Financial Uncertainty Of The Us National Debt - 1864 Words

We live in a time of uncertainty. One of which is financial uncertainty, which affects all Americans regardless of social economic status. According to the Congressional Budgeting Office the US national debt is on track to being equal 78% of the gross domestic product by the year 2024 (Trumbull). Social Security pay outs have neared a level that will soon be unsustainable without a significant increase in taxes. Corporate taxes are now close to 40%, and considered to be one of the highest tax rates in the world (Stone). Former U.S. representative John E. Linder stated that the corporate tax rate has forced many of our good paying manufacturing jobs to be relocated outside the country in order to stay competitive. Making it difficult for low wage earners to transition up in income and support their families like previous generations. The problem for the American job market could be resolved if it were not for the 15 trillion dollars remaining in off shore financial centers because of the high cost due to taxes when the money is repatriated. In addition to the corporate costs, taxes have driven 2 to 3 trillion dollars into an underground economy where no taxes are paid at all (Linder). Jonathon Gruber wrote in his book Public Finance and Public Policy, that tax evasion is estimated to be $280 billion dollars a year! For those who do pay, the estimated costs for filling out the forms in order to pay the taxes is over $350 billion dollars a year. This is quickly becoming aShow MoreRelatedNational Debt Is Not Always A Bad Thing1695 Words   |  7 PagesWhen I first thought of national debt I thought about only the cons and disadvantages of having it. I never gave thought as to what the advantages of having it may be. National debt is the amount of money the federal government owes to lenders outside of itself. When the Treasury borrows funds, it issues Treasury bonds; these are IOUs of the federal government. In other words, the national debt is a stock of IOUs cre ated by annual deficit flows. (Schiller 261) With the help of research and my economicsRead MoreUs National Debt1414 Words   |  6 PagesNational debt ceiling 101: Is a crisis looming? The Christian Science Monitor, Mark Trumbull, March 8, 2011, CSMonitor.com In this article, Mark Trumbull, a staff writer for The Christian Science Monitor, points out several different areas that the USA‘s National Debt crisis effects. Trumbull asks nine different questions about the debt crisis and then answer’s them as best as possible. His effort is to bring the words of this huge political battle from a high scope to the reading level of theRead MoreEssay on Stock Market and Services Textbook Page1575 Words   |  7 Pagesï » ¿1. Reviewing GMs financial information in GM Exhibit 1 and its stock price in GM Exhibit 2, when do you first see signs of GMs impending financial distress? The sign of GM’s impending financial distress is first seen in 2005. GM reported a net loss of more than $10 billion and has continued to post annual losses since that time with losses reaching almost $31 billion in 2008. GMs cash flow from operations in 2005 was a negative $16.8 billion. Reviewing GM’s stock price, we can see that theRead MoreOn September 11Th, 2001, Terrorists Hijacked Four Planes1182 Words   |  5 Pagesday. These terrorist acts have caused dramatic changes on the unseen scales in many spheres. Starting from 2001, then-President George W. Bush has declared a â€Å"war on terrorism†, an approach which dominated the agenda of American politics ever since. US troops conducted military operations in Afghanistan and Iraq and military spending was increased dramatically. Economic impact of 9/11 tends to be overlooked because of shifts in foreign policy and military offensive. Nonetheless, the economic shiftsRead MoreBanking On Legitimacy : Ecb And The Eurozone Crisis Essay913 Words   |  4 Pagesworld as the sovereign debt crisis unfolds. The European Central Bank (ECB), which started out as a hyper-independent central bank later played a more political role that is initially intended by its creators. The article discusses about the ori gins and evolution of the European Monetary Union (EMU) as well as the ECB leading up to the sovereign debt crisis in Europe. To assess the situation, the author addresses and answers several issues about the European sovereign debt crisis. The questions are:Read MoreNeoclassical Economics Vs. Keynesian Economics1583 Words   |  7 Pageseconomic crises, which is a global financial breakdown and increase unemployment, might represent the drawbacks of capitalism that an unstable economy. In this economic crisis time, thousands of people were bankrupt and lost their job. Due to free financial market and private bank, house and stock market is overdeveloped and the private banks make lots of loan that lead to increasing of house price is faster than income.Eventually, borrowers cannot pay the debt and bank faces trouble in capital turnoverRead MoreThe Global Financial Crisis Of 2007-20081123 Words   |  5 PagesThe Global Financial Crisis of 2007-2008 is the worst financial crisis since the 1930’s The Great Depression (Reuters, 2009). Even if bailouts of banks by national governments prevented the co llapse of major financial institutions, worldwide stock markets continued to drop. Evictions and foreclosures overwhelmed the housing market while severed unemployment embraced the labor market (Baily and Elliot, 2009). This global financial crisis was responsible for the decline in the consumers’ wealth, andRead MoreThe Unified Monetary Policy Has Been Considered As The Most Impressive Step Into The Practical Europeanisation1361 Words   |  6 Pageson. Until the devastating break of the euro crisis since the early 2010, in which the sovereign debt and the banking crisis severely challenge those enthusiastic views of policymakers and academic observers on European integration, a critical point for EU institutional transformation emerged.(Schwarzer, 2012) Apparently, a long-term problems underlying the whole EU monetary structures and financial management were recognised to be responsible for this, most of which resulted from the incompleteRead MoreExternal Stability974 Words   |  4 Pagesfluctuations in the balance on goods and services cause a CAD blowout. A major underlying cause of Australia’s persistent CAD is our low level of national savings. Because domestic savings are so low, investors are forced to borrow from overseas to fund domestic investment, leading to a large capital and financial account surplus. As a capital and financial account surplus is always offset by a current account deficit under a floating exchange rate system, Australia’s low level of domestic saving directlyRead MoreGreece Financial Crisis In Greece1114 Words   |  5 PagesGDP. According to the CIA’s studies, the Greek economic system averaged increase of approximately 4% in step with year between 2003 and 2007, however the financial system went into recession in 2009 due to the world financial crisis, tightening credit conditions, and Greece inability to address a developing budget deficit. By 2013, the financial system had reduced in size 26%, compared with the pre-crisis degree of 2007.   Greece met the EUs Growth and Stability Pact budget deficit criterion of no

Financial Analysis of Cyberguard Corporation Essay

Table of Contents: Pages Section 1.............................................................................01 Section 2...........................................................................03 Bibliography......................................................................18 Form 10-k............................................................................19 Articles..............................................................................97 ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... CyberGuard Corporation www.cyberguard.com Standard industry classification code: 3571 Tuesday, December 07, 2004 I have†¦show more content†¦One of the other main strategies is heightening of the brand awareness and the increased strength of the distribution channels of their products. CyberGuard makes it one of their top priorities to continue their expansion in both domestic and international markets. The company undertakes many activities such as education and orientation of their products to the customers emphasize key differences between theirs and their competitors products etc. to heighten their brand awareness. In CyberGuards customer base the government sector agencies are one of the main customers and they have a strictest of security requirements for their networks. The company maintains caution and diligence in following its expansion path by strategically acquiring few of the key companies. CyberGuards most recent acquisition was SnapGear. The 10-K states, The acquisition of SnapGear in November 2003 expanded our product portfolio to include a family of cost-effective firewall/VPN appliances aimed at the edge of enterprise network. In April 2004, CyberGuard acquired Webwasher, which is one of the leading companies for web and email content security solutions. The acquisition of Webwasher was one of the key moves in the companys expansion path. At this point the key objective for

Deconstructing Mammalian Thermoregulation

Question: Discuss about the Deconstructing Mammalian Thermoregulation. Answer: Introduction: Homeostatic regulation of decreased body temperature is a vital aspect in maintaining a normal body temperature. Endothermic animals such as mammals are capable of maintaining a fairly constant body temperature of 37.5? C. The thermoregulatory centre located in the hypothalamus is responsible for controlling the body temperature. Two sets of thermoreceptors sends the impulse to the hypothalamus, core temperature is regulated by the receptors in the hypothalamus itself while the receptors in the skin monitor the temperature changes relevant to the external environment. Thus these both sets of information are essential to make appropriate adjustments (Liedtke, 2017). Adjustments in the body temperature are maintained by means of relaying of impulses by the hypothalamus to the various effectors. The responses to lowered body temperature cause the stimulation of the thermoregulatory centre that in turn is under the control of the autonomic nervous system and therefore involuntary respons es take place. In situations of extreme cold or decreased body temperature, hypothalamus triggers the response pertaining to the conservation of heat through stimulation of the heat conservation centre. However some of the responses pertinent to the low temperature leads to actual production of heat inside the body by a mechanism termed as thermogenesis whilst other responses include the conservation of heat. Hence depending upon the internal as well as external body temperature, a wide range of bodily responses occurs that render suitable adjustments in the body. The responses are all evident at the effectors. As response to low temperature the smooth muscles located in arteriole in the skin undergo vasoconstriction through contraction of the muscles. Due to this vasoconstriction less heat is transferred from the core to the bodily surface thereby maintaining the core temperature (Romanovsky, 2014). Chances of the extremities turning blue coupled with the feelings of cold and damag e due to frostbite might take place at this point. No sweat production occurs in response to decreased body temperature as the sweat gland effectors remain non-functional. Further changes occur as the erector pili muscles of the skin contract raising the hairs in the skin thereby trapping an insulating layer of warm, still air right by the side of the skin. In humans, this mechanism is not very prominent and leads to the formation of goose bumps. Repeated contraction and relaxation of the skeletal muscles causes shivering in response to lowered temperature whereby heat generation occurs as a result of friction and other metabolic reactions. The endocrine glands like adrenal and thyroid glands become active causing secretion of adrenaline and thyroxine respectively that in turn accentuates the metabolic rate in various tissues in the body particularly like that of liver thereby generating heat (Houdas Ring, 2013). Therefore the homeostatic regulation of decreased body temperature in volves the interactions and interplay of various bodily organs with the hypothalamus as the chief regulator. Normal carbohydrate digestion results in glucose being absorbed into the blood and elevating blood glucose levels. Cells need to glucose to allow the body to utilize the carbohydrate in this form thereby aiding in the functioning of several metabolic reactions along with the physiological mechanisms. Glucose is responsible for storing of energy in the form of adenosine tri phosphate (ATP) that takes part in majority of the cellular processes. By virtue of cellular respiration glucose may also be broken down into ATP that in turn is again capable of being readily taken up by the cells in order to carry out various functions. Moreover glucose is considered as the chief metabolic fuel for the brain tissue particularly as the number of ATP molecules produced as a result of per oxygen consumption when glucose is completely oxidized to CO2 is quite high. Furthermore, glucose is the only molecule that is capable of supplying ATP even in absence of oxygen through the anaerobic glycolysis pat hway (Brosnan, 1999). The homeostatic feedback system is responsible for regulating the elevated blood glucose levels that gets activated in response to such metabolic alterations in the body. Elevated blood glucose level is detected by the pancreas that leads to the secretion of insulin from the ? cells in response. Insulin allows for the body cells to take up more glucose while the bulk portion is taken up by the liver thereby converting and storing them into glycogen. Ultimately this leads to the lowering of the blood glucose and the pancreas receives the signal for inhibiting the secretion of insulin (Ariyachet et al., 2016). Insulin is characterized of having the blood sugar lowering effect and is therefore considered as a hypoglycemic factor and its hypoglycemic action is achieved in the following manner. Insulin increases the permeability of different tissues to glucose so as to facilitate transport of glucose from blood to tissues. It helps in utilization of glucose in the c ells by stimulating glycogenesis (formation of glycogen from glucose), lipogenesis (conversion of glucose to fat) and oxidation of glucose for yielding energy. Insulin also inhibits formation of glucose through glycogenolysis and neoglucogenesis in liver and its entry into the blood (Brereton et al., 2014). Thus the glucose regulation is carried out by the pancreas along with the glucose receptor cells that are responsible for maintaining the blood glucose concentration in conjunction with the endocrine tissues of the Islets of Langerhans that maintain the glucose levels by virtue of secreting the hormones. Vitamins and minerals are important for body system health. Calcium and vitamin D are essential in the maintenance of bone health. Sources of calcium include milk, cheese, curd, hard water, lime, dark green leaves, carrot, cabbage and others. Besides this, the sources of Vitamin D include fatty fishes and their liver oils, dairy products such as chicken, egg, milk, butter and others. Furthermore Vitamin D is synthesized by the body and produced in the skin by exposure to sunlight. Calcium is an important constituent of bones and teeth and is responsible for imparting hardness, strength and concrete like module to them. They occur in the matrices of bone, dental enamel, dentin and cementum mainly as rod or platelet shaped crystals of calcium hydroxyapatites and carbon apatites. Vitamin D promotes the mineralization and remodeling of bones by coordinating the actions of osteoblasts and osteoclasts in several ways. It enhances the retention and deposition of calcium in bones by inducing the synthesis of calcium binding proteins. It further stimulates the differentiation of osteoclasts and induces calcium carrier proteins in them enhancing bone resorption (Bouillon Suda, 2014). If there was a lack of either calcium or Vitamin d in the body, the bone health would suffer major consequences. Deficiency of Vitamin D would cause rickets in which malformation of bones take place in case of children and young, while osteomalacia would occur in adult where fragility of bones is common. Deficiency of calcium would have culminated in similar outcomes where tetany and dental decay would have been a common consequence characterized by neuromuscular hyperexcitability, muscle spasm, paresthesia (Zidenberg-Cherr, 2016). Thus calcium ions and Vitamin D play crucial roles in bone health. References Ariyachet, C., Tovaglieri, A., Xiang, G., Lu, J., Shah, M. S., Richmond, C. A., Shivdasani, R. A. (2016). Reprogrammed stomach tissue as a renewable source of functional cells for blood glucose regulation. Cell stem cell, 18(3), 410-421. Bouillon, R., Suda, T. (2014). Vitamin D: calcium and bone homeostasis during evolution. BoneKEy reports, 3. Brereton, M. F., Iberl, M., Shimomura, K., Zhang, Q., Adriaenssens, A. E., Proks, P., Gribble, F. M. (2014). Reversible changes in pancreatic islet structure and function produced by elevated blood glucose. Nature communications, 5, 4639. Brosnan, J. T. (1999). Comments on metabolic needs for glucose and thea role of gluconeogenesis. European journal of clinical nutrition, 53, S107-S111. Houdas, Y., Ring, E. F. J. (2013). Human body temperature: its measurement and regulation. Springer Science Business Media. Liedtke, W. B. (2017). Deconstructing mammalian thermoregulation. Proceedings of the National Academy of Sciences, 201620579. Romanovsky, A. A. (2014). Skin temperature: its role in thermoregulation. Acta Physiologica, 210(3), 498-507. Zidenberg-Cherr, S. (2016). Nutrition and Health Info Sheet: Calcium.

Title Of Paper Soliloquies In Shakespeares Macbeth Essays

Title of Paper : Soliloquies in Shakespeare's Macbeth Grade Received on Report : 73% Even though people in retributive justice feel satisfaction, the perpetrator can also suffer. William Shakespeare's powerful Macbeth shows the deterioration of an honourable and respectable general, Macbeth, who becomes a tragic hero after temptations from the witches and his wife to perform murders. Macbeth soliloquies enable the audience to experience the conflict within Macbeth and thus, gain an understanding of the reasons for his behavior and decisions. As a result, the tremendous reversal of Macbeth's fortunes in the end leaves the audience filled not with pity, but also awe, at the realization that people can suffer greatly. Macbeth's soliloquies before the murder of Duncan shows the vigorous internal struggle of himself, as his conscience is fighting against his evil minds. Also, they shows Macbeth has brought his own downfall upon himself. The audience will then feel pity about Macbeth's deterioration brought by himself when witnessing his choice of following the evil. Macbeth is a courageous and honourable general in Scotland. His success in the battle against the invaders of Scotland gains respect from the King Duncan and his fellow soldiers. However, the demonic forces, symbolized by three witches, temptates Macbeth. The witches hail Macbeth as the Thane of Glamis and Cawdor who will be king and hail Banquo, who is a nobleman of Scotland and Macbeth's friend, as one who will become the father of a line of kings. Macbeth ambition deep in his heart starts growing at that time. In Act I, scene iii, when Macbeth is thinking about the fulfillment of the two prophecies given by the witches before, "My thought, whose murder yet is but fantastical, shakes my single state of man"(I, iii, 139- 140) In this soliloquy, Macbeth reflects his idea about the "two truths" told by the witches. He is ambitious to become king, as he reacts nervously when the witches mention his fate. The very idea of murder "shakes his single state of man". However, at this! point, he is loyal to the king, and he rejects the idea of murder, "If chance will have me king, why, chance may crown me, without my stir."(I, iii, 143-144) The predictions by the witches may have strengthened the criminal intentions that he had probably never yet dared to express clearly, even to himself. He is not alliance with crime, he is neutral, but obviously temptation is working upon him. Yet, he might overcome the promptings of his evil ambition by an effort. After the battle, Macbeth is greeted with effusive thanks by Duncan. Duncan then announces that he will make Malcolm heir to the throne. In Act I, scene iv, Macbeth in his aside states that this announcement is a bar to his ambition and calls upon darkness to cover what he wishes to be done: That is a step on which I must fall down, or else o'erleap, for in my way it lies. Stars, hide your fires; let not light see my black and deep desires: The eye wink at the hand; yet let that be which the eye fears, when it is done, to see (I, iv, 49-54) As Duncan makes the announcement, Macbeth starts wondering if murder is the only way in which he can achieve the kingship. His ambition overcomes his finer nature. He calls upon the stars to hide their light, indicating that his "black" desires comes out, and he thinks it is too evil to be seen. Macbeth's image of the eyes' winking upon the work of the hand is expressive both of his intense aversion to the deed and of his intense desire to get what the deed will accomplish. At the same time his "let that be" marks the point at which his fascinated contemplation of the thought of murdering Duncan becomes a resolution, although he will waver from it. The opposition between eye and hand is indicative of the civil war within him. In Act I, scene iv, shortly after Duncan's arrival to Macbeth's castle, Macbeth gives voice to his feeling concerning the rashness and the awfulness of the projected murder: If it were done when ?tis done, then ?twere well it were done quickly. If th' assassination could

Extra Classes Essay Example

Extra Classes Essay Extra classes a waste of time and resources SOME schools extend schooling time to hold extra classes. The schools think that this will guarantee straight A’s students. I do not think so. After-school hours are for students to play games, join some social events or other beneficial activities. And the school holiday is a very crucial time for students because they can rest and indulge in their favourite pastimes like reading, playing outdoor games, travelling, etc, which they would not otherwise have the time for. All these activities are beneficial to them as they are in their growing years. Malaysia is a tropical country with a hot and humid climate and it is not conducive for students and teachers alike to study and teach in the hot afternoon. Extra classes are normally an extension of school hours, which make it very uncomfortable, and coupled with their tiredness make these lessons a waste of time and resources for both teachers and students. One thing about extra classes is that control and supervision by the school authorities tend to be lax. And because of this, students often flout school rules by playing truant and bringing mobile phones to class. We will write a custom essay sample on Extra Classes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Extra Classes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Extra Classes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This then defeats the whole purpose of having tuition classes! So why have tuition classes? It is a waste of time and resources to parents and the school authorities, not to mention the desired end-results. Students should be committed to their studies when in school. Schools should develop each student’s talents according to his or her potential. That will effectively nurture students. Extra classes burdening and unnecessary? EF International Academy www. ef. com/academy More parents are sending their children, aged between 7 and 10, for private tuition. They cite competitive school environment, crowded classrooms and changing standards of language as reasons. But there are also perceptions that extra tuition places unnecessary stress on the child, writes Rozanna Latiff SHARON Lieu, a 36-year-old mother of three, sends her eldest daughter, aged 8, for Mathematics and English tuition twice a week. Even though Lieu does not believe that primary school children should be attending tuition classes, her daughters struggle to catch up with her classmates had forced the matter. In school, her class is so big that the teachers dont have time to help the few who cannot follow the lessons. Some have even told the students, Ask your tuition teacher when the child says they cant understand. Lieu said she had little time to teach her daughter on her own as she was often busy with work and taking care of her younger children. I wish that I did not have to send her for tuition, but it is the only way she will be able to keep up. I think many paren ts feel the same way, especially as schools have become more competitive. School authorities and parent groups generally agree that sending children under 10 years old for private tuition was unnecessary. Some, such as the National Collaborative Parent-Teacher Associations of Malaysia president Associate Prof Datuk Dr Mohd Ali Hasan, believe that sending pupils for tuition too early could even be detrimental to their social development. Children should be allowed time to play and learn at their own pace. Putting too much pressure on them to succeed academically at an early age means that there will be less time for them to learn to socialise or communicate effectively with others. Stress can also affect them emotionally. Ali said the most important part of early education was learning the basic skills of reading, writing and counting, which weaker students can master under the education ministrys learning and numeracy (Linus) remedial programme. He said tuition should be a measure of last resort when the student is truly struggling with schoolwork. It is crucial that they learn to read and count by Year Three. But apart from that, parents should just let children be children. Nevertheless, the Education Ministry believes that there is little to stop parents from sending their children to tuition outside school hours. Ultimately, it is the parents choice. Im not saying it is healthy, but parents just want the best for their children. If they believe tuition is the way to go, then there is nothing to stop them, deputy education minister Dr Puad Zarkashi said. Puad, however, remained sceptical on whether private tuition centres offered the best education for children. The best kind of tuition allows th e child to study one-on-one with the teacher. But most centres usually have several students to one teacher. Some centres even crowd up to 40 students in one class. So, I dont believe they make much of a difference. Read more: Extra classes burdening and unnecessary? Top News New Straits Times http://www. nst. com. my/top-news/extra-classes-burdening-and-unnecessary-1. 52841#ixzz2IFQypuPW [pic]About EF Founded in 1965, EF Education First is the worlds largest private education company. We offer language education for students and professionals in more than 50 countries. [pic]EF Research Unit at University of Cambridge EF has established a Research Unit at the University of Cambridge Department of Theoretical and Applied Linguistics to collaborate on fundamentally improving the way students learn English. EF International Academy Admissions Office Haldenstrasse 4 Luzern 6006 Switzerland Tel: +41 41 417 46 31 [pic]EF International Academy in New York, Oxford and Torbay are IB world schools. [pic]The EF schools in London, Cambridge, Oxford, Manchester, Brighton and Bournemouth are accredited by the British Council. [pic]The EF school in Torbay is accredited by the British Accreditation Council for Independent Further and Higher Education [pic]The EF school in New York is a member of the American Association of Intensive English Programs. [pic]EF International Academy schools are accredited by the University of Cambridge International Examinations Centre. Extra Classes Essay Example Extra Classes Essay Extra classes a waste of time and resources SOME schools extend schooling time to hold extra classes. The schools think that this will guarantee straight A’s students. I do not think so. After-school hours are for students to play games, join some social events or other beneficial activities. And the school holiday is a very crucial time for students because they can rest and indulge in their favourite pastimes like reading, playing outdoor games, travelling, etc, which they would not otherwise have the time for. All these activities are beneficial to them as they are in their growing years. Malaysia is a tropical country with a hot and humid climate and it is not conducive for students and teachers alike to study and teach in the hot afternoon. Extra classes are normally an extension of school hours, which make it very uncomfortable, and coupled with their tiredness make these lessons a waste of time and resources for both teachers and students. One thing about extra classes is that control and supervision by the school authorities tend to be lax. And because of this, students often flout school rules by playing truant and bringing mobile phones to class. We will write a custom essay sample on Extra Classes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Extra Classes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Extra Classes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This then defeats the whole purpose of having tuition classes! So why have tuition classes? It is a waste of time and resources to parents and the school authorities, not to mention the desired end-results. Students should be committed to their studies when in school. Schools should develop each student’s talents according to his or her potential. That will effectively nurture students. Extra classes burdening and unnecessary? EF International Academy www. ef. com/academy More parents are sending their children, aged between 7 and 10, for private tuition. They cite competitive school environment, crowded classrooms and changing standards of language as reasons. But there are also perceptions that extra tuition places unnecessary stress on the child, writes Rozanna Latiff SHARON Lieu, a 36-year-old mother of three, sends her eldest daughter, aged 8, for Mathematics and English tuition twice a week. Even though Lieu does not believe that primary school children should be attending tuition classes, her daughters struggle to catch up with her classmates had forced the matter. In school, her class is so big that the teachers dont have time to help the few who cannot follow the lessons. Some have even told the students, Ask your tuition teacher when the child says they cant understand. Lieu said she had little time to teach her daughter on her own as she was often busy with work and taking care of her younger children. I wish that I did not have to send her for tuition, but it is the only way she will be able to keep up. I think many paren ts feel the same way, especially as schools have become more competitive. School authorities and parent groups generally agree that sending children under 10 years old for private tuition was unnecessary. Some, such as the National Collaborative Parent-Teacher Associations of Malaysia president Associate Prof Datuk Dr Mohd Ali Hasan, believe that sending pupils for tuition too early could even be detrimental to their social development. Children should be allowed time to play and learn at their own pace. Putting too much pressure on them to succeed academically at an early age means that there will be less time for them to learn to socialise or communicate effectively with others. Stress can also affect them emotionally. Ali said the most important part of early education was learning the basic skills of reading, writing and counting, which weaker students can master under the education ministrys learning and numeracy (Linus) remedial programme. He said tuition should be a measure of last resort when the student is truly struggling with schoolwork. It is crucial that they learn to read and count by Year Three. But apart from that, parents should just let children be children. Nevertheless, the Education Ministry believes that there is little to stop parents from sending their children to tuition outside school hours. Ultimately, it is the parents choice. Im not saying it is healthy, but parents just want the best for their children. If they believe tuition is the way to go, then there is nothing to stop them, deputy education minister Dr Puad Zarkashi said. Puad, however, remained sceptical on whether private tuition centres offered the best education for children. The best kind of tuition allows th e child to study one-on-one with the teacher. But most centres usually have several students to one teacher. Some centres even crowd up to 40 students in one class. So, I dont believe they make much of a difference. Read more: Extra classes burdening and unnecessary? Top News New Straits Times http://www. nst. com. my/top-news/extra-classes-burdening-and-unnecessary-1. 52841#ixzz2IFQypuPW [pic]About EF Founded in 1965, EF Education First is the worlds largest private education company. We offer language education for students and professionals in more than 50 countries. [pic]EF Research Unit at University of Cambridge EF has established a Research Unit at the University of Cambridge Department of Theoretical and Applied Linguistics to collaborate on fundamentally improving the way students learn English. EF International Academy Admissions Office Haldenstrasse 4 Luzern 6006 Switzerland Tel: +41 41 417 46 31 [pic]EF International Academy in New York, Oxford and Torbay are IB world schools. [pic]The EF schools in London, Cambridge, Oxford, Manchester, Brighton and Bournemouth are accredited by the British Council. [pic]The EF school in Torbay is accredited by the British Accreditation Council for Independent Further and Higher Education [pic]The EF school in New York is a member of the American Association of Intensive English Programs. [pic]EF International Academy schools are accredited by the University of Cambridge International Examinations Centre.

Hydrogen Peroxide Shelf Life and Effectiveness

Hydrogen Peroxide Shelf Life and Effectiveness Hydrogen peroxide, like many household chemicals, can expire. If youve ever poured hydrogen peroxide solution onto a cut and didnt experience the expected fizz, its likely your bottle of hydrogen peroxide has become a bottle of plain water. The 3-percent hydrogen peroxide solution you can buy for use as a disinfectant typically has a shelf life of at least a year and up to three years if the bottle is unopened. Once you break the seal, the hydrogen peroxide will last 30 to 45 days at peak effectiveness, with about six months of useful activity. As soon as you expose the peroxide solution to air, it starts to react to form water. Also, if you contaminate the bottle- such as by dipping a swab or finger into it- you can expect the effectiveness of the remaining liquid to be compromised. So, if you have a bottle of hydrogen peroxide that has been sitting in your medicine cabinet for a few years, it would be a good idea to replace it. If youve opened the bottle at any point, assume the liquid has outlived its usefulness. Why Peroxide Bubbles Whether your bottle of peroxide is open or not, its always decomposing into water and oxygen. The equation is: 2 H2O2 → 2 H2O O2(g) The bubbles that form in the reaction come from oxygen gas. Ordinarily, the reaction proceeds so slowly you cant perceive it. When you pour hydrogen peroxide onto a cut or any of several surfaces, the reaction proceeds much more quickly because a catalyst is present. Catalysts that speed the decomposition reaction include transition metals, such as iron in the blood  and the enzyme catalase. Catalase is found in nearly all living organisms, including humans and bacteria, where it acts to protect cells from peroxide by quickly deactivating it. Peroxide is naturally produced in cells and needs to be neutralized before it can cause oxidative damage. When you pour peroxide on a cut, both healthy tissue and microbes are killed, but the damage to your tissue mends. Test to See If It Is Still Good If youre not sure whether that bottle of peroxide is worth using, theres a safe and easy way to test it. Splash a bit into a sink. If it fizzes, its still good. If you dont get a fizz, its time to replace the bottle. Tips to Extend the Peroxides Life Dont open the new container until youre ready to use it and dont transfer it to a clear container. In addition to air, light also reacts with peroxide and causes it to change. You can help extend the shelf life of your hydrogen peroxide by storing it in a cool location, since heat accelerates the rate of chemical reactions, including the decomposition of hydrogen peroxide.

Plate Tectonics Essay Example | Topics and Well Written Essays - 750 words

Plate Tectonics - Essay Example This paper explores both Wegener's theory and Plate Tectonic Theory, explaining how the Earth's land masses move and the construction and destruction of the Earth's crust and the features of plate tectonics as understood today. Plate Tectonics In 1911, Alfred Wegener (1880-1930), a German geophysicist, was intrigued to explain similarities in fossils of plants and animals found on either side of the Atlantic . Scientific thinking of the time was that continents were joined by land bridges that were now submerged by the ocean. However, Wegener also noticed the similar shapes of the coastlines of the continents and similar geology that supported his theory of continental drift. He postulated that these land masses may have been joined together at one time and that the original land mass, called ‘Pangaea’ (after the Greek for ‘all of the Earth’) has broken up and drifted apart . Wegener found evidence to support his theory of continental drift. He noticed that land masses fitted together with adjacent land masses. He also found signs of glaciation on the plains of Africa and coal deposits, usually associated with tropical areas, found near the North Pole. He also found fossils of exactly the same prehistoric species located in the same areas if the land masses were joined together, see Figure 1. . Figure 1: Locations of spread of fossils across continents before they broke up . Wegener did not fully explain what caused continental drift. He suggested two hypotheses, one that continents moved due to the forces associated with the rotation of the Earth and a second, which suggested continents moved due to tidal attraction of the Sun and Moon . However, both of these forces were too weak. These hypotheses were ridiculed by other scientists because no answer could be provided to explain how continental masses move . The original theory of continental drift was discredited, helped along by the growing anti-German feeling in the 1910s and 1920s and Wegener’s lack of scientific knowledge of geology . Wegener’s principle of continental drift was discredited but it did pave the way for scientists to explore why parts of the Earth’s surface have moved over time . Paleomagnetic studies, which measured the Earth's past magnetic field, found that the magnetic North Pole seemed to wander around the Earth over time . Evidence from seismometers, originally installed to monitor nuclear testing by the 1960s, found that geological phenomenon, such as volcanoes and earthquakes, were mostly found along the edges of tectonic plates . In addition, scientists found that rock crystals in certain rocks varied from normal to reversed polarity depending on when the rock was formed and solidified . These patterns mirrored themselves either side of the mid-oceanic ridge in the middle of ocean basins and rock samples were older the farther from the mid-oceanic ridge . All this evidence answered the problem Wegener was unable to; that solid continental and oceanic plates of the Earth’s crust, or lithosphere, ‘float’ on molten viscous rock called the asthenosphere, which forms the basis of Plate Tectonics Theory . Based on the Plate Tectonics Theory, plates adjacent to one another must move. Plates can move apart (forming a divergence plate boundary), together (forming a convergent plate boundary) or slide or grate against each other (creating a transform fault boundary) . A diverging plate

SUNDANCE FILM FESTIVAL 2011 review Movie Example | Topics and Well Written Essays - 2500 words

SUNDANCE FILM FESTIVAL 2011 - Movie Review Example Given below are some of the movies I had chosen to discuss about. HOW TO DIE IN OREGON The Sundance festival has always screened films for crazy movie goers who rush to occupy limits seats along with frenzied reporters who don't want to miss a moment of the 'Sundance Festival' madness. But this was not the case at the screening of the much acclaimed but brutally numbing to the soul movie ' How to Die in Oregon'. This film was directed by   Peter D. Richardson who worked for 4 years and spent close to 75,000 USD on it. This movie has been so heart wrenching that even the producers of the film, which is HBO, had a hard time finding an audience with their staff as they would be bursting into tears or tearing out of the room, not being able to stand the agony that Cody Curtis the real life protagonist faces every single day. Oregon is the only state that has legalized 'Physician-assisted-suicide' commonly referred to as euthanasia and this story is about a 52 year old mother of two, wh o battles Cancer and has to succumb to it eventually but nevertheless wants to die with some respect. She tries her best to be there for her children and crams in all the life's teachings. She wishes she could be alive for a longer period, but unfortunately she cannot because all she has left are a few precious months of her life. Nothing prepares her family for the hopelessness they feel when Cody is granted a lethal dose of   Morphine to give her permanent respite from her endless pain and agony.  This tragic story is so touching that it brings tears to the eyes, especially when they come to know that Cody is a real person. This film has won the Grand Jury Prize for American films at the 2011 Sundance Film Festival Awards ceremony. BEING ELMO: A Puppeteer's Journey. The 'Sundance Fim Festival' happens every year in the United States as an effort to bring to the forefront new and independent filmmakers who are exceptionally talented and need that big break.   Once such brilli ant movie is 'Being Elmo: A Puppeteer's Journey'. Elmo is an international icon that millions of children from all over the globe love and adore. But, only a few know of the man behind the creation of this character, Kevin Clash. Having watched Captain Kangaroo and Sesame Street, Kevin always dreamed of creating his own puppets and becoming a performing puppeteer. As fate would have Kevin Clash got a dream break from none other than his idol and master puppeteer Jim Henson himself, paving way for one of the most favorite and famous characters in The Muppets universe. Kevin Clash has always been a very private person and the movie revolves more around his art and creation than the man himself.Even his colleagues focussed more on praising his talent than delving into any personal trivia about him. A steady, focussed and passionate Kevin Clash has shows us how perseverance and hard work really pays off through this film. This film has been selected in the following categories -   OFF ICIAL SELECTION - SXSW FILM FESTIVAL 2011 OFFICIAL SELECTION - FULL FRAME DOCUMENTARY FILM FESTIVAL 2011 OFFICIAL SELECTION - INDEPENDENT FILM FESTIVAL BOSTON   OFFICIAL SELECTION - HOT DOCS (OUTSPOKEN OUTSTANDING) OFFICIAL SELECTION - DALLAS FILM 2011 INTERNATIONAL FESTIVAL BEING ELMO: A PUPPETEERS JOURNEY HAS WON IN THE FOLLOWING CATEGORIES -   WINNER - SPECIAL JURY PRIZE - SUNDANCE FILM FESTIVAL 2011 LIKE CRAZY The 'Sundance Film Fest

Interpreting a Factor Analysis Essay Example | Topics and Well Written Essays - 500 words

Interpreting a Factor Analysis - Essay Example This low education affects their ability to either secure any or a well-paying job (Vijayakumar, 2013). Furthermore, the younger generations have lower job skills and work experience compared to the older persons. Due to their limited access to work/ well paying work, young people are more prone to poverty and, consequently, higher financial dependency (Gupta, 2007). These two studies successfully demonstrate that there is a relationship between age and dependency – the higher the age, the lower the level of dependency. Based on these findings, I seek to investigate whether this hypothetical relationship between age and financial dependency is valid for the data at hand. The following hypothesis is investigated: That implies that, for this study, higher levels of dependency are expected to correspond to lower ages. A bivariate correlation analysis was run in the SPSS using the computed value for â€Å"dependency† and age. The test was run at the 5% level of significance. The findings are contained in the following section. The average ages of the 1146 participants is 32.4 years (Std. dev. = 11.25), while the average dependency score is 14.25 (Std. dev. = 4.56). The correlation between the ages of participants and dependency is -0.107 (p The findings of this study fall in line with the findings of both Gupta (2007) and Vijavakumar (2013) which established the existence of significant correlations between the ages and dependency levels of participants. This confirms validity of the â€Å"dependency† scale. Since the relationship between age and dependency is inverse (negative correlation coefficient), and having confirmed the validity of the dependency scale, we conclude that the older generations have relatively lower levels of financial dependency, while the younger individuals have relatively higher levels of financial

Right Ventricular and Left Ventricular Cardiogenic Shock

Right Ventricular and Left Ventricular Cardiogenic Shock Cardiogenic shock is a major and often fatal complication of a variety of acute and chronic disorders whereby the heart muscle fails to effectively pump blood forward and is unable to maintain adequate tissue perfusion. This ongoing clinical problem of cardiogenic shock often results from cardiac failure. Nurses and physicians need to work together to develop a rapid and well-organized treatment approach to this devastating condition. Acute myocardial infarction (AMI) is the most common cause and early recognition of cardiogenic shock is essential to saving the patient and functional organ perfusion. To help discuss the differences between right ventricular and left ventricular cardiogenic shock as a result of AMI, a case study format has been chosen. Priority nursing diagnoses, interventions and outcomes will also be addressed. Case Study Mrs. Rudd, a 53-year-old woman, is walking her two golden retrievers in Central Park when she starts to develop a nagging left arm pain radiating up her neck and down to her fingers along with diaphoresis, flushing and shortness of breath. She loses grip of the leashes and the dogs, sensing something wrong, get the attention of a young couple sitting under a tree. They see her in distress and call 911 to get an ambulance. Paramedics arrive on the scene within minutes and transport her to the emergency department at Mt. Sinai Hospital. On arrival, Mrs. Rudd continues to complain of the pain getting more intense and a new onset of substernal pain. The paramedics note her to be pale and clammy with cool and mottled extremities. Her vital signs in the ED are heart rate 56 beats/minute, blood pressure 78/53, respiratory rate 24 breaths/min and labored, pain level of 9/10 and temperature 96.9* F orally. The nurse provides supplemental oxygen at 100% via non-rebreather mask and administers 325mg of chewable aspirin, but holds the nitroglycerin because of her already low HR and BP. Then the cardiac monitor leads are placed, which shows sinus bradycardia;18g IV access is obtained in both arms and blood chemistry, CBC and cardiac enzymes are drawn and sent to the lab. A stat 12-lead electrocardiogram is run which indicates that Mrs. Rudd is having ST elevations in leads II, III and aVF suggesting acute inferior wall myocardial infarction. This explains the bradycardia due to damage to the right ventricle and likely an occlu ded right coronary artery. Tachycardia is seen in anterior and lateral wall MI where the circumflex and/or LAD coronary arteries are blocked. The nurse may also see ST depression instead of elevation in leads II, III and aVF with either of these infarcts. Her signs and symptoms upon presentation to the hospital suggest that she is in the early stages of cardiogenic shock, a life-threatening complication of AMI associated with high mortality. Early and aggressive treatment is necessary for her to survive this condition (Lenneman, 2011). Etiology and Pathophysiology With cardiogenic shock, perfusion is affected and delivery of oxygen to the tissues is markedly decreased. Various conditions can lead to cardiogenic shock besides AMI. It can occur as a complication of open heart surgery, myocarditis, valve failure, severe dysrhythmias or from any disease or injury that leads to mechanical failure of the bodys pump. With AMI, the myocardium is starved of oxygen and nutrients and dies (Lenneman, 2011). This leads to diminished contractility, reduced ejection fraction (the percentage of blood present in the ventricle at end-diastole that is pumped out with each heart beat) and disruption of hemodynamic measurements including persistent hypotension, high filling pressures, such as PAWP, PAP, high CVP and SVR, and most importantly reduced stoke volume and cardiac output. As a result of the reduced ventricular emptying, pressure rises within the ventricles, causing dilation of the ventricles, eventually leading the one initially injured to fail and if no t corrected both ventricles. In cases of heart failure in both ventricles, the patient will probably require transplantation and an LVAD to keep them alive while on the list awaiting a donor heart (Holcomb, 2002). Signs and symptoms Clinical signs and symptoms that are associated with cardiogenic shock depend on the ventricle affected. In right heart failure the nurse may observe jugular vein distension, peripheral edema and weak pulses, altered mental status, elevated ICP. Venous congestion and bradycardia are possible due to the heart slowing to allow adequate blood return and filling before pumping, which can be heard on auscultation as a split second heart beat. With left ventricular failure a pathological S3 or ventricular gallop can be auscultated, and pulmonary edema and congestion will likely be present, evidenced by labored breathing, dyspnea, course crackles and wheezing leading to ineffective gas exchange. To improve oxygenation, respiratory rate increases and the patient hyperventilates as manifested by hypocapnia and alkalosis (PaCO2 less than 35 or pH greater than 7.45) measured by arterial blood gases (Holcomb, 2002). Since the heart is unable to recover and maintain adequate perfusion to the kidn eys, they also will fail and subsequent ABGs reveal a shift indicating a worsening condition of both respiratory and metabolic acidosis. Sustained hypotension (systolic blood pressure less than 90mmHg for longer than 30 minutes) and adequate left ventricular filling pressure with signs and symptoms of tissue hypoperfusion are less common definitions for cardiogenic shock. This hypoperfusion may be exhibited by such signs as cool extremities, altered mental status, oliguria (urine output less than 30mL/hour or less than 0.5mL/kg/hour) or all three. Another helpful measurement utilized in assessing shock is drawing a serum lactic acid level, a diagnostic tool for detecting occult tissue hypoperfusion. Even if a patient does not exhibit low blood pressure at onset, a lactic acid value above 4mmol/L can identify organ dysfunction at the cellular level before the patient becomes hypotensive. This can be assessed by the nurse observing skin becoming cool, pale, and clammy as blood is shunted away from the periphery and skeletal muscles back to the vital organs. As a consequence, wasting and lactic acid buildup occur. The ef fects of blood being shunted away from the gastrointestinal tract initially lead to decreased bowel sounds and eventually progress to absent bowel sounds or paralytic ileus (Farwell, 2006). Hemodynamics In the case of Mrs. Rudd, her initial presentation reveals signs of the early compensatory phase of shock. The physicians and nurses need to collaborate and respond promptly to limit permanent damage to her organs and ensure her survival. In the early stage of cardiogenic shock the sympathetic nervous system is activated to respond to a failing heart. The renin-angiotensin-aldosterone system (RAAS) is stimulated to cause vasoconstriction and sodium and water retention to maintain blood pressure (Porth, 2006). To evaluate the effectiveness of organ perfusion cardiac output needs to be monitored and controlled. This is initially sustained with fluid replacement and volume expanders in right heart failure resulting from inferior AMI, to in essence replace oil in the engine to keep it running. In response to heart failure from a lateral or anterior AMI, the patient will exhibit increases in heart rate and/or stroke volume defined as the amount of blood pumped out with each ventricular contraction or the difference between the end-diastolic and end-systolic volumes (Eliott, Aitken, Chaboyer, 2007). The physician often prescribes vasopressors and inotropic medications such as milrinone or dobutamine to improve contractility and pumping efficiency of the damaged heart as well as reduce afterload. In cardiogenic shock, the values of cardiac output (normal range of 4-8L/min) and the more accurate measurement, cardiac index (2.5-4.0L/min), can significantly drop in response to heart failure and the pump not being able to adequately circulate blood through the body. In some cases the physician may order a diuretic such as furosemide to be administered to decrease preload by reducing pulmonary (LV) or systemic (RV) congestion and stasis of blood. Another measurement of end organ perfusion that clinicians rely on is mean arterial blood pressure (MAP) which has a normal range of 60 to 110mmHg. When the body is in a state of shock, at first the body attempts to compensate, however as the condition prolongs the values gradually drop below 60 mm Hg along with a decreasing cardiac output (Holcomb, 2002). Together these hemodynamic values are used to determine if the patient has inadequate organ perfusion and to evaluate the adequacy of interventions by both the physicians and nurses. Subsequently, the body attempts to compensate by increasing heart rate, which decreases diastolic filling time. This faster rate increases the oxygen demand of already damaged heart muscle, which negatively impacts cardiac output even further. Unable to keep pace with the increase in volume, hemodynamic values worsen as the heart fails to perfuse the body. This eventually leads to MODS and unfortunately, as a result, death in around 50% of all patients affected by cardiogenic shock (Babaev, Frederick, Pasta, 2005). Even in cases where the patient is recovered and stabilized, sometimes the damage may be too great for the patient to overcome and within days or weeks they irreversibly deteriorate. Treatments The best chance of recovery for Mrs. Rudd relies on rapid percutaneous or surgical revascularization. While awaiting revascularization there are nursing interventions and pharmacologic measures that can be started to optimize her cardiac output. As mentioned earlier, rapid infusion of fluids is the first line of defense to improve cardiac output and stroke volume in right AMI. Diuretics may be used in left heart failure to decrease preload and improve the hearts pumping ability, however it is contraindicated with right AMI as in the case of Mrs. Rudd. Tachycardia is a common compensatory mechanism of cardiogenic shock to improve perfusion, yet beta-blockers, although they can lower rapid heart rates, are another class of drugs that should be avoided for Mrs. Rudd since they also have a hypotensive effect and could counter the positive effects of fluid resuscitation and further perpetuate severe hypotension, having a bottoming out effect. Therefore beta-blockers should be used careful ly and only in early stages of uncomplicated AMI without heart failure (Eliott, Aitken, Chaboyer, 2007). Providing inotropic support and improving systemic vascular resistance are important in the management of cardiogenic shock. To increase contractility and consequently cardiac output, inotropes, such as dobutamine, dopamine and milrinone, might be started and gradually increased to obtain adequate perfusion. However, because they can increase myocardial oxygen demand in an already ischemic heart, they must be used cautiously in patients, as they may lead to the incidence of fatal dysrhythmias. To treat life-threatening ventricular dysrhythmias (VT or VF), antiarrhythmic medications such as amiodarone or lidocaine are indicated. Additional considerations to treat dysrhythmias or heart block include defibrillators and transcutaneous pacing, or depending on the damage present, a permanent pacemaker (ECC Commitee, American Heart Association, 2005). Another complication of cardiogenic shock that increases oxygen demand is hypoxemia from pulmonary edema and backflow; common in left AMI and often a secondary complication in right AMI. As the patient deteriorates and stops responding to compensatory mechanisms, mechanical ventilation may be warranted to provide adequate oxygenation. By instituting mechanical ventilation the workload of breathing is decreased as the machine takes over. Also anxiety and metabolic demands are decreased when the patient is sedated and intubated. Unfortunately, sedation may cause a further drop in blood pressure and needs to be closely monitored. Maintenance of adequate MAP is also vital to prevent end-organ damage. To increase MAP, norepinephrine may be added to the medication regimen, but it may have a negative effect on cardiac output. Through means of combination therapy in severe hypotension, catecholamines are mainly administered in cardiogenic shock along with monitoring urinary output and calculating cardiac output, to sustain functioning of the patients organs and optimistically to buy time before revascularization and the return of adequate pump function (Eliott, Aitken, Chaboyer, 2007). Unless contraindicated, it is protocol to treat any patient admitted with a diagnosis of acute coronary syndromes, including patients in cardiogenic shock, with aspirin and IV anticoagulation (heparin) to slow the progression of the infarct. Fibrinolytics are not recommended in patients requiring percutaneous coronary intervention (PCI) or surgery, however, improvement in hospital mortality with the use of the glycoprotein IIb-IIIa inhibitor abciximab (ReoPro) has recently been shown to reduce mortality from 40% to 50% down to 18% to 26% in cardiogenic shock treated with stent implantation (ECC Commitee, American Heart Association, 2005). Hospitals have adopted the PTCA guidelines set forth by The American College of Cardiology and the American Heart Association aiming to provide reperfusion of the infarct artery within 90 minutes after arrival to the hospital. These new guidelines also assist in decision making regarding PCI, a nonsurgical coronary revascularization procedure that r elieves the narrowing or obstruction of the coronary artery or arteries to allow more blood and oxygen to be delivered to the heart muscle. This ensures patient safety and improves patient quality of care (ECC Commitee, American Heart Association, 2005). Another intervention that is used to prevent or manage cardiogenic shock is an intra-aortic balloon pump (IABP) which improves coronary artery perfusion and reduces afterload. This mechanical device consisting of a 34- to 40-mL balloon catheter, is placed during PCI and operates by using counterpulsation therapy. The IABP inflates during ventricular diastole (increasing coronary artery perfusion) and deflates during ventricular systole (decreasing afterload or the resistance against which the heart has to pump). By increasing coronary artery perfusion with this device, the patients cardiac output, ejection fraction, and MAP are increased, ultimately improving end-organ perfusion. Heart rate and pulmonary artery pressures, especially pulmonary artery diastolic and wedge pressures are lowered, which essentially decrease the hearts oxygen consumption, blood volume and workload (Holcomb, 2002). Now an hour and fifteen minutes from onset, Mrs. Rudds status continues to worsen and the physicians, noting that they are still within the 90 minute timeframe, rush her directly to the cardiac catheterization laboratory and she undergoes PCI with drug-eluting stent placement in the right coronary artery. During the procedure the surgeon places an IABP to increase coronary artery perfusion and decrease workload of the heart. She is transferred to the surgical intensive care unit for further management and monitoring with a pressure dressing to the femoral artery where the catheter was inserted. After recovery of her strength and hemodynamic stabilization, she is transferred to a medical-surgical unit, then discharged four days later on a new medication regimen prescribed to avoid complications and recurrence of an AMI or lethal dysrhythmias. Nursing Diagnoses Outcomes Prioritizing nursing diagnoses and care depends on which side of the heart is affected. With LV failure, respiratory complications are a primary consideration, whereas with RV failure, presentation of systemic signs and symptoms occur early on. Eventually as the patients condition deteriorates their bodys compensation mechanisms fail and cardiogenic shock worsens. Nursing interventions vary based on what stage of shock the person is in, their etiology and presentation, what procedures are planned or have been performed and when care is assumed. The nursing diagnoses for Mrs. Rudd consist of (in priority): Risk for decreased cardiac output related to altered cardiac rate and rhythm; reduced preload and increased systemic vascular resistance; infarcted muscle. Ineffective tissue perfusion related to reduction or interruption of blood flow. Risk for excess fluid volume related to decreased organ perfusion; increased sodium and water retention; sequestering of fluid in interstitial space and tissues. Acute pain related to ischemic myocardial tissue. Anxiety and fear related to change in health status. Activity intolerance related to imbalance between myocardial oxygen supply and demand; presence of ischemia; cardiac depressant effects of certain drugs, such as beta blockers, antidysrhythmics. Ineffective protection related to the risk of bleeding secondary to thrombolytic therapy. Deficient knowledge regarding cause and treatment of condition, self-care, and discharge needs related to lack of information, misunderstanding of medical condition or therapy needs Some expected outcomes for Mrs. Rudd include: Maintain an adequate cardiac output during and following reperfusion therapy. Demonstrate no signs of internal or external bleeding. Rate chest pain as 2 or lower on a pain scale of 0 to 10. Verbalize reduced anxiety and fear. To recap, cardiogenic shock is a life-threatening complication of AMI. It is important to acknowledge that patient survival and recovery rely on early recognition of signs and symptoms of cardiogenic shock and rapid assessment and interventions by the nurse and treatment team.

WWII Research Paper

WWII Research Paper: Oskar Shindler During a very dark time in history, during World War II, Oskar Schindler saved the lives of thousands of Jews by employing them in his factories, he had little to gain and everything to lose by saving these Jews but he was a courageous individual who did the right thing when others wouldn’t. Oskar Schindler was and opportunist and a businessman. He was one of many who sought to make a profit from the German invasion of Poland. He gained ownership of an enamelware factory and he employed around 1,000 Jews, At first he was only otivated by money, Jewish labor was extremely cheap, but it later turned into him helping and shielding his workers without regards of the cost. Oskar would claim to SS officers that unskilled workers were essential to his factory even though they were not.Under his employment his workers were treated with somewhat respect and were never beaten, let alone killed. The special status of his factory also became a big facto r in his efforts to help save his workers from the work and death camps. When his workers were hreatened with deportation to these camps, he would simply claim exemptions for them, stating that even women, children and handicapped persons were necessary for his workforce. Schindler’s Jewish workers weren’t just things to him, they were human beings and he used all his skills to help protect them. He called them his Schindlerjuden, (Schindler’s Jews) and he often got them out of very difficult situations. After he witnessed the 1942 raid on the Krakow Ghetto, where he was appalled to see many of hisJewish workers being murdered, he began to work increasingly hard to help protect his workers. One-account states that two Gestapo men came to Schindler demanding he give up a family who he had forged identify papers for. After three hours, some drinking and his charm the two Gestapo men left without the family or the incriminating documents. Schindler is also said to have smuggle Jewish children out of the ghettos by giving them to polish nuns who would hide them. Schindler talked the commander of the Plaszow amp, Amon Goth, into making his factory a sub camp of Plazow and having a few hundred Jews work there. In this way the workers would be relatively safer from the German guards. Schindler’s mastery of persuasion and charm saved many Jews lives.In the beginning it was only about making money and becoming rich for Schindler, but it became something much more to him and in the end he died a penny- less hero. Oskcar would constantly buy supplies and extra food off the black market for his workers. He was caught numerous times, but each time he paid off SS officials and as never punished. Towards the end of the war, with Russia drawing nearer, he bribed and convinced SS officials to let him move his work force of over a thousand Jews to another factory. Thus he saved their lives from certain death in the extermination camps which were work ing on the double to eliminate Jews before Russia was upon them. In the new factory Schindler was supposed to be producing weapons and ammunition for the war effort. In the eight months of operation there the barley produced anything.Schindler made now money and his once fortune grew smaller and smaller as he bought supplies for his workers and bribed officials. In the end though it wasn’t about money for Oskar Schindler, it was about helping out his fellow human beings thorough one of the most horrific time periods in history. To him it was about preserving human life and doing the right thing.Bibliography 1)†Oskar Schindler. † United States Holocaust Memorial Museum. 2004. 10 May 2009 . 2)†Oskar Schindler, rescuer of Jews during the Holocaust. † . 10 May 2009 . 3)†Oskar Schindler. † . 2005. 10 May 2009 .

School Laws Article

There is a need for a teacher to be a good example and a role model to the students. This is the only way that the students will be able to improve especially when they are having serious problem. In this case, the dean was very influential and after realizing what she had done to get where she is, most student are likely to be disappointed and frustrated. Her resignation means that the students will no longer fight for their freedom and this is likely to cause anxiety or even protest among the students. In addition, the dean is guilty of false pretence, if the university sues her; she is likely to pay them for damages. The reason is that for such a prestigious university to have such a case, the credibility of the university and its officials is likely to suffer as people might think that some of the professors who are teaching are not genuine professors at all. This is also likely to affect the education in the institution and the number of people who are attends it. It is therefore a complete negative publicity to the university. Article 2 The district superintendent should try to convince the PR Director of the importance of the use of the new technology to the students. He should try to convince him that a school is an institution that is supposed to assist students get useful knowledge so that they can become useful persons later on in their life. However, with the outdated phone lines and other electronic systems, there are chances that the school only wastes the student’s time. The reason is that the information that they are given is only outdated. This means that after they get out to the real world they will have to learn again so that they can fit in the society. There is therefore a need to upgrade these machines to assist the students. With such statements and such conviction, the district superintendent will assure the PR Director that even though they will spend a lot of money on this upgrade. This is because it saves a lot, as the students will no longer need to learn again. In addition, the new system will be more efficient and therefore more likely to give better results. Together, they should follow the right procedure and see to it that they have achieved their mission. Article 3 In a school setting, the first priority should be to the students. The only way to achieve this is to have the best team of teachers and other staff in line. The best team also has some disadvantages and therefore one should be prepared for this. In the first case of the renewal of chief’s contract, I would also do the same case. I would not care about what people or teachers think of feels, I would still renew the contract of Superintendent Sandra Schroeder, as she is still very effective and competent in her duties. In addition, I would reinstate the four teachers fired. They are very competent and without them, there is a chance that the school will go down. There are some mischievous students in every class and it is not advisable to fire a teacher simply because she tried to correct these students. It is clear that the strike has a great influence on the student’s learning. A sizeable portion of students failed to attend the classes due to the strike. What the drivers wanted are their rights. Everyone has a right to a better and a happy life and I feel that they should have that. I would therefore organize for a sitting so that we can negotiate with them and have solution on the issue. An instance where a superintendent can handle a similar situation is the case where a worker may be discriminated because the immediate boss does not like him. In such a case, the superintendent may fail the reason for firing such a person and may act competently. Article 4 It is necessary to understand that the students who are in school are there with the main aim of acquiring knowledge. These students happen to have different levels of knowledge and different personal attributes. It is therefore clear that there will be diverse personalities in the classroom. In addition, just because a teacher has some believes does not mean that all the students should have the same believe. This is the reasons why there is a syllabus and some books to offer guidance. This further means that whether it is the teacher, the administration or the society in general, personal attributes or rather personal values should not interfere with class teaching. Personal values and believes are not universal. They are unique from one person to the next and therefore if they interfere with what we are teaching in class, there is a chance that the teaching itself will be biased. There is also a possibility that effective teaching, which is the main aim of every teacher will not be there. Article 5 Campaigns do not come all the time and at the same time, they are very expensive. Proper planning for them should be there. In this case, I would first admit that this was a very serious blunder on all mails were sent to children. Secondly, I would gather all correct details concerning the parents and hire another company, which would send apology letter to all those parents whose children received previous mails. I would convene a meeting with the board members and explain to them what happened. I would clearly explain to them that the company we hired caused the mishap. I would assure them that next time we have a campaign, such an incident will not take place. To the media outlet, I would only give a brief explanation that whatever happened was a mistake by the company that we hired.

The New American essays

The New American essays The definition of what it means to be an American has changed dramatically throughout the history of our country. The founding fathers brought forth the idea of a new nation; that made sovereign the supremacy of life, liberty and the pursuit of happiness. America has changed drastically over the last two hundred years, and the definition of what it means to be an American has changed with it as well. In class for the last several weeks, the question was raised of what it means to be an American at the end of the twentieth century. The America of the twentieth century is not as far off from what the founding fathers intended; as some people might be led to believe. We have looked at several different works and articles that have given their perspective on what it means to be an American. Although American citizens are shown in Hollywood movies such as Kids, the film does not depict what the true meaning of being an American is. Our country was founded on the principals of there being no borders between us as a nation. Whether it be a difference of race or heritage, we as a people are all Americans. Being an American means setting aside your biases or prejudices, and living side-by-side with other religions, races, and cultures in a society with the absence of a single ethnic origin. Two works that mainly caught my attention were Letters from an American Farmer, written by Hector St. Jean Crvecoeur, and The Disuniting of America, written by Arthur M. Schlesinger. Crvecoeur focuses greatly on the American as a person with the drive and ambition to distinguish themselves from the others that are around them. Crvecoeur's views show a great sense of individuality among Americans. Schlesinger's excerpt attempts to show that our country has failed to create the society that our nations founders originally wanted. A new society in which being an American does not mean you are white and your ancestors were from the or...

Biography of Senator George McGovern

Biography of Senator George McGovern George McGovern was a South Dakota Democrat who represented liberal values in the United States Senate for decades and became widely known for his opposition to the Vietnam War. He was the Democratic nominee for president in 1972, and lost to Richard Nixon in a landslide. Fast Facts: George McGovern Full Name: George Stanley McGovernKnown For: 1972 Democratic nominee for president, longtime liberal icon represented South Dakota in the U.S. Senate from 1963 to 1980Born: July 19, 1922 in Avon, South DakotaDied: October 21, 2012 in Sioux Falls, South DakotaEducation: Dakota Wesleyan University and Northwestern University, where he received a Ph.D. in American historyParents: Rev. Joseph C. McGovern and Frances McLeanSpouse: Eleanor Stegeberg (m. 1943)Children: Teresa, Steven, Mary, Ann, and Susan Early Life George Stanley McGovern was born in Avon, South Dakota, on July 19, 1922. His father was a Methodist minister, and the family adhered to the typical small-town values of the time: hard work, self-discipline, and avoidance of alcohol, dancing, smoking, and other popular diversions. As a boy McGovern was a good student and received a scholarship to attend Dakota Wesleyan University. With Americas entry into World War II, McGovern enlisted and became a pilot. Military Service and Education McGovern saw combat service in Europe, flying a B-24 heavy bomber. He was decorated for valor, though he did not revel in his military experiences, considering it simply his duty as an American. Following the war, he resumed his college studies, focusing on history as well as his deep interest in religious matters. He went on to study American history at Northwestern University, eventually receiving a Ph.D. His dissertation studied the coal strikes in Colorado and the Ludlow Massacre of 1914. During his years at Northwestern, McGovern became politically active and began to see the Democratic Party as a vehicle to achieve social change. In 1953, McGovern became the executive secretary of the South Dakota Democratic Party. He began an energetic process of rebuilding the organization, traveling extensively throughout the state. Early Political Career In 1956, McGovern ran for office himself. He was elected to the U.S. House of Representatives, and was re-elected two years later. On Capitol Hill he supported a generally liberal agenda and established some important friendships, including with Senator John F. Kennedy and his younger brother, Robert F. Kennedy. McGovern ran for a U.S. Senate seat in 1960 and lost. His political career seemed to have reached an early end, but he was tapped by the new Kennedy administration for a job as director of the Food for Peace Program. The program, which was very much in keeping with McGoverns personal beliefs, sought to combat famine and food shortages around the world. President John F. Kennedy and George McGovern in the Oval Office. Getty Images   After running the Food For Peace Program for two years, McGovern ran for the Senate again in 1962. He won a narrow victory, and took his seat in January 1963. Opposing Involvement in Vietnam As the United States increased its involvement in Southeast Asia, McGovern expressed skepticism. He felt the conflict in Vietnam was essentially a civil war in which the United States should not be directly involved, and he believed the South Vietnamese government, which American forces were supporting, was hopelessly corrupt. McGovern openly expressed his views on Vietnam in late 1963. In January 1965, McGovern drew attention by delivering a speech on the Senate floor in which he said he did not believe the Americans could reach a military victory in Vietnam. He called for a political settlement with North Vietnam. McGoverns position was controversial, especially as it put him in opposition to a president of his own party, Lyndon Johnson. His opposition to the war, however, was not unique, as several other Democratic senators were expressing misgivings about American policy. As opposition to the war increased, McGoverns stance made him popular to a number of Americans, especially younger people. When opponents of the war sought a candidate to run against Lyndon Johnson in the 1968 Democratic Party primary elections, McGovern was an obvious choice. McGovern, planning to run for re-election for the Senate in 1968, chose not to enter the early running in 1968. However, after the assassination for Robert F. Kennedy in June 1968, McGovern attempted to enter the contest at the Democratic National Convention in Chicago. Hubert Humphrey became the nominee and went on to lose to Richard Nixon in the election of 1968. In the fall of 1968 McGovern easily won re-election to the Senate. Thinking of running for president, he began to utilize his old organizing skills, traveling the country, speaking at forums and urging an end to the war in Vietnam. The 1972 Campaign By late 1971, the Democratic challengers to Richard Nixon in the upcoming election seemed to be Hubert Humphrey, Maine senator Edmund Muskie, and McGovern. Early on, political reporters did not give McGovern much of a chance, but he showed surprising strength in the early primaries. In the first contest of 1972, the New Hampshire primary, McGovern finished a strong second to Muskie. He then went on to win the primaries in Wisconsin and Massachusetts, states where his strong support among college students boosted his campaign. George McGovern campaigning in the spring of 1972. Getty Images   McGovern secured enough delegates to assure himself the Democratic nomination on the first ballot at the Democratic National Convention, held in Miami Beach, Florida, in July 1972. However, when insurgent forces which had helped McGovern took control of the agenda, the convention quickly turned into a disorganized affair which put a deeply divided Democratic Party on full display. In a legendary example of how not to run a political convention, McGoverns acceptance speech was delayed by procedural squabbling. The nominee finally appeared on live television at 3:00 a.m, long after most of the viewing audience had gone to bed. A major crisis hit McGoverns campaign soon after the convention. His running mate, Thomas Eagleton, a little-known senator from Missouri, was revealed to have suffered from mental illness in his past. Eagleton had received electro-shock therapy, and a national debate about his fitness for high office dominated the news. McGovern, at first, stood by Eagleton, saying he supported him one thousand percent. But McGovern soon decided to replace Eagleton on the ticket, and was skewered for appearing indecisive. After a troubled search for a new running mate, as several prominent Democrats turned down the position, McGovern named Sargent Shriver, President Kennedys brother in law who had served as leader of the Peace Corps. Richard Nixon, running for re-election, had distinct advantages. The Watergate scandal had been kicked off by a break-in at Democratic headquarters in June 1972, but the extent of the affair was not yet known to the public. Nixon had been elected in the turbulent year of 1968, and the country, while still divided, seemed to have calmed during Nixons first term. In the November election McGovern was trounced. Nixon won a historic landslide, scoring 60 percent of the popular vote. The score in the electoral college was brutal: 520 for Nixon to McGoverns 17, represented only by the electoral votes of Massachusetts and the District of Columbia. Later Career Following the 1972 debacle, McGovern returned to his seat in the Senate. He continued to be an eloquent and unapologetic advocate for liberal positions. For decades, leaders in the Democratic Party argued over the 1972 campaign and election. It became standard among Democrats to distance oneself from the McGovern campaign (though a generation of Democrats, including Gary Hart, and Bill and Hillary Clinton, had worked on the campaign). McGovern served in the senate until 1980, when he lost a bid for reelection. He remained active in retirement, writing and speaking out on issues he believed important. In 1994 McGovern and his wife endured a tragedy when their adult daughter, Terry, who suffered from alcoholism, froze to death in her car. To cope with his grief, McGovern wrote a book, Terry: My Daughters Life and Death Struggle With Alcoholism. He then became an advocate, speaking out on alcohol and drug addiction. President Bill Clinton appointed McGovern as the U.S. ambassador to the United Nations Agencies for Food and Agriculture. Thirty years after his work in the Kennedy administration, he was back advocating on food and hunger issues. McGovern and his wife moved back to South Dakota. His wife died in 2007. McGovern remained active in retirement, and went skydiving on his 88th birthday. He died on October 21, 2012, at the age of 90. Sources: George Stanley McGovern. Encyclopedia of World Biography, 2nd ed., vol. 10, Gale, 2004, pp. 412-414. Gale Virtual Reference Library.Kenworthy, E.W. U.S.-Hanoi Accord Urged By Senator. New York Times, 16 January 1965. p. A 3.Rosenbaum, David E. George McGovern Dies at 90, a Liberal Trounced But Never Silence. New York Times, 21 October 2012. p. A 1.

Malcolm X Essay Example | Topics and Well Written Essays - 750 words

Malcolm X - Essay Example A gadfly is someone who is vehemently opposed to some policy of the existing authority and is able to evoke mass support for the same. Socrates was a gadfly because he encouraged those around him to question existing beliefs on morality and ethics. â€Å"He would ask people to explain a concept, point out flaws that would impel them to modify their answer, and continue like this until the person came up with a solid explanation or admit that they didn’t really understand the concept. (Cline) Martin Luther King was inspired by Mahatma Gandhi’s sayings and was led to believe that non-violence could be used by blacks to obtain civil rights in America. The one statement by Gandhi which deeply affected him was â€Å"Through our pain we will make them see their injustice† Malcolm Xs famous statement was :â€Å"And when you see that you have problems, all you have to do is examine the historic method used all over the world by others who had problems similar to yours.†(Message to the Grassroots, 1963) What he was hinting at was the use of violence. He was inclined to believe that if America was justified in employing the blacks to defend herself abroad, then the Blacks in America likewise had the right to defend themselves against atrocities committed against themselves by the whites. These comments were made at a time when the Blacks in America were facing widespread discrimination and there were also instances of blacks being ruthlessly murdered by whites. In short, he professed the use of violence against people who themselves indulged in violence. ‘Creative tension’ is a rather unusual term because it makes use of words that are at odds with each other. Creativity generally blossoms when the person in question has a calm dispos ition, whilst ‘tension’ is generally associated with individuals who are agitated and vexed. So when you combine the two, it would pertain to individuals being tensed and creative at the same time. In the context of this literature, the leaders, namely, Socrates and Martin Luther King and MalcolmX are addressing the concerns of individuals who are in a displeasure able situation and seek a solution to end their misery. By their speeches the leaders are encouraging their followers to talk and find solutions to their problems. In effect they are being asked to become creative problem solvers. So, whilst they were very much in an agitated state of being, and unsure as to what to do next, the leaders by their speeches are adding to the tension and the people, in turn, are becoming creative in their actions. â€Å"Going against the grain of traditional education, Socrates insisted that personal investigation and reasoned argument, rather than ancestral custom, or appeal to the authority of Homer, Hesiod and other respected poets, was the only proper basis for answering these questions†. (Cooper, 1998) He continually stressed on analyzing any problem logically and abstaining from blindly following that which had been preached before. During his times, people who questioned beliefs were treated with imprudence especially when sentiments of a certain section of society were hurt, with chances of violent action being taken against the former them being quite high. Socrates questioned the use of violence and in this way he was forming creative tension in the minds of the people, for the people of his age were blindly following what had been preached before. He was forcing people to rethink on issues of morality which included pondering on what was right and wrong. Martin Luther King used to travel around the country making speeches and exhorted people to be part of the civil rights movement. He advocated the use of new means to achieve freedom. The B lacks of his times were a confused lot what with widespread discriminative practices against their community and no proper ways to give voice to their disgruntlement. It was during such times that King formed creative tension by giving some kind of direction to the civil rights

Reducing Juvenile Delinquency Essay Example | Topics and Well Written Essays - 1000 words - 1

Reducing Juvenile Delinquency - Essay Example This paper seeks to illustrate various aspects associated with juvenile delinquency and measures taken to lower the prevalence rates. Juvenile delinquency illustrates a violation of the law committed by a person under the legal age, but surpasses parental control, and thus is subject to legal action. Such violations of the law are not punishable by death or life imprisonment, but dwell on rehabilitating the offenders to become law-abiding citizens. Institutions such as juvenile detention centers and courts assist in dispensation of legal interventions based on specified procedures in the legal system. Furthermore, a juvenile delinquent is an under aged person who has been found guilty of a crime, and is protected by the law as a minor; hence cannot bear the responsibility for the crime (Snyder and Sickmund, 2006). The age of criminal responsibility may be lowered in accordance with the nature and seriousness of the crime. This would imply that the individual could be tried as an adult. Negative behaviors among children and young adults translate into juvenile delinquency. Juvenile delinquency has the potential of creating significant social disorder. Past and recent surveys have indicated that a high percentage of children and adolescents engage in activities that are in violation of the law. The reality of the situation is illustrated in the drop in the average age of first arrests made among young people. This can be attributed to the common notion that juvenile offences are normative adolescent behaviors. However, repeated or chronic offenders are most likely to carry on with the trend away from adolescence and turn into criminal elements or outlaws. At a tender age, delinquent behavior involves minor theft, but can evolve to violent acts involving the use of weapons as the individual nears the statutory age. Other delinquent behaviors include bullying, truancy,

Answsering law quesiton Essay Example | Topics and Well Written Essays - 1000 words

Answsering law quesiton - Essay Example Jaime owed Simon and Davina a duty of care, being the owner of a restaurant which serves food to the public for a fee. Hence, he has the duty and obligation to see to it that clients are served well because he is engaged in the food business, and attached to this is the quality of service to his clients. Based on the facts of the case, there is clearly a breach of duty on the part of Jaime, the moment he forget to inform the chef that Simon and his guest only requested for vegetarian dishes. It was due to the fact that there were several guests that same night that kept him pre-occupied that he totally forgot to inform the chef of Simon’s request. As a restaurant owner, he owed a duty of care to all the clients and guests who enter and dine in his restaurant. In the case at bar, the fact that Simon informed Jaime only to serve them vegetarian dishes is an indication that Simon has already foreseen the damage or harm that will be inflicted upon Davina in case a different food, and not vegetarian dishes will be served to her. This act done by Simon in order to protect Davina is also known as the ‘neighbor principle’. He took the necessary steps to exert reasonable amount of care to avoid acts or omissions which you can reasonably foresee would be likely to injure his guest, Davina. It is thereof without a doubt that a duty of care was expected of Jaime to Simon and Lavina There is also a proximity between the parties, as Jaime is the seller and Lavina and Simon are the buyers of his services. Under the law, is it fair, just and reasonable in all the circumstances to impose a duty of care in the case of Jamie. Here, Jamie is liable for the tort of negligence due to his failure to exercise reasonable care which caused a damage to Davina. His failure to inform the chef that only vegetarian dishes should be served is tantamount to negligence or omission on the part of Jamie. Therefore, he is liable to pay consequential damages to Davina because th ere is a strong connection between the cause of his failure to take reasonable care and that damages that Davina has suffered. Verily, there is a clear showing that Davina would not have been injured â€Å" but for† the Jamie’s act or omission. Hence, Davina entitled to an award of consequential damage because aside from the violent illnsess, she also suffered from consequential economic loss when she cancelled a photo shoot costs of the damage for a beauty campaign, which could have been an opportunity for her to receive economic gain. 2.) Jamie can raise the defense of contributory negligence on the part of Davina. This means that any award of damages may be reduced to the extent that the Davina, the claimant was to blame for the injury or loss inflicted to herslf. It is entirely Davina’s fault if she had too many glasses of champagne prior to her meeting with Simon and totally forgot to inform him about her allergic food reaction. This act shall hold her liab le for contributory negligence. The fault shall be shared by Jamie and Davina. There was also a mistake committed by Davina by coming to the restaurant in a sober mood, and totally disregarding to report to Simon about the allergic food reaction that she possesses. This act redounds to inaction, omission and oversight on the part of Divina. The Law Reform Act 1945(Contributory Negligence) provides for apportionment of blame between the

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s