PLACE Essays - Italy, Southern Europe, Italians, Apennine Mountains

PLACE Italy covers 116,320 sq. mi. (301,268 km). Italy lies in southern Europe on the Mediterranean sea. It borders France, Switzerland, Austria, and Yugoslavia. The Alps form Italy's northern and northwestern border. The Apennines occupy the center of Italy's boot-shape peninsula. The highest elevation is 15,521 ft. 58,167,000 people live in Italy. Central and southern Italy have hot summers and mild winters. Northern Italy has a slightly cooler summer than the rest of the country. But it is much cooler in the winter time than the rest of the country. HUMAN AND ENVIRONMENTAL INTERACTION People in Italy wear many different types of clothing. In central and southern Italy people wear short and long sleeves shirts and short and long pants. In northern Italy they wear long sleeve shirts and long pants and wear heavy jackets. The natural resources that the people mine are natural gas, marble, granite, feldspar, pumice, and sulfur. Many people come to Italy for shopping, fine food, and great sking. MOVEMENT There are many ways to get around Italy. Train, bus, car, boat, and airplane. Train is the best way to get around Italy. It's convenient, cheap, and fast. The original setters came from the Holy Roman Empire. REGION Vegetation in Italy is very large. Many different tress grow hear. Olive, orange, lemon, palm, fig, date, pomegranate, and almond are just a few of them. Italy has fewer varieties of animals than of plants. Some animals found in Italy are marmot, chamois, ibex, boar, wolf, bear, snakes, lizards, quail, woodcock, and partridge. The most common animal found in Italy is the bird. Also the scorpion is found here too. 98% of people in Italy speak Italian the rest speak German, French, and Slovene. HISTORY AND POLITICAL SCIENCE The type of government that Italy has is Parliamentary democracy. The president holds office for 7 years. Parliament has two houses- the Chamber of Deputies (630 members) and the Senate (315 members). Hear are some important dates in the history of Italy. 800 Pope Leo the 3rd crowned Charlemagne emperor of the Romans. 1300 The Renaissance began in Italy. 1796 Napoleon Bonaparte seized Italy for France. 1870 Rome became a part of Italy. 1871 Rome became the capital of Italy. 1915-1918 Italy fought on the Allies' side in World War 1. 1940 Italy entered World War 2. 1980 An earthquake struck killing more than 4,500. SOCIOLOGY AND ANTHROPOLOGY 95% of the religion in Italy is Roman Catholic. Only 30% of Italians attend church regularly. Italy is rich with art, music, and literature. There are many famous paintings and sculptures in Italy. ECONOMICS Italy ?s agriculture grows grapes, wheat, beef, cattle, hogs, olives, corn, oranges, and tomatoes. They manufacturer clothing, shies, foods, beverages, motor vehicles, petroleum products, machinery, and chemicals. Italy makes 596,995,000,000 a year. Italy exports 157,102,000,000 a year. They import 158,181,000,000 a year. LOCATION 11 degrees east longitude and 45 degrees north latitude.

australian history essays

australian history essays The roaring twenties showed Australia s social life taking on more exciting and radical complexion compared to the pre - war days. In general desire to leave behind the unhappy experiences of the 1914 to 1918 war, there was a great pursuit of worldly pleasure and a breaking free from social constraints. However the depression in 1929 was brought about by factors largely beyond Australias control. In the late 1920 s the world economic situation had been steadily deteriorating. There was a significant decline in the volume of international trade and stock market crash in the USA in October 1929 greatly accelerated a general fall in prices for farm commodities. Overseas investment dried up. Australia was highly vulnerable, as it was heavily dependent on export earnings and external supplies of capital. A drastic fall in the price of wool and wheat in particular, and the standstill of overseas borrowing were the main causes of the economic crisis in Australia. I, James Scullin, was Australia's Prime Minister beginning in October 1929. The world depression was deepening and the government was divided on how to deal with it. The Labor Party lost the election of December 1931 and I remained leader of the Party until 1935. I left Parliament in 1949. Previously In 1910 I stood for Federal Parliament but lost my seat in 1913. Whilst editor of the Ballarat Evening Echo I rallied round the Labor anti-conscription cause. I failed to win a seat in the Victorian Parliament in 1920, but within two years I was back in federal politics. An inspired speaker, I was made leader of the Labor Party in 1928. I became Prime Minister in 1929 only days before the Wall Street crash. The depression resulted in mass unemployment among wage and salary earners. Severe entrenchments occurred in both the private and government sectors. Wages and salaries were reduced, thus making it difficult even for those with jobs to survi...

Should the government provide child care centers for working parents Research Paper

Should the government provide child care centers for working parents - Research Paper Example There have been developed child-care centers that are privately owned, which have risen to save the situation. However, some of these child-care centers are not offering quality services to the children who attend them. Quality child-care should be a responsive process that offers developmentally suitable atmosphere for little children (Cooperative Extension, University of California (a) 1). Many of children around the world are not getting appropriate child-care opportunities for preschool sessions. However, many of those who attend the preschool are given poor services that sometimes are harmful to the children. The government ought to venture in to funding of these programs that will empower the young children. In the US, funding is varied in different programs that are designed to offer child-care. These programs are independent from each other in the way they carry out their care to children (Barnett and Hustedt 2). Child-care industries have boosted economies of many countries. They contribute to the revenue through taxation and by offering jobs to citizens of a country. In US, government subsidies are given to parents that are needy and to some parents the US government offers tax credits (Barnett and Hustedt 5-6). ... This is a reflective assignment that is seeking to express the two sides of government involvement in providing child care centers to working parents. Child-care is an expensive venture that does not only involve monetary, but also time, concern and energy. The burden of child-care can outweigh the parent if they are left alone to deal with children and still be economically productive. Children are attended by nuclear families when they cannot access the payable child-care centers fees (Bane et al 52-53). Economy has provided constraints that have forced many employees to spend more time and energy to any economic projects they are engaged in. In cases of interruptions, employees incur much loses as a result of wasted time. Companies that have employed those workers lose a lot of revenue on those employees. In that case, even the government experiences reduction in income because they will be entitled to less tax because of reduced productivity of an organization or company. In many countries, working parents are not usually entitled to any child-care services from the government. By the end of the year 2010, the only countries that were nearly giving their working people entitlement to child care are France and Hungary. These countries have high quality health services and other services related to children treatment (Hein and Cassirer 39). According to Cooperative Extension, University of California (b. 2-3), child-care is very expensive for low income earners in US. For example, the lowest charges for a year child care services for only one child was more than a third of annual income of a person who earns an annual pay of

Human Resources Management Essay Example | Topics and Well Written Essays - 2500 words - 2

Human Resources Management - Essay Example Reference is made to UNITE, a quite powerful trade union in Britain. It is proved that the power of trade unions in Britain has been reduced compared to the past; still, the decisive role of trade unions in promoting employment rights cannot be doubted. In UK, trade unions are a key element of ‘the country’s industrial relations system’ (Singh 2011, p.51). In order to understand the role of trade unions in UK it is necessary to refer to their characteristics and their relationship with their members. In Britain trade unions represent the workers through the ‘shop steward framework (Singh 2011, p.51). The term shop steward refers to the member of a trade union who has, simultaneously, two roles; ‘he occupies an official position in the union and he also works in an organization’ (Singh 2011, p.51). The definition of trade unions is included in the 1913 Trade Unions Act. According to the above Act a trade union is ‘any combination, whether temporary or permanent, the principal objects of which are†¦. the regulation of the relations between workmen and masters†¦Ã¢â‚¬â„¢ (Jackson 1982, p.69). It is also noted that trade unions have the power to intervene in conflicts developed between employees, or those developed between employers, i.e. it is not necessary that the one party is a worker and the other is a master (Jackson 1982, p.69). Trade unions in Britain have three objectives: a) to keep the level of wages standardized preventing reductions in employees’ real income; in the same context, trade unions have the power to intervene when issues related to hours of work or conditions of work appear (Singh 2011, p.51); b) to promote full employment for all workers across UK and c) to support ‘the increase of power of workers in Britain’ (Singh 2011, p.51); in fact, due to the interventions of trade unions workers have been given the chance ‘to participate

Installing Openmrs Essay Example for Free

Installing Openmrs Essay There are two ways to install OpenMRS: Standalone, and Enterprise. You must have Java 6 or higher installed on your system to run OpenMRS. OpenMRS Standalone provides a simplified installation option with an embedded database and web server. It is a great way to evaluate and explore OpenMRS, letting you get a local version up and running within minutes, and includes download options with sample data. OpenMRS Standalone should run fine for smaller installations (fewer than 10,000 patient records), but if you are setting up a larger installation, we recommend using the Enterprise installation. If you are not sure which makes sense, you can start with a standalone installation and migrate your data to the enterprise version later. OpenMRS Enterprise is appropriate for larger installations. If you already have a Java servlet container and a database installed, and you want to set up OpenMRS to use these resources, you should also use OpenMRS Enterprise. OpenMRS Standalone To install the standalone version, download the ZIP file and decompress it, then double-click the openmrs-standalone. jar file to run it. The first time you run this file, it will install OpenMRS and open your browser to the new OpenMRS instance. Do not delete or rename any files or folders after decompressing the ZIP file. These files and folders are required by the standalone installer. Alternatively, from the command line, you can navigate to the decompressed folder and run the following command: java -jar standalone-1. 1. jar On Linux, you can also double-click on the file named run-on-linux. sh. If you are prompted for how to run it, just select run. Alternatively, you can use a command line shell to navigate to the decompressed folder and run the following command: ./run-on-linux. sh Upgrading Standalone To upgrade a copy of OpenMRS Standalone, do the following: Stop the previous version of OpenMRS Standalone and exit the application. Download and extract the most recent version of OpenMRS Standalone. Copy your database directory from the previous version to this new OpenMRS directory. Copy your openmrs-standalone-runtime. properties from the previous version to this new OpenMRS directory. Install OpenMRS Standalone as described above. The new version of OpenMRS will run with your old data. Logging in By default, the initial username and password are as follows: Username: admin Password: Admin123 You must immediately change the admin password after installation for security purposes. To change your password, click My Profile in the upper right of OpenMRS, and choose the Change Login Info tab. Update your password, then click Save Options. You can also change your username, and provide your real name, on this screen. Stopping and Restarting As long as OpenMRS is running, you can return to the application by opening the following URL in your browser. http://localhost:8081/openmrs-standalone/ Before you change certain preferences, such as the port on which MySQL or Tomcat runs, you must stop the application. To stop the application, use the Stop button in the user interface, or choose File gt; Quit. Alternatively, run the JAR file on the command line with a -stop parameter. You can restart the GUI by clicking Start, or double-clicking on the JAR file again. Alternatively, you can run the JAR file with a -start parameter. By default, OpenMRS runs the MySQL database on port 3316, and the Tomcat server on port 8081. To use a different port, stop the application, then change the port number in the openmrs-standalone-runtime. properties file or in the GUI, and restart. To override the port from the command line, run the JAR file with a -tomcatport or -mysqlport parameter. Changing the port number will change the URL used to access the application. To access the application, you can choose File gt; Launch Browser, or run the JAR file with a -browser parameter. OpenMRS Enterprise You must have Apache Tomcat and MySQL installed on your system before installing the enterprise version of OpenMRS. Download the Enterprise WAR package from http://openmrs. org/download/ Navigate to the Tomcat Web Application Manager and enter your Tomcat administrator credentials. http://localhost:8080/manager/html Browse to the location of the openmrs. war package, and deploy it. The initial setup which follows may take some time. At the end of the process, the Web Application Manager will refresh, and /openmrs should be displayed in the list of applications. Tomcat should also start the application (Running = True). Open the OpenMRS web application to complete the initial setup process. http://localhost:8080/openmrs Getting Started with OpenMRS Enterprise The first time you run OpenMRS, the setup wizard will help you configure your installation. Follow the instructions in this wizard to set up your database, and populate it with test data if necessary.

A Precious Gift :: Personal Narrative Essays

A Precious Gift Education has always been considered very important in my family. Prior to the earliest time I can remember I am told that my mother and father read to me nightly. My family has a deep background in books, my father being a collector, and my mother working at a library. My father loves books, in every way I can think of. He loves to read them, as do the rest of my family, but he has a collector's interest in books that we lack. He once wondered to a local library to check if they had a book sale. They did indeed have a book sale, and he bought quite a many books from their shelves. Soon he became a volunteer, and then the organizer, and soon had his own key to the library. As the relationship between my father and I goes, I started going with him to the book sale. I loved reading and I helped him a little also. We discovered that the special semiannual book sale was coming up. I came with my dad that morning and we began carrying boxes of books out to the tables. We observed a tag sale across from us that apparently went hand in hand with our sale. I was given the job of collecting money, and the day was going well, for we had already made nearly four hundred dollars for the library. At one point a small boy began his ascent up the small hill from the tag sale. He was only seven or eight by my estimate, and went directly to the table marked 'children.' After a minute or two he had found four or five books that he liked, put them in a neat pile and started his way back down the hill to the tag sale. Nearly a minute later he came back with a rather sad look on his face. "What's the matter?" I asked him as he took the pile and placed the books back on the table. He shrugged and I pushed. "You don't want those books?" I asked. I could tell he was shy. We already had something in common. "No, I can't get them." "Oh? Why not?" I asked. I could sense that he wanted them. "Because my mother won't give me the money for the 'stupid books.

Ensorship and mass culture in Bradbury’s Fahrenheit 451 Essay

Of the famous dystopian literatures of the 20th century Ray Bradbury’s Fahrenheit 451 offers perhaps one of the more interesting suggestions to the historic causality of censorship.   While subtle hints of ignorance is power for a tyrannical government is mentioned by some characters ala 1984, most of the text instead suggests that in the dystopian world of Fahrenheit 451 that censorship is not so much intentional as it is a side-effect of a postmodern predilection toward, as Frederic Jameson notes, a cultural waning of affect and a world of signs without signifiers, a pastiche of histories without meaning (Jameson, 2001). The books being censored then, in Fahrenheit 451’s dystopian America, then have less of an impact on the society than the drama and entertainment created from their discovery and destruction and that more than the censorship therein this blissful ignorance is the dystopian element in Bradbury’s novel. Fahrenheit 451 is a dystopia for the intellectual.   Within the story is presented an (assumed) United States where people live reasonably happy lives.   From everything we see in the novel they are well fed, live in wonderful fireproof houses, have jobs, families and plenty of entertainment.   Yet, as main character Guy Montag dwells on, people kill themselves still and a constant threat of war seems to loom in the background of the novel. Yet there is never any discussion of why, and no matter how many â€Å"picture walls† or radios are turned on throughout the course of the book no more information is ever truly recovered as to how or why the country finds them in this mess.   Yet no one outside Montag and a handful of outsiders seem to think there is any problem with this. People in Montag’s world seem encouraged to live a life of leisure.   Montag’s boss, Beatty, talks endlessly about sports and his coworkers play hand after hand of poker. Dance faster than the white clown 2 Montag’s wife, Mildred, is addicted to the â€Å"picture wall†, or television, and is constantly begging for a fourth and final wall to be installed.   Violence as entertainment, even, seems to in some way be supported generally by society as Mildred seems to take pleasure at one point from hitting small animals with her automobile.   Yet there also seems to be an urge and encouragement of sameness, as echoes in many other works of dystopian speculative fiction.   Montag notes of his colleagues, â€Å"These men were all mirror images of himself! Were all firemen picked then for their looks as well as their proclivities?† (Bradbury, 1991)   His friend early in the story, Clarisse, falls victim to this sameness as she seems pushed out of public school because she doesn’t â€Å"mix.† (22)   Mildred, although a seemingly perfect member of society also seems to suffer from the strain of sameness as Montag notices a body strained by dieting. When we think of censorship, especially in the context of dystopian narratives, we often think of an oppression of knowledge by the government in order to control the proletariat.   Yet in several sections of the novel Bradbury makes allusions that the government didn’t censor the book initially, but rather the public abandoned the book and the government got rid of it as an after thought.   In his history lesson on the fireman, Beatty explains: The bigger your market, Montag, the less you handle controversy, remember that! [†¦] Authors, full of evil thoughts, luck up your typewriters.   They did.   Magazines became a nice blend of vanilla tapioca.   [†¦]   But the public, knowing what it wanted, spinning happily, let the comic books survive.   And the three dimensional sex magazines of course.   [†¦]   It didn’t come from the Government down.   There was no dictum, no declaration, no censorship to start with, no!   Technology, mass exploitation, and minority pressure carried the trick, thank God! (47) Dance faster than the white clown 3 Beatty explains that a globalized consumer market and an increasing demand to be entertained with bigger and better products is what killed the book and the government made firemen â€Å"custodians of our peace of mind† (48) to prevent unhappiness.   Jean Baudrillard discusses homogeneity in consumer society as â€Å"where everything is taken over and superseded in the ease and translucidity of an abstract ‘happiness,’ defined solely by the resolution of tensions.† (Baudrillard 2004) This seems to fit well with the construction of media and hyperconsumerism in Montag’s world, as all things in his world seem to exist for the purpose of happiness and entertainment.   Baudrillard’s description of the consumer experience could easily come from any number of facets of Montag’s life: Work, leisure, nature and culture: all these things which were once dispersed, which once generated anxiety and complexity in real life [†¦] these activities which were more or less irreducible one to another, are now at last mixed and blended, climatized and homogenized in the same sweeping vista of perpetual shopping. (30) The sadness and dystopia of Montag’s reality is not that the books are banned, but rather, as Montag’s ally Faber notes, â€Å"the public itself stopped reading of its own accord.†Ã‚   Montag’s society believes books are boring, difficult and bring only confusion and unhappiness and are so blindly obsessed with the consumption of happiness that even if books were available they would probably be ignored. If we think of a dystopia as a world where people have no interest in educating themselves or learning about things that may potentially make them unhappy, a world where image and a pastiche of history are all that are important, then we may very well have to worry that our own society is becoming a kind of dystopia.   Of course books are still readily available, but studies show that Americans are taking less time to read and that reading comprehension skills are greatly suffering. (Brown, 2008) As Beatty describes we too are Dance faster than the white clown 4 craving faster, more flashy and more dramatic entertainment.   Internet phenomena like Twitter, where users are limited to messages of no more than 140 characters, and Youtube, where the average video is 5 minutes, are outstanding examples of our ever shortening attention spans.   As a society we are looking ever conspicuous consumers, as Frederic Jameson says, on an unending quest for bigger, faster, better.   (Jameson 2001) Unfortunately in a post-Bush America there’s a lot to be said that we have entered a dystopia.   We are a country possessed by fear and worry, where children who, like Clarisse, â€Å"don’t mix† are being pushed out as safety risks.   Our activities and interests are being more carefully monitored by authorities than they have ever been. In the UK, fears of future terrorist activities have caused authorities to create advertisements encouraging neighbors and family to report suspicious activity, in very similar ways to that of Fahrenheit 451. (Doctorow, 2009)   If we think pessimistically on such events it is very easy to think we are in a doomed and dire situation like in the book and, as Faber says, â€Å"the whole skeleton needs reshaping.† Bradbury obviously wrote Fahrenheit 451 out of a growing concern that the world he lived in was being overtaken by a world of people who chose pleasure over the burden knowledge can bring.   He wrote it hoping that things could be turned around.   I suppose he might be horrified at many of the new ways people are wasting their time, the new distractions that keep us from educational entertainment.   However, the pursuit of knowledge continues on, albeit in sometimes altered ways. The book may be going out of style but knowledge continues on in forms on the internet, is discussed on the radio and (sometimes) television.   While there are dystopian elements to our world there is still hope for intellectualism and literacy.   Bradbury’s book stands as a warning to heed to prevent ignorance and cultural destruction. Dance faster than the white clown 5 References Baudrillard, Jean (2004). The consumer society: Myths and Structures. London, England: Sage Publications. Bradbury, Ray (1991). Fahrenheit 451. New York, New York: Ballantine Books. Brown, Joseph (2008).†As the constitution says†: Distinguishing documents in Ray Bradbury’s Fahrenheit 451. Explicator. 67, 55-58. Doctorow, Cory (Mrch 24, 2009). Boing Boing. Retrieved April 15, 2009, from London cops reach new heights of anti-terror poster stupidity Web site: http://www.boingboing.net/2009/03/24/london-cops-reach-ne.html Jameson, Frederic (2001). Postmodernism, or the cultural logic of late capitalism. Durham, North Carolina: Duke University Press.