Niccolo Machiavelli And Plato - 1890 Words

Niccolo Machiavelli and Socrates are widely regarded as two of history’s greatest thinkers, both of which had strong, albeit very different, ideas of what it meant for a person, or a ruler, to be good and virtuous. From Socrates’ thoughts and ideas as recorded in the Apology and Crito, it can be concluded that he would not find Machiavelli’s version of â€Å"the Prince† to be the ideal ruler, or preside over a completely prosperous society. Although, Socrates may have disagreed with many of the aspects of what Machiavelli thought the Prince should be, he would, however, be supportive of the Prince’s political system overall because of his belief that every man has a duty to follow and uphold the laws of the society in which they live.†¦show more content†¦The Prince, by Machiavelli’s standards, was a virtuous man, meaning that he was someone that possessed the traits necessary for one to be a strong ruler. For example, Machiavelli believed that the Prince should be courageous, ambitious, confident, well-learned, and also have good foresight. Simply, Machiavelli associated virtue with success, and a prince with virtue was one that would go to any length to be a successful ruler. Socrates on the other hand thought that a virtuous man was one that strived for truth and goodness in all situations, and followed the laws of the land in which he was living (Crito, 54B). Following from the difference in opinions of virtue, there is another closely related area in which Machiavelli and Socrates thoughts differ; goodness and justice. Socrates believed that a man should be good and virtuous in all aspects of his life, however, Machiavelli simply did not believe this was possible. Machiavelli states, â€Å"everyone will admit that it would be highly praiseworthy in a prince to possess all the†¦qualities that are reputed good, but as they cannot all be possessed or observed, human conditions not permitting of it, it is necessary that he should be prudent enough to avoid the scandal of those vices which would lose him the state† (Machiavelli, Chapter 15, 57). From this it can be concluded that Machiavelli believes that the Prince should not try to be good and virtuous in all respects, but only in the ones in which it benefitsShow MoreRelatedNiccolo Machiavelli And Plato1693 Words   |  7 PagesNiccolo Machiavelli and Socrates (through Plato) have both given the world plenty of advice when it comes to governing. Both men have contributed to the debate of what a ‘prince’, or ruler, should look like. They lived in different time periods but were both surrounded by political uncertainty and fragmentation, which contributed to their views of government. Their ideals of a prince overlap in ways, but overall there are glaring differences in how they think a ‘prince’ should rule. A strong exampleRead MoreComparsion of Realism and Idealism in Niccolo Machiavelli ´s The Prince and Socrates ´ Plato ´s Republic1101 Words   |  5 PagesWhen speaking of Niccolà ² Machiavelli from The Prince and Socrates, from Plato’s Republic, there is no way to avoid the clash between realism and idealism. The contrasting of both of these states of minds, when it comes to ruling a city, per se, is fascinating because, while they are extremely different, they’re perceiving the same objective: ruling a civilization successfully. Machiavelli uses the concepts of virtà ¹, fortuna, and free-will to describe political success. On the other hand, in TheRead MoreEssay about Niccolo Machiavelli1653 Words   |  7 Pages According to legend, just before his death, Niccolo Machiavelli told his friends that had remained faithful to him up until the very end about a dream he had had. In his dream, he had seen a group of peasants, wretched and decrepit in appearance. He asked them who they were. They replied, ‘We are the saintly and the blessed; we are on our way to heaven.’ Then he saw a crowd of formally attired men, aristocratic and grim in appearance, speaking solemnly of important political matters. Again, heRead MoreMachiavelli Plato Rebuplic Prince Comparison1419 Words   |  6 PagesHaà ¾im Cihan Demirkà ¶prà ¼là ¼, 20303433 Essay Question: Compare the Characteristics of the true guardians, as described by Plato (Republic, bk VII, pp.158 #8211; 61, 484b #8211; 487e) with the characteristics of the rulers, as described by Machiavelli (The Prince, ch.15, pp. 47 #8211; 49 and ch. 18, pp.54f). What is the most important difference between the two accounts? In your view, which account is better, and why? For centuries, every ruler created their own principles and rules and somehowRead MoreSocrates And Niccolo Machiavelli1735 Words   |  7 PagesEssay 1: Socrates and Machiavelli Although Socrates and Niccolo Machiavelli lived in different time periods, the political climate that their philosophies were founded on were very similar. The trial of Socrates began after the Peloponnesian War when the new Spartan Tyranny took over the Athenian government. Socrates was accused of corrupting the youth and disrespecting the gods by the Spartan government. In the eyes of the Spartan government Socrates is a gadfly because of his posing of upsettingRead MoreThe Dimensions of Morality in The Prince and The Republic of Plato1001 Words   |  5 Pagesregards to our moral responsibility for each other. Throughout history many writers and philosophers have taken different angles the concept of morality and have applied it in many ways. This includes: Niccolà ² Machiavelli with The Prince (we will be looking at The Qualities of the Prince) and Plato with The Republic (we will be looking at the section The Allegory of the Cave. The Prince (1513) essentially lays out a how-t o guide of how to obtain power and how to keep it; The Qualities of the PrinceRead MoreSir Thomas More s Utopia And Niccolo Machiavelli s The Prince1454 Words   |  6 PagesSir Thomas More’s Utopia and Niccolo Machiavelli’s The Prince reflect the ideals of the Renaissance. Their reflections of the Renaissance are similar; however, their representations of the Renaissance also have distinct differences. The Renaissance or â€Å"rebirth† was a cultural movement that accompanied the passage of Europe from the Middle Ages to modern times. Niccolo Machiavelli was an Italian civic humanist, historian, diplomat, philosopher, politician, and writer during the Renaissance. He appliedRead MoreCompare And Contrast Socrates And Machiavelli1419 Words   |  6 Pagesvs. Machiavelli: The meaning of truth As philosophers, both Socrates and Niccolo Machiavelli developed theories in response to the warring political environment around them. However, the theories and principles developed by the two philosophers are vastly different in regard to the concept of truth, Socrates would hate Machiavelli’s model prince due to Machiavelli’s manipulative view of truth. While Socrates desired a state that focuses on fundamental truth and ethical decisions, Machiavelli advocatedRead MoreOryx And Crake And Political Practices911 Words   |  4 Pagespolitical theory. Atwood’s dystopian world is one that many political philosophers would compare to premises set forth by Thomas Hobbes, Niccolà ³ Machiavelli, Aristotle, and Plato. The political lens that this work can be viewed through allows for a portion of each philosophers ideas and theories to shine through. The first theory that is applicable is that of Plato. In Plato’s Republic one is introduced to a theoretical work in which the perfect just society is divided into three categories basedRead More Christianity According to St. Augustine and Machiavelli Essay1388 Words   |  6 Pagesmakes it more evident that Christianity persuades his views. Although it seems his writings have become quite well known and admired, not everyone fully shared his beliefs. Niccolo Machiavelli, for instance, seemed to believe in a government that was not driven by morality, but more by practicality. In, The Prince, Machiavelli stresses that the moral fibers of government should not be so soft. Like St. Augustine, his work went on to become one of the most famous books ever written about politics.

Autobiography †Maxwell Joseph Delaney Free Essays

I was born on the 28th of July 1986 in Greenwich hospital and I was given the Maxwell Joseph Delaney. I lived in New Cross for a quarter of a year in a cosy little flat in Florence Terrace where I lived with my Mum, Dad and my brother Nick. I then moved to Gosforth in Newcastle where I attended South Gosforth First School. We will write a custom essay sample on Autobiography – Maxwell Joseph Delaney or any similar topic only for you Order Now In the nursery, my teacher was called Ms Handyside. There was a sandpit, paddling pool, toy den and a library, I used the toy den the most because it had toy motorbikes, I used to run riot with them. I had my 6th birthday in my back garden. It was excellent! There were some people dressed up as cartoon characters. There was Bart Simpson, The Teenage Mutant Hero Turtles and Barney the dog. My dog Cher chased Barney around the garden. I lived in Newcastle until I was 8 then I moved back down to London where I lived in Blackheath, I started in year 3 at John Ball Primary School. My teacher was called Ms Carter, the first person I met was a boy called Patrick. On the first day a boy called Michael Leal got rather emotional over a few Maths questions he got wrong, it was hilarious! Every time the teacher said it was okay he got worse! In year 4 my teacher was Mr Russell, I broke my arm that year. I was coming home from football with my brother on the bikes and I skidded into his bike and I went straight over the bars. I waited in Greenwich Hospital for 2 hours before I could even be X-rayed. I was in plaster for 6 weeks, 6 glorious weeks full of no work and just laying board games in school! When I went to the hospital to have it removed they showed me what they were going to do it with I screamed! It was a big saw! I was scared at first but when they started cutting it tickled and I was laughing. On the other hand my mum wasn’t, there was a lady in the bed next to me who was having nails from her leg removed and my Mum felt very faint. In year 5 and 6 I was in the school football team, we won the league both years and paid two visits for tournaments at Millwall. My nickname was â€Å"The Wall† because of my defensive capabilities. When I was 9 my Nan died. I was living in London and we were coming back from a visit up to Newcastle and that’s when my Mum decided to tell me. My first emotion was sadness and I cried through the whole journey but after a few weeks I realised it was for the best as my Nan was in extreme pain as she was suffering from leukaemia. We had visited her every day in hospital. It was sad for me because I knew that she was very close to dying. There was one funny thing about it; my Brother and I would sit in the chair by the patient next to my Nan. We would touch her flowers and she would start waving her hands frantically at us. My Brother and I were not allowed to go to my Nans’ funeral because my Mum and Dad wanted us to remember all the good times and not her lying in a coffin. It was the my first day at Crown Woods, I can remember waking and feeling â€Å"Oh, my God! I’ve got to go back.† After a long play during the summer that is genuinely how I felt. I just didn’t want to go back because I knew it would be a lot harder. I was rushing about all morning trying to get everything perfect because I didn’t want to slip up on my first day. I gave my Mum a kiss, she wished me luck and sent me off. I walked half way down the road and I got the feeling I was forgetting something. I dug my hands deep into my pockets and found there was nothing in them. I rushed off home and asked for some dinner money and keys! I’d just got off the bus and saw the school for only the third time and it looked like a prison but I wasn’t intimidated at all. It was a day when it was only year sevens in school and I was one of the biggest so I loved it nobody tried anything. As I walked into the tutor room I didn’t know anybody so I just sat anywhere, I made friends quickly with Ricky, Nick and Dan. My first lesson was English and I didn’t enjoy it at all. We had to write about ourselves, it was a lot harder than Primary school English lessons. At break I played football with the boys from my tutor group. I didn’t score any but I managed to make a huge impression with my football skills. I took Jorel and Ryan out of the game by dirtying them up good. The rest of the day was really boring. This year I had just moved into my new house. We weren’t allowed pets as we were renting. We had received a call the previous evening to say that the landlord Ahmed was coming over to fix the plugs, as a few of them were a bit dodgy. My Mum had recently bought my little sister Lauren a hamster called Hercules. Lauren would put Hercules in a pink jewellery box and call him Duchess. It was Saturday morning at around 10:00 am, everyone was up except Nick, the landlord was due at 10:30 am. My Mum had remembered the Hamster upstairs and proceeded to mutter to herself â€Å"Where am I going to hide the hamster.† I offered her a cup of tea to calm her and we then began to think of places to hide the hamster. First of all there was the cupboard under the stairs, but the landlord might hear him, then, my Mums’ wardrobe, but there was the sound thing again. We were as dry as the desert for ideas, suddenly I came up with the shed. Perfect! Ahmed would never go out there. My Mum asked me to take the hamster out there while she hovered up. I unlocked the patio doors ran out into the garden, ducked the clothesline and put the hamster in the shed. I then ran back, ducked the clothesline and SMACK! When I got up I could see my sister in hysterics. I had run straight into the patio doors and knocked myself out. The Landlord never did find the hamster. How to cite Autobiography – Maxwell Joseph Delaney, Papers

Green Program for Pre School

Question: Discuss about the Case Study for Green Program for Pre School. Answer: Part A (a) Our environment today faces enormous threat from rapid urbanization, pollution, non-biodegradable materials and depletion of essential resources. Reduction of human carbon footprint is now extremely important to protect and sustain our environment (Houghton, 2009). Awareness and understanding of a healthier environment and resolution of potential conflicts must start at an early stage as children shall be responsible for reshaping the future of modern earth. Children of ages 3-7 are like porous sponges and they can observe and grasp information faster if learning starts during early childhood education(Wilson, 1996). An environmental Go Green program is proposed to implement recycling, reuse and waste prevention at the Tender Feet Nursery School by educating and engaging children. (b) The main goal of this program is to create awareness about the importance of recycling among the preschool staff and children and implement recycling schemes within the premises through a collaboration of administrators, teachers, custodians and children. The program will incorporate recycling knowledge into the preschool curriculum and daily activities creating a fun and easy atmosphere ((Lansburgh, 1976) (Pancheri-Ambrose Tritschler-Scali, 2013). It shall encourage children of preschool age to recognize and understand the importance of recycling, reuse and waste management hereby making them more conducive towards protecting their environment(Gibbons, 1996). Considering the number and population of students in preschools; they accumulate huge waste which includes paper, books, electronic equipments like computers and printers and food/composite material. An interim goal of the Go Green program (also referred to as green program) shall be to make the preschool more equipped in handling and recycling these wastes (Lund, 1992), thus creating an opportunity to save on costs. These costs shall be monitored by evaluating the purchase bills once the program has been implemented, thus reflecting upon a comparable reduction of costs in the preschool office, classroom and cafeteria materials usage. In the long-term, the Go Green program when successfully implemented at Tender Feet Nursery School shall set an excellent example and expectantly initiate duplication across other preschools, eventually stressing upon importance of recycling in society. Constant evaluation and monitoring through surveys and feedback will help to decipher progress of the preschool towards becoming more environments friendly and energy efficient hoping to decrease its carbon footprint. (c) The Go Green program shall follow guidelines of National Waste Policy of the Department of Environment, Government of Australia ( Department of Environment, 2009) which provides environment friendly approaches for waste management within the country. The recycling and reuse strategies implemented through this program will be useful to address administrative costs and put fewer burdens on environment. (d) Various resources are available on the World Wide Web to get information for designing and implementing the Go Green program. These are: (i) The Environmental Protection Authority website (EPA, 2016) containing sufficient knowledge and guidelines for environment protection and waste reduction. (ii) The ResourceSmartSchools website(Resource Smart Schools , 2013) containing information to assist schools in planning, designing, implementing, monitoring and evaluating green programs. (iii) Open-resource websites like Schools Recycle Right (SRS, 2011) and Virginia Recycling Association (VRA, 2016) in understanding the implementation of green programs within a school. (e) The Go Green program shall address waste management including reduce, reuse and recycle through active collaboration of administrators, office staff, custodians, teachers and young preschoolers. The recyclables from the preschool including paper, metal, glass, wood and electronics shall be moved into the recycling stream helping to keep many precious resources from ending up in a landfill. The preschool shall be able to reduce the quantity of waste generated in the premises and also lower the frequency for need of garbage collection. The Go Green program shall achieve the dual purpose of saving costs for the preschool and also educating and creating awareness in young children to care for and nurture the environment. The key steps towards implementation are: Formation of a green committee: Assignment of roles and responsibilities, spread of information and training of teachers and custodian staff. Waste assessment and data collection: assessment of the waste generated, data collection with help of maintenance staff. Implementation of recycling: recyclable collection and management, delivery to the recyclable contractor. Education and awareness of children: classroom learning and involvement in recycling activities. Monitoring and evaluation of the program: Feedback through surveys and discussions, liaison with local environment office and experts for advice. Part B Part B 1, 2 and 3: Main targets of the Go Green program Setting essential targets and related objectives will lie at the foundation of the Go Green program. These targets will then facilitate systematic planning, design, implementation and assessment of the program making it a success. Formation of a Go Green committee The first target of the Go Green program will be identification and organization of a committee (hereon referred to as the green committee). This green committee shall be largely responsible for planning, design, implementation, maintenance and assessment of the program(Neeper Dymond, 2012). It will also act as a connecting thread for all learning and activities (CedarRapidsCommunitySchoolDistrict, 2011). The key elements in the formation of green committee are: Membership: The green committee can consist of representatives of administrators, teachers, facilities and maintenance staff and/or parents who are willing to volunteer. The green committee must comprise of at least one person either an administrator or a warden who is familiar with overall functioning of the preschool. (ii) Definition of role and purpose: The green committee shall be planning a roadmap, undertaking research and coordinating learning and activities. They will form collaborations between specific departments within the preschool for implementation of the program. (iii) Form liaisons: At least one green committee member, preferably an administrator will act a liaison with recycling staff from the local neighborhood or a government organization. He or She shall connect with a recycling expert for advice and assistance for planning, design and compliance with ordinances. (iv) Regular discussions and meetings: The green committee shall hold brainstorming sessions, discussions and debates to obtain ideas and suggestions for design and implementation. The committee shall also hold private meetings at least quarterly or every month to evaluate the progress of the program. Implementation and supervision of the Go Green program Implementation shall start with waste assessment within the preschool premises to be followed by waste reduction and prevention. Efficient recycling shall require collaboration between teachers and maintenance staff for collection and sorting of recyclables and transporting these recyclables to an authorized recycle collection centre. The key elements of implementation are: (i) Waste assessment: The green committee shall first identify the various types and amount of waste generated at the preschool premised covering all areas like cafeteria, classrooms, teacher room and offices. The accurate calculation and estimation of the waste can be taken from the facilities and maintenance staff. The green committee will then identify and evaluate the methods currently being used for handling and disposing the waste. Further, alternative and environmentally agreeable approaches for disposal as well as recycling shall be formulated (Laustsen, 2007)(Underwood, 2007). (ii) Waste prevention, reduce and reuse: Waste assessment will help to identify materials which can be prevented from being disposed and could be reused including paper, wood, electronics, metal, glass etc. (Laustsen, 2007)(Underwood, 2007). This will enable the staff to be more organized and mindful to waste prevention. (iv) Recycling: The next step is to identify materials in the waste which can be classified as recyclables (n.d., 1990). The various categories of recyclables can be paper, plastic, glass, metal, wood and food/composite waste. After classification, collection points in classrooms, office, cafeteria and other activity rooms are to be identified (n.d., 1994). The recyclables will be collected in a separate marked container that is mostly placed aside the trash bin. Education and awareness in preschool children. The green program shall impart knowledge and understanding about the importance of recycling to the highly responsive and curious young children. Thus, different activities having recycling themes can be carried out(Ward, 2010) (Davis Elliot, 2014) (Erturk Kara, et al., 2015). This information shall encourage young minds to raise questions and perform discussions with their teachers and parents. The children will be encouraged and motivated to perform practical activities for recycling which includes collection and sorting of litter (Gibbons, 1996) (Edwards, et al., 2012). The key elements of education and awareness are: (i) Lessons and activities: Children must be encouraged to participate in lessons/co-curricular activities which focus on the importance and need for recycling and should involve use of rhymes, books, games, art and craft, discussions etc. (ii) Holding earth or environment day, nature walks to increase enthusiasm of the children towards the green program. Encouraging children to collect litter in containers during nature walks. (iii) Collection and sorting of recyclable materials can promote active participation of the children alongside fun. Part B 4. Resources The Environmental Protection Authority website (EPA, 2016) contains guidelines for environment protection and waste reduction. The ResourceSmartSchools website (Resource Smart Schools , 2013), Schools Recycle Right (SRS, 2011) and Virginia Recycling Association (VRA, 2016) contains relevant information to assist schools in planning, designing, implementing, monitoring and evaluating green programs. Part C Target 1: Formation of Go Green committee Action 1 Action 2 Action 3 Action 4 Objective Developing a support framework Developing collaboration between preschool administrators, local community and government recycling experts Gathering, analyzing relevant information and statistics Delivering progress reports Potential opportunity successful initiation design preliminary and long-term goals blueprint and final execution updating status to local government office Estimated $ saving $5000 p.a. as only school personnel to be part of the committee Capital cost None None None $500 for communications Payback period 0 0 0 0 Target objectives to be achieved during first implementation Target dates 2 weeks to implement 3 weeks to implement Budget None None None $500 for transportation, incidentals etc People responsible Administrators, teachers, volunteers Target 2: Program implementation Waste assessment Action 1 Objective Identify size, quantity and types of wastes generated Potential opportunity Assessment will aid correct implementation Estimated $ saving 50% reduction = $1000 p.a. Capital cost None Payback period 6 months Target 50% reduction in 6 months Target dates 1 month to implement Budget None People responsible All staff Waste prevention: reduce Action 1 Action 2 Action 3 Objective Copy, print documents in duplex setting, viewing information electronically administrative communications to be done electronically Donation of discarded furniture, electronics etc to a local charity Potential opportunity Reduce paper usage Reduce paper usage Reduce wood and electronics waste Estimated $ saving 40% reduction = $500 p.a. 50% reduction = $500 p.a. N/A Capital cost None None None Payback period 3 months 3 months N/A Target 80% compliance after 3 months 80% compliance after 3 months N/A Target dates 1 month to implement Budget None None None People responsible Administrators and teachers Waste prevention: reuse Action 1 Action 2 Action 3 Objective Place boxes in office, classroom for storing scrap paper Store unused stationery Usage of reusable and washable utensils and washcloth in cafeteria. Potential opportunity Reuse paper Reuse stationery Reuse cafeteria supplies Estimated $ saving 50% reduction = $500 p.a. 50% reduction = $500 p.a. 100% reduction = $1000 p.a. Capital cost None None $2000 for equipment and materials Payback period 6 months 6 months 2 months Target 80% compliance after 3 months 80% compliance after 3 months 100% compliance after 2 months Target dates 1 month to implement Budget None None $2000 for reusable cafeteria supplies, dishwasher People responsible Administrators and teachers Cafeteria staff Action 4 Action 5 Objective cartons, magazines, booklets, newspapers utilized for classroom art/craft activities Household recyclables like cardboard boxes, cartons to be reused in the classroom for storage. Potential opportunity Reuse Reuse Estimated $ saving 80% reduction = $300 p.a. 80% reduction = $300 p.a. Capital cost None None Payback period 3 months 3 months Target 95% compliance after 3 months 95% compliance after 3 months Target dates 1 month to implement Budget None None People responsible Teachers Teachers and parent volunteers Recycling Action 1 Action 2 Action 3 Objective Identify collection points, decide collection container number and type Adding recycling bins/containers to classroom, office, cafeteria having clear illustrations Collect and transport recyclable material to contracted recycling service provider Potential opportunity Implementation of recycling Collaborative recycling Transporting recyclables to final destination Estimated $ saving N/A N/A 50% reduction = $1000 p.a. Capital cost $500 for containers None $500 for external recycle services Payback period 3 months 3 months 6 months Target 95% compliance after 3 months 95% compliance after 3 months 100% compliance after 6 months Target dates 1 month to implement Budget $500 for leak proof, durable and portable bins/containers None $500 for transportation and contract services People responsible Teachers and maintenance staff Target 3: Educational and awareness of children Action 1 Action 2 Action 3 Objective Education and awareness activities Nature walks and excursions Collection and sorting of recyclables Potential opportunity/risk Children will gain a sense of ownership while having fun Children will be taught to identify safe litter for removal, avoiding unsafe, sharp or unknown objects. They must be given gloves Children will learn sorting of recyclables. Recycle bins Sorting activity must be done near a sink to encourage children to wash away visible unwanted items. Food waste recyclables must be monitored to reduce contamination. Estimated $ saving N/A N/A 50% reduction = $1000 p.a. Capital cost None $100 for consumables Payback period 1 year 1 year 1 year Target 95% awareness after 1 year Target dates 1 month to implement Budget $500 for teacher training $100 for disposable gloves and hand wash People responsible Teachers and children Part D Since the Go Green program has been proposed by me, it is evident that I shall be constantly available to provide support and assistance, most crucially during implementation and also the critical first year of execution. This support from my end shall include three aspects: providing information wherever necessary, acquiring volunteers when required and finally promotion of the program. The information shall be provided through email, telephone and personal meeting as and when needed by the green committee. This information will be delivered by thorough research using internet resources. Next, the volunteers shall be appointed from within the local community through telephone and door to door visits when needed. Finally, program promotion shall be carried out through posters, banners and pamphlets and word of mouth publicity. Through support and assistance from my end I shall ensure that the green committee and all preschool staff is well equipped to plan, design, implement and main tain the green program in a smooth and successful manner. 2. (a) The main aspects of the program which need to be evaluated are its overall efficiency, efficacy of recycling and the reduction in various costs (Carleton-Hug Hug, 2010) Also, an important criterion for green program evaluation is the presence of contamination in the recycling stream. This can lead to disintegration of program flow and thus needs to be instantly addressed. The information on possible contaminations can be accurately provided by recycle service provider after collections are transported out of the preschool premises. (b) The monitoring and evaluations shall be carried out largely by the green committee who are familiar with the various aspects of the green program. It is suggested that some monitoring could alternatively be done by members outside the green committee so as to eliminate bias or preconceived notions that may have settles into the committees functioning. Further, monitoring can also be supervised by recycling experts from either the local community or government energy office in liaison with the green committee. (c) To carry out monitoring and evaluation efficiently, regular feedbacks are required which should include staff response, level of enthusiasm and their contentment with the roles assigned. Further, information on recycling efficacy and efficiency will include aspects like zero contamination and overall reduction of costs. (d) The crucial information for carrying out monitoring and evaluation shall be obtained through the following methods: (i) Outreach to the teachers and custodians who are responsible for collecting the recyclable materials and supervising the transport of recyclables to the contracted recycle service provider. ii) Outreach to the contracted recycle service provider in order to evaluate known benchmarks and standards and whether they have been partially or completely achieved. (iii) Since children at the preschool are under supervision of teachers when learning and carrying out the practical tasks of collecting and sorting recyclable material, their attitudes, behaviors and responsiveness changes can provide crucial information (Ljung-Djrf, et al., 2015) (e) The teachers and preschool facilities and maintenance staff shall be largely responsible for collecting data to enable evaluation since custodians will mainly assist and facilitate waste assessment, collection of recyclable materials and supervision of transport of recyclables to the contracted recycle service provider. (f) Evaluations of the data shall be done by members of the green committee in liaison with recycling experts from either the local community or government energy office. (g) The results of monitoring shall be reported by the green committee to the recycling experts from either the local community or government energy office at least monthly during its first year of implementation and quarterly after that. A yearly comprehensive report must be submitted to the experts at the energy office. To ensure the sustainability of Go Green program, the green committee needs to develop a methodology for consistent monitoring of all outcomes of the program for at least duration of one year post implementation (Carleton-Hug Hug, 2010). Based upon the evaluation results, appropriate design alterations must then be suggested by the teachers for further scope of improvement as and when needed. Also, monitoring must be reinstated every first few months of the preschool terms in all succeeding years. The important factor of contamination in recyclables must be monitored and if this is a reoccurrence then necessary trainings need to be conducted to re-educate the preschool staff. Feedback data from staff can highlight if any members are looking for larger roles and responsibilities which they could be given in the future. This will assist in periodically evaluating the program to address the general response and thereby suggesting suitable design modifications (Ozturk, 2016). Therefore, for technical success of the Go Green program, two step monitoring and evaluation is suggested in which the green committee shall first include community volunteers to carry out different assessments which are then to be submitted to recycling experts at a local government establishment for comments. This can provide a stamp of approval and benchmarking by field experts. For making the green program sustainable in the preschool for years to come, the responsibilities have to be periodically rotated among the key administrators and teachers. Further, a robust monitoring plan will need to be identified which will include multiple approaches for identifying roles and responsibilities, re-education and training of teachers and custodians every year, routine newsletters and resources for each new green committee to smoothly take over the responsibility of the program and ensuring its success.

Preserving the Joys of Childhood Essay Sample free essay sample

Candy bars and cocoas are the small joys of childhood. Even I can state that my childhood life will non be complete without those sweet material. However. there are some kids who are denied the privilege to bask and indulge in those small joys. Those are the kids with diabetes. Here in the Philippines. a batch of kids are enduring from this disease. That is why our authorities is holding its consciousness run against diabetes. And immature as I am. I can state that I can assist our authorities in this enterprise. What precisely is childhood diabetes? Harmonizing to medical diaries. this type of diabetes is caused by the malfunctioning of the pancreas. and without the pancreas. glucose can non be regulated. That is why kids with diabetes can non devour a batch of sugars and saccharides. Diabetess among kids can be prevented. That is why I am making my best to assist our authorities in its consciousness run. We will write a custom essay sample on Preserving the Joys of Childhood Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But. how? First. I will promote kids to populate a healthy life style. Junk nutrients and softdrinks are decidedly allowed to them. but they should be consumed in moderateness. They should eat more fruits. more veggies. more leafy vegetables. This will assist much since surveies show that kids who are overweight are more prone to diabetes. I will promote them to hold ample physical activity. They should pass more clip playing under the Sun and less clip in forepart of the computing machine. Second. I will circulate information. I will distribute awareness through societal networking sites such as Facebook and Twitter. Since a batch of people are utilizing those sites. I can easy scatter my message non merely in our state but throughout the universe. Pencil and paper are besides our friends in distributing consciousness. That is why they are given unto us: to utilize them for the good of our fellowmen. I will utilize my pen and paper to assist our authorities in their run. And last. I will be a life testimony. an unfastened epistle. I will be a good function theoretical account. Children’s ears are frequently closed for advice but their eyes are ever unfastened for illustration. I. myself. will populate a healthy life style. eat a alimentary diet. and prosecute in physical activity. In that manner. I can demo that even I am cognizant of the ways to forestall diabetes. Every disease has a drug. every unwellness. an counterpoison. But. bar is ever better than remedy. There is where we. the young person sector. can assist. We can assist by distributing the government’s consciousness run in our ain. small ways. That is why I am making my best to assist the authorities in their run. I know that through my ain small attempts. I am assisting our state decrease its instances of kids with diabetes. Through my ain little actions. I am giving the kids a opportunity to see their childhood joys.

Essay Samples Structure - How to Make Sure That Your Essays Have the Right Format

Essay Samples Structure - How to Make Sure That Your Essays Have the Right FormatYou will find a variety of essay sample's structure and format, if you're looking for the perfect paper. Whether it's to get accepted at a college or improve your grades, you will need to ensure that the essays you write it into the proper format.The first thing you need to do is look for essay sample's structure. Since this is a major consideration in getting accepted at a college, you need to make sure that your papers are well structured. The right structure for you to get accepted at a college or university depends on your preference.If you are serious about getting scholarships and grants to pay for college and scholarships, then you must ensure that you are writing properly and are also sure that your essays have proper structure. Writing a good essay is a key factor to getting accepted into college. You must ensure that you use the correct structure when writing an essay. This is especially true w hen writing a topic.The proper structure for you to get accepted at a college is to use the power of grammar and spelling. There are few important factors to getting accepted and getting a scholarship for college that include grammar and spelling skills. If you use this, you can be sure that you can get accepted to a college that you want.One great essay sample structure that many students use is the table of contents. This is a great way to make sure that the essay you write is organized. It is essential for any essay you write, including the one you submit to college. This is the case because students want to know how the essay is organized and what they need to learn before writing the essay.A unique essay sample's structure is the paragraph structure. This is different from a thesis or bibliography. A paragraph structure is useful in ensuring that you are able to deliver information in a single sentence. This ensures that the essay flows well and has a nice flow.One way to get t he most out of the essay samples structure is to create your own essay structure. This will make sure that you learn about the best essay sample's structure and format that are available.

Michael Ondatjee Essays

Michael Ondatjee Essays Michael Ondatjee Essay Michael Ondatjee Essay Bearhug by Michael Ondaatje Griffin calls to come and kiss him goodnight I yell ok. Finish something Im doing, then something else, walk slowly round the corner to my sons room. He is standing arms outstretched waiting for a bearhug. Grinning. Why do I give my emotion an animals name, give it that dark squeeze of death? This is the hug which collects all his small bones and his warm neck against me. The thin tough body under the pyjamas locks to me like a magnet of blood. How long was he standing there ike that, before I came? Application For A Driving License by Michael Ondaatje Two birds loved in a flurry of red feathers like a burst cottonball, continuing while I drove over them. I am a good driver, nothing shocks me. (Inner Tube) by Michael Ondaatje On the warm July river head back upside down river for a roof slowly paddling towards an estuary between trees theres a dog learning to swim near me friends on shore my head dips back to the eyebrow Im the prow on an ancient vessel, t his afternoon Im going down to Peru soul between my teeth a blue heron with its awkward broken backed flap upside down one of us is wrong he his blue grey thud thinking he knows the blue way out of here or me I choose this poet because of his outstanding work in poetry. Michael Ondaatje is a great poet because of his work and the way he expresses emotion through his poetry. I have recognized that there is a lot of animals in his poems, think this is either due to his love for animals or him simply describing the beauty in nature. A quote from one of his poems is â€Å"there’s a dog learning to swim near me on the shore. † I think that Michaels work is outstanding in comparison to other poets. Throughout Michaels work there is a use of many themes such as nature is beautiful and things aren’t as they seem. I think me and this poet are related in ways because we both have the same love for animals and if I am given this poet I can help you more easily understand his perspective through mine.

A qu familiares puede pedir un residente permanente

A qu familiares puede pedir un residente permanente Los residentes permanentes legales, es decir, aquellas personas que tienen a su nombre una tarjeta de residencia (green card) pueden pedir a dos tipos de familiares: esposos e hijos solteros. Es decir, a diferencia de lo que ocurre con los ciudadanos americanos, los residentes permanentes no pueden pedir los papeles para sus hijos casados ni tampoco para sus padres o madres ni para sus hermanos. Ni tampoco a sus prometidos. Si tienen al novio/a en otro paà ­s y à ©ste desea visitar, hay que conocer las reglas. Desde el punto de vista de las leyes de inmigracià ³n, los familiares a los que puede pedir un residente permanente estn clasificados en dos categorà ­as, que es importante recordar, porque los tiempos de espera estn determinados por ellas: F2A: esposos y esposas de residentes e hijos solteros menores de 21 aà ±os de edad.F2B: hijos de residentes permanentes que estn solteros y tienen 21 aà ±os o ms. A tener en cuenta en los trmites para solicitar la green card para estos familiares Tiempos de espera Cada mes el Departamento de Estado publica un nuevo Boletà ­n de Visas. Comprobar en las categorà ­as F2A y F2B quà © fecha de corte se publica. Eso quiere decir que todas las peticiones con una fecha de prioridad anterior a ese dà ­a publicado en el boletà ­n de visas comienzan a tramitarse por el Centro Nacional de Visas (NVC, por sus siglas en inglà ©s). Se inicia la fase final del proceso y en unos meses habr llegado a su fin. Quà © pasa si la persona est ya en Estados Unidos Si est ilegalmente no puede ajustar su estatus en ningà ºn caso. Por lo tanto asesorarse con un abogado de inmigracià ³n antes de enviar los papeles al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s). Ya que si se envà ­an lo à ºnico que se hace es pagar por nada. Si est legalmente en Estados Unidos hay dos posibilidades: si puede mantener su estatus legal durante todo el tiempo que dure la tramitacià ³n, por ejemplo, si tiene una visa de trabajo, entonces puede optar a un ajuste de estatus. Si se hace asà ­ asegurarse de presentar bien los papeles y la persona pedida deberà ­a asesorarse legalmente antes de salir del paà ­s hasta acabar toda la tramitacià ³n.si est legalmente pero no puede mantener ese estatus durante toda la tramitacià ³n entonces debe salir de los Estados Unidos dentro del plazo que tiene para abandonar el paà ­s legalmente. Por ejemplo, si un extranjero entra como turista y se casa con residente permanente no puede esperar dentro de Estados Unidos. Debe salirse y si no lo hace pueden aparecer toda clase de problemas, como que se le aplique el castigo de los tres y diez aà ±os. La consecuencia es que por no querer esperar fuera del paà ­s unos meses va a tener que esperar varios aà ±os. Si se est fuera de Estados Unidos hay que esperar allà ­ hasta pasar una entrevista en la Embajada o consulado y recibir una visa de inmigrante. Estas son las posibilidades  de recibir una visa de turista mientras se espera por los papeles para emigrar. Quà © sucede si residente pide a hijo soltero y durante la tramitacià ³n à ©ste se casa La peticià ³n deja de tener efecto. Ya que no se puede conceder una visa de inmigrante a un hijo casado de un residente permanente. Si no se avisa lo que va a pasar es que al llegar la entrevista se va a denegar la visa. Jams mentir a Inmigracià ³n o a un consulado sobre una cosa tan importante como es el estado civil. En estos casos, todas las cuotas pagadas a Inmigracià ³n se pierden ya que no se reintegra el dinero. Quà © pasa si un residente permanente pide a un familiar y durante la tramitacià ³n se naturaliza y se convierte en ciudadano Puede notificarlo ya que los esposos e hijos solteros menores de 21 aà ±os de un ciudadano no tienen que esperar a que haya visa de inmgrante disponible para ellos. Esto quiere decir que probablemente el proceso se haga ms rpido. Quà © pasa si residente permanente pide a cà ³nyuge y à ©ste tiene hijos Los hijos del cà ³nyuge pueden tambià ©n ser pedidos incluyà ©ndolos en la misma peticià ³n si son menores de 21 aà ±os y estn solteros. Si durante el tiempo de espera de la tramitacià ³n alguno de ellos cumple los 21 se tendr que hacer una peticià ³n nueva para esa persona, incluyendo una copia de la peticià ³n original. Matrimonio, su validez y derechos migratorios de gays y lesbianas Para que un matrimonio produzca efectos migratorios tiene que tener validez. Adems, desde junio de 2014 desde el punto de vista migratorio no hay diferencias en cuanto a los beneficios entre el matrimonio entre un hombre y una mujer que el de entre gays o lesbianas. Consejo a tener en cuenta Las personas que desean emigrar a los Estados Unidos deben tener en cuenta un hecho irrefutable: es un paà ­s distinto. Por lo tanto, lo mejor para evitar problemas por un lado y para conocer los derechos por otro, lo aconsejable es familiarizarse cuanto antes con 10 aspectos bsicos de la vida en el paà ­s.   Este es un artà ­culo informativo. No es asesorà ­a legal.