Overview of United States Relations With France

Overview of United States Relations With France Americas birth is intertwined with the involvement of France in North America. French explorers and colonies scattered across the continent. French military forces were indispensable for America ´s independence from Great Britain. And the purchase of the Louisiana Territory from France launched the United States on a path toward becoming a continental, and then global, power. The Statue of Liberty was a gift from France to the people of the United States. Prominent Americans such as Benjamin Franklin, John Adams, Thomas Jefferson, and James Madison have served as ambassadors or envoys to France. The American Revolution inspired supporters of the French Revolution of 1789. In World War II, U.S. forces were instrumental in freeing France from Nazi occupation. Later in the 20th Century, France drove the creation of the European Union in part to counter U.S. power in the world. In 2003, the relationship was in trouble when France declined to support U.S. plans to invade Iraq. The relationship healed somewhat again with the election of the pro-American ex-president  Nicholas Sarkozy  in 2007. Trade Some three million Americans visit France each year. The United States and France share deep trade and economic relations. Each country is among the others largest trading partners. The most high profile global economic competition between France and the United States is in the commercial aircraft industry. France, through the European Union, supports​ Airbus as a rival to American-owned​ Boeing. Diplomacy On the diplomatic front, both are among the founders of the United Nations, NATO, World Trade Organization, G-8, and a host of other international bodies. The U.S. and France remain as two of only five members of the United Nations Security Council with permanent seats and veto power over all council actions.

OxiClean to Remove Skunk Odor

OxiClean to Remove Skunk Odor OxiCleanâ„ ¢ (sometimes spelled OxyClean) is a great stain remover, but its also a great odor remover. I was having dinner with an awesome veterinarian who mentioned her dog had been sprayed by a skunk. She saw that the dog was wet and bent down to touch its fur. The dampness was skunk spray, so she then had a handful of stinky nastiness, too. I said I had heard tomato juice was supposed to be decent at diminishing skunk-smell. Nope, doesnt work. What does work, she said, is spraying the pet with OxiClean and then very thoroughly rinsing, presumably with soap and water since that is how you are supposed to get OxiClean off your hands if you have skin contact. A Product Of Many Uses This is not an official vet-recommended treatment for skunk spray for a couple of reasons. The active ingredients in OxiClean (and similar products, which would also work) are sodium carbonate (washing soda) and sodium percarbonate. They react to form peroxide, which is an effective bleach and disinfectant, plus is reactive enough to tackle most messes. Its also reactive enough to cause damage to certain tissues. If you read the MSDS for sodium percarbonate, for example, you will find the chemical is harmful if swallowed and may cause severe eye injury. If you spritz OxiClean in water on yourself or your pet to remove skunkiness, you need to be absolutely certain to avoid getting any in the eyes. Plus, you need to take extra care to rinse all of the OxiClean off. You might not lick your hands after washing them, but chances are your cat or dog will. Cat, in particular, lick their fur and are highly sensitive to chemicals. Its best to check with a veterinarian before applying any prod uct to a feline. How It Works OxiClean should work as an odor remover pretty much the same way as it works as a stain remover. The hydrogen peroxide that is released reacts with stain molecules and changes their structure. This makes them absorb light differently, rendering colored stains colorless. Note that this does mean the stains are actually gone; you just cant see them. Stink molecules are like stains. If you change their shape, the chemoreceptors in your nose may be unable to detect them.So,  if you have an encounter with the business end of a skunk, try reaching for the Oxiclean instead of the V-8. Avoid the eyes and rinse, rinse, rinse.

Bills Assignment Example | Topics and Well Written Essays - 1500 words

Bills - Assignment Example It is the responsibility of the US as a nation to prevent racial discrimination and to ensure better functionality of the legal system. Introduction The United States (US) is considered as one of the most racially diverse democratic countries in the world. Yet, the improvement of economic prosperity is not shared uniformly across the country. At present, the US communities have become relegated and a key aspect of relegation is unequal treatment of persons of different race that takes place incrementally across the entire range of the US criminal justice system. This racial inequality encourages public distrust in the criminal justice system and also obstructs the capability to assure public safety. Several individuals who are engaged in criminal justice system are intensely conscious regarding the issue of racial disparity and the way to counteract it (The Sentencing Project, 2008). In the year 2009, the Congress introduced a bill named H.R. 1412, the Justice and Integrity Act with the intention of addressing any unwarranted racial and ethnic disparity in the criminal justice system and also to enhance the public confidence in the justice system (The Library of Congress, 2010). Focusing on this aspect, the report is intended to discuss the racial disparities in the criminal justice system of the US so that the H.R. ... These discrepancies tend to widen rather than narrow the justice system. The level of discrepancy during the time of arrest does not stay stagnant for the successive phases of the justice system. The discrepancy accumulates as an individual goes deeper into the justice system (Hartney & Vuong, 2009). In accordance with the study of Weich & Angulo (1997), the disparity in the criminal justice system in the US had started at the initial phase. Quite frequently, police divisions unreasonably aim at minorities as criminal suspects. Police officers also implement different tactics against minorities which simply can shudder the integrity of the criminal justice system. The study of Weich & Angulo (1997) found racial disparity in the US criminal justice system. According to their study in Maryland, during 1995 to 1997, 70% drivers who were stopped and investigated by the police belonged to black community, where white men consisted of only 17.5%. Similarly in Florida, it has also been obse rved that in 1992, 70% people who were stopped on a specific highway belonged to black and Hispanic community and only 5% were whites. Furthermore, minorities were also found to be detained for longer time period in comparison with white men. On the basis of a study conducted by ABC news program in the year 1992, where two vehicles had been examined in which one was occupied with white men and the other one was occupied with black men. These vehicles were directed at the same road, with same vehicle model and at the same speed. However, it has been observed that the vehicle occupied with black males was stopped by the police multiple times, whereas the vehicle occupying white males was not stopped once (Weich & Angulo, 1997). The statistics of The

Connection Project Research Paper Example | Topics and Well Written Essays - 750 words

Connection Project - Research Paper Example It was expected that after the implementation of these laws, education would become much more accessible to all kinds of children, even more so for children with special needs. However, even after a few decades of having the laws implemented, there were still observed shortages of teachers that specialize in educating handicapped children, as well as the presence of certain inadequacies with regards to the retention of certified teachers for special education, and as a result schools had to resort to either decreasing the services for children due to understaffing, or even allowing under-qualified or unqualified personnel to do these tasks for the benefit of giving these children their education. In order to address the problem, several factors have been identified that were observed to have been causing the shortages of special education teachers, as well as their retention within the educational institutions, and in turn solutions can be formulated so that school administrators suc h as heads or principals could undertake in order to alleviate, if not remove the issues concerning the insufficiency of teaching staff for children with special needs. It is no secret that special education is a teaching field with greater challenges than regular education, mostly because of the kind of students that are being serviced in this field. Because of the greater diversity of the needs of students in special education in comparison with regular schooling, there is also a need to employ instructors that were trained and educated specifically for each kind of disability that the school decides to serve. However, despite having these kinds of information made available for school administrators, there were still observed shortages of special education teachers, especially the qualified ones (Billingskey & McLeskey, 2004). At present there are five areas in special education identified to have the highest shortages of certified instructors: emotional/behavioral disorder; mult i-categorical disability; severe/profound disability; learning disability; and mild/moderate disability (McLeskey, Tyler & Flippin, 2003). Other instructors with fields of specialization that cover other kinds of disabilities such as mental retardation, education for the visually-impaired, and the hearing impaired were also lacking, which not only prevents the education of children with special needs but also the school’s ability to implement IDEA and NCLB properly and efficiently. Several survey results found out that the problems for such shortages were multifactorial in nature. Certain researches regarding the reasons why there were numerous shortages for qualified special education personnel, which were either tied to the schools’ policies, administrators, as well as to the personnel themselves. First of these is how schools categorize their disabled students, especially those which reported to have high numbers of students having disabilities (Greene, 2009). Due t o some administrators unable to fully understand how children are selected for special needs education or not, clashes between the special education teachers themselves and the administrators happen, for example some children that have domestic problems and thus struggled in their academics were incorrectly-labeled to be disabled when in fact these children were considerably normal when compared to handicapped children, and eventually such measures prevent the

Experience of working within a social work organization Essay Example for Free

Experience of working within a social work organization Essay Introduction Organization is a social unit of people that is structured and managed to meet a need or to pursue collective goals .All organizations have a management structure that determines relationships between the different activities and the members, and subdivides and assigned roles, responsibility and authority to carry out different task (Sorenson, 1999, p. 76). Initially I will give a brief back ground about organisation of my placement, the Primary task, Authority and issues of diversity and inter-professional working. Interpersonal skills of a mental health professional are essential for an effective multidisciplinary team member, interpersonal skills, characteristics and attitudes are key to team working. Individuals on a team should be encouraged, through reflective practice and appropriate support, to examine their own characteristics and how they might adapt to a team environment. It is also important to recognize that while mental health professionals may have well-developed skills within their own area of expertise, it should not be assumed that they have all of the skills needed to collaborate effectively with others as part of a team. There is the primary task (also referred to as functional task or work task), this corresponds with the mission of an organization. Most organizations face multiple tasks all vying to be expressed in the service of the primary task. This is the point where authority, becomes central, i.e. the person who decides what task has priority. It is the authority boundary in conjunction with the task boundary that helps the task become clear and for the work of the group to be taken on successfully. (Hayden and Molenkamp, 2002, p. 7). Absent clarity at the authority boundary, destructive chaos is likely to result and the survival of the group is in peril. While in some instances such a collapse is desirable for the new to arise and for the task to be met. Yet from the perspective of the group that dies, the loss continues to live well after the time boundary passes. The primary task of my group in the organization, include case management, analysis of social welfare policies, and Care management’ was considered to be fundamental element of the community care reforms in the 1990 Act. In 2003 one in ten of local authority social workers were employed as care managers but it is difficult to know what this meant in terms of their roles and function. In theory the core tasks included: case finding and referral; assessment and selection; care planning and service packaging; monitoring and re-assessment; and case closure. (Knapp et al, 2005: 40). Functions that team the play for society was our objectives as a team was to create a society in the next two decades in which no child lives in poverty and where all children have opportunities to realize their potential. Improving opportunities for disadvantaged children is at the heart of our strategy.   (HM Treasury 1999, p. 39). As with older people, the consistent message that disabled people have given about the services they receive is that they do not adequately meet their needs. Research by Jenny Morris in the early 1990s found that statutory services were inflexible; were only available for the most basic personal care tasks; tended to `fit the client to the service’ rather than the service to the client; were provided in a way that reduced independence; and were only available to people in their own home so they could not be helped to go out, either to social activities or to work. Authority boundaries and facilitating structures, the role of authority boundaries and structures is to provide a space or object for the anxiety and worry work to be displaced among social workers, so that the group can attend to the task realistically and appropriately. The term leader acts out as the organization’s ambivalence and splitting. Interpreting this situation through Hirschhorn’s model suggests problematic consequences. The issue groups volunteers to take up the organizational tasks and attendant risks offered and accepted authority and, using Colin’s facilitating structures, did important work; they thus entered the virtuous cycle. This process, however, reduced the authority and increased the anxiety in the top team; they were likely to be heading for a vicious cycle of anxiety, leading to social defences, and therefore dysfunctional process and inhibiting structure. Thus, there were two competing processes: one facilitating change and the other undermining it. All organizations have socially constructed defences against the anxiety which is aroused through carrying out the primary task of the organization ( Isabel Menzies 1970 p.496) These social defences may be evident in the organization structure, in its procedures, information systems, roles, in its culture, and in the gap between what the organizations says it is doing and what it is actually doing. Social defences are â€Å"created† unconsciously by members of the organization through their interactions in carrying out the primary task. Social defaces helps the top team rarely to operate in the â€Å"work group† mode; basic assumption behavior is more prevalent. The term leader, in his leadership, yet an analysis of the top team’s dynamics suggests a high degree of basic assumption dependence. Additionally, lack human diversity within any given organization if the workplace is within, to coin (Hirschhorn’s, 1988 pp.39) term, then the learning organization must account for the variety of images that obtrude from the personal histories of each member. The work of (Kets de Vries and Miller 1985, pp.239) illustrates clearly the consequences of the neurotic qualities of managers permeating the working relations within an organization. Additionally, an element of diversity is a person’s age and life stage (pp.246) .On a different front writers such as (Gilligan 1982 pp.23) and (Schachtel , 1989 pp.214)   have argued in their own ways that gender influences strongly the way in which men and women engage with their world. The learning disabilities which Senge sees connected to structural manifestations of hierarchy and segmentation may be understood more deeply as evidence of patriarchal, phallocentric modes of engagement. Yet a reading of Senge shows no consideration of neurosis, age or gender, let alone libido, in the dynamics of the learning process. Furthermore, he does not consider how any one of these affects a person’s readiness to learn, which differs substantially between people at different times. He asserts that the learning organization is one which will end the war between home and work when managers realize that effective parenting is the model for leadership. Knowlden (1998) suggested that experience impact on a social worker ability to be caring; as a student social worker I was often overwhelmed by the working environment. This could imply that it is not the amount of experience which is important, but the length of time it takes for a social work to acclimatize. Support mechanisms such as preceptorship and clinical supervision may, therefore, have a role in facilitating compassionate care. (Pearcey’s 2007 p.29) study offers some support for Wright’s views. As a social work I observed that qualified social workers mainly cared for patients’ medical needs, with the core element delegated to junior practitioners. Many years ago a ‘task-centred’ approach to organizing care was proposed as a possible defence mechanism against the anxiety that a more interpersonal style of working creates (Menzies, 1970 p.258). This may offer some insight into the behaviour of social workers who seek refuge in form filling and other activities not directly related to care. Social worker students from different health disciplines often have little idea of what each other’s roles entail. Inter-professional learning increase this knowledge, as well as giving students an understanding of the interpersonal skills needed for liaison and communication. Every professional has its own roles, skills and responsibilities making for efficient practices in curing, managing or treating particular ailments, but has this always created cohesive team working in day-to-day working life. In my social worker practice fitting in the organization hierarchy was a problem, and I was not able to question, share knowledge and learn together without professional and defensive boundaries. Often, an institutional hierarchy may obstruct the flow of communication and prevent a person from contributing and feeling valued, which ultimately can negatively affect patient care (Reynolds, 2005 p.19). More longitudinal studies are needed that follow through and beyond my undergraduate studies, along with critical observation of the learning process. Standardizing in the curricula of all health professionals can improve key skills and prepare students for their careers by driving up standards of professionalism and best practice. Sometimes, in the hierarchy of the hospital, it is hard to know what one place is as a student social worker student. When one is it the bottom of the totem pole.   No one in this hospital is lower than me. I think most of us have probably gotten that vibe at some point, even if it hasn’t been explicitly articulated.   There’s the simple fact that, in some ways, we are occasionally more of a burden to the hospital than a benefit.   It’s a constant between trying to be useful, trying to learn something and really make the most of rotation, and simply not getting in the way. For example â€Å"one of social worker will help you,† the term leader said.   Maybe he was joking?   I couldn’t tell his intonation could have gone either way. Then, the leader handed me a folder.   Ã¢â‚¬Å"Here, fan her with this,† she said.   Again joking?   Not sure.   Ã‚  And naturally, being a social worker student, my mind immediately leapt to the assumption that they would think I wasn’t a team player if I didn’t agree to fan her. So really, what else could I do?   When the staff physician walked in, I tried to be nonchalant about the fact that I was standing by the patient’s head and fanning her with a purple confidentiality. Being at the bottom of the hierarchy within a multidisciplinary asking question is also a careful balance. A friend a year ahead of me gave me some pretty phenomenal advice:   If it’s a question related to patient care or unique to a particular situation, or about management of your patient’s condition ask away.   Of course, there’s a time and a place for everything. From the view of the individual I have sketched, the important questions about groups are those devoted to the conditions that take away the factors in social environment that ordinarily keep his self-system in its normal integration. (Bion, 1961: 145-6) Bion stated that the basic assumptions are states of mind the individuals in the group get into. The awareness of the group remains in its regressed form because the group is there and so restrains further disintegration which would be tantamount to psychotic states, an eventuality that the early structuring of the self also resists desperately. The problems of group dynamics thus become those of how the normal affirmations of the self system are removed. The situations of groups in this respect are of almost infinite variety. Thus when Bion said that certain illnesses might originate as diseases of the group, he thought specific illnesses might prove to be linked to specific states of the group. Here the most prominent stem from the task. Although there may have been some nominal description such as to study group processes, none of the members has any clear notion of what that task involves this affected my group as I was working with. There is therefore immediately a considerable loss for the self of its ego anchorage in reality. Important also is the realization that the task, in whatever form it emerges, will involve members in some exposure of their private and even hidden self. This factor I believe to be important in the group dynamics group, although much more so in the therapeutic one. Since the origin of the secret self was its unacceptability, there is a great deal of anxious suspicion among members is that which he expresses some of his feelings about the situation. In conclusion, from my experience, I have learnt that it is important for both the student and the organization placement staff to be aware of who is going where before the placement starts. A good social worker student will contact the organization team in advance of the placement in order to check what time to turn up, and whether there is any uniform policy or other protocols they should be aware of. Likewise a good ward team and mentor will encourage the student to come on a preliminary visit just to be given the above information and to say hello. It can help enormously to reduce anxiety on a first day if the student already knows one or two faces. On a pre-placement visit the student can be introduced to their mentor and have a quick chat and any placement reading can be handed out together with the placement information pack, outlining learning opportunities and ward information, shift pattern, dress code etc. Off duty rotas can be planned together and a pre-placement visit can also be the forum for any negotiation over study days and child care needs etc., so that the anxiety over these can be managed prior to the placement. A good welcoming pre-placement visit can begin the process of socialization into the team and its culture and can give the student an early sense of belonging. References Bion, W.R., (1961) Experiences in groups and other papers. London: Tavistock Publications [Reprinted London: Routledge, 1989; London: Brunner-Routledge, 2001.] Corbin, J. (2008) Is caring a lost art in nursing? International Journal of Nursing Studies; 45, 163-165. Gilligan, C. (1982), In a Different Voice, Harvard University Press, Cambridge, MA, . Hayden, C. Molenkamp, R. J. (2002). â€Å"Tavistock primer II.† Jupiter, FL: The A. K. Rice Institute for the Study of Social Systems. Hirschhorn, L. (1988), The Workplace Within: Psychodynamics of Organizational Life, MIT   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Press, Cambridge, MA, . HM Treasury (1999) Opportunity for All London. The Stationary Kets de Vries, M., Miller, D. (1985), The Neurotic Organization, Jossey Bass, London, . Knowlden, V. (1998) The Communication of Caring in Nursing. Indianapolis: Center Nursing Press. Menzies, I.E.P. (1970) The Functioning of Social Systems as a Defence Against Anxiety: Report on a Study of the Nursing Service of aGeneral Hospital. London: Tavistock Institute of Marital Studies. Pearcey, P. (2007) Tasks and routines in 21st century nursing: student nurses’ perceptions. British Journal of Nursing; 16: 5, 296-300. Reynolds F (2005) Communication and Clinical Effectiveness in Rehabilitation. Edinburgh: Elsevier Butterworth-Heinemann Schachtel, Z. (1989), Men, women, and work, in Changing Group Relations. The Proceedings of the Ninth Scientific Meeting of the A.K. Rice Institute (Eds),New York, NY, . Senge, P.M., Roberts, C., Ross, R.B., Smith, B.J., Kleiner, A. (1994), The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization, Nicholas Brealey Publishing, London, . Senge, P.M. (1990), The leader’s new work: building learning organizations, Sloan Management Review, Fall Reprint 3211, Sorenson, G. (1999). Taking the robes off: when leaders step down. In B. Kellerman and L. Matusak(Eds.), Cutting Edge: Leadership 2000. College Park, MD: Academy of Leadership Press, 1999. Tweddell, L. (2007) Compassion on the curriculum. Nursing Times; 103: 38, 18-19.

Sammy Davis Jr. :: essays research papers

Sammy Davis, Jr.   Ã‚  Ã‚  Ã‚  Ã‚  Sammy Davis, Jr. was born in Harlem on December 8, 1925, to Elvera Sanchez, a chorus girl, and Sam Davis, a dancer. He was raised by his father and grandmother. His father was in an act with Will Mastin, who was a close friend of the family. At a young age, Sammy joined the act as a singer and dancer. They were known as the â€Å"Will Mastin Trio†. It was not the best job, but it put food on the table.   Ã‚  Ã‚  Ã‚  Ã‚  Sammy tried to join the army when Pearl Harbor was bombed, but he was too young. The next year, he got in. He had to go through basic training eight times because there was not much room in the army for performers. He was put down and spit on in the army, but that made him want to perform more. Upon his discharge the trio got back together, and Sammy met Frank Sinatra for the first time.   Ã‚  Ã‚  Ã‚  Ã‚  Sammy wanted to be a big star and he realized this major difference between most black artists and the famous white artists. Most black artists came on stage played some songs, joked at or to each other, and left. The white artists talked with the audience. It was as if the black artists were not fit to talk to the audience. Sammy changed this at a nightclub in Hollywood. He â€Å"touched the audience†. This got him a record deal with Decca.   Ã‚  Ã‚  Ã‚  Ã‚  When Sammy was a rising star, he was driving from Las Vegas to L.A. He had an accident that took away his left eye. This gave him publicity and boosted his career. After this, he converted to Judaism and started to refer to God as â€Å"The Cat Upstairs†.   Ã‚  Ã‚  Ã‚  Ã‚  Sammy worked hard. You already know he had many talents. What you probably did not know is that he often worked on several projects at the same time. He never received an award, but he was merely a performer, not a writer.   Ã‚  Ã‚  Ã‚  Ã‚  The Rat Pack was made up of Sammy, Frank Sinatra, Dean Martin, and several other actors who worked together on Ocean’s Eleven. While they were in Vegas shooting scenes they worked the Sands Hotel and Casino.   Ã‚  Ã‚  Ã‚  Ã‚  In 1960, he wed May Britt. They had Children, but Sammy’s devotion to his career led to their divorce.   Ã‚  Ã‚  Ã‚  Ã‚  Sammy was active in politics. He supported Democrats until 1972, when he ran to President Nixon’s side. When questioned about selling out Sammy said that Nixon had bought him with good deeds for our country.

Teepee Teachings Essay

In our Cree class in Tokomak, we are learning and incorporating Tepee Teachings in our daily lifestyles. There are fifteen different Tepee Teachings that we have learned about, and most of them are not valued by our young people today. We are losing those teachings and a lot of people are lost, because they do not have values and beliefs. I am trying to set good examples out there for our young people, because they are not taught these teachings at home. I will be talking about the five main Tepee Teachings that stuck out to me the most, and that should be in our everyday lives.Respect is the first Tepee Teaching that I will be writing about. Without respect you would not go far with yourself or the future. With that mean, you have to gain respect from others and then your life will run smoothly. Don't be so rude to others treat each other like you would treat your family. Listen to your Older ones, â€Å"you may not know when their advice will come in handy†. The second Tepee Teaching will be love. Love is the most common one and is always in the air. You were experiencing love at first sight with your birth mother, the very first day you were born.So with that love yourself, our family and your friends. Other kinds of love is like loving your pets, school, work, house work etc.. The third Tepee Teaching will be about faith. You have to have faith, believe in God, think positive and stay focused for your future. Faith is in our everyday lives. So with that â€Å"stick to your dreams/ goals Young people†. Without faith you may not reach your goals and your path will become rough. Happiness is the fourth Tepee Teaching chose, because if you are not a happy person no one will like you or will want to be around you. Smiling is contagious. Try to smile even if it is a fake smile.Happiness is in Canada, because we do not have war and crazy diseases. The last Tepee Teaching I will be writing about is cleanliness. You have to be clean all around you, eve rywhere. If you do not have cleanliness lots of people will think you are filthy, dirty. Have a clean mind. Do not go around gossiping. Do not do drugs. Keep your soul clean. Wrote this essay because I want to inspire the young people.