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

Transcendentalism in Thoreaus Walden Essay Example | Topics and Well Written Essays - 2250 words

Transcendentalism in Thoreaus Walden - Essay Example Surrounded by forest, it was and remains a peaceful town, close enough to Boston's lectures, book-stores, and colleges to be intensely cultivated, but far away enough to be serene. Concord was the first rural artist's colony, and the first place to offer a spiritual and cultural alternative to American materialism. It was a place of high-minded conversation and simple living (Emerson and Thoreau both had vegetable gardens). Emerson, who moved to Concord in 1834, and Thoreau are most closely associated with the town, but the locale also attracted Hawthorne, Fuller, Alcott and Channing. The transcendental club was loosely organized in 1836. Unlike many European groups, the Transcendentalists never issued a manifesto. They insisted on individual differences - on the unique view point of the individual. American writers often saw themselves as lonely explorers outside society and convention. It is the writing of Thoreau and of Emerson that has been the most enduring product of American transcendentalism. Thoreau and Emerson's friendship blossomed during the autumn after Thoreau returned home from college in 1837. "Emerson was then at the height of his intellectual and creative powers. His philosophy of striving and self-reliance strongly attracted Thoreau, who had the good fortune to be granted the society of America's leading progressive thinker just as he began his career." (Cafaro, Philip. Thoreau's Living Ethics: Walden and the Pursuit of Virtue.) Thoreau accepted Emerson as his mentor and began to keep a journal on his suggestion. Emerson criticized Thoreau's articles and sent them across to different editors, with mixed reviews. He provided the site for Thoreau's experiments at Walden Pond. While Emerson was disseminating his mature philosophy, Thoreau was still trying to formulate his own message, acquire the necessary skills to write creatively and gain a footho ld so that he could at least make his ends meet. Given Thoreau's extreme individualism and his sense of independence, this relationship of dependence was bound to give rise to discontent. The two men were two different personalities and differed greatly in temperament. Emerson was active socially whereas Thoreau preferred to his solitary mode. Emerson owned some property and was a family man, which made him regard the social norms with some respect. Thoreau on the other hand, was explicitly critical of what he considered hypocrisy, pettiness, and herd mentality. Quite naturally, these personality clashes gave way to grave intellectual differences: "one of their first recorded quarrels occurred during an afternoon walk when Thoreau, noting the proliferation of fences along the road, declared that he would not abide by them, as he had as much right to "God's earth" as anyone. Emerson responded with a defense of the institution of private property. Harmon smith suggests that Emerson's subsequent essay, "The Protest", was directed towards Thoreau. In it, Emerson warns aspiring youths of the dangers of letting their frustrations at society's shortcomings consume their time and talents." (Cafaro, Philip. Thoreau's Living Ethics: Walden and the Pursuit of Virtue.) Gradually, when Thoreau began to think on his own, their relationship was further strained. "Emerson was a generous open-minded man, but as