Apush: the Enduring Vision Ch 27 Notes

The Cold War (continued) Chapter 27 to page 837, plus 863-64 in Chapter 28 The Eisenhower Presidency 1. Eisenhower – What type of chief executive was he? He gave peace and stability. He gave a sense of unity, inspired confidence and even Democratic liberalism and republican like him . With McCarthyism and desegregation of schools, he had a hand off approach. 2. â€Å"Dynamic Conservatism† – How did it differ from conventional conservatism? – Reduce taxes, contain inflation, and govern efficiently without surrendering the fundamentals of the New Deal. 3. William F. Buckley, National Review, John Birch Society – A young conservative yale graduate who founded the National Review in 1955 -> claimed that domestic communism was a major subversive threat. John Birch Society was at the top of this belief, it also denounced Eisenhower as a communist conspiracy. 4. Joseph McCarthy and the Army-McCarthy Hearings – THE DOWNFALL OF McCarthy. He was made that one of his aides had not received a draft deferment, so that senator accused the army in 1954 of harboring communists.Army countered saying that he had tried to get preferential treatment for the aide who had been drafted. ON NATIONAL TV. Died 1957 from alcoholism -> fear still lingered of communists HUAC still alive.5. Interstate Highway Act ( 830) – what effects did it have? – In 1954 Eisenhower set up a high powered commission to recommend a highway program that would cost as much as the war. – over 100 billion spent- largest and most expensive public works scheme in American history. – freeway helped unify Americans by increasing the accessibility of once distant regions. FAST FOOD CHAINS MICKEY D’s26.Earl Warren – new chief justice in 19537. Jencks v. U. S. – Court held that the accused had the right to inspect government files us ed by the prosecution8. Yates v. U. S. -The justices overturned the convictions of Communist Party officials under the Smith act. Essentially ended further prosecutions of communists. -> opposition to warren from the right wing9. Brown v. Board of Education, â€Å" all deliberate speed,† – End of segregated schools.10. Orval Faubus – Arkansas governor mobilized the state’s national Guard to bar nine AA students from entering the school .11. Southern Manifesto – In 1956, more than a hundred members of Congress signed this, denouncing Brown as â€Å" a clear abuse of judicial power. †12. Civil Rights Acts of 1957 and 1960 – 1957 : the first since Reconstruction, est a permanent commission on civil rights, but did little for black votes. 1960 strengthened it. Neither act empowered fed officials to register AA to vote. The Cold War Continues13. Korean war armistice – July 1953 established 38th parallel b/n North and South Korea. Ei senhower veiled nuclear weapons right before the armistice was signed.14.John Foster Dulles and â€Å"brinksmanship† – Secretary of State for Eisenhower, a Presbyerian, crazy religious -> wanted holy war against atheist. Brinksmanship, the art of never back down in a crisis, even if it meant risking war ( opinion against communism)15. Atmospheric Test suspension – In 1958, as a first step toward a test-ban treaty, both the U. S. and Soviet Union temporarily suspended nuclear testing. This informal moratorium on nuclear testing was ended in September 1961 by the Soviet Union. Two weeks later, the U. S. responded by conducting its own test series.The resumption of nuclear testing produced much radioactive and political fallout. The public concern about the fallout danger finally produced enough political pressure to force negotiations of a test-ban treaty.16. Emphasis on nuclear weapons as â€Å"more bang for the buck† – instead of traditional force, now the new look defense program promised more bang for the buck, NUKE EM for def.17. Shooting down of US spy plane –18. Allen Dulles – CIA commander chosen by Eisenhower, a veteran of wartime operations (brother is SoS)19. CIA & Iran – 1953, CIA organized coup to overthrow government of Iran in fear of oil fields to Soviets. Replaced prime minister with pro-American Shah Reza Pahlavi. -> Iran hatrid20. CIA & Guatemala – 1953 overthrew leftist elected government in Guatemala because took took United Fruit Company land, and then we took em back.21. Indochina (Vietnam) – Most extensive CIA operations happened here in the 1950s. With the outbreak of war in Korea, and Communist MAo Zedong – > Indochina key battleground. U. S aids 75% of French forces. But they still lost. French wanted their help! What shall they do?22. the Geneva Peace Accords US rejection of the Geneva Peace ACcords – international conference hich arranged a cease-fire and temporarily divided Vietnam. United States never agreed to this. United States created SEATO.23. Division of Vietnam – 17th parallel.24. the National Liberation Front – Diem’s opponents created the NLF, backed by North Vietnam, the insurgency attracted broad support and soon controlled half of South Vietnam. DIEM cOST 1 billion. (DEAN SHUDA BEEN IN NAM)25. Ngo Dinh Diem – U. S made this anti communist Catholic man the premier, then president of an independent South Vietnam. CIA agents helped Diem train his armed forces and block the 1956 election to unify Vietnam. They did this because if there was an election, likely 80% of the population would have voted for communism. NO DOMINO.26. â€Å"domino theory – If one country falls to communist, more will follow. Do not let Vietnam fall. If it did, Burma, Thailand, Indonesia, and the rest of Asia would eventually fall.27. The Suez crisis- In 1954 when Gamal Abdel Nasser came to power in Egypt, he canceled a previous loan from the United States to finance the government, which followed the nationalization of the British-owned Suez Canal. British believed the Canal to be the lifeline of their empire -> take it back by force! British supported by France (fear Arab nationalism in their Algerian colony) & Israel ( fear of Egyptian Army). – Egypt attacked 1956 –> Ike was mad because war could drive Arabs to Russia. –> Eisenhower Doctrine28. Eisenhower Doctrine – 1957, proclaiming that the UNited States would send military aid and, if necessary, troops to any Middle eastern nation threatened by â€Å"communist aggression. † –> 14k troops in Lebanon in July 1958 to quell a threatened Muslim revolt against its pro-western regime.29. Military industrial complex. Cold War Activism30. Space race/ Sputnik/ NASA / NDEA / ICBM – NOtes31. Kennedy Tapes -Secret tapes recorded inside the white house that only the president and two secret CIA ag ents knew about.32. Peace Corps – created in 1961, exemplified the New Frontier’s liberal anticommunism. By 1963, there were 5k volunteers in Third World countries including teachers, sanitation engineers, crop specialists, and health workers.33. Fidel Castro & Che, Cuban Revolution (1959) -From US supported Dictatorship to Communist run dictatorship. At first people liked Fidel Castro Overthrowing the previous president and promoting democracy but that didn’t last long†¦Ã¢â‚¬ ¦.34. Bay of Pigs fiasco. Any conflict with Good Neighbor Policy- JFK really messed up. he deprived the 15k anti-Castro exiles of air support. JFK accepted the blame.35. The Berlin Crisis and the Berlin Wall. – Notes 36. The Cuban Missile Crisis / how started? / major players? / Options? / Deal? – USSR set up missile bases in Cuba, US spy planes find out. Khrushchev lied straight to JFK face. Options: Airstrike, Invasion, Blockade, Negotiation. (ask for more? )37. Nikita Khrushchev – Premier of USSR38. Robert Kennedy / Robert McNamara – Attorney General, and Secretary of Defense.39 . he â€Å"hotline† – Two months after signing an agreement to establish a 24-hour-a-day â€Å"hot line† between Moscow and Washington, the system goes into effect. The hot line was supposed to help speed communication between the governments of the United States and the Soviet Union and help prevent the possibility of an accidental war. In June 1963, American and Russian representatives agreed to establish a so-called â€Å"hot line† between Moscow and Washington. The agreement came just months after the October 1962 Cuban missile crisis, in which the United States and Soviet Union came to the brink of nuclear conflict.It was hoped that speedier and more secure communications between the two nuclear superpowers would forestall such crises in the future. In August 1963, the system was ready to be tested.40. Atmospheric and unders ea test ban treaty – In 1958, as a first step toward a test-ban treaty, both the U. S. and Soviet Union temporarily suspended nuclear testing. This informal moratorium on nuclear testing was ended in September 1961 by the Soviet Union. Two weeks later, the U. S. responded by conducting its own test series. The resumption of nuclear testing produced much radioactive and political fallout.

Children Literature Essay

No one can explain the literally unprecedented Harry Potter phenomenon, starting with J. K. Rowling, now 35, whose life has been changed utterly by the product of her imagination. Seven years ago, she was the single mother of a small daughter, living in a two-room flat in Edinburgh, listening to mice skittering behind walls. Now she is internationally famous and earning, according to various estimates, somewhere in the range of $30 million to $40 million a year. Once, during a bad patch, she dreaded the hostile looks she would attract while lining up at the local post office to claim her weekly income support check. Now however she still gets lots of stares, but in the reverse order (Neil 45). Yes, it true J. K. Rowling life has chanced and her books has been the hottest commodity for commercialization since forever. THESIS: There has been a lot of controversy regarding the Harry Potter book series, the scope of the controversy range in conversations from schools, churches, board rooms, colleges and universities. Some of the discussions have been positive and some negative, but mostly what everyone is saying is that the Harry Potter book series will become a classic, because when compared to other children literature books they are just good or better than most, if not all of the other children’s books. In this essay I will prove the point that the Harry Potter books have all that it takes to become part of the literary canon. I will compare the Potter books to five children literature books to determine their literary authentic. I will look at the Potter books from a Philosophy prospective to give a clear concept about the books. I will compare opinions of lay persons, and scholars, and lastly I will discuss the affects that commercialization have had on the books. The books that I have chosen to compare the Potter books are: â€Å"The Chronicles of Narnia,† â€Å"Alice in Wonderland,† and Through the Looking Glass,† Hackberry Finn,† and â€Å"the Wizard of Oz, I have chosen these five books to compare to the Potter books, because these books are books that have endured for centuries. First I will compare the Harry Potter books with â€Å"The Chronicles of Narnia†. The Chronicles of Narnia is a series of seven fantasy novels written by C. S. Lewis. They are considered classis of children’s literature and are perhaps the author’s best known work. The books that make up the Chronicles of Narnia consist of The Lion, the Witch and the Wardrobe, Prince Caspian, The Voyage of the Trader, The Silver Chair, the Magician’s Nephew, and The Battle. The Chronicles of Narnia are great children literature books because they contains Christian themes, â€Å"These books may also be used to teach children about spirituality, and are often times viewed as religious allegories. These books teach child about good verse evil, and at the time of their publication they were very popular books, and still are today. Like the Chronicles of Narnia, the Harry Potter books also teach children about good verse evil. But these books like the Potter books have had plenty of criticism. There were certain Christians and Christian organizations who felt that The Chronicles of Narnia promotes ‘soft sell paganism and occultism†, because of the recurring pagan themes and the supposedly heretical depictions of Christ as an anthropomorphic lion. Satyrs, fauns, centaurs, dwarves, werewolves, giants, and even the pagan god Bacchus and the Maenads are depicted in a positive light, when they are distinctly pagan motifs (Smith 10). Although, there was all this criticism about the Chronicles it wasn’t enough to prevent these books from becoming classic. Secondly, Alice’s Adventures in Wonderland is a great children literature book. This book is considered one of the first books created solely to amuse children. It is witty, playful, full of clever conceits and genuine comedy and downright entertaining. But what makes it better than the Harry Potter books? Or is it? No! The Harry Potter books are witty, with genuine comedy, full of clever conceits and downright entertaining, also the Harry Potter books are read by children, young adults, and adults as well. Even children who as a rule are skeptical of reading are reading the Harry Potter books. Should this alone be reason enough to allow the Harry Potter books to classify as a classic? I think so, but let’s continue with our comparison of the other children books (Carol 3-10). The third comparison to the Harry Potter books will be Lewis Carol’s Through the Looking Glass. Just like Alice’s Adventures in Wonderland, Through the Looking Glass is a great children’s story. This book is a continuation of the story of Alice in Wonderland, and over the years it has amused and entertained many children, but what makes its better than Harry Potter? Is it really better than Harry? Before we answer the question lets continue with our comparison of the next book (Carol 6-10). The fourth comparison will be The â€Å"Adventures of Huckleberry Finn. In this novel a young boy is in search of freedom and courage. I believe that this book became a classic because it was one of the first American books in which a black character is portrayed as someone to be emulated, in this case serving as the voice of reason for a cast-off urchin and a middle class white boy. There was plenty of criticism about this book, because it used the word â€Å"nigger† throughout. Many people feel that the word’s racist and discriminatory connotations make it unacceptable to use any where, and particularly in a book aimed at child. Others, however, claim that to call the book racist because of this usage is to miss its point. Again, â€Å"The Adventures of huckleberry Finn is a very nice story, full of fantasy, but it has nothing that the Harry Potter is missing. The fifth comparisons will be the Wizard of Oz. The Wizard of Oz, created the popular political fable rather than having Christian inspiration uplift, with a protagonist who is an admirable, individualistic, and rather selfish child rather than a cooperative do-gooder. However, Baum at the same time retained the dominant structure of nineteenth (twentieth century fantasy and with it the neo imperialism that assumed the inherent superiority of certain racial types. The Wizard of Oz is a great children literature with lots of fantasy (Baum 28). Development of fantasy itself owes a great deal to children’s literature, but this does not mean that fantasy is only for children. However, the Harry Potter books have made it trendy to ready fantasy again, but I think it’s worth reminding ourselves of the great tradition that preceded Rowling’s books and helped children to grow up realizing that it is okay to be imaginative and to continue to dream. The Harry Potter books have all the fantasy and intrigue as all the other books and more beside. Each of the books that I have named were usually books that were read by adults to children as a bedtime story, where as the Harry Potter books are being used for the same purpose and more. Not only are parents reading the Potter books to their child as bedtime stories, but in addition they are reading them, themselves for the sake of getting lost and carried away in the magical world of Harry Potter.

Curriculum Guide Essay

The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry & prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Pollution Control Measures Essay Example | Topics and Well Written Essays - 1000 words

Pollution Control Measures - Essay Example Consequently, this paper explores the merits of the three pollution control measures to establish the optimal pollution control measure that should be adopted by the countries. Discussion Benefits and marginal costs are compared to establish the amount of pollution that should be accepted in society. This is called the optimal pollution level, where the marginal social costs and marginal social benefits are equal. Similarly, the marginal cost of pollution damage and the marginal cost of pollution control are compared to establish when pollution control measures should be employed. Under this concept, pollution should be reduced if the benefits gained are higher than the control costs (Hoel, 1998). This is as demonstrated in the graphical representation below on the marginal cost of pollution damage versus the marginal cost of pollution control. Qmax in the graph above shows the maximum level of pollution that is expected when pollution control measures are not employed. Thus, the pol lution amount will drop from Qmax when the control policies are introduced in the market. On the other hand, MCD is the marginal cost of damage that is caused by pollution emissions. Similarly, MCC is the marginal cost of control that has the tendency of rising as the levels of pollution fall (Hoel, 1998). The optimal control level is represented by the Q* in the graph, where the MCD and MCC are equal. This is the level at which the pollution control cannot be exceeded since the benefits will be less than the marginal cost of undertaking the pollution control measure. This practice of balancing the marginal cost and benefit is known as the equimarginal principle (Hoel, 1998). Legal regulation is one of the pollution control measures employed by government agencies, which involves setting the emission standards for specific products or industries under the legislative guideline. The major advantage of legal regulation is that it specifies results compared to other control measures (W eyzig, 2009). Thus, it is possible to ensure that producers do not allow a risky level of pollutants. However, this control measure has the potential of experiencing inflexibility when the economic players are required to meet the same standard. This can only work where activities polluting the environment are same. Consequently, pollution tax is effective in an industry that has numerous and different plants. This will involve charging the plants by per unit of emission they make in their production activities. Taxation will be effective in controlling the level of emission since the plants operating in the market will consider reducing the pollution level provided the marginal cost is lower compared to the tax (Tucker, 2011). Under the taxation control measure, the Qmax of pollution before the pollution control measures are introduced will shift to Q1, as reflected in the graph below, when a pollution tax of T1 is introduced. This is because the manufacturers in the market will pr efer to lower their pollution level by undergoing a cost E shown in the graph, instead of paying a tax that is equal to F + E for these units as reflected in the graph above (Tucker, 2011). In addition, the manufacturers will be forced to pay a charge equivalent to B + D for the pollution level of Q1 they cause. This cost is lower than B+ D – E+ F that they will be required to pay if they do not reduce their pollution l

Tech Data Case Study Example | Topics and Well Written Essays - 2500 words

Tech Data - Case Study Example This report seeks to review a company by focusing on various aspects involved in the year 2002 is important in that make it rather easier to understand the running of the company both now and on earlier days. 1. Current Situation A. Current Performance 1. 5 percent drop in net sales to 50% from 2001 to the beginning of 2002 2. Approximately 8000 associates in the United States and Canada 3. 227 in share amounts around the year 2002. B. Strategic Posture 1. Mission â€Å"To be the IT distributor of choice for our customers and business partners, thus enabling our shareholders to prosper† (Jameson, 2011). 2. Objectives Strive to achieve the continued balance in sales and improve the quality of the services and the goods that it goes through To offer innovative technology in every mission that the company seeks to undertake and achieve the number one company in the segment while at it Provision of a safe and habitable working environment for the employees in an effort to increase their working morale eventually achieving higher success for the company The company aims at increasing the market share in Canada by having a return in sales of around 5%, assets in around 7% and 15% in Equity. Moreover, the company aims at increasing the market base in Canada to level with some states in the United States 3. ... Board of Directors 1. 21 members in the board with 4 of them being from outside. 2. Well suited and Older generation men in this section 3. Is it time to have a change in terms of the age? B. Top Management 1. Top managers from different parts of the world 2. Experienced and Outspoken members in the corporate field. 3. Takers of risk in the Organization 3. External Environment (EFAS Table) A. Natural Environment 1. Lack of rain affects the levels of the water in hydroelectric dams that produce electricity used to charge gadgets. 2. Radiation induced problems such as cancer increasing from the use of these gadgets (Karami, 2010) B. Societal Environment 1. Economic 1. Growing economy from urbanization 2. Technological 1. Increased levels of awareness among the people 2. Counterfeit forms of the products hitting the market 3. Political-Legal 1. High tariffs induced by the government 4. Socio-cultural 1. Ignorance is one part that affects the distribution of the products as some people t end to oppose change however important it may be. 2. Career mobility requirements make it rather difficult to have a stable work. 5. Task Environment 1. Very high competitive market provided the different companies that come with the jobs. 2. Globalization as the company spreads to other countries 3. Acquisitions and Mergers from the different types of changes the company makes during expansion. 4. High number of rivals in the market 5. Low purchase power due to widespread of technology products. 6. Few customers in their Canadian branches from ignorance 4. Internal Environment (IFAS Table) A. Corporate Structure 1. Both divisional and united structure where

Incidence of Income Tax Term Paper Example | Topics and Well Written Essays - 1500 words

Incidence of Income Tax - Term Paper Example Under the progressive income tax policy (a progressive tax takes a larger share of the income of high-income taxpayers than of low-income taxpayers).   The incidence of the tax is shifted more on the high-income group than to the low-income group (Samuelson and Nordhaus 1992). Following are the effects of taxation on income: Under progressive income tax policy, ya family with $50,000 income is taxed more than one with $20,000 of income. Not only does the higher-income family pay a larger income tax, but it in fact pays a higher fraction of its income. Such income tax policies are aimed to minimize the distortions between haves and have-nots. It influences the consumption patterns of higher-income families and affects overall consumption patterns of an economy. On the other hand, progressive income taxation policies are politically controversial issues and are regularly used in electoral campaigns. A larger share of the burden of VAT falls upon the consumers because the producer/manufacturer (VAT registered persons or companies) pass on the financial impact of such a tax on to the consumers. Suppose that a product, say the laptop, has been imposed a VAT. The burden of this tax imposition will not be born by the supplier or manufacturer of the laptops rather it will be passed on to its customers by raising the price of laptops by the percentage of the tax imposed. The ultimate consumer bears the burden of VAT and it’s him whose consumption is being affected through a value-added tax. Advantages: Registration for VAT makes an overall good impression for your company. Since large corporations usually register for VAT, therefore, if a newly established company registers itself for VAT, the customers, and for that matter suppliers, heed it as an established, large company. Registration for VAT also has financial benefits. If a newly-established company registers for VAT then it automatically avoids the penalties for non-registering when it becomes legally mandatory to register for VAT. It is a precautionary step.

More Help for Agent Orange's Victims Essay Example | Topics and Well Written Essays - 1000 words

More Help for Agent Orange's Victims - Essay Example And apparently, America did not learn from the tragedy they had brought about, as they used another, equally destructive weapon against civilians during the Vietnam War, where history yet again repeated itself in the form of the biological weapon known as Agent Orange. While not nearly as infamous as its earlier use of nuclear weapons against Japan, this act on America's part unsurprisingly drew condemnation from various sectors. And considering how the Vietnamese in particular continue to suffer as a result of Agent Orange, such condemnation is at least partly justified - which makes the lack of restitution on the part of America rather confusing and, indeed, maddening. Though weapons may come in all shapes and sizes, there is rarely doubt that these are meant to be used against armed targets. However, as demonstrated by the terrible, terrible damage wrought by Agent Orange on the Vietnamese people, this is not always the case. This paper thus aims to explore the plight of the Agent Orange victims, first by examining what happened on that fateful day. The idea is to spell out to the American government the consequences of what they did - and from there, convince them to make the necessary reparations to the Vietnamese people. ... Whether from deprivation of food due to the herbicide-induced destruction of food crops, or from poverty brought on by forced draft urbanization, the Vietnamese people as a whole suffered as a result of Agent Orange (Kolko 144). In fact, Agent Orange was known to have directly resulted in 400,000 deaths, while also causing 500,000 more children to be born with birth defects (York and Haley, â€Å"Last Ghost of the Vietnam War†). This is not unlike the aftereffects of the aforementioned bombings, which claimed millions more through the side-effects such as radiation, leukemia and others. Unfortunately, the US Military has always had a reputation for being good at what it does, and Agent Orange was no different. Taken in this light, the use of anthrax and other chemical weapons by terrorist groups such as al-Qaeda may be considered as karmic retribution - or, for extra irony, even directly inspired by - the Agent Orange used by the United States at the time. From what has transp ired since, it can thus be said that their chemical warfare operation was one that had gone horribly right. Indeed, no less than the Red Cross of Vietnam estimates that Agent Orange has had at least a million victims, all of whom continue to feel the effects of a weapon used against their parents and grandparents decades ago (King, â€Å"US in first effort to clean up Agent Orange in Vietnam†). Tragically, yet unsurprisingly, it was the children who suffered the worst of it, developing multiple health problems and abnormalities as a result (York and Haley, â€Å"Last Ghost of the Vietnam War†). The breast milk of expectant mothers became saturated with abnormally

Harlem Renaissance Poets Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Harlem Renaissance Poets - Research Paper Example Some of the luminaries of the Harlem Renaissance poetry include Langston Hughes, Claude McKay, Johnson, Countee Cullen and James Weldon. Langston Hughes (1902-1967) James Langston Hughes was born in 1902 in Missouri. He was educated at Columbia University and traveled often to Africa and Europe while working as a seaman. He published his first poetry book, Weary Blues, in 1924 in Washington. He contributed to the Renaissance movement through portraying the nature of Black life in American society. He engaged his work with jazz, thus appealing to the African-American masses during the Harlem Renaissance of 1920s. His work ‘The Negro Speaks of Rivers’ contributed much to expressing the Black struggles, love for music, and suffering in the society. He is considered as the most prolific Black poet during the Renaissance period. ‘The Negro Speaks of Rivers’ His poem â€Å"The Negro Speaks of Rivers’ clearly demonstrates some elements of double consciousne ss. The poem articulates the long struggles of Black people and speaks of the struggles of the African Americans with their own identity. It speaks of the injustice to W.E.B DuBois and symbolically represents the life of Blacks in the life of the ‘River’. ... Accordingly, Hughes asserts that ‘I looked upon the Nile and raised pyramids above it’ (Hughes, 1994, l.6) and also ‘I built my hut near Congo and it lulled me to sleep.’ The two statements indicate the awareness of origin of Black people and the need to return to the African continent. In addition, Hughes claims that ‘I heard the singing of Mississippi’ (Hughes, 1994, l.7) and seen its ‘muddy’ turn all ‘golden’ to ‘sunset’ (Hughes, 1994, l.7). The statement reminds the Blacks of the emancipation of Black people through the end of slavery in the Southern States. The use of river symbolizes ancient times. The main themes in the poem are an expression of the Black heritage and cultural history such as the pyramids and huts. Another theme is the battle for cultural identity in the American society and end of slavery. The symbolism defines the past struggles and calls for the unity of African Americans in expre ssing their identity. The imagery such as pyramids demonstrates the background and origins of the Black people. The ‘blood flow’ symbolizes the historical struggles in ending slavery in the South. The poem highlights the economic and social inequalities that are faced by Black Americans and identity conflict that lead to low self-esteem. Claude McKay He was born in Jamaica in 1890 and died in 1940. He moved to the United States to attend Tuskegee Institute, but later moved to Kansas State University to study agriculture. He used his poetry work to demonstrate the negative impact of injustices that were faced by the Blacks in America. His poems focus on social and political life of the Blacks and his passion for his homeland Jamaica. His poems contributed to setting the tone of

Assignment Example | Topics and Well Written Essays - 250 words - 194

Assignment Example lps in advicing the dest way to use these devices and on the other hand, it gives some kind of products that are very hard to use in this type of connectivity. Amazon.com is an American International electronis commerce company, the largest in the world online retailer founded by Jeffrey P. Bezos in 1994. MIS and IT look similar while they are not. MIS majors in business problems like marketing and accounting while IT focuses on the better understanding of technology (Laudon, Kenneth and Jane p. 6). When you walk out of the store, the radio waves are picked up by the coiled metal aerial in the label.The chip modifies the waves incoming and sends them back again by transmitting a unique identifier code as the receiver picks up the identifier code then sounds the alarm and so you can caught when you try stealing at the store using RFID. Critical path in a project is simply all errands that determine the end date in your project schedule. In case one of the errands is late by even a day , then the project will have to be extended by a day. Social Engineering Attack refers to the psychological manipulation of people into performing actions or even divulging very confidential

Impacts of climate change on water management in Sierra Leone Research Paper

Impacts of climate change on water management in Sierra Leone - Research Paper Example In Sierra Leone, the problem of climate change is a major focus on how it affects water management and the people who depend on it. It is necessary to analyze the relationship between climate change, water administration, and its effects on the people of Sierra Leon (Dean, James and Pavel). Sierra Leone economy is largely fueled and dependent on natural resources since agriculture is a major focus for the people. For instance, rice is a major agricultural production in the country and it is cultivated to sustain the livelihood of many. The country has historically enjoyed good temperature for cultivating with an estimate of 26.7Â °C from the 1960s to 1990s. However, the effects of climate change are now being experienced in Sierra Leone threatening sustainable water sources and quality food reserves. There have been many current incidents of climatic problems like droughts, landslides, heat waves, floods, thunderstorms, and changing rainfall formats. The low income earners from poor neighborhoods are the ones that suffer more for these changes because they do not have the resources to insure from such damages. For instance, poor farmers are not able to secure their crops when heavy rainfall destroys them and therefore, they are left without any source of survival (Dean, James and Pavel 84). ... Most of these gases are as a result of human activities for example, carbon dioxide occurs when remnant fuels (oil, gas, as well as coal) are burnt. It also increases when deforestation rises since trees are responsible for absorbing carbon dioxide and emitting oxygen. Contaminants like methane result from cattle byproducts, cultivation of rice, fossil energy as well as landfills while nitrous oxide is generated from chemical industries and animal feed lots. People across the globe have constantly increased the generation and use of greenhouse gases and therefore, emissions has also grown (Adger, et al 178). In addition, (Adger, et al 181) suggests that since the period of industrial revolution in 1750, carbon dioxide has gone up by 31% while methane has increased by 151% and nitrous oxide has increased in the atmosphere by 17%. In addition, research by Intergovernmental Panel on Climate Change (IPCC) shows that anthropogenic which are human induced pollutants is also regularly incre asing. It is evident that human influence on the atmosphere is big and has led to an increase on climate change and its negative effects. The pollution in the atmosphere for the last 50 years can all be attributed to human activities globally and especially in the developed countries. The developing countries have less carbon dioxide emissions compared to large productions from industries in developed countries (Dean, James and Pavel). Climate change effects are not only realized through scientific research but also observational signs shows that there is influence on physical and biological parts of the ecosystem. For instance, there is observed change in high-latitude seasons which have become longer and lengthened pole-ward as well as altitudinal modifications of plants and

Punitive Damages To Products Liability Essay Example for Free

Punitive Damages To Products Liability Essay EXECUTIVE SUMMARY   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Product liability is a growing interest in almost all parts of the world. The doors of justice are opened to innocent and helpless consumers who can ask manufacturers of products to compensate them for damages incurred after using their products. The burden of liability is placed upon manufacturers and producers who could not use any defense to exculpate themselves from strict liability law.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are two principles that form the foundations on product liability, namely, strict liability, and negligence. Thus, manufacturers are bound to make a wise estimate of how much damage it may be liable in the future should any case be filed against it on product liability. In effect, any manufacturer should ensure that the â€Å"good† of the product outweighs the â€Å"harm† that it may cause to any consumer if such product is put in the market. This is the social responsibility of manufacturers and a safeguard to consumers. Never mind if the cost is passed on to the consumers as may be incorporated in the cost of the product for as long as there is an assurance that in any future eventuality, the manufacturer would be able to answer to the liability and pay the cost of damage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Punitive damages that may be awarded on top of the actual damages incurred would be up to the courts of justice to determine. The reason behind the grant is to deter similar cases in the future. Putting a cap on punitive damages is depriving a plaintiff his day in court while it also limits the authority that our laws have vested in the courts of justice. Any law to that effect is simply negating an individual’s right to be fully recompensed for any damage that may be incurred due on product liability cases. Thus, as in other cases on torts and delicts, it is best left to the courts of justice to establish the punitive damage that may be imposed against manufacturers whose product caused damage to any of its consumers. Should Punitive Damages In Products Liability Cases Be Capped   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The history of product liability law dates back to the 1800’s when one Englishman, Mr. Winterbottom filed a case against the manufacturer of a mail coach due to poor construction. Mr. Winterbottom, who was the driver of the mail coach of the Postmaster General, was seriously injured when the mail coach collapsed. The theory advanced at that time was to limit the liability to persons with privity of contracts. Mr. Winterbottom was not privy to the contract of purchase between the Postmaster General and the manufacturer of the mail coach. Thereby, the case was dismissed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the manufacturing industry advanced, quality control of the products being produced by manufacturers has become a subject of interest to many sectors of society. The concern naturally required the governments to enact laws which would ensure protection of consumers. However, while many laws could be enacted to ensure full protection of the consuming markets, compliance to these laws would also remain a question. Thus, it has been inevitable that cases on product liability piled up in the courts of justice in all countries of the world. The difference, though, is that where before the â€Å"little and helpless† consumers would have a difficult time to raise their concerns and seek redress; in these times where awareness on product liability has been brought to the fore, manufacturers with big pockets are made to compensate consumers for damages incurred.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is no question that manufacturers should be made liable to pay for damages that any of their products may have caused on the consuming public. The law on strict liability has become the basis on findings of the court as it decides on how much liability any manufacturer is to shoulder and pay to the consumer in a particular case. Strict liability law stresses the liability on the product in contrast to the principle of negligence which places the responsibility on some acts of the manufacturer.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the case of Greenman v Yuba Power Products, Inc. the California Supreme Court assigned strict liability to a manufacturer, â€Å"†¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   who placed on the market a defective product even though both privity of contract and notice of breach of warranty were lacking. The court rejected both contract and warranty theories, express or implied, as the basis for liability. Strict liability does not rest on a consensual foundation but, rather, on one created by law. The liability was created judicially because of the economic and social need for the protection of consumers in an increasingly complex and mechanized society, and because of the limitations in the negligence and warranty remedies. The courts avowed purpose was to insure that the costs of injuries resulting from defective products are borne by the manufacturer that put such products on the market rather than by the injured persons who are powerless to protect themselves.† (Greenman v. Yuba Power Products, Inc. [1963] 59 Cal.2d 57 [13 A.L.R.3d 1049].   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Negligence, on the other hand, places upon the plaintiff to prove that the manufacturer acted or failed to act on something which resulted to the damage caused by the product. While the manufacturer, in such case, would still be held liable to compensate for damage incurred by the consumer, the amount and degree of liability would be abated based on the extent of defense that the manufacturer could successfully bring forth to the court in the instant case. Thus, following this line of reasoning, there is a risk that the plaintiff may not be fully recompensed for the damage incurred. In fact, there is a chance that the cause of the plaintiff may be denied. The most objectionable aspects of asbestos litigation can be briefly summarized: dockets in both federal and state courts continue to grow; long delays are routine; trials are too long; the same issues are litigated over and over; transaction costs exceed the victims recovery by nearly two to one; exhaustion of assets threatens and distorts the process; and future claimants may lose altogether. Report of The Judicial Conference Ad Hoc Committee on Asbestos Litigation 2-3 (Mar. 1991).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In recent cases, products liability claims are based not on negligence, but rather on strict liability. In the hands of good and responsible people, this development is for the benefit of the greater number of society – the consumers and the market. The burden of proving liability is no longer solely borne by the plaintiff. Proof of liability is much easier to raise and bring to the appreciation of the courts. Thus, more and more plaintiffs have been fully compensated.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Punitive damages which are awarded on top of actual damages create a different bearing in the case. Its main purpose is to deter others similarly situated to create unconscionable and similar acts in the future. The objective is to impress upon the mind of the defendant and to the whole world that such and similar acts would not be tolerated by society in general. Thus, in most cases, punitive damages are almost always very high.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As in tort cases, the laws of the land have placed upon our courts of justice the authority to determine the amount of punitive damages that may be rightfully granted in a particular case. Putting a cap to punitive damages would be limiting the authority of our courts of justice to act for and in behalf of the greater number for the greater good. Unconscionable punitive damages that are awarded and which are unacceptable to some parties could be raised to proper legal authorities through proper legal course of action.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Putting a cap to punitive damages that may be granted on product liability cases is limiting the right of a plaintiff to seek redress of grievances and damages incurred when and where proper. Both plaintiff and defendant have the opportunities to be heard in court and almost always, manufacturers have the best chances to protect their interests with the extent of their capability to litigate and pursue their rights.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Putting a cap to punitive damages is not the solution to exculpate manufacturers from liabilities. Preventive measures and full quality control of their goods from manufacture to market delivery should be enhanced and made the order of the day. Shifting responsibilities from the manufacturer to the consumer is something that is not fair and something that would work to the disadvantage of the consuming public in the long run.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Putting a cap on punitive damages to product liability could be interpreted as putting a limit to how much a consumer could be compensated for incurring damage. This is somehow dangerous and risky as no manufacturer could foresee the extent of damage that their products may cause upon an individual. Putting a cap to punitive damages simply works as insurance to consumers that whatever may happen, they are entitled to a certain extent of compensation depending on how they can prove the liability. Again the burden of proof is shifted to the consumer and away from the manufacturer. â€Å"The distinction between products liability and negligence was explained in Jiminez v. Sears, Roebuck Co. (1971) 4 Cal.3d 379, 383 [52 A.L.R.3d 92]: It is pointed out that in a products liability case the plaintiff in order to recover in strict liability in tort must prove that he was injured by a defect in the product and that the product was defective when it left the hands of the retailer or manufacturer; whereas to recover in negligence the plaintiff must prove the same two elements plus an additional element, namely, that the defect in the product was due to negligence of the defendant. This is a discreet departure from the strict liability law. In the case of Green v. General Petroleum Corp., where an oil well blew out through no fault of the defendant, the court relying on Section 3514 of the Civil Code held that:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"The defendant was nevertheless liable. The case has been generally interpreted as one involving strict liability for damages resulting from an ultrahazardous activity. It is not significant that a property damage, as distinguished from a personal injury, was there involved. The important factor is that certain activities under certain conditions may be so hazardous to the public generally, and of such relative infrequent occurrence, that it may well call for strict liability as the best public policy. Green v. General Petroleum Corp. (1928) 205 Cal. 328 [60 A.L.R. 475].   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cases on product liability are pretty much similar to tort cases. Tort is a civil wrong which results to an injury or harm giving a person a cause of action to seek redress of the wrong mostly through relief of damages incurred. Sanctions for criminal acts may also be imposed but the injured person would almost always seek for monetary recompense for damages incurred such as loss of earning capacity, pain and suffering, and reasonable medical expenses. Therefore, like any other tort cases under the civil law where no cap to punitive damages is imposed or established, it is unfair and unconstitutional to place a cap on punitive damages on product liability cases. It is unconstitutional as it impinges on the right of a person to be compensated for damages incurred as granted to him under the civil law.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In an important but split decision, State Farm v. Campbell, the U.S. Supreme Court in April held that the Due Process Clause [of the 14th amendment] prohibits the imposition of grossly excessive or arbitrary punishments on defendants in tort cases. This was the second High Court ruling in the past few years that rightly objected to steep punitive damage awards.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are measures which ensure that the courts do not grant unconscionable amounts of damages – actual and punitive. Putting a cap to punitive damages is not the answer for manufacturers to get an assurance and security that they would not be liable to pay for damages that would bring their business down. Well, first and foremost, manufacturers’ concern should be on the safety of its products.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Secondly, being responsible corporate citizens would spell the difference when any manufacturer is faced with the case on product liability. Actual, sincere, and timely concern to a case brought by any plaintiff would ensure that punitive damages that may be awarded would be commensurate to the strategy and action plan that the manufacturer has undertaken to ensure that the plantiff’s concern was addressed responsively and proactive measures are being strategized to prevent any other future occurrence. The burden of proof still rests upon the manufacturer and never on the consumer.   References White, Robert Jeffrey. Top 10 in torts: evolution in the common law. Trial 32, no. 7 (July 1996): 50-53. McMahonBinchy, Law of Torts, Butterworths 3rd Ed., par. 11.113-114 Jimenez v. Superior Court (T.M. Cobb Co.), 29 Cal. 4th 473 2002) Supreme Court of Ireland Judgment, 3 November 1988. Fischer, David A; Green, Michael; Powers, Jr. William; Sanders, Joseph. Fischer, Green, Powers and Sander’s Cases and Materials on Products Liability. 4th, American Casebook series. Copyright 2006. Owen, David G; Phillips, Jerry J. Owen and Phillips Products Liability in a Nutshell. 7th Edition (Nutshell Series) Green v. General Petroleum Corp. (1928) 205 Cal. 328 [60 A.L.R. 475] Owens, Phillips. Products Liability. 7th ed., 2005. 13-ISBN:  9780314155108 Format: Paperback-New SKU: Sumner, L. â€Å"Quality Assurance and Product Liability.† Product Liability in Engineering, IEE Colloquium on Volume, Issue 6 Mar 1989. Pages 2/1 to 2/7. Greenman v. Yuba Power Products, Inc. (1963) 59 Cal.2d 57 [13 A.L.R.3d 1049]. Green v. General Petroleum Corp. (1928) 205 Cal. 328 [60 A.L.R. 475]. Jiminez v. Sears, Roebuck Co. (1971) 4 Cal.3d 379, 383 [52 A.L.R.3d 92]:

A Midsummer Nights Dream Essay Example for Free

A Midsummer Nights Dream Essay Love is one of the most immense feelings a human can experience. Love is a deep tender feeling of affection and attachment and devotion to another person. Countless people experience love, both, as non-romantic with their families and romantic love with a special person who comes into their life. When people are on the expedition for love, people may become blindsided by infatuation or what is commonly referred to as lust. Infatuation is being completely carried away by a foolish or shallow affection. Individuals can accept infatuation instead of love, or they cannot tell the difference between the two. One of the many themes in A Midsummer Night’s Dream is love vs. infatuation. Love is stronger, no matter what the circumstance may be. The play A Midsummer Night’s Dream investigates and portrays the intricate relationships among three couples. The relationships become jumbled up and turn into a love triangle. The first couple introduced in A Midsummer Night’s Dream is Lysander and Hermia. Lysander and Hermia truly symbolize the wholesome meaning of romantic love. Their love is exceedingly strong, which makes the lovers inseparable. The play does a wonderful job of showing the concrete stages of their relationship. One example is why Hermia’s love is strong, is that she listens to her father, Egeus, but then makes her own decision, based on her own feelings and not those of her family or society, to commit to Lysander. In the play, Hermia’s father wants her to marry Demetrius and not Lysander. Hermia also went against Theseus, the Duke of Athens, and defied the ancient law of Athens, by choosing to continue her bond with Lysander even though it might mean her death or lifelong chastity. Love is stronger than infatuation, because it means two people making a long term commitment to each other, which does not happen in infatuation. An example of this is when Hermia and Lysander run away together to the forest where they do not know what awaits them. They are putting their trust and faith into each other: †¦If thou lovest me then Steal forth thy father’s house tomorrow night. And in the woods a league without the town- Where I did meet thee once with Helena To do observance to a morn of May- There will I stay for thee. (1.1.163-168) Love is also stronger than infatuation, because it means respecting a person, whereas infatuation is only pleasing yourself. Lysander showed his love and respect of Hermia by not sleeping near her at the river bank, at the edge of the forest even though he wanted to. While love can also have some elements of infatuation such as physical attraction, love is a deeper emotion where a person cares about the reputation of their loved one, and would not harm it. However, with infatuation, a person only wants instant pleasure and does not care about the long term harm it may cause. While love is a very strong bond, there can be cracks in love’s foundation, which may temporarily cause a breach. We see this when Lysander receives the magic potion from Puck, and becomes temporarily infatuated with Helena, and carried away by an unreasonable desire for another woman other than the one he truly loves, if he were not under the spell of infatuation. When the infatuation is lifted, Lysander understands his foolishness, and immediately goes back to Hermia. At the end of the play, Egeus and Theseus realize that Lysander and Hermia are truly in love, strongly committed to each other, and not just infatuated, and give their blessings for the marriage. The second couple is Helena and Demetrius. Demetrius had Egeus’ blessing for Hermia’s hand in marriage, but Hermia rejected Demetrius because of her love for Lysander. As can be seen in Demetrius actions, infatuation can often be just one sided, where the stronger bond of love must be two sided. While Demetrius believed he loved Hermia, he was willing to stalk her in the forest, and try to take her away from Lysander, even though she did not return Demetrius’ love. This is only infatuation on Demetrius’ part, and not a mature love. Demetrius is only concerned about getting what he wants, and pleasing himself, and does not take into account the feelings, hopes or desires of Hermia. Helena, who was Hermia’s best friend, betrays her friend because of Helena’s one-sided and obsessive infatuation for Demetrius. Infatuation can make a person do terrible things both to themselves and to their friends. An example of this is when Hermia asks Helena not to tell of Hermia’s plan to escape to the forest with Lysander, but Helena goes against her longtime friend simply so she can look better in the eyes of Demetrius: I will go tell him of fair Hermias flight: Then to the wood will he to-morrow night Pursue her; and for this intelligence If I have thanks, it is a dear expense: But herein mean I to enrich my pain, To have his sight thither and back again. (1.1.143-152) Even though Demetrius makes cruel insults to Helena, she does not listen to him, and misguidedly continues to have an unreasonable belief that Demetrius will come to love her, and follows him into the forest. This feeling that Helena has is not true faithful love, but an obsessive infatuation which causes her to lie and betray her lifelong friend and herself, all over a man who is a womanizer and has no feelings for Helena. In Helena’s case she only sees Demetrius as what she wants him to be like, and not his real self. Therefore, in that sense, infatuation can be stronger than love because it can make a person not see the reality about another, but only what that person wants to see. It can temporarily destroy common sense. By a trick, and not Demetrius’ own true feelings, a potion causes him to love Helena, and they eventually marry. However, this is not true love because there is no selflessness by either, and no solid partnership, their feelings are all due to sorcerery. Infatuation is usually never very long lasting, and we know that if the love potion does finally wear off it is doubtful that Helena and Demetrius will continue to be happy with each other. However, on the other hand infatuation can lead to love over time, as each person really gets to know the other and accept each other for the person they really are, flaws and all. For Helena and Demetrius, the long term future of their relationship is left to the reader’s imagination, and is never answered. The last couple is Titania, the fairy queen, and Bottom. Titania is already married to Oberon, the king of the fairies. Oberon wants Titania’s ward, who is a changeling Indian boy, and Titania does not want to give the boy to Oberon. Oberon uses his assistant to apply a magic flower juice to Titania as both a joke and punishment for her failure to do what Oberon wants. This causes Titania to fall in love with the first thing she sees, which is Bottom, a craftsman, who has been changed into an ass by a mischievous fairy named Puck. Titania shows unrestrained passion for Bottom, and therefore he goes with her to the fairy land without even knowing who she is. This is infatuation because it causes both Titania and Bottom to be carried away by intense emotion, and do something they would not normally do. This illustrates that in the short term, infatuation seems to be stronger than love, because a person does things in the heat of the moment to gratify their own pleasure without consideration to the long term effects, to either themselves or to others. However, when the spell of infatuation wears off, the intense feelings of what a person thought was love is totally gone, and feelings of embarrassment and regret usually take their place. Therefore, infatuation is not really stronger than love. We see this illustrated when Oberon tells Titania she is under the spell of the love-in-idleness flower. Titania realizes the love is phony and accepts to Oberon’s offer that if she gives up the Indian boy, Oberon will liberate the magic flowers enchantment: When I had at my pleasure taunted her And she in mild terms beggd my patience, I then did ask of her her changeling child; Which straight she gave me, and her fairy sent To bear him to my bower in fairy land. And now I have the boy, I will undo (4.1.55-60) Also as to the relationship between Oberon and Titania, it is questionable that Oberon really loves Titania. Oberon was willing to harm her and their relationship, by using her to get a possession that he wanted. Love is a strong faith in your partner, and a willingness to make sacrifices for the good of the relationship. Oberon did not have faith in Titania, and felt justified in imposing his own will over hers. However, love is not always smooth, and it means accepting a person for their flaws. Both Oberon and Titania are aware of the flaws of each other, but stay together as a couple, showing that love is a stronger emotion than infatuation. Love, and not infatuation, is the strongest emotion in A Midsummer Night’s Dream because it enriches several of the couple’s lives and has the potential to make them happy on a long term basis. Love is a connection to another person that is made up of friendship and respect and is nourishing to both. This is shown by Hermia and Lysander’s relationship. However, love must be worked at, and it is a promise that can be broken. We see that even with a strong love, Lysander could fall under the spell of infatuation and temporarily turn away from Hermia, or that Oberon could play a mean trick on Titania. While infatuation is not bad, it is usually not enduring like love. It is based on idealizing someone, rather than seeing the real person, flaws and all. In Titania’s case, under the spell of infatuation she was blind to reality, and she was passionate for Bottom, even though he looked like a donkey. Infatuation makes one physically happy but not emotionally happy; therefore it is a lesser emotion than love. We see with all the couples that they have fun with their sexuality and passion, when they are under the spell of infatuation, but except for Helena and Demetrius, they all finally wake from it, and see that it was only shallow and temporary and made them act foolishly. Therefore, while infatuation is very strong and can make a sensible person put aside their common sense, infatuation will lose its grip on a person given time. Love on the other hand, has the potential to last forever if it is worked at, and simply makes a couple both emotionally and physical happy.

Reflecting On Prioritising Personal Development And Patient Care Nursing Essay

Reflecting On Prioritising Personal Development And Patient Care Nursing Essay For the purpose of this essay, I will use Gibbs (1988) Reflective Learning Cycle to reflect on an aspect of individual professional practice, which requires development in preparation for my role as a Registered Nurse. Gibbs (1988) Reflective Learning Cycle encourages a clear description of a situation, analysis of feelings, evaluation of the experience and analysis to make sense of the experience to examine what you would do if the situation arose again. To keep within the Nursing and Midwifery Council (NMC) Code of Professional Conduct guidelines (2008a) and to maintain confidentiality the use of names or places will not be used throughout this essay. Description Whilst on placement working on a general ward during my third year I was asked to research a drug I was unsure about by my mentor. On my way to research the drug I was approached by a health care assistant who asked me if I could assist her with a patient who was lying in a soiled bed. I chose to help the health care assistant as I thought this was priority as I could look up the drug at any point in the day as it was for my own learning and development and wasnt urgent. After I had helped the health care assistant, my mentor asked if I had researched the drug. I explained that I had gone to help the health care assistant and would now look up the drug, which I then did. My mentor then told me that I needed to improve on my time management, as I had not looked up the drug when she asked me to. She carried on explaining that when I become a Registered Nurse I would need to know drugs and what they are used for. This situation left me questioning which was the priority, the patients ne eds or my own professional learning and development. Feelings I automatically assisted the health care assistant in making the patient comfortable as I felt that this was the priority over researching the drug. I remember thinking that I could do this at home if the ward became busy. I felt annoyed with myself for not speaking up to my mentor about the issue as I had thought I had made the right decision to help the patient. I was concerned about the patients comfort and felt I could not justify leaving the patient lying in a soiled bed because I had to research a drug. Nurses need to be able to justify the decisions they make (NMC 2008a). After the incident, being told by my mentor that I needed to improve on my time management skills because I chose to assist the health care assistant confused me a little. This practice experience made me feel as though I needed to learn and develop more regarding my time management skills. I decided I would have to research into the meaning of time management as I thought that my time management skills were fine. I was always on time for my shift and I would make a list of the jobs I needed to do and prioritise them. This experience made me question how I was prioritising my workload at present. Evaluation I chose to assist the health care assistant in ensuring the patient was clean and comfortable and felt that this was the priority in this situation. As an accountable practitioner the NMC (2008a) states you must make the care of people your first concern, treating them as individuals and respecting their dignity which I did. I could understand what my mentor was explaining to me, that as a Registered Nurse I must be able to know what different drugs are and what they are used for. As an accountable practitioner, I must have the knowledge and skills for safe and effective practice when working without direct supervision, recognize, and work within the limits of my competence. I must also keep my knowledge and skills up to date throughout my working life and I must take part in appropriate learning and practice activities that maintain and develop my competence and performance (NMC 2008a). Post-registration education and practice (Prep) is a set of Nursing Midwifery Council standards and guidance, which is designed to help you provide a high standard of practice and care. Prep helps you to keep up to date with new developments in practice and encourages you to think and reflect for yourself. It also enables you to demonstrate to the people in your care, your colleagues and yourself that you are keeping up to date and developing your practice. Prep provides an excellent framework for your continuing professional development (CPD), which, although not a guarantee of competence, but is a key component of clinical governance (NMC 2008b). Following this experience my concern was which is the priority and which was not and that if I had have researched the drug I would have been leaving the patient in a soiled bed until I had done it. Analysis As Individuals, we do not invent the concept of time, but we learn about it, both as a concept and a social institution, from childhood onwards. In the Western world, time has been constructed around devices of measurement, such as clocks, calendars and schedules (Elias 1992). A study by Waterworth (1995) explored the value of nursing practice from the viewpoint of practitioners, she identified that time with patients is important, but raises the question of how nurses manage their time. The importance of time management will strike me at some point in my career as a Registered Nurse. I will be inundated with work and I will need to evaluate how to manage my time effectively. Time management is a dynamic process. It is constant actions and communications between you and your goals and dealing with changing situations (Brumm 2000). Time management tends to go hand in hand with good prioritisation skills, which mean managing your time, deciding upon priorities and planning accordingly, this can be one of the most difficult skills to acquire (Hole 2009). Managing time appropriately will reduce stress and increase productivity. There are three basic steps to time management. The first step requires time to be set aside for planning and establishing priorities. The second step requires completing the highest priority task whenever possible and finishing one task before you start another. In the final step the nurse must reprioritise what tasks will be accomplished based on new information received (Marquis and Huston 2009). We use planning in all aspects of our lives. In nursing, we often call it a care plan, and nurses use this process to guide their practice. The nursing process, or Assess, Plan, Implement and evaluate (APIE), can be used successfully as a time management tool. APIE is a systematic, rational method of planning and providing care but if you change, the meaning to read it is a systematic, rational method of planning and accomplishing a workable time management plan this can be a great tool for nurses to use to manage their time effectively (Brumm 2000). Assess/Analyze Collect and organise data and form a statement of actual or potential time management needs. Plan/Prioritize Formulate your plan. This involves devising goals and expected outcomes, setting priorities, and identifying interventions to help reach the goals. Implement/Intervene Put your plan into action. Evaluate Assess your outcomes and see how you measure up against your goals. There will be constant demands on my time and attention and it may be difficult to identify exactly what my priorities should be. In patient care, priorities can change rapidly and I will need to be able to constantly re-assess situations and respond appropriately. Priority setting is the process of establishing a preferential sequence for addressing nursing interventions. The nurse begins planning by deciding which intervention requires attention first, which second and so on. Instead of rank-ordering interventions, nurses can group them as having high, medium, and low priority. Life threatening problems such as loss of respiratory or cardiac function are designated as high priority. Health-threatening problems, such as acute illness and decreased coping ability, are assigned medium priority because they may result in delayed development or cause destructive physical or emotional changes. A low-priority problem is one that arises from normal developmental needs or that requires only minimal nursing support (Kozier et al 2008). The assumption is that priorities can be determined, and decisions made as to what is most important, and that this can be followed by appropriate nursing actions. To establish priorities is to question what will be the consequence if this is not done immediately. During this experience questioning what will be the consequence of not helping the health care assistant? The patient would have had to wait whilst I researched the drug and would have been left lying in urine and faeces. This could cause skin excoriation to the patient and they would have been left uncomfortable and undignified. I would not have been providing a high standard of practice and care as stated in the NMC (2008a) and I could be held accountable for this as a Registered Nurse. Urinary incontinence and faecal incontinence should be managed in a manner that is unobtrusive, reliable, and comfortable. The patient will need to be attended to quickly, in order to prevent skin damage, relieve discomfort and restore dignity. Nurses need to be aware of the potential skin problems that may result from incontinence (Baillie 2005). The presence of moisture from urine and sweat increases friction and shear, skin permeability and microbial load (Jeter and Lutz 1996). If a patient has been incontinent of urine and faeces, their interaction can result in the formation of ammonia, leading to a rise in pH and an increase in the activity of faecal enzymes that damage the skin (Baillie 2005). The importance of changing a soiled product promptly in cases of faecal incontinence to prevent skin excoriation has also been emphasised by Gibbons (1996). I must act at all times to identify and minimise risk to patients and clients (NMC 2008a). A research article and news story about student nurses and bedside care produced a phenomenal response on nursingtimes.net. The study authors Helen Allan and Pam Smith (2010) speak out  saying that given the current pressures, qualified nurses are unable to deliver bedside care. The perception is that technical care is valued over and above bedside care as a source of learning for students future roles, leaving them feeling unprepared to be registered nurses. Their research showed that students conceptualize nursing differently to qualified staff because of an intensified division of labour between registered and non-registered nursing staff. As students, we often observe health care assistants performing bedside care and registered nurses undertaking technical tasks. The absence of clear role models leads students to question bedside care as part of their learning and to put greater value on learning technical skills. In relation to my reflective experience my mentor suggested the technical task in researching the drug was the priority in relation to the bedside care of the patient therefore it is not surprising to find that student nurses are unclear as to what is a source of learning in preparation for our roles as Registered Nurses. Helping patients with personal hygiene is one of the most fundamental and crucial relationship-building skills available to nurses, regardless of their seniority and clinical experience, student nurses should embrace these opportunities while we do not have the other time pressures and we can then reflect on our experiences. These skills will prove invaluable in delivering, overseeing and evaluating meaningful, holistic care (Bowers 2009). Registered Nurses hold a position of responsibility and other people rely on them. They are professionally accountable to the Nursing and Midwifery Council (NMC), as well as having a contractual accountability to their employer and are accountable to the law for their actions. The NMC (2008a) code states that As a professional, you are personally accountable for actions and omissions in your practice and must always be able to justify your decisions. The NMC (2008a) code outlines the standards that I must work according to, what is expected of me as a registered professional by colleagues, employers, and members of the public. It also outlines what my professional responsibilities and accountabilities are. I may sometimes be faced with situations, which will require me to challenge, and question things that they are asking me to do if I feel that these things are unsafe or are not in the best interests of the patient or organisation. It is well recognised that it can be difficult to address these issues due to factors such as fear of the consequences, embarrassment, and lack of support like in my experience as mentioned above. Semple and Kenkre (2002) point out that the UKCC (2001) [now the NMC] reported the research of Moira Attree, which highlighted that fact that nurses are often reluctant to raise concerns about standards of care because they feared either inaction or retribution from employers. Nurses may also be inhibited b y fears of being ostracised by the team if deciding to speak out against poor practice. This is another aspect of my individual professional practice, which requires development, and I will try to question situations in the future if I feel they are not in the best interests of the patient. Being overwhelmed by work and time constraints will lead to increased errors, the omission of important tasks and general feelings of stress and ineffectiveness. Time management is a skill, which is learned and improves with practice (Marquis and Huston 2009). Literature on time management in nursing is mainly unreliable, providing a number of tips on how to manage time, along with descriptions of processes or strategies. The order for thinking about the process varies, ranging from setting objectives as the first step to working out how time is being used with the aid of time logs (Waterworth 2003). Determining the importance of tasks or priorities is part of the process, although the stage at which this should occur varies between authors. The main theme in literature is that nurses need to think about their own time management, with the main message being that individual nurses can manage their time. The reality of time management in nursing practice has been subject to experimental investigations, although studies on nurses work organization have found time management problematic, with nurses compensating for lack of time by developing strategies in an attempt to complete their work (Bowers et al. 2001). Conclusion Time management is a dynamic process and tends to go hand in hand with good prioritising skills. If you cannot prioritise you, will waste time and be inefficient. This can cause stress to yourself and your fellow team members, as well as causing potential harm to your patients. An efficient way to organising your time can be to use the nursing process as explained in the essay to Analyze, Prioritize, Intervene and evaluate. After my research into time management and prioritising, I believe that my mentor was wrong to question my time management skills. I had thought about which was the greater priority in this situation and I still believe that the patient was. The patient would have been at risk from skin excoriation and would have been left uncomfortable and undignified. As a Registered Nurse, I will be accountable for my actions and in the future, if the same situation arose again I feel that I would not do anything different other than to speak up and justify my decisions. I identified and minimised risk to that patient and as a Registered Nurse, I will hold a position of responsibility and other people will rely on me. Although saying this, my priorities as a Registered Nurse may be different to those as a student nurse and my continuing professional development will be extremely important. I must make the care of my patients my first concern at all times, treating them as individuals and respectin g their dignity (NMC 2008a). Action Plan With the increasing emphasis on efficiency and effectiveness in health care, how I manage my time will be an important consideration. Time management is recognized as an important component of work performance and nursing practice. As a newly qualified Registered Nurse, I will have to have excellent time management skills and be able to prioritise care appropriately. To achieve this I will: Break down my day to find out how long it takes me to do certain tasks. Using the nursing process as a tool, I will write a list in priority order and cross of tasks as they are completed and I will keep evaluating my list during the shift. I will delegate tasks to other members of the team where necessary. Through the reflection of this experience, I am now aware that I also need more development to challenge and question things that I feel are not in the best interests of the patients. To achieve this I will: I will speak up and justify my actions at all times. I will research more into assertiveness and confidence skills.