Thoughts and Experiences of a Travelling Tourist Essay

Thoughts and Experiences of a Travelling Tourist - Essay Example When we talk about the â€Å"Arabian Gulf† for example, Qatar, Kuwait, and Dubai, they almost share the same culture, religion, and language. People can find the hospitality in those countries that they never saw it before because it is a part of their culture. Arabian Gulf countries always attract people who search for summer activities like adventure, hunting, diving, luxurious hotels, traditional food, and so many other things. Furthermore, turrets always change their mind about those countries if they have misunderstood about Arab, Islam, or the Middle East in general. Middle East countries have been known to the world as dangerous countries because of the media and news, which have biased views. However, we sometimes need to see thing closely (Harrison 34). On the other hand, countries always share something together, which makes one say: it is really a small world. For example, when I went to Egypt I found that they share languages with other countries, with some of speaking Arabic, English, or even French. Egypt was really different country than all countries I’ve visited before, however. The people there are always happy and want to have fun and celebrate most of the time. They are willing to help others, especially tourists. We should not also forget the important things that make Egypt an attractive destination in Africa, which is Phrenic ancient, Nile River, museums, and the different cities like, Sharm Alshiekh, which is an awesome small city on the beach, located on the border of Israel. I also took a trip to Paris, arriving at Beauvais Airport outside the city. Thankfully, the airport offered shuttle services to take travelers to the city center, which depart every twenty minutes after the flight. I used the metro to commute around the city since it was cheaper, although sometimes I preferred to use the hop on or hop off tourist buses in the city.  

Justice System in The United Arab Emirates Research Paper

Justice System in The United Arab Emirates - Research Paper Example The judicial systems of Emirates of Dubai and Ras Al Khaimah are not part of the UAE Federal Judicial Authority because these Emirates have retained the power of their judicial systems. Therefore, the Emirates of Dubai and Ral Al Khaimah have no Federal Courts and all matters arising within these Emirates are handled by the Local Courts. The Federal Supreme Court of Cessation based in Abu Dhabi can appeal against any judgment passed by the Federal Courts of Abu Dhabi, Sharjah, Ajman, Fujairah and Umm Al Quwain. The Emirate of Ral Al Khaimah has no Federal Supreme Court of Cessation. The UAE Federal Law enacted by the UAE Supreme Council is applied at both the Federal Courts and Local Courts in UAE. Furthermore, the Courts also apply laws and regulations passed by the ruler. However, similar laws and legal procedures are applied in each of the Federal and Local Courts in Emirates but there are some differences. In cases where a conflict arises between Federal and Local Law then in suc h cases, the Federal Law will prevail. The justice system of the UAE is very efficient and fair which is the primary reason why UAE has attracted businesses from around the world. (Price et al 1998). The primary sources of law in UAE are the statutory codes because UAE has a Legal System which pertains to a civil law. The Egyptian legal system has influenced the UAE legal system to a great extent, thus the system enacted in the UAE can be regarded as a reflection of the system in Egypt. Interestingly, the Egyptian system has been influenced by French and Roman legal systems; therefore the legal system of UAE is an amalgamation of the systems of France, Rome, and Egypt. However, the major source of law is inevitably the Islamic Law codified in Shariah. The procedures and practices followed by the judicial system of UAE are based on Islamic Law.  

My Achievements and Inspirations Essay Example for Free

My Achievements and Inspirations Essay Education does not stop after graduating in college. It actually starts once a person realizes that it should be innate until the last years of his or her life as it would ultimately become one of the treasures that we can keep in old age. I was born on July 19, 1983 in Lahore, Pakistan. However, when I was still very young, my parents Nisar Ahmad and Rubina Nisar decided to move to Bahrain, the country where I was raised. They sent me to a reputable school where I completed my high school. They have always been supportive when it comes to the quality of my education. Indeed, I was very young, but I believe this was where my dreams were born. In high school, I became very interested in biology and chemistry. I found out that there is much more to discover in a living organism than just its physical nature. This realization left me an overflowing surge of curiosity. My chemistry teacher, Mrs. Prasana, was the one responsible for this passion that I have right now. She provided me everything she could with regard to chemistry and biology-related information. Read more: Inspirational Essays about Life Gradually, she became my inspiration in pursuing this complex but wondrous fields of science. After high school, I moved back to my hometown in Pakistan where I earned my bachelor’s degree in Biochemistry in one of the most renowned universities of this field. It was absolutely a new phase of my life because I get to further my education in something that I have always dreamt of learning. Studying life sciences was my dream, which is why during my undergraduate program; I have undergone internship in a hospital near my home. It was a life-changing experience for me. I would feel most alive when I worked in the laboratory under the supervision of my supervisor. I am confident with myself every time I do laboratory works, and I know that I have significant skills in handling lab works with high efficiency which I believe should be necessary for a healthcare worker. I have lived in three different countries; Bahrain, Pakistan, and in the United States. As an effective clinical scientist, it is a must that one practices flexibility at all cost as it can be a necessary trait in producing quality outputs.

Analysing Different Teaching Syllabus

Analysing Different Teaching Syllabus In the domain of language teaching, many teaching syllabuses have emerged which can be classified according to their goals. Examples are the grammatical or structural syllabus which focuses on teaching grammar; the lexical syllabus of which the goal is to teach students lexis and the orthography of the target language; the situational syllabus which is concerned with teaching language related to certain situations; the topic-based syllabus, which has as its goal the teaching of specific topics, for example, geographical topics such as global warming. There is also the skills-based syllabus which takes into account the four skills of language learning, namely, listening, speaking, reading and writing; the task-based syllabus, in which the task is the key to acquiring language and the integrated syllabus, which attempts to integrate all types of syllabus into one syllabus. This kind of syllabus is central to the Headway series of books. The focus of the teaching syllabuses in schools and colleges used to be on the grammar of the target language. Priority was given to structural categories, such as word class, and to mastering these categories. It was noted, however, that learners using the structural syllabus lacked the ability to communicate fluently in the target language, because they had little practice in expressing themselves communicatively, even though they had mastered the grammar. They were able only to memorise the structural categories and never engaged in communicating with others. This problem, therefore, could be solved only by producing a new syllabus which could meet learners needs and improve their communicative ability. As a result, a notional-functional syllabus emerged, with new goals and procedures. This paper examines the notional- functional syllabus. In the first part, a brief section seeks to define the word syllabus, followed by a section about the general meaning of a notional-functional syllabus. The second part considers the approach taken in this kind of syllabus and discusses it. The third part focuses on an important aspect in the notional-functional syllabus, namely, needs analysis. The fourth part highlights the strengths and weaknesses of this syllabus. The fifth part shows how the notional-functional syllabus has been influenced by theories of language and learning. The final part, attempts to describe the teaching situation best suited to this type of syllabus and some of its most important aspects. The Notional- functional syllabus: Before we embark on describing and discussing the notional-functional syllabus, we should provide a definition for the word syllabus. What is a syllabus? It is noteworthy that many writers such as, (Brumfit: 1984; Nunan: 1988; Richards: 2001) have sought to define this word. For example, a syllabus is defined as: a specification of the content of a course of instruction which lists what will be taught and tested (Richards: 2001:2). It is defined also by Nunan (1988:159) as: a specification of what is to be taught in language and the order in which it is to be taught. Furthermore, it can merely lay down what is to be taught, or attempt the harder task of organizing what is to be learnt (Brumfit: 1984). Accordingly, it is noted that they agree that a syllabus should be a specified by a plan which leads teaching aims. White (1988) agrees with Nunan (1988), in addition, that a syllabus may include such aspects as, structure, functions, topics, skills and situations. The choice of priority among these aspects will specify the type of syllabus. 1.2. What is a notional-functional syllabus? The first appearance of this type of syllabus was in the 1970s, when sociolinguists and language philosophers first tried to reflect the functional aspects of language in the teaching syllabuses (Nunan: 1988). It is worthy mentioning the the notional- functional syllabus is based on two important aspects, namely, a conceptual or notional aspect and a functional aspect. The first, takes into consideration concepts such as, cause and effect, time, movement and space. The second describes and classifies the intentions behind language use. In fact, neither of these aspects was new for language teaching. They always been of much concern in the language teaching field, yet what was new was the adoption of notional-functional categories as principles in syllabus organisation. As a result, the great stress on grammatical considerations was relaxed, because the communicative categories were taken into account (White, 1988). It is, however, worth mentioning that the Threshold syllabus (Van Ek: 1975) and the Waystage syllabus (Van Ek and Alexander: 1977) are prototypes of notional-functional syllabuses prepared by the Council of Europe. The content of these syllabuses includes notions such as those mentioned above and functions such as are found at the Threshold level ( Ek and Trim: 1990), ( see, Appendix:1). D.A.Wilkins (1976) was the keenest advocate of the notional- functional syllabus. He notes that this type of syllabus should encompass three categories of meaning: first, semantico- grammatical meaning , in which grammatical form is taught by semantics, such as, time, which consists of point of time, duration and relations; second, modal meaning, in which there is a concern with the nature of the speakers attitudes, such as, the scale of certainty, including: conjecture, doubt, conviction and disbelief; and third, the communicative function, in which speakers are expected to provide communicate infor mation, such as, requests and complaints (Wilkins: 1976). The approach applied in the Notional- functional syllabus: It is important to note that there is a contention among such writers in the language teaching domain as, (Wilkins: 1976; Nunan: 1988; Richards: 2001). This contention is about whether the approach taken in a notional- functional syllabus is analytic or synthetic. In fact, Wilkins (1976) is the first writer who has paid attention to the difference between synthetic and analytic approaches in teaching syllabuses (Nunan: 1988). The distinction lies in the fact that the strategy of language teaching in a synthetic approach relies on the process of acquiring language through a gradual accumulation of language parts. These different parts are taught separately until the complete linguistic structure is built up. In contrast, with the analytic approach linguistic control of the learning environment is not important, because language components are not viewed as building blocks. In other words, they are not gradually accumulated. Furthermore, the important forms of language are isolated fro m the contrasting context in which they probably occur. Therefore, the focus of learning is significant aspects of the language structure (Wilkins: 1976). Wilkins goes on to propose that a notional-functional syllabus maybe considered an example of the analytic approach to language teaching. This is because it entails no compulsory exposure to grammar, although we will probably be able to separate particular forms from their language environment in order to learn the grammatical system adequately (ibid, p 19). It emerges that (Nunan: 1988; Richards: 2001) disagree with Wilkinss view that the approach of a notional- functional syllabus is analytic; they consider it synthetic. The reason is that the functional-notional syllabus was an attempt to replace the structural syllabus, yet ultimately, it remained similar to the latter, because, the type of exercise and the content which learners need to master is altogether similar to those of the structural syllabus ,although, the units in the notional-functional syllabus have functional labels(Nunan: 1988). Moreover, it is noted that the notional -functional syllabuses continued to be the same as the structural syllabuses, because they failed to get rid of the need for linguistic control and gradually forms accumulated (Richards: 2001). It is, therefore, agreed with the views of Nunan and Richards, because functional-notional syllabuses are not different enough from structural syllabuses. For example, in structural syllabuses learners have to lear n the different verb tenses gradually. In notional- functional syllabuses, they have to create sentences according to the type of function in a sequence way. Hence, the approach tends to be synthetic rather than analytic. Needs analysis: This term refers to a set of procedures used to collect information about learners and their communications tasks which might help in syllabus design. The question why learners need to learn the target language is not solely the concern of needs analysis. Syllabus planners, however, will need information about such aspect as, the social expectations placed on learners and the possibility of resources to help implement the syllabus. Syllabus designers, therefore, use two different types of needs analysis. The first is learner analysis and the second, task analysis. Learner analysis is concerned with the learners purpose in learning the language and with many other questions through which a great deal of information can be amassed through, for example, data collection forms (Nunan,1988). In needs analysis a syllabus plan is derived from the specifications which syllabus planners or teachers derive from determining the sort of language required. This specifies the ends which the learner s desire (White: 1988). White seems to have considered a needs analysis similar to a blue print for a house build since, in order to drew up plan, an architect needs to look at another house to collect information about the design. The architect, therefore, is similar to a syllabus planner or teacher (ibid, p83). Wilkins, on the other hand, drew attention in notional-functional syllabuses to the learners needs. He proposed that the categories to apply in syllabus should be relevant to the particular population of learners (Wilkins: 1981:84). Consequently, notional-functional syllabuses are based on the learners needs, which are known through needs analysis, for example, from interviews asking learners what they require to learn (see, Appendix: 2). Strengths and weaknesses of the notional-functional syllabus: One of the positive aspects which characterises the notional-functional syllabus is the focus on communicative factors as a starting point in a syllabus plan. For example, in this syllabus, there is a concern for the linguistic elements which learners need in order to communicate. Furthermore, the grammatical and situational factors, on the one hand, are not neglected in this syllabus, because communicative competence will be produced and learners will be motivated by the use of language. On the other hand, all types of language functions could be covered in functional notional syllabuses not solely the typical language functions that might emerge in certain situations (Wilkins, 1976). It is worth clarifying the difference here between grammatical competence and communicative competence. According to Richards (2006), grammatical competence involves a concentration on the sentence as a unit of analysis and the ability of language learners to analyse the form of the sentence in order to create their own sentences in the target language. Communicative competence, however, means a state in which learners can use the language in meaningful communication. Another positive aspect of a notional-functional syllabus according to Widdowson, is the improvement which it represented over grammatical syllabuses, because this syllabus allows an authentic and communicative use of language in the context in which the forms are presented (Widdowson: 1978). However, Finocchiaro and Brumfit (1983) praise the syllabus for giving the communicative purposes of students highest priority. Moreover, adopting a functional-notional syllabus in the language teaching domain provides distinct benefits: First, no compulsory exposure to language grammar; second, the provision of concrete learning tasks; third, the chance for teachers to be guided by some principles of psycholinguistics, sociolinguistics and educational theory; fourth, the insistence on the need for language learners to have a real purpose in speaking. Fifth, the widespread progress of target language courses is provided by this kind of syllabus. Sixth, modular and flexible courses could be improved by this syllabus. Moreover, listening and reading activities which are also called receptive activities are provided in this. Furthermore, the communicative abilities of learners will be motivating due to the basic communicative functions which existing in this syllabus (ibid, p36). Hence, we could see that notional-functional syllabus takes into account the importance of communicative activities in language teaching. As Littlewood (1981) indicates, the purposes of communicative activities are, first, to give whole-task practice, whereby students in the target language classroom get practice in completing a whole task with its varied communicative activities. Second, they improve motivation, in that the important target for is to communicate with others; consequently if they recognise that their classroom can serve this target their motivation to learn seems to give them close attention. Moreover, they can create a context which supports learning, because communicative activities encourage positive relationships between learners and their teacher. As a result, these relationships contribute to a propitious learning environment. But, despite its positive aspects, this type of syllabus still has some limitations. One of these limitations is the difficulties which syllabus designers have with respect to grading and selection, because a notional-functional syllabus has much concern for communicative factors. To illustrate, grading is the process of arranging the content of a syllabus from easy to difficult (Nunan, 1988). The items, which should be included in this syllabus, are not chosen on linguistic basis only, but also on the communicative purposes with which learners embark on a course (ibid, p37). Furthermore, because in a functional framework syllabus planners have no empirical evidence to build their selection of exponents and structures, it is thought that their selection is based merely on intuition (White, 1988). In an attempt, however, to solve the problem of grading and selection in the notional-functional syllabus, hybrid syllabuses emerged. These syllabuses combine the structural and notional cat egories in one syllabus, yet even these models of syllabuses have proved problematic, because, as White indicates, there have not been enough evaluate them (ibid, p82). Another shortcoming, with this type of syllabus is that there is no compatibility between function and form, because, in order to decide which function is being explained, we need to know about the context. For instance, in the following sentences: We are thinking of going to see the new Woody Allan film tonight. How about going to see the new Woody Allan film tonight. (White, 1988:76). In these examples, there is confusion whether they should be seen as forms of invitation or function ways of making a suggestion (ibid, 77). Moreover, Widdowson in his critique the notional-functional syllabus notes that the methodology of dress rehearsal results in the activities which aim to produce authentic communication in the classroom. This methodology may enable learners only to convey the items learned in the situations which they can rehearse, but not in new situations (Widdowson: 1987). The notional-functional syllabus also lacks a rigorous use of needs analysis. According to Richards (2001), the term needs is not identified clearly because needs may identified on the basis of intuition and the interests of the syllabus planners. Therefore, the criteria for this term in the syllabus are not clear-cut. Hence, from the limitations of notional-functional syllabus discussed above, it could be seen, that such a syllabus tends to be product- based syllabus, which focusing on what language is learnt rather than process-based syllabus which focuses on how language is learnt. The consequence is that the list of items which a notional-functional syllabus offers is presented to be learnt, yet how they will be learnt is not specified. The influence of language theories and learning on the notional-functional syllabus: Theoretical views of language teaching varied in their ideas. Fore example, there is the structural view in which language is considered a structural system connected with elements for the coding of meaning. This view is considered traditional in language teaching. The functional view, therefore, came as a reaction to it, on the one hand, and an attempt to improve it, on the other hand. Language in the functional view is considered a means of conveying functional meaning (Richards and Rodgers: 1986). Nunan (1988), however, draws attention to the way in which the communicative view was integrated by syllabus designers in the 1970s and at that time attracted a great deal of concern. This view, which is allied to the functional view, asserts that the communicative and semantic dimensions of language are as important as the grammatical characteristics of language. Thus, the content of language teaching is specified and organized by its communicative and semantic dimensions through meanin g and function categories instead of, structure and grammar elements (Richards and Rodgers, 1986). As a result, the notional syllabuses adopted by Wilkins in 1976 came as an attempt to apply this view of language in teaching syllabuses. Hence, the notional syllabuses comprised not solely grammar elements and lexis, yet also specification of the notions, topic and concepts which learners require in communication (ibid, p17). It is noted, moreover, that the functional view tends to be with views such as Hallidays view (1970) which believes that: linguistics à ¢Ã¢â€š ¬Ã‚ ¦ is concerned with the description of speech acts or texts, since only through the study of language in use are all the functions of language and therefore, all components of meaning, brought into focus ( Halliday:1970:145). Hence, it seems clear that the notional-functional syllabus is heavily influenced by functional and communicative views of language. It is important to note, however, that the notional-functional syllabuses are influenced not only by theories of language, yet also theories of learning. Because, as Richards and Rodgers (1986) observe, the models of structural, functional and interactional approaches in language teaching are considered incomplete in themselves, because they provide only theoretical frameworks for teaching language. Thus, they need educational theories of language learning in order to be complete. According to Richards and Rodgers, there are two types of learning theories, namely, process-oriented theories and condition-oriented theories. The first, is built on the processes of learning namely, habit formation, induction, inferencing, hypothesis testing and generalization (ibid, p18). The second concentrates on language learning from the perspective of human nature and the physical context. Therefore, it is should be noted that communicative meaning comes under the umbrella of condition-oriented theo ries, because, learners need to learn how they can transfer their communicative meaning through language. They could do it through a notional approach to language teaching, because the basis of this approach comes from the belief that what learners need in the domain of language is significantly more important than language mastery as unapplied system (Wilkins, 1976). As a result, it could be seen that a notional-functional syllabus relies heavily on the functional view of language and condition-oriented theories of learning. As Wilkins (1981) emphasizes, what links the notional approach with the communicative language teaching movement is the knowledge of language learning in which the communicative purposes have a great deal of concern. The teaching situation best suited to the notional-functional syllabus: Since, the focus of a notional-functional syllabus is on the development of communicative competence such as language learners need for communication in the target language, Furthermore, this kind of syllabus provides for the teaching of every day language in the world beyond the classroom. It could, therefore, be argued that the notional-functional syllabus is suitable for English for Specific Purpose (ESP) or short English courses. Such as, courses in Business English taught in an oil company. Courses of this kind would be suitable for those who want to visit an English speaking country for a business trip or holiday, where they will need to interact in different situations. This syllabus benefits those who want basic communicative functions, for instance, greeting, asking for directions, or expressing feelings. As Wilkins (1976:71) indicates, actual language courses à ¢Ã¢â€š ¬Ã‚ ¦ regarded by some learners as complete in themselves but by others à ¢Ã¢â€š ¬Ã‚ ¦ a basis for further learning. I would argue that a notional syllabus is à ¢Ã¢â€š ¬Ã‚ ¦can meet defined communication needs while at the same time it is constructing a more widely based linguistic competence. It is, however, important to note that there are some aspects which should be taken into account in the teaching situation suited to the notional-functional syllabus, including the following: 6.1. Language level: Linguistic proficiency among language learners is classified into levels, such as, beginner, elementary, pre intermediate, intermediate, upper intermediate and advanced. It could be, therefore, argued that notional-functional syllabus seems to be suitable for intermediate or advanced learners rather than beginners. The reason is that learners in the early stages attempt to concentrate on vocabulary learning before learning how to express themselves communicatively through functional meanings. Accordingly, it is thought that this syllabus seems to be un suitable for beginners, because intermediate or advanced learners already possess the core vocabulary, however, their focus will be on producing sentences communicatively. Thus, it seems more appropriate for them. 6.2. Class size: It could be argued that since a functional-notional syllabus focuses on learners needs, as Wilkins(1976) indicates, in his notional syllabuses that the categories which need to be applied in this kind of syllabus should be individual to a particular group of learners. It is thought, therefore, that large classes which are composed of dissimilar learners are not suitable for the functional-notional syllabus. This type of syllabus needs a specific group of learners, for instance, when it comes to English for Specific Purpose (ESP) courses. In them are particular groups, such as, Business English learners, engineering English learners or medical English learners. These groups of learners will be suitable for this kind of syllabus. 6.3. Assessment: Since, the goal of a notional-functional syllabus is to improve the communicative language ability of learners, in other words, their ability to use language in their communications. There seems, therefore, to be no need for formal assessment. The reason is that the assessment will focus on the way in which learners can achieve this ability through expressing concepts such as, possibility or affirmation. For instance, in the case of business English courses, the assessment is based on the learners performance in communicative language with customers; that is, how well they can communicate with their customers for instance, in making requests or offering business. Conclusion: Syllabuses in the language teaching domain have varied in their goals and procedures. The traditional ones are structural or grammatical, with a focus on finding ways of learning the grammar of the target language. But this syllabus neglects ways of acquiring competence in communicative language. Hence, as can be seen in the above, the notional-functional syllabus emerged as a way for learners to improve their communicative abilities which would be motivated through its basic communicative functions. It all depends on what we use language to do. Furthermore, we can conclude that the notional-functional syllabus is based on the learners needs, which are discovered through a needs analysis strategy. This syllabus has two main aspects: functions which deal with such the communicative abilities as, requesting, grading, arguing and expressing feelings and notions related, for example, to space, location, time and quantity. It is noted, however, that the main in designing this kind of syll abus comprise: first, the situations in which learners will use the target language, broken down into the place, the time and people who engaged in these situations; second, the topics which are found in every day communication, such as, asking for directions, offering help or shopping. Admittedly, the notional-functional syllabus possesses negative as well as positive aspects. Some of the positive aspects are its focus on communicative factors as a starting point and in its high motivating power, because it enables learners to express their ideas and feelings more easily. Moreover, all types of function could be covered in functional- notional syllabuses, not solely the typical language functions which might emerge in certain situations. It is noted, however, that some of the negative aspects which are highlighted in the present paper are the difficulties in selecting and grading, the functions and forms and there lack of compatibility between function and form, because, in order t o decide which function is being explained, we need to know about the context. Furthermore, needs analysis strategy is not identified clearly, because the identification of learns needs only on the basis of intuition on the part of syllabus planners. We could see, however, that the notional-functional syllabus has been influenced heavily by functional and communicative views of language and condition-oriented theories of learning. Finally, we can conclude that, although this kind of syllabus has some limitations, it is widely used in many countries, because it is effective for learners with special purposes, such as, learners of ESP ( English for specific purposes).

Censorship in the Classroom Essays -- Censorship Essays

Sex. Politics. Religion. The big three: a work of literature is often considered controversial because of its statement about or use of these topics. What makes these and other areas so touchy in the classroom? Why do some parents and concerned community members want controversial materials out of the classroom? In this look at the language of censorship, we must first define censorship, who does the censoring, and why. These will be the first three spotlights for looking at the language of censorship. Then, we will look at how teachers, especially teachers of literature and the language arts are affected by censorship. Finally, we will preview how censorship can be taught in the classroom, to prevent some of tomorrow's censorship cases. "I never knew a girl who was ruined by a book." * James Walker (Quotations, 1997, 2). When I was in elementary school, I read every Judy Blume book I could get my hands on. I cried through three readings of Katherine Paterson's Bridge to Terribithia and scared myself with every Stephen King novel I could finish. In junior high and high school, we were taught Huckleberry Finn and Tom Sawyer, The Hobbit and Sounder, and My Brother Sam Is Dead, along with the classics. None of these books ruined my innocence. When I was date-raped the summer I was sixteen -- that ruined my innocence. Since then, I read that Maya Angelou's novel I Know Why the Caged Bird Sings has been censored because the rape of eight-year-old Ritie by her mother's boyfriend, Mr. Freeman, is too "pornographic." In Moulton, Alabama, the novel was banned in December, 1995, after the superintendent said, "'When it goes into describing sex organs and describing the pain and actual act of rape, I... ...Dr. Sara. "How the Mind of a Censor Works: the Psychology of Censorship." School Library Journal, January 1996, p. 23-27. Foerstel, Herbert. Banned in the USA: A Reference Guide to Book Censorship in Schools and Public Libraries. West Port, Conn.: Greenwood Press, 1994. p. 135- 213. Noll, Elizabeth. "The Ripple Effect of Censorship: Silencing in the Classroom." Young Adult Lit: A Contemporary Reader. Ed. Dr. Jeffrey S. Copeland. Needham Heights, Mass.: Simon and Schuster Custom Publishing, 1997, p. 199-204. "Quotations on Censorship." Online. Internet. 2 Dec. 1997. Accessible at: http://www.booksatoz.com/censorship/quote.htm. Rossuck, Jennifer. "Banned Books: A Study of Censorship." The English Journal 86.2 (1997): 67-70. Webster's Encyclopedic Unabridged Dictionary of the English Language. New York: Portland House Press, 1989. Â  

The History of the Roy Adaptation Model Essay -- Nursing Roy Adaptatio

The History of the Roy Adaptation Model The Roy Adaptation Model for Nursing had it’s beginning with Sister Callista Roy entered the masters program in pediatric nursing at the University of California in Los Angeles in 1964. Dorothy E. Johnson, Roy’s advisor and seminar faculty, was speaking at the time on the need to define the goal of nursing as a way of focusing the development of knowledge for practice. During Roy’s first seminar in pediatric nursing, she proposed that the goal of nursing was promoting patient adaptation. Johnson encouraged her to develop her concept of adaptation as a framework for nursing, throughout the course of her master’s program. Von Vertalanffy’s use of systems theory was a key component in the early concept of the model, as was the work of Helson. Helson defined adaptation as the process of responding positively to environmental changes, and then went on to describe three types of stimuli, those being focal, contextual, and residual. Roy made derivations of these concepts for use in describing situations of people in both health and illness. Roy’s view of the person as an adaptive system took shape from this early work, with the congnator and regulator being added as the major internal processes of the adapting person. After 17 years of work with the faculty at Mount St. Mary’s college in Los Angeles, the model became the framework for a nursing-based integrated curriculum, in March 1970, the same month that the first article on the model was published in Nursing Outlook. The four adaptive models were added as the ways in which adaptation is manifested and thus as the basis for nursing assessment. Through curriculum consultation and throughout the USA and eventually worldwide, Roy received input on the use of the model in education and practice. It is estimated that by 1987 at least 100,000 nurses had been educated in programs built around the Roy Adaptation Model. As the discipline of nursing grew in articulating it’s scientific and philosophical assumptions, Roy also articulated her assumptions. Roy’s first descriptions included systems theory and adaptation-level theory, as well as humanist values. As time progressed, Roy developed the philosophical assumptions of veritivity as a way of addressing the limitations she saw in the relativistic philosophical basis of other conceptual approaches to nursing and a limit... ... night within 1 week of HS Prozac cessation'. Another goal could be 'The client will report less anxiety within 2 weeks as evidenced by a reduction in her use of PRN Xanex'. Interventions would be carried out as applicable to the client and would be specific to the nursing goals. They are directed at promotion of adaptation. The final stage of the nursing process is evaluation. Evaluation includes the observation of change in the client’s behavior. One would determine if her goals are met or not met. One would ask the client about changes in her sleep pattern. One would evaluate any changes in behavior related to anxiety. If the behavior is not adaptive, then more assessment is needed and the interventions would be adjusted. In this manner, Roy’s model would be applied to most any clinical situation. References Roy, C. (1998) The Roy Adaptation Model 2nd Edition. New York: Prentice Hall Andrews, Heather A. (1986) The essentials of the Roy Adaptation Model. Connecticut: Appleton-Century-Croft. Roy, C. Akinsanya J. Crouch C. Fletcher L. Cox G. Price B. (1982) The Roy Adaptation Model in Action (Nursing Models in Action S.) New York: Palgrave Macmillan

Essay --

Children In The Civil War For my project on the Civil War, I researched the children that were around to see it. I think it’s important to know how this war impacted children, or even the involvement of children, because of what kids are like today. Today kids sit around and play video games about shooting people, back then, sometimes kids had to. When the Civil War broke out in 1861, kids from both the Union and the Confederacy said goodbye to some of their family members or even joined the military themselves. In fact, roughly twenty percent of Civil War soldiers were younger than eighteen. For the Union, this was the minimum recruitment age. However in times of war, laws were easily overlooked. The Confederacy, however, had no set age limit. Most youngsters weren’t exactly the fighters, but rather musicians. Technically, their job description didn’t include fighting, but if need be, it wasn’t uncommon for one to arm themselves and defend their lives. (http://www.pbs.org/wgbh/americanexperience/features/general-article/grant-kids/) I find it interesting to think that teenagers today’s biggest concerns compared to those during the war. Today you’ll find teenagers whose biggest problems in life are getting a five page essay on the Civil War in on time, acne, or those shoes they saw at the mall being ten dollars over the spending limit that their mom gave them. Back then teenagers were running through a hailstorm of bullets, watching as their friends and brothers fell inches away from them. They were thirsty for clean water, hungry for food, yearning for their mothers, or sometimes, even just wishing to be dead so it would end. Some assisted surgeons and sawed off damaged arms and legs. They endured the terrors that were associate... ...ive. (http://www.ducksters.com/history/civil_war/life_during_the_civil_war.php) Slave children were also impacted by this war, however slightly more positively. For many, this war meant freedom. Before the war had quite started, enslaved children had escaped to the North, either with their families or individually. When the war started, many of these families and children would slip into Union territory. Once Lincoln issues the Emancipation Proclamation, floods of these families came over. Homes for freed slaves was often no more than a wooden packing crate. Food was treasure, and disease was everywhere. Hope was not lost though. Northerners established schools that would teach blacks of all ages how to read and write. Soon, young African Americans â€Å"pulled a white teenager† and joined the army. They fought for the Union cause and thus experienced the terrors of war.

Security organizations and counterterrorism

It is explicitly declared in the manual that Muslim religious goals and quests can not be attained except by force though bombings, assassinations, as well as wanton slaughter of human beings. Anti-terror professionals are thus warned that it is almost futile to try to engage such extremists in any from of dialogue since it has been implanted into their conscious selves that only force and aggression can yield fruits. Counterterrorism efforts should thus not have discussion as one of the ways to manage terrorism since the militias are not responsive to dialogue.The manual declares that Muslims can only resist the alleged condition of unawareness by being united and conforming to Muslim religious ideals. Counterterrorist experts are thus informed to be vigilant and wary of Islamic groupings since such are the ideal places where Islamic militias congregate, strategize, and share ideas. The terrorism guidebook offers three key principles necessary for establishing Islamic military organ izations, which include: organization advisory committee and commander; soldiers; and a clearly-defined plan.This informs counterterrorism experts that Islamic terrorists are well-organized groups with a clear hierarchical power struc6ture. It is thus prudent to carry out a systematic dismantling of such organizations for effective handling of terrorism. Such measures would include firsts identifying the actual persons involved in terror activities, from planners to implementers, and then directly dealing with individual persons (Terrorist Training Manual, 2000).Several requirements for the Islamic military organizations are listed including: counterfeit money and fake documents; apartments plus hiding quarters; means of communication; means of transport; ammunition and arms; information; and transport. This implies that such Islamists are well prepared and hence counterterrorism personnel ought to have superior preparedness and planning in order to effectively tackle terrorism. Amo ng the missions of Islamic military organizations is to kidnap enemy documents, personnel, arms, and secrets.Counterterrorism experts are thus required to be vigilant in securing such entities at all times, particularly those belonging to nations which are ideological enemies with Islamic regimes. The assassination of overseas tourists and enemy personnel is another mission of Islamic militias. Counterterrorism should therefore seek to ensure the safety of tourists abroad by either offering guidelines on safe places to visit or issuing travel advisories if there is reason to fear for the safety of tourists while overseas.Another mission of Muslim jihadists is the spreading of rumors as well as issuing statements that incite the masses against he perceived enemy. Counterterrorism should thus aim to try to prevent the publication of such inciting statements, intercept and destroy them before they reach their target audience or destroy the places where they are produced. The jihadists as well have the mission of bombing and obliterating embassies plus attacking important financial centers.This calls for heightened and vigilant surveillance on the overseas facilities such as embassies and business premises owned by regimes which the Muslim jihadists consider as enemies. The jihadists also aim to blow up bridges linking cities with neighboring areas as one of their missions. It is vital for counterterrorism personnel to be on the lookout and secure vital bridges to avert any possible strikes. Recruits into the jihadist movement ought to be Muslims. This implies that counterterrorism personnel ought to concentrate on Muslim characters when managing terrorism.Members as well should be mature, that is of the age of majority. Counterterrorism should thus focus on mature Muslim persons when investigating terror activities. One requirement for membership is the ability and commitment top keep secrets even from the closest persons. Counterterrorism experts ought o be ther efore aware that it is hard to extract information from such terrorists and hence devise efficient methods of getting such information (Terrorist Training Manual, 2000).Regarding operational moneys, it is stated that they are to be split into 2 parts, with one segment going into schemes that provide monetary returns, while the other is kept to be spent only in the course of operations. This informs counterterrorism experts that the jihadists operate decoy projects which they use to earn cash for furthering their military objectives. Therefore, any enterprises having Muslim connections ought to be fully investigated to establish their owners, financiers and beneficiaries.The jihadists’ photos on traveling documents ought not to have a beard according to the manual. This should inform counterterrorism experts that the old notion that Muslims and jihadists always wear beards should be discarded so as to be able to effectively investigate the activities of suspect Muslims. Agreem ents are to be rent4ed preferably on ground floors to permit easy escape as well as digging ditches. Counterterrorism experts should thus be on the lookout particularly for suspects who live on ground floors when investigating terrorism activities.Apartments are to be rented preferably within newly-developed localities because people in such areas generally do not know each other and hence strangers are not as easily identifiable as in older neighborhoods. Counterterrorism experts therefore should particularly carry out surveillance in such neighborhoods for any suspicious characters. Organization members are instructed to offer information that is bound to mislead security agencies when they discover that their telephone conversations are being tapped into.This further complicates the work of counterterrorism agencies since they ought to be wary of volunteer information that is purported to implicate militants. Proper vetting and scrutiny of any informer-derived information is impo rtant to make sure that security agencies do not fall into the tricks of the jihadists and hence end up unnecessarily wasting time and possible resources (Terrorist Training Manual, 2000). The guidebook states that training venues for Islamic military organizations ought t to be located far away from areas with may people.Counterterrorism agencies therefore have got to conduct searches for such training sites away from major cities and towns preferably in the countryside where there are few people residing therein. The Islamic organization generally avoids overcrowded place such as, train stations, cafes, and recreation places. Security and counterterrorism agencies ought to specifically target less crowded places when carrying out anti-terrorism activities. Members of the organization carrying out strike operations are instructed not to appear Muslim-like and if possible, to completely disguise themselves.This is a challenge for security and counter-terror agencies since it appears like it is pointless to target and investigate overt Muslims regarding terrorism. Priority should be placed on members of the public who do not have outward Muslim appearances. Fighters in the Muslim military organization are taught beforehand about the answers to provide to security forces in the event that they are intercepted. Security agencies thus ought to be a bit more creative and flexible regarding the questions they field to suspects during interrogations.Routine, standard, and typical questions ought to be avoided. Questions should be asked depending on the environment so as to gather useful facts and surprise the Islamists into disclosing valuable information. The guidebook contains instructions to the effect that surveillance vehicle number plates and make should be similar to those of target vehicles. This should appropriately inform security agencies to be cautious when trailing or attacking suspicious vehicles as innocent persons, with cars matching the terroristsâ⠂¬â„¢ vehicle, may be involved.The Islamic organization is seemingly using ciphers according to the guidebook. Security organizations and counterterrorism personnel ought to be well versed with the various systems of cipher text currently employed so as to accurately and speedily interpret information when it is intercepted to facilitate quick and appropriate action (Terrorist Training Manual, 2000). Members of the Islamic organization are instructed not to confess of their involvement with the jihadist movement if they get arrested and are brought to trial.Security agencies should be aware that such characters will not provide any useful information that could lead to the dismantling of the terrorist cells. Other methods of obtaining information, other than interrogation and questioning ought to be developed to ensure effective handling of the terrorists and their activities. Members are as well instructed to be observant, alert, and watchful of the places they are interrogated at, which mostly are security facilities, so as to relay information to the jihadist movement regarding the physical set up of such buildings.This should ring a bell in security circles and appropriate places of interrogation should be created to avoid letting the Islamic militia get to know the set up of government facilities in case they plan future attacks on the same. Reference Terrorist Training Manual (May 2000). Provided courtesy of the Behavioral Analysis Program, Operational Training Unit, Counterintelligence Division, FBI Headquarters.

Reaction paper “Shutter Island” Essay

â€Å"Shutter Island† is a movie that is not only dedicated to delivering flawless scenery and a storyline about a mental institution locked away with a deep, dark secret away from civilization, but instead, the majority of the film is actually a character study with Teddy Daniels as the main subject. Teddy Daniels has a troubled past that is reflected in flash backs and dream sequences. Teddy Daniels is now a U.S Marshall, but prior to that, he was a veteran of war, where he saw some of the most brutally horrific and mind-scarring scenes imaginable, the kind of things that could poison a man’s mind and leave him haunted by them for life. Teddy is also a â€Å"retired alcoholic† as one of the doctor’s at Ashecliffe Hospital reveals stating that it is plainly obvious that he used to drink. The subject of alcoholism is later elaborated on in a flashback scene where his late wife asks him why he drinks. It appears that Teddy is not only haunted by the toils o f war or his alcoholism, but also by the fact that a man who set fire to his home killed his wife and children. In short, Teddy’s life has been fuelled by mentally scarring events, that somehow lead him to Ashecliffe Hospital, in what he believes to be â€Å"fate† when he learns that the man who killed his family is actually a patient at the hospital; Andrew Laediss. Before long, Teddy soon learns of the corruption on the island. Peculiar experiments are being carried out. These are later revealed to be lobotomies, which are used in order to settle the criminally insane for good. When Teddy uncovers the â€Å"truth†, he tries to leave the island to no avail. This is when the twist starts to become evident. Teddy Daniels is not a U.S marshal at all, he is actually a patient at Ashecliffe Hospital, and he has been for several years. Mentally scarred by the issues in his life, which are revealed not only to be the toils of war, but also the fact that his wife also went insane and drowned their children, it was Daniels, actually revealed to be called Andrew Laediss, who killed his wife out of revenge. Throughout the film, Teddy suffers headaches. These headaches are actually from his withdrawals from his medication which he suffers when he creates his alternate personality and gives everyone â€Å"roles to play,† something that is also referenced earlier on in the film. Teddy Daniels is criminally insane  and he is permanently haunted by hi s past. He creates personalities for everyone at the hospital and he goes about his life pretending he is someone else as a method of â€Å"escapism† from reality. His story is incredible and the truth is actually hinted at throughout the film which will leave viewers simply needing to watch the film a second time because the hints are impossible to ignore once the twist is revealed. Needless to say. Leonardo DiCaprio plays the character to perfection and Teddy Daniels, still to this day, is undeniably one of the most in-depth, detailed and most developed film characters of the 2010 decade thus far. Leonardo DiCaprio as Edward â€Å"Teddy† Daniels Mark Ruffalo as Chuck Aule Ben Kingsley as Dr. John Cawley Max von Sydow as Dr. Jeremiah Naehring Michelle Williams as Dolores Chanal Emily Mortimer as Rachel Solando Patricia Clarkson as Dr. Rachel Solando Jackie Earle Haley as George Noyce Ted Levine as Warden John Carroll Lynch as Deputy Warden McPherson Elias Koteas as Andrew Laeddis Jill Larson as Old Manacled Woman Ken Cheeseman as Doctor 1 Ruby Jerins as Little Girl Robin Bartlett as Bridget Kearns Christopher Denham as Peter Breene Matthew Cowles as Ferry Boat Captain The ending of shutter Island seems ambiguous but to me it was pretty clear-cut. Teddy wakes up to the reality that he is actually Andrew Laedis, though he is warned by Dr. Cawley and Dr. Sheehan that he has regresses into his fantasy world before. However, Andrew is smart. When Dr. Sheehan sits with him on the steps that next morning, Andrew knows that the doctors and Warden are observing his behavior. The thing is, his guilt and pain are still so heavy that he knows he cannot live with them. Rather than live with  the knowledge of his pain, he chooses to pretend that he is still Teddy Daniels and let them lobotomize him, so that he can finally be free of his burden. That’s what the line to Dr. Sheehan about â€Å"living as a monster, or dying as a good man,’ means – Andrew would rather be mind-wiped as â€Å"Teddy Daniels† than live with the sins of Andrew Laeddis. Although little information is available to analyze Teddy based on his childhood he can be examined on many other elements of Sigmund Freud’s theories about the unconscious. While he is living in his fantasy life as an investigator on the island, his unconscious thoughts often appear in his dreams. He sees his wife come to him begging him to give up on his quest for Andrew because he will not like what he finds out and she doesn’t want him to get hurt. He also dreams of Rachel Solando coming to him with her children’s bloody bodies, asking him to assist her in disposing of them. As he holds the children’s bodies they come alive asking why he didn’t save them. This perfectly illustrates the psychoanalytic theory that dreams have two levels of content. The manifest content is that Teddy thinks the dreams come from the fact that he is missing his wife and just can’t accept her death and let her go and that the macabre feeling of the island is getting to him causing him to have nightmares of the insane woman he is investigating. It is later clear that the latent content of the dreams reveal the hidden meaning of his own experiences. In other words, there was no Rachel Solando. Teddy created her as a reflection of himself because Dolores was a manic depressive who drowned their children in a lake one day when he wasn’t home. When he returned and realized the tragic happenings there was nothing he could do, hence the nightmares of the children inquiring as to why he couldn’t save them. In his dreams she often walks to him soaking wet to which he asks her â€Å"Why are you all wet, baby?†. This phrase seems to haunt him because those are the first words he said to her when he came home that day she went crazy . Teddy feels personally responsible for their death because at the time he was an alcoholic and while he loved his wife, he refused to see her for who she really was and ended up killing her after discovering the children. In the dreams she tells him to give up because he is unable to cope with knowing the truth. This leads on to how Teddy distorts his reality to protect himself against his unbearable pain and guilt through the use of defense mechanisms. All of the memories of what really happened to Dolores  and the children become repressed and replaced with false illusions that his wife was wrongfully murdered and he re-created himself as a hero in order to cope. In accordance with this mechanism he suffers from post traumatic stress from which the disturbing memories indirectly begin to reveal themselves in his dreams. Dr. Sheehan who in his mind was his partner reveals that for they had decided to try an elaborate role-playing experiment in which they went along with all of Teddy (Andrew)’s delusions in an attempt to bring his mind back to the real world and thus save him from a brain lobotomy (a form of psychosurgery) which was forced to be their last resort. When the truth is first revealed Teddy’s initial reaction is to resort to the defense mechanism of denial. He refuses to accept that what they claim is what really happened and is insistent upon the fact that they have been dosing him with drugs in order to brainwash him and keep him from discovering the truth about the gruesome human experiments that have been taking place at the hospital. Projection is also used when he accuses the Doctor’s of making up this story about what happened to him in order to protect themselves. These are both attempts to rid his mind of the anxiety provoking stimuli that he is unable to accept has any association with what happened in his life. Even before the truth is revealed while Teddy still believes that he is a hero we see this anxiety shining through during his investigation at Shutter Island. When the hospital’s main psychologist makes a comment about Teddy refraining from alcohol and Teddy responds with a witty attack the doctor notes his â€Å"excellent use of defense mechanisms†. This may relate to his implicit memory because although Teddy at first does not have any suspicions about the realism of his own identity he seems to think that everyone else is out to get him which serves as unconscious memories influencing conscious behavior causing him to constantly be on defense about the intentions and actions of the people around him. When Teddy finally comes out of his stage of denial and accepts the truth, the doctors fear that he will relapse and go back into repression. It was noted that this had happened before with their other attempts to cure him. Teddy fakes falling back into that stage in ord er to save himself his dignity, he reveals his intentions by saying â€Å"which would be worse, to live as a monster or to die a good man?†. This lets us know that Dr. Sheehan’s cure proved effective, but Teddy would rather not live in that state of misery or try to  move on with his life knowing the shocking truth. Teddy Daniels also known as Andrew Laeddis is an extremely interesting character to study in terms of personality. Before his marriage to Dolores he probably could have been analyzed for completely different attributes; however the events in his life served as strong situational factors to shape the person he would turn into. Before it is realized that he is actually one of the criminally insane prisoners, Teddy could be described as smart, witty and independent. He stands up for himself even when he suspects that the majority of the island is involved with the conspiracy. After realizing the truth behind all of his actions it is clear that his life is relatable to many of Freud’s theories which are all used to aid him in â€Å"distorting reality to protect him against pain or threatening impulses arising from the id†. It is also very interesting that in his alternate reality he views himself as a good, innocent person who is looking to set bad things right. This could come from his unconscious knowledge that he committed a violent crime and wants to take all of the blame off himsel f by portraying himself as a hero. The warden of Ashecliffe Hospital makes an interesting point of reference to the dark side of Teddy’s personality and human nature in general by telling him â€Å"You’re as violent as they come. I know because I am as violent as they come. Don’t embarrass yourself by denying your own blood lust, son. Don’t embarrass me. If the constraints of society were removed, and I was all that stood between you and a meal, you’d crack my skull with a rock and eat my meaty parts†. Teddy killed his wife because he felt that after what she had done, it was the right thing to do and his alternate personality serves as a cover-up because he â€Å"should† feel guilty that the type of violence isn’t acceptable, no matter what Dolores had done to deserve it.

Explore the theme of danger with reference to the extracts from ‘Heart of Darkness’ and ‘Blood River’

Joseph Conrad’s ‘Heart of Darkness’ and Tim Butcher’s ‘Blood River’ both explore the theme of danger throughout. This is achieved through Conrad and Butcher’s choice of lexis. The extract from ‘Heart of Darkness’ is taken from chapter eleven. In this extract, Marlow and the rest of the crew of the steamboat are being attacked by the natives of the Congo. The extract from ‘Blood River’ is taken from chapter ten (Bend in the River).In this extract, Butcher describes how a child pickpocket is being attacked by an African mob. Both novels are written in 1st person, but ‘Heart of Darkness’ is fiction, whereas ‘Blood River’ is non-fiction. ‘Heart of Darkness’ was published in 1899 and ‘Blood River’ was published in 2007. The characterisation and narrative methods of the extracts are quite similar. In ‘Heart of Darkness’, Joseph Conrad gives a vivid image of how brutal the natives in the Congo might of been: â€Å"†¦Ã‚  the arrows came in swarms. They might have been poisoned†¦ †This suggests to the reader that in the Congo, nobody is fully aware of the harm they cause to others or cares about the consequences of their actions as long as it does not affect them and highlights the dangerous nature of the Congo environment. In ‘Blood River’, Tim Butcher gives a vivid image of violent life in the Congo: â€Å"†¦ the mob parted and there was the boy, with his arms twisted behind his back†.This implies to the reader of how punishment is taken very seriously in the Congo, even when it is a small child being involved and shows just how danger is so common, it comes naturally to the natives of the Congo. The contexts of the extracts are very different to each other. In ‘Heart of Darkness’, Conrad expresses to the reader that when the novel was published in 1899, life in the Congo was qu ite dangerous, so when Marlow is attacked by the natives, while on the steamboat, it came as a surprise for him, although the danger was known to him: â€Å"Arrows by Jove!  We were being shot at! †The use of the word ‘Jove’ emphasises to the reader that the attack came as a shock for Marlow and highlights the natives and their reaction to foreigners. In ‘Blood River’, Butcher expresses to the reader that at the moment, life in the Congo is different to what it was half a century ago, in the sense that people know more because of travel, news, etc, but the Congo itself has become more brutal and dangerous: â€Å"†¦ I had witnesses numerous times during my stint covering Africa†¦African mob justice was a terrifying thing. † This implies to the reader that the Congo has changed dramatically over time and that violence is now a common thing to occur. The contextual factors of the two texts are very different as they were written in di fferent times and so the historical backgrounds behind them are different. For example, when ‘Heart of Darkness’ was written, black men were called ‘niggers’ and it was thought to be normal to do so back then, but nowadays it would be an offence.In ‘Blood river’, Bucher mentions how violent mobs is a thing he has â€Å"witnessed numerous times†, but half a century ago was a very rare thing to find in the Congo. The genres of the texts are slightly different. ‘Heart of Darkness’ has a sense of danger and adventure throughout most of the novel: â€Å"The side of his head hit the wheel twice, and the end of what appeared a long cane clattered round and knocked over a little camp-stool. † This suggests to the reader that the novel has elements of danger in it and highlights the dangerous environment of the Congo.‘Blood River’ also has the same elements of danger imprinted in the novel, but is presented in an informational manner: â€Å"In Swahili, toleka means ‘let’s go’, so shouting ‘toleka, toleka’, I urged my peddler to find the Cohydro offices. †This suggests to the reader that the genre of Butcher’s novel is adventurous, but is laid out in a factual manner that might not be received in the same way as Conrad’s exciting manner of expressing danger in the Congo. The social, moral and political agendas of both texts are very different in the sense that the authors treat certain situations different morally.In ‘Heart of Darkness’, Marlow shows that he has morals when he navigates the steamboat to safety and tries to help his fellow crew members: â€Å"He stood before the wide opening, glaring, and I yelled at him to come back, while I straightened the sudden twist out of that steamboat. † This suggests to the reader that Marlow is heroic as he saves many lives during the attack on the steamboat. In ‘Blood R iver’, however, Tim Bucher seems to abandon his moral standards even though to help people in the Congo is considered pointless: â€Å"I was too preoccupied by my own emergency to worry about the boy’s plight.†This too emphasises the futility of the crisis in the Congo and highlights the dangerous nature of the Congo environment. The features of language change in the extracts are only slight. In ‘Heart of Darkness’, when Marlow and the steamboat crew are attacked by the natives, the language seems archaic to a modern reader in the sense that the language used is no longer in everyday use, but sometimes used to impart an old-fashioned flavour: â€Å"Arrows by Jove!†The use of the word ‘Jove’ shows the reader that the novel is very old-fashioned as nowadays we would use the expression ‘Oh my God! ’ instead. In ‘Blood River’, Butcher frequently uses modern language when explaining the dangers of the Congo: â€Å"The boy’s mouth was bleeding and the side of his face was squashed flat on the uneven concrete of the forecourt. It was a scene I had witnessed numerous times during my stint covering Africa.†The use of the contemporary word ‘stint’, which means ‘job’, suggests to the reader that Butcher is trying to sound more modern when explaining the brutality of the Congo and the dangerous nature of the Congo environment, and the casualness of the word highlights that violence is quite commonplace in the Congo. It could also suggest that Butcher is at ease when discussing African violence as he has come across so much of it in the past. In conclusion, both extracts of ‘Heart of Darkness’ and ‘Blood River’ explore the theme of danger in similar ways, but have different effects on the readers.For example, Conrad fictional writing, although based on true events, could be seen by the reader as just fiction and dangerous aspect s of the novel might not be as taken across as important as Butcher’s real expedition of the Congo and the dangers it contains. Both Conrad and Butcher have shown their own views of the Congo very carefully within the texts, to an extent where the reader can see the views of both authors as their own, and allowing them to see how dangerous the Congo environment really is.

Free Essays on Elderly People Are Being Raped

Elderly people are being raped, abused, robbed from, and in some cases murdered in our nursing homes in America. I think that this is a crying shame for this to happen to someone at the end of life’s journey. There needs to be many changes to the way we treat the elderly and disabled so that they may enjoy the little time they may have left, and rest in peace. The saddest thing about our aged being abused is that the nursing homes either ignore these issues, or cover them up. It is appalling that these facilities fail to eliminate these problems. We need to stop losing sight of the harsh reality of what is taking place, and make them safer. A good way of doing this is by holding the owners of these homes partially responsible. Some form of punishment should be handed out; heavy fines, and in some extreme cases, jail time should be served. There are many other ways to keep our older generations safe. We need to get our State Health Departments more involved in who is working at our nursing facilities. Strict background checks would decrease the number of felons being employed at these homes. A big problem is the lack of communication between states regarding their nursing employees. A national registry that connects each state would remove the lack of communication. It is most heart breaking to see people ending their lives in fear of their caretakers. We need to stop letting these crimes be ignored, and hold these evil people accountable. Let the elderly go out in peace, not in fear of their lives.... Free Essays on Elderly People Are Being Raped Free Essays on Elderly People Are Being Raped Elderly people are being raped, abused, robbed from, and in some cases murdered in our nursing homes in America. I think that this is a crying shame for this to happen to someone at the end of life’s journey. There needs to be many changes to the way we treat the elderly and disabled so that they may enjoy the little time they may have left, and rest in peace. The saddest thing about our aged being abused is that the nursing homes either ignore these issues, or cover them up. It is appalling that these facilities fail to eliminate these problems. We need to stop losing sight of the harsh reality of what is taking place, and make them safer. A good way of doing this is by holding the owners of these homes partially responsible. Some form of punishment should be handed out; heavy fines, and in some extreme cases, jail time should be served. There are many other ways to keep our older generations safe. We need to get our State Health Departments more involved in who is working at our nursing facilities. Strict background checks would decrease the number of felons being employed at these homes. A big problem is the lack of communication between states regarding their nursing employees. A national registry that connects each state would remove the lack of communication. It is most heart breaking to see people ending their lives in fear of their caretakers. We need to stop letting these crimes be ignored, and hold these evil people accountable. Let the elderly go out in peace, not in fear of their lives....

Earthing systems Essays

Earthing systems Essays Earthing systems Essay Earthing systems Essay Introduction Purpose of earthing in an electric power system is to restrict, with regard to the general mass of Earth, the potency of current transporting music directors, which are portion of the equipment, and non- current transporting metal plants, associated with the equipment, setup and contraptions connected to the system. Type of Earthing Systems There are four chief type of earthing systems. These include: TN systems Point straight to land, the exposed conductive parts connected to this point the installing of the protection of music directors. Two types of TN system are approved for new installings in South Africa. These are defined harmonizing to the agreement of impersonal and protective music directors, as follows: TN-S system: in which throughout the system, a separate protective music director is used ; TN-S system: in which throughout the system, a separate protective music director is used ; TN-C-S system: in which the neutral and protective maps combined in a individual bid concatenation of system. TN-C-S system: in which the neutral and protective maps combined in a individual bid concatenation of system. TT system Which one point is straight earthed, the exposed-conductive-parts of the installing being connected to earth electrodes electrically independent of the Earth electrodes of the power system. The TT system is non permitted for new installings in South Africa, but still exists in many of the older countries. IT system Which has all unrecorded parts isolated from Earth, or one point connected to earth through an electric resistance, the exposed-conductive-parts of the electrical installing being earthed independently or jointly or to the grounding of the system. The IT system is non used for the public distribution of electricity, but is used in private installings, chiefly for grounds of continuity of service. Three phases IT systems with a distributed impersonal can in certain fortunes result in risky conditions. This latter type of IT system is to be deprecated. The jobs of electromotive force fluctuations between stage and impersonal that can ensue from a interruption in the impersonal, are common to all types of low electromotive force distribution systems. The increasing use of the TN-C-S system has nevertheless introduced a farther dimension to the effects of a loss of the impersonal music director. TN-C-S system Chiefly for economic grounds, across the Earth, the TN-C-S power system is going more and more widely used for the distribution of low electromotive force electrical power. The construct of uniting the impersonal and protective maps in a individual music director instantly resulted in the riddance of one of the five distributed music directors that are required for a three stage TN-S system ( three stages, one impersonal and one protective music director ) . In a TN-C-S system, the separate protective music director ( PE ) for each consumer, is created by merely tapping off a 2nd parallel music director from the PEN music director at a location that is close to or at the point of supply to single consumers. The parallel music director in the installing so becomes the impersonal music director. The chief disadvantage of the TN-C-S distribution system is this unprotected risky status that could originate in the event of a interruption in the PEN music director. This jeopardy continues to be independent of the presence of any protection devices that may be installed. In the event of a interruption in the PEN music director, all exposed conductive parts will stay unrecorded irrespective of the operating province of the chief shift or insulating device whether it is ON ( closed ) or OFF ( unfastened ) . Current pattern of adhering in HK Types of low electromotive force system as defined by the IEC and IEE are identified by the connexions to Earth of the beginning ( system Earth ) and the exposed conductive parts of the electrical installing ( equipment Earth ) . If these Earth terminuss are non boned together by a metallic music director the system is classified as TT, and the way for Earth mistake currents is so through the existent Earth or land, . If the terminuss are bonded together with a dependable and low electric resistance metallic connexion the return way will non be through the Earth and the system is classified as TN-S. The footings on which the CLP Power Hong Kong Ltd. and the Hong Kong Electric Co. , Ltd. will provide electricity are capable to the Electricity Supply Ordinance, and the ordinances and conditions laid down in the common set of Supply Rules published by both companies. By virture of his application for electricity supply or his obtaining electricity from the Company, a consumer is bound by and shall stay by the Supply Rules and other footings and conditions. Supply Rule 407.1 requires that for every electrical installing the consumer must supply his ain Earth electrode system by which the exposed conductive parts of his installing are connected to earth. That is, all exposed conductive parts of the installing shall be connected by protective music directors to the chief earthing terminus of the installing and that terminal shall be connected to earth electrode ( s ) via an earthing music director. This means that every installing is connected to be portion of a TT system. Rule 407.3.f. ( three ) further provinces that where the supply is taken direct from the Company s transformer or via belowground overseas telegram, the Company may let the consumer to supply a bonding music director between his chief earthing terminus and the Company s transformer Earth or metallic sheaths of the service overseas telegram. Therefore, the installing will be operated as portion of a TN-S system. However, this regulation besides states that in the measuring of the Earth mistake loop electric resistance or proving the operation of protective devices, the said bonding music director must be disconnected, i.e. the design and commissioning of the installing must presume a TT system. 3

Progressivism And Its Effects Essays - Freemen Of The City Of London

Progressivism And Its Effects Essays - Freemen Of The City Of London Progressivism and its Effects Progressivism was a period of American history in which improving working conditions, improving the way of life, exposing corruption, expanding democracy and making reforms was the main idea of this period. Many of the citizens granted and demanded a change in numerous areas such as business, labor, economy, consumers and an increase of democracy. The progressive period was marked with the arrival of three great presidents Roosevelt, Taft, and Wilson all three of these presidents fought for the common good of the people. Teddy Roosevelt was known as the "trust buster" and that is exactly what he did to help control big business. Many large corporations had complete control of the services that they were selling. Roosevelt went in to these companies and helped to stop this type of monopoly. The biggest trust that Roosevelt busted was the one involving Northern Securities and J.P. Morgan. Roosevelt was also a big supporter of labor he tried almost everything and anything to help the citizens of the United States. Teddy set up child protection laws, which were used to prevent children to work in factories, and it also reduced the amount of time they worked. Roosevelt also set up workman's compensation, which is a payment that employers had to pay employees who get injured on the job. President Wilson also tried to help and improve the conditions for workers he did this by adding and income tax. This type of income tax is called a progressive or graduated which would rise with the amount of money that a person makes. This really helped the poor because they were taxed less than big business men were. Wilson helped the economy by instituting a Federal Reserve Bank. This bank was a system in which there would be twelve federal reserve banks all throughout the country. All national banks were required to join this system. This bank system made a compromise between private and public control. Wilson also added a tariff called the Underwood Tariff, which lowered the price on imported goods. He did this because he had an idea that if you open up your market to foreign goods then the foreign markets will open for you. Taft issued a tariff called the Payne-Aldrich Tariff; this tariff put hi taxes on imported goods. Taft believed that this would be good for the country and help business grow. Roosevelt tried his best to help consumers, he proposed to congress the Pure Food and Drug Act. Teddy demanded that congress pass this act because he thought the way consumers were being treated was wrong. This act was used to protect citizens from unsafe medicines and food. The Meat Inspection Act was also passed because of a book written by Upton Sinclair called The Jungle. The Meat Inspection Act regulated that all food must be inspected, prohibited the use of addictive drugs in prescription medicine and required proper labels on food and drugs. Democracy was increased in the United States by the introduction of the referendum, initiative and the recall. The referendum proposed legislation to be submitted to the voters. The initiative allowed a group of citizens to introduce legislation and recall allowed voters to remove elected officials from holding a special election. Also a direct primary was instituted this was the direct election of a public official.

Natural Selection and Darwin essays

Natural Selection and Darwin essays In Darwins time most scientists believed that each organism and each adaptation was the work of the creator., but theories began to develop by a number of historians stating that evolutionary changes were an effect to changes in nature. There were many reasons for this, such as geological studies were reveling that the earth was much older than stated in biblical creation. Another reason was the similarities between different organisms. When Darwin traveled to the Galapagos Islands he noticed slight variations that made tortoises from different islands distinct. He also observed from island to island the vast number of finches had slight differences. Darwin also noticed that they all seemed to resemble the main finch on the mainland of Equador. This observation had great influence of Darwins thinking and he began to formulate his Theory. Darwins theory of Evolution consists of four main parts. The first one was that organisms have changed over time and the ones living today are different form those of the past also many organisms have become extinct over time. The second part was that all organisms are derived by common ancestors by the branching process. Populations split into different species but they all have one common ancestor. This part of the theory provided an explanation as to why similar species tended to be in the same geographical area. The third part stated that change is gradual and slow, taking place over a long period of time. This explains the fact that no scientist has observed a sudden appearance of a new species. The fourth part of this is that the mechanism of evolutionary change was natural selection. Natural Selection is a process that occurs over successive generations. Darwins had a in depth reasoning for how it works. It starts with the statement that if all the offspring that organisms can produce were to survive and reproduce they would soon overrun the earth. To pre...

Out of Pocket and Singing in Tune

Out of Pocket and Singing in Tune Out of Pocket and Singing in Tune Out of Pocket and Singing in Tune By Maeve Maddox When I heard someone on NPR say that someone â€Å"couldn’t hold a tune,† in the sense of â€Å"couldn’t carry a tune,† I assumed it was an isolated misuse of the more common expression. Then I did a Google search for â€Å"hold a tune† and got more than half a million hits. Here are a few: Oh, my God, can she really be so oblivious to the fact that she cannot hold a tune? –Otago Daily Times (New Zealand) Even if your child cannot hold a tune, the fact that he loves to sing and is showing an interest in music is wonderful! –LeapFrog advertising site (California company) But thats terrifying me. I cant hold a tune to save my life. God knows how Im going to do that. –Tom Hardy (London-born actor) If I could hold a tune, I’d probably sing to her. –lyrics, Fly Union (American hip hop group from Ohio) I scurried to the Ngram viewer and discovered that â€Å"hold a tune† has been making inroads since the 1960s, although it is still way below the more common expression, â€Å"to carry a tune.† Its use is more noticeable in British English than in American. For those unfamiliar with either idiom, the meaning is â€Å"to sing on key† or â€Å"to sing in tune.† Time will tell if the altered expression has staying power. â€Å"Hold† doesn’t work as well with the colorfully embroidered version that adds â€Å"in a bucket.† For example, â€Å"Florence Foster Jenkins couldn’t carry a tune in a bucket.† out of pocket The first time I heard the expression â€Å"out of pocket† was when I lived in England. I’d bought something to use with my English class and the headmistress reimbursed me because she didn’t want me to be â€Å"out of pocket.† In this context, an â€Å"out-of-pocket† expense is something one pays for personally. For example, one might have an expense account that covered food purchases, but wine would be an â€Å"out-of-pocket† expense. When I returned to the United States, I was bewildered one day when the woman I was working for stopped at my desk to say that she’d be â€Å"out of pocket for about two hours† and walked out the door. As the expression was one she was fond of using, I soon figured out that by â€Å"out of pocket† she meant â€Å"unavailable, out of reach.† In browsing for â€Å"out-of-pocket† examples, I found that, although the â€Å"unavailable† meaning is of U.S. origin and may be found in some newspapers, the financial sense dominates with American speakers, especially on the topic of health care: After I pay $14,523, I’ll incur charges up to an out-of-pocket maximum of $12,700 for a total of $22,700. I wouldnt pay out of pocket for a test my doctor doesnt think I need. We paid out of pocket for a private nurse coordinator service in New Jersey. I rear-ended someone–Should I pay it out of pocket or let them report it to insurance? I went out of pocket for this treat. A Forbes commentator on annoying business jargon notes disapprovingly, â€Å"Many auto-reply e-mails now carry the phrase: Im out of pocket until next week.† The money-related â€Å"out of pocket† dates from 1679. The earliest documentation of the â€Å"unavailable† use is in an O Henry story: Just now she is out of pocket. And I shall find her as soon as I can. –â€Å"Buried Treasure,† 1908. Now that I have these two uses clear, I’ve come across an example that has me bewildered all over again: Youre talkin out of pocket when you told me that Ive changed –Mac Lethal Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:60 Synonyms for â€Å"Walk†Work of Art TitlesEpidemic vs. Pandemic vs. Endemic

Disrespect and Dr. Fell

Disrespect and Dr. Fell Disrespect and Dr. Fell Disrespect and Dr. Fell By Maeve Maddox I’ve always enjoyed this cheeky translation of Martial’s 32nd epigram: I do not like thee, Dr. Fell, The reason why, I cannot tell; But this I know, and know full well: I do not like thee, Dr. Fell It reminds me of the continuing outcry against the acceptance of disrespect as a verb in standard English. Like many speakers, I reacted to the use of disrespect as a verb with surprise and disapproval the first time I heard it. It still pushes my â€Å"sounds wrong† button when I hear it used in a formal context. Apparently this reader feels the same: Seriously peeved with the use of â€Å"disrespect† as a verb as in â€Å"He disrespected me†.   What is that?   Please make them stop. I had to smile at the â€Å"Please make them stop.† When it comes to usage, who can hold a fire in his hand By thinking on the frosty Caucasus? –Richard II A word that fills a need for millions of speakers will find its way into standard speech, despite such objections as these: Im fine with it [disrespect] being used in, for instance, meaning no disrespect. , but it drives me wild when I hear dont disrespect me or she disrespected my space. It makes me want to scream! As far as I’m concerned, the word disrespect should be treated as street slang and nothing else. Disrespect should be banned as a verb. Its a cultural thing, one to which I do not subscribe. Occasionally, someone counters objections to disrespect by citing the OED: Look in the Oxford English Dictionary. Disrespect has been used as a transitive verb since the early 1600s. This defense that disrespect is in the OED as a verb cuts no ice with true objectors: â€Å"Disrespect† as a verb or adjective, however old and prehistoric the word may be, make me cringe. I hate the word, and anyone using it in conversation with me is sure to receive no respect from me. â€Å"Disrespect† is indeed correct when used as a verb. But I still think it sounds wrong that way so I refuse to use it. Instead of You disrespect me, I would choose to say, You show me disrespect. The Google Ngram Viewer shows that the expression â€Å"disrespect me† was in moderate use earlier, but that it really took off in the 1980s, about the same time American hip hop music hit the mainstream and it became necessary to explain the word diss (as in â€Å"Diss me and don’t diss my daddy†). Like it or not, the use of disrespect as a verb is grammatically unobjectionable. If one may â€Å"respect one’s elders,† one may also â€Å"disrespect one’s elders.† If people are respected, they may be disrespected. The only justification I can see for the intense dislike felt for this usage by so many commenters is that–like the speaker in the Dr. Fell rhyme–they do not like it. For them I have written a manifesto: I do not like thee, Disrespect, Perhaps it is your sound effect, That causes me to so object And makes you sound so incorrect. But this I more than just suspect: I do not like thee, Disrespect. Related post: That Annoying New Verb â€Å"disrespect† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictRules for Capitalization in TitlesHow Do You Determine Whether to Use Who or Whom?

Teaching in a Diverse Society Term Paper Example | Topics and Well Written Essays - 3250 words

Teaching in a Diverse Society - Term Paper Example In addition, ethnically diverse students, within the US social landscape, have been known to perform much poorer than their white counterparts. Hispanic, Asians, American Indians, and Blacks are some examples of student groups with problematic learning experiences. Within the diverse cultural setting, it is observed that students of different races or ethnic groups are referred not with their names, but with their ethnicity. This, according the Terry and Irving (2010), is a factor that shows obvious differences within the class and therefore a student is unable to deliver his best performance in such an environment. The article presents the problems associated with cultural diversity and their influence on performance of the individual student. Article 2: Cultural Competence guidelines and protocols According to the Ethnic Communities’ Council Of Victoria (2006) culture is a set of functions that shape the lifestyle of an individual as it reflects behaviour, knowledge, beliefs , values, and customs. With regards to the article at hand, culture is described as the lens with which people view and perceive the world they live in. For example, the culture of a Chinese and the culture of a Russian differ immensely in that an individual from either culture cannot view the world in the same sense as the other. Therefore, while the article is a guideline to achieving cultural competency, various considerations are included on how one should acquire cultural competency. Firstly, the article takes a holistic approach in presenting culture as a personal factor that influences the individual at a first-person’s perspective. Therefore, a person must be self-aware of his her culture. Secondly, the article suggests that empathy is a major instalment when establishing relationships and dealing with the outside world. It is suggested that an individual must be able to understand that his/her point of view on to the world differs with that of the other person, there fore, an understanding should be cultivated to help one decode signs and elements of dissatisfaction. The influence on diversity is characterized by factors such as cultural identity, perception of time, ethnic identity, language, sexuality, education, gender, family configuration, class, literacy, social history, assimilation, religion and spiritual bias, political orientation, and acculturation. These factors are supposed to be integrated into an individual set of consideration when cultural competency is sought. Article 3: Cultural Competency According to the National Technical Assistance and Evaluation Centre (2009), children in the United States of America differ from the rest of the population in that they need to be protected from a variety of factors. For example, children are easy to bully, easy to offend, easy to convince, and require more time to comprehend things they are taught or things they observe. In this case, while children need the protection of parents from bad societal influences, they also require social support from their teachers and the government to provide policies that set their rights straight within the community. According to the article at

Letter of Interest Essay Example | Topics and Well Written Essays - 250 words - 2

Letter of Interest - Essay Example My Case Study Project revolved around a woman with sickle cell anemia who exhibited deteriorated eating habits. Despite encountering challenges when handling patients, the spirit of ‘patients first’ kept me grounded throughout. It was with such motivation that I devotedly engaged nurses, doctors and his parents by constantly communicating with them in a bid to unveil his nutritional needs and enable him attain skills on how to contain his insatiable appetite so that he could significantly gain weight and eventually enhance his eating habits. I believe that this experience best serves to demonstrate how my education, persistence, passion, devotion and expertise have modeled me to be of assistance to others. Besides my dedicated work in the Dietetic Internship, I recently graduated from New York University; Steinhart School of Culture, Education, and Human Development’s, masters program in Nutrition. I attained my undergraduate degree from United Arab Emirates University (UAEU) in Dietetics and was more than fortunate during the four-year B.S. degree to clinch tremendous knowledge from my professors and colleagues. Moreover, during my undergraduate years, I interned in various clinical nutrition departments in different hospitals in Dubai and Sharjah under which I had experience with different cases and patients. I was selected by food and agriculture faculty as 2009 Chair of the student-governed association and assisted in tutoring students in DPD courses. Following my educational background and extensive hands-on work experience, I was modeled into a well-rounded clinician, who will be an asset to the diverse clinical setting of your

Management status Essay Example | Topics and Well Written Essays - 1000 words

Management status - Essay Example This therefore implies that it is important to make sure that the workforce is satisfied and relating well with one another. A workforce that is well motivated, working as a team, and has a good working environment are all ingredients required for success of any business. It is upon the management to build of any business to ensure that there is team work I the organization, and that the workforce is motivated. In building employee motivation there is need for the management to create a strong foundation that should act as the main driving force of the employees. Building a foundation involves revisiting the organization’s mission, vision and objectives. It is important to make sure that all employees are fully aware of the organization’s vision, mission, and objectives. This is important since it gives a guideline on what the organization as a whole is working towards. Additionally, knowledge of the mission, vision, and objectives is important for employees to make a self-assessment to determine if they are in correspondence with individual career goals and aspirations. Correspondence of individual career goals with goals of the organization brings a sense of belonging and therefore there are higher chances of feeling motivated. This should be done frequently new employees joining the organization in order to ensure that the entire workforce is well motivated. It is upon the management to build a conducive and welcoming atmosphere within the organization in a bid to motivate the workforce. A good working environment motivates employees and there are hardly any cases of absenteeism. This is because a conducive atmosphere in work places makes employees feel important and comfortable. It is extremely easy to handle all forms of work related challenges when employees are in a comfortable environment. The management should ensure that employees feel comfortable to approach them with all questions regarding work. For instance, the