The Olympics - Ancient Greek Funeral Games

The Olympics - Ancient Greek Funeral Games Its a curious aspect of sports that even when they are part of a celebration of global peace, like the Olympics, they are nationalistic, competitive, violent, and potentially deadly. Substitute panhellenic (open to all Greeks) for global and the same could be said about the ancient Olympics. Sports, in general, could be described as ritualized warfare where one power competes with another, where each hero (star athlete) strives to defeat a worthy opponent within a setting where death is unlikely. Rituals of Compensation for the Catastrophe of Death Control and ritual seem to be the defining terms. In coming to grips with the eternally present fact of death (remember: antiquity was a time of high infant mortality, death by diseases we can now control, and almost incessant warfare), the ancients put on shows where death was under human control. Sometimes the outcome of these shows was purposeful submission to death (as in the gladiatorial games), at other times, it was ​a  victory. Origin of the Games in Funerals The[re] are a number of possible explanations of the custom of funeral games such as to honor a dead warrior by reenacting his military skills, or as a renewal and affirmation of life to compensate for the loss of a warrior or as an expression of the aggressive impulses that accompany rage over the death. Perhaps they are all true at the same time.- Roger Dunkles Recreation and Games * In honor of his friend Patroclus, Achilles held funeral games (as described in Iliad 23). In honor of their father, Marcus and Decimus Brutus held the first gladiatorial games in Rome in 264 BCE. The Pythian Games celebrated Apollos slaying of the Python. The Isthmian games were a funeral tribute to the hero Melicertes. The Nemean games celebrated either Hercules killing of the Nemean lion or the funeral of Opheltes. All of these games celebrated death. But what about the Olympics? The Olympic games also began as a celebration of death, but like the Nemean games, the mythological explanations for the Olympics are confused. Two central figures used to explain the origins are Pelops and Hercules who are genealogically linked insofar as Hercules mortal father was Pelops grandson. Pelops Pelops wished to marry Hippodamia, the daughter of King Oenomaus of Pisa who had promised his daughter to the man who could win a chariot race against him. If the suitor lost the race, he would also lose his head. Through treachery, Oenomaus had kept his daughter unmarried and through treachery, Pelops won the race, killed the king, and married Hippodamia. Pelops celebrated his victory or King Oenomaus funeral with Olympic games. The site of the ancient Olympics was in Elis, which is in Pisa, in the Peloponnese. Hercules After Hercules cleaned the Augean stables, the king of Elis (in Pisa) welshed on his deal, so, when Hercules had a chance after he finished his labors he returned to Elis to wage war. The conclusion was foregone. After Hercules sacked the city, he put on the Olympic games to honor his father Zeus. In another version, Hercules merely regularized the games Pelops had instituted.

Battle of Grunwald (Tannenberg) 1410

Battle of Grunwald (Tannenberg) 1410 After nearly two centuries of crusading on the southern shore of the Baltic Sea, the Teutonic Knights had carved out a sizable state. Among their conquests was the key region of Samogitia which linked the Order with their branch to the north in Livonia. In 1409, a rebellion began in the region which was backed by the Grand Duchy of Lithuania. In response to this support, the Teutonic Grand Master Ulrich von Jungingen threatened to invade. This statement induced the Kingdom of Poland to join with Lithuania in opposing the Knights. On August 6, 1409, Jungingen declared war on both states and fighting began. After two months of fighting, a truce extending to June 24, 1410, was brokered and both sides withdrew to strengthen their forces. While the Knights sought foreign aid, King Wladislaw II Jagiello of Poland and Grand Duke Vytautus of Lithuania agreed upon a mutual strategy for the resumption of hostilities. Rather than invade separately as the Knights anticipated, they planned to unite their armies for a drive on the Knights capital at Marienburg (Malbork). They were aided in this plan when Vytautus made peace with Livonian Order. Moving to Battle Uniting at Czerwinsk in June 1410, the combined Polish-Lithuanian army moved north towards the border. To keep the Knights off balance, small attacks and raids were conducted away from the main line of advance. On July 9, the combined army crossed the border. Learning of the enemys approach, Jungingen raced east from Schwetz with his army and established a fortified line behind the Drewenz River. Reaching the Knights position, Jagiello called a council of war and elected to move east rather than make an attempt on the Knights lines. Marching towards Soldau, the combined army then attacked and burned Gligenburg. The Knights paralleled Jagiello and Vytautus advance, crossing the Drewenz near Là ¶bau and arriving between the villages of Grunwald, Tannenberg (StÄ™bark), and Ludwigsdorf. In this area on the morning of July 15, they encountered the forces of the combined army. Deploying on a northeast–southwest axis, Jagiello and Vytautus formed with the Polish heavy cavalry on the left, infantry in the center, and Lithuanian light cavalry on the right. Wishing to fight a defensive battle, Jungingen formed opposite and awaited attack. The Battle of Grunwald As the day progressed, the Polish-Lithuanian army stayed in place and made no indication that they intended to attack. Increasingly impatient, Jungingen dispatched messengers to chide the allied leaders and provoke them to action. Arriving in Jagiellos camp, they presented the two leaders with swords to aid them in the battle. Angered and insulted, Jagiello and Vytautus moved to open the battle. Pushing forward on the right, the Lithuanian cavalry, supported by Russian and Tartar auxiliaries, began an attack on the Teutonic forces. Though initially successful, they were soon pushed back by the Knights heavy cavalry. The retreat soon became a rout with the Lithuanians fleeing the field. This may have been the result of a misinterpreted false retreat conducted by the Tartars. A favored tactic, the sight of them intentionally retreating may have led to panic among the other ranks. Regardless, the Teutonic heavy cavalry broke formation and began a pursuit. As the battle flowed on the right, the remaining Polish-Lithuanian forces engaged the Teutonic Knights. Focusing their assault on the Polish right, the Knights began to gain the upper hand and forced Jagiello to commit his reserves to the fight. As the battle raged, Jagiellos headquarters was attacked and he was nearly killed. The battle began to turn in Jagiello and Vytautus favor when the Lithuanian troops that had fled rallied and began to return to the field. Striking the Knights in the flank and rear, they began to drive them back. In the course of the fighting, Jungingen was killed. Retreating, some of the Knights attempted a final defense at their camp near Grunwald. Despite using wagons as barricades, they were soon overrun and either killed or forced to surrender. Defeated, the surviving Knights fled the field. Aftermath In the fighting at Grunwald, the Teutonic Knights lost around 8,000 killed and 14,000 captured. Among the dead were many of the Orders key leaders. Polish-Lithuanian losses are estimated at around 4,000-5,000 killed and 8,000 wounded. The defeat at Grunwald effectively destroyed the Teutonic Knights field army and they were unable to oppose the enemys advance on Marienburg. While several of the Orders castles surrendered without a fight, others remained defiant. Reaching Marienburg, Jagiello and Vytautus laid siege on July 26. Lacking the necessary siege equipment and supplies, the Poles and Lithuanians were forced to break off the siege that September. Receiving foreign aid, the Knights were able to quickly recover most of their lost territory and fortresses. Defeated again that October at the Battle of Koronowo, they entered peace negotiations. These produced the Peace of Thorn in which they renounced claims to Dobrin Land and, temporarily, to Samogitia. In addition, they were saddled with a massive financial indemnity which crippled the Order. The defeat at Grunwald left a long-lasting humiliation that remained part of the Prussian identity until the German victory on the nearby ground at the Battle of Tannenberg in 1914. Selected Sources Teutonic Knights: Battle of GrunwaldBattle of Grunwald 1410

Emotional Models Comparison Essay Example | Topics and Well Written Essays - 500 words

Emotional Models Comparison - Essay Example It is stated by Robert Masters that feeling is an emotion that is physiologically based, but is sometimes also psychologically orientated; and emotion is psychosocially constructed, dramatized feeling. But there are a range of other definitions that defines emotion such as: In psychology and common use, emotion is the language of a person's mental state of being, normally based in or tied to the person's internal (physical) and external (social) sensory feeling. Love, hate, courage, fear, joy, sadness, pleasure and disgust can all be described in both psychological and physiological terms. Incidents of coordinated changes in several areas, including what has been called the 'reaction triad' of physiological arousal, motor expression, and subjective feeling, in response to either an internal or an external event of significant importance to an individual. To better understand the concept of emotion and the reason why it is difficult to define the term, it is necessary to compare the models developed by philosophers and academics such as William James, Carl Lange, Walter Cannon and Stanley Schachter. These are only some of the scholars who have made inroads in the field of emotions. This theory refers to the origin and nature of emotions theory developed independently by two scholars, William James and Carl Lange in the 19th century.

Redefinition of Japanese American Identity Essay

Redefinition of Japanese American Identity - Essay Example Industrialists sought Japanese immigrants to replace the Chinese after the Chinese Exclusion Act took effect. The cultural diversity in the U.S resulted in fundamental questions being raised on America’s culture and identity. The reception of other Asian Americans in U.S had its basis on the reception that the Chinese received. The Japanese later discovered during the Second World War that their achievements in U.S did not lead to any acceptance by the American community. The Japanese were placed in internment camps, unlike the German and Italian Americans (Takaki, p. 7). After the Second World War, and following the treatment of the Japanese Americans during the war, their identity underwent redefinition. This is because of the historical experiences and changes in laws, economics and attitude during the war. After the Second World War, Japanese Americans faced numerous challenges that helped in the creation of their identity. In 1942 following the Pearl Harbor attack, Presid ent Roosevelt instituted the Executive Order 9066. Though the order appeared neutral, it targeted the Japanese classified as a danger to the American society. Thousands of Japanese-American citizens were sent to hurriedly constructed camps (Takaki, p. 6). Many of these citizens spent close to four years in this camps living under heavily armed guards. This Japanese American had American citizenship but faced internment because of their original country’s attack on Pearl Harbor. While the Japanese Americans faced internment, the African Americans faced extreme discrimination and segregation. African Americans would be forced into war and later be discriminated by the exact society it protected (Jones, p. 9). While the Japanese Americans population in West U.S represented a small portion of Japanese Americans in the country, they faced hostility from the vast white population. Customs and laws shut them out from participation in civil life and economics. Japanese immigrants did not have rights to property or citizenship. However, their descendants became citizens by birth and successful in farming and business. The Pearl Harbor attack by the Japanese gave the white Americans an opportunity to renew and reinforce their hostility towards the Japanese Americans. It also gave the white community an opportunity for targeting their competitors in economic activities. This community agitated for the elimination or removal of unwanted competitors-Japanese (Takaki, p. 6). White Americans posted relocation notices all over the American West Coast. The white Americans gave the Japanese one week to leave the country. Japanese farmer’s desperately looked to their unwilling neighbors to take care of their farms. Business owners and farm owners faced financial ruin. They lost everything and forced to sell their shops, homes, furniture and clothes. The Supreme Court in 1944 reinforced the exclusion constitutionally by declaring the permissibility of the exclusion to curtail the civil rights of the Japanese Americans because of the pressing public necessity (Jones, p. 6). This treatment of Japanese Americans by the white Americans is similar to the treatment of other Americans. The African and Mexican Americans faced exclusion from economic activities. Economic and social activities were the preserve of the white Americans, and they viewed other races as competition or slaves.

Organisational Structure Essay Example for Free

Organisational Structure Essay All organisations are designed to suit their objectives, role, and mission. Internal structure of an organisation is the way in which interrelated groups of an organisation are arranged in a particular fashion for effective communication and best possible coordination (Wikipedia, 2006). Organisational structure plays an important role in day-to-day functions of an organization. The organisational structure of an organization will dictate the delegation of authority, work specialization, and employee reporting framework. An efficient structure will facilitate decision making. A good organisational structure removes uncertainties and helps in planning for future expansion as well (Business Bureau-uk, 2002). A company would adopt a suitable combination of structure and control systems that are most effective for pursuing sustainable competitive advantage. In addition to coordinating strategy implementation, the role of structure and control is to motivate and provide incentives for superior performance. There are numerous internal and external factors affecting the way organizations structure themselves. This essay will scrutinize organisational structures of small and medium sized organizations in different countries. An evaluation of the factors affecting these structures has also been carried out coupled with an analysis of the response from these organizations to varying challenges. Organisational Structures Three major components of organisational structure identified by most theorists include complexity, formalisation, and centralisation (Robbins, 1987). Complexity is basically the degree of differentiation that exists within an organization. Horizontal differentiation considers the degree of separation between units of the same level and vertical differentiation refers to the depth of the organizational hierarchy. A well-known way of horizontal differentiation is the multidivisional (M-form) structure (Chandler, 1962). This structural form is used by firms to carry out most diverse economic activities. Other forms of horizontal differentiation are the functional structure in which people and tasks are grouped together on the basis of their common expertise and experience. Then there are the geographic structures, which use regional basis for organizing activities, and the product division structure which has a focus on products or product groups. The second component of organisational structure is the formalisation. The formalisation refers to the degree to which jobs within the organization are standardized. If a job is highly formalized, there are explicit job descriptions, lots of organizational rules, and clearly defined procedures. The formal organization however does not imply that the organisational structure will become inflexible. The informal organization on the other hand is any joint activity without conscious joint purpose, even though contributing to joint results (Barnard, 1964). The third component of organisational structure is the centralisation. It is defined by most theorists as the degree to which decision making is concentrated at a single point in the organization. Small and Medium-sized Enterprises (SMEs) in Different Countries SMEs are generally defined as having fewer than 250 employees and less than 50 million euros in annual turnover (Cardais, 2005). SMEs play a major role in developed economies. According to the United Nations Economic Commission for Europe, in 2000, 99. 8 per cent of enterprises in 19 countries in Western Europe were SMEs (Kuwayama, 2002). In the United States, small businesses employ more than half of the labor force. The SMEs constitute 96% of the total establishments and represented 69% of total employment in the US (APEC, 2006). SMEs are inherently adaptive to changing market and supply environments. SMEs help in deepening managerial and entrepreneurial skills, and are considered very attractive because of their diversity and competition in the supply of products and services. In United States, SMEs generate half of the national total sales. Most of these corporations develop market-like relationships between the different parts of their organisation. This is reflected in the greater use of the multidivisional structure form. In United States, companies are split into profit centres in pursuance of their market strategies. There is however heavy reliance on formal procedures and standardisation of organisational roles which makes American companies to coordinate a large diversity of economic activities. In Europe, 20 million small and medium sized enterprises comprise major chunk of the European economy. The SMEs in Eurpoe are providing around 65 million jobs. SMEs have greater opportunities to continuously evlove their structures keeping in view their diversified role and constantly changing competitive environments. Organisational Structure of SMEs is very dynamic in Europe. In Germany specially, SMEs are more centralized than US companies and planning and control is more integrated (Europa, 2006). The German SMEs are characterised by a strong linkage between enterprise and owner. This close relationship strongly influences the internal structure and market strategies of the enterprises (Hauser, 2000, pp. 1-2). Factors Reshaping Organisations There are many internal and external forces that can affect an organization. Internally an organization creates its own internal structure, mission, and fiscal policies. These internal forces are designed to meet the external challenges like competitors, the economy, and the demands of the customers. All these factors are having unified impact on organizations in United States and in Europe. Customer demands are influencing organizational structures directly in the same manner that supply can affect demand and vice versa. Another area influencing organizational designs is the constantly changing requirements of the human resources. Surveys conducted in United States have revealed changing workforce behaviour. Changing drives for motivating workers, and getting the best out of them affects the way a company needs to organise its resources. SMEs in developed economies are influenced by e-business to a great extent, allowing them to trade worldwide from a single website. Organisations in Europe and United States are deeply effected by the environment. The advancement of technology is forcing the companies to reengineer their processes. The general environment is dictating change in socio-cultural outlook of companies. With regard to the task environment, major forces playing their part in reshaping organisations include competitors, customers, suppliers, regulators, and strategic allies. High performance and customer satisfaction are directly related to structural design of a company. To compete effectively, the company must avoid becoming operated by a top-down approach. In an era of rapid change and high technology, companies are required to shift centralized management controls. The environment is dictating to focus on streamlining operations, and empowering workers with the knowledge, skills and resources to do their jobs. Analysis of Response to Changing Requirements Change is always viewed differently by the management and the employees. Top level management perceives change as an opportunity to strengthen the business and to advance in their career. The employees however do not welcome the change. They consider change as disruptive and intrusive. They may worry about their ability to meet new job demands. They may think that their job security is threatened, or they may simply dislike ambiguity. Some managers may also feel threatened by the change since it may be against their self-interests. Managers so affected may fight the change as well. But the change is inevitable. The only thing constant in this world is the change. Organizations in Europe and United States are changing and actively adapting to their environments. Organisations in United States are structuring to small business units to tackle complex, and highly uncertain environments in the face of huge competition. Organizations whose structures are not fitted to the environment can not perform well and eventually fail (Borgatti, 1996). The changes are being made to the tools, resources, and the physical or organizational settings of the company. Organisations in Europe and United States are redesigning their structures to meet new challenges. Customers, owners, suppliers, regulators, local communities, and other employees are changing their needs constantly which are compelling the SMEs to adopt a flexible and dynamic structure. The Impact of uncertainty avoidance dimension is forcing towards flexibility of jobs definition and task interchangeability which is quite visible in US and European companies nowadays (Hofstede, 1980). Conclusion The last decade of 20th century witnessed developments occurring within a frame work of rapidly expanding social and economic interdependence on a global scale. Organizations have evolved through periods of incremental or evolutionary change. The major work changes happening today are changes in organizational strategy, organizational structure and design, technology and human resources. In contrast to the classical scholars, most theorists today believe that there is no one best way to organize. What is important is that there be a fit between the organizations structure, its size, its technology, and the requirements of the environment including the competitors. References http://www.actetsme.org/usa/usa98.htm http://www.analytictech.com/mb021/orgtheory.htm http://en.wikipedia.org/wiki/Organizational_structure

The Many Benefits of Section Nine :: Sports Athletes Essays

The Many Benefits of Section Nine Section Nine affects all women, not just athletes or children young enough to benefit from equalized funding. Women of all ages, all traditions, and cultures, even/especially the older generations who are being confronted with the changing image of the woman as projected through their grandchildren and children who are benefiting and changing in correlation to section nine. This is seen in all the movies we've watched this semester, and I assume is experienced in most homes and families with young woman. The value system held by the older generation is being met full on by new values, and as Jessie mentions in Bend it Like Beckam, the closer she gets to being who she is now allowed to be, the further she gets from who her family expects and knows her to be. It's not just sports or the new generation benefiting from section nine that is changing; everything is required to change to adopt this modern woman into the family structure. The first group most affected by the new young woman of today would be the older woman of yesterday. Family conflict concerning mothers and daughters in relation to sports was a theme throughout the films. In Love and Basketball, Monica and her mother finally have a confrontation, and her mother admits she gave up her dreams for her husband, children, and their house, but she also declares she would do again, that her family and their happiness became her purpose, and she wouldn't give that up. This notion of the family as the female sphere repeats especially in Bend it Like Beckham. The woman of the family seem to have a spy network of gossiping older women who actually make it their duty in life to learn about and derail inappropriate female behavior. Unfortunately for Jessie, this includes sports (or anything with her legs showing). Her mother teaches her to make a meal, and insists she learn other "wife" activities involving the home, but as with Monica, this casting of the old o n the new never quite takes because of a complete difference in cultural upbringing and its significance for women. At the end of both these movies, all the women essentially compromise. Monica's mother admired the "fight" in Monica, and she tells her to try for Q. Jessie learns to cook and play soccer, and the older women of the neighborhood become more lenient (although it does take the father, symbol of the patriarchy, to get the women to accept Jessie and her goals).

Introduction to Working with Children

Unit 1 – An introduction to working with children E1) Statutory care and education must, by law, be provided by the government and be free of charge. An example of a statutory education setting is Primary School. While some Primary Schools are private, there must also be Primary Schools that are free of charge to attend. Private care and education is education or care that must be paid for. An example of a private education setting is a private Nursery. Most Nurseries are private and require a fee for admitting children. Voluntary care and education settings do not charge a fee for admittance and are staffed by volunteers.They are mainly funded by charities and small donations from parents. An example of a voluntary care and education setting is a Parent and Toddler group. E2) Primary Schools aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children a variety of subj ects with much focus on literacy and numeracy skills. Primary Schools help to identify children’s learning needs and relay useful information to parents on their children’s development. They also offer extra support for children who need it.Primary Schools offer family liaison officers and children’s liaison officers should parents feel they need help. Primary Schools also offer the chance for parents to go to work during the hours they’re educating their children. Nurseries aim to support children in their education, physical development, emotional development, social development and cognitive development. Educationally, they teach children colours, numbers, the alphabet and various other skills and subjects children need to help them learn more in the future. They teach using the EYFS.Most Nurseries provide flexible hours so parents can go to work. Some Nurseries provide an out-of-school club, where children can play, be fed and socialise until their pa rents are able to pick them up. Nurseries also work to help identify any special needs of children and communicate with parents on the best way to deal with any issues their child may have. Parent and Toddler groups aim to support children in social development, helping children gain confidence and make friends, which is a good way to get children comfortable with socialising before they go to a Nursery.Parent and Toddler groups aim to support families by giving them the opportunity to socialise with other parents and, if needed, teach them how to play with children as often, parents are unsure of how to communicate and have fun with their child. In many Parent and Toddler groups, a health visitor will be on-hand to give out health advise and check their children’s physical development. E3) One of the main pieces of legislation in the UK that supports the rights of children is the United Nations Convention on the Rights of the Child (UNCRC).The UNCRC covers all the basic righ ts of a child including health, education, emotional care, privacy and human rights. The Child Care Act 2006 provides the framework to the Early Years Foundation Stage (EYFS) and the Every Child Matters scheme (now known as ‘Help Children Achieve More’). Under this Act, child care settings have to meet National Standards to help children achieve their full potential. It incorporates the welfare standards that all settings working with children under the age of 8 must comply with.This Act outlines the importance of standards in child care settings and children being kept safe, healthy and being able to enjoy their lives, which are all directly related to articles 19, 23, 24, 28, 29, 36, 33 and 37 in the UNCRC. Education Act 2002 promotes the local authorities’ and educational facilities’ duty regarding safeguarding and child welfare. This relates to protection from physical abuse, sexual abuse, mental abuse and kidnapping. It also relates to the authorities and educational facilities providing privacy and allowing children their dignity.Articles 11, 16, 17, 19, 34, 35, 37 and 39 in the UNCRC also cover this. Education Act 2004 was designed to ensure different services, such as social workers and GPs, work and communicate with each other effectively. This Act was largely a consequence of the Victoria Climbie inquiry, which also was also largely responsible for the Every Child Matters (Help Children Achieve More) programme. Education Act 2004 relates to articles 3, 4, 24, 28, 39 and 40 in the UNCRC. Equality Act 2010 replaced previous anti-discrimination laws, for example, Disability Discrimination Act 1995.The Act was brought in to try to stop discrimination in settings and the workplace. The Equality Act 2010 covers 9 protected characteristics: gender reassignment, age, disability, pregnancy and maternity, marriage and civil partnership, sexual orientation, race, sex and religion or belief. Equality Act 2010 relates to articles 2, 12, and 14. E4) E5) A child should be valued, respected and treated as an individual with opinions of their own. It is easier to value yourself if other people value you too. If you don’t value yourself, you may end up permanently afraid of being rejected so you may push people away for your own protection.All children are different and should be treated for their individual needs so that they can accomplish everything to the best of their ability. All families are different also, and knowing a child as the individual they are, you can help them through situations such as their parents splitting up, as some children cope with things in a different way. Due to all children having different personalities, likes and dislikes, emotions and ways of thinking, you should help them to learn in different ways that suit the kind of person they are.For example, one child may learn better through listening, while another child may learn better by doing practical tasks. Knowing how different children like to learn can help you teach them more effectively and let them get the best of their education. Children should also be valued for being of a different culture or religion which may take them out of the setting for religious events with their families, which must be a decision that you respect, even if the culture or religion isn’t your own. Special arrangements must be made for some religions such as Jewish children only eating kosher foods.Decisions made by parents must also be respected as parents are children’s primary educators. If a family doesn’t want something taught to a child, you must respect their wishes. E6) A professional skill needed by practitioners is teamwork. Teamwork is necessary for the care of children because children must be kept an eye on at all times to keep them safe, and in a room of twenty three year olds, one person cannot keep watch on all of them. Also, different people have different knowledge, and collaborating kn owledge and ideas is helpful to keep things interesting and new for children.Another professional skill needed by practitioners is organisation. This is because you must keep an organised environment to avoid chaos and also because children must be observed for the benefit of knowing the child’s limitations, strengths and skills so they can be taught and handled accordingly. Problem solving is also another professional skill that is needed in order to keep order. It is needed to solve problems, whether they be between people or the way things are run in the setting. An example of this is staff to child ratios.A manager may need to work out how many children are going to be in the setting and how many staff they’ll need to meet the needs of the children. E7) Study skills such as time management can help in your training because it means you’ll be able to get to your classes and placements on time and get the full benefit of your allotted time in class. Note-takin g can help you in your assignments and research, making it easier to do your work and remember what you’ve been taught. It also helps with observations in settings, making it easier to write them up.Flashcards can help you memorise specific terms, words and pieces of information in preparation for exams and essay-writing. This can be helpful in settings for learning children’s names. Communication can help you read and write your essays and work to the best of your ability. Asking someone else how they would word something can give you a good idea of how you should word it. Communication skills in a setting are vital for the welfare and education of the children because a lack of communication can mean that errors that put children in jeopardy can occur.Reading is a good study skill to have, as you can learn much by reading and it can give you quotes and examples for your essays. Being able to read in a setting can help you learn more about children if you’re re ading their file. Concentration is essential for studying as becoming distracted could make you late for handing in essays or you may miss something vital in class. In a setting, you must concentrate on your task of looking after the children or accident may occur.Writing skills are important in class as your essays must be clear to read and if you have good writing skills, essays are easier to write. In a setting, writing skills are needed to teach children how to write and so you can write up clear reports and observations on the children. D1) Practitioners should develop and maintain good relationships with parents because that way, it will be easier to communicate with them about the child’s needs and progress and for the parents to listen to them without being hindered by a dislike for the practitioner.Practitioners should also listen to what the parent has to say, as it may be beneficial in getting to know the child, how to deal with the child and how to meet the childà ¢â‚¬â„¢s needs. Relationships with parents should be kept appropriate and professional. Should a practitioner wish to discuss a problem they’re having with a child, the practitioner should do it through appropriate means, such as writing a letter or talking to the parent face to face within the setting, not through a social network site or texting. Arguing with a parent, for example, about the needs of their child would be inappropriate.Practitioners must respect that, as the child’s parents and primary educators, they know what is best for their children (unless it poses a serious risk to the child, in which case a practitioner would have the right to report the issue). Practitioners may make suggestions on what the child needs to parents, but if the parent doesn’t accept what the practitioner is saying, the practitioner must accept the parent’s decision. Appropriate relationships with other practitioners should be maintained also. Maintaining a proper r elationship with co-workers will make working as a team easier and allow you to be able to carry out your job effectively.Maintaining good relationships with your co-worker could help you if you have a problem in the setting that you’re not sure how to deal with as they may have knowledge on how to deal with it. You can learn new things from your co-workers which could help you carry out your job effectively. If you’re arguing with a co-worker, this would make for an inappropriate relationship, which could hinder your work and create a bad atmosphere for children. Arguing with your fellow co-workers could cause a problems with teamwork which would not be beneficial to children. It could also make you and your co-workers unhappy and may cause more arguments.If you’re preoccupied with arguing with a co-worker, it may distract you from your job and from meeting the children’s needs. D2) Working in a team with other agencies collaborates different practitione rs from different sectors and professions to provide a more effective way of working with children. Children who need additional support can get the right support for their needs. An example of when a multi-agency team would be considered effective and relevant would be if a practitioner follows the Common Assessment Framework because the practitioner believes the child may have some form of learning disability.If proper protocols and procedures are followed, a plan would be tailor-made to suit the child’s needs, which may include agencies such as social workers, Doctors, specialists in the disability, and teachers, who would meet to discuss with the child’s parents how best to deal with the child’s needs. The agencies involved would share information on the child to make sure everybody involved in the child’s care knows how to effectively care for the child and meet the child’s needs.Working with different agencies if beneficial to a child with sp ecial needs because each agency specialises in a different sector of care and the information different sectors can provide will be provided to the other agencies involved with the child’s care, meaning new knowledge will be passed to different people which could also apply to caring for other children too. An example of when a multi-agency team has failed and the repercussions of their failure is the Baby P case. Many different agencies had information regarding Baby P, that, if shared, could have saved him from death.Agencies such as social workers and Doctors were involved in the welfare of Baby P, but they didn’t communicate effectively. The Baby P case happened after Children Act 2004 was created, which was largely a consequence of the murder of Victoria Climbie, another case of a multi-agency team not communicating effectively, meaning that there are still flaws within a multi-agency team working for the welfare of children. C) Early Years practitioners should li sten to the views and opinions of children because what children have to say is important in learning about the ersonality of the child, and knowing the personality of the child will let you care for them more effectively because you will know how the child learns best and what their likes and dislikes are. Listening to the views of children and valuing their opinions will also higher the child’s self esteem and make them rightfully feel like their opinions have worth and are important to people. It will give them confidence to speak up for themselves and the ability to communicate their opinions and ideas more effectively.If a child feels that their opinion doesn’t matter, they could become hesitant to join and contribute in social groups and feel shy and feel unable to stand up for themselves and what they believe in, which may upset and frustrate them and make it hard for them to make friends. B) Education Act 2002 relates to safeguarding children and making their w elfare top-priority. Knowing the boundaries and limitations of your job will help you conform to this piece of legislation and make sure that what you’re doing for a child will not put them in danger or put you in danger of going against this Act by accident.It is important that practitioners understand limits and boundaries of their role. An example of when limits and boundaries should be set is with confidentiality. You must know when it’s okay to share information about a child and when it is not. Sharing information with another parent about a child that isn’t theirs would be inappropriate and would break confidentiality rules but sharing information about a child with another practitioner in the setting would be appropriate as long as the practitioner is also involved in the care of that child.The setting a practitioner is working will also have their own set of policies and procedures. Not following these policies and procedures may get the practitioner in to trouble in their workplace and/or put children in danger. Some settings may ask that their practitioners not hug or kiss children. While some parents are happy to let the people who also care for their children to hug and kiss their child, it may go against the setting’s policies. When working in partnership with parents, it is essential to know your limits and boundaries as a practitioner.Practitioners must remember that the parent is the child’s primary educator and carer and that they have the right to do what they think is best for the child, even if it goes against what the practitioner thinks is best (unless it would put the child in danger). Some parents may not wish for their child to eat certain things, and as a practitioner this must be respected; if you gave their child a food that a parent has requested their child not eat, this would be crossing boundaries. A) A child centered approach promotes the child’s right to make connections, communicate a nd make decisions for themselves.It gives children the freedom to experience, question, search for answers and think independently in a safe environment. Practitioners take a role in letting play develop without them directing it. This enhances a child’s creativity and enhances their communication skills. An example of a popular child centered approach is the Reggio Emilia Approach. This educational philosophy was created by Loris Malaguzzi, a teacher, and the parents of the villages around Reggio Emilia, Italy, after World War II.A school was built from the ruins of the villages because it was the belief of Loris Malaguzzi and the parents of the children who attended the school that the education and care of their children was paramount to rebuilding their society. The Reggio Emilia Approach puts at the heart of its system the image of a child being powerful in their own right. â€Å"Children are seen as expressing themselves in varied ways – known as the hundred lan guages of children. † (www. leixs. gov. uk/using_the_reggio_Emilia_approach_to_personalise_learning. df) Reggio educators do not see children as empty vessels that require educating. They see children as capable of building their own knowledge and being full of potential and competence. â€Å"Time, and how adults use it, is central to Reggio philosophy. The rhythm and pace of the child is always given overriding importance†¦ This means really having time for children’s thoughts and ideas, and giving value to their work, their conversations and their feelings by slowing down to listen to them†. The Reggio Emilia Approach, page 21) Reggio schools allow children to direct their own projects and have free reign of materials and methods. They are watched over by Reggio teachers, but not guided by them. The children learn creativity, communication and problem solving without the guidance of adults. Loris Malaguzzi believed â€Å"Our task, regarding creativity, is to help children climb their own mountains, as high as possible†. (www. community

Case Analysis: Global Payments Breach

Table of Contents Executive Summary3 Company Background3 Security Breach3 Cost of Security Breach3 Closer Look at Control Issues4 Steps to mitigate data breach4 Conclusion6 References6 Executive Summary A data breach at a credit card payments processing firm Global Payments potentially impacted 1. 5 million credit and debit card numbers from major card brands Visa, MasterCard, Discover and American Express (money. cnn. com) in April 2012. Company Background Founded in 1967, Global Payments (NYSE:GPN) is one of the largest electronic transaction processing company based out of Atlanta, GA and operations in several European and APAC regions.The company provides business-to-business card payment and processing solutions for major card issuers such as Visa, Master Card, Amex and Discover. The company also performs terminal management and electronic check conversion. Security Breach Exactly a year ago, in March 2012 the company was hit by a massive security breach of its credit card payme nt processing servers impacting more than 1. 5 million customers (nytimes. com). The company reported unauthorized access to its processing system resulting in data transfer of 1,500,000 card numbers.According to the company report, data stolen includes name, social security number and the business bank account designated for payment processing or deposit services. As a result of unauthorized access to the company’s servers millions of customer confidential records got exported. Cost of Security Breach While this data breach is not the largest of the cases, Global Payments data breach turned out to be a $93. 9 million deal according to the company’s Jan 8th 2013 quarterly report (bankinfosecurity. com). This is mainly spent in enhancing security and ensure compliance with Payment Card Industry Data Security standard.The company hired a qualified security assessor (QSA) that conducted an independent review of the PCI-DSS compliance of Global Payments systems and advised many remediation steps for its systems and processes. The company also paid fines related to non-compliance and has reached to an understanding with several card networks. The majority of the expenses, $60 million were originated out of professional fees while $35. 9 million was estimated to be fraud losses, fines and other charges imposed by credit and debit card networks.However the company received $2 million in insurance recoveries. There could be additional expenses of $25 to $35 million in reminder of 2013 due to investigation, remediation and PCI compliance. Closer Look at Control Issues While the company would like to conceal finer details of the investigation a closer look into this case clearly reveals a fraud triangle of pressure, rationalization and opportunity. It is highly likely that an insider played a major role in exposing security vulnerabilities of the company’s information technology systems and lack of proper monitoring mechanisms.Lack of proper interna l controls resulted in the insider making use of the opportunity to commit fraud. The case clearly indicates that either system monitoring mechanism was inadequate and could not prevent the data thief to get access to PCI data. It is not clear whether high level data encryption was implemented for personal data such as social security numbers and bank accounts. Steps to mitigate data breach A number of precautionary and data protection measures should be taken to ensure PCI compliance and prevent such a massive data theft (sans. rg). 1. Establish multiple levels of data security specifically for personal information such as customer account numbers, social security numbers, customer addresses, phone numbers etc. , This includes creating authorization algorithms and every data retrieval gets logged and reported. 2. The data should be encrypted by utilizing best of data encryption methodologies to protect both data at rest and in transit. Data at rest is the information residing in da tabase and file servers and even in personal computers. On the ther hand, data in transit refers to data moving across local and wide area networks. 3. Identifying all the sensitive data that needs encryption is the first step in protecting data based on the data classification policies. 4. Locate data at rest and data in motion and then apply techniques such as eradication i. e. removal of unnecessary data lying in file systems or personal PCs; obfuscation of data to ensure it is not in readily readable format and finally encrypt by employing industry standard data encryption techniques. 5. Follow PCI-DSS requirements for financial data . PIN blocks, CVV2 and CVC2 card verification data cannot be stored at any time. b. All sensitive information must be encrypted during transmission over networks that are main targets for hackers. c. Ensure that security related technology is resistant to tampering and do not disclose any security related documentation. d. Ensure sound and practical policies around data generation, updates, deletion, storage and archival of cryptographic keys e. Ensure that data exchange is conducted over a trusted path that follows high controls and confirms to authenticity of content.Conclusion The numbers of cyber threats are increasing at an alarming level and a small overlook on company’s behalf is enough for hackers to steal confidential data and put consumers at risk. In today’s high tech world of information technology customers information is at high risk of breach and any company both private or public involved in dealing with financial data has to ensure highest level of regulatory compliance to protect consumers interest, maintain their trust and finally run as an ongoing concern References 1.Jessica Silver-Greenburg, Nelson D Schwartz (March 30 2012). â€Å"Master Card and Visa Investigate Data Breach† New York Times. Retrieved 2013-03-17. 2. Information Security Group (January 10 2013). â€Å"Global Payments Breach Tab: $94 million†. www. bankofsecurity. com. Retrieved 2013-03-17. 3. Julianne Pepitone (April 3 2012). â€Å"1. 5 million Card numbers at risk from hack†. www. money. cnn. com. Retrieved 2013-03-17 4. Dave Shackleford (November 2007). â€Å"Regulations and Standards: Where Encryption Applies†. www. sans. org/reading/analyst_program/encryption_Nov07. pdf

How to Become an Editor

How to Become an Editor If your email inbox is jammed with friends and family sending you little projects like resumes, reports, or other documents to review, you might already be an unofficial editor. If finding grammatical issues in public places makes you cringe, and you want to bust out your red pen every time someone uses â€Å"supposably† on Facebook, it might be time to take your hobby to the next (professional) level. Or, if you’re like me, you have an English-type degree and aren’t sure what you want to do with, but you do know that you love reading and writing, it could be the right path for you. What Does An Editor Do?There are lots of different kinds of editors. At the most basic level, an editor is someone who ensures the quality of writing- either print or digital. They may also:manage projects from start to finish.review topics in specialty areas (like medical, technical, or legal writing) for accuracy.make decisions about what content should be included in a book, public ation, or website.select books for publication.organize writing into a coherent structure.copyedit and proofread material for grammar, style, and proper usage.factcheck content before publication.work with writers to shape, develop, and refine their writing- fiction or nonfiction.rewriting content, or writing supplemental material, like introductions, headlines, notes, etc.hire content writers.consult on layout and design.develop content strategies for publications or publishers.You find editors wherever there are words presented to the public, basically. They’re employed by book publishing companies, newspapers, magazines, companies in all industries for in-house and corporate communications, websites, and other places that need to deal with content. Think of an editor as a content wrangler, in all of its many forms. Let’s look at some of the more common career paths for editors: [via PayScale]What Skills Do Editors Have?Editors are multitaskers. They have to be write rs, judges, fix-it-fast technicians, managers, and shepherds.These are some of the most crucial skill sets that you’d need as an editor:Editors are organizational enforcers. They work on deadlines (often short and unforgiving ones) and with sets of rules (like page limits or layouts) to make sure the writing is as good as it can be for the target format.Strong writing  and verbal skills are a must for editors. Sure, you may be working with other people’s writing instead of your own, but you need to be able to recognize good writing if you’re going to fix writing that needs a little help. That means you need to be able to understand what others are putting out there, and be able to revise/refine that as necessary. It also means you should be able to express your own thoughts clearly as well. Communicating back and forth is an essential part of any editor’s job.Part of being an editor is not only making tough decisions about content or writing, but also c ommunicating to the writer why you think these changes are important. This means being able to navigate sometimes difficult conversations with a broad array of personalities. Some writers are open to constructive feedback. Others†¦are not. True story: I once had an author email me on Christmas Eve, and let me know that I’d ruined her holiday by communicating a change to her book. Part of being a professional editor is being able to manage the writer/editor relationship with diplomacy and patience.Always one of the bedrock freelance careers, freelance editing is one of the best ways to dip your toes into the career if you’re new to the field, or not quite sure this is what you want to do full-time. That means you need to have some hustle in you, networking and always on the lookout for potential new jobs.You’ll need attention to detail. â€Å"Close enough† should not be in your professional vocabulary as an editor. Whether it’s a fact that seem s questionable or a stray comma, a pair of eagle eyes is one of your biggest professional assets as an editor.Being an editor often means being able to roll with new technologies. Knowing the latest design and layout programs, or editing software, will be key in finding and keeping editorial jobs. Basic coding skills are a huge plus for your resume as well. Content is a fast-moving industry, so a red pen alone just won’t cut it anymore.Content expertise is a must. There’s a big world of writing out there, and no one can be an editor for all things. Whichever lane you’re in, make sure you’re as knowledgeable as you can be. For example, if you specialize in editing medical writing for journals, read as much as you can in your field. Know your trends. If you’re an editor for an online food site, know what the latest foodie trends are.What Education Do Editors Need?There’s no hard-and-fast rule about how much education editor should have. You do n’t need any special licensing or certification to be an editor. However, most editorial jobs do require at least a college degree. A degree usually assures a base line of reading, writing, and critical thinking skills, but you don’t necessarily have to have a degree in English, Literature, Creative Writing, or similar disciplines (though those do help if you want to go into traditional book editing). The most important part is having strong writing, verbal, and communication skills, and developing experience. And in fact, if you want to specialize in an area like legal editing or medical editing, a degree in one of those subject areas might be just as useful as English or Communications.Editors should always be open to continuing education as well. Many schools, like New York University, Emerson College in Boston, and the University of Denver offer graduate programs in publishing. Many online schools, community colleges, four-year colleges and universities, and techni cal schools also offer individual classes in types of editing, proofreading, or other skill-building areas for editors. Editors may also want to take classes in graphic design, publishing software, web design, or project management to develop their supplemental skills as well. Sites like Mediabistro (which will become your new best friend, BTW, if you’re an editor) have great information about classes and training opportunities available to writers and editors.Many editors start with internships at publishing companies or specific publications, to build skills and gain experience in the field.To Freelance or Not to Freelance?While there are traditional full-and part-time jobs out there for editors, many people opt to go the self-employment route, and create a freelance editing career path for themselves. This is also the way to go if you’re adopting editing as your side hustle before you make it your career. If you’re interested in becoming a freelance editor, t wo of the first things you should do are 1) build a great resume packed with strong experience bullet points, and 2) keep growing your network.How Much Do Editors Get Paid?Let’s just say that editing is a career you choose for love, not necessarily money. That’s not to say you can’t earn a living as an editor (you can!), but, well, when was the last time you heard anyone referred to as â€Å"millionaire editor So-and-So†? (If you have heard that recently, definitely let me know. Asking for a friend.) Because there are so many different kinds of editors working on different types of projects, the compensation levels vary too.As a general group, the U.S. Bureau of Labor Statistics pegs the median editorial salary at $56,010 per year, or $26.93 per hour. PayScale puts editor salaries in an even broader range, from $32,810 to $80,595Here are some of the median pay stats for different kinds of editors:Magazine Editor: $48,509Copy Editor: $41,325Associate Book Editor: $42,761Content Manager: $53,575Book Editor: $49,332Web Editor: $48.030Variable factors include level of experience, location (cities like New York and Chicago are often hot spots for editorial jobs), and full-time salary vs. freelance or project-based rates.What is the Outlook for Editors?While the field isn’t expected to grow as much as some industries (particularly tech and healthcare), editors are a perennial need, especially as people push to have quality content available in every conceivable print and digital form.So what do you think? Are you ready to pick up your red pen (or red pen app) and start content-managing for your supper?

The Postwar World After World War II

The Postwar World After World War II The most transformative conflict in history, World War II impacted the entire globe and set the stage for the Cold War. As the war raged, the leaders of the Allies met several times to direct the course of the fighting and to begin planning for the postwar world. With the defeat of Germany and Japan, their plans were put into action. The Atlantic Charter: Laying the Groundwork Planning for the post-World War II world began before the United States even entered the conflict. On August 9, 1941, President Franklin D. Roosevelt and Prime Minister Winston Churchill first met aboard the cruiser USS Augusta. The meeting took place while the ship was anchored at US Naval Station Argentia (Newfoundland), which had recently been acquired from Britain as part of the Bases for Destroyers Agreement. Meeting over two days, the leaders produced the Atlantic Charter, which called for self-determination of peoples, freedom of the seas, global economic cooperation, disarmament of aggressor nations, reduced trade barriers, and freedom from want and fear. In addition, the United States and Britain stated that they sought no territorial gains from the conflict and called for the defeat of Germany. Announced on August 14, it was soon adopted by the other Allied nations as well as the Soviet Union. The charter was met with suspicion by the Axis powers, who interpreted it as a budding alliance against them. The Arcadia Conference: Europe First Shortly after the US entrance into the war, the two leaders met again in Washington DC. Codenamed the Arcadia Conference, Roosevelt and Churchill held meetings between December 22, 1941, and January 14, 1942. The key decision from this conference was agreement on a Europe First strategy for winning the war. Due to the proximity of many of the Allied nations to Germany, it was felt that the Nazis offered a greater threat. While the majority of resources would be devoted to Europe, the Allies planned on fighting a holding battle with Japan. This decision met with some resistance in the United States as public sentiment favored exacting revenge on the Japanese for the attack on Pearl Harbor. The Arcadia Conference also produced the Declaration by the United Nations. Devised by Roosevelt, the term United Nations became the official name for the Allies. Initially signed by 26 nations, the declaration called for the signatories to uphold the Atlantic Charter, employ all their resources against the Axis, and forbade nations from signing a separate peace with Germany or Japan. The tenets set forth in the declaration became the basis for the modern United Nations, which was created after the war. Wartime Conferences While Churchill and Roosevelt met again in Washington in June 1942 to discuss strategy, it was their January 1943 conference in Casablanca that would affect the wars prosecution. Meeting with Charles de Gaulle and Henri Giraud, Roosevelt and Churchill recognized the two men as the joint leaders of the Free French. At the end of the conference, the Casablanca Declaration was announced, which called for the unconditional surrender of the Axis powers as well as aid for the Soviets and the invasion of Italy. That summer, Churchill again crossed the Atlantic to confer with Roosevelt. Convening in Quebec, the two set the date of D-Day for May 1944 and drafted the secret Quebec Agreement. This called for a sharing of atomic research and outlined the basis of nuclear nonproliferation between their two nations. In November 1943, Roosevelt and Churchill traveled to Cairo to meet with Chinese leader Chiang Kai-Shek. The first conference to primarily focus on the Pacific war, the meeting resulted in the Allies promising to seek the unconditional surrender of Japan, the return of Japanese-occupied Chinese lands, and Korean independence. The Tehran Conference and the Big Three On November 28, 1943, the two western leaders traveled to Tehran, Iran to meet with Joseph Stalin. The first meeting of the Big Three (United States, Britain, and the Soviet Union), the Tehran Conference was one of only two wartime meetings between the three leaders. Initial conversations saw Roosevelt and Churchill receive Soviet support for their war policies in exchange for backing the communist Partisans in Yugoslavia and allowing Stalin to manipulate the Soviet-Polish border. Subsequent discussions centered on the opening of a second front in Western Europe. The meeting confirmed that this attack would come through France rather than through the Mediterranean as Churchill desired. Stalin also promised to declare war on Japan following the defeat of Germany. Before the conference concluded, the Big Three reaffirmed their demand for unconditional surrender and laid out the initial plans for occupying Axis territory after the war. Bretton Woods and Dumbarton Oaks While the Big Three leaders were directing the war, other efforts were moving forward to build the framework for the postwar world. In July 1944, representatives of 45 Allied nations gathered at the Mount Washington Hotel in Bretton Woods, NH to design the postwar international monetary system. Officially dubbed the United Nations Monetary and Financial Conference, the meeting produced the agreements that formed the International Bank for Reconstruction and Development, the General Agreement on Tariffs and Trade, and the International Monetary Fund. In addition, the meeting created the Bretton Woods system of exchange rate management which was used until 1971. The following month, delegates met at Dumbarton Oaks in Washington, DC to begin formulating the United Nations. Key discussions included the make-up of the organization as well as the design of the Security Council. The agreements from Dumbarton Oaks were reviewed April-June 1945, at the United Nations Conference on International Organization. This meeting produced the United Nations Charter which gave birth to the modern United Nations. The Yalta Conference As the war was winding down, the Big Three met again at the Black Sea resort of Yalta from February 4-11, 1945. Each arrived at the conference with their own agenda, with Roosevelt seeking Soviet aid against Japan, Churchill demanding free elections in Eastern Europe, and Stalin desiring to create a Soviet sphere of influence. Also to be discussed were plans for the occupation of Germany. Roosevelt was able to obtain Stalins promise to enter the war with Japan within 90 days of Germanys defeat in exchange for Mongolian independence, the Kurile Islands, and part of Sakhalin Island. On the issue of Poland, Stalin demanded that the Soviet Union receive territory from their neighbor in order to create a defensive buffer zone. This was reluctantly agreed to, with Poland being compensated by moving its western border into Germany and receiving part of East Prussia. In addition, Stalin promised free elections after the war; however, this was not fulfilled. As the meeting concluded, a final plan for the occupation of Germany was agreed upon and Roosevelt obtained Stalins word that the Soviet Union would participate in the new United Nations. The Potsdam Conference The final meeting of the Big Three took place at Potsdam, Germany between July 17 and August 2, 1945. Representing the United States was new president Harry S. Truman,  who had succeeded to the office following Roosevelts death in April. Britain was initially represented by Churchill, however, he was replaced by new Prime Minister Clement Attlee following Labors victory in the 1945 general election. As before, Stalin represented the Soviet Union. The principal goals of the conference were to begin designing the postwar world, negotiating treaties, and dealing with other issues raised by the defeat of Germany. The conference largely ratified many of the decisions agreed to at Yalta and stated that the goals of the occupation of Germany would be demilitarization, denazification, democratization, and decartelization. In regards to Poland, the conference confirmed the territorial changes and gave recognition to the Soviet-backed provisional government. These decisions were made public in the Potsdam Agreement, which stipulated that all other issues would be dealt with in the final peace treaty (this was not signed until 1990). On July 26, while the conference was ongoing, Truman, Churchill, and Chiang Kai-Shek issued the Potsdam Declaration which outlined the terms  for  Japans surrender. Occupation of the Axis Powers With the end to the war, the Allied powers began occupations of both Japan and Germany. In the Far East, US troops took possession of Japan and were aided by British Commonwealth forces in the reconstruction and demilitarization of the country. In Southeast Asia, the colonial powers returned to their former possessions, while Korea was divided at the 38th Parallel, with the Soviets in the north and the US in the south. Commanding the occupation of Japan was  General Douglas MacArthur. A gifted administrator, MacArthur oversaw the nations transition to a constitutional monarchy and the rebuilding of the Japanese economy. With the outbreak of the Korean War in 1950, MacArthurs attention was diverted to the new conflict and increasingly more power was returned to the Japanese government. The occupation ended following the signing of the San Francisco Peace Treaty (Treaty of Peace with Japan) on September 8, 1951, which officially concluded World War II in the Pacific. In Europe, both Germany and Austria were divided into four occupation zones under American, British, French, and Soviet control. Also, the capital at Berlin was divided along similar lines. While the original occupation plan called for Germany to be ruled as a single unit through the Allied Control Council, this soon broke down as tensions rose between the Soviets and the Western Allies. As the occupation progressed the US, British, and French zones were merged into one uniformly governed area. The Cold War On June 24, 1948, the Soviets initiated the first action of the  Cold War  by shutting down all access to Western-occupied West Berlin. To combat the Berlin Blockade, the Western Allies began the  Berlin Airlift,  which transported desperately needed food and fuel to the beleaguered city. Flying for almost a year, Allied aircraft kept the city supplied until the Soviets relented in May 1949. That same month, the Western-controlled sectors were formed into the Federal Republic of Germany (West Germany). This was countered by the Soviets that October ​when they reconstituted their sector into the German Democratic Republic (East Germany). This coincided with their increasing control over governments in Eastern Europe. Angered by the Western Allies lack of action to prevent the Soviets from taking control, these nations referred to their abandonment as the Western Betrayal. Rebuilding As the politics of postwar Europe were taking shape, efforts were made to rebuild the continents shattered economy. In an attempt to expedite economic regrowth and ensure the survival of democratic governments, the United States allocated $13 billion to the rebuilding of Western Europe. Beginning in 1947, and known as the European Recovery Program (Marshall Plan), the program ran until 1952. In both Germany and Japan, efforts were made to locate and prosecute war criminals. In Germany, the accused were tried at  Nuremberg  while in Japan the trials were held in Tokyo. As tensions rose and the Cold War began, the issue of Germany remained unresolved. Though two nations had been created from pre-war Germany, Berlin technically remained occupied and no final settlement had been concluded. For the next 45 years, Germany was on the front lines of the Cold War. It was only with the fall of the  Berlin Wall  in 1989, and the collapse of Soviet control in Eastern Europe that the final issues of the war could be resolved. In 1990, the Treaty on the Final Settlement With Respect to Germany was signed, reunifying Germany and officially ending World War II in Europe.

Hall of Fame Essay Example | Topics and Well Written Essays - 1000 words

Hall of Fame - Essay Example Hamilton was eighteen years old when he was drafted. Before being drafted, Hamilton played centered field and pitcher in high school and was clocked at an amazing 96mph when he pitched a fastball. Josh Hamilton was given the honor of North Carolina’s Player of the Year in 1997 and 1998. He also made the cover on an issue of Baseball America while he was still in high school. (Black Book Partners) While playing for the Tampa Bay minor league team, Josh was the youngest player ever to be invited to the All-star Futures Game. This is an annual game played the Sunday before the Major League All-star game featuring a matchup of top minor league prospects from all over the world. He was named Co-MVP of the Southern League and voted in as the Minor League Player of the year by USA Today. In 2003, Josh Hamilton began a long struggle with addictions to alcohol and drugs, particularly cocaine. He made attempts, though unsuccessful, at rehabilitation at the Betty Ford Clinic, and his use of drugs began to affect his efforts on the field and he was ultimately suspended from professional baseball. After all was said and done, Hamilton ended up losing his wife and children along with his home due to his severe drug problem. Vowing to get clean and sober, Josh Hamilton went to work at The Winning Inning complex in Clearwater, FL. The Winning Inning is a facility that teaches the fundamentals of baseball while providing strong Christian surroundings. Hamilton performed maintenance and janitorial duties while detoxifying himself and lessoning the hold alcohol and drugs had over him. Josh Hamilton returned to professional baseball in 2007. Hamilton was chosen by the Chicago Cubs in the Rule 5 Draft in December and allowed to return to Major League Baseball. He and was swiftly traded to the Cincinnati Reds that same year. He was then acquired by the Texas Rangers in 2008. Hamilton went on to win Player of the Month in both April and May of 2008. Josh Hamilton’s bigg est achievement in 2008 came when he set a record in the Home Run Derby that year by hitting an astounding twenty-eight homeruns in the first round of the competition (Press). Hamilton’s most recent accomplishment was his being named the 2010 American League’s Most Valuable Player. In addition to his on-field accomplishments after returning to baseball, Hamilton spends his free time speaking to large audiences around the country about his struggle with alcohol and drugs. The Hall of Fame for any sport or other activity is a showcase of the best participants in that field based on major accomplishments achieved throughout their careers. The Baseball Hall of Fame has a long and illustrious history including players from the first days of the game. There are many different reasons a player could be named to the Hall of Fame and while accomplishments on the field are a major factor, actions off of the field are of no less importance. Josh Hamilton received many honors prio r to playing Major League Baseball. He made a mistake by getting mixed up in drugs and alcohol that almost ruined his entire life. Instead of succumbing to his missteps, he used his single-minded determination to redeem himself both publicly and professionally. Josh humbled himself to performing duties such as cleaning and performing routine maintenance jobs instead of taking an easier approach to rehabilitation but teaching baseball fundamentals. Fortunately, the hard work combined with the baseball