Free Essays on Theft Study

Research Design For the purpose of explaining why individuals participate in employee theft crimes, the researcher conducted a cross-sectional study over a period of four months. To select the target population the researcher requested a list of adult offenders convicted of larceny crimes in the Waterford County Courts as the target population. These offenders were sentenced to the Waterford County Office of Probation. Chief Probation Officer Joseph Wells provided the researcher with a list of 4,000 adult offenders convicted of misdemeanor larceny crimes within the past four years in Waterford County. They were sentenced to a period of supervised probation. For the purpose of this research study, employee theft, also known as internal theft is defined as, the unauthorized taking of money, merchandise or services from one’s employer. The term employee includes those working part-time, full-time and regular employees and managerial staff. As previously mentioned in the theoretical model, the researcher presented four independent variables that seek to explain why individuals are involved in employee theft crimes. Variable one, known as the lack of conventional values, summarized in the Social Bond theory by Travis Hirschi. Conventional values are recognized as the normal or acceptable behaviors recognized by law-abiding citizens. The absence or lack of these values makes and individual susceptible to committing criminal acts. Variable two is known as the negative influence of peers and summarized in principle three of Edwin Sutherland’s Differential Association theory. For this research study, the negative influence of peer s is recognized as pressure or compelling factors from one’s peers including co-workers to participate in employee theft crimes despite the possibility of apprehension and punishment. The lack of management supervision, variable three, is recognized as the absence of adequate internal controls in the form ... Free Essays on Theft Study Free Essays on Theft Study Research Design For the purpose of explaining why individuals participate in employee theft crimes, the researcher conducted a cross-sectional study over a period of four months. To select the target population the researcher requested a list of adult offenders convicted of larceny crimes in the Waterford County Courts as the target population. These offenders were sentenced to the Waterford County Office of Probation. Chief Probation Officer Joseph Wells provided the researcher with a list of 4,000 adult offenders convicted of misdemeanor larceny crimes within the past four years in Waterford County. They were sentenced to a period of supervised probation. For the purpose of this research study, employee theft, also known as internal theft is defined as, the unauthorized taking of money, merchandise or services from one’s employer. The term employee includes those working part-time, full-time and regular employees and managerial staff. As previously mentioned in the theoretical model, the researcher presented four independent variables that seek to explain why individuals are involved in employee theft crimes. Variable one, known as the lack of conventional values, summarized in the Social Bond theory by Travis Hirschi. Conventional values are recognized as the normal or acceptable behaviors recognized by law-abiding citizens. The absence or lack of these values makes and individual susceptible to committing criminal acts. Variable two is known as the negative influence of peers and summarized in principle three of Edwin Sutherland’s Differential Association theory. For this research study, the negative influence of peer s is recognized as pressure or compelling factors from one’s peers including co-workers to participate in employee theft crimes despite the possibility of apprehension and punishment. The lack of management supervision, variable three, is recognized as the absence of adequate internal controls in the form ...

Job Opportunities for Teaching English Abroad

Job Opportunities for Teaching English Abroad Over the past few decades teaching English abroad has become a career choice for many native English speakers. Teaching English abroad offers an opportunity to not only see the world but to also get to know local cultures and customs. As with any profession, teaching English abroad can be rewarding if approached in the right spirit and with your eyes open. Training Teaching English abroad is open to almost anybody who has a bachelors degree. If you are interested in teaching English abroad to broaden the horizons, theres really no need to worry about getting a masters degree in ESOL, TESOL. However, it is important to acquire a TEFL or CELTA certificate when teaching English abroad. The providers of these certificates usually offer a basic month long course that teaches you the ropes of teaching English abroad. There are also online certificates to prepare you for teaching English abroad. If you are interested in an online course, you can take a quick look at my review of i-to-i aimed at those interested in teaching English abroad. However, many people in the profession feel that the online certificates are not nearly as valuable as certificates taught on site. Personally, I think there are valid arguments that can be made for both types of courses. Finally, one important aspect is that many of these certificate providers also offer help in job placement. This can be a very important factor when deciding which course is right for you in your efforts to begin teaching English abroad. For more information on certificates necessary for teaching English abroad you can refer to these resources on this site: Getting a Teaching Certificate  - TESOL Teacher CertificationESL Teacher Training and Certification ResourcesGetting Qualified as an ESL Teacher Job Opportunities Once you have received a teaching certificate you can begin teaching English abroad in a number of countries. Its best to take a look at some of the more important job boards to check out the opportunities. As you will quickly find out, teaching English abroad doesnt always pay very well, but there are a number of positions that will help out with housing and transport. Make sure to check out these ESL / EFL job board sites when you start applying for teaching English abroad. Before you begin looking for a job, its a good idea to take a while to understand your own priorities and expectations. Use this advice on teaching English abroad article to help you get started. TEFL.com - Probably the site with the most jobs posted. ESL Employment - Another fantastic resource. Europe Teaching English abroad requires different documentation for different countries. For example, if you are interested in teaching English abroad in Europe, its very difficult to get a working permit if you are not a citizen of the European Union. Of course, if you are an American interested in teaching English abroad and are married to a European Union member, thats not a problem. If you are from the UK and interested in teaching English abroad on the continent - its no problem at all. Asia Teaching English abroad in Asia generally, offers many more opportunities to US citizens because of high demand. There are also a number of job placement agencies that will help you find work in teaching English abroad in Asia. As always, there are some horror stories out there, so beware and make sure to find a reputable agent. Canada, UK, Australia and the USA Its been my experience that the United States offers the fewest job opportunities of any of the native English speaking countries. That might be because of difficult visa restrictions. In any case, if you are teaching English abroad in a native English speaking country, youll find opportunities abound for special summer courses. As always, rates arent usually that high, and in some cases teaching English abroad also means being responsible for a certain number of student activities such as field trips and various sporting activities. Teaching English Abroad Long Term If you are interested in teaching English abroad for more than just the short term, you should consider further training. In Europe, the TESOL diploma and Cambridge DELTA diploma are popular options to deepen your teaching expertise. If you are interested in teaching English abroad at a university level, a masters degree in ESOL is certainly advisable. Finally, one of the best long-term opportunities for teaching English abroad is in English for Specific Purposes. This is often known as business English. These jobs are often on-site in various workplaces and often offer better pay. They are also much harder to find. While teaching English abroad, you may want to move in this direction if you are interested in teaching English abroad as a career choice.

Contemporary Quebec Nationalism Essay Example | Topics and Well Written Essays - 500 words

Contemporary Quebec Nationalism - Essay Example Among the main achievements of Quite Revolution, the health insurance plan and the education system should be noted. Daniel Johnson won the election as head of Union Nationale. He followed the same steps as those of Lasage but in different terms. He prepared the way of eliminating preferred reference of ethnicity as the major element when defining nationalism. Johnson preferred the sociological definition of the nation to ratify that the two countries exist in Canada. The nation duality did not depend on the ethnic origin but the culture of citizens. The liberation of the French-Canadian nation was enabled through the appropriation of the state. Rene Levesque founded the "movement souverainete-association† that later became "Parti Quebecois†. In 1967, Là ©vesque advanced a thesis that remained unchanged over years. The English Canada looked to simplify, rationalize and centralize powers to central government. The Quebec, on the other hand, went in the opposite direction. The nationalism that characterized the Quiet Revolution was on the basis of the dynamism of state action. In conclusion, nationalism has been sustained by the will to preserve and affirm the collectivity of the nation. Since the Quiet Revolution, Quebec has developed a nationalist ideology making the state of Quebec one of the major elements of identification of social, economic and political promotion of Francophone. Economically, francophones have been able to implement a network of financial, industrial and service businesses with the state’s support.

Emiratisation Thesis Proposal Example | Topics and Well Written Essays - 750 words

Emiratisation - Thesis Proposal Example By 2005, up to 29,000 nationals had registered in the national  job  seeking  body; among them were those who had never been employed while others had only had high school certificates and no further evidence of higher education.  The government sought to reassure nationals’ priority in the recruitment and hiring processes in the private sector by establishing laws compelling privately owned companies to  employ  nationals in case of any openings.  This move by the UAE government has given nationals an  entitlement  to jobs, which has, in turn, lead to them being unappreciative of their jobs and at the same time, employers do not  take  them seriously (Kerr 24). Imposing the employment of nationals to the UAE private sector has resulted in the nationals thinking possess the right to a job resulting in them becoming unmotivated and adopt a relaxed attitude towards the job.  This has  consequently  compelled  company  managers to  limit  the workload on nationals as the employers  consider  the former as  flippant  in performing their duties. In addition, these private companies have to pay hefty salaries to inexperienced University graduates who  demand  salaries above the more professionally  experienced  and  qualified  expatriates. Further to receiving hefty salaries, these nationals expect to receive  rapid  promotions despite their minimal  work  input  (Al-Ali 369). Such demands  place  company  managers at a disadvantageous  position  as they have to  balance  the company’s need for profitability against the fact that they cannot fire unproductive employees who are natio nals of UAE (Kerr 26). Providing employment to those poorly  qualified  and  inexperienced  is  detrimental  to the performance of companies and the economy as a whole. This is because this move impedes on business’ progress, which may lead to downsizing, compounding the problem that emiratization

Female Drill Sergeant Essay Example for Free

Female Drill Sergeant Essay Drill sergeant (DS) refers to the term that is used in United States military by the army, marine corps and air force. Becoming a drill sergeant can be through volunteering or by selection. The minimum status for attaining this state can only be at the rank of staff sergeant. Once a selected candidate, he/she should attend the Drill Sergeant School where he/she undergoes training on various aspects of the drill sergeant position. The historical start up of drill sergeant was in 1962. This followed a directive by the secretary of the army to his secretary who was Stephen Ailes to prompt a survey conduct of the recruiting process of the army corps. This survey took some long time and included surveys from the Air Force, Marine and the Navy training techniques. Various faults were found in the recruitment process and thus led to the position of the drill sergeant. The basic distinguishing feature for the drill sergeants was their hats. (http://www. jackson. army. mil/DSS/headgear. htm) However, since its inception in 1962, the position was not held by a female until 1972 where female drill sergeants were pronounced recruited and even given different hats than those held by their male counterparts. The design of their hat was done by Mildered C. Bailey who was a brigadier general. Beige was the first female drill sergeant hat though it was later replaced with one of dark green in 1983. Between 1984 and 1985, a proposal was made for an official switch by the female drill sergeants in having the same hat to what was owned by the male drill sergeants. On the same point, a larger group of female drill sergeants who were at TRAining and DOctrine Command (TRADOC) unit leveraged great opposition to the proposal. It was reciprocated by the Army Chief of Staff that the female drill sergeants were to continue in wearing the same female drill sergeant hats that they used to wear. The female drill sergeant started in the late of 1971 when the continental army commandant received an official approval as permission from the army chief of staff to propagate inclusion of females in the drill sergeant state program. Starting in the February of 1972, the program saw promotion of six female non-commissioned officers in the program. They underwent thorough training after which they were given the mandate of their positions as female drill sergeants. In the United States, the female drill sergeant refers to a non-commissioned officer within the armed forces. She has the duty of participating in the initiation of the recruitment process of new recruits who enters the military. In the recruitment process the sergeant is supposed to follow the legal provisions and jurisdictions of the practices and customs of the military forces. The inclusion of the female drill sergeants in the army since 1971 was a significance factor that helped in shaping the nature of the army. Equality was signified after breaking the traditions that ignored females in the position of drill sergeants. (http://www. armystudyguide. com/content/Drill_Sergeant_Resources/drill_sergeant_information/female-campaign-hat. shtml) Like the male drill sergeants, a female drill sergeant is usually held responsible in the behavior, military education and warfare of the army recruits assigned to her. She is therefore supposed to provide full support during the initial period of the training process. They are paused with various responsibilities of ensuring physical training, weapons training and the military discipline. Their service delivery and the protocols to follow while at their service delivery is guided by the drill sergeant creed which they should follow. Generally, this is a guiding formula towards their capacities. The three levels of the army, that is the marine, air force and army have different sets of such a creed though their intention is made to serve and secure almost the same set of guidelines for the female drill sergeants. Conceptually, female drill sergeants at the three levels of the military army are also subject to different duties and different training requirements. Due to the different requirements of these military professional levels the training needs and the roles of the female drill sergeant has been different. However, the general role across the board for all levels for these female drill sergeants has been to monitor the training process of the new recruits and guiding of such training needs. (http://www. wood. army. mil/mncoa/dss/history. htm) Since the provision of female drill sergeants in 1971, the position of female drill sergeants have been legally constituted and especially with the growing demand for army professionals. However, the position has always been competitively bided and requires both physical and academic competencies. The number of the current female drill sergeants has been seen to increasingly expand and giving more opportunity for the female participation in the position. The currently changing social structures and need for human security has endorsed a credited place for the female drill sergeant. The current military environment has even mandated her with supervisory and command powers at her capacity for those she is training. Therefore, historical provision that allowed only male drill sergeants was disregarded in 1971 after visualizing the productive capacity that women could play in the military. Elsewhere, the growing demand of equal employment opportunity was significant for this change. Currently, female drill sergeants continue to enjoy equal opportunities like their male colleagues in their position. Reference History of Drill Sergeant. Retrieved on 25th August 2008 from http://www. wood. army. mil/mncoa/dss/history. htm Female Drill Sergeant Campaign Hat. Retrieved on 25th August 2008 from http://www. armystudyguide. com/content/Drill_Sergeant_Resources/drill_sergeant_information/female-campaign-hat. shtml Drill Sergeant School. Retrieved on 25th August 2008 from http://www. jackson. army. mil/DSS/headgear. htm

The Fall of Man :: essays research papers

Alienation: The Fall of Man through the Breaking of Moral Law Is it possible to attain or remain in a state of true happiness when you break a moral law? To many of us, road signs have been handed down through the generations and are posted clearly as the 10 Commandments delivered to us through Moses. These commandments are generally viewed as religious moral laws, but can they be viewed also as natural laws of morality for all to heed regardless of religious belief? Consider the chaos if we inverted their intended meaning, remove the word ‘not’, and apply ‘Thou Shall Kill’ or ‘Thou Shall Commit Adultery’, as new commandments. Would these new commandments conflict with natural laws of morality? The story by Andre Dubus, â€Å"Killings†, and Anton Chekhov, â€Å"The Lady with the Pet Dog†, show alienation as a horrible consequence we can suffer when a moral law is broken. In the story, â€Å"Killings†, Dubus reveals in detail, the alienation Matt and Ruth experience after Matt executes the revenge murder. In Chekhov’s story of â€Å"The Lady with the Pet Dog†, Anna and her lover, Dmitri, become familiar with alienation after they begin their extra-marital affair. The stories are completely different, however, the authors carefully guide us on a journey into brokenness and deep sadness, only to witness a deeper tragedy of self-imposed imprisonment: Alienation. Alienation caused by grave wrongdoing. Dubus and Chekhov give us insight to the effects of breaking a moral law by directly showing us how we can be impacted when we commit murder or commit adultery. Breaking moral law is shown to alienate us in ways we may not straightforwardly anticipate. In both stories, the protagonists are alienated from any notion of a supreme being. This is shown extensively through setting, tone, and action showing how the protagonist hide from their surroundings, especially from the events that are occurring or are about to occur. In â€Å"Killings†, Matt’s alienation from a supreme being begins within him at the time he begins to carry a gun, a gun that he must conceal, else face possible prison time. Matt’s friend Willis points this out when he asks, â€Å"You got a permit?†, when Matt responds that he doesn’t, then Willis seems to warn Matt, â€Å"†¦ you could get a year for that† (85), directly pointing out to him he’s breaking a law. Matt knows that for, â€Å"He had always been a fearful father† (88), and even though he still demonstrates a respect for nature and a love for his family, he now behaves indifferently about the potential consequences.

Moby Dick Essay Essay

Moby-Dick is a novel of darkness. Though Melville did not intend it, his story, I find, can only be read at night by a dim light on my patio, looking out over the starlit desert. As I read, I sense the darkness of his story. I am not moved to fright or horror by it, but I feel those shadows move in. Psyche is near but not yet touchable. Something is missing, at least if you’ve only read to Chapter 40. There is darkness, jocularity, hints of imminent catastrophe, and pleasant old English to be read. The story is only just developing. Ahab, Ishmael, Starbuck, Stub, Flask, and Moby-Dick: all of these characters are well known in our modern, literary world. Ishmael’s narrative sets their qualities clearly, but this is only a tool of literary character development. The reader is not drawn into the horror that has occurred (Ahab’s dismemberment) or into the horror to come until Chapter  41. We are faced with Ahab’s madness in Chapter 36 and, with Ishmael; we stand in awe of the power of the man, overlooking the depth of his madness. Chapter 41—curiously named by the title of the book—finally brings the horror to reality as Ishmael personifies the shadow within Moby Dick- the whale, and the madness in Ahab. Moby-Dick, the White Whale itself, is only a representation of the sperm whale species so clearly unique and delineated by Melville in earlier chapters. It is difficult to be either drawn to him—Moby-Dick—or repelled by him. That can only happen once the whale becomes the personification of the psychological Shadow. When we personify something, we move it closer to its archetypal meaning. In this essay, Moby-Dick becomes the personification of Shadow in all of us. Within that Shadow are found fear, vengeance, ferocity, and murderous rage. Personification by itself is not enough. Moby Dick is used as a vessel by the shadow, and once the Shadow is contained by the image of Moby-Dick, anyone with knowledge of archetypal images can clinically dissect it and, thereby, miss what Melville is trying to accomplish: linkage of the archetype to the insane Ahab. So the archetype is doubly personified, first in the embodiment of the White Whale, then in the humanity of Captain Ahab. Shadow exists in the presence of humanity, insane or not. If we are to understand madness, it must be personified. As the chapter opens, Ishmael ponders over his own participation in the excitement generated by Ahab’s grandiosity. Transference has occurred and now Ishmael senses, â€Å"A wild, mystical, sympathetically feeling†¦; Ahab’s quenchless feud seemed mine†¦Ã¢â‚¬  (1967, p. 155). The counter transference is manifested in the arousal of the crew to do Ahab’s bidding. Before that can happen, though, Moby-Dick must become real. Ishmael relates the factual calamities caused by the sperm whale then, the rumors running widespread throughout the â€Å"fishery. †Ã‚  Ã‚  He points us to these facts and rumors and further says that it is not surprising that â€Å"whalemen should go still further in their superstitions; declaring Moby-Dick not only ubiquitous, but immortal (for immortality is but ubiquity in time)†¦Ã¢â‚¬  (1967, p. 158). Ishmael cites contemporary authors who rave of the ferocity of the Sperm whale saying even sharks nearby are â€Å"‘†¦struck with the most lively terrors’ and ‘often in the precipitancy of their flight dash themselves against the rocks†¦Ã¢â‚¬â„¢Ã¢â‚¬  (1967, p. 57). These contemporary authors begin the process of personification. The whale seems to live in rage and fury. The â€Å"phantom† of fear and threat from the white whale strikes animals into their instincts to be fearful of such a mysterious thought. The sharks indeed can be personified as Ahab and his crew, fearful of the whale and the shadow within it. Moby Dick has been shown to hold the Shadow and all the malicious implications of that Shadow. Our fears and terrors now have a point—the whale, in space and time upon which to hang. In some strange way, our fears and terrors have an altar upon which we can sacrifice them. The whale becomes the god and, like Ahab, we point to it as source and origin of all that ails us, consciously and unconsciously. The whale/Shadow lives each day with us. We have reflected, as Ahab has, on its presence and now contemplate its destruction. The moral here is about to be conveyed through the character of Ahab, as his emotions represent the act of emotional self-defense. According to Sigmund Freud, The mind may avoid the discomfort of consciously admitting personal faults by keeping those feelings unconscious, and by redirecting libidinal satisfaction by attaching, or â€Å"projecting,† those same faults onto another person or object, which in this case Ahab projects those faults on Moby Dick, the white sperm whale. And now we turn to Ahab. Ishmael presents us with one telling sentence: â€Å"The White Whale swam before him as a monomaniac incarnation of all those malicious agencies which some deep men feel eating in them, till they are left living on with half a heart and half a lung. (1967, p. 160) As with many a madness, Ahab suffered a physical trauma. He lived through the physical healing of that wounding but â€Å"his torn body and gashed soul bled into one another; and so interfusing, made him mad. † (1967, p. 160)  Ã‚  Ishmael incorporates poetic speech in his attempt to say that this madness personified in Ahab could afflict any of us. The soul of a human is affected by physical punishment such as humiliation penetrates the mental state of mind of the victim. One, in act of self-pity, will act upon the most dangerous undertaking to remove the humiliation from their mental state. Ahab comes to personify Madness itself as evinced in his ravings to the crew, his introspection in Chapter 37, and now by Melville’s delineation of the onset of that madness, in the voice of Ishmael. The reader makes this move, not Ishmael. Our own Shadow points to Ahab instead of inwardly; Ahab are substance, which will hold our conception of our own potentiality to madness. We nod our heads in affirmation of Ishmael’s narrative as he talks of â€Å"this grey-headed, ungodly old man, chasing with curses a Job’s whale round the world, at the head of a crew, too, chiefly made up of mongrel renegades, and castaways, and cannibals†¦Ã¢â‚¬  (1967, p. 62). It is Shadow that drives this Captain beyond his ability to understand. So Shadow stands now doubly personified in whale and man. The shadow which presents itself through a man’s raging passion subconsciously pushes a victim to think and act beyond the norm to rid our minds of that threatened psyche and the burning fire of revenge in the human soul. We have seen the psychology in this fiction. Now ask: where resides this fiction in psychology? Don’t let the enormity of this story cloud the metaphor. This happens every day in the consulting room. Personification of Shadow gives the client the means whereby to heal. The therapist must recognize the opportunity and make the most of it. It is Psyche that has allowed the presence of Shadow in the consulting room. It is Psyche that allows Shadow to walk with Healing. I have only told the beginning of this story within the story. Once personified, how will the madness and malice come to conflict? Who will win? We all know the story of  Moby-Dick. But have we ever stopped to think that its ending is  not  one of catastrophe, but one of integration?

Facts on Canada’s CN Tower

During Toronto's building boom in the early 70's, a serious problem was developing. People were experiencing poor quality television. The pre-skyscraper transmission towers of Toronto stations were simply not high enough anymore.As office buildings were reaching higher and higher, the video reception and radio signaq got weaker and soon became alomst inpossible to recieve. Signals from Toronto and from Buffalo, New York were bouncing off the buildings. As a result viewers often saw a weaker station superimposed over another. So the were watching two shows at once. It became clear that they needed a antenna that would not only be taller than any building in the city, but one that would be taller than anything that would probably ever be built. Today, the microwave receivers which pull in distant signals are about 305 metres or 1000 feet up (inside that white donut-like thing), and the top of the transmission antenna is 553.33 metres or 1815 feet 5 inches high (that's the very top).Because of this, we enjoy some of the clearest TV and radio reception in North America. An extra little tidbit you may not have known: It wasn't until late in the design process that the architects decided to turn the Tower into a Tourist Attraction. The CN Tower was built by the Canadian National Railway. Opened to the public on June 26, 1976 Official opening on October 1, 1976 Adjusted cost (1997 dollars): $250 million Number of construction workers: 1,537 Total weight of the Tower: 117,910 metric tonnes (130,000 tons) Volume of concrete: 40,523.8 cubic metres (53,000 cubic yards) Reinforcing steel: 4,535 metric tonnes (5,000 tons) Structural steel: 544.2 metric tonnes (600 tons) Number of elevators: 6 (including 2 which officially opened March 20, 1997) Speed of elevators: 6 metres/second (20 feet/second) Slow speed of elevators (in high winds): 1.5 metres/second (5 feet/second) Attendance: about 1.8 million per year Total staff (off season): approximately 400 Total staff (peak season): approximately 550 Maximum sway in 190 km/h winds with 320 km/h gusts (120 mph winds with 200 mph gusts): Antenna: 6 ft., 8 in. from centre Sky Pod: 3 ft., 4 in. from centre Tower Sphere: 1 ft., 7 in. from centre Thickness of windows: Outer pane – 9.5 mm (3/8 inch), inner pane – 6.4 mm (1/4 inch) Capacity of 360, The Restaurant at the Tower: 400 people Time it takes to revolve once: 72 minutes Capacity of Horizons Cafe: 500 people Broadcast Facilities: UHF, VHF Television; FM Radio; Microwave Transmissions; Fixed Mobile Systems Companies that broadcast from the Tower: CBC Channel 5 & 25, CFMT 47, CFTO 9, City 57, Global/CIII 41, TV Ontario 19, LOOK Communications (Digital), CHFI/Rogers, CFNY FM, CHIN FM, CHUM FM, CILQ FM, CJEZ FM, CJRT FM, CKFM FM, Bell Canada, Cantel, Motorola, TTC Thickness of The Glass Floor: 2 1/2 â€Å". Layers, from the top down: 3/16†³ scuff plate (replaced annually) Two 1/2†³ layers of clear tempered glass, laminated together A one inch layer of air (for insulation) Two 1/4†³ layers of clear tempered glass, laminated together Size of each panel: 42†³ by 50†³ Load tests are performed annually on each panel to ensure safety Toronto certainly does, and we appreciate the time the following groups and publications recently took to honour the CN Tower: The CN Tower extends congratulations to II by IV Design Associates partners Dan Menchions and Keith Rushbrook in winning the following design awards from the Assocation of Registered Interior Designers of Ontario (ARIDO):†Designers of the Year†, GOLD for Public and Institutional Spaces: CN Tower – Public Circulation Space, SILVER for Retail Spaces: CN Tower – Market Place Retail Centre, SILVER for Restaurants and Bars: CN Tower – Market Place Cafe City Parent, A Metroland Newsmagazine For City Families chose us as the ‘Best Tourist Attraction in Toronto' in the Fourth Annual Readers Selection Awards Voted the â€Å"Best Place to Take Out-Of-Towners† by Eye Magazine American Society of Civil Engineers, who accredited us as being one of the ‘Seven Wonders of the Modern World' Guinness Book of World Records changed our status to ‘World's Tallest Building and Free Standing Structure' and highlighted us on the cover of their 1996 Edition NOW Magazine – Best Place to Impress Out-of-Town Visitors Toronto Sun Readers' Choice Awards – Favourite Toronto Attraction International Association of Amusement Parks and Attractions Brass Ring Award – #1 Radio Campaign for Attractions World Wildlife Fund of Canada – Bird Friendly Building Award Federal Energy Innovator Award for recognition of innovative leadership in the pursuit of energy management opportunities Toronto Tourism Award – Ontario SuperHost for Staff Training & Education International Digital Media Awards – Gold for Best Kiosk/Installation for EcoDek Environment Canada – Great Lakes Raptor Recovery Plaque Tourism Toronto Award – Best Attraction, 1995.

My Deepest Fear Essay Essays

My Deepest Fear Essay Essays My Deepest Fear Essay Essay My Deepest Fear Essay Essay Essay Topic: Deep One of the biggest lies of all time told is that slumber is the best speculation. For as I lie down to rest each dark. I toss and turn for hours on terminal. troubled by the happenings of each twenty-four hours. overwhelmed by the errors I’ve undeniably made. and haunted by the errors I will doubtless do tomorrow. The restlessness caused by my insecurities neer ceases to get the better of me. And in an effort to get away the experiential panics of being. I write. Until my diary is filled to the end†¦until my eyes easy descend. I write†¦ I have been reading since I was two old ages old. Because it is by and large non in the nature of yearlings to grok modest literary plants. I did non read books. Alternatively. I read my milieus. analysing both periods of pleasance and pieces of disparity. subconsciously retaining non the former but the latter. And as books come to life in the head. mirroring gesture images. I remember my childhood as such. Watching my female parent. so immature. being beaten by legion â€Å"boyfriends† proved damaging to my guiltless mind. Not merely were these work forces crushing her. they were crushing this thought of normality into my caput that I’d sum to nil greater. I’d achieve nil more than what my female parent had. holding had two kids at 18 with no high school sheepskin to decrease unforgiving fortunes. And I sit in school feeling as if my dreams. at the really root of them. hold dried up like raisins in the sun†¦I sit in my categories penetrating my fate so intently that I am simply feigning to understand what is being taught. Therefore. despite the words of the august Nelson Rolihlahla Mandela. my deepest fright is. in fact. that I am unequal. I fear that I am non good plenty and the undertaking of confuting this apprehension has been backbreaking. cognizing that every twenty-four hours. something has tried to destruct me and has merely fallen short. And I am diffident if this item is worthy of jubilation. And I wonder†¦has my tegument colour betrayed me? Has my inkiness. this skin color which I was taught to happen so beautiful. stricken me with the imprecation of holding to turn up in a poorness consumed vicinity. dependent upon the authorities to house and feed me ; the same vicinity that gunned my male parent down and took the lives of several of my equals. It can’t be†¦that my skin color has become so obvious that I am invariably holding to alter my frock. and adjust my tone to suit the demands of a disapproving bulk. Some position my sable race with contemptuous oculus. My colour is a devilish dye†¦to those who don’t see. that I am human first before I am black. Or is my sex the perpetrator? Has my being a adult female determined my destiny? Because as a member of an intersectional community it is known all excessively good that I am stricken by these procedures of sexism. and subjugation ; non working independently of one another. but interconnected. organizing a kind of junction. or intersection. of mul tiple signifiers of favoritism. But this can’t be†¦because harmonizing to female parent Maya Angelou. I am a adult female phenomenally†¦ And I know all excessively good that the caged bird sings for freedom. I have been so long stricken by the rough worlds of my upbringing†¦and I have been so long weltering in self-pity that I have forgotten my heritage and it shames me. Kings and Queens of Africa inhabit me. Affonso and Amina. Idris and Makeda. who are my ascendants. would certainly be affronted to cognize that I have non realized what it has been in my nature to make: get the better of. defy. and amaze. And it is here that my African roots assert themselves. coercing me to mount the foothills of my uncertainty. the mountains of my false lower status. and extremums least traveled by. And as I stand at the precipice of life’s enigmas. this Pennsylvania State University precipice. I am all of a sudden intertwined with a household consummated non merely of the people of my fatherland. Africa. but of the woods of Asia. the Waterss of the Caribbean. the jungles of South America. and the mountains of Europe†¦these people of changing colourss. sexes. and civilizations who have defied quandaries much different than my ain. And we stand. hushed. equal. en masse. And it is here that I hear Mr. Mandela speak to me. â€Å"As we are liberated from our ain fright. our presence automatically liberates others. † †¦whether it be those of our ain lineages†¦or those of line of descents wholly dissimilar.

Chemical Physical Changes

Chemical Physical Changes Chemical and physical changes are related to chemical and physical properties. Chemical Changes Chemical changes take place at the molecular level. A chemical change produces a new substance.  Another way to think of it is that a chemical change accompanies a chemical reaction.  Examples of chemical changes include combustion (burning), cooking an egg, rusting of an iron pan, and mixing hydrochloric acid and sodium hydroxide to make salt and water. Physical Changes Physical changes are concerned with energy and states of matter. A physical change does not produce a new substance, although the starting and ending materials may look very different from each other. Changes in state or phase (melting, freezing, vaporization, condensation, sublimation) are physical changes. Examples of physical changes include crushing a can, melting an ice cube, and breaking a bottle. How to Tell Chemical Physical Changes Apart A chemical change makes a substance that wasnt there before. There may be clues that a chemical reaction took places, such as light, heat, color change, gas production, odor, or sound. The starting and ending materials of a physical change are the same, even though they may look different.

Communication Disorders Assignment Example | Topics and Well Written Essays - 1000 words

Communication Disorders - Assignment Example So you need to adopt various skills and have knowledge about your profession and the tact of dealing efficiently. There is the need to improve upon the teaching practices by CART providers. It has been seen that most of the services are provided for graduate as well as under graduate levels. Professionals in this area need to cater various informal areas too. The association between student ands professionals should be made strong to gain better outputs. There should be more access for deaf and HH to lab settings etc. "while students can get support for classroom lectures, they find less possibility of access to study groups, lab settings, and other forms of information exchange outside the classroom." It is high time to treat graduates and under graduate students differently considering their level of experience and knowledge. Support for the growth in their careers rather than providing simple academic knowledge will be catered in future as well. More deaf and HH students will be encouraged towards opting different fields as careers as biomedical sciences, researching, vocational courses etc. It can be done by arranging an inventory of role models and speakers as well as deaf or HH scientists to share their scientific pursuits, training history etc. to encourage them. Various colleges offer the courses for learning and improving upon the knowledge imparting skills to deaf and HH people or students as STSN- Speech to Text Services Network, National Verbatim Reporters Association (NVRA), PepNet etc. So, the above mentioned improvements need to be catered upon in future for the benefit and growth of deaf and HH people. Sources: 1. National Institute on Deafness and Other Communication Disorders. 21 OCT, 2002. 2. Classroom Text Delivery Methods for the Deaf & Hard-of-Hearing.