Cultural Intelligence and Capability Anti-Bullying Safe Space

Question: Discuss about theCultural Intelligence and Capability for Anti-Bullying Safe Space. Answer: Introduction Background Culture influences a persons behaviour and attitude towards a given situation. People have different cultures and thus the need for safe spaces. People have to respect and not uphold other peoples culture to co-exist peacefully in the society. People create their safe spaces to guard themselves against issues such as bullying, discrimination, and even racial abuses. Culture plays an integral role in ensuring that everyone in the society is afforded equal rights and justice. Scope The purpose of this report is to focus on anti-bullying safe space. Many teenagers approximately one in four undergoes bullying at some point in their lives (Ã… ½egarac, 2007) The report uses an anti-bullying safe space youth video to depict how bullying and creation of safe spaces can occur. The video has two scenes of unsafe spaces that depict gay bullying and cyberbullying. Aim The report aims at providing an analysis of an unsafe bullying space and develop recommendations on the appropriate ways to improve safety in spaces. Summary of Video Clip The anti-bullying safe space youth video was made in New York in the year 2013. The video depicts how the Lesbian, Gay, Bisexual and Transgender (LGBT) community were bullied in addition to a girl being cyber bullied. The story line in the video begins with an LGBT couple walking down the streets while holding hands together. The couple was later confronted by a group of three men who lashed out on the couple for being gay and showing it on the streets. Another group consisting of a man, a teenager and a woman come to the rescue of the couple and chase the bullies away. The first scene ends with the couple, and the rescuers are walking swiftly away together. The second scene involves a girl who uploads her pictures on Facebook and her colleague's comment on the photo using bullying messages. One of her colleagues though is not proud of the comments and deletes the comment before it is posted to protect the girl from bullying. Summary of Literature Holley and Steiner (2005) state that the ability to create a safe space is determined by Cultural self-awareness. Culturally self-aware individuals can cope with any issue without obstructing the rights of others. Self-aware people have developed the ability to understand and synthesize critical issues and react appropriately in a given situation. Safe spaces refer to places where people can relax and express themselves fully without the fear of being made to feel inferior, unwelcome or unsafe on account of their life choices, cultural background, gender identity amongst many other factors (Cross et al., 2015). A person should not be made to feel uncomfortable due to being a little bit different in actions or physical appearance. Cultural intelligence refers to the ability to relate, work and perform effectively in culturally diverse settings (Dyne, 2012). The intelligence develops from previous individual interactions with varying cultures. A person thus gains the needed knowledge t o operate in those social set ups. Cultural self-awareness refers to the ability to recognize ones own cultural impact on values, beliefs, and judgments. It also includes the influences that a person derives from the professionals job culture. Cultural self-awareness starts by being aware of cultural differences and their effect on behaviour (Swearer Hymel, 2015, p. 350). Bullying is a complex issue that is influenced by many factors that are socio-ecological related (Harcourt, Green Bowden, 2015). The social-ecological model helps study bullying through the four levels of the model namely individual, relationship, community and society. The theory helps in expanding the knowledge the complex phenomenon that is bullying. Cultural intelligence provides a person with the skills and knowledge to tune ones behaviour to correspond with the cultural requirements of a situation or at work. Bullying takes place everywhere be it in schools or at workplaces, and a person has to be culturally intelligent to achieve the set goals (Ofe et al., 2016). Cultural self-awareness help shapes the attitude and perception of a person. The behaviour of a culturally self-aware individual does not tolerate bullying and works towards creating a safe space. When you combine cultural intelligence and cultural self-awareness the individual will have well developed social skills to create often a safe space no matter the situation. (https://www.youtube.com/watch?v=RDbDQP4xQ6s) Observations/Description of Video The first scene of the video clip is situated on the streets in New York. The couple of two young men are walking holding their hands together while their fingers are firmly intertwined showing signs of a romantic relationship. The three bullies are dressed in baggy clothes and are seen to use signs and gestures that depict an abusive nature (Swarthout, 2003). The three bullies are big in body stature, and the couple was in a position to cause harm to them. The bullies displayed a lack of cultural intelligence when they followed the couple and started to harass and bully them by shoving them of the pathway exhibiting signs of exclusion (Flanja, 2009). The group that rescues the couple show a lot of cultural intelligence as they take the couple away from the scene and seem baffled by the actions of the bullies. Space is unsafe for the couple. The second scene in the video involves four ladies. One is seated in a separate cyber from the other three. The girl posts her picture on Facebook with no ill intentions and maybe unaware of cyber bullying. The other three girls seated in a different cyber view the picture and try to comment. The body language of one of the girls when they first saw the picture showed that she had zero respect for her and they had secluded her. The girl lacked cultural intelligence and self-awareness (Quappe and Cantatore, 2005). The girl imitated the picture and laughed at her with the epitome of their bullying being writing nasty comments. The social media is a very unsafe space. Discussion In the first scene of the video clip, the three bullies displayed a lack of cultural intelligence when they first saw the couple holding hands using gestures and signs. The signs of disgust shown by the bullies made the couple frightened, and they scampered away trying to avoid the trio. Poorly developed self-awareness led the trio to act violently towards the couple. The bullies lacked the ability to adjust to another culture and to them they did not need to respect the values and beliefs of the couple. A closer look at the social-ecological model level one of the individual, the video shows that the bullies maybe had personal history factors and biological factors that made them perpetrators of violence (Bruhn, 2005). The relationship level reveals that the bullies have never been close or have close relatives that are LGBT. The total lack of cultural intelligence promoted their aggressive nature towards the couple. It is thus easy to conclude that the community the bullies are fro m has not embraced such culture (Vahedi, Fathi Golparvar, 2016). The behaviour of an individual is largely influenced by culture. The behaviour displayed by the bullies made the couple feel unsafe. The second scene in the film shows how cyber bullying easily takes place. This type of bullying especially does not require the perpetrator to be in proximity to the victim. The girl (bully) who first sees the picture on the social site has poorly developed cultural intelligence levels. The initial reaction and the gestures she portray show how she feels towards the victim and that she feels the victim is not of her calibre. The girls behaviour is promoted by the closest circle-peers she has who seem to be in support of her behaviour and mockery (swearer Hymel, 2015). The social-ecological theory shows that the relationships a person has influence their roles in bullying. The third level of the Social-ecological model shows that it is likely the girl emanates from a community which has a history of violence thus why she is a bully. Out of the three girls, one shows that she has a highly developed cultural intelligence level. She is not impressed by the reactions of the bully and sit s quiet and tries to concentrate on her issues. But when she reads the comment that the girl is about to post the picture she takes action into her hands and deletes the comment before it is posted. The girl is trying to make the social site a safe place. Recommendations Recommendations for the first scene in the video should involve community education and awareness creation. The three bullies seem to hold hate for the LGBT. Extensive education and awareness creation programs will help to transform the community as a whole to make the community a safe place (Taipale, 2012). It is critical to increasing the level of societal connectedness so that people can interact with varying culture and get educated on the need to respect the values and beliefs of other cultures (Spencer, 2008). It is important that communities form policies and laws to curb bullying. The perpetrators of bullying should be reprimanded for their actions, and they should be forced to attend anti-bullying initiatives for a given period till their actions change for the better. Most victims of bullying end up as perpetrators of the vice. It is thus crucial to educate and rehabilitate all the victims to prevent the spread of bullying. The communities can establish centres to cater for these victims where they can hold sessions and talk about it to help them heal (Cornell Bradshaw, 2015). It is hard to control cyber bullying, though schools have the required machinery to bring this vice to a stop. The school-based program will help transform the teenagers and young adults for the better and will reduce bullying of any form. Conclusion A little research on bullying reveals some shocking data concerning the vice. In the world today, every seven minutes a child is bullied, and the rate of intervention is very low (Chadaga, Villines Krikorian, 2016). The video clip used shows how bullying is perpetrated in the streets and cyber bullying. What is worth noting is that most of the perpetrators know the victims especially in cyber bullying. The video clip showed two scenes of unsafe spaces. The victims in the clip are denied a safe space to express themselves freely without interference from other parties. The clip shows that there is still room for improvement such as the ill treatment towards the LGBT. The LGBT have to be respected and offered the same opportunities as non-LGBT because they are also human beings. References Bruhn, J. G. (2005). Culture-Brain Interactions. Integrative Physiological Behavioral Science, 40(4), 243-254. Chadaga, A. R., Villines, D., Krikorian, A. (2016). Bullying in the American Graduate Medical Education System: A National Cross-Sectional Survey. Plos ONE, 11(3), 1-14. doi:10.1371/journal.pone.0150246 Cornell, D., Bradshaw, C. P. (2015). From a Culture of Bullying to a Climate of Support: The Evolution of Bullying Prevention and Research. School Psychology Review, 44(4), 499-503. Cross, D., Barnes, A., Papageorgiou, A., Hadwen, K., Hearn, L., Lester, L. (2015). A socialecological framework for understanding and reducing cyberbullying behaviours. Aggression Violent Behavior, 23109-117. doi:10.1016/j.avb.2015.05.016 Dyne, L. V. (2012). Cultural Intelligence. Retrieved from Michigan State University: https://www.linnvandyne.com/cq.html Flanja, D. (2009). Culture Shock in Intercultural Communication. Retrieved from https://ereadings.cdu.edu.au/eserv/cdu:22117/doc.pdf Harcourt, S., Green, V. A., Bowden, C. (2015). "It is everyone's problem": Parents' experiences of bullying. New Zealand Journal Of Psychology, 44(3), 4-17. Holley, L. C., Steiner, S. (2005, January 1). Safe Space: Student Perspectives on Classroom Environment. Retrieved from https://web.b.ebscohost.com.ezproxy.cdu.edu.au/ehost/pdfviewer/pdfviewer?sid=89ba220c-1d07-4934-9171-9e3648d2bb8e%40sessionmgr198vid=1hid=117 Holley, L. C., Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. https://www.youtube.com/watch?v=RDbDQP4xQ6s Ofe, E. E., Plumb, A. M., Plexico, L. W., Haaka, N. J., Nippold, M., Kelly, E. (2016). School-Based Speech-Language Pathologists' Knowledge and Perceptions of Autism Spectrum Disorder and Bullying. Language, Speech Hearing Services In Schools, 47(1), 59-76. doi:10.1044/2015_LSHSS-15-0058 Quappe, S., Cantatore, G. (2005). What is Cultural Awareness, anyway? How do i build it? Retrieved from The Culturosity Group LLC: https://www.culturosity.com/articles/whatisculturalawareness.htm Quappe, S., Cantatore, G. (2005). What is Cultural Awareness, Anyway? How Do I Build It? Retrieved from mgoals: https://yuin.mgoals.com.au/wp-content/uploads/sites/3/2013/02/What_is_Cultural_Awareness_.pdf Riley, E. (1999). Analysis of Good Will Hunting. Retrieved from Introduction to Film: https://www.d.umn.edu/~tisbell/Courses/AnalysisGoodWillHunting.html Swarthout, D. (2003). Definition and Examples of Cultural Barriers to Communication. Retrieved from Education Portal: https://education-portal.com/academy/lesson/what-are-cultural-barriers-to-communication-in-the-workplace-definition-examples-quiz.html#lesson Swearer, S., Hymel, S. (2015). Bullying and Discrimination in Schools: Exploring Variations Across Student Subgroups. School Psychology Review, 44(4), 504-509. Swearer, S. M., Hymel, S. (2015). Understanding the Psychology of Bullying. American Psychologist, 70(4), 344-353. doi:10.1037/a0038929 Spencer-Oatey, H. (2008) Culturally Speaking. Culture, Communication and Politeness Theory. 2nd edition. London: Continuum. Taipale, S. (2012). Mobility of Cultures and Knowledge Management in Contemporary Europe. European Review, 20(2), 173-181. doi:10.1017/S1062798711000445 Vahedi, S., Fathi Azar, E., Golparvar, F. (2016). The effectiveness of school-wide anti bullying programs on teachers' efficacy in dealing with students' bullying behavior. Journal Of Fundamentals Of Mental Health, 18(2), 68-75. Ã… ½egarac, V. (2007). A cognitive pragmatic perspective on communication and culture. In H. Kotthoff H. Spencer-Oatey (Eds.), Handbook of Intercultural Communication. Berlin:Walter de Gruyter, 3153

The New Deal Essays - New Deal Agencies, Labour Economics, New Deal

The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law The New Deal Essays - New Deal Agencies, Labour Economics, New Deal The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law The New Deal Essays - New Deal Agencies, Labour Economics, New Deal The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law The New Deal Essays - New Deal Agencies, Labour Economics, New Deal The New Deal During the 1930's, America witnessed a breakdown of the Democratic and free enterprise system as the US fell into the worst depression in history. The economic depression that beset the United States and other countries was unique in its severity and its consequences. At the depth of the depression, in 1933, one American worker in every four was out of a job. The great industrial slump continued throughout the 1930's, shaking the foundations of Western capitalism. The New Deal describes the program of US president Franklin D. Roosevelt from 1933 to 1939 of relief, recovery, and reform. These new policies aimed to solve the economic problems created by the depression of the 1930's. When Roosevelt was nominated, he said, "I pledge you, I pledge myself, to a new deal for the American people." The New Deal included federal action of unprecedented scope to stimulate industrial recovery, assist victims of the Depression, guarantee minimum living standards, and prevent future economic crises. Many economic, political, and social factors lead up to the New Deal. Staggering statistics, like a 25% unemployment rate, and the fact that 20% of NYC school children were under weight and malnourished, made it clear immediate action was necessary. In the first two years, the New Deal was concerned mainly with relief, setting up shelters and soup kitchens to feed the millions of unemployed. However as time progressed, the focus shifted towards recovery. In order to accomplish this monumental task, several agencies were created. The National Recovery Administration (NRA) was the keystone of the early new deal program launched by Roosevelt. It was created in June 1933 under the terms of the National Industrial Recovery Act. The NRA permitted businesses to draft "codes of fair competition," with presidential approval, that regulated prices, wages, working conditions, and credit terms. Businesses that complied with the codes were exempted from antitrust laws, and workers were given the right to organize unions and bargain collectively. After that, the government set up long-range goals which included permanent recovery, and a reform of current abuses. Particularly those that produced the boom-or-bust catastrophe. The NRA gave the President power to regulate interstate commerce. This power was originally given to Congress. While the NRA was effective, it was bringing America closer to socialism by giving the President unconstitutional powers. In May 1935 the US Supreme Court, in Schechter Poultry Corporation V. United States, unanimously declared the NRA unconstitutional on the grounds that the code-drafting process was unconstitutional. Another New Deal measure under Title II of the National Industrial Recovery Act of June 1933, the Public Works Administration (PWA), was designed to stimulate US industrial recovery by pumping federal funds into large-scale construction projects. The head of the PWA exercised extreme caution in allocating funds, and this did not stimulate the rapid revival of US industry that New Dealers had hoped for. The PWA spent $6 billion enabling building contractors to employ approximately 650,000 workers who might otherwise have been jobless. The PWA built everything from schools and libraries to roads and highways. The agency also financed the construction of cruisers, aircraft carriers, and destroyers for the navy. In addition, the New Deal program founded the Works Projects Administration in 1939. It was the most important New Deal work-relief agency. The WPA developed relief programs to preserve peoples skills and self-respect by providing useful work during a period of massive unemployment. From 1935 to 1943 the WPA provided approximately 8 million jobs at a cost of more than $11 billion. This funded the construction of thousands of public buildings and facilities. In addition, the WPA sponsored the Federal Theater Project, Federal Art Project, and Federal Writers' Project providing work for people in the arts. In 1943, after the onset of wartime prosperity, Roosevelt terminated the WPA. One of the most well known, The Social Security Act, created a system of old-age pensions and unemployment insurance, which is still around today. Social security consists of public programs to protect workers and their families from income losses associated with old age, illness, unemployment, or death. The Fair Labor Standards Act (1938) established a federal Minimum Wage and maximum-hours policy. The minimum wage, 25 cents per hour, applied to many workers engaged in interstate commerce. The law

The Y2k Problem Essays - Calendars, Software Bugs, COBOL, Hazards

The Y2k Problem Essays - Calendars, Software Bugs, COBOL, Hazards The Y2k Problem Y2K: Nearing Disaster or Minor Computer Flaw? By Pete Conti Imagine that, as you do annually, you are counting the minutes until the New Year arrives. You are watching Dick Clark announce that the countdown will begin soon, and you feel anxious. Finally, as you hear the offbeat 5-4-3-2-1-0, and let out a sigh of relief, something goes wrong. At precisely 12:00 A.M. on January 1 of the year 2000, computers across the nation crash, leaving the country in panic. Stores are looted, riots break out, 911 is dysfunctional, banks lose money, the stock market crashes, planes drop from the sky, and we are all left in the bitter darkness. Horror stories such as these are common among news broadcasts and the Internet, but many are wondering how the Y2K problem will, if at all, affect their lives. Some professionals say that the Y2K problem may only cause glitches in older, obsolete computers and mainframes, while others are warning the public, and urging proper preparedness for this imminent disaster. Although both sides of this conflict have very arguab le positions, the world is not taking the Y2K problem seriously enough. Before a valid position can be taken, one must first fully understand what the Y2K problem is, and how it might affect computers. Computer coding has always been constructed of zeros and ones, and the finished product is often called the computer language. Over the last thirty years, namely the early eighties, computer coding was much different than it is today. During this time, a string of zeros usually meant the end of a particular program. For these computers, which are very few, when the year 2000 arrives, the Central Processing Unit, or CPU, will determine that the zeros in the year 2000s date as the end of the software, and the computer will crash. This only makes up a very small percentage of the computers that will be affected by the Y2K problem, the others being the more modern computers that still are not compliant with the year 2000s date. These computers, unlike the earlier, primitive ones, would not recognize the year 2000 as the date in which the software stops functio ning, but instead as the year 1900. This is due to the fact that many date systems are set up using only two numbers, so for example, 01 would be read as 1901, because these computers are still set in the 20th century. Some argue that, because the computer would not crash, and simply believe the date was 1900, the Y2K problem is not a major dilemma; the vast majority of computers would still be fully functional, so fixing the problem doesnt require so much urgency. The problem could be fixed after the year 2000, so panic is unnecessary. This is obviously not the case, when you think about all of the computers that run on dates. Almost all of the systems that run schedule-keeping programs will be adversely affected if this problem is not fixed. What about the telephone company? What would happen if you were on the telephone at the date change? What about Travel agencies and package delivery systems? These questions remain unanswered, and will stay that way until the year 2000 arrives . The Y2K problem is very serious, but it is causing many more problems than simply computers. There are radicals supporting every viewpoint. Some people who are worried about the Y2K problem are withdrawing all of their money from banks, and stockpiling their houses with months worth of food, while others simply fail to acknowledge the Y2K problem. Others are actually trying to get rich off perhaps the biggest problem in computers short history. There are numerous fake, overpriced, and overrated Y2K survival kits on sale for ridiculous prices. Imagine what would happen if Y2K did cause major problems, what would the radicals do then? While it is obvious that many are over-preparing for this potential upcoming problem, the ones that are paying no attention to it may be in danger. NBC news stated that withdrawing money from banks is actually a bad idea, as many banks have already converted to Y2K compliant software, but having necessary items such as a radio, batteries, a flashlight,

Confused With and Confused About

Confused With and Confused About Confused With and Confused About Confused With and Confused About By Maeve Maddox Preposition use is tricky. Sometimes a rule can be applied, as in the choice between in and into: The dog jumped from the bank into the water. (connotes movement from outside to within) The drowning man flailed in the water. (connotes containment within) More often, the choice of which preposition to use is idiomatic. That is, speakers use a particular preposition with a certain word because its use has been established by custom. From time to time, the established preposition is replaced by another. Initially, speakers accustomed to the older form express outrage, but in time, as the old-timers die off, the new preposition achieves acceptance. An example of such a change in progress is the use of excited followed by unconventional for instead of the customary about or by. A similar change seems to be in progress regarding the expression â€Å"confused with.† The verb confuse, with its participle form confused, has more than one meaning. If I say, â€Å"I always confuse Barbara with her sister,† the meaning is â€Å"fail to distinguish, erroneously regard as identical, mistake one for another.† This is clearly the definition that applies to the prepositional phrase in the following headlines, but in each case, the writer has used the preposition for instead of with: Knife attack confused for performance art at Art Basel Miami Beach- CNN Local Doctor Confused for Razorback Football Player- Fox16 news Liam Payne Still Gets Confused For Louis Tomlinson- MTV A possible explanation for this growing usage is confusion with another expression close in meaning: â€Å"mistaken for.† The knife attack was mistaken for a performance. The doctor is mistaken for the football player. Liam Payne is mistaken for Louis Tomlinson. The preposition switch in this idiom is not as noticeable as the one that uses â€Å"for† with excited, and it does not provoke the same amount of outrage. Only one reader has ever commented negatively on the use of â€Å"confused for.† My post on â€Å"excited for,† on the other hand, garnered twenty passionate comments and 427 â€Å"Likes.† â€Å"Confused for† may be destined for acceptance, but at present, it is simply careless writing. An even more blatant preposition error with confused is to follow it with of. So far, I’ve noticed this misuse chiefly in badly expressed readers’ comments on tech sites and in social media, but there is a song with â€Å"confused of† in the lyrics- always a bad sign. Here are some examples of the incorrect use of â€Å"confused of†: I’m aware that there’s [sic] licensing fees and such and all this ATHP stuff. I’m confused of the requirements and how to know when you need to register and pay. I am 25 years old and I am confused of what to do in the future professionally. I feel  confused of  the PlayerSetup.cs in Multiplayer FPS tutorial #3. For the few that  are confused of  what is a hero or have courage visit the wounded Warrior Website and find the true answer. We fight and love so much Sometimes I get confused of who we are, - â€Å"We Fight/We Love,† by rapper called Q-Tip In each of these examples, â€Å"confused about† would be the correct usage. Related posts: Excited About, Not For A Chance of Showers Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Slang Terms for Money34 Writing Tips That Will Make You a Better WriterStarting a Business Letter with Dear Mr.

How did religion and socio-economic factors challenges to reform under Essay

How did religion and socio-economic factors challenges to reform under the Qajars in Iran from the mid-19th to early 20th century - Essay Example This paper will discuss the manner in which religion and socio-economic factors challenged reform under the Qajars in Iran from the mid-19th to early 20th century. In any society, religion is an important aspect especially in development and reforms issues. In the Iranian society, between the periods of mid-19th century and early 20th century, reformation occurred in terms of nationality, identity, politics and the constitution. In these reformations, religion was an important aspect. Islam was the main and most famous religion in Iran and reflected the definite economic trends and the changes in class interests, property relations and social tendencies. Islam was an integral part of leadership, political, economic and social lives of people in Iran at this time. Thus, it influenced the type of reformation that occurred in the country. During the Qajar dynasty in Iran, the political leadership and governance of the country was a weak centralized regime that had strong provincial tribal forces and an independent religious establishment (Lapidus, 2002:65). European conquests, cultural influence and economic expedition made the state and society weak and encouraged constitutional revolution. However, Islam opposed the reformations that were introduced by the Europeans especially because the reforms were seen as a conflict of religious interest between Christianity from Europe and Islam that had existed in Iran for a good while. For instance, Europeans wanted women to be educated similarly to men, something that Islam was against because according to its customs, women were not the same as men, were not allowed to get an education but remain at home, and serve their families (Nomani & Behdad, 2006:127). The fact that the Qajars wanted to maintain a tenuous suzerainty enhanced the power of the religious establishments. The independence of the religious establishment hit the Qajars hard. The Ulama of Iran had a strong

Probation Officers and Parole Officers Essay Example | Topics and Well Written Essays - 1750 words

Probation Officers and Parole Officers - Essay Example They work towards making sure that they have made the law offenders to live productive and useful lives. Depending on the legal status, the law offender may be on parole or probation. Law offenders who are given probationary sentence might or might not have served jail term in the county jail. Once the offender is released, they are put on parole or probation depending on the record of their offence. Those that have served time in federal or state correctional facility are placed on parole when they are released. Conditions are given to both types of offenders when they are released and a parole or probation officer supervises them for a specified period of time (California Occupational Guide, 1). Probation officers are also known as community supervisors in some states as they supervise people on probation. Practically a probation officer supervises those convicted of violent crimes because probation is granted to those with substantial drug abuse history and criminal background (Ba nks, 165). Probation officers also offer training that includes rational behavior training – it focuses on the officers using rationality principles to persuade a probationer to change his/her attitudes and beliefs. The training influences hostile offenders to develop new behavior and beliefs, which probation officers reinforce. Parole officers usually perform the same duties as probation officers, the only difference being that while parole officers supervise the offenders who have been released from prison, probation officers wok with the offenders in the prison (Labor Dept (U S) Bureau of Labor Statistics, 238). Parole officers are usually in the unit of the youth authority, corrections and the federal department of justice accounts directly to their particular parole boards and their main task is supervising their clients. Before the discharge of an offender, parole officers prepare arrangement and recommendation for their client. Parole officers approve such services as housing, counseling, social activities, employment and education (California Occupational Guide, 3). On the other hand, probation officers are usually at the courts and they execute pre-sentence investigations and organize reports on their clients. They also aid their clients to go back to the free society. They also implement courts order, which may incorporate them to seize evidence, organize for drug testing, make arrests and carry out searches. Parole officers focus their effort on surveillance rather than rehabilitation though their systems are scarce. In urban areas, parole agents are commonly occupied in verifying curfews, drug testing and electric monitoring. Most parolees do not complete their parole supervision and they therefore end up going back to prisons, making the prisons full. The role of parole officers is to have all the legal authority carried out and to use firearms to search without constraint of the forth amendment, order arrest without probable cause and conf ine without bail (Banks, 165). According to Bureau of Labor Statistics (BLS), when the probation and the parole officers are running in jail and prisons, they supervise the improvement of the inmates. They may assess the inmates by means of psychological and questionnaires tests. They work directly with other agencies or officers to develop release and parole plans. Their report discusses the record of the inmate and the probability of the inmate committing another crime. This

How technolgy effects my community Essay Example for Free

How technolgy effects my community Essay The town I am writing about is Mynydd Isa. This is a small town just outside of Mold in Flintshire. It has a population of about 6000 people. The town its self is centralised around a group of small shops. The town is very quaint and houses 3 schools. CCTV The first technology I have chosen to write about is the security camera. There are CCTV cameras installed, albeit discreetly, at almost every social area in my community, such as the local shop, the library, the chip shop and even my school and homes throught Mynydd Isa. Security cameras are set up for any number of reasons but mostly for protection of property and piece of mind. If a business such as a small corner shop or house felt that it needed a little more security and protection for their premises and prevent their livelihood or cherish home from being vandalised or maybe a theft, what better way to protect it than to install a security camera. This is a great deterrent for the youths who may be hanging around the properties at night. It also gives the shops customers or home owners an extra sense of well being, allowing them to go to the shop at night or even in the cover of darkness, they know they are being monitored by the security cameras. This is true of many older people in particular, as large gangs of teenagers hanging around , even if they do not mean harm, can be intimidating to an older person. Therefore, having the cameras does allow them to feel they can still retain their independence. Once a camera is installed, it can be connected to a television monitor. This would mean that the owner of the security camera could see exactly what the camera was seeing at real time allowing the owner not to miss anything. Also, this could then be recorded using any simple VCR. This would allow the owner to record any incidents outside for further reference if required as evidence in court and as the motto goes seeing is believing. There are many different styles and features on a security camera such as night vision. This allows the owner to protect his property at night during the cover of darkness. Some cameras are also built on to a pivot, which allows them to spin a full circle, which would allow them to view a full 360 degrees around it. Some cameras have wireless internet connection that would allow the owner of the camera to watch what was going on from their computer or laptop. Most security cameras, however, are owned by the Council and are monitored in County Hall by Flintshire County Council workers twenty four hours per day. This is very beneficial to the community because if they see any suspicious or criminal behaviour, they can contact the police who can come to the scene of the disturbance immediately and put an end to it, so this again will be reassuring people in the community that they are safe and well protected from any anti social behaviour. The Security cameras which are used at the shopping area of Mynydd Isa are the Sony IP Pan-Tilt-Zoom camera. This is because they can move 180 decrees around allowing them to get a better view of the area. The camera is also infa red so they have the ability to see in the dark. The cameras around the shopping area are also strategically placed so that they cover the whole shopping area so no where is left unseen.