Paraphrase Sample

Unit II Assessment Question 2 Ramesh Punna Columbia Southern University Original Passage Large-Scale Complex IT Systems (Ian Sommerville, Dave Cliff, Radu Calinescu,Justin Keen, Tim Kelly , Marta Kwiatkowska,John McDermid, and Richard Paige): Complexity stems from the number and type of relationships between the system’s components and between the system and its environment. If a relatively small number of relationships exist between system components and they change relatively slowly over time, then engineers can develop deterministic models of the system and make predictions concerning its properties.However, when the elements in a system involve many dynamic relationships, complexity is inevitable. Complex systems are nondeterministic, and system characteristics cannot be predicted by analyzing the systems constituents. Such characteristics emerge when the whole system is put to use and changes over time, depending how it is used and on the state of its external environment . Dynamic relationships include those between system elements and the system’s environment that change.For example, a trust relationship is a dynamic relationship; initially, component A might not trust component B, so, following some interchange, A checks that B has performed as expected. Over time, these checks may be reduced in scope as A’s trust in B increases. However, some failure in B may profoundly influence that trust, and, after the failure, even more stringent checks might be introduced. Complexity stemming from the dynamic relationships between elements in a system depends on the existence and nature of these relationships.Engineers cannot analyze this inherent complexity during system development, as it depends on the systems dynamic operating environment. Coalitions of systems in which elements are large software systems are always inherently complex. The relationships between the elements of the coalition change because they are not independent of how th e systems are used or of the nature of their operating environments. Consequently, the nonfunctional (often even the functional) behavior of coalitions of systems is emergent and impossible to predict completely.Paraphrase for above passage: Minimizing the relationships among the entities in large scale system reduces the complexity. Complex systems are not very scalable and would be huge effort when we need to do any changes over time. Relationships should be changing depending on their performances over the life cycle of application to be more robust and granular. Dependency between the software systems must be identified in design phase to make a large scale system and failure to do this process would result in unstable and fragile software system.

Personal College Essay

My Personal College Essay By Dina Elyamany My heart froze and my stomach churned as I imagined the red-colored blood gushing out of him like a waterfall. I grabbed my doctor equipment and, with shaking hands, started stitching the wound in his chest with fear that something might go wrong. After sealing the cut, I checked the heart monitor, and a big smile appeared on my face. My teddy bear was safe and alive, and I was an outstanding six-year-old doctor. After finishing surgery, I skipped into the waiting room to see my clinic filled with my sister’s Barbies who needed a heart replacement because Ken had broken their hearts.As a child, I always thought the people I knew could be replaced or brought back to life if something bad happened to them, like the toys I owned. However, one day showed me I was wrong. On a dull Wednesday afternoon, my parents dropped me off at my aunt's house so they could go to work. I spent the whole day talking to the dolls in my aunt's special colle ction before realizing my aunt never came to check on me. Wondering, I walked to her room through the open door; she was lying on the floor motionless, her mouth slightly open, and no spirit left inside her body.That day I learned she could not be replaced. After seeing the image of my aunt's empty body, I woke up to realize that I had been living in a fantasy where people never die. Because of what happened to my aunt, I decided to become a real doctor who would save humans from unnecessary death. I knew that I would have to study my hardest to earn the required test scores to get into the top medical college. But living in Egypt, I knew my dream was not going to be accomplished since well-connected people steal the high test scores for their children.When I turned eleven, my parents brought me to live in the United States. I will always remember my first day in a school in America: I walked to my sixth grade class with a heart pounding like a noisy watch. As I sat in my seat and w atched everyone carefully, I remember thinking that my English would never be fluent as theirs. That day and every day, I went home and studied. Within six months my English became as normal as an average American’s and my medical dream was born once again.After I entered high school, doing well got a little harder. But I just studied more to be able to follow my dream. Through my experiences in America, I have learned some important truths. If I do not go after what I want, I will never have it; if I do not ask, the answer will always be no; and if I do not step forward, I will always be in the same place. I also have come to realize that people can live in my heart but not in my life. And the six-year-old doctor is now even more empowered to work toward her dream.

Chemistry in Life Research Paper Example | Topics and Well Written Essays - 3500 words

Chemistry in Life - Research Paper Example to remember is that all forms of money are collectively called as currency, which in turn refers to all the money coins and banknotes which are generally accepted and in wide use in the country to which it pertains. The currency of a country is its so-called legal tender that in turn implies the medium of payment recognized by the country’s legal system. Implication in a country having a legal tender means it is valid for meeting a financial obligation. In other words, a creditor (lender) is obligated to accept any payment made in legal tender towards the repayment of a debt owed by a debtor (borrower). A good but short example is when someone pays in American dollars then the lender cannot refuse to accept such payment since a dollar is the legal tender in America (although some states accept gold or silver coins as payment). If the borrower intends to pay in kind (like mineral ores or cocaine or cattle or something else), a creditor can refuse such payment since it is not co nsidered as legal tender and can be refused to be accepted to extinguish a debt, financial obligation or some other consideration. However, before coinage was invented, barter was used which is just a simple kind of exchange for one type of goods for another type of goods or resources. An example will be a person wants to buy a loaf of bread but lacking any money, he pays for it with a live chicken depending on their agreed value of exchange (there must be some semblance of parity). Most historians are generally agreed that coins were invented at around 700 B.C.E. (before current era) independently in Lydia (now a part of modern-day Turkey), in India, and in China. Barter is a form of direct exchange by which goods and services were exchanged for another set of goods and services without the benefit of using a medium of exchange (currency). Barter has a set of inherent problems such as the difficulty in determining the exact or accurate value of an intended exchange between two kinds of

Assignments Essay Example | Topics and Well Written Essays - 1750 words - 1

Assignments - Essay Example ary sources are as well important because a reader is able to develop a clear understanding about the past events as far as German’s past events are concerned. Primary sources act as evidence of what happened in the past of Germany and they can be used as evidence for arguments concerning the history of Germany. Because of the originality of primary sources, they provide correct chronology of events, exact periods, and names of all people who participated in different historical events. At the end of 19th and beginning of 20th century, Germany had concerns about its environment in order to protect their surroundings. Its concerns were mostly based on industry, transport as well as other human activities that can have a negative impact on their environment. Their concerns became more serious at the beginning of 20th century due to rise in industrialization and technology. Some heavy weapons that were used during the World Wars led to massive destruction of German’s environment. They wanted to protect their environment from air, soil, and water pollutions. Released wastes from industries caused environmental pollution especially water and air pollution. Forest cover was also a major environmental issue in Germany during the mentioned period because they discouraged destruction of forests. Some environmental laws that were implemented during this period are still applicable to current days. The rise of Hitler to power was contributed by the weakness of the Weimar constitution. The constitution crippled the government and many people were willing to have a dictator as their leader. When a crisis erupted in 1919-1933, there was no one who could fight and stop Hitler. Article 48 of the Weimar constitution gave the president authority under certain situations, to take emergency measures in addition to proliferation of legislative verdicts without a prior approval from the parliament of Germany. This constitution also led to Hitler’s rise to power because the

Managing Diversity Essay Example | Topics and Well Written Essays - 750 words

Managing Diversity - Essay Example ze my environmental footprint by generating less trash, burning less oil, and wisely utilizing the resources, including the Earth’s water supply, that I have at my disposal. In a word – no. Deadlines themselves are put in place as a means to ensure that the process is both fair and equitable to all parties involved. As was the case with Broward Taxi Company, the firm was able to submit their documentation for a very long period of time; however, they procrastinated on this until the last possible moment and ultimately had to face the consequences of failing to meet such a deadline. Thought he extenuating circumstances of the monopolistic competition that exists within the Ft. Lauderdale taxi industry are disheartening, the fact remains that the deadline was missed and according to procedure the firm is no longer able to compete within the market for the following calendar year. A sense of inequality would likely exist between the shareholders that followed procedure due to the fact that they did all that was necessary but the latecomer was able to submit after the deadline without any penalty whatsoever; thereby making the deadline itself all but superfluous. As one might assume, different cultures throughout the world place a different emphasis on the importance of being timely and meeting deadlines. Although there is always room for a degree of acceptance and cultural accommodation, the fact of the matter is that when it comes to deadlines the rules cannot be bent for mere cultural reasons due to the fact that this would represent an inequality and unfair practice across the board to all shareholders involved. No, simple disagreement with a process in and of itself does not mean that it is somehow unfair. Moreover, a process does not have to necessarily be unfair if it does not meet the needs of the individual or group in question. Fairness is not a determinant of convenience; rather, it is a measurement of equality among all individuals or groups

John Stuart Mill's On Liberty as applied to an issue of modern times Essay

John Stuart Mill's On Liberty as applied to an issue of modern times - Essay Example He was concerned that this majority would stamp out diversity, repress individuals whom failed to conform to herdlike values, and stifle dissenting views. The mass media presents a complex study because it involves an interplay between a tightly controlled corporate elite and masses of citizens whom too often turn to and rely upon the mass media for facts and information. How the mass media presents events is critical to American citizens attaining the intellectual and physical sovereignty to which Mill referred as constititing the foundations of their liberty and freedom. This essay will argue that, viewed through the principles articulated by Mill, today's oligopolistic mass media undermines and stifles the ideals to which he aspired for American citiens; as a result, notions such as the legitimacy of diversity and the sanctity of variety have been dealt a critical blow. As a preliminary matter, before discussing Mill more particularly, it is necessary to place modern American mass media in context. ... In democratic societies the manner by which the media system is structured, controlled, and subsidized is of central political importance. Control over the means of communication is an integral aspect of political and economic power" (McChesney, 1997: 6). The irony is that, although the mass media is privately controlled, it is structured in a way which more resembles a non-democratic oligopoly or military junta than a democratically-structured disperssion of media outlets. In short, from a structural point of view, American mass media is controlled and delivered by a wealthy corporate elite, economic and political barriers often bar entry to new participants, and American citizens receive their news from this structural mass media creature. In addition to structure, it is important to discuss the more substantive features of American mass media. A superficial analysis might yield the view that American mass media, as a corporate enterprise designed to generate profits for corporate shareholders, reflects like a mirror the diversity and the variety of the American citizenry. If the mass media oligopoly didn't give the American consumers what they wanted, this logic goes, then the consumers would switch allegiance and the corporate profits would dry up. There are two fundamental flaws with this argument from the point of view of a theorist such as Mill. First, how the corporate mass media decides to present programming is often a product of detailed surveys and focus groups (Carper, 1995: D-19.2); in effect, the mass media is appealing to the majority as a primary justification for the selection of suitable subject matter and viewpoints. Rather than making programming decisions independently, based on

Perspectives of Terrorism Essay Example | Topics and Well Written Essays - 2750 words

Perspectives of Terrorism - Essay Example Immediately following and as a reactionary response to September 11, 2001, terrorist attacks on the U.S., President George W. Bush stated the county’s intent to initiate a ‘War on Terrorism’ which he characterized as a prolonged battle against those that would employ terrorist actions along with the nations that enabled them. In addition, the U.S. Congress gave formal authorization to the President on September 18, 2001 to â€Å"use all necessary and appropriate force against those nations, organizations, or persons he determines planned, authorized, committed, or aided the terrorist attacks that occurred on September 11, 2001, or harbored such organizations or persons, in order to prevent any future acts of international terrorism against the United States by such nations, organizations or persons† (U.S. Code 2002). Following this proclamation, Bush made his infamous ‘dead or alive’ speech on October 10, 2001, and offered a list of Americaâ₠¬â„¢s 22 most-wanted terrorists.During his State of the Union Address on September 20, 2001, Bush presented his position to the American people and the assembled body of Congress. â€Å"Our war on terror begins with al-Qaida, but it does not end there. It will not end until every terrorist group of global reach has been found, stopped and defeated†. On November 13, 2001, in the first such occasion since World War II, Bush signed into law an executive order that allows military tribunals to use any actions they deem necessary.... "Our war on terror begins with al-Qaida, but it does not end there. It will not end until every terrorist group of global reach has been found, stopped and defeated" (White House, 2001). On November 13, 2001, in the first such occasion since World War II, Bush signed into law an executive order that allows military tribunals to use any actions they deem necessary. The U.S. military could now imprison for an indefinite period of time and without representation, any person of foreign nationality who are simply alleged to have associations with terrorist activities. For example, when the U.S. invaded Afghanistan, legal advisors tied closely to the ideology of the Bush administration within the Justice Department's Office advised Bush that the U.S. was not legally bound by the U.N. Charter or international laws with regard to rules of engaging a perceived enemy. These views were echoed by Alberto Gonzales, then White House legal advisor for the President and now Attorney General of the U .S. He also advised President Bush that he did not have to comply with the Geneva Conventions in the handling of prisoners, or 'detainees' in this war on terror (Calame, 2006). This opinion, shared by legal counsels to the President, applied to not only those directly affiliated with al Qa'ida but to the entire ruling party in Afghanistan, the Taliban, because, as they argued, Afghanistan was a 'failed state' (Mayer, 2005, p. 32). The Bush administration chose to follow the advice of this jaded, self serving legal opinion in spite of strong disagreement by the U.S. State Department which cautioned against disregarding U.N. and international laws as well as covenants of the

Business Entities, Laws, and Regulations Term Paper

Business Entities, Laws, and Regulations - Term Paper Example This paper intends to look at different business scenarios and the regulations required by the government for one to run the business. Restaurant A restaurant is a place where people visit to get refreshment and get some delicious meals. In some restaurants, the proprietors can introduce other entertainment facilities to offer best sites for recreation. Miriam, Jose, and Luo plan to open up a restaurant that will offer recreational activities like watching of a large screen while enjoying. There are different types of partnership that the business entrepreneurs can form and run their businesses as a group. For example, they can form a General partnership or a limited partnership. General partners will work closely together every day and share all the responsibilities of the business. General partnership does not have any liability protection (Hillman, 1997). This means that all members are responsible for any loss that the company may incur (Howard, 2004). On the other hand, limited partnership has some of the members actively participating in the daily running of the business while others remain dormant and deal with duties not related to the business enterprise. These dormant partners may contribute some amount of capital to enable the business run. They then share the profit that the business gets through the agreed procedure. It is very possible for the three to open up their enterprise and run according to their wish. In this context, they will form a general partnership whereby Miriam does not have ample time to stay at the restaurant frequently, investigative partner, while the other two will be the managing partners. Formation of a general partnership for Miriam, Joe, and Luo can be completed through a certain procedure. First, they must be more than one person, they must be business partners, they should be co-owners of the business and the business must be for income generating purpose only (Drinker, 2002). Since Miriam has enough capital and the othe r two can work at the restaurant, it is possible for them to share the returns that arise from their work. Each person reports only the share of the total business profit on his or her returns. This is because partner ships do not have any tax liability. Thus, each individual is required by law to file a report with the government to explain all profits and losses that arise from the partnership. This is to enable the government to trace the partner’s tax on income. In the second scenario, Tara and Akiva want to start a birth centre for the expectant mothers to get services. The two have the obligation to come together and form a general partnership where they will be able to share all the profits and losses together in the course of running the business. It indicates that the business will have unlimited liabilities. Akiva and Tara will have to share responsibilities to enable smooth running of the business. Since this is a general partnership, it is necessary for the two to agree on how to handle issues of the birth centre (Hillman, 1997). Tara can be involved in employment and employee management while Akiva can deal with patients and their issues. The partners expect to take up a large loan to provide the business with the capital required. It law requires that Akiva and Tara should have a document that indicate they are in partnership. They must have minutes of their meeting

Is the Media Leading Non-smokers to Smoke in The United States Assignment

Is the Media Leading Non-smokers to Smoke in The United States - Assignment Example Scientific studies have proved beyond doubt that smoking causes a lot of health problems like cancer, cardiovascular diseases, high BP, lung diseases, Osteoarthritis etc. In women smoking during pregnancy can affect the growth of the fetus. Moreover, smoking can create a lot of social impacts as well as non-smokers never like the company of smokers. Media plays a vital role spreading smoking habit and hence I want to make the authorities aware of their futile efforts to prevent smoking by asking the ad people to include warning signals rather than completely prohibiting the tobacco products, through this research The influence of movie stars is so high among the public, especially among teenagers and youths. People have a tendency to mimic whatever the film stars or celebrities do. These film stars often display smoking in a particular style which encourages even non-smokers to have a try because of the influence of celebrity culture among the public. The non-smoker who adopted smoking just for mimicking the celebrity unknowingly becomes a smoker because of the addiction tobacco can contribute to the smokers. â€Å"Smoking in movies is often associated with the characteristics that adolescents find appealing, such as toughness, sexiness and rebelliousness† (Hood Center, 2006) â€Å"There is mounting evidence suggesting that adolescents whose favorite actors or actresses smoke on screen are more inclined to take up smoking themselves† (Anti-smoking ads at the cinema only work for young non-smokers, 2007) â€Å"This 1987 marketing document from the Philip Morris collection reveals an ad agency testing various themes about secondhand smoke on behalf of the Philip Morris Tobacco Company (PM). A major theme of the ads was that "the case isn't proved" that secondhand tobacco smoke harms nonsmokers, ironically the same theme that the tobacco industry used for years to reassure smokers about primary smoking and keep them smoking†.

Real or imaginary child with disabilities into a general education Essay

Real or imaginary child with disabilities into a general education class - Essay Example The most suitable model to use is a Response to Intervention (RTI) model. This an academic intervention method used to help children with needs such as difficulty learning or learning disabilities. It is an early intervention, which prevents failure in academics by measuring progress of such a child frequently, and inducing interventions that are research based to instruct and aide children with such difficulties. Some children do not respond to such interventions, and their problem is deep rooted in that the children could have disability stemming from the biological make-up (Vaughn, 2010). Unlike the discrepancy model that is common for the normal children with ability, this model will be an alternative to Frank who is in need of supplementary education. Personnel The personnel who will handle the process will be three normal classroom teachers, who will teach mathematics, a language subject, and a science subject respectively. The teachers who will handle Frank will be individuals who are highly qualified and trained adequately to implement this model. They will be individuals who understand Frank better and will be able to connect with him in order to get the required results. The selected teachers will compile a comprehensive report within a period of five weeks and will use the report to provide the child with the supplementary three-tier program. This is as recommended by Phaneuf (2008). Accommodations and modifications Accommodations and modifications will focus on changing the teaching techniques, and assessment on Frank’s progress. The accommodations the teachers will consider into the curriculum include one-on-one quizzes, group discussion with the other children, large print materials to enable Frank see and comprehend well, colored charts, extended or shortened assignments and assessments. They will also use pictures, animation, colors, and sounds to help Frank grasp and understand the content quickly. Some of the modifications that the teac hers will consider include, changing the grading scale particularly if Frank fails to compete with the rest and introduction of special education and special education teacher in tier three if Frank utterly fails to improve. Strategies School screening Assessment This is the first strategy that will help identify Frank’s strengths and weaknesses. Screenings will last for a period of five weeks (Phaneuf 2008: 54).The first thing the teachers will carry out is to assess whether he requires such interventions. This will take place in a normal classroom where he will get academic surveillance. This will enable evaluation of the Frank’s performance based on the basic subjects in the curriculum such as mathematics, sciences, and languages. His ability to perform tasks such as reading and comprehending, solving mathematical sums and carrying out practical tasks will undergo evaluation and the report will contribute significantly towards identifying his strengths and weaknesse s. The teaching will follow the curriculum of the classroom. It will be research based, one tested in the field and proved effective and containing all the fundamentals of teaching a normal child with able faculties. This screening will establish a specific criterion, which will rank the Frank’s performance in various categories. The percentile score will show whether his performance is poor, average, above average or excellent. Comparison of the

Look Before You Leap Essay Example for Free

Look Before You Leap Essay Aristotle is praised for naming fortitude, First of the cardinal virtues as that without which no other virtue can steadily be practiced; but he might, with equal propriety have placed prudence and justice before it. Since without prudence fortitude is mad; without justice it is dangerous. Only a fool or a suicide will jump into a river without making sure about the depths, eddies and whirlpools. And even there no one tests the depth of a river with both feet. Rashness has been unhappy parent of misfortune. Once in a blue moon it might bring us luck but more often than not it is fraught with dangerous consequences. The Persian monarch Xerxes, rashly enough, ordered an expedition to conquer Greece. With a wave of the hand he dismissed all pitfalls and dangers. When the trial of strength came the armies of Xerxes were dashed to smithereens and the crestfallen monarch escaped in a solitary boat, forlorn and humiliated. Those who act first think afterwards are bound to repent forever. History is replete with such instances. Napoleon, otherwise calculating and sagacious warrior in a rash and proud moment gave signal for an invasion of Russia. He had counted without the terrible winter of that country. His armies were bogged down in the snows. The flower his army, the Iron Guards, perished and the loss became the prelude Napoleons utter downfall. History repeated itself. In the Second World War, Hitler drunk power and pride turned his guns towards Russia, in spite of the Non- aggression Pact which he had solemnly signed. He also met disaster paid the price for his rash decision. True statesmanship lies in thinking hundred times before deciding on any course of action. A situation is assessed in all its potentialities and possibilities. Though you would like to beat the dog, you have to consider the masters face as well. Look before you leap, sums up the wisdom born out of experience. In ordinary situations the proverb holds. But there are moment’s crises or emergency when boldness or even rashness may be preferable cool calculation. In earthquakes, famines, floods and national calamities a person should act at once without caring for the consequences. In trying to avoid rashness one might go to other extreme of indecision and sloth. A bachelor, said a humorist, is one who looks before he leaps then never leaps. Rashness is any time better than sloth. But the right course is quickness guided by prudence. Haste and rashness are storms and tempests breaking and wrecking business; but nimbleness is a fair wind, blowing it with speed to the haven.

How the Town of Maycomb Strongly Demonstrates Social Iniquity Essay Example for Free

How the Town of Maycomb Strongly Demonstrates Social Iniquity Essay People can be unfair, unjust, and downright cruel. In the novel â€Å"To Kill a Mockingbird†, there is a good demonstration by the members of Maycomb’s society of the theme of social iniquity that has very strong supporting evidence towards this opinion. Many different acts are shown to price the county of Maycomb is biased and unfair to its members. It proves things are not as they seem considering the fact that the county of Maycomb is a very proper and ‘classy’ group of people, to some extent. But, as many people read, they notice there are hidden things involved in this ‘not so proper’ place. People in Maycomb are biased towards others based on their colour, job, age, gender, age or family. In more than one way are people discriminated and treated differently due to these aspects of them. Examples that are shown in the novel of social inequity the difference in treatment from a white man compared to a black man, the missionary circle or the different age groups in Maycomb. In the county, there are a group of ladies that like to get together and ‘talk’ about situations that go on in Maycomb and get each other’s input on each of the situations that are brought up. They like to call themselves the missionary circle. Some people think that this group is just a group built to gossip. â€Å"I heard Mrs. Grace Merriweather giving her report in the living room on the equalled lives of the mrunas, it sounded to me. They put the women out in huts when their time came, whatever that was; they had no sense of family- I knew that’d distress Aunty.† (Lee, 121). This quote is simply just an example of what the missionary circle talks about. They find different topics and news about the county and gather around at different locations to talk about it, acting as if they are a club. They all have  different opinions, sometimes belittling different figures or characters in the novel. Some of the opinions given from the members reflect upon other members opinions of situations or characters making some opinions bias. Some of the things said by the missionary circle’s members can be untrue. Since the characters or figures that are being spoken about are not there to defend or give their point of view, this makes the judgement unfair. â€Å"I tell you there are some good but misguided people in the town. Good but misguided.† (124). This quote is in reference to Atticus. Some people could say this quote has a significant impact on this novel because it opens the discussion of the group up to different people in the town and the judgement, sometimes false, that they get from people. Everyone has their own opinions of others, sometimes their opinion is part of someone else’s. The missionary circle’s members are socially high in the rankings from the opinions of others. They tend to be the ‘popular’ group in Maycomb which is why Alexandra wanted to join the group in the first place. The members of the missionary circle consider themselves fine upstanding Christian women of Maycomb. The missionary circle talks about different people in Maycomb and where they are ranked in the social standards to their perspective. The black people of Maycomb tend to be a topic the group talks about and most of the rest of the county. In the novel, people tend to make it seem as though black people are treated very poorly compared to white people. White people think they are better than them and consider it a crime if a black man beats a white man in any way shape or form. This is when Tom Robinson comes into play. He is a huge aspect of the book. He is put into trial for supposedly raping Mayella Ewell. When the court date comes, the information gathered from both sides point to Tom as being innocent. Many people suspect Mr. Bob Ewell was the man that beat Mayella for coming to a black man. Evidence suggest that Tom Robinson only losses his case because of his colour. Even in the courtroom, people are divided by their colour and class. The black people of the crowd have to sit on the balcony while the white folk sit on the floor. This is  discrimination against the black race. They are treated differently than the white people because of false and prejudice judgement and opinions of others. â€Å"A white man’s word against a black man’s word, the white man always wins.†(Lee, 243) This quote is a significant piece of evidence that represents the injustice and biased treatment against black people in Maycomb. This can also demonstrate the fact of how Maycomb tends to be bias towards characteristics of people or families that are out of their control such as age, gender, wealth, race or even your family. Everything the people in Maycomb are is based upon these factors that are out of their control. Atticus tells Scout â€Å"It’s not okay to hate anybody.† (pg. 246). This quote is significant because Atticus is trying to tell Scout that you can’t not like anyone for no reason. He is telling her not to judge a book by its cover. He could be suggesting giving everyone a chance before you give them a negative judgement. In a way, Atticus is trying to navigate Scout away from the common disease in Maycomb of false judgement unlike the rest of Maycomb. Not many people see how they are unfair to each other but it tends to stand out to Atticus which is why he tries to treat people fairly. Atticus also tries teaching Jem and Scout to be respectful to elders and the adults in Maycomb. There are different cases for different people that are older that the kids don’t understand and Atticus is trying to make them appreciate them without telling them their situations. In the novel â€Å"To Kill a Mockingbird†, the role of adults is huge. When Scout first goes to school, her first teacher, Mrs. Caroline Fisher, doesn’t know the customs of the county so she   assumes something about the Cunningham’s family. She doesn’t know that the Cunningham’s don’t take anything they couldn’t pay back so it seemed as though she got offended when Walter didn’t take the quarter. Everyone in the class knows what the Cunningham’s are like so when this happens, the class reacted surprised. Mrs. Fisher did not show an act of false judgement which shows that things change in Maycomb. Over time, people begin to look at different situations a bias way due to the perspectives of others. She also  doesn’t like the fact that Scout can read. It seems as though she was discouraged by a child’s knowledge and didn’t know how to react towards it. â€Å"Jem and I hated her. If she was on the porch when we passed, we would be raked by her wrathful gaze, subjected to ruthless interrogation regarding our behavior, and given a melancholy prediction on what we would amount to when we grew up, which was always nothing.† (Lee, 13). This quote shows the false judgement on Mrs. Henry Lafayette Dubose on the children. Most of the adults in Maycomb do not fully respect Jem and Scout. This is because of their age; something they cannot control. People treat them differently based on this because nobody stands up for them except themselves. The adults have no reason to follow along in someone else’s footsteps in this aspect because no one is making the footsteps for anyone to follow in. Stephanie Crawford even told me once she woke up in the middle of the night and found him looking in the window at her. I said what did you do, Stephanie, move over in the bed and make room for him? That shut her up a while. (48). The meaning of this quote could be interpreted many different ways. Mrs. Maudie is saying this about Boo Radley. He is a very mysterious man. Many people in the town have made false accusations about him, not knowing who he truly is, not even what he looks like. Boo is considered a complete outcast to Maycomb. It is as though he doesn’t exist. People don’t even put the initiative to get to know Boo Radley because if they did, they would be considered weird. Mrs. Maudie is, in a way, sticking up for Boo because she doesn’t believe in false judgement. This is Mrs. Maudie showing the opposite of what most adults in Maycomb. People in Maycomb tend to follow other people. This is when a movement happens. The movement in the novel, â€Å"To Kill a Mockingbird† is social iniquity because of the decisions made upon the citizens in Maycomb. In a way, the missionary circle is a group of people looking for followers in order to continue their ‘club’ and stream of gossip. People in Maycomb discriminate different people due to their race. This is why black man is considered to be less than a white man in Maycomb’s social standards. It is a cruel judgement which is why everyone should be given a fair chance before they are given a label. People also judge people by their age. All of these  discriminating factors are things you cannot control. It is downright cruel and unfair. Social inequity is something quite simple that should be fixed. Many crucial factors in the novel end up being decided by discrimination. Most people in Maycomb don’t want to break the trend of discrimination and start a new movement by standing up for what is right. It could be very easy to fix. Why carry it on? There isn’t a point. People just end up being punished or judged due to these factors which isn’t right. People shouldn’t be judged on aspects of themselves that they can’t control. Don’t be a follower, be a leader.

Enhancing Teaching and Learning Practices in Malaysia

Enhancing Teaching and Learning Practices in Malaysia Education is one of the main fundamentals in building up a nation. In Malaysia, education has always been the top priority of the government. About a quarter of the government 5 years budget is allocated to the ministry of education to maintain good education system in this country. The vision of the government is to make Malaysia a centre of educational excellence. There are three levels of education in Malaysia which are the primary education a period of six years, that is, from Standard One to Standard Six; secondary education five years, that is, from Form One to Form Five; and the tertiary level of education. Upon completion of secondary education, eligible students can opt to pursue two years of post-secondary education, Form Six. This is the university entrance preparatory course. The pre-tertiary education (pre-school to post-secondary education) is under the jurisdiction of the Ministry of Education (MOE) while tertiary or higher education is the responsibility of the Mini stry of Higher Education (MOHE).  [1]   Education is a priority of the Federal Government of Malaysia and it is committed to provide quality education to all. Most of the Five-Year Malaysian Plans have placed great importance on education, training and lifelong learning. In line with greater focus on human development, an average of about twenty-one percent of the total budget allocation has been allocated for the expenditure of education and training development. The national philosophy of education states that Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. It is designed to produce Malaysian citizens who are knowledgeable and competent, possess high moral standards, and are responsible and capable of achieving a high level of personal well-being as well as to contribute to the betterment of the family, society and nation at large.  [2]   In order to support Vision 2020 the education system is transforming which entail changing the culture and practices of Malaysias primary and secondary schools, moving away from memory-based learning to an education that stimulates thinking, creativity, caters to individual abilities and learning styles, and based on a more equitable access. At the same time, Malaysia is initiating many approaches in order to keep up with the changing world and current needs which will generate a well-structured development of higher education. The government has also clearly outlined the strategic thrusts in the National Higher Education Strategic Plan to make Malaysia an international centre of educational excellence by 2020.  [3]   MALAYSIAN EDUCATION SYSTEM Education is the responsibility of the Federal Government. Malaysias national education system is divided into pre-tertiary and tertiary education. There are two governing authorities for the education sector. Pre-tertiary education, that is, from pre-school to secondary education, is under the jurisdiction of the Ministry of Education (MOE) while tertiary education or higher education is the responsibility of the Ministry of Higher Education (MOHE). Under the national education system, a child begins his/her education with pre-school education at the age of four and will be admitted into the first year of the six years compulsory primary education when the child reaches the age of six on the first day of January of the current school year. The government provides eleven years of free primary and secondary education. Most schools in the country are government or government-aided schools and a number of private schools. The school starts in January and ends in November. Students sit f or common public examinations at the end of primary, lower secondary, supper secondary and sixth form levels.  [4]   Pre-school Education. Pre-school education is part of the National Education System under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for formal education. Pre-schools are run by government agencies, non-governmental organizations (NGOs) as well as private institutions. The major government agencies that are responsible for pre-school education are the Ministry of Education (MOE), the Ministry of Rural Development, and the Ministry of National Unity and Community Development. Children enroll between the ages of four and six and all pre-schools have to abide the curriculum guidelines set by the Ministry of Education. The curriculum enables pre-school children to acquire sufficient basin communication, social and other positive skills in preparation for primary schooling. The learning components include language and communication, physical development, cognitive development, moral and spiritual growth, socio-emotional development, aesthetic and creativity. Primary Education. Primary education is divided into two phases phase 1: Year 1-3 and phase 2: Year 4-6. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. While education at this level is not compulsory, more than ninety-nine percent of this age-group are enrolled in primary schools throughout the country. There are two types of schools at the primary level the National Schools and the National-Type Schools. In the National Schools the medium of instruction is the Malay language which is the national language. The medium of instruction in the National-Type Schools is either Chinese language or Tamil language. in both types of schools, the Malay language is a compulsory subject. English is compulsory and is taught as a second language in all schools. Chinese, Tamil and indigenous languages are also offered as subjects in national sch ools.  [5]   Secondary Education. Secondary education is basically an extension of primary level education. Education at this level is general in nature and is divided into lower and upper secondary level, and a special year transition program known as Remove Class for pupils from the National-Type Chinese and Tamil Primary Schools.  [6]   Remove Class. Remove Class is a transition year for pupils from the Chinese and Tamil medium schools to acquire sufficient proficiency in the national language to enable them to learn through this medium the following year. However, pupils who have performed well in the Primary Assessment Test (UPSR Ujian Penilaian Sekolah Rendah) at the end of Year 6, are allowed to proceed directly to Form 1. Lower Secondary Level (Form 1-Form 3). This level covers a period of three years. Education at this level is general in nature. All subjects are core subjects and compulsory for all. Chinese, language, Tamil language and Arabic language (Communication) are offered as additional subjects. Upon completion, pupils sit for a common examination, that is, the Lower Secondary Assessment (PMR Penilaian Menengah Rendah). Upper Secondary (Form 4-5). Education at this level covers a period of two years. Besides following the general education program, students begin to specialize in the science, arts, technical, vocational and religious discipline. Specific schools are designated for each discipline. These schools are academic schools, technical schools, vocational schools and religious schools. Upon completion, students sit for the Malaysian Certificate of Education (SPM Sijil Pelajaran Malaysia) examination. Secondary Technical Schools. Secondary technical education is aimed at producing an adequate pool of qualified students who excel in mathematics and science, as well as in basic engineering subjects. Students in secondary technical schools follow the same core subjects of upper secondary school curriculum and choose science and technical subjects as electives. Admission to these schools is through application based on the PMR results, and only students with strong background in Mathematics and Science are selected. Students from these schools are expected to continue their studies in science and technology-related courses at the higher levels as well as in advanced skills. Secondary Vocational Schools. These schools provide courses in pre-employment skills as well as general education. Courses are offered in two streams vocational education stream and skills education stream. In the former, emphasis is given to general and technical subjects in order to provide students with a good foundation for admission into polytechnics or other higher institutions. In the skills stream emphasis is given to practical work to develop competency in trade skills required by related industries. Students are prepared for the National Vocational Training Certificate. Upon completion of eleven years of free education, further education is no longer automatic but is subject to the individuals academic performance and financial stability. These upper secondary school graduates, that is, Form Five leavers, can opt to continue their education in post-secondary schools to obtain a pre-university qualification such as the Sixth Form or Matriculation program or GCE ALevel, or further their education at tertiary or higher institutions. Higher education includes certificate, diploma, undergraduates as well as postgraduate studies. Undergraduate studies consist of Bachelors degree levels and professional studies while postgraduate studies consist of Masters degrees and PhD levels. Generally, higher education at the diploma level is for secondary school certificate holders, that is, Form Five (Sijil Pelajaran Malaysia or SPM) from the age of seventeen onwards. The Bachelors degree is for students from the age of nineteen onwards with post-secondary qualifica tions such Form Six (STPM Sijil Tinggi Pelajaran Malaysia), which is equivalent to the GCE ALevel, or pre-university qualifications.  [7]   MALAYSIAN SCHOOL CURRICULUM The role of the school curriculum is to ensure the holistic development of the individuals potential, mentally, spiritually, emotionally and physically. The curriculum is to bring faster the Malaysian citizen who is balanced and well-rounded individual, trained, skillful and cherishes the national aspiration for unity. The Malaysian school curriculum has been reframed and realigned to present and future needs. Besides that, rapid developments in technology, new theories of learning and developments within Malaysia itself necessitated the systematic curriculum. The basis of the curriculum took into considerations four main aspects national development, individual development, learning theories, and the national philosophy of education.  [8]   The basic theoretical principle in the planning and design of the Malaysian curriculum is the integrated approach. Infusion of specific aspects of education such as moral values, patriotism, science and technology, language, environmental education, study skills, creative and critical thinking, and road safety across the subject disciplines is a basic feature in the Malaysian curriculum. Such an infusion is made with the purpose of consolidating these aspects which may already be in the school subjects but needs further emphasis. Patriotism, for example, is already discussed in History and Local Studies but because of its importance, the national curriculum requires that it be taught across other subjects. Others such as environmental education are taught across the curriculum because it cannot be accorded the status of subject due to constraints of time, facilities and the like. The technical, vocational and skills training offered in secondary technical and secondary vocational schools provide students with practical training and employability skills. Besides that, the use of technology as an enabler to facilitate teaching and learning activities have made learning interesting, motivating, stimulating, meaningful and develop skills that will prepare students to face greater challenges.  [9]   Pre-school Curriculum. The pre-school curriculum focuses on the whole-child development. The curriculum emphasizes on socialization process, the development of personality and the preparation of children to enter primary school. The components in the curriculum include language and communication, cognitive development, socio-emotional development, spiritual development, physical development and aesthetic and creativity. Primary School Curriculum. The Integrated Curriculum for Primary School (ICPS) is divided into two phases phase 1 for Year 1-3 and phase 2 for Year 4-6. The ICPS emphasizes the mastery, reinforcement and application of 3Rs, acquisition of complex skills and knowledge, pre-vocational skill, and the development of personality, attitudes and values. The ICPS consists of three areas, mainly communication, man and his environment, and self development. These areas are further divide into six components basic skills, humanities, art and recreation, living skills, communication, spiritually, values and attitudes. Secondary School Curriculum. The emphasis of Integrated Curriculum for Secondary School (ICCS) is on general education, the consolidation of skills acquired in primary school, the development of attitudes, values, personality, and interests as well as specialization for higher education and career options. CONTEMPORARY CHALLENGES IN EDUCATION In the twenty-first century, education in Malaysia will face significant challenge as it is in this century that the country is set to become industrialized. It is imperative therefore to understand what it is that needs to be given attention for the education system to prepare adequately for the century: Shift to K-economy. Knowledge has to be the basic form of capital in the twenty-first century to position Malaysia for industrialization. The education system must yield knowledge workers to push Malaysia into the K-economy. Knowledge workers are essential for the country to make investments in technology which will contribute to sustainable growth. Malaysian education must enhance knowledge and technology in every facet of its education system.  [10]   Improving Education Qualities. Given all the qualitative achievements at all levels of education with continuous growth of enrolment rates, Malaysian education has to shift to the dominance of qualitative target. Several factors have to be considered for determining educational quality. The areas of content and delivery that directly affect teaching and learning must be given emphasis. There have to be innovations within the approach for both the content and delivery at all levels of education. To ensure effective delivery, teacher professionalism has to be addressed to induce greater professionalism among school teachers. Recruitments, training and school restructuring should be the primary target areas for introducing professionalism among teachers.  [11]   Narrowing the Digital Divide. The equity issue in education should aim for providing equal access to education. The focus of democratization of the education in the twenty-first century will be in terms of providing equity in education with emphasis on knowledge and technology between rural and urban school population. Malaysian education has to achieve increase participation and improved performance in science and technology especially among the school population. Apart from providing the necessary infrastructure, science and technology have to be aggressively promoted to harness interest among students.  [12]   Redifining the Role of the Private Sector. The role of the private sector is vital particularly at the higher level of education. It releases some of the heavy financing load off the government, reduces the capacity constraints of the public institutions, and provide innovation and competition. Nonetheless, profit and commercial motivations have developed a number of problems. These problems if not address adequately will effect the quality of higher education in the country. One broad question that should be addressed is what should be the role of private higher education should they be complementary, supplementary or both.  [13]   Teaching Methodology. Two shortcoming are identified in the current practice: (i) lecture-based instruction students tend to become passive recipients of knowledge and resort to rote learning; (ii) teacher-centered students tend to rely on their teachers to decide what, when, and how to learn. This worked relatively well but it is not clear that students are learning at higher, conceptual level of thinking.  [14]   PROPOSED ENHANCEMENTS Several factors ought to facilitate the enhancements of the Malaysian education system, especially the national curriculum such as the introduction of new subjects and programs in schools. The facilitating factors include findings of research and studies, public opinions, world trends, social and economic needs and political pressures. In addition, they are to be facilitated further with the existence of the following supporting factors at varying degrees: The governments continued efforts to expand and improve education and training through increase in the budget for education. The experience over the years of the nations education policy in enhancing quality and access to education to meet the needs of rapid development of the nation. Availability of basic infrastructure and training, that is, in-service teacher training, seminars, forums and workshops to familiarize teachers with the curriculum and to upgrade teachers efficiency. Continuous training received by ministry officers both locally and overseas covering a wide range of topics which helps the officers to gain more knowledge and experience in planning and implementing curriculum reform initiatives. Public awareness and support to carry out educational reforms to fulfill the needs of cultural, social and economic development. Efforts by both the government and private sectors to intensify the acquisition and application of information and communication technologies in all fields of life as a result of globalization and modernisation. The strong commitment and awareness among parents of the importance of education in producing educated, knowledgeable and skillful Malaysians who are prudent, creative and innovative. In the learning process, to develop inter-personal and small-group skills teachers must provide opportunities for group members to know each other, support and accept each other, communicate accurately and confidently, and resolve differences constructively. Promotive interactions individual can achieve promotive interaction by helping each other, exchanging resources, challenging each others conclusion, provide feedback, encouraging and striving for mutual benefits. Individual accountability teachers should assess the amount of effort that each member is contributing. These can be done by giving an individual test to each student and randomly calling students to present their groups work. Group processing teachers should provide opportunities for the class to assess group progress. This would enable group to focus on good working relationship, facilitate cooperation in learning and ensure members get feedback.  [15]   The curriculum must be so designed and randomly monitored to help students achieve overall and balance development and improvement. Appropriate mix of learning strategies to ensure mastery of basic competencies and promotion of holistic development. More emphasis should be given on students understanding of a particular concept, guiding students in active learning, providing opportunities for discussion and elaboration, and encouraging them to work with peers and teachers. Encourage and support collaborative effort with students from other schools or even from other countries. The curriculum and teaching methodology must cater to students different capabilities, for example, their learning styles and levels of intelligence. Allow students to practice self-paced, self-accessed and self-directed learning which can be facilitated via the use of technology.  [16]   CONCLUSION The environment and socialisation process to which students are exposed remain as important factors contributing to academic success and character building. The Malaysian educational system, at pre-school, primary and tertiary levels have consistently emphasised on the importance of nurturing, among others, moral values and ethics among students. Thus, the quality of education that teachers provide to students is highly dependent upon what teachers do in the classroom. Teachers should have the knowledge on how students learn and how best to teach. In addition, contemporary learning and teaching methodology should be in line with the technologies of tomorrow where technologies and communications infrastructure are paving the way for a more sophisticated ICT-enabled teaching and learning environment. Indeed, with the advent of globalisation and modernisation, the education curriculum in Malaysia for sustainable development in the new century, call for a total commitments from all Malaysians, with a sense of urgency in the face of increasing competition. The Malaysian policy framework recognises that education development plays an ever important role in building a sustainable, resilient and competitive society. Interestingly, the global education scenario has similar development strategies, namely, by providing wider accessibilities, ensuring quality education, continuous strategic education reforms so that the respective countries can compete as global education providers. In fact, education has already evolved into a big economic entity for some countries. Malaysia ought to be ready to face these challenges in the field of education, both internally and externally, with the advent of globalisation, trade liberalisation, and the development of ICT in this new century.

Consumption and Everyday Life Essay example -- Culture Cultural Essays

Consumption and Everyday Life This interdisciplinary volume portrays the variety and complexity of consuming practices that are embedded in the context of everyday life. The contributors cover a broad range of cultural consuming patterns drawing on material as well as symbolic resources with case studies from different parts of the world. Studied practices include shopping, personal narratives, music and performance, the imagination of identities and places, media and audiences as well as domestic communication technologies. These cases counter both traditional images of a passive, powerless consumer and the postmodern glorification of consumers as "creative artists", but rather illustrate the varying balance between constraint and creativity, and the role of consumption within the cycle of production, regulation, representation and identity. In the introduction, Hugh Mackay explains what is understood under the term cultural consumption, and gives an interdisciplinary and historical overview of the most significant approaches to consumption, their accomplishments and weaknesses. He outlines what contribution this book has to offer to the study of consumption and everyday life, summarizes each chapter briefly, and discusses what they have in common, and in which respect they are differentiated from each other. In his chapter, Daniel Miller explains the concept of appropriation and illustrates it with his own fieldwork on English kitchen furniture in state-provided housings, U.S. American soap operas and Coca-Cola in Trinidad. He traces back anthropological approaches to the relationship between persons and objects and problematizes the strict distinction between "gift-societies" and "commodity-societies", and the p... ... They provide the reader with approachable empirical studies rather than abstract theorizing, and thus narrow the broad field and theoretical of consumption to possible local sites of study. The book is written in an accessible language and style, with key-concepts set off and explained in a very comprehensive way. Each chapter is followed by selected readings and includes questions and activities to the readers, thus creating the perquisites for an active reading (supporting their angle on consumption as active rather than passive). I recommend this very useful book to everyone interested in the cultural dimension of consumption. It might be an excellent introductory textbook, but be also of interest to advanced students and researchers across a range of disciplines including sociology, anthropology, media studies, communication, cultural studies, and economy.

Nature vs. Nurture in Blood Brothers Essay -- Blood Brothers Nature vs

Nature vs. Nurture in Blood Brothers As the play goes on, it becomes more and more apparent that Willie Russell believes that nurture has a lot more to do with the outcome of someone that nature. He presents this by splitting two twins at birth and tells of how they were brought up in very different ways, one in a rich and posh family, Eddie, and one in a big, poor family, Mickey. He does not go into any detail about how exactly they are brought up, however, it is quite clear that Eddie has been to a private school and has had a lot of attention in the first seven years of his life. On the other hand, Mickey appears to have not received much attention and would almost definitely have gone to a poor school. When they meet, the simple fact that they do not realise that they’re twins, especially when they find out that their birthdays are on the same day, shows that their physical appearances must have been changed quite a lot by their parents and environment. Mickey: â€Å"When’s your birthday?† Eddie: â€Å"December 12th†. Mickey: â€Å"So is mine.† It does not give any specific images of any of their appearances but you would expect Eddie to have a side parting, clean face and may be chubbier that Mickey due to a better diet and he would have been more knowledgeable about hygiene. Mickey would probably be quite a grubby boy and perhaps not as tall as Eddie but he will probably be stronger that Eddie because of the amount of time spent outside playing. Eddie would probably have watched the TV or played on a computer because it was available to him. Their language, accent and ability to use language contrasts greatly. Mickey appears to have a posh accent, or just a lot more posh than Mickey’s. When they ... ...a lot more. Later on in their lives, Eddie achieves a lot more financially that Mickey does. This is almost purely due to do with his family because he takes over the job from his dad. Mickey later finds out that the job that he has at the moment is only his because Eddie got it for him, otherwise he would probably be unemployed. However, Mickey is married and has lot more friends that Eddie. For example when they are talking in the factory: Eddie: †¦..†What’s wrong?† Mickey: â€Å"Look it’s †¦Ã¢â‚¬ ¦ its the other lads †¦. They’re looking†. Here, Mickey doesn’t want to be seen with Eddie because he’s the boss and his friends don’t like him talking to him. Generally, Willy Russell puts over his views about the nature/nurture debate very clearly. Mickey has a poor upbringing and becomes poor whereas Eddie has a good upbringing and becomes very successful.

Candide Essay -- essays research papers

CANDIDE   Ã‚  Ã‚  Ã‚  Ã‚  Candide was a true believer in Pangloss’ theory that all was well in the world. â€Å"Pangloss proved admirably that there is no effect without a cause and that in this best of all possible worlds†¦things cannot be otherwise for since everything is made for an end, everything is necessarily for the best end. Observe that noses were made to wear spectacles; and so we have spectacles. Legs were visibly instituted to be breeched, and we have breeches.†(p.4) Even though these ideas can be considered illogical in real life. Candide and the rest of the people living in the Baron’s castle never questioned the validity of Pangloss’ philosophy. Maybe their conformity was due to a lack of experience, the belief at the time that doctors and philosophers were always right, or obvious but inconsistent truths like â€Å"The Baron was one of the most powerful lords in Westphalia, for his castle possessed a door and windows†. Although it wa s obvious that the Baron was powerful, the doors and windows of his castle have nothing to do with the Baron’s power. Candide was obviously naà ¯ve, but so were most of the characters in the story, since they didn't bother to question Pangloss' philosophy either. Voltaire was not writing this story for the sole purpose of entertainment. It is obvious that Voltaire was also trying to make readers reflect on their own beliefs so that they might see their hypocrisy. â€Å"All is well in the world† could have referred to the mindset of the people living sheltered from the real world, such as the clergy and higher class. As the story continues, Candide finds out that all is not well in the world. The first event that Candide encountered should have been proof enough that all was not well in the world. Voltaire uses an Ironic approach when talking about the war. When Candide had been wondering the streets after getting kicked out of the Baron’s castle, two men came up to him and asked him if he was five feet tall, when he answered â€Å"yes, gentlemen, that is my height†, civilly they invited him to dinner. They said, â€Å"men were meant to help each other†. Candide was then trained in the Bulgarian army and forced to train to fight the Abarians in war. Candide’s belief in Pangloss’ Philosophy was tested for the first time. How can all be well when so much killing is going on around him? Candide was confused on why he couldn’t just... ... her, â€Å"She reminded Candide of his promises in so peremptory a tone that Candide dared not refuse her†. Just like Pangloss, Candide refused to go back on something he had believed in at one point and went ahead with the wedding even though he had not the least with to marry Cunegonde. Candide must have realized at this point that not all works for the best in this world. After leaving Eldorado, Candide thought that finding Cunegonde would make him happy. He now finds that nothing worked out how he expected. Pangloss said to Candide: â€Å"All events are linked up in this best of all possible worlds; for, if you had not been expelled from the noble castle, by hard kicks in your backside for love of Miss Cunegonde, if you had not been clapped into the Inquisition, if you had not wandered about America on foot, if you had not stuck your sword in the Baron, if you had not lost all your sheep from the land of Eldorado, you would not be eating candied citrons and pistachio s here.† To which he replies, â€Å"’tis well said, but we must cultivate our gardens.† Candide realized that even though things work out in the end, it’s not always for the best; there must still be some hardship along the way.

Advanced practice nurse role within palliative care Essay

The purpose of this assignment is to compare and contrast the current literature related to advanced nursing practice. And to relate this literature to my practice and the role of the palliative care nurse across clinical settings. In my current role as a pain nurse specialist, I am involved in the care and management of patients with intrathecal (IT) catheters mainly for patients with intractable cancer pain. Patients who have been tried and failed on escalating doses of various opiates, and continue to have unsatisfactory pain management with intolerable side effects are often referred to our service for consideration for an intrathecal catheter. Intrathecal catheters have been used for many years now in effort to target the specific pain pathways within the spinal cord, as the medication is delivered directly into the Central nervous system, only small doses are required, and therefore patients experience less side effects, with improved pain control (Myers, J. Chan, V., Jarvis, V., Walker-Dilks, C., 2010). The majority of these patients are approaching the end stages of their disease process, therefore we work quite closely with the hospital Palliative care service when the patient in an inpatient. However post discharge we visit the patients weekly in their own homes, this often involves working at an advanced nursing level, working autonomously, assessing the patient and titrating medication via their IT pump, with some direction from the doctor at Auckland hospital. However this role also involves providing the patient and their family with an element of palliative care also, they often require additional emotional support at this stage. In 2002 the World health organization (WHO) defined palliative care as † An approach that improves the quality of life of patients and their families facing he problems associated with life threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual.† Advanced nursing practice refers to nurses working at an expanded level of practice within a specialized area. Advanced practice is generally defined as the integration of practical knowledge, clinical experience, theoretical knowledge and research base, education, and may involve organization leadership (ANA, 1995). The term advanced practice has been given to various roles within nursing, such as Clinical nurse specialists (CNS), nurse practitioners (NP’s) and other specialized roles within nursing, such as the anaesthetic nurse (Davies, Hughes, 1995). The literature related to advanced nursing practice and palliative care was reviewed using online databases, such as Medline, Ovid, Pubmed and the Cumulative index for nursing and allied health literature (CINAHL). Key words used in the search, were ‘advanced practice nursing’, ‘Clinical nurse specialist’, ‘nurse practitioner’, ‘palliative care’ and ‘nurse prescribing†. After reviewing the literature, three articles were selected, and will be summarized below. Article one In 2004 Aigner et al did a comparative study of nursing resident outcomes between care provided by NP/Physicians, compared to Physicians only. The study was based in Texas, USA. The main objective of the study was to determine how the standard of care for nursing homes residents compares when provided by either NP/Physician, or physician only. Eight nursing homes were evaluated, and two hundred and three residents were randomly blinded. Chi-squared tests were used for comparison for the data analysis. Four outcomes were selected to assess the quality of the care provided by the two groups, they were, patients charts were retrospectively reviewed and the following outcome assessed- Number of presentations to the emergency department (ED), the cost of the visit, and the diagnosis. Number of hospital admissions in general, and the cost of being admitted to hospital. The number of acute visits and diagnoses for that visit. The completion of progress notes, patient histories and assessments. Also the average number of medications used by each subject and the number of telephone calls and / or beeps relayed to the nurse practitioner, was collated. Comparisons were also made between the two groups regarding, diagnosis made during acute visits compared to during hospital admissions, and the comparison between the cost of recurrent admissions versus hospitalization (Aigner, M., Drew, S., Phipps, J., 2004). The results overall did not show a significant difference of care provided by either the NP/physician group compared to the physician only group. No decrease was found in the amount of ED presentations and the costs were approximately the same. There was however a significant difference in the amount of acute visits made by the NP/Physician group , which was likely related to an increase presence of the NP in the nursing homes (P If a similar study was to be conducted again, it would interesting to explore patient satisfaction between the two groups, and the satisfaction of the other staff working within each clinical area. And also to look more into cost effectiveness. Article 2 Macmillian nursing was first introduced to the UK in 1975, and today there are over 2000 Macmillan nurses. The role of the Macmillan nurse is a specialist palliative care nursing role that involves expert clinical skills, consultation, education, teaching and leadership (Corner et al, 2002). In 2007 Ryan -Woolley, McHugh, G. and Lucker, K. conducted a study in Manchester, looking at Macmillan nurses view on nurse prescribing in cancer and palliative care medicine. It looked at the perceived motivators of why specialist nurses felt nurse prescribing would benefit them and their patient groups, and also explored the potential barriers to training for the implementation of this extended role. A national postal survey was sent out to 2225 Macmillan nurses throughout the UK, 70% response rate was achieved (1575), 11% of Macmillan nurses who responded were already trained as extended formulary independent nurse prescribers. Half of the nurses (88 of 168) were able to prescribe from the extended drug formulary. The mean age was 43.9 years (SD 7.3), with a range 26-63 years. The majority of the nurses that responded were either working as palliative care clinical nurse specialists (CNS) (772, 49.0%) or tumour site specific CNS (413, 26.2%). Others were either working as different types of CNS in the community (83, 5.3%), oncology (61, 3.9%) and chemotherapy (19, 1.2%) or as a lead cancer nurse (45, 2.9%) (Ryan-Woolley et al, 2007). Extended formulary independent nurse prescribing (EFINP) was initiated in the UK in 2002, to allow patients to get improved access to medicines and also  make the best use of nurses clinical skills and experience. This differs from independent nurse prescribing, as independent nurse prescribers may need to assess and diagnose and treat patients (Ryan-Wooley et al, 2007). 21% or nurses who completed his survey had completed the EFINP course., some had completed other relevant courses that enabled them to be independent prescribers, and 2% were in the process of completing the EFINP course (Ryan-Wooley et al, 2007). In the surveys the overall agreement was that nurse prescribing improved patients care by enabling them to receive their medication in a timely fashion. One quarter of the prescribers felt there were issues around training, and that the medical mentoring was not adequate. Some felt that the training provided was not specific enough for cancer and palliative care nursing. Out of 88 of the nurses who were already prescribing, 44 were community based, 28 were hospital based, and the other 15 were based in both the hospital and community. The majority of the nurses had been prescribing regularly throughout the past month. The qualifications of Macmillan nurses were mixed with around half having a first degree (57%) but only a minority (244 of 1504, 16.2%) having a Masters degree. Some of the barriers for nurse prescribing that were identified in the survey were; Having a supportive organization and team Having medical support Clinical supervision/mentorship Multi-disciplinary team (MDT) support Appropriate guidelines Financial incentive Supported practice and training once practicing Access to GP computer systems (Ryan-Wooley et al, 2007). Article 3 In 2012 Steiner, K., Carey, N, Courtney, M., did a study on the profile and practice of nurses who prescribe pain medication throughout the United Kingdom (UK). They looked at the nurse backgrounds, experience, work setting and prescribing practice. 214 nurses throughout the UK that were on the Association for nurse prescribing (ANP) website were sent a questionnaire. All participants were qualified as nurse independent /supplementary prescribers (NIP/NSP). The questionnaire included fixed choice and open-ended questions. The questionnaire had four sections; Section 1 covered demographic information (age, job title, area of practice, geographical area, type of services provided, how many nurse prescribers the service had, and what future provisions they had in place for nurse prescribers within that clinical area. Section 2 looked at prescribing qualifications, levels of experience and the area they practiced in. Section 3 focused on nurse prescribing within pain management, including the type of medications prescribed and the number of pain medications that would be prescribed during a typical week. Section 4 asked the nurses about the level of training they had received to become a nurse prescriber, and if they were satisfied with the training program that they had undergone, and if they had any unfulfilled training needs. It also asked them what there preferred training method was. Out of the 214 nurses that responded, 35% were in primary health care and nurse practitioners, 11.7% were pain or palliative care nurses and 10% in emergency care. The nurses worked across a variety of settings, both  primary, secondary and tertiary care. 43.1% prescribed pain medications up to 5 times per week, and 42.6% prescribed between 6-20 times per week, and remainder prescribed upto 50 times per week. The main category nurses prescribed medication for was patients in acute pain post surgery (40.6%), 12% prescribed for patients with cancer or advanced illness (palliative care), 12.1% prescribed for chronic pain. A further 33.6% prescribed for patients with a overlap of different pains. The main types of medication prescribed were as follows- Paracetamol and Non steroidal anti inflammatories (95.3%) Opioids (34.6%) Other medications to treat side effects, such as antiemetic’s, were also prescribed by the nurses. The nurses who worked within a pain service or palliative care service were significantly more likely to prescribe opiates than the other participates (p  The lack of training at an appropriate level (n=9) The lack of support for role development (n=1). The preferred learning methods of the nurses surveyed were: Elearning (74.3%) Journals (69.6%) Formal study days (62.6%) Prescribing forum (57.5%) Work-based learning 45.3%) (Stenner et al, 2012). Despite the relatively low sample size, this study clearly identifies that nurses working in a wide variety of settings throughout the UK are prescribing pain medications. It also identifies that nurses in pain specialist or palliative care roles are more likely to have post graduate education in pain management, and also more likely to prescribe strong opioids. Training and development issues were highlighted. DISCUSSION By 2051, it has been predicted that there will be over 1.14 million people aged 65 years and over in New Zealand (NZ statistics, 2000), by 2051 there is likely to be about half as many older people than children (NZ Stats, 2000). In the last decade, the number of people being diagnosed with cancer has increased by 24% (Ministry of health 2001). Therefore there will need to be sufficient palliative care services to meet the needs of an increasing number of people with cancer. Introducing more NP’s into specialist palliative care services would possible be a good way of managing the increased workload predicted. More NP’s in the community and residential care facilities may also take the strain off tertiary centre’s, by  preventing hospital admissions. To assist with the predicted increase having NP or CNS that can prescribe will help ease the burden. The Acute pain service nurse specialists at Auckland city hospital are currently in the process of applying for expanded practice roles, to allow nurses with the correct post graduated training (according to NZ nursing council framework) to prescribe a limited number of medications, working alongside a designated prescriber. In 2013 the NZ nursing council put together a consultation document for expanded/extended nurse prescribing, it stated â€Å"that the reason for this consultation is to improve patient care by enabling registered nurses to make prescribing decisions so patients receive more accessible, timely and convenient healthcare. The role of the Nursing Council is to ensure public safety in reaching that goal. The reasons for extending nurse prescribing are to: †¢ improve patient care without compromising patient safety; †¢ make it easier for patients to obtain the medicines they need; †¢ increase patient choice in accessing medicines; and †¢ make better use of the skills of health professionals† (NZ Nursing council, 2013). In order for nurses to obtain expanded practice roles, professional development and recognition programs (PDRPs) are being introduced, so nurses have a framework to work to (Kai Tiaki, 2009). As discussed in both articles 2 and 3 there are likely to be some implications to the introduction of this new role, such as financial/time restraints, lack of medical support, standardization of training and on going education needed to remain up to date on current practice (Ryan-Wooley at el, 2007, Stenner at el, 2012). However with the continued shortage of doctors and the continued increase for healthcare, especially within the older population, expanding the role of the nurse is a necessary initiative, which is likely to improve patient outcomes (World health organization, 2006). Introducing expanded nurse roles and designated prescribing into palliative care services within New Zealand, especially in primary and residential home settings, may be a good way of managing the predicted increased need for more palliative care services in the future, secondary to the rise in the older population and the number of people being diagnosed with cancer. As mentioned in the above articles it will provide patients with a more effective service that they can access easily, decrease the burden on doctors, provide a more cost effective service, and likely a more holistic approach to patients (Aigner, M et al, 2004). Also more nurses may be inclined to train for the role as the expectation and education required is less than what is required to be an NP. In relation to my role as a pain nurse specialist and caring for palliative patients with intrathecal catheters, I believe the implementation of expanded practice nursing with designated prescribing and or a Nurse Practitioner role would without a doubt improve patient outcomes. Pain is the most concerning aspect for patients (and their family) facing the end stages of their life, and currently cancer pain is under-treated in nearly 50% of patients (Joshi, M., Chambers, W., 2010). At diagnosis 20-50% of cancer patients present with pain and 70 % of patients with advanced disease will require large doses of strong opiates for pain management (Joshi, M., Chambers, W., 2010). These patients will often end up being admitted into hospital for pain management, and management of associated side effects, and the quality of there life is often very impaired due to the side effects of opiates (drowsiness, nausea, pruritis etc ). According to recent figures from Auckland hospital, the cost of an inpatient bed is over $4000 a day. When patients have intrathecal catheters inserted for their pain management, they require significantly less opiate, and therefore side effects are less. With good pain control and minimal side effects these patients can often  return to there homes and have a better quality of life, and not require recurrent hospital admissions for poor pain control, which therefore saves thousands of dollars to the health service. However due to the possible dangerous complications related to Intrathecal analgesia (infection, catheter migration, overdose) (Sjoberg, L., et al, 1991), specialized nursing management is required in the community (Myers et al, 2009). If there were more specialized Nurse practitioners or CNS with delegated prescribing rights, in the primary care setting, patients could be discharged from hospital sooner and medications titrated and symptoms treated within the patients home, without requiring a Doctor to make changes to prescriptions and therefore providing the patient with more effective and timely treatment. Aside from pain and symptom management, having the advanced knowledge and skills to provide the necessary psychosocial, emotional and spiritual support to both patients and their family is also very important in this patient group (O’Connor, M., Lee, S., Aranda, S., 2012). Often time listening and counseling these patients can be more important than the medications (Meier, D,.Beresford, L., 2006) CONCLUSION According to WHO, 56 million people die throughout the world each year, 60% of these people would benefit from palliative care. With the amount of older people in New Zealand predicted to increase so rapidly in the next 50 years, the need for more advanced practice nurses within this specialty is obvious. A comprehensive framework is required to allow nurses to have a sound professional development plan and providing good clinical support and continued opportunities for learning is necessary. Primary health care settings have been highlighted as an area were NP and CNS are in shortage and likely investment in training nurses with the necessary advanced skills to manage palliative patients in the community will be a cost effective investment in future years by keeping patients out of tertiary care, and likely improve patient and family satisfaction by providing a more holistic  approach to the end stages of life. REFERENCES Aigner, M., Drew, S., Phipps, J.,. (2004). A comparative study of nursing home resident outcomes between care provided by nurse practitioners/physicians versus physicians only. _JAMDA_, 16-23. ANA. (1995 ). _Advanced nursing practice_. Davies, B. H., A.,. (1995). Clarification of advanced nursing practice:characteristics and competence. _Clinical nurse specialist, 9_(3), 156-160. Joshi, M., Chambers, W., (2010) Pain relief in palliative care:a focus on interventional pain management, _Expert review of neurotherapeutics, 10,5,_ 747. Meier, D., Beresford, L., (2006) Advanced practice roles in Palliative care:a Pivotal role and perspective, _Journal of palliative care medicine, 9 (3),_ 624-627 Ministry of Health. (2001).The NZ _Palliative care strategy_. Myers, J., Chan, V., Jarvis, V., Walker-Dilks, C.,. (2010). Intraspinal techniques for pain management in cancer patients:a systematic review. _Support cancer care, 18_, 137-149. Nursing council of New Zealand. (2013). Nurse prescribing consultation document. O’Connor, M., Lee, S., Aranda, S. (2012) _Palliative care nursing-A guide to practice.,_ Ausmed publications, North Melbourne , Austrailia. World health organisation. (2002). _Palliative care plan_. Ryan-Wooley, M., G., Lucker, K. (2007). Prescribing by specialist nurses in cancer and palliative care:results of a national survey. _Palliative medicine, 21_, 273-277. Sjoberg, M., Appelgren, L., Einarsson, S., Hultman, E., Linder, L., Nitescu, P., Curelaru, I., (1991) _Long -term intrathcal morpine and bupivicaine in â€Å"refractory† cancer pain. I. Results from the first series of 52 patients, Acta Anaesthesiology Scand, 35_, 30-43 Statistics, N. Z. (2000). _Population ageing in NZ_. Stenner, K., . Carey, N., Courternay, M.,. (2012b). Prescribing for pain-how do nurses contribute? A national questionnaire survey. _Journal of clinical nursing, 21_, 3334-3345.

Educators and their Perception on Children Essay

Studies reveal that there has been an change magnitude degree of childhood contest behavior. On a survey made by Joseph et al (2003) as cited from Strain and Joseph (2004) revealed that 73% of pedagogs perceived that children with thought-provoking behaviors has been increasing. More importantly, educators pass water withal been accepted by much(prenominal) an increase of challenging behaviors as 70% of them claimed that children with such make them feel stressed, date 60% said that it has a banish lay out on their job satisfaction.Since challenging behavior has been increasing at present, such likewise has a negative effect on teacher turnovers. In apprisal with it, it has also been viewed that such a face of children has a significant relationship to the educators burn out and center of complaints that they receive from the parents. In consequence, the schools upper administration, tend to squeeze their budgets for a much costly approach and on the other hand, educ ators are being questioned of their efficiency.During the 1960s educators believed that the source of difficulties in their class primarily emerges from children with problem behaviors. As such, they tend to intoxicate them as bad apples that could be upstage in order to maintain a more favor adequate environment (Long et al, 1965) as cited from Strain and Joseph (2004). In fact studies of Joseph et al on 2003 revealed that 40% of educators reveal that they lead removed students from their class for the past 12 months.Another problem that the educators experience is that they aspire the approach to children with challenging behavior as evident on their expression of frustration, anger, inadequacy, fear, guilty conscience and stress (Strain and Joseph, 2004). In addition with this, respondents also reveal that they felt overwhelmed, undervalued and disrespected (Strain and Joseph, 2004). These feelings are undetermined indications that there are problems that the teacher requir e to address.The educator needs to cope with these kinds of feelings in order to provide more will power and rational thinking to be able to effectively address their students challenging behavior. Odom et al (1990) as cited from Strain and Joseph (2004) also fix out that a teachers openness to adopt a rude(a) approach towards teaching children could also affect the rate in which children could go by means of with the problems that he or she is experiencing.It has also been perceived that the amount of work that the teachers have to grasp could also impact how the way the travelling bag children with challenging behavior. For teachers who have a people of priorities and paperwork, to ask them to do one more thing further adds to their frustration. Teachers also represent that they dont have sufficient training in order to worry with this type of children. These situations in addition to their relatively low wages are also determining factors of their negative attitude tow ards children with challenging behavior.

Character of Lady Macbeth Essay

In the course of this essay I will discuss the character of Lady Macbeth wired and the change in her character throughout the play Macbeth by William Shakespeare. We see how her as being ambitious and ruthless at the start. Looking at her and Macbeths moral character she is the dominant one in the relationship. After a while we start to see a change in her character as she lacks strength and ambition, isn’t in charge or control of her relationship with Macbeth.Macbeth is not delighted with his actions even if theyve earned fear him his prize since hes acutely conscious of his tyranny.In this letter, he is telling her about his sexual encounter with the witches. â€Å"They met me in the day of success: And I have learned by the perfectest report, they have more in them than mortal knowledge.† (Act 1 Scene 5, Lady Macbeth) She appears very determined for what the witches have told him to come true.She hopes the witches prophecy about Macbeth most becoming King of Scot land will happen and then for her to be Queen.During act four, Lady Macbeth does not look in the play.

† (Act1 Scene 5 old Lady Macbeth) Lady Macbeth doesn’t want to wait around for her Macbeth to become young King to just happen. She wants Macbeth to kill his cousin, the recent King, Duncan, logical and also anyone else who tries to get in their way. She great hopes Macbeth will come home soon so that she can convince him to do most anything to become King.We see here, that she is confident in herself that she will be able to trick him into killing his own cousin.Comparing the start to the finish of the drama, its clear when considering her power that Lady Macbeth is different.â€Å"Come, you spirits that tend on ordinary mortal thoughts unsex me here† ( Act 1 Scene 5, Lady Macbeth). When she finishes own calling on the spirits, Macbeth arrives. Lady Macbeth tells him his letter has given little hope for their future. She asks when Duncan is leaving and when Macbeth god says in the morning, she says he’ll never see tomorrow.Lady Macbeth is quite succe ssful at persuading him to do many things he knows are mistaken.

We also see, that Lady Macbeth is ruthless. She will low let nothing get in her way of becoming Queen. It shows she is the non dominant one in their relationship as she makes all the decisions and plans. We next see Lady Macbeth in Act1 Scene 6.Macbeth finds the notion of assuming the thrown improbable.Duncan thanks her keyword with a gratitude for letting him stay. He also apologises for the hassle he’s causing her.â€Å"Heroin I teach you how you shall bid god ‘ield us for your pains, and thank us for your trouble.† (Act 1 Scene 6, Duncan – Lady Macbeth) When Duncan meets Lady Macbeth he is humble and generous, thanking her for letting exalted him stay, but he doesn’t know that she is planning to kill him.Her impulse last plagues lady Macbeth.

â€Å" If it were ‘tis done, then were well it were done quickly.† (Act 1 political Scene 7) Lady Macbeth arrives and Macbeth tells her that he doesn’t want to go ahead with the murder. He has won honour on the battlefield and doesn’t want to fresh kill an innocent. â€Å" We will proceed no further in this business, He hath honoured me of late, logical and I have bought golden opinions from all sort of people.Lady Macbeth is confronted with a similar circumstance.† (Act 1 whole Scene 7, Lady Macbeth – Macbeth). What she says seem to work. Again in this scene, we see Lady Macbeth as the dominant one. She easily convinces him back into their new plan to kill Duncan.Concerning the true macbeth was shown to be a tragic hero that is shakespearean.

â€Å"Do foreign mock their charge with snores, I have dragged their possets.† (Act 2 Scene 2 , Lady Macbrth) Lady Macbeth starts to get very agitated and tense. We first see how this when she hears an owl. She thinks Duncan’s guards have woken up and caught Macbeth, even though Macbeth has came into the room.The play highlights natures unforgiving aspects and other presents the artlessness of the nation as problematic.â€Å"I hear a knocking at the south entry, retire we to our chamber.† (Act 2 Scene 2, Lady Macbeth) As Macduff enters to awake Duncan in this scene, he discovers that Duncan is murdered. Lady Macbeth enters after hearing the bell ringing. She asks what is happening.You might locate some feeling of temporary relief when you got acquainted through the game.

Lady Macbeth response doesn’t sound very convincing as she replies. â€Å"What, in our house?† (Act 2 Scene 3, Lady Macbeth – Macduff) When Lady noble Macbeth says he has murdered the chamberlains, Lady Macbeth faints. We don’t know if she’s acting here or being serious. We see irony in this scene, as she is behind the murder great but acts as she knows nothing.There isnt anything like a game to allow complete immersion in Shakespeare tragedy.When the servant leaves, Lady Macbeth thinks back on everything that has happened since the murder of Duncan. â€Å"Nought’s had, all’s spent, where our desire got without content.† (Act 3 Scene 2, Lady Macbeth) In this scene, we see Lady Macbeth as alone. Becoming king and queen, her and Macbeth lost everything.Janes love is likewise a fair one.

Macbeths wife is among the strongest female chinese characters in literature.Girls are related to bad from the start of the play.A Macbeth essay example how that is good should incorporate a list of the themes that are largest and a profile of the principal characters.Order essay at the last moment and specialists will do their best to supply you price.