My Life Changed free essay sample

My life Changed My father is a lawyer, so he is always active. But everything changed two years ago. My mother noticed some bruises in my father, she told him to go to the doctor but he didnt want to go. After that he started to loose energy, he was always tired. My mom told him to go to the doctor again, this time he agreed. They went to the doctor, and when they arrived home their faces were pale and yellow. I asked my mom what the doctor said and she answered me, Your father is sick, very sick. His kidney is no longer working. I started crying, I felt bad, I didnt know what to do or what to say. One month later my father was bad, so the doctors decided to operate him. The doctor puts a line in his kidney to remove the bad stuff. We will write a custom essay sample on My Life Changed or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We were sad as family, I was confused; I thought my dad was going to died. The doctor talked to us about a kidney transplant, my mom agrees and she signed up for the kidney. We waited for the kidney to arrive for six months, the longest six months in my whole life. After that period of time a doctor from Guadalajara calls us, he told us that the kidney of my father was ready, that we had four hours to arrive to the hospital in Guadalajara. We lived eight hours from Guadalajara, so my mom said that they were going in airplane. They arrived on time, but the doctor told them that the family of the person who was going to give him the kidney decided not to donate it. My mom was mad and I was too. But three hours later they called her again, this time was real. My mom and my dad waited the whole night in the hospital for the doctor to call them for the surgery. Finally the doctor called my dad. The surgery lasted five hours. My dad was transplanted, everything ended there. I was happy, finally my dad was fine. This changed my world, now Im totally different. Now I respect more my father and my mother. I try to do my best at school so my father can feel proud of me. I appreciate more life and love everything I do.

ECONOMICS Spring 2015 Exam 1 Essays - Economic Liberalism

ECONOMICS Spring 2015 Exam 1 Essays - Economic Liberalism ECONOMICS Spring 2015 Exam 1 Part A: Matching Write the correct letter for the statement on the line provided. 30 Points ____b__1.The study of how people use their scarce resources to satisfy their unlimited wants a.Private Property ___d___2.Limited productive resources to satisfy peoples unlimited wantsb.Economics ___g___3. A business that is chartered by a state and legally operates apart from the owner or owners who organize or run itc.Entrepreneur __i____4. 2 or more people agree to contribute resources to the business in return for a share of the profit d. Scarcity ___j___5. A firm owned and run by one person. May hire workers. e. Free Enterprise ___c___6.A profit seeker who develops a new product or process and assumes the risk of profit or loss.f.Opportunity Cost __f____7. The value of the best alternative passed up for the chosen item or activity g. Corporation ____e__8.Freedom of a private business to organize and operate for a profit, in a competitive system, without interference by the government beyond regulation necessary to protect public interest and keep the national economy in balance. h.Competition __h____9. The rivalry for customers among those companies or individuals who produce the same kinds of goods and services. i. Partnership __a___10. The fact that any person in the U.S. has right to own land, other means of production, or even ideas. j. Sole Proprietorship Part B: Multiple Choice 42 pts __a___1. Of the 3 Basic Economic questions, in question 1, they determine what gets produced: A.Buyers and producers C.Government B.BuyersD.Individuals __c___2. The value of the next best alternative that has to be given up when choices are made is called A.scarcity C.opportunity cost B.trade-offD.competition _b____3. Which is true of the free enterprise system? A.People have the freedom to take risks and earn profits. C.Competition is limited in most industries. B.There are few laws regulating how businesses should operate.D.State governments strictly regulate how much property a business may own. _a____4. In the circular flow of economic activity, the public A.receives money income like wages from governmentsC.Gives sales dollars to governments B.receives tax income from both the government and businessD.sell more goods to foreign countries than to the public. __a___5.The chart shown above represents the free enterprise system as it is practiced in the United States. Based on the chart and your knowledge of economics, select the choice that best completes this statement: In the circular flow of economic activity, business firms A.receive money from both governments and public households.C.receive no money from governments. B.receive money but no productive services from public households. D.receive no money from public households. __b___6.In the circular flow of economic activity, Governments receive A.Money payments of wages from businessC.Money payments of sales dollars from public B.Money payments of taxes from businessD.Money payments of interest from public _b____7. A major disadvantage of a corporation, a type of business organization, frequently has is difficulty A.raising large sums of money.C.paying for talented managers. B.making major decisions quickly.D.establishing business centers in other countries. __c___8. Burger King and McDonalds are an example of A.A MonopolyC.Competition B.ScarcityD.Private Property __d___9. In our economy, which service is generally provided only by the government and not the private sector? A.operating universitiesC.running hospitals B.building housesD.building highways _c___10.These are provided to citizens by federal, state, and local governments A.Private goods and servicesC.Public Goods and Services B.Private GoodsD.Private Transportation b____11.Which of the following is NOT a function of government in our society? A.Government uses tax revenue to provide public goods to its citizens.C.Government uses tax revenue to redistribute income to those in need. B.Government regulates supply and demand.D.Government uses fiscal policy to attempt to ensure economic stability. _b___12.Each day after school, Caroline practices soccer for 90 minutes to prepare for the upcoming team tryouts. She could spend this time watching movies with friends, but she's decided that practicing is more important. Watching movies with her friends is Caroline's A.income.C.favorite pastime. B.opportunity cost.D.investment in human capital. _d___13.One characteristic common to most entrepreneurs is a(n) A.advanced education.C.substantial inheritance. B.desire to work in a large established company.D.willingness to take risks. __a__14.Owning your own business by yourself and having unlimited liability likely illustrates what type of business organization? A.Sole ProprietorshipC.Corporation B.PartnershipD.Conglomerate Part C: Short Answers - Choose 2 of the following statements and answer them in at least 4 sentences for each. Be sure to label your choices. 8 pts each 1.Explain what we mean by Scarcity. What is Unlimited? What is Scarce? 2.Who is Adam Smith and what is the Invisible Hand Theory? 3.Explain Basic Question #3, Who gets what is produced? 1) Scarcity is the basic economic problem that arises because people have unlimited wants but resources are limited or scarce. Because of scarcity,

Strategies to Help You Become an Outstanding Student

Strategies to Help You Become an Outstanding Student More than anything, teachers want to see growth and improvement from all of their students. They want each to become a better student. They understand that their classroom is filled with extreme ranges of intelligence, from low to high. Their job is to differentiate instruction to provide each student with an education that meets their own individual needs. This is both difficult and challenging, but effective teachers are able to make it happen. Becoming an outstanding student does not happen overnight. It is also not the sole responsibility of the teacher. The teacher is only the facilitator of knowledge. The student must come prepared to take in that knowledge, make connections, and be able to apply it to real life situations. This is more natural for some students than it is for others, but everyone can improve and become a better student if they desire to do so. Here are fifteen effective strategies that will help you become an outstanding student. Ask Questions This could not get any simpler. If you do not understand something, ask the teacher for additional help. Teachers are there to help. You should never be afraid of asking a question. It is not embarrassing. It is how we learn. The chances are that there are several other students who have the same question you have. Be Positive Teachers love to work with students who are pleasant and positive. Having a positive attitude will have a positive impact on learning. We all have terrible days. We all have subjects that we just do not like. However, you still need to maintain a positive attitude. A poor attitude can quickly lead to failure. Complete Assignments/Homework Every assignment should be completed and turned in to the teacher. When assignments are not completed, there are two negative outcomes. First, you potentially miss out on learning a new concept, which leaves a gap in learning. Second, your grade will be lower than it should be. Homework may not be fun to do, but it is an essential part of the school and the learning process. Do More than Required The best students go above and beyond. They do more than the minimum. If the teacher assigns twenty problems, they do twenty-five. They seek out learning opportunities. They ask their teachers for additional work, read books/magazines, research ideas online, and are excited about learning. Establish a Routine A structured routine can help you maintain academic focus at home. This routine should include when homework is completed, what extras you are going to do each day, a location for doing it, and an awareness of others in the house so that distractions are minimized. A routine for getting up and going to school each morning can also be beneficial. Follow Directions Following directions and instructions is an essential aspect of being a good student. Not following directions can lead to mistakes that have a negative impact on your grade. Always listen thoroughly to the teacher when she is giving directions or offering instruction. Read written directions at least two times and ask for clarification if you do not understand something. Get a Tutor There is probably an area or multiple areas in which you struggle. Getting a tutor can provide you with a huge advantage. Tutoring is often done on a one-on-one basis which is always beneficial. If you do not know of a tutor, talk to your teacher. Often times, they will volunteer to tutor you or may be able to refer you to someone else who can. Listen in Class This is the single most crucial aspect of being a better student. Teachers actually do know what they are talking about. However, if you are not listening, you cannot learn. If you are easily distracted or struggle with listening, ask your teacher if you can bring a recorder to class. Maintain Focus There are potential distractions around you all the time. Good students stay focused. They do not allow other situations or people to keep them from learning. They put academics first. They have a life outside of school, but they value academics and make it a priority. Read! Read! Read! Good students are often booked worms. Reading is the foundation of learning. Excellent readers excel in both fluency and comprehension. They pick books that are both entertaining and challenging. They use programs such as Accelerated Reader to set goals and check for understanding. Set Goals Everyone should have a set of academic-related goals. This should include both short-term and long term goals. Goals assist in maintaining focus by giving you something to strive to achieve. Goals should be reevaluated and adjusted periodically. When you reach a goal, make a big deal about it. Celebrate your successes. Stay Away from Trouble Avoiding trouble can go far in being academically successful. Getting in trouble often means time spent in the principal’s office. Any time spent in the principal’s office is time lost in the classroom. Making smart choices, including whom you choose to be friends with, is essential to becoming a better student. Stay Organized Organization is a key factor in academic success. The lack of organization skills can lead to disaster. Keep your locker and backpack cleaned and well organized. Keeping an agenda or journal and recording each assignment is a fantastic way to stay on top of things. Study! Study! Study! Study early and study often! Studying is not something that many people enjoy, but it is a necessary skill to possess for academic success. Developing strong study habits is essential. Figure out a method that works well for you and stick with it in individual study time. Take Challenging Classes/Teachers It is okay to be challenged. Pick hard classes and/or teachers if you have a choice. You will be better off in the long run even if your grades are a little lower. It is better to receive a B and learn a lot than to receive an A and learn a little.

To whom should I listen Essay Example | Topics and Well Written Essays - 750 words

To whom should I listen - Essay Example I have also picked up many traditions from all over the world and refused many because they do not go along with my religion or culture. For example, just like the Minnesota University student, Walter Hanson, the protagonist in the short story, The Undeclared Major, written by Will Weaver (2006), I have also learned to shake hands with people when we meet them, from the Euro-American tradition that I assimilated when I lived in England (p.364). In my native place, people embrace each other or just smile when we meet each other. I am experiencing the state of mind of Walter Hanson not only with respect to such simple things, but also by having a concern about how much my family and people will understand me as I continue to grow accepting new traditions from new cultures. Hence, when I am back in Saudi Arabia, I shift back to embracing people and smiling at them and never try to shake hands with them. At home, I try to behave as close as possible to how a Saudi youth of my age would b ehave so that I do not alienate my family members, friends and acquaintances. When I am back in America, I leave behind those culture-specific behavioral aspects and shift myself into a set of behaviors that is expected of me as an American Muslim. My family has a tradition of valuing education above all and it is this tradition that I also got into myself, and became crucial in my life choices. When I read Keizer (2006), writing that â€Å"I give thanks for my family, my church, the Supremes†, I also realize that it was my family and my religion that gave me confidence in becoming what I have become today (p.413). This reverence for family and religion has been a trait that I inherited from the culture and tradition that I was born into. When I think of old age, I always visualize myself as an old man living with my children and grandchildren as any other Saudi citizen would do. I also see myself as becoming more and more religious as I become older. This is so because in my native culture, the community (that is defined by family and religion) is important than the individual. For Keizer (2006), the conflict that he experienced regarding making a decision on what vocation to choose, was something that was to be answered by God himself (416). In such matters, I have grown to be a person, different from him to the core. I feel that regarding such worldly matters, I need to take up the responsibility of my own destiny. This approach, I have taught myself more from my host culture, that is, the Euro-American, individualistic culture. Keizer (2006) has said, â€Å"I wanted God, no one less, to make the decision for me. Believing that vocations were made in heaven, I wanted the matchmaker to speak from that height.† (p.416). In a similar situation, I would rather explore what interests me or what is my real passion. I will not want to bother God on such small choices of life. I feel that this is my Euro-American side. Also when Amy Tan (2006), in her novel, Two Kinds, discusses the element of obedience between a parent and an offspring, I feel empathy with the daughter in several aspects (p.370). Obedience to parents has been a tradition that I assimilated from my Muslim culture and also a tradition that I broke partially when I began to live as a student in England and later in America. As a child, I was not a rebel. I

Email communication Term Paper Example | Topics and Well Written Essays - 1250 words

Email communication - Term Paper Example Organizations use Email communication for the immediate delivery of information (Calvert 3). Email information is sent and received almost instantly to someone thousand miles away or in the next door. Using Emails helps organizations streamline their external and internal communication networks. It contributes to faster and easier transmission and dissemination of information (Storm 3). Moreover, it also allows for instant and real-time business status updates that are essential for any business to grow and compete effectively. The continuous flow of relevant information through Email communication makes the organizational staffs more efficient and productive as they can respond to any arising issues (Storm 3). Email communication is one of the best methods businesses adopt as a record keeping strategy (Calvert 4). Email messages during communication remain in the inbox for many years unless one deliberately deletes. Similarly, one can filter the inbox messages in relation to dates sent, sender, subject among others within the shortest time possible. It offers virtual record keeping making many organizations adopt it as opposed to traditional methods characterized by papers and other printed documents filed and stored in drawers. Additionally, Email record keeping makes it easy when sharing information with another party since it only requires one to click and forward it to the intended party. Because of this, Email communication brings efficiency in business since it offers many services with just one message. Organizations are using Email communication to save on the cost (Storm 7). Emails are one of the cheapest means of communication an organization can use, internally and externally. Small businesses use the free sign up email providers such as Gmail, Yahoo, Hotmail among others, to enhance their internal and external communications with customers (Storm 7). Moreover, they

Pressure Ulcers in the Hospital Essay Example for Free

Pressure Ulcers in the Hospital Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pressure ulcers remain a common health problem throughout the health care system. It has been conservatively estimated that annually 1 million adults develop pressure ulcers due to faulty nursing or care management. The incidence rates vary greatly depending on the health care sector. However, pressure ulcer incidence rates for hospitals range from 0.4% to 38%, for skilled nursing facilities from 2.2% to 23.9%, and for home health agencies 0% to 17%. The development of pressure ulcers occurs when there is sufficient progressive or reoccurring pressure over time to case capillary destruction, which in the end results to tissue necrosis. The development of a pressure ulcer or failure to prevent such condition from progressing to a more severe stage can result in negative consequences for the health care system (Fitzpatrick and Wallace, p.482). Nursing research has remained at the force-front in building knowledge-based related to pressure ulcer prevention. Pressure ulcers have become a quality issue for all areas of health care. The incidence and severity of the condition are used as markers of quality of care by agencies and acute care hospitals. This emphasis on pressure ulcers across the spectrum of health-care settings highlights the importance of the condition for clinicians (Sussman and Jensen, 2007 p.337). Pressure ulcer management can be based on clinical practice guidelines, which can be a source of enhancement for care plan development. The existing guidelines are broad based and general and, as such, for a good basis for wound care when the goal is comfort as well as healing (Coyle and Ferrel, 2005 p. 320). Purpose of Research   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The purpose of the study is to illustrate the physiological relationship between wound healing and the occurrence of pressure ulcers in hospital work-settings in order to provide means to come-up with another research procedure. In this case, we have utilized various quality researches and validated supporting studies in order to illustrate probable connections. Critical analysis, comprehensive data integration, and interpretation of research outcomes are the founding methodologies applied in the course research. The value significance of this study provides awareness to the public especially in terms of what can these contributing factors impregnate to the condition occurrence. The relationship of wound healing and the occurrence of pressure ulcers are necessary knowledge contribution in the field of health care; since, this is one of the major quality indicators in the clinical setting. Problem and Rationale   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pressure ulcers or decubitus ulcerations are the result of mechanical injury to the skin and underlying tissues. The primary forces involved are pressure and shear, which is the perpendicular force or load exerted on a specific area causing ischemia and hypotoxia of the tissues. High-pressure areas in the supine position are the occiput, sacrum, and heels. In the sitting position, the ischial tubersosities exert the highest pressure, and the trochanters are afflicted in the side-lying position (Beck 2005, p.205).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the amount of soft tissue available compression decreases, the pressure gradient, consequently, increases, and vise versa. The occurrence of these pressure ulcers are greatly manifested on bony prominences where there is less tissue for compression and the pressure gradient within the vascular network is altered easily upon compression. The changes in the vascular network allow an increase in the interstitial fluid pressure, which exceeds the venous flow. This results in an additional increase in the pressure and impedes arteriolar circulation. The capillary vessels collapse and thrombosis occurs. Increased capillary arteriole pressure leads to fluid loss through the capillaries; hence, tissue edema, and subsequent autolysis results. Lymphatic flow is decreased as well, allowing further tissue edema that contributes to the occurrence of tissue necrosis (Sussman and Jensen, 2007 p.337).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unfortunately, there is substantial evidence to show that many patients develop their sores in hospital. Versluyen (1995) demonstrated that 66% of patients admitted with fractures involving hip developed pressure ulcers in hospital. This particular medical condition occurs almost exclusively among the elderly and involves immobilization for at least 24 hours. Areas such as accident and emergency, X-ray department, and theatres are all implicated in the causation of pressure sores as trolleys in these areas have been shown to generate pressures (Walsh and Ford, 1999 p.71).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pressure ulcers are serious and frequent occurrence among the elderly, especially those who are immobile and debilitated. There are estimated 1.5-3 million Americans affected. A pressure ulcer will develop in approximately 5% of patients admitted to acute care hospitals. Studies have shown that 60% of pressure ulcers develop in the hospital, 18% in the nursing home, and 18% at home. Pressure ulcers prolong the hospital stay, and the pre-operative mortality rate is increased to 27%. The prevalence of pressure ulcers in the long-term care setting is reported to be 15-25% at the time of admission (Moylan, 2003 p.55). Obstacles and Solutions The problem of pressure development is a natural consequence of faulty health care management, poor health care quality, and negligence. Such condition is now associated, especially those with prolonged pressures, with contractures and/or shearing forces that frequently occur during transfers. Without diligent behavior modification related to skin inspection, and unless intervention strategies are employed to abort the process of skin breakdown, there will always be an open invitation to local, systemic, and generalized infection caused by pressure ulcerations (Whiteneck, 1993 p.231).Various proposed treatments in enhancing wound healing of pressure ulcerations are expensive and to be considered rare; hence, the treatment means may still be unrealistic. In this case, another research to enhance pressure ulceration healing is through the use of therapeutic air mattresses. According to the research of Sinclair and the group (2004), the utilization of air mattresses can further enhance the conditions of wound healing among pressure ulceration incidents. The proposed argument of the research involves the effectiveness of traditional turning and positioning protocols, which is evidently predominant in the nursing setting, and the therapeutic air mattresses. The study has covered elderly patients not less that 75 more than 75 years of age and in a condition of long-care term facility. Upon the progression of the overall research process, the results obtained do suggest that therapeutic mattresses are effective in preventing and healing ulcers. However, considering surface characteristics between beds utilized are still on the process of determining. Therefore, the clinically accepted practice of bed turning and repositioning still needs to be adhered until further research proves such intervention absolutely effective or otherwise (Sinclair, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, further researches may be suggested especially in air mattresses’ effectiveness in providing healing enhancements as well as pressure ulcer prevention. Such procedure is more practical and publicly realistic than the other proposed treatment measures. Research in antimicrobial application for the benefit of pressure ulcers should be well researched again considering the number of subjects involved in the research. The implication of such methodologies in accordance to wound healing involves the utilization of bed mattresses as the most economic and nursing-care enhancing procedure for clinical setting. If such procedure is proven effective, nursing efforts of bed turning and repositioning shall be reduced significantly. If such procedure is proven effective, treatment measures on such condition can be enhanced in terms of cost-effectiveness and practicality. In general view, pressure ulcer occurrence in a particular clinical setting connotes decreased quality of care management; since, pressure ulcers are prevented acceptably through bed turning and repositioning; hence, such methods are essential. Prevention of pressure sores in the hospital is a complicated process involving the assessment of complicated factors and accordingly the recommendation of interventional strategies. The traditional idea that the nurse alone should be responsible for the prevention of pressure ulcers is therefore ineffective (Coyle and Ferrel, 2005 p. 320; Webster, 1991p.53). A team of nursing and medical staff responsible for this task can produce more effective outcomes in terms of preventing such pressure sore occurrences. Nevertheless, the nurse remains the most essential part of such a team and acts as the main source of information about patient condition (Webster, 1991p.53). Executive Summary and Conclusions The problem of the study is basically the occurrence of pressure ulcers among hospital setting, which on the irony, should not even occur due to the presence of clinical managers. The condition of pressure ulcer is basically caused by prolonged stationary immobility conditions of the patient, such as those with paralyzed conditions, unconscious, in coma, and basically immobile. With prolonged immobility, the parts of the body exposed to pressure, such as bony prominences (e.g. trochanters, hip area, scapular region, etc.) are the usual site for its occurrence. The etiological character of the pressure acts in two ways in order to induce the condition: (1) Obstruction of vascularization, which further impedes oxygenation of the area causing tissue necrosis, and (2) prevents healing process of the area. Pressure ulcerations have been a major health care problem as well as the indicators of adequate and proper delivery management of care. In such case, it is therefore necessary to maintain strict, adequate and the best possible appropriate intervention against the occurrence of pressure ulcerations. In the light or research developments progressing in the medical field, various wound enhancing treatments have been proposed in order to enhance the means of curing pressure ulcers. Hospital setting accounts as the highest place of occurrence of pressure ulcerations with percentage rates of 60% as of 2002 survey. The primary age group involved is the elderly individuals who are usually prone to immobilizing conditions, such as (CVA) Cerebrovascular Accident, cardiac problems, etc. With the impaired capacity of the patient to move, pressure accumulates in those sites afflicted; hence, inducing the condition of ulcerations or sore-formation. There are two basic rationales that cause the condition of pressure ulcers for the elderly: (1) aging conditions that impairs the skin integrity of the aged patients, which further predispose them from the conditions of pressure ulcers, and (2) degenerative conditions that cause their immobility. The obstacles of such condition occurrence involve the faulty care delivered by the health care managers (nurses and medical physicians). Hospital management is the prime essential intervener of the condition. In fact, clinical settings view that such condition depicts the status of health care system in the hospital. The justifications of such perspectives are based on the logic that nursing and medical interventions involved in this condition are the most basic procedure of health care field. The inadequacy of proving such care protocol is mainly the responsibility of the health care team. As with the standard protocol of bed turning and positioning, the patient obtains reduction of risks in terms of pressure ulcerations. However, nurses are not the only one involved in the care management of such condition but also the medical care team, although nurses are the primary managers of care delivery for this condition. With the advent of nursing research and enhanced interventions, air mattresses has been deemed to reduce the risks of bed sore formations. As the conducted study proposes, air mattresses reduces the pressure thus aiding in the partly oxygenation of the area exposed to pressure. Such action helps prevent and even slows down the progression of pressure ulcerations. However, due to the small population size of the research, further study has been advised. If the study is proven effective, this may provide decrease work load from the health care practitioners and also helps prevent or reduce the risk of progression of the condition. References Beck, J. C., Ferrell, B. (2005). Geriatrics Review Syllabus. Blackwell Publishing. Coyle, N., Ferrell, B. (2005). Textbook of Palliative Nursing. Oxford University Press Publishings. Fitzpatrick, J. J., Wallace, M. (2006). Encyclopedia of Nursing Research. Springer Publishing Publisher. Moylan, K. (2003). The Washington Manual Geriatrics Subspecialty Consult. Lippincott Williams Wilkins. Rai, G. S., Mulley, G. P. (2002). Elderly Medicine: A Training Guide. Informa Health Care. Sinclair etal, H. J. (2004, February). Do Therapeutic Mattresses Enhance the Healing of Pressure Ulcers in the Frail Elderly Population?. American Journal of Nursing, 62, 243-2451. Sussman, C., Jensen, B. (2007). Wound Care: A Collaborative Practice Manual. Lippincott Williams Wilkins. Walsh, M., Ford, P. (1999). Nursing Rituals, Research and Rational Actions. Elsevier Health Sciences. Webster, J. G. (1991). Prevention of Pressure Sores. CRC Press. Whiteneck, G. G. (1993). Aging With Spinal Cord Injury. Demos Medical Publishing.

Cigarettes And Their Destruction Of The Brain :: essays research papers fc

Cigarettes and Their Destruction of the Brain Smokers generally feel more comfortable after that especially important first cigarette of the day. Within just a few seconds of "lighting up," smoking activates mind-altering changes. Smokers are well aware of the long-term risks of their habit: such as lung cancer, heart disease, emphysema, and other deadly illnesses. However, smokers are attracted by the immediate effects of smoking: "a stimulant that makes them seem to feel more alert, clearheaded and able to focus on work." Smoking however, does not really have these effects; what the smoker perceives is an illusion. Nicotine begins to act on brain cells within ten seconds of inhalation, fitting into "keyholes" on the surface of the brain; the same "keyholes" as acetylcholine(an important neurotransmitter), and mimicking epinephrine and norepinephrine, giving the smoker a rush, or stimulation. Within 30 minutes, smokers feel their energy begin to decline, as the ingested nicotine is reduced. This process continues, as the smoker's attention becomes increasingly focused on cigarettes. Nicotine causes smokers' brain cells to grow more nicotinic receptors than normal; therefore, the brain may function normally despite the irregular amount of acetylcholine-like chemical acting upon it. The brain is reshaped: the smoker feels normal with nicotine in his system, and abnormal without it. A series of tests were conducted on nonsmokers, "active" smokers, and "deprived" smokers. The "active" smokers were given a cigarette before each test, while the "deprived" smokers were not allowed cigarettes before tests. The tests started simply, and then moved towards more complex problems. In the first test, subjects sat in front of a computer screen and pressed the space bar when a target letter, among 96, was recognized: smokers, deprived smokers, and nonsmokers, performed equally well. The next test involved scanning sequences of 20 identical letters and as one of the letters was transformed into a different one, responding with the space bar. Nonsmokers responded fastest, and active smokers were faster than those who were deprived from smoking. In the third test, subjects were required to memorize a sequence of letters or numbers, and to respond when they observed the sequence among flashed groupings on the screen. The purpose of this experiment was to test short-term memory: nonsmokers again ranked highest, however, deprived smokers defeated the active smokers. Subjects were required to read a passage and then answer questions about it in the fourth test. "Nonsmokers remembered 19 percent more of the most important information than active smokers, and deprived smokers bested their counterparts who had smoked a cigarette just before testing. Active smokers tended not only to have poorer memories but also had trouble

Mother-tongue Education in South Africa Essay

Introduction The question of mother-tongue education in South Africa remains a vexed one. On the one hand, it seems reasonable and desirable that learners should be able to receive education in their mother-tongue, if they so wish. On the other hand, there are some very real difficulties involved in the implementation of this ideal. The purpose of this paper is to clarify what these difficulties are, and then to suggest what needs to be done to overcome them. The intention is neither to argue for or against the notion of mother-tongue education in the South African context, nor to consider whether its implementation is practically possible, but simply to spell out what courses of action need to be undertaken if the idea is to be seriously pursued. Background The South African Constitution guarantees learners the right to receive education in the language of their choice1. Most current research suggests that learners entering school are able to learn best through their mother-tongue, and that a second language (such as English) is more easily acquired if the learner already has a firm grasp of his/her home language. Furthermore, the poor throughput rates in South African schools at the moment, where barely a quarter of African language learners who enter the schooling system are likely to reach Matric2, seems to indicate that the current practice of using English as the initial language of learning and teaching is at least one contributing factor to this problem. 1 This right is, however, qualified by the consideration of reasonable practicability, which is defined in the Language in Education Policy of 1997 as occuring when 40 learners in a particular grade in a primary school, or   35 learners in a particular grade in a secondary school, demand to be taught in their mother tongue. 2 As a number of newspapers reported, of the number of learners who entered Grade 1 in 1994 only 21.9% wrote the 2005 Matric examination. Even taking into account such factors as the repetition of grades or learners leaving to study at FET Colleges, the percentage cannot be much higher than 25%. 1.  For some years now, educationists have proposed that African language learners should be taught in their mother-tongue for at least the first three years of school before switching over to English. More recently, the Minister of Education, Naledi Pandor, speaking at a Language Policy conference at the end of 2006, intimated that this initial period of mother-tongue instruction would be extended to six years, that is, both the Foundation Phase (Grades 1 to 3) and the Intermediate Phase (Grades 4 to 6). If this proposal is to be taken seriously, there are a number of questions which need to be clarified and considered. The rest of this paper will be devoted to this task. These questions may be divided into four main headings, although, as will become evident, there is much overlap between them: language development, curriculum development, teacher education and school implementation. Language Development The nine official African languages are certainly able to function as media of communication at such levels as interpersonal conversation, narrative and cultural practice. As they currently exist, however, the standard written forms of the languages have not yet been developed to the point where they are able to carry academic discourse effectively and therefore function as full-fledged languages of learning and teaching, even at the Foundation Phase. For the most part, they are based on particular rural dialects in conservative contexts, having been standardised in the nineteenth century by missionaries for such specific purposes as proselytisation, and later by the apartheid era Language Boards at least partly as a mechanism of social  control. As such, these standard written forms remain in many ways archaic, limited and context-bound, and out of touch with the modern scientific world. In addition, these  standard forms are often quite different from the various dialects spoke n by the actual language communities, even to the point in some cases of mutual incomprehensibility (see Schuring 1993; Herbert and Bailey 2002:59f). Nevertheless, it is axiomatic, as the Canadian linguist, William F. Mackey (1992:52), has pointed out, that â€Å"the lack of standardisation jeopardises the potential status of a language† and that a language which lacks a well- established written form cannot become empowered. 2.  If they are to be implemented as academic languages of learning and teaching, therefore, the standard written forms need to be modernised, regularised, codified and elaborated. This entails a number of large-scale projects: the revision of the spelling and orthography rules of the languages; the elimination of dialectal variation in the writing of the languages; the enlargement of their vocabulary, especially though not only in the fields of science and technology, together with the creation of modern dictionaries; and the codification of their grammars, based on the actual current practices of their speech communities, rather than on otiose cultural norms. It is clear that this is a very large undertaking, which will require the provision of very large resources, both material and human. Of course, in theory it can be done, and the example of Afrikaans in this country is often cited as evidence for this. It must be remembered, however, that the development of Afrikaans was made relatively easy by the fact that it emerged out of Dutch, an already fully functional scientific language; that enormous resources were made available through the National Party government; that it was fuelled by an intensely nationalistic political will; and that it was whole-heartedly supported by a community seeking exclusivity and autonomy from English. None of these conditions obtains in the case of the African languages in the present context, which makes the  possibility of their development into academic languages far less certain. And it must be realised that all the investment put into the elaboration of Afrikaans would have to be increased at least ninefold if all of the official African languages are to be developed to the same degree. It must be noted, furthermore, that the development of the indigenous languages into academic media of communication cannot be achieved merely through the endeavours of a few scholars working in isolation, however industrious and well-intentioned they may be. This technicist and artificial view of language development is plainly insufficient. Instead, what needs to occur is that the entire intellectual speech community of each language becomes actively involved in the development of the language as academic discourse by strenuously attempting to use the language to write scholarly articles, give formal lectures, present conference paSouth Africa uses English and Afrikaans as the languages of teaching and learning.pers, produce textbooks and scientific manuals, and the numerous other activities which require a rigorous academic register. It is only when co-ordinated and 3. To give but two lexical examples, there is no equivalent in isiZulu for the word â€Å"hypothesis†, while in  systematic linguistic research is able to draw on, and feed back into, an actual, developing discourse of practice in a mutually enhancing relationship, that a language can begin to evolve into a functioning mode of academic and scientific expression. After a period of some inertia, a number of projects have recently been undertaken to develop the African languages by both the university sector and the Pan South African Language Board (PanSALB). These include the establishment of research centres at some universities, as well as the creation of new courses in translation and terminography. The nine African National Language Bodies (under the aegis of PanSALB) have initiated projects aimed at orthographic standardisation; lexicography and terminology  development; and the promotion of literature in the indigenous languages (see, for example, Webb, Deumert and Lepota, 2005). It remains true, however, that progress has not been rapid and that a very great deal more needs to be done if the ideal of the African languages functioning fully as academic and scientific media of instruction in South Africa is to be actualised. Curriculum Development If the African languages are to be used as languages of learning and teaching in the classroom, the first and most obvious step that must be taken is to translate the Revised National Curriculum Statement (the RNCS) into these languages. At the moment, the only subject curricula which appear in the indigenous languages are the African languages as subjects themselves. The rest are available in English and Afrikaans only. It is plainly unjustifiable to propose that subjects be taught in the African languages when the RNCS – the very basis of all subject content and methodology – is not available to teachers in the putative languages of learning and teaching. In the Outcomes Based Education system which South Africa has adopted, there are three Learning Areas in the Foundation Phase: Literacy, Numeracy and Life Skills. The subjects making up the Literacy Learning Area – the eleven official languages as subjects – are obviously written in the particular languages themselves. But the Numeracy and Life Skills Learning Areas have not yet been written in the nine African languages. Now, for this  Sotho one term is used for the quite distinct scientific notions of â€Å"force†, â€Å"power† and â€Å"energy†. 4. Translation to be conducted successfully, it is imperative to amplify and clarify the subject- specific terminology in the African languages, as well as to develop their capacity for generic academic discourse. Thus, it is necessary to develop the African languages as academic and scientific  languages, at least to a certain level, before the Foundation Phase curriculum can be translated, and, consequently, before one can expect teachers to begin teaching the curriculum in the learners’ mother tongues with any degree of consistency and precision. In the Intermediate Phase, matters are rather more complex. Here, there are eight Learning Areas: Languages, Mathematics, Natural Sciences, Social Sciences, Arts and Culture, Economic and Management Sciences, Life Orientation, and Technology. Moreover, within these Learning areas there may be one or more distinct subjects: for example, Natural Sciences comprises both Physical Science and Biology; Social Sciences includes both History and Geography. As is to be expected, the curriculum for these Learning Areas becomes increasingly detailed and specialised as the learner progresses through the various Grades. In consequence, the translation of the RNCS in this Phase can only proceed successfully if the African languages have been developed to a significantly higher degree as academic languages. And, at the risk of repetition, it is only once the RNCS has been translated that teachers will be able to begin teaching the various Learning Areas effectively in the African languages. Naturally, it is not only the RNCS which must be available in the indigenous languages. All textbooks, readers, support material, teaching aids, guides and literature must be made readily accessible in these languages and kept continuously up to date. This is particularly important in the fields of mathematics, science and technology where an extensive range of new terms and phrases will have to be developed, learnt by the teachers and then communicated to the learners. Apart from the translation of the RNCS and related learning and teaching materials, it is also essential that the curricula for the African languages themselves be revisited and revised. The content structure and methodology for the teaching of the languages remains, like the languages themselves in many ways, rooted in an outmoded and ineffective pedagogic model which hampers learning and diminishes interest. As a result, many learners emerge from the schooling system unable to write their own mother-tongue with  any acceptable level of competence. Moreover, since they have often not been taught English (or Afrikaans)  successfully, they find themselves unable to communicate effectively in their second language, in either oral or written mode. While they may have attained a certain level of basic interpersonal communicative competence, they lack what Jim Cummins (2000, for example) termed cognitive academic language proficiency, and thus they are unprepared for higher education or for training in a sophisticated work environment. At this point, it is necessary to make a distinction between employing the African languages as authentic media of instruction throughout the curriculum and using the languages in the classroom in an informal, ad hoc manner in some or other form of code-switching. Given the diverse linguistic profiles of many South African classrooms, together with learners’ limited grasp of English, it is inevitable that teachers will resort to a mixture of languages for purposes of clarification and explication. In such contexts, code-switching is frequently a vital and indispensable pedagogical tool. Nevertheless, if the goal is to develop the African languages into genuine academic languages, and have teachers use them as such, then code- switching cannot be viewed as anything more than a partial and transitional support mechanism. This becomes ever more apparent as learners move into the Intermediate Phase and beyond, where increasing emphasis is placed on independent reading and writing skills. Learners who remain reliant on mixed-language modes of communication will find it extremely difficult to read texts written in the standard form of a particular language, as well as to write essays and assignments and to answer tests and examinations. Furthermore, given the highly context-specific, personal and arbitrary nature of code-switching, it is impossible to construct generally comprehensible and enduring academic texts in a mixed-language format. Thus, while code-switching practices currently play an important role in many South African classroom environments, they can never be construed as constituting a target language of acquisition, or as representing a viable alternative to the development of formal academic  proficiency in the standard form of a language. It ought to be clear from the foregoing discussion just how much work needs to be done in order for teachers even to begin teaching the first six Grades of school in the indigenous languages. To suggest that such teaching could begin imminently, and to propose rapid policy changes to this effect, is both disingenuous and irresponsible. Teacher Education In addition to language and curriculum development, a crucial aspect of providing mother- tongue education in South Africa lies in the field of teacher education (or teacher training as it used rather inelegantly to be termed). In the early years of this decade the responsibility for teacher education was transferred from the former colleges of education to the universities. During the same period, the numbers of students enrolling for African language courses at universities dwindled, for various reasons, to almost nothing. Even in Teacher Education programmes where an African language is a compulsory credit, the number of students who proceed with the study of an African language beyond the obligatory first level course is negligible. There is, as a result, a real crisis in African language teacher supply. As a first step in addressing this crisis, it is essential that the government offer service contract bursaries for student teachers specialising in African languages. In this scheme, students receive a full bursary (covering tuition, board and living expenses), but then have to pay the bursary back through a year of service for every year of study in which they received the bursary. Over the past few years, such bursaries have been offered for Maths and Science students only. In 2006, however, the Minister of Education announced that such bursaries would be extended to students specialising in Technology and Languages (both African languages and English). It is gratifying to note that this service-linked bursary scheme,  which teacher education institutions have been demanding for some time, has begun to be implemented in 2007, through the Fundza Lushaka project (see Metcalfe 2007). It remains to be seen, however, whether sufficient numbers of student teachers will enrol for and g raduate in African language courses, and then whether the Department of Education has the capacity to ensure that they do actually take up African language teaching posts in the schools. Even this is not enough, however. Incentives must be provided for graduating teachers to accept employment in the rural areas and township schools where the need for teachers qualified to teach in the African students’ mother tongues is most needed. Such incentives could take the form of higher salary packages, performance bonuses and better promotional opportunities. If this does not happen, the current trend of successful black education graduates taking posts in private schools or government schools in the affluent suburban areas will continue. Here it is necessary to remember that the issue is not merely that of teaching the African languages as subjects, but rather the ability to use the African languages as the media of instruction for the entire curriculum. For student teachers to be empowered to achieve this goal, a number of further steps need to be taken. Firstly, as with the African language school curriculum, the African language curriculum at tertiary level needs to be drastically revised and modernised, so that students are enabled to study and learn these languages as effective carriers of academic discourse. Secondly, the entire Teacher Education curriculum (or at the very least the undergraduate Bachelor of Education programme) needs to be translated into each of the African languages. This would include all the official school subjects, but most especially Mathematics and the Sciences. As was noted in the first section of this paper, however, for this to be made possible the languages themselves need to be si gnificantly developed. Thirdly, it will be necessary to provide a very large number of new Teacher Education lecturers who are able to teach the newly translated curriculum in the medium of the African languages. At the moment, a very small percentage of university teacher educators are able to provide quality tertiary tuition  through the African students’ mother tongues, and even fewer in the scientific subjects. Finally, for the requisite development and continuous upgrading of mother tongue tuition at tertiary level to be possible, it is necessary for high level research to be conducted. Thus, optimally, each university’s Faculty or School of Education would need to attract and support top quality education researchers working specifically in the field of African languages in education, whether through research units, centres of excellence or individual fellowships, grants or professorial chairs. In addition to the training of pre-service student teachers, it will also be necessary to upgrade the competence levels of teachers already in the system. Universities will have to provide a range of additional courses for in-service teachers so that they are able to acquire academic proficiency in the newly-developed African languages as well as enhanced methodological skills in utilising the languages as media of instruction in all the various Learning Areas. Such courses would, of necessity, need to be taught part-time (after hours, during the vacations, or as block-release programmes) which would place an enormous burden on both the schools and the universities, and would again require a heavy investment on the part of the State in terms of additional lecturing staff, tuition and transportation costs, and perhaps even temporary teacher-replacements. Such courses would also by their very nature have to be completed over an extended period of time and would thus require a strong co mmitment  on the part of both lecturers and teachers over and above the normal duties which they have to perform in an already highly pressurised work environment. As was the case with language and curriculum development, it is evident that for all of this to become possible, the State will have to make extremely heavy investments in human and material resources far beyond the provision of the limited number of student bursaries it currently offers. Whether the State budget for education can or will ever be enlarged to meet all of these multiple costs remains unclear. Implementation in the Schools The fourth aspect of mother tongue education involves its actual implementation in the schools. Even assuming that at some point in the future the African languages have been effectively developed, that the curriculum has been efficiently translated, and that a full quota of properly trained teachers is available, there is still the question of whether schools will adopt the policy and implement it thoroughly. For this to take place, a number of stakeholders will have to be convinced of the broad benefits of mother-tongue education, not merely in a cognitive sense, but in a much larger socio-economic context. Such stakeholders include government education officials, school governing bodies, principals, teachers, and, most importantly, parents and learners. If learners and their parents do not actively desire mother- tongue instruction, then all the effort in the world will not make the policy viable. And for this desire to be inculcated, parents and their children will have to see that mother-tongue education leads to palpable benefits in such spheres as economic empowerment, social mobility and influence, and pathways to further academic opportunities. All of this raises questions of the instrumental value of the African languages in South African society more generally which, though of interest and importance, lies beyond the scope of the present paper. A more specific question related to mother-tongue education in schools concerns the role of English. No matter how rapidly or to what degree the African languages are developed, it is safe to assume that English will continue to occupy a role of crucial importance in South Africa for the foreseeable future. Even if the African languages are utilised as languages of learning and teaching in the first years of school, at some point there will have to be a switch  to English as the medium of instruction, whether this takes place after three years, or, as is now proposed, after six years. Thus, English will have to receive systematic and sustained attention, and will have to be taught  extremely effectively as a subject during the initial years of schooling so that when the transition does take place (be it gradually or immediately) learners will be sufficiently competent in the language to be able to cope with learning through it. Indeed, even if mother-tongue education were one day to be employed right through to Matric level, learners would still need to be proficient in English for the purposes of higher education where, in a globalised academic environment, English is indispensable. At the moment, however, English is, in many cases, badly taught in South African schools. Just as important as the production of large numbers of competent mother-tongue teachers, therefore, is the development of high quality teachers of English who can be deployed in the rural and township schools. Again, a system of service-linked, contract bursaries and incentives to work in areas of greatest need must be implemented immediately for student teachers specialising in the teaching of English. The Minister of Education, as mentioned previously, has included English in the list of priority subjects for student teachers, and this is to be welcomed as a long overdue practical measure. But, as in the case of African language teaching, steps must be taken, over and above this, to ensure the upgrading of in-service teachers in terms of academic proficiency in the language, content knowledge and improved methodological practice. It is a simple truism that any educational system which prioritises the African languages at the expense of English is destined to fail at the levels both of practical reality and educational theory. As even so avid a proponent of heritage languages as Tove Skutnabb-Kangas has observed, in multilingual societies it is essential that all learners are enabled to â€Å"learn enough of the power language to be able to influence the society or, especially, to acquire a common language with other subordinated groups, a shared medium of communication and analysis† (1981:128). In the best of all possible worlds, learners, especially in areas where English is rarely used, would begin their schooling in their mother-tongue and then at some point switch over to English as the medium of instruction, having acquired enough English through subject study to be able to cope with it. At the same time, they would continue to study their home languages as subjects in a model of additive bilingualism. Conversely, in areas where  English is able to be used as the language of learning and teaching from the outset, it is just as important that learners acquire proficiency in at least one official African language. In schools where Afrikaans is the medium of instruction, it is not unreasonable to require that in 10 addition to their mother-tongue, Afrikaans-speaking learners acquire both English (as they invariably wish to do anyway) and an African language. From this it ought to be apparent that there can be no single language policy which would suit every school context in South Africa. The society simply remains too disparate and differentiated for any â€Å"one size fits all† system to be practicable or even desirable.4 What is not unfair to expect, however, is that by the time learners leave school they will all have full academic proficiency in at least one language (for the moment this would continue to be English or Afrikaans) as well as some degree of academic proficiency in one and perhaps two other official South African languages. However, even within this ideal linguistic scenario, there are some possibly unexpected and certainly ironic implications. For schools seriously to implement initial mother-tongue instruction (followed later by English) means that schools would have to be divided into particular language groupings, and learners would have to attend a school offering their particular language. While this does happen informally to a certain degree, a formalised policy would in effect return South Africa (at least in the primary schools) to a kind of linguistic apartheid reminiscent of a former era. Even in the unlikely event of township schools being able to offer parallel medium education in two or more African languages, there would still effectively exist a language apartheid between the various classes within the school. It is not clear whether the current proponents of mother-tongue education in this country have thought through these matters with sufficient care. Finally, there remains the question of individual choice, and this brings the present discussion full circle. In any democracy parental (and learner)  choice is paramount, especially when it comes to such issues as the language in which a child is to receive his or her education. It is no small matter that this right is enshrined in the Constitution. If, after all is said and done, parents continue to insist, as the majority currently does, that their children be educated in  Colin Baker (2006:215f) provides a typology of bilingual education in which ten main models, each with multitudinous sub-varieties, are discussed. Which of these models would be best for any particular South African school is a complex matter, and is clearly best left to each specific School Governing Body to decide.   This is borne out by the FutureFact 2006 survey, which reveals that, â€Å"apart from the Afrikaans community, between 60%-67% of all other language groups feel that English is the preferre d language for education†. Indeed, of the remaining 33%-40% of the sample, less than 20% preferred mother-tongue education (at whatever level); the remainder stating no preference. In addition to this, 82% of the sample claimed to be able to read and understand English, and, again apart from the  English rather than their mother-tongue, then the onus rests on the State to ensure that this is provided as effectively as possible for everyone who wants it. And if this does indeed continue to be the will of the majority, then the State must take far more active and extensive steps to improve the teaching and learning of English in South African schools than has hitherto been the case. No language in education policy which is forced on the majority against its will can ever succeed, and will serve only to perpetuate the unequal and inefficient conditions which currently exist in South African education. References Baker, Colin. 2006. Foundations of Bilingual Education and Bilingualism (4th edition). Clevedon: Multilingual Matters. Constitution of the Republic of South Africa, Act 108 of 1996. Cummins, Jim. 2000. Language, Power and Pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual matters. Department of Education. 1997. Norms and Standards Regarding Language Policy; Language in Education Policy. Government Gazette No.685, 9 May. FutureFact 2006 Survey. Languages. (Available at http:// www.futurefact.co.za/ 2006 survey.html.) Herbert, Robert K. and Bailey, Richard. 2002. The Bantu Languages: Sociohistorical perspectives. In Rajend Mesthrie (ed.) Language in South Africa, 449-475. Cambridge: University Press. Mackey, William F. 1992. Mother Tongues, Other Tongues and Vehicular Languages. Perspectives 81 22(1):45-57 (my translation from the French). Metcalfe, Mary. 2007. In Search of Quality Schooling for All. Mail & Guardian (Getting Ahead) January 26 to February 1:4-5. Pandor, Naledi. 2006. Language Issues and Challenges (opening address at the Language Policy Implementation in HEIs Conference, Pretoria, 5 October. Available at http://www.education.gov.za/dynamic/dynamic.aspx?pageid=306&id=2290. Schuring, Gerhard K. 1993. Language and Education in South Africa: a policy study. Pretoria: Human Sciences Research Council. Afrikaans community, between 72%-77% of all other language groups believe that English should be the main official language of South Africa. 12 Skutnabb-Kangas, Tove. 1981. Bilingualism or Not: the Education of Minorities. Clevedon: Multilingual matters. Webb, Vic, Deumert, Ana and Lepota, Biki (eds). 2005. The Standardisation of African

Compare and Contrast High Fidelity Novel and Film Essay

High Fidelity, the novel written by Nick Hornby, and the film adaptation, directed by Stephen Frears, both portrayed the vital information for the plot however, Hornby was able to convey the ideas better through literary techniques. The novel was adapted into a feature film in 2000 starring John Cusack as Rob and directed by Stephen Frears. The movie was accurate in portraying the novel to a certain extent. The film was able to successfully represent the main ideas of the original novel but when it came to the minute details, it was lacking the contributions of the story that gave it a certain tone that the Hornby, was trying to convey to his audience. The most noticeable differences are: the importance, or the unnecessary significance, described of Rob’s previous girls other than Laura; the visual similarities of the characters of the novel to the characters of the film; and the use of literary techniques and filming techniques that add emphasis to the story in different ways from the novel and the film’s perspectives. The opening prologue that sets the tone for the novel describes the top five break-ups that Rob has encountered in his life, making a point not to include Laura, his recently ex-girlfriend, because â€Å"those places are reserved for the kind of humiliations and heart breaks that [she is] just not capable of delivering† (13) . Rob spends the opening of the book talking about his top five break-ups, but after that he only references them again when he was trying to figure out what went wrong in each of his relationships prior to Laura. This is different in the film. The film tries to place more importance on his previous break-ups and relationships than is absolutely necessary. The novel talks briefly about the break-ups in the prologue, but the film draws out Rob’s explanation of the failed relationships trying to give the perception that they are incorporated into Rob’s everyday life. In the film, Rob narrates about his failed relationships while going through his daily routine. He narrates to the audience of each of his top five worst break-ups in times throughout the day where a normal person would carryout their daily routines. Doing this in the film gives the audience the impression that the ex-girlfriends are going to pose as important characters throughout the main character’s journey, which is not in true accordance with the novel. Along with the remembrance of Rob’s top five worst break-ups, the films also imposes emphasis upon Marie LaSalle, an exotic and mysterious artist that Rob has a one night stand with. The novel speaks of Marie in passing, only recognizing her as an artist that Rob had a one night stand with who was the deciding factor in Rob’s wanting to be Laura because he loved her. On the contrary, the representation of Marie LaSalle in the film is that of a potential fling of Rob’s that almost created a love triangle between Rob, Marie, and Laura, a different plot line than what was intended by the novel. Nick Hornby went into great detail about how the characters looked, specifically referencing Rob’s relationships. When comparing the descriptions Hornby gives of each woman that Rob was in a relationship with in the novel to the actresses that were cast to play those roles in the film, there are no similarities other than the lines they spoke. In the novel, Rob describes Laura to have â€Å"her hair cut, same as usual, very short, sixties short, like Mia Farrow, except – and [he’s] not just being creepy – she’s better suited to this sort of cut that Mia. It’s because her hair is so dark, nearly black, that when it’s short her eyes seem to take up most of her face† (121). In the film, however, the actress cast to play Laura, Iben Hjejle, is a blonde with shoulder length hair that does not have big eyes, rather, she has a very strong jaw bone and small eyes. Although the novel was only written a short five years previous to the making of the film, changing the look of Laura in the film may have been done to better suit the style of the early 2000s rather than that of the mid 1990s and to also make a better distinction of the different settings in the novel and film. The looks of London in 1995 were much different than those of Chicago in 2000. The novel wanted to better capture Laura’s style of the 1995 skinhead movement of the European fads, as described in the novel, whereas the film was trying to portray Laura as being more of a punk in modern society trying to break into the working class. Laura was not the only woman in Rob’s life that was not translated correctly from the novel to the film; the description of Maria LaSalle was also lost in translation when trying to create her to be an on screen character. In the novel, Rob describes that â€Å"Marie is pretty, in the that nearly cross-eyed American way – she looks like a slightly plumper, post Partridge Family, pre-L. A. law Susan Dey – and if you were going to develop a spontaneous and pointless crush on somebody, you could do a lot worse† (77). Describing Marie as being similar to an actress from the American television show the Partridge Family gives the impression that she is an all-American woman, given that the audience has an already perceived knowledge for American television shows. Rob is interested in Marie not only for the fact that she is a musician, but also that she is an exotic figure in the eyes of a British man. American women in Europe are just as exotic and mysterious as a non-American woman coming to the United States; men are infatuated with the unfamiliar, thus drawing Rob to Marie. The novel intertextualizes Marie to have looks similar to Susan Dey, who is a white female with a sort of free-spirited style closely related to that of a hippie, leading the audience to believe that Marie LaSalle was an average American, white woman with an Indie style. In the film, however, Lisa Bonet is cast to play Marie LaSalle; she has mixed skin and the style that is closely relatable to Alanis Morissette, who also has a free-spirited style but in a darker manner than Susan Dey. Because the film was not set in Britain, there was a need to find an actress who had exotic looks from the perception of the average American. The film was successful in portraying Marie as an exotic and mysterious character to the American culture thanks in large part to the acting of Lisa Bonet, but the film was not fully able to portray Marie LaSalle as being as unfamiliar to the American culture unlike the portrayal of her in the novel. What made the novel relatable to the audience was the intertextuality that was used to help portray Rob’s ideas so that the audience better understood what he was thinking and relating his situations to. Being that a film is not able to have a continual background of narration, it used music to help portray Rob’s ideas. Using background music as a character in the film helped to better translate the ideas and inner dialogue of Rob that cannot fully be portrayed in the film. In both the novel and the film, he was such a big believer as music being an essential part to a person’s life so this also bettered the adaption of Rob’s character from the printed version to the film. The intertextuality in the novel that was not easily noticeable in the cinematic version was Hornby’s instances of relating Rob’s life to major films easily identifiable to the audience, for instance, when Rob relates his life to the movie When Harry Met Sally. At one point in the novel, Rob is questioning happiness and says that: â€Å"surely people who are happy should look happy, at all times, no matter how much money they have or how uncomfortable their shoes are or how little their child is sleeping; and people who are doing OK but have still not found their soul mate should look, I don’t know, well but anxious, like Billy Crystal in When Harry Met Sally† (257). In the film, music becomes an aid to better understand the tone and storyline of the scene. I Want Candy† is playing in the background when the film is flashing back to show Rob’s first relationship with Alison Ashworth. This is done to try to express the immaturity that Rob is stuck in at that moment. Since the film cannot have a continuous narrator and the novel does not have a soundtrack, each uses what the other cannot in order to enhance the intended tone and original ideas portrayed in the novel. In conclusion, the fact that the film changed the setting was a major contributing factor of the differences and misconnections of the novel to film. Because the setting was not in England, there was a need to make a transition from British pop-culture and British perceptions to American pop-culture and perception so that the film could be more relatable to its American audience. The use of techniques that can only be used in certain artistic mediums, such as soundtracks and intertextuality, helped to better translate the novel to a film. In all, the film was able to present the ideas and plot in a restricted way but still in an entirety that Nick Hornby was able to do with more detail in his novel.

Free Essays on Good & Bad People

Our life begins in our mother’s womb. At birth every child is born pure and innocent. We are God’s most fascinating creation and one of life’s greatest miracles. Later genes and society determine our behavior and personality. We all want to be good but it’s not easy. To be ethical is difficult because of the society we live in. Some children are fortunate because they have good parents that come from a good background and are able to guide them and influence them in their lives. Others are lest fortunate and have parents that are easily lead into temptations and they lead their children into crime and violence. I always ask â€Å" can someone be born evil or does society conform you into evil. Anger and spite can easily lead to evil. In the Bible evil is portrayed as the devil who roams the earth. Some people sue comb to the devils call and commit evil acts such as murder, robberies, and criminal crimes. I related the 2 factors to the world and believe there is just as much bad people as their good people. In today’s society, there is so much corruption that we are led to believe that the world is largely populated with uprightness people. As a child of ‘generation x’, strongly believes that the world contains more moral people than immoral people. There are so many human beings who dedicate their lives to making this world a safer and better place to live. Giving a hand to someone in need only makes you a better person. Parents who provide their children with stable lives, doctors, social works etc. only add to the many ethical and righteous people out there There is a good and bad in all of us, but this is up to us to shine our true colors. We choose our path in life, and should you choose a life in which you violate rules and regulations and cause harm and suffering to others, eventually you will suffer the consequences it is easier to be immoral than moral, but which is more beneficial in the end ?... Free Essays on Good & Bad People Free Essays on Good & Bad People Our life begins in our mother’s womb. At birth every child is born pure and innocent. We are God’s most fascinating creation and one of life’s greatest miracles. Later genes and society determine our behavior and personality. We all want to be good but it’s not easy. To be ethical is difficult because of the society we live in. Some children are fortunate because they have good parents that come from a good background and are able to guide them and influence them in their lives. Others are lest fortunate and have parents that are easily lead into temptations and they lead their children into crime and violence. I always ask â€Å" can someone be born evil or does society conform you into evil. Anger and spite can easily lead to evil. In the Bible evil is portrayed as the devil who roams the earth. Some people sue comb to the devils call and commit evil acts such as murder, robberies, and criminal crimes. I related the 2 factors to the world and believe there is just as much bad people as their good people. In today’s society, there is so much corruption that we are led to believe that the world is largely populated with uprightness people. As a child of ‘generation x’, strongly believes that the world contains more moral people than immoral people. There are so many human beings who dedicate their lives to making this world a safer and better place to live. Giving a hand to someone in need only makes you a better person. Parents who provide their children with stable lives, doctors, social works etc. only add to the many ethical and righteous people out there There is a good and bad in all of us, but this is up to us to shine our true colors. We choose our path in life, and should you choose a life in which you violate rules and regulations and cause harm and suffering to others, eventually you will suffer the consequences it is easier to be immoral than moral, but which is more beneficial in the end ?...

Career Path for Acounting Essay Example for Free

Career Path for Acounting Essay It is always so hard to give the exact number of people who have majored in accounting, but one thing that I know is that the demography is very wide and large. This is because they have different reasons for majoring in this career path. The most common reason to all people is because accounting is a marketable career and they merely want to find a job. The number of people majoring in this field is growing immensely and the most important thing is to consider the main reason of joining this profession. Some people will claim that when they were in high school, this was their best subject and they loved it and so they will need to major in it. I believe the best reason for majoring in accounting is because it has wide varieties of career path that one can major in. People should understand that this field is not all about debits and credits. It is more of a communicating language in the world of business and this is why many chief executive officers hold a degree in this field. In the day today life it is usually one of the most common undergraduate degree programs. The most important thing is to make certain that all of the people who are in this profession understand business and that is why many people who have ventured in accounting always have considerations for such posts. The most interesting part of this career choice is that most of the time the people who venture into it will always have the best job positions waiting for them because many people always have a notion that it is a difficult discipline. The employment opportunities are abounding for the graduates majoring in accounting. The government figures shows that at least 1.2 million of jobs are held by accountants every year. According to the Feldmann, 2009 and also the survey done by the Institute of Certified Public Accountants (AICPA, 2000) the graduates are declining but after revisiting their research in the year 2005, it reflected an increase in number of the accountant graduates. This has become a relief to many accounting recruiters. According to the 2007 Employment dynamics and growth expectations (EDGE) 57% of the hiring managers have a difficulty when hiring qualified staff. This call for a necessity of accounting graduates, which fortunately is increasing day after the other as the business enterprises increase. After attaining a degree in this sector, most of the students always opt to become public accountants as the first career choice. The choice of either taking job as a private accountant depended on the fact that they had to make choices among the salary values offered to them. None of them like to work in the non profit organizations. They also venture to work in a CPA company because this will give them an opportunity to venture in areas that they want to experience especially in the write up sector and auditing. This will offer them the necessary experience and that is one of the things that have invigorated so many students in venturing in the public sector option. One may also opt to venture in the private sector which is immensely lucrative. Some of the student will always like to work for the company which is rising up in this sector, but this will be determined by the level of research one is willing to do. This will give them a chance to grow and nurture their career paths in different sectors. I would advise the graduates to incline towards the public sector especially the government and non profitable sector which will provide them with the best job security even if the salary is low. There are several things that an accountant can do after they have completed their undergraduate degree. One can choose to specialize in different areas of this field, but most of all have the kind of skills that can enable them in doing so. One of the areas that is very common for people who have done accounting. Auditing is one of the areas that one can venture in. It is one of the basic areas that people have chosen to build their careers in. This kind of job involves checking of ledgers and financial statements for an organization so as to determine if they are making losses and are they spending the cash that has been allocated to them accordingly. In the era that we are in today, the work of this nature has been automated and mostly they just need to key in the values accordingly and they are going to get the right kind of statement. They ensure that the values that are presented are for the financial year contains the right values. Accounting career paths are very varied and this is why many a times one has to consider the path that they want take. Many people after they have cleared school do not have an impression where to flinch their careers but the many options have in these career paths that can be taken. Book keeping is another thing that they can do. These are the people who keep records of invoices, payments and other revenue coming for a company or an individual. In many cases they will always want to venture in this area accordingly. Another area, which they would venture in is becoming general accountants. This is almost the same to a book keeper, but they make accruals and the necessary adjustments in the accounting records. In the large organizations, they are usually placed in departments like human resources department dealing with the payment of the staff. Another area is when one becomes a controller. These are the people who are responsible for the accounting department. They usually work in the public sector but also venture in the private sector and they are usually in charge of cash flow for the organization. For one to reach to such a position, one must work and put a lot of determination in the work that they do. The other job, which is available for them is becoming a forensic accountant. These are the people who work with the government or the persons who are accountable for auditing and investigating crimes which are related to accounting frauds and other related things. These people should ensure that they posses some level of law knowledge because this will assist them in identifying areas which have been altered and assist in prosecution of the culprits. A budget analyst is another thing that they can do. This is because they are able to interpret many things, which are recorded in the budget. This is a very crucial and involving work because they are the people who are responsible in the making of financial plans for businesses and other organizations especially the government agencies and other non profitable organizations. The professionals who have taken up these works can take up these jobs in both the private and the public sectors. The people who take these kinds of jobs should be very innovative when it comes to the negotiation process and that is why they should have good personal and interpersonal skills. Financial accounting is another sector that one can venture in. These are the persons who are accountable for the preparation of financial statements of the available businesses or any enterprise. These are the persons who are used to make decisions when there is a merger which is going to take place in any company. This is because these people Are gifted to study the fiscal statements of the two companies and determine if there is a need for merger and if one of the companies is taking advantage of the other or not. They are also responsible for forecasting to determine the returns that will be experienced by the companies when they merge. It is important to make sure that these people are responsible for the financial and accounting processes. Management accounting is a very busy position in any organization. This is why many people are able to have the kind of decisions that are deterministic in the process of capital budgeting and the area of analysis of contracts. Control on businesses on the expenses and the cost analysis is done by these people. They usually make sure that they work in close contact with the people responsible for the marketing sector since they assist in a big way when it comes to the making decisions which are good for the welfare of the company. Taxation is another area which they can take up. This is for persons who would like to become tax accountants. These are the people who work for both companies and individuals. They usually prepare statements which either for a corporation of personal income. It is a boost for the individual who is doing this kind of work to have good knowledge background of the necessary kind of economics which is being used by these people. Accountants are also responsible for advising individuals when it comes to venturing in different kinds of businesses. This is because they are the people who have the knowhow on the issues that are present and current in the business world. It is very good to ensure that the people who need services can be given independent and privately. Budgeting and other issues, which are associated with the business are given and offered to the people accordingly. This is very usual for the companies which need a lot of desecrate business especially those that are being faces with of competition. They need individuals who are trustworthy and can be able to keep a secret and the customer’s information private. Some individuals have also opted to continue with their studies even after becoming qualified accountants. They continue for MS to become licensed, Certified Public Accountants. This is a person who is approved by the state to finance financial information in the public companies to give accurate results. These are the individuals qualified to start their own auditing firms if they do not a favouring or well paying job opportunity (Felix 2010, 56). Thus the study found it advisable for the accountant graduates to continue to this level for better and higher chances of employment opportunities and also private or self employment enterprises. The study realized various career choices coincide with the accountant career path. Though the rate of accountant graduate seems to increase year after the other, the job opportunities are also increasing since many people are venturing to businesses which requires accountants to deal with the financial analysis. Each and every sector starting with the individual enterprises, the public, private and nongovernmental organizations cannot be successful without the accountants. These are important personnel since every business is after making profits and thus accounting careers like the auditing department are important to examine whether the business profitable or not. The private and public sectors also requires accountant staffs that are qualified to analyze their financial status and thus, realizing on the areas that needs improvement. Some students lack the opportunity of joining any of the discussed careers especially because of some issues like corruption and high competition. Nevertheless such students are not supposed to be frustrated but to come up with other activities that utilize their qualifications. A number of graduates who have lacked a position in the public, private, or the non profit organizations have started their own auditing firms. They run their own business as private auditors and are employed casually by these organizations. Other graduates have set their small microfinance businesses. These are industries which are growing at a high rate. For the qualified accountants their operations are easy and beneficial. These enterprises have become common in the rural areas and in areas with small scale business. Some of the accountants are joining hands to operate such businesses as partners. Some of these enterprises have grown to become Sacco’s and eventually banks. continue for MS to become licensed, Certified Public Accountants. This is an individual who is licensed by the state to finance financial information in the public companie s to give accurate results. These are the individuals qualified to start their own auditing firms if they do not a favouring or well paying job opportunity (Felix 2010, 56). Thus the study found it advisable for the accountant graduates to continue to this level for better and higher chances of employment opportunities and also private or self employment enterprises. For people who have advanced in these areas and actually had the best payment package compared to having a degree alone. This is why I would advice many people to make sure that they have taken the issue of taking CPA in an extra way to be able to make more money and have better jobs. Many people who have licences and certifications are able to have the best things in the career paths toward getting the best jobs possible. Every qualified accountant expects a salary that is higher than for any other undergraduate from a number of business schools. There is also an expectation of initiation into an exclusive professional club of the practicing accountants. This is a symbolic status that makes one feel to have an important and recognized rank in the society. Unfortunately these expectations are rarely met in the current society. Quite a number of students have joined the account career. This is making this field to have more than the required participants. In other words the supply is overtaking the demand. With high expectations of having a unique status, what happens when one fails to achieve this goal? One is also interested with the queries like where an accountant career path can lead one to or if there are there other industrial areas related to accountant career that such a graduate could get involved to utilize his knowledge. For students who are clearing from the universities i would advise that one who is trying to learn about a good accounting career path should have a wide variety of choices especially if he has a degree in accounting. One’s initial selection depends on the feeling about a primary direction that he believes is of interest to him. There are various general areas where one can choose to work in for instance private, public, government linked, or the non profit making organizations. For newer graduates, it is advisable to work with a CPA firm since it gives an opportunity to examine a number of industries and experience of both the audit and write up functions. One may also decide to join a private sector which is more beneficial, nevertheless it is advisable to first investigate on any industry that lies as a choice and go for the one that is fast growing. This gives an opportunity for expansion of ones career and thus wider rooms for advancement. Where one is inclined in a public service or a career in a government or non profit making organizations, one gets a good chance of exploring in various issues and can easily make changes which are beneficial to a the whole society or even the nation. All the government offices, in all departments, require accountant personnel that are talented. These offices include the FDIC, IRS, Comptroller of the currency, General services administration, military branches departments, health ministries, environmental ministries, to mention but a few. Any accounting working area, be it in government, public, or private sectors, will always lead to an interesting financial rewarding and beneficial careers. Though some of these careers overlap they vary in focus and lead to a challenging, professional life. In conclusion I would say that Accounting is a career that moulds accountants; these are persons that are responsible in the provision of data that is mainly required to make an assessment on the future and current economic activities. Accountants performs various duties, which include planning tax strategy, calculating the computing cost, preparation of financial statements, developing information technology, measuring financial performance, to mention but a few. This suggests that there are various and different accounting career paths which are beneficial in one way or another and can fit different people. Though some of them overlap, each of them has a specific focus. For successful career people should be able to do the best that they can do to advance this sector. Many technological advances have been made to ensure that these people who take up this course are able to save time and actually do their work better too. Career Path for Acounting. (2016, Dec 24).

Creative Writing (Introduction to Nursing and its fields of Practice.) Essay

Creative Writing (Introduction to Nursing and its fields of Practice.) - Essay Example What is clear however is hatred. None seems to care about each other anymore. So the war went on. So fierce and so long with all sides wanting to win it badly that all resources, both material and human were directed to the war effort. It had gone too long that once the rich countries of United States and Europe had become destitute and so are those in the Gulf Countries. Nobody seems to win the war but the very idea that the hatred of both sides is fed with destruction and maim, is already enough to justify the war effort. Everybody seems to be a soldier. Except for the nurses. They were not part of the destructive aspect of war for they are assigned to heal the wounded and the dying. They also find no reason to join in the war nor have the stomach for the killings which is reduced to barbarism. With all the despair, killing around them, the nurses just comforted themselves with their profession working diligently with the consolation that they are able to touch those who are under their care which is a big relief in a time when people no longer care about each other. It is because hate seems to become the norm and the air that people breathe. Hate became so thick one can almost touch it and anything beyond it such as love, compassion, care and humanity seemed to be consumed all by hate. Then there was Florence and her friend Nightingale. Probably the aberration in the present order of things. The two of them were the head nurses of two opposing forces in the world, the western part of the world now dubbed as Sodom and the eastern part of the world known as Gomorrah. Both Florence and Nightingale were friends when they were still in nursing school but were separated when the war broke out the very day after their graduation. Florence had to go back to her home country in the United States while Nightingale had to go back to the United Arab Emirates. Their regions who used to be friends suddenly became at war and they did