Documenteries report Essay Example | Topics and Well Written Essays - 1750 words

Documenteries report - Essay Example me Shelter’ is presented in a riveting manner that shows the plight of women who have got pregnant while still at their homes and not married and the humiliation and rejection that they always meet at these families. It gives n insight of what can be done to these ladies who get pregnant in order to make them feel as parts of the communities that they are in (Rolling Stones, 1971). Through a lot of drama, the film shows how ladies often get rejected by their parents especially their mothers when they get pregnant and the tribulations they go through by the mere fact of their pregnancy. The question that these ladies usually meet includes the matter of whether to retain the babies or alternatively procure abortion in the midst of such kind of competing forces and rejection. Even after being involved in an accident and being admitted in hospital and subsequently being sheltered by the church, the tribulations of the Apple do not cease as her mother still pursues her while initially she seemed to have rejected her. Through the tribulation of pregnancy of Apple and other occurrences that occur to her life, we can easily see how a society can at times be unfair to those that are hitherto vulnerable in all aspects. For example, Apple is involved in a car crash at one point in her life, the doors to the shelters are at times locked, families that are unsupportive as well as social workers who fail to understand her predicament of nursing injuries and a pregnancy that has been rejected by her family. The film ‘Gimme Shelter’ therefore has the purpose of highlighting the plight of young girls who get pregnant and are in need of shelter after being rejected by their families and is not merely propaganda or mythology. Aside from showing the plight o f rejected pregnant girls and their quest for acceptance by the society, the film also she violence, shows the suffering suffered the violence, rape and the other forms of suffering that impede them from self actualization.

‘The Bloody Chamber, the characters and elements of gothic Essay Example for Free

‘The Bloody Chamber, the characters and elements of gothic Essay The genre of gothic literature contains both elements of horror and romance, with an innocent female, a powerful male (usually the quintessential villain), as well as themes to do with the supernatural as key features included in the novel. In this chapter, elements of the gothic begin in the very title of the book: the ‘bloody’ in ‘The Bloody Chamber’ associates the idea of death and gore, a more horrific element of the gothic genre; the ‘Chamber’ itself now sounds more claustrophobic and similar to a torture chamber, due to the link to blood. However, blood can be interpreted in different ways throughout the extract, even in a romantic way in this example: ‘the wedding dress†¦wrapped up in†¦red ribbon’. Juxtaposing the red of the ribbon with the white of the dress (which symbolises innocence) could represent the staining of virgin blood on a pure dress, or scarring of one’s purity with blood, to represent taking somebody’s identity with them – the person who took her virginity is the one she’ll belong to for the rest of her life. Not only is there a presence of a pure and desirable female (‘the wedding dress he’d bought me’ – hinting at the fact he wants her and he shall buy her this wedding dress and her mother a dress so as to encourage her to marry him), who is dominated by a male (he bought her the dress, instead of letting her choose the design†¦a controlling character), but the fact there is a transition from everyday life to something bigger is also a major element of the gothic genre. Transition at the very beginning of the novel is also illustrated in another gothic novel Dracula (when Harker is travelling to Transsylvania to Count Dracula’s castle). The female character is travelling from her home, ‘the narrow bedroom (she) had left behind forever’ into ‘the unguessable country of marriage’. This brings forward a sense of excitement and uncertainty as to whether marriage will live up to her expectations or worsen her intentions of getting away from poverty – whether it will make her happier. The narrator of the chapter, clearly a female, seems to have a mixture of characteristics, making it difficult to read her true personality. From the beginning of the chapter, she seems a rather passionate but at the same time innocent figure: ‘my burning cheeks pressed against the impeccable linen of the pillow†¦Ã¢â‚¬â„¢. The burning of her cheeks suggests a fast flow of blood, blood now being represented in a different way – for passion and excitement. The impeccable pillow brings forward an image of a white crispy pillow, untouched beforehand, just like a virgin. The two opposites placed together, one on top of the other, juxtaposes passion and innocence which could be interpreted in several ways: both the groom and bride juxtaposed together to form opposites, or the narrator’s character, confusing the audience on purpose. This point makes the narrator unreliable, as we do not particularly understand her real character at this point in the book. And I remember’ – the fact she is using her memory as a point of narration, instead of the present day actions makes her even more unreliable as we cannot trust what she may and may not remember. A journal or another character could have made her story more reliable otherwise. An unreliable narrator is a huge element of gothic literature, and the fact that the female character is the unreliable narrator so far, breaks the boundaries of gothic literature (as only male v illains were described as such before). However the male character in the chapter remains unreliable to the reader. He seems mysterious, and not described in major detail – the only details collated by the reader are the fact he is fairly rich (bought her the wedding dress, as well as a luxurious dress for her mother), rather controlling over his future bride ( the girl abandoned her items in her room – perhaps because he wouldn’t let her bring her possessions with her). The lack of description set by the narrator only leaves the reader to guess to his personality, but it also shows that the girl isn’t particularly excited by her groom, perhaps preferring not to mention or think about him as it may discomfort her. Her mother seems like a matured character, one who developed from the girl who sacrificed her rich background and family for love, but after losing him, fought her way for her and her daughters’ survival. Having seen this change in her, her daughter must have looked up to her – which is where her sensible side comes from (‘I know I want to marry him’ – having to marry the man). This woman doesn’t seem to fit in any context in gothic, apart from when the groom gives her identity in the gothic genre; by gifting her a black dress, which to me symbolises decay and the overlooked, he is showing the girl the person she will one day turn into, therefore degrading the females in that family into white and black, differentiating their characters but also showing the link between them – what the black once was, and what the white shall one day turn into. The male characters described in the chapter – the father and the groom – both seem honourable, either due to civil service or the amount of money they are worth, and are most certainly recognised for it. This is shown by the fathers’ medals of honour and the groom’s availability in having a ‘treasure wife’ or a woman of his choice, who marries him for his money’s worth. Without his money, he wouldn’t particularly have his bride. However, although the women in the chapter do seem honourable in their own way, such as the mother surviving the hardships of poor life without a husband and the daughter making a courageous decision in marrying someone she isn’t in love with for economic purpose (and both trying to overcome a loved man’s death in hard times) – they are not entirely recognised for it. Instead, the young lady could be passed off as rather naive, due to the ecstasy (or exaggeration) of her descriptions, and the woman as having no purpose other than mourn her husband’s death and her daughter’s departure. There is already a difference in the male-female importance and stereotype ratio, making the author already (either purposefully or accidentally) sexist in their work†¦this being another key element of gothic literature. However this could also be counter argued by stating that neither of the characters on the page are named, therefore are still all equals. In conclusion, the opening chapter introduces the characters to a good level of understanding for the audience and throws essential elements of gothic literature (exaggeration, juxtaposing, and sexism, symbolism) to set the mood.

Effects of Death on the Family

Effects of Death on the Family Cadence Matthews To begin, grief and death can be difficult to understand, Fumia said, When it comes to grieving the death of a loved one, there are no linear patterns, no normal reactions, no formulas to follow[K1]. The word grief is derived from the French word grà ¨ve, meaning a heavy burden. Indeed, the physical, emotional, psychological and spiritual implications can be overwhelming[K2]. The reality of death effects families from an emotional/physical myriad while also shifting family systems, and impacting spirituality. To start, the emotional and physical effects of death on a family are many and varied. The potential negative effects of grief can be significant. For illustration, research shows that 40% of bereaved people will suffer from some form of anxiety disorder in the first year after the death of a loved one, and there can even be up to a 70% increase in death risk of the surviving spouse within the first six months after the death of their spouse.[1] Overall, understanding the myriad of physical and emotional reactions   is essential. Commonly, those grieving within a family often feel like theyre[K3] going crazy as the emotions of loss are so great and ebb and flow constantly. Bozarth in her book, A Journey Through Grief: Gentle, Specific Help to Get You Through the Most Difficult Stages of Grief writes, while you are grieving, your emotional life may be unpredictable and unstable. You may feel that there are gaps in your remembered experienceà ¢Ã¢â€š ¬Ã‚ ¦. You may alternate between depression and euphoria, between wailing rage and passive resignation. If youve experienced loss and are hurting, its reasonable that your responses will be unreasonable.[2] Furthermore[K4], one huge side effect that families face in grief is exhaustion. Research has noted that the griever may even feel as though they have the flu since the exhaustion is so deep. Additionally, families face days of distraction. When a family goes through a loss they often lose the most basic life skills[K5], such as organization or accomplishment at least for a while. It must be noted that grief has no schedule. It comes in waves, waves none the less[K6]. When grief covers, a family it takes over emotionally and physically with a variety of symptoms such as: sleep difficulties, poor appetite or overeating, shakiness or trembling, listlessness, disorientation, migraines or headaches, dizziness, dry mouth, crying, numbness, shortness of breath, and exhaustion. Some individuals often withdraw from society and people for a while as many emotions surface. Often experiences, or people that once evoked joy evoke nothing at all, activities once enjoyed seem far-off[K7]. While some members of the family turn to impulsive living. The first year can involve a lot of unnecessary risks. Further, grief can make everything feel surreal[K8], as if reality is just a terrible dream. Everything becomes a blur as the idea of time vanishes. Days are measured by: one day after they died, two days after they diedall standard concepts fade away[K9].[ 3] Helen Fitzgerald, the writer of, the Mourning Handbook writes, During this initial period of grief, you will feel a numbness and a disassociation with the world around you. People who are going through this often tell me that they feel as if they are watching a play in which they are but spectators. [4][K10] Secondly, another huge area that can affect families as they grieve is spirituality. There are many spiritual effects and struggles within a family after facing a death. To start, people vary in their response to death as they differ in how they cope with stress in general. Some people experience a very positive religious[K11] coping[K12] a conceptualization by Pargament, Smith, Koenig, and Perez. They articulate it as such, an expression of a sense of spirituality, a secure relationship with God, a belief that there is meaning to be found in life, and a sense of spiritual connectedness with others. Yet[K13] on the other side of things there can be negative coping which the same individuals describe it as, spiritual discontent, punishing God reappraisals, interpersonal religious discontent, demonic reappraisals (attributing the event to the work of the devil), and reappraisals of Gods power. Religious[K14] coping can help or not help when adapting to loss, it varies between individua ls. The positive side of things could be that the griever finds meaning in the loss and surrenders the feelings of being out of control, learning to depend on Gods comfort presence, and the fellowship of other believers while grieving. This can lead to a grievers transformation and hope in the midst of deep pain. It has even been proven that spiritual coping has helped with chronic illness. The four core dimensions of spiritual[K15] needs are connection, peace, meaning/purpose, and transcendence, which help recovery for ill people as well as when coping with a death in the family. Also, when a mourner has a spiritual community around this can help with bereavement outcomes. Yet[K16], as much as a spirituality can be a source of strength it can also be a source of strain. A two-year longitudinal study was done on a crisis of faith. In elderly patients[K17], those who had a crisis of faith were much closer to death[K18], even when all other variables were controlled. Spirituality is n ot always helpful in terms of adjusting to losses. Even more so, loss can sometimes foster spiritual distress this is seen in things like anger towards God, or an inability to believe in the sovereignty of God, especially when the death is gruesome. These things are bad[K19], but if one does not move from these mindsets, it will destroy them spirituality. Those who have suffered terrible violence[K20], such as a death through homicide, they are much more likely to have extreme unrelenting anger towards God. This can lead to a very sad and tainted view of God of [K21]the griever never moves from this. For some people begin to believe that God has arranged the death of their loved one. Although, spiritual distress in grief is found worse for those with complicated grief. An example of negative spiritual coping shows up in a young boys distressed response, I dont really care now about sinning It doesnt matter to me as much since (my brothers death). I guess it is my way of getting back at God. All in all, we cannot ignore the link between crisis of faith and overall poor grief outcomes.[5] Another huge reality that families face in losing a loved one within the family is the shifting of the family system and its dynamics.The loss of someone within the family unit creates a structural void that requires adjustment. Norna Bowlby-West the author of a helpful article on the journey of family therapy called, the Impact of Death on the Family System suggests that family member may be stuck in one of these three phases of grieving, which contributes to the homeostatic utilization of one or more of these adjustments. When the common homeostatic adjustments of the family system shift often the individuals have no awareness of this change and are often like victims in the process of adjustment. The change can destroy existing relationships and personal effectiveness. An example of this is when a sibling tries to become a parent to their sibling to which they have both lost a parent. West in her article goes over twelve common hemostatic adjustments that can take place within a f amily. First is the anniversary reactions which can be things like: anniversary of death date, their birthday, date of marriage, or traditional holidays (Christmas, Thanksgiving). These times are stressful and can sometimes reinforce unresolved if grief work in the family has not occurred. For example, if a baby brother died on another brothers birthday, leaving the one brother an only child, from[K22] then on that child may never view a birthday as a celebratory thing and only feel depressed on that day. In this case, the effect on the sibling who was left an only child, was lack of self- esteem and the withdrawal of parental affection and attention. The family structure was maintained, as though the dead child was still present physically. Another adjustment is displacement of feelings which can be a mix of: bottled up grief, projections of anger on doctors, nurses, hospitals, care givers, or family members, projection of guilt (may feel need to punish oneself or others), helpless ness, paranoia, or feelings of shame or embarrassment especially with suicide. The scape goat in the family often is found with displaced feelings. Another adjustment is enmeshment which can be: the fear of more loss-overprotective behaviour[K23], increased closeness- tightening of family boundary, expectation that other family members are experiencing the same grief, lack of privacy/space. For example, if a child within the family committed suicide the parents might cope by not letting their kids be alone ever[K24]. When a family member dies, there is an unspoken tightening of the family boundary and in an increased dependency on those whoare left to fill the void. Another adjustment is family secrets some examples of this are: intentionally not talking about the death, not expressing emotions/pain, seeing the death as a punishment for past sin, or experiencing a deep sense of failure when the subject[K25] is mentioned (not living up the legacy of the person who has passed). Anothe r adjustment is the reality of generation gap[K26], for example: extended family (ex. Grandparents[K27]) may need to grieve more openly, or bereaved spouse or parent may not be able to get support from other generation, or over parenting can cause more harm, or one grieving may need more nurturing. For example, the death of a child usually entangles the extended family of at least three generations who might all need different things. Additionally, another element to adjustment and the shift of roles is seen in idealization. For example, if a member is unable to let go of attachment the person who has passed and puts them on a pedestal. Further, siblings may feel like they have to compete with the idealized image of the sibling who has passed on. This can cause kids to always feel like they need to fight for their parents approval. Another example of this would be that a dead husband or wife is idealized to the point were no other relationship is able to compete which can leave the individual always stuck in the past. Evermore so, sometimes ones personal identity becomes frozen in the strong attachment to the dead person and they try to let nothing of their new normal change. This can be seen in someone not being willing to get rid of the deceased belongings or not allowing for any change. Some parents as a way of coping with losing a child are much stricter on their remaining kids. This can lead some parents to reinforce infantile behaviour[K28] and prevent their kids from risk taking and such. This stress of infantile behaviour[K29] often takes place because the parents fear their surviving children may hurt themselves and in tail overprotect them[K30]. Another element of [K31] adjustment is some grievers face obsessive paranoia. They may focus on death, reliving experience and always dwelling on the negative experiences. This also includes a strong fear about death that is projected onto others. This can also involve high expectations, self-destructive thoughts, and self-punishing. For those who face this, the focusing on death this prevents the griever from normal communication. The fear of death and response to that fear can become a homeostatic device of the family. Obsessive paranoia if serious enough has led to many cases of suicide or violence. When grieving sometimes family members try to replace the missing person which really affects[K32] the family structure. Some parents may adopt, re-marry, or get pregnant. But replacement can sometimes only damage the replacement as the aborted grief still remains. To end, there is still a lot more to say about the ways families shift in structure in grief[K33], but this at least scratches some of surface.[6] To conclude, as seen grief is multifaceted, and complex. Grief affects every part of a being emotionally, physically and spirituality, and as each individual is effected a whole family dynamic is affected. Bibliography Bozarth, Alla Renee. 1st ed. Hazelden Publishing, 1994[K35]. Bowlby-West, Lorna. The Impact Of Death On The Family System. Journal of Family Therapy 5, no. 3 (1983): 279-294. Burke, Laurie, and Robert Neimeyer. Spiritual Distress In Bereavement: Evolution Of A Research Program. Religions 5, no. 4 (2014): 1087-1115. http://www.mdpi.com/journal/religions. Fitzgerald, Helen. The Mourning Handbook. 1st ed. New York: Simon Schuster, 1995. Roxanne Dryden-Edwards, MD. Grief: Loss Of A Loved One Symptoms, Treatment, Causes What Is Mourning? Medicinenet. Medicinenet. Last modified 2017. Accessed March 13, 2017. http://www.medicinenet.com/loss_grief_and_bereavement/page2.htm. The Physical And Emotional Effects Of Grief. Funeralplan.Com. Last modified 2017. Accessed March 15, 2017. http://www.funeralplan.com/griefsupport/griefsteps.html. [1] MD Roxanne Dryden-Edwards, Grief: Loss Of A Loved One Symptoms, Treatment, Causes What Is Mourning? Medicinenet, Medicinenet, last modified 2017, accessed March 13, 2017, http://www.medicinenet.com/loss_grief_and_bereavement/page2.htm. [2] Alla Renee Bozarth, 1st ed. (Hazelden Publishing, 1994). [3] The Physical And Emotional Effects Of Grief, Funeralplan.Com, last modified 2017, accessed March 15, 2017, http://www.funeralplan.com/griefsupport/griefsteps.html. [4] Helen Fitzgerald, The Mourning Handbook, 1st ed. (New York: Simon Schuster, 1995). [5] Laurie Burke and Robert Neimeyer, Spiritual Distress In Bereavement: Evolution Of A Research Program, Religions 5, no. 4 (2014): 1087-1115, http://www.mdpi.com/journal/religions. [6] Lorna Bowlby-West, The Impact Of Death On The Family System, Journal of Family Therapy 5, no. 3 (1983): 279-294. [K1]Who is Fumia?   Where does this quote come from no referencing. [K2]Is this still part of the first quote   Appears to come from this site but not referenced http://www.focusonthefamily.com/lifechallenges/emotional-health/coping-with-death-and-grief/understanding-the-grieving-process   Fumia says it well. When it comes to grieving the death of a loved one, there are no linear patterns, no normal reactions, no formulas to follow. The word grief is derived from the French word grà ¨ve, meaning a heavy burden. Indeed, the physical, emotional, psychological and spiritual implications can be overwhelming. [K3]Avoid contractions in formal writing [K4]Quote appears to come from a website rather than the book itself since the breaks in the quote are identical. http://www.funeralplan.com/griefsupport/griefsteps.html.   Should quote this as the source then. You have it listed as a source in the Bibliography but do not refer to it here so that is improper. [K5]comma [K6]poor sentence [K7]poor sentence [K8]comma [K9]this quote is also found on this site: http://www.funeralplan.com/griefsupport/griefsteps.html. [K10]And this one: http://www.funeralplan.com/griefsupport/griefsteps.html. [K11]Sentence is fragmented [K12]Verb confusion [K13]Where did you find this quote No footnote. [K14]Another quote with no footnote.   Oxford textbook of spirituality in healthcare [K15]Seems like this would need a reference as well. Very specific, not common knowledge [K16]comma [K17]comma [K18]comma [K19]comma [K20]comma [K21]awkward [K22]makes it a complete sentence [K23]spelling [K24]this example came from the article needs referencing [K25]added the [K26]comma [K27]capital letter needed [K28]spelling [K29]spelling [K30]Is there supporting material that can be referenced to back this up? [K31]word use [K32]word use [K33]comma [K34]word use [K35]Missing title of Book

The Three Flags :: Essays Papers

The Three Flags Whenever I go into my bedroom, I see three large flags. One drapes the stairs and two cover the walls. If I take the time to notice them, I can’t help but smile. These flags are the national coat of arms of Germany; Germany’s greatest state Bavaria; and the national flag of Austria. The three of them serve to remind me of the summer of my junior year. During that summer I went on a class trip to Germany and Austria. These flags have become the greatest souvenirs of the trip. When I returned, I hung them carelessly to avoid finding an appropriate storage place. Now their presence is important for the good memories of that summer that they bring to my mind. I never had the opportunity to travel abroad as a young boy, so the European trip was extremely important to me. It was the first time I was without the supervision of my puritan parents and I remember it as if it were yesterday. All my closest friends from that period in my life were along on the trip. The shared experiences of our lives at school continued that summer, during what was a great adventure for us all. When my present life provides me with a moment to reflect I look at those flags and remember a great experience and great friends. I think not only of Germany, but also of other universities, other colleges, and even boot camps that have become the homes for those who shared my life and shared that summer. It’s difficult to casually walk by those three flags these days and briefly reminisce over the memories they evoke. Too often I find myself staring for a minute, then sitting down in my room to revisit the joy in my mind. I take those opportuni ties to wonder how my good friends are doing off in their lives abroad and even to offer up a prayer for their well being. The people that I went with to Europe that summer and I now share an unbreakable bond. We still reminisce and even those who were only acquaintances at the time have become friends as if forever.

Hca Teamwork Assignment Essay

Jennifer Planz As a delegated leader I am asked to solve an issue that is currently affecting the billing department of the facility I work in. The billing department need codes and important that they are not receiving. The doctor needs to be reimbursed for medical care on a patient. The facility I work in needs me to get this done in order to speed up production. This leaves me in charge of picking a team and promoting effective teamwork in order to resolve the current conflict. I will choose the members of my eam by finding individuals who are all trying to achieve the same objective. In this case, it would be the billing specialist, the doctor, myself and a communication specialist to make it go more smoothly. All of us are involved in this conflict on one way or another and need to participate together in order for all parties to be satisfied. I will promote effective teamwork by having the communication specialist involved. Teamwork can also be promoted by establishing ground rules for all team players. Making sure all players knew the nature, importance and cause of the conflict problem. Making sure everyone was aware that conflict is a natural part of life is a way to promote effective teamwork. Also offering social support, workshops, and providing leadership training. Offering social support can help soothe feelings and encourage more social support. It also reduces the risks and causes of caregivers being stressed, burned-out, and feelings of isolation. Offering workshops to employees for building their skills and help them to assume new roles in organization and managing conflict that is involved in with change and teamwork. Leadership training can vary on a range of topics. The ones I like that I would use are managing conflict, handling complaints, hospitality, and writing effective memo and releases. I feel this would be good starting training sessions for soon to be leaders or those already in leadership positions. Communication skills are important because they affect the performance of every employee and not Just leaders. The basic communication skills are both essential and necessary to effectively care for someone. Training and sessions are a great way to enhance or upgrade those skills in order to perfect these skills and become a better professional.

Barrick Gold and the Mine at the Top of the World

Barrick Gold and the Mine at the Top of the World Introduction The purpose of this case analysis is to identify the main communication problem that the world's largest gold mining company, Barrick Gold, is facing in the midst of their major Pascua-Lama developmental project. The following paper discusses the causes of the communication problem and resulting symptoms, along with the key stakeholders that are affected and their concerning issue. Finally, this paper will provide a solution using all the steps of the communication model on how Barrick Gold can deal with all the key stakeholder groups.Main Body Barrick Gold's main communication problem has been formed by Barrick saying one thing, then doing something else; this inevitably caused a lack of trust between its stakeholders and the company. The problem has created hidden agendas and guarded communication, thereby slowing decision making and productivity. For example, Argentina passed a law that protected their glaciers and per mafrost, â€Å"which looked as if it might prevent the Argentinian part of the project from going forward. † (Barrick Gold case, pp. 11).The cause of the problem stems from Barrick Gold not keeping their promise. They proposed to transport the most affected glaciers farther away from the mining site, but did not live up to that promise. The symptoms of the problem include the farmer's unhappiness with the company and the mayor for supporting the mining project. Another symptom is the fact that the Argentinian national legislatures passed the law protecting the glaciers. This desperate move shows that Argentina has a lack of trust that the company will follow through on their promise to deal with the melting glaciers.The 5 main stakeholders include the Chile and Argentina governments, the local farmers, residents of the valley, and the shareholders of Barrick Gold. Each of these stakeholders have separate issues they are concerned with. The Chile government is concerned with w aste the mine is dumping into the river that runs through the Huasco Valley of Chile, specifically cyanide. The Argentina governments concern is based on the fact that the royalties they receive from the mine are ? of the totalGDP of their poor San Juan province; once the mining is finished this will regress back to zero and devastate the economy. The local farmers are concerned with the explosions that cause dust to settle on the glaciers and accelerate its melting; the effects are devastating to the whole surrounding ecosystem. The resident's of the valley share the same concern as the Argentinian government, that once the mining ceases their income will revert to zero. Finally, the shareholders of Barrick Gold are concerned with the idea of huge opposition and lack of productivity that ensued because of it.In dealing with the afore mentioned stakeholder groups, Barrick Gold can use all the steps of the communication model, including: sender, encode, channel, receiver, and feedbac k. First off, the Chilean government: Barrick Gold (sender) needs to think of a method that allows cyanide to be removed from the river (encode), and this idea needs to be presented face-to-face (channel) to the Chilean government (receiver); once the idea is received, Barrick Gold needs to allow for feedback (positive or negative) from this stakeholder.Secondly, the local farmers: Barrick Gold (sender) is responsible for devising a plan for decelerating the melting of the glaciers (encode) and portraying this plan, either in a proposal or in a meeting (channel), to the local farmers (receiver); the farmers need to provide their response of how the government is doing (feedback). ConclusionIn conclusion, Barrick Gold has a communication problem that could potentially destroy its whole project. How the company deals with its stakeholders is very important to its future success in Chile and Argentina. To mend the problem it is of the company's best interest to follow the communication model and make all attempts to repair the damage already done by not keeping their promise.

The History of the BASIC Programming Language

The History of the BASIC Programming Language In the 1960s, computers ran on gigantic mainframe machines, requiring their special rooms with powerful air-conditioning to keep them cool. The mainframes received their instructions from punch cards by computer operators, and any instructions given to a mainframe required writing a new piece of software, which was the realm of mathematicians and nascent computer scientists.   BASIC, a computer language written at Dartmouth college in 1963, would change that. Beginnings of BASIC The language BASIC was an acronym for Beginners All-Purpose Symbolic Instruction Code. It was developed by Dartmouth mathematicians John George Kemeny and Tom Kurtzas as a teaching tool for undergraduates. BASIC was intended to be a computer language for generalists to use to unlock the power of the computer in business and other realms of academia. BASIC was traditionally one of the most commonly used computer programming languages, considered an easy step for students to learn before more powerful languages such as FORTRAN. Until very recently, BASIC (in the form of Visual BASIC and Visual BASIC .NET) was the most widely known computer language among developers. The Spread of BASIC The advent of the personal computer was crucial to the success of BASIC. The language was designed for hobbyists, and as computers became more accessible to this audience, books of BASIC programs and BASIC games surged in popularity. In 1975, Paul Allen and Bill Gates, the founding fathers of Microsoft,) wrote a version of BASIC for the Altair personal computer. It was the first product Microsoft sold. Later Gates and Microsoft wrote versions of BASIC for the Apple computer, and IBMs DOS which Gates provided came with its version of BASIC. The Decline and Rebirth of BASIC By the mid-1980s, the mania for programming personal computers had subsided in the wake of running professional software created by others. Developers also had more options, such as the new computer languages of C and C. But the introduction of Visual Basic, written by Microsoft, in 1991, changed that. VB was based on BASIC and relied on some of its commands and structure, and proved valuable in many small business applications. BASIC .NET, released by Microsoft in 2001, matched the functionality of Java and C# with the syntax of BASIC. List of BASIC Commands Here are some of the commands associated with the earliest BASIC languages developed at Dartmouth:   Ã‚  HELLO - log inBYE - log offBASIC - start BASIC modeNEW - name and begin writing a programOLD - retrieve a previously named program from permanent storageLIST - display the current programSAVE - save the current program in permanent storageUNSAVE - clear the current program from permanent storageCATALOG - display the names of programs in permanent storageSCRATCH - erase the current program without clearing its nameRENAME - change the name of the current program without erasing itRUN - execute the current programsSTOP - interrupt the currently running program

Biography of Nathaniel Hawthorne

Biography of Nathaniel Hawthorne Nathaniel Hawthorne was one of the most admired American authors of the 19th century, and his reputation has endured to the present day. His novels, including The Scarlet Letter and The House of the Seven Gables, are widely read in schools. A native of Salem, Massachusetts, Hawthorne often incorporated the history of New England, and some lore related to his own ancestors, into his writings. And by focusing on themes such as corruption and hypocrisy he dealt with serious issues in his fiction. Often struggling to survive financially, Hawthorne worked at various times as a government clerk, and during the election of 1852 he wrote a campaign biography for a college friend, Franklin Pierce. During Pierces presidency Hawthorne secured a posting in Europe, working for the State Department. Another college friend was Henry Wadsworth Longfellow. And Hawthorne was also friendly with other  prominent writers, including Ralph Waldo Emerson and Herman Melville. While writing Moby Dick, Melville felt the influence of Hawthorne so profoundly that he changed his approach and eventually dedicated the novel to him. When he died in 1864, the New York Times described him as the most charming of American novelists, and one of the foremost descriptive writers in the language. Early Life Nathaniel Hawthorne was born July 4, 1804, in Salem, Massachusetts. His father was a sea captain who died while on a voyage to the Pacific in 1808, and Nathaniel was raised by his mother, with the help of relatives. A leg injury sustained during a game of ball caused young Hawthorne to restrict his activities, and he became an avid reader as a child. In his teens he worked in the office of his uncle, who ran a stagecoach, and in his spare time he dabbled with trying to publish his own small newspaper. Hawthorne entered Bowdoin College in Maine in 1821 and began writing short stories and a novel. Returning to Salem, Massachusetts, and his family, in 1825, he finished a novel he had started in college, Fanshawe. Unable to get a publisher for the book, he published it himself. He later disavowed the novel and tried to stop it from circulating, but some copies did survive. Literary Career During the decade after college Hawthorne submitted stories such as Young Goodman Brown to magazines and journals. He was often frustrated in his attempts to get published, but eventually a local publisher and bookseller, Elizabeth Palmer Peabody began to promote him. Peabodys patronage introduced Hawthorne to prominent figures such as Ralph Waldo Emerson. And Hawthorne would eventually marry Peabodys sister. As his literary career began to show promise, he secured, through political friends, an appointment to a patronage job in the Boston custom house. The job provided an income, but was fairly boring work. After a change in political administrations cost him the job, he spent about six months at Brook Farm, a Utopian community near West Roxbury, Massachusetts.   Hawthorne married his wife, Sophia, in 1842, and moved to Concord, Massachusetts, a hotbed of literary activity and home to Emerson, Margaret Fuller, and Henry David Thoreau. Living in the Old Manse, the house of Emersons grandfather, Hawthorne entered a very productive phase and he wrote sketches and tales. With a son and a daughter, Hawthorne moved back to Salem and took another government post, this time at the Salem custom house. The job mostly required his time in the mornings and he was able to write in the afternoons. After the Whig candidate Zachary Taylor was elected president in 1848, Democrats like Hawthorne could be dismissed, and in 1848 he lost his posting at the custom house. He threw himself into the writing of what would be considered his masterpiece, The Scarlet Letter. Fame and Influence Seeking an economical place to live, Hawthorne moved his family to Stockbridge, in the Berkshires. He then entered the most productive phase of his career. He finished The Scarlet Letter, and also wrote The House of the Seven Gables. While living in Stockbridge, Hawthorne befriended Herman Melville, who was struggling with the book that became Moby Dick. Hawthornes encouragement and influence was very important to Melville, who openly acknowledged his debt by dedicating the novel to his friend and neighbor. The Hawthorne family was happy in Stockbridge, and Hawthorne began to be acknowledged as one of Americas greatest authors. Campaign Biographer In 1852 Hawthornes college friend, Franklin Pierce, received the Democratic Partys nomination for president as a dark horse candidate. In an era when Americans often did not know much about the presidential candidates, campaign biographies were a potent political tool. And Hawthorne offered to help his old friend by quickly writing a campaign biography. Hawthornes book on Pierce was published a few months before the November 1852 election, and it was considered very helpful in getting Pierce elected. After he became president, Pierce paid back the favor by offering Hawthorne as diplomatic post as the American consul in Liverpool, England, a thriving port city. In the summer of 1853 Hawthorne sailed for England. He worked for the U.S. government until 1858, and while he kept a journal he didnt focus on writing. Following his diplomatic work he and his family toured Italy and returned to Concord in 1860. Back in America, Hawthorne wrote articles but did not publish another novel. He began to suffer ill health, and on May 19, 1864, while on a trip with Franklin Pierce in New Hampshire, he died in his sleep.

Personal Development Planning - Report Assignment

Personal Development Planning - Report - Assignment Example Lastly, a personal development plan aids in creating a plan that a person needs in order to acquire skills that he or she may need for his or her academic studies and their aspired careers. A PDP is of benefit to an individual as a way of assessing their academic performance, professional life as well as their personal life (Hepworth 2011). Some of the advantages of a PDP in ones academic performance are as follows: Creating a balance between personal interests and studies is something that many students fail to achieve. Failing to achieve any of them usually make one feel stressed and their productivity may fall which can affect ones personal relationships. Ability of creating the balance in work life and study is important to students PDP in various ways. First, it improves an individual’s efficiency at work and studies (Hepworth 2011). Working too much or studying for long hours can make one feel fatigued. Lack of breaks can easily affect individuals performance negatively which may result to poor grades at school or poor output for working individuals. Second, it makes one flexible. Flexibility is important in ensuring as well as maintaining balanced work and study life. If this is not achieved, either of the two is bound to fail and lastly, balancing the two makes one feel rewarded. When you feel positively engaged with work, hours seem to pass quickly and so does your performance i mprove. The same applies to studies whereby one starts to improve in his or her studies. In our current generation, being computer literate is an added advantage in almost every type of job. This is usually accompanied by numerical skills which is another marketable skill in the job hunting. Therefore, it is advisable that every student should have recent computer skills and at least some numerical skills. An individual’s ability to read and write and the

Malcolm X Essay Example | Topics and Well Written Essays - 750 words - 3

Malcolm X - Essay Example agencies were the incarnation of white oppression caused the BPP to believe that civil justice for the black community could be accomplished only through militant actions. It is not possible to comprehend the reason for the formation of the BPP or attempt to explain its violent tendencies without first examining the Civil Rights movement of the 1950’s and 1960’s and the specific events leading up to its establishment. The person most credited with bringing the Black Panther Party to prominence was a man called Malcolm X. Malcolm X (born Malcolm Little) did not start the Black Panther Party, but he became a powerful speaker during the Civil Rights Movement, eventually becoming more important to the cause by his death than he was in life as he inspired the movements that took place in the cities of the country. As Martin Luther King Jr. had secured the character of the Southern black, Malcolm had become the messiah of city slums in the North, Midwest and West. The semi-militant organization he headed, the Nation, grew quickly under his leadership. Malcolm was most remembered for his passionate anti-white speeches. This was an idea that was emulated by other pro-autonomy organizations. He was the target of many death threats, one of which, in 1965, was successful. Soon after Malcolm’s death, Huey Newton and Bobby Seale began forming the Black Panthers (Hollaway, 1998). Malcolm seemed perfectly suited to become the new leader of the Black empowerment movement having been born in 1925 to a half-white mother, Louise Little, and a black father, Earl Little, who headed the local branch of the Universal Negro Improvement Association (Perry, 1991). Regardless of what he might have thought of his father’s beliefs in the future, he never forgot the messages of Black pride and self-reliance he learned at his father’s knee. Although born in Nebraska, Malcolm grew up primarily in Michigan after his family fled, when he was still an infant, from the terrors

Racial Harassment Article Example | Topics and Well Written Essays - 500 words

Racial Harassment - Article Example   According to the Giuffre and Williams study (1994), one of the four contexts in which the respondents identified actions as being examples of sexual harassment reinforces the idea of dominance as it refers to the exploitation of a powerful position for personal gain. In a situation in which the majority race controls many of the lucrative and influential social positions, racial harassment might be seen as being used to reinforce that dominant position. It highlights the fact that the harasser is in a position to get away with actions that are unfair because of his membership of the majority and powerful race. The psychological effect of this on the victim is great. Researchers have been examining the connection between post-traumatic stress disorder and the effects of racial harassment on the victim. Racial harassment has been considered by some of these psychologists as an injury that behaves like a disorder (Carter, 2003). When reinforcing words by a member of the powerful maj ority are used in a situation in which the subordinate position of the victim is already evident, the harassment has the violating effect of legitimizing the victim’s subordination and making him or she feel that the unjust relationship between the races is the correct one. In this way, racial harassment certainly exposes its usefulness in keeping the subordinate group in mental and physical subjection to the oppression of the dominant race. Another of the four contexts in the Giuffre and Williams study (1994) depicted racial harassment in which a member of a minority racial group harassed a member of the majority group. This offers a new perspective on the topic, because it seems to demonstrate a situation in which racial harassment occurs not as an attempt by the dominant race to keep the subordinate one submissive, but rather as a (possible) reaction by a member of the subordinate race to the oppressive nature of the race relations in his or her environment. This can be seen in the case of a minority man’s harassing a white woman.

Hyperlipdemia an new treatments with statin medications Essay

Hyperlipdemia an new treatments with statin medications - Essay Example The treatments at West of Scotland Coronary Prevention Study (WOSCOPS – 1995) included 6596 men. The studies proved hugely successful; the all-cause mortality was reduced by 22% (Reamy, 1995). Such results from WOSCOPS and other accompanying studies lead to the commonplace practice of using statin therapy for acute ischemia (Reamy, 1995). It has been proven that synthetic statins such as rosuvastatin and atorvastatin decrease LDL levels. A study showed results of using intensive statin treatment on atherosclerotic plaque burden; the LDL cholesterol level dropped from â€Å"130mg/dl to post treatment level of 60.8mg/dl with 40mg/day rosuvastatin† (Reamy, 1995, p. 8). Other studies have also confirmed that statins are particularly useful for hypercholesterolemia in older patients. The curing action of statin was regardless of the previous levels of serum lipids, gender or age (Aronow, 2006). National Cholesterol Education Program (NCEP) III guidelines suggest that in high-risk patients low density lipoprotein (LDL) level of less than70mg/dl is a rational treatment strategy (Aronow, 2006). This strategy has nothing to do with the age of the patient. In case of a high risk patient with hypertriglyceridemia (low serum high density lipoprotein cholesterol), a combination of nicotinic acid or fibrate with any drug that has the property of lowering LDL cholesterol can be effective (Aronow, 2006). Moderately high-risk patients can be effectively treated with serum LDL cholesterol but the amount should be decreased to less than 100 mg/dl and this level of LDL cholesterol needs to be dropped further (30% to 40%) in case the patient is under LDL cholesterol drug therapy (Aronow, 2006). Despite remarkable lab results in treating hyperlipidemia there have been complications recorded with statin treatment. A study conducted in United Kingdom showed that hyperlipidemia patients treated with statin showed the likelihood of suffering

Hypothesis Essay Example | Topics and Well Written Essays - 250 words - 1

Hypothesis - Essay Example The recent trend in awareness about weight gain and loss due to growing concerns about health have given rise to the importance of the calculation of these calories due to a number of reasons. Consuming more than the daily requirement of calories makes a person prone to more diseases. The United States Food and Drug Administration (FDA) as well as the American Heart Association have verified the importance of the number of calories consumed by a person in one day, which comes to around two thousand calories per day. These restrictions are made so as to prevent obesity and the resulting risk of cardiovascular diseases due to high content of cholesterol (Lichtenstein et al., 2006). The increasingly sedentary lifestyle, contributing to greater calorie consumption is primarily the reason why almost all the food packaging comes with labels of ‘Nutrition Facts’ behind them. These labels describe the total calorie count of the food or beverage product along with descriptions of nutrients in them (Stanfield &Hui, 2010). The figure below displays the result of increased calorie consumption. The figure above shows that none of the states show a prevalence of obesity that is below twenty percent. This crucial information depicts the rising levels of a sedentary lifestyle and increasing consumptions of calorie-rich foods. It is important to note here that the numbers of states which have the highest prevalence of obesity are located in the southern region of the United States of America. These were followed by the Midwestern states and Northeastern states. Around twenty three states show a prevalence of twenty five to thirty percent of obesity. It is the prevalent rate of obesity due to excess calorie consumption that leads to not only increasing risks of cardiovascular diseases but also certain other health problems. It is therefore true that with the usage of calories than daily requirement will lead a person to be prone to more diseases. Due to the increased

Opportunity Cost Term Paper Example | Topics and Well Written Essays - 1750 words

Opportunity Cost - Term Paper Example   This is due to the fact that whereas the needs could be unlimited, the resources will always be scarce such that there is not one time when a person can afford to satisfy all his needs without sacrificing (Bloom 2004 p 26).   In this essay, various examples have been used to substantiate the definition of opportunity cost which is the value of the sacrificed alternative in favor of the decision or choice made.   It goes on to compare the relationship between scarcity and opportunity cost thereby showing that scarcity is the major factor that contributes to situations that result to households and firms undergoing opportunity cost.   The essay also continues to examine the environmental impacts that are not of financial nature but which exerts pressure on the choices and alternatives which are available. A case of oil mining has been used as an example that has both positive and negative impacts on the economy and the ecosystem respectively, factors that can create conflicts between the investor and the environmentalists. In some cases like this, it has been noted that the opportunity cost can be influenced by availing incentives so as to add weight to the importance of choosing an alternative over another. Further areas of research regarding opportunity cost have also been suggested in this essay.   Opportunity cost  Opportunity cost can be referred to as the foregone cost or a decision made over a range of alternatives favoring one of the alternatives.

Hyperlipdemia an new treatments with statin medications Essay

Hyperlipdemia an new treatments with statin medications - Essay Example The treatments at West of Scotland Coronary Prevention Study (WOSCOPS – 1995) included 6596 men. The studies proved hugely successful; the all-cause mortality was reduced by 22% (Reamy, 1995). Such results from WOSCOPS and other accompanying studies lead to the commonplace practice of using statin therapy for acute ischemia (Reamy, 1995). It has been proven that synthetic statins such as rosuvastatin and atorvastatin decrease LDL levels. A study showed results of using intensive statin treatment on atherosclerotic plaque burden; the LDL cholesterol level dropped from â€Å"130mg/dl to post treatment level of 60.8mg/dl with 40mg/day rosuvastatin† (Reamy, 1995, p. 8). Other studies have also confirmed that statins are particularly useful for hypercholesterolemia in older patients. The curing action of statin was regardless of the previous levels of serum lipids, gender or age (Aronow, 2006). National Cholesterol Education Program (NCEP) III guidelines suggest that in high-risk patients low density lipoprotein (LDL) level of less than70mg/dl is a rational treatment strategy (Aronow, 2006). This strategy has nothing to do with the age of the patient. In case of a high risk patient with hypertriglyceridemia (low serum high density lipoprotein cholesterol), a combination of nicotinic acid or fibrate with any drug that has the property of lowering LDL cholesterol can be effective (Aronow, 2006). Moderately high-risk patients can be effectively treated with serum LDL cholesterol but the amount should be decreased to less than 100 mg/dl and this level of LDL cholesterol needs to be dropped further (30% to 40%) in case the patient is under LDL cholesterol drug therapy (Aronow, 2006). Despite remarkable lab results in treating hyperlipidemia there have been complications recorded with statin treatment. A study conducted in United Kingdom showed that hyperlipidemia patients treated with statin showed the likelihood of suffering

Opportunity Cost Term Paper Example | Topics and Well Written Essays - 1750 words

Opportunity Cost - Term Paper Example   This is due to the fact that whereas the needs could be unlimited, the resources will always be scarce such that there is not one time when a person can afford to satisfy all his needs without sacrificing (Bloom 2004 p 26).   In this essay, various examples have been used to substantiate the definition of opportunity cost which is the value of the sacrificed alternative in favor of the decision or choice made.   It goes on to compare the relationship between scarcity and opportunity cost thereby showing that scarcity is the major factor that contributes to situations that result to households and firms undergoing opportunity cost.   The essay also continues to examine the environmental impacts that are not of financial nature but which exerts pressure on the choices and alternatives which are available. A case of oil mining has been used as an example that has both positive and negative impacts on the economy and the ecosystem respectively, factors that can create conflicts between the investor and the environmentalists. In some cases like this, it has been noted that the opportunity cost can be influenced by availing incentives so as to add weight to the importance of choosing an alternative over another. Further areas of research regarding opportunity cost have also been suggested in this essay.   Opportunity cost  Opportunity cost can be referred to as the foregone cost or a decision made over a range of alternatives favoring one of the alternatives.

Plow and Cyrus Essay Example for Free

Plow and Cyrus Essay John Deere’s Steel-Tipped Plow and Cyrus McCormicks’s Mechanical Reaper – Deere invented a steel-tipped plow that halved the labor to clear acres to till. Timber for housing and fencing was available in nearby woods, and settlements spread rapidly. McCormick developed the mechanical reaper which harvested grain seven times faster than traditional methods with half the work force and guaranteed that wheat would dominate the Midwestern prairies. American System of Manufacturing, or Interchangeable Parts – Europeans had started to refer to manufacture by interchangeable parts as the â€Å"American System of Manufacturing. The system had many advantages. Traditionally, damage to any part of something ruined the whole thing and no new part would fit. With interchangeable parts, however, replacement parts could be obtained and mass production also occurred. Samuel F. B. Morse – Morse was an American inventor. He contributed to the invention of a single-wire telegraph system bases on European telegraphs. He was also co-inventor of the Morse code, and also an accomplished painter. Catharine Beecher, A Treatise on Domestic Economy – In her widely popular Treatise on Domestic Economy, Beecher told women that technological advances made it their duty to make every house a â€Å"glorious temple† by utilizing space more efficiently. Contagion Theory versus Miasma Theory – The inability of physicians to explain the diseases led to these theories. No one understood that bacteria cause cholera and yellow fever. The contagion theory was that epidemic diseases were spread by touch, whereas the miasmas theory was it resulted from air carried gases from rotten vegetation or dead animals. But neither theory worked. Crawford Long and William T. G. Morton – Long employed sulfuric ether during a surgical operation. Long failed to follow up on his discovery, but four years later, Morton, a dentist, successfully employed sulfuric ether during an operation at MA General Hospital in Boston. Within a few years, ether came into wide use in American surgery. Hydropathy – Hydropathy was known as the â€Å"water cure,† which filtered into the United States from Europe. By the mid-1850s the United States had twenty-seven hydropathic sanatoriums, which used cold baths and wet packs. It helped relieve the pain associated with childbirth and menstruation. Sylvester Graham – Graham propounded a health system that anyone could adopt. Alarmed by the cholera epidemic, Graham counseled changes in dies and regimen as well as total abstinence from alcohol. Soon, he added sexual â€Å"excess† to his list of forbidden indulgences. Phrenology – The belief that each person was master of his or her own destiny underlay not only evangelical religion and popular health movements but also the most popular of the antebellum scientific fads: phrenology. It rested on the idea that the human mind comprised thirty-seven distinct organs, each located in the different part of the brain. James Gordon Bennett, the New York Herald, and the Penny Press – Bennett applied new technology to introduce the penny press. Newspapers could now rely on vast circulations rather than on political subsidies to turn a profit. The New York Sun became America’s first penny newspaper, and Bennett’s New York Herald followed in 1835. Horace Greeley and the New York Tribune Greeley’s New York Tribune pioneered modern financial and political reporting. The relentless snooping of the Tribune’s Washington reporters outrages politicians. In 1848, Tribune correspondents were temporarily barred from the House floor for reporting about Representative Sawyer of Ohio. Astor Place Riot – In 1849, a long-running feud between the leading American actor, Edwin Forrest, and popular British actor William Macready ended with the Astor Place riot in New York City, which left twenty-two people dead. This riot demonstrated the broad popularity of the theater. Minstrel Shows – These shows arose in northern cities when white men in blackface took to the stage to present and evening of songs, dances, and humorous sketches. Minstrelsy borrowed some authentic elements of African-American culture, especially dances. P. T. Barnum and the American Museum – Barnum purchased a run-down museum in NYC, rechristened it the American Museum, and opened a new chapter in the history of popular entertainment. The founders of earlier museums had educational purposes. Barnum, in contrast, made pricking public curiosity the main goal. Washington Irving – When British questioned â€Å"Who ever reads an American book? ,† Americans responded by pointing to Irving, whose Sketch Book contained two famous stories, â€Å"Rip Van Winkle† and â€Å"The Legend of Sleepy Hollow. † Naming hotels and steamboats after Irving, Americans soaked him in applause, but they had to concede that Irving had done much of his best writing while living in England. James Fenimore Cooper – Cooper was the first important figure in this literary upsurge. His most significant innovation was to introduce a distinctively American fictional character, the frontiersman Natty Bumppo. Edgar Allan Poe – Poe wrote both fictional and poetry and was a major contributor to the American Renaissance. He set several of his short stories in Europe; as one critic has noted, â€Å"His art could have been produced as easily had he been born in Europe. † American Renaissance – The Renaissance was a flowering of literature. In 1800, American authors accounted for a negligible proportion of the output of American publishers. By 1830, 40 percent of the books published in the United States were written by Americans; by 1850 this had increased to 75 percent. Not only were Americans writing more books; increasingly, they sought to depict the features of their nation in literature and art. Henry David Thoreau – Thoreau was representative of the younger Emersonians. He was more of a doer and was adventurous in action. At one point, he went to jail rather than to pay his poll tax. This revenue, he knew, would support the war in Mexico, which he viewed as part of a southern conspiracy to extend slavery. The experience led Thoreau to write â€Å"Civil Disobedience† in which he defended a citizen’s right to disobey unjust laws. Ralph Waldo Emerson and â€Å"The American Scholar† – Emerson emerged in the late 1830s as the most influential spokesman for American literary nationalism. He announced his address â€Å"The American Scholar. † The time had come for Americans to trust themselves. Let â€Å"the single man plant himself indomitably on his instincts and there abide,† he proclaimed. Transcendentalism – It’s a philosophical movement that developed in the 1830s and 1840s in the Eastern region of the United States as a protest to the general state of culture and society. Among their core beliefs was the inherent goodness of both man and nature. They believed that society and its institutions ultimately corrupted the purity of the individual. Margaret Fuller – Her status as an intellectual woman distanced her from conventional society. Disappointed that his first child was not a boy, her Harvard educated father determined to give Margaret the sort of education young men would have acquired at Harvard. Fuller turned transcendentalism into an occupation of sorts. Nathaniel Hawthorne – Hawthorne was a major contributor to the American Renaissance. He wrote the famous novel, The Scarlett Letter along with The House of the Seven Gables and The Marble Faun in Rome. He ignored Emerson’s call to write about everyday experiences of their fellow Americans. Ironically, their conviction that the lives of ordinary Americans provided inadequate materials for fiction led them to create a uniquely American fiction marked less by the description of the complex social relationships of ordinary life than by the analysis or moral dilemmas and psychological states. Walt Whitman – Self-taught and in love with virtually everything about America except slavery, Whitman left school at eleven and became a printer’s apprentice and later a journalist and editor for various newspapers in Brooklyn, Manhattan, and New Orleans. A familiar figure at Democratic Party functions, he marched in party parades and put his pen to the service of its antislavery wing. Herman Melville – Melville was another key contributor to the American Renaissance who primarily wrote fiction. He did draw materials and themes from his own experiences as a sailor and from the lore of the New England whaling industry, but for his novels, be picked the exotic setting of islands in the South Seas. He wrote the famous Moby-Dick. Thomas Cole, Asher Durand, Frederic Church, and the Hudson River School – The Hudson River School flourished from the 1820s to the 1870s. Cole, Durand, and Church best represented more than fifty painters. They painted scenes of the region around the Hudson River, a waterway that Americans compared in majesty to the Rhine. Lyceums – This is a category of educational institution defined within the education system of many countries, mainly in Europe. The definition varies between countries; usually it is a type of secondary school. Frederick Law Olmsted and Calvert Vaux – In 1858, New York City chose a plan drawn by Frederick Law Olmsted and Calvert Vaux for its proposed Central Park. Olmstead eventually became the park’s chief architect. They both wanted the park to look as much like the countryside as possible, showing nothing of the surrounding city.

Disability students learning in South Africa education essay

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

Reaction Rate Investigation :: GCSE Chemistry Coursework Investigation

Reaction Rate Investigation Planning I am trying to work out the rate of reaction between marble chips (calcium carbonate) and Hydrochloric acid. This will be my plan of how to carry out my investigation. There are many factors, which I could change in this experiment. These are 1) Concentration. An increase in concentration means there are more particles. More particles means there will be more collisions. 2) Surface Area. Breaking the solid into smaller pieces will increase the surface area exposed to the other reactant. 3) Temperature. Increasing the temperature will cause the particles to move faster. When particles move faster, more collisions occur and the collisions are more violent. This should increase the reaction rate. All of these factors will affect the reaction rate, but I have decided to change the concentration of Hydrochloric acid. This will determine the rate of reaction by measuring the amount of Carbon Dioxide given off. As I will only change one factor, I will have to keep other factors constant. These will be: - 1) The temperature 2) The size of the marble chip 3) The same apparatus will be used throughout the experiment I predict that as the concentration of hydrochloric acid increases and it becomes more concentrated, the more Carbon Dioxide will be given off. As the concentration increases the chip will fizz more violently. When the concentration has been doubled, the reaction will have doubled. The reaction rate can be increased if the concentration of the reactant is raised. As there are more particles to react with in a higher concentration of acid, the chance of an effective collision goes up. I have performed similar experiments and have acquired this equation: Calcium + Hydrochloric Calcium + Carbon + Water =============================================== Carbonate Acid Chloride Dioxide The reaction rate is also known as the collision theory. This is when successfully 2 particles collide with each other and give off a successful product. This is as shown below: For my experiment I will use 5 different concentrations of hydrochloric acid. These are: 0.5M 1M 1.5M 2M 2.