Discrimination of Hiv/Aids - 1466 Words

1 Discrimination of HIV/AIDS Discrimination of HIV/AIDS-positive people in medical field and in society is morally wrong In the rural area of Nigeria, an AIDS patient cut his hand and, when he went to the closest hospital to bandage it, the doctors kept transferring him from one outpatient department to another medical ward, then to another one because they did not want to get infected from him. He offered them money, and only after long debates, they took the money from him with tongs (Cao 522). This is just one example out of many of discrimination against HIV-positive people. Today in society, there is a big ethical issue†¦show more content†¦These examples 3 are just a couple out of many that happen nowadays in various countries, but especially in the third-world ones. Most of such cases of discrimination by society occur because of the fear and the lack of knowledge about the disease. Usually, the community uses misconceptions to advocate their actions. Many people base their reasoning on moral and religious beliefs such as a person with HIV/AIDS did something immoral such as promiscuity or ‘deviant sex’ and deserves to suffer from the disease (Fredriksson 2). However, what community does not realize is that not all people who have AIDS did something immoral. Someone might have gotten it from a parent, someone might have received it by accident through blood, someone might been engaged in sexual activity with a HIV-positive person but was not aware of that. Things like that happen very often. So, now these victims have to suffer from â€Å"extreme rejection and alones† from community (Kinnier 472). Many of the patien ts are being fired from jobs and thrown out of their apartments (Kinnier 472). The harshest consequence is being rejected and discriminated by family and friends. According to UNAIDS all these discriminations lead to the emotional problems like depression, low self-esteem, and despair (Cao 519). Finally, discrimination against HIV-positive patients is morally wrong because once the patients are afraid to tell anyone about their disease, due to the fear of being discriminated, and they do not doShow MoreRelatedHiv/Aids Stigma and Discrimination1338 Words   |  6 PagesCepeda Social Psychology HIV/AIDS Stigma and Discrimination Strayer University November 19, 2011 Internationally, there has been a recent resurgence of interest in HIV and AIDS-related stigma and discrimination, triggered at least in part by growing recognition that negative social responses to the epidemic remain pervasive even in seriously affected communities. Yet, rarely are existing notions of stigma and discrimination interrogated for their conceptual adequacy and their usefulness inRead More Stigmatization and Discrimination: Living with HIV/AIDS in Canada 1868 Words   |  8 Pages According to the Public Health Agency of Canada HIV – the Human Immunodeficiency Virus - is a virus that attacks the immune system, resulting in a chronic, progressive illness that leaves people vulnerable to opportunistic infections and cancers. (Canada 2008) Essentially over time, when your body can no longer battle the virus it progresses into a disease know as Acquired Immunodeficiency Syndrome or AIDS. The transmition of HIV occurs when a person’s contaminated body fluids enter another individualRead MoreStigma And Discrimination Face By People Living With Hiv / Aids2558 Words   |  11 PagesStigma and discrimination face by people living with HIV/AIDS The concept of â€Å"stigma† was thoroughly researched and defined by Roura et al., (2009) as â€Å"a special kind of relationship between attribute and stereotype† when the attribute is â€Å"deeply discrediting†. Although, literature on stigma is approximately 40 years old, it is still widely referenced to introduce the term and discuss its implications. All cultures have shared beliefs and meanings which help them interpret experiences and behaviorRead MoreEssay on Impact of Stigma of HIV-AIDS in the South African Workplace1497 Words   |  6 Pagesâ€Å"Impact of Stigma of HIV/AIDS in the South African workplace.† This falls under a discipline of business management in the financial management degree I am currently doing and one of the key areas of focus within business management is workplace challenges. I believe that HIV/AIDS stigmas are challenges regularly faced in the South African work environment. The purpose of this research review is to gain insight and deeper understanding of what workplace stigma towards HIV/AIDS is in the workplaceRead MoreThe Effects of HIV Related Stigma 790 Words   |  3 Pagesstruggled to control the HIV/AIDS epidemic. The fact is that poor understanding of the related issues of stigma, discrimination and denial has hampered national and international programs. (3,4,5) HIV/AIDS is not merely a medical problem, but a social problem as well (1). Stigma and discrimination are as central to the global AIDS challenge as the disease itself. (2) HIV-related stigma and discrimination can be described as a devaluating process of PLWHA where discrimination is enacted stigma comprisingRead MoreTypes Of Discrimination And Discrimination1729 Words   |  7 Pages TYPES OF DISCRIMINATION ⠝â€"Direct Discrimination:- In this case the employee is treated less favorably by the employer simply because of his or her HIV status. For example, rejecting a job application because of employee HIV infection or excluding an HIV-positive employee from the company pension scheme because of an assumption that he or she would draw on it early. (6) The law also protects people who are discriminated against because they are associated with a person with HIV (for exampleRead MoreSocial Model of Disability1716 Words   |  7 Pagessurrounding a person who is diagnosed with HIV and the inter-related condition AIDS. The essay will begin with an outline of what HIV and AIDS actually is. Once diagnosis has been confirmed, then a brief discussion on the treatment and delivery and the differences between the social and medical model will address how the individual is treated in relation to health care. Key issues surrounding a work place or educational environment and generally the discrimination they face from different aspects withinRead MoreOn-Going Fear of AIDS Essay1550 Words   |  7 PagesAIDS isn’t a disease people have known about since the 1800s. In fact, it wasn’t even known as AIDS until a couple years after its discovery in the 1980s. Before, it was called Gay Related Immunodeficiency Disease, or GRID (â⠂¬Å"Natural History of HIV/AIDS†). And because of the fact it wasn’t discovered until the 1980s, people feared the disease and still do to this day. It’s been thirty years and many are still not properly educated about AIDS (Hawkins 16). The fear, stigmatization, and discriminationRead MorePhiladelphia Movie Review1571 Words   |  7 PagesEnsure that you address the following: * Myths and stereotypes about homosexuals and people living with HIV/AIDS (PLWHA) helped to propel his dismissal from the firm? * Prejudice, discrimination, oppression, and institutional discrimination. * Include analysis of any additional issues for gays and lesbians such as legal empowerment, violence against them, coming out, ethnicity, and AIDS. * Suggest strategies to promote social and economic justice. Support your report with relevant theoryRead MoreHiv And Aids : A Deadly Virus Essay1358 Words   |  6 Pages HIV and AIDS Explained Sebastian V. Aparicio NorthWest Career and Technical Academy The human immunodeficiency virus commonly known as HIV, is a deadly virus if left untreated. Unfortunately there’s no cure, but ever since the outbreak 30 years ago in the United states, there have been many advances in drugs.5 The death of HIV has decreased, as well as the amount of people getting diagnosed. All in all, HIV has a unique life cycle with stages that it advances

The Blue Sword CHAPTER EIGHT Free Essays

On the seventh day they left their valley. Harry felt a little sad, although she thought a bit of her nostalgia was apprehension for the future. Just before they mounted, Mathin came and stood before her, with a long piece of maroon silk in his hand. We will write a custom essay sample on The Blue Sword CHAPTER EIGHT or any similar topic only for you Order Now Harry was wearing a long side-slashed red tunic over long full trousers of the same color, and a dark blue surcoat; she was accustomed to Hill dress now, and comfortable in it, unlike her first evening in the king’s camp. â€Å"Put this on, so,† said Mathin. He gestured to his own waist; he wore a dark green sash. She looked down at herself. Mathin tossed the maroon strip over his shoulder, and pushed her hands away from her sides. He untied the brown cord she had used as a belt and dropped it as if it were trash, and wound the maroon silk twice around her waist, and tucked the ends of it away in some invisible fashion. She looked up: Mathin was wearing the fierce grin she was accustomed to seeing when they crossed swords. â€Å"One of the Hills must have a sash when she goes to the laprun trials, where it will be proved that she deserves to wear it.† He turned away to mount Windrider. Harry stood where she was a moment longer, feeling where the sash seized her lower ribs as she breathed. Then she put her hands on the pommel and cantle of the saddle and vaulted onto Sungold’s back as she could now do easily; she had begun to consider if she could learn Corlath’s way of mounting, which did not seem to require the use of the hands. They jogged along steadily all that day, although the pack horse was inclined to complain. It had had a soft six weeks and was not entirely equal – even with its burdens much lighter than they had been six weeks before – to keeping pace with the flint-hard war-horses. Narknon loped along beside them, dashing off into the bushes occasionally on her private business, reappearing silently ahead of them, waiting by the trail for them to catch her up. They paused for lunch and a cold supper; but they continued on in the twilight. After the sunset was gone, Harry could see a glow in the northeast. â€Å"It is a great bonfire on the plain before the City, to mark the opening of the trials tomorrow at dawn,† Mathin told her. Harry wondered if any of the other trials riders were seeing things in the flames. Her mind wanted to feel nervous and restless that night, but her well-trained body and that extra whatever-it-was sent her off to sleep before she had time to argue. At dawn when the trials were beginning, they were in the saddle again, riding easily and listening to the breeze, Harry half expecting to hear the distant clash and yell of combat. Slowly they rode all that day, that they might not arrive tired. The pack horse had given up complaining, and marched on resignedly. They rode around the edge of a gaunt grey rockface at sunset and suddenly before her was a vast field, the Hills rising sharply at its perimeter. The plain was speckled with fires, and in the swiftly falling shadows she could make out the many-legged shapes of huddled horses and huddled men, and the angular silhouettes of tents. There were too many of them; her heart jumped out of its usual location and began beating frantically against the base of her throat. She raised her eyes to the watching Hills again: surely this great flat plain was not a natural phenomenon in this rugged land? And yet what labor could have flattened the Hills so? Mathin was staring across the fires as if he would recognize the owners of the dark featureless tents even from here. She thought with his long eyes he might succeed. â€Å"Mathin, do you know how this plain came to be – has it always been here?† Mathin, still looking out over the plain, said, â€Å"There is a story that Tor met the Northerners on this plain, and held them away from the City for nine days, and the heat of that battle melted the rocks of the Hills, which made a pool; and when the pool became hard again, it was this plain.† â€Å"What happened on the tenth day?† asked Harry. But Mathin put Windrider into a trot without answering. Sungold trotted obediently behind her, his ears pricked stiffly at the scene before him. He was ready for anything Harry might ask him to do; he gave her a little confidence. But the other riders here had known of the laprun trials perhaps all their lives; perhaps they had been training for them nearly as long. Mathin glanced back at her. â€Å"We are opposite the gate to the City; you cannot see it from here. You will see it after the trials.† â€Å"Mathin.† His head turned warily back to her, anticipating a question he would not wish to answer. She saw his eyes glint in a yellow gleam of firelight. â€Å"Are there other women at the trials?† He grunted; she recognized it as relief that she wasn’t going to nag him further about Tor the Just, who probably wasn’t that boring if he could hold off the Northerners for nine days and melt a hole in the Hills, and Aerin and her dragons. He said gruffly, â€Å"A few. There are always a few. Once there were more.† He put Windrider forward again, and in the click of hooves she had to strain to catch his last words: â€Å"It would be a great thing for us, and for our daughters – a damalur-sol.† Damalur-sol. Lady Hero. They set up their own small and travel-stained tents not far in from the ring of Hills they had just left. She felt the drifting shadows of other Hillfolk as she rubbed Tsornin down, and when she came back to the firelight of the small blaze she had – rather efficiently, she thought, with the first of Mathin’s three methods of fire-making, which simply involved the correct application of a tinder-box – started in front of their tari, there were four such shadows sitting on their heels around it. Mathin came into the light as she did, carrying his saddle. He joined the four, and after a moment’s hesitation, so did she. She walked, pretending to be bold, toward a gap between elbows; and the owners of the elbows made room for her as they would for a comrade. â€Å"How goes it, my brothers?† Mathin said, and she was startled by his voice speaking to someone other than herself. One shadow shrugged. â€Å"As well as a first day ever does.† Mathin had told her that the first day was reserved for those less highly trained, who did not seek to win their sashes; she had sighed. Mathin told her, â€Å"You would find it dull work, the first day. Believe me.† Harry, after a moment, recognized the shadow as Innath, and relaxed slightly. â€Å"And how does our prodigy?† Harry blinked. It had taken her a second to remember the word prodigy, and then she was alarmed and heartened simultaneously by the our. â€Å"Prodigiously,† said Mathin, and he grinned at her. She smiled faintly back. The shadows nodded and stood up; but each one touched her shoulder and then her head as he passed behind her. The last was Innath, and his hand lingered just long enough on her hair for him to have time to murmur, â€Å"Be of good courage, prodigy,† and he too was gone. The camp awoke before dawn; the tents were pulled down, and the fires, after heating the malak and the porridge, and singeing the breakfast bread – Someday, she thought, I will teach these people about toast – were tramped out. She gave Narknon less than her usual percentage of porridge, because she would doubtless need all of her strength, unenthusiastic as her appetite was at present. She mounted and waited to be sent to her fate. All over again she missed bridle and reins, and the scabbard of her sword looked strange to her, slung on the saddle, and the small shield banged awkwardly against her thigh. Mathin, with the pack horse reluctantly following, rode up beside her. â€Å"Your way lies there,† he said, nodding in the direction of the invisible City gate. â€Å"You will find a man dressed all in red, a kysin, riding a black horse with a red saddle. Tell him your name – Harimad-sol,† he added, as if she might need prompting. Maybe she did. â⠂¬Å"He’ll know who you are.† She surreptitiously hitched the shield an inch or so forward, and wiped her hands on her thighs. The leather felt clammy. Who would the kysin think she was? She couldn’t even tie her own sash without help. Mathin reached out to her, pulled her face toward him, and kissed her on the forehead. â€Å"The kiss of luck,† he said. â€Å"You have no sash-bearing father or mother to give it you. Go as the Daughter of the Riders. Go.† She turned away. Innath was sitting his big grey stallion just behind her. He smiled at her, a friend’s smile. â€Å"Be of good courage, Daughter of the Riders.† The morning was already hot, and the plain offered no shade; the ring of Hills seemed to hold the heat like water in a bowl. Harry found the man in red, and gave him her name; she thought he looked at her sharply, but perhaps he looked at all the laprun candidates sharply. He nodded and gave her a white rag to tie around her arm, and sent her off toward a milling mob of nervous horseflesh and even more nervous riders. She looked at them critically; there were some fine horses here, but none could outmatch her own mount, and very few could come near him. There was one big dark bay that caught her eye; she was ridden by a boy in blue who carried his shoulders and head well. Harry wondered what the other riders thought of the one in the maroon sash on the big golden chestnut. There was little conversation. There were those who gave their names to the red man and joined the ever-increasing throng here at the City end of the plain; the rest – the audience, she supposed – crowded behind barriers she could not see, that stretched from the feet of the red man’s horse to the far side of the plain. Around Harry, some of the trials riders moved their horses in fidgety circles, just to avoid standing still; some looked down at themselves often, as if checking to make sure they were all still there. Harry twisted strands of Sungold’s mane between her damp fingers and tried to keep her teeth from chattering. There was the dull murmur of horses’ hooves, and the rush of their breathing, and the squeak of leather, the hush of cloth; and the sun overhead gazing down. To try to take her mind off the trials for a minute, she looked up, searching for some sign of the City, some path to its gate, and saw nothing but rock. It’s righ t before my eyes and I can’t see it, she thought, and had a moment of panic. Tsornin, who could read many of her thoughts by this time, flicked one ear back at her: Stop that. She stopped. Shortly before midmorning the trials began. First their weapons were taken away from them and replaced with flat wooden swords; and Harry discovered that she was much fonder of her own sword than she had previously supposed. Everyone else was settling helms on heads, so she fumbled hers loose from its straps and tied it on. It felt heavier than usual, and she didn’t seem able to see around its cheek pieces clearly. Then the riders were divided into twos, threes, fives, eights. In these little groups they galloped hard to the end of that highway between spectators, wheeled, and came back. They met twos, threes, fives, eights rushing to meet them, swerved and collided; riders rolled in the dust, and horses bolted. She was not one of the former, nor Tsornin the latter. Neither was the young man in blue on the bay mare. She had a little trouble holding Tsornin back to the pace of the others; he was not over-pleased with crowds, but he did as she asked since she asked it. Those tha t remained mounted at each sweep galloped down and back again and again; and with each charge another obstacle had appeared along the highway that must be leaped or climbed over: a wall of rolled-up tents, stacked together; a fence of tentpoles; a banked heap of small stones with scrub piled on top. The first flecks of sweat broke out on Tsornin’s shoulders as he gave her the slight heave she needed to hook a boot around a neighboring ankle and toss a rider to the ground. There was a little troop of twenty left mounted when the last charge ended. Harry looked around her, wondering how many had been thrown or hurt; she guessed there had been several times twenty in the beginning. A few minutes passed while the uneasy twenty walked their horses, and breathed deep, and waited. Then it was the spectators who came toward them, huddled once again at the City end of the plain; some of them were mounted, and all were carrying long wooden poles. What? thought Harry; and then a pole descended on her helmeted head, and the horse in front of her stumbled and fell at Sungold’s feet. Sungold leaped over the thrashing legs as carelessly as if they were blades of grass. Harry began laying about with her wooden sword. A pole thrust itself under her knee and attempted to remove her from her saddle. Sungold switched around on his forehand, giving her her balance, and she broke the offending pole with the hilt of her mock sword. She began to feel hot and annoyed. Sweat matted her tunic to her body, and her leather vest squeaked with it. The burning sunlight tried to push her out of the saddle even as the poles in human hands did. What is this nonsense? She used the flat and butt of her silly wooden stick and Tsornin reared and stamped and hurled himself forward. She broke a few more poles. She felt Mathin’s grin pulling at her own lips. Someone thumped her sharply in the shoulder with a pole, but once again, as she lurched, Sungold slid sideways to stay under her; and she gave that pole a back-handed chop and saw it spin away from its wielder. Tsornin leaped over another fallen horse. She saw abruptly that the audience hemmed the trials riders in; if one of them pushed too near the edge of the crush, he was set on with particular ferocity and turned back. She noticed this with interest, and began determinedly to get out; but there were several hundreds to twenty – and only a few of the original twenty were still mounted. She began to feel that tide of anger she remembered from the day she had unseated Mathin – she caught somebody by the collarbone and knocked him off his horse with his own pole – and she felt that she would escape. Tsornin was backing up, mostly on his hind legs. Then he spun round, came down – one more whack with her wretched wooden blade; the hilt gave an ominous creak, but it didn’t matter; she was †¦ out. The red man gave a shout. It was over. The crowd dispersed instantly, as if the red man’s shout had broken a cord that tied them all together. There were several loose horses standing clear, looking embarrassed for having behaved so poorly as to lose their riders; and several limping figures separated themselves from the others and went toward them. Harry sat where she was, the hot tide ebbing, leaving just a trace of headache behind, watching the others pass around her like grains of sand sifting around a boulder. She saw Mathin from a distance; he carried a pole across Windrider’s withers and there was a shallow cut over one eye that had bled down his cheek. She saw none of the other Riders. She squinted up at the sky. The Hills were black with shadows, but the sky was hard blue and she could feel the heat beating up again from underfoot. In the quiet – for, as it had been this morning, no one spoke and even the horses seemed to step softly – the heat seemed almost audible. She set Tsornin to walk himself as cool as possible. She patted his neck and dismounted, that they might walk together; he was sweating but not distressed, and he shook his head at her. She reclaimed her sword from the kysin, who saluted her. He had not saluted the laprun rider just before her. Mathin reappeared and told her she could rest awhile. His cheek was washed clean and a bit of white cloth bound over his eyebrow. â€Å"The individual matches will go on all afternoon; you will be called late.† They found a spot of shade at the edge of the plain and pulled the saddles off the horses. Mathin gave her some bread and some wet white tasteless cheese. She sucked it slowly and let it trickle down her dry throat. She felt quite calm, and wondered what was the matter with her. â€Å"Mathin, are all the trials the same? Did you gallop and bash people with a wooden stick at your trials?† â€Å"No and yes. They test your horsemanship in different ways; those who watch always have some chance to help – or hinder; and weapons of wood are safer. But the afternoon’s matches are always the same, one rider against another, each with his own sword. If a kysin declares that a trials rider did badly in the general trials, he will not be permitted to ride in the individual sets.† They watched the dust clouds from the matches and the bright notches of color spinning in them; but Mathin made no move to return to that end of the plain, and Harry waited beside him, leaning on her elbows in spite of her sore shoulder. The sun was halfway down the sky when they mounted again. Sungold, for the first time since she’d known him, refused to walk, and jigged along sideways, tossing his head. â€Å"Stop that, idiot,† she hissed at him in Homelander, and he halted in surprise. Mathin turned his head and looked at her impassively. They stood at the edge of the crowd now, and watched the combatants. There were five pairs, each the center of a private war; the red man had divided into ten red men on grey or black horses. There were two red men for each pair of fighters, and one man of each pair carried a small brass bell; when the bell rang out, that conflict was ended, and the horses fell apart, and riders and mounts panted the hot air. All the laprun riders were dressed in bright colors; there was very little white and no dreary dun or grey; with the scarlet kysin, it was a very vivid scene. A bell sang out, a long gay peal, and she looked over at the finished pair. One of the riders held his sword up and shook it so the sunlight nickered on it. The other rider sat quietly, his sword on the ground at his horse’s forefeet and, she noticed with a funny feeling in the pit of her stomach, his sash neatly sliced from around his waist and lying, part on his horse’s croup and part on the ground. Mathin said: â€Å"It is best to take your opponent’s sash. The kysin mark each blow dealt, but to cut off the other rider’s sash is best. This you will do.† â€Å"Oh,† said Harry. â€Å"You may, if you wish, unhorse him first,† Mathin added as an afterthought. â€Å"Thanks,† said Harry. â€Å"But you must not draw blood, for this is a sign of clumsiness. Baga, we call one who cuts his opponent during the laprun – baga, butcher. It is skill we look for. This is why no armor is allowed in the individual matches.† â€Å"Of course,† said Harry. Mathin grinned at her. â€Å"Of course. Is this not what I have been teaching you?† He watched the next pair of riders salute each other; and another bell from another pair rang; each of the five bells spoke a different note. â€Å"The trials go back many generations – once they were held every year, but there are no longer enough of us in the Hills to make up the number; we have them every three years now, since Corlath’s father’s day. â€Å"The sash-cutting – churakak – is a duel of honor that is as old as Damar; far older than the laprun trials themselves, although few meet the churakak outside the trials any more. â€Å"Aerin,† he added thoughtfully, â€Å"met the churakak several times. Her red hair no doubt made her quick-tempered.† â€Å"Harimad,† barked a kysin; and Tsornin jolted forward before Harry had registered her name. She was set facing a boy in a green robe and yellow sash; the kysin said, â€Å"Begin,† and Harry feinted Tsornin to the left, back, forward, and the boy’s sword fell to the ground, and his yellow sash fluttered down to cover it. A bell rang. Harry was a bit taken aback. The kysin waved her aside. Tsornin flattened his ears; he was not interested in boys who did not know what they were doing. Next Harry removed a dark orange sash from around a sky-blue robe; and then a white sash from a purple robe. Harry began to feel as irritable as her horse, and with each cry of â€Å"Harimad† the two of them turned and stood and attacked and wondered when the real thing would begin. Harry began unhorsing her opponents before lopping off their sashes just to give herself something to do. The Hills’ shadows began to creep toward the feet of the charging dancing horses, and the lowering sun flicked dangerous gleams from the shining sides of swords and into opponents’ eyes. Tsornin was dark with sweat, and foam streaked his sides, but he slowed not a whit, and it seemed to Harry that they were galloping down a long hall of statues with swords held stiffly in raised hands, waiting for her to lean languidly over Sungold’s neck and knock their loose sashes off. All five bells rang at once as the green sash fell off the point of Harry’s sword to the ground, and she looked around and realized that she and her latest opponent were the last to finish. It was nearly twilight, and she was surprised that they had gone on so long. Now that she stopped to think about it, it was rather hard to see; it was as though dusk had fallen on them as soon as they stood still. Tsornin’s nostrils were wide and red as he turned his head. She looked where he was looking. A big dark horse stood as if waiting for them. Harry blinked and stared; the other horse tossed its head. Was he bay or black? There seemed to be something wrong with her eyes; she raised one arm and rubbed them against her grimy sleeve, and looked again, but the horse and rider still shimmered in her sight, a shimmer of darkness instead of light. The tall rider was muffled in a shadowy cloak that fell over his mount’s shoulders and past his boot tops; he shrugged it back to show a white tunic and a red sash. The horse fidgeted sideways, and a bay glint showed along its dark flank. The lapruni and the audience moved to form a ring around them, the shadowy bay and Tsornin. The silence after the pounding hooves, the grunts and thumps and crashes, was unearthly; and the sun sank farther behind the Hills. The first breath of the evening wind crept out of the Hills; its cool finger tapped Harry’s cheek, and it felt like fear. A torch appeared, held aloft by one of the ring, someone on horseback. Then another torch burst into fire, and another, and another. The beaten ground between Harry and the silent rider at the other end of the circle swam in the flickering light. Then the brass bells rang again, like the sound of Outlander cannon in Harry’s ears, and Sungold came to life, and neighed, and the bay answered. Harry did not know if the match lasted a long time or a short time. She knew at once that this swordsman, behind the scarf wrapped around his head and face so that only his eyes showed, could have dismembered her whenever he liked. Instead he drew her to attack him, opening his defense to attract each of the many moves Mathin had taught her, as if he were a schoolmaster hearing her lessons. It was so easy for him that Harry began to feel angry, began to clear a tiny space in her mind to think of some plan of her own; and her anger rose, and gave her a headache till the torchlight was red with it, but she did not care, for she knew by now that it gave her strength. Strength she needed, for she was tired, and her horse was tired, and she could see that the bay was fresh, and could feel up her arm as the swords met that the rider did not exert himself to resist her. But her rising anger lifted her and invigorated Sungold, and she began to harass the bay stallion’s rider – if only a little, still a little. She pressed forward and the bay gave way a step or two, and the crowd gasped; and with a quick and merry slash the tip of her sword caught the scarf bound round the rider’s face and tore it up from the chin. She misjudged by the fraction of a hair; a single drop of blood welled up from the corner of his mouth. She stared at it, fascinated, as she felt her sash slip down her legs in two pieces and lie huddled on the ground, for the face belonged to Corlath. How to cite The Blue Sword CHAPTER EIGHT, Essay examples

Issue Stopping Growth Rate in India-Free-Samples for Students

Question: Write an essay in which you discuss important challenges India is facing today. Discuss possible solutions to these challenges. Answer: Challenges in Indias Growth India is a developing country and has been facing various challenges in terms of educational sector, urbanization, lack of employment and certain health issues. In this essay we would be discussing about the some of the challenges and their solutions. India has taken steps to provide educational facilities among childrens but have failed as the quality of education is very poor. The main reason behind Indias slow growth is child labour and unemployment. The educational system which was developed for betterment of students is not skill based it is more about theoretical knowledge and less practical knowledge. If compared with the educational system of other countries, India is far behind. It was reported that primary education of India is flawed as some childrens are not able to read basic paragraphs or solve maths some due to lack of some facilities [1]. Teachers are mostly not present at the duty and they do not ensure that childrens understand the lectures or not. The reason for this failure is education is not considered as an essential part in some regions. Some school due to have proper infrastructure as well and in India the education system focus on theoretical aspects and they do not deliver practical knowledge among them. The poor educational system is due to poorly qualified teachers and uneven ratio of student and teacher as well as there are insufficient teaching materials. Teachers also use outdate teaching methods that results in low quality of education [2]. Solution for this problem is improving the system by making use of effective technology that ensures quality learning is delivered. Technology is a tool that improves the way of delivering education various initiatives are taken by government of India like opening digital study halls as well as opening many corporations that provide teachers with training sessions and also builds proper assessment system [3]. They revise the education plan by focusing on practical knowledge that helps in developing the skills. Educational is made compulsory as well as the teaching method is changed that deals more with projects and practical assignments [4]. Other issue in India is child labour due to which India is not able to grow rapidly. As the childrens are involved in performing activities just to earn money and they do not focus on their education. They dont get any chance to achieve success in their life as they have lack of primary education. The main reason of child labour is poverty as they do not have much employment opportunities so they indulge their childrens in activities so that they can make money [5]. Other than poverty social security is also the reason of child labour. The gap is increasing between rich and poor as they have lack of educational system in poor regions. So childrens usually drop out from school and get indulged in child labour. Child labour has a very negative impact on mental health as well as physiological behaviour of children. The solution to this problem is removing poverty this could be done by providing finical support to poor families. Government has developed various policies to increase the awareness regarding the consequences of child labour and supporting them economically by making educational system affordable for poor people. Various anti child labour laws are also implemented to avoid this issue from ground level. Certain initiatives are taken by government of India to stop child labour[6]. These laws include schemes that provide funds for education system and special schools are opened for children who cannot afford education. Not only basic formal education is provided but informal knowledge is also delivered. It also includes training sessions that are created to promote students to study more. The reason due to which India is not able to achieve rapid growthis unemployment. Youth are the source of economic growth in the country and majority of the youth in India are unemployed. The reason of unemployment is larger population growth and less employment opportunities available in the market. The population is increasing day by day but there is no improvement in the industrial sector of the country. Apart from that youth are educated but they have lack of technical knowledge that is why they remain unemployed. The solution to this problem is providing practical education system so that they get appropriate jobs. To resolve the issue of unemployment appropriate policies are designed to generate opportunities for employment. This could be done by investing more in sectors that has better job opportunities [7]. The one reason for unemployment is lack of educational attainment or due to poor skills that do not meet the market requirements. Apart from improving the educational system the appropriate solution for the unemployment issue is controlling the rising population of our country [8]. Laws have been implemented by government of India to have small families. Apart from that government has focused on improving the lifestyle of rural areas so that people do not migrate to urban areas in search of job opportunities. To get more job opportunities government have allowed foreign companies to come to India and open they units so that better opportunities will be available for people. Thus from this essay it can be concluded that there are various issues in India that is stopping it grow rapidly. Indias greatest obstacle to growth is poor industrial sector and education system is also a scandal. Various steps are undertaken by Modi government that has made changes in the motive of improving curriculums. He has promised to create a new India with better opportunity Bibliography Ali, F.R.M., 2018. In the Same Boat, but not Equals: The Heterogeneous Effects of Parental Income on Child Labour.The Journal of Development Studies, pp.1-14. Bhattacharya, P. and Sato, T., 2017. Estimating regional returns to education in India: A fresh look with pseudo-panel data.Progress in Development Studies,17(4), pp.282-290. Bliss, S., 2017. Natural resources: Child labour in India's mica mines: The global beauty industry.Geography Bulletin,49(3), p.23. Cho, S.H., Fang, X., Tayur, S.R. and Xu, Y., 2017. Combating child labor: Incentives and information disclosure in global supply chains. Dwivedi, R. and Naithani, A., 2015. Primary education in India: role and responsibilities of school management committee (under right to education act).Management Insight,11(1). Mangla, A., 2017. Elite strategies and incremental policy change: The expansion of primary education in India.Governance. 31(6). Mathew, R. and Balachandran, U., 2018. Comparison of the Educational System in Singapore and India and How India Can Reform Its Current Practices to Improve the Quality of Learning, 45(6). Zimmermann, K.F., Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M.J., Muravyev, A., Pieters, J., Rodrguez-Planas, N. and Schmidl, R., 2013. Youth unemployment and vocational training.Foundations and Trends in Microeconomics,9(12), pp.1-157 R. Dwivedi and Naithani, A., 2015. Primary education in India: role and responsibilities of school management committee (under right to education act).Management Insight,11(1). A. Mangla, 2017. Elite strategies and incremental policy change: The expansion of primary education in India.Governance. 31(6) S. Bliss, 2017. Natural resources: Child labour in India's mica mines: The global beauty industry.Geography Bulletin,49(3), p.23. R. Mathew and Balachandran, U., 2018. Comparison of the Educational System in Singapore and India and How India Can Reform Its Current Practices to Improve the Quality of Learning, 45(6). F.R.M., Ali, 2018. In the Same Boat, but not Equals: The Heterogeneous Effects of Parental Income on Child Labour.The Journal of Development Studies, pp.1-14. S.H., Cho, Fang, X., Tayur, S.R. and Xu, Y., 2017. Combating child labor: Incentives and information disclosure in global supply chains. P. Bhattacharya and Sato, T., 2017. Estimating regional returns to education in India: A fresh look with pseudo-panel data.Progress in Development Studies,17(4), pp.282-290. K.F. Zimmermann, Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M.J., Muravyev, A., Pieters, J., Rodrguez-Planas, N. and Schmidl, R., 2013. Youth unemployment and vocational training.Foundations and Trends in Microeconomics,9(12), pp.1-157.

Mini English essay free essay sample

The article, â€Å"On Teenagers and Tattoos†, written by Dr. Andres Martin, is an interesting read that examines the significance and function of tattoos for teenagers. Dr. Martin spells out his claim in paragraph 2 that â€Å"Adolescents and their parents are often at odds over the acquisition of bodily decorations†, he continues to show the audience that for the adolescents tattoos are seen as beautifying statements, but for the parents it is seen as oppositional and enraging affronts to their authority. Dr. Martin qualifies his claim in paragraph 5 where he uses the word alternatively, which indicates that it gets to a point where the Adolescents have no control over all the markings on their body which in turn gives them a sense of normalcy and control. In paragraph 2, Martin is quite clear on when he would not press the claim: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. We will write a custom essay sample on Mini English essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He gives an examples and cites (Grumet, 1983). Claim: Adolescents and their parents are often at odds over the acquisition of bodily decorations. Qualifier: Alternatively and lastly exception is: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. Martin lists the reasons in all the paragraphs, by understanding the reasons or motivations behind tattoos, adults and parents can better understand and get to know their children. In this text, Martin addresses the growing obsession of tattoos, and why our youth is turning to a more permanent way of expressing themselves. † Thickly embedded in personally meaning memento of a relationship. But at times even the only evidence that there ever was such a bond†. He gives examples in two cases. A 13 year old proudly showed him a tattoo on his deltoid that had markings of the day and month of his birth; he also had other great pieces of tattoos envisioned for it. In another case, a proud father at 17 had a picture of his four month old baby girl tattooed on his chest. He proudly introduced her to Dr. Martin explaining how he would â€Å"always† know how beautiful she is today. The goal of this article was to inform adults of the many different motivations of teen tattooing in order to reduce the assumptions many adults make. For example, the text explains that while adolescents view tattoos as â€Å"personal and beautifying statements†, parents associate tattoos with â€Å"oppositional and enraging affronts to their authority. † Martin explains that in most situations this is not the case, and if parents would just show interest and â€Å"nonjudgmental appreciation† towards Adolescent’s tattoos, they would be able to communicate and make contact with their tattooed Adolescents. Martin is just trying to explain that if they view tattoos with an open mind, then maybe they can have a better understanding of why this is a growing epidemic within the teen community. Dr. Martin gives his readers a better understanding of the text. Martin’s utilization of all three persuasive appeals (Claim, reasons, and evidence) is the reason for his arguments strength. The combination of credibility, individual stories, and reason create an effective argument in which his purpose is clearly portrayed. In each section, Martin makes sure to include sufficient evidence and support to his claims so that he can get the readers acquainted. I am in support of Martin that if parents would just show interest and â€Å"nonjudgmental appreciation then their relationships with the Tattooed Adolescents would be great. Teenagers and Tattoos The article, â€Å"On Teenagers and Tattoos†, written by Dr. Andres Martin, is an interesting read that examines the significance and function of tattoos for teenagers. Dr. Martin spells out his claim in paragraph 2 that â€Å"Adolescents and their parents are often at odds over the acquisition of bodily decorations†, he continues to show the audience that for the adolescents tattoos are seen as beautifying statements, but for the parents it is seen as oppositional and enraging affronts to their authority. Dr. Martin qualifies his claim in paragraph 5 where he uses the word alternatively, which indicates that it gets to a point where the Adolescents have no control over all the markings on their body which in turn gives them a sense of normalcy and control. In paragraph 2, Martin is quite clear on when he would not press the claim: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. He gives an examples and cites (Grumet, 1983). Claim: Adolescents and their parents are often at odds over the acquisition of bodily decorations. Qualifier: Alternatively and lastly exception is: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. Martin lists the reasons in all the paragraphs, by understanding the reasons or motivations behind tattoos, adults and parents can better understand and get to know their children. In this text, Martin addresses the growing obsession of tattoos, and why our youth is turning to a more permanent way of expressing themselves. † Thickly embedded in personally meaning memento of a relationship. But at times even the only evidence that there ever was such a bond†. He gives examples in two cases. A 13 year old proudly showed him a tattoo on his deltoid that had markings of the day and month of his birth; he also had other great pieces of tattoos envisioned for it. In another case, a proud father at 17 had a picture of his four month old baby girl tattooed on his chest. He proudly introduced her to Dr. Martin explaining how he would â€Å"always† know how beautiful she is today. The goal of this article was to inform adults of the many different motivations of teen tattooing in order to reduce the assumptions many adults make. For example, the text explains that while adolescents view tattoos as â€Å"personal and beautifying statements†, parents associate tattoos with â€Å"oppositional and enraging affronts to their authority. † Martin explains that in most situations this is not the case, and if parents would just show interest and â€Å"nonjudgmental appreciation† towards Adolescent’s tattoos, they would be able to communicate and make contact with their tattooed Adolescents. Martin is just trying to explain that if they view tattoos with an open mind, then maybe they can have a better understanding of why this is a growing epidemic within the teen community. Dr. Martin gives his readers a better understanding of the text. Martin’s utilization of all three persuasive appeals (Claim, reasons, and evidence) is the reason for his arguments strength. The combination of credibility, individual stories, and reason create an effective argument in which his purpose is clearly portrayed. In each section, Martin makes sure to include sufficient evidence and support to his claims so that he can get the readers acquainted. I am in support of Martin that if parents would just show interest and â€Å"nonjudgmental appreciation then their relationships with the Tattooed Adolescents would be great. Teenagers and Tattoos The article, â€Å"On Teenagers and Tattoos†, written by Dr. Andres Martin, is an interesting read that examines the significance and function of tattoos for teenagers. Dr. Martin spells out his claim in paragraph 2 that â€Å"Adolescents and their parents are often at odds over the acquisition of bodily decorations†, he continues to show the audience that for the adolescents tattoos are seen as beautifying statements, but for the parents it is seen as oppositional and enraging affronts to their authority. Dr. Martin qualifies his claim in paragraph 5 where he uses the word alternatively, which indicates that it gets to a point where the Adolescents have no control over all the markings on their body which in turn gives them a sense of normalcy and control. In paragraph 2, Martin is quite clear on when he would not press the claim: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. He gives an examples and cites (Grumet, 1983). Claim: Adolescents and their parents are often at odds over the acquisition of bodily decorations. Qualifier: Alternatively and lastly exception is: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. Martin lists the reasons in all the paragraphs, by understanding the reasons or motivations behind tattoos, adults and parents can better understand and get to know their children. In this text, Martin addresses the growing obsession of tattoos, and why our youth is turning to a more permanent way of expressing themselves. † Thickly embedded in personally meaning memento of a relationship. But at times even the only evidence that there ever was such a bond†. He gives examples in two cases. A 13 year old proudly showed him a tattoo on his deltoid that had markings of the day and month of his birth; he also had other great pieces of tattoos envisioned for it. In another case, a proud father at 17 had a picture of his four month old baby girl tattooed on his chest. He proudly introduced her to Dr. Martin explaining how he would â€Å"always† know how beautiful she is today. The goal of this article was to inform adults of the many different motivations of teen tattooing in order to reduce the assumptions many adults make. For example, the text explains that while adolescents view tattoos as â€Å"personal and beautifying statements†, parents associate tattoos with â€Å"oppositional and enraging affronts to their authority. † Martin explains that in most situations this is not the case, and if parents would just show interest and â€Å"nonjudgmental appreciation† towards Adolescent’s tattoos, they would be able to communicate and make contact with their tattooed Adolescents. Martin is just trying to explain that if they view tattoos with an open mind, then maybe they can have a better understanding of why this is a growing epidemic within the teen community. Dr. Martin gives his readers a better understanding of the text. Martin’s utilization of all three persuasive appeals (Claim, reasons, and evidence) is the reason for his arguments strength. The combination of credibility, individual stories, and reason create an effective argument in which his purpose is clearly portrayed. In each section, Martin makes sure to include sufficient evidence and support to his claims so that he can get the readers acquainted. I am in support of Martin that if parents would just show interest and â€Å"nonjudgmental appreciation then their relationships with the Tattooed Adolescents would be great.

Would a stronger common foreig essays

Would a stronger common foreig essays Would a stronger common foreign and security policy make the EU more legitimate in the eyes of its citizens? In this essay I will be firstly touching on what is meant by the notion of legitimacy and why the EU has had problems concerning it, I will next explain what a common foreign and security policy is. I shall subsequently argue that a stronger common foreign and security policy would help make the EU more legitimate in the eyes of its citizens, concluding by questioning if a stronger common foreign and security policy alone would legitimate the EU. To answer this question, I must first address what is meant by the concept of legitimacy, specifically in relation to the EU and its legitimacy problems. Traditionally legitimacy is defined as the ability of a political system to articulate interests and provide for the needs of the group it is mandated to represent [Weiler, 1997], instrumental and functional viewpoints on legitimacy share the beliefs that collective identity, shared backgrounds, cultures and norms are necessary to integrate the political and social realms. This is the main issue in the EU as it does not engender a sense of common background or values, nor does it have the resources for monopoly of violence and taxation to enforce its will and no underlying tradition to back it up, meaning that the EU must draw upon other sources to provide legitimacy [Eriksen and Fossum]. Rather than input-orientated sources of legitimacy, the EU must then draw mostly upon output-orientated sources government for the people, whereby the EU will be seen as legitimate if and because of its efficiency in promoting common welfare [Scharpf, 1999:6]. In this essay I will be considering whether a stronger Common Foreign and Security Policy (CFSP) will aid in increasing output-orientated legitimacy. Firstly, what is the CFSP? The foreign policy of a state determines the states relation...

Lawyers Work in All Types of Employment Settings

Lawyers Work in All Types of Employment Settings Lawyers work in all types of employment settings and may do some work for every type of employer out there, whether large or small. To simplify, note that lawyers are found in several contexts. Several lawyers have their own private practice while others work in sectors such as the government, social policy agencies, or another type of business. Learn how lawyers work in various settings and how they set the track for their legal career. Private Practice A handful of lawyers work independently in solo practices but most practicing lawyers work as part of a larger team of lawyers.  Over three-quarters of the one million-plus licensed attorneys in the nation work in private practice.  Those employed in a law firm can work as partners and associates, however, these firms also tend to hire legal professionals for other duties, such as legal secretaries, clerks, litigation support and more.  The average annual salary for a lawyer in private practice is $137,000. Government Lawyers are hired by local, state and the federal government for work on cases as well as analysis. Some lawyers might do legal research on topics related to laws or policies.  This career can lead to working for state attorneys general, public defenders, district attorneys, and the courts. They can also investigate cases on a federal level, such as for the U.S Department of Justice. The average salary for this role is $130,000 a year. Social Policy Agencies Private and nonprofit policy agencies and think tanks hire lawyers to research policy-related topics, write briefs intended to educate policymakers and litigate.  Think tank jobs often include nonprofit, public policy organizations that include advocacy initiatives. Typically, these are independent organizations but some have government relations or funding. Lawyers who are savvy and passionate about policy and research will enjoy this type of role, however, the annual average salary is about what a nonprofit can offer. Business Every large business employs lawyers. They might deal with human resources issues, such as hiring policies. Others do work related to be the business itself. For example, a lawyer who works at a pharmaceutical company might be involved in litigation or in determining the legal feasibility of particular actions. Working in a corporate law firm often comes with big responsibilities and a huge paycheck, but with smaller law firms, lawyers can expect more varied work, flexible work schedules, and more hands-on experience. Take Your Pick Lawyers work in all settings. With creativity, ingenuity, and hard work, you can have a legal career in any setting you work. Consider whether you see yourself working at a private practice, government entity, social policy agency or business, whether corporate or small. Weigh the options of what type of law you will be performing, the passion you have for the industry, the scale at which you will be working and of course, balance all of these pros and cons with the annual median salary. As a lawyer, you have options.

Case study Essay Example | Topics and Well Written Essays - 500 words - 24

Case study - Essay Example The third success is linked to how Mattel as a corporation has managed to devise 150 different dolls, which come along with the doll’s 120 new outfits. The fourth success is as a result of Barbie’s reinvention and trendiness. She changes according to the current fashion taking into consideration the hairstyles and outfits. Her reinvention comes in terms of taking up different roles in life, and the roles are further exemplified by different accessories, which go along with Barbie. The last success originates from the fact that Mattel Corporation has embedded technology in Barbie. Technology embraced in Barbie is through a play set, a computer animated video, Barbie movies, dancing princesses and a Barbie with motion-sensor bracelet and shoe clip (Goldenberg & Mazursky, 2002). Mattel as a Corporation has been innovative; Barbie is a product whose life cycle has been extended greatly ever since its creation in the year 1959. Barbie’s first introduction to the market was unique in that this doll took the form of an adult; this was different from many other existing dolls, which were babies. Over the years, innovation has taken centre stage, which has ensured that Barbie becomes a wanted product in the market. The product’s life cycle has been extended since Mattel considers Barbie as being more than a toy or a doll, actually according to Mattel; Barbie is a lifestyle and a fashion statement. The innovation has continued in terms of making Barbie take up the current fashion and different roles in life. Through the above, Barbie’s life cycle has been extended since it has been relevant to the current times. For instance, Mattel has innovated to the extent of making Barbie trendy with different hairstyles and outfits, which makes it admire d and desired. Furthermore, Mattel has innovated by making Barbie a role model through giving her different looks, which represent different professions in life, this has ultimately extended the life cycle of

Personal Ethics Essay Example | Topics and Well Written Essays - 1000 words

Personal Ethics - Essay Example If I live by rules that are stemmed from the ill effects of society, then I will end up being depressed and discouraged. Free will basically trusts one’s instincts. It is being able to live well, to do things my own way and to live slowly but surely. My thought patterns are shaped by the way I see things. If I see things in a different light, if I see the two sides of a coin and if I choose to see what I want to see in my own perspective, then this is what I call free will. Ethics is governed by the rightness and wrongness of actions. What is then the definition of right and wrong? Can these be equated with obligation and duty? Take the context of the family. I know for a fact that the family is the basic unit of the society. Is the husband obliged to take care of his wife or vice versa? Are parents obligated to take care of their children? When the elderly in the family starts to suffer from dementia, are the concerned family members obliged to take good care of him or her? These are the questions that will help us define the morals and principles that have shaped the society. I treat Kantian ethics as a foundation of the difference between right or wrong, between good and bad. Immanuel Kant argues that to act in the morally right way, people must act according to duty. But then is duty synonymous to responsibility? How does duty become a sense of accountability? Take for example the situation in the community. The rules that the society dictates can sometimes be so distracting but if I would consider that rules are meant to be followed and not meant to be broken, then everything in the community will be in order. The very simple sign, â€Å"No smoking† at the gasoline station is meant to be abided.... In this case, is this really my duty not to smoke Or is it simply following the rules and being aware of the consequences if I smoke at the gasoline station How can I say that it is a matter of common sense How does comprehension differ from awareness How does common sense differ from morally dictated laws If I do something, should I think the welfare of others Take for example a friend of mine needs a job. Let us name my friend Elle. Elle has been looking for a job for the past six months. Now an opportunity for her to work part time has landed on her lap. Her duty is to fill in the position of a nurse in a nursing home for only three days. Now as she started working, she does not want to let go of the opportunity. What she did was to convince the nursing home administrator to hire her full time instead of the 2 Nurse whom she has temporarily replaced for three days. Elle was able to convince the nursing home administrator to hire her full time at the expense of the nurse who only took her days off. Who is now at fault here Is it that of the nursing home administrator or is it that of scheming Elle who thought of her own self interest rather than the nurse who has worked in the nursing home for years When the nurse returned, she does not have a job anymore. On Elle's part, she would rather think of her own survival rather than the welfare of the nurse whom she has replaced. In this situation, the context of good and bad is really out of the maxim of the rules of good and evil. Take for example the context of suicide. Japan is considered the country with the highest suicide rate. In Japan, suicide is common but in the milieu of Christianity, suicide is not advisable. In this framework,

Support and Caring for a Person with Dementia Essay Example for Free

Support and Caring for a Person with Dementia Essay The patient presents with dementia, poor posture (her chin close to her chest) and dislikes solids, there for has to be assisted to feed and chooses only to consume liquids. Her communication skills are also poor and doesn’t have the capacity to engage in a flowing conversation but has the ability to answer a question using the words ‘yes’ or ‘no’ or by saying individual words. I was given the task of feeding the patient at lunch time as she requires one to one support at meal times due to her lack of willingness to consume solids and fluids. It is extremely important to maintain good fluid intake to reduce the chance of dehydration which could contribute to increased confusion in a dementia patient. To prevent this, patient H has a daily fluid chart which is filled in every time fluids are consumed as a way of effectively monitoring her intake of fluids. I informed patient H it was meal time and directed her to her chair by her bedside, supporting her to sit and positioned a bedside table over her chair. H expresses distress and agitation when sitting in the dining room at meal times with the other patients therefor patients H’s preferences are respected by supporting her to feed at her bed area. I put a plastic green apron on her to protect her clothes and maintain her dignity, washed my hands and put a green apron over my own clothing for hygiene purposes in accordance with my wards food hygiene policy. As the patient only consumes fluids I got a Fortisip drink from the fridge, poured it into a handled plastic cup and added a straw. Fortisip drinks have a high nutritional and energy value and are used as meal replacement in cases such as this patient. I communicated with the patient verbally in an encouraging manner and held the cup and directed the straw to her mouth. I did this at several intervals, making sure I left a sufficient time in between sips to enable her to swallow the contents of the liquid, encouraging conversation throughout. After drinking three quarters of the cup the patient refused to open her mouth to take the straw and shouted ‘no’ and got up out of her chair which at this point I praised the patient and relocated the cup on the table. I chatted in general conversation with her to give her sufficient time to digest her intake then offered her further fluids to which she stated ‘no more’. Satisfied she had had enough, I removed her apron and directed her to the lounge area and then discussed the task with my mentor. Feelings/thoughts Before I started this task I felt slightly anxious as it was the first time I had supported this patient on a one to one basis. I was unsure of how she would react to me as I was an unfamiliar face to her in relation to her feeding and I had previously witnessed her being very verbally aggressive, trying to leave her chair and showing signs of frustration during meal times with other trained, experienced staff on the ward. Throughout the task I felt my confidence increased as the patient was fairly compliant with what I was trying to achieve, this made me become more relaxed and less anxious which I feel eased the mood of the whole experience. After completing the task I felt satisfied that I had achieved what was required whilst undertaking a person-centred personalised approach to meet the needs of the patient. Evaluation I felt that I achieved the desired outcome which was to ensure the patient consumed an adequate volume of fluids during meal time whilst promoting a person – centred approach to their care as I ensured the patient enjoyed and consumed her meal through liquid form with a suitable aid which is her preference to enable easier consumption. In order to meet patient’s needs I required a straw, cup, appropriate meal supplement and syringe which are all aids I used during the task. If I hadn’t prepared her meal in liquid form then the patient would have been unable to consume her meal which would result in dehydration, hunger and lack of sufficient nutrients absorbed into her body to enable her to function normally. I felt I could have been more organised with the task as I felt I interrupted the flow of the task by leaving the table on a couple of occasions to retrieve required items. I should have had the meal supplement already poured in the cup with straw to hand at the table along with the oral syringe before directing the patient to get seated in her chair. If I had done this I feel I would have been much more focused on the patient which would have been a more positive experience for the patient. Analysis In order to reduce my anxiety of the task I feel it would have been beneficial to have spent more time interacting with the patient on a general basis before supporting her with feeding. This would have provided a more natural transition into the task effectively creating a more relaxed experience for the patient. This would enabled me to have an even better person centred approach as I would have known what works well and what doesn’t work so well in regards to feeding the patient concerned. Conclusion I feel that the patient received a good standard of person centred care in regards to her mealtime. It is important that the patient feels included and valued within the ward and I feel this is met by ensuring she has one to one support during mealtimes in an area where she feels most comfortable. However, it is also important to note that there may be occasions where the patient would rather not be situated at her bed area and her behaviour of standing up and removing herself from the chair may indicate this. I understood this behaviour was the patient’s way of expressing that she didn’t want any more intake, where in reflection it could have been an indication that she was unhappy with the current surroundings or the temperature for example. My mentor was satisfied that I had taken a person-centred personalised approach to the task as I had met and taken into account the patient emotional, metal and physical needs by tailoring her meal time experience using appropriate aids and the environment to create a positive experience which took her preferences into consideration. Action plan In future I will aim to forward plan more and ensure I have all required resources to hand to enable me to dedicate my time and use my time with the patient more effectively. This will ensure that I make the best use of my time which will allow me to support my team effectively and also ensure that the patient feels completely valued and display to them that I am competent and focused on the task I am supporting them with. It would also be beneficial for me to interact with the patient if possible before undertaking a task which would relax the patient and help them feel at ease. I have had previous experience of this skill as I have worked in the social care sector for many years but have found having this opportunity to reflect on my practice through the use of the Gibb’s model of reflection valuable and given me awareness of how I can develop this skill further to benefit the patient.

Childrens Testimony Essay -- essays research papers

Over the last thirty years, the idea of children as witnesses and the accuracy of their testimony has been widely debated. People are asking themselves if the memories of young children, specifically between the ages of five and ten, can be accurate and in return trusted. So, can children’s memory and testimony be accurate? Prolific amounts of research have been conducted in an attempt to answer this question. Most of the research suggests that unfortunately we can not rely on their accurate recall in testimony. I would have to say I agree with the findings.   Ã‚  Ã‚  Ã‚  Ã‚  The current anxiety about the validity of children’s testimony in court stems mostly from heavily publicized cases of child molestation during the 1980’s (Meyer, 1997). As a result of society’s reaction to dramatic increases in reports of abuse and neglect, children increasingly are being admitted as witnesses in juvenile and criminal proceedings (Ceci & de Bruyn, 1993). Each year hundreds of thousands of children in North America become entangled in the legal system. Often these children testify about the alleged actions of a parent, teacher, baby-sitter, relative or neighbor. And when this happens, the case is often decided on the basis of the relative credibility of the child versus the defendant. Regardless of whether such testimony is made in forensic interviews, during preliminary hearings, or at trial, it may result in life altering decisions for all involved (Ceci & Bruck, 1995).   Ã‚  Ã‚  Ã‚  Ã‚  The issue of children’s veracity is not new to the courtroom. There were cases in Puritan times in which youngsters’ testimony was responsible for the imprisonment and execution of a number of individuals accused of being witches (Meyer, 1997). Because of this, for both theoretical and practical reasons, many child psychologists, legal professionals, and others have long sought to understand more fully the extent to which young children are able to recall their experiences and to report on them accurately. As part of this effort, there has also been a great interest in learning more about the developmental course through which young children acquire the capacity (Stern, Stern, & Lamiell, 1999).   Ã‚  Ã‚  Ã‚  Ã‚  To thoroughly understand the subject, we must look closely at several aspects and effects of children as witnesses in the lega... ...esses in Court: A Growing Dilemma.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Children Today, 22. Franklin, D. (1999). Child Witness Credibility. Retrieved 10-02-01 from Psychology   Ã‚  Ã‚  Ã‚  Ã‚  Information online:   Ã‚  Ã‚  Ã‚  Ã‚   Garry, M., & Palaschek, D. L. (2000). Imagination and Memory. Current Directions in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychological   Ã‚  Ã‚  Ã‚  Ã‚  Science, 9, 6-9. Goodman, G. & Levine, M. (1991). Child Witnesses and the Confrontation Clause:   Ã‚  Ã‚  Ã‚  Ã‚  The American Psychological Association brief in Maryland v. Graig. Law and Human Behavior, 5, 13-29. Koriat, A., Goldsmith, M., Schneider, W., & Nakash-Dura, M. (2001). The Credibility  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  of Children’s Testimony: Can Children Control the Accuracy of Their Memory   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Reports?. Journal of Experimental Child Psychology 79, 405-437. Meyer, J. F. (1997). Inaccuracies in Children’s Testimony. United States: Hawthoren Press. Myers, D. (1996). Exploring Psychology (3rd ed.). Michigan

Entrance Test: Faculty of Health Sciences Essay

Date and venue of the test centres have been indicated on the Admit Card. Applicants should indicate one centre of their choice in the space provided in the Application Form. In case the Admit Card does not reach you on time, you are advised to take the Test at a convenient Centre bringing a photocopy of the application form and photo ID with you for identification. The University has not authorized any publications or any preparatory classes for this Test. Structure of the Test The total duration of the admission test would be 2 hours and 30 minutes All questions carry equal marks, there is no negative marking. The test paper is divided into various sections comprising multiple choice questions. Distribution of the questions in various sections is as follows: Section I This section comprises two components which aim to test competency in the English language: Component 1: 30 multiple choice questions to test structure, cohesion and vocabulary. Component 2: a summative paragraph from notes which will be provided. The time given to complete Section I will be 1 hour and 15 minutes. There will be no negative marking for this section. Section II II A. This section will comprise 20 multiple choice questions in Biological Sciences The time given to complete this section is 30 minutes. II B. This section will also comprise 20 multiple choice questions in Mathematics. Candidates will be given 30 minutes to complete this section. II C. This section will also include 10 multiple choice questions to ascertain their Logical reasoning skills. The time given to complete this section is 15 minutes. hP D in Health Scienc se 2010 The Aga Khan University Medical College Faculty of Health Sciences Answering MCQs The candidates are expected to attempt all questions, selecting the correct answer by darkening the corresponding box in the given answer sheet, e. g. if D is the correct answer for a question, your answer should be marked as under: A B C D Please Note: – Use a dark pencil to make dark marks – To change an answer, erase completely Discipline The University expects honesty from applicants. Dishonest behaviour during the Test or violation of instructions given by the examiner will result in irrevocable disqualification of the applicant from entering the selection process. SECTION I English  Component I: Structure, Cohesion and Vocabulary Directions: Each passage below has ten numbered gaps, each gap indicating that something has been omitted. Read the entire text carefully and then look at the possible answers A, B, C or D below to complete the gap. Choose the option for each gap that best fits the meaning of the sentence or passage as a whole. Example Imagine that you have arrived at a leading Asian university to take part in a study of learning and memory. You go into a room †¦. 1†¦. thirty year-old biology lecturer, the experimenter, whose demeanour is rather stern. The other person in the room is also there to take part in the experiment. He is a rotund forty-five year old accountant who is mild mannered and likeable. The experimenter †¦. 2†¦. the effects of punishment on learning. It is decided, apparently by drawing lots, that the accountant will be the learner and you will be the teacher. You all go into an adjacent room where the learner is strapped into an â€Å"electric chair† apparatus and an electrode†¦.. 3†¦. wrist. You are told that the electrode is connected to a nearby shock generator unit. 1. A. and you met a B. and are met by a  C. where you stand next to D. where stands 2. A. is less likeable but serious in terms of B. has been discovered through C. says that he is interested to study D. tells you that he is interested in studying 3. A. is attached to his B. attaches tightly on his C. is attached by virtue of the D. can be attached through the Answers: 1. B 2. D 3. A Component II: Writing Claim: Observation of glaciers suggests a pattern of global warming during the last 150 years. 1. During the most recent Ice Age, about 18,000 years ago, glaciers buried nearly a third of the world’s land area. 2. Glaciers form when more snow falls in the winter than melts during the following summer: when glacier ice reaches a critical thickness of at least 60 feet, it becomes plastic and begins to move downhill, propelled by its own weight and the forces of gravity. 3. Because of the way they form and evolve, glaciers are extremely sensitive to, and representative of, world climate changes. 4. In 1850, Glacier National Park in the USA had 150 glaciers; in 2002 there were 26. 5. Between 1500 and 1850, temperatures dropped globally in a phenomenon known as the Little Ice Age. 6. The Gangotri Glacier in the Himalayas, which forms a mass of ice 18 miles long, has been retreating since measurements began in 1842. The rate of retreat was around 62 feet per year between 1935 and 1971: it has now doubled. 7. Cold melt water from glaciers helps maintain stream flows in the Indus river system in late summer, when rains are scarce and winter snows have melted. 8. The Gangotri ends in a â€Å"snout†, an ice cave which is the source of the Bhagirathi River where millions of pilgrims yearly swim in the freezing waters to cleanse themselves of sin. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ POSSIBLE ANSWER: Observation of glaciers suggests a pattern of global warming during the last 150 years. Since glaciers are useful indicators of any changes that have been taking place in the world’s climate, studying the increase or decrease in the number and size of the world’s glaciers over the last 150 years should give us a clear idea about what has been happening to temperatures in the world over this same period. Two facts related to glaciers provide evidence that temperatures across the globe have become warmer. Directions: Using only the relevant information from the facts supplied below, write a one paragraph  argument for the following claim. Firstly, in 1850, there were 150 glaciers in Glacier National Park in the USA but by 2002 this number had decreased to only 26. Secondly, from the time that measurements began in 1842, the Gangotri Glacier in the Himalayas has been retreating. From 1935 to 1971, the rate was 62 feet per year, but from 1971 to the present day, the rate of retreat has doubled. These observations strongly indicate that the world has been undergoing a period of global warming over the last 150 years. SECTIONII A. Biological Sciences Example 1 Questions: Decrease in the rate of diffusion of a substance across  the plasma membrane will occur due to increase in A. its concentration gradient B. surface area of membrane C. membrane thickness D. temperature A B C D Example 2 Repolarisation of a nerve action potential is du e to A. Na+/K+ ATPase pump B. increased permeability to Na+ C. increased efflux of K+ D. opening of Ca++-channels A B C D Example 3 The synthesis of a protein chain from an RNA molecule occurs through the process of: A. cell cycle B. replication C. translation D. semi-conservative replication A B C D Example 4 Based on the amount of genetic material that they contain, sex cells are said to be: A. diploid B. autosomal  C. haploid D. X-linked A B C D B. Mathematics Example 1 If x2 + y2 = 18 and xy = 4 then (x+y)2 = A. 28 B. 26 C. 24 D . 22 A B C D E xample 2 Seema is 15 years older than Kiran. In 10 years, Seema will be twice an old as Kiran. How old is A. 5 B. 20 C. 25 D. 30 A B C D E xample 3 If y is not 0 or 1, what is the reciprocal of 1/(y-1/y) A. y/y2+1 B. y/y2-1 C. y2-1 D. y2-1/y A B C D C. Logical Reasoning E xample 1 Direction: Each passage in the section is followed by question based on its content. After reading a passage, choose the best answer to each question. Answer all questions following a passage on the basis of what is  stated implied in that passage. Student at the College of Natural Science must complete a total of twelve courses selected from three different general area – humanities, natural science, and social science – in order to graduate. The student must meet the following course distribution requirement: I). Atleast six of the required twelve courses must be from natural sciences II). Atleast five of the required twelve courses must be from humanities and social science, with at least one, but no more than three, selected from humanities. Questions: If students have completed six natural science  courses, all the following are possible groups of courses that fulfill the course distribution requirement EXCEPT: A. three humanities courses and three social science courses B. two humanities course and four social science courses C. one humanities course, one natural science course, and four social science courses D. one humanities course, two natural science courses, and three social sciences courses A B C D 12. required in order to fulfill the courses distribution A. 1 B. 2 C. 3 D. 4 A B C D 4. 5. 6. 7. 8. 9. Seema now? 10. 11. The minimum number of social science courses requirement is:

A Raisin In The Sun Study Guide Essay

Part 1: Multiple Choice: Choose the best answer. (worth 1 point each) Act I Scene One 1. Why did Walter ask Ruth what was wrong with her? 2. Why was Ruth upset when Walter gave Travis the money? 3. Who are Willy and Bobo? 4. Walter said, â€Å"Damn my eggs†¦damn all the eggs that ever was! † Why? 5. Who is Beneatha? 6. Why did Beneatha say she wouldn’t marry George? 7. What was Beneatha’s attitude towards God? 8. What happened to Ruth at the end of Act I Scene One? Act I Scene Two 9. Who is Joseph Asagai? 10. What did Ruth find out in the doctor’s office? 11. Why is Asagai’s nickname for Beneatha appropriate? 12. What does Mama say is â€Å"dangerous†? 13. Why did Mama call Walter a disgrace to his father’s memory? Act II Scene One 14. What are â€Å"Assimilationist Negroes†? 15. What did Mama do with her money? Act II Scene Two 16. How did Ruth find out Walter hadn’t been going to work? 17. Where had Walter been going instead of work? 18. What did Mama do for Walter? 1 A Raisin In the Sun by Lorraine Hansberry Study Guide Act II Scene Three 19. Who was Karl Lindner? 20. What presents did Mama get? 21. What news did Bobo bring to Walter? Act III 22. Why didn’t Beneatha want to be a doctor anymore? 23. What does Asagai ask Beneatha to do? 24. Why didn’t Walter take the money Lindner offered? 25. Did the Youngers stay of move? Important Quotations: Tell who said it and why it’s significant. Quote 1: â€Å"Weariness has, in fact, won in this room. Everything has been polished, washed, sat on, used, scrubbed too often. All pretenses but living itself have long since vanished from the very atmosphere of this room† Quote 2: â€Å"Yeah. You see, this little liquor store we got in mind cost seventy-five thousand and we figured the initial investment on the place be ’bout thirty thousand, see. That be ten thousand each†¦ Baby, don’t nothing happen for you in this world ‘less you pay somebody off! † Quote 3: â€Å"We one group of men tied to a race of women with small minds. † Quote 4: â€Å"Mama, something is happening between Walter and me. I don’t know what it is – but he needs something – something I can’t give him any more. He needs this chance, Lena. † Quote 5: â€Å"Big Walter used to say, he’d get right wet in the eyes sometimes, lean his head back with the water standing in his eyes and say, ‘Seem like God didn’t see fit to give the black man nothing but dreams – but He did give us children to make them dreams seem worth while. ‘† Quote 6: â€Å"Something has changed. You something new, boy. In my time we was worried about not being lynched and getting to the North if we could and how to stay alive and still have a pinch of dignity too†¦ Now here come you and Beneatha – talking ’bout things we ain’t never even thought about hardly, me and your daddy. You ain’t satisfied or proud of nothing we done. I mean that you had a home; that we kept you out of trouble till you was grown; that you don’t have to ride to work on the back of nobody’s streetcar – how different we done become. â€Å" Quote 7: â€Å"I see you all the time – with the books tucked under your arms – going to your (British A – a mimic) ‘clahsses. ‘ And for what! What the hell you learning over there? Filling up your heads – (Counting off on his fingers) – with the sociology and the psychology – but they teaching 2 A Raisin In the Sun by Lorraine Hansberry Study Guide you how to be a man? How to take over and run the world? They teaching you how to run a rubber plantation or a steel mill? Naw – just to talk proper and read books and wear white shoes†¦ † Quote 8: â€Å"What you need me to say you done right for? You the head of this family. You run our lives like you want to. It was your money and you did what you wanted with it. So what you need for me to say it was all right for? So you butchered up a dream of mine – you – who always talking ’bout your children’s dreams†¦ † Quote 9: â€Å"And from now on any penny that come out of it or that go in it is for you to look after. For you to decide. It ain’t much, but it’s all I got in the world and I’m putting in your hands. I’m telling you to be head of this family from now on like you supposed to be. â€Å" Quote 10: â€Å" I’m waiting to see you stand up and say we done give up one baby to poverty and  that we ain’t gonna give up nary another one†¦. I’m waiting. † Quote 11: â€Å"Well – I don’t understand why you people are reacting this way. What do you think you are going to gain by moving into a neighborhood where you just aren’t wanted and where some elements – well – people can get awful worked up when they feel that their whole way of life and everything they’ve ever worked for is threatened†¦ You just can’t force people to change their hearts, son. â€Å" Act 2, Scene 3, pg. 105-6 Quote 12: â€Å"I seen†¦ him†¦ night after night†¦ come in†¦ and look at that rug†¦ and then look at  me†¦ the red showing in his eyes†¦ the veins moving in his head†¦ I seen him grow thin and old before he was forty†¦ working and working and working like somebody’s old horse†¦ killing himself†¦ and you – you give it all away in a day†¦ â€Å" Act 2, Scene 3, pg. 117 Quote 13: â€Å"I live the answer! (pause) In my village at home it is the exceptional man who can even read a newspaper†¦ or who ever sees a book at all. I will go home and much of what I will have to say will seem strange to the people of my village†¦ But I will teach and work and things will happen, slowly and swiftly. At times it will seem that nothing changes at all†¦ and then again†¦ the sudden dramatic events which make history leap into the future. And then quiet again. And perhaps†¦ perhaps I will be a great man†¦ I mean perhaps I will hold on to the substance of truth and find my way always with the right course†¦ † Act 3, pg. 124 Quote 14: â€Å"There is always something left to love. And if you ain’t learned that, you ain’t learned nothing. † Act 3, pg. 135 Quote 15: â€Å"He finally came into his manhood today, didn’t he? Kind of like a rainbow after the rain†¦ † Act 3, pg. 141. Quote 16: â€Å"What’s the matter with you all! I didn’t make this world! It was give to me this way. † Quote 17: â€Å"That was what one person could do for another—sew up the problem, make him all right again 3 A Raisin In the Sun by Lorraine Hansberry Study Guide Potential Short Answer 1. What is the setting of the play? 2. What is the central conflict in the play? 3. Define idealist and realist as Asagai does. Which characters fit into each category? 4. What contemporary political issue does Hansberry bring to the stage? Explain. What is the significance of this issue and how does it play a role one’s pursuit of  the American dream? 5. Who/what is the play’s protagonist? 6. Who/what is the play’s antagonist? 7. What moment in the play could be considered the climax? Explain. 8. Compare and contrast Beneatha and Walter. (You may use a chart/diagram). 9. Compare and contrast Asagai and George. (You may use a chart/diagram). 10. Explain the symbolic significance of the plant. 11. What is Asagai’s nickname for Beneatha. Discuss how it is a significant one for the play 12. To whom is Beneatha referring when she says to Lindner, â€Å"You heard that the man said? † Why is it significant?

The Sunflower Essays

The Sunflower Essays The Sunflower Essay The Sunflower Essay the Nazi soldier didn’t deserve forgiveness because of how great the bad in the act that he carried out. If God forgives someone, does it settle everything? Lawrence is claiming that God doesn’t have anything to do with forgiveness and that man controls forgiveness. We control who can be forgiven and who is unforgivable this decides how everything will be settled. Who decides if someone is forgiven, the victim; perpetrator; the Law; God? The victim decides when someone is forgiven. The victim can choose to forgive a perpetrator according to how great the bad act that was carried out on the victim. Should the Nazi officer be forgiven? According to Lawrence, the Nazi officer should not have been forgiven because his wrong doings are so bad that they are un forgivable. Manes Sperber (Austrian-French novelist, essayist, and psychologist) What is forgiveness? According to Manes, forgiveness is what people seek to have a peace of mind after all their wrong doings when they are on the verge of death. In the story â€Å"The Sunflower† the soldier only came to realization of his wrong doings on his death bed and wanted to seek forgiveness from any Jew to have a clear conscience. Who has the right to forgive? The victim has the right to forgive, however the perpetrator will be benefitting more from the forgiveness. Sperber is standing in the logos where he is looking at directly right and wrong and also fair and unfair. It will be unfair for the victim to also give mental peace to the perpetrator after the wrong he did. If God forgives someone, does it settle everything? Sperber is looking at it from a logos perspective where God doesn’t have anything to do with forgiveness. Showing that forgiveness is between man and is a complex issue between man. The victim either can choose to forgive or can choose not to forgive. Who decides if someone is forgiven, the victim; perpetrator; the Law; God? The victim decides if someone is forgiven because the perpetrator seeking forgiveness is a selfish act. Perpetrator only seeks to have peace of mind and the victim can choose to give it to them or not. Should the Nazi officer be forgiven? According to Sperber, the Nazi officer should not be forgiven because he is being selfish and only seeking forgiveness because he is on his death bed. Charles Fowler (Student of Saint Leo University) What is Forgiveness? [ 1 ]. Wiesenthal, S. (1998). The Sunflower: On the Possibilities and Limits of Forgiveness [ 2 ]. Wiesenthal, S. (1998). The Sunflower: On the Possibilities and Limits of Forgiveness [ 3 ]. Wiesenthal, S. (1998). The Sunflower: On the Possibilities and Limits of Forgiveness [ 4 ]. Wiesenthal, S. (1998). The Sunflower: On the Possibilities and Limits of Forgiveness

Behavioural yourself Essay Example | Topics and Well Written Essays - 1750 words

Behavioural yourself - Essay Example Economic institution is one of the most dominating one among all the social institutions, and is related to man’s career and financial stability, gains and achievements. It is financial institution that not only keeps man engaged and busy in something productive, but also earns pelf, prestige and popularity for him. But it is not so easy to win all these triumphs in life. An individual has to work hard with determination and concentration to achieve his goals in life. Both determination and concentration look for motivational effects in order to continue performing all the tasks during financial activities. Hence, motivation plays pivotal role in man’s life and career. Thus, it is the most important thing to find out what motivation is and how an individual attains it. Moreover, how its works in individuals’ career and whether the standard of obtaining motivation is one and the same in all individuals or it varies from person to person. The term motivation has been defined by different theorists differently. â€Å"Motivation is†, Kreitner views, â€Å"the psychological process that gives behaviour purpose and direction.† (1995). In other words, motivation is the main factor behind performing something purposeful towards some specific direction. â€Å"It is an inner drive†, Higgins states, â€Å"to satisfy an unsatisfied need.† (1994). Motivation is an urge that supports man during the course of fulfilment of some tasks individually and collectively. Motivational factors are extremely significant not only for the employees during their job in a corporate firm, so that they can be proved more and more productive for the organization and work place, but also it is important for the companies and organizations for the enhancement of their sales volume and creativity as well. It is the leadership of an organization that provides a staff-motivating atmosphere within an organizational structure ; it

State Tax Reform Essay Example | Topics and Well Written Essays - 1250 words - 17

State Tax Reform - Essay Example Investments in education and infrastructure have escalated. In response to the continuously weak economic performance of North Carolina, a significant change to the tax system has been proposed. According to research conducted by Civitas Institute, chaired by Arthur Laffer, it is claimed that a reduction of tax rates for the wealthy and the elimination of corporate tax will revive North Carolina’s economic performance and induce the creation of numerous job opportunities (Johnson, 2013). The Civitas/Laffer proposal would profoundly change North Carolinas tax framework by abolishing the personal income tax, franchise tax and corporate tax, which in aggregate generate 65 percent of the states income, and to a great extent supplanting this income with a higher sales tax that would apply to more products and services. In particular, the proposal would: first, abolish the personal income tax. Second, abolish the tax on corporate income (Johnson, 2013). Third, abolish the tax imposed on franchise business. Franchise businesses are businesses that benefit from already established brands and models by another organization. In California, the franchise tax is proposed to apply only to those franchise businesses incorporated within the State. The franchise tax is significant to the government since it is a source of revenue. The tax generates $ 650 million, thus the source of its significance. However, it is not as important as a corporate tax since the latter generates more revenue to the State government – $ 1.1 billion. Personal tax is the most important since it generates the highest amount of revenue to the government - $ 10.3 billion based on the fiscal period 2011-2012 (Johnson, 2013). Â