workers in Southeast Asia have been forced to work overtime in violation of applicable laws. Core issue of Nike NIKE PRATICES CHILD LABOUR †¢ Children are not only the easiest to intimidate, they're also the cheapest workers. Twelve-year-old Tariq, one of thousands employed in Pakistan's soccer ball industry, which produces five million balls a year for the U. S. market, stitches leather pieces in Mahotra. He earns 60 cents a ball, and it takes most of a day to make one (Schanberg, 1996: 38).Silgi is only three. Her hands are so tiny she can't handle a scissors. But she started stitching soccer balls recently to help her mother and four sisters. Together they earn 75 cents a day working in their shanty home in Jullundur, India (Sidebar to Life Magazine Story, p 41 NOTE: There is a photo (Source) of a young girl dressed in town and soiled clothing next to the soccer ball clutching a needle and thread. The needle is longer than her fingers. †¢ CONSEQUENCES Nike executives have been targets at public place †¢ Students have pressed administrators and athletic directors to ban products that have been made under â€Å"sweatshop†conditions †¢ In 2002 an individual sued Nike, alleging that the company knowingly made false and misleading statements in its de nial of direct participation in abusive labor conditions abroad. REMEDIES †¢ Nike defended, through corporate news releases, full-page ads in major newspapers, and letters to editors †¢ Nike gave $1. million to the Washington D. C. based Fair Labor Association (FLA) †¢ In 2003, company employed 86 compliance officer †¢ But stigma of past practices remains emblazoned on its image and brand name. Nike’s Responses †¢ Nike responded with†¦ – Press releases – Letters to the newspaper – Personal letters to university presidents and athletic directors – Campus Visits – Independent audit of factories – Speak at conferences COMPILED BY AKRITI JHA DEEPTI SINGH TRIPTI SINGH
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