The Problem Of Criminal Justice System - 882 Words

Since the dawn of man crime has been a problem. Even though most people have some basic sense of what is right and what is wrong, crime still occurs. All the way back to the ancient code of Hammurabi man has tried to understand, classify, and appropriately punish crime. The bible itself includes a detailed set of rules, or commandments, about what was legal and what wasn’t. There are many ideas and schools of thought that surround the idea of criminal justice. Initially the main goals of these schools of thought were to classify and punish crimes, however in the recent past we are seeing a shift toward the deterrence and prevention of crime. Early classical, biological, and psychological theories helped shape what is today’s criminal justice system. One of the earliest theories that attempted to explain the cause of crime is classical theory. In 1764, Cesare Beccaria published his Essay on Crimes and Punishments. The book, which contained Beccaria’s thoughts and observations about the criminal justice system, was important because it was the first of its time to contain thoughts about the philosophy of punishment. According to classical theory, individuals have the ability to exercise free will and due to this should be held responsible for their actions. Crime is a result of rational decision making where the criminal must decide if the possible punishment for the crime is worth the potential gain. Beccaria stated that crimes needed fitting punishments to act as aShow MoreRelatedThe Problem Of The Criminal Justice System991 Words   |  4 PagesThe criminal justice system in the United States of America has major disparities that are negatively affecting our nation, specifically, those individuals who come from a low -socioeconomic status and who oftentimes end up involved in one way or another, with our correctional system. The reality many poverty-stricken individuals and prison inmates face today, along with the research that has been conducted by prominent scholars, show that there is dire need for systematic change, which in turn raisesRead MoreThe Problem Of The Criminal Justice System930 Words   |  4 PagesWhen considering our nations criminal justice system, it is vital that we focus more on providing mental health care, education, drug treatment, and counseling, rather than forcing all delinquents into jails and prisons. Imposing a life of loneliness, separation, and discrimination is harmful. These things do not promote change for the better. Optimism, effort and opportunity allow for change. This country has a broken criminal Justice System. Our criminal justice system benefit’s our country by allowingRead MoreProblems Facing The Criminal Justice System Essay2455 Words   |  10 Pages Problems And Solutions In Criminal Justice The problems surrounding the criminal justice system range from a variety of issues in different areas of the system. But i believe they are all connected back to a societal problem, that has to do with a outdated philosophical notion â€Å"redemptive violence†. I will break down each aspect, which i find most troubling. I will cover problems between policing and peacekeeping, corrections options, and the issue of redemptive violence which is a major issueRead MoreThe Criminal Justice System Is Viewed As A Black Problem993 Words   |  4 Pagestakes place within the criminal justice system, such as early release dates for drug charges and non-violent crimes (Mauer, 2011). The incarceration rates in the United States are â€Å"three to four times that of other industrialized nations,† and the punishment scale is viewed as â€Å"out of proportion to that of other industrialized nation† (Mauer, 2011). Mauer (2011) reported â€Å"in many respects the driving force of mass incarceration is the racial dynamic of criminal justice policy.† He points outRead MoreThe Criminal Justice System Is Not A Problem That The Us And Other Countries970 Words   |  4 PagesCorrectional Systems Wrongful conviction is a problem that the US and other countries. The individual are saved from death row when new evidence arrives or when evidence that was provided is proved to be false. Judges have always been expected to decipher and correctly judge every case, specifically pertaining to criminal acts. The expectations derive from the nature of individuals lives being in the hands of the judgment of the particular judge. Research on cases has revealed particular circumstancesRead MoreHow Criminal Justice System Works And How It Has Problems Essay2095 Words   |  9 PagesCrow. Before I read this book, I was not aware of how criminal justice system works or how does it has problems. This book presents the how criminal justice works and how it has problems, in any kind of criminal just system from law enforcement to jury system, Especially against minorities. The introduction of book starts with how she starts to write this book. When she started her job at ACLU, she realized that our criminal justice system has racial bias against minorities. Most importantly, sheRead MoreCriminal Justice System : A Social Problem Within The African American Community2025 Words   |  9 PagesAny criminal justice system reflects its society and its times. Currently, in my culture, the African American culture, people commit crimes for the number one reason being to feed their families. What is considered a crime? How does the Criminal Justice System work? How is the amount of time determined? Why do African American get more time than the white man? Why are more black men in prison than any other ethnicities? The Criminal Justice System is a social problem within the African AmericanRead MoreReactions and Reflections to Cyndi Banks Criminal Justice Ethics: Theory and Practice1060 Words   |  4 PagesReactions and Reflections on Readings in Cynd i Banks Criminal Justice Ethics: Theory and Practice Introduction No serious-minded individual over the age of twelve actually thinks that justice and ethical issues involved in criminality are purely black-and-white or clear-cut issues of good and bad. The first chapters of Cyndi Banks (2008) Criminal Justice Ethics, however, make it clear that the issues of right and wrong in the criminal justice system are far more complex, specific, and subtle thanRead MoreThe Worldwide Criminal Justice System1468 Words   |  6 Pagespaper, I will describe what worldwide criminal justice systems are doing to address the criminal issues I identified. I will talk about the terrorist group ISIS about the crimes they have committed. Then I will discuss how the worldwide criminal justice system handled the crime. The last thing I will discuss is the effectiveness of the systems response and include suggestions for future responses to combat or prevent these crimes. The Criminal justice system have begun to monitor the Arab communityRead MoreCriminal Justice1385 Words   |  6 PagesCriminal Justice Trends Criminal justice Criminal Justice Trends Criminal justice field is growing every day. It grows with the help of technology and society. When the technology evolves and society grows the criminal justice has to evolve and grow to fit the society needs. Whether it is an easy or hard change the criminal justice system never fails us. With any state the criminal justice system is to protect and serve the community so the more it evolves the more the system has to. The following

The Inefficiency Of Our War On Drugs Essay - 1383 Words

The Inefficiency of Our War on Drugs in America Every year in America we spend billions of taxpayer dollars to fight the war on drugs. With such a massive budget one would assume that the drug trade would be at the lowest point in history. After all, we are spending more than ever before. Unfortunately the opposite is actually true. The drug trade in America simply continues to rise. The problem is that we are not fighting the war on drugs the right way. We have created laws that do not help the drug users with their addiction, in fact many actually make it more difficult for the drug addicts to start a new life. When a drug user is arrested he or she is often sentenced to prison which in theory would give them time to overcome their addiction. Unfortunately however, while in prison they are surrounded by other drug users, and other more violent criminals. Which influences them to believe that there is nothing wrong with using illegal drugs, many even believe that using drugs is cool . What we need to be doing, is spend a portion of the money that we use to keep them in prison, and divert it to getting proper rehabilitation treatment. If we plan on lowering the drug abuse in America, we will have to dramatically change the way we go about fighting the war on drugs. In 2015 the US Department of Justice requested 8.5 billion dollars to be spent on staffing and maintaining the federal prison system. Of this money only 660 million was to be spent on reentry to society andShow MoreRelatedThe Rise And Fall Of Prohibition1188 Words   |  5 Pagesconsumption of alcohol was lowered as a result, there was a large increase in crime. In the book The Rise and Fall of Prohibition, results from a study were published, showing that after prohibition, crime in major US cities had risen by 24%, with drug addiction going up a staggering 44.6% (Hanson, 1923). While the intent of these programs is positive, in most cases it’s one step forward and two steps backwards. In Th e Federalist Papers No. 2, John Jay stated, â€Å"Nothing is more certain than the indispensableRead MoreEssay about The Colombian Conflict1608 Words   |  7 PagesColombian conflict is an internal armed war that has been going on for more than half a century, approximately originated in the early 1950’s. It is a war between the government, various parliamentary groups and left-wing guerrillas such as the Revolutionary Armed Forces of Colombia (FARC) and the National Liberation Army (ELN), for the struggle of political power and economic/social rights. Since its origin, the war has involved multiple agendas of power, drugs, violence and greed. It is about timeRead MoreThe Negative Effects Of Drug Prohibition1297 Words   |  6 Pagescontend that drug prohibition policies actually create more issues than are solved. The negative effects of drug restriction policies include: negative health effects, increased drug effects, crimes at home and abroad, increased violence, misu se of assets and resources, violation of civil rights and excess on criminal and government systems. Heavy emphasis on upholding criminal restrictions on drug creation and selling was also significantly influencing the productivity of illegal drug markets andRead More decriminalize drugs Essay1198 Words   |  5 Pagesmany controversies in our country today, regards the prohibition of illegal narcotics. Deemed unhealthy, hazardous, and even fatal by the authorities that be; the U.S. government has declared to wage a â€Å"war on drugs.† It has been roughly fifteen years since this initiative has begun, and each year the government shuffles more money into the unjust cause of drug prohibition. Even after all of this, the problem of drugs that the government sees still exists. The prohibition of drugs is a constitutionalRead MoreDecriminalize Drugs Essay1192 Words   |  5 Pagesmany controversies in our country today, regards the prohibition of illegal narcotics. Deemed unhe althy, hazardous, and even fatal by the authorities that be; the U.S. government has declared to wage a war on drugs. It has been roughly fifteen years since this initiative has begun, and each year the government shuffles more money into the unjust cause of drug prohibition. Even after all of this, the problem of drugs that the government sees still exists. The prohibition of drugs is a constitutionalRead MoreThe Philippine Justice System1070 Words   |  5 Pagesdue to the Philippines-American War the Supreme Court never came to existence. During the American regime, the audencias were abolished and replaced by a judicial system patterned after the United States’. A Supreme Court was also established where in Cayetano Arellano was the appointed Chief Justice. On November 15, 1935, The Supreme Court was Filipinized upon the inauguration of the Commonwealth. The composition of the court was then lessened. During World War II, emergency powers were grantedRead MoreRehabilitation Over Incarceration : Persuasive Speech1736 Words   |  7 Pages Rehabilitation Over Incarceration Purpose: To Persuade Specific Purpose: To inform and persuade the public of the inefficiency of the justice and prison system, and to offer insight and methods to both reduce the finical burden of this institution on the state and inmate recidivism while simultaneously reviving our communities left ruined by this often racist and unfair institution. Central Idea: To rework the legal and economic infrastructure of the currently broken U.S prison system by providingRead MoreWhy America Withdrew from Vietnam Essay1612 Words   |  7 Pagessupport of the peasants that encouraged and helped the guerrilla tactics, as well as this the ARVN would have had a bigger incentive to fight with the support of the South Vietnamese peasants. The Americans lost a lot of support in the war by standing by the South Vietnamese President Ngo Dinah Diem, who was a devoted catholic which caused a major problem with the public in south Vietnam as most of the population was Buddhist, more importantly though, he broke the GenevaRead MoreThe Underlying Causes Of Sexual Behavior1404 Words   |  6 Pagesincluding psychological issues, comorbidity issues, and social issues were examined. While there are limited studies that indicate that the brain of those who participate in risky sexual behavior respond in much the same way as those who experience drug addiction, there is strong evidence that these behaviors are brought about by underlying causes such as child sexual abuse and psychological disorders such as bi-polar disorder. Careful examination of the patient’s history should be conducted to determineRead MorePolicy Paper : Choice Of Policy1452 Words   |  6 Pagesreadily available to all due to the relative cost and mostly lack of health insurance. In some situations, the health insurance may be available but coverage is limited and with tentacles of restrictive clauses. For years these have been the measure of our healthcare system and long overdue overhaul that became eminent via the Obama Care in 2010 also known as the affordable care act. The rapidly rising health care costs over the decades have prompted the application of business practices to medicine with

Important Output Computer Devices in Accounting Free Essays

Considering the input devices required in setting up the office, The major computer gadgets that will be focused on are the Keyboard and Mouse. These input devices are going to play a major in the insertion of data into the office system. The keyboard is the computer input device that enables the user enter data into the computer . We will write a custom essay sample on Important Output Computer Devices in Accounting or any similar topic only for you Order Now The keys in a keyboard are classified into †¢Alphanumeric keys-consist of letters and number ,which helps in keying in and calculating data that are inserted into the system. Punctuation keys-consists of the period,comma,semicolon,etc †¢Special keys-this keys consist of the function keys, control keys, arrow keys, caps lock key etc. Looking at the account office, the accountants needs the type of keyboard that enables them work effectively with ease. As an accountant, normally when entering a data, you type all the data with your right hand and have always have to stop and use your left to hit the tab key which is completely inefficient and discomforting. In order words in providing a solution for the discomfort, the R-tab Keyboard will be used in the office setup. the R-tab keyboard has the tab key on the right of the number pad, which makes it easier and more efficient for an accountant to use. So instead of having to interrupt the left hand to hit the tab key, the right hand stride wont be breached while typing . This r-tab keyboard will improve the efficiency of the office by 25% higher than the usage of an ordinary keyboard. The longer the accountants use it. The longer their productivity will increase. Accountants that have used the r-tab keyboard found out that they were able to finish data and numeric entries much faster in a much quicker manner. The mouse is the computer input device to which controls the location of a cursor on a video display that is connected to a computer. Generally in categorizing the computer mouse it is of two types which is the mechanical and optical mouse. Being an input device that pinpoints and sends command into the system it is a major input device that will and always a major vital role in any computer system setup. In my analysis of the computer mouse, the best mouse that will be in tune to the satisfaction of the accountants is the Logitech Performance Mouse MX. The Logitech Performance Mouse has a general use functionality which is sculpted for the right hand only. It has a number of interesting features, which includes the darkfield tracking, which enables the mouse to work on any surface. It has a unifying technology which connects six devices to computer(this particular feature helps the members of the office access and gain control of a system from wherever they are within the office range). With the sophisticated features and performance of the mouse MX the user can easily spin into a document and scroll incrementally when navigating images and slides. These are the two major input devices that yield great productivity in an office, without these the employees productivity will become a major waste and any computer gadget that’s supposed to ignite greater yield should be considered carefully before choosen. So in order words the R-tab keyboard and the mouse MX are the best and suitable input devices required for the office setup. How to cite Important Output Computer Devices in Accounting, Essay examples

Vocational Rehabilitation Act of 1973 free essay sample

These new federal laws strived to end educational discrimination against children with disabilities, by guaranteeing all children have access to a free and appropriate education in the best environment possible. These laws made clear what schools and other public entities obligations were for the education of the disabled, and also proposed specific measures to be taken for their protection, thereby ensuring that all citizens had access to an education and the self-sufficiency and education provides. The Impact of Section 504 of the Vocational Rehabilitation Act of 1973, and the Individuals with Disabilities Education Act (IDEA) 2004, on the Education of Children with Disabilities The notion that public education is essential for a well functioning republic has a long history in the United States. The chief goal of an education is to produce a measure of self-sufficiency in an individual (Hannon, 1997). An individual is expected to determine his or her own course and not to be dependant, but function independently, and an education is the means to achieve this goal. We will write a custom essay sample on Vocational Rehabilitation Act of 1973 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Up until the 1970’s, education for those with disabilities did not foster independence, in fact the result was the exact opposite. People with disabilities weren’t expected to be self-sufficient, instead often ended up dependent on public funds and programs for support. (Stroman, 2003) In order to change this prevailing notion about disability, Congress first had to recognize that the rights of a section of the population were being denied, and second, they had to enact laws to safeguard the rights of these citizens. With Section 504 of the Vocational Rehabilitation Act of 1973 (P. L. 93-112) and the first Individuals with Disabilities Education Act of 1975 (P. L. 94-142), the federal government took the first steps in making sure that all with disabilities were guaranteed a â€Å"free appropriate public education† that was to be provided in the â€Å"least restrictive environment. † (Switzer, 2003) These new guiding principles were to ensure that children with disabilities were to obtain the education they deserved. These two federal laws changed how children with disabilities were educated by 1) clearly defining disabilities, 2) making education meet the needs of an individual, instead of a one-size-fits-all solution, 3) clearly defining the school’s responsibilities, and 4) adding procedural safeguards to protect the rights of the children. Education as a fundamental right for all is based on the Fourteenth Amendment of the Constitution of the United States. (Hurwitz, 2008) The amendment protects us from any state depriving us of life, liberty or property, without due course of law. Children with disabilities were being deprived of an appropriate education. In its landmark decision, Brown v. Board of Education (1954), the Supreme Court affirmed that educational opportunities fell under the protection clause of the Fourteenth Amendment, and that state laws denying black children equal educational opportunities was unconstitutional. (Hannon, 1997) The language the court used made it clear that denying any group or classification of people educational opportunities was unconstitutional. (Stroman, 2003) Education had to be extended to all, on equal terms regardless of race or disability. Federal legislation was necessary to standardize all of the existing laws different states had regarding the education of children with disabilities. Section 504 of the Vocational Rehabilitation Act of 1973 Section 504 of the Vocational Rehabilitation Act of 1973 was designed to protect students with various educational handicaps, either physical or mental. (Hurwitz, 2008) Any entity that received funding from the federal government was now barred by law from discriminating against anyone with an educational handicap. This new law defined a â€Å"qualified handicapped person† as someone who had a physical or mental impairment that significantly limits one or more major life activities. (Sattler, 2008) A major life activity is defined in terms of function. Does the impairment limit functions, like walking, seeing, hearing, speaking, or learning? With this broad definition of disability, a wide range of individuals are covered under this act. Children that require special education, as well as children with various medical conditions that prevent them from functioning adequately in the classroom, are all protected under Section 504. The language used in Section 504 reflects the time period in which it was written. Stroman, (2003) points out that what was once cutting edge scientific terminology may over time take on new meanings which could have negative connotations with the public. In the United States â€Å"handicap† has been replaced with the term â€Å"disabled. † Legislation subsequent to Section 504 has reflected this change. Section 504 requires schools to provide a free and appropriate education for all children with disabilities. It further mandates that children with disabilities be educated in the least restrictive environment. Sattler, 2008) This requirement forces schools to accommodate children with disabilities so that their education is comparable to those children without disabilities. While it’s not always possible to accommodate every condition, the schools must make an appropriate effort. Some examples of accommodation include, giving preferential seating to a child with difficulty walking, or providing a structured learning environment to child with a learning disability. Schools are also required to provide special education services to accommodate children with more severe types of disabilities. Under Section 504, schools are required to establish procedural safeguards to protect the rights of children with disabilities and also their parents or guardians. (Sattler, 2008) Parents are encouraged to work with the schools to ensure their children are receiving appropriate assessments, along with reasonable accommodations from the schools. There must also be periodic reviews of the child’s education plans. If the parents don’t agree with the schools’ assessments, they have the right to take the school districts to federal court. Section 504 was an important first step in providing a free and appropriate education for all children in this country. It has had a meaningful impact on the education of children with disabilities by first, defining who is protected, and the school’s responsibility in meeting the educational needs of those children, and second, setting up procedures to ensure the rights of these children and their parents are protected. Perhaps more importantly, Section 504 laid the groundwork for the disability legislation that followed it. Congress enacted the first Individuals with Disabilities Education Act (IDEA) in 1975. The law was originally called the Education for all Handicapped Children Act and has been subsequently updated, expanded, and amended several times. (Hurwitz, 2008) In 1990, President Bush signed into law the act that changed the name of the Education for all Handicapped Children to the Individuals with Disabilities Education Act. (Jacob amp; Hartshorn, 2003) The law introduced several important concepts that have become hallmarks of special education today. In providing a free and appropriate education for children with disabilities, IDEA introduced the concept of an individual education plan for children in special education. Schools could no longer take a one-size-fits-all approach to special education. (Switzer, 2003) Each child with disabilities would be provided with a plan on how to receive an appropriate education. Another important concept introduced in IDEA was â€Å"zero reject† (Hurwitz, 2008). No child could be rejected from receiving services, no matter how severe the disability. Whereas Section 504 interpreted disability in a broad sense, IDEA defines disability very specifically. The law defines 13 distinct categories of disability, including impairments such as mental retardation, emotional disturbance, and autism. (Sattler, 2008) All of these disabilities require special education services from the schools. A child with a medical disability, such as diabetes, while eligible for accommodation under Section 504, would not be covered under IDEA, because its narrower definition of disability. IDEA deals specifically with children in special education. Even with narrowing its definition of disabilities, IDEA covers a wide range of disabilities. The education for a child with a disability such as deaf-blindness, would be very different from the education of a child with autism, both covered by IDEA (Hannon, 1997) In order to provide an appropriate education for children with diverse kinds of disabilities, IDEA has mandated that all children have an individualized educational program (IEP). An IEP is a written document that explains the child’s needs and how the school or public agency is going to meet those needs. Sattler, 2008) An IEP must include information like the child’s present level of performance, goals, services needed, and accommodations needed. The IEP must be renewed annually and it is transferable if the child moves. In this way IDEA attempts to provide unique solutions for children with specific educational needs. In addition to providing an IEP for children in special education IDEA also requires school s to provide a full and appropriate individual initial evaluation to determine the child’s disability and educational needs. (Sattler, 2008) Specific criteria must be applied to the evaluation. The evaluation must use multiple assessment tools and strategies. It must use multiple types of information, such as academic, developmental, and medical information. The evaluation must use technically sound instruments, administered by trained and knowledgeable personnel. The assessment procedures should be non-discriminatory in nature and comprehensive in scope. This type of comprehensive evaluation is hoped to identify the nature of the child’s disability and the measures necessary to provide and appropriate IEP. Schools are also required to provide an education in the least restrictive environment under IDEA. If possible, children with disabilities should be educated in a general education classroom with an appropriate accommodation. (Hurwitz, 2008) This practice is called â€Å"mainstreaming† or â€Å"inclusion. † The rationale behind inclusion is that it may increase children’s academic achievement and self-esteem, and decrease the stigma associated with disabilities. (Sattler, 2008) IDEA also includes many procedural safeguards to protect the rights of children with disabilities and their parents. Under Section 504, parents can go directly to federal court in order to resolve disputes with schools. IDEA requires parents to try and find an administrative solution before allowing them to go to court. (Sattler, 2008) However, IDEA stresses the importance of parents being involved in all of the decisions regarding their children’s education. Parents of children with disabilities are to be given the opportunity to be members of the groups that make placement decisions, such as the IEP team. Parents also have the right to have independent evaluations of their children, at no cost to the parents. Finally parents have the right to a due process complaint. The complaint can be regarding any matter relating to the identification, evaluation, or placement of the child. The complaint must be heard and resolved in a reasonable time frame. If the school and the parent cannot resolve the complaint, the next step is mediation, where an independent mediator attempts to resolve the issues. If mediation fails, a due process hearing is convened, where an impartial hearing officer hears evidence from both sides and makes a decision based on the evidence whether or not the child received a free and appropriate education. Finally, the parents have the right to appeal the decision of the due process hearing. Sattler, 2008) Under IDEA the procedural safeguards are clearly defined and designed to ensure a free and appropriate education in the least restrictive environment. Conclusion Although Section 504 and IDEA both require schools to provide a free and appropriate education to all children, IDEA strives to clarify just what exactly that phrase means and how to achieve that goal. The definition of disability is narrowly defined. A method for meeting the needs of each individual child with disabilities is provided in the form of the individualized education program. A school’s responsibilities are also more clearly defined under IDEA than Section 504. Finally, the procedural safeguards are also more specific. Implementation of IDEA has not been without problems. In fact, school districts lobbied against the bill because of the costs. (Switzer, 2003) In defining a free and appropriate education, IDEA makes it clear that school districts and public entities must provide an appropriate education free of charge if the child is covered under the law. (Hurwitz, 2008) Problems with assessment have also arisen. IDEA mandates the usage of technically sound instruments in the assessment of disability. Flanagan (1995) pointed out that a more reliable measure was needed for the assessment of emotional disturbance, one of the 13 disabilities defined by IDEA. Finally, arguments have been made against the least restrictive environment clause. McDonough (2008) argues that a relaxing of the mainstreaming requirement of IDEA would benefit students with autism spectrum disorders, allowing them to receive the specialized education they require, and reliving the burden on general education teachers from the classroom disruptions common to the disorder. Unfortunately there is a huge amount of litigation associated with these two federal laws. The vague language used in these laws is open to many different interpretations. Who is to say what is â€Å"appropriate† in a â€Å"free and appropriate education? † How can you quantify a â€Å"substantially† limited â€Å"major life activity? † And just what constitutes a â€Å"major life activity? † Parents and school districts, alike, aren’t sure how to interpret some of these phrases, and are quite willing to litigate in order to clarify the issue. (Switzer, 2003) This leaves some important educational decisions in the hands of the courts instead of educators. Controversies aside, the Individuals with Disabilities Education Act, as well as Section 504 of the Vocational Rehabilitation Act, have had a profound impact on education in the United States. Both laws seek to identify individuals who had previously been denied access to education, and provide them with a means obtaining the self-determination that an education can provide. Finally, both laws try to hold those accountable for providing an education to all of the citizens of our country. Self-determination is a privilege most of us take for granted.

The Grapes Of Wrath Essays (892 words) - U.S. Route 66, Dust Bowl

The Grapes of Wrath John Steinbeck's novel, The Grapes of Wrath has left much specifically untold about the authors true intentions on this book. His epic chronicle has been described as being "Written with passionate conviction" (Dorothy Parker). This passionate conviction has led John Steinbeck into mastering bold dramatization. His skills at the art of dramatization in literature was not solely used in The Grapes of Wrath, but also used in another of his twisted and possibly controversial works called Of Mice and Men. One of John Steinbeck's main and possibly most obvious themes, is the hostility and frequent hatred between the migrant workers and the already socially and financially established Californians. There are many examples in the book that show not only that Steinbeck thought that it was an issue to be concerned with, but also it showed his thoughts and feelings towards the subject. Three examples of this theme are shown during encounters with other people that have already been there, in the corollary chap Along the way to California the Joad's encountered other people that had already been to California and were now returning. These people, like the ragged man with the sunburned face from the road-side camp described on page 242. He had had children that died because wages were too low and work was too scarce to afford food for his children and wife. His story was one of pain and despair, also his story showed the cruelty and inhumane treatment which the California land owners displayed towards the migrant workers. This grim story of the broken man didn't discourage the Joad's from parting from the set course. Later on inside the Californian border the Joads stop by a river. Tom and his Father find a spot to go swimming where they are promptly joined on page 263 by two men, a man and his son, who asked if they may also partake in swimming with Tom and his Father. The men start talking and it turns out that the other two men have just come from California. They tell a story not extremely unlike the other story which the man at the road-side camp described. Their story describes the conditions as very uncomfortable. Subsequently the Joads paid no head to this warning either. Hence, they traveled on, only to meet up with (on page 274) a very dispassionate police officer. This gave the Joads a first hand sip of the general mood that Californians had for these migrant workers. The policeman treated the migrants with little or no respect, seemed to just as soon see them drop off the face of the earth than see them come into California. The Corollary chapter Nineteen deals with the history of California. How it was settled by the feverish Americans. Through these descriptions we can start to understand the Californians view on why they dislike the migrant workers with such conviction. The chapter describes the initial owners of the land, the Mexicans, as being "weak and fed". This description would suggest that the Mexican's were well fed and content to live freely on the land with little desire to need more. Thus they were in little position to try and stop the onslaught of American's who wanted the land much more than the Mexicans did, and were too weak to stop them from doing so. This lead to the turning over of the land to the American's in the California region. This same land was kept by the same families and worked with much success. So much success that they needed to work only part of it to stay leisurably comfortable, financially. Therefore the burning desire for the land diminished. This is where the migrant workers come in. The Californians view of the workers are very much the same as the Mexican's must have thought of the Californians when there land was taken over. Consequently the Californians, being afraid that history might repeat itself and the workers may take over the land, the Californians tried to discourage the growth in population of migrant workers as much as possible. Any way that they could, legal or not. The killing of Jim Casy is an example of the cruel behavior of the Californians. They

Do Insects Hibernate in the Winter

Do Insects Hibernate in the Winter An insect doesn’t have the benefit of body fat, like bears and groundhogs, to survive freezing temperatures and keep internal fluids from turning to ice. Like all ectotherms, insects need a way to cope with fluctuating temperatures in their environment. But do insects hibernate? In a very general sense, hibernation refers to the state in which animals pass the winter.1 Hibernation suggests the animal is in a dormant state, with its metabolism slowed and reproduction paused. Insects dont necessarily hibernate the way warm-blooded animals do. But because the availability of host plants and food sources are limited during the winter in cold regions, insects do suspend their usual activities and enter a dormant state. So how do insects survive the cold winter months? Different insects use different strategies to avoid freezing to death when the temperature falls. Some insects employ a combination of strategies to survive the winter. Migration When it gets cold, leave! Some insects head to warmer climes, or at least better conditions, when winter weather approaches. The most famous migrating insect is the monarch butterfly. Monarchs in the eastern U.S. and Canada fly up to 2,000 miles to spend their winter in Mexico. Many other butterflies and moths also migrate seasonally, including the gulf fritillary, the painted lady, the black cutworm, and fall armyworm. Common green darners, dragonflies that inhabit ponds and lakes as far north as Canada, migrate as well. Communal Living When it gets cold, huddle up! There’s warmth in numbers for some insects. Honey bees cluster together as the temperatures drop, and use their collective body heat to keep themselves and the brood warm. Ants and termites head below the frost line, where their large numbers and stored food keep them comfortable until spring arrives. Several insects are known for their cool weather aggregations. Convergent lady beetles, for example, gather en masse on rocks or branches during spells of cold weather. Indoor Living When it gets cold, move inside! Much to the displeasure of homeowners, some insects seek shelter in the warmth of human dwellings when winter approaches. Each fall, peoples houses are invaded by box elder bugs, Asian multicolored lady beetles, brown marmorated stink bugs, and others. While these insects rarely cause damage indoors – theyre just looking for a cozy place to wait out the winter – they may release foul-smelling substances when threatened by a homeowner trying to evict them. Torpor When it gets cold, stay still! Certain insects, particularly ones that live in higher altitudes or near the Earth’s poles, use a state of torpor to survive drops in temperature. Torpor is a temporary state of suspension or sleep, during which the insect is completely immobile. The New Zealand weta, for example, is a flightless cricket that lives in high altitudes. When temperatures drop in the evening, the cricket freezes solid. As daylight warms the weta, it comes out of the torpid state and resumes activity. Diapause When it gets cold, rest! Unlike torpor, diapause is a long-term state of suspension. Diapause synchronizes the insect’s life cycle with seasonal changes in its environment, including winter conditions. Put simply, if it’s too cold to fly and there’s nothing to eat, you might as well take a break (or pause). Insect diapause may occur in any stage of development: Eggs – Praying mantids survive the winter as eggs, which emerge in spring.Larvae – Woolly bear caterpillars curl up in thick layers of leaf litter for winter. In spring, they spin their cocoons.Pupa – Black swallowtails spend winter as chrysalids, emerging as butterflies when warm weather returns.Adults – Mourning cloak butterflies hibernate as adults for the winter, tucking themselves behind loose bark or in tree cavities. Antifreeze When it gets cold, lower your freezing point! Many insects prepare for the cold by making their own antifreeze. During the fall, insects produce glycerol, which increases in the hemolymph. Glycerol gives the insect body â€Å"supercooling† ability, allowing body fluids to drop below freezing points without causing ice damage. Glycerol also lowers the freezing point, making insects more cold-tolerant, and protects tissues and cells from damage during icy conditions in the environment. In spring, glycerol levels drop again. References 1 Definition from Hibernation, by Richard E. Lee, Jr., Miami University of Ohio. Encyclopedia of Insects, 2nd edition, edited by Vincent H. Resh and Ring T. Carde.

Critical review Essay Example | Topics and Well Written Essays - 1000 words

Critical review - Essay Example 118). What emerges are relationships characterized by â€Å"homoscoial desire and dominance† and â€Å"power and dominance over women, gay men, and other straight men† (Kiesling 2006, p. 118). Hirammoto (2010) states that Kiesling’s work is demonstrative of the constructs that reproduce the dominance of heterosexual male models not only outside of a specific group but how they are used to â€Å"claim power in a same-sex social group† (236). Hirammoto (2010) also states that Kiesling’s work is reflective of the findings in the literature relative to theories about heterosexual masculinity. Kiesling informs that the way that men display their heterosexuality is deeply connected to communal practices that segregates heterosexuality and other sexual orientations. This assertion finds currency with McEhinny (2004) who argues that theories about relations among heterosexuals typically err when they take position that gender is an attribute and ignore the fact that it is likewise a practice (150). For McEhinny (2004) Kiesling’s study lends greater weight to heterosexual studies in that it emphasizes heterosexual practices as evidenced by language and speech patterns. To this end, Kiesling (2006) takes the position that heterosexual practices together with â€Å"rituals of speech events† and communal activities contribute toward establishing homosocial and heterosexual identity (p. 118). Keisling (2006) demonstrates this assertion by reference to the Greek alphabet and the concept of Greek sororities and fraternities. As Kiesling (2006) informs: The ‘greek’ letter society system is arranged through an ideology of sexual difference, such that fraternities are all-male, sororities are all-female (p. 118). Even events arranged by the Greek society are predicated on the sexual differences and power differences that emerge as a result. For instance mixers and open parties are designed to distinguish between males and females and emphasize the significance of â€Å"heterosexual desire† and â€Å"sex and alcohol† (Kiesling 2006, p. 119). Kiesling (2006) demonstrates the point by providing an excerpt of a dialogue from a male participant at one of these parties. The excerpt reveals a rather high regard for heterosexual sexual activities. As Kiesling (2006) reports: This high evaluation of heterosexual activity creates a social context in which heterorsexual sex is glorified as an end in itself, thus creating an ideology of heterosexual desire as an important social goal (p. 119). In the dialogue excerpt sexual activities such as â€Å"hook-up† were identified (Kiesling 2006, p. 119). Kielsing (2006) explores these speech activities further by seeking clarification by conducting an interview with another member the male group. During the course of this interview, Kiesling was able to identify a number of heterosexual driven speech activities such as, â€Å"throwin’ raps†, â€Å"scamming† , â€Å"a drunk thing and a do your commitment thing†(p. 121). The last two speech activities demonstrate how men categorize the difference between their heterosexual desires in terms of instant or long-term sexual gratification. The â€Å"drunk thing† is not only for instant sexual gratification but is also a male bonding affair in which these men express their â€Å"sexual prowess† (Keisling 2006, p. 121). The long-term sexual gratification desires are treated differently among the members of the fraternity. It demonstrates that that the male

Answering economics questions Explain why each of the following Essay

Answering economics questions Explain why each of the following statements is false. For each write the correct statement - Essay Example Thus, competitive profits are only those which are excess profits after the total costs are covered. Q7) Banana computer company has fixed costs of production of $100,000, while each unit costs $600 of labour and $400 of materials and fuel. At the price of $3000, each $10 reduction in price, banana computers increases 1000 units, calculate the marginal cost and marginal revenue for banana computers and determine is monopoly price and quantity. Q9) Explain the error in the following statement: "A firm out to maximize its profit will always charge the highest price that the traffic will bear". State the correct result, and use the concept of marginal revenue to explain the difference between the correct and the erroneous statements. It should be noted that the aim of the monopolist is not to maximize profit and not maximize the price. Monopolists can only do this by identifying the price level which yields the highest profits. This occurs at MC = MR which is not often the highest price that a monopolist can charge. Charging an overly high price reduces the quantity demanded and will increase the marginal cost resulting into a shrink in profit. Q1) Review collusive oligopoly and monopolistic competition, which are two theories of imperfect competition discussed in this chapter. Draw up a table that compares perfect competition, monopoly, and the two theories with respect to the following characteristics: (a) number of firms; (b) extent of collusion; (c) price vs marginal cost; (d) price vs. long run average cost; (e) efficiency. Factors Monopolistic competition Collusive Oligopoly Number of Firms Large number of sellers Few large producers Extent of Collusion No collusion Control over price but mutual interdependence Price vs. Marginal Cost Price increase will lead to a substantial decrease in demand, thus, higher MC Price increase wi

Impact of homogeny and heterogeny on globalization Term Paper

Impact of homogeny and heterogeny on globalization - Term Paper Example It, however, equally suggests some form of commonality, albeit the imposed one. This, therefore, implies that English represents a similarity of thought and culture. In both cases, the notions tend to suggest some level of homogeneity occurring as a result of shared language. The alternative versions of spread of English globally proposes a heterogeneous versions, in which there are many worlds and Englishes. There has divergence views on the impact of homogeneity and heterogeneity on globalization, colonization and imperialism. For some studies, homogeneity and heterogeny impacts negatively on globalization and leads to colonization and imperialism, for some heterogeny and homogeneity impacts positively on globalization (MckaySanda 90). In this paper, we propose a research to ascertain the relationship between heterogeny, and homogeny. It seek to argue that the heterogeneous version has its flaws, based upon a supposedly pluralisation of Englishes that is based around new emergent n ational linguistic identities. The rest of the proposed research will deal with various issues from many perspectives. It will open up the understanding of current issues with regard to community of English speakers. It will argue that there can be no understanding of English without appreciating globalization as a local and global process, as both an oppositional and an impositional set of relations producing something new. Firstly, the paper will look at the current debate over the spread of English globally, looking at arguments over heterogeny and homogeny in the world.

Multi-disciplinary Care Management in Orthopaedic Ward

Multi-disciplinary Care Management in Orthopaedic Ward The purpose of this assignment is to explore, discuss, and analyse multi-disciplinary care management of a patient admitted to an orthopaedic ward. It will look at how collaboration with other agencies and disciplines takes place. In addition, their role in the rehabilitation and discharge planning. It will conclude if the special needs of the patient were met which will be discussed throughout the assignment. This assignment will contain reference to Gibbs (1988) reflective cycle along with Webb (1992) who agrees it is appropriate and acceptable to write in the first person, when giving a personal opinion. The patient cared for in this assignment was a woman admitted to an orthopaedic ward after falling over in her home, with a possible fractured neck of femur. Fractured neck of femur is the most common traumatic condition requiring admission to orthopaedic wards. It is currently approaching epidemic proportions among older people, especially women (Audit Commission 1995). The names of the staff and hospital will remain anonymous to maintain confidentiality. This is in conjunction with clause 5.1 of the Nursing and Midwifery Councils Code of Professional Conduct (NMC 2002). In addition, a pseudonym of Mrs. H will be used to name the patient. Mrs. H is a fifty-seven year old woman, who has Type II diabetes controlled by tablets and diet. Since she was a child, she was diagnosed as having learning difficulties. A learning difficulty/disability is a significantly reduced ability to understand new or complex information (DOH 2001). Due to social issues, Mrs. H was labelled as a complex discharge from admission. Smith supports this and states discharge planning starts on admission (Smith 2002). Mrs. H was admitted to the ward after an assessment was carried out in the Accident and Emergency Department. Mrs. Hs fracture was confirmed by an x-ray, which identified an extracapsular fracture. The surgical house officer decided to book her for emergency surgery with dynamic hip screws (DHS), which are used to internally fix the fracture. DHS are designed so that the shoulder of the screw presses against the edge of the screw hole and applies pressure at the fracture site (Dandy Edwards 1998). After surgery, Mrs H was transferred onto an elective orthopaedic joint replacement ward where I was placed. The ward follows Ropers model of nursing as well as a care pathway for total hip and knee replacements. These pathways have been defined as a multidisciplinary outline of anticipated care, placed in an appropriate time frame, to help a patient with a specific condition or set of symptoms moving progressively through a clinical experience to a positive outcome (Roberts Reeves 2003). Ropers model of nursing is the most commonly used in the UK, particularly in adult nursing (Kenworthy et al 2002). This model focuses on twelve activities that people engage in to live(Roper et al 1995). It focuses on the client as an individual engaged in the living throughout his or her lifespan, moving from dependence to independence, according to different circumstances. The concepts underlying the model are the progression of a patient along a lifespan, dependence, and independence continuum, the activities of daily living and influencing factors, and lastly individuality (Roper et al 1995). However, the goals of orthopaedic nursing is to return the patient to mobilise fully and weight bear independently, hence, self-caring. Therefore, Kenworthy et al (2002) suggests that when working with patients with learning difficulties, nursing models may need adapting to cater for long-term problems. Kenworthy et al (2002) also suggest that Orems (1985) model of nursing is integrated with Ropers (1995), which is widely used in the fields of rehabilitation and community care. Despite this, this ward adheres only to Ropers (1995) model. When Mrs H initially arrived on the ward, her patterns of activities were assessed, evaluated, and documented by the nurse. The problems identified were used to formulate a plan of care. This involves referrals to other agencies and disciplines. A multidisciplinary approach to rehabilitation and discharge planning is fundamental and includes the following: A named nurse, health care assistant, physiotherapist, radiographer, catering staff, social worker, occupational therapist, dietician, and psycho geriatrician. Other health team members involved in her care were community based health professionals such as her general practitioner who would be involved after discharge. The adult nurse could facilitate health promotion for people with learning difficulties. This could involve a member of the community learning disabilities team, a learning disabilities nurse. The role of the learning disabilities nurse is to liase with hospital administration staff to plan clients care needs on admission and discharge (Simpson 2002). However, there is shortage of learning disabilities nurse in the UK (UFI limited 2000). Nevertheless, the nurse could adhere to the protocol for admission to hospital for adults with learning disabilities, which is being piloted in some hospitals at present (Robson 2000). Therefore, by using Mrs. H as an example of a learning disabilities patient, requiring specialist nursing. The ward could devise its own protocol. Similarly, by looking at the governments white paper for Learning Disabilities (LD) published in March 2001, its aims are to challenge discrimination and improve access to health and a better quality of life for people with LD (DOH 2001). The idea that nurses could discriminate against disabled patients may seem preposterous (Scullion 1996). However, some may play a part in what Miller (1995) calls hospital induced dependency. Biley (1994) suggests that far from being user-friendly, hospitals may be particularly hostile to disabled people. Hannon supports this and points out people with learning disabilities are vulnerable and frightened on admission to hospital (2003). The nurse carried out most nursing interventions, including measurement of blood pressure, pulse, respiration, and temperature. This procedure was carried out every half hour for two hours until Mrs. Hs cardiovascular observations were stable. This was increased to four hourly intervals (NHS Trust 2002). The nurse also monitored her pain score, sedation score, and pain site. She checked all intravenous drips for leakage. Wound dressings were observed for strike through. Mrs. H arrived back on the ward with a patient controlled Analgesia (PCA) pump. It is a method of pain relief, which allows patients to control their own pain by using an electronically operated pump (NHS Trust 1998). By using a pain assessment tool, nurses play a major role in assessing and managing pain (Watt-Watson et al 2001). The administration of prescribed analgesia was offered, and local policies regarding pain relief were implemented (Alexander et al 2000). However, Watt-Watson et al (2002) states many nurses distrust patients self-reporting of their pain, which suggest that they have their own benchmark of what is an accepted level before analgesic is necessary. McCaffrey disputes this and notes pain is what the patient says it is and exists when he or she says it does (McCaffrey Beebee 1989). The nurse would ask Mrs. H if she would like any pain relief and on most occasions, she replied Yes. The Nursing Midwifery Council (NMC) guidelines for mental health and learning di sabilities (MH LD 2002) state it is important to devote as much time as it is necessary to explain issues to clients (nmc.org.uk 2002). This suggests that the nurse should ask if they have any pain and explain it is not always necessary to agree to accept pain relief. The NMC guidelines for MH LD also state people with learning disabilities have a fluctuating state of competence (nmc.org.uk 2002). Due to poor mobility and being a diabetic, Mrs H was at risk of developing pressure sores. Using the hip replacement care pathway as a tool, the nurse and health care assistant turned her every two hours using an immoturn. This is a metal frame to help move the patient, it elevates pressure, ensuring no discomfort or soreness is experienced (NHS 2002). Because older patients are at risk of a deep vein thrombosis following surgery, the use of an anti-coagulant clexane was used (Collins 1999), the nurse encouraged leg and circulatory exercises to be commenced post operatively. Due to a previous low blood haemoglobin, a full blood count was taken, along with urea and electrolytes and liver function tests (Collins 1999). Blood glucose monitoring was carried out and documented at appropriate times. Mrs. Hs consent was not always sought to carry out the blood glucose monitoring procedure. The NMC MH LD guidelines (nmc.org.uk 2002) suggest that certain environments force the learning disab ilities client to feel forced to make certain decisions. They go on to suggest if a person has been appointed as guardian of the client, matters of consent should be discussed with that person (nmc.org.uk 2002). The diabetic nurse was not involved as the nurses on the ward were managing Mrs Hs diabetes through tablets and monitoring of her diet. Using the wards care plan as a tool to reassess Mrs Hs problems, it was evident that by the third day post operatively her dietary intake was poor. Due to this, and the fact Mrs H was a diabetic, a referral to the dietician was made. The dietician advised both the catering staff and the nursing staff what type of diet was appropriate. The nurse would sit with Mrs. H and talk through what was available on the food menu. Mrs. H would deny that she had chosen the meal when it arrived. The NMC MH LD guidelines outline learning disabilities clients may be highly suggestive, thus most likely to agree to choices from those in positions of authority (nmc.org.uk 2002). They also suggest an advocate would promote the clients right to choose and decide for themselves (nmc.org.uk 2002). On the third day after Mrs. H operation, the physiotherapist came to teach her how to use a walking frame, which should progress to walking with two sticks. The physiotherapists play an important part in the patients rehabilitation process by encouraging limb movement (Cuthbertson et al 1999). After mobilising on the stairs with the physiotherapist, a referral to the occupational therapist was made. The role of the occupational therapist was to assess the patient and decide if any aids are needed to help the patient manage safely and independently at home. Both the physiotherapist and occupational therapist agreed that Mrs. H was fit enough to go home. The multidisciplinary team (MDT) recognised the benefit of family centred care and involved Mrs Hs family (Wright Leahey 1994). This resulted in the family expressing concern over the squalid conditions of her home. Mrs. Hs home had not been cleaned for some time; she chose to leave left over food all over the house. This resulted in an infestation of maggots and bluebottles. In addition, the house was poorly maintained, with no heating and hot running water. The main concern expressed by the MDT was hundreds of rubbish bags, which surrounded most of the house, causing blockage of the stairs and doorways. Due to Mrs. Hs learning disability, a cognitive assessment was requested, and carried out by a psycho geriatrician. The nursing admission form contradicts this decision, in which Mrs. H states that she knew why she was in hospital and what her treatment was. However, as mentioned earlier, people with learning disabilities have a fluctuating state of competence (nmc.org.uk 2002). The psycho geriatrician confirmed that Mrs. H did have the capacity to decide where she lived. Nevertheless, Mrs Hs social worker was very concerned about home circumstances. Based on these facts, the ward nurse contacted the community liaison nurse to arrange a case conference. Unfortunately, this was delayed by two weeks due to the social worker taking annual leave. The nursing staff was told that there was no other social worker available to take over this case. T his may be explained by the fact that there is currently a shortage of qualified social workers nationwide (Simpson 2002). Most days, Mrs. H would spend time sitting in her chair and would only mobilise when going to and from the toilet. Over the weekend, Mrs H did not receive any visitors. She then became tired mobilising back from the toilet. She began to shout loudly and insisted she was in pain. As it was visiting time, all the visitors stopped to stare at her. The nurses responded to this by transporting her back to her bed in a wheelchair. This behaviour continued for a couple of days. This prompted an x-ray referral, which confirmed no change. This was recorded on the care pathway as a variance. Any variance from the anticipated care pathway is recorded outlining what occurred differently, why and what was done instead (Onslow 2003). Mrs. H was encouraged to mobilise as much as she could but she would still shout in pain. The NMC guidelines for MH LD (nmc.org.uk 2002), however, suggest a lack of individual stimulation could be the reason and exacerbate the problems associated with some challenging behaviours. Eventually a case conference was arranged. The issues highlighted were although Mrs. H has the help of daily home carers visiting twice a day and belongs to a lunch club, she had a history of falls. Mrs. H was mobilising around the home with a zimmer frame, due to a right fractured neck of femur in 1999. The MDT reached a decision and the aim is to get Mrs. H to agree to a home visit. After careful negotiations with Mrs H and members of the MDT, a home visit took place. The outcome of the home visit was sheltered accommodation would be safer. Pritchard Pritchard (1994) suggests each member of the team demonstrates a clear understanding of his or own functions and recognises a common interest. This common interest was the well being of the patient. Mrs. H was asked to visit the sheltered housing available and asked to make a decision. Mrs. H decided she wanted to go home. The occupational therapist made a list of recommendations, such as rails on her front door, additional help to tend to the coal fire or alternate heating and an electrician to come and fix the light in Mrs. Hs bathroom. Unfortunately, the social worker involved with Mrs. Hs case went on annual leave for a further two weeks. Mrs. H is now still in hospital awaiting her social workers instructions on her discharge. According to the Guardian newspaper, every day across England, about 5,000 people of all ages are unnecessarily stuck in acute hospital beds because no follow up care is available in the community (Waters 2003). This is still happening in spite of in 2003, the government introduced the community care (Delayed Discharges Act). This act, effective from January 2004, stipulates social services departments will be fineable and will have to pay the NHS up to  £120 per day to cover the cost of a blocked bed (Batty 2003). On reflection, (Gibbs 1988) I felt there was evidence of good multi-disciplinary team collaboration. Mrs. H was given good care and emphasis was placed on her rehabilitation and discharge planning. However, on further analysis, utilisation of other agencies/disciplines could have been made. Due to staff shortages, and no alternative social worker being available to be Mrs. Hs advocate, then the community learning disabilities could have been involved. As this was not possible, the nurse as a health facilitator could have made herself and the multidisciplinary team aware of the government white paper, learning disabilities a strategy for the 21st century (DOH 2001). Conversely, one member of the nursing staff could have offered to participate in training courses for the care management of people with learning disabilities (NHS Careers 2000). Overall, the nursing staff implemented good care. Nevertheless, the nursing staff by using Mrs. H as an example of a complex discharge can learn from this. They could put in place policies to deal with other learning disabilities patients. Finally, the NMC (2002) clause 2.4, stipulates that as a registered nurse, you must promote the interests of your clients. This includes helping individuals and groups, including the multidisciplinary team, to gain access to health and social care. More importantly, you must respect the interests of patients irrespective of their ability (NMC 2002) clause 2.2.

Hey kids :: essays research papers

Hey Kids!   Ã‚  Ã‚  Ã‚  Ã‚  I know it can be hard but try to remember when we were kids how much we all loved to wake up early on Saturday morning, sneak to the T.V., and watch our favorite cartoons. We loved to do this not only so that we could see our favorite characters go through troublesome dilemmas each episode, but also that we could see what was new on the market and try to convince our parents to spare a few dollars and buy it. This tactic has been used from years upon years and will likely continue occurring for the simple reason that it works. Businessmen in the marketing know that kids will see the latest and greatest thing and insist to their parent that they must have it. And with a little persistence and maybe a temper tantrum or two, they usually get it. Sometime commercials will appeal to not only the child, but also to parents because they can see the new toys that they are able to buy for their kids. Because there is always a constant demand for new toys, there will always be a entrepreneur trying to make money by creating a product, and market it in the way of commercialization. It is a never ending cycle which will always occur as long as there is T.V. because it is how they make their money.   Ã‚  Ã‚  Ã‚  Ã‚  It had been years since I had woken up early on a Saturday morning to watch the â€Å"early bird† cartoons so when we were told to pick a show I knew what it would be, HEY ARNOLD! HEY ARNOLD! is played on NICKELODEON in the morning each day of the week. HEY ARNOLD! is a cartoon about a group of young kids that live in the city and go to school together. A similar theme that many kids can relate to. I used to watch this show as a kid and I knew that they still played it on KICKELODEON so I woke up at the same time that I used to watch it, 7:00 a.m., although it was not on until 8 a.m. it was okay. I sat down from 8 o’clock until 9 and watch two episodes of the show. When I thought about what commercials I would see I had a pretty good idea. Sitting down and watching them proved my ideas correct. Before I sat down to watch the show I made a list of types of commercials I thought would be on just to see if I would be right.

Lesson Plan for English

SEMI DETAILED LESSON PLAN FOR ENGLISH I. Objectives 1. Point out author’s purpose. 2. Note specific details to support the main idea. 3. Relate the author with the selection 4. Differentiate an essay from a poem. II. SUBJECT MATTER â€Å"I AM A FILIPINO† (p. 56-58) -by: Carlos P. Romulo â€Å"BALLAD OF A MOTHER’S HEART† –poem Reference: Better English for Philippine High Schools Strategies: Reading, Lecture, classroom discussion III. PROCEDURE †¢MOTIVATION: 1. Ask students how proud they are of being Filipinos. 2. Let them ponder about the advantages/benefits of being a Filipino and its disadvantages/demerits. †¢LESSON PROPER . Relate a story of the Filipinos who have been proud of themselves. 2. Facilitate students in reading the essay by Carlos P. Romulo and the poem, â€Å"Ballad of a Mother’s Heart. † 3. Explain the ballad at the same time engaging oral recitation from the students. 4. Discuss the essay extracting partici pation from the students via individual recitation. 5. Facilitate on the pronunciation drills. IV. EVALUATION/ASSESSMENT Differentiate an essay from a poem (1/2 crosswise) V. ASSIGNMENT Read: â€Å"An Ambitious Guest† -by Nathaniel Hawthorne LESSON PLAN I. Objectives 1. Listen to different viewpoints attentively. . Take note of important information from listening texts. 3. Apply all the listening techniques and steps. II. SUBJECT MATTER â€Å"Listening to different viewpoints† Reference: Textbook on English Expressway on page 249-250 Method: Classroom discussion, lecture, listening activity III. PROCEDURE †¢MOTIVATION How important is listening in communication? †¢LESSON PROPER 1. Discuss the fact that listening is very vital in communication. It is as important as speaking. 2. Have the student realize that varied viewpoints can be elicited from one topic depending on the kind of listener the is. 3.Explain to students the importance of listening to different viewpoints that it can help enhance their personal abilities to know how others feel regarding a topic. 4. Provide them the steps in listening and have them pay attention to a listening text you are going to read. IV. EVALUATION Answer questions in after you listen p. 250 (Answers may vary) V. ASSIGNMENT To prepare students for the next lesson instruct them to read the selection â€Å"Breakthrough in Science on page 257 of the textbook for next meetings’ topic. LESSON PLAN I. Objectives The following expected from the students after the lesson: 1.Comprehend and answer questions asked from a pie graph. 2. Relate information shown by a pie graph 3. Construct a pie graph of their own. II. SUBJECT MATTER -Pie graph Reference: English Expressway 2 Textbook on p. 134-135 Method: Brief lecture, question and answer III. PROCEDURE ?Have the students pass their related assignments on a pie graph †¢MOTIVATION Elaborate as a class on the Classic Chinese saying â€Å" A picture is worth a thousand words† †¢LESSON PROPER 1. Start by asking students what they know about graphs, its meaning and its kinds then out of the thing they said, formulate a definition for graph. 2.Present them a sample pie graph and explain the breakdown of iemts in it. 3. Ask question from the graph and elicit class participation through recitation. 4. Draw pie graphs randomly from students assignments and ask the student concerned some questions regarding his/her work. IV. ASSESSMENT Group work ?Create a pie graph of a budget proposal incorporating the six items listed on activity 2 on p. 135 of the textbook. V. ASSIGNMENT ?Remind the group to select a leader to discuss their own work the following day and all the members of the group to be prepared for a question and answer from their classmates regarding their work.LESSON PLAN I. Objectives At the end of the lesson, the students shall be able to: 1. Differentiate a friendly letter from a business letter. 2. Know the diffe rent kinds of letters. 3. Identify the parts of a friendly letter. 4. Punctuate a friendly letter properly. 5. Write a friendly/business letter correctly. II. SUBJECT MATTER Writing letters (parts/kinds) Reference: better English foe Philippine High Schools Third Edition (p. 124-128) by Josephine Serrano Method: lecture, discussion, question and answer III. PROCEDURE †¢MOTIVATIONFacilitate a discussion on how texting is affecting our communication on writing letters. †¢LESSON PROPER 1. Lecture on letters, its kinds, meanings and parts 2. Point out by reading the things to remember in letter writing and the use of proper punctuations. 3. Present examples of a properly constructed friendly and business letter. IV. ASSESSMENT Let students construct a friendly letter of their own choice in a one-whole sheet of paper. V. ASSIGNMENT Write a business letter on a short bond paper to be passed the following meeting. Lesson Plan for English SEMI DETAILED LESSON PLAN FOR ENGLISH I. Objectives 1. Point out author’s purpose. 2. Note specific details to support the main idea. 3. Relate the author with the selection 4. Differentiate an essay from a poem. II. SUBJECT MATTER â€Å"I AM A FILIPINO† (p. 56-58) -by: Carlos P. Romulo â€Å"BALLAD OF A MOTHER’S HEART† –poem Reference: Better English for Philippine High Schools Strategies: Reading, Lecture, classroom discussion III. PROCEDURE †¢MOTIVATION: 1. Ask students how proud they are of being Filipinos. 2. Let them ponder about the advantages/benefits of being a Filipino and its disadvantages/demerits. †¢LESSON PROPER . Relate a story of the Filipinos who have been proud of themselves. 2. Facilitate students in reading the essay by Carlos P. Romulo and the poem, â€Å"Ballad of a Mother’s Heart. † 3. Explain the ballad at the same time engaging oral recitation from the students. 4. Discuss the essay extracting partici pation from the students via individual recitation. 5. Facilitate on the pronunciation drills. IV. EVALUATION/ASSESSMENT Differentiate an essay from a poem (1/2 crosswise) V. ASSIGNMENT Read: â€Å"An Ambitious Guest† -by Nathaniel Hawthorne LESSON PLAN I. Objectives 1. Listen to different viewpoints attentively. . Take note of important information from listening texts. 3. Apply all the listening techniques and steps. II. SUBJECT MATTER â€Å"Listening to different viewpoints† Reference: Textbook on English Expressway on page 249-250 Method: Classroom discussion, lecture, listening activity III. PROCEDURE †¢MOTIVATION How important is listening in communication? †¢LESSON PROPER 1. Discuss the fact that listening is very vital in communication. It is as important as speaking. 2. Have the student realize that varied viewpoints can be elicited from one topic depending on the kind of listener the is. 3.Explain to students the importance of listening to different viewpoints that it can help enhance their personal abilities to know how others feel regarding a topic. 4. Provide them the steps in listening and have them pay attention to a listening text you are going to read. IV. EVALUATION Answer questions in after you listen p. 250 (Answers may vary) V. ASSIGNMENT To prepare students for the next lesson instruct them to read the selection â€Å"Breakthrough in Science on page 257 of the textbook for next meetings’ topic. LESSON PLAN I. Objectives The following expected from the students after the lesson: 1.Comprehend and answer questions asked from a pie graph. 2. Relate information shown by a pie graph 3. Construct a pie graph of their own. II. SUBJECT MATTER -Pie graph Reference: English Expressway 2 Textbook on p. 134-135 Method: Brief lecture, question and answer III. PROCEDURE ?Have the students pass their related assignments on a pie graph †¢MOTIVATION Elaborate as a class on the Classic Chinese saying â€Å" A picture is worth a thousand words† †¢LESSON PROPER 1. Start by asking students what they know about graphs, its meaning and its kinds then out of the thing they said, formulate a definition for graph. 2.Present them a sample pie graph and explain the breakdown of iemts in it. 3. Ask question from the graph and elicit class participation through recitation. 4. Draw pie graphs randomly from students assignments and ask the student concerned some questions regarding his/her work. IV. ASSESSMENT Group work ?Create a pie graph of a budget proposal incorporating the six items listed on activity 2 on p. 135 of the textbook. V. ASSIGNMENT ?Remind the group to select a leader to discuss their own work the following day and all the members of the group to be prepared for a question and answer from their classmates regarding their work.LESSON PLAN I. Objectives At the end of the lesson, the students shall be able to: 1. Differentiate a friendly letter from a business letter. 2. Know the diffe rent kinds of letters. 3. Identify the parts of a friendly letter. 4. Punctuate a friendly letter properly. 5. Write a friendly/business letter correctly. II. SUBJECT MATTER Writing letters (parts/kinds) Reference: better English foe Philippine High Schools Third Edition (p. 124-128) by Josephine Serrano Method: lecture, discussion, question and answer III. PROCEDURE †¢MOTIVATIONFacilitate a discussion on how texting is affecting our communication on writing letters. †¢LESSON PROPER 1. Lecture on letters, its kinds, meanings and parts 2. Point out by reading the things to remember in letter writing and the use of proper punctuations. 3. Present examples of a properly constructed friendly and business letter. IV. ASSESSMENT Let students construct a friendly letter of their own choice in a one-whole sheet of paper. V. ASSIGNMENT Write a business letter on a short bond paper to be passed the following meeting.

Nick Carraways Significance in The Great Gatsby essays

Nick Carraway's Significance in The Great Gatsby essays Nick Carraway is a necessary character in the novel for many reasons. We see how his interacting with the other characters brings about a few traits, which make the story a pleasure to read, and I must say, to write about. Nick lends us his talents to bring us a more realistic story, a larger database of which to draw our information about the characters, and thus better characterization in the novel. The first benefit of having Nick narrate the story is giving us a more realistic story. His point of view, that of a relatively objective observer, allows us to see the story through very accurate eyes. Through Fitzgerald's stroke of genius, the novel draws us into itself, and the I that Nick uses to relate to himself becomes the I or 'eyes' that the reader uses to see the story. A part of this, Nick's believability, lets the reader identify or sympathize with his values. Gatsby's wealth or the riches of Tom and Daisy do not easily sway Nick. He is a tolerant person, but not overly so. An example of this is seen as Nick puts up with Tom's racism and bigotry, but in the end he tells Gatsby that he is "worth the whole" dang "bunch put together". He is very honest, but not Puritanical or narrow-minded. The objective viewpoint from which Nick tells us the story adds a sense of realism to The Great Gatsby. Without Nick, the other characters would be loud and flashy, not the eccentric s that they are. Secondly, Nick adds information to the story through quite a few avenues. His position in the story with each of the characters makes him a key player in it. He moves in to the house next door to Gatsby. He is also Daisy's cousin, and coincidentally was in the same senior society as Tom Buchanan at Yale. Nick meets Jordan Baker at the Buchanan's house, and they become friends, although we later see the beginnings of a romance blooming. His compassion makes him the perfect sympathetic ear to hear confessions and scandalous secrets, and...

Faulty Modifiers on SAT Writing Grammar Rule Prep

Faulty Modifiers on SAT Writing Grammar Rule Prep SAT / ACT Prep Online Guides and Tips One ofcomedian Groucho Marx's most famous jokes involves a pachyderm and some sleepwear. "One morning I shot an elephant in my pajamas," he says. "How he got in my pajamas I don't know!" This joke is a play on a grammatical error called a misplaced modifier, where a descriptive phrase or word is placed in the wrong part of the sentence. The modifier errors on the SAT Writingmay not be quite as funny as Groucho's, but it's still important that youunderstand how they work. To that end, we'll be covering both basic grammatical concepts behind faulty modifiers and how to apply that knowledge on the test: Key Principle: Modifiers Must Be Next to What They Modify Dangling Modifiers: Modifying Phrases at the Beginning of Sentences Misplaced Modifiers: Modifier Order Within Sentences SAT WritingTips and Tricks Practice Questions Feature image credit:Valerievia Flickr Modifiers Must Be Next to the Thing They're Modifying The heading says it all: the most important concept to remember when dealing with modifiers is that they need to be next to the word they're describing. Sometimes these types of mistakes are obvious: Bird for sale by flightless woman. You have to figure that the bird is flightless, not the woman. The sentence should be: Flightless bird for sale by woman. However,on the SAT, this kind of error is oftenharder to spot. Take a look at the following sentence: Despite having finishedher test, the teacher wouldn't let Jenna leave until the class was over. There's nothing obviously wrong with this sentence, but let's think about what it's actually saying. Itstarts with the modifier "despite having finished her test." Logically, that phrase would seem to be describing Jenna, but since it's located next to "the teacher," the sentence is actuallysaying that the teacher has finished her test. That doesn't make much sense, sowe need to reorder the sentence to placethe modifier next to what it's modifying: The teacher wouldn't let Jenna leave until the class was over, despite the fact that she had finished her test. There are two main types of faulty modifiers: dangling modifiers, which involve phrases at the beginning of sentences (e.g. the example about Jenna), and misplaced modifiers, which involve the order of words and phrases within sentences (e.g. the example about the bird).Almost all of the faulty modifiers questions on the SAT deal with dangling modifiers, so we'll cover those first. Flightless birds, not flightless women Dangling Modifiers: Modifying Phrases at the Beginning of Sentences Questions about dangling modifiers only appear in the Improving Sentences section, but they're very common. You're essentially guaranteedto see at least one and may see as many four, so it's extremelyimportant that you understand how to approach them. Whena sentence begins with a modifying phrase, the intro must be immediately followed by a comma and then the noun it's describing. Incorrect sentences of this type start with modifying phrases that describe something other than the noun immediately following the comma. For example: Swimmingtoward the shore, alittle girl was building a sand castle. The "little girl" can't be "swimming toward the shore" and "building a sand castle" at the same time- something's missing. There are two ways to correct this kind of error: you can either replace the incorrect noun (in this case "little girl") with acorrect one, making any changes necessary to preserve the meaning of the sentence (fix 1), or you can turn the intro phrase into a clause that includes the the subject the phrase is meant to be describing (fix 2). These techniques sound more complicated than they are, so let's put them to use remedying our issue with the little girl who is in two places at once: Fix 1:Swimmingtoward the shore, I sawalittle girl building a sand castle. Fix 2:As Iswamtoward the shore, alittle girl was building a sand castle. Bothversions of the sentence are equally correct. You won't be asked to choose between the two options- instead, which approach makes more sense will depend on which part of the sentence is underlinedand whatanswer choices you're given. Keep in mind that some sentences will use this construction without asking about it (there will be anunrelated error instead), but look out for sentences that begin with verb participles (verbs ending in "ing," "ed," or "en") or prepositional phrases followed by a comma, especially if the underlined portion begins immediately after the comma. Situation 1: Main Clause Underlined If only the main clause is underlined, you'll need to pick the answer with the correct subject- what I refer to above as fix 1. For example: Incorrect:After seven straight hours of studying, Jose's brainwas fried. Correct:After seven straight hours of studying, Jose felt like his brainwas fried. Even though the distinction may not seem important, "Jose" and "Jose'sbrain" aren't actually the same- Jose's brain can't study. If only the second half of the sentence is underlined, the best way to correct thisissue is to replace the incorrect noun "Jose's brain" with the correct one "Jose." When you see an Improving Sentences question like this with the main clause underlined, you must find the answer choice or choices that start with the correct noun. Start by ruling out any answers that don't start with a noun or pronoun or that start with a noun other than the one the introductoryphrase is meant to be describing. If there is more than one answer choice remaining, check for other grammatical issues. Let's work through an example question from a real SAT: The sentence begins with the modifier "spread by rat fleas," which suggests that there may be a dangling modifier. The first step, then, is to determine what that phrase describes. It's definitely not "millions of people in medieval Europe," so we can know there's a modifier error and can rule out A. We can also eliminate B, which begins with a conjunction instead of a noun, and C, which begins with the unclear pronoun "this." With only D and E remaining, it's clear that "bubonic plague" is spread by rat fleas. Both answers are grammatical, but E is much simpler and clearer, so it must be the answer. Situation 2: Both Modifierand Main ClauseUnderlined You may also see dangling modifier questions presented with both the modifierand part, or all, of the main clause underlined, though this configuration is much less common. In these cases, the correct answer usuallyrewrites the sentence to eliminate the faulty modifier entirely, so it's difficult to anticipate what the correct choice will be. Instead, you want to approach these questions by process of elimination: Determine what the error is- figure out how the modifier is wrong so that you can rule out any choices that make the same mistake Eliminate answers that aren't grammatical- rule out any answers that create other issues, like run-ons or sentence fragments Choose clearest, most concise answer- of the remaining choices pick the one that expresses the pointwith the simplest structure and fewest extra words This process may seem a bit vague, so let's work through an official SAT example: First, let's figure out what's wrong with this sentence. It's a bit confusing because there's no obvious error. We can start by separating the two independent clauses to make what's happening in the underlined portion clearer: She was concerned about how Hank would react to the incident.In searching his face, he did not seem to be at all embarrassed or troubled. Now it's clearer that "in searching his face" is a modifying phrase, currently describing Hank(since "he" comes immediately after the comma). But based on the context, we know the person searching the face is actually "she," so we've located the error. We can rule out A, as well as D, which repeats the same error. Choice B swaps out "it" for "he," which doesn't solve the problem, because "it" is still not the person searching Hank's face. B is also wrong. Choices C and E both fix the misplaced modifier issue, but E is needlessly wordy ("being" is usually wrong), so C is the correct answer. Like sneakers, modifiers aren't meant to dangle (image credit: Carsten ten Brink) Misplaced Modifiers: Modifier Placement in Sentences Now that we've covered how to approach questions about modifiers at the beginning of sentences, let's talk about questions that deal with modifier placement within sentences.Questions on this topic can appear in both the Improving Sentences and Identifying Sentence Errors, but they are much less common than questions on dangling modifiers. The key rule for modifier placement- a modifier must be next to whatever it's modifying- remainsthe same. A misplaced modifier occurs when a modifier is separated from theword it's meant to describe: The werewolfmailed a package to the vampire full of garlic. Despite what the sentence says, it's clear that the "package" and not the "vampire" is meant to be full of garlic. In order to correct this error, we need to switch around the order of the phrases: The werewolfmailed a package full of garlic to the vampire. Because the exact nature of this kind of error can vary so widely, there's no single best way to approach the questions. However, many of these errors involve gerunds, especially on the Identifying Sentence Errors. Remember that like other modifiers gerunds must be next to what they're describing, i.e. whatever or whoever is doing the action. To help clarify, let'sgo through some SAT style examples, starting with thisIdentifying Sentence Errors question: On(A)hermost recent(B) vacation to Istanbul, Jill stumbled upon(C) a fantastic jewelry shop walking(D) through the massive market. No error. (E) Reading through this sentence, you may not immediately notice anything incorrect- in fact, it seems just fine. But before picking E, we need to check each of the other underlined portions. "On" is an idiomatically correct prepositionand "most recent" is a correct superlative, so we can rule out A and B. "Stumbled upon" includes a correctly conjugated verb and an idiomatically correct preposition, so C is also incorrect. This leaves only D, "walking." When a gerund is underlined, you must check placement- is the modifiernext to the noun that is walking? No, it's next to "jewelry shop," which can't walk. As such, D is the correct answer. Next, take a look at this Improving Sentences example: Kate Hudson beganacting at a young age, being Goldie Hawn's daughter. A.Kate Hudson beganacting at a young age, being Goldie Hawn's daughter. B.Kate Hudson beganacting at a young age, and she was Goldie Hawn's daughter. C.Kate Hudson, who as Goldie Hawn's daughterbeganacting at a young age. D. BeingKate Hudson, Goldie Hawn's daughterbeganacting at a young age. E.Kate Hudson, Goldie Hawn's daughter,beganacting at a young age. The misplaced modifier in this sentence is fairly obvious: "being Goldie Hawn's daughter" is clearly meant to describe "Kate Hudson" not "a young age." However, there's no answer choice that places the modifiernext to what it's modifying, so we need to narrow down the choices with process of elimination. We already ruled out A (which is the same as the original sentence), and we can eliminate C because it's a fragment. B, D, and E are all grammatically correct, so we need to pick the clearest and most concise answer. B is incorrect because it make the sentence much longer than it needs to be by splitting it into two independent clause. D doesn't work because the word order is confusing. Describing Kate Hudson as Goldie Hawn's daughter makes sense; describing Goldie Hawn's daughter as Kate Hudson doesn't. E is correctbecause itputs the (slightly rephrased) modifiernext to what it'smodifying. This snowman is misplaced; make sure your modifiers aren't. (Image credit: Richie Diesterheft) Applying Modifier Ruleson SAT Writing Questions Now that we've gone over all the rules you need to know, let's review some of the key points about how to spot and answer faulty modifierquestions on the SAT Writing section. What to watchfor: Prepositional phrases at the beginning of sentences where the clause after the comma is underlined Verb participles (verbs ending in "ing," "ed," or "en") at the beginning of sentences In ISE questions, underlined gerunds Rules to keep in mind: A modifier must be next to what it's modifying Gerunds must be next to the noun doing the action If a sentence starts with a descriptor, whatever comes after the comma must be the noun it’s describing Helpful SATWriting tips: Think about both what a modifier is currently describing and what it's actually meant to be describing Watch out for answers that fix the original modifier issue but are ungrammatical in another way Remember that there are a lot of different ways to fix faulty modifiers- use process of elimination to narrow down wrong answers rather than focusing on one specific way of correcting the error You will see these errors on the test, and they are likely unfamiliar, so make sure to review (and practice with) similar questions from real SATs Test Your Knowledge! Try out the principles we've discussed on these SAT Writing practice questions: 1. One of thespiciest cuisines in the world, Sichuan has recently become very popular in the United States. A.Sichuan has recently become B. Sichuan has most recently become known as C.Sichuan food has recently become D. the cuisines of Sichuan have become E. recently Sichuan has become 2. Thinking, perhaps, that their questionswon't be answered, the number of students who attend career counseling has dropped precipitously. A.the number of students who attend career counseling has dropped precipitously. B.the number of students who attend career counseling is droppingprecipitously. C.a dropping number of students are attending career counseling. D.students are attending career counseling in ever lower numbers. E.students, the number of whom attendcareer counseling has dropped precipitously. 3.By gazing sadly upon his owner, Tinawas convinced to give the puppy more food. A. Tinawas convinced to give the puppy more food. B.Tinawas convinced bythe puppy to give him more food. C.the puppy was convinced by Tina to give him more food. D. convincing Tina to give him more food, the puppy was. E.the puppy convinced Tina to give him more food. Answers: 1. C, 2. D, 3. E What's Next? Now that you've mastered faultymodifiers, take a look at some of our other SATgrammar guides on frequentlytestedtopics like illogical comparisonsand parallelism. If you're curious about the Improving Paragraphs, check out our guide the strangest type of SAT Writing question. Make sure you know the 8 key SAT Writing strategies, and if you're aimingfor an especiallyhigh score, check out our guide to getting an 800 on the SAT Writingfrom a perfectscorer. Looking to build a study plan? Read our complete plan to studying for the SAT, review what the SAT Writingactually covers, and take a practice test (or four!). Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Help Desk Essay Example | Topics and Well Written Essays - 3750 words

Help Desk - Essay Example The frequent responses are irritation, tension, lack of concentration, headache and palpitation among others. .There is vital distinction in the way that people interact with their surroundings and as a result, it has extensive consequences in terms of survival. Stress is an implication that the pressures of the outside world are disturbing a person. The response to stress by an individual is often in such a way that it influences not only him/her but the surrounding as well. Due to the excessive stress in today's lifestyle, people usually perceive stress to be a harmful experience, whereas biologically, stress may be positive or neutral, not just negative. (Panzareno, 1) It is a natural response from a human that upon encountering a danger, the body starts to gear up by handling it through 'Fight or flight' principle. As a result of this, certain purposeful modifications take place in the body. Consequently, these changes continue until the danger continues. After the threat is gone, the body resumes its normal state and functioning. Such instantaneous, transitory effects are the 'short term effects of stress'. But when stress is constant or recurring, the body continues to secrete pertinent hormones as a result of which, the blood level stays constantly at an above normal point and thus the related modifications continue. The body then goes through stress along with an overburden which is because of the side effects of the steadily high level of stress hormones. As a result of this mechanism, certain irretrievable physiological costs in the brain and relevant physical indications such as organ damage take place. The long term symptoms among others include chronic head ache, mood swings, anxiety disorder, memory disturbances, heart attack, stroke, weight loss and sleeplessness. After the stress factor vanishes, it often happens that the manifestations of stress continue till the time that treatment is done for it. (SF, 1) Stressful Environment in Support Centre Users contact support centre very now and then with their technical issues. The anger and irritation of the users' often find Help desk agents as their targets, where they are vented out. Due to experiencing technical issues, users require a channel for their stress since it can't be taken out on a computer or a software. As a result, either deliberately or subconsciously, users victimize those who are assigned the task of making efforts to find solutions for their problems. This makes the agents, recipient of the stress to which they are exposed to. This situation is worsened even more when the help desk agents objectify the user while finding a technical problem solution; agents forget the fact that usually a "difficult" user is behaving in such a manner due to the stress which they are facing, it may often be termed as temporary insanity. When faced with moments of stress arising due to technical breakdown, users turn impolite and misbehave with the agents, even though their anger is about the problem