Another Man’s Poison and New Broom Sweeps

Better late than never. No discord, no concord. Love me, love my dog. A hedge between keeps friendship green. Good wine needs no bush. A wise goose never lays a tame egg. Money makes the mare go. Man proposes, God disposes. More haste, less speed. Spare the rod and spoil the child. Easier said than done. Grasp all, lose all. Action speaks louder than words. Waste not, want not. Talk of the devil and he comes. Let sleeping dogs lie. Nothing venture, nothing have. First come, first served. East and west, home is best. Home is home, be it ever so homely.Home is where the heart is. Strike when the iron is hot . The grass is greener on the other side of the fence. Where there's a will, there's a way. Where there is smoke, there is fire. Where there is life, there is hope. ‘ He who has health has hope. A burnt child dreads fire. A friend in need is a friend indeed. As you sow, so you shall reap. Barking dogs seldom bite. A bird in hand is worth two in the bush. Birds of a feather flo ck together. Call a spade a spade . Every cloud has a silver lining. All that glitters is not gold. Every dog has its day. God helps those who help themselves. Great minds think alike.He laughs best who laughs last. Never do things by halves . Still waters run deep. Jack of all trades and master of none. Look before you leap. Honesty is the best policy. One man's meat is another man's poison. Once bitten twice shy. Like father, like son, like mother, like daughter . Practice makes perfect . Rome was not built in a day. Robbing Peter to pay Paul. It takes two to make a quarrel. Time and tide wait for no one. To err is human, to forgive divine. What's done can't be undone. Two heads are better than one. When in Rome do as the Romans do. A new broom sweeps clean. To put the cart before the horseThe sky is the limit. A watched pot never boils. Two's company, three's a crowd. One swallow doesn't make a summer. You cant have your cake and eat it. Beauty is in the eye of the beholder. Teac h an old dog new tricks. That's where the shoe pinches. The truth will out. Soon learnt, soon forgotten. Live and let live. All work no play makes Jack a dull boy. Beauty is but skin-deep. Seeing is believing, All is well that ends well. Beggars can't be choosers. Let bygones be bygones. Better safe than sorry. No news is good news. Well begun, half done. A clear conscience is a soft pillow. A fall into the pit, a gain in your wit.A little spark kindles a great fire. It never rains but pours. Do as you would be done by. All men cannot be first. A man can die but once. People who live in glass houses shouldn't throw stones. A man is known by the company he keeps. A man may lead a horse to the water, but he cannot make him drink. An idle youth, a needy age. Apparel makes the man. Clothes make the man. A smart coat is a good letter of introduction. Business is business. Can the leopard change his spots? Count not your chickens before they are hatched. Dont trouble trouble until trouble troubles you. Every man has a fool in his sleeve. Might is right. epare for a rainy day. scratch my back and I will scratch yours. Early bird catches the worm. Walls have ears. Great talkers are little doers. A penny saved is a penny gained. A rolling stone gathers no moss. Charity begins at home. Give the devil his due, When the cat is away the mice will play. Life is Just a bowl of cherries. A thing of beauty is a Joy forever. Prosperity makes friends, adversity tries them. ‘In prosperity our friends know us; in adversity we know our friends. Catch not at the shadow and lose the substance. Fools rush in where angels fear to tread. A man is as old as he feels. Custom makes all things

Vampire Academy Chapter 5

FIVE OR RATHER, THEY HAD BEEN Strigoi. A regiment of guardians had hunted them down and killed them. If rumors were true, Christian had witnessed it all when he was very young. And although he wasn't Strigoi himself, some people thought he wasn't far off, with the way he always wore black and kept to himself. Strigoi or not, I didn't trust him. He was a jerk, and I silently screamed at Lissa to get out of there – not that my screaming did much good. Stupid one-way bond. â€Å"What are you doing here?† she asked. â€Å"Taking in the sights, of course. That chair with the tarp on it is particularly lovely this time of year. Over there, we have an old box full of the writings of the blessed and crazy St. Vladimir. And let's not forget that beautiful table with no legs in the corner.† â€Å"Whatever.† She rolled her eyes and moved toward the door, wanting to leave, but he blocked her way. â€Å"Well, what about you?† he taunted. â€Å"Why are you up here? Don't you have parties to go to or lives to destroy?† Some of Lissa's old spark returned. â€Å"Wow, that's hilarious. Am I like a rite of passage now? Go and see if you can piss off Lissa to prove how cool you are? Some girl I don't even know yelled at me today, and now I've got to deal with you? What does it take to be left alone?† â€Å"Oh. So that's why you're up here. For a pity party.† â€Å"This isn't a joke. I'm serious.† I could tell Lissa was getting angry. It was trumping her earlier distress. He shrugged and leaned casually against the sloping wall. â€Å"So am I. I love pity parties. I wish I'd brought the hats. What do you want to mope about first? How it's going to take you a whole day to be popular and loved again? How you'll have to wait a couple weeks before Hollister can ship out some new clothes? If you spring for rush shipping, it might not be so long.† â€Å"Let me leave,† she said angrily, this time pushing him aside. â€Å"Wait,† he said, as she reached the door. The sarcasm disappeared from his voice. â€Å"What? ­um, what was it like?† â€Å"What was what like?† she snapped. â€Å"Being out there. Away from the Academy.† She hesitated for a moment before answering, caught off guard by what seemed like a genuine attempt at conversation. â€Å"It was great. No one knew who I was. I was just another face. Not Moroi. Not royal. Not anything.† She looked down at the floor. â€Å"Everyone here thinks they know who I am.† â€Å"Yeah. It's kind of hard to outlive your past,† he said bitterly. It occurred to Lissa at that moment – and me to by default – just how hard it might be to be Christian. Most of the time, people treated him like he didn't exist. Like he was a ghost. They didn't talk to or about him. They just didn't notice him. The stigma of his parents' crime was too strong, casting its shadow onto the entire Ozera family. Still, he'd pissed her off, and she wasn't about to feel sorry for him. â€Å"Wait – is this your pity party now?† He laughed, almost approvingly. â€Å"This room has been my pity party for a year now.† â€Å"Sorry,† said Lissa snarkily. â€Å"I was coming here before I left. I've got a longer claim.† â€Å"Squatters' rights. Besides, I have to make sure I stay near the chapel as much as possible so people know I haven't gone Strigoi? ­yet.† Again, the bitter tone rang out. â€Å"I used to always see you at mass. Is that the only reason you go? To look good?† Strigoi couldn't enter holy ground. More of that sinning-against-the-world thing. â€Å"Sure,† he said. â€Å"Why else go? For the good of your soul?† â€Å"Whatever,† said Lissa, who clearly had a different opinion. â€Å"I'll leave you alone then.† â€Å"Wait,† he said again. He didn't seem to want her to go. â€Å"I'll make you a deal. You can hang out here too if you tell me one thing.† â€Å"What?† She glanced back at him. He leaned forward. â€Å"Of all the rumors I heard about you today – and believe me, I heard plenty, even if no one actually told them to me – there was one that didn't come up very much. They dissected everything else: why you left, what you did out there, why you came back, the specialization, what Rose said to Mia, blah, blah, blah. And in all of that, no one, no one ever questioned that stupid story that Rose told about there being all sorts of fringe humans who let you take blood.† She looked away, and I could feel her cheeks starting to burn. â€Å"It's not stupid. Or a story.† He laughed softly. â€Å"I've lived with humans. My aunt and I stayed away after my parents? ­died. It's not that easy to find blood.† When she didn't answer, he laughed again. â€Å"It was Rose, wasn't it? She fed you.† A renewed fear shot through both her and me. No one at school could know about that. Kirova and the guardians on the scene knew, but they'd kept that knowledge to themselves. â€Å"Well. If that's not friendship, I don't know what it is,† he said. â€Å"You can't tell anyone,† she blurted out. This was all we needed. As I'd just been reminded, feeders were vampire-bite addicts. We accepted that as part of life but still looked down on them for it. For anyone else – especially a dhampir – letting a Moroi take blood from you was almost, well, dirty. In fact, one of the kinkiest, practically pornographic things a dhampir could do was let a Moroi drink blood during sex. Lissa and I hadn't had sex, of course, but we'd both known what others would think of me feeding her. â€Å"Don't tell anyone,† Lissa repeated. He stuffed his hands in his coat pockets and sat down on one of the crates. â€Å"Who am I going to tell? Look, go grab the window seat. You can have it today and hang out for a while. If you're not still afraid of me.† She hesitated, studying him. He looked dark and surly, lips curled in a sort of I'm-such-a-rebel smirk. But he didn't look too dangerous. He didn't look Strigoi. Gingerly, she sat back down in the window seat, unconsciously rubbing her arms against the cold. Christian watched her, and a moment later, the air warmed up considerably. Lissa met Christian's eyes and smiled, surprised she'd never noticed how icy blue they were before. â€Å"You specialized in fire?† He nodded and pulled up a broken chair. â€Å"Now we have luxury accommodations.† I snapped out of the vision. â€Å"Rose? Rose?† Blinking, I focused on Dimitri's face. He was leaning toward me, his hands gripping my shoulders. I'd stopped walking; we stood in the middle of the quad separating the upper school buildings. â€Å"Are you all right?† â€Å"I? ­yeah. I was? ­I was with Lissa? ­Ã¢â‚¬  I put a hand to my forehead. I'd never had such a long or clear experience like that. â€Å"I was in her head.† â€Å"Her? ­head?† â€Å"Yeah. It's part of the bond.† I didn't really feel like elaborating. â€Å"Is she all right?† â€Å"Yeah, she's? ­Ã¢â‚¬  I hesitated. Was she all right? Christian Ozera had just invited her to hang out with him. Not good. There was â€Å"coasting through the middle,† and then there was turning to the dark side. But the feelings humming through our bond were no longer scared or upset. She was almost content, though still a little nervous. â€Å"She's not in danger,† I finally said. I hoped. â€Å"Can you keep going?† The hard, stoic warrior I'd met earlier was gone – just for a moment – and he actually looked concerned. Truly concerned. Feeling his eyes on me like that made something flutter inside of me – which was stupid, of course. I had no reason to get all goofy, just because the man was too good-looking for his own good. After all, he was an antisocial god, according to Mason. One who was supposedly going to leave me in all sorts of pain. â€Å"Yeah. I'm fine.† I went into the gym's dressing room and changed into the workout clothes someone had finally thought to give me after a day of practicing in jeans and a T-shirt. Gross. Lissa hanging out with Christian troubled me, but I shoved that thought away for later as my muscles informed me they did not want to go through any more exercise today. So I suggested to Dimitri that maybe he should let me off this time. He laughed, and I was pretty sure it was at me and not with me. â€Å"Why is that funny?† â€Å"Oh,† he said, his smile dropping. â€Å"You were serious.† â€Å"Of course I was! Look, I've technically been awake for two days. Why do we have to start this training now? Let me go to bed,† I whined. â€Å"It's just one hour.† He crossed his arms and looked down at me. His earlier concern was gone. He was all business now. Tough love. â€Å"How do you feel right now? After the training you've done so far?† â€Å"I hurt like hell.† â€Å"You'll feel worse tomorrow.† â€Å"So?† â€Å"So, better to jump in now while you still feel? ­not as bad.† â€Å"What kind of logic is that?† I retorted. But I didn't argue anymore as he led me into the weight room. He showed me the weights and reps he wanted me to do, then sprawled in a corner with a battered Western novel. Some god. When I finished, he stood beside me and demonstrated a few cool-down stretches. â€Å"How'd you end up as Lissa's guardian?† I asked. â€Å"You weren't here a few years ago. Were you even trained at this school?† He didn't answer right away. I got the feeling he didn't talk about himself very often. â€Å"No. I attended the one in Siberia.† â€Å"Whoa. That's got to be the only place worse than Montana.† A glint of something – maybe amusement – sparked in his eyes, but he didn't acknowledge the joke. â€Å"After I graduated, I was a guardian for a Zeklos lord. He was killed recently.† His smile dropped, his face grew dark. â€Å"They sent me here because they needed extras on campus. When the princess turned up, they assigned me to her, since I'd already be around. Not that it matters until she leaves campus.† I thought about what he'd said before. Some Strigoi killed the guy he was supposed to have been guarding? â€Å"Did this lord die on your watch?† â€Å"No. He was with his other guardian. I was away.† He fell silent, his mind obviously somewhere else. The Moroi expected a lot from us, but they did recognize that the guardians were – more or less – only human. So, guardians got pay and time off like you'd get in any other job. Some hard-core guardians – like my mom – refused vacations, vowing never to leave their Moroi's sides. Looking at Dimitri now, I had a feeling he might very well turn into one of those. If he'd been away on legitimate leave, he could hardly blame himself for what happened to that guy. Still, he probably did anyway. I'd blame myself too if something happened to Lissa. â€Å"Hey,† I said, suddenly wanting to cheer him up, â€Å"did you help come up with the plan to get us back? Because it was pretty good. Brute force and all that.† He arched an eyebrow curiously. Cool. I'd always wished I could do that. â€Å"You're complimenting me on that?† â€Å"Well, it was a hell of a lot better than the last one they tried.† â€Å"Last one?† â€Å"Yeah. In Chicago. With the pack of psi-hounds.† â€Å"This was the first time we found you. In Portland.† I sat up from my stretches and crossed my legs. â€Å"Um, I don't think I imagined psi-hounds. Who else could have sent them? They only answer to Moroi. Maybe no one told you about it.† â€Å"Maybe,† he said dismissively. I could tell by his face he didn't believe that. I returned to the novices' dorm after that. The Moroi students lived on the other side of the quad, closer to the commons. The living arrangements were partly based on convenience. Being here kept us novices closer to the gym and training grounds. But we also lived separately to accommodate the differences in Moroi and dhampir lifestyles. Their dorm had almost no windows, aside from tinted ones that dimmed sunlight. They also had a special section where feeders always stayed on hand. The novices' dorm was built in a more open way, allowing for more light. I had my own room because there were so few novices, let alone girls. The room they'd given me was small and plain, with a twin bed and a desk with a computer. My few belongings had been spirited out of Portland and now sat in boxes around the room. I rummaged through them, pulling out a T-shirt to sleep in. I found a couple of pictures as I did, one of Lissa and me at a football game in Portland and another taken when I'd gone on vacation with her family, a year before the accident. I set them on my desk and booted up the computer. Someone from tech support had helpfully given me a sheet with instructions for renewing my e-mail account and setting up a password. I did both, happy to discover no one had realized that this would serve as a way for me to communicate with Lissa. Too tired to write to her now, I was about to turn everything off when I noticed I already had a message. From Janine Hathaway. It was short: I'm glad you're back. What you did was inexcusable. â€Å"Love you too, Mom,† I muttered, shutting it all down. When I went to bed afterward, I passed out before even hitting the pillow, and just as Dimitri had predicted, I felt ten times worse when I woke up the next morning. Lying there in bed, I reconsidered the perks of running away. Then I remembered getting my ass kicked and figured the only way to prevent that from happening again was to go endure some more of it this morning. My soreness made it all that much worse, but I survived the before-school practice with Dimitri and my subsequent classes without passing out or fainting. At lunch, I dragged Lissa away from Natalie's table early and gave her a Kirova-worthy lecture about Christian – particularly chastising her for letting him know about our blood arrangement. If that got out, it'd kill both of us socially and I didn't trust him not to tell. Lissa had other concerns. â€Å"You were in my head again?† she exclaimed. â€Å"For that long?† â€Å"I didn't do it on purpose,† I argued. â€Å"It just happened. And that's not the point. How long did you hang out with him afterward?† â€Å"Not that long. It was kind of? ­fun.† â€Å"Well, you can't do it again. If people find out you're hanging out with him, they'll crucify you.† I eyed her warily. â€Å"You aren't, like, into him, are you?† She scoffed. â€Å"No. Of course not. â€Å"Good. Because if you're going to go after a guy, steal Aaron back.† He was boring, yes, but safe. Just like Natalie. How come all the harmless people were so lame? Maybe that was the definition of safe. She laughed. â€Å"Mia would claw my eyes out.† â€Å"We can take her. Besides, he deserves someone who doesn't shop at Gap Kids.† â€Å"Rose, you've got to stop saying things like that.† â€Å"I'm just saying what you won't.† â€Å"She's only a year younger,† said Lissa. She laughed. â€Å"I can't believe you think I'm the one who's going to get us in trouble.† Smiling as we strolled toward class, I gave her a sidelong glance. â€Å"Aaron does look pretty good though, huh?† She smiled back and avoided my eyes. â€Å"Yeah. Pretty good.† â€Å"Ooh. You see? You should go after him.† â€Å"Whatever. I'm fine being friends now.† â€Å"Friends who used to stick their tongues down each other's throats.† She rolled her eyes. â€Å"Fine.† I let my teasing go. â€Å"Let Aaron stay in the nursery school. Just so long as you stay away from Christian. He's dangerous.† â€Å"You're overreacting. He's not going Strigoi.† â€Å"He's a bad influence.† She laughed. â€Å"You think I'm in danger of going Strigoi?† She didn't wait for my answer, instead pushing ahead to open the door to our science class. Standing there, I uneasily replayed her words and then followed a moment later. When I did, I got to see royal power in action. A few guys – with giggling, watching girls – were messing with a gangly-looking Moroi. I didn't know him very well, but I knew he was poor and certainly not royal. A couple of his tormentors were air-magic users, and they'd blown the papers off his desk and were pushing them around the room on currents of air while the guy tried to catch them. My instincts urged me to do something, maybe go smack one of the air users. But I couldn't pick a fight with everyone who annoyed me, and certainly not a group of royals – especially when Lissa needed to stay off their radar. So I could only give them a look of disgust as I walked to my desk. As I did, a hand caught my arm. Jesse. â€Å"Hey,† I said jokingly. Fortunately, he didn't appear to be participating in the torture session. â€Å"Hands off the merchandise.† He flashed me a smile but kept his hand on me. â€Å"Rose, tell Paul about the time you started the fight in Ms. Karp's class.† I cocked my head toward him, giving him a playful smile. â€Å"I started a lot of fights in her class.† â€Å"The one with the hermit crab. And the gerbil.† I laughed, recalling it. â€Å"Oh yeah. It was a hamster, I think. I just dropped it into the crab's tank, and they were both worked up from being so close to me, so they went at it.† Paul, a guy sitting nearby whom I didn't really know, chuckled too. He'd transferred last year, apparently, and hadn't heard of this. â€Å"Who won?† I looked at Jesse quizzically. â€Å"I don't remember. Do you?† â€Å"No. I just remember Karp freaking out.† He turned toward Paul. â€Å"Man, you should have seen this messed-up teacher we used to have. Used to think people were after her and would go off on stuff that didn't make any sense. She was nuts. Used to wander campus while everyone was asleep.† I smiled tightly, like I thought it was funny. Instead, I thought back to Ms. Karp again, surprised to be thinking about her for the second time in two days. Jesse was right – she had wandered campus a lot when she still worked here. It was pretty creepy. I'd run into her once – unexpectedly. I'd been climbing out of my dorm window to go hang out with some people. It was after hours, and we were all supposed to be in our rooms, fast asleep. Such escape tactics were a regular practice for me. I was good at them. But I fell that time. I had a second-floor room, and I lost my grip about halfway down. Sensing the ground rush up toward me, I tried desperately to grab hold of something and slow my fall. The building's rough stone tore into my skin, causing cuts I was too preoccupied to feel. I slammed into the grassy earth, back first, getting the wind knocked out of me. â€Å"Bad form, Rosemarie. You should be more careful. Your instructors would be disappointed.† Peering through the tangle of my hair, I saw Ms. Karp looking down at me, a bemused look on her face. Pain, in the meantime, shot through every part of my body. Ignoring it as best I could, I clambered to my feet. Being in class with Crazy Karp while surrounded by other students was one thing. Standing outside alone with her was an entirely different matter. She always had an eerie, distracted gleam in her eye that made my skin break out in goose bumps. There was also now a high likelihood she'd drag me off to Kirova for a detention. Scarier still. Instead, she just smiled and reached for my hands. I flinched but let her take them. She tsked when she saw the scrapes. Tightening her grip on them, she frowned slightly. A tingle burned my skin, laced with a sort of pleasant buzz, and then the wounds closed up. I had a brief sense of dizziness. My temperature spiked. The blood disappeared, as did the pain in my hip and leg. Gasping, I jerked my hands away. I'd seen a lot of Moroi magic, but never anything like that. â€Å"What? ­what did you do?† She gave me that weird smile again. â€Å"Go back to your dorm, Rose. There are bad things out here. You never know what's following you.† I was still staring at my hands. â€Å"But? ­Ã¢â‚¬  I looked back up at her and for the first time noticed scars on the sides of her forehead. Like nails had dug into them. She winked. â€Å"I won't tell on you if you don't tell on me.† I jumped back to the present, unsettled by the memory of that bizarre night. Jesse, in the meantime, was telling me about a party. â€Å"You've got to slip your leash tonight. We're going up to that spot in the woods around eight thirty. Mark got some weed.† I sighed wistfully, regret replacing the chill I'd felt over the memory of Ms. Karp. â€Å"Can't slip that leash. I'm with my Russian jailer.† He let go of my arm, looking disappointed, and ran a hand through his bronze-colored hair. Yeah. Not being able to hang out with him was a damned shame. I really would have to fix that someday. â€Å"Can't you ever get off for good behavior?† he joked. I gave him what I hoped was a seductive smile as I found my seat. â€Å"Sure,† I called over my shoulder. â€Å"If I was ever good.†

OSI Group review - Free Essay Example

Sample details Pages: 8 Words: 2294 Downloads: 3 Date added: 2017/06/26 Category Business Essay Type Narrative essay Level High school Did you like this example? OSI is an entrepreneurial company. Its not run like typical companies our size, with dictates from the top. Yes, there are rules and strategies to follow, levels of responsibility, and budgetary limits, but we operate like a family. This culture is very different. It evolved because it was the best way for us to do business, and it was worked. Sheldon Lavin Chairman and CEO OSI Group is an American company in a world leading position who provides products and customer solutions for the food industry. The company produces many private label brand foods and co-packs major brand name items for its various Foodservice and Retail customers. In 1901, OSI opened its first family meat market in Chicago. Now OSI Group has more than 60 facilities in 17 countries around the world, located in North America, Europe, and the Asia-Pacific region. It is a giant global food processor with 19,500 employees, getting $6.125 Billion in revenue in 2013. Its products inclu de co-manufacturing meat, bacon, beef, pork, chicken, fish, poultry and vegetable products. In addition, OSIs vertically integrated supply chain is breeding farms, grow-out facilities, feed mills, and hatcheries Shanghai Husi is an outpost of OSI Group, a privately held Illinois-based company that has operated in China for more than two decades. The group in China is a meat supplier to most western fast food chains, such as MacDonald, Pizza Hut and Subway. 20th July 2014, Chinas Shanghai Husi Food was reported to supply rotten-meat to its clients such as McDonald, KFC and Subway. There were tons of our-of-date chicken breast and skin mixed in the McNuggets, and the workers indicated that was every day routine to raise production and cut costs, reported by Shanghai Dragon TV. Though the commissioned inspectors of clients visit Husi factory every month, the administrative department informs their workers to conceal their rotten meat before the inspection. The inspectors never expected that the factory was full of blue bags (According to Husi, all shoddy and out-of-date products must be packed by blue bags) the day before their arrival. Workers told journalist that manager commanded them to falsify the products dates; in fact, some of the expired products were nearly 7 months out of date. Reporter also illustrated the stinking meat stacked around the workshop floor, and how workers added the expired meat into production line. Whats more, these scandal meats were indicated to supply Chinese market priorly. After the Dragon TVs report, Shanghai FDA closed down Husi Factory. 21th July 2014, each local government compels the commission of Husi, including McDonald and KFC, to remove all unqualified food from their menus. Local authority cited the person in charge of production and was told the decision to use expired meat came directly from seniors managers. 29th Aug. 2014, senior manager of Shanghai Husi, Hujun and other 6 person, were arrested by the order of Shanghai Peoples Procuratorate. 26th July 2014, Shanghai FDA confirmed Husis illegal acts and seized all the expired foods. OSI Group claimed to recall all the Husis products and the companys Chinese affairs was taken over by their new international group. In perspective of Consequentialism theory, Husi, as the second largest food industry of OSI group, has identified two basic motivations expansion and profit. Chinese people still have the tradition of eating native chickens which are farmed in nature, so China has a short history of fully processed chicken industry, the market of raw chicken supply and large-scale processing is just at their beginning. OSI Group has the its mature industry and custom solutions, and it has a long and profound history of cooperation with fast food magnates like McDonald and KFC in US, that makes Husi become the supplier of them instead of the local Chinese Food industry naturally. Also, the scale make Husi unrivaled among the competit ors, the market is unbalance. Husi can expand their production without competition, according to the trace of production; Husi is also the supplier of part of the Japan, Hong Kong and Macaos McDonald. Husis profit is secured by the unique situation in China, and Husi only have to responsible for its commissioners instead of the greatest numbers. As the worker said, what Husi have to do is deceiving the inspectors and mixing the expired meat into products to raise production and cut costs. Without competition, the invisible hand of the market is inefficiency. Husi also have a short sight of increasing market of processed meat market, or in Chines old saying lack of preparation in peace time. In perspective of Deontology theory China has a history of thousands years of dictatorship, laws laid a weak foundation in Chinese society. The backward tradition of ruling by man instead of laws is still normal, which can be told by the campaign-style law enforcement, a provisional instrum ent applied to special treatment or special operation to rule the country, and unfortunately, this became the countrys daily routine. Every enterprise would like to take chances to expand their interests even stand out of the line. Gray income, as long as not be found by inspectors, is unspoken wealth in Chinese business world, for example, gutter oil (swill-cooked oil) is well-known secret in China. It had been 3 years after 2008 Chinese milk scandal, Mengniu Dairy was reported to use sour milk to make products in 2011, and it was not the first time Mengniu had breached the food security laws, even in 2012, Mengniu Dairy was reported to falsify the products dates. Looking around the circumstance of Chinese food security, free of regulations, its not difficult to figure out why such a standard company like Husi, whose parent company is OSI, have ignore their consciences and duties to pursue the maximal interests even it is illegal. In perspective of virtue theory, actors ou ght to rely on the standards of the relevant community to decide to do and what cannot be done. In Chinese society, people attach importance to food safety. In this case, obviously, Husis managers did things against what is believed in their community as moral. From the ancient times, Chinese people believe that an entrepreneur should flow the blood of morality. Using the expired meat and escaping the inspections are viewed as illegal and unethical. Virtue theory focuses on the integrity of the actor rather than the ethicality of action. Hujun, the senior manager in Husi Shanghai, knew exactly what they did. To be frank, it was the manager who commanded the employees to do so. In this case, Hujun played an important but unethical role. Actually, in the year 2012, Hujun promised to the public in a conference held in Shanghai that all Husi products totally meet the national food safety standard. And Husi was praised by government as the company performed well in every months inspec tion. When we come back to look at the realities, it is so ironic. From the report by Dragon TV, we can figure out that the employees know what they do exactly. They said the expired meat wouldnt do harm to health and nobody died since they did it for years. Obviously, it was not the problem of supervision; it was the employer who told them to do so. Actually, earlier in 2014, a former quality control worker claimed that he was forced by the company to do the unethical work forge meat production date. But the company won this court case because of no evidence to support the allegation. Managers in Husi Shanghai can hardly absolve themselves from the blame. They should take the responsibility. And to employees, managers are the company. So the general manager of Husi Shanghai and the quality control boss were arrested. For its headquarter in US, managers took action immediately after the broadcast. They were à ¢Ã¢â€š ¬Ã…“appalled by the report and deal with the issue directl y and quickly. And Lavin, OSIs CEO, chairman and owner said in a statement, On behalf of Husi and OSI, I sincerely apologize to all of our customers in China. We will bear the responsibility of these missteps, and will make sure that they never happen again. That is my personal commitment and that of our organization. He also noted that other company facilities in China were passing inspection. The company recalled all the products produced by its Asia subsidiary, Shanghai Husi Food. They announced in their first statement regarding Shanghai Husi scandal, We sincerely apologize to our customers for any problems this has caused and to customers who may be affected by these events. Our company management believes this to be an isolated event, but takes full responsibility for the situation and will take appropriate actions swiftly and comprehensively. The company has formed a team, cooperating with Chinese food safety authorities, to conduct an internal investigation. They promised to do a transparent and swift investigation. Until now, local authorities have inspected all other Chinese facilities of OSI Group and have found no unethical issues. From the 21th, July 2014, the first statement regarding Husi scandal, OSI Group has been updating the latest development in its official website. In my opinion, there are two main kinds of human limitations and biases that resulted in this immoral action, cognitive barriers and consideration of consequences. People who meet with cognitive barriers always have self-serving bias, which means individuals tend to serve the selfs need for esteem. In this case, employers want to make profit and employees dont want to lose job. Using the expired meat will reduce the cost of production, so the company can gain more money in this way. In the meantime, employees just do as the boss instructed, or they will lose their job. They pay attention to what they are able to gain and what serve their own needs. Another aspect of cognitive barriers in this case is that managers are overconfident. OSI Group is an international company based in US, having a good reputation in the food industry. As its Asia subsidiary, Husi Shanghai can easily formed the cooperation relationship with the fast food chains, such as McDonalds. The company management has the desire to open and take a big part in Chinese market. They may feel confident and proud of their performance in China, which will result in less cautious and the negligence of inspection. Because of OSIs good performance in US and other continents, the top management in headquarter may never imagine that its Chinese outpost is used to produce with the expired meat. On the other hand, the good reputation helps it build the trust of customers. Customers tend to choose products made by big international company with reputation and experience in this field. So they will not doubt whether the product is good or whether its quality fit with its reputation. Mos t people are likely to ignore consequences that are thought to affect only a few people and incline to give more weight to the consequences for themselves (or those close to them) than for others. People who have the consideration of consequences tend to underestimate potential risks. In this case, managers in Husi Shanghai only take their own benefit into consideration, ignoring the affect to others. It is acknowledged that eating unhealthy food, such as expired meat, will cause some bad consequences. People will get ill or even die because of the harmful thing in the food. However, Husi Shanghai didnt care about it since it does harm to others. The consequences for themselves are reduction of cost of production and more profit. They didnt see the potential risks. What if this unethical issue is exposed to public? The companys image will be damaged and they will lose trust of consumers. Whats more, its business in Chinese market may be ruined. The other aspects of people who hav e bias and limitations of consideration of consequences probably have the illusion of control. That is to say, some people (particularly managers) tend to believe that they are really in charge of all what happens. In Husi case, managers believed they can control their employees. No one would speak out the illegal way of making meat. They believed they can control the media. Because they did the unethical issue for not a short time, but no journalists realized or no media expose it. They believed they can control the consumers, because OSI has a rather good reputation and a wide network. They believed they can control the result of judiciary, like dealing with the charge from its former worker. They won the case, because the court cant find the evidence. In this case, no one died because of the expired meat, which resulted in the more and more unbridled behaviors and decisions of Husis managers. In addition, the poor supervision is a big reason. Although China is sparing no effor t to establish the rule of law, the supervision for food industry is still a weak point in the chain. Not only the Husi case, have we also heard about other unethical and illegal things happened in alimentation area. In such an environment, managers may gradually ignore the rule of law and underestimate the risks of their decisions. References [1] OSI Group official site. https://www.osigroup.com/world_of_osi.html [2] https://en.wikipedia.org/wiki/OSI_Group [3] Pence, G. (1993). Virtue theory (pp. 249-258). Basil Blackwell Ltd. [4] Ni, H. G., Zeng, H. (2009). Law enforcement is key to Chinas food safety. Environmental Pollution, 157(7), 1990-1992. [5] https://www.privco.com/private-company/osi-group [6] RJ Whitehead. General Manager and quality control boss arrested in Husi scandal. https://www.foodnavigator-asia.com/Business/General-manager-and-quality-control-boss-arrested-in-Husi-scandal?utm_source=copyrightutm_medium=OnSiteutm_campaign=copyright [7] Stat ement: Shanghai Husi Products Withdrawn from the Marketplace; Global Team Brought in to Manage Operations. https://www.osigroup.com/husiShanghai.html [8]Statement from OSI regarding Shanghai Husi https://www.osigroup.com/downloads/OSI statement 07-26-2014.pdf [9]Shanghai FDA statement regarding Shanghai Husi: https://www.sda.gov.cn/WS01/CL0103/103134.html Don’t waste time! Our writers will create an original "OSI Group review" essay for you Create order

Locutionary Act Definition in Speech-Act Theory

In speech-act theory, a locutionary act is the act of making a meaningful utterance, a stretch of spoken  language  that is preceded by silence and followed by silence or a change of  speaker—also known as a  locution or an  utterance act. The term locutionary act was introduced by British philosopher J. L. Austin in his 1962 book, How to Do Things With Words. American philosopher John Searle later replaced Austins concept of a  locutionary act with what Searle called the propositional act—the act of expressing a proposition. Searle outlined his ideas in a 1969 article titled Speech Acts: An Essay in the Philosophy of Language. Types of Locutionary  Acts Locutionary acts can be broken into two basic types: utterance acts and propositional acts.  An utterance act is a speech act that consists of the verbal employment of units of expression such as words and sentences, notes the  Glossary of Linguistic Terms. Put another way,  utterance acts are acts in which something is said (or a sound is made) that may not have any meaning, according to Speech Act Theory, a PDF published by Changing Minds.org. By contrast, propositional acts are those, as Searle noted, where a particular reference is made. Propositional acts are clear and express a specific definable point, as opposed to mere utterance acts, which may be unintelligible sounds. Illocutionary vs.  Perlocutionary Acts An illocutionary act refers to the performance of an act in saying something specific (as opposed to the general act of just saying something), notes Changing Minds, adding: The illocutionary force is the speakers intent. [It is] a true speech act such as informing, ordering, warning, undertaking. An example of an illocutionary act would be: The black cat is stupid. This statement is assertive; it is an illocutionary act in that it intends to communicate. By contrast, Changing Minds notes that perlocutionary acts are speech acts that have an effect on the feelings, thoughts, or actions of either the speaker or the listener. They seek to change minds. Unlike locutionary acts, perlocutionary acts are external to the performance; they are inspiring, persuading, or deterring. Changing Minds gives this example of a perlocutionary act: Please find the black cat. This statement is a perlocutionary act because it seeks to change behavior. (The speaker wants you to drop whatever you are doing and go find her cat.) Speech Acts With Purpose Locutionary acts may be simple utterances devoid of meaning. Searle refined the definition of locutionary acts by explaining they should be utterances that propose something, have meaning, and/or seek to persuade. Searle identified five illocutionary/perlocutionary points: Assertives: Statements that may be judged true or false because they aim to describe a state of affairs in the worldDirectives: Statements that attempt to make the other persons actions fit the propositional contentCommissives: Statements that commit the speaker to a course of action as described by the propositional contentExpressives: Statements that express the sincerity condition of the speech actDeclaratives: Statements that attempt to change the world by representing it as having been changed Locutionary acts, therefore, should not simply be  meaningless bits of speech. Instead, they should have purpose, either seeking to bolster an argument, express an opinion, or cause someone to take action. Locutionary Acts Do Have Meaning Austin, in a 1975 update of his book How to Do Things With Words, further refined the notion of locutionary acts. Explaining his theory, Austin said that locutionary acts, in and of themselves, did indeed have meaning, stating: In performing a locutionary act, we shall also be performing such an act as: Asking or answering a question; Giving some information or an assurance or a warning; Announcing a verdict or an intention; Pronouncing a sentence; Making an appointment, an appeal, or a criticism; Making an identification or giving a description. Austin argued that locutionary acts did not need further refinement into illocutionary and perlocutionary acts. Locutionary acts by definition have meaning, such as providing information, asking questions, describing something, or even announcing a verdict. Locutioinary acts are the meaningful utterances humans make to communicate their needs and wants and to persuade others to their viewpoint.

The Effects of Legalizing Drugs Essay - 2011 Words

Tobacco is the number one preventable killer in America with alcohol at number two (Preventable Causes of Death). And if drug-related crime and deaths were not enough for society, Marijuana is now legal in Colorado and Washington--which has already created new substance-related problems. Just the fact of legalizing it confuses teens into thinking that it’s not risky anymore, thus promoting adolescent use. Legal or not, the addictive nature of pot has always been the most influential gateway substance to either alcohol, tobacco, or hard drugs. This means that Marijuana is almost always linked to substance-induced destruction whether it’s directly or indirectly, legal or illegal, self-destructive or destructive to others. Therefore, the†¦show more content†¦The new policy is confusing in Colorado and Washington, the states that have made it legal for someone twenty-one or over to own an ounce of Marijuana at a time for private recreational use. The problems with this new legal policy are that it is virtually unenforceable and it contradicts the Constitution of The United States of America. Article VI Clause 2 of the Constitution states that the Constitution is â€Å"the supreme law of the land; and the judges in every state shall be bound thereby anything in the constitution or laws of any state to the contrary notwithstanding.† This means that because federal law states that Marijuana is illegal, there is a contradiction when states try to make it legal. In turn, this causes problems in areas like the federal school district where federal and state laws tend to clash. At the University of Colorado Boulder, spokesman Bronson Hillard says that because these schools receive federal funding, they must abide to the no â€Å"drugs on campus† policy that the rest of America stands by, creating tension and confusion on campus (Harvey). H.Norman Arkans from University of Washington agrees when he says that they also are †a large recipient of federal money, so there is a conflict.† Conflict is right. Now students are pouring into the campuses stoned and unable to retain any information. Many of the students are unsure about the laws and get in trouble because the drug is not allowed on campus.Show MoreRelatedShould Marijuana Be Legalized?1314 Words   |  6 PagesMarijuana, also known as cannabis, has been deemed an unacceptable and illegal substance in Canada, as well as in many other nations. It is a drug which can alter an individual’s sense of perception and distort one’s senses, and may become addictive if used repeatedly. Although marijuana is looked down upon in society when used for recreational purposes, it serves several beneficial purposes in the medical field. 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Certain drugs, or commonly referred to as pharmaceutical drugs, are legal because over time people have realized that there is a cure for their temporary pain; although, arguably some have negative side effects worse than the original diagnosis. But there still is a dispute on certain illegal drugs because while some people prefer the outcome of having it legal, others strongly do not. Should their opinionRead MoreEssay on Why Marijuana Should Not be Legalized1595 Words   |  7 Pagesas do many political leaders. However, pro-drug advocacy groups, who support the use of illegal drugs, are making headlines. They are influencing decision making thru legislation and having a significant impact on the national policy debate here in the United States and in other countries. 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Unlike the many man-made drugs on the streetsRead MoreEssay on The Benefits of Legalizing Marijuana1475 Words   |  6 PagesThe war on drugs is a movement of prohibition and military aid being undertaken by the United States government intended to both define and reduce the illegal drug trade (Bullington). In the year 2010 the U.S. government spent $15 billion on the war on drugs, at a rate of $500 per second. State and local governments spent another $25 billion as well. In 2007, $42 billion was spent on the marijuana prohibition. That is more money than the war on drugs spent on all types of drugs three years beforeRead MoreLegalizing Recreational Pot1507 Words   |  7 PagesEnglish 1B 16 February 2016 Legalizing Recreational Pot Heavy marijuana smokers are at risk for some of the same health effects as cigarette smokers, like bronchitis and other respiratory illnesses. Marijuana is the most commonly abused illegal drug in the United States and around the world. Those who support its legalization, for medical or for recreational use, fail to recognize that the greatest costs of marijuana are not related to its prohibition; they are the costs resulting from marijuana

Poetry Essay Summary Example For Students

Poetry Essay Summary Fizz Mad Fizz was an Influential left-wing Intellectual, revolutionary poet, and one of the most famous suggested his complicated relationship with religion In general and Islam in particular. He was, nevertheless poets of the Urdu and Punjabi language from Pakistan. A rising figure and notable member of the, inspired by South Saiss Suffix traditions. Fizz Aimed Fizz was born in Shallot in Pakistan. He studied philosophy and English literature, but poetry and politics preoccupied him more than anything else. Progressive Writers Movement (PAM), Fizz was an avowed Marxist- unionism, long associated member of Russian-backed Communist Party and was a recipient of Lenin Peace Prize by the Soviet Union in 1962. Despite being repeatedly accused of atheism by the political and military establishment, Falls poetry was Like flowing water making Its way straight to the heart of readers. For writing poetry that always antagonizes the ruling ?elite and challenges colonial and feudal values, like such rebellious writers as Nigh of Kenya and Darkish of Palestine, Fizz had to go to jail repeatedly during both colonial and postcolonial times In Pakistan. HIS poem ring Imprisonment Callahan Mama Apart from love and romance some running themes in Fizz, s, poetry are also social justice, loneliness, depression oppression, incarceration, hopelessness longings, distances, rottenness and exile and love for his country. In his throbbing words one could sense his mind and heart speak with passion, his sensitively, his outrage for social Injustice and cruelty rarely seen In Urdu poetry. He is generally regarded in the same group of poets that include the traditionalist Goalie and the philosophical Cabal. Fizz admires both, but he has his own unique brand to conquer the hearts of readers. Like on the Indus-Packard, he wrote Black out, with some very painful lines which show his utter grieve about the bloodshed of Innocent people and the dark nights which raised Its smeared claws to everyone. From the time the lamps went out have been searching The ground, For my both eyes lost somewhere Dry. Laudable Visalia translated most of Fizz, s poems in Russian and was his dear admirer and she also elaborated in her speeches and writings as well to acknowledge his contribution for literature. A Tribute to Fizz by T. Beth In a cruel sunless prison he breathes the freshest air, deprived of pen and paper is heart and mind speak volumes his soul soars, pierces the relentlessly cold skies. In a harsh dry soil FIFO an unforgiving acorn. Thats Fizz! Fizz visited Bangladesh after it had seceded from Pakistan and become an independent country following a year of bloody civil war (with the Pakistan army responsible for horrific genocide in what was then still East Pakistan). Then he wrote this. The last line is almost certainly an allusion to the apology that was never offered to Bangladesh. Beyond Hum Eke There Janis Hum eke There Janis kit mandatory eek bad (We who became strangers, after o many graces) -? Fizz The year 1971 saw the culmination of what was then termed the Bengali problem in the shape of the trauma of Pakistanis second partition and the secession of East Pakistan to become the independent state of Bangladesh. While the problems had been simmering since independence in 1947, they had come to a head during the latter part of General Baby Khans rule. The bloodshed in Dacha and all of East Pakistan in 1970 and 1971 saddened many people reminding them of the trauma of 1947. After the creation of Bangladesh, the new civilian government of Cultivar All Bout offered Fizz a position as Cultural Advisor to he Ministry of Education, and after some deliberation, Fizz accepted. He had always considered culture an integral part of society, imperative to the development and uplift of a nation. In this position, he created the Pakistan National Council of the Arts as well as the Look Versa, the Institute of Folk Heritage. Compare the Ruined Maid by Thomas Hardy and Cousin Kate by Christina Rosetti EssayThe look of the poem on the page adds still another dimension. Some poems have smooth shapes, some have delicate shapes, some have heavy, dense shapes. The breaks in the lines lead our eyes to certain areas. There are even poems with shapes that intentionally imitate what the poem is about, for example, a poem about a waterfall could have lines that trickle down the page. Definition of Poetry concentrated language: The words in poems are doing several jobs at the same time. They do one thing with their meaning, and another thing with their sound. Even their meaning may be working on more than one level. An important characteristic of poetry is compression, or concentrated language. I dont mean concentrated in the sense of paying close attention. I mean it in the sense of concentrated laundry detergent, or concentrated orange Juice. A half-cup of concentrated laundry detergent does the same work as a cup of regular detergent; a poem typically gets across as much meaning as a larger amount of prose. Concentrated orange Juice has the water taken out; a good poem has similarly been intensified by removing the non-essential words. This is one reason why poems are often short. Definition of poetry emotional or irrational connection: Prose normally talks to the logical part of the readers mind. It explains and describes things; it makes sense. Poetry does all this too, but it also tends to work at an emotional or irrational level at the same time. Often, some part of a poem seems to speak directly to the readers emotions. It gives readers a peaceful feeling or an eerie feeling, Goosebumps, or it makes them want to cry, even though they may not be sure why they are reacting this way. One way that poems do this is through the use of sound. Poems also tend to suggest things beyond what they actually say; often what causes the strongest emotions is not what the poem describes, but what it make the reader imagine. Some parts of understand, and they touch something similarly deep in the reader. A few quotes on the definition of poetry Percy Abysses Shelley: Poetry lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar. Here, Shelley points out an important aspect of poetry, which is to find fresh ways of looking at things we think we know well. Sir Philip Sidney: Poetry is a speaking picture This idea emphasizes the physical aspect of a poem, that its a piece of artwork made out of words. Adrienne Rich: Poetry is above all a concentration of the power of language, which is the power of our ultimate relationship to everything in the universe. She means concentrated in the sense of concentrated laundry detergent. Language, she says, is our way of relating to the universe. So by strengthening language, poetry strengthens our relationship with the universe. Jean Chateau: Poetry is indispensable if I only knew what for.

No child left behind

Introduction As one of the federal government’s most sweeping changes to education in a generation, the No Child Left behind Act (NCLB) was signed into law by President George W. Bush on January 8, 2002. This bill provides nearly $1 billion a year over the next five years to strengthen public schools (FDOE 1).Advertising We will write a custom research paper sample on No child left behind specifically for you for only $16.05 $11/page Learn More This research paper explores the Act, answering questions that are aimed at gathering sufficient and relevant information within the context of the research topic. Some of the issues covered in include an explanation of the law, the impact of the law and adaptation of various systems to accommodate the law. NCLB Act Abbreviated as NCLB, No Child Left Behind is an Act of Congress in the United States which revolves around the accessibility and quality of education by children in public schools around the cou ntry. Although the bill was ratified by President Obama, it is important to note that it was initially proposed when George W. Bush became the President of the United States (Bagley 1). At the time of its proposal, the bill received an overwhelming majority support in the Congress, probably because of the expected impact it was to have in transforming the education sector. Principally, NCLB encourages reforms, which are based on high standards that are viewed as fundamental requirements of improving the outcomes of the education system. The bill further emphasizes the need of developing basic skills among students in public schools. As a result, states are supposed to have ways of assessing these skills among students in every grade for them to qualify for state funding (Bagley 1). However, the act does not set expected national standards and allows states to set their own standards based on a wide range of factors that may vary from one state to another. Because of the implications of the bill to the entire education system, funding allocation has continuously been rising since 2001. Another important point notable from the bill is its recognition of good performance among students as a proof of the work done by individual teachers in different schools. As a result, Adequate Yearly Progress is essential, especially for those schools around the country that are recognized under title â€Å"I† as defined in the Elementary and Secondary Education Act of 1965. If a school experience recurring poor results yearly, the act recommends several steps to be implemented in improving the standards of the school to a reasonable level recognized by the state (NEA 1).Advertising Looking for research paper on administrative law? Let's see if we can help you! Get your first paper with 15% OFF Learn More In line with Adequate Yearly Progress, schools which experience poor performance in two years consecutively are considered to be in need of improvement an d are expected to come up with an improvement plan that would run for two years for those subjects which the schools seem not to be teaching well. Additionally, students are given an option of seeking to transfer to another better school as long as the school does exist in his or her district (NEA 1). In the event the school does not realize AYP for the third year, the act recommends that such schools should establish free tutoring programmes with an aim of helping poor-performing students. On the other hand, a â€Å"correction† is recommended for a school that fails to attain the AYP for the fourth year. This action may include overall replacement of teachers, replacement of the existing curriculum and an allowance to have affected students spend more time in class. In extreme and almost impossible case, schools failing for the sixth year are put under reconstruction as provided in the No Child Left Behind Act. In balancing, the bill with its practical applicability, it is t he responsibility of the state to ensure that every school has qualified teachers. Additionally, a â€Å"one high standard† is supposed to be set for all students, and every state is mandated to decide this kind of standard. However, all outlined standards of the education curriculum have to be applied to all students equally around the state (NEA 1). Impact of the Law The law is believed to have a significant impact in the entire education sector. This impact has been felt by both teachers, students, districts and all education stakeholders. The first implication of the No Child Left Behind Bill is increased accountability required of all public schools and teachers around the country (NEA 1). According to the bill, every school must show quantifiable improvement in the performance of students in order to prove its efforts throughout every fiscal year. This is accompanied by measures discussed above that mainly affect non-performing schools and teachers (U.S. Department of E ducation 1). The law further supports reduction of funding in cases where schools do not show any performance progress. The main purpose of this action is to enable teachers and all stakeholders to understand the immense significance of the education system to the nation (U.S. Department of Education 1).Advertising We will write a custom research paper sample on No child left behind specifically for you for only $16.05 $11/page Learn More Additionally, the law makes it possible to have a link between students’ standards and state academic content. Furthermore, it insists that all schools should establish measuring mechanisms in order to tell the performance of students at every grade starting from the third up to the eighth (U.S. Department of Education 1). Beyond this stage of learning, the performance of students in high schools has to be determined at least once. Another impact is that it allows access of academic information of students by th eir parents through issuance of report cards. These report cards clearly indicate the Adequate Yearly Performance to enable parents to understand the progress of their sons and daughters. In addition, the school is obligated to disclose the professional level of the teacher to the parent to win the confidence of parents. Besides having set standards for schools and teachers around the country, the bill also impacts students in various ways. Unlike in cases where schools denied students opportunities to transfer to another school within the district, the No Child Left Behind bill allows bright students in schools that are unable to meet the Adequate Yearly Progress to transfer to better ones within the district (Bagley 1). Otherwise, schools are supposed to execute performance strategies like free tutoring and increased time, especially for those students who have weak performance standards. Conclusion No Child Education Bill is one of the most praised bills that promise to transform the American education system and make it performance-oriented. By insisting on performance standards, the government acknowledges the need to link resources and performance. In other words, its funding of the public education system has to be reflected through good performance from students through the efforts of schools and teachers. By holding schools and teachers accountable for the performance of students, the law echoes the role of a teacher that goes beyond class work teaching. However, in its continuous implementation, performance measuring parameters have to remain harmonized to promote fair gauging of students’ performance across states. Works Cited Bagley, Jennifer. â€Å"No Child Left Behind.† Education Week. 2004. Web.Advertising Looking for research paper on administrative law? Let's see if we can help you! Get your first paper with 15% OFF Learn More FDOE. â€Å"No Child Left Behind Act.† Florida Department of Education, 2005. Web. NEA. â€Å"No Child Left Behind Act (NCLB).† National Education Association, 2011. Web. U.S. Department of Education. â€Å"Elementary and Secondary Education Act.† U.S. Department of Education, 2011. Web. This research paper on No child left behind was written and submitted by user T0adMen to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. No Child Left Behind Purpose Students with severe disabilities need special education to ensure that â€Å"No Child Left Behind† policy provisions are fulfilled. As a result, educators should use evidence-based instructional strategies to ensure that students with disabilities demonstrate educational progress during yearly assessment as provided in the NCLB educational provisions.Advertising We will write a custom book review sample on No Child Left Behind specifically for you for only $16.05 $11/page Learn More The US educational policy requires schools to demonstrate that students in grade 3 through 8 make adequate yearly progress (AYP) towards proficiency in mathematics and literacy. However, demonstrating AYP and evaluating progress on academic content standards for students with disabilities is challenging. Browder and Cooper-Duffy (2003) argue that â€Å"although research is now emerging on states’ alternate assessment practices, many questions remain ab out how best to measure the progress of students with severe disabilities on state academic standards (p. 157). The purpose of this research is to determine evidence-based practices that educators can use to teach students with severe disabilities to enable them show adequate yearly progress (AYP) as well as progress in academic content standards. In addressing the research topic, the authors reviewed numerous literatures with information about the educational needs of students with disabilities. They conducted the study with the intention to identify evidence-based instructional support that students with disabilities need to demonstrate annual progress. Design Throughout the study, the researchers used secondary research strategy to address the research objectives. They evaluated the previous literatures that address various empirical research studies on evidence-based practices for students with severe disabilities in relation to NCLB provisions. To begin with, the authors evalua ted and compared research on skills acquisition for students with disabilities. Second, the researchers evaluated the literature on instructional strategies that promote the students’ adequate annual progress. They discovered that numerous studies exist that demonstrate that students with disabilities can acquire skill through mastering technique (Horner, Carr, Halle, McGee, Odom, Wolery, 2005). Team planning was identified as another core aspect that promotes annual progress for students with disabilities. Finally, the researchers assessed the literature on evidence-based practices that would ensure that students with disabilities achieve learning objectives successfully (Browder Cooper-Duffy, 2003). The findings on evidence-based strategies for teaching students with disabilities were compiled, compared, and the conclusions were derived based on the empirical results.Advertising Looking for book review on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Findings and Conclusions The data from the studies indicated that educators can use evidence-based practices to promote skill acquisition and learning for students with disabilities. The use of instructional support for which scientific evidence has been obtained was found to play an important role in enhancing learning for students with disabilities (Odom, 2005). This study concentrated on two aspects of instructional support namely: how skills are defined and how skills are taught (Browder Cooper-Duffy, 2003). The researchers discovered that defining skills aligned with academic content standards required educators to employ the research foundation available for functional skills. This approach mainly targets skills mastery whereby the targeted skill can include a chained response, a pivotal response, or a single, discrete response. Furthermore, the authors discovered that the yearly process assessment for students with severe disabilities can be attained by focusing on specific responses that are taught to mastery. In addition, it was found that students with disabilities need individualized instruction besides cooperative learning activities to cement their academic understanding, and enable them to meet expectations for yearly progress. The research provides that the use of assistive technology can enable students with disabilities expand their use of symbolic communication that is related to mathematics, science, and reading. The authors also found that the students’ yearly progress can be enhanced through augmentative and alternative communication (AAC) (Browder Cooper-Duffy, 2003). Lastly, the study discovered that the instructors can use time delays to teach students with severe disabilities how to arrange objects and match them to the pictures on a communication board for request generation. This was identified as an example of self-instructional strategy that students with disabilities could use to perform f amily routines without assistance (Odom, 2005). The article provides a snapshot of the evidence-based practices for students with severe disabilities in relation to NCLB requirements. The study did not show clearly how the states would define progress for students with severe cognitive disabilities relating to the state standards in academics. Therefore, the research leaves gaps that will need to be studied in the future. Critique This article provides evidence-based strategies for teaching students with disabilities from previous empirical studies. Although the strategies are discussed in depth, it would be better if the researchers conducted primary research to determine the teachers’ experiences and collect raw data for evaluation and analysis.Advertising We will write a custom book review sample on No Child Left Behind specifically for you for only $16.05 $11/page Learn More However, the evidence-based practices provided in the article could be beneficial and provide a solid foundation for future research on evidence-based practices for students with severe disabilities in relation to NCLB provisions. The article provides that students with severe disabilities can acquire skills in a general educational class through cooperation, but it does not provide insight on evidence-based practices that could apply to students with multiple cognitive disabilities (Browder Cooper-Duffy, 2003). Through this article, educators can identify the evidence based practices they may employ in teaching students with severe disabilities and enhance their learning. I concur with the suggestions that the use of augmentative alternative communication, time delays activities, and assistive technologies are among the evidence-based educational strategies that can promote the instruction of students with severe disabilities. References Browder, M.D., Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in â€Å"No Child Left Behind†. The Journal of Special Education, 7(3): 157-163. Horner, R. H., Carr, E.G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. Odom, S.L. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148. This book review on No Child Left Behind was written and submitted by user Maximilian Duke to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.