Reddix Hospital Essay Example | Topics and Well Written Essays - 2000 words

Reddix Hospital - Essay Example It also has 375 intensive care beds in total and can accommodate a total of 2000 patients in the intensive care unit. The hospital aims to specialize in caregiving for cancer and cardiovascular patients. it has employed around 200 doctors whose expertise includes breast cancer, cardiovascular diseases, musculoskeletal diseases, and pediatrics. Reddix also employs nearly 400 nurses and other caregivers. The hospital has entirely integrated faculties for medical tests that are related to cancer and cardiovascular prognosis and diagnosis. One of the major problems that the hospital faces is the difficulty in the interoperability within the department systems. The hospital has different departments that cater to the different information needs. The hospital information system comprises the following six systems: Considering the number of systems it has it is evident that the hospital could have interoperability issues. Interoperability refers to the capacity of different and diverse systems and or physical components of a single system to work together through the use of agreed standards and specifications (Cetis, 2008). It helps the organization to create synergy in the organization. The whole is greater than the sum of its parts, being inter-operable, the organization is able to work as a whole instead of working as separate entities. A recent report by the National Health Services criticized the Hospital Administration System of Reddix and said that it was extremely outdated and old and stated its concerns about the patient’s files not being available to the concerned caregivers when it is direly required. This is because Reddix is unable to meet the IT needs that are needed so that the doctors, nurses, and caregivers can easily access all patients’ files electronically when ever they need them. There are many strategies that the hospital can use in order to bring out a successful change.

Analyzing the Literary Features of “The Lottery” Essay Example for Free

Analyzing the Literary Features of â€Å"The Lottery† Essay In the story of Shirley Jackson’s â€Å"The Lottery†, many literary devices are used to convey messages, give clues and give the reader a better understanding on the story overall. Within the story, literary devices such as allegory, symbolism, and satire are used, which are for the moral that Jackson is trying to send to readers. Other devices used are foreshadowing, imagery and irony. Jackson uses imagery to give a good visualization of the setting. Foreshadowing helps give a clue as to what to happen next in the story, and Jackson uses irony for surprise effect to shock the reader in the end of the story. At the beginning of â€Å"The Lottery†, it opens with â€Å"The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. † This description Jackson gave is a clear example of imagery as she uses phrases such as: â€Å"richly green† â€Å"blossoming profusely† and â€Å"fresh warmth†. After reading this, the reader gets a sense of pleasantness in the story. Furthermore, Jackson writes â€Å"The lottery was conductedas were the square dances, the teen club, and the Halloween programby Mr. Summers†. This excerpt meant the lottery is traditional, and is followed by other fun activities such as square dances, the teen club and the Halloween program. From knowing the ending, this is an example of irony because the lottery is thought to be a fun opportune activity, but in the end it is found that the winner receives the prize of death. On forward, the lottery is introduced with the arrival of Mr. Summers and his black box he brings for the drawing. In the story, Jackson states â€Å"The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained†. The literary devices of symbolism and foreshadow are used here because the box color â€Å"black† is a symbol of death. With the box being in bad shape being faded and splintered badly, this adds to the symbol of death as fading means disappearing and wood splintering is signs of the wood’s breakdown. The names of these characters are also a form of symbolism and foreshadowing. Two characters, Mr. Graves and Mrs. Delacroix have names with deeper meaning. In the name â€Å"Graves†, grave means death as well, and within â€Å"Delacroix†, Croix is the French word for cross, which in the story of the bible, Jesus was sacrificed upon a cross and both are a form of Jackson’s symbolism to give a message. These objects of symbolism give off the literary device of foreshadow as the symbol of death means something bad may happen later within the story.

A Wrinkle In Time Outline :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Outline I. Introduction Do you believe that there is extra terrestrial life? Well, what would you do if you found out that you weren’t born on earth? In Margaret’s case, she went back to her home planet. This story takes place in Willstead, North Carolina in the year 2005. She was found on earth when she was 2 months old, after she went away from her home planet; the name of their species was Tesseract. The Murries adopted her after they married a year before. Several years after she grew up as a normal 10-year-old girl, but had no idea of her past and that she was adopted. II. Body A. She was adopted by the Murries 1. They found her in a dark alley 2. She was raised along with her a. Twin brothers I) Sandy II) Dennis b. A younger brother I) Charles Wallace B. Weird things were happening 1. Margaret met a Mrs. Whatsit who stole a blanket a. She stole it because she was an ET; earth was too cold for her. 2. She started to give Margaret nice things to win her confidence. 3. Mrs. Whatsit told Margaret that she was an ET. 4. Margaret didn’t believe her. a. She slowly started to see why she had to be an ET. C. Mrs. Whatsit started explaining things. 1. She went to the park with Margaret each day a. She described their planet 2. Margaret was sent to earth because their was a computer mistake a. It caused a wrinkle in time D. The return 1. Margaret took an exam a. To see if she would be able to return to her home planet 2. The Murries were planning on a trip to the beach a. Margaret stayed home, it was a perfect time to go back to her planet 3. Mrs. Whatsit had a small device which she pointed to the sky a. A warp portal appeared 4. After Margaret and Mrs. Whatsit went through it they arrive in a beautiful village. A Wrinkle In Time Outline :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Outline I. Introduction Do you believe that there is extra terrestrial life? Well, what would you do if you found out that you weren’t born on earth? In Margaret’s case, she went back to her home planet. This story takes place in Willstead, North Carolina in the year 2005. She was found on earth when she was 2 months old, after she went away from her home planet; the name of their species was Tesseract. The Murries adopted her after they married a year before. Several years after she grew up as a normal 10-year-old girl, but had no idea of her past and that she was adopted. II. Body A. She was adopted by the Murries 1. They found her in a dark alley 2. She was raised along with her a. Twin brothers I) Sandy II) Dennis b. A younger brother I) Charles Wallace B. Weird things were happening 1. Margaret met a Mrs. Whatsit who stole a blanket a. She stole it because she was an ET; earth was too cold for her. 2. She started to give Margaret nice things to win her confidence. 3. Mrs. Whatsit told Margaret that she was an ET. 4. Margaret didn’t believe her. a. She slowly started to see why she had to be an ET. C. Mrs. Whatsit started explaining things. 1. She went to the park with Margaret each day a. She described their planet 2. Margaret was sent to earth because their was a computer mistake a. It caused a wrinkle in time D. The return 1. Margaret took an exam a. To see if she would be able to return to her home planet 2. The Murries were planning on a trip to the beach a. Margaret stayed home, it was a perfect time to go back to her planet 3. Mrs. Whatsit had a small device which she pointed to the sky a. A warp portal appeared 4. After Margaret and Mrs. Whatsit went through it they arrive in a beautiful village.

Protecting American Jobs

Protecting American Jobs For the past two decades Americans have been getting laid off because their jobs are being transferred offshore. â€Å"Advances in technology and low-cost telecommunications now mean that a computer programmer, data entry specialist, or help-desk operator answering calls for a U. S. company can work as easily from India or the Philippines as from Iowa–and save parent companies some 30 percent to 70 percent in costs† (Otterman, 2004). This poses the question should the government protect American jobs by imposing stiff penalties on companies that transfer jobs offshore by outsourcing or manufacturing.No, stiffer taxes are not going to significantly effect the number of jobs that are being transferred off shore due to outsourcing. Instead the United States government needs to lower the average tax rate on multinational corporations and fix the loopholes that are currently being used to avoid paying these corporate taxes. For years American compani es have been scrutinized for outsourcing their jobs by off shoring. Even though this has been going on for the past twenty or more years it is being brought to light even more now since our country is in a recession.There are many reasons companies choose to outsource off shore. One of the main reasons is cost savings, many developing countries are more affordable for American companies to operate in because an employee that may cost $50 and hour in America might only cost about $5 an hour in a developing country. Companies are not just off shoring for cost benefits but also for the fact that many other countries have many educated and highly skilled workers who can perform jobs that are needed overseas. Business can also operate 24 hours a day 7 days a week by taking advantage of the offshore workers.When it is 6 p. m. in New York it is 6 a. m. in Singapore. Americans want that 24 hours a day 7 days a week customer service when they are having problems with things like their comput er. Outsourcing offshore also makes it a lot easier for companies to sell goods and services in a global market when they are producing them there and can reach their customers more quickly and effectively. Technological possibilities are another reason companies are choosing to offshore American jobs. Since many service jobs do not require face-to-face interaction they are able to erform these jobs from wherever is needed (Popwell, 2010). Many argue that the government should protect American jobs by imposing stiff penalties on companies that transfer jobs offshore by outsourcing or manufacturing. They claim off shoring has laid off thousands of American workers who will not be able to find other work unless they learn new skills. They also claim that off shoring is a major contributor to the United States 9 percent unemployment rate (United States Department of Labor, 2011).But they are only supporting their claims by the fact that they think companies are only off shoring for cos t incentives. Where as stated before there are many other reasons companies outsource offshore and many ways to make up for the job losses. Those who oppse the government protecting American jobs with stiff penalties for off shoring recognise that yes, cost savings is a big incentive for a company to outsource off shore, but there are also many more reasons that comapanies should opperate on a global scale that out weigh the loss of jobs in America. Thea Lee, policy director for the AFL-CIO, says much of the economic data supporting the link between overseas investment and domestic job growth fails to distinguish between foreign investment used to serve market demand for U. S. goods and services and foreign investment used to buy cheaper labor abroad† (Wolverson, 2011). So when looking at the total number of American jobs that have been outsourced off shore we also have to stop and think about how many of them were for market demand to better serve us and how many of them real ly were outsourced because it was cheaper.People also have to remember that companies have to try and find ways to make the both the consumer and the investors happy. Consumers want the best quality at the lowest price and the investors want to see a high profit, so to do that companies have to find the middle ground. Which means they have to find the best solution for everyone even if it means outsourcing jobs offshore because it more cost effective for the company. According to Jagdish N. Bhagwati, â€Å"employing workers at lower cost allows U.S. companies to be more efficient and productive, permitting them to create the same amount of goods with fewer resources. In turn, this lowers the price of the goods in the United States, strengthening U. S. companies and freeing workers for other tasks. The savings allows U. S. companies to stay afloat and expand in a highly competitive global market† (Otterman, 2004). Outsourcing is not always a bad, it is a change, and change is what pushes both our economy and our nation forward.Another good point that has been made is, the average global tax rate on multinational corporations is about 27 percent, compared to 39 percent in the United States (Wolverson, 2011). Given this information it would seem that instead of penalizing our multinational corporations for increasing international trade, maybe the United States government should focus more on bring in multinational corporations from other countries. This would not only create more jobs in the untied states to compensate for the ones that are being lost overseas but also stimulate more international trade. A 2008 OECD study found that foreign direct investment increases by 3. 7 percent for every one percentage point decrease in the corporate tax rate, and that, as cross-border capital flows increase, foreign direct investment is increasingly swayed by countries' tax rules† (Wolverson, 2011). We should be focusing on how to get more multinational corpo rations into the United States instead of focusing on how to hold back our multinational corporations. Along with lowering the average tax rate on multinational corporations the government should also fix the loopholes that exist.This way all multinational corporations will be taxed the same instead of some getting taxed the full 39 percent, while the others are using loopholes and hardly pay any taxes. Even in president Obama’s 2011 State of the Union address he called congress to simplify the system by getting rid of corporate loopholes so they can level the playing field and aid in the country’s competiveness and growth potential. To further support this, in an article from NationalJournal. com â€Å"many economists say that the corporate tax code is a mess and overdue for a clean-up.The code riddled with inefficiencies, creating perverse incentives for companies to invest overseas and waste money on elaborate tax-reduction strategies. Business supporters say a ove rhaul could eliminate the misguided incentives, lower tax rates, and attract more capital to the U. S. Some liberal critics also support reform, saying the current system is so tangled that it doesn't even do a good job of raising revenue† (Fernholz, 2011). Corporate tax breaks cost the federal government about $1. 1 trillion annually (Wolverson, 2011).If the government decided to really follow through with this corporate tax reform it could really help stimulate the economy and help to create new jobs help not only the 9 percent national unemployment rate go down but could also help create jobs for the people who lost their jobs due to off shoring. Overall the government should not be focusing on protecting American jobs that are being transferred offshore by outsourcing or manufacturing. Instead they should be working to close loopholes to even out the amount of taxes companies are paying.While also working to lower the average tax rate on multinational corporations to make outsourcing to the United States more desirable to multinational corporations in other countries. Word Count: 1419 Works Cited Fernholz, T. (2011, January 24). NationalJournal. com. Retrieved February 16, 2011, from Obama Team Wants Business Buy-In on Corporate Tax Reform. Otterman, S. (2004, February 20). TRADE: Outsourcing Jobs. Retrieved February 16, 2011, from Council on Foreign Relations: http://www. cfr. org/pakistan/trade-outsourcing-jobs/p7749 Popwell, N. (2010, October 27).Offshore Outsourcing: The Controversy Over Moving Jobs Overseas. Retrieved February 16, 2011, from Ezine Articles: http://ezinearticles. com/? Offshore-Outsourcing:-The-Controversy-Over-Moving-Jobs-Overseas&id=5253123 United States Department of Labor. (2011, February 4). Economic News Release. Retrieved February 16, 2011, from Bureau of Labor Statustics: http://www. bls. gov/news. release/empsit. nr0. htm Wolverson, R. (2011, February 11). Outsourcing Jobs and Taxes. Retrieved February 16, 2011, from Cou ncil on Foreign Relations: http://www. cfr. org/united-states/outsourcing-jobs-taxes/p21777

Masculinity: Slavery in the United States Essay

Things Fall Apart was written in the 1890s, when whites went to Nigeria. The novel shows the clash between the white’s and the culture of the Igbo people. The novel is about a man named Okonkwo, and his growth for respect, fortune and power which in the end leads to his expected death. His great power did not come to an end because of colonization, but rather his downfall was his obsession with masculinity. The narrative of Frederick Douglass also defines masculinity. The narrative of Frederick Douglass took place in America. During slavery, Frederick Douglass was limited to plantation work because blacks were not seen as being capable to achieve more in life but that did not stop him. Even though both men came from two different backgrounds, they both had a way of portraying their masculinity. There are many things in life that can either make us successful or leads us to failure. In things Fall Apart, Okonkwo’s feared he will become a failure like his father. He struggled to be as different from his deceased father as possible. He believes his father to have been â€Å"weak, effeminate, lazy, ignominious, and poor. Consequently, Okonkwo strives to be strong, masculine, industrious, respected, and wealthy† (pg 4). This drove him to recklessness, and added to his death. He began to let the thought of fear of failure and of weakness to control his life through the novel (pg 13). Okonkwo believed felling an emotion or showing one was a sign of weakness. He said, â€Å"’When did you become a shivering old woman, Okonkwo asked himself, you, who are known in all the nine villages for your valor in war? How can a man who has killed five men in battle fall to pieces because he has added a boy to their number? Okonkwo, you have become a woman indeed† (pg 65). He began to talk to himself so much about how weak he was becoming. It got to the point where he believed showing an emotion was a sign of weakness. In chapter twenty, Okonkwo had a conversation with Obierika and he felt as though whites have taken over their tradition and culture but Obierika explained to him that the whites did nothing to his people. His people betrayed their own. He says, â€Å"Obierika points out the impossibility of the colonialists understanding anything about the Umuofians without speaking their language. He points out the ludicrousness of denigrating unfamiliar customs. Yet, Obierika does not lay the blame wholly on the side of the white man. He feels also that the Umuofians who have converted to Christianity have consciously and wrongly turned their backs on their own â€Å"brothers† (pg 174-175). Another one of Okonkwo’s weaknesses was portrayed through the way he defined masculinity so narrowly. Even though Okonkwo was a part of a male-controlled society and the male gender was already established with great authority he still felt like he had to control everything as a man should do. He was scared to adapt to this change because he felt this will make him less of a man. He says, â€Å"The white man is very clever. He came quietly and peaceably with his religion. We were amused at his foolishness and allowed him to stay. Now he has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us together and we have fallen apart† (pg 176). He was not able to adapt to the clashing values of both societies and the changing ways around him. He could not accept the fact that in a colonized society he would be an average person, rather than a distinguished and powerful male. By adapting to his own idea of masculinity he rejected everything that his father stood for; cowardice, gentleness, and laziness. Okonkwo stood for bravery, courage, hard work, and at many times, felt violence was the only answer to his solution. Okonkwo lived in a patriarchal society where males dominated, and he took advantage of this authority. He associated masculinity with aggression and felt that anger was the only emotion that he should display. Frederick Douglass was a man who stood for what he believed without letting fear taking control of him. Likewise, Frederick Douglas was born in February 1818. â€Å"At the age of ten or eleven, Douglass is sent to live in Baltimore with Hugh and Sophia Auld. Douglass overhears a conversation between them and comes to understand that whites maintain power over black slaves by keeping them uneducated. Douglass resolves to educate himself and escape from slavery. Douglass struggles to free himself, mentally and physically, from slavery†. During this time, African Americans were very limited to do anything. All he wanted was freedom from slavery so he can feel like a man. Douglas was an abolitionist who was dedicated to learn. He was motivated to teach himself how to read and write because he did not want to be a slave for the rest of his life. Frederick Douglass was driven to succeed. Frederick Douglass was a slave at one point but gained his freedom through his education. He says, â€Å"What he most dreaded, that I most desired† (Douglass pg 19). Douglass knew his master did not want him to learn how to read and write, yet he was thirsty and attempted to better himself. Frederick Douglass is a man who had a lot of potential. Frederick Douglass saw the cultural differences between blacks and whites, yet he still focused on his goals and motivated himself. Even though Douglas knew that whites had the mentality that â€Å"They were better than blacks,† he still focused on his goals. Frederick Douglas never looked down on education because he knew what the outcome of his goal would bring. Moreover, Frederick Douglass was a self-motivated man who wanted to have freedom. He claims, â€Å"When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return† (Douglass pg 22). With Douglass ambition, he was ready to get his freedom without thinking about the consequences because he knew his hard work will pay off one day. Frederick Douglass is the definition of a man and a leader because he was honest, straightforward, inspiring, and competent. Many great men have come and gone but Frederick Douglass will always have a great influence on many generations because of his drive to get his freedom and education. Education is something one needs. It will be hard for many to function through life without an education and he showed anyone can do it if they put their mind to it. There were many differences between Okonkwo and Frederick Douglass but both men had a purpose in life as men and I believed they both accomplished what they were looking for even though ones went better than the other. Okonkwo’s demise was not because of colonization, but rather his downfall was attributed by his obsession with masculinity. The narrative of Frederick Douglass was the definition of masculinity.

ACT School Codes and College Codes for Score Reports

ACT School Codes and College Codes for Score Reports SAT / ACT Prep Online Guides and Tips Have you taken the ACT or will you be taking it in the future?If so, you may have heard of ACT college and school codes. These codes are used to ensure that your ACT scores get sent to the proper school. Read on to learn everything you need to know about them. What Are ACT College and School Codes? ACT college codes are four-digit codes used to differentiate between different schools.Each college and university in the United States has its own unique ACT code.ACT, Inc., the company that creates and distributes the ACT, uses these codes as a way to reduce miscommunication and ensure that student ACT scores are sent to the correct schools. What Are ACT College and School Codes Used For? ACT college codes are used by ACT, Inc. to make sending official ACT score reports to universities easier and more accurate.When you register for the ACT, you have the option of sending your official scores to up to 4 colleges for free. Sending your ACT scores to a school lets them know you are interested in them. If you decide to apply to a school you sent your ACT scores to, those scores can be used as part of your application.The ACT school codes make it simple for you to choose which schools you’d like your scores to be sent to and minimizes the possibility of confusion there might be if you wrote or typed out school names. For example, if you wrote â€Å"Texas University† as one of the schools you’d like your scores to be sent to, ACT, Inc. wouldn’t know if you wanted your score sent to University of Texas at Austin, Texas AM University, or a different school entirely.ACT college codes help prevent this type of confusion. If you are sending SAT scores to schools, be aware that you cannot use ACT codes to do this.The SAT has its own list of college codes. ACT codes help reduce confusion when you choose which schools to send your scores to Where Can You Find ACT College and School Codes? While registering online for the ACT,there will be a section for you to enter up to 4 different school codes.When registering, you can search by code number if you already know the ones you need, or you can search for the names of the schools you’d like your scores to be sent to, and when you select them their school code will be automatically filled in on the registration form (see the screenshot below). If you’d like to look at the school codes before registering for the ACT or send your scores to more schools after taking the test, you can also search for ACT school codesand see the complete list of codes. If you’d like to send your scores to more schools after you receive your ACT scores, you can do so by calling, mailing, or submitting a request online.You do not need to have any codes memorized on the day of the ACT. That's one less thing to worry about! Note that while you can send your ACT scores to up to four schools when you register for the test, after those four schoolsthere is a charge (usually $12) for each additional school you choose to send your scores to. Summary ACT college and school codes are used to make sending your score reports to colleges easier and less confusing. ACT, Inc. has assigned each college and university in the United States a unique four-digit code. You will pick up to four schools you'd like your scores to be sent to when you register for the ACT, and you can also send additional score reports after you take the test. If you also want to send SAT scores to schools, you'll need to use a different set of codes. What's Next? Trying to get a high ACT score?Of course you are! We have a list of 21 tips to help you raise your ACT score! Wondering how you should study for the ACT? We've compiled a list of the best ACT prep websites that you should be using. What other information is important to know before taking the ACT?Check out our guide on the ACT rules you need to know before taking the exam. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. 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civil rights1 essays

civil rights1 essays It had been almost one hundred years since the emancipation proclamation but still blacks were not truly free. Civil rights although were laws in the north, were not enforced to any extent of the law. From 1954 to 1972 the civil rights movement took on many changes. From leaders to tactics, the movement changed over and over again. On May 17, 1954 in Topeka Kansas, a court case changed the face of America. Brown vs. the Board of Education overturned the old Supreme Court decision Plessy vs. Ferguson which stated that all public facilities are to be separate but equal. The new decision stated that, separate facilities are inherently unequal. This new decision caused the first integration of public schools. In order to integrate though, President Eisenhower had to send in the National Guard to protect the students as they entered the school. There were other battles to be fought though. In 55 a little lady by the name of Rosa sat down on a bus and refused to get up for a white man. This one event exploded a movement all over the United States and right in the middle of the explosion was Martin Luther King Jr. King who had a whole new approach to opposition of segregation called passive resistance. King and his followers refused to take the bus because of the Rosa Parks incident. He also organized sit ins, where a group of black people would just sit at places that only white people were allowed to be. This form of nonviolence was effective in the south but not very effective in the north were segregation wasnt written down in laws but was practiced anyway. The third stage of progressive reform in the civil rights movement was the rise of black power. Its here that groups such as the nation of Islam, and the Black Panthers began to have huge followings and people such as Malcolm X, and Huey P. Newton, began to lead them. These new turn of events brought on great consequences. ...

Overview of the Independent American Party

Overview of the Independent American Party The Independent American Party is a minor Constitution-based party with limited influence, and is not to be confused with the large percentage of voters who consider themselves independents. The most recent electoral activity for the party was a 2012 US Senate race in New Mexico where the IAP candidate received just under 4% of the vote. That candidate, John Barrie, was also the founder of the New Mexico chapter of the American Independent Party. After formally registering the party, they were granted direct ballot access for two election cycles. After he lost the Senate race, Barrie left the NM-IAP and joined the similar Constitution Party, likely because the IAP would be unable to gain ballot access after the freebies. The party website currently directs potential candidates to register as write-in candidates if they live in the state of Utah. The partys Facebook page is dedicated to sharing news links about constitutional issues and has limited information on party-related events. The party likely attracts a number of curious visitors due to having independent in the name of their party. The National Chairman is Kelly Gneiting, a 5-time US champion sumo wrestler who also holds a Guinness World Record for being the heaviest man to finish a marathon. Mission Statement To promote: respect for life, liberty and property; strong traditional families; patriotism; and individual, state and national sovereignty - with a strong reliance on the Declaration of Independence and allegiance to the Constitution for the United States of America - by petition to God and by political and educational means. History Founded in 1998, the IAP is a Protestant Christian theocratic political party. It initially existed in several Western states and is a remnant of former Alabama Gov. George Wallaces once-powerful American Independent Party. Converting the unaffiliated IAP state party organizations - united by a common Religious Right ideology (similar to the Constitution Party) - into a national IAP organization was an effort started by members of Utah IAP. The Idaho IAP and Nevada IAP subsequently affiliated with the fledgling US-IAP in late 1998. The party subsequently established small chapters in 15 other states, and it now has contacts in every other state. Most of the IAP activities remain in Utah, however. In 1996 and 2000, the various IAP state parties endorsed the Constitution Party nominee for president and in 2000, the national chairman questioned the IAPs future in presidential elections. The party has focused its attention more on activism in the last eight years and has almost completely withdrawn from fielding local, state or federal candidates. Since 2002, the IAP has endorsed Constitution Party candidates and other conservative third party nominees. The IAPs platform calls for: The immediate termination of all programs of foreign aid, whether military or non-military, to all foreign governmentsImmediate withdrawal from the UN and NatoThe repeal of all federal gun legislation and state firearm laws which are not in accordance with the US ConstitutionStrong immigration reform including the repeal of amnesty laws and the prompt deportation of all illegal aliens and a clarification of the 14th Amendment that does not recognize the US citizenship of children born to illegal immigrants on US soilEnglish as America’s official languageThe passage of a balanced budget amendmentRaising tariffs on imported goods and a ban on all imported goods produced by child laborProtecting the ocean and fishing rightsEliminate regulations that artificially impede the production of domestic oil while enacting a transition to alternative fuelsProtecting the right to life for all US citizens, including the unbornPeople have the right to choose their health care providers and h ave quality health care and no one - including the patient - has the right to make decisions that result in the death of the patient Outlawing cloning and the development of genetic mutationsParents have the right to choose how their children are educatedRestoration of god to the public squareMarriage is a sacred union between a man and a woman only

HEALTHCARE ETHICS AND END OF LIFE DECISIONS Essay - 1

HEALTHCARE ETHICS AND END OF LIFE DECISIONS - Essay Example he wrongful birth is synonymous, in certain circles, to wrongful life and elaborates that the sheer birth of the defective child is entirely by choice of the medical personnel and not the parents. The parents sue for a claim to support the unexpectedly defective child. Parents are free to file this suit. However, they must give evidence beyond any reasonable doubt that they had no prior knowledge of their unborn child’s condition. The first case of wrongful birth became known in 1975 when the parents of a newborn with congenital defects sued the hospital for negligence. The child’s congenital disease arose from the mother during the first month of pregnancy. The mother contracted a disease, rubella that caused the newborn’s impairment. The courts allowed the suit and the parents got awarded damages. However, the damages allowed were only for the expenses pertinent to the care and treatment of the child’s defectiveness. No damages are awarded for noneconomic aspects such as the emotional pain and suffering. Since the mid-1970’s, the wrongful birth suits are, evidently, on an upward trend. However, for the suit to hold certain elements have to come out clearly and the information must receive corroboration from all the parties involved. First, there must be proof of the existence of a doctor-patient relationship between the defendant and the plaintiff. The doctor’s negligent failure to disclose to the prospective parents their child’s condition must surface. The plaintiff must give evidence of harm suffered and finally; the harm must be a result of the doctor’s negligence. The failure to follow standard care by the doctor amounts to negligence. Pozgar (2011) elucidates that a key ethical issue put forward by those against the wrongful birth is the increase in the rate of abortion in the event that the doctors disclosed the relevant information. Many suits also fail on this ground since parents can hardly use the averted abortion to state the

Huckleberry Finn or Uncle Tom Cabin Essay Example | Topics and Well Written Essays - 750 words

Huckleberry Finn or Uncle Tom Cabin - Essay Example ano)-to a slave trader. Although Emily Shelby despises such an idea as she had assured her maid that her child, in no way , would be sold; Emily's son, George Shelly (Thomas Fritsch), detests to see Tom leaving as he finds him as his great friend and guide. Eliza , on the first impression, appears to be a very weak woman.Eavesdropping on Mr. and Mrs. Shelby she comes to know aabout their plans to sell Tom and Harry, when she resolves to flee with her son. From the film it appears that Eliza's decision comes not from her courage or confidence not to bow down to injustice, but by her fear of losing her onlyliving child (she already lost two children owing to miscarriage). Next we see her leaving the house of Arthur and Eliza Emily Shelby that night, leaving a letter admitting guilt to her mistress. But why should she The answer is to be found in the novel which the film follows strictly. In the novel Stowe portrayed like Eliza, as an as the "ideal Christian"(Athena, 1995). Later critics have observed that Stowe's female characters are often " domestic cliches", weak rather than strong and realistic women(Lowance et al, 1994). Stowe's puritinical values show up in the novels final, overriding subject matter -- the search of the nature of Christinaity and how Christianity goes aginst slavery that also overshadows the film , the theme being most evident when we see Tom insisting St. Clare(O.W. Fisher) to "look away to Jesus" after the death of St. Clare's dearest daughter little Eva ( the white young girl whoTom saves fron drowing down Mississipi river while he is sold and placed on a boat sailing down the and with whom he befriends a young white girl. Augustine St.Clare, the grateful father of Eva, in return, Eva's father, buys Tom from the slave trader and takes him with the family to their home in New Orleans while Tom and Eva starts to come closer owing to the the deep Christian faith they both share). After Tom's death , waxing lyrical about Tom George Shelby, says, "What a thing it is to be a Christian.". Christianity as theme dominating over the novel makes the film appear like a lecture where women are always to be depicited as submissive and yeilding, carinng only to motherhood. Those women who are depicted as Villainous here, are the typse that donot conform to Christianity. For example, the wife of St.Clare (Eleonara Rossi-Drago). After St. Clare is gravely stabbed while trying to stop a fight intervening in a fight Mrs St.Clare breaks her late husband's promise and sells Tom at mart to a brutal plantation owner named Simon Legree( Herbert Lom).Legree , not an indigenous southerner but a relocated Yankee. This very act of Mrs St.Clare suggests that the film has the message that women , if not belonging to the meek, religious values teaching submissio can become ruthlessly cruel to counteract their male partners, in this case the good and sincere St.Clare. We also see

Female soldiers experience higher rates of sexual abuse and Research Proposal

Female soldiers experience higher rates of sexual abuse and Posttraumatic stress than male soldiers - Research Proposal Example The paper aims at evaluating the situation of women soldiers and reasons of their comparatively worse plight. Attempts have also been made to come up with positive solutions to improve the condition for women both in armed forces and social context, by keeping a close proximity with issues like condition of women rights in the modern context, politics of gender discrimination and various traits of socio-psychical behaviorism towards status of women in the society. Human beings’ lust for power, will to dominate, desire to enhance respective territory and material prosperity and conflict of ideologies are some of the most important reasons for occurrence of warfare. An overview of the history of wars that the human civilization has witnessed will clearly give evidence in support of the observation that despite leading figures in an act of warfare have acted as voices of common people to take the decision of being engaged in such heinous act, however, civilians, belonging to general section of the society, have always remained the worst victims, as they are tortured, tormented, humiliated, deprived, abused and assassinated at a random (Cook, 2006). The horror of war, though, plagues all human beings, irrespective of their society, class, religious or ideological beliefs and gender differentiation to a massive extent, however, women, compared to their male counterparts, always have remained worse victims to an act of warfare (Cook, 2006). Whether women exist as ordinary civilians or participate actively in a war, their plight remains almost unchanged, however, the forms or manifestation of such tragic plight differs. Keeping in accordance to the topic of discussion an empathetic focus on the plight of women soldiers will reveal that, while they are forced to (Cook, 2006) or generously participate in war, in both cases they not only are

Karl Marx - Capital Ch 24 Sec 1 Ch 25 Sections 1-4 Essay

Karl Marx - Capital Ch 24 Sec 1 Ch 25 Sections 1-4 - Essay Example The worker is purely the actor through whom the means of production acquire value. In Chapter 25 of Capital, Marx states that, â€Å"The mass of the means of production which (the worker) thus transforms, increases with the productiveness of his labor† (Marx, 682). The â€Å"mass† in question – to use Marx’s own example, the raw material labor transforms into yarn – represents a fundamentally industrial process that is ossified, a carefully preserved scenario to which Marx failed to ascribe the eventuality of progressive change. Darwinian theorist though he was, Marx appears to have reckoned without the process of evolution, which is surely as pervasive and dynamic in the field of economics as it is in the anthropological study of man’s development. Industrial revolution has given way to industrial evolution, yielding a far more complex and sophisticated labor paradigm than could possibly be accounted for in Marx’s Name 2 equation. Mar x does address the â€Å"division of labor in manufacture,† proposing that â€Å"with the use of machinery, more raw material is worked up in the same time, and, therefore, a greater mass of raw material and auxiliary substances enter in the labour-process† (682).

Consumer behavior. iPhone 6 Essay Example | Topics and Well Written Essays - 1000 words

Consumer behavior. iPhone 6 - Essay Example Factors influencing Consumer behaviour. Situational Factors These influences result from the location, time and circumstances that surround a consumer. The main contributors of this factor include the emotions, urgency and social situation. All the determinants can influence the decision of buyers at all stages of the purchasing process. The emotions or feelings may include the moods and conditions of a person at particular moments. For example, illness, fatigue or having cash can make the consumer to buy a product. The recent purchase could be because I had money and good moods that made me buy the iPhone 6. The time factor can influence the decision of consumers in buying commodities. For example, the recent purchase occurred due to the urgent need of a phone for reading school notes while at home. People opt to skip the stages of the buying process due to their immediate needs for particular products. The social surroundings also influence consumer behaviour (Pride and Ferrell 212). For example, the decision to buy the iPhone 6, last month was influenced by my friends who accompanied me to the shopping mall. Psychological Factors These factors are related to the general consumers’ behaviours. They are internal, but, are influenced by external forces. The motives, perceptions and the attitudes of people influence their decision in buying goods. Motives can be described as the internal forces, which direct a person towards buying a product or achieving certain goals. Some motives are stronger than others.

Karl Marx - Capital Ch 24 Sec 1 Ch 25 Sections 1-4 Essay

Karl Marx - Capital Ch 24 Sec 1 Ch 25 Sections 1-4 - Essay Example The worker is purely the actor through whom the means of production acquire value. In Chapter 25 of Capital, Marx states that, â€Å"The mass of the means of production which (the worker) thus transforms, increases with the productiveness of his labor† (Marx, 682). The â€Å"mass† in question – to use Marx’s own example, the raw material labor transforms into yarn – represents a fundamentally industrial process that is ossified, a carefully preserved scenario to which Marx failed to ascribe the eventuality of progressive change. Darwinian theorist though he was, Marx appears to have reckoned without the process of evolution, which is surely as pervasive and dynamic in the field of economics as it is in the anthropological study of man’s development. Industrial revolution has given way to industrial evolution, yielding a far more complex and sophisticated labor paradigm than could possibly be accounted for in Marx’s Name 2 equation. Mar x does address the â€Å"division of labor in manufacture,† proposing that â€Å"with the use of machinery, more raw material is worked up in the same time, and, therefore, a greater mass of raw material and auxiliary substances enter in the labour-process† (682).

Creating Public Value through the Weatherization Assistance Program Research Paper

Creating Public Value through the Weatherization Assistance Program - Research Paper Example With the total of $10 million stimulus funding, the Boston ABCD Weatherization program has the capacity to subject 1,800 homes to weatherization (Massachusetts Commonwealth, 2012). As soon as the Ramirez family qualified for the program, weatherization professionals immediately assessed the house’s energy consumption. The assessment, which took around two to four hours, found that the house had no proper wall insulation; its doors invite cold air in, and water leaks are found in the basement. From these observations, weatherization professionals reported their assessment to the homeowners and presented what needs to be repaired in the house to save energy cost Through the stimulus package, the Boston ABCD provided for the house’s insulation and new doors in the house. They also installed a new bathroom to prevent the place from molding. After these repairs, the family was able to reduce their electric bills up to 45%, especially during the winter. According to Mrs Ramirez, she was thankful for the program because her family finally experienced warmth in winter for the first time (Massachusetts Commonwealth, 2012). The article above represents the actual account in the implementation of the Weatherization Assistance Program (WAP), a long-running public program for low-income families that enables them to reduce their energy consumption and ensure energy efficiency at home through weatherization. The federal government, together with the Department of Energy (DOE) and local weatherization agencies work together to take responsibility in maintaining the national energy policy of the United States.

English Speaking Proficiency of Ip Student in the University of Mindanao Essay Example for Free

English Speaking Proficiency of Ip Student in the University of Mindanao Essay Research Design This research was designed using qualitative way of gathering information such as opinion, ideas, and knowledge of every respondent. The researchers preferred to use an interview guide for the participant within the campus of the University of Mindanao. The method was design and suited to facilitate the respondents of giving their answer that will be helpful on pushing down the information needed to this study to attain. The goal of their research and answer the question stated in chapter 1. The researchers used this kind of method because it was a fact-finding study with fully sufficient and accurate interpretations of the findings. The researchers also believed that this was the most suitable method to use. Research Subjects In order to accumulate information such as opinion, ideas, and knowledge, the researchers preferred the research subjects of this study are the two (2) respondents coming from the students of the University of Mindanao. There were 2 researchers subjects who were interviewed for this study. Respondents one (1) is a 19 years old coming from the Island City of Samal, singe, and presently pursuing the degree of Education major in English. She is one of the Indigenous Student in the University of Mindanao as one of the privilege scholar in the said institution. She belongs to the Uvo Manuvu tribe. Subject/respondents two (2) is also an Indigenous student in the University of Mindanao, she’s proud to represent her tribe as Ata. She is 20 years-old, taking up Bachelor of Secondary of Education major in English as one of the Government scholar in the said institution. She was crowned as â€Å"Hiyas ng Kadayawan† way back 2010. The two (2) respondents was driven down to the list ing of all courses and year level in the university to prevent biases. For purpose of confidentiality, the names of respondents are kept. Letter for memo CHOCOLATE HEAVEN EMPORIUM MEMORANDUM TO: All Staff FROM: Management T.C. DATE: November 9th, 20 SUBJECT: STAFF CHRISTMAS PARTY Its that time of year again. As you all know, Christmas is our busiest season of the year. Every year it is a struggle for management and supervisors to find the time and energy to organize a staff Christmas party. This year, we have decided to postpone the Christmas party until after our busy season. Party Details * Date: Second or third Saturday in January (T.B.A) * Theme: Beach * Food: Caribbean * Special events: Karaoke and belly dancing We apologize that the celebration will have to wait until the new year, but we guarantee that it will be worth the wait. Anyone interested in volunteering to help out with the event is encouraged to call Lucy, our events coordinator. Lucys cell phone number is 222-3098. Please contact Lucy outside of business hours regarding this matter. Thank you. T.C. Cover Letter for Trainer Peggy Wesson 54 Pinehurst Street, Apt. 4 San Francisco, CA 12345 123-555-1234 [emailprotected] March 30, 20xx Ms. Carol Pilsner Director of Human Resources Do-Right Weavers 250 Bradonton Road South San Francisco, CA 12345 Dear Ms. Pilsner, Thank you for spending time on the phone with me this afternoon. I am definitely enthusiastic about applying for the position of trainer. Im willing to do the required coursework on my own. In two months I can complete: * The Train the Trainer program at UC Berkeley Extension * John Capers Training Certification Is your schedule free for an interview soon? Ill call you to see when we can meet. Again, thank you for encouraging me to take advantage of this career opportunity. Sincerely, Peggy Wesson Enclosure: resume

ATR-FTIR Analysis for Oil Type Identification

ATR-FTIR Analysis for Oil Type Identification Abstract Attenuated Total Reflectance-Fourier Transform Infrared Spectroscopy (ATR-FTIR) analysis could greatly help in the identification of oil. By mere inspection of the IR spectra, saturated oils can be easily distinguished from coconut oils. Identification of oils can be enhance by the use of chemometrical techniques such Principal Component Analysis (PCA). Using this technique, subtle differences in the spectra can be used to classify vegetable oils. This study have shown that ATR-FTIR together with PCA can be used to differentiate unsaturated oils from saturated oil and discriminate virgin coconut oil (VCO) from ordinary refined, bleached and deodorized coconut oil (CCO). Introduction Virgin coconut oil (VCO) has a potential to be one of the Philippines’ high-value export products. In the first half of 2005 alone about 350 metric tons of VCO were shipped to foreign markets. Virgin coconut oil is a minimally process or a cold press oil obtained by mechanical means (Philippine National Standard for Virgin Coconut Oil 2005) such as crushing pressing and centrifugation. These procedures result in the retention of the natural flavor and minor components of the oil, which can otherwise be destroyed by chemical process such as refining, deodorizing and bleaching. Cold pressed oils commands a higher price compared to processed oils because these â€Å"natural† procedures deliver lower yield and uses higher quality raw materials to prevent spoilage (Ulberth and Buchgraber 2000). To ensure the quality of VCO in the country, The Philippine National Standard provided a criterion (PNS/BAFPS 22:2004). This standard includes determination of fatty acid composition using gas-liquid chromatography (GLC), iodine value and sensory parameters such as taste, odor and color (Philippine National Standard for Virgin Coconut Oil 2005). However, it is a known fact that the fatty acid profile of oils is species dependent; therefore this classification method cannot distinguish VCO from ordinary refined, bleached and deodorized coconut oil (CCO). Iodine value in the other hand gives information on the degree of unsaturation of the oil and may be use only to distinguish coconut oils from unsaturated oil like corn oil (CO) and soybean oil (SO) but cannot discriminate VCO from CCO. Sensory parameters can easily be manipulated by bleaching and deodorizing the oil or by addition of flavoring agents. In recent years, various spectroscopic methods have been employed to authenticate vegetable oils such as virgin olive oil (VOO) (Aparicio and Luna 2002; Bucci et al. 2002; Dupuy et al. 1996; Lankmayr et al. 2004; Ozen et al. 2003; Tapp et al. 2003; Tay et al. 2002; Vigli et al. 2003; Yang et al. 2005). These techniques have the advantages of minimal sample preparation and rapid analysis time (Ulberth and Buchgraber 2000). In the study conducted by Yang et al (2005), Fourier Transform Infrared (FTIR) spectroscopy was found to be the most efficient in classification of oils as compared to Fourier Transform Raman and Fourier Transform Near Infrared spectroscopy. An attenuated total reflectance (ATR) accessory is usually used with the FTIR spectrometer for oil and fat study due to its ability to handle liquid samples easily. The resulting infrared spectrum contains all vibrational information about the entire components of the sample. In order to take full advantage of the spectral infor mation, including subtle features that may not be readily discerned, pattern recognition techniques such as Principal Component Analysis (PCA) are commonly used. These techniques can reveal relationships that were not previously suspected, which can lead to interpretations that are not readily apparent by mere visual inspection of IR spectra alone (Beebe et al. 1998; Davies and Fearn 2005). PCA is a mathematical manipulation used to reorganize the high-dimensionality of spectroscopic data into a smaller number of â€Å"Principal Components† or PCs that can account for the majority of the information in the data set. Methodology All samples of edible oils were obtained from reputable supermarkets in Iloilo City. Samples include four brands of VCO [a total of six samples, one brand have a total of three samples, two regular VCO with different manufacturing dates (labeled as VCO2 and VCO3) and one corn flavored VCO (labeled as VCO4) ] , three different brands of coconut oil ( CCO1, CCO2, and CCO3) and one brand each of corn oil (CO), soybean oil (SO), canola oil (CLO), virgin olive oil (VOO) and palm oil (PO). The oils were stored in their original containers until used. Minimal opening of bottles were observed to prevent oxidation of oils. Infrared (IR) spectra of samples were obtained at 4000 – 400 cm-1, 1 cm-1 resolution and 64 scans; using the Avatar 330 Thermo Nicolet FTIR equipped with DTGS (deuterated tri-glycine sulphate) detector and EZ OMNIC software at the University of the Philippines in the Visayas Chemistry Laboratory, Miag-ao, Iloilo. Samples were placed directly on a multi-bounce zinc selenide horizontal ATR crystal. The ATR crystal was totally cleaned using acetone after each run. IR spectral data of different oils from EZ OMNIC software were converted to Microsoft Excel files. Data were arranged in tabular form, different oils in columns and transmittance at different wavelengths in rows. The excel file was then transferred to Unscrambler version 9.6 for Principal Components Analysis. The evaluation version of this software can be downloaded at www.camo.com. Results and Discussion The FTIR spectra of most fats and oils appeared almost visually similar; the slight differences in the spectral features reflect the variations in the fatty acid composition (Figure1 to 6). Every peak in the spectra represents structural and functional group, either of the oil or other minor components. At the high frequency end of the spectrum (4000-3500 cm-1) only a few absorption bands can be observed. The most notable are the absorption bands due to O-H stretching vibration at about 3700 and 3400 cm-1, which may be due to moisture, alcohol or fatty acids. Both alcohols and free fatty acids are degradation product of triglycerides which accumulate during prolong storage and in the presence of moisture. For a clean and dry oil, only the first overtone of the C=O vibration could be seen. The strong band dominating the 3000-2840 cm-1 region is due to C-H stretches of methylene and terminal methyl groups. The =C-H stretch absorbed at slightly higher region, 3095 -3010 cm-1. A strong a bsorption peak in the range of 1750-1735 cm-1 is due to the C=O stretch of an aliphatic ester. If degradation has occurred a shoulder located on the lower frequency side of this will appear due to the C=O stretch of the resulting long chain carboxylic acid (1730-1700 cm-1). A sharp peak at about 1660-1600 cm-1 results from a C=C stretching vibration. The presence of this peak together with a C-H peak at wavenumber greater than 3000 cm-1 is a good indication of unsaturation. The part of the spectrum lower than 1500 cm-1 is called the fingerprint region. The absorption in this area of the spectrum is highly characteristic of the molecule as a whole, and can be used to identify the substance (Pavia et al. 2000; van de Voort et al. 2001). As shown in Figure1-6 its is easy to distinguish unsaturated oils from saturated oils by observing the regions that indicate unsaturation, 3095-3010 cm-1 and 1660-1600 cm-1. For olive, corn, palm, canola and soybean oil sharp peaks are seen in both of these areas but no such peaks can be seen in the IR spectra of either CCO or VCO. Thus, visual examination of the IR spectrum can provide a way to distinguish unsaturated oils from coconut oils. However, visual inspection of the spectra alone is insufficient to differentiate VCO from CCO because their IR spectra are identical to the naked eye. To compare such large data sets like IR spectra, which consist of more than a thousand wavelengths, Principal Component Analysis can be used. This chemometrical technique mathematically models the data into a more manageable data sets (consisting of a few principal components) that can then be interpreted more easily (Brereton 2003). Principal Component Analyses were performed on the spectra of all oils using Unscrambler version 9.6 software. The software generated several important plots. The percent variance plot gives the total variation in the data set that is described by a particular PC. This plot can be used to determine the number of PC that can effectively describe the whole data set. The 2D scatter plot (PCy vs. PCx) represents how the samples are related to each other. The closeness of the samples in the plot is interpreted as chemical similarity(Beebe and others 1998). The percent variance plot (Figure 7) of the oil samples spectra generated by the software shows that the first two principal components represent almost 100% of the variance in the data set. As a general rule the PCs that account for less than 5% of the data variation can be rejected (Beebe and others 1998), therefore the first two PCs are sufficient in making our investigation. The scatter plot of first principal component (PC1) versus the second principal component (PC2) shows that it possible to separate the oils into two separate groups, the unsaturated and coconut oil group (Figure 8). Unsaturated oil group consists of corn oil, soya oil, canola oil, palm oil while that of the coconut oil includes CVO and CCO. Performing the same analysis on CCO and VCO spectra reveals that only the PC1 and the PC2 are highly significant (Figure 9). However, the scatter plot of the two PCs did not successfully separate VCO from CCO (Figure 10). Close inspection of spectra reveal that there are absorption bands at the high frequency region that might indicate the presence of moisture, fatty alcohol or fatty acids in some samples. This observation is confirmed by the Influence Plot (Figure 11) that shows that there is a high residual variance of the 3740 cm-1, a wavenumber corresponding to H-O absorption. This indicates that the moisture content, fatty alcohol or the free fatty acid content of the oil may have greatly controlled the classification process. The other residual in the influence plot may be due to other components of VCO or CCO that are vital in the classification process. To correct for the effect of the O-H absorption band, it was decided to eliminate wavelength above 1800 cm-1 from the spectra of the oil and use only the area encompassing the carbonyl carbon (C=O) and fingerprint region, 1800-400 cm-1. Principal component analysis of this part of the spectra shows that the first two PC can be used to correctly classify VCO and CCO into separate groups (Figure 12 and 13). In conclusion, FTIR identification of oils can be enhance by the use of chemometrical techniques such Principal Component Analysis. Using this technique, subtle differences in the spectra can be used to classify oil. FTIR together with PCA can differentiate unsaturated oils from saturated oil and can discriminate virgin coconut oil from ordinary refined, bleached and deodorized coconut oil (CCO). Acknowledgement The authors are very grateful to the UP System for upgrading the UPV Chemistry Laboratory and for the purchase of the FTIR used this study possible. Literature Cited Aparicio R, Luna G. 2002. Charaterization of Monovarietal Virgin Olive Oils. European Journal of Lipid Science Technology 104:614-627. Beebe KR, Pell RR, Mary BS. 1998. Chemometrics: A Practical Guide. New York: John Wiley Sons, Inc. 348 p. Brereton RG. 2003. Chemometrics Data Analysis for the Laboratory and Chemical Plant. West Sussex: John Wiley Sons Ltd. 489 p. Bucci R, Magri AD, Magri AL, Marini D, Marini F. 2002. Chemical Authentication of extra Virgin Olive Oil Varieties by Supervise Chemometric Procedure. Journal Agricultural Food Chemistry 50:413-418. Davies AMC, Fearn T. 2005 Back to Basics: The Principles of Principal Component Analysis. Spectroscopy Asia:35-38. Dupuy N, Duponchel L, Huvenne J, Sombret B, Legrand P. 1996. Classification of Edible Fats and Oils by Fourier Transform Infrared Spectra. Food Chemistry 57(2):245-251. Lankmayr E, Mocak J, Serdt K, Balla B, Wenzl T, Bandoniene D, Gfrerer M, Wagner S. 2004. Chemometrical Classification of Pumpkin Seed OIl using Uv-Vis, NIR and FTIR Spectra. Journal of Biochemical and Biophysical Methods 61(1-2):95-106. Ozen BF, Weiss I, Mauer L. 2003. Dietary Supplement Oil Classification and Detection of Adulteration Using Fourier Transform Infrared Spectroscopy. Journal Agricultural Food Chemistry 51:5871-5876. Pavia DL, Lampman GM, Kriz GS. 2000. Introduction to Spectroscopy. New York: Brooks Cole. Philippine National Standard for Virgin Coconut Oil. 2005. PNS/BAFPS 22:2004. Tapp HS, Defernez M, Kemsley K. 2003. FTIR spectroscopy and Multivariate Analysis can Distinguish the Geographic Origin of Extra Virgin Olive Oil. Journal Agricultural Food Chemistry 51:6110-6115. Tay A, Singh RK, Krishnan SS, Gore JP. 2002. Authentication of Olive Oil Adulterated with Vegetable Oils Using Fourier Transform Infrared Spectroscopy. LWT-Food Science and Technology 35:99-103. Ulberth F, Buchgraber M. 2000. Authenticity of Fats and OIls. European Journal of Lipid Science Technology 102:687-694. van de Voort F, Sedman J, Russin T. 2001. Lipid Analysis by Vibrational Spectroscopy. European Journal of Lipid Science Technology 103:815-840. Vigli G, Philippidis A, Spyros A, Dais P. 2003. Classification of Edible Oils by Employing 31P and 1H NMR Spectroscopy in Combination with Multivariate Statistical Analysis. A Proposal for the Detection of Seed Oil Adulteration in Virgin Olive Oils. Journal Agricultural Food Chemistry 51:5715-5722. Yang H, Irudayaraj J, Paradkar M. 2005. Discriminant Analysis of Edible Oils and Fats by FTIR, FT-NIR and FT-Raman Spectroscopy. Food Chemistry 93:25-32.

Essay --

Bijoy Shah Mrs. Jones Sophomore English (H) 8 January 2014 Men > Women Throughout The Odyssey by Homer, many women, if not servant girls or deities, are assigned to the powerless role of mothers or seductresses. In most instances, the women are in need of support and guidance as they are weak and fragile. Without a steady male hand to guide them, these women appear to be lost and heartbroken. Women serve little function aside from mourning their men and urging them to remain safe. In many ways, the value placed on fathers and sons in The Odyssey is far greater than the bonds with mothers or daughters. Anticleia, Odysseus’ mother, cannot even exist without her son as she dies after waiting for years for him to come home. For Anticleia and other women, the entire purpose for existence is to look after, nurture, and protect their sons and husbands. However, no female character in The Odyssey is quite as complex as the grief-stricken Penelope. Some women are known for the deeds of their sons or husbands, but never for a heroic deed of their own, thei r personalities, and what they do them...

Power and Influence in the Workplace Essay

This case study is based upon the conceptual article by Glenys M. Drew titled; ‘Enabling or Real power and influence in leadership’, in which â€Å"aims to provoke thought about power and influence in leadership.† Simply stated, power is our desire to have influence upon others, placing us within a particular social status. According to Lewicki, Barry, and Saunders (2010, p. 199), â€Å"people have power when they have the ability to bring about outcomes they desire or the ability to get things done the way they want them to be done.† Influence is â€Å"the actual strategies and messages that individuals deploy to bring about desired attitudinal or behavioral change,† (Lewicki et al 2010, p. 220). In most relationships there is power imbalances, including an organization structured to flow in a top-down direction. This is known as formal power and influence such as between a boss and his or her subordinate. â€Å"The power imbalance in these relationships stems from the asymmetry in dependence between the parties, which contributes to an asymmetry in influence between the parties,† (Emerson, 1962, p. 37). Problems Specified in the Case â€Å"What constitutes real power and influence in leadership† is addressed and whether â€Å"coercive tactics of wielding power over others† is even necessary. It is contended that the opposite is true in that â€Å"demonstrating real power and influence in leadership† holds back â€Å"usurping power to work with and  enable others to achieve worthwhile ends,† (Drew, 2010, p. 1). Possible solutions presented by the Authors The author explores three suggested solutions of enabling or real power and influence in leadership, each solution is accompanied by an element of paradox. The first suggests that â€Å"enabling or real power and influence does not usurp but serves.† The second is that an instinctual impulse of self-interest is diverted into a more socially acceptable interest for others and the intended goal. The third is that it fosters true engagement in leadership while positioning for growth for the self and others, (Drew, 2010). SWOT Analysis _Strengths_ In diverse coalitions, power and influence can be used to build a consensus. Real power is the ‘power to empower’. _Weaknesses_ In diverse coalitions, power without influence can bring about negative results. â€Å"Usurping power† and self-interest â€Å"tends to stultify and deny useful result,† (p. 7). _Opportunities_ Opportunities exist for leaders to use power to influence guided thinking, not so much to solve problems for people but to engage people in solving problems. _Threats_ Nothing is more important to building vital trust the prevalent state of leadership than that of credibility. A leader can lose credibility when power is misused and when strong professional will and humility are not found to be so effectual. Author’s recommended solution I agree with the author’s recommended solution that â€Å"genuine power and influence reverses the power paradigm, where the leader focuses primarily on the vision ahead more than (demonstrably) on self and partners with and enables others to reach shared goals,† (Drew, 2010, p. 2). Paradoxically, by enabling and empowering others with altruistic use of power and influence is a sign of â€Å"strength, rigor, and potentially rich outcomes† while wielding power just because one can, or for selfish reasons may on the surface seem â€Å"powerful† but could be displayed as weakness, stultification, and acquiring compromised outcomes. The paradox that â€Å"the only power is no power† assists an argument that may be inferred that â€Å"self aggrandizing power, in its bid to grab power, ultimately reduces the self, while resisting the exercise of usurping power expands the self and increases one’s potential for productive influence and authority,† (Drew, 2010, p. 3). â€Å"Self-interest for the interests of the goal† are sublimated by real power and influence within the â€Å"paradoxical proposition that genuine power results from giving rather than taking,† (Drew, 2010, p. 5). Real power and influence displays strength, not weakness within the paradox proposed is that real power and influence â€Å"eschews ‘soft’, uncritical approaches in favor of rigor, building a ‘culture of discipline’,† (Drew, 2010, p. 8). References Emerson, R. M. (1962). â€Å"Power-Dependence Relations,† American Sociological Review 27, 31-40. Drew, G. M. (2010). Enabling or â€Å"real† power and influence in leadership. Journal of Leadership Studies, 4(1), 47-58. doi:10.1002/jls.20154. Lewicki, R.J., Barry, B., & Saunders, D.M. (2010). Negotiation (6th ed.). Boston, MA: McGraw-Hill.

A Short Time in the Life of a Teacher

I begin the week by getting up. This is the part I hate the most. I wake up, my breath stinks, my hair covers my face like a mop and I look like I have been run over a few times! No problem, I'll soon sort that out! My alarm clock shocks me into a conscious state – it is horrible; it reminds me of the school fire alarm and it is just as loud too! So, not only am I very wide awake but I am dying of a cardiac arrest! Yes, it's Monday morning and no, it is not a terrible dream; so I throw off my covers and crawl out of bed. My room is small but snug. I like it like that. The terracotta walls are warm, the bed is a fresh white and my dressing table is a lovely pale wood, which is very hard to come by. I like things to be minimalist and tidy, there is nothing lying on the floor and my dressing table consists of a mirror and hairbrush, I'm not one for make-up. As my eyes adjust to the light, I can already tell that it is a pleasant day, the room has a stimulating feeling to it, which is different to any other day, where the sky is overcast and the sea is crashing over the wall outside of my window. I get washed, run downstairs and cram all that wonderful work that I did last night into my bag. Then I throw on my leathers, jump onto my Honda VTR 1000 sp-2 (the most amazing motorbike in the world!) and I'm off! I have a bit of a passion for motor bikes, I always have. When I was younger I used to cycle to school. I always wanted a motor bike but I was obviously too young at the age of fifteen and when I got to eighteen, the bike was too expensive to insure. Now I have my bike and I am the biker chic of the century, to be honest, I feel very superior to the people I whiz past when I am on my bike and they are sitting in their dreary cars! It takes me half an hour in the morning with all the traffic, I can weave in and around all the cars but I still have to wait at the traffic lights, which seem to change red every time I come close to them! There are a lot of people on their bikes in the morning, I do not know why there are so many, I recognise everyone and they all know who I am. Every day I wave or nod to the same people and they return the gesture. It is a friendly feeling when you live in such a small place. Before I know it, I am at school. I take my black helmet off and stare up at the massive building. It is ugly on the outside but at least it has a story to tell; that is what I like about old buildings, they always have a great history to them. I park my bike by the side of the huge granite stairs that I have to trundle up before I can get to the doorway. When I arrive at the giant door I turn the handle and the door swings open on its own accord, it is so heavy that I have to use all my weight to close it again. Once it is closed I lean against it, facing the inside of the school and breathe in the air which has not yet been moved by any one except for the school cat and the janitor. No one is here; seven thirty in the morning is a bit too early for most of the students and staff. Most of them will still be in bed until eight o'clock! I like the school when it is empty; it has a nice feeling to it. I sometimes imagine that it is my house and that I live here all alone, that it is my mansion. The illusion is broken when the janitor strolls past me, â€Å"Good morning Taisie!† He remarks cheerily. John has been here since six this morning; I cringe to think what time he has to rise! My form room is on the second floor, so I spring up the staircase that leads from the main entrance. I love the staircases here. The banisters are intricately designed with beautiful patterns and the deep red mahogany shines as the light bounces off it from the tremendous chandelier that hangs from the ceiling. The stairs twist upwards to the second floor. I walk down the corridor and take in the wonderful feeling of the quiet school; in an hour there will be young ladies screaming down the hallway laughing and gossiping about what they did on Friday night. Now, the only sound I can hear is that of my feet padding down the stone pathway. The walls echo at every sound I make but the feeling of being totally alone is welcomed. My door has a solid brass handle; it is freezing cold and my hands seem to invite the refreshing feeling of something cool after wearing black leather gloves. As I twist the handle and open the door, the hinges creek. I feel a blast of hot air as the box that is my classroom gasps for a breath. It is always hot in my room but that is the price I have to pay for having a classroom that over looks the tennis courts and swimming pool. I do not mind though, I spent most of my time in the drama studio, English is the subject I teach less of at the moment. I dump my pack on the floor and run off to the staff changing room to exchange my leather gear for my trousers, shirt and Jacket (not forgetting about my shoes but did you really want to know that?). After I have organised my books and plan for the day, I force myself to go to the staff room. I hate the staff room. Don't get me wrong, I like to socialise with all my colleagues but sometimes I can have more of an intelligent conversation with my pupils. I feel that I am the only member of staff who actually cares about my students. I am fed up of listening to an assemblage of adults who think that they are far superior to the rest of the adult community just because they are teachers. I sometimes wonder if any of them care about the students' welfare – after all, they're â€Å"just part of the job.† When I was at college, I wanted to help. All the way through school, I wanted to change the way people thought about teachers but now I realise that I am fighting a losing battle. I am the only one who does not expect the â€Å"ladies† to be perfect. I think about their future, I treat them as individuals and talk about them in a positive way, I want to help them and not just treat them as â€Å"another case I have to deal with every day.† They are not just a student body, they are individuals and I am fed up of my colleagues always seeing the bad side of the pupils, how is that going to help them? Although I said that I am fighting a losing battle, I live in hope. I still treat them as individuals or young adults and I realise that they are actually people, not just part of the job, even if no one else does. ‘ And this is for your form Taisie' The deputy head, Sharyn Tinton, shoves a wadge of paper into my hand with rules and regulations plastered all over them – the usual – no jewellery, no body piercing, no blah, blah, blah. The girls already know what not to wear and what is appropriate; I am tired of hearing it over and over! Me telling the students to take their nose piercing out is not going to make any difference whatsoever. That does not mean to say that I do not tell them off if they do have it visible but I think, â€Å"what you don't know, won't hurt you!† ‘ I have to go to arrange my class for their form assembly, Sharyn.' ‘Alright then, scurry off to your class!' Scoffed Sharyn, she cannot stand the fact that I might actually care about my form! And â€Å"Scurry off† – what on earth's that suppose to mean – god give me strength! I decide to take the long way to my form room, which means I have to walk half way around the school but I need time to clear my head. I have to keep a positive attitude; I don't want to end up like Sharyn Tinton. ‘ Miss. Holcroft?' Yes, I am a Miss. I am not married and I do not have any children. I am a twenty seven-year old single teacher. I enjoy the freedom but at times I get depressed and I wish I could go home to someone besides my cat that would give me a hug and tell me that everything would turn out okay. Instead, I am going to grow old on my own, with no children and no husband; I'll be the cat woman†¦. ‘ Miss. Holcroft!' ‘Yes Lara?' A familiar voice. Lara always has an excuse. Even when she hands her work in on time, she has to elaborate on how her printer made the lines uneven. Maybe it is a compulsive disorder, I wouldn't know, I never did psychology! ‘ I handed in my essay but I've just realised that I never wrote a conclusion!' ‘ Lara, don't worry, I'll read it through and you can write a conclusion for next Wednesday, is that alright by you?' ‘Yes thank you Miss.' And she skips down the corridor, pleased that she has managed to make yet another thing wrong with her work! It is strange, I see so many different personalities and every single one is a pleasure to work with! Essay. English Essay. GCSE course work essay, which means more marking, which means more staying after school – late! I have now come to the locker room, which happens to be the only one that is in the corridor. All the other ones have their own rooms, why my forms one has to be in the corridor, I don't know! As I stroll past the bright orange and grey lockers, a girl passes me quickly. I know who she is, she's in my English and Drama classes; we seem to get along just fine but when it comes to passing her in the corridor, she is a different person. She keeps her eyes glued to the floor and swerves as far away from me as possible. I do not know why she does it but I know it is not personal because she does it to every member of staff – especially the male teachers. I do wonder about her sometimes. I'll speak to her after Drama†¦ maybe. As I get closer to my form room I can hear laughing and screaming and I can guess where it is coming from, so I rush to my door. ‘ ALRIGHT CLASS, SETTLE DOWN!' I have to raise my voice several decibels to compete with the racket that manages to come out of twenty-four pupils' mouths. ‘ Morning Miss.!' They all announce in unison. I never asked them to say good morning but they always do! ‘ Unfortunately guys, I'm going to have to lecture you all about behaviour, uniform and monthly events.' Several groans from the class ‘ As you can all see, I have a wadge of paper to get through so for your benefit, as well as mine, you should all keep quiet – that way I can speed through this in no time. But first thing's first – register!' I skim through the names, I know them in order by heart now and the routine is the same every day.' Kelly, Sam, Fiona, Laura†¦ I haven't seen her. Oh, there you are, hiding at the back of the class – put that brain fryer away! Katie, Sam†¦' And it goes on, they do not need to answer, I know who is there already and if I have not seen them, then they have to tell me. As far as absences go, I never have any. Late marks on the other hand, are a different story! â€Å"Now for the lecture, which I know you are all going to love!' And I trundle through the piles and piles of paper that Sharyn gave me. I look around the classroom as I speak and all I can see are tired, bored faces. They all know what I am going to say before it even comes out of my mouth†¦ ‘ Litter is not acceptable in the canteen area, or anywhere else for that matter – Becky, quiet – school jackets must be worn at all times outside of school, you made them make fitted ones instead of blazers, now wear them!' ‘And what if I cycle?' Marie shouts at the top of her voice. ‘You wrap the jacket about your head like a turban when you cycle! What do you think Marie, you have already asked me that before! I know it's a Monday morning but try to get your brain in gear before the day starts!' ‘If she has one!' Becky interrupts and the whole class laughs, including Marie. ‘Okay, I won't bring it then?' ‘Actually, keep it in your locker just in case Miss. Tinton decides to walk us all down to the church suddenly, like last week. If it is in your locker, you will always be prepared for her little â€Å"surprises†.' ‘ And finally; your shoes have to be FLAT. Yuck, I know but you just have to like it or lump it. Think about it ladies. If you lot look dressed up with belts as skirts – not saying any of you do – and platform shoes for school, you will look the same when you go out at the weekend and what's the point in that?' A young lady at the back of the class shoots her hand up in the air. ‘ Yes Sarah?' ‘Can I go to the loo please?' ‘You can†¦ but you may not!' Sarah sits there with her eyes crossed as the rest of the form laugh. One of the girls next to her is kind enough to explain what my last sentence just indicated and when she finally comprehends, she slides back into her chair, her face as red as a tomato! ‘Seen as you said ‘please', you may go to the loo. Just remember what to say next time!' As soon as Sarah runs out the classroom, the form bursts into fits of laughter. ‘I'm glad to see that you're all awake now. Does anyone have anything valuable that they wish to say?' ‘Georgina loves Simon!' Screams Becky and the bell rings. ‘Good morning class.' ‘Good morning Miss.' And they're gone. * My morning starts with Drama – just the lesson I need to wake the students (and myself) up. Drama is my subject; Drama is the subject. I have been doing Drama, theatre studies and degrees in the performing arts all my life and now, I am teaching it. I am head of the Drama Department. My year nine class is preparing for their play. They chose it; they were fed up of my â€Å"morbid† plays. But I think that it brings out the true potential of the students. Anger and sorrow are the two easiest (in my opinion) emotions to perform well. The girls seem to think other wise. They have chosen ‘Alice in Wonderland', which, I must admit, is a wonderful story for both adults and children – so well written. Luckily the class arrives five minutes late, at least I have some time to get all my things in order. A goblin seems to have rushed about my office and thrown all my lesson plans around and messed up my whole week! They all sit in a circle and immediately start talking about â€Å"stuff†. I don't know why they always sit down because I always ask them to stand right up again! Scanning the class, I can see that every one is here. It is strange that at the age of 14, the girls are still in their little groups. It saddens me to think that there is always one girl who gets left out. I can't see anything wrong with her. She is mature, sensible†¦ I see, she's mature! This lot is very giggly; they sit in their little groups plaiting each other's hair and singing. There is one group in the middle of the class. I can tell and have also been informed that this is the â€Å"cool† group. In my opinion, they are not cool at all. They are the cockiest, rudest pick of the bunch. I can't remember when they last handed their homework in. They refuse to enjoy doing anything that involves any one whom is not in their group. In the near left corner are the â€Å"geeks†. They look extremely studious, only one of them wears glasses but at this school, like many others, the length of your skirt decides your â€Å"class†. The â€Å"geeks† have decent length skirts – which obviously makes them really â€Å"sad†. Then, in the near right corner are the people who are â€Å"semi-geeks†, â€Å"gliders† or â€Å"sailors† (who make up these STUPID names?) They are the people, who are friendly to everyone, don't always have perfect homework but hand it in most of the time and don't fit into any extreme gr oup. Then there is one girl, who always sits in the far-left corner of the room, reading her book and not hurting anyone. She is quiet and lacks in self-confidence, mainly because of her past with bullying and the fact that everyone rejects her because she likes to read (don't ask). She is the mature one, the girl who is very knowledgeable but no one finds out – not even the rest of the staff – because they don't have time for her or they don't like the length of her skirt. It'll never change; it was the same when I was at school! ‘Stand up please' And I begin the lesson. A whole hour of drama. I warm them up, get them to run about screaming (I know this makes them feel silly but hey!) and finally sit down and watch them do their play, shouting ‘No, no, no. You don't laugh when you are crying, you do it like this!' And I fling myself into their world of make believe showing them how to do it. I told the girls whom they were going to play and when I told them that Danielle (the quiet young lady who sits in the far-left corner) was going to be Alice they threw a tiff. Not after class but right in front of Danielle. ‘It's alright Miss. Holcroft, I'll just be a tree or something if no one wants me to do it.' She whispered. I had comments such as ‘She can't act!' and ‘ She's too fat to be Alice.' Not only can Danielle act; she is FAR from fat. In fact, she dances eight times a week and is the most skeletal young girl I have seen in a while, I know she used to be a bit heavier but they obviously just kept her nickname. They are now coming to realise that Danielle can act and is very good at it too. I think they are a bit jealous to be honest. They are doing well and need little direction from me but when things start to slow down; I'll jump into the scene and throw my ideas around the set for them to catch if they wish. Danielle just stands there. I know she has good ideas, I've seen her writing them down and sticking them in her school diary but she is too nervous to say anything. I get frustrated standing there watching her brain working over and over and yet, she stands there, expressionless. There's nothing much I can do in class and I don't want to frighten her off by asking her to stay behind in front of the class but I so want her to say what she is thinking, I want to know why she avoids people in the corridors, why she reads and reads. Why am I so†¦aggravated? This is why we are not allowed to care; we have to â€Å"get on with our job†. But the girls in this school are people just like us teachers, just younger. If one of my colleagues were doing the same, it would not be considered strange for me to try to help. But the moment we try to help a student with anything other than work, we are told we are getting too close. It's all a big circle though. It will affect their work if it gets worse and I want to stop it before it gets to that stage. How? After half an hour of watching them I get out strips of paper and write comments on them, of what I think of their work. I do not usually do this but I have an idea. Every one has to improve projection and develop character but there are little things that people are just not doing right. So, I write them on bits of paper and the students don't get embarrassed, I'm seeing if it changes the way they act. Genius. Everyone starts to walk out of the class, Danielle at the back and I say, ‘Oh, Danielle, can you help me with something in my office, I would just like you to take something to Mr. O'Hara as well.' No one turns around, no one cares and no one laughs. Good. I did not plan to speak to her, it just came out of my mouth, now I have to decide on what I am going to say to her (this is where improvisation skills come in handy!) When all but one have left the class I sit down on one of the black bean bags that sits in the far left corner of the class. Danielle is standing there reading her book. So now what do I say? ‘Danielle, your acting is really coming on, what do you think of the play so far?' Now she'll tell me what she's thinking. ‘S'fine.' She manages to say without looking up. It was not a rude comment, but I could not read any expression in her voice. I need to feed her a longer line. ‘How do you think we could improve the play? I'm sure you have some ideas, I can see you thinking when someone suggests something that you don't approve with†¦' ‘Can you?' She looks up ‘Sorry, I don't mean to I just†¦' ‘Danielle, don't apologise, I think they give the most stupid suggestions too, you and I both know that putting a brown paper bag over someone's face is not going to work as a mask!' Relief spreads over me as I actually see a smile spread across her face and she giggles. I rarely see her smile, if ever and when she does, I know it means something, I don't know what. I just know. I sit there for fifteen minutes, talking to her about how we could improve the play and I found out that she thinks of the same things as me and spots the same tiny mistakes that people make. She told me that she gave up suggesting things because people ignored her whatever the idea and relied on me to say what she was thinking. I promised her I would suggest that the class does the things Danielle pointed out and I also promised that I would not mention her name and we would see how they reacted to them. She smiled. I returned the gesture. And she went to her next lesson. That was not hard, and I received a smile! When I connect with a student, it is what makes the job worth while, not when I make one cry (Sharyn Tinton†¦.) Next period is a break for me, which gives me time to sort out all my lesson plans. I only teach three lessons today, which means I have lots of free time to mark essays and drama assignments. How exciting. Marking has to be the worst thing about teaching. The reason everyone loves leaving school when they are eighteen is because there will be no more homework when they get a job and of course, they are leaving school. Well. For me, it is different, I am still at school and I still have homework and I still hate homework! The free period passes quickly and I have to come out of my little drama office to teach another lesson. This time it is year eleven's. Are they still in their groups? Yes. Is there one person left out writing in her diary? Yes. Does everyone hate her? No. This is the difference. In year nine, they reject the out cast ignore her and hate her; in year eleven, they just reject her and ignore her, when they all have to work together, they can have a descent conversation with her but she does not respond so they give up. Why does she not respond? I think it is because she is fed up – fed up of people being so two faced. I would not know. GCSE drama, a great subject to be doing a GCSE in but what the students don't realise is that it is not a â€Å"dos† subject. Instead of teaching this lesson, I decide to lecture them on tardiness, forgetfulness and respect. They all sit there with long faces probably thinking oh just SHUT UP! But I don't mind – one of the student's talks to her friend and I send her out, I believe in giving people chances, but I have had so many complaints from group members about their peers not participating that I just blew it. None of them have ever seen me shout before, so I think it was very effective. No one talked as they walked out the class and I had several of them come up to me and apologise! Success! Lunch break. Or should I say, sit in my English â€Å"box† and mark homework to give to my next class. English homework is the worst. I sometimes wish I had been a maths teacher, all one has to do it get it right or wrong and if the answer is wrong, the teacher just puts a cross by it! English is a different matter entirely. I have to read every single word looking for spelling mistakes, grammar mistakes and punctuation errors. Then I have to see if they have the content sorted out. I have to look for references to Shakespeare and the title etc. The list goes on! Before I know it, the bell has rung and I have a full classroom. Year nines. I have already had some of them this morning for Drama and it is interesting to see how they have changed from the morning to the afternoon – they have not! In the morning they are not quite awake yet and in the afternoon they are starting to fall asleep! I have pushed all the desks to the edges of the room – this lesson we are having a discussion. I have bought beanbags and cushions and put them in a circle and instead of teaching this lesson, I am sitting listening and taking part. The discussion is about Shakespeare's (oh whoopdeedoo) play The Merchant of Venice. The class has to take a side a) I feel sympathy for Shylock and b) I don't! The discussion goes well, with all members taking part in the discussion, no one talks while someone else is talking and it is a relaxed lesson with no pressure to perform well. Danielle actually smiles, everyone gives their homework in and I even receive a card from someone! I'll open it when I get home. I pack my belongings and work into my backpack and go to the loo's where I leave my clothes in a locker. I exchange my uniform for my leathers and close the door to the shower rooms. Walking down the corridor, I see happy students running around and collecting their possessions to take home with them. I walk down the stairs and meet the cat at the bottom. Stroking him with my one uncovered hand I tell him I'll see him tomorrow and seven thirty and I stand up. The huge, heavy door is already open, so I don't have to open it. I look at the lawn outside of the school and the students catching a lift home. As I walk down the stairs, I receive many goodbyes and smiles. I jump onto my Honda VTR 1000 sp-2 and just as I am about to put on my helmet I hear someone shout, â€Å"BYE MISS HOLCROFT!† It's Danielle! â€Å"Good bye Danielle!† I reply, put on my helmet, turn on the engine and zoom off! I arrive home half hour an later and switch some music on – classical, my favourite! Change into my dance pants and tee shirt, sit down, get my book from my bag and I open it. As I do so, something falls out of it; it is the card I found on my desk this afternoon. I open the card and it reads: Dear Miss Holcroft, HAPPY BIRTHDAY! Love Danielle xx Some one remembered.