Chronic Medical Conditions and Health Surveillance Essay

Chronic Medical Conditions and Health Surveillance - Essay Example In order to control her blood pressure, she was started on an antihypertensive. The patient then sustained a fall which was not accompanied by any episodes of altered consciousness. Falls are a commonly encountered issue amongst the elderly and studies have revealed that they amount to almost 60% of the hospital admissions in the UK National Health Service (NHS) amongst the elderly (Oliver, 2007, p. 173). In order to decipher the cause of the fall, a focused history regarding the events preceding and following the fall should be obtained. In the case of this patient, she reports that the fall occurred when she stood up from a chair and was preceded by an episode of feeling ‘giddy’. Since she denies any aura, alteration of consciousness, post-ictal events, persisting weakness or loss of function in any part of the body after the fall, and this is verified by her husband who was present at the time of the incident, most common neurologic causes of the fall such as stroke o r seizures can be ruled out. Similarly, as she denies any chest pain or palpitations, cardiac causes such as arrhythmias and angina/myocardial infarction also become unlikely as the cause of the fall. ... system covers the commonest causes of falls amongst the elderly, whereby D refers to Drugs and alcohol; A refers to age-related physiological changes, such as impaired balance and postural instability, reduced vision and increased reaction time; M refers to medical causes and E refers to environmental causes (Oliver, 2007). Drugs/medications are amongst the top causes of falls amongst elderly especially due to the multiple co-morbidities that are commonly found amongst elderly patients, the problem of poly-pharmacy leading to drug interactions is quite common in this population of individuals. Therefore, obtaining a careful drug history and ruling out any drug over dosage, interactions and adverse effects leading to a fall is important in elderly patients. A critical analysis of the patient’s medication history reveals that the patient was started on Atenolol, at a starting dose of 400mg BID, which amounts to 800mg of Atenolol per day. Atenolol belongs to a class of anti-hyper tensives termed as beta blockers, and is one of the most commonly prescribed drugs from this class (Carlberg, Samuelsson, & Lindholm, 2004, p. 1684). Atenolol is a cardio-selective beta blocker, i.e. it only acts on beta-1 receptors, which are the predominant type of receptors in the heart. Such beta blockers spare the beta-2 receptors, which are the predominant type of receptors located in the lungs and the vascular smooth muscle and are thus free from side effects such as bronchospasm, which were previously commonly encountered with the use of non-selective beta blockers (Medic8, 2010). Previously, beta blockers such Atenolol were considered to be the first-line agent in the management of hypertensive patients, but more recently, the use of these agents as the drug of choice for hypertension

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

Sue and Arabella in Thomas Hardys Jude the Obscure Essay -- Thomas Ha

Sue and Arabella in Thomas Hardy's Jude the Obscure Thomas Hardy's diary contains an entry that explains how he will show the world something it needs to be shown in a story about a poor, struggling young man who has to deal with ultimate failure (Howe 132). This brief description of a story has turned into Hardy's phenomenal Jude the Obscure. Jude is emotionally torn between the two main women in the novel, Sue and Arabella, because each woman can only partially satisfy his urges. The stark difference in emotion, conversation, and sexual appetite make Sue and Arabella polar opposites in Hardy's Jude the Obscure. Jude is ripped between the pure sexuality of Arabella and the pure intellect of Sue (Draper 252). Ronald P. Draper writes that Jude is sexually more comfortable with Arabella so, in this sense, she is Jude?s true partner (252). ?Arabella represents the classical entrapment by sex: the entrapment of an ?innocent? sensual man by a hard, needy, shackling woman? (Hardwick 69). Bernard D. N. Grebanier goes even farther, saying that Arabella with stop at nothing to get Jude (713). Sue is a complicated mesh of sexual aversion and the power of female intellect (Hardwick 68). As Elizabeth Hardwick puts it, Sue ?thinks and that is her mystery? (67). Sue has radical ideas, especially for a woman, and it is commonplace for her to question society and it?s problems (Hardwick 68). Sue, to Jude?s dismay, also dismisses much of religion (Hardwick 68). The sacred act of marriage is questioned in Jude the Obscure (Saldivar 192). Marriage is seen as an institution open to criticism that is violated by need, chance, and the choices made by the characters (Hardwick 68). For Sue, violations in wholeness and freedom are agoni... ... K. Hall & Company, 1990. 243-254. Grebanier, Bernard D. N. The Essentials of English Literature. Volume Two. New York: Barron?s Educational Series, Incorporated, 1948. Hardwick, Elizabeth. ?Sue and Arabella.? The Genius of Thomas Hardy. Margaret Drabble. New York: George Weidenfeld and Nicolson Limited, 1976. 67-73. Hardy, Thomas. Jude the Obscure. New York: Oxford University Press, 1983. Howe, Irving. Masters of World Literature: Thomas Hardy. New York: The Macmillan Company, 1967. Saldivar, Ramon. ?Jude the Obscure: Redaing and the Spirit of the Law.? Modern Critical Views: Thomas Hardy.Harold Bloom. New York: Chelsea House Publishers, 1987. 191-205. Weinstein, Philip M. The Spirit Unappeased and Peregrine?: Jude the Obscure.? Critical Essays on Thomas Hardy: The Novels. Dale Kramer. New York: G. K. Hall & Company, 1990. 228-243. Sue and Arabella in Thomas Hardy's Jude the Obscure Essay -- Thomas Ha Sue and Arabella in Thomas Hardy's Jude the Obscure Thomas Hardy's diary contains an entry that explains how he will show the world something it needs to be shown in a story about a poor, struggling young man who has to deal with ultimate failure (Howe 132). This brief description of a story has turned into Hardy's phenomenal Jude the Obscure. Jude is emotionally torn between the two main women in the novel, Sue and Arabella, because each woman can only partially satisfy his urges. The stark difference in emotion, conversation, and sexual appetite make Sue and Arabella polar opposites in Hardy's Jude the Obscure. Jude is ripped between the pure sexuality of Arabella and the pure intellect of Sue (Draper 252). Ronald P. Draper writes that Jude is sexually more comfortable with Arabella so, in this sense, she is Jude?s true partner (252). ?Arabella represents the classical entrapment by sex: the entrapment of an ?innocent? sensual man by a hard, needy, shackling woman? (Hardwick 69). Bernard D. N. Grebanier goes even farther, saying that Arabella with stop at nothing to get Jude (713). Sue is a complicated mesh of sexual aversion and the power of female intellect (Hardwick 68). As Elizabeth Hardwick puts it, Sue ?thinks and that is her mystery? (67). Sue has radical ideas, especially for a woman, and it is commonplace for her to question society and it?s problems (Hardwick 68). Sue, to Jude?s dismay, also dismisses much of religion (Hardwick 68). The sacred act of marriage is questioned in Jude the Obscure (Saldivar 192). Marriage is seen as an institution open to criticism that is violated by need, chance, and the choices made by the characters (Hardwick 68). For Sue, violations in wholeness and freedom are agoni... ... K. Hall & Company, 1990. 243-254. Grebanier, Bernard D. N. The Essentials of English Literature. Volume Two. New York: Barron?s Educational Series, Incorporated, 1948. Hardwick, Elizabeth. ?Sue and Arabella.? The Genius of Thomas Hardy. Margaret Drabble. New York: George Weidenfeld and Nicolson Limited, 1976. 67-73. Hardy, Thomas. Jude the Obscure. New York: Oxford University Press, 1983. Howe, Irving. Masters of World Literature: Thomas Hardy. New York: The Macmillan Company, 1967. Saldivar, Ramon. ?Jude the Obscure: Redaing and the Spirit of the Law.? Modern Critical Views: Thomas Hardy.Harold Bloom. New York: Chelsea House Publishers, 1987. 191-205. Weinstein, Philip M. The Spirit Unappeased and Peregrine?: Jude the Obscure.? Critical Essays on Thomas Hardy: The Novels. Dale Kramer. New York: G. K. Hall & Company, 1990. 228-243.

Process control Essay

Process control is a major factor in ensuring that a process is working to its maximum potential. Sometimes process control means that one must conduct research to see how a process improvement can be implemented. Process improvement normally results in adjusting and modifying particular tasks or steps in a process to make them run more efficiently and smoothly. According to Chase, Jacobs, and Aquilliano, it is very important to put metrics in place so that you can determine if improvements are needed for a particular process (Chase, Jacobs, and Aquilliano, 2006). Over the last five weeks, I have observed the task of getting ready for work. After collecting data for analysis, I have enough information to develop a process improvement plan. In this paper, the control limits will be reviewed and any applicable seasonal factors that could impact the historical data will be discussed. Control Limits In an article in the Journal of Science and Technology, a control chart is described as â€Å"a statistical devise used for the study and control of a repetitive process† (Radhakrishnan and Balamurugan, 2010, p 1052). The control chart is a tool used with 6 sigma to look at ways to improve the performance of a particular process. They basically let management know when they should adjust a process or when we should leave it alone. It has upper specification limits (USL) that are used to identify the maximum amount of that could give acceptable performance. Also there is the lower specification limit (LSL), which identifies the lowest amount that could give acceptable performance of the process. The USL and LSL are also known as the control limits that are either 3 deviations above the mean or 3 deviations below it (Chase, Jacobs, and Aquilliano, 2006). In developing a control chart for the process for getting ready for work, one must first look at the sampling plan. For weeks, data has been collected during business days to indicate how long it takes to get ready for work. This data is reviewed to find the mean, median, standard deviation, and mode. The results are as follows: mean is 74. 70588, median is 74, mode is 71, and standard deviation is 3. 981792. This information tells us that the average time it takes to get ready is 74 minutes, whereas the time occurring the most is 71 minutes. The standard deviation in this indicates that we can go either 3. 98 to the right or left of the zero probability distribution. The chapter readings advise that in looking at the control chart, one can assume that the process is working properly when the samples stay within the control limits (Chase, Jacobs, and Aquilliano, 2006). The next indicator to look at is the capability index, which in this case shows us how well we are doing in getting ready for work in a timely manner. The readings indicates that the more off-center the capability index, the higher the chance to of defective products. Because we are not discussing products in this process, it would be the greater the chance to get off schedule (Chase, Jacobs, and Aquilliano, 2006). The data indicates that there is a capability index of -8. 6. According to Landauer, the capability index is interpreted as: â€Å"1) if the capability index is less than one, the process is outside the control limits 2) if it is greater than one; the process is within the control limits. The results from my data at first was a little puzzling because the index of -8. 6 would indicate that the process is outside of the control limit and would need to be adjusted. However, because the process improvement plan is to decrease the time it takes to get ready for work, the negative number is a good factor. In having this information handy, one must also consider how seasonal factors impact the process. Seasonal Factors It is a little difficult to determine seasonal factors that could impact the time it takes to get ready for work. After thinking about this a while I think the biggest impact could be daylight saving time. When an hour of sleep is lost in the Spring, it takes a while to adjust to the change in the daylight saving time. In fact, research indicates that when one transitions into and out of daylight saving time, there could be negative impacts (Lahti, Leppamaki, Lonnqvist, and Partonen, 2008). These impacts could result in a loss of sleep, restlessness, and lack of sleep quality which could result in crankiness and negatively impact a two year old. If my son does not wake with a positive attitude, I know it will be a challenge getting ready for work on time as I would need to devote more time calming him down. During the seasonal periods, it may be better to implement process improvements like adding a resource to assist with the process. In my process this would mean getting my husband to help out more in getting the baby ready for daycare. With the added resource, one can shorten the time that it takes to complete the process and does not run the risk of deviating off course. Applying this same format to a production process could mean adding more employees, equipment, or even outsourcing to ensure that a project or process is completed timely. Conclusion Overall, control charts are visual measures that assist with determining if a process is in control or not. When backed by statistical data like the mean, median, mode, standard deviation, and capability index, one could gather enough data so that a process improvement decisions necessary for keeping the process in control can be made.

Baroque Composers

This meaner you complete all work in a word processing document (e. G. , Microsoft Word) and attach the file using the dropped tool. Use the Unit 5: Text Questions dropped basket. The answers to the Review & Critical Thinking questions are worth 10 points. Unit Five: Text Questions Review Questions 1 . What are figured bass and basso continuo? How are they related? 2. What is ornamentation? 3. What is an oratorio? How does it differ from an opera? 4. What is an orchestra? How did the development of orchestras influence Baroque music? 5. What is an instrumental suite? Critical Thinking Questions .What are the characteristics of Baroque music? How would you describe Baroque 2. Choose one of the composers discussed in the unit and listen to several of the composer's works. Which works did you listen to? How would you describe this composer's music? Why do you think this composer was an influential figure in Baroque music? 3. How did composers and musicians think about themselves during the Baroque period? How did this influence the music that they created? 4. What advantages and disadvantages did Baroque composers have in the patronage system? What did they gain from this practice?What limitations did it place on them? 5. Baroque music often tried to capture and reflect a particular emotion or feeling. Choose one of the musical works in the unit. Identify the work that you chose. What feeling or emotion is the composer trying to capture or reflect in the work? What aspects of the music lead you to this emotion or feeling? Discussion Questions Please post questions and answers on the UNIT FIVE discussion boards. Unless otherwise instructed, you should submit at least one full paragraph for each question. Each discussion assignment is worth 5 points.

Polygamous Marriages essays

Polygamous Marriages essays The moment people hear the word polygamy their minds turn to images of "old-fashioned", "sexist", "fringe", "Mormon", and "illegal." "Polygamy", as referred to on this site, is meant in its most popular use, where one husband has more than one wife at the same time. Technically, Webster's Dictionary defines this practice as "polygyny." Polygamy has been practiced by mankind for thousands of years. Many of the ancient Israelites were polygamous, some having hundreds of wives. King Solomonbis said to have had seven hundred wives. The first essay we read was by Elizabeth Joseph, called My Husbands Nine Wives, which is a short essay on her normal days, and how she has grown from have a plural marriage with her husband. Joseph states, compelling social reasons make polygamy the life style attractive to the modern career woman. She supports this statement by telling us that the Old Testament disapproves of this act but it is just simply a better life style in her eyes. Joseph believes ever since she let her husband marry again, and again for eight more times, he life has only gotten better for herself personally. Joseph does not go into depth about it although, she just tells us a few reasons why she likes it and then thats it. The article I read to compare and contrast this essay with was called; I would Never Go Back to Being a Monogamous Wife By Mary Batchelor, Marianne Watson, and Anne Wilde. The three of them put one article together with well thought of facts and personal experiences very well written. The three women put this article on behalf of one woman who is in a Polygamous relationship, leaving the womans name anonymous, because this practice is illegal. The woman states how after her husband married his second wife she saw my husbands eyes full of new respect and approval, she made a point to ...

Social and Economic Significance of Tourism Development Essay Example

Social and Economic Significance of Tourism Development Essay Example Social and Economic Significance of Tourism Development Essay Social and Economic Significance of Tourism Development Essay The social and economic significance of tourism development on a global scale After studying and understanding how deeply tourism development has significantly impacted on the world, I have noticed how closely that the social and economic factors are related, and how both of these aspects have direct effect on both tourists, and the people that permanently reside at destinations that have been extremely popular amongst tourists.The understanding of how economic and social factors interrelate is rather simple; the bigger the country’s economy, the more infrastructure and investment that is required for human development, can be produced for both tourists and the permanent residents, therefore if the tourism industry is proven to provide a country’s economy substantially, the government will welcome tourism development with open arms. The real question that remains is whether this is equally beneficial for all people who are affected by tourism development (economic and social) or whether a country is purely ignoring tourism’s effects socially, to thrive economically.This I believe does not leave a country happy with tourism development. I shall now state in my report how prevalent these impacts are, and if they are either having positive or negative impacts on a country which is heavily effected by tourism development. In my report I would also like to thoroughly explain how the changes over time and temporal patterns have a large significance on tourism development, and outline that that due to the changes over time, social and economic impacts is now faced on a day to day basis by countries that are heavily impacted by tourism, via its rapid development.One of the most obvious economic significance is how quickly the tourism sector has grown globally, and the projected figures from UNWTO which sees the w orld’s economy to be more widely affected by tourism development globally. Today, we see 235 million jobs worldwide available in the tourism industry, 5% of direct global GDP was tourism provided. Statistics also shows that international tourist arrivals grew by nearly 4% in 2011 to 983 million, which concluded that international tourism generated (in 2011) US$103 billion dollars from tourists.As huge as these statistics already are, UNWTO forecasts a growth in international tourists arrivals of between 3% 4% in 2012, and there to be 1. 8 billion international tourists by 2030. The economic significance of tourism is massive, and proves only to grow at a rapid pace. One of the biggest reasons why we have seen this huge increase in tourism development, and why we shall continue to see a rapid growth all comes down to the accessibility one has of an area, and the knowledge one has of an area.Both of these factors can be described to be governed by technology, which makes it un derstandable to why we have seen such a huge increase in tourism development in the 21st century in areas all over the globe, in comparison to the development that was present in the 20th century (refer to graph one). Tourism development has globally become both popular and possible in all areas rather than just those that have been branded to be tourist’s destinations (Europe, the Americas). Now, I shall explain how this temporal pattern has been allowed to grow so rapidly.To begin with, I would like to discuss the history of tourism development, and what had begun to stimulate this world-wide phenomenon. Accessibility, I believe, a word all of us geographers are more than familiar with is what I would pinpoint as the main stimulation for tourism in every corner of the globe. Over the past 60 years, the world has seen a vast advancement in technology. The world has seen aircrafts been manufactured to be bigger and quick, thus, the birth of long haul flights around the globe. Post war, (1945 +) we internationally saw the use of aeroplanes become more common opposed to ship voyages.This factor also relied heavily on the fact that the world’s economic trade flourished after the war, seeing people choosing to indulge in holidays for rest and relaxation as money began to become surplus, especially after the baby boom era (1949-1960). The baby boom era could be solely due to the end of the war and the improving economy, which saw European citizens flock to costal Europe, and warm climate areas such as Spain and Portugal. However, after 1970, we are able to see (refer to graph 1) a slower incline in tourism in Europe, and a steady growth in tourism in other continents such as Asia/Pacific, Africa, and the Middle East.I believe the reason for the growth in tourism in these continents majorly due to the easier accessibility to countries which are located further away from major centres such as the Americas and Europe. I can understand that it has become possible to travel to exotic, distant countries and continents due to long haul flights via the advancement of technology in aircrafts. Also, European tourist destinations like Italy, Spain and Portugal noticed the increase of tourists flocking to their cities and beaches and decided to ake advantage of this economic opportunity and built tourist attractions to promote their countries for tourism, and understood that they could rely heavily on tourism as an income provider for their countries economy, therefore felt comfortable enough to raise prices in the tourism industry as they were now more than reassured people will splash out on tourist type attractions. Here, I am able to notice a rather direct link between accessibility of a country/continent and the economic significance accessibility has in an area.However, these tourist destinations in Europe began to become costly due to the demand of infrastructure to be built to satisfy tourist numbers. This is another factor why we h ave been able to see a growth in tourism in other continents such as Asia, Africa and Australasia, as these continents were not internationally renowned as popular tourist destinations – and were cheaper than branded tourists destinations to holiday in- (in comparison to Europe and the Americas), until the 1980’s where accessibility to these continents became easier (due to long haul flights).Along with people’s ability of financially being able to travel to these vast regions, motivation also to discover foreign regions which they had no prior knowledge on came from use of the internet. The birth of the internet during the 1990’s progressively aided people’s knowledge and contact with regions that were not officially branded tourists destinations yet.The internet is also a form of accessibility mentally, as people were able to read about places across the globe and crunch numbers, such as travel time and expense of the trip that they formally woul d not have been able to do without the aid of the internet. Here, I can see a relationship between the economy and accessibility, in regards to the fact that people have become more willing to spend money on holidays due to the improved economy over the past 60 years, and also the economy of the country vastly improves too when tourists decide to holiday and spend money just too merely visit a country.I can put both of these aspects down under the understanding that accessibility has made this both easier for tourists and countries, therefore my analyses shall state that accessibility has had a positive impact on the economy side of tourism industry for a country over the past 60 years on a global scale. In simpler words, I would like to make very clear that provided and improved accessibility leads to growth and popularity of an area. Referring to graph 1, and incorporating the concept f accessibility, I can understand that Europe and the Americas are places that are never going to be neglected by tourists due to the physical geography of these places. Most countries in both of these continents lie extremely close together which makes accessibility easy and inexpensive for tourists. As both of these continents have extremely wealthy economies (example having London and New York in these continents), they could be described as not needing tourism as a source of finance to their countries’ economy such as other continents such as Asia and Africa that are home to many third world countries.Now, I shall discuss, in-depth, how a developing country copes with the pressure of tourism development, and how the development is affecting the country’s economy both positively and negatively. Bali is a small country in the Asia/Pacific region which has experienced tourism development quickly become extremely popular in a small amount of time. The first hotel was established in 1930, in Kuta, an area which today is one of the most popular tourist’s dest inations in Bali.The only other facilities and infrastructure in these early days (1920’s-1941) were the government houses which were not extremely appealing to tourists. However, over the next 20 years (1945-1961), Bali’s economy struggled due to WW2 and the civil war, which forced regulators to look for other options of income. During this period, President Sukano used Bali as a showplace to guests, which slowly, but surely, stimulated and attracted tourists to Bali, improving the Balinese economy.This was seen as extremely positive by the government, who decided to take an increased interest in the tourism sector as a main source of income for Bali’s economy. During 1967-1988, the Suharto regime went underway, to massively develop Bali for the sake of brining more and more money into Bali via the tourists. The perception which was held was that if Bali had developed infrastructure, tourists would be more attracted to Bali as a place to holiday – and fo r cheap as Bali was still a developing country during this era.

The 28 Critical SAT Math Formulas You MUST Know

The 28 Critical SAT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The SAT math test is unlike any math test you’ve taken before. It’s designed to take concepts you’re used to and make you apply them in new (and often strange) ways. It’s tricky, but with attention to detail and knowledge of the basic formulas and concepts covered by the test, you can improve your score. So what formulas do you need to have memorized for the SAT math section before the day of the test? In this complete guide, I'll cover every critical formula you MUST know before you sit down for the test. I'll also explain them in case you need to jog your memory about how a formula works. If you understand every formula in this list, you'll save yourself valuable time on the test and probably get a few extra questions correct. Formulas Given on the SAT, Explained This is exactly what you'll see at the beginning of both math sections (the calculator and no calculator section). It can be easy to look right past it, so familiarize yourself with the formulas now to avoid wasting time on test day. You are given 12 formulas on the test itself and three geometry laws. It can be helpful and save you time and effort to memorize the given formulas, but it is ultimately unnecessary, as they are given on every SAT math section. You are only given geometry formulas, so prioritize memorizing your algebra and trigonometry formulas before test day (we'll cover these in the next section). You should focus most of your study effort on algebra anyways, because geometry has been de-emphasized on the new SAT and now makes up just 10% (or less) of the questions on each test. Nonetheless, you do need to know what the given geometry formulas mean. The explanations of those formulas are as follows: Area of a Circle $$A=Ï€r^2$$ Ï€ is a constant that can, for the purposes of the SAT, be written as 3.14 (or 3.14159) r is the radius of the circle (any line drawn from the center point straight to the edge of the circle) Circumference of a Circle $C=2Ï€r$ (or $C=Ï€d$) d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Area of a Rectangle $$A = lw$$ l is the length of the rectangle w is the width of the rectangle Area of a Triangle $$A = 1/2bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle In a right triangle, the height is the same as a side of the 90-degree angle. For non-right triangles, the height will drop down through the interior of the triangle, as shown above. The Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle). Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90-degree angle and two 45 degree angles. The side lengths are determined by the formula: $x$, $x$, $x√2$, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides *$√2$. E.g., An isosceles right triangle may have side lengths of $12$, $12$, and $12√2$. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of the triangle's three angles. The side lengths are determined by the formula: $x$, $x√3$, and $2x$ The side opposite 30 degrees is the smallest, with a measurement of $x$. The side opposite 60 degrees is the middle length, with a measurement of $x√3$. The side opposite 90 degree is the hypotenuse (longest side), with a length of $2x$. For example, a 30-60-90 triangle may have side lengths of $5$, $5√3$, and $10$. Volume of a Rectangular Solid $$V = lwh$$ l is the length of one of the sides. h is the height of the figure. w is the width of one of the sides. Volume of a Cylinder $$V=Ï€r^2h$$ $r$ is the radius of the circular side of the cylinder. $h$ is the height of the cylinder. Volume of a Sphere $$V=(4/3)Ï€r^3$$ $r$ is the radius of the sphere. Volume of a Cone $$V=(1/3)Ï€r^2h$$ $r$ is the radius of the circular side of the cone. $h$ is the height of the pointed part of the cone (as measured from the center of the circular part of the cone). Volume of a Pyramid $$V=(1/3)lwh$$ $l$ is the length of one of the edges of the rectangular part of the pyramid. $h$ is the height of the figure at its peak (as measured from the center of the rectangular part of the pyramid). $w$ is the width of one of the edges of the rectangular part of the pyramid. Law: the number of degrees in a circle is 360 Law: the number of radians in a circle is $2Ï€$ Law: the number of degrees in a triangle is 180 Gear up that brain because here come the formulas you have to memorize. Formulas Not Given on the Test For most of the formulas on this list, you'll simply need to buckle down and memorize them (sorry). Some of them, however, can be useful to know but are ultimately unnecessary to memorize, as their results can be calculated via other means. (It's still useful to know these, though, so treat them seriously). We've broken the list into "Need to Know" and "Good to Know," depending on if you are a formula-loving test taker or a fewer-formulas-the-better kind of test taker. Slopes and Graphs Need to Know Slope formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ The slope of a line is the ${\rise (\vertical \change)}/ {\run (\horizontal \change)}$. How to write the equation of a line The equation of a line is written as: $$y = mx + b$$ If you get an equation that is NOT in this form (ex. $mx-y = b$), then re-write it into this format! It is very common for the SAT to give you an equation in a different form and then ask you about whether the slope and intercept are positive or negative. If you don’t re-write the equation into $y = mx + b$, and incorrectly interpret what the slope or intercept is, you will get this question wrong. m is the slope of the line. b is the y-intercept (the point where the line hits the y-axis). If the line passes through the origin $(0,0)$, the line is written as $y = mx$. Good to Know Midpoint formula Given two points, $A (x_1, y_1)$, $B (x_2, y_2)$, find the midpoint of the line that connects them: $$({(x_1 + x_2)}/2, {(y_1 + y_2)}/2)$$ Distance formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the distance between them: $$√[(x_2 - x_1)^2 + (y_2 - y_1)^2]$$ You don’t need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the Pythagorean Theorem. Circles Good to Know Length of an arc Given a radius and a degree measure of an arc from the center, find the length of the arc Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360) $$L_{\arc} = (2Ï€r)({\degree \measure \center \of \arc}/360)$$ E.g., A 60 degree arc is $1/6$ of the total circumference because $60/360 = 1/6$ Area of an arc sector Given a radius and a degree measure of an arc from the center, find the area of the arc sector Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle $$A_{\arc \sector} = (Ï€r^2)({\degree \measure \center \of \arc}/360)$$ An alternative to memorizing the â€Å"formula† is just to stop and think about arc circumferences and arc areas logically. You know the formulas for the area and circumference of a circle (because they are in your given equation box on the test). You know how many degrees are in a circle (because it is in your given equation box on the text). Now put the two together: If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula† to memorize. Algebra Need to Know Quadratic equation Given a polynomial in the form of $ax^2+bx+c$, solve for x. $$x={-b ±Ã¢Ë†Å¡{b^2-4ac}}/{2a}$$ Simply plug the numbers in and solve for x! Some of the polynomials you'll come across on the SAT are easy to factor (e.g. $x^2+3x+2$, $4x^2-1$, $x^2-5x+6$, etc), but some of them will be more difficult to factor and be near-impossible to get with simple trial-and-error mental math. In these cases, the quadratic equation is your friend. Make sure you don't forget to do two different equations for each polynomial: one that's $x={-b+√{b^2-4ac}}/{2a}$ and one that's $x={-b-√{b^2-4ac}}/{2a}$. Note: If you know how to complete the square, then you don't need to memorize the quadratic equation. However, if you're not completely comfortable with completing the square, then it's relatively easy to memorize the quadratic formula and have it ready. I recommend memorizing it to the tune of either "Pop Goes the Weasel" or "Row, Row, Row Your Boat". Averages Need to Know The average is the same thing as the mean Find the average/mean of a set of numbers/terms $$\Mean = {\sum \of \the \terms}/{\number \of \different \terms}$$ Find the average speed $$\Speed = {\total \distance}/{\total \time}$$ Probabilities Need to Know Probability is a representation of the odds of something happening. $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ Good to Know A probability of 1 is guaranteed to happen. A probability of 0 will never happen. Percentages Need to Know Find x percent of a given number n. $$n(x/100)$$ Find out what percent a number n is of another number m. $$(n100)/m$$ Find out what number n is x percent of. $$(n100)/x$$ Trigonometry Trigonometry is a new addition to the new 2016 SAT math section. Though it makes up less than 5% of math questions, you won't be able to answer the trigonometry questions without knowing the following formulas. Need to Know Find the sine of an angle given the measures of the sides of the triangle. $sin(x)$= Measure of the opposite side to the angle / Measure of the hypotenuse In the figure above, the sine of the labeled angle would be $a/h$. Find the cosine of an angle given the measures of the sides of the triangle. $cos(x)$= Measure of the adjacent side to the angle / Measure of the hypotenuse In the figure above, the cosine of the labeled angle would be $b/h$. Find the tangent of an angle given the measures of the sides of the triangle. $tan(x)$= Measure of the opposite side to the angle / Measure of the adjacent side to the angle In the figure above, the tangent of the labeled angle would be $a/b$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent SAT Math: Beyond the Formulas Though these are all the formulas you’ll need (the ones you’re given as well as the ones you need to memorize), this list doesn't cover every aspect of SAT Math.You’ll also need to understand how to factor equations, how to manipulate and solve for absolute values, and how to manipulate and use exponents, and much more. These topics are all covered here. Another important thing to remember is that while memorizing the formulas in this article that aren't given to you on the test is important, knowing this list of formulas doesn't mean you're all set for SAT Math. You also need to practice applying these formulas to answer questions, so that you know when it makes sense to use them. For instance, if you're asked to calculate how likely it is that a white marble would be drawn from a jar that contains three white marbles and four black marbles, it's easy enough to realize you need to take this probability formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ and use it to find the answer: $\text"Probability of a white marble" = {\text"number of white marbles"}/{\text"total number of marbles"}$ $\text"Probability of a white marble" = 3/7$ On the SAT math section, however, you will also run into more complex probability questions like this one: Dreams Recalled During One Week None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 The data in the table above were produced by a sleep researcher studying the number of dreams people recall when asked to record their dreams for one week. Group X consisted of 100 people who observed early bedtimes, and Group Y consisted of 100 people who observed later bedtimes. If a person is chosen at random from those who recalled at least 1 dream, what is the probability that the person belonged to Group Y? A) $68/100$ B) $79/100$ C) $79/164$ D) $164/200$ There's a lot of information to synthesize in that question: a table of data, a two-sentence long explanation of the table, and then, finally, what you need to solve for. If you haven't practiced these kinds of problems, you won't necessarily realize that you'll need that probability formula you memorized, and it might take you a few minutes of fumbling through the table and racking your brain to figure out how to get the answer- minutes that you now can't use on other problems in the section or to check your work. If you have practiced these kinds of questions, however, you'll be able to quickly and effectively deploy that memorized probability formula and solve the problem: This is a probability question, so I'll probably (ha) need to use this formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ OK, so the number of desired outcomes is anyone in Group Y who remembered at least one dream. That's these bolded cells: None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 And then the total number of possible outcomes is all people who recalled at least one dream. To get that, I have to subtract the number of people who didn't recall at least one dream (36) from the total number of people (200). Now I'll plug it all back into the equation: $\text"Probability of an outcome" = {11+68}/{200-36}$ $\text"Probability of an outcome" = {79}/{164}$ The correct answer is C) $79/164$ The takeaway from this example: once you've memorized these SAT math formulas, you need to learn when and how to use them by drilling yourself on practice questions. What's Next? Now that you know the critical formulas for the SAT, it might be time to check out the complete list of SAT math knowledge and know-how you'll need before test day. And for those of you with particularly lofty score goals, check out our article on How to an 800 on the SAT Math by a perfect SAT-Scorer. Currently scoring in the mid-range on math? Look no further than our article on how to improve your score if you're currently scoring below the 600 range. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Report Essay Example | Topics and Well Written Essays - 2500 words

Report - Essay Example ABC being Australia resident also wanted to directly invest in business with his friend in India. They have planned to start cottage stitching factory in name of ABC STICH in slum area of India in beginning and later proceed to expansion based on results. With vast variation on present in two countries business methodologies, it is agreed upon to use basic project management technique to evaluate business idea and its processes. 2.0 PROJECT MANAGEMENT Project is complex non- routine, one-time effort limited by time, budget and resources and performance specifications designed to meet customer needs. To accomplish project work in due course of planning to accomplish desired results, application of project planning is very important 3. There are different ways or techniques of managing a project. These techniques discusses all the activities that are expected to become part of project, possible time and details required to complete each activity as well sequence of activities and their dependency on each other4. ABC STICH will be using the following techniques to evaluate feasibility of the project and manage it: Work Break Down Structure (WBS) Gantt chart Project / Program Evaluation and Review technique (PRET CHART). 2.1. WORK BREAKDOWN STRUCTURE: Work Breakdown Structure as the name suggest is the breakdown of entire project into smaller chunks that identify various tasks’ details 5. It provides break-up of task in various levels in an organized way usually presented in hierarchical form; however, tabular form is also no exception6. Work Break Down is the foundational building block to initiating planning and executing, monitoring and controlling processes used in managing projects. It represents an explicit description of the scope, deliverables and outcome of the project; both internal and external deliverables. Highest level defines the ultimate outcome of the project while each lower level defines more details into small job chunks in logical manner . It only addresses the input, deliverables and output and not the process and schedule for these; therefore, forming base for other techniques. 2.1.1 Few Key characteristics of Work Break down Structure are as follow: Deliverable Oriented: every level is aimed at producing / completing certain task or phase that makes it aligned with due deliverables. Hierarchical Decomposition: hierarchical breakdown provides more manageable pieces of work that effectively provide greater details of work that contributes to overall project in question. The 100% Rule: The 100% rule states that Work break Down Structure encompasses the entire scope of the project from starting to end point while including all interim processes. Every chunk of the broken structure is an important contributor in overall project completion. Presentation Method Flexibility: presentation method flexibility depending on the project from hierarchical to tabular or any other presentation method also makes it more adaptable to various business and project needs. 2.1.2. APPLICATION OF WORK BREAKDOWN METHOD ON ABC STICH: To identify various levels, work break down structure of ABC has been so developed: 1. Identification of various possible locations. 2. Analysis of various locations based

The Love Song of J. Alfred Prufrock Essay Example | Topics and Well Written Essays - 500 words

The Love Song of J. Alfred Prufrock - Essay Example "No experience," asserts Bradley in a phrase that Eliot states, "can lie open to inspections from outside" (Rampal, 203). Prufrocks dream is incommunicable, and whatsoever he speaks to the lady is answered by, "That is not what I meant at all. That is not it, at all" (CP, 6). The lady is also trapped in her own domain, and the two domains can never, alike soap bubbles, turn into one. Each domain is impassable to the other. If other consciousnesses occur only as opaque matters for Prufrock, he possess an equally unhappy relativity to space and time. One of the poem puzzles is the question of whether Prufrock leaves his room ever. It seems that he does not, hence infirm is his determination, so prepared "for a hundred indecisions, And for hundred visions and revisions, Before the taking of a toast and tea" (CP, 4). In another notion Prufrock would be incapable of going anywhere, no matter how hard he tried. However far the author goes, he remains caged in his own individual space, and all he is experiencing is imaginary. It appears to be some opinion of this which makes him stay in his room, gratified to imagine himself walking through the streets, climbing the ladys stairs, and saying to the lady "all like Lazarus from the dead†. There remains no resurrection from death which has unfastened him, and this is an implication of the Dante epigraph. But time, just like space, has only subjective existence for Prufrock. Consequently, future, present, and past are equally immediate, and the author is paralyzed. As a Bradleys finite centers asserts, he "is not in time," hence "contains [his] own past and future" (Rampal, 205). Memories, ironic reverberations of earlier poetry, current sensations, anticipations of what the author might do in future ("I grow old . . . I grow old . . . I shall wear my trousers bottoms rolled" (Rampal, 71) - which are equally present. Like the women

The Love Song of J. Alfred Prufrock Essay Example | Topics and Well Written Essays - 500 words

The Love Song of J. Alfred Prufrock - Essay Example "No experience," asserts Bradley in a phrase that Eliot states, "can lie open to inspections from outside" (Rampal, 203). Prufrocks dream is incommunicable, and whatsoever he speaks to the lady is answered by, "That is not what I meant at all. That is not it, at all" (CP, 6). The lady is also trapped in her own domain, and the two domains can never, alike soap bubbles, turn into one. Each domain is impassable to the other. If other consciousnesses occur only as opaque matters for Prufrock, he possess an equally unhappy relativity to space and time. One of the poem puzzles is the question of whether Prufrock leaves his room ever. It seems that he does not, hence infirm is his determination, so prepared "for a hundred indecisions, And for hundred visions and revisions, Before the taking of a toast and tea" (CP, 4). In another notion Prufrock would be incapable of going anywhere, no matter how hard he tried. However far the author goes, he remains caged in his own individual space, and all he is experiencing is imaginary. It appears to be some opinion of this which makes him stay in his room, gratified to imagine himself walking through the streets, climbing the ladys stairs, and saying to the lady "all like Lazarus from the dead†. There remains no resurrection from death which has unfastened him, and this is an implication of the Dante epigraph. But time, just like space, has only subjective existence for Prufrock. Consequently, future, present, and past are equally immediate, and the author is paralyzed. As a Bradleys finite centers asserts, he "is not in time," hence "contains [his] own past and future" (Rampal, 205). Memories, ironic reverberations of earlier poetry, current sensations, anticipations of what the author might do in future ("I grow old . . . I grow old . . . I shall wear my trousers bottoms rolled" (Rampal, 71) - which are equally present. Like the women

Investigate and describe two different information systems Essay

Investigate and describe two different information systems - Essay Example Speedy development in information technology has come in as an appropriate substitute for the increasing needs. This development encompasses communication technology, wide range of data processing and management systems and frameworks for enterprise and e-business system. This paper will therefore focus on a customer-operated point of sale system (POS) and mobile phone communication system. The paper will give a precise description for each information system concerning its application and key features. The abbreviations POS stands for point of sale, this term is common in retail outlets or stores that have automated their transactions. The system can also be applied in business environments that involve actual sales (Greiner, 2003). In order for a POS system to perform effectively, it requires appropriate software and hardware. The main components of a POS system include electronic cash register, receipt printers, barcode readers, display screen, scanners, display pole and touch screens. The systems are widely applied in many organization and businesses, which include casinos, hotels, stadiums, retail stores, gas stations, and personal service businesses. Input and output of a POS system depend on the function of the system. This indicates that there is a wide range of software and hardware depending on the different usage of a POS system. A checkout system is an example of a POS system. This system has display screens, data input devices such as keyboards, electronic cash register, photocell and conveyer belts as its major components or hardware. The system is common in large retail shops outlets such as the Wal-Mart Supermarket. This system enhances accuracy and efficiency in transactions within the store. The customer initiates the process by placing the goods they intend to purchase from the supermarket on the conveyor belt leading to the cashier (Moeller, 2009). The conveyer belts have photocells that monitor the movement of

Why is the subject of water so prevalant in T.S. Eliot's The Wasteland Essay

Why is the subject of water so prevalant in T.S. Eliot's The Wasteland - Essay Example Is Eliot speaking of the human soul as a wasteland In this paper I will try to address this question, and thereby also explain why the concept of water is so prevalent in the poem; if one interpretation of the poem is that he is trying to show humanity and its spiritual beliefs have become a wasteland, that it has lost its spirituality, its connection to the divine, then we can look at water as a metaphor for that spirituality and thus the lack of water throughout the poem assumes a greater significance. In terms of religion and spirituality, water has been given an extremely important status, and has been used to denote many things. Broadly speaking, water has been used to represent four major concepts - life, purity, power and death or punishment (Broome, The Bible). Eliot appears to have interwoven all these meanings into his use of water, which seems to imply that he is speaking of humankind's loss of its humanity and its connection to God. To examine the question of how and why water is used so liberally in the poem, I will take each concept and examine it with respect to the poem. Scientifically too, water has been predicted to be the bearer of life; theories on the evolution of life generally agree that life arose from the thick soupy oceans in which the world was covered. Water itself is necessary for the propagation of life. Eliot would also have been aware of these theories as the period in which he lived was one ripe for science. His deep study of religion (Bush) is reflected in the references to the Bible and Hindu texts scattered throughout the poem. Within the very first part of the poem itself, the reference to water as a life-giver becomes evident: ".stirring dull roots with spring rain" and again from the lines of verse beginning at line 19 the landscape is described as dry, and therefore, dead and forbidding : A heap of broken images, where the sun beats, And the dead tree gives no shelter, the cricket no relief, And the dry stone no sound of water. Only There is shadow under this red rock, The lack of water is striking. There appears to be no water, no relief from the burning heat. Perhaps this is a reference to the lack of spiritual strength, the fact that there is no spiritual life as opposed to physical life. If we look at the Wasteland as a metaphor for the soul, then this interpretation is valid. This appears to be borne out later too, as Madame Sostrosis predicts the future from a pack of Tarot cards - "Fear death by water." She says. This could be a punishment for lack of belief, as water has often been used to bring punishment and the wrath of God. For example, the Great Flood in which Noah escaped in his

Health Information Exchange - Answer both questions Essay

Health Information Exchange - Answer both questions - Essay Example involved, who is leading the initiative, whether it is a consolidated of federal model, whether personal health records play a role, and a description of how records are transferred between providers. NY State "Has made adoption of HIT and HIE a top priority through the Healthcare Efficiency and Affordable Law for New Yorkers (HEAL NY) Capital Grant Program" (Kern and Kaushul, 2007, p.S18). This program is mandated to implore funding to finance implementation of EHRs, electronic prescribing, and formulation and execution of pervasive clinical data exchanges within NY State (Kern and Kaushul, 2007). In facilitating implementation of HIE, Kern and Kaushul (2007) asserts that it is a prerequisite for the initiative to engage all stakeholders in the healthcare sector. In this regard, other parties involved other than the NY State government and grantees include hospitals, physicians, and payers (Kern and Kaushul, 2007). As further outlined by Kern and Kaushul, (2007), there are also efforts to ensure that grantees contribute funds equivalent to the funds donated by the State government to support HIE, and other efforts require subsequent evaluations of the initiative in an effort to assess the impact of the initiative on the quality, cost, and safety of health care. Assessing the impact of HIE on quality, cost, and safety of care validates the fact that personal health records play a fundamental role in the initiative. In essence, health records serves as a source of evaluation data. In facilitating the implementation of HIE, HITEC (Health Information Technology Evaluation Collaborative) was also established as an effort to bring together researchers and experts in all science related fields (Kern and Kaushul, 2007). Implementation of the HIE in NY State is a consolidated effort as it involves the NY State government, grantees and stakeholders. When a patient presents himself to a physician in need of a specialized care or assessment, the physician is obligated to

Quiz 1 Spring 2014 for Escape from Camp 14 Essay - 1

Quiz 1 Spring 2014 for Escape from Camp 14 - Essay Example nce he constantly saw her as a threat to his survival in prison, especially during her childhood years in the prison, for example, since she beat him, and she was also a competitor for food to him (Harden, 3). The fact that the horrendous experiences in the prison that had taught him something different from what humanity is, he could not relate to what it means to be human, to have family, and to relate with others at a human level. His dark secret has now caused him agony, even after 7 years of freedom in USA, despite his attempts to reinvent himself through changing his name (Harden, 1). The memories of seeing his mother hanged and those of seeing his brother shot dead, especially coupled with the fact that Shin is the one who betrayed them is an experience that has completely incapacitated him, so much so that, after experiencing humane living condition and after relating with other people at a human level, he is unable to forgive himself for the betrayal. Shins behavior, like everyone elses in Camp 14, is completely different from that of people living in a free world, or at least those who were not born in a prison camp in North Korea, and his behavior is based on a radically different moral code. It is completely incomprehensible and even inconceivable in the mind of a person who has lived his whole life in a free world, for example, the fact that a son can actually feel glad and relieved by the death of his mother and his brother (Harden, 3). It is even more inconceivable why a person would like to betray his own family; his only family as far as he knows it, especially because Shin was born in a prison camp and therefore did not know any more family or relatives, other than the ones he had in prison. This is because love to him was a meaningless word, having viewed her mother as a threat from childhood, while viewing his brother as a stranger and his father as just any other visitor who cohabited with her mother five times a year (Harden, 3). Such are the

Health Information Exchange - Answer both questions Essay

Health Information Exchange - Answer both questions - Essay Example involved, who is leading the initiative, whether it is a consolidated of federal model, whether personal health records play a role, and a description of how records are transferred between providers. NY State "Has made adoption of HIT and HIE a top priority through the Healthcare Efficiency and Affordable Law for New Yorkers (HEAL NY) Capital Grant Program" (Kern and Kaushul, 2007, p.S18). This program is mandated to implore funding to finance implementation of EHRs, electronic prescribing, and formulation and execution of pervasive clinical data exchanges within NY State (Kern and Kaushul, 2007). In facilitating implementation of HIE, Kern and Kaushul (2007) asserts that it is a prerequisite for the initiative to engage all stakeholders in the healthcare sector. In this regard, other parties involved other than the NY State government and grantees include hospitals, physicians, and payers (Kern and Kaushul, 2007). As further outlined by Kern and Kaushul, (2007), there are also efforts to ensure that grantees contribute funds equivalent to the funds donated by the State government to support HIE, and other efforts require subsequent evaluations of the initiative in an effort to assess the impact of the initiative on the quality, cost, and safety of health care. Assessing the impact of HIE on quality, cost, and safety of care validates the fact that personal health records play a fundamental role in the initiative. In essence, health records serves as a source of evaluation data. In facilitating the implementation of HIE, HITEC (Health Information Technology Evaluation Collaborative) was also established as an effort to bring together researchers and experts in all science related fields (Kern and Kaushul, 2007). Implementation of the HIE in NY State is a consolidated effort as it involves the NY State government, grantees and stakeholders. When a patient presents himself to a physician in need of a specialized care or assessment, the physician is obligated to

Homework3 Article Example | Topics and Well Written Essays - 250 words

Homework3 - Article Example This is to mean that the correlation between theory and practice is the fact that theory is distracted practice while practice is practical theory. In this regard, the ones focusing on practice often argue that the believers of theory are detached from the real experience of the actual happenings in the world. On the contrary, the believers of theory argue that practice alone is not enough, as practice must touch on theory that forms the basics of what they do (McKenna &Rooney, 2005). Contradictions will, therefore, ensue as both schools of thought believe that malpractices shape each other’s thoughts. The major question, for that reason, focuses on whether following a specific set rules determines which of the two is valid (McKenna &Rooney, 2005). Theoretically, one would argue that there is no major disparity between practice and theory. However, for the case of practice, the difference is major; thus, contradictions. McKenna, B. &Rooney, D. (2005).  Wisdom Management: Tensions Between Theory And Practice In Practice. In: KMAP 2005 Knowledge Management in Asia Pacific Conference: Building a Knowledge Society, School of Information Management and the School of Government: Victoria University of Wellington, New

Crushing Plant in Ethiopia Essay Example for Free

Crushing Plant in Ethiopia Essay It is reported that DSMAC mobile crusher for Ethiopia was installed and debugged successfully last week. The Philippines customer uses this mobile crusher for crushing construction waste, and after installation the customer sent DSMAC technicist local specialities to express appreciation. At the beginning of January 2013, the whole set of mobile crusher with capacity of 100tph was completed from DSMAC production base in Jinzhai Town, Xingyang City. The after-sale service engineer Mr. Jin and Mr. Ren was sent to Ethiopia being in charge of the installation and debugging. When the equipment was operating at the working site, the customer called DSMAC to praise the two engineers’dedicated attitude and sent some local specialities to Mr. Jin and Mr. Ren. With the development of urbanization, the city reconstruction is going on. There are a lot of construction waste piled at the same time. It not only occupies land resource, but also brings pollution for environment. However, construction waste is not just the waste, but an effective and recycling resource if used properly. The recycled construction waste can be used as coarse or fine aggregate, which is the substitution for natural aggregate for making concrete, road base material and bricks, and so on. In this process, the choose of crushing equipment plays a critical role. [pic] DSMAC Mobile Crusher for Construction Waste Crushing Plant In DSMAC, the mobile crusher can be divided into mobile jaw crusher, mobile cone crusher, mobile impact crusher, mobile VSI crusher, mobile screening plant, MP portable crawler crusher, etc. The mobile crusher can be easily moved to any position in the work site without the limitation of topographic condition. At the same time, it is controlled by wireless remote manipulation, and easier to be driven to the trailer, saving much time. The crushed aggregate can be divided into the following types: 1, 0mm to 2.5mm aggregate, used in mortar for plastering wall. 2, 0mm to 4.5mm aggregate, used in mortar for brick making. 3, 2.5/4.5mm to 10mm aggregate, used for brick raw material. 4, 10mm to 32mm aggregate, used for road construction material. 5, above 32mm aggregate, sent back into crusher for further crushing. The mobile crusher is the effective crushing equipment for construction waste disposition. Looking back the production of mobile crusher for Ethiopia, it is related closely with salesman’s striving, technical section’s supporting, workman’s overtime working, etc. Under these employee’s joint effort, there will be more advanced crushing equipment and all-around service for customers. More information about DSMAC is available at http://www.dscrushers.com Contact Information

Double Deceit - Original Writing :: Papers

Double Deceit - Original Writing I didn't know anything about him, until he stepped out of the car. He looked around, taking in his surroundings, and I realised he was an army man, like I used to be. He stepped towards me, and asked innocently, "Excuse me, but is this New London Road?" I looked carefully at him, quickly recalling the password "No sir, this is New York Avenue" He shook my hand quickly, and nodded to the car. No introductions were required. The less I knew about him the better - for both of us. I looked out of the windscreen the whole way. The streets of New Yorkwere scary, but right now, the inside of this car was a lot scarier. I was used to looking at people straight in the eye, I was an army person. Yet now, that was useless. This was a different mission. After a full half-hour of driving, the car suddenly stopped. The man kept looking at the staring wheel, and said "codename Steve". It was understood immediately, and I quickly replied "John". No other words were needed. He quickly blindfolded me, as I had done many prisoners in the war, and drove again. After an hour, my legs began to hurt. Being six-foot tall, it was difficult to sit in a car for this long. I also wanted to itch my hair badly. I knew that people like 'Steve' did not like the idea of me moving my hands around, but I felt as if a dark bug was crawling around my hair, clearly visible on my grey hair. We finally reached the destination. I was taken out of the car, and frisked before I entered. I knew I had entered the building when I felt a sudden rise in temperature. My blindfold was removed and I found myself in a room, completely plain. It was weird. I had always imagined that terrorists used dark rooms, with cracks everywhere. This room was different. There was one chair and one window. The window had

Garden for the Blind :: Architecture Design Essays

Garden for the Blind If I were to sum up what I want to do with this garden in one word, it would be â€Å"awakening;† awakening of the senses other than that of sight. These senses include sense of smell, sense of touch, sense of taste, sense of sound, and also the kinesthetic sense (one’s place in space). The garden will allow for complete awareness of one’s surroundings and the plants present in the garden, although sight will not be used. The journey through the garden should be an enjoyable experience for those who want to emerge themselves in a world unlike the very physical one we live in to day. I find the concept of designing a garden for the blind to be very interesting. I began researching for the garden by viewing the website for the Dans le Noir restaurant in Paris, France. The room where one eats is in complete darkness and blinded staff members and waiters guide the restaurant goers throughout the restaurant. I want to do something similar to this in my garden in that there should be some people there to assist the blind as they walk through the garden if they would like assistance. However, the garden will not be in complete darkness. There will be light so that the blind can feel as if they are walking through a regular garden during the day and feel the sun and lights on them, but also for anyone else who would like to view the garden regularly or blindfolded. I want the garden to be able to be viewed in various ways by anyone who would like to do so. While researching for the garden, I did not find the book by Richard Florida titled The Rise of the Creative Class to be too helpful, except that it made me appreciate the creative abilities that are needed to complete a project such as creating a Garden for the Blind. However, I did find Sensory Design by Joy Malnar and Frank Vodvarka to be very useful. In the book, I found an interesting passage that I hope will characterize my garden when it is finished and people get a chance to view it. The passage says that â€Å"Some great gardens unfold like narrative or a piece of music as we move through them and view their carefully choreographed wonders† (Malnar and Vodvarka). I hope that the smell of the flowers and the touch of the plants will allow those who experience it to feel this type of enjoyment as they go through the garden.

Frederick Douglass Essay

In the Narrative of the Life of Frederick Douglass, an American slave, Douglass describes the dehumanization of both slaves and slave owners. Many slaves were dehumanized by getting beat, raped and even killed. He has seen many horrid things like the incident with Denby’s death and how he had to fight over scraps of food. Douglass not only describes the dehumanization of the slaves, he also talks about how it also changed many of the slave owners that he had encountered. The first time Douglass sees the dehumanization of the slave owners was when he met Mrs. Auld. She had never owned a slave before so she treated him with respect and with kindness. At first, Mrs. Auld is described by Douglass as angelic, kind, and humble. She taught him the alphabet and how to read. Frederick said, â€Å"When I went there, she was a pious, warm, and tender-hearted woman. There was no sorrow or suffering for which she had not a tear. She had bread for the hungry, clothes for the naked, and comfort for every mourner that came within her reach.†(pg. 82) However, her husband scorned her for teaching a slave how to read. He influenced her with his corrupt mindset about treating slaves and changed Mrs. Auld from â€Å"Angelic† to â€Å"demonic† as Frederick described. He said, â€Å"Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness.† This shows how immensely Mrs. Auld was changed just by her husband commanding her and telling her what was right in his mind. Once she discovered this new found power, that she has power over another human being, she used it to her advantage and went from being the nice lady that taught Douglass how to read to the lady that would punish him if she caught him reading. Another example of the dehumanization of the slave owners is Mr. Covey. He was a very religious man and was also nicknamed the â€Å"n****r breaker† because all the slaves that went to him, he emotionally broke, leaving their life even more depressing and gloomy. Mr. Covey was proud of his nickname and cared very much for his reputation. It says in the novel, â€Å"Added to the natural good qualities of Mr. Covey, he was a professor of religion — a pious soul — a member and a class-leader in the Methodist church.†(Pg. 101) Covey was devoted to religion and breaking his slaves to build on his reputation that he has. The dehumanizing part is that he likes what he does and how he beats the poor slaves. The novel states, â€Å"My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute!† this shows how cruel Mr. Covey is that he made Douglass â€Å"transform†. Everything that he learned went away, his slight sense of joy if there was any was now wiped away from him. Douglass also talks about the dehumanization of the slaves. Branching off from Mr. Covey, Many women slaves were dehumanized by being â€Å"baby machines.† Mr. Covey bought a women slave, Caroline, and her only job was to breed with another man which was Samuel Harrison which was a married man. This is very contradictory because Covey claims to be a man of god when he is doing things like this. Another example of the dehumanization of slaves was when Douglass and his mother were separated when he was born. The slave owners didn’t want them to gain affection with each other because they thought it would distract them from working. In the novel it says, â€Å"I do not recollect of ever seeing my mother by the light of day. She was with me in the night. She would lie down with me, and get me to sleep, but long before I waked she was gone.† This shows how his mother would walk all the way to another plantation just to see him at night when he was sleeping because she loved him very much. It was very dehumanizing when Douglass described what kind of food they had to eat, â€Å"We were not regularly allowanced. Our food was coarse corn meal boiled. This was called MUSH. It was put into a large wooden tray or trough, and set down upon the ground.† He later describes how the children were called to eat the mush like pigs and how they had to fight over the little they had. It was the survival of the fittest. As you can see, dehumanization had an effect on the slaves by destroying them physically and mentally, making them depressed and malnourished, and in some cases, dying. There were also effects on slave owners but not as bold as the ones slaves endured. Mrs. Auld went from being a nice, angelic lady who was nice to everyone and everything to cruel and punishing.

Posttraumatic Stress Disorder in The Things They Carried Essay

Posttraumatic Stress Disorder, PTSD, is a psychological disorder that involves extreme cases of anxiety. PTSD comes as a result of an individual’s experience of a highly distressing event wherein there was a threat of grievous physical harm and there was experience of intense psychological stress. An individual is diagnosed with PTSD based on the American Psychiatric Association’s DSM-IV & DSM-IV-TR definitions. Diagnosis of PTSD   is given if an individual shows the following symptoms for a period of more than one month. First, the individual’s recurrent experience of the event after the actual occurrence perhaps through dreams, recollections, and experience of anxiety upon display of different items linked with the traumatic event. Second, the individual avoids or does not feel anything when presented with things and people that are emotionally linked to the traumatic event. This may also include feelings of being estranged from other people in the individuals’ surroundings. Third, the individual experiences a heightened sense of arousal thus probably causing sleeplessness, sudden bursts of emotion, hyper vigilance, and the like. And lastly, the individual find himself or herself unable to properly function in certain aspects of his or her life perhaps at work, at home, or in other social environments. The severity of the PTSD, whether acute or chronic, is assessed based on how long the given symptoms persist in the individual. An event which has come to be heavily associated with PTSD is war. A great number of literary pieces have been dedicated to this event and one such work is Tim O’Brien’s The Things They Carried. PTSD in relation to war is clearly seen in the different collections of stories compiled and written by Tim O’Brien in his book. One particular story found in the book that shows PTSD in the case of a war veteran is â€Å"Speaking of Courage†. The main character in this particular story is Norman Bowker. Symptoms of PTSD are clearly seen in his actions. Bowker is unmotivated, experiences confusion and mental chaos, feels estranged and isolated from others in his town and is also unable to obtain work. Social inhibitions that plague this character, which are clear signs of PTSD, are exemplified in his inability to properly order in a drive-thru restaurant. Instead of speaking through the intercom, he honks his horn at the waitress until he gets his order. He then proceeds to eat his food without moving his car and leaves only upon finishing his meal. (Examples of Post Traumatic Stress Disorder in The Things They Carried; Tim O’Brien’s – The Things They Carried Eating Them Away) Bowker relives and is unable to move past the events of the war. He lives in a constant state of guilt because of his inability to prevent the death of his friend in Vietnam. The conclusion of Bowker’s story is suicide, an event that is not uncommon in cases of posttraumatic stress disorder. In the story â€Å"Stockings†, the main character named Henry Dobbins wrapped his girlfriend’s panty hose around his neck during battle supposedly as a good luck charm. He would also sleep with it against his face. Even after the war, when Dobbins and his girlfriend were no longer a couple, he still continued to sleep with and tie the stockings around his neck. Dobbins explains this act by the referral of the continued presence of the stocking’s magic. This shows an aspect of PTSD stated by the American Psychiatric Association in the DSM-IV & DSM-IV-TR wherein an individual experiencing the disorder experiences reactivity to objects linked with the traumatic event. The Things They Carried was clearly written by O’Brien with a theme in mind. That theme involves the experiences of war veterans after surviving the war. That is to say that the book depicts the effects of the war on the soldiers and the various individuals who were involved. Tim O’Brien particularly focuses on the psychological effects that the events of the war has left. The lives of the soldiers characterized in the stories are clear examples of emotional baggage carried by survivors of the war.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jim Neilson states in his article The Truth in Things: Personal Trauma as Historical Amnesia in The Things They Carried, the recurring them of the horrors of war. The explicit descriptions of the incidents that the characters experienced in the story were the author’s way of communicating to the audience how such events could lead to anxiety, distress, disorder, and even insanity. Andrew Morgan also acknowledges that in reality, war veterans who experienced the Vietnam War still live with the guilt and fears induced by that experience. They carry these memories with them and are unable to lead the same lives they used to have before joining the war. These are what caused them to eventual experience of PTSD, to eventual insanity, and for some even to suicide.   Posttraumatic stress disorder is indeed a problem that plagues many war veterans today. It is encompassing in its scope and affects all aspects of the lives of those experiencing it. Tim O’Brien paints for us, in The Things They Carried, a clear picture of what PTSD is, what instances can lead to it, and the ugliness that it brings in its wake. Works Cited American Psychiatric Association. â€Å"DSM-IV & DSM-IV-TR: Posttraumatic Stress Disorder (PTSD)† 2000 BehaveNet.com 11 December 2007 â€Å"Examples of Post Traumatic Stress Disorder in The Things They Carried.† 123HelpMe.com 11 December 2007 . Morgan, Andrew. â€Å"The Things They Carried† Angelfire29 April 2003 11 December 2007 < http://www.angelfire.com/ga4/project1/research%20papers.htm#Christopher%20Luke%20Corno>. Neilson, Jim. â€Å"The Truth in Things: Personal Trauma As Historical Amnesia in The Things They Carried† Fortune City 11 December 2007 . â€Å"Tim O’Brien’s-The Things They Carried Eating Them Away†   Studyworld 11 December 2007