Songs of Innocence and Experience by William Blake :: essays research papers

Songs of Innocence and Experience. (1794) by William Blake Songs of Innocence Introduction Piping down the valleys wild Piping songs of pleasant glee, On a cloud I saw a child, And he laughing said to me: Pipe a song about a Lamb: So I piped with merry chear. Piper, pipe that song again - So I piped: he wept to hear. Drop thy pipe, thy happy pipe, Sing thy songs of happy chear: So I sung the same again, While he wept with joy to hear. Piper, sit thee down and write In a book that all may read - So he vanish’d from my sight And I pluck’d a hollow reed, And I made a rural pen And I stain’d the water clear And I wrote my happy songs, Every child may joy to hear. The Shepherd How sweet is the Shepherd's sweet lot! From the morn to the evening he strays; He shall follow his sheep all the day And his tongue shall be filled with praise. For he hears the lambs innocent call, And he hears the ewes tender reply. He is watchful while they are in peace, For they know when their Shepherd is nigh. The Ecchoing Green The Sun does arise And make happy the skies, The merry bells ring To welcome the Spring: The skylark and thrush The birds of the bush Sing louder around To the bells' chearful sound, While our sports shall be seen On the Ecchoing Green. Old John with white hair Does laugh away care Sitting under the oak Among the old folk. They laugh at our play, And soon they all say: Such, such were the joys When we all girls & boys In our youth-time were seen On the Ecchoing Green Till the little ones weary No more can be merry, The sun does descend, And our sports have an end: Round the laps of their mothers Many sisters and brothers, Like birds in their nest, Are ready for rest: And sport no more seen On the darkening Green. The Lamb Little Lamb, who made thee? Dost thou know who made thee? Gave thee life & bid thee feed By the stream & o'er the mead: Gave thee clothing of delight, Softest clothing, woolly, bright: Gave thee such a tender voice, Making all the vales rejoice: Little Lamb, who made thee, Dost thou know who made thee? Little Lamb, I'll tell thee, Little Lamb, I'll tell thee: He is called by thy name For he calls himself a Lamb. He is meek & he is mild, He became a little child: I a child & thou a lamb, We are called by his name: Little Lamb god bless thee, Little Lamb god bless thee! The Little Black Boy My mother bore me in the southern wild,

Defining Race and Ethnicity Essay

The term â€Å"race† means to me a group of people with the similar backgrounds and cultures. Race can also be defined as a species of people. Society defines race as the color of your skin but this is a myth. Race is more than the color of your skin; it is your lineage and heritage. It is who you are. The term â€Å"ethnic† means belonging to races or nations based on distinctions of race or ethnological. Ethnic is when you relate to a sizable group of people and share a common and distinctive racial, national, religious, linguistic, or cultural heritage. When I hear the word ethnic, I associate it with the race of black people. I’m not sure why but somewhere in my life, this was instilled in my mind. I have read somewhere that this word means heathens. I don’t agree with this analogy of the word but society has labeled this word to mean something bad. Ethnic has also been defined as a group of people who denounce Christianity. These concepts are important in today’s society because of the issues of racism and prejudice. People should not be classified by the color of their skin but by their citizenships. All people that were born in America should be classified as Americans alone, not White, Blacks, Latinos, Mexicans. These terms border on the issue of prejudice and racism. This is a very touchy subject and one has to be careful not to offend anyone when addressing these issues. It is important that when people are classified by race, that the proper terms are use when identifying these groups. Some black people prefer to be called â€Å"African Americans† rather than black and vice versus. Prejudice is a big issue in our nation and needs to be overcome. No one wants to be discriminated against no matter what their race or ethnic background is.

Employment Rights and Responsibilities Template Essay

Information about Employment Rights and Responsibilities ERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ. There are a number of evidence sources for ERR and these can include: †¢ Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) †¢ Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. †¢ Some technical certificates include an externally tested ERR module, which will cover the ERR. How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document? The document includes the required standards in the same layout as the National Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK? Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate. What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for both levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworks The Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: †¢ The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen †¢ Areas of the Technical Certificate will also cover parts of the ERR †¢ Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill) Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. |The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. † | | | |This must conform to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. |Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook. Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | | The health and  safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. |covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-working |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components |Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours etc. ) | | |What should be done when changes in the contract are needed (e. g. changes in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | | The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e.g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. gender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g. Seasonal workers in busy times, such as | | |Christmas) | | |. What your  working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | |Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is and your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | |Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. | |Responsibilities |The procedures you must follow to report a grievance | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | |Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to team activities |. |Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading images from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 |. |NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. uk | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |Department for Education |Overall responsibility for education in England |www. dfes. gov. uk | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |. www. drc-gb.org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. com | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. uk | |Executive | | | |Information | Data Protection and Freedom of Information |www. informationcommissioner.gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. info | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |. If you have any comments or queries regarding this workbook, please email ben. sweetman@e-skills. com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | |Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

Learning Analysis

I wanted to apply for a job maintaining databases; however, the company I was applying for used a different program which I needed to learn before being considered for the application. Although I had no assurance of being hired, I bought the program and the book and resolved to learn the program on my own. Whether I get the job or not, I have learned something new to add to my rà ©sumà ©. In my Human Resources Management class, we were taught that the best way to gather information about the prospective applicant is to look at their rà ©sumà ©Ã¢â‚¬â„¢s and that it is often the most used preselection tool. A rà ©sumà © that is complete and presents current information about one’s qualifications and skills will get the most points during selection (Newell & Scarborough, 2002). Moreover, it is also important that when a skill or expertise is listed on a rà ©sumà © it is actually verifiable and that one could demonstrate it if needed.This meant that if I really wanted that job, I should be able to master this program or be able to work with it before I submit that application letter. I approached the task with a sense of urgency since the deadline for the application was in a week. I recalled that in the recruitment process, it is important to have a time frame of the recruitment activities as sometimes the need for an applicant to the position is immediate (Newell & Scarborough, 2002), since the time frame for the application process was in a week, I figured the company must really be in a hurry to fill the job vacancy.A vacancy in the company can be brought about by external turnovers, where the employee voluntarily leave the company, or an internal turnover, where the employee is promoted to a higher position (Mathis & Jackson, 2006). Database administrators usually work alone and it is a very specific job that its job description is basically about how to enter and update information in the company’s database and based on this, I deduced t he former employee of the company I was setting my eyes on resigned. Voluntary resignations often occur because of the need for better paying jobs, job dissatisfaction, disagreement with the management and a whole lot more. However, it would be too much of me to think so far ahead about the reasons why the former database administrator left; it’s the case of counting the rotten eggs even before finding the hen.I was in the middle of my thoughts when I realized that I was not yet working on the program. So I proceeded to install the program on my computer and scanned the guidebook to familiarize myself with the icons and the layout of the interface. Setting up the program on my computer was easy; I followed the instructions carefully and installed the software tutor to help me. Then, I had the book of instructions and proceeded to punch out some commands and clicked on the icons on the screen in front of me. Then after 10 minutes, I realized I was not learning anything!I could not make heads or tails about what the program was about really, and it was like a tangle of senseless letters and numbers. Besides, my head was spinning from straining my eyes at the monitor and then looking at the guide book and asking help from the program tutor. In this predicament, I found myself looking back at the human resource management theories that I took up this semester at the university. HR concepts and theories are actually valuable instruments that would help organizations become productive (Ulrich& Brockbank, 2005)I remembered that motivating people to learn something new or to have them attend skills training is one of the most difficult tasks that an HR manager have to face. Research had found that employees willingly attend trainings and workshops since it would free them from their daily work routines, however, whether they learn anything from it or not has not been established (Kraiger & Ford, 2006). Although, researchers agree that an employee who have posit ive attitudes towards the training program would likely benefit more from the training while a negative attitude towards the training sessions would mean that the possibility of learning has already been blocked. Designing an effective training program should be based on motivation theories and adult learning.Motivation theories indicate that in order for the individual to accomplish a task, the goal itself should be one that the individual values (Mathis & Jackson, 2006). This would mean that the training should be one that is related to the work tasks of the employee and that it could be perceived as an opportunity for growth and development. Training activities should also be designed to provide opportunities for the participants to succeed and feel that they are competent, thus, if the skills training is about making performance evaluation instruments then the participants could be asked to make their own instrument and input can be given in how to make performance evaluations w hich would either validate the participants skills or teach them new ones.The needs theory of motivation also says that trainings should answer a need; this means that the employee will perceive the training as personally important to him/her if it satisfies a need. The need for growth, for achievement, for competence and for affiliation is answered by training programs. When an employee is required to attend a training workshop, it tells him that the company wants him to become better at his job, that they care about his personal quest for professional growth, and that the company is looking after their employees (Pfeffer &  Veiga, 1999). Aside from motivation, a key factor in effective training programs is adult learning theories.The effectiveness of trainings and workshops is measured by the amount of skills transferred from the training to the actual job (Kraiger & Aguinis, 2001). However, literature says that training effectiveness in terms of learning transfer has not been a dequately studied due to the difficulty of monitoring learning in the workplace. Adult learning theories suggests that adults learn experientially, that is by doing and applying what is being taught (Nkomo, Fottler & McAfee, 2005). Thus, if the skills being taught are customer service courtesy, it would be more effective if the skill is taught using role playing techniques and applying it to real life situations than if it was just taught using lectures.Moreover, learning happens in a continuum, one being effective learning and remembering and the other is end is forgetting and decay. Thus, trainings should be given periodically, it should not be a one-shot deal where you would expect that everything is learned and that it should not be repeated (Salas,  Cannon ­Bowers,  Rhodenizer  &  Bowers, 1999), however it makes no sense to train employees on something that they do not need or one that is not relevant to their jobs. After, this musings and theoretical exercise, I went back to my database program and begun learning it in a different approach.First off, I delegated a time for my learning schedule that is on the same time everyday, then I chose between the guide book or the tutor to help me since using both would be confusing and exhausting. From what I learned on adult learning, the training session should be interactive, one that I can work on and see concrete results or outputs, so settled for the tutor and ditched the guidebook. Second, on my first session, I read the introductory part of the program and had the tutorial run to give an overview of the program, because the HR texts said one must first understand what the training is for and where it could be used to make the person’s job easier or more meaningful.The tutorial was interactive so I got to associate the different commands with its specific functions and I remembered it easily because I could visualize the icon, no wonder programs have icons, it makes the manipulation of the program simpler. After several tutorials I then proceeded to work on the program on my own, I printed the sample exercises and then proceeded to work on the database using the exercises and if I could not make sense of it, I then asked the tutor for help.The best thing about the activities was that it worked on an actual data, although it was fictitious, I had something to work with and could treat them as real. What was gratifying was that every time I was able to complete an exercise and produce the output exactly as it was presented in the training program, I felt I accomplished something and I was sure that I was really learning. At present, I am still on the third chapter but it has been a good run, and that job application seems to be on the positive side since many of those who applied are also not familiar with the program.ReferencesKraiger, K. & Ford, J. K. (2006). The expanding role of workplace training: Themes and trendsinfluencing training research and practice.   In L. L. Koppes (Ed.), Historical perspectives in industrial and organizational psychology.   Mahwah, NJ:   Lawrence Erlbaum Associates.Kraiger, K. & Aguinis, H. (2001). Training effectiveness: Assessing training needs, motivation,and accomplishments.   In M. London (Ed.), How people evaluate others in organizations:   Person perception and interpersonal judgment in I/O psychology.Mathis, R. & Jackson, J. (2006). Human resource management 11th   ed. Boston:Thomson/Southwestern.Newell, H. & Scarborough, H. (2002). HRM in Context – A Case Study Approach. London:Palgrave.Nkomo, S.,   Fottler, M. & McAfee, R. (2005). Applications in human resource management:Cases, Exercises, and Skill Builders 5th   ed. Boston: Thomson/Southwestern.Pfeffer,  J.,  &  Veiga,  J.F.  Ã‚  (1999).  Ã‚  Putting  people   first  for  organizational  success.   Academy  ofManagement  Executive,  13,  37 ­48.Salas,  E.,  Cannon ­Bowers,  J.,  Rhodeniz er,  L.,  &  Bowers,  C.  (1999).  Training  inorganizations:  Myths,  misconceptions,  and  mistaken  assumptions.  Research  in  Personneland  Human  Resources  Management,  17, 123 ­161.Ulrich, D.& Brockbank, W. (2005). The HR Value Proposition. Boston: Harvard BusinessSchool Press.

Swallows and Amazons, or the Sporting Exception to the Gender Case Study

Swallows and Amazons, or the Sporting Exception to the Gender Rcognition Act - Case Study Example In that regard, the Gender Recognition Act 2004 therefore maintained that transgendered individuals be denied the opportunity to take part in sporting activities if their involvement is not encouraging to either ‘safety’ or ‘competitive fairness’. This paper reflects on the rights of the transgendered personalities, and specifically what the United Kingdom’s Gender recognition Act 2004 purports in regard to sports’, and the law’s, obscurity in obliging their participation in sports. This paper will therefore focus on the Section 19 of the Act. The s.19 of the Act facilitates various sporting bodies in prohibiting transgendered people of participation on the grounds of their ‘safety’ or ‘competitive fairness’ (Jack, 2006). This will be supported by the fact that neither ground can be established in the light of both the existing case law in transgender rights accompanied by the existing position of therapeutic ac quaintance. The possibility that s. 19 otiose is in part a consequence of being a hastily drafted provision and lately inserted to appease the sports lobby and its mouthpieces in the House of Lords. This paper is thus, a social and legal study on the Swallows and Amazons, Or the Sporting Exception to the Gender Recognition Act. ... re scrutinized, labeled and categorized in preparedness for their own, ‘Special’, Olympics at a particular moment when the informed harmony has undeniably moved away from the medical model of disability (Peter, 2005). The individuals whose bodies are outside the norms of sex gender due to their innate biology or due to the fact that they eschew the paradigm of normal manliness or femininity. Also the heterosexuality imperative that are faced with unique challenges: struggles over the sporting body which led to litigation by for instance, pregnant participations or female boxers with the aim of determining and relation of an acceptable level of the male hormone amongst female athletes. This has really aggravated the attention of the judicial field. Another area is the aspect of gay men or lesbians women who remain marginalized, in order to allow the International Olympic Committee would sanction of the use of the word ‘Olympic’ at the Gay Games. This is happe ning while the ‘Canine Olympics’, ‘Scout Olympic’, and ‘Police Olympic’ have been tolerated in the past twenty years (Jack, 2006). Sex chromatin screening was also added to the testers’ arsenal in an implicit acknowledgement in 1967 since the governing bodies did not have an interest in male imposters but instead they had an interest in females who had unusual chromosomal compositions producing testosterone not normal in women (Aileen, 2006). Various high profile athletes who had unusual chromosomal compositions had to justify through testing to their rivals who felt threatened. This is because they were viewed to have an unfair advantage to their rivals who subsequently resented their success in sporting activities (Aileen, 2006). This proved very controversial since unusual chromosomal

Describe the architecture and building of El Escorial Research Paper

Describe the architecture and building of El Escorial - Research Paper Example On its south were five cloisters which included the royal palace and other offices. The northern part comprised of the living quarters of the monks. The complex design was of two architects, Toledo and Herrera who was credited with the completion of the building after revising the plans laid by Toledo (Herrera et al. 1990). The interior is composed of massive walls that were relieved by Doric pilasters without the concession to the decorative richness. This produced a serious monument beyond any Italian Renaissance ever imagined. On the exterior part, the monastery’s gigantic scale and the plain gray granite walls appears very unfriendly. This design was established by Herrera and named it the Herrera style and was to prevail in Spain for a period of fifty years. The granite complex also memorializes the first military victory and the defeat of the French on 10th august 1557. This particular day was also the San Lorenzo’s day and thus the name San Lorenzo de El Escorial. On the other hand, the rectilinear complex which has several internal courtyards is exhibited on the grill where San Lorenzo was murdered. The building’s floor plan takes a kind of a gridiron. This design had a traditional belief that was based on the honor of St. Lawrence who was murdered by being roasted on a grill. The origin of this layout is somehow controversial. The El Escorial is not by any chance made unique by the grill like shape. Several buildings have been found to take the same shape with numerous interior courtyards. This shape had fully emerged after Herrera had eliminated it from the original conception of the six interior towers. The Temple of Solomon design was the basis of the El Escorial. This was extensively modified for the purpose of accommodating the additional functions intended by Philip II. The building therefore, was intended to serve many purposes which also contributed to its design. It was

Response to at least 3 students assignment posting separately (80 Coursework

Response to at least 3 students assignment posting separately (80 words each) with at least 2 references - Coursework Example Health records are sensitive information yet are vital in the effective treatment of patients. A national HER system would greatly increase efficiency as well as provide vital information e.g. chronic conditions or allergies that make some procedures unsuitable for some patients during medical emergencies (Centers for Medicare and Medicaid Services, 2012). The issue of security and privacy can be easily addressed by the federal government having central servers and records being accessed only by ascertained health practitioners with proper security credentials allowing them access to the records (Gunter and Terry, 2005). The example of using technology to address issues of air quality is a perfect example of technology being used to enhance policy implementation (Shafie, 2008). At the same time, hierarchical agency compliance is promoted as information sharing from the federal, state and local agencies moves quickly and efficiently. In addition to that, the people affected by the policies and its outcomes can share information among themselves and the agencies thus giving much needed feedback and suggestions for improvement of service delivery (AirNow, 2012). Centers for Medicare and Medicaid Services. (2012). EHR incentive programs. Available from: http://www.cms.gov/RegulationsandGuidance/Legislation/EHRIncentivePrograms/index. html?redirect=/EHRIncentivePrograms/ 30_Meaningful_Use.asp Shafie, D. M. (2008). â€Å"Participation in E-rulemaking: Interest groups and the standard-setting process for hazardous air pollutants.† Journal of Information Technology & Politics, 5(4), 399-410.