Future Progressive Verb Form - Definition and Examples

Pros And Cons Of Cloning - 1109 Words

What is Cloning? Cloning is a number of processes that are used to create genetically identical copies of an organism. Researchers have cloned a number of biological materials, such as genes, cells, tissues and whole organisms, including sheep s and horses. Cloning can happen naturally in identical twins, but it can also be done in a lab. (Cloning Fact Sheet). Pros: . Parents with no eggs and sperm can create children that are genetically related to them. . Endangered plants and animals can be cloned to save the species. . Cloning could prove helpful in the research of genetics. Using cloning technologies, genetic researchers would have a better understanding of genes. Researchers could gain the ability to alter genetics in order to†¦show more content†¦The first examples of cloning were done over 130 years ago. The first example of cloning was done in 1885 by a German biologist named Hans Adolf Edward Driesch. Dreisch showed that by shaking two-celled sea urchin embryos, it was possible to separate the cells. Once separated, each cell grew into a complete sea urchin. This experiment showed that each cell in the early embryo has its own complete set of genetic instructions and can grow into a full organism. (The History Of Cloning) The most notable example of early cloning came from a German embryologist named Hans Spemann. Spemann s name will always be remembered, because of his work on experimental embryology. He mastered in micro-surgical techniques, and, working on the relatively large eggs of amphibians he discovered in 1924, working with Hilde Mangold. They discovered the existence of an area in the embryo, the portions of which, upon transplantation into an indifferent part of a second embryo. The name was therefore given by him to those parts. (Hans Spemann - Biographical) Because of his research and discoveries, Spemann was awarded the Nobel Prize in 1935. (Hans Spemann - Biographical) The first Mammal to be cloned was Dolly the sheep. That’s when cloning really started to take off. Dolly lived from 5 July 1996 to 14 February 2003. Since the cloning of Dolly just over 20 years ago, 22 other species of animals have been cloned since. (Cloning Dolly TheShow MoreRelatedCloning Pros And Cons Of Cloning1147 Words   |  5 Pages Cloning Pros Cons Nicole Hedrick Baker College HSC 402A /Dr. Eric Oestmann/Seminar Two Position/Argument Essayâ€Æ' Abstract A clone is where two organisms share the same exact DNA. These two organisms are the same identical replica of each other. In the past, cloning has taken place naturally. For instance, a couple who naturally conceived and gave birth to identical twins or triplets. Today, science and technology has been introduced to where cloning can intentionally be done. Some peopleRead MorePros And Cons Of Cloning1106 Words   |  5 PagesCloning is a number of processes that are used to create genetically identical copies of an organism. Researchers have cloned a number of biological materials, such as genes, cells, tissues and whole organisms, including sheep s and horses. Cloning can happen naturally in identical twins, but it can also be done in a lab. (Cloning Fact Sheet). Pros: . Parents with no eggs and sperm can create children that are genetically related to them. . Endangered plants and animals can be cloned to saveRead MoreThe Pros And Cons Of Human Cloning1532 Words   |  7 Pagesindividual’s perspectives, human cloning is something that I feel is unjust. Human cloning is fallacious and immoral due to lack of positive results and lack of liberty to the individual being duplicated. In this paper, I will discuss why human cloning should no longer be considered a means of reproducing and also discuss why the numbers themselves should deter someone from wanting to be cloned. As Leon R. Kass states in his article, â€Å"Cloning of human beings†, the cloning of a human being takes away fromRead MorePros And Cons Of Cloning909 Words   |  4 PagesFor quite some time, cloning has been a largely debated topic in society. Most people in the U.S. feel like cloning is morally wrong and takes innocent lives, but others think that it is beneficial and could be a big advancement in modern science. Cloning to produce humans has been outl awed in most countries, but in some, cloning for therapeutic reasons is still a dispute. Cloning can lead to revolutionary medical treatments such as cures for cancer, diabetes, Parkinsons, Alzheimers, MultipleRead MoreThe List Of Pros And Cons Of Human Cloning1624 Words   |  7 PagesThe list of Pros and cons of human cloning Summary: The necessary technology has been created, as evident in the story of Dolly the sheep. People still pose questions such as the role of God in Society. Here is a list of pros of human cloning : It could eliminate defective genes , It is considered as the logical next step in the reproductive technology, It could aid in faster recoveries from injuries, it gives a new meaning to genetic modification. As all things human cloning also has cons. Here isRead MoreThe Benefits Of Human Cloning : Pros And Cons1254 Words   |  6 PagesFor starters, cloning has said to solve the continuous problem of infertility by inserting a clone embryo into the woman’s body. This guarantees infertile couples a child, as opposed to wasting time and money on other painful and emotional procedures that don’t offer this guarantee. The next benefit offers an immense amount of growth in regenerative medicine and assists those with physical disabilities by producing clones of themselves. Wh y clone themselves if they have a disability? Scientists canRead MorePros and Cons of Cloning Humans906 Words   |  4 Pagesthe world on 23 February 1997.Soon after the announcement, the media attention was diverted by the possibility of cloning a human. Although the scientists from the Roslin Institute who had made the significant breakthrough with Dolly denied the possibility of creating human clones, the idea was still wide debated about the risks and benefits of human cloning. So, what is cloning? Cloning is a process of generating a new organism by an identical genetic copy of the original donor. The DNA of the twoRead MorePros And Cons Of Animal Cloning1277 Words   |  6 PagesAnimal Cloning Applications and Morality Concerns One fateful afternoon, a father discovers that their beloved pet kitten is deceased on the side of the roadway. The parents are worried about telling their children the sad news because they will be devastated. Luckily, the parents reach out to a company that offers animal cloning. With just a sample of the kitten’s DNA, they can produce an exact match and an identical copy that will soon replace their lost family pet. While this story demonstratesRead MoreCons And Pros Of Cloning Essay1988 Words   |  8 Pagesmost people think of cloning, they think of a scientist that uses DNA to make an exact replica of someone . Cloning is a lot more complicated and more controversial than that . According to the American Heritage Dictionary Cloning is defined as â€Å"A group of cells, or organism that is descended from and genetically identical to a common ancestor , such as a bacterial colony whose members arose from a single original cell . Ever since August,1,2001 Cloning had been banned .Cloning was banned for manyRead MoreCloning, Pros and Cons Essay2998 Words   |  12 Pagestwo children and their families are coping with waiting on transplants, as they continue to get worse. They may be waiting a year or longer. Is there another way to speed up the waiting process? Cloning as a Possibility? These situations and many others have brought up the topic of cloning. Cloning refers to any process that results in the creation of an identical or almost identical genetic copy of a molecule, cell, or individual plant, animal, or human (Wilson, 2002). Recently, it is being

Winding Up of a Company Free Essays

string(88) " entitled to do all such things and acts, as he thinks best in the interest of company\." Winding up of Company Section 425 of the Companies Act, 1956, deals with the winding up of companies. Winding up of company is a legal procedure to dissolve the company and put an end to its life. The company ceases to be a ‘going concern’. We will write a custom essay sample on Winding Up of a Company or any similar topic only for you Order Now The term winding up is defined as, ‘the process  by which the life of a company is ended and its property is administered for the benefit of its members and creditors. ’ During the  process  of winding up, the assets of the company are sold and all the debts of the company are paid off.An administrator, called the  liquidator, is appointed to take control of the winding up  process  of the company. If any surplus is left, the  liquidator  would distribute it among the owners of the company in accordance to their rights. In case the assets are insufficient, the owners may have to compensate if the agreement so specifies. Any company does its business  under the regulations set by the Act. It needs to follow the provisions of the act and work in accordance to the memorandum and articles set to govern the company’s activities. It has to consider the interests of its owners, creditors as well as the public.If the company trespasses any of the provisions of the act, it may lead to winding up of the company. A company may have to face winding up proceedings on many  accounts. The company could be wound-up either by a tribunal (through court) or voluntarily by the members of the company. A sick or potentially sick company can file a petition for voluntary winding up of company. The company must seek clearance for closure from the government. A company referred to the Board of Financial and Industrial Reconstruction can be wound-up after the order is passed by the board.Once the amount of settlement (assets minus liabilities) is determined, the permission of RBI is taken to make the final settlement to the owners of the company. Compulsory winding up of a company may arise owing to many issues. Winding up application  can be filed against the company on the grounds of unlawful activities, or inability to pay the debts, or reports are not filed as provided or not followed memorandum and articles etc. It is greatly affected by the circumstances and facts of the case. However, in the view of public, winding up of company is seen as the company being financially not good.So, the company must try to avoid the situations which lead to a wrong impression on the minds of the public. After the entire affair is completed, the company is dissolved and its name is removed from the register of companies. The company’s legal personality comes to an end and it ceases to exist. As per Section 425 of the Act, the modes of winding up are: 1. Winding up by the court. 2. Voluntary winding up, a. Members’ Voluntary winding up. b. Creditors’ Voluntary winding up. 3. Winding up subject to supervision of the court. Winding Up By The Court.Voluntary Winding Up. Winding Up Subject To Supervision Of Court. Winding up of Company Winding up By The Court Who Can Apply To Court, For Winding Up Petition? ( SEC 439) Following persons can apply to the court, for petition for winding up: †¢ The company itself †¢ The creditor †¢ Any Contributory †¢ Registrar †¢ Any person authorised by central government, in case of oppression or mismanagement (397) What Orders, The Court May Pass ? (SEC 443) The court may pass any one of the following orders on hearing the winding up petition. 1. Dismiss it, with or without costs 2.Make any interim order, as it thinks fit, or 3. Pass an order for winding up of the company with or without costs. Stay Order Where, the court has passed a winding up order, it may stay the proceedings of winding up , on an application  filed by official liquidator, or creditor or any contributory. (466) DISSOLUTION OF COMPANY (481) Finally the court will order for dissolution of the company, when : 1. the affairs of the company are completely wound up, or 2. the official liquidator is unable to carry on the winding up procedure for want of funds. inding up of CompanyVoluntary Winding Up A company may , voluntary wind up it’s affairs, if it is unable to carry on it’s business, or if it was formed only for a limited purpose, or if it is unable to meet it’s financial obligation, and etc. A company may voluntary wind up itself, under any of the two modes: †¢ Members voluntarily winding up †¢ Creditors voluntarily winding up A company may voluntarily wind up itself, either by passing : An ordinary res olution, where the purpose for which the company was formed has completed, or the time limit for which the company was formed, has expired. Or By way of special resolution Both types of resolution shall e passed in the general meeting of the company. (484) Once the resolution of voluntarily winding up is passed, then the company may be wound up, either through : †¢ Members voluntarily winding up, or †¢ Creditors voluntarily winding up The only difference between the abate two, is that in case of members voluntarily winding up, Board of Directors  have to make a declaration to the effect, that company has no debts. (488) Winding up of Company Winding Up Subject To Supervision Of Court Winding up subject to supervision of court, is different from â€Å"Winding up by court. † †¢ Here the court only supervise the winding up procedure. Resolution for winding up, is passed by members in the general meeting. It is only for some specific reasons, that court may supervise the winding up proceedings. The court may put up some special terms and conditions also. †¢ However, liberty is granted to creditors, contributories or other to apply to court for some relief. (522) †¢ The court may also appoint liquidators, in addition to already appointed, or remove any such liquidator.The court may also appoint the official liquidator, as a liquidator to fill up the vacancy. †¢ Liquidator is entitled to do all such things and acts, as he thinks best in the interest of company. You read "Winding Up of a Company" in category "Papers" He shall enjoy the same powers, as if the company is being wound-up voluntarily. †¢ The court also may exercise powers to enforce calls made by the liquidators, and such other powers, as if an order has been made for winding up the company altogether by court. ( 526) Unregistered Companies(583) In simple words, an unregistered company, is a company which is not registered or covered under provisions of companies Act. 956 ( 582) An unregistered company, cannot be wound up voluntarily, or, subject to super vision of court. Foreign Companies(584) A foreign company, is a company which is incorporated outside India, and having a place of  business  in India. Winding up of such companies is only limited to the extent of it’s assets in India. In respect of assets and  business  carried outside India, Indian courts has no jurisdiction. Government  Company A Govt. company, means a company, in which 51% or more of, shares are held by a govt. company Other Webpage: Winding up of Company:Winding up of a company is the process whereby its life is ended and its property administered for the benefit of its creditors and members. An administrator called a liquidator, is appointed and he takes control of the company, collects its debts and finally distributes any surplus among the members in accordance with their rights. Kind of Companies can be wound up: Only a limited company can be wound-up. The term â€Å"winding-up† (or â€Å"wound-up†) bears a similar meaning of â€Å"liquidation†. It generally means that all the assets of the company would be realized (sold off and converted to cash) through a legal process in order to repay its debts.Winding-up would bring a company to an end. A limited company is a company that is registered under the Companies Ordinance. It is a separate legal entity (i. e. it can sue or be sued in legal proceedings). The liabilities of shareholders are limited to the value of the company’s shares held by them (limited by shares). Another situation, which is not common in commercial organizations, is that the liabilities of shareholders are limited to the amount in which the shareholders have agreed to contribute to the company’s assets if the company is being wound-up limited by guarantee). An â€Å"unlimited company† or a sole trader is not a â€Å"company† in a strict sense. It is a business operated in the form of a sole proprietorship. In other words, the business is owned by an individual. A sole proprietor is solely and personally responsible for the liability of the business. A partnership is a form of business owned by two or more persons (partners). The partners are personally jointly and severally liable (i. e. every partner should be liable) for the liability of the business. An overview of winding-up procedures:You can get a general picture on the winding-up procedures (except â€Å"voluntary Winding up) from the following steps: Firstly, issuing a written demand for debt repayment to the target company Secondly, presenting a winding-up petition to the Court and the company. Thirdly, Court hearing for the petition. Fourthly, granting of winding-up order by the Court. Fifthly, meeting of creditors and other relevant parties. Sixthly, appointment of liquidator. Seventhly, realization and distribution of company’s assets to the creditors. Eighthly, release of duties for liquidator. Lastly, dissolution of the company.Modes of Winding up of the company: A Company may be wound up in any of the following modes: 1. By the Tribunal i. e. compulsory winding 2. Voluntary winding up, which may be (a) Member’s voluntary winding up; (b) Creditor’s voluntary winding up; Winding up by the Tribunal: o If the company has, by special resolution, resolved that the company may be wound-up by the tribunal; o If default is made in delivering the statutory report to the registrar or in holding the statutory meeting; o If the company does not commence its business within a year from its incorporation, or uspends its business for whole of a year; o If the number of members are reduced then their required number; o If the company is unable to pay its debts; o If the tribunal is of the opinion that it is just and equitable that the company should be wound up; o If the company is in default in filing up with the Registrar its balance sheet and profit and loss account for five consecutive financial years and o If the company has acted against the interests of the sovereignty and integrity of India or security of any state, friendly relation with foreign States, public order, decency and morality.Voluntary Winding Up: In case of voluntary winding up, the entire process is done without Court Supervision. When the winding up is complete, the relevant documents are filed before the Court for obtaining the order of dissolution. A voluntary winding up may be done by the members as it may be done by the creditors. The circumstances in which a company may be wound up voluntarily are: – 1. When the period fixed for the duration of the company in its articles has expired 2. When an event on the happening of which the company is to be dissolved as per its articles happens 3.The company resolves by a special resolution at a general meeting to be voluntarily wound up. A voluntary winding up commences from the date of the passing of the resolution for voluntary winding up. This is so even when after passing a resolution for voluntary winding up, the Court presents a petition for winding up. The effect of the voluntary winding up is that the company ceases to carry on its business except so for as may be required for the beneficial winding up thereof. Persons may petition the Court for winding up: – 1. The Company 2. Any creditor of the Company 3.Any contributory or shareholder. Contributory means every person liable to contribute to the assets of a company in the event of its being wound up and includes holders of its fully paid shares. While every member of a company becomes a contributory, not every contributory is a member. Besides members, any person who ceased to be a member 1 year prior to the commencement of winding up is also a contributory. 4. The Registrar may petition for winding up in the following circumstances: – (i) If default is made in delivering statutory report or holding the statutory report. ii) If the company does not commence its business within one year from its incorporation or suspends its business for a whole year. (iii) If it appears to him either from the financial position of the company as disclosed in the balance sheet of the company or from the report of a special auditor or an inspector that the company is unable to pay its debts. (iv) Where the Registrar is authorized by the Central Government to petition for winding up the company. (v) Where the number of members of the company fall below the statutory minimum. (vi) Where it is just and equitable that the company be wound up. 5.Any person authorized by the Central Government. Under section 243, if any report of an inspector appointed to investigate the affairs of the company discloses: – (i) That the business of the company is being conducted to defraud its creditors or members or for a fraudulent or unlawful purpose (ii) That the persons concerned in the formation or management have been guilty of fraud, misfeasance, and it appears to the Central Government from such report so to do, then the Central Government may authorize any person including the Registrar to petition for winding up the company on the ground that it is just and equitable to do so. . The Official Liquidator attached to a Court where a company is already being voluntarily wound up and such voluntary winding up cannot be continued with due regard to the interests of the creditors or contributors or both.Liquidator can be released from the relevant duties in a winding-up proceedings: The liquidator can apply to the Court for the r elease of the duties once the followings have been accomplished: – all the assets of the company have been realized (i. e. all assets have been sold and converted to cash); – investigations related to the winding-up proceedings are completed; and a final dividend (if any) has been paid to the creditors to settle the debts The liquidator will send notices, together with a summary of the relevant receipts and payments in the liquidation, to the creditors and contributories of the company of the intention to apply to the Court for release from the duties as liquidator. At this point, any creditor or contributory has 21 days from the date of the notice to raise objection to the intended release of the liquidator. After obtaining the order for release from the court, the liquidator will file a â€Å"Certificate of Release of Liquidator† with the Registrar of Companies.The company shall be dissolved two years after the filing of the â€Å"Certificate of Release of Liquidator†. Conclusion: After analyzing, it is found that the right to apply for winding up is the creature of statute and no t of contract. But it should be noted that the winding up proceeding are greatly affected by the facts and circumstances of a particular case. The machinery of winding-up cannot be used as a pressure tactics. It is the stage, where by the company takes its last breath. How to cite Winding Up of a Company, Papers

Can Debussys Music be accurately described as Impressionist Essay Example For Students

Can Debussys Music be accurately described as Impressionist? Essay Another Symbolist aspect to Debussy is that of his interest in Wagner; the Symbolists were ardent admirers of his music. Debussy first encountered Wagner during his studies at the Paris Conservatoire in 1872. 17 Parallels can be drawn between both composers works, especially in the similarities between Tristan und Isolde (1860) and Pelli as et Mi lisande (1904); bothhave similar thematic material and narrative methods and employ leitmotif liberally. 18 19 While Debussy later rejected Wagners compositional methods, it is clear that the Germans music had a great influence upon his own. 20 Richard Holloway argues that Debussys music is too original to be classed as Wagnerian, but maintains that it could not exist without Wagner. 21 A further influence excluded by the categorisation of Impressionism is that of Exoticism. In 1889 he attended the Exposition Universelle where he discovered East Asian music, namely gamelan, said to be influences upon both Fantaisie (1889-90) and Pour le piano (1901). 22 Debussys love of Japan is clearly demonstrated by Pagodes (Estampes, 1903) and of Spain by Ibi ria (Images, 1905-12), Le si ri nade interrompue (Pri ludes: Livre I, 1910) and La puerta del vino (Pri ludes: Livre II, 1913). In spite of attempts to label Debussys music, which he fought strongly against throughout his life, it is clear that no vague label can be definitively applied to any of his works, let alone as a whole. His attempts to break free of such labels show a clear drive for individualism; whilst he identified with the Impressionists and Symbolists and took inspiration from a wide variety of sources, he was unwilling to be reduced to a mere sum of his influences. 23 The scholarly consensus seems to be that the use of Impressionism (or any -ism) as a descriptive term is a simplification that does little justice to the complexity of Debussys music. The usage of Debussyism by Debussys followers and critics may well have annoyed him, but it demonstrates that his music was distinctive enough to escape from the arbitrary categorisation he so despised. Claude Debussy, Impressionist or otherwise, has left a lasting impression upon the world of music. Word Count: 1996 Bibliography Lockspeiser, Edward, Debussy, 2nd ed (London: Dent, 1963)Lockspeiser, Edward, Debussy: his life and mind (Melbourne: Cassell, 1962), 1 (1862 1902) Palmer, Christopher, Impressionism in Music (London: Hutchinson, 1973) Pool, Phoebe, Impressionism (London: Thames and Hudson, 1967) Roberts, Paul, Images: The Piano Music of Claude Debussy (Portland, Oregon: Amadeus Press, 1996) Roberts, Paul, Claude Debussy (London: Phaidon Press Limited, 2008) Schmitz, E. Robert, The Piano Works of Claude Debussy (New York: Dover, 1966) Tresize, Simone, Debussy: La mer (Cambridge: Cambridge University Press, 1994) Holloway, Robin, Debussy and Wagner (London: Eulenberg Books, 1979). 1 Paul Roberts, Claude Debussy (London: Phaidon Press Limited, 2008), p. 66. 2 E. Robert Schmitz, The Piano Works of Claude Debussy, 2nd edn (New York: Dover Publications, 1966), p. 13. 3 Christopher Palmer, Impressionism in Music (London: Hutchinson, 1973), p. 13. 4 Schmitz, p. 66. 5 Paul Roberts, Images: The Piano Music of Claude Debussy (Portland, Oregon: Amadeus Press, 1996), p. 116. 6 Schmitz, pp. 13-15. 7 Christopher Palmer, Impressionism in Music (London: Hutchinson, 1973), pp. 17-19. 8 Ibid. , p. 18. 9 Simon Tresize, Debussy: La mer (Cambridge: Cambridge University Press, 1994), p.37. 10 Ibid. , pp. 35-37. 11 Schmitz, p. 130. 12. Edward Lockspeiser, Debussy, 2nd ed (London: Dent, 1963), p. 156 13 Schmitz, p. 134. 14 Ibid. , pp. 136-137. 15 Roberts, Images, p. 249. 16 Schmitz, p. 136. 17 Roberts, Claude Debussy, p. 67. 18 Ibid. , p. 44. 19 Ibid. , pp. 106-107. 20 Ibid. pp. 41-42. 21 Robin Holloway, Debussy and Wagner (London: Eulenberg Books, 1979), p. 14. 22 Frani ois Lesure, Debussy, Claude. Oxford Music Online. oxfordmusiconline. com/subscriber/article/grove/music/07353 . 23 Roberts, Images, p. 121.

Questions Based on The Devil and Tom Walker free essay sample

A forest near Boston, Massachusetts, circa 1727 2. Tom Walker might be described as D) stingy and cruel but courageous. 3. Tom Walker’s wife is best described as A) generous and much loved by her neighbors. B) kind toward her husband, but cruel to others. C) yearning for companionship. D) fierce shrew, always nagging and yelling. 4. In â€Å"The Devil and Tom Walker,† the woods are used to symbolize   A) evil. B) goodness. C) isolation. D) greed. 5. Which of the following phrases from â€Å"The Devil and Tom Walker† is an example of Irving’s use of humor? â€Å"Tom consoled himself for the loss of his property, with the loss of his wife, for he was a man of fortitude. †Ã‚   B) â€Å"He knows how to play his cards when pretty sure of his game. †Ã‚   C) â€Å"He insisted that the money found through his means should be employed in his service. †Ã‚   D) â€Å" ‘You shall extort bonds, foreclose mortgages, drive the merchants to bankruptcy—. We will write a custom essay sample on Questions Based on The Devil and Tom Walker or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ’ † 6. In â€Å"The Devil and Tom Walker,† what does Irving use to symbolize hypocrisy and hidden evil? A) The devil’s deal with Tom B) Mrs. Walker’s heart and liver, wrapped in the checked apron   C) The flourishing trees that are rotten to the core The Walkers’ silver teapots and spoons 7. In â€Å"The Devil and Tom Walker,† what enabled you to predict the figure that appears to Tom in the forest is the devil? A) He appears when Tom kicks the skull. B) He has large red eyes. C) He has a hoarse, growling voice. D) Tom is instantly frightened. 8. Tom’s wife decides to go into the forest because she A) wants to escape from Tom’s unkindness. B) decides to make her own deal with the devil. C) gets lost on her way to the market. D) wants to pick some herbs and wild mushrooms for their meager meal. 9. How does Tom die? A) The people he has cheated rise up against him. He falls off his horse and gets trampled. C) The devil comes to take him. D) He is killed by Native Americans. 10. What happens to Tom Walker’s money at the end of the story? A) It is given to the townspeople. B) The townspeople seize it. C) It goes to Mrs. Walker. D) It turns into cinders and ashes. 11. In â€Å"The Devil and Tom Walker,† what feeling about the setting does Irving want to arouse? A) fear B) optimism C) anger D) hope 12. Which quote from â€Å"The Devil and Tom Walker† best contributes to the story’s mood? A) â€Å"The swamp was thickly grown with great gloomy pines and hemlocks . . . hich made it dark at noonday. .

Null Hypothesis and Alternative Hypothesis

Null Hypothesis and Alternative Hypothesis Hypothesis testing involves the careful construction of two statements: the null hypothesis and the alternative hypothesis. These hypotheses can look very similar but are actually different. How do we know which hypothesis is the null and which one is the alternative? We will see that there are a few ways to tell the difference. The Null Hypothesis The null hypothesis reflects that there will be no observed effect in our experiment. In a mathematical formulation of the null hypothesis, there will typically be an equal sign. This hypothesis is denoted by H0. The null hypothesis is what we attempt to find evidence against in our hypothesis test. We hope to obtain a small enough p-value that it is lower than our level of significance alpha and we are justified in rejecting the null hypothesis. If our p-value is greater than alpha, then we fail to reject the null hypothesis. If the null hypothesis is not rejected, then we must be careful to say what this means. The thinking on this is similar to a legal verdict. Just because a person has been declared not guilty, it does not mean that he is innocent. In the same way, just because we failed to reject a null hypothesis it does not mean that the statement is true. For example, we may want to investigate the claim that despite what convention has told us, the mean adult body temperature is not the accepted value of 98.6 degrees Fahrenheit. The null hypothesis for an experiment to investigate this is â€Å"The mean adult body temperature for healthy individuals is 98.6 degrees Fahrenheit.† If we fail to reject the null hypothesis, then our working hypothesis remains that the average adult who is healthy has a temperature of 98.6 degrees. We do not prove that this is true. If we are studying a new treatment, the null hypothesis is that our treatment will not change our subjects in any meaningful way. In other words, the treatment will not produce any effect in our subjects. The Alternative Hypothesis The alternative or experimental hypothesis reflects that there will be an observed effect for our experiment. In a mathematical formulation of the alternative hypothesis, there will typically be an inequality, or not equal to symbol. This hypothesis is denoted by either Ha or by H1. The alternative hypothesis is what we are attempting to demonstrate in an indirect way by the use of our hypothesis test. If the null hypothesis is rejected, then we accept the alternative hypothesis. If the null hypothesis is not rejected, then we do not accept the alternative hypothesis. Going back to the above example of mean human body temperature, the alternative hypothesis is â€Å"The average adult human body temperature is not 98.6 degrees Fahrenheit.† If we are studying a new treatment, then the alternative hypothesis is that our treatment does, in fact, change our subjects in a meaningful and measurable way. Negation The following set of negations may help when you are forming your null and alternative hypotheses. Most technical papers rely on just the first formulation, even though you may see some of the others in a statistics textbook. Null hypothesis: â€Å"x is equal to y.† Alternative hypothesis â€Å"x is not equal to y.†Null hypothesis: â€Å"x is at least y.† Alternative hypothesis â€Å"x is less than y.†Null hypothesis: â€Å"x is at most y.† Alternative hypothesis â€Å"x is greater than y.†

Rodney King Riots Essay Example | Topics and Well Written Essays - 750 words

Rodney King Riots - Essay Example The riots caused a great deal of damage and injury and remain one of the most violent periods in the history of the city. The present research looks into the causes of the riots, the events that led up to them, the evidence that was brought forward and decisions handed down and how this news was received by the greater community. The immediate and long-term effects of the riots will be examined and the lessons learned will be explored. In 1991, a man named Rodney King was brutally beaten up by four police officers and the video recording of the incident had been publicized. The LAPD officers were put on trial for this controversial incident after the video was released. This caused it to stay in the center of the public eye. The verdicts handed down as a result of the trial amazed the public because only one officer was found guilty of the excessive use of force that all four officers were seen to take part in within the video. The other officers were released with no further charges or punishment (Los Angeles Times, April 29th 1992). The video coverage of the trials and verdicts angered the populace who perhaps felt threatened that the same thing might someday happen to them. They reacted in masses as hundreds of Black people filled the streets to share their anger and disbelief. This negative emotion fed on itself and began to tip over into violence. \ The result was the riots which have jarred the nerves of eve ryone involved. Three days of violence followed. Four thousand National Guardsmen were deployed to re-establish law and order. Live news television coverage showed fires raging in various parts of the city started by the rioters. People were rioting and looting and assaulting innocent bystanders leading to utter havoc in the heart of the city. By the time the riots were brought under control, the death toll was 50 and more than 4,000 people were injured. Property damage was assessed at $1 billion and 12,000

Research handbook of comparative employment relations Essay

Research handbook of comparative employment relations - Essay Example Good! So these are your 3 main sections of your paper. According to Barry and Wilkinson (2011), voluntary overtime is a regular and positive practice in the various industries. Voluntary overtime increases the productivity of workers, maintains employees’ wellbeing, reduces staff turnover, and it is more cost efficient than part-time employment. Good! Okay, so you discuss these next, right? In the next couple of paragraphs, you discuss these right? I could be able to see that these are the topics for the next paragraphs. maintains employees’ wellbeing, reduces staff turnover, and it is more cost efficient than part-time employment For example, overtime is a common practice among medical facilities in the United States, where nurses are the majority of medical facilities’ employees who works overtime. You should consider using more in-text citations – where did this example come from? One of our sources? Or would one of your sources agree with it? Then use an in-text citation here. It’s not uncommon for research papers to have in-text citations in almost every other sentence. This is looking good so far. Nurses who voluntarily work overtime provide better care for the patients compared to mandatory overtime or part-time nurses. A clear indication of the positive impact of voluntary overtime over part-time or regular time work is that overtime workers tend to be engaged, especially when work is voluntarily provided to them. Most employees admit that wages have an impact on their work performance. Studies have demonstrated that higher wages earned result in a sense of achievement, ownership, and satisfaction in the work completed. Okay, so the next paragraphs will be about achievement, ownership, and satisfaction, right? It’s like sorting out your laundry; the evaluators will want to see clear, separate piles of thoughts like you indicate in your, excellent topic sentences. Your piles are your paragraphs, right? So, I want to see a paragraph on achievement. And another one one on ownership, and then the last one on satisfaction in work. Does this make sense/ Employees who are available by choice to work for overtime hours augment their productivity, lead to an excellent job recital, and reduce staff turnover through retention of employees (Barry & Wilkinson, 2011).Voluntary work helps in maintaining the employee’s health more than forced overtime work. Use of voluntary overtime enhances the wellbeing of workers; on the other hand, involuntary overtime causes burnout among employees. Voluntary overtime increases employees’ satisfaction and reduces stress among employees; as a result, it helps in maintaining the health of the workers. As Cameron (2012) observes, employees who work on voluntary overtime tend to have natural self-motivation within them, which enhances their productivity and job satisfaction. Employees and employers attain more benefits from voluntary overtime than from invo luntary overtime. Numerous studies have established that long working hours and shift work raise the odds for employees to be fatigued, injured, stressed, and suffer from medical ailments. However, voluntary overtime tends to lower these effects, but involuntary overtime increases same. The Advantages of Voluntary Overtime Paid Work The Advantages of

Public Affairs and relgious beliefs Research Paper

Public Affairs and relgious beliefs - Research Paper Example ever, there are a number of other smaller religions that are formed as a result of differences of beliefs concerning the doctrine of the major religions and thus, a sect of people break away from the main religion to start their small religion. Basically, religious beliefs are founded on faith of certain doctrines as taught by the respective religions so the believers of those doctrines are supposed to believe the teachings as they are without much questioning. For instance, religion has greatly contributed to the spread of HIV and AIDS. Some religions for example Catholics discourage the use of condoms hence its follows can engage in unsafe sex contributing to the spread of the pandemic (Apostolidis & Juliet, 2004). Also some of the Africa beliefs provided for the use of one surgical instrument when performing circumcision hence a risk in the spread of HIV and AIDS. Christian teachings tend to brain wash people into a certain school of thought in whom they cannot easily get themselves out of since they are bond by doctrines which they are supposed to follow to the letter without questioning their legitimacy or logic (Apostolidis & Juliet, 2004). Religion is a major impediment when it comes to solving social affairs in the public arena. For instance, politicians who are majorly the policy makers in countries will be limited to the scope of issues they will discuss and polices that will be formulated since is one is strongly affiliated to a certain religion the doctrines to that religion will in most of the time coincide with the policies being formulated thus, creating a deadlock of whether to adhere to religious teachings and doctrine or formulate polices that are against the religious teachings but for the common good of the general public. The utilitarian theory advocates for something to be regarded as ethically correct it has to be done so that benefit is for the greatest number of people. Thus, religion should not act as opium that impedes service delivery

Microphase Separation of Miktoarm Star Copolymers

Microphase Separation of Miktoarm Star Copolymers Abstract: Miktoarm star shaped copolymers have attracted much attention due to their unique shape and intriguing properties compared to the linear block copolymers, including compact structure, higher critical micelle concentration, lower viscosity, efficient synthetic routes and wide range of morphologies. The different synthetic routes such as anionic polymerization and controlled radical polymerization have made it possible to synthesis diverse molecular architecture of copolymer and these diverse architectured copolymers give numerous morphologies. For example, Archimedean tiling patterns and cylindrical microdomains at symmetric volume fraction for miktoarm star copolymers, which have not been reported for linear block copolymers. This paper summarizes the morphology and microphase separation of miktoarm star copolymers with nonlinear architecture. Introduction: Block copolymers have attracted considerable attention because of their morphologies and nanophase structures such as spheres, cylinders, bicontinuous, and lamellae. These morphologies show due to the interacting repulsive force between the components, which particularly affected by the phase separation, which strongly depends on volume fraction of the blocks, the degree of polymerization, entropy variation with molecular weight, the Flory-Huggins interaction parameter, and the molecular architecture of the block copolymers.1–4 All of these nanostructure have been widely used in various field such as optoelectronics, microelectronics, and nanotechnology for various applications such as templates, nanoreactors, membranes, optical materials, and data storage media.5–15 6–8 In particular, in the field of pharmaceutical, vesicles of miktoarm star shaped copolymer have been used as drug delivery vehicles. In comparison to any other linear block copolymers, star shaped or miktoarm star shaped copolymers show diverse morphology and physical properties due to their different molecular architecture. For instance, unimolecular micelles of star copolymers displayed much higher stablility than the micelles of linear block copolymers because in the star shaped copolymer the arms are covalently connected to the central core. These highly stable micelles of star shaped copolymer have been using to synthesis monodisperse colloidal nanocrystal. 19-22 In the linear diblock copolymers (AB) and linear triblock terpolymers (ABC), the morphologies or microphase structure are mostly governed by the volume fraction of one of the blocks (fA, fB = 1- fA) and one interaction parameter (χAB), and two volume fraction parameters (fA, fB, fC = 1- fA fB) and three interaction parameters (χAB, χBC, χCA), respectively. For example, spherical or cylindrical microdomains are only observed at asymmetric volume fractions, while lamellar microdomains are shown at symmetric volume fractions in diblock copolymers. However, nonlinear or mitoarm star shaped copolymers showed cylindrical microdomains even at symmetric volume fraction due to the molecular architecture. Miktoarm star copolymers (sometimes called asymmetric star copolymers, heteroarm star copolymer or simply miktoarm copolymer) are star shaped copolymer, consist of heteroarms covalently joined to a central core with different chemical compositions or molecular weights For example, AmBn miktoarm star copolymer where, m arms of A homopolymer and n arms of B homopolymer are linked to a central core, while in the star-shaped copolymers homoarms with identical chemical compositions are covalently joined to a central core. For instance, (A-b-B)n star-shaped copolymer where, n arms of A-b-B diblock copolymer are connected to a central core. Here the first written A block represents the inner block (core) and B block is the outer block (shell) of star shaped copolymer, as shown in Fig: 1. Fig: 1 Schematic architectures of (a) miktoarm star copolymers (AmBn) and (b) star-shaped copolymers ((A-b-B)n). Miktoarm star shaped copolymers morphologies and their characterization: The effect of molecular architecture on miktoarm star shaped copolymers morphologies has been extensively investigated theoretically and experimentally. Theoretical investigation: In 1996, Milner 36 first reported theoretical phase diagram of AnBn miktoarm star shaped copolymers at the strong segregation limit. The morphology and microphase separation are determined by the competition between reduction of interfacial tension and the increase in stretching free energy as the copolymer blocks stretch away from the interface. Fig 2: Phase diagram of AnBn miktoarm star shaped copolymers at the strong segregation limit as a function of volume fraction of the B monomer (φB), with increasing asymmetric parameter ÃŽ µ = (nA/nB)(lA/lB)1/2, where nA, nB are the numbers of A and B blocks, and lA, lB are characteristic lengths of A and B, respectively. In 1997, Floudas 37 calculated spinodal curves for the series of ABn miktoarm star shaped copolymers based on mean field theory. The results of the lower number of the series are plotted in Fig 3. The plot indicates that the critical value of the χNt (Nt = Na + nNb) of ABn miktoarm star copolymers is higher than that of diblock copolymers. Therefore, the microphase separation for ABn miktoarm copolymers becomes more difficult. It also indicates that the maximum critical value of χNt appears at n=3 (for AB3 miktoarm copolymers). Fig 3: (a) The spinodal curves (χNt vs. fA) for diblock and ABn miktoarm star copolymers with three different values of n (2, 3, and 4). (b) Critical values of χNt plotted as a function of the number of arms of the B block. In 2004, Grason and Kamien38 have calculated phase diagrams of AmBn miktoarm star copolymers for m = 1 with n = 2, 3, 4, and 5 using self consistent field theory (SCFT), but they did not consider the perforated lamellar (PL) and Fddd (O70, orthorhombic and single-network structure) phases. Later, in 2012, Matsen39 calculated the phase diagram for AB2 miktoarm star copolymer and found perforated lamellae (PL) and Fddd (O70), phases near gyroid phase (Fig 4). Fig 4: Theoretical phase diagram of AB2 miktoarm star copolymers with PL and Fddd phases. Experimental investigation: ABC Miktoarm Star Terpolymer: Matsushita and coworkers74–76 have investigated microphase separation of AxByCz miktoarm star terpolymers. For that they classified the molecular architecture into different series like I1.0S1.0Px1, I1.0SyP2.0, and I1.0S1.8Px2 where I = polyisoprene, S = polystyrene and P = poly (2-vinylpyridine) and 0.2≠¤ x ≠¤ 10, 1.1≠¤ x ≠¤ 2.7 and 3.2≠¤ x2 ≠¤ 53. In all the TEM images and morphologies, I domain represented by black, S domain by white and P domain by gray color. Fig. 5 compares TEM images for the series, I1.0S1.0Px1. In figure 2(a) for the sample, I1.0S1.0P0.2, spheres of the highly minor component P are sandwiched with lamellae of two major components, I and S, which is called spheres sandwiched with lamellae. Figure 2(b) is a tiling structure as a cross-sectional view of a cylindrical structure from the sample, I1.0S1.0P0.7. This is one of the 12 Archimedean tiling structures. Figure 2(c) is a lamellar structure for the sample I1.0S1.0P3.0, where one of the lamellae is composed of other lamellae, which is called lamellae-in-lamella structure. Figure 2(d) for the sample I1.0S1.0P10 shows cylinders composed of alternating columnar I and S discs, the cylinders being packed hexagonally in a P matrix: this pattern is called a lamellae-in-cylinder structure. Fig 5: Various morphologies of the type I1.0S1.0Px1. X1 values are (a) 0.2, (b) 0.7, (c) 3 and (d) 10. Fig. 6 compares the TEM images of structures series, I1.0SyP2.0, where two Archimedean tilings, (4.6.12) and (4.8.8) can be recognized easily in figure 6(a) for I1.0S1.3P2.0 and in figure 6(c) for I1.0S2.3P2.0 while another (3.3.4.3.4) tiling is seen in figure 6(b) for (I1.0S2.7P2.0) where the I (dark) and S (bright) domains are opposite to Fig 5(a) because of the composition difference. Fig 6: Tiling structures for I1.0SyP2.0. (a) I1.0S1.3P2.0 (b) I1.0S2.3P2.0 and (c) I1.0S2.7P2.0 Fig 7(a) is the SAXS diffraction image for I1.0S2.3P2.0, in this pattern there are 12 diffraction spots in the lower q region, four of which belong to {20} and the other eight to {21}. From careful data analyses, it shows that this pattern is corresponded to the Archimedean tiling (3.3.4.3.4) (Fig 7(b)). Fig 7: (a) SAXS diffraction image for I1.0S2.3P2.0. and (b) the corresponding real-space image. The TEM images for the series, I1.0S1.8Px2 are reported in Fig 8, where Fig 8(a) for the sample, I1.0S1.8P3.2, shows I and S domains form gyroid membrane in the P domain. Figure 8(b) for I1.0S1.8P6.4 and 8(c) for I1.0S1.8P53 show cylinder-in-lamella and hierarchical structure, respectively. Fig 8: TEM images for (a) I1.0S1.8P3.2 (b) I1.0S1.8P3.2 and (c) I1.0S1.8P3.2 Fig 9 summarizes microphase separation observed for IxSyPz miktoarm star terpolymers with different volume ratios between the arms. Fig 9: Kaleidoscopic morphologies from the IxSyPz miktoarm star shaped block terpolymer system. (a) Lamellae-in-sphere, (b) lamellae-in-cylinder, (c) cylinder-in-lamella, (d) hyperbolic tiling, (e) zinc blende, (f) sphere-sandwiched-with-lamella, (g) Archimedean tiling and (h) lamellae-in-lamella.

The Evil of Lago Essay -- Literary Analysis, Shakespeare

The Evil of Iago Shakespeare has written many works with various villains, but out of all of them, without a doubt the most sinister one is Iago. Most of the antagonists in Shakespeare's plays have valid clear motives for the troubles the cause. Iago on the other had does not, for the most part he just has hatred for the world especially Othello. He is the main character of the play in the sense that he is the cause of all conflict in Othello. All of the problems he causes are through lies, treachery, and manipulation. Some of his hate is fuelled by jealousy and revenge. The ironic part is that he wants to be known as "honest Iago". Iago is the epitome of evil as he manipulates those who trust him without just reason or remorse. Iago is an evil character as while he has no legitimate reason for his evil plans, he rationalizes the reasons for his actions and still sets out to ruin the lives of those around him. He hates Michael Cassio, for receiving the lieutenancy instead on himself. Ranting to Roderigo, he says, â€Å"[Cassio is] mere prattle without practice/Is all his soldiership†¦And I, of whom his eyes had seen proof†¦must be beleed and calmed. (I.i.27-32). Iago believes that he has been unjustly overlooked for the position, as he is clearly more qualified than Cassio. He also believes Cassio has slept with his wife, he â€Å"fear[s] Cassio with [his] nightcap(II.i.329)." Though he hates Cassio, much of his hate is directed towards Othello. It may be as Othello has given Cassio the promotion, but Iago does not give that reason, instead he says, â€Å"I hate the Moor,/And it is thought abroad that ‘twixt my sheets/’Has done my office. (I.iii.429-431) Iago believes that both Othello and Cassio have been with his wife. He has no evidence o... ...fuses to divulge information, he says, â€Å"Demand me nothing: what you know, you know/From this time forth I never will speak word. (V.ii.355-356) Iago shows no remorse for his actions, even refusing to come clean or ask for some sort of forgiveness when he is caught. Iago is the epitome of evil as he manipulates those who trust him without just reason or remorse. He only driven by hatred, with has no legitimate reason for his evil plans. Iago is seen as an honest man, and he uses this as leverage to spread lies and manipulate without suspicion. And when all is said and done, he shows no remorse for what he has done. Iago is truly evil to the core, continually playing a game of deception, with everyone, the audience, even himself. He has depth and his actions are the main drive of the play. Iago, with his hatred and amorality, is an example of a perfect villain.

Home Depot Essay

The company I am selecting for this project is Home Depot. Home Depot is an American company involved in home improvement and construction products and services. This company is situated in Atlanta and is considered as the largest home improvement retailer in United States of America. The firm works in a retail industry with emphasis on the selling of products related to the construction business with more focus on providing services which focus on providing solutions to the customer needs in terms of providing excellent services with more focus on respecting the customers as well as the society within which the firm works. The rationale behind selecting this company is the fact that it is the largest firm in its chosen field of business and only the second largest retailer in US. Over the period of time, it has emerged itself as one of the most successfully companies with innovative management practices and strategies which allowed taking lead from its much stronger competitors. The history of the company is not that old as the firm was founded in late 1970’s. Success in such short period of time speaks volumes about the way company has been managed and taken care off. Further, it is also important to mention that the company has diversified into many different businesses thus providing itself necessary leverage to withstand different economic shocks as well as external risks. Recent performance of the firm suggest that there has been, on average, a growth of 10% which has been achieved by the company pointing towards the strong market potential as well as penetration of the firm into the local market. It is because of these reasons that I have chosen this company for my project.

Chinese Customs for Meeting New People

Chinese Customs for Meeting New People When it comes to making friends or meeting new clients, knowing the proper Chinese customs will help you make the best first impression possible. Tips for Meeting New People 1. Learning a little Chinese goes a long way. While it’s not necessary to master Chinese, learning to say a few phrases will help break the ice. Say ‘Hello’ on the telephone in ChineseSay Hello in Chinese.Say ‘How Are You?’ in ChineseSay â€Å"My Name is ___† in Chinese 2. While the Chinese prefer to bow at the waist for formal ceremonies and special events, a handshake and hello are becoming more and more popular. Always stand when being introduced and remain standing until introductions have been completed. You are expected to shake hands with everyone even if the delegation is rather large. 3. Immediately upon introduction, present your name card. Use two hands to present the business card to the person you are meeting. You name should be facing the person you are greeting. Most Chinese and foreign business people have bilingual business cards with Chinese on one side and English on the other. You should present the side of your card that is in the person’s native language. Be sure to give everyone in the room your business card so be sure to have plenty of hand at all times. 4. Once you receive your new acquaintance’s business card, do not write on it or shove it in your pocket. Take a minute to read it and look it over. This is a sign of respect. If you are seated at a table, place the name card in front of you on the table. If you are standing and will remain standing, you may place the card in a cardholder or discreetly in a breast or jacket pocket. 5. Remember that Chinese names are in reverse order of English names. The last name appears first. Until you become close business partners, address a person by their full name rather than their first name, by their title (for example, Managing Director Wang), or Mr./Ms. followed by the person’s surname. Learn More About Chinese Etiquette Chinese Banquet and Dining EtiquetteChinese Business EtiquetteEtiquette for Visiting a Chinese Home

Effects of Cultural Diversity on the Modern Classroom Essay Example

Effects of Cultural Diversity on the Modern Classroom Essay Example Effects of Cultural Diversity on the Modern Classroom Essay Effects of Cultural Diversity on the Modern Classroom Essay Running Header: CULTURAL DIVERSITY Effects of Cultural Diversity on the Modern Classroom Abstract This paper examines the effects that increasing diversity in the American classroom has had on the teaching profession. With the massive changes in cultural and linguistic minority levels within the classroom, the field of education as a whole has been forced to evolve. This adaptation is necessary for the American education system to maintain the levels of success that it has achieved in years past. Included within this work are personal experiences highlighting my own sensitivity to the increasingly diverse classroom, as well as explicit connections to education experts. The last few decades have seen a notable change to the face of education. No longer are classes predominantly comprised of the cultural or ethnic majority. Classes have grown to reflect the cultural diversity that is prevalent throughout society in the United States. Due to the great change in the face of the classroom today, schools are adapting their instructional strategies to be considerate and respectful of the massive amounts of culture within the classroom. This newly emerging cultural diversity is what is shaping the field of education today. Unlike classrooms throughout history, teachers must now consider cognition, as it is influenced by culture, to determine how to best teach their students. Culture in the classroom does not create nor allow a uniform teaching style anymore. Traditional means of teaching, for all intents and purposes, have gone stale. The drastic increases to the cultural and ethnic diversity in the classroom have paved the way for a new style of instruction. Within the field of educational psychology there are many people working diligently to reveal more about student learning with respect and acknowledgement of each individual studentâ„ ¢s culture. This explosion of discovery, on the part of the psychologists, has revealed that learning and cognition, although varying from person to person, are shaped on a higher level by each individualâ„ ¢s culture (Greenfield Cocking, 1994, p.4). Gardenerâ„ ¢s theory of Multiple Intelligences established precedence for this, as it states that not every person learns in the same fashion. Some students may excel in a lecture-style classroom while other students are more inclined to learn in a hands-on based setting (Eby, Herrel, Jordan, 1994, p.209). This proves the distinct possibility that each student in a classroom will process material differently and, therefore, teachers must work to diversify their instructional approaches to meet the individual needs of the students. In recent years, educational psychologists such as Ruby Takanishi and John Ogbu have acknowledged that this phenomenon of students learning material differently extends beyond the basic capacity for cognition. In addition to needing variation of instruction, students also process information differently. They have concluded that the ability to process information also stems from a studentâ„ ¢s cultural influences. A great example of the variation of cognition dependent on culture comes from Greenfield and Cockingâ„ ¢s Cross-Cultural Roots of Minority Child Development. Within this collection of analyses of education, Jacqueline Jamin utilized the comparison of Inuit children of Canada to Baoule children of the Ivory Coast. In her comparison, Jamin concluded that certain concepts and the acquisition of cognitive skills are stronger in some cultures rather than others (Greenfield Cocking, 1994, p.147). From this analysis, she determined that Inuit children have a greater understanding of the concept of space whereas Baoule children comprehend the concept of quantity on a deeper level. Jamin noted in her summation of this comparison that these differences in cognition are derived from certain aspects of daily life that are highly valued among these cultures (Greenfield Cocking, 1994, p.147). It is facts such as this that teachers must consider when planning and instructing in the dive rse classroom of today. The influence of culture on cognition extends beyond conceptual knowledge of course material. Furthermore, it also extends beyond the two-culture model that compares the Baoule and Inuit children. As Takanishi wrote in her article pertaining to children of Japanese descent, the influence of culture extends far beyond excelling in specific topics or areas. Takanishi described the hardships that students of various Asian heritages face within the classroom. The situation that is illustrated presents the cultural influence pertaining to the respecting of authority figures and elders. In this model, students are often viewed as timid, shy, and reluctant to ask questions (Greenfield Cocking, 1994, p.352). Considering this, a teacher will experience very little success when instructing students of some Asian cultures if they engage them using the Socratic method or a similar approach (Johnson, Musial, Hall, Gollnick, Dupuis, 2008, p.304). In order to experience success in the class room, teachers must be considerate and respectful of different cultures and how it applies to their instruction because a studentâ„ ¢s culture is an engrained aspect of their personality. These two articles from Greenfield and Cockingâ„ ¢s text reveal quite a bit about what profound influence culture possesses over learning. Educational psychologists have revealed much about the scope of influence that culture has over an individualâ„ ¢s learning process. Teaching to a diverse classroom should be given as much respect as teaching to students of varying skills and abilities. Teachers must find a way to reach every student regardless of their skill level or background and experiences. Culture does not hinder a childâ„ ¢s educational performance, it creates a unique opportunity for teachers to personalize their education further to assist all students in their adventures in learning (Slavin, 2009, p.92). The above examples help to illustrate the additional uniqueness that culture adds to each student. Within the classroom there are students who will learn differently, behave differently, and experience success in different subjects. Educators have begun to give consideration to the varying degrees of learning and variation of skills and abilities in recent years. Instructional trends throughout the field of education, such as bilingual education, accommodation, modification, active learning, discovery learning, and many other approaches to teaching, have developed from the recognition of diversity within the classroom. Students who would have traditionally struggled in the former sink or swim types of immersion are finally receiving the necessary attention to assist them in learning (Ovando, Combs, Collier, 2006, p.41). Teachers are becoming better trained for the increased diversity within the classroom. These teachers are the ones who work hard to develop the educational app roaches responsible for the successes in educating culturally, ethnically, and linguistically diverse classrooms. Throughout the Greenfield and Cocking text, the need for sensitivity towards the culture of students is a recurring theme. A simple awareness to a studentâ„ ¢s culture is not enough for a teacher to have when teaching a diverse class. Sensitivity goes beyond awareness, as it is an acknowledgement of the various cultures that may exist and also an accommodation for any cultural needs that may be present. An educator who does not possess the necessary sensitivity to a studentâ„ ¢s cultural needs might not take the initiative, or not know to take the initiative, to meet the varying needs of their students. In both instances of neglect and ignorance the needs of the student, as related to, and a result from, their cultural upbringing, go unmet. Sensitivity to culture can also be interpreted as being knowledgeable and respectful of a studentâ„ ¢s culture to the point where it serves as a reference point for accommodation within the classroom. The action of accommodation should function similar to the way accommodation and modification does for students with disabilities. The theory behind accommodation and modification is basic in scope and thus can, and should, be applied in the instance of diversity. General accommodations already in widespread use include the production of handouts in majority and minority languages, advanced notice of assignments, assistive learning devices, course modifications and many others (Greenfield Cocking, 1994, p.32). With accommodation strategies such as these already employed, it is an easy and logical step to apply them beyond their original, intended scope, and apply them with regard to cultural needs of students. If this is done, the students will receive the added and necessary attention to help increase the quality of learning they are receiving. In achieving this, educators are making it easier for students to process the information presented in the classroom. The sensitivity toward culture is derived from an understanding and knowledge of the various cultures that are represented within the classroom. Although there may be a wide range of cultures within the classroom, teachers should be conscious of the audience that they are instructing (Ovando et al., 2006, p.32). Being aware of your studentsâ„ ¢ cultures will help the teacher maximize the probability of achieving success in the classroom. A teacher with a true understanding of the cultures of his students will be better equipped to teach to the whole, not to the particular. Understanding culture can reveal much about studentâ„ ¢s wants and needs. Furthermore, the teacher will be able to understand their studentsâ„ ¢ mannerisms and body language, a skill that will help prevent any misconceptions of bad behavior or rudeness. This understanding does not just apply to lesson design and instruction, but rather it paves the road for appropriate and constructive student/teach er, parent/teacher, and student/parent/teacher interactions. From 1994 to 1996 the number of linguistic minority students skyrocketed from three million to nearly ten million students (Nieto, 2000). The increased volume of minority language students has had great effects on the education system in the United States. This growth of minority language students has greatly increased the demand for teachers to have an improved awareness of the needs of all of their students. Teachers are not the only aspect of the American education system that has needed to become more modernized to suit the diverse culture of today. The prevalence and high amounts of diversity in the classroom has resulted in a need for reform of instructional settings, classroom compositions and the focus of the school as well. Change is not something that the teachers are entirely responsible for, as school districts and the field of education as a whole must develop and adapt into a more responsive and adaptable institution. The act of refining the teaching profession to become compassionate and accommodating to cultural and linguistic diversity has not been developing on its own. Alongside this development, the fundamentals and teaching strategies used within the classroom have also experienced great changes. As previously mentioned, there is a transition away from traditional instructional methods. The lesson planning and execution processes are continually being refined in a manner that heavily suggests incorporation of cultural learning. Although lessons are still encouraged to maintain the traditional style of review, introduction, presentation, seatwork, summary, and conclusion, the inner-workings of each aspect of the lesson has experienced revision. Lecturing, as a tool for presenting subject matter, has undergone many changes to assist students of various culture and language differences in understanding course content. With the incorporation of modern technology, either via visual presentation and/or translated course materials, achieving a bilingual setting has become much easier to attain. Furthermore, constructivist-learning theory has begun to influence educational approaches and strategies to the point that the presentation and seatwork sections are intertwined (Johnson et al., 2008, p.331). Discovery learning calls for students to explore the course materials and learn in a manner that best suits their needs (Eby et al., 2006, p.218). This is entirely conducive to cultural sensitivity and consideration within the classroom as teachers facilitate and supervise learning rather than control it. The constructivist approach is defined as a situation where students learn best through meaningful, first hand experiences (J ohnson et al., 2008, p.331). In this model, in compliance with constructivist theory, teachers give the students the necessary tools for them to learn the material in a fashion that best suits their needs. The implementation of constructivist theory, namely through discovery learning, has become much more commonplace in the school systems today. Before taking this class on Cognition, Culture and Language I was unaware of the profound effect that culture can have on student learning. Though I had learned the importance of understanding the culture of the students to establish connecting points within the curriculum, I did not possess any further reason to have a personal cultural understanding with students. It is now evident to me that understanding the cultures of students will achieve more than establishing connecting points. Teachers with the understanding of the cultures of their students are better equipped to assist their students in the learning process. Moreover, teachers who understand the cultures and cultural values of their students are more inclined to be accepting of their students and not violate any cultural norms that the parents might have instilled in their children. Also, when a teacher has a grasp of the cultures of their students, it is unlikely that they will misinterpret behaviors that are spec ific to various cultures as being insubordinate, rude, or timid (Greenfield Cocking, 1994, p.352). Rather than assume a student is exhibiting negative character traits, a teacher with cultural understanding would be more inclined to research alternate methods of instruction that move away from situations where students exhibit these behaviors. With respect to cultural sensitivity, I have learned many things about the implications of diversity within the classroom. Cultural sensitivity, or the sincere acknowledgement of the diversity within the class, is essential for teachers to excel in the classroom. Possessing sensitivity to culture is on a greater level than a simple awareness and understanding. When a teacher has a combination of awareness, sensitivity, and understanding, they will know how to respond situationally and appropriately. Sensitivity also has beneficial effects when establishing relationships that extend beyond the classroom. A teacher who is culturally sensitive will interact with students and their families. When they do this, they will be conscious and respectful of culture and will conduct themselves with tact and dignity. In addition, when teachers employ ideas that are centered on accommodation and lesson modification, they will ensure success among all students, not simply the minority or the majority. Culture exists, and has influence on, so many levels of our everyday lives. The effect that culture has on a person is uncontrollable. It is a continual pattern that goes from parent to child and, although it may be changed overtime, still possesses the same common origin. As time progresses, specific groups may develop characteristics different from their original, inherited culture but common traits may remain the same. Regardless of the changes that may occur over time, people are still shaped and developed in accordance with their culture. The effects that culture has on a personâ„ ¢s comprehension and learning have become much more evident as our classrooms become increasingly diverse. Now, to help students learn subject material in a manner that is best receptive to their culture, teachers must develop awareness to these cultures. For the American education system to experience continued success, teachers must work to improve the quality of education it is delivering. Throughout the years there have been continual modifications and evolutions to instructional approaches in order to demonstrate the success that has been occurring in the field of teaching. Now, as the education system faces the challenge of an increasing diverse population, teachers must work to develop educational strategies that best appeal to the whole of their classes. Older, traditional approaches have grown stale and more ineffective as diversity in the classroom continues to rise. Therefore, to experience continued success within the classroom, teachers must once again change their approach. It is the teachers who go through comprehensive preparatory programs that are more receptive and responsive to the needs of the students. These programs teach future educators how to experience success with unique instructional approaches. Various movements within the field of education, such as Constructivism, Bilingual Education, and Discovery Learning, are at the forefront of accommodating classrooms for students of diverse cultural needs. These instructional strategies cannot achieve true success on their own though, as it takes the creative work of open, informed, and compassionate teachers to continue to develop teaching strategies for the benefit of all students. It should be the goal of all future teachers to develop into the culturally sensitive educators that are needed for continued and increased success in the classroom. I feel that, through the requirements that I am working to fulfill at National University, I am being adequately prepared to educate students in the increasingly diverse classroom of today. My own personal experiences, coupled with the facilitated learning activities, are increasing my awareness of studentsâ„ ¢ needs and cultures, thus providing me the adequate tools to be a successful teacher of the future products of the American education system. References: Eby, J., Herrell, A., Jordan, M. (2006). Teaching in K-12 schools: A reflective action approach (4th Ed.). Upper Saddle River, NJ: Pearson Education Ltd. Greenfield, P. M., Cocking, R. R. (1994). Cross-cultural roots of minority child development. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Johnson, J. A., Musial, D., Hall, G., Gollnick, D., Dupuis, V. (2008). Foundations of american education: Perspectives on education in a changing world (14th Ed.). Boston, MA: Pearson Education Inc. Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman. Ovando, C. J., Combs, M. C., Collier, V. P. (2006). Bilingual and ESL classrooms (4th Ed.). New York, NY: McGraw-Hill Companies, Inc. Slavin, R.E. (2009). Educational psychology: Theory and practice (9th Ed.). Upper Saddle River, NJ: Pearson Education Inc.

Grades 9-12 Lesson plan on Political Status Of Puerto Rico for a Assignment

Grades 9-12 Lesson plan on Political Status Of Puerto Rico for a foreign language class (Spanish) in Florida USA - Assignment Example It demonstrates the power of the country to manage its foreign relations with other nations or states. 2. Citizenship is defined as person(s) entitled to enjoy privileges granted and all the legal rights by a state to its people who comprise a constituency and is mandated to obey and respect all the laws. They should also fulfill duties and responsibilities. 3. Rights of residents are governed by their ability to exercise their constitutional mandate to participate in political processes such as voting in local and national elections, representing their countries in various activities and functions and actively getting involved in nation building as one people. Importance: It is crucial for students in a foreign language class to appreciate the concept of level of autonomy, citizenship and rights of residents. It will help the students to understand the level of independence of the people of Puerto Rico, and the status of their citizenship in relation to the Jones-Shafroth Act of 191 7. The Spanish students will also appreciate the role of Spanish as a language in creating a holistic picture of what entails the other issues like political participation, judiciary and taxation. II. INSTRUCTIONAL OBJECTIVE(S)/OUTCOMES (What Is to Be Learned) 1. Objective By the end of this lesson, the students will have understood the meaning of Level of autonomy, citizenship and rights of residents. ... LACC.K.SL.2.4: Explain relevant concepts such as ethnicity, nationhood, leadership, and bill of rights and, with guidance and support, avail additional information. LACC.K.SL.2.5: Provide pictures, maps and Google images of people, infrastructure and political settings to descriptions as needed to give significant detail. LACC.K.L.1.1: Show command of understanding Spanish using standardized grammar and usage when writing or speaking. LACC.K.W.1.1: Use a connection of pictures, audio-visuals displays and writing to present and compose opinion pieces, which guides a reader through the topic or the name of the book they are reading. The learners should identify with their favorite audio-visual like the making of a nation, independence struggles and the people of Puerto Rico. 3. Goal 3 Standards Standard 1: Spanish class in Florida can locate, understand, interpret, analyze, keep, and apply information, ideas and concepts found in social science, the symbols, symbols, arts, recordings, video and audio displays, and computer files so as to carry out tasks and/or for understanding. The students will show an understanding and following directions to read a map. Standard 2: Florida students communicate in Spanish and other languages using Information, concepts, symbols, prose, reports, video and audio recordings, graphic displays, speeches and computer-related programs. The students will write, read, and use technical support like projectors to do their activity. Standard 3: Spanish class in Florida use creative thinking skills to produce new concepts and ideas, make the optimal decision that recognizes and solves problems through interpretation of maps, reasoning, and come up with effective methods to lifelong learning.

Importance of multicultural education in early childhood education Essay

Importance of multicultural education in early childhood education - Essay Example Conventional patterns of travel has been replaced by new avenues, and destinations (Silverstone, 2005, p.9). Mass media has allowed better cultural interactions and in turn has people and communities to understand each other quickly (Silverstone, 2005, p.39). The overall result is that people are now settling in areas which were perceived to be hostile and unfavorable to human life decades ago. Each and every society has now its own special group of migrant populations resulting in social diversity, and new patterns of social living but this has posed each society, a great many challenges as well (Reitz, Breton, Dion and Dion, 2009, p.11-17). The original communities have developed a fear of losing their cultural identity while the migrant groups fear a hostile environment (Reitz, Breton, Dion and Dion, 2009, p.168-175). The original dwellers tend to have a dominating trait that result in newcomers suffering suppression and cultural hegemony (Reitz, Breton, Dion and Dion, 2009, p.168 -175). When this is not restrained, minority cultures will be forced to assimilate majority culture and the result is that they loose their own culture (Reitz, Breton, Dion and Dion, 2009, p.168-175). As Robinson and Jones-Diaz (2006) have pointed out, such a change will eventually lead to racism and homophobia. This study is of the view that one way of making a deliberate effort in building respect for and safeguarding different cultures is including multiculturalism in early childhood education. This way, children can grow up under equitable environments which treat all cultures equally. Neither majority or minority culture is put in a more than or less than equal position in such a scenario. Thus this study dwells on the merits as well as reasons why multicultural education should be adopted or incorporated in early childhood education. The choice of this topic was inspired by the current social context in Singapore. The country is home to many cultural groupings,

Business plan Essay Example | Topics and Well Written Essays - 3500 words

Business plan - Essay Example The critical success factors in the business include high quality nutritious burgers that are all natural and organic, reliability in service delivery, high quality sales staff, and strategizing an effective strong brand building that is associated with high quality, nutritious and uniquely flavoured burgers. The funding required to kick-start the business is ?658,000. With favourable performance, the projected sales will be ?950,000, ?1050000, and ?1160000 in the three consecutive years. Profit before taxation will be ?330,000, ?413,700, ?647,500 for the three consecutive years respectively. Background Healthy Bite Burger restaurant is a new start up business founded by [Names] who came up with the idea for a unique organic burger restaurant for their love and passion of healthy eating and the increasing trend towards health awareness. They wanted to provide a range of healthy organic burgers that are not only satisfying but also healthy, adding value to the customers. The three fou nders pride in their professional experience within the food industry. One of the founders has five years culinary experience and skills within a health oriented restaurant business, another has four years sales and marketing experience with the a grocery store, while the other one has extensive five years experience in website development, search engine optimisation skills, and online marketing. With their love for burgers, and their passion for healthy lifestyles, the three partners developed the idea for a healthy burger restaurant. Healthy Bite burger Restaurant will therefore be a restaurant mainly focused on providing unique healthy organic burger to the widening health conscious people. This unique burger will be a nutritious all natural organic burger targeting the health conscious population. The product will mainly be segmented based on flavours: that is beef, fish, duck, lamb, vegetables and chicken and, all bearing the brand name Healthy Bite Burger. Mission Statement: T o support healthy living among a wide array of people by providing burgers made from all natural healthy high quality organic products in a manner that is focused on adding value to people’s lifestyles Vision Statement: To be the leading provider of all natural nutritious organic burgers in Oxford region Values and Principles of the business: The business is founded on four core values and principles: Integrity in all business dealings, service to customers and their health, respect for individuals and striving for excellence. Earnest and Young projections for the period 2011 to 2020 shows that consumer spending on restaurants would rise by 12% over the period (Ernest & young, 2011:3), and consumers would still tend towards healthy all natural foods (Huxley, Land, Lobley, 2011:37; de Groot, 2012). Most Burgers available in the market are based on highly processed meat products which in most cases often lose big amounts of their nutritional value. While there are other organic burgers in the market due to the commitment of most fast food chains to adopt healthier foods (Paddock, 2008), Healthy Bite Burger Restaurant differentiates itself in that it not only provides information on nutritional content within its menu, but focus on providing a unique burger

Bio Medicine Essay Example for Free

Bio Medicine Essay Two Cathy Ann Wilson-Bates Western Governors University EVIDENCE-BASED PRACTICE APPLIED NURSING RESEARCH EBP 1 Brenda Luther, PhD, RN January 25, 2012 Task Two Introduction: What I have learned about working with children in a chronic healthcare setting like dialysis is that they are resilient beings with the propensity for rapid changes in their medical condition. Children almost always surprise me in their unique description of symptoms and pain. Depending on their age, they may not be able to describe the symptoms they feel or tell me â€Å"where it hurts†. A simple ear ache may be described as a â€Å"drum in my ear† or may be observed with non verbal cues like tugging on the ear. Acute Otitis Media is seen quite often during the cold and flu season. Recent clinical guidelines suggest waiting twenty four to seventy two hours before beginning antibiotic therapy. Parents of children with symptoms of otitis media are accustomed to receiving a prescription for antibiotics before they leave the medical office. Adults as well are preconditioned for the little white slip of paper from their physician. Waiting twenty four to seventy two hours to evaluate the need for antibiotics will definitely reduce the over-prescription of antibiotics as well as their efficacy. The waiting and watching of several days may seem like an eternity to a parent caring for a sick and crying child. Educating parents during routine visits to the physician office about the risks of over-prescribing antibiotics will help when the physician needs to discuss the possibility of waiting and evaluating before prescribing antibiotics. Providing a list of comfort measures parents can follow may help relieve the anxiety they have in caring for a sick child. Any comfort measure taken to reduce crying is helpful to the parent of a sick child, but mostly to the child. The following table and paragraphs will share the results of how one group of nurses at an outpatient clinic used clinical evidence to manage this situation. Source |Type of Resource |Source appropriate or |Type of Research | | |general information, |inappropriate |primary research evidence, | | |filtered, or unfiltered | |evidence summary, evidence-based | | | | |guideline, or none of these | |American Academy of Pediatrics and American Academy of|Filtered |Appropriate |Evidence-based guideline | |Family Physicians. Clinical practice guideline: | | | | |Diagnosis and management of acute otitis media. | | | |Causative pathogens, antibiotic resistance and |Unfiltered |Appropriate |Evidence-based guideline | |therapeutic considerations in acute otitis media . | | | | |Pediatric Infectious Disease Journal. | | | | |Ear, nose, and Throat, Current pediatric diagnosis and|General |Inappropriate |None of these | |treatment. | | | | |Treatment of acute otitis media in an era of |Filtered |Appropriate |Evidence –based guideline | |increasing microbial resistance. Pediatric Infectious| | | | |Disease Journal | | | | |Results from interviews with parents who have brought |Unfiltered |Appropriate |Primary research evidence | |their children into the clinic for acute otitis media. | | | | | | | | | Subcommittee on Management of Acute Otitis Media. (2004). American Academy of Pediatrics and American Academy of Family Physicians. Clinical Practice Guidelines: Diagnosis and Manegment of Acute Otitis Media. American Academy of Pediatrics , Vol. 13 No 5 1451-1465. This article is an evidence-based clinical guideline. It is a systematic review making it a filtered resource which is very appropriate for this situation. The article describes the current, (as of 2004) recommendations for the diagnosis and management of Acute Otitis Media (Subcommittee on Management of Acute Otitis Media, 2004). These guidelines show several different ways to treat acute otitis media depending on the symptoms of the child. It states that sometimes waiting to give antibioti cs is good and sometimes waiting to give antibiotics is not good. This article is appropriate and provides clarity on the topic. Block, S. L. (1997). Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media. The Pediatric Infectious disease Journal , Volume 16 (4) pp 449-456. This article discusses antibiotic resistance and describes the bacterial pathogens which are responsible for infections causing acute otitis media. This article is appropriate. It contains a comparison of studies performed based on the different types of bacteria which cause acute otitis media. It stresses the importance of identifying the bacteria causing the infection before giving antibiotics so that number one the bacteria can be eradicated and other bacteria will not become resistant (Block, 1997). PE Kelley, N. F. (2006). Ear, Nose and. In M. L. W. W. Hay, Current Pediatric Diagnoisis and Treatment (pp. 459-492). Lang. This textbook source contains general information on the ear, nose and throat. There is much more information here regarding basic anatomy and physiology as well as characteristics of the ear nose and throat. The information regarding otitis media is basic and not an appropriate source of research in this situation for three reasons. Number one, the information is very basic, number two, it does not give any up to date information on how to treat this type of infection, and number three there is too much non-relevant information. McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. The Pediatric Infectious Disease Journal , Volume 17(6) pp576-579. This article is a review of the known etiologies that may cause acute otitis media. The article gives up to date information on therapeutic approaches when selecting an appropriate antibiotic therapy. We don’t practice â€Å"cookie cutter† medicine. The same prescription is not always right for all patients or all communities where some bacteria’s may be more prevalent than others (McCracken, 1998). This is appropriate information for this group of people or community. media, P. o. (n. d. ). Interviews. (C. nurses, Interviewer) This set of interviews is simply raw data. General information can however provide great insight as to what is happening out in the community. For example, this information might shed light on the fact that if the parents are willing to hold off on antibiotics for example, would they be more likely to follow up and come back into the clinic when asked? The reaction of parents is dependent upon other several basic factors like finances, a belief system and possibly the ability to obtain transportation. Knowing how the community is going to respond to their choice may have a great effect on the decisions they make. When evaluating the findings of these sources cumulatively, one must first determine the causative pathogens infecting patients in this given community with acute otitis media. After pathogen determination we can determine which antibiotics may be most useful in eradicating the given bacteria. Careful selection of antibiotic therapy will reduce the propensity for antibiotic resistance. Watchful waiting may be a good thing from the perspective of increasing microbial resistance however we must always evaluate patients on their individual needs or on a patient by patient case. One size doesn’t always fit all. Patient education is the key to keeping the public informed of current practice. Physicians and Nurses need to be consistent in the lesson plan shared with patients and remain true to our scope of practice. Communication is essential between the physician, nurse and other multidisciplinary team members in order to provide the best care. There are many considerations in assessing if patients are able to withstand the waiting and evaluation period. Low income families are one example of how the waiting and watching method might not work. Parents may have to take time off work to come to clinic with a sick child. They might struggle finding money for the additional return trip to the clinic and may risk losing their job if they take more time off work. Many low income families may have already waited before seeking help thus creating their own watchful waiting period. They also may not be able to afford antibiotics and as a result may not give the full dose if symptoms have subsided. The perception is that they will save the medication for the next time symptoms arise. Confidentiality might be an issue in smaller communities. People tend to be concerned about neighbors and co-workers and some may not care to share their experience with others. This may be an issue for parents who don’t share custody as in the case of divorce. It is a greater issue when parents or partners don’t share the same fundamental values, especially those related to healthcare. Conclusion: Watchful waiting like the nurses in this clinic are looking at may be useful for some of the patients, but not all. Again, a one size fits all philosophy is not always appropriate in healthcare. Tools like algorithms may be helpful in determining the appropriateness for watching and waiting versus immediate action as determined by physical findings and social circumstances like parental adherence for follow up and ability to afford treatment. Whatever course you choose, watchful waiting or immediate antibiotics the best practice remains a plan of care based on the individual needs of our patients. References Block, S. L. (1997). Causative pathogens, antibiotic resistance and therapeutic considerations in acute otitis media. The Pediatric Infectious disease Journal , Volume 16 (4) pp 449-456. McCracken, G. H. (1998). Treatment of acute otitis media in an era of increasing microbial resistance. The Pediatric Infectious Disease Journal , Volume 17(6) pp576-579. media, P. o. (n. d. ). Interviews. (C. nurses, Interviewer) PE Kelley, N. F. (2006). Ear, Nose and. In M. L. W. W. Hay, Current Pediatric Diagnoisis and Treatment (pp. 459-492). Lang. Subcommittee on Management of Acute Otitis Media. (2004). American Academy of Pediatrics and American Academy of Family Physicians. Clinical Practice Guidelines: Diagnosis and Manegment of Acute Otitis Media. American Academy of Pediatrics , Vol. 113 No 5 1451-1465.

Examining Disordered Offenders Within The Prison System Criminology Essay

Examining Disordered Offenders Within The Prison System Criminology Essay As of December 2010, the prison population in England and Wales stands at 84,896. Staggeringly, government figures estimate that over 70% of prisoners have two or more mental health problems of some kind, and 64% of sentenced, male prisoners have a personality disorder (Singleton, Meltzer and Gatward, 2007). This essay will attempt to find out why so many mentally ill people enter and remain in the criminal justice system, and why diversionary methods are not used as often as they should be. If these figures are correct then it seems clear that large numbers of mentally disordered patients are being held in prison as punishment for offending rather than being diverted away from the criminal justice system and into treatment. This essay will attempt to find out why that should be the case. Diversion, in terms of mentally disordered patients, means diverting the individual in question to the health services and seeking treatment, rather than prosecution and entering the criminal justice system. Short of outright insanity, (see the McNaughton rules) no matter how mentally disturbed the offender is, it comes down to whether or not it is in public interest to prosecute. The Crown Prosecution Services ask whether any useful purpose would be served in prosecution, and this can apply to anything from assault to murder (Home Office and Department of Health and Social Security (DHSS), 1975). We can see in the case of Peter Sutcliffe, the Yorkshire Ripper, even when four different psychiatrists told a judge that he was a paranoid schizophrenic, he was sent to prison rather than a secure hospital, as it was in the publics interest to prosecute. Diversion has arguably been around, though not in its current form, since the dark ages. Roth and Kroll (1986: 100) describe a man possessed by evil spirits who goes on to murder three people, yet is not deemed criminal and instead help is sought from wise men, possibly early forms of doctors. It was not formally in existence until the late 19th century when the Office of the Director of Public Prosecutions was created, and the power to determine whether it was in public interest to prosecute was introduced. It is generally argued that diversion is beneficial to the mentally disordered offender. Smith and Donovan (1990) argue the opposite case. They postulate that excusing the offenders is not always in their best interests, especially regarding mentally ill patients still possessing most of their faculties. They believe that if the patient is prosecuted normally, it can help instil a sense of responsibility which may deter them from any further crimes, and reinforce the belief that they are in control of their own behaviour. Diversion may do the opposite and reduce their sense of responsibility to adverse effects (Prins, 2010). Similarly, we must consider the effects of diversion from the views of medical staff. They are forced to look after and care for violent patients. This then leads to the use of guards to make sure order is kept, which could be reminiscent of the prison experience the offender has just come from. A significant early factor in the failure of the diversion system would seem to be lack of mental health awareness training for front-line police officers, the first people offenders come into contact with. If a police officer is not trained in identifying mental health problems, the diversion process can not even be started. Also, mental health in regards to the law is often not fully understood by the police, including Section 136 of the Mental Health Act (MHA) 2007, which give the Police the authority to remove a person appearing to be suffering from a mental illness and in need of immediate care or control from a place that the public have access to and take them to a safe place, being a hospital or a police station. A questionnaire regarding police constables knowledge of section 136 was undertaken in 2002 by Lynch, Simpson, Higson and Grout (2002), which found that 40% of those questioned did not realise section 136 was even a police power, and just 22% had had any training on section 136. Section 136 is immensely important in the diversionary process, as it enables trained medical persons to evaluate an offender before they enter the criminal justice system. On the other hand it is used wrongly on far too many occasions where instead being taken to hospitals, the offenders are merely placed in a police station, which could easily put the offender in an even more uncontrolled state of mind. This is not always the fault of the police but down to the lack of mental healthcare experts available in any given area (The Bradley Report, 2009). The report goes on to say that police stations should no longer be used at all as a place of safety. Prins (2010) claims that offender contact with the police is the least developed pathway in terms of engagement with the health and social services. This needs to change as prolonged time spent in police stations or court can exacerbate the conditions of the mentally disordered patients. Rowlands, Inch, Rodger and Soliman (1996) found that diversion, when used properly, can be very effective. They looked at a court diversion scheme and a forensic community psychiatric nurse specialist in particular. A year later, not a single patient in their study area with a psychotic illness was in prison, and just 17% overall had reoffended, while most where living safely back in the community. These figures can be compared to the national figures quoted in the introduction. Rowlands et al. (1996) did, however, conclude that although diversion was better than imprisonment, it was second best to hospitalising the offender, and highlighted the need for a greater number of secure beds and locations. Similarly, Joseph (1992) attributed success to the availability of detailed professional assessments and an increase in inter-service communication. This leads us onto another important point. The diversionary process cannot work without proper communication between the services involved, such as the police, judges, psychiatrists, social and probation services. The Bradley Report (2009) highlights the fact that the healthcare services in each police station are not run by the National Health Service (NHS), but by each individual force instead. This brings up many issues when moving mentally ill offenders between hospitals and police stations, such as police stations not being subject to the same governance and performance measures as the NHS hospitals. The report suggests transferring commissioning and budgetary responsibility for healthcare services in police custody suites to the NHS at the earliest opportunity and also brings to light the polices difficulty in obtaining information from the NHS. Bradley (2009) also states that the number of people who come into contact with the police is not known as there are no requirements for them to keep statistics. One of the majo r changes called upon by the Bradley Report (2009) is the introduction of liaison and diversion services in all police stations which would chiefly identify and assess mental disabilities and learning difficulties swiftly and effectively under arrest, and provide better services for people taken to police stations under Section 136 MHA 2007. The Crown Prosecution Service (CPS) also has very little contact with the healthcare services. This is worrying because they have to make the decision whether to prosecute a mentally ill offender solely on information received from the police with respect to any charging advice, who are obviously ill equipped to relay such medical matters (The Bradley Report, 2009). Prosecutors are also reminded that not all mentally ill offenders are ineligible for a caution as without which, the possibility of discrimination appears. It is entirely possible the offenders mental disorder played little to no role in the crime they committed, so why shouldnt they be eligible for a caution. The Bradley Report calls for more conditional cautions for mentally disordered offenders while notifying relevant health authorities. When looking at this question, it is easy to assume that all the incarcerated mentally disordered people would rather have been diverted to the healthcare services, which links to Smith and Donovans comments earlier . This is not always the case. Prins (2010) states that there are a number of benefits to the offender if he is dealt with by the normal criminal justice system model. Firstly, hospitalisation orders often result in a much longer length of imprisonment, and if the defendant is declared unfit to plea, immediate, indefinite hospitalization is issued in the majority of cases. Secondly we must consider the possibility of iatrogenic effects brought on by psychiatric intervention. Fonagy and Bateman (2006) tell us that this is down to the difference between ones own experience of ones mind and that presented by another person. Psychiatrists and other mental healthcare workers can only use the International Statistical Classification of Diseases and Related Health Problems (ICD) , the Diagnostic and Statistical Manual of Mental Disorders (DSM) and past experience to treat patients. The possibilities of worsening patient health comes from the fact that all mental disorders can and are different in so many respects and so exact guidelines for experts to follow are less personal and therefore have room for error. To combat this, psychiatrists must integrate the patients own experience of mind with their own (Fonagy and Bateman, 2006). The Bradley Report (2009) highlights the lack of treatment available to mentally disordered offenders in prisons, and questions whether the treatment should be carried out in prisons at all. No longer should inmates be getting their first assessment in jail, they should be assessed for mental disorders or learning difficulties at least once by the courts or the police. Reed and Lyne (2000) explore the inpatient care of mentally ill prisoners, and find it to be wholly unsatisfactory. Of the 13 prisons inspected and the 348 inpatient beds within them, not a single doctor in charge of the inpatients had completed psychiatric training, and only 24% of the nurses had had any mental health training, obviously some disturbing figures. As Prins (2010) states, it is all too easy to blame these shortcomings on a lack of finances, but there must be methods used to overcome them nonetheless. The Bradley Report (2009) also states the need to remove those from prisons with mild or medium mental di sorders and introduce many more community based primary mental health services. The Power of Criminal Courts (Sentencing) Act 2000 lays out the basis for passing custodial sentences on an offender who is, or appears to be mentally disordered. A medical report must be compiled and considered, as must the likely effect of the sentence imposed and any treatment available for the condition. This act is something all judges and magistrates must know, which makes it even stranger that so many mentally disordered offenders make it through to the prison systems. It would seem that much more intense and thorough psychiatric assessments should be made prior to appearing in court, as to enable the courts to recognize mental disabilities in offenders and help the diversionary scheme become more effective. The Bradley Report (2009) says that information regarding people appearing in court is essential in not only sentencing and remand options, but also whether they are even fit to plea. It goes on to say we should make available the same provisions to vulnerable defendants a s we do vulnerable witnesses, as the traumatic courtroom procedures can be very trying on a defendant with a mental disorder. The Bradley Report (2009) criticises the excessive use of remand for offenders with mental disorders. It encourages the use of more mental health service provisions outside in the community, but accepts this is not possible at the moment due to current strain on healthcare, and the fear in communities about the frequent reoffending of some mentally disordered people. More approved premises must be created to house people on remand as opposed to placing them in jail, as just 3 out of 101 of these facilities can specifically deal with mentally disordered offenders. It is worth making the point here that in the current economic climate it is questionable whether funding is likely to be made available for either enhanced community provision or further approved premises. On the other hand, there are studies that show treatment by prison care services is just as, or even more, effective than community hospitals or NHS hospitals. Brooke, Taylor, Gunn and Maden (1996) interviewed 750 unconvi cted males in 3 young offenders institutes and 13 adult male prisons. Of the 63% diagnosed with a psychiatric disorder, the largest majority were deemed to be treated best by the prison care health services and transfer to a NHS bed was advised in just 9% of these cases. Although there is certainly a need for a great increase in mental healthcare services outside of the prisons for diversion to take place effectively, we cannot neglect the mental disorder work that goes on within them. No matter how thorough the screening and assessment processes are, some mentally disordered offenders will fall through the cracks, and some prisoners certainly develop mental illnesses as a result of their prison stay, such as depression. It is vitally important to increase trained staff and facilities both within and outside the prison context. A report by the Sainsbury Centre for Mental Health found many shortcomings within the diversionary schemes currently in place. These range from a lack of locations leading to certain parts of the country with no help, to the offenders lack of engagement with the services. They estimate just one fifth of the potential national caseload is seen to, and this doesnt even count those who are missed by assessments at the police and court stages. Even worse, those that do get seen often drop out of the system as little is done to ensure they engage with the diversion process. Overall, this report is very similar to the Bradley Report, condemning the poor, current use of diversion with regards to mentally disordered offenders. The main remedy they put forward is the introduction of many diversion and liason teams working throughout the country, at all levels of the criminal justice system, as this would be the best way not only to detect the vulnerable offenders, but also help in treating th em. To try and combat the usual defence of a lack of funding, they propose all diversionary and liaison teams are jointly funded by both the mental health services and the criminal justice system. The Bradley Report (2009) also goes into some depth about the benefits of a fully functioning diversionary and liaison team, such as ensuring the police can make a fully informed risk assessment at the early stages, and the links that must be made from the prison mental care services to the continued care of a mentally disordered offender post release. Clearly, the overriding problem with diversion is the lack of assessment and diagnoses before an offender enters the prison system, and a lack of liaison and diversionary services available for when mental disorders are recognized. The Bradley Report (2009) puts forward the need for these services to move back from the court process and into the police stations which can improve the identification and assessment of mental health problems and learning disabilities at an earlier stage, which would also assist and contribute to the increasing communication between all agencies in the criminal justice system, and the healthcare services. This would also enable some mentally disordered offenders to completely avoid the criminal justice system as the police would instantly divert them to the appropriate mental health services, providing the best care for the offender, and reducing the workload of the police and the courts. The amount of prisoners with mental health problems is obviously di sproportionate to the society in general, but many might not display symptoms of mental illness or even develop one until incarcerated. We also must consider whether society wants mentally disordered offenders treated in the community rather than in Prisons, after all, public protective comes first and foremost. Look at the case of Christopher Clunis, a paranoid schizophrenic reviving community care from the psychiatric and social services, who went on to stab a stranger three times in the face. It seems inevitable that these occurrences would be more prevalent with many more psychologically disordered offenders walking the streets,. Of course there is the argument that these individuals would be housed in secure hospitals, but the system is not 100% foolproof, as we can see. In conclusion, while there are undoubtedly many people in the prison system with mental disorders that do not belong there, with the healthcare system in its current state it is hard to argue mentally disordered offenders would be better off receiving treatment in the community and mental healthcare institutions. The fact is they are underfunded and under developed, there would simply be no room for thousands more patients released from prisons or diverted in the first place. Similarly, there are many mentally ill offenders that would prefer to be dealt with via the criminal justice system because it can often lead to a shorter spell of incarceration, and societys reluctance to integrate mentally disordered offenders into the public. Of course, if these problems can be addressed then diversion can be used as a suitable alternative to prisons for the mentally disordered offender (The Bradley Report, 2009).