The Oregon National Guard ( Orng ) - 910 Words

What is a bureaucracy? Tolbert and Hall (2009) describe in the text, a large formal organization with the characteristics of having, a division of labor, a hierarchy of authority, a set of written rules, resources that are clearly separated from home and the organization, and group of members who are appointed according to qualifications (P. 22). These were the key elements Max Weber, a German scholar described for an ideal type of bureaucracy. The types of bureaucracies that I typically encounter in my workweek is, the Oregon National Guard (ORNG), which is Oregon’s State Militia, under command and control of the state of Oregon Governor. Others include state organizations such as Oregon Department of Emergency Management (OEM), Oregon Department of Health Authority (OHA), and Oregon Department of Forestry (ODF). These four organizations operate independently from each other, nonetheless are tied together during times of a State of Emergency, when called upon by the G overnor with the same goal, which is to save human lives, prevent human suffering, and mitigate great property damage. Each organization has a hierarchy established, which the highest level being the Governor of Oregon, followed by the Adjutant General, who has a dual role, as the Governor’s Homeland Security Advisor, and the Commander of the Oregon Army and Air National Guard. Other hierarchy members are comprised of department heads that were either, selected by governing bodies or appointed

Analysis The Game Room - 1509 Words

Bourgois’ ethnography delved deep into the everyday lives of a pocket of society situated in El Barrio (also commonly referred to as East Harlem). Through permanently situating himself and his family within the illicit underground culture, he developed a string of firm friendships with drug dealers, crack addicts, and individuals emotionally defeated through the corrupt employment chain of New York. Bourgois adopted a relatively humanistic anthropological approach to gathering fieldwork, being granted permission to freely record, photograph and observe the inner-workings of life amongst ‘The Game Room’ (an illegal hand-to-hand centre for crack distribution) and its patrons. A humanistic approach is defined by anthropologist John T. Omohundro as â€Å"striving to understand, engage with, and sometimes celebrate, defend, evaluate, or protect another way of life rather than to explain it† (2008, p.414). Such actions can be noted within Bourgois’ ethnogr aphy, as he seeks to shine light upon a culture largely shunned and ignored by its surrounding locale. A prominent strength to Bourgois’ ethnographic research was his immense personal integration into the community of El Barrio. Through moving into an apartment alongside his wife and newborn child (who was born within the duration of Bourgois’ five year research period), Bourgois himself became, to an extent, a part of the local population, eating at the same restaurants, visiting the same ice cream parlors and supermarkets, andShow MoreRelatedCompetitive Analysis Cango988 Words   |  4 PagesCompetitive Analysis CanGo.com February 21, 2010 Schettakka Davis The Big Five, Inc. Introduction This competitive analysis was conducted to aid in the development of CanGo, an online gaming website. This analysis focused on three competitors: Big Fish Games, iWin.com, and Pogo.com. The existence of these competitors indicates that there is indeed a market for online gaming. All of these competitors offer free online game play, game downloads, chat rooms, club memberships, and someRead MoreFive Forces Analysis Video Gaming726 Words   |  3 PagesFive Forces Analysis of the Video Game Industry The five forces that drive industry competition, a model established by Michael Porter, are; threat of substitution, threat of new entrants, bargaining power of suppliers, bargaining power of buyers, and intensity of rivalry. The video game industry must deal with all five of these forces. The analysis of the strength of these five forces within the video game industry will help to draw a conclusion as to whether or not it is an attractive industryRead MoreReview of: Olfaction, Emotion and Associative Learning: Effects on Motivated Behavior1708 Words   |  7 Pagestime and perseverance on cognitive tests, which require mental determination, than participants who did not have a previous frustrating experience with a specific odor. The first experiment consisted of two rooms: Room 1 was used to associate the ambient odor with a frustrating mood, and Room 2 was used to test the effect of the ambient odor associated with frustration on motivated behavior. As for the ambient odor stimuli, two separate odors were used, which were pre-tested to be both pleasing andRead MoreHockey Violence Essay1706 Words   |  7 Pagesour Blood and Blood on our Ice I went to a fight the other night and a hockey game broke out. Rodney Dangerfield. 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With this imaginationRead MoreXbox One : Cutting Edge And Over The Edge1745 Words   |  7 Pagesvideo game systems released by Microsoft. The Xbox One is on the cutting edge of gaming technology and is only compared to the only other system released during the holiday season of 2013, the Playstation 4. While customers will enjoy playing the latest console, and are sure to have fun with the improved graphics, audio, console exclusive games, new game mechanics, and online services, they may find themselves looking at another system after seeing the price. When it comes to video game consolesRead MoreLiterary Analysis : The Natural1682 Words   |  7 PagesLiterary Analysis: The Natural Many people believe that material things will bring you peace and happiness. That is not always that case though.Everyone at some point in their life had gone through something that they thought would have a major positive impact on their life, but ultimately, it affected them very negatively. These can include anything from money, to power, even to women. Bernard Malamud explains these example in his book, The Natural, with his character, Roy Hobbs. Roy is the Knights

Stretching and Activity Free Essays

* Copy and answer the following questions in a word processing document. * Be sure to save the assignment document to your Personal Fitness folder. * Be sure to save your work as 2_04. We will write a custom essay sample on Stretching and Activity or any similar topic only for you Order Now rtf. Assignment Questions Part I: Beginning the Activity 1. Choose an activity such as walking, running, aerobics, soccer, basketball, or rollerblading. What exercise activity will you participate in? Running 2. Why is the warm-up phase of your training program important? It will stretch each major muscle group which will be worked during the activity you are preparing for. 3. Why is the cool-down phase of your training program important? Stretch all major muscles; focus on those that will have a large demand placed on them. 4. Identify areas of your body in which you have experienced muscle soreness due to vigorous activity. Legs and arms. Part II: Design a Warm-up for Your Personal Needs For each of the following, describe what you will do to prepare your body for the activity that you selected in Part 1, #1. Aerobic exercise: Light jog, slow cycling, easy jump roping, side shuffles (running sideways without crossing your feet), skipping, and jogging backwards. Stretching (stretch all the major muscle groups used): ? Will involve static (still) stretches and/or dynamic (moving) stretches. * Static stretches involve stretching a muscle group as far as you can, without causing pain. Static stretches should be held thirty seconds for maximum effectiveness. * Dynamic stretches, another safe form of stretching, involves slow movements which stretch the muscle groups. Sport-specific exercise: Activities should mimic the movements you will do in the vigorous activity you are preparing for but are done at a lower level of intensity. Part III: Design a Cool-down for Your Personal Needs For each of the following, describe what you will do for your cool-down for the activity that you have selected. Aerobic activity: A slow jog around a field or court is one of the best ways to cool down. Stretching: Static stretch for 10 minutes after the light jogging, cycling, or walk. Recovery: Use the R. I. C. E. D. procedure to treat any sprains, bruises, or strains. Part IV: Practice What You Designed 1. Practice the warm-up you have designed. 2. Consider how the warm-up/cool-down made you feel. Did it help prepare you for the workout? What changes would you consider making for the next workout? Be prepared to discuss this information with your instructor in your Discussion-Based Assessment. It helped me prepare. I would change nothing. What I already I changed was great enough because of how well it made me feel. Part V: Skills and Performance 1. Think about an activity you participate in and explain how each of the skill-related components of balance, reaction time, agility, coordination, power, and speed can enhance your performance levels in that activity. If all the components are combined then you will get stronger, faster, and healthier. How to cite Stretching and Activity, Essay examples

Relocation Centers Of Japanese

Relocation Centers Of Japanese-Americans Essay (1942-1943)Throughout the spring and summer of 1942, the United States Governmentplanned and carried out without serious incident, one of the largest controlled migrationsin history. This was the migration of almost 110,000 men, women, and children ofJapanese decent from their homes on the Pacific coast into ten wartime communitiesconstructed in remote areas between the Sierra-Nevada Mountains and the MississippiRiver. According to the United States Government, relocation centers were neverintended to be internment camps or places of confinement. Under United States law at thattime, Aliens of enemy nationality who are found guilty of acts or intentions against thesecurity of the Nation are to be confined in internment camps. Internment camps wereadministered by the Department of Justice unlike relocation centers which wereadministered by the War Relocation Authority. The physical standards of the relocation centers were never much abovethe bare subsistence level. For a small portion of the Japanese evacuees, these standardswere an improvement to their normal quality of living. But for the majority of theevacuated people, the relocation centers, despite all efforts to make them livable, remained subnormal. Evacuees hadfew leave privileges and had to meet certain criteria to do so. The movement of residing evacuees was somewhat restricted and the feeling of isolationwas inevitable. The tarpaper covered barracks of simple frame construction served ashousing in the relocation centers. None of the barracks had plumbing or cookingfacilities of any kind. A normal family of five or six received a single room about25 by 20 feet. Unattached evacuees, for example, bachelors lived in large, one roomdormitories. Army blankets, cots, and small heating stoves were the only furnishingsprovided by the government. One bath, laundry, and toilet room was provided for eachblock of barracks housing 250 plus people. Food was provided by the government for the evacuee residents. Mealswere provided for evacuees costing no more than 45 cents per resident per day (the actualcost averaged at about 40 cents). Food was prepared by evacuee cooks and served in messhalls large enough to accomodate atleast 300 people. Evacuees worked on farms whichwere government-owned or -leased farmlands. Resident farm workers produced most ofthe food consumed in the relocation centers. Most centers included farm program whichincluded poultry, eggs, and pork. Medical care was also provided by the government free of charge to allresidents. This was thought to help prevent serious epidemics from spreading. Hospitalswere built at all relocation centers. Simple dental and optical services were also provided. Any special medical services which were not available were to be paid for by theevacuees. Able-bodied evacuees were to work in jobs essential to communityoperations. Residents worked in mess halls, in hospitals, on farms, internal police, andin construction, and road maintenance work. Most residents who work were paid onaverage 14-16 dollars for a 44 hour week. Franklin D. Roosevelt signed Executive Order No. 9066 on February19, 1942. His order called for the eviction and internment of all Japanese-Americans. It is horrifying to recall that through the Japanese recollection program, a tragic eventthat brought heartbreak to many, was justified on the ground that the Japanese werepotentially disloyal, the record does not disclose a single case of Japanese disloyalty or sabotage during the whole war.

Society and Class in Charles Dickens’s “David Copperfield” free essay sample

Social structure is the organized instruction of social relationships and social institutions that comprise a society. David Copperfield depicts the social problems of Victorian society and throughout David Copperfield, Dickens presents a bunch of characters from all classes of British society whose interrelationships bring out the best and the worst in human behavior. Social class in the Victorian period is strictly divided into two classes which are rich and poor. Steerforth family is represented as rich people in David Copperfield and the poor people represented by Martha Endell, David Copperfield, and Mr. Micawber.Dickens criticizes his societys view of wealth and class as measures of a persons value. Charles Dickens reflects his dissatisfaction with society and social classes through the eyes of his characters in the Victorian period by showing the lifestyles of high, middle and low-class people. How the poverty effects lower and middle-class citizens in terrible ways while high-class citizens had it all by birth as Mitchell states in Daily Life in Victorian England â€Å"[i]n Victorian England it did not depend on the number of money people had, although it did rest partly on the source of their income, as well as on birth and family connections† (17) and they did not have to work for food, shelter or education. We will write a custom essay sample on Society and Class in Charles Dickens’s â€Å"David Copperfield† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dickens depicted the upper-class characters behaviors as superficial, deceitful, arrogant and insensitive. Those high-class people think that the middle and lower class people are basically animals and they should not pity them and they think they have the right to talk down upon them. In Charles Dickens’s eyes, the lower class were the majority of just and moral characters belonged to.Dickens showed great compassion and empathy towards lower class because he was a lower-class child when he was growing up. He was seen as a champion of the lower class by some of the lower-class citizens themselves he was characterized as the spokesman of the poor and that is why he criticized the upper class and glorified middle and lower-class citizens in David Copperfield. McDowall states in An Illustrated History of Britain â€Å"Charles Dickens attacked the rich and powerful for their cruelty towards the weak and unfortunate in society† (155) that he was deeply affected by how the society is in the Victorian period. Dickens depicts women, orphans, and mentally disabled people as primarily kind-natured and good in order to display the exploitation these figures suffer at the hands of more powerful characters and the society at large. Dickens showed the powerlessness of the lower-class members and they were treated like animals like they had no rights at all and how corrupt Victorian society is.

Sexual Abuse

20 Critical Essay Topics Outstanding Issues to Write about in a Paper on Domestic Violence/Sexual Abuse If you are tasked with writing a critical essay or a literary analysis on Domestic Violence/Sexual Abuse in Indian Reservations, the first step is finding a great topic. But this step can often seem the hardest which is why you we provide you with a list of potential critical essay topics below. With them you might be able to write your next essay: Punishments for Non-Natives Living within Indian Reservations Who Are Convicted of Domestic Assault/Domestic Violence in Indian Reservations Punishments for Non-Natives Living in Indian Reservations Who Are Convicted of Domestic Assault/Domestic Violence in Indian Reservations Domestic Assault/Domestic Violence Laws on Different Reservations and how They Compare to The State Laws for Domestic Assault/Domestic Violence Laws in Which the Reservation Is Located Why Perpetrator Rates for Sexual Assault/Sexual Violence in Indian Reservations Is Heavily Non-Native Sexual Assault/Sexual Violence Laws on Different Reservations and how They Compare to the State Laws for Sexual Assault/Sexual Violence Laws in which the Reservation Is Located Causes of Higher Rates in Domestic Assault/Domestic Violence in Indian Reservations Compared to Other Areas Regulated by State and Federal Authorities Why Perpetrator Rates for Domestic Assault/Domestic Violence in Indian Reservations are High for Non-Native Causes of Higher Rates in Sexual Assault/Sexual Violence in Indian Reservations Compared to Other Areas Regulated by State and Federal Authorities Solutions Enforced by The U.S. Government to Reduce the High Rates of Domestic Assault/Domestic Violence in Indian Reservations Compared to All Other Areas of The United States Does The U.S. Government Have the Authority to Stop or Help in Reducing Domestic Assault/Domestic Violence in Indian Reservations Punishments for Non-Natives Living in Indian Reservations who Are Convicted of Sexual Assault/Sexual Violence in Indian Reservations Punishments for Non-Natives Living off Indian Reservations who Are Convicted Sexual Assault/Sexual Violence in Indian Reservations Physical and Mental Health Options for Victims of Sexual Assault/Sexual Violence in Indian Reservations. Why Perpetrators who Are Intimate with Victims Engage in Sexual Assault/Sexual Violence in Indian Reservations Solutions Enforced by The U.S. Government to Reduce the High Rates of Sexual Assault/Sexual Violence in Indian Reservations Compared to All Other Areas of The United States? Does The U.S. Government have the Authority to Stop or Help Reduce Sexual Assault/Sexual Violence in Indian Reservations? Physical and Mental Health Options for Victims of Domestic Assault/Domestic Violence in Indian Reservations What Causes Perpetrators Who Are Intimate With Victims to Engage in Domestic Assault/Domestic Violence in Indian Reservations Cultural Differences in Legal Perception of Sexual Assault/Sexual Violence in Indian Reservations Cultural Differences in Legal Perception of Domestic Assault/Domestic Violence in Indian Reservations Sample Critical Essay: Punishments for Non-Natives Living Off Indian Reservations Who Are Convicted Domestic Assault/Domestic Violence in Indian Reservations The US take convictions for domestic assault and violence very seriously. Whether the state has an Indian reservation within its borders or not does not change the severity of the charges, or punishment. For a citizen who does not live in the Indian reservation, but commits such an act while on one, the jurisdiction for punishment will generally fall to the state authorities who prosecute it, just as any domestic abuse/violence charge. â€Å"Domestic abuse battery† is the legal term for any violent crime against an acquaintance. If an individual uses force or violence against another member of their household, it is considered legally to be domestic abuse. This can include anyone within the household, opposite sex or the same sex, spouse or significant other. Anyone who has ever resided in the same household with the accused, including children, can legally fall victim to domestic violence. This extends to a child who has lived with the accused at any point over the last five years or any child of the accused even one who does not live with them full time. Anyone who is charged with such a crime can face, in some states, a fine in the amount between three hundred and one thousand dollars. The jail sentencing for such a crime can be between ten days and six months. These minimum punishments can be changed if the court decides to offer probation for the convicted, something which requires them to have spent two days in jail, agreeing to go into a treatment program, and not having a firearm during this period in their possession. The state punishment can also be altered should the convicted be put on probation after the completion of four separate days of eight full hours at community service, in addition to which the convicted has to enter into a domestic abuse program. These two alterations to the minimum state sentencing are offered generally to fire time offenders. Any individual who is convicted a second time can opt to change the sentencing to include fifteen days in jail after which they are on probation, assuming they agree to ser ve thirty days of community service each of which lasts eight hours, and agree to enter into an abuse prevention program. The punishment for those on reservations is, again, contingent upon the local Native American authorities. In all states, there is no sharp increase in domestic abuse in large part because of the severity of the punishment in the event of being charged. This is not the same for reservations where the rates of abuse are twice as high for native women as they are for any other group, located in any other type of environment. That said, the system is divided in terms of jurisdiction in order to acquiesce to the cultural demands of the local populations and make some form of reparations. However, it seems that this is not resulting in effective change, or any change for that matter. At this juncture, there need to be oversight committees in place to ensure the local reservation authorities are doing their job effectively, and after this trial period of oversight, if things have not improved significantly, there must be government intervention to put a stop to this horrific crime. References: Bachman, Ronet.  Death and violence in the reservation: Homicide, family violence, and suicide in American Indian populations. Abc-clio, 1992. Bachman, R., Zaykowski, H., Kallmyer, R., Poteyeva, M., and Lanier, C. (2008). Violence against American Indian and Alaska Native women and the criminal justice response: What is known. Unpublished grant report to the US Department of Justice. Available from: www.ncjrs.gov/pdffiles1/nij/grants/223691.pdf. Hamby, Sherry L. The importance of community in a feminist analysis of domestic violence among American Indians.  American journal of community psychology  28.5 (2000): 649-669. Norton, Ilena M., and Spero M. Manson. Domestic violence intervention in an urban Indian health center.  Community Mental Health Journal  33.4 (1997): 331-337. Norton, Ilena M., and Spero M. Manson. A silent minority: Battered American Indian women.  Journal of Family Violence  10.3 (1995): 307-318. Roman, David.  DOMESTIC VIOLENCE IN INDIAN RESERVATIONS. Diss. NATIONAL UNIVERSITY, 2015. Tjaden, P., Thoennes, N. (2000). Full report of the prevalence, incidence, and consequences of violence against women: Findings from the National Violence Against Women Survey [NCJ 183781]. Washington, DC: US Department of Justice, National Institute of Justice the US Department of Health and Human Service, Centers for Disease Control and Prevention. Available from: www.ncjrs.gov/txtfiles1/nij/183781.txt.

Research perspectives Essay Example | Topics and Well Written Essays - 2750 words

Research perspectives - Essay Example They have higher and better developed cognitive skills giving them an edge over their younger counterparts. However language learning is one of the very crucial skills where they can be outsmarted by children. The critical learning period hypothesis posits that children learn a second language faster as compared to adults and have the ability to achieve native like expertise. Adults on the other hand are less likely to learn a second language post a certain age and such feat as achieving native-like expertise observed in young children, is almost non-existent or at best a rare phenomenon (Chiswick and Miller, 2008; DeKeyser, 2000). Researchers and language experts have observed that children up to a certain age naturally possess the ability to grasp various languages if they are exposed to it and achieve expertise and fluency in both – their native language as well as the foreign language. This skill or expertise is however highly restricted to a certain period of time known a s a critical period. If this period passes the language learning skills begin to fade and acquiring proficiency or native-like expertise in second language learning becomes a highly challenging task (Reichle, 2010; Rasinger, 2007; Singleton, 1989). However this hypothesis has found several critics who dismiss such claims and debate the relevance of the hypothesis (Nikolov, 2000; Hornberger and Corson, 1997; Ioup et al., 1994; Scovel, 2000). This study aims to assess, explore and analyse the credibility of the ‘critical period hypothesis’ and ascertain the impact, role, and implications of this period in second language acquisition via a comprehensive study of literature available on the subject. 1.1. Thesis statement: Competence in all spheres of human life is usually expected to increase and improve gradually over time and individuals are known to achieve expertise in various skills over the course of their lives. However certain skills such as language learning for in stance, are restricted to a certain critical period whereby it is claimed that L2 proficiency is best achieved before this 'critical period' since unlike other skills it is known to fade over time, thus implying that children are better equipped to achieve L2 proficiency as compared to adults. 1.2. Research objectives: The key objective of this study includes: To examine the relevance of critical period with respect to acquiring language learning skills among children and adults To ascertain whether children have superiority in language learning as compared to adults and whether such ability is dependent on a specific learning period. To examine the various factors such as biological, psychological, environmental, etc and assess its impact on second language acquisition. 1.3. Research problems: Being an English teacher in Saudi Arabia, I have often observed the various learning patterns of learners of English as a second language. Some of the key problems discussed as a part of this study include the following: Is there a substantial difference between adults and children with respect to second language acquisition? In what aspects does the critical period affect second language acquisition among individuals? Is there a common consensus among researchers with regard to relevance and credibility of the critical period hypothesis and its impact on second language acquisition among children and adults? Whether the decline in language learning abilities is the consequence of maturational factors or cognitive factors or any