Toms Shoes Epedemic Free Essays

Simona Brotnei Professor Angelone English Writing 102 7 March 2012 â€Å"How Toms Shoes tipped ? † Intro Section In the book, The Tipping Point, How seemingly insignificant details can Make a Big Difference, composed by Malcolm Gladwell. What is an Epidemic? Well there are various types of plagues. Scourges can be Products, ailments, Trend’s, or potentially Crimes. We will compose a custom paper test on Toms Shoes Epedemic or then again any comparable point just for you Request Now All together for a plague to tip, there are three standards that apply for a scourge to tip. Pestilences are the wonders verbal, or any number of secretive changes that mark regular daily existence is for us to consider them simply that. Pandemics are an infectious conduct; the guidelines in a scourge are the Law of the Few, The Stickiness Factor, and the Power of Context. The Stickiness Factor The tenacity factor is a data that makes it paramount and clingy, essentially something that causes a memorable individual effectively or a message that has an effect. One of the three Laws that applies as well, Toms Shoes is the tenacity of the shoes. The Epidemic that entered my thoughts was TOM’s shoes. The prime supporter of TOM shoes was Blake Mckoskie, his name was not Tom, Blake’s picked toms since it represents Tomorrows Future. In 2006, Blake went to Argentina, and found that the children there had no shoes, So he thought of the Idea that for each pair of shoes bought, he would give another pair to a kid out of luck. Tom’s shoes missions is the One for One arrangement, which I expressed previously. The motivation behind why Toms tipped was a direct result of the One for One. This is what made TOMS so clingy, only a few days ago I wore a couple of Toms and this woman halted me and by one way or another saw my shoes and said to me, â€Å"Are those the shoes? † where they give a couple for nothing? furthermore, she needed to take a gander at them, So I demonstrated them to her. he at that point went on and said â€Å"that they are costly ,† yet I likewise expressed that they were for a decent motivation. In the previous year of September, TOMS sold more than one million sets of shoes. His organization is getting progressively fruitful, and are becoming greater and greater every day. Blake put together the shoe style with respect to the alpargata, a conventional Argentine shoe that ranchers have worn for over 100 years. The shoe is lightweight and canvas slip-on with only a bit of an elastic composite sole. It comes in various hues and prints for ladies, men and youngsters. Toms comes out with another style pretty much at regular intervals. The shoe costs normal from about $40-$100 dollars, They can be pricy however we additionally need to recall that its helping numerous children without shoes, have shoes. The explanation with regards to why Toms is so effective is, on the grounds that they feel as though there having any kind of effect on the planet by helping the children. They are fulfilled and cheerful about themselves by helping the children without any shoes. Toms has given more than 600 thousands paris of shoes to kids in 2010. The Power of Context Gladwell states, That the intensity of setting, is no less more significant than the two laws referenced in the start of the book. Pandemics are delicate in the time and places in which they happen. The Power of setting is one that has to do with the earth we live in. We are the ones that get the word out. Like for example the informal pestilence is by an individual enlightening them concerning it, at that point them telling another person; or in any event, when they see something that they like, People will ask you where you got the item, at that point tell their companions. Back In May of 2010, I was at a Romanian show and I saw a person wearing them and needed to discover what sort of shoes they were, on the grounds that they looked cool and comfortable. I at that point went on discovered where he got them, and purchased two sets, Now Most of most of the romanian network possesses at any rate a couple of toms, if not much more. That clarifies why such huge numbers of patterns like thin pants, as well as Jeans took care of boots start. The earth has a ton to do with how scourges happen, And that is what number of patterns come to fruition. Much the same as in the book, The Tipping Point there were two children that were wearing quiet little dogs in East town, and some high molded beauticians seen them. Later on they soar and sold more than 600 thousands sets. There is no other clarification more better than how the earth effectsly affects what we look like or potentially how we dress, the earth has a major influence on how items tip and how patterns become progressively well known. End The motivation behind why items tip are on the grounds that the message itself had an effect, or potentially the earth where they were seen was seen by large business visionaries. How can it be that numerous individuals such as myself? are purchasing all into this, One thing is that it is infectious and the easily overlooked details that have a change make an effect on the planet. Patterns as well as illnesses are additionally similarly as infectious. The fellow benefactor of Toms goes to a wide range of universities to contact peers since he needs the new ages to be concerned and mindful with various things. what's more, helping other people is one that everybody can do in the event that they cannot help by purchasing a couple they can help by not wearing shoes for 24 hours and that occasion that is called One Day Without Shoes, is focused on for the most part to understudies since they are the ones with time and its a free publicizing by getting his shoes known. what's more, what more not doing it at schools. Blake needs to raise up a superior ages for our children, and by aiding and joining occasions simply like this one is an incredible open door for some understudies to know and help make distinction on the planet. That is the reason they have an occasion each year, In Fact It is coming up in the blink of an eye Sometime in April. The occasion for the most part centers around the mindfulness for individuals to understand that in a wide range of parts of the nation kids are without shoes. Additionally to get others understudy to join and help if not by purchasing the shoes however by essentially getting the word out. The One Day Without Shoes occasion permits understudy drove school parts of TOMS to hold mindfulness occasions nearby (and do some free publicizing for TOMS). The development contacts understudies who need to help and be a piece of a bigger altruistic development, however can’t bear to give a lot of cash or submit an all-encompassing measure of time. Individuals who are as of now enthusiastic about helping youngsters in need are the prime contender to join the TOMS development, so the understudy parts and the association connect with these people through theirâ advertisementsâ and advancements. Im going to complete a statement by Ghandi, which was Blake’s most loved statement. Be the change you need to find on the planet Works Cited Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference. Boston: Little, Brown, 2000. Print. â€Å"Shoes Offer a Better Tomorrow. † NewsOK: Oklahoma News, Sports, Weather, Business, Entertainment Oklahoma C ity Photos Video OKC. Linda Miller, 5 Apr. 2009. Web. 11 Mar. 2012. . â€Å"Millennials and Philanthropy: 5 Tips I Learned from TOMSA Shoes. † Rebekah Bowen. 26 Aug. 2011. Web. 11 Mar. 2012. . â€Å"TOMS SHOES LOGO. † Bio Of Blake Mycoskie, The Founder Chief Shoe Giver Of TOMS Shoes. 2 Feb. 2010. Web. 11 Mar. 2012. . Step by step instructions to refer to Toms Shoes Epedemic, Papers

The effects of kemerut free essay sample

Thing PD 1006 1. Defenition of Teachers alludes to all people occupied with educating at the rudimentary and optional levels, regardless of whether on full time or low maintenance premise, including direction advocate, school administrators, mechanical expressions or professional instructors and every other individual performing administrative as well as managerial capacities in all schools in the previously mentioned levels and lawfully qualified to work on educating under this announcement. RA 7836 alludes to all people occupied with instructing at the basic and optional levels, regardless of whether on full-time or low maintenance premise, including modern expressions or professional instructors and every single other individual performing administrative and additionally regulatory capacities in all schools in the previously mentioned levels and qualified to work on showing this demonstration. Perception In RA 7836 direction guides and bookkeepers were not referenced. 2. Educators Examination PD 1006 a. Extent of Examination The assessment will comprise of composed tests, the extent of which will be controlled by the board, mulling over the showing plan of the schoos legitimately established in the Philippines. We will compose a custom paper test on The impacts of kemerut or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page RA 7836 The assessment for the basic and optional teachers will be discrete. The assessment for instructors in the rudimentary level will comprise of two (2) sections, specifically: proficient training and general training. The assessment for educators in the auxiliary level will comprise of three sections to be specific: Professional instruction, general training, and field of specialization. Perception In PD 1006 there was no particular task where an instructor could educate. They simply let an instructor take the test. While in the RA 7836 theres effectively a particular classification where an analyst can take the test relies upon what specialization the instructor has wrapped up. b. Capability Requirement PD 1006 No candidate will be confessed to take the assessment except if, on the date of recording of the application, he will have consented to the accompanying prerequisites: a. But the individuals who have been occupied with instructing as in this characterized for at any rate five years in schools in the Philippines not sorted out only for nationals of a remote nation at the hour of the effectivity of thios order, the candidate must be a resident of the Philippines; b. That he is of acceptable good character; c. That he is liberated from any physical or potentially mental imperfection which will weaken him to render productive help; and. d. That he has the accompanying least instructive capabilities. For instructors in the kindergarten and basic evaluations, Bachelors qualification in Elementary Education (B.S. E. Ed. ) or its comparable; 2. For educators of the auxiliary school, single men degree in training or its equal with a significant and minor or a Bachelors qualification in Arts or Sciences with in any event eighteen units in proficient instruction. All application will be documented with an office or workplaces assigned by the board, preferalby the workplaces of the Civil Service Commission and the Department of Education and Culture. These workplaces will screen and support such applicatios and issue the relating licenses to take the assessment to quality candidates. RA 7836 a. A resident of the Philippines or an outsider whose nation has correspondence with the Philippines in the act of the instructing professio; b. At any rate 18 years old; c. Healthy and of good notoriety with high virtues; d. Has not been covicted by conclusive judgment by a court for an offense including various turpitude; e. An alum of a school, school or college perceived by the administration and has the base instructive capabilities, as follows: 1. For educators in pre-school, a single men degree in youth instruction (BECED) or its identical; 2. For educators in the basic evaluations, a lone wolves degree in basic instruction (BSEED) or its proportional. 3. For instructors in the optional evaluations, a lone rangers degree in training or its equal with a significant or minor or a lone rangers degree in expressions and science with in any event 10 units in proficient training; and. 4. For instructors of professional and two-year specialized courses, a lone rangers degree in the field of specialization or its comparable with in any event 18 units in proficient training. Perception In PD 1006 theres no age prerequisite not at all like with RA 7836 a candidate must be 18 years old. Becomes stricter with regards to criminal report of a candidate There was no Early Childhood Education before c. Evaluations PD 1006 In request that an applicant might be esteemed to have effectively passed the assessments, he more likely than not acquired a general normal of in any event 70% in all subject without any appraisals underneath half in any subject Observation: There is no Ratings examined in the RA 7836 d. Report of resultsPD 1006 The analysts will report the evaluations acquired by every contender to the board inside 150 days after the most recent day of the assessment, except if reached out by the last mentioned. RA 7836 The board will, inside 120 days after the assessment, report the evaluations acquired by every contender to the Professional Regulation Commission for endorsement and suitable activity. Perception In PD 1006, It is the analyst who will report their evaluations to the board inside 150 days. The board is the person who will report the evaluations to the PRC for endorsement and fitting activity. 3. National Board for teachersPD 1006 1. Secretary of Education and culture 2. Executive, Civil Service Commission 3. Chief, PRC 4. Two individuals speaking to the private part to be designated by the president Board for proficient TeachersPD 1006 None RA 7836 There is thus made under this Act a Board for proficient Teachers, hereinafter called the Board, a collegial body under the general management and authoritative control of the PRC, hereinafter alluded to as the Commission, made out of 5 individuals who will be delegated by the President of the Philippines from among the recommendees will be from the rundown of chosen people chose by the authorize relationship of instructors, who properly have all the capabilities endorsed in Sec. The administrators and the bad habit executive of the board will be designated from these 5 individuals by the president: gave, that these individuals from the board selected under this demonstration will be naturally enlisted as expert instructors and gave with the testament of enrollment and expert endless supply of the expenses for assessment, enlistment and different charges endorsed by the commission. 5. Reason for repudiation of endorsement or permit PD 1006 None The board will have the force, after due notification and hearing to suspend or disavow the authentication of enrollment of any registrant to condemn or to drop the transitory license of the holder thereof who is excluded from enlistment for any of the ff causes: a. conviction for any criminal offense by a court of skillful locale; b. Unethical, amateurish or disreputable transmit; c. Declartion by a court of compentent purview for being intellectually unsound or crazy; d. Negligence, net ineptitude, net neglegence or genuine obliviousness of the act of the showing calling; e. The utilization of or execution of any misrepresentation or double dealing in acquiring a declaration of enrollment, proficient permit or exceptionally/transitory license f. Constant enibriery or routine utilization of medications; g. Infringement of any arrangements of this demonstration, the principles and guidelines and different strategies of the board and the commission, and the code of moral and expert gauges for proficient instructors; and h. Unjustified or hardheaded inability to go to classes, workshop, meetings and so forth or the proceeding with training program endorsed by the board and the commission. The choice of the load up to revokeor suspend a declaration might be spoke to the territorial preliminary court of where the load up holds office inside 15 days from receipt of the said choice or the forswearing or the movement or reexamination documented in due time.

13 rules you did not learn in school

13 rules you did not learn in school Here are some basic rules that children should be learning in  school, but unfortunately dont. Not all of these have to do with academics.Rule #1: Life is not fair. Get used to it. The average teen-ager uses the  phrase, Its not fair 8.6 times a day.Rule #2: The real world wont care as much about your self-esteem as much  as your school does. Itll expect you to accomplish something before you  feel good about yourself. This may come as a shock. Usually, when inflated  self-esteem meets reality, kids complain its not fair. Rule #3: Sorry, you wont make $40,000 a year right out of high school.  And you wont be a vice president or have a car phone either. You may even  have to wear a uniform that doesnt have a label.Rule #4: If you think your teacher is tough, wait until you get a boss. He  doesnt have tenure, so he tends to be a bit edgier. When you screw up, hes  not going to ask you how you feel about it.Rule #5: Flipping burgers is not beneath your dignity. Your grand-parents  had a different word of burger flipping. They called it opportunity. They  werent embarrassed making minimum wage either. They would have been  embarrassed to sit around talking about Kurt Cobain all weekend.Rule #6: Its not your parents fault. If you screw up, you are  responsible. This is the flip side of Its my life, and Youre not the  boss of me, and other eloquent proclamations of your generation. When you  turn 18, its on your dime. Dont whine about it, or youll sound like a  baby boomer.Rule #7: Your school may have done away with winners and losers. Life  hasnt. In some schools, theyll give you as many times as you want to get  the right answer. Failing grades have been abolished and class  valedictorians scrapped, lest anyones feelings be hurt. Effort is as  important as results. This, of course, bears not the slightest resemblance  to anything in real life.Rule #8: Life is not divided into semesters, and you dont get summers  off. Not even Easter break. They expect you to show up every day. For eight  hours. And you dont get a new life every 10 weeks. It just goes on and on.  While were at it, very few jobs are interesting in fostering your  self-expression or helping you find yourself. Fewer still lead to  self-realization.Rule #9: Television is not real life. Your life is not a sitcom. Your  problems will not all be solved in 30 minutes, minus time for commercials.  In real life, people actually have to leave the coffee shop to go to jobs.  Your friends will not be as perky or pliable as Jennifer Aniston.Rule #10: Be nice to nerds. You may end up working for them. We all  could.Rule #11: Smoking does not make you look cool. It makes you look moronic.  Next time youre out cruising, watch an 11-year-old with a butt in his  mouth. Thats what you look like to anyone over 20. Ditto for expressing  yourself with purple hair and/or pierced body parts.Rule #12: You are not immortal. If you are under the  impression that living fast, dying young and leaving a b eautiful corpse is  romantic, you obviously havent seen one of your peers at room temperature  lately.Rule #13: Enjoy your youth time while you can. Sure parents are a pain, school is a  bother and life is depressing but someday youll realize how wonderful it  was to be a kid. Maybe you should start now.By Charles J. Sykes Printed in San Diego Union Tribune September 19, 1996

The Importance Of A School With Emotional Intelligence

This type of program in school would be hard to place into school as it should be. I believe this to be true because a lot of public education receives state funding and this is not an overly important area to raise testing scores or make more job fields. So for that reason I think the funding may not be well received. This is an area that makes people better as individuals and thus can enhance the work they do but does not necessarily imply because you are a really nice person you will become a really good doctor or whatever job is of interest. I think this area is important to develop overall happier people and is very important for students to develop stronger foundations and better lives. This wouldn’t help people become millionaires but instead find the things that were of greater value; priceless things. The transition stage would go much better for students with the ability to take more responsibility and know what they like and do not like. I believe that a school with emotional intelligence put into the curriculum would be excellent for students at all levels of schooling particularly high school. If this curriculum were placed into school I would make a recommendation to have a couple of experimental years for the new program to find the best way to operate. My initial thoughts would be to possibly put the curriculum into a class such as langue or psychology; or fuse the two possible. However I would probably say to incorporate it into English or the languagesShow MoreRelatedMusic Education And Emotional Intelligence1607 Words   |  7 Pagesmusical growth the emotional demands require guidance by a teacher and self-exploration from the participant. Once success in this area becomes apparent, musical benefits emerge and the journey the individual undertook also helps shape their emotional intelligence. 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The s Deathbed Altruism s Greatest Loss Essay

Research Report â€Å"Chivalry’s Deathbed: Altruism’s Greatest Loss† A.O.K. Monday/Wednesday: 12:30pm-1:45pm Kai McCaslin U46881464 American society is often involved in circumstances that necessitate members to behave, or believe, in ways that they do not anticipate and that cause them to undertake actions that contradict their beliefs or values (Kahan, 2006). For example, for the 2016 presidential election in the United States, a large portion of the centralistic American population voted for the right-wing candidate, Donald Trump, not because they supported his political view, but because they did not want the leftist candidate, Hillary Clinton, to be elected. Another example can be witnessed through the actions of the â€Å"social smoking† population of America; many American smokers are trying to give up tobacco but, nevertheless feel the need to smoke a cigarette when in the presence of other smokers. Such circumstances occur very regularly in life and often cause people to change the way they think and behave. Social psychologists have shown that such situations create what they call â€Å"cognitive dissonance, a situation experienced by individuals who are asked, or need, to behave or think in a way that conflicts with their opinions or attitudes† (Festinger, 1957). In other words, â€Å"cognitive dissonance relates to the mental tension that arises when an individual has to deal with incompatible cognitions† (Festinger, 1957). Chivalry can be defined as, â€Å"a proper and

Should Illegal Immigrants Be Allowed to Receive Social Services Free Essays

Immigration is a large and controversial topic as far as the United States is concerned. However, there is one subject in question that isn’t quite openly addressed and up for discussion, as say border control. American citizens face many difficulties dealing with the admission of people in the United States illegally. We will write a custom essay sample on Should Illegal Immigrants Be Allowed to Receive Social Services or any similar topic only for you Order Now The primary obstacles facing the system today include overcrowding in schools, availability of jobs and the unnecessary usage of Americans’ tax dollars. Unless every immigrant pays taxes, I do not believe they should receive health and social services. Some people argue that although illegal, immigrants still pay taxes (Carabelli 2-3). Numerous immigrants get false Social Security numbers in order to find jobs. Having these Social Security Numbers, employers are able to withhold all types of taxes. According to the internal revenue service, â€Å"†¦ about 6 million unauthorized immigrants file individual tax returns each year [thus confirming] estimates that between 50 percent to 75 percent of unauthorized immigrants pay federal, state, and local taxes† [ (Carabelli 3) ]. However, according to the united States General accounting office, a report they did shows that even if illegal immigrants do pay taxes, benefits provided to them cost more than they contribute, causing the United States a huge loss of money [ (Carabelli 4) ] Referring to Table 1, California spent a total of $1,770 million dollars on education, incarceration, and emergency services for illegal immigrants. In contrast, California only received $732 million in tax money from them. California lost $1038 million dollars. Also, Florida spent $461 million dollars in education, incarceration, and emergency services, losing $184 million dollars (Carabelli 4). (Carabelli 118) California tried to keep a handle on the costs of illegal immigrants by refusing to give social services to them. Illegal immigrants in the state were not supposed to be allowed state funded health care, public education, and other benefits. Some people had issues with this proposition; supporters of it made a point that Californians are suffering from the existence of illegal persons in their area and the violence they cause. Legal citizens have every right to safety and protection against these people who have entered the United States illegally from the government [ (Carabelli 6) ]. One of the biggest issues having to do with education is overcrowding in schools [ (Crisis 1) ]. In California, there have been reports of overcrowding to the point that schools are forced to reject students. Some people say there is a deficiency of teachers, but the truth is there are just too many immigrant students [ (Crisis 1) ]. According to usimmigrationlawyers. com, â€Å"The share of students in the U. S. ho are immigrants or the children of immigrants has tripled in the past 30 years; in 1970, they were only 6. 5 percent of the student body† [ (systems 1) ]. Immigrant students overwhelm around fourteen percent of schools by up to twenty-five percent. To accommodate overcrowding, a lot of schools have come up with alternatives to classrooms such as, portable classrooms, and using other facilities like cafeterias [ (systems 1) ]. Sometimes, having class in foreign rooms or places can be a distraction to students, especially if there are other things going on around them. Many towns and cities have resorted to building new schools because of the amount of students they are gaining [ (systems 1) ]. It is hard to keep track of exactly how many illegal pupils are in the school systems and determine the correct amount of funding needed. Some programs used to help educate non- English speakers; help to keep count as to how many there are [ (Carabelli 9) ]. However, other programs aren’t made specifically to meet the needs of Immigrants. Many schools find the need to hire bilingual staff to help immigrants. They also purchase special tools such as books and computer programs [ (systems 1) ]. One source of education, English Language Learner, needs extra funding to help it function correctly. This makes the teaching of immigrants more expensive, especially in areas where immigrants are dense [ (Carabelli 9) ]. One solution that has been brought to the table many times is amnesty. President Reagan signed the Simpson-Mazoli Act in 1986, which forgave about 2. 7 million immigrants for entering illegally, and allowed them to stay [ (Mcmanus 1) ]. The reason for this generous agreement was the hope that it would stop more illegal aliens from coming into the United States. This accord didn’t exactly help the problem. In fact, it became more intense, and more illegal aliens crossed the borders into our country [ (Mcmanus 1) ]. Since the big amnesty in 1986, the US has let about three million additional immigrants in. The authorities responsible for allowing them to stay neglect to admit it was them who did it because it attracted more newcomers [ (Mcmanus 1) ]. Even if the United States attempted amnesty again, it would fail for the exact same reason. Granting them amnesty is giving them what they want and in the long run, that costs the US more money than just deporting them. During the Second World War, many immigrants came across the borders to take the jobs of those who were a part of the army. When the war ended, service men came back to find that most of their jobs were taken, immigrants were committing many crimes that ruined the communities, and their millions of children were enrolling in school causing them to become overcrowded [ (McGrath 1) ]. A lot of people say that immigrants do all of the dirty jobs no Americans would do. However, a study done shows that if Americans were paid a reasonable, average wage, they would indeed choose to do those jobs as well [ (Immigration:Jobs) ] It is fair to say that immigrants have distorted the way people see jobs today. It used to be that citizens would do construction, bricklaying and other strenuous job like those, now it is not uncommon to find a Hispanic or other immigrant doing those jobs. Employers lowered pay for illegal immigrants because most of them are willing to do work for any amount. Which, in turn, makes the employer happier because they can hire more help for less so of course they would rather have undocumented workers than legal citizens. (Immigration:Jobs) One immigration case the Supreme Court had to face, dealt with schools in Texas turning away immigrant children. In 1975, Texas lawmakers chose to ban the use of state education funds to pay for the education of illegal immigrant students [ (Unmuth) ]. Some schools turned away all illegal immigrants; some accepted them but forced them to pay tuition. One man brought his family to the United States to get them a better education and his children were turned away because they were illegal [ (Unmuth) ]. The family chose to fight this in court with a couple of other people and won with a 5-4 vote. The spokeswoman for the Federation for American Immigration reform stated that people do not want to watch any child be denied an education, but they want to find a way to stop parents from coming over illegally in the first place. Many taxpayers are feeling as though they are being used; they are forced to pay taxes that support and pay for services and education or illegal beings in the United States. The Tyler vs. Doe case has ensured that all people, illegal or not, will be guaranteed an education. Also, under the fourteenth amendment, all illegal immigrants are promised equality and every civil right a natural citizen has (Unmuth). Asking natural citizens of the United States most will admit they do not like the fact that Illegal Immigrants receive benefits paid for by our taxes. Only one out of every four people believes it is okay for immigrants to receive food stamps and Medicaid [ (Staff 2) ]. Also, only eighteen percent are okay with illegal immigrants getting public housing. A little fewer than eighteen percent of citizens that took this poll decided that illegally admitted people should be allowed state grants for college. The goal for the senate is to come up with something to fix border control so more illegal immigrants cannot enter and catch people that employ illegals to stop providing them with jobs. With these laws in hand, hopefully immigrants will stop wanting to enter the United States [ (Staff 2) ]. So far, the United States has not found an effective way to prevent people from entering illegally. The first step that should be taken is being stricter with the borders. Currently, we have a fence along the US-Mexico border to attempt keeping people from crossing. It is 335-350 miles in length along the approximately 1969. 13 mile long border. That leaves around 1,619-1,634 miles of border un-blocked, wide open for crossing. Congress has ordered for the fence to be extended. Considering the fact that there are plenty of issues with land ownership, there are many problems with law faced with extending the fences. In addition to the fences, along the border we have several different types of electronic security systems. There are cameras and sensors that are monitored twenty-four hours a day by border patrol (Practice). Another strategy is worked from the inside. We are trying to prevent illegals from wanting to come over. This is preventing employers from hiring them in the first place. The United States uses a program called â€Å"E-verify†. It helps employers confirm that the people they are hiring are legal citizens. So far, â€Å"A study conducted in May 2008 by the Center for Immigration Studies estimates that the illegal immigrant population of the United States may have dropped by about 11 percent from the previous summer. It suggests that the total illegal immigrant population went from 12. 5 million in August 2007 to 11. 2 million in May 2008. † (Practice). According to writer Roger McGrath, there should be no problems deporting Illegal Immigrants back to their countries. In 1954 the US held a large deportation sending around two million immigrants back to their home countries [ (McGrath 1) ]. He says it was â€Å"done swiftly and cheaply by a relatively small force, proving that arguments we hear today about such an operation being logistically impossible are nothing more than a mask concealing a lack of political will†. I believe that the United States’ immigration problem will never be one hundred percent resolved. We can try building fences, or walls but there is always a way around, under or through those. We can try upping security along the borders with cameras and sensors, but there is a way to seem invisible to those. The matter of fact is that we have to come up with laws that make it impossible to get benefits, impossible to get a job and places to live. If we have to play dirty to get what we want, so be it. The American people worked hard to get where we are today and even with that, we struggle. Illegal is illegal we can’t make excuses to get out of our lives neither should they. I feel bad for those struggling in other countries, we have our problems too. The United States tries to help out other countries as much as they can, it is hard. So why should Americans have to pay for them to come into our country and live? Works cited http://www.usillegalaliens.com/impacts_of_illegal_immigration_jobs.html http://athens.usembassy.gov/dcm_immigration.html How to cite Should Illegal Immigrants Be Allowed to Receive Social Services, Essay examples

Briar Rose Chapter Notes Essay Example For Students

Briar Rose Chapter Notes Essay Briar Rose-Jane Yolen This module is called close study of text. It is module B of paper 2 worth 20%. This is a novel, a work of fiction. The author or composer is Jane Yolen. Context In order to understand this novel we have to know about the NAZI, holocaust, which aimed to exterminate the Jewish people from Europe In total nearly 6 million Jews were systematically killed in NAZI occupied Europe. A Briar is a thorn or prickly plant. A Briar Rose is a beautiful flower that grows from a potentially painful plant or shrub. Chapter 1 The parts of the novel written in Italics represent the fairytale. The most important fairytale is that of â€Å"Sleeping Beauty†. There are also elements of the â€Å"Cinderella† fairytale with Silvia and Shana as the evil step-sisters who leave all the work to the Cinderella figure, Rebecca. Chapter 2 20 years later, the 3 little girls have grown up and Gemma is near death. Shana and Silvia have returned to visit and even though they are sad, they have no patience and are more worried about themselves than they are about their grandmother. In the last moment of lucidity, Gemma tells Becca â€Å"I am Briar Rose† and charges her with the final palace. Chapter 3 â€Å"The angel of death†, the bad fairy the one in black with the big black boots and silver eagles on her hat. This is the metaphor for the NAZI’s. The SS who wore the eagle insignia and black boots. Chapter 4 â€Å"A riddle wrapped in a mystery inside an enigma† This was originally said by the Whinsteon Churchill to describe Russia. It means that no-one really understood what Russia was like. The description also applies to Gemma: no-one, not even her own daughter knows anything about her past, no-one is even sure of her real name. The box with the photos and papers, which they find after her death, will provide the clues for Becca to â€Å"find the castle and the prince to reclaim our heritage†. It is significant that Becca tells the same story about Briar Rose to the new generation as she is the one who will keep the family tradition alive. NOTE- Gemma’s story is an adaptation or transformation of the classic sleeping beauty story. There are variations for example: Sleeping Beauty is put to sleep not by a needle prick but a mist, but many features of the fairytale remain. (The Wicked Fairy etc. This fairytale is the way in which Gemma deals with the horrors of what happened to her. The second element of this story is the detective novel. Becca, the youngest granddaughter (Cinderella) who is the closest to her grandmother and who resembles her most closely, â€Å"The two roses of the family† goes on a quest to find out Gemma’s real story. Chapters 5-7 Variations appear in the Sleepi ng Beauty fable, enough to upset a visitor but Gemma’s version â€Å"is how it goes in the house†. Becca as an adult realises a very significant theme/point about Gemma’s adaptation to the fairytale and this is it. The â€Å"Happily ever after† ending applies only to the princess. Everybody else stays asleep. Becca begins her quest. She sorts out her grandmother’s papers. She discovers that in fact Gemma arrived in America on the 30th of August 1944. Only 8 months before the end of the war in Europe had ended. This is different from what the family had previously thought. That she had come to America after the war. Yet another aspect of the fairytale becomes significant, the mist that puts the people to sleep. Chapters 8-10 The Investigation Begins .u3a62d50a1733ecaabe5100ff7c5d2f81 , .u3a62d50a1733ecaabe5100ff7c5d2f81 .postImageUrl , .u3a62d50a1733ecaabe5100ff7c5d2f81 .centered-text-area { min-height: 80px; position: relative; } .u3a62d50a1733ecaabe5100ff7c5d2f81 , .u3a62d50a1733ecaabe5100ff7c5d2f81:hover , .u3a62d50a1733ecaabe5100ff7c5d2f81:visited , .u3a62d50a1733ecaabe5100ff7c5d2f81:active { border:0!important; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .clearfix:after { content: ""; display: table; clear: both; } .u3a62d50a1733ecaabe5100ff7c5d2f81 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a62d50a1733ecaabe5100ff7c5d2f81:active , .u3a62d50a1733ecaabe5100ff7c5d2f81:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .centered-text-area { width: 100%; position: relative ; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a62d50a1733ecaabe5100ff7c5d2f81:hover .ctaButton { background-color: #34495E!important; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a62d50a1733ecaabe5100ff7c5d2f81 .u3a62d50a1733ecaabe5100ff7c5d2f81-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a62d50a1733ecaabe5100ff7c5d2f81:after { content: ""; display: block; clear: both; } READ: Go Vegetarian; You Have No More Excuses EssayBecca finds out that her grandmother had lives in a place called Oswego when she first came to America. The place was a war refuge shelter. After she contacts some people she sends some documents. From them she finds out that her grandmother’s real name and that she called herself â€Å"Princess†. When she came to America, she was heavily pregnant; she gives her maiden and married name as the same indicating that perhaps she is not married. In light if the Briar Rose story it is significant that she refers to herself as Princess. Most of the questions on the form were not answered, perhaps indicating that she had alot to hide. In any case, Becca still has a long way to go. A third element, not as important as the other two of this novel is the romantic story in which Becca clearly has a crush on Stan and we as readers become more interested in the development of the relationship. Chapters 11-12 The romantic sub plot becomes more apparent as Becca and Stan travel to Oswego to find out more about Gemma’s past. They share an intimate picnic and she is relieves when his friend Samantha turns out to be a married woman. In Oswego, Becca meets Harvey Goldman who had known her grandmother in Oswego. He reminisces of her as being beautiful but withdrawn, preoccupied with her past. He also remembers her nickname of â€Å"Princess†. Chapters 13-16 The fairytale Element The prince is described as courageous â€Å"he put his hands into the thorns†. The detective story genre there is a reference to Kulmhof (also called Chulmno). Harvey Goldman tells Becca that Kulmhof was on an extermination camp, and that no woman ever got out of there alive. Becca decides to visit Poland where she would have an interpreter, Magda Bronski. Chapters 17-24 The fairytale Elements An explanation of why it is so important to tell stories to make the past understood. â€Å"If the Prince knows all his past and lives and tells all the people who are still to come then the Prince lives again and into the future†. Becca arrives in Poland and meets up with Magda. They visit Chlemno. The dullness of the day is the metaphor for the ugliness of the place. The place is intimidating, it is a reminder that evil was not confined to a single period, in history, that hatred survives and finds new manifestations. Nothing happened here and we should take our few questions or that ‘nothing’ will happen again† They meet Father Stashu and he refers to a Schloss (Castle) which ties in with Gemma’s story and he also arranges a meeting with Joseph Potocki who turns out to be the ‘JMP’ on Gemma’s ring. He tells Becca that he has known bother her grandmother and grandfather and that he had been p ersecuted because he was a homosexual. Chapters 25-27 NOTE- A third narrative comes into the story. This is the story of Joseph Potocki. The use of multiple narratives is an important technique in this book and each (Gemma’s, Becca’s and Joseph’s) narrative contributes to the impact of the story as a whole. In these chapters we find out about Joseph Potocki’s background. He had been â€Å"a-political†, taken no interest in politics and was thus, unaware of the danger he was in. Finally he is caught, beaten and tortured and sent to a concentration camp because he was a homosexual. From there he escapes and joins a partism group where they are killed in a botched attempt to blow up an arniment so Joseph is left behind and again escaped death. He seems to have a charmed death.

A Simple Heart by Gustave Flaubert Study Guide

A Simple Heart by Gustave Flaubert Study Guide â€Å"A Simple Heart† by Gustave Flaubert describes the life, the affections, and the fantasies of a diligent, kindhearted servant named Fà ©licità ©. This detailed story opens with an overview of Fà ©licità ©Ã¢â‚¬â„¢s working life- most of which has been spent serving a middle-class widow named Madame Aubain, â€Å"who, it must be said, was not the easiest of people to get on with† (3). However, during her fifty years with Madame Aubain, Fà ©licità © has proved herself to be an excellent housekeeper. As the third-person narrator of â€Å"A Simple Heart† states: â€Å"No one could have been more persistent when it came to haggling over prices and, as for cleanliness, the spotless state of her saucepans was the despair of all the other serving maids† (4). Though a model servant, Fà ©licità © had to endure hardship and heartbreak early in life. She lost her parents at a young age and had a few brutal employers before she met Madame Aubain. In her teenage years, Fà ©licità © also struck up a romance with a â€Å"fairly well off† young man named Thà ©odore- only to find herself in agony when Thà ©odore abandoned her for an older, wealthier woman (5-7). Soon after this, Fà ©licità © was hired to look after Madame Aubain and the two young Aubain children, Paul and Virginie. Fà ©licità © formed a series of deep attachments during her fifty years of service. She became devoted to Virginie, and closely followed Virginie’s church activities: â€Å"She copied the religious observances of Virginie, fasting when she fasted and going to confession whenever she did† (15). She also became fond of her nephew Victor, a sailor whose travels â€Å"took him to Morlaix, to Dunkirk and to Brighton and after each trip, he brought back a present for Fà ©licità ©Ã¢â‚¬  (18). Yet Victor dies of yellow fever during a voyage to Cuba, and the sensitive and sickly Virginie also dies young. The years pass, â€Å"one very much like another, marked only by the annual recurrence of the church festivals,† until Fà ©licità © finds a new outlet for her â€Å"natural kind-heartedness† (26-28). A visiting noblewoman gives Madame Aubain a parrot- a noisy, stubborn parrot named Loulou- and Fà ©licità © wholeheartedly begins looking after the bird. Fà ©licità © starts to go deaf and suffers from â€Å"imaginary buzzing noises in her head† as she grows older, yet the parrot is a great comfort- â€Å"almost a son to her; she simply doted on him† (31). When Loulou dies, Fà ©licità © sends him to a taxidermist and is delighted with the â€Å"quite magnificent† results (33). But the years ahead are lonely; Madame Aubain dies, leaving Fà ©licità © a pension and (in effect) the Aubain house, since â€Å"nobody came to rent the house and nobody came to buy it† (37). Fà ©licità ©Ã¢â‚¬â„¢s health deteriorates, though she still keeps informed about religious ceremonies. Shortly before her death, she contributes the stuffed Loulou to a local church display. She dies as a church procession is underway, and in her final moments envisions â€Å"a huge parrot hovering above her head as the heavens parted to receive her† (40). Background and Contexts Flaubert’s Inspirations: By his own account, Flaubert was inspired to write â€Å"A Simple Heart† by his friend and confidante, the novelist George Sand. Sand had urged Flaubert to abandon his typically harsh and satiric treatment of his characters for a more compassionate way of writing about suffering, and the story of Fà ©licità © is apparently the result of this effort. Fà ©licità © herself was based on the Flaubert family’s longtime maidservant Julie. And in order to master the character of Loulou, Flaubert installed a stuffed parrot on his writing desk. As he noted during the composition of â€Å"A Simple Heart†, the sight of the taxidermy parrot â€Å"is beginning to annoy me. But I’m keeping him there, to fill my mind with the idea of parrothood.† Some of these sources and motivations help to explain the themes of suffering and loss that are so prevalent in â€Å"A Simple Heart†. The story was begun around 1875 and appeared in book form in 1877. In the meantime, Flaubert had run up against financial difficulties, had watched as Julie was reduced to blind old age, and had lost George Sand (who died in 1875). Flaubert would eventually write to Sand’s son, describing the role that Sand had played in the composition of â€Å"A Simple Heart†: â€Å"I had begun â€Å"A Simple Heart† with her in mind and exclusively to please her. She died when I was in the middle of my work.† For Flaubert, the untimely loss of Sand had a larger message of melancholy: â€Å"So is it with all our dreams.† Realism in the 19th Century: Flaubert was not the only major 19th-century author to focus on simple, commonplace, and often powerless characters. Flaubert was the successor of two French novelists- Stendhal and Balzac- who excelled at portraying middle- and upper-middle-class characters in an unadorned, brutally honest manner. In England, George Eliot depicted hardworking but far-from-heroic farmers and tradesmen in rural novels such as Adam Bede, Silas Marner, and Middlemarch; while Charles Dickens portrayed the downtrodden, impoverished residents of cities and industrial towns in the novels Bleak House and Hard Times. In Russia, the subjects of choice were perhaps more unusual: children, animals, and madmen were a few of the characters depicted by such writers as Gogol, Turgenev, and Tolstoy. Even though everyday, contemporary settings were a key element of the 19th-century realist novel, there were major realist works- including several of Flaubert’s- that depicted exotic locations and strange events. â€Å"A Simple Heart† itself was published in the collection Three Tales, and Flaubert’s other two tales are very different: â€Å"The Legend of St. Julien the Hospitaller†, which abounds in grotesque description and tells a story of adventure, tragedy, and redemption; and â€Å"Herodias†, which turns a lush Middle Eastern setting into a theater for grand religious debates. To a large extent, Flaubert’s brand of realism was based not on the subject matter, but on the use of minutely-rendered details, on an aura of historical accuracy, and on the psychological plausibility of his plots and characters. Those plots and characters could involve a simple servant, a renowned medieval saint, or aristocrats from ancient times. Key Topics Flaubert’s Depiction of Fà ©licità ©: By his own account, Flaubert designed â€Å"A Simple Heart† as â€Å"quite simply the tale of the obscure life of a poor country girl, devout but not given to mysticism† and took a thoroughly straightforward approach to his material: â€Å"It is in no way ironic (though you might suppose it to be so) but on the contrary very serious and very sad. I want to move my readers to pity, I want to make sensitive souls weep, being one myself.† Fà ©licità © is indeed a loyal servant and a pious woman, and Flaubert keeps a chronicle of her responses to major losses and disappointments. But it is still possible to read Flaubert’s text as an ironic commentary on Fà ©licità ©Ã¢â‚¬â„¢s life. Early on, for instance, Fà ©licità © is described in the following terms: â€Å"Her face was thin and her voice was shrill. At twenty-five, people took her to be as old as forty. After her fiftieth birthday, it became impossible to say what age she was at all. She hardly ever spoke, and her upright stance and deliberate movements gave her the appearance of a woman made out of wood, driven as if by clockwork† (4-5). Though Fà ©licità ©Ã¢â‚¬â„¢s unappealing appearance can earn a reader’s pity, there is also a touch of dark humor to Flaubert’s description of how strangely Fà ©licità © has aged. Flaubert also gives an earthy, comic aura to one of the great objects of Fà ©licità ©Ã¢â‚¬â„¢s devotion and admiration, the parrot Loulou: â€Å"Unfortunately, he had the tiresome habit of chewing his perch and he kept plucking out his feathers, scattering his droppings everywhere and splashing the water from his bath† (29). Although Flaubert invites us to pity Fà ©licità ©, he also tempts us to regard her attachments and her values as ill-advised, if not absurd. Travel, Adventure, Imagination: Even though Fà ©licità © never travels too far, and even though Fà ©licità ©Ã¢â‚¬â„¢s knowledge of geography is extremely limited, images of travel and references to exotic locations figure prominently in â€Å"A Simple Heart†. When her nephew Victor is at sea, Fà ©licità © vividly imagines his adventures: â€Å"Prompted by her recollection of the pictures in the geography book, she imagined him being eaten by savages, captured by monkeys in a forest or dying on some deserted beach† (20). As she grows older, Fà ©licità © becomes fascinated with Loulou the parrot- who â€Å"came from America†- and decorates her room so that it resembles â€Å"something halfway between a chapel and a bazaar† (28, 34). Fà ©licità © is clearly intrigued by the world beyond the Aubains’ social circle, yet she is incapable of venturing out into it. Even trips that take her slightly outside her familiar settings- her efforts to see Victor off on his voyage (18-19), her journey to Honfleur (32-33)- unnerve her considerably. A Few Discussion Questions 1) How closely does â€Å"A Simple Heart† follow the principles of 19th-century realism? Can you find any paragraphs or passages that are excellent specimens of a â€Å"realist† way of writing? Can you find any places where Flaubert departs from traditional realism? 2) Consider your initial reactions to â€Å"A Simple Heart† and to Fà ©licità © herself. Did you perceive the character of Fà ©licità © as admirable or ignorant, as hard to read or totally straightforward? How do you think Flaubert wants us to react to this character- and what do you think Flaubert himself thought of Fà ©licità ©? 3) Fà ©licità © loses many of the people who are closest to her, from Victor to Virginie to Madame Aubain. Why is the theme of loss so prevalent in â€Å"A Simple Heart†? Is the story meant to be read as a tragedy, as a statement of the way life really is, or as something else completely? 4) What role do references to travel and adventure play in â€Å"A Simple Heart†? Are these references meant to show how little Fà ©licità © really knows about the world, or do they lend her existence a special air of excitement and dignity? Consider a few specific passages and what they say about the life Fà ©licità © leads. Note on Citations All page numbers refer to Roger Whitehouses translation of Gustave Flauberts Three Tales, which contains the full text of A Simple Heart (introduction and notes by Geoffrey Wall; Penguin Books, 2005).

Specialization and logrolling essays

Specialization and logrolling essays Specialization is the element whereby Congressmen become experts at the topics of the Committees or Subcommittees on which they serve. Through their prior knowledge and experience, they can grow to be more adept and knowledgeable about the legislative topic that they are dealing with. Over time, they gain respect as authoritative figures on the issue. This affects the legislative process by allowing those who are qualified to make key decisions on the committee level. It builds faith that the members of a committee know what they are doing, and can be trusted to make informed decisions. It also increases the influence of members of the committee, because other less-knowledgeable colleagues can turn to them for advice in regards to which way to vote on a measure. Reciprocity/logrolling is mutual aid and vote trading among legislators. Congressman A tells Congressman B that if A votes in support of X, then in return B will vote for Y. A member may vote with a colleague in the expectation that the colleague will later vote for a measure about which the member is concerned. This affects the legislative process by allowing Congressmen to build up coalitions of support for measures that would otherwise not garner enough support. It allows more pork-barrel spending to pass through, because other members may owe it to the representative of that area. Two ways that part leadership can influence the legislative process are by the strong influence that they have over the voting of members of their party, and through the vast amounts of control that they have over the legislative process in general. Members generally vote with their party. Party leaders do their best to get members to vote together. In the House, this has the effect of drawing members to the two political extremes. Party differences have become more pronounced, pitting Republicans against Democrats, and voting on major bills oft ...

The U.K Defence Industry Essay Example | Topics and Well Written Essays - 2500 words

The U.K Defence Industry - Essay Example Defence exports of the nation are worth almost  £5 billion on an average every year (The Telegraph, 2014). In the recent years however the share of government spending upon defence equipments have fell from 10% to 5%. The nation has had 21% share in the defence export market on a global scale from the year 2005 to 2010 (The Telegraph, 2014).The presence of a well developed export market has facilitated the creation of 65,000 jobs in the nation (Brauer and Dunne, 2004). The defence industry of the U.K successfully contributes  £12 billion value addition to the nation’s economy (The Telegraph, 2014). The major challenges faced by the industry are to work in alliance with the government, to assist reformation of the procurement processes, to encourage authorities to spend more on research and reform and to further develop the export capabilities. The Ministry Of Defence of the U.K is seen to follow an open competition policy (Neuman, 2006). The figure below shows some of the largest firms of the U.K in the defence industry in terms of revenue. Companies such as Rolls-Royce, Smiths Group Plc and BAE Systems rely on exports for their growth. Many such U.K based defence companies are looking towards selling their products in the emerging markets of the world which provide a greater opportunity for earning profits than the developed nations. The current paper analyses the general business and completion of three important defence firms of the U.K, namely Rolls-Royce, Smiths Group Plc and BAE Systems (Global Security, 2014). Rolls-Royce is the 16th largest contractor of defence equipments in the world (Neuman, 2006). The company is one of the pioneers in providing defence goods and services and caters to fulfilling the defence equipments and parts needs of many nations of the world.

Use of military drones in civilian operations and law enforcement and Research Paper

Use of military drones in civilian operations and law enforcement and the impact this will have in regards to the 1st and 4th Amendments of the United States - Research Paper Example In addition, their deployment assists in preventing â€Å"boots on the ground† war, hence making the US safer (Boon & Lovelace, 2014). Opponents on the other hand claim that drones lead to the emergence of more terrorists than the ones they kill. They further argue that drone strikes murder large numbers of innocent civilians, violating international law, are not under adequate congressional supervision, grossly infringes on the sovereignty of other countries in addition to making the terrors of war look as harmless as a video game(Mathews,2013). The most popular form of Unmanned Combat Aerial Vehicles (UCAVs)-which basically are Unmanned Aerial Vehicles (UAVs) armed with combat abilities-is the General Atomics MQ-1 Predator. Predators were for the first time deployed to Afghanistan nearly instantly after the terrorists attacks of Sept.11, 2001.In addition, predators carried out their initial ever armed operation in 7th October 2001 in Afghanistan. The General Atomics MQ-9 Reaper, which is a bigger UCAV, has the capability of hauling a higher payload and has been in service from 2007. The Joint Special Operation Command (JSOC) and CIA are presently jointly administering the current program. These drones are usually deployed in such countries as Yemen, Somali and Pakistan. Strikes in Pakistan for instance have been happening from 2004 and intensified in pace from the beginning of 2008 summer. Apart from a Yemen strike in November 2002, the Yemen and Somalia campaigns started in 2011.In addition, there have been accounts of st rikes occurring in the Philippines, however, the information there is unclear. Additionally, there have done that have been deployed in Iraq, Afghanistan and Libya as part of America’s more conservative military operations in those nations (Boon & Lovelace, 2014). Predator drones are capable of carrying up to 2 Hellfire missiles, having warheads of around 20 pounds,

Clinical Skills Reflection: Gibbs Model

Clinical Skills Reflection: Gibbs Model The skill that I will reflect on in this essay is the administration of an intramuscular Injection (IM). An IM is an injection deep into a muscle (Dougherty & Lister, 2008). This route is often chosen for its quick absorption rate and often medication cannot be given via other routes. The reason I have chosen to reflect on this skill is because I have had many opportunities to perform this skill, and at my current practice placement this is the most commonly used method of drug administration. I have undertook many IMs at this placement but I am going to reflect on the first one I undertook which was the administration of Hydroxocobalamin commonly known as vitamin B12 (BNF, 2007) Description During a morning clinic with the practice nurse, I was asked if I would like to administer an IM on the next patient, which was a 26 year old lady who has been suffering from crohns disease which can cause B12 deficiency due to lack of vitamin and mineral absorption (NACC, 2007). I agreed and she briefly went through with me how to do an IM as it had been a while since I had last done one. I called the patient in and asked her to sit down. The patient had come in for her first injection of B12. I chatted to the patient asking her how she was and if she had any concerns. I then gained consent asking her if it was ok for me as a student to administer it under the supervision of the practice nurse. The patient responded with you have got to learn I then prepared the equipment which included two needles, a sharps box, a piece of gauze and the medication. I checked the prescription with the practice nurse, and then checked the ampoule against the prescription. I then drew up the medicatio n with one needle disposing of it in the sharps box and attached the other needle. I then proceeded to administer the medication, after completing the procedure I disposed of the needle in the sharps box and documented it in the patients notes. After the patient had left the nurse explained to me I had done it all correct except I had gone in too far so if the needle broke it would be hard to get it out and that I didnt aspirate to check if I had gone into a vein. Thoughts and feelings After I was asked if I wanted to do the IM I felt very anxious as it had been more than 6 months since the last time I had administered one. But she explained the procedure to me which relieved some of my anxiety. When I first met the patient I was feeling allot more nervous as the patient was roughly my age and I havent had much experience of caring for the younger person. After the procedure when I was told I was wrong for not aspirating I felt annoyed as I was sure I had read that aspirating was no longer necessary. Evaluation Overall I feel that the clinical skill went well as a whole. I followed the instructions from my mentor and what the research has suggested other than feeling a little anxious I performed the skill confidently and correctly. What I feel was bad about the experience is with my communication, which reflecting on I believe was lacking. I communicated with the patient prior to the skill and after the skill, but during I felt I almost forgot there was a patient on the end of the needle. I was so focused on getting the skill right and not causing any pain I didnt talk to the patient throughout the whole thing. Another point that I feel was bad is, I forgot to wear an apron. My mentor never mentioned anything about this although I do feel I should have worn one as its an aseptic technique and its part of the (DOH, 2006) guidelines. Analysis The reason why an IM injection was chosen is because B12 can only be administered via IM (BNF, 2007). I gained informed consent off the patient as this is part the NMC guidelines. (NMC, 2008) As patients have the right to decline treatment. After gaining consent, I then checked the medication against the patients chart to ascertain the following: Drug, Dose, date, route, the validity of the prescription and the doctors signature. This is done to make sure the patient receives the correct drug and dose (NMC, 2008) I then washed my hands using Ayliffes six step technique to reduce the risk of infection and put gloves on as part of DOH 2007 Guidelines . The site that I chose was the mid deltoid site. Hunt (2008) Suggests that this is the best site to use as its easy to access whether the patient is sitting, standing or lying down, it also has the advantage of being away from major nerves and blood vessels. Although Roger (2000) states that only 2ml at most can be injected into the delto id. I was able to proceed with this site as B12 comes in a 1ml dose (BNF, 2007). I asked her if she would prefer to sit or lie down, she said she rather sit, this was ok with me as I am not very tall and found this a comfortable position for me. As the patient was wearing a short sleeve top I asked her to move it up slightly instead of removing it thus allowing her to maintain her privacy and dignity. I then assessed the injection site for suitability checking for any signs of infection, oedema or lesions. This is done to promote the effectiveness of administration and reduce the risk of cross infection (Woorkman, 1999). Holding the needle at a 90 degree angle it is quickly pushed into the muscle. Workman 1999 says this ensures good muscle penetration. I inserted the needle leaving approximately 1/2cm exposed as Workman, (1999) says this makes removing it easier should it break off. At this point I decided not to aspirate as per research (DOH, 2006). After inserting the needle I all owed it to remain there for 10 seconds. As Woorkman (1999) suggest that leaving in situ for 10 seconds allows the medication to diffuse into the tissues. After 10 seconds had past I swiftly removed the needle and applied pressure according to Dougherty & Lister (2008) this helps prevent the formation of a haematoma. Immediately after carrying out the skill I disposed of the needle into a rigid sharps container. To ensure health and safety is maintained and the used sharps dont present a danger to me or other staff members as stated by MRHA (2004). After the procedure I documented it within the patients notes as per NMC guidelines and to provide a point of reference if there ever was a query regarding the treatment and to prevent duplicate administration (NMC, Guide lines for records and record keeping, 2005). After the skill I discussed with my mentor that recent evidence suggest that aspirating is unnecessary. According to Workman (1999) the reason for aspirating is to confirm that the needle is in the correct position and to make sure that it has not gone into a vein. The most recent and up to date evidence, says that aspiration is only necessary if using the dorsogluteal site to check for gluteal artery entry (Hunter, 2008). But official guidance from the World Health Organisation and the Department of Health (DOH, 2006) (WHO, 2004) suggest that this site should no longer be used, thus making aspiration unnecessary. By not aspirating it makes the procedure simpler and less chance of adverse events. Furthermore pharmaceutical companies are making less caustic preparations and in smaller volumes. I discussed this with my mentor and she agreed but stated that it is PCT policy to aspirate, and she would have to continue to follow this practice until the policy was amended. Conclusion Using the Gibbs model of reflection has allowed me to thoroughly analyse the event and allowed me to explore my feelings. I have found out despite the evidence being constantly up to date that not all practitioners knowledge is as up to date, and that trusts are equally as slow to adopt new ideas within their policies and that nurses are governed by policy more than current research. I have also learned that there is a great deal of evidence behind such what on the outside seems to be a simple technique and what I thought I was doing correctly may not always be the case. Action plan I do not doubt I will be carrying out IMs for a long time in my career. I will not be doing much differently in the future as the evidence is underpinning my practice. I will not put the needle in as far as I did on this occasion. In the future I will continue not to aspirate, unless local policy indicates otherwise. In addition I will communicate with the patient throughout the entire skill and not just at the start and end of. Whats more from this event I have realised that learning never stops and what I know now may not be relevant tomorrow.

Grease v. The Breakfast Club: Finding Yourself Essay

The films â€Å"Grease† and â€Å"The Breakfast Club† feature the same strong theme: finding your identity. This theme is universal through many books, movies and even real life. The fact that these two films were filmed so far apart, â€Å"Grease† being filmed in 1959 and directed by Randal Kleiser and â€Å"The Breakfast Club† in 1985 directed by John Hughes, shows that this is a strong theme that sticks throughout the industry. These films have many characters that can be compared to one another. The main characters are Claire Standish (played by Molly Ringwald) and Sandy Olsson (played by Olivia Newton-John) and John Bender (played by Judd Nelson) and Danny Zuko (played by John Travolta). The girls are your typical high school â€Å"girlie-girls† and the guys are your typical high school â€Å"macho men†. There is also a couple of less important characters in the films that can be compared such as Andy Clark (played by Emilio Estevez) and Kenickie (played by Jeff Conaway). They’re the kids who think they’re the big man on campus and better than everyone else. The first obvious comparison is the leading ladies of the film. Sandy Olsson was a sweet, quiet girl when she first arrived at Ridell High. She felt pretty sure of herself entering the school, but when she joined a new group of friends and realized Danny Zuko’s real personality, she realized that she was not really the type of person that she wanted to be. With the help of her new friends, Sandy changed herself completely. On this path of discovery she was totally transformed in her looks and personality. She went from shy and unnoticed to sexy and confident. After the transformation, there was an occurrence that made her realize that she was just fine the way she was and didn’t need to change for anyone. In that time, she lost her true self trying to be something she wasn’t and then discovered at the end that she was always who she really wanted to be and no one could change her. Clair was a stuck up, pretty, popular girl at her school. No one took her seriously. Stereotypical â€Å"pretty† girls are usually ditzy. That is just what people assumed of Claire. After she got stuck in detention with an unusual group of kids, kids she would normally have never interacted with, she slowly began to come out of her shell. Being in that new group of people was a way for her to let her true self out without worrying about people judging her. As the group of detention goers got closer and got to know each other better, it became apparent that Claire was not just a stupid, mean, pretty girl with lots of money. She was nice and smart. Her day in detention brought out her true identity, and let her along with everyone else discover who she really was. The next comparison is between Danny and John. Danny Zuko was the leader of the T-Birds, the schools big gang of popular guys. He was the heartthrob of the school and his name was coming out of people’s mouths left and right. The word around the street was that Danny Zuko was a tough, badass guy and he didn’t care about anything besides himself, his T-Birds, and looking cool. It was a little hard to disprove this though because that is exactly how Danny acted in front of everyone. He was the epitome of a macho man. The only time that he was his true self was during a summer before school when he fell in love with Sandy. He let his soft side show with her, but as soon as school started again, he was back to his old ways. This caused him to lose Sandy, and this in turn cause his realization that he was his true self with her and he wanted to be that again to make her happy. By the end of the movie, Danny has transformed himself into the nice sweet jock that he thought Sandy would love, only to realize that Sandy had transformed herself for him also, and they both discovered that they liked themselves and each other just the way they were. A similar character to Danny would be John Bender. He was his school’s typical macho man who wouldn’t take anything from anyone or let anyone tell him what to do or how to behave. That is how he landed in detention. At the beginning of the film, he kept up greatly with his badass rep. But throughout the film, the kids in detention became closer and they all got to know one another. The true side of John Bender that came out was that his life at home was pretty tough and that caused him to have a rough exterior. The kids in detention as well as the audience saw past that though as the film progressed. The was a part of the film where all the kids were about to get caught leaving detention and John sacrificed his own self to save the rest from getting in trouble again. This showed that he was compassionate and not so self-centered afterall. After breaking down his rough outer shell, the kids in detention saw who John Bender really was, and why he acted the way he did. Som e of that was understandable and they all became friends. John let his true identity shine to everyone. As far as theme goes, the theme of both â€Å"Grease† and â€Å"The Breakfast Club† were pretty generic. The way they were showed though made them more interesting than other films. Showing the journey of discovering your identity through multiple characters gives the film viewers more to relate to and helps people to enjoy the movie more. Whether you’re the badass, the jock, the popular girl, the geek, the psycho, or the shy girl, you can relate to one of these films. Finding your identity is something that every person has to go through in their lives. That makes the theme universal. These two films correlate well with each other to show that you will always find yourself, it may be harder or easier for different people, but in the end you will be able to find your true identity and be happy with the person you are, and be accepted by others.

How the health and social care practitioner own values, beliefs and experiences Essay

The health and social care practitioner values, beliefs and experiences can influence their delivery of care by what they believe in and what they see as acceptable. It is important as a health practitioner to treat service users equally and to never allow their personal beliefs to affect their role of work. For example giving someone else a special treatment because you like them better and treating a client differently because they do not have the same religion/belief. Treating a service user badly because of their race or their personality is against the practise. The Human Rights Act 1998, The Equality Act of 2010, The Sex Discrimination Act 1975, Equal Opportunities Act 2004 are all legislations that link with equality and diversity. All these acts should be met every individuals needs and should be followed. This should allow all service users to be treated equally regarding their race, gender, religion, disability, sexual orientation, age and belief. It is a health care practi tioner’s duty to provide everyone a non-bias service to every individual’s beliefs. 3.2 Describe how person-centred practice is used to support individuals. Person centred planning is a way of discovering how a person wants to live like now or in the future and to identify what is required to make that possible. It’s a way of helping everyone to think about what is important to them and what services and support they want. Person centred planning can be helpful in answering people these questions. It’s also useful to people in organising their life in a way that is useful for them. For example David’s story it’s about making sure they meet David’s needs. They use person centred planning for David in order for them to communicate with him and give him the best quality of care. Person centred practice is used to support individuals by doing things that people see when using health and social care services as equal. Person centred skills that are enforced to support individuals are used for several reasons, for example lives of individual’s that are supported are improving and are developing. This means by letting their family at the centre of their decisions and working alongside them to their best interest. Person-centred care is not always about providing information to people. It’s about values, considering peoples desires, and seeing Person-centred care is not just about giving people whatever they want or providing information. It is about considering people’s desires, values, family situations, social circumstances and lifestyles; seeing the person as an individual, and working together to develop appropriate solutions. 3.3 Discuss impacts of person-centred practice on individuals. An impact of person-centred practice on individuals meets people’s needs and expectations Person centred approaches is shared decisions making and self-management support to enable people to be more active and defining the outcome that is important to them. It focuses on individual’s personal needs, wants and what they desire the most. This means putting people’s needs first. Person-centred practice might have an impact on individuals because they have a potential to achieve meeting people’s needs and expectations. It might have an impact on them by deciding the treatment and support that is best for them and also managing their health and care. 3.4 Describe ethical dilemmas that may arise when balancing individual’s rights and duty of care. A possible dilemma would be that an individual wants to do something but you think it might be a risk to their duty of care which means you have to do everything you can to keep them safe but, you have to respect the individual’s rights and choices. And if you try and stop the individual from doing something from something they want or from doing something they want to do then you are taking away their independence. Another dilemma that may arise will be confidentiality. If something confidential is mentioned to a colleague or a member of the team and it involves safeguarding and the client might be at harm then, they have to break that confidentiality and pass on the information.

Daddy Essay - 1199 Words

As a poet Sylivia Plath has been renowned for her style of writing and the power she evokes from her ideas in her poems. The themes of her poems tend to be of a negative nature with war, death and the problem of patriarchal societies as such topics. One of Plaths most famous pieces of poetry is Daddy. The poem focuses on Plaths father, a man who left her at an early age resulting in a burning hatred on her behalf for him. Daddy is an example of Plaths dark and gloomy work and also displays her common poetic devices of vivid imagery, metaphors, similes and irregularity throughout her poems. Ideally everybody deserves to grow up with two living parents, however Plath was not given this opportunity as her father died when she was only†¦show more content†¦As a race, the Jews arguably went through the most suffering in World War II. Millions fell victim to an attempt of ethnic cleansing ordered by Hitler. However Plath believed her suffering from the loss of her father was just as great as what many Jewish people went through. In the poem the persona uses several similes, a common technique of Plath, in the seventh stanza. An engine, an engine Chuffing me off like a Jew. A Jew to Dachau, Auschwitz, Belsen. I began to talk like a Jew. I think I may well be a Jew. The similes within this stanza position the reader to see the great degree of suffering the speaker went through, as it is compared to the torment and anguish millions went through during World War II and in turn, sympathy is drawn from the reader as everyone deserves to grow up with two living parents. When the persona describes her father, she again draws upon war imagery in the form of the Nazi soldiers and Hitler himself. The description given is in the ninth stanza. I have always been scared of you, With your Luftwaffe, your gobbledygoo. And your neat moustache And your Aryan eye, bright blue. By comparing her father to Hitler, the speaker creates a parallel in that Hitler was responsible for the lives of so many Jews. In parallel, her father is like Hitler and she is like Jew, hence positioning the reader to see how the speaker believed it was growing up without a father that caused her toShow MoreRelatedFiesta 1980† and â€Å"Daddy† Essay814 Words   |  4 Pagesâ€Å"Fiesta 1980† and â€Å"Daddy† Both poems are about memories of the relationship with their father. However, the experiences are very different. The children presented in â€Å"Fiesta 1980† by Junot Diaz and â€Å"Daddy† by Silvia Plath suffers an internal struggle because of their fathers. In â€Å"Fiesta 1980† there is a chance to improve the relationship where as in â€Å"Daddy† there is no hope because the father is dead. 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