Is Nursing an Art or Science - 1576 Words

Is Nursing an Art or Science, or Both? NUR 1214 Abstract Nursing is defined and referred to as both an art and a science through theory and research in nursing practice. Although the science of nursing is grounded on the acquirement of knowledge and skills, along with theoretical understanding of nursing, but it is also described as ‘an experience lived between human beings’. Is Nursing an Art or Science, or Both? Introduction The terms science and art are essential for the nursing practice. The two notions of art and science have a certain meaning and their vital attributes help to shed light on the nature of nursing practice. The comprehension of both terms is crucial in order to understand the similarities and†¦show more content†¦The harmony among clinical and research orientation is essential to professional nurses as they dynamically enhance the nursing’s scientific knowledge by way of research. Evidence facilitates advancements in nursing and inhibits the usage of unjustified nursing errors and practices. Finally, evidence-based practice substitutes usage of trial and error and improves development, evaluation, and professional progression. Evidence-based practice is used by professional nurses for the sake of influencing the standard of care and for encouraging a self-directed nursing environment. In nursing, evidence-based practice relates to the preferential usage of interventions for which qualitative and empiric research has rendered evidence of substantial efficacy for certain issues in nursing care. The collection, analysis, and integration of crucial, relevant, and pertinent research-driven, patient-reported, and nurse-observed evidences are promoted by evidence-based practice. Another instance or illustration of evidence-based practice is the systematic study of care theories and their implementation to patients. Hence, these attempts act upon against rationalizing of nursing practice on shaky knowledge—solely on the basis of other nurses’ experience—devoid of scientific evidence on which nursing practice can be established. The Art of Nursing: Perception and the Caring Experience Nursing has been described by its clinical functions’ description as well,Show MoreRelatedNursing as an Art and Science1150 Words   |  5 PagesTopic: The Art and Science of Nursing Name: Course: Instructor’s Name: Date: This paper seeks to explore Nursing practice in an attempt to demonstrate the change in perspective of the practice over the years from a traditional view to a more contemporary and realistic view. It will seek to achieve this by performing a literature review of two articles that not only talk but also define and distinguish nursing as both an art and a science and explore a nurses’ experience of being inRead MoreNursing As A Science And Art1439 Words   |  6 PagesQuestions to answer How nursing considered as a science and an art and discuss how the philosophy of nursing is applied to this definition. There is no contention that nursing is considered both as a science and art based on the dispensation of services to the community and patients. As a result of that, the paper seeks to explicitly elaborate the same by giving authentic distinction of why nursing is categorically classified on the two dynamics with a reflection of artistic and scientific intellectualismRead MoreArt And Science Of Nursing Essay2354 Words   |  10 PagesNursing practice is known as a combination of nursing knowledge and compassion in providing care and comfort to patients. Moreover, nursing practice has changed and developed into a dynamic profession to create a better health care environment. It is always essential to combine art and science aspects in nursing practice to help improve patients ‘outcomes. What is the art and science of nursing? Art and science of nursing is described in different ways through literature. According to Polos (2014)Read MoreThe Art and Science of Nursing670 Words   |  3 PagesWhat do we know about nursing? To what extent do we understand nursing? How can we decide if we do â€Å"know† what nursing is? These are questions asked when we are developing knowledge about Nursing as both an Art and Science. Nursing gathers it generalized knowledge from experience with unique individuals from sources such as everyday non-scientific knowledge yet nursing always return to the individual for the application of its knowledge. What is nursing science? Nursing science is defined accordingRead MoreArt And Science Of Nursing2238 Words   |  9 PagesArt and Science of Nursing For the 14th straight year, the public once again ranked nurses as most ethical and most trusted profession in the United States (Gallup, 2015). But what makes nurses the most ethical and most trusted profession? Is it the science of applying evidence-based practice? Is it the art of providing unwavering support and care to patients and their families? Or is it be both? The aim of this paper is to define the art and science of nursing, discuss its influences in currentRead MoreThe Art And Science Of Nursing1977 Words   |  8 PagesThe Art and Science of Nursing Nursing is a profession that has evolved greatly over time and encompasses many different roles. Initially, nurses were thought of as caregivers who followed the orders of physicians and had little autonomy. As the profession has grown, nurses now hold higher roles and increased responsibilities with regards to patient care. There are two sides to nursing, one includes the caring, compassionate, humanistic aspects and the other involves the skills-based, objectiveRead MoreThe Art And Science Of Professional Nursing Practice1173 Words   |  5 PagesThe Art and Science of Professional Nursing Practice Frequently, nurses are considered the foundation of the healthcare industry and the stakes are high when certain qualities must be possessed when working with patients and providing quality care. Nurses have a profound ability to apply strong skill-based knowledge with a caring and compassionate attitude that can improve patient outcomes. They also play an important role that can positively or negatively affect the way patients and family membersRead MoreDefinition And Concepts Of Art And Science Of Nursing2271 Words   |  10 Pagesconcepts of art and science of nursing, how each of these concepts affects nursing practice based on literature, relate how they influence my current personal practice, identify the influences on the changing health care environment, and examine how my nursing practice has changed in the last five years. I will also discuss the strategies I have used to apply the art and science of nursing in my practice and identify the approach I will utilize after c ompleting my Bachelor of Science in Nursing (BSN).Read MoreEssay about Nursing: A Profession of Art and Science1114 Words   |  5 PagesNursing is a dynamic profession built upon a foundation of art and science. It has adapted to rapidly changing technology, rising patient acuity, and weathered the challenge of nursing shortages with an unwavering commitment to professionalism. In this paper I will discuss my beliefs and values, my vision for the future, and my strengths and limitation in pursuing my career goals. I will also reflect upon the influences that contributed to choosing nursing as a profession. Choice of Nursing InRead MoreThe Theory Of Humanistic Nursing1458 Words   |  6 Pagesand effective nursing practice is a combination of art and science. Both the art and science of nursing are employed when working with a patient on their health goals. The art of healing is the communicative and relationship building skills while the science of nursing is the technical skills related to the field. Throughout nursing history, theories have been developed that attempt to explain the role of the nurse. These theories often try to either explain the science or art of nursing. Some of these

Department of Homeland Security - 1073 Words

Department of Homeland Security (DHS) is third largest Executive Department of the Federal Government charged with protecting the security of American homeland. Its primary mission is to prevent terrorist attacks within the United States, reducing vulnerability to terrorism and minimizing the damage from potential attacks and natural disasters. The DHS was created by President G.W. Bush in the aftermath of terrorist attacks on America in 2001. It is relatively new agency that continues to evolve in the 21st century. In my chosen topic I will perform research on the history and creation of Department of Homeland Security, identify 3 of the 22 agencies within the DHS and describe their responsibilities. The purpose of this paper is to define and give detailed information about Homeland Security in the United States. Exploration of this topic will enhance knowledge about DHS and help understand the responsibilities of the agencies. First article I selected was written by Columbia University Press (2012), Homeland Security, United States Department of. The author’s research was taken from The Columbia Electronic Encyclopedia, 6th edition. Columbia University Press conducted a tremendous research that provides readers clear insight on how and when the Department of Homeland Security was established and under what circumstances. The author indicates that DHS was established in the aftermath of September 11, 2001, terrorist attacks on Pentagon and World Trade Center. TheShow MoreRelatedThe Department Of Homeland Security1263 Words   |  6 PagesOne of the biggest security agencies in which we have today is the Department of Homeland Security. They were created in 2001-2003 to stop any threats or terrorist attacks towards the United States. They employ many people from different fields since they need overall intelligence on things. The department has roughly over 100 agencies branching from them. Homeland security was created not that long ago. It is located in Washington DC in the Nebraska Avenue Complex and that’s where it started.Read MoreThe Department Of Homeland Security2700 Words   |  11 Pagesâ€Å"The Department of Homeland Security was created through the incorporation of 22 different federal departments and agencies into a joint, integrated Department.† DHS has become a more efficient and integrated Department that has become highly strengthened; the homeland security is an agency that has a more secure America. Without a doubt, it is highly equipped to confront the vast range of threats the United States of America faces. This analysis will explain why the Department of Homeland SecurityRead MoreThe Department Of Homeland Security1338 Words   |  6 Pagesthe country within its borders. Until that time the United States’ homeland security was under the jurisdiction of the Department of Justice (Masse, O’Neil, Rollins, 2007). After the attack the Executive branch of the government created a new organization that would be responsible for deciding where the biggest threats to the country were. This was the birth of the Department of Homeland Security. The Department of Homeland Security is responsible for assessing all risk to the Nation within its bordersRead MoreThe Department Of Homeland Security1176 Words   |  5 PagesCitizens criticize policies in national security as infringing on civil liberties, and an ongoing debate ensues over the sacrifice of civil liberties in the name of national security. The DHS continues to evolve in analyzing future threats and identifying means for the organization to meet them. The DHS’s overall mission is to, â€Å"†¦ensure a homeland that is safe, secure, and resilient against terrorism and other hazards.† (U.S. Department of Homeland Security 2015, np). The overall mission of theRead MoreThe Department Of Homeland Security991 Words   |  4 PagesIntroduction Considering the Department of Homeland Security (DHS)has only initiated actions in 2003, it has performed necessary security procedures and accomplished significant purposes and breakthroughs. As DHS progresses to grow, more activity predominates for them to address weaknesses in its current operational strategy. Implementation efforts are in place to strengthen the efficiency and to integrate its management areas (acquisitions, financial management, human capital, and information technology)Read MoreThe Department Of Homeland Security1336 Words   |  6 PagesThe Homeland Security enterprise is tasked with protecting our country from all threats to include threats that have not yet revealed themselves. There’s a few methods used to identify these threats, but I’m going to cover just one of those methods in particularly. To better explain the role of risk management, first I’ll break down the steps of risk management and explain each one individually. After I h ave fully addressed the basics of risk management, I’ll go more in depth on why the DepartmentRead MoreThe Department Of Homeland Security1602 Words   |  7 PagesThe Department of Homeland Security The Department of Homeland Security is an agency made up of 22 different federal agencies which were combined in an effort to streamline the United States effectiveness in defending our nation. The core mission of the Department of Homeland Security include prevent terrorism and enhancing security, secure and manage our borders, enforce and administer our immigration laws, safeguard and secure cyberspace, ensure resilience to disasters (Department of Homeland SecurityRead MoreThe Department Of Homeland Security1258 Words   |  6 Pages HLSS302 Progress Assignment Ericlee F. Albarran American Public University System The Department of Homeland Security (DHS) Risk Lexicon (2010) states that â€Å"risk is a key organizing principle for homeland security strategies, programs, efforts, and activities† (p. 1). This means that risk management is a decision making tool that allows for the DHS to intelligently and efficiently make planning choices based on threat level priorities. Some of the choices that are made using riskRead MoreThe Department of Homeland Security782 Words   |  3 PagesThe Department of Homeland Security (DHS) covers a variety of topics including: academic engagement, border security, citizenship and immigration services, civil rights and civil liberties, cybersecurity, disasters, economic security, homeland security enterprise, human trafficking, immigration enforcement, international engagement, working with law enforcement, preventing terrorism, and transportation security (Homeland Security, g). DHS works with all law enforcement partners at federal, stateRead MoreT he Department Of Homeland Security2723 Words   |  11 PagesThe Department of Homeland Security was formed in the face of the terrorist attacks of 9/11 as part of a nationwide effort to protect the U.S. against terrorism. This department became the third largest federal department in the United States; compose of 22 different federal agencies each with a function with the same objective. The goal of the Department of Homeland Security is to have a singular department with a shared vision, and integrated results-based operations. The federal agencies of DHS

Manual Handelling of Pashients for Clinical Placement

Question: Describe about the Manual Handelling of Pashients for Clinical Placement. Answer: In the present assignment, I am reflecting on a situation that took place during my clinical placement in Liverpool hospital to develop and utilize my core practice skill of manual handling of patients to ensure patient safety. I am using Gibbs Reflective Cycle, 1988as it has the most suitable framework for my reflection (Gibbs, 1988). The model consists of six stages. It starts with the description of the situation, feelings as to what I thought and felt after the event, evaluation of the positive and negative impact and the required implementations, analysis of the situation, conclusion and action plan for facing such incidents further in future. I would describe the situation as to what happened during my clinical placement. I was assigned a duty to take care of a patient who had dementia. The patient motor skills had decreased and had restrictions in mobility which is common among dementia patients. Cognitive impairement increases the likelihood of development of Dementia (Leroi et al., 2012). The Registered Nurse (RN) asked me to lift and shower the patient. I helped in moving the patient and transferred him to the bathing area, while lifting his knee got hurt. I stepped out of the shower to obtain the required articles for bathing the patient. When I came back, I saw that the patient had fallen down and I found my patient in a risky situation where he might have got injuries. I would discuss about my feelings and thinking after the incident had happened. I felt guilty of the incident that the patient fell down because of my careless attitude towards him. I felt I was irresponsible and unable to take care of the patient. I would evaluate and state the implications. The positive aspect was that I had learned from the incident that before taking the patient to the shower, I should keep everything readily available and I was given a counseling session by my RN that helped me largely. The negative aspect was that I felt disastrous and thought of leaving my degree mid way. I would analyze the situation. I have learned that sense of responsibility and awareness are the two most important components for handling of such patients. I have realized that I should have taken everything prior to taking the patient to the shower. I would provide the action plan for adopting new practices and skills in case this situation arises again. It would include development of required skills for manual handling of patients like lifting, transferring, ergonomic approach and risk assessment techniques, (Jootun Pryde, 2013). Moreover, I have learned the fall prevention practices, post fall care, revirw and analysis to prevent further harm to the patients during hospitalization (Miake-Lye et al., 2013). Moreover, the patient had lack of cognitive abilities, so in such cases, I would check the footwears, regular checks on conditions of feet for bruises, deformities and pressure areas (www.activeandhealthy.nsw.gov.au, 2016). I would conclude that I have gained practical experience and knowledge from the situation that I had encountered while handling the dementia patient. I have learned that by developing proper skills and practices with responsible and positive attitude, I would become a good registered nurse in future. I am looking forward to achieve my goals of serving the diseased and ill people with care and empathy throughout my life. References: Gibbs, G. (1988). The reflective cycle.Kitchen S (1999) An appraisal of methods of reflection and clinical supervision. Br J Theatre Nurs,9(7). Jootun, D., Pryde, A. (2013). Moving and handling of patients with dementia.Journal of Nursing Education and Practice,3(2). Leroi, I., Pantula, H., McDonald, K., Harbishettar, V. (2012). Neuropsychiatric symptoms in Parkinson's disease with mild cognitive impairment and dementia.Parkinsons Disease,2012. Miake-Lye, I. M., Hempel, S., Ganz, D. A., Shekelle, P. G. (2013). Inpatient fall prevention programs as a patient safety strategy: a systematic review.Annals of internal medicine,158(5). www.activeandhealthy.nsw.gov.au,. (2016). Retrieved 15 October 2016, from https://www.activeandhealthy.nsw.gov.au/assets/pdf/RACF_Guidelines.pdf

The Life Cycle of a Star

Introduction For millenniums, stars have fascinated the human race. In medieval times, these heavenly bodies were thought to possess mystical powers and some civilizations even worshiped them. This supernatural view was caused by the lack of information on the true nature of stars. Modern science has enabled man to study stars and come up with scientific explanations of what they are and why they shine. Astronomers in the 20th century have been able to come up with a credible model of the entire life cycle of stars.Advertising We will write a custom essay sample on The Life Cycle of a Star specifically for you for only $16.05 $11/page Learn More Green and Burnell (2004) state that the life cycle of a star takes place over a timescale that appears infinitely long to human beings. Astronomers are therefore unable to study the complete life cycle of stars since the changes occur at a very slow rate to be observed. The evolutionary pattern of stars is theref ore deduced by observing their wide range at different stages of their existence. This paper will set out to provide a detailed description of the life-cycle of a star. Birth of a Star Stars are born from vast clouds of hydrogen gas and interstellar dust. This gas and dust clouds floating around in space are referred to as a nebula (NASA2010). Nebulas exist in different forms with some glowing brightly due to energizing of the gas by previously formed stars while others are dark due to the high density of hydrogen in the gas cloud. A star is formed when the gas and dust making up the nebula start to contract due to their own gravitational pull. As this matter condenses due to gravitational pull, the gas and dust begin to spin. This spinning motion causes the matter to generate heat and it forms a dull red protostar (Krumenaker, 2005). When the protostar is formed, the remaining matter of the star is still spread over a significant amount of space. The protostar keeps heating up due to the gravitational pressure until the temperature is high enough to initiate the nuclear fusion process (NASA, 2010). The minimum temperature required is about 15 million degrees Kelvin and it is achieved in the core of the protostar. The nuclear fusion process uses hydrogen as fuel to sustain the reaction and helium gas is formed from the fusion of the hydrogen nuclei. At this stage, the inward pull of gravity in the star is balanced by the outward pressure created by the heat of the nuclear fusion reaction taking place in the core of the star (Lang, 2013). Due to this balance, the star is stable and because of the nuclear fusion, considerable heat and a yellow light is emitted from the star, which is capable of shining for millions or even billions of years depending on its size. Mature and Ageing Stars The newly formed star is able to produce energy through nuclear fusion of hydrogen into helium for millions to billions of years. During the nuclear fusion process, the heavier h elium gas sinks into the core of the star. More heat is generated from this action and eventually, the hydrogen gas at the outer shell also begins to fuse (Krumenaker, 2005).Advertising Looking for essay on astronomy? Let's see if we can help you! Get your first paper with 15% OFF Learn More This fusing causes the star to swell and its brightness increases significantly. The closest star to the Earth is the Sun and scientists predict that it is at this stage of its life cycle. The brightness of a star is directly related to its mass since the greater the mass, the greater the amount of hydrogen available for use in the process of nuclear fusion. Death of a Star A star dies when its fuel (hydrogen) is used up and the nuclear fusion process can no longer occur. Without the nuclear reaction, the star lacks the outward force necessary to prevent the mass of the gas and dust from crashing down upon it and consequently, it starts to collapse upon itself (Lang, 2013). As the star ages, it continues to expand and the hydrogen gas available for fuel is used up. The star collapses under its own weight and all the matter in the core is compressed causing it to be being heated up again. At this stage, the hydrogen in the core of the star is used up and the star burns up more complex elements including carbon, nitrogen, and oxygen as fuels. The surface therefore cools down and a red giant star, which is 100 times larger than the original yellow star, is formed. From this stage, the path followed in the cycle is determined by the individual mass of a star. Path for Low Mass Stars For low mass stars, which are about the same size as the Sun, a helium fusion process begins where the helium making up the core of the star fuses into carbon. At this stage, a different heating process from the original hydrogen nuclear fusion process occurs. Al-Khalili (2012) explains that due to the compression heat, the helium atoms are forced together to make heavier elements. Wh en this occurs, the star begins to shrink and during this process, materials are ejected to form a bright planetary nebula that drifts away. The remaining core turns into a small white dwarf star, which has an extremely high temperature. The white dwarf is capable of burning for a few billion years but eventually it cools. When this happens, a black crystalline object referred to as a black dwarf is formed. Path for High Mass Stars For high-mass stars which are significantly bigger than the Sun, the carbon produced from helium fission fuses with oxygen. More complex reactions occur and eventually an iron core is formed at the center of the star. Since this iron does not fuel the nuclear fission process, the outward pressure provided by the previous nuclear process does not occur and the star collapses. The collapse leads to a supernova explosion. Green and Burnell (2004) describe a Supernova as the â€Å"explosive death of a star† (p.164). During this explosion, the star prod uces an extreme amount of energy, some of which is carried away by a rapidly expanding shell of gas. The exploding star attains a brightness of 100 million suns although this amount of energy release can only last for a short duration of time.Advertising We will write a custom essay sample on The Life Cycle of a Star specifically for you for only $16.05 $11/page Learn More For stars that are about five to ten times heavier than the sun, the supernova is followed by a collapse of the remaining core to form a neutron star or pulsar. As the name suggests, neutron stars are made up of neutrons produced from the action of the supernova on the protons and electrons previously available in the star (Krumenaker, 2005). These stars have a very high density and a small surface area since their diameter stretches for only 20km (Al-Khalili, 2012). If the neutron star exhibits rapid spinning motion, it is referred to as a pulsar. For stars that are 30 to 50 times he avier than the Sun, the explosion and supernova formation lead to the formation of a black hole. In this case, the core of the star has a very high gravitational pull that prevents protons and neutrons from combining. Due to their immense gravitational pull, black holes swallow up objects surrounding them including stars and they lead to a distortion of the space. Parker (2009) observes that the gravity of the black hole is so strong that even light is unable to escape from this pull. The only substance thing that black holes emit is radiation mostly in the form of X-rays. Conclusion This paper set out to provide an informative description of the life cycle of a star. It started with nothing but modern astronomy has made it possible for mankind to come up with a convincing sequence for the life cycle of a star. The paper has noted that all stars are formed from a nebula cloud. It has revealed that the life expectancy of stars can vary from a million to many billions of years dependi ng on their mass. A star begins to die when it runs out of hydrogen and the fusion reaction can no longer occur. The paper has also demonstrated that the death of a star is dependent on its mass. If a star is the size of the Sun, it will die off as a white dwarf while if it is significantly bigger, it will have an explosive death as a supernova. References Al-Khalili, J. (2012). Black Holes, Wormholes, and Time Machines. Boston: CRC Press.Advertising Looking for essay on astronomy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Green, S.F., Burnell, J. (2004). An Introduction to the Sun and Stars. Cambridge: Cambridge University Press. Krumenaker, L. (2005). The Characteristics and the Life Cycle of Stars: An Anthology of Current Thought. NY: The Rosen Publishing Group. Lang, R.K. (2013). The Life and Death of Stars. Cambridge: Cambridge University Press. NASA. (2010). The Life Cycles of Stars: How Supernovae Are Formed. Web. Parker, K. (2009). Black Holes. London: Marshall Cavendish. This essay on The Life Cycle of a Star was written and submitted by user Edith Martin to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

100 Exquisite Adjectives

100 Exquisite Adjectives 100 Exquisite Adjectives 100 Exquisite Adjectives By Mark Nichol Adjectives descriptive words that modify nouns often come under fire for their cluttering quality, but often it’s quality, not quantity, that is the issue. Plenty of tired adjectives are available to spoil a good sentence, but when you find just the right word for the job, enrichment ensues. Practice precision when you select words. Here’s a list of adjectives: Adamant: unyielding; a very hard substance Adroit: clever, resourceful Amatory: sexual Animistic: quality of recurrence or reversion to earlier form Antic: clownish, frolicsome Arcadian: serene Baleful: deadly, foreboding Bellicose: quarrelsome (its synonym belligerent can also be a noun) Bilious: unpleasant, peevish Boorish: crude, insensitive Calamitous: disastrous Caustic: corrosive, sarcastic; a corrosive substance Cerulean: sky blue Comely: attractive Concomitant: accompanying Contumacious: rebellious Corpulent: obese Crapulous: immoderate in appetite Defamatory: maliciously misrepresenting Didactic: conveying information or moral instruction Dilatory: causing delay, tardy Dowdy: shabby, old-fashioned; an unkempt woman Efficacious: producing a desired effect Effulgent: brilliantly radiant Egregious: conspicuous, flagrant Endemic: prevalent, native, peculiar to an area Equanimous: even, balanced Execrable: wretched, detestable Fastidious: meticulous, overly delicate Feckless: weak, irresponsible Fecund: prolific, inventive Friable: brittle Fulsome: abundant, overdone, effusive Garrulous: wordy, talkative Guileless: naive Gustatory: having to do with taste or eating Heuristic: learning through trial-and-error or problem solving Histrionic: affected, theatrical Hubristic: proud, excessively self-confident Incendiary: inflammatory, spontaneously combustible, hot Insidious: subtle, seductive, treacherous Insolent: impudent, contemptuous Intransigent: uncompromising Inveterate: habitual, persistent Invidious: resentful, envious, obnoxious Irksome: annoying Jejune: dull, puerile Jocular: jesting, playful Judicious: discreet Lachrymose: tearful Limpid: simple, transparent, serene Loquacious: talkative Luminous: clear, shining Mannered: artificial, stilted Mendacious: deceptive Meretricious: whorish, superficially appealing, pretentious Minatory: menacing Mordant: biting, incisive, pungent Munificent: lavish, generous Nefarious: wicked Noxious: harmful, corrupting Obtuse: blunt, stupid Parsimonious: frugal, restrained Pendulous: suspended, indecisive Pernicious: injurious, deadly Pervasive: widespread Petulant: rude, ill humored Platitudinous: resembling or full of dull or banal comments Precipitate: steep, speedy Propitious: auspicious, advantageous, benevolent Puckish: impish Querulous: cranky, whining Quiescent: inactive, untroublesome Rebarbative: irritating, repellent Recalcitrant: resistant, obstinate Redolent: aromatic, evocative Rhadamanthine: harshly strict Risible: laughable Ruminative: contemplative Sagacious: wise, discerning Salubrious: healthful Sartorial: relating to attire, especially tailored fashions Sclerotic: hardening Serpentine: snake-like, winding, tempting or wily Spasmodic: having to do with or resembling a spasm, excitable, intermittent Strident: harsh, discordant; obtrusively loud Taciturn: closemouthed, reticent Tenacious: persistent, cohesive, Tremulous: nervous, trembling, timid, sensitive Trenchant: sharp, penetrating, distinct Turbulent: restless, tempestuous Turgid: swollen, pompous Ubiquitous: pervasive, widespread Uxorious: inordinately affectionate or compliant with a wife Verdant: green, unripe Voluble: glib, given to speaking Voracious: ravenous, insatiable Wheedling: flattering Withering: devastating Zealous: eager, devoted Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and Times"Confused With" and "Confused About"Quiet or Quite?

75 Idioms and Expressions That Include Break

75 Idioms and Expressions That Include Break 75 Idioms and Expressions That Include â€Å"Break† 75 Idioms and Expressions That Include â€Å"Break† By Mark Nichol Break and its various forms are found in a number of idioms and expressions. Here is an extensive but likely incomplete list of such usages. 1. All hell break(s) loose: chaos ensues 2. Break bad: defy authority 3. Break bread: to dine together, thus symbolizing peace and cooperation 4. Break a code: figure out a system for disguising communication 5. Break a law: do something illegal 6. Break a leg: an expression from the performing arts equivalent to â€Å"Good luck† 7. Break a/the record: exceed the previous best performance 8. Break a habit: stop doing something one does regularly 9. Break a story: be the first journalist to report on an incident or issue 10. Break away: separate from a group 11. Break (one’s) back: expend a great deal of effort for a result 12. Break (one’s) balls: overwhelm or overwork someone 13. Break camp: pack equipment at a campsite in preparation for departure 14. Break down: physically or emotionally collapse, or reduce something to its constituent parts 15. Break even: end up with the same amount of money one had before investing or gambling 16. Break faith: cease to support, or to abide by a promise 17. Break (one’s) fall: prevent a fall of one’s body that might have caused injury 18. Break for: pause for 19. Break formation: cease to operate in an established formation or pattern 20. Break free: release oneself from a literal or figurative restraint 21. Break (one’s) heart: suffer emotional distress 22. Break ground: begin construction 23. Break in (or into): enter by force 24. Break (one) in: introduce someone to something, or initiate someone into something 25. Break it up: an admonition to stop what one is doing, especially arguing or fighting 26. Break loose: separate from 27. Break into a gallop: suddenly increase one’s pace to a gallop while riding a horse 28. Break new ground: begin something new or do something different 29. Break (one) of (something): cause someone to stop doing something habitual 30. Break of dawn: beginning of the day 31. Break off: stop or cease 32. Break open: forcibly open 33. Break out: forcibly remove something from something else, literally or figuratively escape, burst forth suddenly, separate (as into groups), or develop pimples 34. Break out in a cold sweat: become suddenly nervous or frightened so that one literally or figurative perspires 35. Break out in a rash: suddenly develop a skin condition 36. Break out in tears: suddenly begin crying 37. Break ranks: cease to adhere to a certain opinion or cause 38. Break silence: cease to refrain from speaking about something 39. Break (one’s) stride: suddenly stop walking 40. Break the back of: reduce the power or end the domination of 41. Break the bank: use all of one’s funds 42. Break the fourth wall: address an audience directly rather than act as if there is no audience (said of an actor) 43. Break the ice: do something to alleviate awkwardness or nervousness 44. Break the mold: do something differently than it has been done before, or, in the case of a comment that â€Å"They broke the mold when . . . ,† a sentiment that someone or something has no equal 45. Break the news: share (often unpleasant) information 46. Break the silence: speak up about a topic previously avoided 47. Break the spell: end a period in which one experienced delight 48. Break through: overcome 49. Break (something) to (someone): provide (usually unpleasant) news or information 50. Break up: to separate into pieces 51. Break up with: to end a romantic relationship with 52. Break wind: create flatulence 53. Break with: end a relationship with 54. Break with tradition: deviate from custom or standard practice 55. Break (one’s) word: renege on a promise 56. Breaking point: the limit of physical or emotional endurance 57. Broke: out of money 58. Broken arrow: military jargon or code referring to an accident involving nuclear weaponry or to a request for air support for a threatened position 59. Broken dreams: unfulfilled aspirations 60. (Sound like a) broken record: sound repetitive, like a vinyl record that skips and therefore repeatedly plays a sound 61. Broken reed: unreliable person (on the analogy of the broken reed of a reed instrument) 62. Even break: even chance 63. (Make a) clean break: escape without complications, or start over again 64. Give me a break: said to express skepticism or exasperation 65. Go for broke: risk everything 66. If it ain’t broke, don’t fix it: don’t try to improve something that works well 67. Lucky break: fortunate occurrence 68. Make a break for it: attempt to escape or get away 69. Make or break: said of a critical action that will result in significant success or failure 70. Sticks and stones may break my bones but names will never hurt me: a child’s response to name-calling expressing that he or she is not injured by the name-calling 71. Take a break: pause while working 72. That’s the breaks/them’s the breaks: an expression of mild sympathy for bad luck 73. The straw that breaks the camel’s back: the final unfortunate or unpleasant incident that results in abandoning or rejecting a situation 74. Tough break: bad luck 75. You cannot make an omelet without breaking eggs: a saying referring to the fact that sacrifices must be made to obtain desirable results Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:How to Format a UK Business LetterThe Possessive Apostrophe5 Ways to Reduce Use of Prepositions

Hulse Letters Assignment Example | Topics and Well Written Essays - 1250 words - 2

Hulse Letters - Assignment Example In letters written by Hulse to his mother, the soldiers are seen determined, hardworking and impatient in the first months when preparing for battle, in his first letter he enthusiastically explains to his mother about their work in the mobilization of machinery and the soldiers readiness to set them in motion at any time, he talks animatedly about their position and the strengths of the British and French forces and fleet as compared to the German side.1 In his second letter he hinted of the start of the battle and talks about delivering a lecture to his platoon, he reminded them of their duty to their country, discipline and the treatment of all inhabitants with kindness. This is a depiction of a good leader setting an example for his fellow countrymen and giving them the necessary confidence and attitude to carry into the battlefield. As a leader he vows to set an example in his home or abroad when serving his country and king.2 The weather conditions in the field were wet and dreary, at first it hot and the temperatures inconveniencing, however the battalion and all its soldiers were fit and healthy raring to go on. These conditions changed after some time and the hot temperatures gave way to cold winds and rainfall, the poor weather conditions kept on deteriorating with heavy rains and sheets of snow and sleet. The trenches that had been dug in the fields would often flood and this would be uncomfortable and would dampen the soldiers and their drive.3 Due to the unpleasant conditions in the trenches and poor sanitation, the soldiers would get sick quite often due to the dampness that followed. The author got sick with dysentery and had to be lifted from the trenches with a high fever and barely conscious.4 These poor conditions saw the French hospitals overflowing with the soldiers who were sick due to the incessant rain and cold. This would

Reporting Panics Essay Example | Topics and Well Written Essays - 3500 words

Reporting Panics - Essay Example One of such factors that readily come to mind is the issue of technology, which has come to enhance both the efficiency and effectiveness of the work of journalists (Winslow, 2011). One important thing about journalism is that it is not all journalists who do the same kind of work. This is perhaps the world is highly diverse and so news that must be picked from different sectors of it must be diverse. As much as the work of every other type of journalist is very important and respectable, it may be valid to argue that science journalism or science reporting in general is particularly important. This could be because of the importance that science as a concept in today’s world carries (Slosson, 2010). Regardless of the importance of their work and the factors that have been said to make journalism, and for that matter science journalism more advanced, there continues to be some criticisms against journalists for distorting science news. In this paper, it will be argued and agreed with that this claim that journalists distort science news simply overlook the various factors that shape the reporting of science. By this, reference is being made to the fact that the writer will argue that there are several factors that hinder accurate science journalism that critiques of science reporting have not critically considered. Should some of these factors be given serious consideration, the best that can be done would be to resolve those factors so that the way will be paved for science journalists to be more accurate with their work rather than distorting science news. This is because there is sufficient evidence to the effect that journalists have gone every breadth to ensure that their w ork is highly esteemed and comes with the reputation it deserves (Slosson, 2014). Whiles the paper discusses the various factors that shape the reporting of science, the role that journalists themselves can play, as well as scientists can play in making science reporting

Oslo’s Important Person Essay Example for Free

Oslo’s Important Person Essay Most of the world greatest and famous people who have had a role to play in the shaping of history have had certain things associated with them. In Oslo there are three important articles that are displayed that has been an important part in the History of Oslo. Of these is Fram, the ship that brought the famous Norwegian Fridtjof Nansen to the seas of the Atlantic. Nansen is considered a famous Norwegian who was a brilliant statesman, a courageous humanitarian and an adventurous explorer who sought the betterment of mankind. Nansen was born in Store-Froen, near Oslo, on October 10, 1861. He attended a pre-college school in Oslo, and in 1880, he was admitted to the University of Oslo. Nansen loved the outdoors and he chose to study zoology with the expectation that it will enable him to enjoy the outdoor life. In 1882, Nansen decided to join a voyage to Greenland waters. While in the Greenland waters, Nansen was attracted to the mighty ice cap of the island and an idea struck him that he can cross it starting not from the well-traveled west coast, but from the east coast. Nansen then led an expedition to try his idea. In August 15, 1888 he and his six and crews left Oslo and by September 5 they were able to reach Ameralik Fjord after facing intense struggles with storms and cold. At the settlement of Godthab of the arctic, Nansen was able to study the way of life of the Eskimo. Nansen returned home in May 1889. In 1890 Nansen convinced the Norwegian Geographical Society of the fact that â€Å"the ice of the polar sea drifted from Siberia toward Spitsbergen†. Spitsbergen is the largest island in the Norwegian archipelago of Svalbard which is only 600 miles from the North Pole. To prove his theory, â€Å"he proposed to build a ship of such a shape that it would be lifted but not crushed when caught by the ice. He proposed to let this ship freeze in off eastern Siberia in order to be carried from there across the Arctic Ocean to Spitsbergen by the currents†. This kind of plan was considered hazardous but the Norwegian Parliament granted two-thirds of the estimated expenses of the expedition and the other financial needs was given by King Oscar II and other private individuals. The ship was called Fram and it sailed from Oslo on June 24, 1893. After enduring bitter winter cold in the arctic regions, Nansen and his crew left Fram freezing in ice On March 14, 1895. Nansen and his companions then continued on northward by riding sleds and stayed on the northern island of Frederick Jackson, named after a British Arctic explorer, from August 26, 1895 to May 19, 1896. Luckily on their way to Spitsbergen they encountered Frederick Jackson and his party of the Jackson-Harmsworth expedition and they sailed back to Norway aboard Jackson’s ship windward on June 17 1896 and waited for the Fram in Spitsbergen. True to his theory, the Fram drifted to Spitsbergen. Nansen and his crew then sailed to Oslo aboard the Fram and was met with warm welcome on September 9, 1896(â€Å"Nansen† 1). Upon his return, Nansen became a professor of zoology and in 1887 he submitted a paper entitled â€Å"The Structure and Combination of Histological Elements of the Central Nervous System† that earned him a degree of doctor of Philosophy in University of Oslo. Nansen was also interested in physical geography and he helped established the International Council for the Exploration of the Sea. As a true scientist, Nansen reported scientific studies with regards to his expeditions. During 1900 to 1914 Nansen was able to make sea explorations of the Norwegian Sea, Azores Sea and Barents and Kara Sea of the arctic. Due to these sea explorations he was able to improve the instruments used for oceanography and he discovered how deep and bottom water are formed (â€Å"Nansen† 2). Later in his life, Nansen became interested in politics and in1905 he participated in a lively discussion regarding the separation of Norway from Sweden. He believed that Norway should not be restrained in exercising its political and economic freedom. When Norway was granted independence he was appointed Minister of London and in 1917 during World War I he was appointed as head of Norwegian Commission to the United States wherein he successfully convinced US to allow Norway to import supplies for the war. And when the League of Nations was created in 1920 Nansen was chosen to head the Norwegian delegation. League of Nations then appointed Nansen to bring home an approximately 500,000 the prisoners of war from Russia. Although USSR did not recognize the League of Nations, Nansen was able to negotiate e with them personally and in September 1922, 427, 886 prisoners of war from German and Autro-Hungarian armies were safely brought back to their respective countries. In August 1921 Nansen was asked by the International Committee of the Red Cross to head a campaign in bringing aid to the famine-stricken Russia. On August 27, Nansen successfully opened a relief headquarter in Moscow which he called â€Å"International Russian Relief Executive†. The League of Nations turned down his request for financial assistance but Nansen, undaunted, was able to raise the needed funds from private organizations. Due to his humanitarian achievements, an international agreement was signed in Geneva introducing the identification card for displaced persons known as the â€Å"Nansen passport† on July 5,1922. Later in 1931, after his death, the Nansen International Office for Refugees was created in Geneva which had become a safe haven for Jews when World War II broke out. In 1922 Nansen was awarded the Nobel Prize for Peace. The Nansen International Office for Refugees, on the other hand, won the Nobel Prize for Peace in 1938 (Nansen 3). Nansen dedicated his life in the furtherance of humanity. Works cited Compton’s Encyclopedia, vol. 17. USA: Compton’s Learning Company, 1995. Halsey, William. Colliers Encyclopedia, vol. 18. New York: Macmillan Educational Company, 1990. Lundestad, Geir. 15 March 2001. †The Nobel Peace Prize, 1901-2000†. Nobel Prize. 13 August 2007. http://nobelprize. org/nobel_prizes/peace/articles/lundestad- Review/index. html â€Å"Nansen, Fridtjof. Encyclop? dia Britannica. 2007. Encyclop? dia Britannica Online. 15 August 2007 http://www. britannica. com/eb/article-9054786 â€Å"Off the Beaten Path† June 10, 2004. Virtual Tourist. 12 August 2007. http://www. virtualtourist. com/travel/Europe/Norway/Oslo_Region/Oslo-214570/ Off_the_Beaten_Path-Oslo-BR-1. html â€Å"Oslo: City Insider†. 1999-2006. Marriot. 12 August 2007. http://www. marriot. com/city-guide/city-verview. mi? cityID=97guideType=history â€Å"Oslo, Norway†. 2006. Bradmans Europe. 12 August 2007. http://bradmans. com/europe/oslo/background â€Å"Oslo†. The New Encyclopedia Britannica, vol. 24. 5th ed. USA: Encyclopedia Britannica, Inc. , 1991.

Lord Of The Flies Theme Paper :: essays research papers

LORD OF THE FLIES THEME PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Here invisible yet strong, was the taboo of the old life. Round the squatting child was the protection if parents and school and policemen and the law. (pg.62). Lord of the Flies written by William Golding is a book showing that without restrictions (laws, rules) anything can happen. The world could be havoc if it was just kids and no parents. Let me ask you this if you were stranded on an island and you were 12 years old and there was no adults would you go wild? Would you kill another kid? Would you put on war paint before hunting? These are the questions that you should ask yourself. In this book they could answer the questions for you or not you decide.   Ã‚  Ã‚  Ã‚  Ã‚  Without supervision from an adult figure these kids got out of control. They weren’t thinking about being saved except for Piggy and Ralph. All it was about was the hunting. Just to take down a pig with a spear and then killing it for food was their main priority. It seemed like some of them didn’t want to go home they wanted to live on the island forever because they liked the fact that they were free from adults telling them what to do.   Ã‚  Ã‚  Ã‚  Ã‚  Jack and his hunters weren’t thinking straight. They didn’t have teachers or parents to set them out of their trance. No one to show the way to being good kids. No one to punish them for wrongdoing. Since they were free of supervision they went crazy. They didn’t care about the fire going out. You talk. But you cant even build huts then you go off hunting and let out the fire. (pg.71). They just wanted to hunt all the time and they killed two other kids. One was accidental but they shouldn’t have thrown a huge boulder on top of Piggy’s head. Know if there was an adult supervision then the hunters wouldn’t be hunting they’d be made to watch the fire 24 hours and they wouldn’t be killing other kids either.   Ã‚  Ã‚  Ã‚  Ã‚  Ralph and Piggy were really the only ones wanting to be saved. They were closest to being any kind of an adult supervision. But since they weren’t actually adults the kids wouldn’t listen to them. Piggy and Ralph knew what had to be done to be rescued but none of the kids cared about

Dickens Spirit In Behind A Christmas Carol English Literature Essay

A Christmas Carol was written in 1843 by Charles Dickens, who today remains the most widely known novelist of the Victorian period. Dickens was born in Portsmouth and his farther had a changeless battle to maintain order of his finance. His farther was put into prison whilst Dickens was put into a work house for the bulk of his school old ages. These events contributed together to give Dickens a first category position of Poverty and how the general kids of England lived during the 1800 ‘s. These subjects can be easy associated with A Christmas Carol. They had a great influence on his authorship and made him into the novelist he was. The chief character in the novel is Ebenezer Scrooge. The supporter starts off as a affluent but highly crabbed and bloody-minded concern adult male. He is the kind of individual that lone thinks of himself and no 1s else. The action of four liquors, change the manner he acts and feels and turn him into a respectful member of the community. Jacob Marley, The Ghost of Christmas Past, Present and Yet to Come all have a different consequence on Scrooge. From seeing what Scrooge was like as a immature male child, to what the hereafter awaits for him. Dickens uses different techniques and methods for each of the liquors to carry through this. Each of the liquors are besides presented otherwise because they resemble and mean different things. Dickens uses Scrooges old concern spouse, Jacob Marley, to warn Scrooge of what the hereafter holds for him unless he changes his ways. Marley is the first spirit Scrooge encounters because he is the lone individual Scrooge would swear. Marley makes a dramatic entryway and astonishes Scrooge. Marley has to look similar to what he looked like seven old ages ago, to convert Scrooge that he is existent. â€Å" The same face: the really same aˆÂ ¦aˆÂ ¦aˆÂ ¦.. and the hair upon his caput. † Scrooge to get down with, refuses to believe that the apparition he is seeing in forepart of him is existent, despite the fact Marley has barely changed after decease. As Marley ‘s visual aspect has non truly changed, this thought easy convinces Scrooge that the apparition is truly Marley because of its similitude. Scrooge has to cognize what and who has entered his house to stalk him, so a elaborate description of Marley is needed. Scrooge first sees Marley ‘s face in the door knocker, after he has come back from a eventide repast. Merely the rich used to be able to travel out for repasts, so this shows that Scrooge is affluent and can afford expensive luxuries. In the 1800 ‘s the modern door bell was non invented so the bulk of doors had door knockers alternatively. The face on the knocker catches Scrooge ‘s attending, but when he goes back to look, the face has gone. Scrooge so comes to the decision that his eyes must hold been playing fast ones. It is non until Marley ‘s chief entryway that Scrooge believes it is truly Marley. Dickens uses onomatopoeia to depict Marley ‘s dramatic entryway. â€Å" The cellar-door flew unfastened with a flourishing sound. † The experience Scrooge has with Jacob Marley is full of suspense and tenseness. The usage of the word â€Å" flew † indicates that the engagement of Marley is dramatic. This helps to arouse fright because of its abruptness. When the reader reads it, the suspense which has been built up is released in one sentence. The onomatopoeia helps the reader to understand what the state of affairs was like for Scrooge. The cellar door could besides stand for the gap to the changing of Scrooges character. It opening could resemble another opportunity to travel down it, in other words another opportunity to alter the manner he lives his life. It is merely when Marley takes off the patch around his caput that Scrooge believes that the figure in fount of him truly is existent and is Jacob Marley. â€Å" aˆÂ ¦when the apparition taking off the patch round its caput, as if it were excessively warm to have on in-doors, its lower jaw dropped down upon its chest! Scrooge fell upon his articulatio genuss, and clasped his custodies before his face. † In the 1800 ‘s when person passed off a patch was wrapped and tied below the jaw. This was so when the organic structure decomposes the jaw skeleton is still attached to the remainder. When Scrooge sees the lowered jaw, he is shocked and in discouragement. This was cogent evidence that it was Jacob Marley and that everything he had been stating was true. Scrooge could non bear to see what had happened to his best friend. The taking off the patch evokes fear into Scrooge and makes the said much more existent and chilling. This makes Scrooge emotional to the whole visit of Jacob Marley. This tells and shows the reader that Scrooge still has some kind of bosom inside of him and it merely needs more work and recognition to get down to do Scrooge alteration. From the text Dickens has given you the thought that the Jacob Marley has non made as large of consequence as he wished. It tells us Marley wanted to do a bigger impact to Scrooge and possibly Marley had a small spot of good left in him when he died, so now he is seeking to assist his old concern spouse. Jacob Marley ‘s spirit has now left Scrooge and it is the bend of The Ghost of Christmas Past to stalk and learn Scrooge how he must alter. The Ghost of Christmas Past has heavy description and takes him back foremost to his old boarding school and several other of import topographic points. Dickens has used similes to depict the unusual expression of Ghost of Christmas Past. â€Å" It was a unusual figure – like a kid, yet non so like a kid as like an old adult male. † Scrooge can non do out the unusual expression of the shade. There is a batch of description about this first of the three liquors. The description Dickens gives for the spirit is curious proposing it is like that to assist Scrooge understand the things he is traveling to see. A simile is a different technique for the reader to take in, other than a batch of description, so this gives the novel a better flow. The spirit could be described like a kid, as this spirit is about how Scrooge used to be. The shade takes Scrooge back to when he went to get oning school, so seeing a kid like figure would give you an feeling that you are traveling to re-visit your former ego. The fact that it has the visual aspect of both a kid and old adult male, besides symbolises that the spirit is ageless. This indicated that Scrooge is in the presence of the supernatural. After much waiting and confusion over the entryway of the spirit, it all of a sudden appears in forepart of Scrooge. â€Å" Light flashed up in the room upon the blink of an eye, and the drapes of his bed were drawn. † During the 1800 ‘s cardinal warming was an point people could hold merely wished for. So they would hold a drape which went round the bed to seek and maintain the warm in and the cold out. A manus of the shade all of a sudden opens the bed curtains, this could stand for the shade opening a new chance for Scrooge to alter into a better individual. Again the shade makes a dramatic entryway, make fulling the room of visible radiation. The light make fulling the room and the gap of the drapes could resemble acquiring up at the beginning of the twenty-four hours meaning Scrooge and the shade are shortly to be busy revisiting Scrooge ‘s former ego. The spirit is described as have oning the â€Å" purest white † gown, this can be linked to several spiritual figures, the sudden detonation of visible radiation besides supports this. In that clip the bulk of English people followed some kind of the Christian faith, so it ‘s more than likely Scrooge was a Christian. Alt hough it is non mentioned in the text, Scrooges attitude suggests he is a small startled by the entryway of the unusual figure. These points combined give the feeling that Scrooge thought the first spirit was a spiritual figure as he had non encountered any of the other liquors at that point. Scrooge is reminded of the life he used to populate through the usage of the senses, in this instance odor. â€Å" A 1000 odours drifting in the air, each one connected with a 1000 ideas, and hopes, and joys, and attentions long, long, forgotten. † In this case Dickens has used the senses to depict ideas which were traveling through Scrooges head. This is a different technique which has been used, which helps to prosecute and affect the reader. The senses are a great manner to retrieve different things. Peoples associate different odors and sounds to different memories through out their lives. The Ghost of Christmas Past is all about Scrooge retrieving how he used to be and how reasonably he was before his greed for money kicked in. So for Dickens to affect the sense of odor, it is a really effectual technique. After Scrooge has met The Ghost of Christmas Past, he encounters The Ghost of Christmas Present. Scrooge recognises The Ghost of Christmas Present to be reasonably and sort, but he is still a small nervous about run intoing the spirit. â€Å" He was non the dour Scrooge he had been ; and though the Spirit ‘s eyes were clear and sort, he did non like to run into them. † Scrooge shyly enters the room the shade is in, this shows Scrooge is non yet settled with run intoing the paranormal. On the other manus, possibly he fears where the shade is traveling to take him and what it is traveling to demo him. One of the first references of this spirit is that his eyes are clear and sort, straight a manner this give the reader an thought of what the spirit is traveling to be like. Dickens uses developed and detailed description to explicate to the reader what The Ghost of Christmas Present represents. â€Å" Scrooge did as he was told, and held it fast. Holly, mistletoe, ruddy berries, Hedera helix, Meleagris gallopavos, geese, game, domestic fowl, muscle, meat, hogs, sausages, oysters, pies, puddings, fruit, and clout, all vanished immediately. So did the room, the fire, the ruddy freshness, the hr of dark, and they stood in the metropolis streets on Christmas forenoon, † One 2nd Scrooge is in his house with spirit, the following he is on a busy street. The abruptness of this event truly grips the reader, as there is a dramatic alteration in secret plan in such a little portion of text. All of the description gives the reader a elaborate image of what the scene is like and helps to understand how Scrooge could hold been experiencing. In the 1800 ‘s the meatman would hold animate beings hanging up in the store, no pre cut, packaged meat. 1800 ‘s stores would be a batch different to what they are today, so it besides gives the reader an penetration to what a Christmas used to be like. All of this nutrient could stand for the wealth which Scrooge has, as it is the Ghost of Christmas Present. The spirit points out to Scrooge a male child and a miss who ‘s household make non hold much money, but still pull off to remain happy. â€Å" They were a male child and a miss. Yellow, meagre, ragged, scowling, wolflike but flat excessively, in their humbleness. † The ragged description of the kids shows the household do non hold much money. Despite this the kids still manage to stay low and humane. Dickens has shown the kids are happy with what they have through a batch of description, chiefly adjectives, at the clip when it was written kids had to populate through poorness, so the description is highly relevant. The spirit points out how they have no money but are happy, and that he is rich and remains full of crankiness, signalling to Scrooge money is non everything.________________________________The last of the three liquors, is the shade of Christmas Yet to Come. This spirit is the most noticeable from the remainder. The spirit has no address at all but communicates to Scrooge through simple action such as indicating. No address confuses Scrooge and he starts to fear the shade. Dickens has personified decease for the spirit, this is represented in the manner he looks and his general motions. â€Å" The apparition easy, soberly, mutely approached. † Death comes with no warning. It is inevitable and can go on in a flash with no warning what so of all time, so decease could be described as silent. The word â€Å" easy † could be used to give the significance of from the clip your Borns, to the clip you die, it is a long clip. At the present twenty-four hours we possibly would n't state soberly but it contains context to what was go oning at that point during the novel. The apparition does non talk, wears a black garment from caput to toe, if you saw this sort of being gravely walking towards you, you would non believe it is alive but the supernatural. This truly evokes fright into Scrooge and makes him believe truly what he has become. To the reader this besides builds up suspense and tenseness to what the spirit is traveling to make to Scrooge. Dickens has presented the concluding spirit so it has a clear representation to the inexorable harvester. â€Å" It was shrouded in a deep black garment, which concealed its caput, its face, its signifier, and left nil of it seeable salvage one outstretched manus. † The clasp harvester wears a black garment, with its face non seeable, and so does The Ghost of Christmas Yet to Come. A clear comparing can be made. The term the Grim Reaper came about after the fifteenth century, so Dickens may hold taken thoughts from that. Scrooge had more than probably heard of the Grim Reaper, so he might of idea that ‘s what had visited him. What the spirit did n't state, Scrooge got the messages through the liquors actions. The Ghost of Christmas Yet to Come had a clear consequence on Scrooge as he is terrified of the spirit. â€Å" Scrooge feared the soundless form so much that his legs trembled beneath him. † The spirit has a really awful visual aspect and is used to assist Scrooge believe about what he has done. Scrooge is wholly terrified by the shade, it strikes fear into him and about forces him to believe otherwise. The concluding spirit unit of ammunitions of the work of the first two, and cements in the thoughts he has come across because of the liquors. The work of the three liquors alterations Scrooges attitude to Christmas and to those who are less fortunate as he is. He becomes a really generous individual, giving his clerk a wage rise, giving a batch of money to charity, sends Christmas repasts to unsuspicious receivers and most of all and most of import he revitalises his true Christmas spirit. By composing A Christmas Carol, I feel Dickens was seeking to direct a clear message out to society. In 1843 there were two degrees of societal position, the hapless and the rich. Devils had experienced both, so he knew what a little difference could do. He was seeking to fall in the hapless and the rich, so everybody could populate a joyful and happy Christmas. When the book was published it re-birthed the low Christmas spirit, it besides started Christmas conditions such as general good will to all. I think The Ghost of Christmas Past affected Scrooge the most, as sees how he used to populate and compares it to how he lives now. Dickens uses a different technique for this spirit, he uses a large method of utilizing the senses to stand for Scrooges past memories. Along with the senses, Dickens long and intense descriptions help the reader image the state of affairs Dickens was seeking to make. I feel overall the best technique was the description of the liquors. Dickens varies techniques make the novel much more exciting and give the book a much better flow. Different methods are needed because the different liquors have different ways of explicating to Scrooge that he must alter his ways. For illustration, The Ghost of Christmas Past has a few similes whilst The Ghost of Christmas Yet to Come has no address.

Macbeth Korean Translation Essay

In this play the characters Macbeth, Macduff, and Banquo were somewhat alike and somewhat different from each other, but they all played important roles. Some of the characters played a villain role and some played a more heroic role. Macbeth’s prophecy was that he was to become king of Scotland. Macbeth is friends with Banquo and he has a high status, rank, and respect for others. Macbeth and Banquo met the three witches together and they told them both about their futures. Before Macbeth killed the king he thought â€Å"If chance will have me King, why chance may crown me, without my stir. †(p. 36) He takes a noble action on his prophecy and doesn’t let fate take its roll. Once Macbeth became king he let his power control himself, and treats everyone unfair but his wife. When Macbeth found out that Banquo thought that the witches had told some things, Macbeth started to have visions of the daggers floating in the air before him with the tip of the dagger aiming toward Duncan. He thought he heard a voice cry â€Å"Sleep no more! Macbeth does murder sleep† (p. 352) Macbeth tried to grasp the imaginary dagger and failed. After Banquo’s ghost came to haunt him it started to make him suspicious and show that he is the one that killed him. Macduff is loyal to the king and the brave soldier. He is a father who cherishes his children and he is happy with his life. He was always a trustworthy person he never had disloyal or greed within himself. He became a noble man but he does not take any action on his prophecy. Macduff started to take suspicion into the death of Duncan. He became the main opposition to Macbeth and as the result of that his household became slaughtered, and he lost his wife and his son. Banquo is loyal to the king and also is a brave soldier and highly regarded as the king’s men. He is another father that cherished his children, but he was much as a greedy person. When he met with the three witches they told him that he is â€Å"lesser than Macbeth, and greater,† and â€Å"not so happy, yet much happier†, and then she told him that his children will become kings. Banquo felt â€Å"That, trusted home, might yet enkindle you unto the crown, besides the Thane of Cawdor. But ‘tis strange! And oftentimes, to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betray’s In deepest consequence. †(P. 35) and it had him thinking that what the witches said might not of been so true. He and Macbeth were close friends. Macbeth became an untrue friend to Banquo. By that he had his servants kill Banquo because he was a threat to him and he thought that he would tell people that he killed the king and after he got him killed one of Banquo’s children escaped. All of these characters in the play have similarities because before the king was killed and they all had responsibilities that they each had to handle. Macbeth, Macduff, and Banquo were all friends until Macbeth had power an authority over the kingdom. The difference between each character revolves around their own personal loyalty. Macbeth has the devotion to become king and take power. Macduff had the loyalty of his family and the king and so did Banquo. The innocent characters into this play are Macduff and Banquo. More of Macduff because he wasn’t a really type of greedy person, nor did he want more of things his way. He obeyed his king and nobles. Banquo is loyal to his king and nobles but he was greedy at the same time so his greediness could have had him playing a villain role but he didn’t let it get into the way of some things. Macbeth is the most villain character in this play. He was at once an individual that was doing his job, now he is the character that is taking over people’s lives and started to kill innocent people. Right before Macbeth started to begin to kill the harmless people and gain power he was just as innocent as the citizens in his country. Once he found out that he was gone to have power and he told his wife she thought of him as to ambitious and kind to be king.

Wal-Mart’s Unethical Behavior Essay Essays

Wal-Mart’s Unethical Behavior Essay Essays Wal-Mart’s Unethical Behavior Essay Paper Wal-Mart’s Unethical Behavior Essay Paper For the past few decennaries Wal-Mart has been criticized and accused for being involved with all kinds of unethical behaviour. Many assorted groups of people have come after Wal-Mart protesting against their company’s policies and concern patterns. Labor. community. environmental. and spiritual groups are some of the most known types of groups that have tried to personally assail Wal-Mart for their deficiency of societal duty. Just some of the many countries that have raised concern by people would be the corporation’s foreign merchandise sourcing. environmental patterns. the usage of public subsidies. and the intervention of employees and merchandise providers. Wal-Mart continues to deny any allegations of errors and unethical behaviour ( Fishman ) . Many narratives have surfaced that would label Wal-Mart as being an unethical company. Some narratives are large. some are little. and some are likely wholly made up. However. there is a batch of grounds that shows how unethical Wal-Mart has been in many different types of fortunes. Prior to 2007 it was estimated that 87. 000 Wal-Mart employees were cheated out of $ 34 million because the Wal-Mart executives failed to pay workers overtime. Some even admitted that they were trained by their higher-ups to non pay anyone overtime. This is a really immoral act because the workers are non acquiring paid what they deserve and this makes it harder for them to pay for their life disbursals ( Fishman ) . Wal-Mart has had over 100 cases refering pay and hr misdemeanors. They have been charged with non giving workers federally mandated interruptions and tiffins. They have besides required workers to take their missed interruptions or overtime before the Friday’s terminal of the wage period. which is an illegal act. Wal-Mart has been accused for non paying full-time benefits for workers who work 40 hours or more per hebdomad. In 2005 in the province of California. Wal-Mart was forced to pay $ 172 million in amendss. There has been several instances of where Wal-Mart has had to pay many 1000000s of dollars for employee amendss. The ethical issue in this instance would be fairness. All employees should be granted what they deserve and what they were promised ( Greenhouse ) . Wal-Mart does non pay many of their employees plenty money to back up their household or even have wellness attention. They pay 26-37 % less than the national norm for the same occupations in the retail industry. Wal-Mart pays poorness degree rewards and this is really unethical because they make such immense net incomes that can let them to pay nice life rewards. Wal-Mart net incomes more by utilizing State Governments to fund wellness attention for its employees which is non just to their rivals or the society ( Olsson ) . Wal-Mart has the worst wellness bundles when compared with their rivals. For illustration they cover merely approximately 50 % of their employees while the national norm for major retail merchants is about 64 % . Wal-Mart employees have to wait for 6 months to acquire wellness insurance compared to the national norm of 3 months. They even charge excess for exigency room visits and ambulance use. Besides. employees with preexistent conditions have to wait at least one twelvemonth to have any intervention. Alternatively of seeking to give their employees the bare lower limit. Wal-Mart should readapt their monetary values and wages so that adequate money would travel towards things like basic wellness attention ( Fishman ) . Thorough surveies have been done every bit good as many tribunal instances that prove that Wal-Mart discriminates against adult females by non paying them every bit much as their male opposite numbers. It is besides much rarer for adult females to be promoted to upper direction than it is a male. A 2003 survey was done that showed that adult females received 37 cents an hr less than the work forces that held the same place. Female directors earn about $ 5. 000 less than male directors. Even though 72 % of Wal-Mart’s work force consists of adult females they still merely do up 33 % of all directors. Jon Lehman who is a former Wal-Mart shop director said that most of the higher-ups believed that adult females are useless at Wal-Mart. An African American adult female asked a superior if she wasn’t promoted to direction because she was a adult female or because she was black and the superior replied that two out of two isn’t bad. Not merely is this against the jurisprudence. but it is really immoral every bit good as discriminatory ( Norman ) . Merely one audit of one week’s worth of clip clock records at one specific Wal-Mart showed that bush leagues were working excessively tardily at dark. during school hours. and were working excessively many hours a twenty-four hours. It besides found more than 60. 000 instances of bush leagues non taking interruptions and even more instances of bush leagues working through meal times. This is unethical because bush leagues should be concentrating on school and non working excessively many hours at Wal-Mart. A Wal-Mart in CT was given immense misdemeanors for holding bush leagues working with machinery such as paper balers. chain saw. and forklifts. Childs are non at the age of consent to run such machinery in any manner. Hideous incidences were discovered in a Wal-Mart mill in Bangladesh where kids were routinely beaten. forced to work overtime for small or no wage. and were told to lie about their age ( Greenhouse ) . In China. workers are treated more like slaves than people. They are treated as tools to acquire the work done as rapidly and cheaply as possible. They are taught to lie to inspectors and hearers about the sum of clip they work and the on the job conditions that they endure ( Greenhouse ) . They were told that if they didn’t lie so they would lose their occupation. Wal-Mart pays merely 18 cents for a merchandise that is made in China that they charge $ 14. 96 for in America. It was reported that a Wal-Mart provider mill employed bush leagues every bit immature as 12 working them for inordinate overtime hours and for under lower limit pay. They were besides working with chemicals without any protective cogwheel. All human existences should be treated with a certain degree of respect regardless of age or ethnicity. Wal-Mart should better their on the job conditions and rectify all state of affairss of unethical behaviour particularly towards those who are under age and non supposed to be working in the first topographic point ( Fishman ) . Wal-Mart claims to care about the environment. but they really harm the environment. They lied about holding an environmental individual dedicated to these issues and they don’t really have an environmentally friendly policy in topographic point. Wal-Mart shows to hold more of an turning away towards their harming of the environment. They have been known to set chemicals into the environment that can do birth defects every bit good as hive awaying fertilisers in parking tonss unprotected. Wal-Mart has seemed to go on to disregard the thought of better storage for certain merchandises and necessary environmental policies. Over a few old ages span Wal-Mart has had to blast out 1000000s of dollars to pay for Clean Water Act misdemeanors ( Olsson ) . Wal-Mart has received one million millions of dollars in subsidies to put up store nationally every bit good as some other states. Wal-Mart is so profitable that it does non necessitate to have money from anyone. If Wal-Mart was a community witting organisation so they wouldn’t need any money from metropoliss. provinces. or communities. They frequently set up their shops on the outskirts of town so they can have free plumbing. nevertheless other companies and citizens have to pay for such public-service corporations themselves when they’re in the same state of affairs ( Bianco ) . Sam Walton was known for practising corporate socialism. He sought out free land. long term rentals at monetary values below market. acquiring workers trained at the government’s disbursal. and even pocketing gross revenues revenue enhancements. He besides had a $ 37 million incline and roadway constructed for Wal-Mart’s corporate central office in Arizona which the State paid for ( Fishman ) . The government’s money that is traveling to Wal-Mart could be traveling towards things such as instruction and edifice our young person. They are a really selfish organisation that strives to acquire bigger separately and have complete neglect for everyone else. There was a instance in Denver where three schools ended up shutting because there was non adequate money to maintain them unfastened. nevertheless around that same clip period Wal-Mart received $ 2 million. It is really unethical and non staying by free market policies to give such a immense shop like Wal-Mart such a competitory advantage when the ma and dad shops continue to travel out of concern ( Bianco ) . By being such an unethical company Wal-Mart is seting smaller. trusty concerns out of concern. Since they pay really low rewards and receive money from provinces and authoritiess. they can bear down such a inexpensive monetary value which in return puts those smaller concerns that have to bear down somewhat more for the same merchandises out of concern. It is merely obviously incorrect how Wal-Mart dainties everyone that is involved with their organisation and the rivals. They don’t attention about the economic system or the environment ; they merely care about how much money they can roll up. It is estimated that Wal-Mart’s trade shortage with China eliminated 200. 000 U. S. occupations between 2001 and 2006 ( Olsson ) . If Wal-Mart was its ain state so it would be China’s 8th largest trading spouse. Wal-Mart is able to hold such inexpensive goods because the safety criterions are lower in China which in return puts the American consumer at hazard. This is really unethical because Wal-Mart is put on the lining their consumer’s wellness by seeking to maximise their ain net incomes. By offering such low monetary values. Wal-Mart is seting other companies out of concern that really sell quality merchandises that are safe to the consumer ( Bianco ) . Wal-Mart has 100s of cameras and security guards inside their shops to protect their ain ware. but it’s a wholly different narrative when it comes to the type of security that is present in the parking tonss or exterior of the shops. There has been so many shots. carjackings. and muggings in Wal-Mart parking tonss that many local constabulary sections have asked Wal-Mart to engage on site security guards to assist protect against such behaviour. However. for the most portion Wal-Mart has failed to make so. Wal-Mart has known of these types of issues in their parking tonss. but have continued to turn their caputs in the opposite way ( Norman ) . When Wal-Mart plans for new shop locations. there are many militants and groups of people that oppose and try to protest the building of the new shop. Wal-Mart tends to disregard issues such as traffic congestion. possible environmental jobs. public safety. and bad public dealingss. In 2004 Wal-Mart opened a shop in Mexico merely over a stat mi from the historic Teotihuacan archeological site and the Pyramid of the Moon. This caused a batch of protests with the locals because they thought this was a really disrespectful impression. By constructing a Wal-Mart in such a symbolic country it was seen by many as puting one of the chief perpetrators of globalisation in the bosom of ancient Mexico ( Fishman ) . In 1998 Wal-Mart wanted to open a shop in Nashville. Tennessee right on top of Native American burial evidences and where a Civil War conflict took topographic point. Protests took topographic point. nevertheless Wal-Mart won the conflict and ended up traveling the Gravess so they could build the new shop. If this isn’t immoral and disrespectful so I don’t cognize what is. I would hold to believe that there would be other locations where they could hold opened the shop. It about seems as if Wal-Mart likes to demo their power in any manner possible ( Norman ) . Wal-Mart can non warrant all the incorrect that they have done to many people and communities by merely offering and go oning to show their low monetary values. Money may do the universe go about. but it won’t salvage the universe. People’s actions is what will do this universe a better topographic point to populate in. Sacrificing the environment and human rights is merely immoral and unethical mere ly so one major monopolistic organisation can go on to offer the lowest monetary values possible. Wal-Mart demands to be held accountable for all of their actions irrespective of the sum of money they produce. It is really hard to supervise and command such a immense companies actions and to seek and halt them from being wholly unethical. The result of their unethical behaviour has been many cases and they merely continue to come up. Wal-Mart has such a immense net income that these cases do non halt them from being unethical ( Bianco ) . Hopefully Wal-Mart’s unethical behaviour will finally catch up with them. Wal-Mart higher-ups at the corporate degree should understand that unethical behaviour finally turns around to seize with teeth you but they continue to disregard the issues. It will take many old ages to wholly decide the type of unethical behaviour that is allowed but stairss need to be taken to make that kind of end. A complete restructuring of the company and those in charge may be necessary to cleanse the unethical behaviour. The right people and policies must be in topographic point from top-down to every Wal-Mart shop across the full universe. Once they realize all the issues and experience the demand to rectify them. so they can look frontward to the hereafter in a positive and ethical manner that will profit everybody involved. MentionsBianco. Anthony ; Zellner. Wendy. Is Walmart Too Powerful? Business Week. 2003. Fishman. Charles. The Walmart You Don’t Know. Fast Company. 2003. Greenhouse. Steven. In-House Audit Says Walmart Violated Labor Laws. The New York Times. 2004. Norman. Al. The Case Against Wal-Mart. Raphel Marketing. ISBN 0-9711542-3-6. 2004. Olsson. Karen. Up Against Walmart. Mother Jones. 2003

Dictionary vs. Thesaurus

Dictionary vs. Thesaurus Dictionary vs. Thesaurus Dictionary vs. Thesaurus By Daniel Scocco Afshan Khan asks, â€Å"What is the difference between a dictionary and a thesaurus?† A dictionary is a book containing the individual words of a language (usually organized alphabetically). The purpose of the dictionary is to set forth the orthography, pronunciation and signification of those words. The thesaurus, on the other hand, is a specific dictionary that presents synonyms (words that have similar meaning) for every word listed. This type of dictionary became famous after its integration with word processing software. The purpose of the thesaurus is to help the writer to find more suitable words and avoid the repetition of terms. Online Dictionary and Thesaurus Thankfully you no longer need to visit a library to get access to a good dictionary or thesaurus. There are plenty of websites that offer those resources free of charge. Dictionary.com is one of the oldest and most reliable online dictionaries. On the same website you will also find a link to the sister site Thesaurus.com. Merriam-Webster, one of the most famous dictionaries around the world, also offer an online version. On the same website you will be able to access a thesaurus. Finally, some years ago Google started providing dictionary-like results inside its search engine. Just search for â€Å"define word† to get the meaning to get the meaning of a specific word. Video version of this post: Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowHow to Play HQ Words: Cheats, Tips and TricksHow Verbs Become Adjectives

Strategic planning challenges in community health sectors, and ways to Research Paper

Strategic planning challenges in community health sectors, and ways to use strategic planning to address these challenges - Research Paper Example The budget is to be followed strictly to ensure financial discipline and ultimate success (Vinten, 2005). In strategic planning, the employment of strategy and the allocation of resources appropriately will lead to eventual success. In fact, budgeting can be a part of the allocation of resources in strategic planning. Community health sector is on such are that requires a well-designed strategic plan. A community health sector is an inextricably linked web of individuals and institutions that provide health services to the community. The members of this sector include service providers, non-governmental agencies, the health workers hospitals and the government. Since all these stakeholders operate within the community, members of that community cannot be left out. The concept of community health sector, therefore, can be understood as a replica of the national or statewide health sector but implemented with the context if a community. It involves all the stakeholders like in the national government but at a smaller scale (Stahl, 2004).). The complex interplay between the non-governmental organization, the pharmaceutical companies, drug suppliers hospitals and the community is the central focus of the community health sector. This paper discuses the development of the strategic plan for the community health sector through the commonly known strategy tools. It reviews the benefits of strategic planning within the context of health care and in other settings and draws a conclusion on the best way forward in managing health care within the community. The concept of strategic planning can trace its way to many contributors in the recent past. For instance, Michael Porter introduced the concept of five forces analysis in strategic business planning. In this view, there are five forces affecting any organization and can deter it from providing quality service to its clients. The same author also

The new police model Essay Example | Topics and Well Written Essays - 1250 words

The new police model - Essay Example This external force has existed throughout ancient societies. The tribal leaders in ancient times acted as judges and their servants executed punishments. Even in various tribal regions of the world this system still exists. The tribal leaders along with their followers act as a police force. The safeguard of the primary aim of society is the main purpose of these forces. The concept of police also defines or explains the aim of living in a society. The humans live in a society as a means of creating a system where they are safeguarded by threats. The police force plays the important role of safeguarding the society members against threats from within the society. Therefore the role of police has been crucial from the very beginning of human societies. In definition, the people who are given the job of enforcing the law are called police. This power is bestowed upon the police by the government and the society itself. The police force further comes into action when there is civil disorder or anarchy. The power of police is domestic. Therefore there is a jurisdiction or an area where this power is applicable and considered legal. The power of police therefore extends only to a certain region or a certain country. Many organizations have their own law enforcement agencies. The military for example has a police force which instead of a regional jurisdiction has an organizational jurisdiction. The role of any police force is defined best by the society itself. Only few decades ago police was used as a tool to strengthen the prejudicial system of ethnic discrimination. Therefore it can be said that police is not a tool of giving justice but in fact maintaining the current state of affairs or in other words order. There are many different stages of the development of the police system to the model currently being used in most countries. The current model however was

Whartons The Age Of Innocence And Hurstons Their Eyes Were Watching Essay

Whartons The Age Of Innocence And Hurstons Their Eyes Were Watching God. The Idea Of Society - Essay Example This is to say that society is made up of people and so any theme that addresses the needs of people addresses the needs of society. Consequently, when authors use their works to address specific and identifiable issues in society, what they are actually saying is that ‘society is giving a message to the people who live in it’. This is in this direction that society could be touted as being used as a character in a given novel or work of literature. In Wharton’s â€Å"The Age of Innocence† and Huston’s â€Å"Their Eyes Were Watching God†, we read of how the authors bring out specific aspects and issues of the America society at the time at which the stories were set. Based on the issues that the authors about the American society, it can be said that society was used as a character to speak out on matters that affects it negatively and how it wants these issues addressed by other characters around it. How each book conceive of the idea of soci ety In both books, the authors conceive the idea of society as a make up of different people, each of whom is aspiring to have their own versions of satisfaction by pursuing what their hearts desire most. In doing this, light is shed on the fact that even though each person may come into this world as an individual, the collective interactions that exist between each of each forms the concept of society. Each book thus conceives society as a make up different people with different ambitions that bring about variety and diversity. In essence, society is seen as a variety of individual beings, having a social interaction together. In â€Å"Their eyes were watching God† for instance, we read of how Janie and Jody, each having different ambitions for life. Whereas Janie was looking for her independence to be herself as a Black female, Jody was seeking ways of exhibit power and fame (Hurston, p. 16 and p. 43). The author of â€Å"The Age of Innocence† adds a new dimension t o society as a very powerful tool for determining the way that people ought to act. For instance even though Newland had fallen in love with Ellen and had planned on living his wife for her, the mere fact that he heard that his wife was pregnant made him resend his decision. What this means is that societal structures and systems such as the family system has so much power on the actions and deeds of the people within the society. It is not for nothing that even though it was said that â€Å"He had known the love that is fed on caresses and feeds them; but this passion that was closer than his bones was not to be superficially satisfied† (Wharton, p. 157), Newland could still not go ahead to take what he wanted because of the societal system. Who are included or excluded from each author’s society Hurston presents an American society that is made up of a White population, dominating a Black population. It was also made up of a Male population, dominating a Female popul ation. To this end, Janie, who happened to be both a female and a Black was supposed to experience a major exclusion from the author’s society. But interestingly, Janie could single handedly fight for a place in the society of the author even to the end of the book. This is because she defiled the gossips that were going on around her to ensure that she attained what she wanted in life, which was the independence of her identity. So at the concluding part of the story, it was stated that â€Å"It was not death she feared. It was misunderstanding† (Hurston, p. 188). This means that the major fight that Janie was involved in was a fight to give her a place in the s

Disability students learning in South Africa education essay

Disability students learning in South Africa education essay Abstract Disability students in many societies are facing debilitating quandaries, including physical, emotional and physiological degradation. As a result, empowering disabilities students to realize their self-esteem as well as to enhance their skills and employability represents an interesting and challenging task to government, industry, interest groups and individuals worldwide. In this research we propose to determine the Impact of Assistive Technology (AT) on disabilities students learning in South African Higher Institutions, from a students voice perspective. As a case study, we will validate our experimental design on randomly selected students with disabilities from University of Pretoria and Tshwane University of Technology, due to their closeness to the researcher, it makes the study cost-effective. The reasons for involving students in this research have its origins from two related subjects: (a) Participatory Research and (b) Participatory Study. The data collection tools that this research will use are; (a) questionnaire and (b) focus groups which will be used in phase two of this study. The results of this study will enable the understanding of various unresolved issues brought about by the disability students needs for assistive technologies in South African Higher Institutions. We are hopeful that our design will be systemic enough to be easily extrapolated into other institutions. Introduction People with disabilities account for four (4) million of the total population of South Africa (SA) as contained in the Council for Scientific and Industrial Research (CSIR) report (reporter, 2009). This latest statistics significantly outgrows the previous Statistics of about 2 million in 2001 (Statistics South Africa, 2001) of the total population of about 40 million. With the vast growth of Information and Communication Technology (ICT) in SA and the governments initiatives to have more people with disabilities empowered, particularly with education, implementing Assistive Technology (AT) in academic institutions is a necessity with no option. With careful planning and guidance, the vast number of AT devices and softwares can be beneficial to students with disabilities (Duhaney Duhaney, 2000). In South Africa, the Ministry of Education emphasise that South African schools have to provide AT services and equipments for a students with disabilities to enable a free and appropriate ( balanced) public education. An Assistive Technology (AT) is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible (Mirenda, 2001). Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard. With this in mind, the standard of education for these students will greatfull improve since there will be sustained information flow that all st udents will receive with much alteration onto the educational information. Majority of universities in SA use online learning such as; (a) virtual learning environments, (b) discussion lists, (c) e-mail, (d) podcasts and (e) library information databases to provide information to their students. Students of today are being classified as digital native of the net generation Oblinger (2003), so they expect technology to be integrated into their learning environments. Oblinger (2003) argues that, this would need for the universities stakeholders to analyse just how well they know about the new students that are being enrolled into their universities. Most of the literature that is available about the impact of ATs on students with disabilities in Universities comes from three sources; Literature and Case Studies that have been developed from publicly funded studies; Research studies that have explored the general education experiences of disabled students ; Research studies that have explored the specific ICT (e-learning) experiences of disabled students. What the conclusions from the studies have not made clear though, are whether their findings are true for all students, especially the students with disabilities who may need ATs to enable them to access learning materials that may be provided online or digitally or may need other forms of technology to access them? The impacts of the use of ATs on students with disability in SA are enormous. Not only are ATs beneficial in classroom environments, disabilities students social lives have also changed as well as improved with better communication between the disabilities students and their non-disabled peers. Life is all about communicating and interacting with ones environment. However, many issues and barriers impact on the successful use of ATs such as lack of AT knowledge, training, funding, poor coordination between service providers, technology developers and fear/avoidance of these technologies. With the use of ATs, opportunities for students with disabilities are better enhanced. Some of the most significant changes in the education of disabilities students in South Africa has been the initiative to adapt the inclusive education theory into their education system (Patton, 1992). This form of initiative is mainly a collaborative setting which includes a content specialist paired with a learning specialist and then leads to sharing of the teaching responsibilities which will later benefit the education of both general and disability students. The use of inclusive education may change from institution to institution but it clearly indicates that it is extremely important in enabling those students archive their educational goals. Problem Statement and Research Questions Today, the greatest challenge confronting the South African disabilities students is to smoothly integrate into academics and at large the society, participate in a competitive educational system and be equipped for the professional economic world. A number of emerging technologies: assistive and adaptive technologies have been developed to cater for these students. However, very little literature has been written about these novel technologies and their impact on the students with disabilities from a students voice . Moreover, the evaluation of their impact on the end-users has also not been widely researched and reported in the academic publications. One way to ensure best outcomes for disabilities students learning in South Africa would be to evaluate the effective usage of ATs on these groups of students. To do so, different types of ATs would have to be indentified and opinions of these students need to be sampled on the use of these emerging technologies. Thus, a participatory research is necessary to determine the impact of ATs on disability students learning in South Africa from the students perspective because we need to listen to students; with disabilities views and ensure that technology meets their needs. The main research question we are addressing in this proposed study is: How does AT usage impact disability students learning in South Africa Higher Educational Institutions? To answer this question satisfactorily, first it is important to identify various ATs available and determine their contributions towards improving the academic performance of disabilities students learning in South Africa. As result, the following research sub-questions will be squarely addressed in order to solve the main research question. What are the different types of ATs available to disability students learning in South Africa Higher Educational Institutions? How do disability students feel about using AT to help them learn? What support do disabilities students receive while use AT in their learning? How compatible are the ATs provided to disability students to their needs? What problems do disability students encounter while using AT and how is each solved? How has the use of AT enhanced the academic performance of disabilities students? 1.2. Goals and Objectives of the Study Linked to the problem statement, this research has an overarching objective which is to promote the development of user-centred methodologies for studying the impacts of technology on disability students and to expose these widely so as to encourage a participatory approach to studying and designing disability students use of technologies in South Africa Higher Institutions. This goal will be accomplished by implementing the following primary objectives. To identify different types of ATs available to disability students learning in South African higher institutions. To determine how disability students feel about using AT to help them learn. To determine what support disability students receive while use AT in their learning. This can be from University, friends and family. To determine whether the AT the disability students are using is compatible with their needs. To determine what problems disability students encounter while using AT and how they are solved. To determine whether the use of the AT improves academic performance of disability students learning in South African higher institutions. 1.3. Expected Deliverables Within a 2 year project leading to an award of MTec degree, it is important to ensure that there are clear expectations for what can be delivered in these time-scales. We hope to deliver the following outcomes. A comprehensive account of disabled students learning experiences and a clear documentation of the impact of AT on disabled students. A set of recommendations for practitioners, support staff, institutional managers and program developers on ways to manage the challenges of disability students. A summary report detailing how the research questions have been addressed and drawing out lessons learned from the particular institutional context. 1.3 Hypothesis The hypothesis underpinning this study is that certain aspects of students with disabilities academic performance (if not all) will and has improved due to the utilisations of ATs. With the main research question as a basis, this studys hypothesis implies that ATs create value addition. With this in mind, it must be said that only through the creation of general awareness can this be possible in South African Higher Institutions. Students that are fortunate enough to attend institutions that have existing ATs in place score higher percentages, as a result of both, ATs and hard work. At the same time, AT users would report less difficulties in self-care, mobility issues. 1.4 Limitations of the Study This study is not intended to develop nor replicate any existing models, policies, schemes or plans pertaining to ATs usage, but merely evaluate, analyse and where possible critique their implication on students with disabilities learning in south African Higher Educational Institutions. Thus this research will not go into too much detailed studies nor delve into discussions around the elements of the main or sub-disciplines that it straddles and elected to engage. Furthermore, it is not the intention of this research to seek, to isolate nor to discuss in detail all the factors negating the full scope of ATs, but merely to highlight some of the impacts of ATs and the effects they have on those that are directly affected by them. This research will therefore be limited to South African tertiary institutions namely, University of Pretoria and Tshwane University of Technology. Because of this, the research results cannot be generalised to other institutions. In addition, the study has got its own limitations and areas of potential bias as described hereunder. Many questionnaires will be distributed to a number of students with disabilities. Data will be primarily gathered by use of questionnaires, this study notes that not all are expected to be answered and returned. During interviews, interviewees might not be as expressive as hoped. Furthermore ATs are a new trend in South Africa Higher Educational Institutions and thus the lack of knowledge by people concerned i.e. teachers and bodies that regulate students with special needs within the institution might pose another limitation. Thus, in respect of the limitations discussed above the findings in this study should not be concluded as absolute but guidelines for ATs usage improvement. 1.6 Assumptions This study is underpinned by assumptions that ATs do exist and are somewhat effective. However these fail to achieve desired outputs due to lack of general awareness inherit among the directly involved. All principles and policies of ATs should therefore be improved. Any initiative that fails to do so should thus be subject to scrutiny. 1.7 Significance of the Study With the latter sections of this study explaining some of the aims of this study, it should be deduced that this study attempts to extremely explore the different forms of Assistive Technology and their impact on students with disabilities in south African learning institution, so as to increase understanding of the many complex issues and interactions introduced by disabled students requirements for better learning environments. With disabled people in South Africa accommodating a fair share of the population, recognising that disabled students are not a minority group. Students with a wide range of disabilities and access to Assistive technologies in South Africa schools were included in the study in order to: Explore and describe how disabled students participate in learning in Technology-rich environments with the use of Assistive Technology; Investigate the strategies, beliefs and intentions of disabled students who are effective in learning in this rich ICT world and identity factors that enable or inhibit effective use of Assistive Technology in learning. Make recommendations to those stakeholders involved in designing Technology for disabled students based on our understanding of their preferences, experiences and diverse needs. By this study exploring the issues relating to experience, this study hopes to develop a greater perspective and understanding of the skill levels of disabled students. For example, whether there is a relationship between a highly skilled Technologies based students without disabilities and a highly skilled Assistive Technology user; how disabled learners use technologies e.g. how they are involving some of the personal Assistive technologies in their learning and what disabled students experiences of interactions between Assistive and education technologies are. By this study focusing on issues relating to strategies, this study sought to identify the choices disabled students make regarding how they use technologies to support their learning environments. By this study seeking to understand issues relating to beliefs intentions, this study hopes to develop an understanding of the impact that Technology use has on disabled students in terms of their feelings regarding the value and difficulties of using these kinds of Technology to support their learning and other aspects of their livelihood. 2. Literature Review Most of the recent literature focusing on the impact of ATs on students in Universities across the world can be classified into three sources: Literature and case studies that have been developed from publicly funded studies to determine the impact of AT in higher education exist in academic domains and are mostly inform of case studies (Shelvin, 2004) Research studies that have explored the general education experiences of students with learning disabilities exist in both academic and non-academic domains. (Mortimer Crosier, 2006), Shelving et al. 2004 and (Fuller et al. 2004). Research studies that have explored the specific e-learning experiences o f disabilities students have generally been conducted in the UK, an example of this is Draffan et al. (2007) in a survey of the use of and satisfaction with AT by disabled students in UK higher institutions. Another survey by Cobham et al. (2001) also tried to explain the specific experiences of students with learning disabilities when using AT. The important conclusion from these studies is whether their findings are true for all students, most especially the students with learning disabilities who may need emerging technology such as AT for effective learning. The uniqueness and novelty of this study in relation to previous studies is positively different. With the use of participatory research methods, this study shall be a voice for all the students with disabilities who may need emerging technology such as AT effective learning. This enables us to answer the paradigm of nothing about me, without me since the users will be involved in every phase of this study. Meaning that the deliverables of this study will be hands-on on what the impact of AT is on students with disabilities rather than assuming these outcomes or guessing. 3. Research Methodology In this section we will describe how each objective was tackled, and then we will define participatory research in the context of this study; provide an overview of the participatory phases of this study and of the data collection tools and data analysis process. The first objective of identifying different types of ATs that are available to disability students learning in South African higher institutions, we will design a template of various ATs from the literature. This AT template will be presented to research participants to choose which AT is relevant to them or write down in case we havent listed what they are using. The second objective to determine how disability students feel about using AT to help them learn, this study shall ask the students to explain their feelings about using technology to help them learn. Would the disability students sustain without the use of ATs? The third objective to determine whether disability students get any support while using AT will be achieved by integrating questions in the interview that will ask. How the students are supported with regard to their on-line learning and if this different when compared to the support they have for the use of ATs? (E.g. university, friends, and family).The students will also be able to answer what support provides most help and what kind of support would they like that is not currently available? The fourth objective to determine if the AT they are using is compatible to their disability, a question will be asked to the disabilities students to explain in detail if this is true for them. This is done so as to determine if what they are using is what is needed. Under many circumstances, people in general life have tended to employ technology that isnt really necessary to their needs. So this objective will clarify that. The fifth objective to determine if the disabilities students encounter any problems while using them. A question will be asked in the questionnaire that will ask the research participant to clearly identify that problem, explain what it is and also state if that problem was solved, they will also be asked to explain how that particular problem(s) was solved. The sixth objective to determine whether the use of the AT improves academic performance, this study shall get records from the disability unit where academic performance of students with learning disabilities will be compared to non-disabled students using ratio of those who graduated (success rate). This method of comparison will normalize the dominance effect of performance of non-disabled students. For example suppose we have total enrolment of 20 students for ICT programme in a given year and 5 are disability students. If 3 of the students with learning disability graduated, then since 3/5 is greater than 5/15 students with learning disabilities of ICT perform better than their non disabled colleagues of that year. We can study this for all years considered and the ratio of drop-out to determine the overall performance comparison 3.1. Defining participatory research in the context of this study Using the objectives of using participatory design and participatory research, students with disability participation in this study will be defined as: Involving students with disabilities as partners and consultants and not just as research subjects. This is where students with disabilities students help to identify and (re)frame the research objectives and questions; work with this study so as to achieve a collective analysis of the research issues and bring the results of the study to the respective universities that they represent. This helps to reflect the principle of nothing about me, without me (Nightingale, 2006; Nelson et al. 1998) and this principle involves: Working directly with students with disabilities (research participants) in the evaluation of the impact of AT on their learning environments; Continual participation of students with disabilities in order to produce improved teaching and support practices; Engaging students with disabilities in the analysis conduct and design this research. In analysing the participatory nature of this study like this, this study will map its approach against a methodology offered by Radermacher (2006) which defines six major types of student involvement in this study that range from non-involvement to participant-initiated, shared decisions with researcher of this study. This studys methodology falls into the type classified by Radermacher as researcher-initiated, shared decisions with participants where this studys researcher has the initial idea for the study, but students with disabilities (participants) are involved in all phases of the study. 3.1.1 Overview of the participatory phases of this study. With regards to the participation of disability students in this study, there will be three key phases of participation: Phase One (July-August): Consultation with the relevant research participants and stakeholders regarding proposed research questions and research methods, writing of the proposal; Phase Two (September): Opportunity for the research participants (students with disabilities) to contribute own experiences of using AT to help them learn; Phase Three (September-October): Opportunity for both the researcher of this study and the research participants and stakeholders to validate and interpret the results of the study and to contribute to the design, content and dissemination of project deliverables and outcomes. In the first phase of this study, the research participants will be contacted and consulted to attain the relevance of the proposed research questions and the proposed data collection methods that this study intends to use, this is of course done after ethical approval has been granted. In the second phase of this study, participants will be interviewed and allowed to contribute their own feelings and experiences of using AT. In the third phase of this study, participants will be invited to validate and advice on the analysis of the data collected from phase two. Each of these phases is will be described and evaluated in more detail in this study Methodology report. In addition to developing approaches that enabled the participation of disability students within the University of Pretoria and Tshwane University Of technology, this study will employ a range of approaches that will enable the participation of a wider group of stakeholders. These included: Using the Student Support Services of the respective universities in the recruitment of participants; The setting up of a project advisory group (mostly involving research participants teachers, the researcher and the coordinators) so as to deal with any distress that might be involved during phase two; Involvement of senior members of the proposed universities during the life of the research. 3.2 Overview of data collection tools The data collection tools that will be used in this study consist of (a) questionnaire and (b) focus groups. Most research studies that employ a participatory approach use these tools. The benefit of using these data collection tools in this study is that participants (students with disabilities) will influence the way each tool is used. 3.2.1 Questionnaire The questionnaire will consist of both demographic and questions related to this study. The research participant will be able to answer open and closed ended questions. Using the appropriate data collection tool, this study will be able to capture responses to these questions approprioately. 3.2.2 The focus group A focus group will be held in phase three to which all the participants will be invited. During these focus group meetings, the researcher will explain to the participants the purpose of the focus group, which is to share with the research participants in this study the initial interpretations of the data that has been collected in earlier phases of participation. The main findings in phase one and two will be summarised and presented to the research participants. For each of the findings, this study will ask the participants whether they expressed their own views and personal experiences and if this study misrepresented the findings or leaving out important contributions that they made in earlier phases of this study. Though there are other data collection tools like observationnaire, case-studies and content analysis, though some of these methods are used in a brief extent in this study, they are not extensively used due to the fact that participatory researches dont usually employ them and the results obtained from them are what this study is trying to get away from. Making the data collection tools this study has taken far more appropriate when undertaking a participatory form of research. 3.3. Research Data Analysis In the phase two of this study; interviews and an Olympus recorder will be used to record the interviews with the participants. The resulting Windows Media Video (WMA) files will be transcribed into Word documents. For some of the interviews, speech recognition software will be used to assist transcription (e.g. a researcher plays the audio files into their head phones and verbally repeats what they hear from the files so that a speech recognition application can capture their words and convert it into written text). Once these transcripts are typed, this study will email the participants to read through and find out if there any corrections or additions that should be noted. These transcripts will then provide the basis from which issues are noted and strategies developed into artefacts. For those students who can write directly onto the interview sheet, the data from the interview sheet will be analysed and a methodological report of each of the accounts will be drawn out of those accounts. In the phase three focus group, an Olympus recorder will be used to record the discussion. The resulting WMA file will be transcribed into a Word document. These discussions will be mainly to determine if all the students voices have been collected correctly. 4. Ethical Considerations. Formal ethical approval for this project will be received through the Ethics Committee of the respective Universities. Four key ethical issues will be identified as needing addressing: Issues relating to gaining access to the students; finding out which students in the university are disabled in order to contact them directly about the project, without breaking confidentiality and data protection rules. There is however key gate-keepers in the University, who are able to facilitate indirect access to disability students across the whole institution. Issues relating to potential psychological distress; there is a very slight risk in this research that participants might experience distress if they chose to recount a particularly negative technology experience. There is also a potential that some participants might be stressed if they felt they are being excluded from taking part and prevented having their say. For this reason this study will deliberately make phase one all-inclusive in that this study will accept collated responses from any and all students who wished to contribute. For phase two, this study anticipate that, depending on how many replies we receive for the participation of this research, this study might need to be selective in order to get a spread of case studies. Issues relating to anonymity and confidentiality are considered. Participants in phase one of the this study which aims to gain feedback on the relevance of our questions, are guaranteed full anonymity. For phase two of the this study, which aims to solicit accounts of the disability students, this study will negotiate with the students, whether or not they wish to be publicly identified; with the condition that if the participants choose for their contributions not be anonymous, those contributions must not publicly identify the identity of other. 5. Recruitment After receiving ethical approval from the respective university departments. With the help the disabilities departments of the respective universities, an information sheet will be sent out to the students with disabilities about the existence of this study and asking for their willingness to participate in this study. There after interview dates are set between the research prospective research participants and the researcher so as to collect the data necessary. 6. Project Plan Work packages March April May June July August September October November Startup/Project Planning Communication Questionnaire Student recruitment Phase 1 all inclusive Phase 2 purposive Data collection Data Analysis Phase 3-Evaluation /Reporting Table 1:Project Plan