Essay on Dementia Reminiscence Therapy and Montessori...

This essay is a comparative research study into the effectiveness and relevance of two interventions for people with dementia; Reminiscence Therapy and Montessori Method. The two methods will be analysed for their relevance and effectiveness, as well as comparing to discover their differences and similarities, with consideration to the supporting underlying psychology. In many ways the theories of Reminiscence and Montessori are about effecting the past into the here and now, which in essence is very existential in nature. Corey (2009, pp. 139-150) explains the concepts underpinning existentialism as our questioning of who am I, where am I going, what is life’s meaning, what should I be doing, and contemplating hopes and dreams. These†¦show more content†¦As Brooker (2007, pp. 24-26) discusses the benefits of supportive models that recognise the struggles of a person living with dementia and how it can impact their social standing and therefore relationships. In addition how the world of a person with cognitive impairment needs emotional and spiritual support, as well as sensory and creative support, to be encouraged and empowered to remain positively functioning and enjoying their relationships and their environments. With these complex concepts and needs in mind, the first theory for consideration is that of the Montessori Method (MM) as discussed by Camp (2010, pp.1-11) was first created by Montessori to work with children with learning disabilities. Camp further discusses how through his life’s journeys he began to apply MM to help people with dementia. Camp argued that the MM aligns well the principles of excellence in dementia care. Including supporting respect for the individual, via the provision of activities that are designed to give ordered structure, and empowered learning aimed at encouraging success. Through activities that are accessing motor learning and movement, designed with consideration towards culturally relevant and age respected learning with strong peer alignment. In addition, Camp suggests that the MM can work towards reducing behavioural and psychological symptoms of dementia (BPSD), by the use of structure

Critical Issues For The United States Free Essays

Deliberation suggests careful thought or reflection, consideration of alternatives, but may also imply public discussion, processes working toward collective judgments. For different reasons, liberals and their critics would agree that deliberation is central to citizenship. For liberals, deliberation in the public sphere is instrumental to the purposes and interests of free individuals, combining with other private citizens to articulate and pursue common interests. We will write a custom essay sample on Critical Issues For The United States or any similar topic only for you Order Now For those with a more communitarian perspective, public deliberation is part of the process through which citizens are socially constituted and democratic participation is thus intrinsically rather than instrumentally valuable. At Syracuse University’s Maxwell School of Citizenship and Public Affairs, we have developed a team-taught, cross-disciplinary social science course which emphasizes public deliberation not only on policy issues, but on the meaning of citizenship itself. Our course entitled Critical Issues for The United States – along with its sister-course, The Global Community – originated with a year-long process of intensive discussion and planning among a group of faculty drawn from the various academic departments and programs of the Maxwell School†¦ The courses we developed were first offered during the 1993-94 academic year, and have undergone annual revisions – some modest, some more substantial – ever since. The fundamental ideas underlying the courses have not changed, however: they remain focused upon citizenship, understood in terms of practices of public deliberation. Our courses were designed as multidisciplinary survey courses which would, in the process of discussing issues important to the lives of our students, introduce them to some of the major concepts and modes of analysis employed in the various social science disciplines represented at the Maxwell School. There was from the outset, then, a sense of multiplicity of perspective built into the core concept of these courses. They would not present a single seamless vision of social life or seek to find the one right answer. Rather, they would present multiple interpretations of each issue we dealt with, some convergent, some in direct conflict. We would try to link these interpretations to fundamental assumptions about the nature of social life, and to show how these basic conceptual frameworks were related to different normative orientations and political positions — that is, to different practices of citizenship. We would invite students to ponder the implications of the various perspectives we discussed, to consider the consequences for their lives as citizens, but we would not push for closure or consensus. We would emphasize the process of deliberation, rather than any particular result. We expose students to different ways of knowing social reality: the hypothesis-testing approach of orthodox social science, rudimentary rational choice theory, more interpretive understandings of social action, and critical theory models which seek organic links between knowing the world and recreating the world. We try to underscore the idea that different ways of knowing are associated with different modes of action and, ultimately, with alternative possible worlds. How knowledge is socially constructed is thus a crucial dimension of citizenship, and an important aspect of this course. FormatAs part of our emphasis on processes of deliberation, we wanted to move away from the passive, lecture-based format typical of introductory survey courses at larger universities. In many such courses, if students are involved in smaller discussion sections at all, they are typically led by graduate teaching assistants and are at best an adjunct to the primary, lecture-driven substance of the course. In contrast, the Maxwell courses were designed so that two-thirds of students’ class time would be spent in discussion sections of no more than fifteen, led by members of a team representing a cross-section of the Maxwell School faculty. To underscore for students that these discussion sections were not merely the caboose on a lecture-driven train, but were rather the motor of this course, a substantial part of their final course grade (currently 25 percent) is directly linked to their level of participation in these discussions. Particular faculty members meet twice each week with the same discussion groups so that a sense of mutual familiarity and group identity could develop, fostering candor in discussion and a willingness to think out loud. Once a week, rotating pairs of faculty share the responsibility of lecturing to a â€Å"plenary† in which all the discussion sections meet together. These lectures typically present alternative perspectives or ways of thinking about some general question or issue area. Faculty attempt to â€Å"model† intellectual activity for students, thinking through the strengths and weaknesses of various perspectives, underscoring their implications for politics and social life. Often, faculty will present perspectives with which they do not agree, and will state so at the outset. In this way, they may illustrate for students that there is an intelligible train of reasoning behind each position, and that our fist task as critical thinkers and citizens is to try to understand that reasoning. Implicitly we pose the question: why would reasonable people hold such a view? In the first instance, then, our objective is to help students to feel the attraction which draws scholars and citizens to a particular perspective, its intellectual power, its political promise, its vitality. We then try to explore the tensions or limits of each perspective. Again, the emphasis is on deliberation rather than mastery of a given fund of â€Å"knowledge†, but we do expect students to understand key concepts, arguments and supporting evidence for each of the major positions we deal with, and ultimately to be able to incorporate these into their own critical judgments and deliberations. To deemphasize rote learning, we abandoned conventional exams altogether. Instead, frequent writing assignments are integrated into the course as one more mode of deliberation and discussion. Students contribute regularly to a computerized â€Å"citizenship log† in which they are asked to exchange comments on a particular issue or idea in the course material. To encourage students to come to class prepared to actively discuss the material at hand, we may ask them to write a brief paragraph responding to each day’s readings and perhaps to post this response on the electronic log for other members of the class to see. In addition to addressing regular prompts from the faculty, students may also engage each other on the electronic log, continuing or anticipating classroom discussions. Often, faculty will review students’ e-log entries prior to class and use them to construct an agenda for more focused group discussion. We also employ more traditional forms of writing. From time to time, we ask students to write very brief (1-2 page) response papers which focus their attention directly upon substantive points judged by the faculty team to be especially significant. Frequently these will be concepts or issues which will be important for future deliberative essays. This helps students early on to begin come to grips with key claims or ideas, and enables the faculty to gauge their success in doing so. This may be a useful diagnostic tool: disappointing performance on response papers may then signal to us that particular students need additional help with key concepts, or they may reveal that the entire class needs to spend more time collectively working through some especially difficult points. Finally, each major unit of the course culminates in a somewhat longer â€Å"deliberative essay† in which students are asked to critically assess various perspectives and formulate a position relative to the major theme or issue of that unit. These essays are kept short (typically around five pages) in order to encourage students to be as concise as possible, to make deliberate decisions about what material is most significant, to develop summarization skills and to preclude the â€Å"kitchen sink† approach to paper writing. To aid students in the development of essay writing skills, the faculty have prepared extensive writing guidelines which include such fundamentals as how to construct and support a reasoned argument, how such arguments differ from assertions of opinion, how to use sources and avoid plagiarism. To reinforce our seriousness about the development of analytical writing skills, our grading criteria are keyed to these guidelines and we provide extensive written feedback on essays pointing out where there is significant room for improvement. We also make available to students annotated examples of especially strong essays so that students can see for themselves the kinds of work they are capable of producing and what faculty graders are looking for in student writing. Altogether, students would write 5-8 papers of various lengths, and anywhere from a dozen to several dozen computer log entries. To aid faculty in designing these writing assignments, and to advise students on how to construct them, our faculty team includes an instructor from the university’s writing program who has been involved in course planning from the outset, is familiar with the readings, attends all our lectures, and participates actively in faculty meetings. We have found the writing instructor to be especially valuable in helping us to design writing assignments which balance the open-endedness necessary for real deliberation with the concreteness required to hold student interest. In keeping with this relatively open-ended format, we avoided adopting any standard textbooks, and instead assembled a custom reader which presents students with the challenge of interpreting multiple voices and engaging a variety of perspectives. In addition to our reader, we assign three books representing particular positions on each of the major issues under discussion. To maintain creative tension and space for deliberation, we are careful to include in our reader several counterpoints to each of the books we assign. Our goal is to provide students with enough material to construct a critical and also a supportive position with regard to each major reading. We have also developed a home page on the World Wide Web in order to give students the opportunity to explore the vast array of resources available in cyber-space. Our home page contains all the materials which would be found in a syllabus, together with guidelines for the different kinds of writing assignments students will encounter, annotated examples of strong student essays, information about members of the faculty team, links to computerized discussion forums for each class section, and links to a variety of resources external to the university. Newspapers and magazines, government agencies, political parties, advocacy groups, think tanks, data bases and archives are made accessible through our web page. Our hope is that this array of electronic resources will not just facilitate learning through the classroom experience, but will also prompt students to consider the links between issues and perspectives discussed in class and those they encounter in the media and on the web. To further encourage this, we directly incorporate web materials into some of our class sessions: for example, we used material from the web sites of industry, environmental, and citizens’ groups to facilitate a role-playing exercise in which groups of students were asked to interpret the position of a particular group and to come to class prepared to assume their identity and negotiate with others based upon what they had learned from the web sites we assigned. Substantive VehicleCritical Issues for The United States began as a series of debates on issues which faculty planning teams thought to be important ones for students as citizens. Early versions of the course focused upon such issues as: individual rights and the responsibilities of citizenship; the size and scope of federal government as well as the relative merits of governmental centralization and decentralization; unequal access to quality education; race and affirmative action; and the environment. However, over successive semesters, student evaluations suggested that these issues and the arguments relevant to them were being perceived as separate and disconnected. The course was not providing students with a way to connect these discussions to contested visions of civic life, to see that positions on different issues might be linked by similar understandings of citizenship, to understand that policy debates are also debates about the kind of society we wish to live in and the kinds of citizens we want to be. To provide a substantive vehicle which would refocus the course on contested meanings of civic life and citizenship, and to help students see more clearly the linkages between these visions and particular political positions, we introduced a new integrative theme for the course as a whole: â€Å"the American Dream reconsidered†. We ask students to deliberate on questions such as the following: What has the American Dream meant historically? What meanings does it have for people today? How do visions of the American Dream help us to think about ourselves as citizens, and what difference does it make if we think about the Dream in one way or another? How have issues of race, class, and gender figured in various interpretations of the Dream? Are there nationalist or nativist undertones in some or all versions of the Dream? Can, or should, the prevailing interpretation of the American Dream survive into the 21st century? To engage students on issues where they feel they have some stake and where they already know something, we approach these questions not in the abstract but as they have confronted us in three major areas of public controversy. EconomyWe ask whether the American Dream has been associated with the rise of a large and prosperous â€Å"middle class†, and if that version of the Dream is threatened by economic changes currently underway. What kinds of economic conditions are needed to support the Dream? Who can, or should, participate in such prosperity? What is the meaning of participation in an economy, and how is that participation related to different notions of citizenship and community? This unit of the course introduces the basic market model, emphasizing individual choice and the role of prices as transmitters of both information and incentives. We present the case for the proposition that, in the absence of external intervention, individuals acting in pursuit of their own self-interest will realize through market institutions the most efficient allocation of resources. This implies a limited role for government and a tolerance for the economic and political inequalities which are intrinsic to a system of individualized incentives. We present the classic critique of governmental policies aimed at fostering greater equality: such policies are counterproductive insofar as they distort price signals and undermine incentives for the efficient allocation of resources, and are undesirable since they restrict individual liberty. On this view, then, the American Dream entails the protection of individual rights and liberties and a system of opportunity in which individuals are rewarded in proportion to their hard work and merit. America became a wealthy and powerful world leader through the pursuit of this vision of the Dream and, to the extent that we have in recent decades experienced diminished opportunity, prosperity and power, it is because we have strayed from the original version of the Dream. We also present in this unit a view of the American Dream of individual reward and prosperity as embedded in sets of social institutions which unequally allocate power, wealth and knowledge, and which limit opportunities for meaningful self-government. These inequalities are woven through relations of class, race, and gender, and have intensified in recent years as the American economy has become more polarized in terms of power, income and wealth. This view offers its own vision of the American Dream, one which has markedly different political implications from the first view. The political horizon projected by this vision of the Dream constitutes a community of actively self-governing citizens. To the extent that economic institutions foster inequalities which preclude the realization of this Dream of participatory democracy for all citizens, institutional reforms aimed at equalization and democratization are warranted. We then explore some of the reforms proposed by critics of the contemporary American political economy, as well as the concerns which a more individualistic perspective would raise about those proposed reforms. EducationWe look at education as a pathway to a better life for individuals, or as a prerequisite of an actively self-governing community. What kind of educational system do we need in order to fulfill different versions of the Dream? How are different visions of citizenship implicated in contemporary debates about educational reform? We explore problems of unequal access to quality education, both in K-12 public schools and at the college level. We examine analyses which argue that some Americans receive first-rate education at public expense, while there are entire classes of citizens who are not provided with education adequate to enable effective participation in public deliberations, and thereby become disempowered, second-class citizens. Accordingly, some prescribe a more centralized and uniform administration of public education in order to eliminate the grossest inequalities and insure for all citizens the â€Å"equal protection of the laws† promised by the Fourteenth Amendment. We also explore arguments which locate the problems of public school systems in over-centralized and bureaucratized administrations, and which prescribe institutional reforms which move education closer to a competitive market model based upon consumer sovereignty and choice. Finally, we grapple with the dilemmas of affirmative action in college admissions, and ask how a liberal individualist society can cope with persistent inequalities of race in higher education. EnvironmentWe look at the relationship between the natural environment and the American Dream. Can the prevailing vision of the Dream coexist with a healthy environment? Can we imagine more environmentally friendly versions of the Dream? What would be the broader social and political implications of enacting a more environmentally sustainable vision of the American Dream? We examine the anthropocentric view of nature as having value only insofar as it serves human purposes, and which further suggests that the market mechanism is the best way to determine to what extent humans should exploit the natural environment. Establishing property rights over natural resources creates a direct incentive for their wise management. Further, the price signals and incentives of the market will call forth effective substitutes in response to resource shortages and new technologies which may minimize or eliminate our costliest environmental problems. This â€Å"free market environmentalism† is entirely consistent with the individualistic vision of the American Dream, promising consumers a world in which self-interested market behavior continues to generate high standards of living into the indefinite future. This view is encapsulated in Jay Lenno’s snack chip advertisement: â€Å"Eat all you want; we’ll make more†. In contrast to this market-based view, we also examine the perspective of environmentalists who suggest that our relationship with nature is best viewed not in terms of the instrumental exploitation of an external object, but rather as a necessary aspect of any sustainable human community. On this view, then, our obligation as citizens of the community extends to future generations, and we must make environmental decisions based upon social norms of long-term sustainability. Such decisions cannot be made through the instrumental calculus of the market, but must instead be made through processes of public deliberation. This, in turn, requires institutions to support such processes of democratic deliberation and citizens competent to participate in them, and thus also suggests certain linkages to the other units of our course. In addressing each of these critical issues we hope to lead students to ask: What does the American Dream promise? Does it mean individual liberty? Does it mean democracy? Does it mean equality? Does it mean opportunity for material success? A â€Å"middle class† standard of living for most, if not all, citizens? The freedom to succeed or to fail? Freedom from oppression or poverty? Is it a promise of a better life for individuals? A better society in which all of us can live? Is mass consumption a necessary centerpiece of the Dream, or might it involve a more harmonious and balanced relationship with nature? What can, or should, we expect from the American Dream now and in the future? And what do those expectations mean for our own practices of citizenship? In these ways, we try to encourage our students to see this course as being about themselves, their political community and their future. In that sense, the course as a whole represents an invitation to enter into the public deliberations which are at the heart of various understandings of citizenship. ReflectionsI came to these special courses with some modest experience of teaching discussion-oriented and writing-intensive courses. After an introduction to the teaching profession which involved lecturing three times a week to faceless crowds of 250 or so students, I was fortunate to be able to teach international relations for several years in the Syracuse University Honors Program. These were some of the best students at Syracuse, accustomed to putting serious effort into their education and expecting a more intensive learning experience. It was exhilarating, a whole new kind of teaching for me: the students were eager to learn and it seemed as though all I had to do was present them with some challenging material and prompt them with a few provocative questions and off they went, teaching each other and, in the process, teaching me about teaching. Eventually, though, I began to feel a nagging sense of guilt, inchoate at first, increasingly clear later on. I was doing my best teaching with those students who least needed my help. In that sense, I began to feel that I wasn’t really doing my job. Then I was offered the opportunity to join the Maxwell courses. Reflecting back now on five years of continuous teaching with these very special courses, the thing from which I derive the greatest satisfaction is that we have been able to create for a cross-section of first and second year students a learning experience very much like that which was previously the privilege of Honors students. In that sense, our courses have been about the democratization of education, as well as the education of democratization. How to cite Critical Issues For The United States, Essay examples

Water Pollution Essays (2135 words) - Ocean Pollution,

Water Pollution Nick Lambert 11/12/00 Physics CP (9-11) Ms. Monillas The societies of this world need to wake up, and not only listen to, but understand that it is time to find better ways of dealing with wastes, rather than nonchalantly dumping it into our oceans. For decades people in societies worldwide have taken advantage of the Earth's waters simply by dumping whatever they do not want into them. Apparently our time of easy disposal has run out, the oceans and the life within our showing distinct signs of poor health. The continuous dumping (or traditional dumping) of industrial wastes as well as sewage and garbage into the oceans is beginning to show definite signs of pollution caused stress. The National Research Council recently published information stating that human intervention has begun to take its toll on the marine environment. The ecological balance of oceans worldwide are at a dangerously unstable state, the effects of man-made pollutants introduced into the waters and seas are having severe consequences upon the marine life living t here. There is much that needs to be accomplished before scientists can fully understand how bad our oceans and seas really are. Even more importantly, is the fact that environmental action must be taken now to reduce the oceans growing plight. Arguably the most contributing polluters to our oceans are the major industries of the world. Industrial ocean pollution has incorporated a wide variety of polluters, ranging from major oil spills dispersing toxic chlorinated hydrocarbons (the resultant of the breakdown of petroleum) to PCB=s (polychlorinated biphenyls) as well as DDT=s (dichloro-diphenyl trichloroethane, which is banned in the U.S. but still largely used in third world countries) all of which are used widely in chemical pesticides and detergents The introduction of oil into our oceans occurs in three major ways; by tanker accidents, faulty underwater pipelines, or oilrig blowouts. The times atlas of oceans lists one hundred eighty-six tanker accidents between the years 1970 - 1985. Each accident was given an estimated oil-spill of ten thousand barrels (1,130 tons) or more. Potentially more disastrous are the oilrig blowouts, since they are more difficult than the tanker accidents. For example, in January 1969 an underwater oil drill exploded in the Santa Barbara Channel off the California coast. For nearly two weeks crude oil was polluted into the channel at nearly twenty-one thousand gallons a day. To this day wildlife experts are calling this spill the worst to ever hit the California coast, affecting over thirty different beaches, and killing thousands of birds, seals, and dolphins as well as affecting hundreds of different species of fish. Oil breaks down into different compounds, depending on the molecular structure of the crude. It breaks down by the process of evaporation which leads to the process of dissolution, which in turn leads to emulsification and finally to biodegradation. Evaporation occurs after the first few hours after the oil has been introduced into the water. The best-known way to evaporate the crude is to set it on fire, but this can only be done within a few hours after the oil spill due to having sufficient amount of pure flammable oil to ignite. After the evaporation process the dissolution process begins. The density of the oil will determine just how long the oil will stay at the surface of the water, or how long it will take for the oil slick to break apart and dilute itself. If the oil is relatively light then the period of dilution shall be relatively shorter. Whereas if the oil is heavier in mass, the outcome is a highly persistent water-in-oil emulsion of semi-solid lumps known as chocolat e mousse or more appropriately called tar balls. The latter is potentially more dangerous in a sense that the breakdown period, as well as the outcome of these tar balls is unknown. One known outcome is for the tar balls to sink to the bottom of the ocean and lie undisturbed for an unknown period of time. Here scientists have discovered is where the turmoil begins to discretely affect the food chain. The dilution of oil can affect the marine life in many deadly ways. The releases of toxic chlorinated hydrocarbons, as well as the clouds of chocolate

Sir Guy Carleton in the American Revolution

Sir Guy Carleton in the American Revolution Guy Carleton - Early Life Career: Born September 3, 1724, at Strabane, Ireland, Guy Carleton was the son of Christopher and Catherine Carleton. The son of a modest landowner, Carleton was educated locally until his fathers death when he was fourteen. Following his mothers remarriage a year later, his stepfather, Reverend Thomas Skelton, oversaw his education. On May 21, 1742, Carleton accepted a commission as an ensign in the 25th Regiment of Foot. Promoted to lieutenant three years later, he worked to further his career by joining the 1st Foot Guards in July 1751. Guy Carleton - Rising Through the Ranks: During this period, Carleton befriended Major James Wolfe. A rising star in the British Army, Wolfe recommended Carleton to the young Duke of Richmond as a military tutor in 1752. Building a relationship with Richmond, Carleton began what would become a career-long ability to develop influential friends and contacts. With the Seven Years War raging, Carleton was appointed as an aide-de-camp to the Duke of Cumberland on June 18, 1757, with the rank of lieutenant colonel. After a year in this role, he was made lieutenant colonel of Richmonds newly-formed 72nd Foot. Guy Carleton - In North America with Wolfe: In 1758, Wolfe, now a brigadier general, requested Carleton join his staff for the Siege of Louisbourg. This was blocked by King George II who reportedly was angered that Carleton had made negative comments regarding German troops. After extensive lobbying, he was permitted to join Wolfe as quartermaster general for the 1759 campaign against Quebec. Performing well, Carleton took part in the Battle of Quebec that September. During the fighting, he was wounded in the head and returned to Britain the following month. As the war wound down, Carleton took part in expeditions against Port Andro and Havana. Guy Carleton - Arriving in Canada: Having been promoted to colonel in 1762, Carleton transferred to the 96th Foot after the war ended. On April 7, 1766, he was named Lieutenant Governor and Administrator of Quebec. Though this came as a surprise to some as Carleton lacked governmental experience, the appointment was mostly likely the result of the political connections he had built over the previous years. Arriving in Canada, he soon began to clash with Governor James Murray over matters of government reform. Earning the trust of the regions merchants, Carleton was appointed Captain General and Governor in Chief in April 1768 after Murray resigned. Over the next few years, Carleton worked to implement reform as well as improve the provinces economy. Opposing Londons desire to have colonial assembly formed in Canada, Carleton sailed for Britain in August 1770, leaving Lieutenant Governor Hector Theophilus de Cramahà © to oversee matters in Quebec. Pressing his case in person, he aided in crafting the Quebec Act of 1774. Besides creating a new system of government for Quebec, the act expanded rights for Catholics as well as greatly expanded the provinces borders at the expense of the Thirteen Colonies to the south. Guy Carleton - The American Revolution Begins: Now holding the rank of major general, Carleton arrived back in Quebec on September 18, 1774. With tensions between the Thirteen Colonies and London running high, he was ordered by Major General Thomas Gage to dispatch two regiments to Boston. To offset this loss, Carleton began working to raise additional troops locally. Though some troops were assembled, he was largely disappointed by the Canadians unwillingness to rally to the flag. In May 1775, Carleton learned of the beginning of the American Revolution and the capture of Fort Ticonderoga by Colonels Benedict Arnold and Ethan Allen. Guy Carleton - Defending Canada: Though pressured by some to incite the Native Americans against the Americans, Carleton steadfastly refused to allow them to conduct indiscriminate attacks against the colonists. Meeting with the Six Nations at Oswego, NY in July 1775, he asked them to remain at peace. As the conflict progressed, Carleton permitted their use, but only in support of larger British operations. With American forces poised to invade Canada that summer, he shifted the bulk of his forces to Montreal and Fort St. Jean to block an enemy advance north from Lake Champlain. Attacked by Brigadier General Richard Montgomerys army in September, Fort St. Jean was soon under siege. Moving slowly and mistrustful of his militia, Carletons efforts to relieve the fort were repulsed and it fell to Montgomery on November 3. With the loss of the fort, Carleton was compelled to abandon Montreal and withdrew with his forces to Quebec. Arriving at the city on November 19, Carleton found that an American force under Arnold was already operating in the area. This was joined by Montgomerys command in early December. Guy Carleton - Counterattack: Under a loose siege, Carleton worked to improve the Quebecs defenses in anticipation of an American assault which finally came on the night of December 30/31. In the ensuing Battle of Quebec, Montgomery was killed and the Americans repulsed. Though Arnold remained outside of Quebec through the winter, the Americans were unable to take the city. With the arrival of British reinforcements in May 1776, Carleton forced Arnold to retreat towards Montreal. Pursuing, he defeated the Americans at Trois-Rivià ¨res on June 8. Knighted for his efforts, Carleton pushed south along the Richelieu River towards Lake Champlain. Constructing a fleet on the lake, he sailed south and encountered a scratch-built American flotilla on October 11. Though he badly defeated Arnold at the Battle of Valcour Island, he elected not to follow up on the victory as he believed it too late in the season to push south. Though some in London praised his efforts, other criticized his lack of initiative. In 1777, he was outraged when command of the campaign south into New York was given to Major General John Burgoyne. Resigning on June 27, he was forced to remain for another year until his replacement arrived. In that time, Burgoyne was defeated and forced to surrender at the Battle of Saratoga. Guy Carleton - Commander in Chief: Returning to Britain in mid-1778, Carleton was appointed to the Commission of Public Accounts two years later. With the war going poorly and peace on the horizon, Carleton was selected to replace General Sir Henry Clinton as commander-in-chief of British forces in North America on March 2, 1782. Arriving at New York, he oversaw operations until learning in August 1783 that Britain intended to make peace. Though he attempted to resign, he was convinced to stay and oversaw the evacuation of British forces, Loyalists, and freed slaves from New York City. Guy Carleton - Later Career: Returning to Britain in December, Carleton began advocating for the creation of a governor general to oversee all of Canada. While these efforts were rebuffed, he was elevated to the peerage as Lord Dorchester in 1786, and returned to Canada as the governor of Quebec, Nova Scotia, and New Brunswick. He remained in these posts until 1796 when he retired to an estate in Hampshire. Moving to Burchetts Green in 1805, Carleton died suddenly on November 10, 1808, and was buried at St. Swithuns in Nately Scures. Selected Sources Dictionary of Canadian Biography: Sir Guy CarletonQuebec History: Guy Carleton

How Often To Post On Social Media According To 14 Studies

How Often To Post On Social Media According To 14 Studies Posting once  on social media every day will get you some engagement, shares, and traffic. Sure. But wouldnt scheduling two social media messages a day get you even bigger results? What about three? And  if you shared more messages every day to every social network, wouldnt that also get you even more results? How Often To Post On #SocialMedia? (Proven Research From 14 Studies)Lets just pause for a second because this is probably how youre feeling  right now: Those kind of questions bring you down the rabbit hole with the real question being this: How often to post on social media? As it turns out,  several studies have sought to answer that exact question, all with varying data. So we decided to compile the best of the best for you so you no longer have to think  about how often to post on social media while still getting all of the benefits of increased awareness, engagement, shares, and traffic. ...But First:  Set It  And Forget It With ReQueue  And Best Time Scheduling  In Your Favorite  Social Media  Calendar You don't even have to read this blog post. ReQueue is the magical social media schedule that fills itself. The more messages you add, the more gaps can intelligently fill for you. Keep your social schedule consistent and promote your best content MORE (and better) than ever before (without all the tedious work). For example, let's say you want to tweet 15 times a day  to your Twitter handle.  But you only have 5 tweets scheduled for today. When you add tweets to ReQueue, will intelligently  fill in the gaps with 10 additional tweets to hit your daily social media sharing frequency goal. That means you can set it and forget it with ReQueue. ReQueue automagically fills in  the gaps in your #SocialMedia posting schedule!With ReQueue, you can automatically reuse your best social messages and let intelligently: Fill your daily social schedule Keep it consistent Fill the gaps in your social schedule Keep your content front of mind with your audience Then, Best Time Scheduling takes all of those posts and schedules them at the right time to get the maximum number of eyeballs on your content. You don't even have to think about it. This is going to revolutionize the way you manage social media. ;) OK, now let's answer that question behind  how often to post on all of your social networks: About The 14 Social Media Frequency Studies... There's a lot of advice out there. So I've found the best data-driven information I could find to answer the question of how often to post on social media. I'll be referencing these sources throughout this post as a way to answer the posting frequency question for each specific social network: The social rules of Pinterest from  Ahalogy Research and tips compiled by  Buffer How often to post on social media by  Constant Contact Research and experience of optimum level of posting on social media from  DowSocial Industry benchmarks from  HubSpot The posting plan from  Localvox Expert Pinterest tips and data from  Michelle MacPhearson Suggested minimum and maxium number of times to post on social media per week from  Nulou Compiled research from  Quick Sprout Researched posting frequencies from  Mari Smith Insights from Neil Patel from Forbes General findings from Social Media Week Jay Baer's thoughts and insights from Convince And Convert Collected research from Adobe Each of the following sections will answer the posting frequency question, and includes  information on the best times to post on each network along with recommended amounts of social media content curation for each network. All of these suggestions are  based on deep research we've done for this post, along with these two: What 20 Studies Say About The Best Times To Post On Social Media How To Schedule Your Social Media Content Curation For Massive Growth Here we go. How Often Should A Business Post On Facebook? Answer: High: 2 posts per  day Low: 1 post per  day Recommended: 1 post per day Factor in the best times to post on Facebook: Post #1: 1–4 p.m. Factor in curation: Curate  or reshare a post every other day Ahalogy suggests that posting to Facebook no more than once a day is best or you'll start to feel spammy. Buffer says you can post to Facebook twice a day before likes and comments drop off. Constant Contact says to post on Facebook a minimum of three times per week while keeping your maximum posting frequency to 10 times per week. DowSocial says two Facebook posts per day  as a minimum works well for increasing your reach. They also suggest that sharing fewer posts and then promoting them is the best way they've seen to increase their engagement. Post to #Facebook once a day between 1–4 p.m.HubSpot's benchmarks suggest to post to Facebook a minimum of three times a week. They say to set your maximum number of Facebook posts to  10 times per week. LocalVox likes to post  once a day  to Facebook as a maximum while three times a week is their  suggested minimum. Nulou suggests  to post a minimum of three times a week to maintain your consistency while keeping your maximum number of Facebook posts to no more than 10 a week. Quick Sprout found that  Facebook pages with smaller amounts of followers should post about 16–30 times a month, or roughly  once every day or two. If you have a bigger fan base, Neil Patel suggests posting at least 31 times a month, which he says is about once or twice a day. Mari Smith recommends  5–6 Facebook posts per week. And some good advice: Skip weekdays if you have to, but not weekend days since Facebook users tend to be active on the weekends and in the evenings. Social Media Week recommends posting 5-10 times a week. That evens out to around one or two posts per business day. Adobe suggests posting 6-11 times per week. That's fairly consistent with what other studies suggest. Neil Patel makes another interesting point in his Forbes piece. If you have less than 10,000 followers, he says, you may want to post just once a day. That's because doubling your frequency may half your total clicks. Following his advice, wait until you have a bigger audience before increasing your schedule to twice a day. Recommended Reading: Facebook Marketing Strategy: Why You Need One (And How To Build It) How To Tell If Your Facebook Posting Frequency  Is Working Facebook has a handy analytics tool called Insights. Simply log in to your Facebook Business Page, click on Insights, and select Posts. From here, you can check out your posts' performance individually to see  when your engagement increases or decreases depending on how frequently you post. How Many Tweets Per Day For Business? Answer: High: 51 tweets per day Low: 1 tweet per day Recommended: 15 tweets per day Factor in the best times to tweet: Tweet #1: 2 a.m. Tweet #2: 3 a.m. Tweet #3: 6 a.m. Tweet #4: 7 a.m. Tweet #5: 9 a.m. Tweet #6: 10 a.m. Tweet #7: 11 a.m. Tweet #8:  12 p.m. Tweet #9:  1 p.m. Tweet #10:  2 p.m. Tweet #11:  3 p.m. Tweet #12:  5 p.m. Tweet #13: 6 p.m. Tweet #14:  9 p.m. Tweet #15:  10 p.m. Factor in curation: Retweet or curate about seven tweets a day Buffer says three tweets a day is the most you should share before engagement starts to drop off. Constant Contact recommends a minimum of five tweets per day while suggesting there is no maximum. DowSocial suggests tweeting  a minimum of six tweets per  day, and to do it daily. Since Twitter is a fast-paced network, they say that tweeting  about once an hour during business hours is a good guideline, coupled with engagement tweets. How many tweets should you send in one day? Data says 15...HubSpot's data is broken down by industry, which is an interesting thought. So industry voided, HubSpot suggests tweeting a minimum of five tweets  per day, while suggesting there is no daily maximum. LocalVox recommends tweeting a maximum of five tweets per  day while maintaining a minimum of five tweets a week. Nulou says to  tweet at least five times a week with no maximum. Quick Sprout found that the most retweets happen within an hour after tweeting, so a higher daily frequency is best. Start by tweeting 5–20 times every day. Writing for Forbes, Neil Patel suggests tweet frequency should be tied to your goals. If you want maximum engagement per tweet, aim for 1-5 tweets per day. However, if you want more total responses to your tweets overall, 50 tweets or more are acceptable. Mari Smith's sweet spot is between 6–7 tweets per day on weekdays, and 3–4 tweets a day on weekends. Abobe recommends just 3 tweets per day. For larger enterprises and major brands, this less is more approach may be the way to go. Social Media Week offers up a similar suggestion, stating that 3-5 tweets per day is the sweet spot. Recommended Reading: 15 Tactics To Boost Twitter Engagement Backed By Research How To Tell If Your Tweeting Frequency Is Working Twitter has a handy analytics feature to help you see which days are getting the most engagement. When you know how many tweets you've shared on certain days, you can easily correlate your frequency to engagement. Just log in to Twitter Analytics, navigate to Tweets, and check out the bar graph of dates coupled with the number of tweets that went out on those dates below. Hover on a bar for any specific date, and you'll see the number of tweets you shared that day. How Many Times To Pin On Pinterest Per Day? Answer: High: 30 Pins per day Low: 3 Pins per day Recommended: 11 Pins per day Factor in the best times to Pin: Pin #1: 2 a.m. Pin #2: 3 a.m. Pin #3: 4 a.m. Pin #4: 1 p.m. Pin #5: 2 p.m. Pin #6: 3 p.m. Pin #7: 4 p.m. Pin #8: 8 p.m. Pin #9: 9 p.m. Pin #10: 10 p.m. Pin #11: 11 p.m. Factor in curation: Repin or curate at least five pieces of content from others per day Some suggest sharing 80% of your Pins  from other  sources that your own blog, which would be about nine Pins out of your 11 Ahalogy sees the best results with 15–30 Pins per day  when spread out throughout the day. Buffer says the top brands have experience a ton of growth by Pinning more frequently. The magic number? Pin five times a day on Pinterest. Constant Contact says Pinning at least five times a day is a good minimum, while Pinning 10 times per day should be the most you Pin. Pin to #Pinterest 11 times per day.DowSocial suggests  Pinning  a minimum of three times per day to Pinterest.  Sharing regularly, and curating others' content in your frequency mix, will help build engagement. Michelle MacPhearson says that 20–30 Pins per day is the sweet spot for visibility on Pinterest. Nulou recommends Pinning at least five times per day while keeping 10 Pins a day as your maximum. Quick Sprout agrees with Buffer, suggesting the best Pinning frequency is five Pins a day. Like Quick Sprout, Mari Smith suggests  the advice from Buffer to Pin five times per day. Adobe says "Pinterest users love lots of content," and recommends 4-10 Pins per day. Recommended Reading: The Ultimate Guide On How To Use Pinterest For Marketing How To Tell If Your Pinterest Pinning Frequency Is Working Pinterest has a  revealing analytics feature that helps you understand how your Pins are performing on a daily basis. Simply cruise to Pinterest Analytics and select the Profile option. Check out your Impressions to understand how your Pins performed on certain days of the week. You can also  export the data into a spreadsheet to read this like a true data nerd. How Often To Post On LinkedIn For Business? Answer: High: 1 post per day Low: 0  posts per day Recommended: 1 post per day Factor in the best times to post on LinkedIn: Post #1: 1o–11 a.m. Factor in curation: Curate or reshare a post every other day Buffer says 20 posts a month or posting once a day helps you reach 60% of your followers on LinkedIn. Constant Contact recommends posting on LinkedIn at least two times per week. Post a maximum of five times per week. DowSocial recommends sharing daily to LinkedIn, but doesn't provide a  solid number. They suggest that daily shares keep your followers in the loop, but not overwhelmed. Post to #LinkedIn once a day between 1o–11 a.m.HubSpot's benchmarks  recommend posting at least twice a week on LinkedIn, while your maximum posting frequency should be no more than five posts per  week. LocalVox says that once a day should be the most you share to LinkedIn. Post at least once a week to remain active. Nulou says to post to LinkedIn a minimum of two times a week to maintain consistency while five times a week should be your maximum number of posts. Quick Sprout cited LinkedIn's own recommendations for an ideal posting frequency of 20 times a month, which is about once every business day. Recommended Reading: Social Media Skills You Need To Have In 2017 How To Tell If Your LinkedIn Posting Frequency Is Working LinkedIn has  a sparse analytics feature that will help you see the engagement each of your messages attracts. You can use that as a starting point when you test your frequency to see how posting more or less impacts your engagement. Just navigate to  your Business Profile and select the Analytics tab to start your analysis. What Is The Ideal Google+ Posting Frequency? Answer: High: 3 posts per day Low: 0 posts per day Recommended: 2 posts per day Factor in the best times to post on Google+: Post #1: 9–11 a.m. Post #2 12–1 p.m. Factor in curation: Curate or reshare one post every day Buffer recommends posting consistently is the best approach for Google+, with three posts a day being the sweet spot. Constant Contact says to share on Google+ a minimum of three times a week while 10 times per week should be your maximum. DowSocial  likes to share to Google+ at least three times per day. Google+ shares can show in search results for your Google+ followers, so  sharing fresh content often can help  you get in front of more eyeballs. HubSpot found that  you should post to LinkedIn at least three times a week while posting 10 times should be your maximum. Post to #Google+ twice  a day at 9 a.m. and 12 p.m.  LocalVox suggests posting once a day to Google+ should be your maximum. Post at least three times a week. Nulou says to share a minimum of three times per week on Google+. Keep your maximum to 10 times a week. Quick Sprout  agrees with Buffer that the ideal posting frequency for Google+ is three posts per day. Mari Smith agrees with Buffer and Quick Sprout's findings that posting three times per day to Google+ is the way to go. Recommended Reading: How To Get More Traffic From Every Post (Plus How OkDork Grew Traffic 400% In 8 Months) How To Tell If Your Google+ Posting Frequency Is Working Like LinkedIn, Google+'s Insights feature leaves something to be desired to help you find the ideal daily posting frequency. However, you can use Insights to gauge your most successful days and review the number of posts you shared on those days. Cruise to your Google+ Business Profile, and go to the Insights feature. Click on Posts, and you'll see a graph of the popular days, followed by even more specific data related to the posts you've shared. How Often To Post On Instagram? Answer: High: 3 posts per day Low: 1 posts per day Recommended: 1–2 posts per day Factor in the best times to post on Instagram: Post #1:  8–9 a.m. Post #2: 2 a.m. Factor in curation: Curate and repurpose posts only when necessary (quotes, stats, facts), and always give credit Buffer says that major brands share on Instagram on average 1.5 times a day, but not more, so that's also what they suggest you do. DowSocial says to post to Instagram a minimum of three times per day. Since images are super sharable, posting a little more often would be fine, too. Adobe says your Instagram posting frequency should be consistent with your goals. They say some brands succeed with as many as 10 photos per day. That might work well if you're sharing photos from an event, for example. And on Forbes, Neil Patel says "posting frequency is not all that important for your Instagram marketing." Instead, what you should focus on is consistency. Whether you post once or twenty times per day, do your best to maintain that same cadence. Post to #Instagram 1–2 times a day at 8–9 a.m. and 2 a.m.How To Tell If Your Posting Frequency On Instagram Is Successful Iconosquare has an Instagram Analytics feature that will help you understand when to post.  Part of its functionality lets you export your data into a spreadsheet where you can see the time you posted and the engagement each post received. As you test your  posting frequency, that could be helpful to gauge your  engagement by day while analyzing the number of times you posted on Instagram. Recommended Reading: The Ultimate Guide On How To Use Instagram For Business How To  Put Your New Knowledge Into Action If this isn't the first post you've read coving the topic of how often to post on social media, then it's not the first time you've heard this: You should probably test your sharing frequency for your own audience. Yeah, yeah. So here are four methods you could try  to find the perfect social media  posting frequency for your following: Pick one study's suggestions and stick to 'em:  The 10 studies analyzed throughout this post all had different recommendations. You could find the one study that makes the most sense to you, then follow it from this point forward. Cherry pick the frequencies that make the most sense to you:  Since various studies offered a bunch of different ideas, you could grab the frequencies that seem like the obvious best choices  and create your own social media frequency guide. Test each frequency to find the ultimate best posting consistency: Run through each study's suggestions one after another,  compare your success, and finally use the advice that works best for your audience. Set up ReQueue  and Best Time Scheduling  in and automagically follow the best practice recommendations from this post:  You can  use to set up your daily, weekly, and  monthly shares to be whatever you want for all  of your social media accounts at the best time for your audience. Let me repeat that: You can customize to automatically fill up  your sharing schedule  at the best times  so you never have to worry about sharing more or how often to post on social media. Use any study's method you like- customize - add curated content along with your own, and forget about it. It's all possible with the latest feature in your marketing calendar: ReQueue. Then schedule those posts at the best time (automagically) with  Best Time Scheduling: Before we go, if you have any lingering questions, remember this quote from Jay Baer: The best social media publishing frequency is when it's worthwhile. Focus on value. Apply (and adjust) best practices as necessary. Enjoy greater social media success. It's that simple.

Staff recruitment Essay Example | Topics and Well Written Essays - 1500 words

Staff recruitment - Essay Example (2) The employer will give an employee a minimum of two weeks'notice of the date of commencement of duty. one month ofcommencing employment. Junior Employees Liberty is reserved to both parties to apply to make provisions for junior employees. Part-Time Employees 9. - PART TIME EMPLOYEES (1) Part-time employees may be employed on a regular basis for less total hours or weeks in a year than full-time employees but for not less than 3 hours on each day and shall be paid for each hour worked in proportion to the rate of wage prescribed in Clause 5. Hours 10. - HOURS (1) The ordinary hours of duty shall be: (a) Thirty eight hours per week or; (b) An average of 38 hours per week with hours actually worked being 40 hours per week or 80 hours per fortnight; (2) The ordinary hours of duty shall be worked in five days of not more than 8 hours (excluding a meal break) between the hours of 6.00am and 6.00pm. Provided that the ordinary hours of work performed on any day of late night trading may be worked between 6.00am and 9.00pm. Provided further that the aforementioned spread of hours may be varied by mutual agreement between the employer and employee. 24. - HOURS (1) The ordinary working hours of work shall not exceed 40 in any one week, or eight in any one day, Monday to Friday inclusive. Such hours to be consecutive except for the meal break. (2) In any week in which a public holiday or the day in lieu is observed falls between Monday to Friday inclusive, the ordinary hours of work for that week shall be 32 hours, and in any week in which two public holidays or the days in lieu are observed fall between Monday to Friday inclusive,... (1) Part-time employees may be employed on a regular basis for less total hours or weeks in a year than full-time employees but for not less than 3 hours on each day and shall be paid for each hour worked in proportion to the rate of wage prescribed in Clause 5. (2) The ordinary hours of duty shall be worked in five days of not more than 8 hours (excluding a meal break) between the hours of 6.00am and 6.00pm. Provided that the ordinary hours of work performed on any day of late night trading may be worked between 6.00am and 9.00pm. Provided further that the aforementioned spread of hours may be varied by mutual agreement between the employer and employee. (2) In any week in which a public holiday or the day in lieu is observed falls between Monday to Friday inclusive, the ordinary hours of work for that week shall be 32 hours, and in any week in which two public holidays or the days in lieu are observed fall between Monday to Friday inclusive, the ordinary hours of work for that week shall be 24 hours. (3) The ordinary starting time shall not be earlier than 5.30 a.m. and the ordinary finishing time shall not be later than 4.30 p.m. Monday to Friday inclusive, or as otherwise agreed between the parties hereto. (2) All time worked in excess of ordinary hours on a Saturday before 12.00 noon shall be paid for at the rate of time and one half f

Prostitution Coursework Example | Topics and Well Written Essays - 500 words

Prostitution - Coursework Example This was during the Korean war, when a tremendously high rate of sexually transmitted diseases began to affect the active soldier duty roster. Back home, prostitution is considered illegal in all U.S. states except Nevada. The reason being that Nevada has a historical connection to prostitution dating all the way back to the 18th century. According to Karah Lucas Nevada limits prostitution to legally registered brothels and towns with populations of less than 400,000 thus leaving Clark and Washoe counties out of the program (Legal Prostitution Has A Special Presence in Nevada, p. 1). The legalized prostitution program of Nevada has had a positive effect on the trade which our government should actually take notice of. Since the trade is overseen by the state, there are actually rules and regulations that insure the protection of the women in the trade, the men who partake of the benefits of the trade, and the state to whom the brothels pay business taxes to. According to Paul Armetano (The Case For Legalized Prostitution, p.1) , sexually transmitted diseases are actually controlled from spreading because of the weekly mandated testing for the prostitutes. For some strange reason, the brothels also take pride in having healthy women on their staff because it shows the quality of their â€Å"business†. Even though there are actual benefits to be had from the legalization of prostitution, such as the control of sexually transmitted diseases, protection of the sex worker, standardization of the work practice, and more importantly, additional income for the city or state, there are still those conservatives who fail to see these reasons. They choose to remain in their out-dated and out-moded world where prostitution is something that destroys lives due to the degradation and objectification of women. For those in the military service,