Mr. Mefisto - Foreign Language Essay :: Foreign Language Essays

Theoretical Mr. Mefisto. Before asking what his identity is, the main inquiry must be, he exists or not? I didn't meet him straightforwardly, eye to eye, however I heard a great deal about. In the event that you ask individuals who realizes they will offer all of you sort of responses. They will reveal to you that, he us great, awful, dutiful or is THE GOD. My conclusion is that it don't exists by it self, it exists as a connection among you and the World. In the event that you are not in Harmony with the World, you are under his capacity. D-ul Dracu , Inainte de a te intreba cine e Dracul, cred ca trebue sa te intrebi daca intradevar exista. Eu nu m-am intalnit cu el, fata in fata, dar noise timpuri stravechi si pana astazi, multi spun ca intradevar exista. Fortale Binelui si Fortele Raului. Cu Achriman fiind intunericul absolut si Christos Iubirea Vie. Sunt persoane care ar trebi sa stie. Chistos a scos un evil presence dintr'un om si l-a bagat intr'o ciurda de porcii. In zilele noastre Papa Paul Ioan II zice Demonul exista, are regatul sau, are un program bine stabilit †¦. iar Papa Benedict XVI, zice Dracul e o prezenta misterioasa, dar reala, personala, nu simbolica . Asta e convingator ? O idee interesanta apare la Gnostici (comoara Templarilor e probabil o copie an Evangeliei apocrife a lui Toma) cu Simeon Magnus si bineinteles cu Valentinian in Imnul Perlei Dar mai beers in critica Legei Mozaice prin Scrisoarea catre Flora a lui Ptolomeu, Lumea nu a fost creata nici de Dumnezeu Tatal si nici de Satana, ci de Demiurg. C eace ar putea explica dece Dl Dracu exista. Sau dece Seful Ingerilor s-a razvratit inpotriva lui Dumnezeu. Daca exista inceputul exista si sfarsitul. Daca exista Ying exista si Yang. Tot nu sunt absolut convins, dar sunt inclinat sa acknowledge, pentru ca stiu ca ceva e Bine si ceva e Rau. Nu stiu de unde stiu, dar cred ca e in legatura cu thought de Just si Injust Cred ca e just ca Socrate sa se si e injust sa furi bomboane dela copii. Acum cand de bine de rau, cred ca Dl Dracul exista, as vrea sa stiu cine si ce e. Nu cred ca e sarpele care an ispitit-o pe Eva. Am vazut in o catedrale commotion Gubbio, o fresca cu tentatia Evei. Sarpele avea maini si blend pe 2 picioare.

City Road Essay Essay

In your own words, characterize contrast and disparity, and give a case of each on City Road. This paper serves to characterize contrast and disparity and give a case of each inside City Road, arranged in Cardiff. Obviously inside city street, numerous distinctions are evident, between the individuals that live and work there. From a portion of these distinctions, disparity can get evident (The Open University, 2014). Distinction and disparity albeit frequently related in truth don't have a similar significance. Distinction characterized, is the differences between gatherings of individuals dependent on sex, class, age, sexuality, and race or ethnicity (Blakeley and Staples, 2014, P.25). In examination disparity is the inconsistent dispersion of fundamentally financial assets inside a general public or between social orders themselves (Blakeley and Staples, 2014, P.25). City Road is home to numerous individuals of various sex, class, age, sexuality and race or ethnicities and distinctive business types. It is these distinctive business types that draw in individuals for various reasons, for instance Janet Symmons’ Xquisite Africa shop has been explicitly intended to pull in those of African ethnicity who may feel prohibited from different shops on city street and need a spot where they can buy things from their local nation (The Open University, 2014). In ‘The Life and Times of the Street: Part 1’, the Mackintosh place which is currently a games club has a high society history, the structure makes it look extravagant and restrictive, despite the fact that it attempts to be comprehensive to all in the network. This impression of it being costly and a member’s just sort foundation is the reason individuals feel they don’t have a place at the Mackintosh community. Reference List The Open University (2014) ‘Inequalities on the street’ [Video], DD102 Introducing the Social Sciences. Accessible at https://learn2.open.ac.uk/mod/oucontent/veiw.php?id=443760â §ion=3.2(12/10/ 2014). Blakeley, G. furthermore, Staples, M. (2014) ‘The life and times of the street’, in Blakeley, G. furthermore, Allen, J. (eds) Understanding Social Lives, Part 1, Milton Keynes: The Open University.

we would love to meet you COLUMBIA UNIVERSITY - SIPA Admissions Blog

we would love to meet you COLUMBIA UNIVERSITY - SIPA Admissions Blog Our fall recruitment season has begun.   Besides the numerous MIA/MPA information sessions held on the Columbia University campus, SIPA Admissions will be attending several graduate fairs around the country, such as the Idealist Grad Fairs and the APSIA Admissions Forums.   We are also participating in various information sessions from St. Paul, MN to Brasilia, Brazil this month.   You can find a full list of places well be on our website.   We will update the schedule with additional locations when they have been finalized so check back again. If you are interested in receiving information about our program, be sure to send us your info so we may add you to our mailing list. On Monday, September 16th, were co-hosting a couple of information sessions in Minnesota and well be participating in the Idealist Grad Fair  held in New York at 125 West 18th Street.   Registration is free so stop by if your interested in learning more about SIPA or any of the graduate schools in attendance. Looking forward to meeting you.

Writing News Douglas Trevor about His New Novel

Douglas Trevor is the author of a recent novel Girls I Know which received glowing reviews from critics and enjoyed great attention from the readers. It didn’t come as surprising news – although it was his first novel, Mr. Trevor is already an acclaimed author of numerous short stories, mostly from the collection The Thin Tear in the Fabric of Space, which appeared in a lot of different publications, such as The Paris Review, The New England Review, Glimmer Train and some others. Speaking about his novel, he says that in it he tried to do what any modern American writer is supposed to do, even if he is not very enthusiastic about it – to tell about the USA as they are today, because nowadays this country is completely different from what it was like twenty or even ten years ago. He tried to face his characters with the issues that could not have risen before. The novel has been in writing for the best part of the last three years and went through five drafts in total, going from a very convoluted and long first one to its final shape, getting shorter and more collected with each subsequent draft. Even so, the author admits that the pacing of the novel, especially in its first half, is rather slow, which still may cost him some readers – but, as the success of the book indicates, it didn’t harm its overall ratings. Douglas Trevor has a PhD from Harvard, and didn’t conceal the fact that to a certain extent his novel may be considered to be a critique of this establishment – however, in a much lesser degree than it was initially supposed. People who are willing to read about the drawbacks of modern American system of education will still find something to their interest, but most passages dedicated to this topic have only been present in the book in early draft – later Mr. Trevor considered them to be too forced and unnatural to appear in the dialogues of his characters, which meant that they had to go. Nevertheless, the author’s background as a university professor and an academic clearly shows in the text – he still states that a good person is indistinguishable from a teacher and pays a lot of attention to the idea of education in general. Probably his wish to become a writer to a certain degree could be traced to the desire to get his novel into the literary news, to make his voice be heard, to change something with his work. And teaching being the most important part of his life, it can certainly be called one of his central topics.

Teamwork Culture - 1199 Words

Every company has its own personality or culture. For an organization to be successful over the long term, its culture needs to be managed effectively. Management Systems culture management products or process are designed to help firms define our culture and understand how it affects behavior and organizational success. The process serves as input to the development of strategies for systematically managing culture as a competitive advantage. Besides, I think a manager is directly responsible for an organization’s success or failure. And the quality of the organization is determined by the quality of its managers whose are held most accountable for an organization’s performance yet it is difficult to attribute good or poor†¦show more content†¦We then prepare a report for the company that outlines is the elements of the firm s current real culture; gaps (if any) between the current culture and the culture that management desires for the organization; the organizational systems, structures, and processes that are supporting the current culture and either reinforcing or obstructing the desired culture; recommendations designed to increase organizational effectiveness and improve management of the desired culture. Finally step is Presentation and Discussion of Findings. We will be held a culture workshop or meeting. Our culture workshops are designed to assist participants in understanding what culture is; developing an understanding of our firm s current culture; creating a statement of our firm s desired culture (i.e., what the culture should be to support the achievement of our goals); beginning to develop action steps for managing our firm s culture more effectively. This type of workshop may be conducted on a stand-alone basis, or may be incorporated as part of the culture audit process or as a final step in the culture management process. Finally, my recommendation is focus to build up a teamwork culture for our company as above steps. That not just be a teamwork between teammate by teammate, should be a teamwork between team by team as well. Fostering teamwork is creating a workShow MoreRelatedReflection on Teamwork in the Work Culture611 Words   |  2 PagesTeamwork is an important component of today’s work culture. 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Accordingly, Whole Foods looks to create an environment in which employees trust one another and the organization as a whole. Whole Foods createdRead MoreHow Does Effective Teamwork Look? Teamwork Is An Initiative1745 Words   |  7 PagesHow does effective teamwork look? Teamwork is an initiative that many people are familiar with, and that is used by many businesses. Without effective teamwork, there is a good possibility that a business will have many problems and might even fail. Teamwork is basically a method of working with a group of people in order to accomplish a task. Teamwork can be a solution to t he group project being done well. There are many companies that put a lot of importance on the issue of their teams being trainedRead MoreReflective Writing on Team Work Essay1542 Words   |  7 PagesA Reflective Paper On The Importance On Teamwork Nursing Essay What is a team work? Team work can be defined as when actions of individuals are brought together for the purpose of a common goal. Each person in a team puts his efforts to achieve the objectives of large group. Teams make efforts to achieve the success but not necessarily the success is achieved every time. Within a team every member plays a role to achieve the team’s objectives. These roles add new and important dimensions to interactionsRead MoreTeamwork And Communication Of The Healthcare Field Essay1590 Words   |  7 PagesTeamwork and communication are very important in providing good quality care, especially in the healthcare field. A team is described as a group of people that works together and cooperatively, between each member of the group to reach a common goal (Sullivan, 2013). For a team to function, communication is essential. A report by McKay and Crippen (2008), as stated by Alfaro-LeFevre, (2013) showed that when collaboration is in place, hospitals can de crease their mortality rate by 41%. When mortalityRead MoreEffective Team Work750 Words   |  3 PagesEffective Teamwork 11/30/2015 SOC/110 Professor Rowell An effective team has strong leadership where the team leader not only recognizes what they bring to the team but what each team member brings as well. A strong leader protects their team and doesn’t have a hidden agenda. Respect is a very important characteristic of an effective team because if members of the team disrespect each other and put down team member’s ideas, productivity could possibly slow downRead MoreBenefits Of Effective Teams Within Healthcare1562 Words   |  7 Pagesfive core components of teamwork that include team leadership, mutual performance monitoring, backup behavior, adaptability, and team orientation. High-performing teams use these elements to develop a culture for ‘‘speaking up,’’ and situational awareness among team members. Situational awareness refers to a person’s perception and understanding of their dynamic environment, and human errors often result from a lack of such awareness (Ezziane et al., 20 12). These teamwork constructs provide theRead MoreThe Presentation Of The Team Members Who Come From Different Cultures And Backgrounds794 Words   |  4 PagesTeamwork was a really grateful process and significant experience in my Managing Organizations and People course study. The teamwork training was very memorable. After more than two weeks of running, there are many impressive events that happened. From those events, I felt change and also helped develop myself in some areas. 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Team work is an essential part within healthcare, and one disgruntled individual could impact on the rest of the team, creating a culture of it. A cohesive team environment is shown to be pivotal in creating contented staff and improved patient satisfaction. There are factors which could deter burnout, for instance ‘co-worker interaction, professional opportunities, praise and recognition

Residential School System Free Essays

string(280) " medical attention when needed, shaved heads which was classified as a cultural and social violation, starvation as a punishment, forced labour in unsafe work situations, intentional contamination with diseased blankets, insufficient food for basic nutrition and/or spoiled food\." NATI 3116EL – Aboriginal People and the Criminal Justice System Final Research Paper Residential School System Intergenerational Impact The purpose of residential schooling was to assimilate Aboriginal children into mainstream Canadian society by disconnecting them from their families and communities and severing all ties with languages, customs and beliefs (Chansoneuve, 2005). The following paper with depict the history behind residential schools, the varying schools across Canada, the intergenerational impact and influence the residential school system had issues such as alcoholism, family violence, substance abuse, lack of education, the increasing crime rate and the role of the Criminal Justice System in Canada. In addition to, what the government has accomplished in terms of compensation for the suffering that occurred. We will write a custom essay sample on Residential School System or any similar topic only for you Order Now The Aboriginal Healing Foundation defines residential schools as being industrial schools, boarding schools, homes for students, hostels, billets, residential schools, residential schools with a majority of day students, or a combination of any of the above by which attended by Aboriginal students (Chansoneuve, 2005). Children were taken away from their families and reserves and put in these schools whereby they were taught shame and rejection for everything about their heritage, including their ancestors, families, languages, beliefs and cultural traditions. Many of these students were not only disconnected from their families but also sexually and physically abused and often by multiple authoritative figures and many for a long duration of their stay. The Aboriginal Healing foundation classified the cultural disconnection, cultural shame and trauma as a cultural genocide. The unresolved trauma and exploitation that occurred in these schools has now directly contributed to the problems that Aboriginal people face today. In 1845 the Canadian government proposed a report to the legislative assembly of Upper Canada that recommended that boarding schools be set up to educate Indian children across Canada (Chansoneuve, 2005). The superintendent of Indian affairs agreed but also suggested that there be a partnership between the government and the church to create a schooling system of a religious nature. However, it was not until 1863 that the first Roman Catholic residential school were to be established at St. Mary’s Mission in British Columbia by Oblate Father Florimond Gendre. In 1879 Nicholas Flood Davin was sent to the United States by Prime Minister John A. Macdonald to investigate and report on Indian industrial training schools. Within his report he recommended that funding off-reserve boarding schools to teach children the skills needed in the modern Canadian economy and the government to therefore consider boarding schools rather than day schools. He classified them as residential schools, and deemed them to be more successful because they could completely remove the children from their â€Å"evil surroundings† (Barnes, Cole Josefowitz, 2006). From then on until 1969, the partnership between the government of Canada and the churches continued in all provinces except New Brunswick, Newfoundland and Prince Edward Island. Conversely, the last residential school in Canada did not close until 1996, and it was not until then that the government of Canada assumed all responsibility for the schools and the intergenerational trauma they produced. The aggressive assimilation of the residential schools would remove Aboriginal children from their homes because the government felt that children were easier to mould and prepare for mainstream society than adults. In 1920, Canada amended the Indian Act, making it obligatory for Aboriginal parents to send their children between the ages of seven and fifteen years who is physically able to Indian residential schools (Joseph, 2002). Attendance was mandatory and by 1931 80 schools were in operation across Canada and about 150,000 Aboriginal, Inuit, and Metis children had been removed from their communities and forced to reject and disconnect from their heritage (CBC News, June 14, 2010). Overall 130 schools were established across the country between the 19th century until 1996, where native children were discouraged from speaking their first language and practicing their native traditions and if caught would experience severe punishment (CBC News, June 14, 2010). The cultural racism of the Residential School era resulted in the legacy of cultural harm, which is the breakdown of the spiritual, moral, physical, and emotional health and fabric of Indigenous people (Fontaine, 2002). Not only was there a negative intergenerational impact on Aboriginal peoples but also in the early 1900’s the death rate of Indigenous children at these schools was a high seventy five percent (Fontaine, 2002). Many Aboriginal therapists and frontline workers describe the abuse that took place within the residential schools as ritualized abuse such as repeated, systematic, sadistic and humiliating trauma to the physical, spiritual and/or emotional health of a person that may utilize techniques such as conditioning, mind control, degradation, omnipotence and torture (Chansonneuve, 2005). In addition to the contemporary trauma caused by ritualized abuse, Indigenous children suffered sexual and physical abuse. Many survivors as high as 50% of them, do not remember the abuse until years after it has occurred and something in adulthood triggers the memory. The constant abuse and dehumanizing Aboriginal people faced has lead to several negative impacts in the present time. Many suffer from alcohol and substance abuse, sexual and physical abuse at home or within the community, poverty, discrimination and in some instances Indigenous people who have been affected by the residential schools have committed suicide. Psychological and emotional abuses were constant: shaming by public beatings of naked children, vilification of native culture, constant racism, public strip and genital searches, withholding presents and letters from family, locking children in closets and cages, segregation of sexes, separation of brothers and sisters, proscription of native languages and spirituality. Schissel Wotherspoon, 2003). In addition, the schools were places of severe physical and sexual violence such as sexual assaults, forced abortions of staff-impregnated girls, needles were inserted into the tongue for speaking a native language, burning, scalding, beating until unconsciousness and/or inflicting permanent injury (Schissel Wotherspoon, 2003). Children attending residential schools across Canada also endured electrical shock, force-feeding of their own vomit when they were sick, exposure to freezing outside temperatures, withholding of medical attention when needed, shaved heads which was classified as a cultural and social violation, starvation as a punishment, forced labour in unsafe work situations, intentional contamination with diseased blankets, insufficient food for basic nutrition and/or spoiled food. You read "Residential School System" in category "Essay examples" Reports have estimated that as many as 60% of the students died as a result of illness, beatings, attempts to escape, or suicide while in the schools (Joseph, 2002). According to Edwards et al two thirds of the last generation to attend residential schools has not survived because many fell victim to violence, accidents, addictions and suicide (Edwards, Smith Varcoe, 2005). Today the children and grandchildren of those who attended residential schools live with the same legacy of broken families, lost culture and broken spirit because of the discrimination and trauma they are faced with every day. Many families have become caught in the downward spiral of addiction, violence and poverty. Several individuals have described leaving home as a preteen or teenager to escape the chaos and interpersonal violence in their family, home and community. Several individuals have had to drop out of school to look for work, whereby they only find unskilled or seasonal jobs and inadequate housing (Edwards et al, 2005). Nowadays many aboriginal parents who suffered from the residential schools have a hard time being interested in their children’s education because of the violence and abuse that had taken place but also the poor curriculum they were taught (Barnes, Cole, Josefowitz, 2006). A positive relationship between families and schools is now understood to support the growth and development of students academically, behaviourally and socially (Barnes et al, 2006). Therefore, aboriginal students are at an increased risk for academic, behavioural and social difficulties because of the degradation their families and communities faced. Without the proper support and understanding of Aboriginal children’s needs when dealing with their education, the downward spiral of poverty, inadequate housing, unemployment, substance and alcohol abuse and overrepresentation in the criminal justice system continues to affect Aboriginal people. One main similarity between the residential school system and our current system and our society today is the unremitting discrimination towards Aboriginal people. The truancy and dropout rate for Aboriginal students is high because early school leaving is commonly associated with a long process of student disengagement associated with unfavourable school experiences (Barnes et al, 2006). The residential school system stands as a reminder of the long-term impacts of school policy, funding, staffing and staff training on students’ education and later life prospects because without adequate resources the intergenerational impacts of residential schools will continue to have negative effects on Aboriginal families and communities (Barnes et al, 2006). The intergenerational impacts of the residential school system such as alcoholism, poverty and violence has lead to an overrepresentation of Aboriginal people in the criminal justice system. Resources are needed in communities to cope with addictions, domestic violence, but also crime prevention measures must be taken to eliminate and reduce poverty and other causes of crime. It has been acknowledged that the legacy of discrimination towards Aboriginal peoples is one of the reasons they are overrepresented in the system and therefore the courts must address this issue when dealing with sentencing. The Gladue decision is an important turning point in the criminal justice system when dealing with Aboriginal offenders. Healing is an Aboriginal justice principle that is slowly becoming a part of the justice system through the practice of circle sentencing and community based diversion programs. The Gladue case has provided the notion that every judge must take into consideration the healing principle when dealing with Aboriginal offenders, in order to build a bridge between his or her unique personal and community background experiences and criminal justice. Many Aboriginal offenders are survivors of the residential schools or have been influenced by the trauma caused to their family members or community. The government of Canada imposed section 718. 2 of the Criminal Code of Canada to help sentence Aboriginal offenders because of the harm that they have faced in relation to offenders of other ethnicities. Section 718. 2 is as follows: A court that imposes a sentence shall also take into consideration the following principles: (e) all available sanctions other than imprisonment that are reasonable in the circumstances should be considered for all offenders, with particular attention to the circumstances of Aboriginal offenders. Many of he offences that are committed by Aboriginal peoples today are non-violent offences such as property crime and substance related offences. When dealing with Aboriginal offenders and sentencing judges must take into consideration the history, culture and experiences of discrimination that Indigenous people in Canada have faced, more time must be spent on the sentencing process to ensure a more restorative approach to better heal and rehabilitate the offe nder and the community and alternatives to incarceration must be taken into consideration to help the offender, victim, families and communities heal (McCaslin, 2005). On the other hand, the criminal justice system personnel have also begun to recognize the number of Aboriginal offenders who suffer from FASD and how the â€Å"mentally disordered offender† with FASD creates particular problems for the assumption by the legal system of innocence until proven guilty. For example offenders may plead guilty as a part of a plea bargaining however they do not understand that they legal process or do not feel as though did committed an illegal offence. Therefore the mens rea is not present if the offender genuinely felt as though they did nothing wrong because they could not understand the consequences due to a mental illness. The Canadian government has taken responsibility for the systematic discrimination that took place within the residential schools and the trauma and intergenerational impacts that has occurred. In 2007, the federal government formalized a $1. 9-billion compensation package for those who were forced to attend residential schools (CBC News, June 14, 2010). Common Experience Payments were made available to all residential schools students who were alive as of May 30, 2005. Former students were eligible for $10,000 for the first year or part of a year they attended school, plus $3,000 for each subsequent year (CBC News, June 14, 2010). Remaining money from the $1. 9-billion compensation package was to be given to foundations that support learning needs of current Aboriginal students. As of April 15, 2010 a reported $1. 55 billion had been paid which represented 75,800 cases in Canada (CBC News, June 14, 2010). Other than compensation apologies were made through the Catholic Church which oversaw three-quarters of Canadian residential schools. Appologies were also made by the Canadian government, Pope Benedict XVI, Archbishop Michael Peers on behalf of the Anglican Church, the Presbyterian Church and the United Church of Canada. In conclusion, no matter how much compensation is paid or however many apologies are made it does not make up for the trauma, suffering, and systematic discrimination that Aboriginal people have faced because of the residential schools which has lead to alcoholism and substance abuse, poverty, inadequate housing, inadequate education and unemployment and this disconnection with their culture and community. References Barnes, R. (2006). Residential Schools: Impact on Aboriginal Student’s Academic and Cognitive Development. Canadian Journal of School Psychology, 21 (1/2), 18-32. * An academic article that describes the affects of poor curriculum, lack of resources, lack parental involvement in education, and discrimination within the residential schools system. Bracken, D. C. (2008). Canada’s Aboriginal People, Fetal Alcohol Syndrome the Criminal Justice System. British Journal of Community Justice, 21-33. An academic article that describes the relationship between FASD, Aboriginal offenders and the Criminal Justice System in Canada and how it may lead to and effect guilty pleas CBC News (2010, June, 14). A History of Residential Schools in Canada. CBC News Canada. Retrieved from: http://www. cbc. ca/news/canada/story/2008/05/16/f-faqs-residential-schools. html * Depicts the history of residential schools in Canada and the steps Canada has taken to heal the relationship between the government and Abori ginal people. Chansonneuve, D. (2005). Reclaiming Connections: Understanding Residential School Trauma Among Aboriginal People. Ottawa: Aboriginal Healing Foundation. * Provides a timeline as to when the first residential school was established comparative to the last and the harm that occurred within the schools. Edwards, N. , Smith, D. , Varcoe, C. (2005). Turning Around the Intergenerational Impact of Residential Schools on Aboriginal People: Implications for Health Policy and Practice. Canadian Journal of Nursing Research, 37 (4), 38-60. An academic journal that acknowledges the intergenerational impacts that the residential school system has produced in terms of health effects and abuse. Fontaine, L. S. (2002). Canadian Residential Schools: The Legacy of Cultural Harm. Indigenous Law Bulletin, 5 (17), 4. * An article that goes through the history of the Canadian residential schools and the cultural harm that was produced in terms of first, second and third generational impacts. Joseph, R. (2 002, March). Indian Residential School Survivors Society. Retrieved from: http://www. irsss. a/index-new. html * A website that goes over the history of residential schools and the current resources provided for the survivors of the systematic discrimination and abuse. LaPrarie, C. (1990). The Role of Sentencing in the Over-representation of Aboriginal People in Correctional Institutions. Canadian Journal of Criminology, 32, 429-440. * An academic journal which goes through the reasonings behind overrepresentation of Aboriginal peoples in the criminal justice system in relation to the influence of residential schools and an increased crime rate. McCaslin, W. (2005) Justice as Healing: Indigenous Ways. Canada: Living Justice Press * Reading on pages 280-296 which deals with restorative justice and the sentencing of Aboriginal offenders in relation to the Gladue case. Schissel, B. Wotherspoon, T. (2003). The Legacy of School for Aboriginal People: Education, Oppression Emancipation. Canada: Oxford University Press * A book about the negative influences of residential schools and the determinants of successful schooling. Also How to cite Residential School System, Essay examples

Dimensioning Angles of Drawing Essay Example For Students

Dimensioning Angles of Drawing Essay An isometric drawing is a view of an object that shows the 3 views of an object, they may be; side view, front view and top view. The picture to the left is an example of an isometric drawing, is a cube and has a top view, a right front view and a left front view. What is an Orthographic drawing? An orthographic drawing show all the sides to an object as an individual, whereas the isometric shows the sides still connected to the shape the orthographic raring shows it off the object so you can see the full views. Dimensioning What is Dimensioning? Dimensioning is showing the measurement made to a shape or object, Parallel Dimensioning- Parallel dimensioning consists of several dimension lines originating from one projection line. The picture on the left is an example of parallel dimensioning. Notice how on the left the dimension lines all meet on the same line. Dimensioning Angles- Angled surface may be dimensioned using coordinate method to specify the two action distances of the angle. Angled surfaces may also be dimensioned using the angular method by specifying one location distance and the angle. This is an example I have made to show how an Object that is isometric and orthographic drawn. The object on the left is an isometric drawn object; it shows the front view, the side view and the front view, but all one the one shape. And on the right is an orthographic drawing of the object, Notice the object isnt owned, that is because an orthographic drawing shows all sides Of the Object to make better sense of how the object is shaped.