Letter requesting OPT addressed to DSO Essay Example | Topics and Well Written Essays - 250 words

Letter requesting OPT addressed to DSO - Essay Example Some of the concepts that I have acquired through the course include management information systems, business strategies, finance, law, marketing and accounting among others. These concepts and other concepts in business administration are closely related to the role of a business analyst in various ways. Firstly, business administration provided one with a foundation for understanding business processes, strategies, and the general business environment. The course has also familiarized me with the methodologies, tools, and processes involved in the successful analysis of businesses. I possess great leadership skills having held numerous leadership positions at school. I cherish teamwork and collaboration in order to achieve a common objective. I have the ability to learn fast and develop competencies in very diverse areas including financial modeling, comparative analysis, comparative analysis, tax planning, and investment strategies. In addition to my analytical skills, I also possess advanced computer skills. I have expertise in various computer programs including MS office suits and programing languages such as SQL, VB, and HTML. I have attaches a sample of my resume for consideration. I would appreciate the opportunity to come at your premises for an interview where I can elaborate more on my skills I relation to the

Creative Writing - Whangamata Beach Essay Example for Free

Creative Writing Whangamata Beach Essay As I gaze over my photo album I pause on a particular photo. Its dark but I can just make out the shadowy figures posing in the background, the murky night enclosing itself around them. Brightly coloured flames shoot up from the wood in front of them; I can still feel that warmth of the fire. I search my mind trying to place the exact details of that night only they blur and condense until there are only specs of a memory. That photo always brings me back to one place, Whangamata. Looking up to the sky, glimmering with brightly illuminated stars I breathe in only to have my lungs become coated with the thick sea salt that travels up the sandy banks of the beach every time a wave begins to crash down on the shore. I reach for my camera which has been swallowed up by the surrounding sand. Brushing it off I focus it on everyones shadowy faces. They all gather around, they huddle to try fit into the screen of the camera. Taking the photo I hear the shutter click, lying back I close my eyes. The heat of the blazing fire penetrates my skin as I sink into the sand. I think about all the complications Ill have when I get back to Auckland. As I sigh, I position my head on a piece of drift wood. Aiming my stare towards my friends I see them singing and dancing around the fire. Lazily I smile at them when they begin to call my name. Youre no fun! Erin shouts as I stick my tongue out at her in mock response. After a while more people begin to join me beside the fire, their bodies tired from the erratic movement of tonights adventures. Rose begins to hush everyone and as it quietens a clearer noise is audible. Laughter and shouting from the distance booms and echoes around us. Everyone turns to give each other puzzled looks. This is our spot, how could anyone find us here? I squint trying to make out who they are but the blackness of midnight is too dark and hazy. Hidden from my eyesight for a while, shadowy silhouettes eventually emerge from the dimness behind the fire. A group of people were making their way towards us, shouting. One by one our group stood up, I was the last to stand but the first to approach them. Erin ran to catch up with me, linking her arm through mine when she reaches me. Her icy skin gives me goose bumps; I rub my arms to stay warm. Thunder rumbles in the distance as the cool offshore breeze begins to whip my hair lightly backwards and forwards. When we reach the intruders I speak, Im Kayleigh, this is Erin and theyre our friends I motioned towards everybody standing around the fire. The group standing before me smiled. Can we sit with you for a while; weve been walking for hours the boy closest to me asks huskily. I nod in reply. Instead of

Residential Schools in Canada

Residential Schools in Canada The Canadian government and the Christian churches formerly introduced residential schools with the purpose of assimilating Indigenous children into Euro-Canadian culture. This research report will provide a brief background on the origination of residential schools in Canada. The report will examine the consequences of residential schools, the parties involved in negotiations, the outcomes of the negotiations and its impact on independent parties. Canadas first residential school- The Mohawk Institute located in Brantford, Ontario, opened in 1831. In residential schools, enrollment of girls started in the year 1834. In the eyes of the Bagot Commision, Mohawk Institute made the perfect model for all other schools. The commission also recommended separating Indigenous children from their families in order to accomplish an effective assimilation. In 1884, various modifications to the Indian Act of 1876 permitted the formation of residential schools across Canada. Simultaneously, traditional Indigenous ceremonies were prohibited by the Canadian government. By the year 1896, in totality, 45 residential schools were operating across the country. Such detrimental enforcements caused conflicts between the parties involved- the Canadian government, churches, and the Indigenous communities. Issues were to be discovered and negotiations were to take place between the parties. The Canadian Government The Christian Churches The Canadian government and the Christian churches are the parties that ignited the conflict with Indigenous people. Government funded the residential schools as it felt the need to civilize Indigenous peoples and controlling education served as the prime approach. In 1857, under the Gradual Civilization Act, Indigenous men who were 21 years of age, had to be literate in either English or French. Churches and key leaders like Sir John A. MacDonald (Canadas first Prime Minister) were set to end the cultural differences faced with the Indigenous communities. Just over 130 residential schools were active across the country from 1831 to 1996. Indigenous Communities Indigenous communities include Metis, First Nations (also known as Indians), and Inuit. The children of these communities were being converted to Christianity against their will. Not attending residential schools put the future of Indigenous families at stake. Next, the issues caused by the residential schools and issues faced by the Indigenous children and their families will be examined. Residential school system was responsible for cultural genocide. Historisca Canada, defines the term cultural genocide as, the intentional eradication and destruction of cultural artifacts and structures, the banning of cultural activities, and the obliteration of social structures rooted in unique cultures. Likewise, the prime goal of residential school system was to segregate Indigenous children from their families and communities in order to conform them into Euro-Canadian culture. The attempt of forceful assimilation caused Indigenous people to terminate their distinct legal, social, cultural, religious, and racial entities in Canada. This was made possible by compulsorily isolating Indigenous children from their communities and enrolling them in residential schools. Students were banned to speak in their mother tongue and perform their traditional art forms, such as dance and music. As residential schools were underfunded, the living conditions were very poor. The residential sc hools were getting overcrowded as The Gradual Civilization Act started awarding 50 acres of land to any Indigenous male who were willing to under the pressure of running a family, give up tribal membership. Residential students were facing starvation, and students suffered through abuse in terms of physical, emotional, and sexual, on a daily basis. The immeasurable damage caused by the residential schools resulted in intergenerational trauma that continues to affect Indigenous people even today. It is evident that there is a severe conflict between the parties; so did anyone try to initiate a negotiation? Or even bring forth the conflict publicly and speak up? The next section covers key people who publicized the conflict and initiated a negotiation. Key Influential People Dr. P. H. Bryce In 1907, Dr. P. H. Bryce was the first to officially without any bias examine the conditions of residential schools. In Canadas Department of the Interior and Indian Affairs, Dr. Bryce was the chief medical officer in the years 1904 to 1921. After having examined the conditions at residential schools, he announced that the Indigenous childrens mortality rate was approximately 42%. It was the first time in the history of residential schools that, the government was exposed of its suppression of statistics on Indigenous peoples health. It was extremely brave of Dr. Bryce to expose the government in his 1922 publication- The Story of a National Crime. Chanie Charlie Wenjack Chanies death had raised questions on the Indian education and its philosophy at the time. On November 17, 1966, a jury declared their verdict of holding an autopsy for Chanie Charlie Wenjacks death. Throughout 1960-1980s, residential schools had started to close down. In the year 1969, the agreement between the Canadian government and churches had officially ended. As a result, the Department of Indian Affairs was in charge for the remainder of schools running. With the immense responsibility in the hands of the Department of Indian Affairs, in 1979, the remaining 12 residential schools were evaluated. An initiation was in place by making school administration more culturally aware, keeping in mind the requirements of Indigenous children. Prime Minister Brian Mulroney The Royal Commission on Aboriginal Peoples was instigated by the respective Prime Minister Brain Mulroney, in the year 1991. The Royal Commission on Aboriginal Peoples consisted of seven commissioners who would generate a report regarding the effects of residential schools on generations. The final report was concluded in 1996. The report made 440 recommendations as to how the relationships between Indigenous people, non-Indigenous people and Canadas government could be resolved. As far as negotiation was concerned, the Royal Commission had proposed to take on the accommodative approach in order to keep peace and encourage mutuality in the future. During the 1980 and 1990s, previous students of residential schools held campaigns to get the churches and the government to acknowledge the schools exploitations and to receive some form of compensation. In the year 1998, a Statement of Reconciliation was finally issued by the Canadian government. The statement recognized the cruelties suffered by former Indigenous students by establishing the Aboriginal Healing Foundation. In an attempt of using the negotiation tactic of Give Something to Get Something, in 2003, the Alternative Dispute Resolution process was put in place. This process allowed for an out-of-court mechanism in providing compensation and psychological support. The Indian Residential School Settlement Agreement (IRSSA) In terms of negotiation, the residential school conflict deals greatly with the cultural context. When it comes to culture in negotiation, there are three main rules. First is to learn the other sides culture. Second, never to stereotype. Third is finding ways to bridge the culture gap. The third rule is exactly what the Canadian government was offering by establishing the Indian Residential School Settlement Agreement in 2007. Under the IRSSA, survivors of residential schools are offered compensation. Part of the IRSSA is the Common Experience Payment, which is paid out on the basis of how many years the victim has attended residential school. Not to forget the Independent Assessment Process through which every statement of sexual, psychological or physical abuse, was resolved on case-by-case basis. Truth and Reconciliation Commission of Canada (TRC) June 1, 2008, marked the establishment of the Truth and Reconciliation Commission of Canada (TRC). Reportedly, $60 million had been put aside for TRC. The TRC has been put in effect for a span of five years to manuscript the truth regarding the conditions of residential schools and rightly inform all Canadians. The TRC is a great platform for victims and their families to vocalize their experiences. Through national events held in different parts of the country such as Winnipeg, it becoming easier to raise public awareness of the truth. TRC is an effective tool in order to create a comprehensive historical record on the residential schools. It is the least to say that residential schools produced immeasurable damage by disrupting healthy Indigenous communities and causing long-term intergenerational problems. However, with the Indian Residential School Settlement Agreement and the Truth and Reconciliation Commission in effect both parties have come to peace with each other. Not to forget, the apology made by the former Prime Minister Stephen Harper in 2008, on behalf of the Canadian government to the former students of residential schools. It would be correct to say that Indigenous people no longer would feel like outsiders after seeing the recent progress made by the TRC. In 2015, in the final report of TRC Honouring the Truth, Reconciling for the Future, is officially the documentation consisting the awful experiences of the past residential school students. Keeping in mind the ultimate goal of resolving conflicts with the Indigenous communities, the final report states 94 Calls of Action. Having said that, their is great hope for the success of the Indian Residential School Settlement. References CBC News (2016, March 21). A history of residential schools in Canada. Retrieved from http://www.cbc.ca/news/canada/a-history-of-residential-schools-in-canada-1.702280 Historica Canada. (2015, December 31). Residential Schools in Canada: Education Guide. Retrieved from http://education.historicacanada.ca/files/103/ResidentialSchools_Printable_Pages.pdf Kennedy, Mark. (2015, December 14). Residential schools to blame for problems plaguing aboriginals: Truth and Reconciliation Commission. Retrieved from http://news.nationalpost.com/news/canada/residential-schools-to-blame-for-problems-plaguing-aboriginals-truth-and-reconciliation-commission Marshall, Tabitha (2016, September 29). Indian Residential Schools Settlement Agreement. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/indian-residential-schools-settlement-agreement/ Rice, Joanna. (2011, March). Indian Residential School Truth and Reconciliation Commision of Canada. Retrieved from https://www.culturalsurvival.org/publications/cultural-survival-quarterly/indian-residential-school-truth-and-reconciliation Taylor, Adam. (2015, June 5). Did Canada commit a cultural genocide?. Retrieved from https://www.washingtonpost.com/news/worldviews/wp/2015/06/05/did-canada-commit-a-cultural-genocide/?utm_term=.90bc697961bf The Critical Thinking Consortium (2015, December 31). Background to residential schools. Retrieved from https://tc2.ca/uploads/backgroundbriefs/BBResSchools.pdf

Reintroducing Bison Restores the Great Plains Ecosystem :: Environment Animals Nature Ecology Essays

Reintroducing Bison Restores the Great Plains Ecosystem Great Plains history The Great Plains offer a familiar story of overexploitation and the emergence of the need to fix the damage. Today rural areas are showing the decline of traditional agriculture and extractive land uses that have left the area barren and unproductive. Restoration projects, in particular those involving the reintroduction of the bison, give an example of bringing the native ecosystem of an area back to life. Grasslands once covered 40% of our nation, the bison once ranged over 48 of our states. Pre-settlement bison population estimates range from 30 to 70 million, after the extensive overexploitation of these animals their numbers dwindled to less than two dozen (Walters, 1996). The grasslands were a highly productive ecosystem even when the bison numbered in the millions because the two coevolved with each other adapting to conditions as well as each other. Today's cattle from the old world have replaced the bison's place in the plains degrading them while collecting the majority of the grains produced by American agriculture. Given the natural intact environment, bison thrive on their own without outside help. They are adapted to the harsh plains, "burned into the genes of bison is the speed and agility needed to outrun a prairie fire or track the greenup path of a summer thunderstorm. This is an animal shaped by millennia of natural selective pressures in the Great Plains environment, " Fox and biologist Craig Knowles wrote (Defenders). The Great Plains have suffered cycles of booms and busts since its early white settlement. The first began in 1862 with the Homestead Act. The Act gave pioneer families 160 acres of free federal land to be farmed for five years. This was the start of federally subsidized settlement that caused soil erosion and the lowering of the water table eventually leading to heavy depopulation. The next cycle began in the early 1900s with new homestead laws and larger free land incentives. This second cycle ended with the Great Depression, drought, the Dust Bowl, the abolition of homesteading, and was illustrated to us in John Steinbeck's Grapes of Wrath. The third cycle beginning in the 1940s reached its peak in the 1970s when the Department of Agriculture encouraged fence-post to fence-post cultivation. By the mid 1980s the bust phase set in and is still continuing (Popper, 1994). The Buffalo Commons The Buffalo Commons is a phrase that was coined by Deborah E.

Living Life to It’s Fullest

â€Å"Begin at once to live and count each separate day as a separate life. † At times, it’s seemed as though life contains an endless supply of days. When I was younger, I thought this for sure. It didn’t matter how long I held a grudge, or how long I waited to do something I wanted—there would be an unlimited pool of other opportunities. At least that’s what I thought back then. Maybe it’s a rite of passage from childhood to adulthood: the moment when you realize life happens now, and that’s all you’re guaranteed. It doesn’t really hit you when you merely know it intellectually, like you know your ABCs, state capitals, and other concrete facts.It hits you when somehow you feel it. Your health declines. You lose someone you love. A tragedy rocks your world. It isn’t until you realize that all life fades that you consider now a commodity and a scarce one at that. But maybe that’s irrelevant. Maybe living a m eaningful, passionate life has nothing to do with its length and everything to do with its width. So, i have created this list with a few tips to live life to it's fullest!!! 1. Live in the moment. Forget the past and don’t concern yourself with the future. 2. Fully embrace the now, no matter what the situation. 3. Do the things you love. 4.Learn to forgive and embrace unconditional love. 5. Live every day as if it’s your last, embracing each experience as if it’s your first. 6. Believe in â€Å"live and let live. † 7. Use quiet reflection, honesty, and laughter. 8. Be other-centered. 9. Find calm in making art. 10. Focus on today and how you can do your best to live it to the fullest. 11. Participate in life instead of just watching it pass you by. 12. Stay healthy, eat right and most importantly, be kind to all. 13. Pray, forgive yourself, appreciate others, listen to your gut, do things you enjoy, and remind yourself that we are all loved and connected . Sandra Lumb) 14. Don’t sweat the small stuff. 15. Question everything, keep it simple, and help whenever and however you can. 16. Try to enjoy every minute of every day. 17. Appreciate life’s every second. 18. Step through new doors. The majority of the time there’s something fantastic on the other side. 19. Remember that all is a gift, but the most precious of all gifts is life and love. 20. Keep your spirit free, be flexible, let go. 21. â€Å"Do one thing every day that scares you. † 22. Don’t attach to outcomes. 23. Spend as much time with a two year old as possible. 4. Enjoy each and every moment of life. Every day is a new challenge and opportunity to discover something new. 25. Budget travel. It is always an adventure! You get to enjoy what fate has to offer with limited means. 26. Be honestly thankful for every breath you take. 27. Just be. 28. â€Å"Trust yourself. Trust your own strengths. † 29. Pause momentarily before everythin g you do so that you notice everything you should or could notice. (Scott Hutchinson) 30. Follow your hopes and not your fears. What have you done today to live life to the fullest?

Why did the Tsarist regime collapse in 1917 Essay Example

Why did the Tsarist regime collapse in 1917 Essay Example Why did the Tsarist regime collapse in 1917 Paper Why did the Tsarist regime collapse in 1917 Paper Essay Topic: History In order to analyse how and why the Russian monarchy based government collapsed in 1917, it is essential to look at the factors that undermined the regimes authority and power base. These factors, which this essay will look into, can broadly be divided into long and short-term factors. I will discuss the long-term factors firstly and then draw attention to the shorter term and immediate issues. The system of government that the tsar employed was an autocratic one, that is, one in which the reliance of rule is placed on one person. This system was looking increasingly outdated in the early twentieth century, as many of the European states, most notably Britain and France had long since abandoned their monarchs as sole despots. The growth of industry and the new social classes created by new economic conditions increased the gap between those who had money and power and those who had not. The demand for parliamentary democracy was growing from the enlarged middle classes and educated liberals. The personality of the incumbent Tsar, Nicholas undermined the future of a tsarist Russia. A problem with a hereditary system of power wielding is that power is forced upon and individual regardless of ability or will to perform the tasks presented. Nicholas was weak, hesitant and reactionary. He also found himself in a position where outsiders such as Rasputin could heavily influence Tsarist policies and decisions. The industrialisation of Russia, although not as comprehensive or widespread as that process in other European countries, still caused appalling working and living conditions for the working classes, or the proletariat as Marx called them. With no political voice to air their grievances, the lower social classes were increasingly hostile to the antiquated system of government. The increased growth of organised opposition to the Tsar weakened his hold on the reins of power further by creating a stronger voice for sections of society opposed to the monarchy, in particular in the cities and industrial areas. Certain short-term factors, such as the impact of the First World War on Russian society also helped lead to the demise of the Tsar. Despite causing an initial feeling of patriotism in Russia, as had happened in most other countries, the war caused immense economic and social difficulties that the regime found it immensely difficult to survive with. Food shortages, spiralling inflation and difficulties supplying the vast military machine of the Russian Empire created difficulties for Nicholas and his ministers. The experience of ordinary Russian peasants of the war; on the battlefield and on farms and in factories caused unrest and helped make them more receptive to radical political ideas and messages being advocated by certain groups such as the Bolsheviks and Mensheviks. The lack of scrutiny and opposition had caused the administration to become ineffective and bureaucratic and it founded it increasingly hard to operate with a significant degree of efficiency, which was essential in the wartime situation faced between 1914-17. Demonstration and unrest in the major cities, especially in the capital Petrograd were fairly commonplace as the war dragged on. These protests were more spontaneous than organised, yet this shows the significant expression of political sentiment of an uniformed and uneducated population. The armed forces, along with the population were also becoming disillusioned with the Tsar due to the series of military failures and empathy for the plight of the demonstrators. Because of this, many units supported the protests and refused to take action against them. The decision of Nicholas to abdicate and the lack of any replacement within his family finally caused the Tsarist administration to fold. Contrary to popular myth, it was not in fact soley the February revolution which had caused the regime to collapse, but it was in fact an amalgamation of factors, of which the impact of the war was most probably the most significant. Many historians believe that the regime would have collapsed when it did even if the revolution had not occurred or had been delayed. The lack of support from aristocrats in his government and irritated army generals made his ability to deal with the problems he faced in 1917 extremely impaired. By stripping the Tsar of his power base in the form of his cronies in the government and the army, he simply couldnt survive very long at all.