Tuesday, November 26, 2019
Hannibal Essays - Barcids, Roman Censors, Hannibal, Marching
Hannibal Essays - Barcids, Roman Censors, Hannibal, Marching Hannibal Since his meteoric life and tragic death, Hannibal Barca comes across the centuries as the military commander with few, if any equals. A courageous leader, brilliant tactician, and steadfast soldier in the service of his beloved Carthage, Hannibal existed for one sole purpose: to defeat and, if possible, to eliminate the power of Rome(Livy p.207). Hannibals destiny was already chosen for him before his own birth. The only thing that couldnt have been foretold was the outcome of his struggles. His father Hamilcar Barca, another fearless commander from Carthage, was in charge during the first Punic War. Hannibal was taken to Spain at the young age of only nine. There he was forced to swear hostility to Rome. From his fathers death to his own death Hannibal was constantly involved in a struggle between Carthage and Rome. Hannibal was placed in the army as soon as his father felt he was old enough to start his vigorous training. He learned to handle arms as skillfully as any soldier does, and he never asked his soldiers to do something that he himself could not do. In 221 BC, Hasdrubal was assassinated, and Hamilcar died in battle in 229 BC. The young Hannibal was given his first command, at the age of twenty-six. Hannibal was now the commander-in-chief, and the Carthaginian government ratified his position. He was a brilliant well-liked leader form the start. The veterans thought that in Hannibal, Hamilcar had returned to life. They noted the same energy in Hannibals face, the same keen glance. He was absolutely fearless in going into danger, very prudent when it was on hand. No amount of labor fatigued him, physically or mentally. He endured heat and cold very well. What time remained over when his tasks were done he gave to rest. Many times the soldiers saw him lying on the ground amid the outposts and the guards, wrapped in a military cloak(Miller et al Livy p.41). Before the death of Hasdrubal, Carthage had negotiated a treaty with Rome to establish a line of Demarcation on the Ebro River. This treaty led to Hannibals first military action. Saguntum, which was located well south of the line, became the center of Roman ambitions. Saguntums leaders began attacking nearby Cartheginian allies and expelling supporters. The city of Saguntum was well inside the Carthaginian influence, but the Romans demanded that Carthage not take action at Sanguntum. Hannibal ignored Roman demands and decided to take action on the city. Hannibal organized his armies and threw a siege on Saguntum. The city was greatly reduced and Hannibal began his amazing trip over the Alps. According to H.L. Oerter of Miami University, Hannibals journey, including 40 elephants, over and through the Alps into Italy has never been denied. But, there has been no generalized agreement on the route that he followed. It is known that two Greek scholars accompanied Hannibals forces, but their accounts have never been found. A Roman army under the command of General Publius Cornelius Scipio was sent to meet and dispose of Hannibal, but failed to come across the great leader. Scipio did finally meet Hannibal at the Ticinus River. The meeting was accidental. Forces from both sides met, and the Carthaginians came out of the battle victorious. Scipio was badly wounded and nearly lost his life. The Romans retreated to Placentia, where Longus would reinforce them. Fighting on the left bank of the Trebia River the Romans were again soundly defeated. Hannibal advanced to the Arno River by spring. In 217 BC, Hannibal moved on to Perugia and forced the Roman Flaminius into open combat, at the battle of Lake Trasimene. The Carthaginians nearly annihilated Flaminius, killing thousands and forcing others to drown in the lake. Rome sent reinforcements to Flaminius but Carthage intercepted and destroyed them also. That same year Rome elected Quintus Fabius Maximus Cunctators dictator who adopted the Fabian tactic of delay. This tactic only allowed small skirmishes between the two armies. In 216, Hannibal made his move south and seized the army supply depot at Cannae on the Aufidus River. Here, in August, The Battle of Cannae was fought. While the Guals and Iberian infantry of Hannibals center line yielded before the
Saturday, November 23, 2019
Submit Forms Using TWebBrowser in Delphi
Populate/Submit Forms Using TWebBrowser in Delphi The TWebBrowser Delphi control provides access to the Web browser functionality from your Delphi apps - to allow you to create a customized Web browsing application or to add Internet, file and network browsing, document viewing, and data downloading capabilities to your applications. Web Forms A web form or a form on a web page allows a web page visitor to enter data that is, in most cases, sent to the server for processing. The simplest web form could consist of one input element (edit control) and a submit button. Most web search engines (like Google) use such a web form to allow you to search the internet. More complex web forms would include drop-down lists, check boxes, radio buttons, etc. A web form is much like a standard windows form with text input and selection controls. Every form would include a button - a submit button - that tells the browser to take action on the web form (typically to send it to a web server for processing). Programmatically Populating Web Forms If in your desktop application you use the TWebBrowser to display web pages, you can programmatically control web forms: manipulate, change, fill, populate fields of a web form and submit it. Heres a collection of custom Delphi functions you can use to list all the web forms on a web page, to retrieve input elements, to programmatically populate fields and to finally submit the form. To more easily follow the examples, lets say theres a TWebBrowser control named WebBrowser1 on a Delphi (standard Windows) form. Note: you should add mshtml to your uses clause in order to compile the methods listed here. List Web Form Names, Get a Web Form by Index A web page would in most cases have only one web form, but some web pages might have more than one web form. Heres how to get the names of all the web forms on a web page: function WebFormNames(const document: IHTMLDocument2): TStringList; var   forms : IHTMLElementCollection;   form : IHTMLFormElement;   idx : integer; begin   forms : document.Forms as IHTMLElementCollection;   result : TStringList.Create;   for idx : 0 to -1 forms.length do   begin     form : forms.item(idx,0) as IHTMLFormElement;     result.Add(form.name) ;   end; end; A simple usage to display the list of web form names in a TMemo: var   forms : TStringList; begin   forms : WebFormNames(WebBrowser1.Document AS IHTMLDocument2) ;   try     memo1.Lines.Assign(forms) ;   finally     forms.Free;   end; end; Heres how to get the instance of a web form by index. For a single form page the index would be 0 (zero). function WebFormGet(const formNumber: integer; const document: IHTMLDocument2): IHTMLFormElement; var   forms : IHTMLElementCollection; begin   forms : document.Forms as IHTMLElementCollection;   result : forms.Item(formNumber,) as IHTMLFormElement end; Once you have the web form, you can list all the HTML input elements by their name, you can get or set the value for each of the fields, and finally, you can submit the web form. Web pages can host web forms with input elements like edit boxes and drop down lists which you can control and manipulate programmatically from Delphi code. Once you have the web form, you can list all the HTML input elements by their name: function WebFormFields(const document: IHTMLDocument2; const formName : string): TStringList; var   form : IHTMLFormElement;   field : IHTMLElement;   fName : string;   idx : integer; begin   form : WebFormGet(0, WebBrowser1.Document AS IHTMLDocument2) ;   result : TStringList.Create;   for idx : 0 to -1 form.length do  begin     field : form.item(idx, ) as IHTMLElement;     if field  nil then Continue;     fName : field.id;     if field.tagName INPUT then fName : (field as IHTMLInputElement).name;     if field.tagName SELECT then fName : (field as IHTMLSelectElement).name;     if field.tagName TEXTAREA then fName : (field as IHTMLTextAreaElement).name;     result.Add(fName) ;   end; end; When you know the names of the fields on a web form, you can programmatically get the value for a single HTML field: function WebFormFieldValue(   const document: IHTMLDocument2;   const formNumber : integer;   const fieldName : string): string; var   form : IHTMLFormElement;   field: IHTMLElement; begin   form : WebFormGet(formNumber, WebBrowser1.Document AS IHTMLDocument2) ;   field : form.Item(fieldName,) as IHTMLElement;   if field  nil then Exit;   if field.tagName INPUT then result : (field as IHTMLInputElement).value;   if field.tagName SELECT then result : (field as IHTMLSelectElement).value;   if field.tagName TEXTAREA then result : (field as IHTMLTextAreaElement).value; end; An example of usage to get the value of an input field named URL: const   FIELDNAME url; var   doc :IHTMLDocument2;   fieldValue : string; begin  doc : WebBrowser1.Document AS IHTMLDocument2;   fieldValue : WebFormFieldValue(doc, 0, FIELDNAME) ;   memo1.Lines.Add(Field : URL, value: fieldValue) ;end; The entire idea would have no value if you would not be able to fill in web form elements: procedure WebFormSetFieldValue(const document: IHTMLDocument2; const formNumber: integer; const fieldName, newValue: string) ; var   form : IHTMLFormElement;   field: IHTMLElement; begin   form : WebFormGet(formNumber, WebBrowser1.Document AS IHTMLDocument2) ;   field : form.Item(fieldName,) as IHTMLElement;   if field  nil then Exit;   if field.tagName INPUT then (field as IHTMLInputElement).value : newValue;   if field.tagName SELECT then (field as IHTMLSelectElement) : newValue;   if field.tagName TEXTAREA then (field as IHTMLTextAreaElement) : newValue; end; Submit a Web Form Finally, when all the fields are manipulated, you would probably want to submit the web form from Delphi code. Heres how: procedure WebFormSubmit(   const document: IHTMLDocument2;   const formNumber: integer) ; var   form : IHTMLFormElement;   field: IHTMLElement; begin   form : WebFormGet(formNumber, WebBrowser1.Document AS IHTMLDocument2) ;   form.submit; end; Not All Web Forms Are Open Minded Some web forms might host a captcha image to prevent web pages from being manipulated programmatically. Some web forms might not be submitted when you click the submit button. Some web forms execute JavaScript or some other procedure gets executed handled by the onsubmit event of the web form. In any event, web pages can be controlled programmatically, the only question is how far are you prepared to go?
Thursday, November 21, 2019
Enjoying horror movies Article Example | Topics and Well Written Essays - 750 words
Enjoying horror movies - Article Example Furthermore a person does not literally experience the brutality but is more of enjoying the pain that another person in undergoing. Torture porn is fairly a new concept that has emerged in recent times. It claims that, it is human nature to enjoy the suffering of another. When we see another person suffer it helps us arouse psychological feelings such as curiosity and anxiety which causes comfort to see someone else in pain. Furthermore these movies are merely exaggeration and mostly do not have any practicality linked to them. The only thing that attracts people is the persona that it tends to creates in other words it craves the scare or merely develops feelings which excite a person. Aesthetically horror movies tend to polish the feelings of fear in a person. Pleasure is sought by watching something scary. At times horror movies become more than an obsession than source of pleasure. It has been observed that the young generation is mostly fond of watching horror movies the reason remains very obvious that young individuals are undergoing a constant process of developing physically and psychologically. When they watch such movies it helps them to transform the hormones which are in excess. Apart from this horror movies are a way of expressing emotions. Those who prefer watching horror movies enjoy the most frightening scenes as it enhances their overall experience. Another reason why people love to watch horror movies is that when individuals watch such movies they engage in some sort of pleasure that arouses their psychological state developing anxiety and curiosity which I mentioned earlier. But these movies do not have any reality and thus no risk of life or anything else. Although there are many negatives such as long lasting impact on the mind of individuals or developing phobias but usually those who enjoy such movies tend to ignore the adverse effects. It is also said that individuals tends to engage in watching such movies because when people watch t hese horror movies eventually they engross in terror for the sake of acquiring euphoric sort of relief in the end.(University of Chicago Journals) Through such movies a viewer tends to experience two emotional states at the same time that is being happy and unhappy. This weird combination enthralls the human mind and does the work of a sedate which relaxes the human mind. Some also believe that love for horror and stab is inborn as the darker side of an individual encourages them to enjoy filth and pain. Some individuals also believe that gender and gender bending also contributes in the enjoyment of horror movies. Masochistic tendency is also very common amongst people these days. The sexual gratification one acquires which watching physical and mental abuse tends to encourage and attract individuals to watch such movies. One of the most common reasons why people enjoy watching horror movies is that it allows them to escape from reality, their everyday lives to a world full of exci tement and anticipation causing a change in emotions and state. The rushes of adrenaline that occurs in the body makes people enjoy the far and treachery. These movies can act as a positive reinforcement to release tension and pressure without the fear of any practical damage what so ever.
Tuesday, November 19, 2019
Graphic Organizer for content area English Coursework
Graphic Organizer for content area English - Coursework Example Additionally the Bible also clearly endorses multiculturalism arguing that God created Human race in his image and diversity only resulted from Gods divine command to the human race to increase in number and fill the whole earth. Lastly, with regard to the universality of the church, the Holy Scriptures encourages people of different cultures, races, languages and classes to come together in their faith and reconcile their differences. This was particularly evidenced during the Pentecost when people of different languages spoke in their native tongues after receiving the Holy Spirit. (Acts2:8-12). The other cultures are only different because they exist in different locations. For example, people living in the deserts will always have a different living style from the people living in the forests. Multiculturalism is therefore a reality and we must all appreciate the diversity of other cultures. According to Hernandez (2001), our assignments and lesson plans should include the diverse needs and perspectives of different cultures because no culture is superior to the others. Lastly, some of the strategies that can be employed in the classrooms to design lessons from a global cultural perspective include, using differentiated instructional plans, encouraging indigenous knowledge and being sensitive to racial and cultural differences (Ford and Harris,
Sunday, November 17, 2019
How Important Is Money Essay Example for Free
How Important Is Money Essay To different people money is important in many ways. Money is used to do a lot, you use it to buy a house so you have somewhere to live instead of living under a bridge, you use it to keep your car running properly, and without money a lot of people wouldn’t be happy. Without money people cannot live healthy. You need money to buy food, clothing, and personal hygiene products. Some people go over bored and think that money is a necessity to have and whine up going over board and buying things non-essential to natural living. To me money is less important as long as I have enough to get food for my family, a roof over my head, clothing on my family and myself, power to my house, and gas in my car or money to ride the bus I am completely happy and that is what is important about money to me. It would be nice to have some extra here and there but as long as my family and I can survive that is all that matter. How would you pay your bills if you didn’t have money? How would sick children get the help they need without money? Both of these questions are questions that have been a big deal in my life. The answer to each is you would be able to. Even if you didn’t have money and you needed assistant that still involves someone donating the money. Money is an important aspect to everyone in this thing called life. Then again to other people money might be important in other ways. It all depends on who we are talking about when we ask the question â€Å"How important is money? †Without money we wouldn’t be able to go to school and prepare for life or get college degrees and further our educations. We wouldn’t be able to pay for medications that help heal us of any diseases or pain management. I do subscribe to the notion that money isn’t everything but I also believe that it is a major, critical facet of life today. If we can take the need for money out of our life’s equation then we will be free to live life as it’s meant to be lived but as long as it remains a means for survival nobody can tell me money isn’t important or doesn’t create an immense amount of unhappiness and stress. I think it’s very easy to say money isn’t important when you’ve got a lot of it but when you haven’t got it; it’s the most stressful part of living life. Many will argue that money is an object that, while making life a little easier, doesn’t or can’t buy happiness.
Thursday, November 14, 2019
Let Us Grieve for the Women of Salem Essay -- Arthur Millers The Cruci
Featured in Arthur Miller’s The Crucible is a powerful dynamic between the levels of a maintained social hierarchy. There are shifts in the social hierarchy in the town of Salem even though the social hierarchy has been maintained and has existed for a long length of time. The attempts on this maintained structure are met with powerful retaliations that draw in all the members of the town of Salem, resulting in the deaths of many woman and men in the town. The Crucible reflects on the historical context of this struggle and shows what would happen if the status quo were changed. The play presents what people would do in order to hold on to the power that they are slowly losing through false pretense. The Salem witch trails were a society’s way of attempting to maintain a structure they are used to, using hysteria to help them grasp onto a dying conscience they once had and to explain what could not be explained. Today, the issues that are presented in this play, the so cial hierarchy and what is done to maintain it, still exist. The University of Toronto – Scarborough Campus’s theatre company performed The Crucible. The production followed Arthur Miller’s play showing the audience the fear and hysteria that ran through Salem during the witch trails. The importance of religion was evident just as the play opens up to hearing a prayer being spoken. Themes of paranoia, religion, and McCarthyism were present throughout the presentation. The overall acting and set provided the audience with a more intimate viewing of what happened throughout the Salem witch trails. The Crucible follows the events that occurred before and during the Salem Witch Trials. John Proctor, the protagonist of the play has to fight the hysteria that has t... ...Social welfare policy from colonial times to the present. South End Press, 1996. Web. 3. Apr. 2014. Jenrette, Jerra, et al. "Teaching the Salem witch trials through place and time." Historical Journal of Massachusetts 40.1-2 (2012): 212+. Academic OneFile. Web. 3 Apr. 2014. Kocić, Ana. "Salem Witch Craft Trials: The Perception of Women in History, Literature and Culture." Facta Universitatis 3.1 (2010): 17. Print. Miller, Arthur. The Crucible. N.p., 1953. Print. Miller, Arthur. "Why I Wrote The Crucible: An Artist's Answer to Politics." The New Yorker27 Oct. 1996: n. pag. Print. The Crucible. By Miller. Dir. Paula Sperdakos. Leigha Lee Browne Theatre, UTSC. Friday, March 21, 2014. Performance. Schissel, Wendy. "Re(dis)covering the Witches in Arthur Miller’s The Crucible: A Feminist Reading." Bloom's Modern Critical Interpretations (2008): 55-67. Print.
Tuesday, November 12, 2019
Families in a Modern Society-Victorians
Victorian Times- 1837-1901 What do Victorian times mean? Victorian times means during Victoria's rule. The time Queen Victoria was on the throne. She ruled for 64 years. What was it like living in the Victorian times? There was no electricity, instead gas lamps or candles were used for light. There were no cars. People walked, travelled by boat or train or used coach horses to move from place to place. Why are the Victorians so famous? Britain managed to build a huge empire during the Victorian period. It was also a time of tremendous change in the lives of British people.In 1837 most people lived in villages and worked on the land; by 1901, most lived in towns and worked in offices, shops and factories. During Queen Victoria's reign: †¢Britain became the most powerful and richest country in the world, with the largest empire that had ever existed, ruling a quarter of the world's population. †¢Towns and cities got piped water, gas and, by the end of the century, electricity †¢The number of people living in Britain more than doubled from 16 million to 37 million, causing a huge demand for food, clothes and housing. Factories and machines were built to meet this demand and new towns grew up, changing the landscape and the ways people lived and worked. †¢Railways, originally built to transport goods, meant people could travel easily around the country for the first time. Railways brought new foods to towns and cities. †¢Many households had a servant or servants – in 1891, 2 million servants were recorded in the census †¢Seaside holidays were ‘invented' (became popular). †¢Police Force ‘invented'. †¢New cookers and gadgets for the home were invented.What was Family life like during the Victorian times? Your quality of life during the Victorian times depended on whether you were rich or poor. Rich Victorians enjoyed a good and easy life; Poor Victorians had a rough and hard life, often ending up in the workh ouse or early death. How many children did a normal Victorian family have? Families were usually large; in 1870 many families had five or six children. Victorian Children Life was not the same for all children during the Victorian times. The kind of life a child had in the Victorian times depended on its family.Children from working class families had few luxuries, ate poor food, worked long hours lived in damp, filthy conditions, many children died of disease. Children from rich families usually well fed, clean and well clothed, didn’t need to work, went on holidays, had expensive toys, and had pets such as ponies. What did child call his/her father? They called their fathers ‘sir ‘Each member of the family had their own role and children were taught to â€Å"know their place†and â€Å"be seen and not heard. Religion Region was very important to the Victorians.A great number of people went to church, at least once and probably twice, every Sunday. Food At the beginning of the Victorian period, people relied on the foods that were in season and available locally or those which had been pickled or preserved. Later, when the railways were built, many new fresh foods were available. The invention of the steam ship, and of transport refrigeration, meant that also meat, fish and fruit could be imported from overseas quite cheaply.There were no fridges and freezes in the homes to keep food for a long time, so meals were limited by small shops. Clothing Victorian people dressed appropriately to their age, and position in society Toys Poor families made their own, such as cloth-peg dolls and paper windmills. Rich Children Girls played with dolls and tea sets whilst boys played with toy soldiers and marbles. Housing Most cities and towns were not prepared for the great increase of people looking for accommodation to live near their work place.There was a shortage of houses; so many people had to share a room in other people’s houses. Rooms were rented to whole families or perhaps several families. Often ten or twelve people shared one room. If there were no rooms to rent, people stayed in lodging houses. Many factory owners built houses for their workers near their factories. The houses were built close together really quickly and cheaply. These houses often had two rooms downstairs and two rooms upstairs. They were not really big enough for the large families people tended to have during the Victorian time.The houses also did not have running water and toilets. Up to 100 houses had to share an outdoor pump to get their water and share an outside toilet. To make things worse, the water from the pump was often polluted. 21st century The 21st century is the current century (today) What is it like living in the 21st century times? We live in an exciting time. Never before in the history are there so many resources available for individuals. Never before in the history are there so many opportunities for us. Here, in the 21st century, lack of resources or opportunities is no longer a problem.The problem is how to take advantage of them We now have electricity, instead of gas lamps or candles. We have gas central heating for instant hot water and heat at the touch of a button. We have cars and public transport, people seldom walk. What is Family life like during the 21st century times? A mixture of different families in the modern society defines the 21st century life. One parent families, dysfunctional families, traditional families, nuclear families and reconstituted families. How many children are normal for the 21st century family have? Families of the 21st Century come in all shapes and sizes.Divorce, remarriage, parenting out-of-wedlock and a host of other variables have turned nuclear families into the exception rather than the norm. 21st Century Children The twenty-first century is known for its cool gadgets and gizmos MP3 Players, iPhones, DVD's. The surge in Internet use and social n etworking. From Facebook to My space, everyone is online, and hooking up with other likeminded individuals from all over the planet. Another important technological phenomenon is the widespread use of wireless technology. Children have many luxuries, eat well, do not work, go on holidays, have expensive toys, many have pets.Children live in clean, humane conditions; have vaccinations and medicines to protect against disease. Laws are in place to protect the health and safety of children. Food Improving people's health through healthy foods available 24-7 from supermarkets where everything is provided and available. Local shops are also available and Take always and cafes etc. For eating out. Clothing Ready to wear industry, expensive and unique fashion styles. Housing Housing is now provided by the local council for you and your family, sharing with other families and overcrowding is against the law.
Saturday, November 9, 2019
Concept Analysis: Mentoring Nurse Managers
Mentoring is a multidimensional relationship that energizes personal and professional growth (Wagner and Seymour, 2007). The purpose of this paper is to explore the concept of mentoring and the key role it plays in the development of nurse managers. Introduction Over the past 20 years the concept of mentoring has grown more popular in our workplaces. Many public service organizations, as well as, corporations have developed formal mentoring programs for both management and staff for the purpose of improving overall operations, productivity and overall commitment to the organizations goals. Mentoring is now being recognized in nursing and other healthcare fields. This concept analysis will attempt to clearly define the concept mentoring while differentiating it from precepting and clinical supervision. Finally, this article will discuss the importance of a mentoring program designed for developing managers. Definition While searching the literature, many articles regarding mentoring can be found in business and management journals but few are found in nursing and medical journals. In the nursing and medical journals the concept of mentoring appears murky. In some cases the terms mentoring, precepting and clinical supervision are used interchangeably. This leads to confusion and inaccuracy. The word mentor dates back to Greek Mythology. Mentor was a friend of Odysseus entrusted with the education of Odysseus’ son Telemachus. The Webster dictionary defines mentor as a trusted and wise counselor or guide, a tutor or coach (Give, 1966). Other definitions include, â€Å"a learning relationship†, â€Å"a critical companionship†and a process in which two or more people create a connection in a safe environment that allows healing truth and wisdom to be discovered (Wagner and Seymour, 2007). For the purposes of this paper we will use the following definition: Mentoring occurs when a senior person in terms of experience not necessarily age provides information, advice and emotional support for the mentee or protà ©gà © in a relationship lasting over an extended period of time and marked by emotional commitment by both parties. If the opportunity presents itself the mentor uses both formal and informal forms of influence to further the career path of the protà ©gà ©. (Bowen, 1985) The mentoring process consists of four steps: initiation, cultivation, separation and redefinition (Kram, 1983). The first stage involves the mentor and the mentee becoming acquainted and setting goals. During the cultivation stage, information is shared, problem solving, decisions and exploration of alternatives occur. During the separation stage, the mentee is empowered to move towards their goal and enhance their career path. In the final stage of redefinition, the mentor/mentee relationship evolves to a mutual friendship or the relationship is terminated. (Wagner and Seymour, 2007) As stated earlier mentoring should not be confused with the terms preceptor and clinical supervision. Clinical supervision is defined as the process whereby a practitioner reviews with another person his ongoing clinical work and relevant aspects of his own reactions to that work. It is also defines as a practice focused professional relationship involving a practitioner reflecting on practice while guided by a supervisor. (Lyth, 2000) Clinical supervision focuses on an individual situation. Once the goal is reached the process is complete. Precepting is defined as teaching job responsibilities and related tasks (Grossman, 2009). The precepting relationship is similar to that of a teacher and student. Once the task is learned sufficiently, the relationship ends. The precepting relationship is time limited in that the task must be learned within a certain timeframe. Attributes of Mentoring Walker and Avant define this step of concept analysis as showing the cluster of attributes most frequently associated with the concept (Walker and Avant, 2005). Some of the common attributes involved in mentoring are caring, self reflection, confidence and knowledge. In the literature search caring is addressed in every mentoring article I read. Every successful mentor/mentee relationship has a caring base. Consider Watson’s Theory of Human Caring, in the caring moment the caregiver and the cared – for share on a personal level and create a mutual opportunity for learning from each other (Watson, 1999). This statement mirrors the definition of mentoring. Self reflection is the process in which someone stops to re evaluate a situation or action after the occurrence of an event. This is done for the purposes of learning, self growth and self improvement. A good mentor realizes that during the process they too will learn a great deal. Confidence is believing in yourself and your abilities even in the face of adversity. A good mentor does not fear teaching or sharing information. Succession planning is not a threat, but rather, the opportunity to continue their work and legacy in the organization after retirement (Tagnes, Dumont, Rawlinson and Byrd, 2009) Finally, the mentor must possess mastery of knowledge in their area of expertise. If the mentor has no knowledge or information to share, the process cannot start. Antecedents Antecedents are those events or incidents that must occur prior to the occurrence of the concept (Walker and Avant, 2005). Two crucial antecedents to mentoring are the mentor and the mentee or protà ©gà ©. Without either party, the concept will not exist. The other critical antecedent is the mentor must possess knowledge and skills to be shared. Effective communication skills and interpersonal skills are also necessary. If adequate communication cannot occur, the mentoring relationship cannot develop. The mentor and mentee must also be committed to devoting time to the process. If there is no available time, the mentoring process cannot begin. Consequences Consequences are those events that result from the occurrence of the concept (Walker and Avant, 2005). Successful mentoring programs benefit an organization by: increasing retention, reducing turnover costs, improving productivity and enhancing professional development. Creating a mentoring culture continuously promotes individual and employee growth and development (Foster, 2008). Model Case Example Sally is a new nurse manager. During her orientation process, Paulette is her assigned preceptor. Paulette has been with the organization many years and has over 15 year’s management experience. She voluntarily offers her services as a mentor to many new managers. After meeting and discussing goals, they decide Sally needs assistance understanding the various roles of people in the organization and how their roles interact with one another. Paulette takes Sally with her to meet the various employees. She schedules luncheons and meetings with various departments so Sally can better understand their roles. She also brings Sally to the administrative meetings as well as the administrative picnic to learn how decisions are made. Sally is encouraged to voice ideas and concerns in these various sessions. Her input is well received. After approximately 6 months Sally now has a sense of confidence and feels comfortable handling many of the day to day situations presented to her. Although the formal mentoring program is complete, Sally still meets with Paulette every few weeks to discuss life and feels comfortable calling her for advice. Paulette also calls Sally from time to time for her opinion regarding situations. This example sites all of the necessary qualities for a positive mentor/mentee relationship. Illegitimate Case Model As Kim started her role as a manager, the administrator assigned her worthwhile and appropriate assignments and tasks to perform. She had the opportunity to attend a multitude of meeting and had some contact with the major staff. However, she was never invited to listen to informal conference calls or side meetings where all of the major decisions were made. She was not involved in the development of changes. She was however, told what need to be done by her administrator. She was not informed of any history behind decision making strategies. The administrator in this situation served as a preceptor not a mentor. She only took the time to teach tasks and failed to elicit input or encourage professional growth. Conclusion Mentoring is a multidimensional process that can be learned over time. It requires reflection, knowledge of self and profession, knowledge of mentoring process and skills, communication and social skills, practice and support (Vance, 2002). Qualities of a good mentor include: commitment, honesty, compassion, personal/professional ethics, expertise, energy, creativity, effective interpersonal and communication skills (Kappel, 2008). A good mentor is passionate about her work and is committed to helping the mentee successfully meet their goals. Communication between the mentor and mentee is open and honest in a positive caring environment for success to occur. A good mentor creates opportunities and opens doors. Mentors know your strengths and abilities. They do not set you up for failure. Mentors set an example through both their words and actions. Mentors want you to succeed and help you learn from your mistakes. Mentors want you to become independent. Mentoring nurse managers is crucial to the success and survival of nurses. The nursing profession is continually working to recruit more people into the field. Nurse retention can improve under the supervision of visionary nurse leaders because the environment created by their leadership is directly related to the success in retaining nurses (Colonghi, 2009). Nurse Managers need seasoned mentors to guide and nurture them to their full potential which promotes a supportive environment and give them the endurance to survive in difficult times. The mood, attitudes and examples set by the nurse manager set the tone and attitudes of the staff.
Thursday, November 7, 2019
Roman Influence On Architecture Essays - Architectural Styles
Roman Influence On Architecture Essays - Architectural Styles Roman Influence On Architecture Roman Influence on Architecture The world of architecture has been greatly influenced and affected by Roman architectural design and development. Their innovative designs and influential developments developed centuries ago have provided a basis for architectural masterpieces found across the planet and, what's more, have remained relevant into the 21st Century. While the Romans borrowed many architectural designs from the Greeks and Etruscans, the additions that they did make to the world of architecture changed that world forever. Their invention of cement, their new use of arches and vaults, the development in aqueducts, and the development of road systems brought about change that affected not only the Roman Empire but also the many peoples that that great culture touched in its many travels and conquests. With the Roman invention of concrete in the first century BC and their growing understanding of the architectural principles of stress and counter-stress, Roman architects were able to experiment with new and elaborate forms of building, many of which were to pass in to the western architectural tradition. (Cunningham and Reich 156). Until this innovative development, architectural progress had been severely limited and restricted. Building designs, using traditional Grecian models within the post and lintel system, had allowed for limited change. With the development of concrete and the increased understanding of its uses and applications, Romans were able to erect structures that would have previously been impossible using the Grecian post and lintel system. It was also the Roman use of concrete that led the way to many other Roman innovations in architecture, most especially the use of arches and vaults. Prior to the use of arches, Greek and republican Roman temples had been relatively small, partly because of the difficulties involved in putting a roof on a large space, without the use of supports. The Romans found and developed a way to use internal arches (a curved structure that forms the upper edge of an open space, or the space between a bridge's supports (Arch)) and vaults (an arch-shaped structure, usually of masonry, used as the ceiling of a room or other enclosed space, as the roof of a building, or as the support for a ceiling or roof (Arch and Vault)) to provide roofs for structures of increasing size and complexity. This new innovative style was adopted by the Romans from the Etruscans, as early as the fifth century BC (Cunningham and Reich 156). Vaults used by the Romans were simple geometric forms: the barrel vault(semicircular in shape), the intersecting (groined) barrel vault, and the segmental vault. By the 1st century BC, extensive systems of vaulting were employed. A particularly fine example of Roman vaulting is the Basilica of Maxentius in Rome (Roman Architecture), and their influence on architectural styles in using the arch can be seen in modern day Washington Square in New York and the Champs Elysees in Paris (Cunningham and Reich 155). Building upon this development, after the second century, stone arches were commonly seen in bridges and aqueducts, there by giving birth to more major innovation. Because Rome covered such a large area and housed a massive population, it required a constant supply of water. The Romans were able to tackle this problem by creating a network of pipes that carried water from the surrounding hills, into the city of Rome. Ancient Rome was supplied by more than ten aqueducts, providing the city with some 38 million gallons of water each day (Tillery). This innovation led the way to future waterlines and sewer systems in the many places that Rome was to leave its influence, including Great Britain and France, many of which can still be seen today. Roman influence is also seen in Europe when looking at their modern day road systems. The Romans were the first civilization to make well-designed roads. This greatly increased the ability to expand because of the way roads were laid out. The major roads were constructed to keep the incredibly large empire linked so it would not fall. The Romans enhanced the roads by adding a number of things to the basic idea of roads, such as archways, city streets, and arch bridges (Road). It is easy to see, even in 21st Century contemporary
Tuesday, November 5, 2019
Castigo por entrar ilegalmente a Estados Unidos
Castigo por entrar ilegalmente a Estados Unidos El cruce ilegal de la frontera para ingresar a los Estados Unidos tiene consecuencias migratorias graves e incluso puede tenerlas desde el punto de vista penal. Destacar que las consecuencias se producen tanto si se consigue el objetivo de ingresar como si se es agarrado en el intento.  ¿Quà © se considera ingreso ilegal a los Estados Unidos? En realidad, segà ºn las leyes migratorias constituye entrada ilegal varias acciones, entre ellas: cruzar por cualquier punto que no sea un control migratoriocruzar escondido en un vehà culo que sà pasa por un control migratoriocruzar por un control migratorio utilizando una visa vlida pero que se obtuvo mintiendo cruzar utilizando un documento falso como visa, pasaporte o tarjeta de residenciacruzar con el documento de otra persona, como por ejemplo su pasaporte o cualquier otro.  ¿Cul es el castigo por cruzar ilegalmente 1 vez? El castigo por cruzar o intentar cruzar ilegalmente la frontera 1 sola vez comprende distintas penalidades como posible multa econà ³mica y/o posible condena de prisià ³n por un mximo de 2 aà ±os. Adems, si no se consigue cruzar ilegalmente es muy posible que la remocià ³n de Estados Unidos tenga la forma de una expulsià ³n inmediata, que lleva como penalidad el castigo de no poder ingresar a Estados Unidos por 5 aà ±os. Tener en cuenta que incluso cuando ya ha pasado el tiempo de la penalidad es posible que sea especialmente difà cil obtener una visa no inmigrante porque se considera que la persona es inelegible. Esto se debe a que para pedir una visa no inmigrante con à ©xito uno de los requisitos es la de convencer al oficial consular ms all de toda duda de que el solicitante no tiene intencià ³n de quedarse en Estados Unidos. Y esto es particularmente difà cil cuando en el pasado se intentà ³ cruzar ilegalmente. Por otra parte, si el migrante consigue cruzar ilegalmente sin ser agarrado tiene que saber que sus problemas migratorios son reales. En primer lugar, es prioridad para ser removido de Estados Unidos, bien mediante una expulsià ³n inmediata o bien mediante un procedimiento formal de deportacià ³n, dependiendo del caso. En segundo lugar, prcticamente todos los caminos para regularizar la situacià ³n mediante un ajuste de estatus estn cerrados. Esto es porque la persona se ha convertido en lo que se conoce como inadmisible. En la prctica esto quiere decir que incluso es imposible arreglar mediante el ajuste a personas que se casan de buena fe con ciudadanos americanos y tienen hijos ciudadanos. Por lo tanto habrà a que salir del paà s para ir a travà ©s de un procedimiento consular y ahà hay otro problema que es que aplica el castigo de los 3 y de los 10 aà ±os. Por todas estas razones los indocumentados que ingresaron ilegalmente deben consultar con un abogado de confianza antes de iniciar temas de papelerà a porque en muchos casos no es posible obtenerlos de ninguna manera desde un punto de vista prctico. Es cierto que hay abiertos algunos cauces abiertos, como por ejemplo el asilo que cada vez es ms complicado especialmente cuando se solicita en la zona de la frontera o las visas U para và ctimas de violencia que cumplen requisitos estrictos, VAWA para và ctimas de violencia domà ©stica o casos como la visa T por trfico humano o el programa de juveniles para menores de 21 aà ±os que han sido abusados y/o abandonados por sus padres. Segà ºn la ley actual los à ºnicos migrantes indocumentados que ingresaron ilegalmente y que estn protegidos frente a la deportacià ³n son los muchachos conocidos como Dreamers y que tienen aprobada una medida que se conoce como Accià ³n Diferida (DACA, por sus siglas en inglà ©s).  ¿Quà © sucede cuando se ingresa o se intenta ingresar ilegalmente 2 o ms veces? Las consecuencias civiles, es decir multas, penales y migratorias son ms graves que en el caso anterior. En primer lugar, multa econà ³mica de entre $50 a $250 dà ³lares, si bien esa cantidad se multiplica por 2 si previamente se castigà ³ a ese migrante con una multa por razà ³n de ingreso ilegal. En segundo lugar, puede haber pena de crcel, a entender de la siguiente manera: Las personas expulsadas o deportadas previamente de Estados Unidos por razà ³n de seguridad nacional, por ejemplo por pertenecer a pandillas, sern multados y/o condenados a prisià ³n por un mximo de 10 aà ±os. Si tiene ms de una condena, deber cumplirlas sucesivamente, es decir, no se permite la acumulacià ³n de condenas. Las personas expulsadas o deportadas de USA por 3 o ms faltas o por 1 delito si estos estn relacionados con drogas o delitos contra las personas sern castigadas con multa y/o prisià ³n por un mximo de 10 aà ±os. Las personas deportadas por un delito agravado pueden ser castigadas con multa y/o un mximo de 20 aà ±os en prisià ³n. Adems, en estos casos la reentrada o intento es considerada por sà mismo un delito agravado. Finalmente, las personas deportadas por un delito no violento pueden ser castigadas por un mximo de 10 aà ±os de prisià ³n. En tercer lugar, hay importantes efectos migratorios ya que se produce la penalidad de la prohibicià ³n permanente para ingresar a Estados Unidos. Esto aplica en 2 casos: Cuando una persona ha pasado ms de 1 aà ±o ilegalmente en los Estados Unidos, todo el tiempo junto o de varias veces, despuà ©s sale y despuà ©s ingresa ilegalmente.Cuando una persona ha sido removida de los Estados Unidos e ingresa o intenta ingresar ilegalmente. Esto quiere decir que en la inmensa mayorà a de los casos nunca jams se podr regresar a los Estados Unidos legalmente. En casos excepcionales podrà a ser posible solicitar y obtener un perdà ³n para que se permita aplicar por una visa no inmigrante o una visa inmigrante si se califica para una. Si bien es siempre necesario vivir un mà nimo de 10 aà ±os fuera de los Estados Unidos antes de poder siquiera solicitar una autorizacià ³n para poder aplicar por la visa.  ¿Quà © leyes aplican para los casos de ingreso ilegal? Para estos casos aplican la Seccià ³n 275 de la Ley de Inmigracià ³n y Nacionalidad, conocida en inglà ©s por las siglas INA o el Tà tulo Octavo de la Seccià ³n 1235 del Cà ³digo de Estados Unidos (U.S.C., por sus siglas en inglà ©s). Este es un artà culo informativo. No es asesorà a legal.
Sunday, November 3, 2019
Talk about philosophies and theories behind entrepreneurial behavior Essay
Talk about philosophies and theories behind entrepreneurial behavior - Essay Example Organization is very significant since it permits coordination between all other aspects vital in production (Marshal, 1994). The chosen entrepreneur plans and manages his firm from all-organizational and product delivery aspects. When he gets a chance to design an intricate website, he hires interim web designers to work on the job as he looks for other business opportunities. The entrepreneur has the tenet of not getting any money before the project is completed. Through innovation and organized manner, the entrepreneur establishes a new commodity and product enhancement. The business strategy of developing a long-term commodity seems to be viable for the entrepreneur (Marshal, 1994). In order to attain long-term commodity, he must comprehend the product in details. Further, need to predict transformations in product demands in the market. In addition, he needs to have full information about the risky environment that the product might operate. From the author’s findings, it is clear that the entrepreneur is working on improvement of the website by including new technology such as three dimensions. If this technology is implemented, it will create increased demand and in turn, he will develop a reputation of being the first Omani pioneer organization to use three-dimension technology. In reference to the Marshal theory, which asserts that skills and knowledge of entrepreneurship are infrequent and limited, he also maintains that a few people can show such skills in practical. Despite this people can undergo training to achieve these skills and knowledge but it is always reliant on business environment and economic condition. The demand for three-dimension technology is on the rise in Omani but due to lack of resources, the technology has not been fully implemented. Despite this several academic institutions offers courses on web design, which increases people knowledge about the technology. In reference
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