Program for Bullying Awareness

Program for Bullying Awareness Dominique Bibbs Proposal Introduction Young Scholars with Voices (YSWV) is a non-profit organization founded in 2012 to prevent and raise the awareness of bullying amongst adolescent youth. YSWV provides services to victims, survivors and individuals affected incidents of bullying. YSWV is a community based organization offering support and meeting the needs of its addressed target population. YSWV offers one-on-one peer mentoring, prevention/awareness workshops and clubs and will hold poetry showcases in which the members of YSWV share their talents through poetry and spoken word to raise the awareness of bullying. The organization is needed in communities because there is a lack of awareness and knowledge of the incidents of bullying. Young Scholars with Voices will support victims, survivors and individuals of bullying, but also educate the bystanders and those who are unaware of the scope, causal factors of bullying and solutions to prevent and raise the awareness of bullying. Statement of Need The following arguments will document that bullying exist and is a problem and further provide explanation to why the YSWV program is needed. Bullying is becoming more widespread and relevant, effecting society today. There is an increase in the incidents of bullying amongst adolescents living in urban communities. Bullying is defined as an unwanted behavior that involves an imbalance of power (U.S. Department of Health and Human Services, 2001). When bullying is thought of, it is thought to be an aggressive behavior against a weaker individual and according to the many definitions this it true. However, physical bullying is not the only type of bullying that exists. Different types of bullying include: physical and hazing, cyber and verbal and indirect and social alienation (Stop Bullying, Harassment and Violence, 2009). In the article How Our Society has manifested the bullying Epidemic? researcher Amy Weber argues that bullying is a multi-layered epidemic. She argues that bullying is like a disease that cultivates and feeds of off the bloodline of social acceptance, fueled by fear and pain so deep, it is subconscious (Weber, 2012). Furthermore, Weber states that the behavior is learned and it manifests form single or multiple sources where a child is listening and watching; children mirror back what they see, revealing the ugly truth of societys relentless intolerance and cruelty towards each other over the decades (Weber, 2012). In an article done in 2011 by the American College of Pediatricians bullying is typically directed at unique characteristics whether real or perceived by others of an individual such as: ethnicity or race, physical build or features of appearance that are unique and different, social or economic status, physical inabilities and disabilities, mental of scholastic abilities, speech quality or tone, sexual orientation or sexual activity and moral or religious beliefs (American College of Pediatricians, 2011). National statistics show that 28% of U.S. students in grades 6-12 have experienced bullying and 20% of U.S. students in grade 9-12 have experienced bullying. Furthermore, approximately 30% of young people admit to bullying others, 70.6% of young people have witnessed bullying in their schools and 70.4% of school staff has witnessed bullying. The following percentages show the various types of bullying experienced amongst U.S. middle school students: name calling (44.2%); teasing (43.3%); spreading rumors/lies (36.3%); pushing/shoving (32,4%); hitting, slapping or kicking (29.2%) and only about 20 to 30% of U.S. students who are bullied notify adults about bullying (U.S. Department of Health Human Services, 2012). Working directly with the target population bullying is witnessed and the causal factors vary for each individual. Some the causal factors include physical appearance, the target population bullies one another based on what is seen on the outside. Thing such as clothing, skin tone, weight, height, and even speech difficulties are reported causes for bullying by the target population. Additionally school is another cause, such as the lack of athletic ability, popularity and scholastic ability. Based on the target population survey How does bullying affect you? conducted for Lincoln University of PAs Masters of Human Services Program showed that 30% of the respondents surveyed believed that appearing to be different from others was the cause for bullying, only 20% of the respondents believe that bullying was caused by scholastic achievement and 50% of the respondents believed that bullying was caused by the victims appearing to be weaker. Furthermore, 60% f the respondents surveyed sai d they would participate in the act of bullying if it protected them from becoming a victim of bullying and only 40% of the respondents reported they would not participate in the act of bullying even if it did protect them from becoming a victim of bullying. Additionally previous pre/post test and participant satisfaction survey results have shown that YSWV is an effective program and has helped to raise the awareness of bullying and also offer solutions for bully prevention. Pre/post test scores have shown a 95% increase in participant knowledge of the topic being addressed. Furthermore, the participant satisfaction survey showed that the members of YSWV were not only satisfied with the services received but also expressed hopes of the program continuing. Project Goals and Objectives The following statements will explain the goals and objectives of YSWV that are expected to be accomplished and also discuss the S.M.A.R.T. objectives that have been formulated for YSWV. The ultimate goal of YSWV is to prevent and raise the awareness of bullying. YSWV is a system with several sub system components, the sub systems will work as objectives to meet the ultimate goal of preventing and raising the awareness of bullying. Furthermore, each sub system has its own goal and objectives. YSWV offers a one-on-one bully mentoring program and the goal of this component is to foster a confiding friendship, self-acceptance, understanding and confidence. Victims of bullying isolate themselves from socialization and do not have trusting individuals who they can come to about their experiences of bullying. Additionally, bullying causes victims to lack confidence and acceptance of themselves. The objective to meet the goal of the peer mentoring component is for all members to be matched with a trusting individual who will build self-acceptance, understanding and confidence through mentoring. Another sub system of YSWV is the workshops. The workshops will be for educational purposes only and the goal of every workshop is to raise the awareness of bullying by increasing the participants knowledge about the incidents of bullying. The objective to meet the goal of the workshop component is to construct fun learning by bring clear, concise and retainable information to the partici pants. YSWV also offers a speaking out club, which is a spoken word/poetry club. The goal of the poetry club is for the members to share their voice on the issue of bullying in spoken word or poetry form. The objective to meet the goal of the speaking out club is for members to use the knowledge gained from the workshops, their personal thoughts, feelings and experiences and write poems that will help to prevent and raise the awareness of bullying. The last component of YSWV is the poetry showcases. The goal of the poetry showcases is to bring the community together, prevent and raise the awareness of bullying. The objective to meet the goal of the poetry showcases is for the members to advocate positivity, members will use their poetry pieces as a tool for preventing and raising the awareness of bullying and the showcase will be used as a tool to bring the community together. The S.M.A.R.T. objective developed for YYWV states, In time for the annual quarter ceremony all members of YSWV will increase their knowledge about bullying by 90% from the utilization of peer mentoring, educational workshops and poetry clubs by showcasing their talents in a poetry showcase to prevent and raise the awareness of bullying. Project Logic Model The following session will explain the theory behind the logical model and the rational for the use of the model. The logical model is a planning tool used to clarify and graphically display what your project intends to do and what it hopes to accomplish and impact. A logical model summarizes key program elements, explains the rational behind the program activities, clarifies intended outcomes and provides a communication tool (National Network of Libraries of Medicine, 2012). The purpose of using a logical model for YSWV is to illustrate the sequence of events that identity the programs resources, match resources to needs, activate the service process, complete the service process and measure the program results which is displayed in the model below. This model allows the planner to see the rational flow of addressing the problem and applying process, while maintaining a focus on the purpose of the entire effort: preventing and raising the awareness of bullying. Project Description Project Resources and Budget The following section will discuss and explain the budget summary for YSWV, including all expenses and possible in-kind contributions. Budget Summary Item Agency Funds Student Funds Other Total Project Personnel (salaries, wages fringe benefits) $3,200.00 $1,700.00 $4,900.00 Consultants Contracted Services $1,000.00 $1,000.00 Supplies $1,500.00 $1,500.00 Equipment $300.00 $300.00 Space $1,000.00 $1,000.00 Travel $12.50 $12.50 Printing Photocopying $30.00 $30.00 Other $400.00 $400.00 Total Project Cost $9,192.50 Budget Detail Item Total Personnel: 4 Group Facilitators (30 hours @ $20.00 per hour) 4 Consultants (4 days @ $250.00 per day) 4 Lecturers (4 hours @ $50.00 per hour) 10 peer volunteers (10 $50.00 gift cards) 1 DJ (1.5 hours @ $200.00) Subtotal: $2,400.00 $1,000.00 $800.00 $500.00 $200.00 $4,900.00 Supplies, Technology Equipment: Office, writing art supplies 4 Laptops, all-in-one printer 1 LCD projector Microphone system Subtotal: $300.00 $1,200.00 $200.00 $100.00 $1,800.00 Space: 10 sessions (2 hours @ $50.00 per hour) Subtotal : $1,000.00 $1,000.00 Travel: 25 miles @ $.50 per mile Subtotal: $12. 50 $12.50 Printing Copying: 1000 copies @ $.03 per copy Subtotal: $30.00 $30.00 Other: Poetry showcase decorations/refreshments Refreshments (10 sessions @ $25.00 per session) Subtotal: $150.00 $250.00 $400.00 Total Project Cost: $9,192.50 Budget Narrative Personnel: The personnel costs include the cost of four group facilitators (three hours, once a week for ten weeks) who are employees of the agency and four additional consultants (four days an hour per consultant). Additionally, the program will require ten peer volunteers (three hours, once a week for ten weeks) and a DJ (1.5 hours) for the YSWV annual poetry showcase. The personnel cost will be absorbed by the agency as the project will happen on agency time and the consultants will donate their services in-kind. Supplies, Technology Equipment: Office supplies will include copy paper for the photo copying of flyers for promotion of the poetry showcase. Each participant will receive writing supplies; this will include one, one-subject note book, four pens and four mechanical pencils. The art supplies will include crayons, markers, color pencils and construction paper that will be used by the members to design and create additional flyers for promotion of the poetry showcase. The office, writing and art supplies estimated cost will be in-kind donations from local businesses. The programs workshops will require one LCD project four laptops will be required for each group to allow the members of YSWV to complete research for the project during meeting times and an all-in-one printer. The technology equipment will be barrowed in-kind donations from the agency as the project will happen on agency time. Space: The program will require the use the facilities classrooms (four) for the group sessions and auditorium for the poetry showcase. The cost is base agencys normal rental rate. Travel: The consultants will use their own personal vehicle to travel to the program for the workshops. The estimated cost is based on the mileage reimbursement rate used by the agency; the consultants will be given a maximum of 15 miles at $0.50 per mile. Printing Copying: The printing and photocopying estimated cost will be donated in-kind by local businesses. Other: Decoration and refreshments for the poetry will be in-kind donations from local businesses. Refreshments for each session will be provided by the agency, the estimated cost is $25.00 per session. Total: The total expenses associated with implementing this project is $9,192.50. Program Time Frame and Gantt Chart The following section will explain the project activities and the timing of the activities being implemented for YSWV. The charts being used in this section will be a Work Plan and Ganntt Chart. Work Plan for YSWV Steps To Be Taken Who Is Responsible Start Date Completion Date Required Resources Constraints, Anticipated Obstacles Proposed Counter-Measures For Anticipated Obstacles Choose the focus of the project D. Bibbs 08/29/13 9/02/13 Project Proposal Plan First project option not being accepted Revise Project Proposal Plan Recruit coalition members D. Bibbs 09/02/13 09/04/13 Project Plan, Needs Assessment Report, Agency Employees Conflicting schedules Reschedule and secure a fit meeting time for all coalition members Design the project D. Bibbs, Coalition Members 09/09/13 09/13/13 Coalition Members Experience and Expertise Conflicting scheduling Reschedule and secure a meeting time for all coalition members, gathering outside information Secure the approval of project from a facility D. Bibbs, Coalition Members 09/16/13 10/16/13 Project Plan, Needs Assessment Report Non-inclusive Project Plan, Needs Assessment Report Revise Project Plan, Re-conduct Key Informant Surveys/Interviews Launch the project D. Bibbs, Coalition Members 09/18/13 09/18/13 Dixon House Agency size Adjust the size of project participants Develop an evaluation tool for the project D. Bibbs 11/04/11 11/06/13 Personal computer, Needs Assessment Report A lack of data to facilitate a solution Key Informant Surveys/Interviews, Literature Review Evaluate the project/ Complete Evaluation Report D. Bibbs 11/06/13 11/11/13 Project Report The sampling frame may not produce proper information to evaluate the project Use a different sampling frame Submit evaluation report to project manager D. Bibbs 11/13/13 11/13/13 Dixon House Project mat be declined Re-evaluate program and resubmit Stabilize or terminate project D. Bibbs 11/20/13 11/20/13 Dixon House Ganntt Chart for YSWV Activities Dates 09/01/13 09/20/13 10/01/13 10/20/13 11/01/13 11/20/13 Develop a coalition team Sep. 2th, 2013 Sep. 4th, 2013 Present and design project Sep. 9th, 2013 Sep. 13th, 2013 Present findings to an agency Sep. 16th, 2013 Program Implementation Sep. 18th, 2013 Sep.25th, 2013 Oct. 2nd, 2013 Oct. 9th, 2013 Oct. 16, 2013 Oct. 23rd, 2013 Oct. 30th, 2013 Nov. 6th, 2013 Nov. 13th, 2013 Formulate and submit written evaluation report Nov.6th, 2013 Nov. 13th, 2013 Project Monitoring and Evaluation Plans and Measures The following section will explain the methods that will be used in the evaluation of the proposed program YSWV and the difference and purpose of qualitative data and quantitative data. There are several types of evaluation designs. These designs include experimental, quasi-experimental and non-experimental. The non-experimental design will be used in the evaluation of the bully prevention and awareness program, YSWV (Young Scholars With Voices).Non-experimental designs do not involve random assignment of subjects to groups, nor is there a control or comparison group. Non-experimental designs do not have comparison groups. They are used to assess the programs impact. Non-experimental designs can be used for process evaluations when the primary purpose is to describe participants experiences (Kantor and Kendall-Tackett, 2000). The types of non-experimental designs used in the evaluation of YSWV were pre/post tests and participant satisfaction surveys. The pre/post test will measure the knowledge of the participants. The pre test measures the knowledge before the participation in YSWV. The post test measures the knowledge gained after participating in YSWV. In the end the results of each test is compared to see if the participates knowledge increased and the program was effective. The participant satisfaction surveys will measure the levels of satisfactory delivered to the members of YSWV.The pre/post test is a summative evaluation method. The focus of summative evaluation is the outcome. Outcome evaluation relates to the effect of intervention and whether the project achieved its goals. Outcome evaluations assess the effectiveness of a program in producing change. Outcome evaluations focus on difficult questions that ask what happened to program participants and how much of a difference the program made for them (Linnell, 2012). The participant satisfaction survey is a formative evaluation method. Formative evaluation is a method for judging the worth of a program while the program activities are forming and summative evaluation is a method of judging the worth of a program at the end of the program activities (Clark, 2010). Formative evaluation focuses on process. Process evaluation measure relates to methods or activities and explains how and why the results were achieved. Process evaluations document the process of a programs implementation. The focus of a process evaluation is on the types and quantities of services delivered, the beneficiaries of those services, the resources used to deliver the services, the practical problems encountered, and the ways such problems were resolved (Linnell, 2012). Qualitative data gathers information that is not in numerical form. For example, diary accounts, open-ended questionnaires, unstructured interviews and unstructured observations (Mcleod, 2008). Qualitative data is useful for studies at the individual level and to find out in depth the way people think or feel. Analysis of qualitative data is difficult and requires accurate description of participant responses for example, sorting responses to open questions and interviews into broad themes. Qualitative data is typically descriptive data is harder to analyze than quantitative data. Quantitative data gathers information in numerical form which can be put into categories, or in rank order, or measured in units of measurement. This type of data can be used to construct graphs and tables of raw data (Mcleod, 2008). For example, a rating scale or closed questions on a questionnaire would generate quantitative data as these produce either numerical data or data that can be put into categori es. Conclusion Reference(s)   Ã‚   U.S department of health and human services (2001). What is bullying. Retrieved from http://www.stopbullying.gov/what-is-bullying/index.html Stop bullying, harassment, and violence (2009). Female bullying. Retrieved from www.bullyingstatistics.org/content/female-bullying.html Weber, A. (2012, may 27). How our society has manifested the bullying epidemic . Retrieved from http://www.huffinftonpost.com/amy-weber/how-our-society-has-mani_b_1548368.html American college of pediatricians. Bullying at school: never acceptable (2011). Retrieved from: http://www.factsaboutyouth.com/post/bullyingat-school-never-acceptable U.S department of health and human services (2012). Facts about bullying. Retrieved from http://www.stopbullying.gov/news/media/facts#ftn16 Kantor, K.G. and Kendall-Tackett, K. (2000). A guide family intervention and prevention program evaluation. Retrieved from: http://www1.cyfernet.org/eval/family/default.html Linnell, D. (2012). Demystifying evaluation: process evaluation vs. outcome evaluation. Retrieved from: http://www.tsne.org/site/c.ghLUK3PCLoF/b.8023393/k.47B3/Articles__Demystifying_Evaluation_Process_Evaluation_vs_Outcome_Evaluation_for_Nonprofits.htm Clark, D. (2010). Formative and summative evaluations in the instructional design process. Retrieved from: http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html Mcleod, S. (2008). Qualitative Quantitative. Retrieved from: http://www.simplypsychology.org/qualitative-quantitative.html Appendices Evaluation Data Collection Instruments: Method I Pre/Post Test The following test will be used as a data collection instrument to evaluate the knowledge gained from the bully prevention and awareness program YSWV (Young Scholars With Voices). The test will be given in a two part series. The Pre-Test is series one and will test the participants knowledge on bully prevention and awareness. The Pre-Test will be given during the first two weeks of programming. The Post-Test is series two and will test the participants knowledge gained from YSWV. Both tests will consist of the same questions and there is no right or wrong answer. The information collected from the test will be used as a form of research to construct a final project and presentation for Lincoln Universitys Master of Human Service academic program. The test is anonymous and will not effect or penalize any youth participating in YSWV, so I ask that you answer each question honestly to the best of your ability. Thank you for you participation in YSWV and also for you time. Dominique Bibbs Please circle one of the following options: Pre-Test - Post-Test In your own words, please define bullying? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In your own words, what do you think causes bullying? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ In your own words, what do you think will prevent bullying? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How can being a member of YSWV raise the awareness of bullying? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ If you witness bullying who should you report it to? Please choose all that apply School faculty and Staff (teachers, principle, school police, ect.) Parent/guardian Friend(s) All of the above None of the above If nothing is being done about the incidents of bullying you are witnessing, should you keep reporting the incidents?

Essay on Flight in Song of Solomon -- Song Solomon essays

The Importance of Flight in Song of Solomon   Ã‚  Ã‚   Flight is a major theme in Toni Morrison's Song of Solomon. â€Å"Flight echoes throughout the story as a reward, as a hoped-for skill, as an escape, and as proof of intrinsic worth; however, by the end this is not so clear a proposition†(Lubiano 96). Song of Solomon ends with ‘flight’ but in such a way that the act allows for multiple interpretations: suicide; "real" flight and then a wheeling attack on his "brother"; or "real" flight and then some kind of encounter with the (possibly) killing arms of his brother.    That Guitar places his rifle on the ground does not make him any less deadly - his smile and the dropping of the gun both precede the language of "killing arms" - and his "my man - my main man" is an echo of the same irony that allowed Guitar to call Milkman his friend even after his prior attempt at killing him (Middleton 298). And Guitar's arms are killing, not just because they want to answer the challenge posed by Milkman's move toward him, but because they are the arms that have killed, that killed white people, that can kill anyone who isn't black, or anyone Guitar can convince himself isn't black: like Pilate. In other words, Guitar can make an "other" of anyone who crosses the boundaries of the definitions he constructs for the group that he purports to love: black people. What Guitar has constructed in his life is a category of political ciphers that does not allow for the existence of the idiosyncratic Pilate or for the existence of the individualistically apolitical Milkma n. Milkman's journey forward to flight is a journey into his past; his future is behind him. The text's refutation of the idea of a whole untroubled self is thus crystallized in the ... ... it is Pilate who represents not only embodied history but the praxis that comes with recognizing history's effects, the willingness to theorize about possibilities in the face of history, and the ability to make concrete alternatives to personal and public inequities. Remaining on the ground of history, then, is a labor of love.    Works Cited: Middleton, David. Toni Morrison's Fiction: Contemporary Criticism. New York: Garland, 1997. Morrison, Toni. Song of Solomon. New York: Penguin Books, 1987. Lubiano, Wahneema. "The Postmodernist Rag: Political Identity and the Vernacular in Song of Solomon," in Toni Morrison's Song of Solomon," in New Essays on Song of Solomon, ed. Valerie Smith, Cambridge University Press 1995, 93-116, 111-113: Peterson, Nancy J. Toni Morrison: Critical and Theoretical Approaches. Baltimore: Johns Hopkins UP, 1997.   

Juan Gris Essays -- essays research papers fc

Juan Gris, a Spanish-born painter, made important contributions to the modern style of painting called Cubism. GrisÕs paintings were always depicting his immediate surroundings. He painted still lives composed of simple, everyday objects, portraits of friends, and occasionally landscapes or cityscapes. The objects in his paintings and collages are more clearly defined and richly colored than those in the works of the earlier cubists Pablo Picasso and Georges Braque. His attention to the object in his compositions, and more typically Spanish hues, link his work to the Spanish still-life tradition. That tradition presents itself in many of his works. In Gris, work Bottle of Anis del Mono he puts the whole label of the bottle. Most typical of which is PicassoÕs Spanish Still Life. In this work, Picasso utilizes the precise red and yellow colors of the Spanish flag in depicting a ticket to a bullfight. Synthetic cubism was what Gris was painting. Pablo Picasso also being of Spanish decent used these influences. Cubism began as an intellectual revolt against the artistic expression of previous eras. Analytical Cubism and Synthetic Cubism are the two main terms used to describe paintings from this movement. In Analytical Cubism, the artist broke down, or analyzed, and then reassembled the observed forms in a mixture of ways. Similarly, in Synthetic Cubism, artists attempted to synthesize or combine imaginative elements into new representational structures. Among the specific elements abandoned by the cubists were the sensual appeal of paint texture and color, subject matter with emotional charge or mood, the play of light on form, movement, atmosphere, and the illusionism that proceeded from scientifically based perspective. Instead, Cubists used an analytic system in order to disjoint and reorganize the three-dimensional subject, which they were painting. In a shallow plane or within many interlocking and usually transparent planes the object would be lost and found again. Usually showing th e object from different angles on a two dimensional plane. Originally, from Spain, Juan Gris moved to Paris in 1906. It was there where he learned and watched the progression of cubism. He met and lived next to innovators of this art form, Pablo Picasso and Georges Braque. Although he is not the pioneer of this art form, his first significant paintings appeared in 1910 and... ...y. Such profound events, which altered French society, are certainly connected to the stylistic development of Cubism. GrisÕs style was a commentary of the times. In his 1914 work, The Table, Gris pasted a newspaper headline onto the table, which when translated, means ÒThe True and the FalseÓ and the concept of illusion versus reality. The texture is independent of the objects. The wood grain representing the texture and material of the table seems to be distant from its outline, the glass of the table. Underneath it, there is a key meant to open the drawer to the table revealing no wood grain and what Gris felt was the ÒtruthÓ of the primed and plain white canvas. This paralleled the truth depicted in the headline. GrisÕs ability to contrast the clearly defined images, with the extremely abstract and disorienting images, was his signature style during this period. Still Life with a Guitar is a perfect example of GrisÕs early works in Synthetic Cubism. He retained this style throughout his career and it ultimately became his trademark. Bibliography Antliff, Mark and Patricia Leighten, Cubism and Culture, Thames and Hudson, 2000. Green, Christopher, Juan Gris, Yale, 1992.

Lessons in King Lear by William Shakespeare Essay -- King Lear Shakesp

Lessons in King Lear by William Shakespeare Satisfying, hopeful, and redemptive: some critics would say that these adjectives belong nowhere near a description of King Lear. One critic, Thomas Roche, even states that the play’s ending is â€Å"as bleak and unrewarding as man can reach outside the gates of hell† (164). Certainly, Roche’s pessimistic interpretation has merit; after all, Lear has seen nearly everyone he once cared for die before dying himself. Although this aspect of the play is true, agreeing with this negative view requires a person to believe that Lear learns nothing and that he suffers and dies in vain. Indeed, this is exactly what Roche believes when he states that at the play’s end, â€Å"Lear still cannot tell good from evil . . . or true from false† (164). This nihilistic approach, however, not only disregards many of the play’s moments of philosophical insight, but it also completely misinterprets Shakespeare’s intent. That is not to say that Lear is without fault at the end of the play; as Shakespeare surely understood, Lear is still human, and as such, he is subject to human frailty. What is most important about Lear, however, is not that he dies a flawed man but that he dies an improved man. Therefore, although King Lear might first appear â€Å"bleak,† Shakespeare suggests that Lear’s life, and human life in general, is worth all of its misery because it is often through suffering that people gain knowledge about the true nature of their individual selves and about the nature of all humanity (Roche 164). From the very beginning of the play, Shakespeare suggests that King Lear has much to learn. As Maynard Mack explains in his essay â€Å"Action and World in King Lear,† the reader/audience is immediate... ...retations of King Lear. Ed. Janet Adelman. Englewood Cliffs: Prentice Hall, 1978. 22-33. Jorgensen, Paul A. Lear’s Self-Discovery. Berkeley: 1967. Kott, Jan. â€Å"King Lear or Endgame† Shakespeare: Our Contemporary. New York: W.W. Norton & Co., 1974. 127-168. Mack, Maynard. â€Å"Action and World in Shakespeare.† Shakespeare’s Middle Tragedies. Ed. David Young. Englewood Cliffs: Prentice Hall, 1993. 169-184. Roche, Thomas P. â€Å"‘Nothing Almost Sees Miracles’: Tragic Knowledge in King Lear.† Critical Essays on Shakespeare’s King Lear. Ed. Jay Halio. New York: G.K. Hall & Co., 1996. 149-169. Shakespeare, William. King Lear. Ed. Russell Fraser. The Signet Classic Shakespeare. Sylvan Barnet, gen ed. 2nd rev. ed. New York: Signet, 1998. ---. Othello. Ed. Alvin Kernan. The Signet Classic Shakespeare. Sylvan Barnet, gen ed. 2nd rev. ed. New York, Signet, 1998.

Budget and Operational Budgeting

What are the four major types of agency budgeting systems? The four types of agency budgeting systems are capitol budgeting, operational budgeting, personnel budgeting, expendables and accountable. The relative advantage between these is they have a need to be the foundation for the company. These are what help the company as far as pay, salary and uniforms. This budgeting system allows for the company to figure out what will be needed to perform certain jobs and how many of what might be needed for an operation.Capitol Budgeting Capitol budgeting is part of an agency budget that pays for the long lasting agency asserts. This asserts include the building for which the company will work in. Durable goods also come in under this budget which will be the equipment that has to be long lasting. These funds are treated separate from other categories of funds. Without this budget it leaves a company with no work place. There has to be a work place for the staff to come together. Operational BudgetingOperational budgeting involves the development of financial plans for the organization, typically for a year. While annual budgets need not be subdivided into shorter periods, monthly or quarterly budgets are especially useful for anticipating cash needs and for comparing actual experience with plan. A comprehensive master budget requires planning for all phases of the operation. (Operational Budgeting, 2005) This budget will include salaries of the personnel that work for the company.It also cover the water bill, electric, gasoline, supplies, postage and other expendable items that are in this category. Personnel Budgeting Personnel Budgeting is for all personnel that work for the company from office worker, field worker, and janitorial staff. This budget includes the salaries, training, medical, and all taxes withheld. This budget is important due to the company needs a staff to run operations for certain task. Then personnel also need to be trained on how to perform the job the correct way. Expendable and AccountableExpendable is a needed budget to see what supplies will be needed. Since most law enforcement job have tons of office work the items that this budget would cover is paper, pens, clips, and folders. This budget is used to see what is consumed. Then there is accountable this would budget the uniforms, weapons, and equipment such as; scanner, and computers. Accountable budget will be looked at as for property with greater value. Personal Thoughts The four of the budgets covered in this paper run hand and hand with each other.The reason I view them as a part of each other is for the simple fact that is they are all are needs of a company. A company has to have supplies, equipment and some type of dress code such as a uniform. A budget is needed for every company and there are many different levels that a company must budget on from putting their needs first to then what the company might want. At some point and time a budget can be gone ov er meaning that there might have been more training need or more paper used due to more reports need to be done that why I covered the expendables and accountable.

Importance of Mother Nature

More and more people are becoming aware of the importance of saving mother earth. Indeed, the sense of urgency behind the drive to save the environment is stronger than ever before. After all, we only have one planet; if this one becomes totally ruined, our children, grandchildren and great-grandchildren will not have a home. If we all do our part to save mother earth, it is definitely possible. Therefore, people should learn as much as they can about ways that they can help save the environment; by working together, our planet can remain habitable for centuries to come.Save Mother Earth Tip #1: RecyclingThe popularity of recycling has increased a great deal in recent years, as people search for ways of saving mother earth. Recycling can have a dramatic impact on helping to save the environment. Many different things can be recycled and reused, reducing waste and garbage in landfills and around the planet. In terms of helping to save the environment, recycling is an excellent strateg y. It makes sense, in saving mother earth, to reuse her resources as much as possible. Increasing recycling efforts can help us save the environment.Save Mother Earth Tip #2: EducationTeaching our children about the importance of saving mother earth is a great way of instilling lifelong habits that can help save the environment. Schools are increasing the teaching of subjects that pertain to helping to save the environment. Young children are encouraged to help save mother earth by engaging in various habits that promote eco-friendly techniques. Parents can also increase the green-education of their children by demonstrating every day strategies for helping in the fight to save the environment.If everyone does their part, today’s children will be tomorrow’s environmentalists, helping to save our planet from ruin.One major problem of the environment is lack of knowledge. If that little girl knew that she killed trees when she crumples the paper if she draws an oval inst ead of a circle, I think she wouldn’t continue doing that. And if she still did, it will be lesser compared to before. If only she knew. If only we knew. If only we knew earlier.

Asoka: Ruthless Conqueror or Enlightened Ruler? Essay

Prior to the ruling of Emperor Ashoka, kings, emperors, and rulers were rarely thought to be representations of God. Ashoka was the ruler of the Mauryan Empire which stood in India from 273 BCE to 232 BCE. The Mauryan Empire included most of India’s grounds as well as what is now known today as Bangladesh and Pakistan. Once conquering Kalinga, Asoka sought to find a Guru, seeking enlightenment. After sitting beneath the Bodhi tree, Asoka became a more fulfilling leader. Throughout Asoka’s life, he had proven himself to be an enlightened ruler by seeking Buddha, creating the Asokan edicts, and acting out on his best interests for his people. Asoka quickly became converted to Buddhism as a result of the Kalinga war. At the conclusion of the war, Asoka sought a Guru due to feeling a great crisis (document C) along with a stirring remorse for his prior actions. He was now setting high ideals for himself, the ideals of power and peace. Once under the Bodhi tree, Asoka gave rich gifts to the poor. Asoka also consulted with local communities about proper governance about good conduct (also document C). By seeking Buddha, Asoka proved his underlying remorse for the war and with his growing understanding, he was able to begin reforming his mind as a political order. Asoka wished to make up for his mistakes with the Kalinga war, therefore reversing his viewpoints and moving forward (document C). Soon after, there was no longer opposing power within the Mauryan Empire, as document B informs, â€Å"Furthermore there was now no opposing power withing the empire. The people of the frontier were generally too weak to consider a war against him.† Asoka recognized this and created a series of edicts. Document C was written by historian Michael Wood. Due to the source being a historian, his point of view comes from another persons views, these views being that Asoka was an enlightened ruler because, â€Å"Asoka gave rich gifts to the poor.† With Asoka’s growing desire for political order, the 33 edicts were created. The edicts were engraved on pillars (pillar edicts) and on walls or boulders (rock edicts). Asoka made each of the edicts focus on different aspects most important to the people of India, or what should have been most important in Asoka’s opinion. The edicts explained his political aspirations for his empire, urging others to follow his enlightening example. The map in document D shows that the edicts were scattered throughout India, appearing on dozens of pillars, walls, and/or boulders throughout India, Nepal, and Pakistan (document D). Asoka’s purpose was to constantly have the laws announced or presented to the people. Document D easily proves that Asoka takes the level of the commitment to his laws extremely seriously and wants what is best for the people because the laws included edicts concerned with health and the environment, faiths and honors, and promoted welfare, etc. Asoka’s edicts expressed his vows to care for his people such as Rock Edict VI, vowing, â€Å"†¦ I consider that I must promote the welfare of the whole world†¦ indeed there is no better work than promoting the welfare of the whole world. And whatever may be my great deeds, I have done them in order to discharge my debt to all beings.† (document D). Document D is a phenomenal source because it is Asoka’s point of view. With the words of Asoka’s edicts, we can see his true nature and expectations. From the edicts, Asoka comes off as genuine, caring, thoughtful, and a hard worker for his people. An excerpt from the edicts of Asoka states, â€Å"†¦, it would weigh heavily on the mind of the Beloved of the Gods [Asoka].† (document E). The edicts are Asoka’s messages that have traveled far and wide with Asoka being loved by the Gods. Asoka was instilling this into the minds of the people of his empire but Asoka was confident enough to hold himself to high standards and was well prepared to take on the responsibilities of being a God-like-figure to the people. Document E also states that, â€Å"The Beloved of the Gods believes that one who does wrong should be forgiven as far as it is possible to forgive him.† This made Asoka feel as though the war he created was acceptable because he believes everyone should find it possible to forgive him as he sought Buddha and perched beneath the Bodhi tree. As a result of the Kalinga war, Asoka was converted to Buddhism. Throughout his ruling of the Mauryan Empire, Asoka set extremely high ideals for  himself, the ideals of power and authority balanced with peace. With the creation of his 33 edicts, he taught people to live, emphasized compassion towards animals and nature, and spread teachings to strengthen family ties along with the existing social classes (document F). After the war concluded, Asoka spent much of his time trying to make-up for his â€Å"mistakes† of the Kalinga war. In his edicts, Asoka vows to care for his people (document D). â€Å"Asoka’s pillars of stone containing the inscriptions speak magnificent words†¦Ã¢â‚¬  (document F). Asoka also devoted himself to spread the teachings of Buddha to the people after discovering the enlightenment Buddha’s teachings had given him. All of the documents together shape Asoka to be a very enlightened ruler. He always put the best interest of the people first and wished to educate them on the peace-seeking of Buddha. In order to better understand Asoka’s true personality, characteristics, humane and nature, it would be of great convenience to be provided with an additional document from a civilian whom lived during the time of Asoka’s ruling and walking past the edicts everyday. It would be very insightful to get into their thoughts and grasp their beliefs and their gained knowledge provided by the edicts.