Henderson radio Case Study Example | Topics and Well Written Essays - 500 words

Henderson radio - Case Study Example These elements weigh vigorously in choosing if there is sufficient value in a venture money bargain. Thomas Hendersons ideas on this discernment propose that in the event that it was his choice he might have utilized 10 percent value and 90 percent obligation to back organization venture. From the expectation we understand that when 90 percent of obligation is utilized to back the organization extend this may prompt chapter 11 since the more terrific the implied liquidation expense or likelihood of insolvency in the working money streams of the firm, the less obligation the firm can bear to utilize. Taking his contention to the way that financing blend was acknowledged excessively radical and that he felt the organization could securely expand its obligation extent to 30 percent, which he thought was the upper reach of the business normal is not a legitimate proclamation. This is on the grounds that the mix of these manifestations of financing and their expense make up the expense of money to the firm or task. Assessing the capital structure of a venture is muddled, however basically put; the capital structure is the extent of value in the aggregate financing

The HTML page Essay Example for Free

The HTML page Essay HTML which stands for Hyper Text Markup Language is a scripting language which is primarily used for building web pages (W3C. org, 2007). The language is an interpreted language and used extensively to build a standard website. The web pages are linked together using the features of the HTML alone where it creates hyperlinks to join pages. All these combined web pages are hosted to the internet and is registered under a domain that facilitates it to have an Internet Protocol address to access it over the internet domain. The HTML can be explained as follows: †¢ Hyper Text – It usually implies several variants of text that can be used for displaying information over the web page to the internet users. It can also embed objects like pictures, static and moving graphics and video in the web pages using the options available for its representation. †¢ Markup Language – It is called so as it belongs to the family of markup languages which puts or assigns tags to the text so that their representation is enhanced (W3Schools.com, 2007). For example, representing text in paragraphs, tables and others. Internet browsers use the HTML in a very unique manner. The process is as follows: †¢ To generate a web page, a request for the page requires to be made. The IP address or the domain name is typed in the address bar and pressed enter. †¢ The request now travels across the network and hits the nearest DNS (Domain naming service) server where the domain name is resolved. †¢ The web page request is done at this moment. †¢ The HTML page once fetched is interpreted by the browser and displayed in the browser using the tags specified. †¢ The page layout is according to the instructions in the HTML source. Internet browsers provide an excellent facility to interpret the HTML page with the specified instructions. References W3Schools. com (2007). Retrieved 10, November 2007 from http://www. w3schools. com/html/html_intro. asp. W3C. org (2007). Retrieved 10, November 2007 from http://www.w3.org/TR/REC-html40/

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Merced Home Products-Accounting Ethics Case Wayne A Shaker OMGT 308-001.2014,SP, Financial and Managerial Accounting Instructor: Paul H. Robinson, JD, CPA â€Æ' Most profit making companies understand conducting business within an ethical reporting framework is the proper way to report quarterly results. Often accounting managers are given opportunities to exercise judgment in financial reporting, using their knowledge about the business to improve the effectiveness of financial statements. However, accounting professionals need to perform their job tasks in accordance with laws, regulations, and technical standards while supplying information that is accurate, clear, concise, and timely. At the same time, managers need to be free from pecuniary anxieties, and disclose all relevant information that could influence an intended recipients understanding of the analyses or reports. However, when managers have incentives to produce positive results, profit management can occur while misleading those who review the company’s financial statements. In the case of Merced Home Products Inc., recently hired controller Stacy Cummins has stumbled upon an accounting procedure causing her great concern. Being a new controller, Stacy reviewed the financial statements of the Home Security division discovering profits improved each quarter until a year end climax with outstanding performance. According to the assistant controller, the standard costs had been modified by Vice President, Preston Lansing to reflect positive earnings as the fiscal year progressed. Upon further investigation, Ms. Cummins discovered the president of the Merced Home Products was aware of the reporting using questionable standards and had chosen not to bother Pres... ...ose developed by the Institute of Management Accountants ("Ima," n.d.). The guidelines for ethical behavior cover professional competence, confidentiality, personal integrity, for individuals disclosing financial information. Of course, ethical behavior in reporting is critical to establish creditability to any company to infuluence growth and outside investment. In the end, ethical conduct of the individuals reporting results is essential for maintaining a solid reputation and support continued success. References Brewer, P. C., & Garrison, R. H. (2013). Introduction to managerial accounting (6th ed.). New York: McGraw-Hill/Irwin. Federal Securities Laws. (2002). Retrieved April 29, 2014, from https://www.sec.gov/about/laws.shtml#sox2002 Ima. (n.d.). Retrieved April 29, 2014, from http://www.imanet.org/resources_and_publications/EthicsCenter.aspx

Positive and Negative Reinforcement

Positive and Negative Reinforcement Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying â€Å"great job† or a simple word like â€Å"fantastic† are expressed towards students as praise. However, when a student is struggling and praise is given such as â€Å"you are doing so well†, the negative aspects of praise present themselves.The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false praise. So, as educators, we must determine what reinforcements will work with each individual child through experimentation. Also, building a relationship with not just the child, but the parents and all those involved with t he child will be instrumental in developing the proper use of reinforcements and can be helpful in gaining knowledge of certain behaviors. The stronger reinforcements for most children are usually food, candy, or drinks.The durability and effectiveness of a reinforcer can usually be determined best by reinforcing the behavior intermittently or by providing a strong alternative which could interfere with the behavior in question (Ferster, C, 1961). Positive reinforcement is not just about the behaviors of the child but the reaction of the teacher and the adults to certain behaviors. Although a child may attempt to test the boundaries of one’s attention, positive attention does not make a child behave inappropriately (Sigler & Aamidor, 2005). The reinforcing comes from the teacher or adults actions and words.For example, Joshua is an eight-year-old autistic boy who begins to whine and cry every single time the teacher tries to get him to begin a task that he dislikes. Most of t he time Josh only wants to play on the computer, participate in gym, or eat. Each and every time Josh began to break down the staff usually asked him what he wanted or just gave in to what he wanted to do, not even trying to redirect him to the actual task at hand, which his classmates were doing. Joshua would get rewarded with chocolate, potato chips, and even some sympathy hugs from the staff.The behavior became more frequent and the result was the same. By now Joshua knew what he was going to get when he acted out, which was whatever he wanted. However, to change his behavior the staff began to ignore Josh and his outbursts. After a short time of whining and crying Josh threw himself on the floor but the staff still ignored the behavior. He then realized that he was not going to get the same results as he was getting by whining and crying when things didn’t go his way. The teacher then got his attention with another activity and Josh began to take part in the activity.A co uple weeks later, after the same lesson, Josh’s behavior was almost extinguished and slowly that behavior was no longer happening in the classroom. On the other hand, negative reinforcement is the removal of an aversive stimulus to increase a certain behavior. For example, when a student is distracted from his work due to loud music playing, however his work improves when the music is off, then the music being turned off is the reinforce. The difference between positive and negative can sometimes be difficult to acknowledge when there are several consequences and the need of the distinction is debated.The main purpose of giving punishments and rewards is to decrease or increase the behavior of the learner (Dad, Ali, Qadeer Janjua, Shazad, and Khan, 2010). Raul is a student with an emotional disorder and requires a great deal of support to help with his academic goals. Raul is extremely sensitive and becomes very overwhelmed when things don’t go his way. He whines, crie s, and loses control when he feels exhausted from taking instruction. Raul is very intelligent and needs to get verbal praise throughout his day to stay on task. His triggers are usually when he is asked to sit down within the circle during circle time.The behavior is him pulling away, crying, and hitting, trying to escape the actual activity. The maintaining consequence is that the adults let Raul leave the circle. There is not much fight with Raul because all those involved do not want the other students to become distracted. The first prevention is to give Raul some type of choice to coincide with circle time. A visual activity schedule could give him a more clear idea of what he should be doing and what the daily lessons and activities are. Raul will know exactly where he needs to be and what he needs to be doing at that particular time.Also, manipulatives and intermittent praise are other preventions that the teacher can use. Intermittent praise is praised use throughout the ac tivity but not regularly. This type of praise is given to become persistent. The new skills that can be developed are a part of the plan and may be implemented accordingly. Raul may have increased time of engagement, such as a longer duration of sitting within the circle. Raul will say â€Å"all done† when he has completed a task so praise can be given. This will help the adults notice him if he is not given the correct amount of attention.The responses to Raul for sitting longer will also be all positive praise toward Positive reinforcement is something that rewards the individual for an action taken. When students do or exhibit the correct or desired behaviors in school, then rewarding them for this action is what is known as positive reinforcement. There are many examples for these actions. Students that hand in homework on time may be given time near the end of class to put their books away and work on or do something they want to do within the rules of the school.Putting stickers on work well done so the student knows they did the right thing. Giving the class a free day or having fun activities planned for them to do instead of working on a certain day. Giving a weekly or reward to the student who has the best attendance or best behavior in the class. There are many ways to reward students or show them that by using good behavior, they can be rewarded for their actions and this will cause the student to want to do the right thing versus misbehaving in the classroom.References Dad, H. ; Ali, R. ; Qadeer Janjua, M. ; Shazad, S. ; Khan, M. (2010). Comparison of the Frequency and effectiveness of positive and negative reinforcement practices in schools. Contemporary Issues In Education Research. 3(1), 127-135. Ferster, C. B. (1961). Positive reinforcement and behavioral deficits of autistic children. Child Development. 32(2), 437. Sigler, E; Aamidor, S. (2005). From positive reinforcement to positive behaviors: an everyday guide for the practioner. Ea rly Childhood Education Journal. 32(4), 249-253.

Three Cups of Tea: Story of Courage, Empathy, and the Will to Make a Change

Three Cups of Tea presents a remarkable story of courage, empathy and most importantly the will to help out and make a change. It takes us through the journey of a lifetime that Greg Mortenson experienced while embarking through Pakistan and Afghanistan. His incredible character and motivation helped change the lives of thousands of Pakistani citizens, but mostly those women and children. He accomplished this through building 141 schools across Pakistan, as in his mind an education is the most important thing a person can receive. Mortenson put all his own needs and wants behind himself in order to fulfill those of others. The road to all his success was not an easy one though. He had to overcome many barriers in his final goal of educating a developing world like that of Pakistan. The author believes that the barriers to educating the poor are social issues, financial issues and cultural differences, this paper will prove that to be correct as I will highlight some of the major events and problems he had to work though on his pathway to success. The Will to Make a Change In our world of today many people want to help out those in need and really make a difference before they leave this world. It’s really nice to say that, and many people do but only a select few actually take action and do it. In my opinion a lot of people just don’t know how to get started. How can they, just one person, start something big enough to impact the lives of so many people? So to get some insight lets go back to the very start of Greg Mortenson’s journey to improving the world in his own way. Mortenson came from a family that loved to travel and also had a great passion for helping others. His upbringing was what really helped shape his character and personality. He was born in America, but when he was very young his family moved to Tanzania, Africa. His father, along with others helped to build a teaching medical centre in Kilimanjaro, and his mother helped to build a school in Moshi. His parent’s great acts to help out others really influenced the way he looked at the world. Mortenson was a very active and adventurous person and had a passion for mountaineering. In 1993 he planned out a trek to climb the world’s second high peak, K2 in Kenya, along with 4 others. He planned this trip as a memorial to his sister who he had lost a few years earlier. After spending 70 days on the mountain they had to make a dramatic 72 hour life saving rescue for one of the other climbers. This took a lot out of Mortenson, physically and mentally which prevented him from making it to the top. So he began his descent, but took a wrong turn along the way, getting lost from the group. He ended up in a small and very poor village called Korphe. He was suffering from fatigue, dehydration, altitude sickness and vertigo. The village people took him in and did everything they could to care for him and ensure his well being. As he recovered he was blown away at their amazing hospitality and loving nature towards him. The village had no school and the kids tried to learn by writing in the dirt with sticks. Mortenson was shocked that these people had no resources to learn and improve their quality of life, a thing that so many people take for granted back in America. While he regained strength he wanted to help out those who had so greatly helped him recover. Mortenson had lots of medical training and so he used what little supplies he had to treat as many people as he could. He left the village leaving anything that could be helpful to these people such as pens, flashlights, small containers and even any clothes he wasn’t wearing. Before he departed to return home he made a promise, one that would forever change his life. He promised the Balti people of Korphe that he would build them a school. In his eyes education is the biggest factor in being able to be successful. Education is the stepping stone to improving your quality of life and being able to prosper. While doing research for the country comparison assignment I noticed that the developed countries such as Canada, who had very high education rates for both genders, had less high percentages in categories such as infant mortality, population, poverty level and literacy rate. I think that a big link between these things is educating women. Women are just as capable in any position as men, they just need the same resources. So he to give these people the same opportunities that everyone was getting back in America. So off he set home, with inspiration in his mind and hope in his heart. His main goal was to educate and empower women. I think that this is so important because throughout this course we have learned many reasons why educating women is so crucial for solving many of the world’s big issues. For example we learned that educating women can be a big factor in reducing the problem of overpopulation. There have been studies shown that if women in third world countries are educated they are less likely to have as many children and they will be more successful in the long run. Mortenson wanted to give them a chance to learn and prosper in such a male dominated part of the world. Upon arriving home to California, Mortenson was brought to reality where he really realised what he had done. While on the plane home he felt empowered and ready for such a challenge but back in America he felt stuck. This is usually the part that most people get to. They have some inspiration and great ideas to help but they don’t know how to take action. Or they realise how much work and money will be involved in the process of making a change. All that he owned to his name was a small storage locker with some possessions in it. He looked around at fancy business people walking down the streets, only concerned with when their next Starbucks break would be. He was going through culture shock, jet lag and just plain confusion. How can these people think their problems are so important when people halfway across the world are struggling just to get a basic education? Mortenson suddenly felt lost in his previous home. He didn’t fit in with these people. He wanted to be back in Afghanistan with, what was in his eyes, his real family. So to get there he had to tackle one of his biggest obstacles, money. He knew that he could get a job at the local hospital, as he had healthcare degrees from university, but he knew that this would not be enough. Before he had left he roughly estimated how much it the whole thing would cost. His estimate came to about $12,000. How on earth was he supposed to come up with this money? So Mortenson came up with an idea, he would get sponsors. So first he needed to get his message out and get eople aware and interested. Being not very technologically advanced, even in the year 1993, he rented a typewriter to write out letters to several famous people explaining his situation and asking for any donations. The only problem with typewriters is that if you make any mistakes you have to start over. After 5 hours of work he had only completed 4 successful letters. Since the letters would take him a lot longer tha t he had predicted he was saving in every aspect that he could. He lived out of his car and worked as many shifts as he could as a registered nurse at the local hospital ER. Whenever he wasn’t working he painstakingly typed out more letters and mailed them off to every important person he could think of. One day one of his problems was dramatically solved though, as he was introduced to a computer for the first time. He got a tutorial from a friend and was now was able to print out as many letters as he could think of people to send them to. Slowly things were looking up for him. His first donation came from students from his mom’s class who had organised a penny fundraiser, bringing in $623. 45. Out of all 580 letters he had sent out he only got one reply, along with a cheque for $100 and a wish good luck. Although he had received a couple donations, Mortenson felt like he was making little to no progress. Other famous climbers had foundations that had people knocking on their doors to give them thousands of dollars. Things also got rocky as his current girlfriend was getting annoyed at all the nights spent in the car and the tightness of cash. His situation dramatically changed one day as a friend of his suggested he visit a man named Dr. Jean Hoerni, a successful physicist who had made quite the fortune in his work. Hoerni was a no nonsense man, who greatly intimidated Mortenson. After a short phone call with Hoerni, Mortenson walked away $12,000 richer towards his school. So he sold the rest of his possessions to get extra cash for any miscalculations or emergencies. Finally he painfully drove his car to the dealership and sold his home for the past year to buy a plane ticket. So far he had completed phase one of his plan, raising enough funds. So as he boarded the plane he embarked on a journey that would forever change the course of his life. Never an Easy Route Greg arrived back in Afghanistan, fully determined and ready to start building his school. He had exactly $12,800 dollars, $12,000 for the school and $800 to get him through while building the school. He was on a strict budget, every rupee counted and anything wasted, in his mind, was just taking away books or pencils that he could buy for the students. Greg had some friends to help him was ready to jump right into it, but the way people operate there is much more relaxed than the fast paced American society. So after a couple days he was finally able to get started and gather materials. Mortenson wanted only the best materials for his school; he didn’t want it to crumble to the ground after a long hard winter. Although this became the first of many problems for him, this one being more of a social issue more than anything. People who be bought from didn’t know him or what he was doing. They just looked at him by his appearance, an American. To them he came from far away and did not know their culture and ways of life. So they could rip him off. Charge him high prices for cheaply made materials. Another problem with this part of the world is that everyone wants their share. If you’re paying me to transport the wood for you I get to keep some. This frustrated Mortenson as he had worked so hard and was on a very tight budget. He needed to remind himself though that this way just the way their world worked. Mortenson really wanted to connect with these people and was eager to learn about their culture and religious beliefs. Religion plays a huge role in the everyday lives of Muslims. They have several prayer times throughout the day where the whole city stops, no matter where they are, to pray. Mortenson knew this could be a touchy subject, but he finally asked one of his friends to show him how to pray. He struggled through it, not fully understanding the process but hoped to improve and really immerse into their culture. He wanted to be respected and wanted to be able to understand these people. Finally about a week after arriving, Mortenson was finally ready with all his materials to make the 3 day trek to the small, isolated village of Korphe to build his school. After purchasing all his materials his financial situation was even lower than he had expected, which posed as a possible big problem, leaving small room for error. The journey to Korphe was in itself a whole story. Upon arriving in Korphe he was very kindly greeted by hundreds of village people. They were surprised yet happy to see him. Many climbers come through their villages and make promises to them that rarely get fulfilled. Here before them was Greg, who was ready to build them a school, to give them the gift of education. As he discussed plans with the village leaders, he was presented with what would be the biggest problem to date. They wanted the school to be built inside the village of Korphe. Mortenson had planned for it to be built just outside the village as the only way into the village was across a small rickety pulley system that went over a large ravine with the Braldu River running through it at the bottom. The village leaders thought it would be most beneficial for them to be able to be connected with the outside world if they were to build a bridge, and that way they would also be able to transport all the materials across the bridge into the village. This would cause Mortenson a lot more work and a lot more funding. He also agreed that it would be a good idea to connect them with the outside world a bit more though, as they were very isolated. Almost a full year later Mortenson had finally succeeded in building a school, and a bridge for the village of Korphe. He felt amazing. He really knew how much this would help their people and how much it would impact their lives. Mortenson didn’t want to stop here though. So with the financial help of his close friend Jean Hoerni he was able to start a foundation called Central Asia Institute or CAI. Hoerni gave him a large donation to start off, but that wouldn’t last forever. So whenever Mortenson was back in America he would travel around to give presentations in hopes of getting some donations. This was another barrier for him, as it was difficult to get people interested and he has quite the fear of public speaking. Sometimes he would be in a venue with 500 chairs set up and he would be presenting to only 3 people. It became even more difficult to get people interested after 9/11 happened. No one wanted to help him. Everyone questioned why he wanted to help these people. Mortenson received hate letters and even death threats constantly. This greatly frustrated him as they didn’t know the individual hardworking and kind people that he knew. They were judging a whole population off one extremist group. It was unfair to these people who did nothing wrong. He lost a lot of the support that he previously had from his own country. This was a huge social issue for him as now his own people didn’t understand what he was doing. Even today in 2013, 12 years after the 9/11 attacks people still judge Islamic people and look down upon them. I think when most people hear the term terrorist the associate it with an Islamic person, which is extremely racist and unfair towards these people. What Mortenson was able to realize was that at the end of the day, they are just the same as us. They want the best for their kids. They want to enjoy life, family and friends. Yes, there are cultural differences but when it comes down to it we are all humans on the same Earth. There are extremist groups in any culture, and it is unjust to blame a whole society of people for a small groups actions. Regardless of this Mortenson was still able to keep going with his projects in Pakistan and was building schools at a very fast rate. People were contacting him from all over wanting him to build schools in their villages. Along with building schools he also built community centers for people to go, with resources like sports and libraries. He gave special donations to certain people who contacted him personally who wanted money for further studies. In one particular case he funded a young woman who went on to do a 4 month medical course. With this she was able to return to her village and help out so many people. People there no longer had to worry of death from something as small as a cold. The women even said that there is not a single person in the area that believes that women should not be educated. People were starting to realize the importance and great benefits of educating women. She couldn’t believe the progress and improvement it had made for her own life and the lives of so many people she was able to save because of it. She wants to pass on her training and education to other women in hope that it can benefit them as well. There were a couple personal stories like this throughout the story which gave a great perspective on the actual effect of Mortenson’s work and how it really helped. His project to educate the poor was really working, and had successful examples of people that it helped out significantly. In the long run I think that what Mortenson is doing can greatly help out their economy. He has set them on a pathway for a more bright and prosperous future by giving them so many resources to succeed. Impact for the Future Greg Mortenson had so far successfully built 141 schools across Pakistan. He started as a small organization of one person typing out letters in hopes to get donations and build one school. That has turned into so much more. The impact that he has made is just incredible. Without him so many kids would grow up with no bright future and living in extreme levels of poverty. He gave them purpose and reason to keep going. His motivation and great attitude can serve as an inspiration everyone. He encountered so many barriers, whether it be social, financial, political or religious. Mortenson did so much more than just build schools. He really changed the opinions of so many Pakistani people. Before he came, they had a preconceived idea of Americans. In a country so corrupt like Pakistan the people have little opportunities to learn. Most people, especially in rural areas don`t have access to the internet or incoming media. All their beliefs come from word of mouth, and higher powers within their government. The Taliban gave a horrible impression of Americans. They painted a picture of evil people who were someone that they should hate. The people believed them, having no other sources for information. When Mortenson first came in, there were many social and political barriers he had to overcome. He was even captured at one point and held hostage for several days before being released. People saw him and immediately didn`t like him. They judged him on the sole fact of what he looked like, an American. After a while, when word got around of what he was doing, this slowly started to change. People got wind of the fact than an American was here, in their own country to help them out. This confused them. Weren`t Americans bad? Slowly their opinions were changed. The Taliban wasn’t building schools for them and educating their people. All they were doing was causing more conflict and stress to their lives. The American was here helping them and improving their lives. People gained more respect for Americans and less for the corrupt power that was doing nothing for them. He changed the lives of many, changed their impressions and gave people hope. He managed his whole foundation with very little help. He didn’t have a secretary for the longest time, and he made all arrangements himself. He has almost single handily created a movement for educating and inspiring people in such a corrupt, developing nation. He is a true hero of our century. Conclusion Reading the novel Three Cups of Tea has really given me a better perspective on different types of culture and ways of life. I feel more educated and enlightened on many topics now. I feel as though I have a much better understand on many of the conflicts occurring in the Middle East. It really gave an unbiased view rather than what we hear from the media daily. I feel as though I really know both sides of the story now when I hear different stories published in the news. Greg Mortenson was brave to publish his story, but I’m glad that he did as it is an incredible one that should be praised. I would even go so far as to say that I think he would be a deserving candidate of a Nobel Peace Prize. Throughout reading the novel and writing the report I was able to connect it to many stories we read about in class and different discussions that we had. I could compare it to many different social, political, economic and environmental issues that occurred throughout the novel. It was interesting to get an insider view on their ways of life and how they live their daily lives.

Best Analysis Valley of Ashes in The Great Gatsby

Best Analysis Valley of Ashes in The Great Gatsby SAT / ACT Prep Online Guides and Tips In The Great Gatsby, between the glittering excitement of Manhattan and the stately mansions of East and West Egg, there is a horrible stretch of road that goes through an area covered in dust and ash from the nearby factories. Why does the novel insist on spending time in this depressing place? Why, instead of simply calling it Queens, or giving it a fictional name, does Nick refer to it by the vaguely Biblical-sounding "valley of ashes"? In this article, I'll dissect this potent symbol of the failure of the American Dream, analyze the places it occurs in the text, figure out the characters who are most closely associated with this location, and give you some tips on writing essays about this image. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. What Is the Valley of Ashes in The Great Gatsby? The valley of ashes is the depressing industrial area of Queens that is in between West Egg and Manhattan. It isn't actually made out of ashes, but seems that way because of how gray and smoke-choked it is. This grayness and dust are directly related to the factories that are nearby- their smokestacks deposit a layer of soot and ash over everything. The valley is next to both the train tracks and the road that runs from West Egg to Manhattan- Nick and other characters travel through it via both modes of transportation. The area is also next to a small river and its drawbridge, where the products of the factories are shipped to their destinations. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Key Quotes About the Valley of Ashes Before we can figure out what the ash heaps mean as a symbol, let's do some close reading of the moments where they pop up in The Great Gatsby. Chapter 2 About half way between West Egg and New York the motor-road hastily joins the railroad and runs beside it for a quarter of a mile, so as to shrink away from a certain desolate area of land. This is a valley of ashes- a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens where ashes take the forms of houses and chimneys and rising smoke and finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of grey cars crawls along an invisible track, gives out a ghastly creak and comes to rest, and immediately the ash-grey men swarm up with leaden spades and stir up an impenetrable cloud which screens their obscure operations from your sight†¦ The valley of ashes is bounded on one side by a small foul river, and when the drawbridge is up to let barges through, the passengers on waiting trains can stare at the dismal scene for as long as half an hour. There is always a halt there of at least a minute and it was because of this that I first met Tom Buchanan's mistress. (2.1-3) After telling us about the "fine health to be pulled down out of the young breath-giving air" (1.12) of West Egg in Chapter 1, Nick shows us just how the glittering wealth of the nouveau riche who live there is accumulated. Much of it comes from industry: factories that pollute the area around them into a "grotesque" and "ghastly" version of a beautiful countryside. Instead of the bucolic, green image of a regular farm, here we have a "fantastic farm" (fantastic here means "something out of the realm of fantasy") that grows ash instead of wheat and where pollution makes the water "foul" and the air "powdery." This imagery of growth serves two purposes. First, it's disturbing, as it's clearly meant to be. The beauty of the natural world has been transformed into a horrible hellscape of gray ashes. Not only that, but it is turning regular humans into "ash-grey men" who "swarm" like insects around the factories and cargo trains (that's the "line of grey cars"). These are the people who do not get to enjoy either the luxury of life out on Long Island, or the faster-paced anonymous fun that Nick finds himself enjoying in Manhattan. In the novel's world of haves and have-nots, these are the have-nots. Second, the passage shows how disconnected the rich are from the source of their wealth. Nick is annoyed when he is a train passenger who has to wait for the drawbridge to lead barges through. But the barges are carrying the building products of the factories. Nick is a bond trader, and bonds are basically loans people give to companies (companies sell bond shares, use that money to grow, and then have to pay back that money to the people who bought the bonds). In the 1920s, the bond market was fueling the construction of skyscrapers, particularly in New York. In other words, the same construction boom that is making Queens into a valley of ashes is also buoying up the new moneyed class that populates West Egg. "Oh, sure," agreed Wilson hurriedly and went toward the little office, mingling immediately with the cement color of the walls. A white ashen dust veiled his dark suit and his pale hair as it veiled everything in the vicinityexcept his wife, who moved close to Tom. (2.17) In the valley, there is such a thick coating gray dust that it looks like everything is made out of this ashy substance. It's important to note that from a general description of people as "ash-grey men" we now see that ashy description applied specifically to George Wilson. He is covered in a "veil" of desolation, sadness, hopelessness, and everything else associated with the ash. Also, we see that Myrtle Wilson is the only thing that isn't covered by ash. She visually stands out from her surroundings since she doesn't blend into the "cement color" around her. This makes sense since she is an ambitious character who is eager to escape her life. Notice that she literally steps towards Tom, allying herself with a rich man who is only passing through the ash heaps on his way from somewhere better to somewhere better. Chapter 4 "I'm going to make a big request of you today," he said, pocketing his souvenirs with satisfaction, "so I thought you ought to know something about me. I didn't want you to think I was just some nobody."... Then the valley of ashes opened out on both sides of us, and I had a glimpse of Mrs. Wilson straining at the garage pump with panting vitality as we went by. With fenders spread like wings we scattered light through half Astoriaonly half, for as we twisted among the pillars of the elevated I heard the familiar "jugjugspat!" of a motor cycle, and a frantic policeman rode alongside. "All right, old sport," called Gatsby. We slowed down. Taking a white card from his wallet he waved it before the man's eyes. "Right you are," agreed the policeman, tipping his cap. "Know you next time, Mr. Gatsby. Excuse me!" "What was that?" I inquired. "The picture of Oxford?" "I was able to do the commissioner a favor once, and he sends me a Christmas card every year." (4.43-54) While West and East Egg are the settings for the ridiculous extravagance of both the old and new money crowd, and Manhattan the setting for business and organized crime, the valley of ashes tends to be where the novel situates the grubby and underhanded manipulations that show the darker side of the surrounding glamor. Check out just how many unethical things are going on here: Gatsby wants Nick to set him up with Daisy so they can have an affair. Mrs. Wilson's "panting vitality" reminds us of her thoroughly unpleasant relationship with Tom. A policeman lets Gatsby off the hook for speeding because of Gatsby's connections. Nick jokes about Gatsby's shady-sounding story about being an Oxford man. Gatsby hints at doing something probably illegal for the police commissioner (possibly supplying him with alcohol?) that makes the commissioner be permanently in his pocket. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Chapter 8 Wilson's glazed eyes turned out to the ashheaps, where small grey clouds took on fantastic shape and scurried here and there in the faint dawn wind. (8.101) This brief mention of the ashheaps sets up the chapter's shocking conclusion, once again positioning Wilson as a man who is coming out of the gray world of ashy pollution and factory dust. Notice how the word "fantastic" comes back. The twisted, macabre world of the valley of ashes is spreading. No longer just on the buildings, roads, and people, it is what Wilson's sky is now made out of as well. At the same time, in combination with Wilson's "glazed" eyes, the word "fantastic" seems to point to his deteriorating mental state. No telephone message arrived but the butler went without his sleep and waited for it until four o'clockuntil long after there was any one to give it to if it came. I have an idea that Gatsby himself didn't believe it would come and perhaps he no longer cared. If that was true he must have felt that he had lost the old warm world, paid a high price for living too long with a single dream. He must have looked up at an unfamiliar sky through frightening leaves and shivered as he found what a grotesque thing a rose is and how raw the sunlight was upon the scarcely created grass. A new world, material without being real, where poor ghosts, breathing dreams like air, drifted fortuitously about . . . like that ashen, fantastic figure gliding toward him through the amorphous trees. (8.0) The final reference to the ash heaps is at the moment of the murder-suicide, as George skulks towards Gatsby floating in his pool. Again, the ashy world is "fantastic"- a word that smacks of scary fairy tales and ghost stories, particularly when combined with the eerie description of Wilson as a "gliding figure" and the oddly shapeless and out of focus ("amorphous") trees. It's significant that what threatens the fancy world of the Eggs is the creeping encroachment of the ash that they so look down on and are so disgusted by. But, truth be told, I'm not a huge fan of dust getting into my house either. The Meaning and Significance of the Valley of Ashes in The Great Gatsby In the world of the novel, which is so much about the stark differences between the rich, the strivers, and the poor, the valley of ashes stands for the forgotten poor underclass who enable the lifestyle of the wealthy few. The people who live and work there are the factory employees whose production is driving the construction boom that supplies the residents of West Egg with wealth and also allows the criminal underclass to prosper by creating fake bonds to cash in (this is the illegal activity that Gatsby tempts Nick with). This region of industrial production is shown burying its inhabitants in the polluted byproduct of its factories: ash that covers everything from cars to buildings to people. This literal burial has a symbolic meaning as well, as those who cannot connive their way to the top are left behind to stagnate. The valley is a place of hopelessness, of loss, and of giving up. Highlighting this is the fact that Myrtle Wilson is the only ash heaps resident who isn't covered in the gray dust- she has enough ambition to try to hitch her wagon to Tom, and she hopes to the very last that he will be her ticket out of this life. On the other hand, although Wilson also tries to leave the ash heaps by moving to a different part of the state, his defeatist attitude and general weakness doom his escape attempt to failure. At the same time, the phrase "the valley of ashes" connects to the Biblical "the valley of the shadow of death" found in Psalm 23. In the psalm, this terrifying place is made safe by the presence of God. But in the novel, the valley has no divine presence or higher moral authority. Instead, the ashes point to the inexorable march toward death and dissolution, linking this valley with the Anglican burial services reminder that the body is "ashes to ashes, dust to dust." Even when George tries to sense a divine presence through the eyes of Doctor T.J. Eckleburg, the fact that no one else is impacted by this billboard's inanimate presence ultimately dooms George as well. Characters, Themes, Motifs, and Symbols Connected to the Valley of Ashes George Wilson: George Wilson's garage is right in the middle of the valley. He is so strongly identified with this place that by the end of his book he is described as an "ashen figure"- he is almost made out the dust that covers everything in this Queens neighborhood. He is also the book's weakest, most hopeless, and least ambitious character- traits that doom him in the cynical, self-serving, amoral world that Fitzgerald is describing, and traits that align with what the ash heaps represent. Myrtle Wilson: George's wife remains vibrant and colorful despite her years living in the middle of the ash heaps. Her dreams of escape enable her to avoid being covered with the dust that ends up burying everyone else. However, because her path to leaving centers on Tom, the valley of ashes ends up being Myrtle's death trap. Society and Class: Everyone who can afford to move away from the dirty and depressing valley does so, which means the only people that left to live and work there are those who have no other options. The state of this area shows what happens in a culture where getting ahead is valued above all other things: those who cannot succeed on these vicious terms have no recourse but being buried alive by pollution and misery. The Eyes of Doctor T. J. Eckleburg: The billboard that features the strikingly disquieting disembodied giant eyes of Doctor T. J. Eckleburg is located in the middle of the valley of ashes, right next to Wilson's garage. Just as the ash heaps reveal the huge gulf between the poor and the rich, so the eyes stare at the devastation that heedless capitalism has created. This stare seems accusatory, but of course, the eyes are completely inanimate, and so whatever guilt they produce in the person they are looking at dissipates almost immediately. The eyes speak to the lack of God/religion in the novel, and that how George is the only one who outwardly grants them any larger significance beyond Nick and Tom's half-hearted discomfort under their stare. Symbols: Colors. Fitzgerald doesn't deviate from the standard association of the color gray in this novel. It describes things that are dirty, unpleasant, dull, uninteresting, monotonous, and generally depressing- all qualities that are associated with the ash heaps as well. When this color is combined with the ashes, it also stands for death, decay, and destruction (all the fun "d" words). Motif: Cars. Although most of the time, the novel treats cars as a dangerous, exciting, and liberating mode of transportation, these positive qualities fade away whenever cars enter the valley of death: On the more benign end, there is permanent traffic. (Nick complains about waiting for barges to cross under the drawbridge.) There is also the threat of running out of fuel. (Tom, Nick, and Jordan stop at Wilson's gas station to fill up because Gatsby's fake warning about the empty tank makes Nick nervous.) And of course, there are frequent wrecks (as evidenced both by the drunken accident Nick sees leaving Gatsby's party, and Tom's gleeful exclamation that a wreck means more business for Wilson's garage when they are nearing the scene of Myrtle's hit-and-run). Finally, the ash heaps are the scene of Myrtle's death by car, as Daisy runs her over, which leads us right back into the novel's ongoing theme of death and failure. This might well be the first time a drawbridge was directly connected to murder... Essay Ideas and Tips for Writing About the Valley of Ashes Now that we've explored the layers of meanings behind the valley of ashes, you're in a good place to think about how to write about this symbol. Tips for Writing About Symbols Here are some tips for how to write an essay about the role of a symbol in a novel, including the valley of ashes: Build from the text out. In this article, I first looked at the valley of ashes as it appears as a location for events in the novel, and only afterward wrote about its general meaning and connections. The same approach is good to remember for your own essay. Work from small ideas to big ones, and you'll be supporting your argument. Make an argument. It's not enough to just describe the symbol and explain its possible meanings. Instead, you have to make sure that you're making some kind of point about why/how the symbol works. How do you know if you're making an argument and not just saying the obvious? If you can imagine someone arguing the opposite of what you're saying, then you've got an argument on your hands. Don't overthink it. Sure, the ash heaps can be said to represent lots of things: the failure of the American Dream, the low position of the working class in the novel, or the way death underpins the glittering high life in Manhattan and the Eggs. But that doesn't mean that it also stands for doomed love, Gatsby's mysterious past, or international cooperation. In other words, watch out for stretching your symbol analysis too far from what the text is telling you. Essay Ideas for the Valley of Ashes Here are some possible essay arguments. You can build from them as-is, argue their opposite, or use them as jumping-off points for your own interpretation. The valley of ashes shows what happens to people who try to pursue the American Dream through honest hard work- they end up nowhere. The valley of ashes is only the most obvious site of decay in the novel. In reality, all of the places show signs of rot and decomposition which underpins the seemingly glittering lifestyle of the rich characters. For Myrtle, the valley of ashes is as inescapable a trap as the Buchanan mansion is for Daisy. The whole place might as well have barbed wire around it for how easy it is to escape. The Bottom Line The valley of ashes is the depressing industrial area of Queens between West Egg and Manhattan. It isn't actually made out of ashes, but seems that way because of how gray and smoke-choked it is. The valley is mentioned in: Chapter 2, where Nick describes what this place is like at length before he goes there to meet Tom's mistress Myrtle. Chapter 4, where it's the place Gatsby can flash his mysterious get-out-of-a-ticket-free card at a cop and also ask Nick to set him up with Daisy. Chapter 8, where a beaten down and despondent Wilson looks at the ash heaps to try to find divine moral guidance. This symbol is connected to discussions of: Class division, since it stands for the forgotten poor underclass who enable the lifestyle of the wealthy few. The way the working class is left behind, since this place is both literally burying its inhabitants in the polluted byproduct of its factories and figuratively burying those who cannot connive their way to the top to stagnate in hopelessness and despair. The absence of a moral value system, which is notably lacking in the valley, which has no divine presence or higher authority beyond a creepy inanimate billboard. The characters, themes, symbols, and motifs most closely connected to the valley of ashes are: George Wilson, whose garage is right in the middle of the valley. Myrtle Wilson, who remains vibrant and colorful despite her years living in the middle of the ash heaps. Society and class, since everyone who can afford to move away from the dirty and depressing valley does so, which means the only people that left to live and work there are those who have no other options. The Eyes of Doctor T. J. Eckleburg, a billboard that speaks to the lack of God or religion in the novel. The motif of colors, where gray describes things that are dirty, unpleasant, dull, uninteresting, monotonous, and generally depressing. The motif of cars, which lose their usually positive associations whenever they enter the valley of death. What's Next? Revisit Chapter 2, Chapter 4, and Chapter 8 to see the context surrounding mentions of the valley and its ash heaps. You can even explore why the valley of ashes almost made it into the title of the novel here. Consider the characters of George and Myrtle Wilson to understand why he succumbs to the ash heaps and she rises above them. You can also read about all the other symbols in The Great Gatsby. While the Valley of Ashes is all about imagery and tone words, there are several other literary elements at play in The Great Gatsby. Learn how to spot personification and rhetorical devices in action with our guides. Need to review your knowledge of literary devices and poetic terminology for an English/Literature class? Read up on assonance, iambic pentameter, and point of view. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Special Education Jobs Without College Degrees

Special Education Jobs Without College Degrees Not all people who work directly with a special education need to have a degree or certification in the field. Here are some options for a special education career if you dont have the usual degree. Support Staff Support staff, who work as wrap around or classroom aides, work directly with children but are not required to have college degrees or certification in special education. Some college can be helpful, and because support staff does not take their work homeie. plan or write reports, it is often rewarding work with little stress. Some training may be required, but the district, school or agency who employs you will provide it. Therapeutic Support Staff (TSS) Often referred to as a wrap around a TSS is assigned to assist a single student. They are often provided by a county mental health agency or other outside agency at the request of the parents and school district. The responsibilities of the TSS revolve around that single student. That child may have been identified as needing wrap around support because of emotional, behavioral or physical needs that require individual attention. The first responsibility of a TSS is to be sure a childs Behavior Improvement Plan (BIP) is followed. The TSS will see that the student stays on task and that besides supporting the student in participating appropriately in class, the TSS also sees that the student does not disrupt the educational progress of other students. They are often provided in order to help a student stay in their neighborhood school in a general education classroom. School districts or agencies will hire the TSSs for students. Check with your local school to see if they hire TSSs, or whether you should contact an agency or perhaps the Intermediate Unit in your county. College is not usually required, but some college credits in social services, psychology or education can be helpful, as well as experience and interest in working with children. TSSs make something between minimum wage and $13 an hour, 30 to 35 hours a week. Classroom Aide School district will hire classroom aides to assist special education teachers, occupation therapists or in full inclusion classrooms to provide support to students with disabilities. Classroom aides may be expected to provide toileting, hygiene or hand over hand support to children with more severe disabilities. Learning support children need less direct support: they need help completing assignments, checking homework, playing drill games, or working on spelling assignments. Classroom aides are hired by the hour, and work between the time the students arrive and the students leave. They work during the school year this is often a great job for a mother who wants to home when her children are home. A college education is not required, but having some college in a related field can be helpful. Classroom aides usually make something between minimum wage and $13 an hour. Large districts may provide benefits. Suburban and rural districts seldom do. Para-Professionals Can Make a Special Education Program. The teacher with whom a paraprofessional works are responsible for a childs special education program as defined by their IEP. A good para-professional pays attention to what the teacher wants him or her to do. Often these tasks are laid out explicitly, sometimes they are a continuation of activities that have supported learning in the past. A great para-professional anticipates what is necessary to keep students on task, and when the teacher needs to hand off a child to the para-professional so the teacher can move on to other children. Para-professionals need to remember they have not been hired to babysit or to become the childs best friend. They need strong, responsible adults who will encourage them to give their best, stay on task and participate in their class.

Fitting Quotations

Fitting Quotations Fitting Quotations Fitting Quotations By Maeve Maddox Incorporating direct quotations effectively is an important writing skill. Here is an example of an ill-fitting quotation in an article about media doctor Mehmet Oz who was recently the subject of a Senate hearing. It’s from an article by Terrence McCoy in The Washington Post (print and digital): â€Å"I recognize that oftentimes they don’t have the scientific muster to present as fact,† Oz said at a U.S. Senate hearing, adding that he â€Å"personally believes in the items I talk about in my show.† One obvious problem with this example is the use of pronouns that don’t go together. Not so obvious is the fact that the quotation differs from what Oz actually said. Quotation marks represent a covenant between writer and reader, a promise that the words enclosed by them are exactly what the person being quoted said. Here’s the original response to Senator McCaskill’s question: I actually do personally believe in the items I talk about in the show. In quoting Oz’s original statement, the writer has fallen into a crack between direct and indirect quotation. The word he is outside the quoted material, but the writer (or editor) has added an -s to believe to make it agree with he. Without noticing that the pronoun I does not fit with the preceding he, the writer adds a my that was not in the original quotation. The writer could have reported the words as an indirect quotation, putting only part of it in quotation marks: he â€Å"personally believes† in the products he talks about in his show. Or, he could have introduced the quotation with a colon: â€Å"I recognize that oftentimes they don’t have the scientific muster to present as fact,† Oz said at a U.S. Senate hearing, adding: â€Å"I actually do personally believe in the items I talk about in the show.† A quotation should not be dropped into an essay or a news article without adequate introduction. It should agree grammatically with surrounding text, reproduce the exact words that were said, and it should not stand alone. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesStory Writing 101Grammatical Case in English

Sentencing and penology law Essay Example | Topics and Well Written Essays - 2500 words

Sentencing and penology law - Essay Example 175 in particular. Corlett argues that Kant’s theory does advocate for fairness and human dignity (61). Shoham, Beck and Kett’s examination of Kant’s theory of punishment in International Handbook of Penology and Criminal Justice is very instructive and intuitive and will be relied on it to a greater extent than the others. Kant’s theory is interpreted to mean that if society does not punish offenders, society is complicit in the crime†¦see pp 384-385 for further discussion. Another relevant area of study is the general theory of punishment in the field of criminology: Look at the deterrent principle and how it development as a discipline in criminology see Cragg’s The Practice of Punishment: Towards a Theory of Restorative Justice, beginning at p. 42. Also note Braithwaite’s theory of punishment as expressed in Not Just Deserts: A Republican Theory of Criminal Justice and the move away from deterrence. Use Lord Dennings quote as a lead-in: Lead into the move toward rehabilitative justice as opposed to retribution and deterrence as theories of punishment. See Gaines and Miller Criminal Justice in Action: The Core beginning at p. 259. See also Tonry’s Sentencing Matters on the move away from rehabilitative justice (190 onward). Braitwaite’s discussion on restorative justice in Restorative Justice and Therapeutic Jurisprudence 244-262 should also be incorporated into this section to demonstrate the principles of sentencing and developing theories of punishment. Also tie in Walgrave and Aertsen’s Reintegrative Shaming and Restorative Justice and Bandura’s Mechanishms of Moral Disengagement for arguments in favor of restorative justice as a means of demonstrating that Kant’s theory of punishment is not conducive to the aims and objective of criminal justice. Also look at Austin’s Using Early Release to Relive Prison Crowding: A Dilemma in Public Policy to demonstrate that Kant†™s theory of punishment is

Chapters Questions Essay Example | Topics and Well Written Essays - 250 words

Chapters Questions - Essay Example For the growth stage, the strategic alternatives are market development, product development, penetration, vertical integration, and related diversification. For the maturity stage, the strategic alternatives are market development, product development, penetration, enhancement, status quo, retrenchment, divestiture, and unrelated diversification. For the decline stage, the strategic alternatives are divestiture, liquidation, harvesting, and unrelated diversification. Public health and not-for-profit organizations should set priorities for their programs because they have more limited financial resources compared to for-profit organizations that focus on and can generate large profits, so the former must set priorities that will result to efficient resource-allocation decisions. 2) Explain the difference between pre-service, point-of service, and after -service activities. What elements are central to each? Provide an example of how an organization might create a competitive advantage in each of these areas? Pre-service activities use market research to know more about the customers and marketing research to determine the customers’ reactions to the organization’s marketing programs. Point-of-service concerns patient care and service delivery. After-service activities consist of marketing and clinical follow-up and follow-on activities. The elements that are central to pre-service activities are market and marketing research, branding, market segmentation, pricing, distribution, and promotion; for point-of-service, clinical operations and marketing; and for after-service activities, follow-up, billing, and follow-on. An organization can create competitive advantages in each area by doing the following: in pre-service, by periodically conducting focus group discussions to determine market needs and preferences; in point-of-service, by monitoring clinical and organizational outcomes and emphasizing continued learning; and

Social Entrepreneurism Module Case Study Coursework

Social Entrepreneurism Module Case Study - Coursework Example Therefore, their goals are short term, and they are the beneficiaries in the business venture. Parallel to this, social entrepreneurs invest in long-term investments where the society is the immediate beneficiary (Dees, Emerson & Economy, 2002). John Mackey started a healthy grocery using funds from savings and family borrowing. The main goal of John Mackey in starting the business was to help people acquire healthy groceries to reduce increased health problems. Later on, the business merged with two other groceries to form the ‘whole foods’. John Mackey is a social entrepreneur because his business had a long-term business venture with the first priority to promote societys prosperity to the maximum. He also confessed that he wanted to create a business venture that would promote human well-being for the community at large. He spent six years in school learning business entrepreneurship. He dropped from school frequently to support his social entrepreneurship venture. There are several characteristics that I learned from John Mackey’s entrepreneurship skills. There are various skills that I would relate to John Mackey’s entrepreneurship skills. First, he is skilled in the field of entrepreneurship. John Mackey spent years in college mostly learning the fields that he was interested in most. These skills helped him fulfill his entrepreneurship goal. This shows the need for one to have entrepreneurship knowledge, which helps one to make the right business decisions. Second, Mackey was determined to see his business venture succeed. He used six years in college learning and entrepreneuring at the same time. This shows how much determination it takes for a social entrepreneur to be successful. Third, Mackey was strategic in making his business decisions. He saw the need for his business to merge with two other groceries in order for the business to be more stable and increase the customer numbers. Lastly, Mackey was passionate in providing

Foundation of Occupational Therapy practice Essay

Foundation of Occupational Therapy practice - Essay Example There are standards, roles, and meaning that an individual derives from the occupations that they engage in. These activities and processes that an individual performs through his or her life, in some context, can collectively be referred to as occupation. The individuals’ occupation will be defined within the societal culture and norms and thus are geared towards the collective development and wellbeing of the society. An individual’s occupation will determine his or her contribution towards the objectives of the society. In this context, occupation can be put into three categories depending on their purpose namely self-care, productivity, or leisure activities. There is need to ensure a good balance in these activities. Different activities will involve sequential interrelated tasks that collectively constitute an occupation. These tasks will need different skills- an individual’s abilities to carry out the activities that will reflect on his performance of the given occupation. These skills can be enhanced through constant practice by the individual. Other than the mental abilities and skills, an occupation will also involve other physical actions. It is important that an individual engage in activity that is not stressful and that provides little or no threats to his or her life. The occupation should be meaningful and of some value to an individual. However, there are factors that can prevent an individual from engaging in an occupation that is of some value to the individual and the society. Occupational therapy is a practice that involves promoting health and well-being of an individual by engaging the individuals in some occupations. The occupational therapists will identify the social, political, cultural, environmental, mental, and psychological and even the political factors that can impede an individual’s engagement in an occupation. Having identified these factors, an occupational therapist will take the appropriate init iative to enable the individual to participate in an activity. This practice has no boundary limit and borrows from other disciplines like psychology (Creek, 2003, p.7). The therapist may encourage the individual to engage in activities and processes that will eventually provide them with an opportunity to be engaged in some occupation. The therapist may also attempt to alter the environmental condition to promote the individual’s participation in some occupation. As a profession, occupational therapy has a number of core values and beliefs that become the guiding philosophy of the practice and that are behind its principles and procedures. Firstly, the practice of occupational therapy is humanistic and self-centered. The practice shows human concern and respects the human values. Secondly, the practice does not consider the individual aspects of human function but provides a holistic perspective to depict individuals as being unique and independent. The physical, spiritual, emotional, cognitive, and social aspects of human function are incorporated in occupational therapy practice. It is believed that every individual has his own ability. The difference that exists in the individual human values is also recognized in the practice. Besides, much value is attached to involvement in some occupational activity. Engagement in some occupation is regarded as a basic requirement that is essential for good health of the individual. The OT is supposed to provide the client with information, provide the necessary support, and

African immigrants living in the U.S Essay Example | Topics and Well Written Essays - 1000 words

African immigrants living in the U.S - Essay Example They are looked down as colored people, who are inferior. Black students in schools suffer prejudice from the teachers and other students. Even after centuries, this racism and discrimination based on color can still be seen occasionally. However, situation has improved for the Africans. Despite racism, which exists even now, Africans are accepted in almost every field of study and professional work. Many Africans have become successful individuals who are viewed as role models for even the Americans. Africans have excelled in various fields like sports, politics and films. Here are three examples of African immigrants in America and their life experiences. When talking about the African immigrants in America, Barrack Obama is the name first to be mentioned. He is the first black President of America, which is reason enough for the Africans to be proud. Obama was born in Hawaii. The Punahou Academy, where he graduated with honors in 1979, is the place where he was introduced to racism. He success came after a lot of hard work put in by him. Even during his campaign before the elections, there occurred incidents of racial discrimination in various parts of America. From California to Maine, many types of crimes were reported, including threats of physical injury to Obama. Nooses were hung with messages, ‘Assassinate Obama.’ Despite all these incidents, Obama got elected as the President of America, which rewrote the American political history. (Washington). Obama, grew up mostly in America why his Americanized ways are justified. Still, he says, he is proud of his culture and tradition. The second example is of Toni Morrison, who was the first African American woman to get the nobel prize for literature in the year 1993. Her novels dealt with the injustices inflicted on African women in America, their sufferings and the cultural identity which the Africans must

Foundation of Occupational Therapy practice Essay

Foundation of Occupational Therapy practice - Essay Example There are standards, roles, and meaning that an individual derives from the occupations that they engage in. These activities and processes that an individual performs through his or her life, in some context, can collectively be referred to as occupation. The individuals’ occupation will be defined within the societal culture and norms and thus are geared towards the collective development and wellbeing of the society. An individual’s occupation will determine his or her contribution towards the objectives of the society. In this context, occupation can be put into three categories depending on their purpose namely self-care, productivity, or leisure activities. There is need to ensure a good balance in these activities. Different activities will involve sequential interrelated tasks that collectively constitute an occupation. These tasks will need different skills- an individual’s abilities to carry out the activities that will reflect on his performance of the given occupation. These skills can be enhanced through constant practice by the individual. Other than the mental abilities and skills, an occupation will also involve other physical actions. It is important that an individual engage in activity that is not stressful and that provides little or no threats to his or her life. The occupation should be meaningful and of some value to an individual. However, there are factors that can prevent an individual from engaging in an occupation that is of some value to the individual and the society. Occupational therapy is a practice that involves promoting health and well-being of an individual by engaging the individuals in some occupations. The occupational therapists will identify the social, political, cultural, environmental, mental, and psychological and even the political factors that can impede an individual’s engagement in an occupation. Having identified these factors, an occupational therapist will take the appropriate init iative to enable the individual to participate in an activity. This practice has no boundary limit and borrows from other disciplines like psychology (Creek, 2003, p.7). The therapist may encourage the individual to engage in activities and processes that will eventually provide them with an opportunity to be engaged in some occupation. The therapist may also attempt to alter the environmental condition to promote the individual’s participation in some occupation. As a profession, occupational therapy has a number of core values and beliefs that become the guiding philosophy of the practice and that are behind its principles and procedures. Firstly, the practice of occupational therapy is humanistic and self-centered. The practice shows human concern and respects the human values. Secondly, the practice does not consider the individual aspects of human function but provides a holistic perspective to depict individuals as being unique and independent. The physical, spiritual, emotional, cognitive, and social aspects of human function are incorporated in occupational therapy practice. It is believed that every individual has his own ability. The difference that exists in the individual human values is also recognized in the practice. Besides, much value is attached to involvement in some occupational activity. Engagement in some occupation is regarded as a basic requirement that is essential for good health of the individual. The OT is supposed to provide the client with information, provide the necessary support, and

21st Century Technology in Today's Classroom Essay

21st Century Technology in Today's Classroom - Essay Example Some of these reasons are pragmatic – e-learning helps ease congestion of crowded classrooms, while providing a means for those who might not have access to higher education, such as the disabled or people who live far from a university, the opportunity to gain a proper education. Other reasons are socially based, in that e-learning fosters a collaborative atmosphere where social skills are used and enhanced. E-learning offers advantages for instructors who want to use the tool as a way to reinforce concepts that are taught in the traditional lecture hall. While these are certainly advantages to e-learning, there are also potential pitfalls. The technology that this research proposal will center upon will be E-Learning. E-learning is, in a nutshell, a way for students to gain knowledge and competence by interacting with adults and peers in an on-line community (Kim & Bonk, 2002, p. 3). E-learning uses the process of collaborative learning, which â€Å"has the potential to foster interaction and social support lacking in traditional learning environments â€Å"(Kim & Bonk, 2002, p. 3). On-line learning also aids in reflective interaction, which is not encouraged in traditional classroom settings and also helps foster social interaction, which, in turn, helps build students critical thinking and perspective taking abilities (Kim & Bonk, 2002, p. 3). E-learning is important, as it distributes learning material and processes over the Internet, which can help ease the decongestion of overcrowded lecture halls, provide a way for students and teachers who live far from a university an avenue for teaching and learning, as wel l as enable specific groups of students, such as the disabled, a chance to gain an education (Ardito et al., 2006, p. 270). The principles of e-learning, and how students adapt to e-learning have a basis in educational theory in general. The learner-centered psychological principles state that there

Cultural Diversity Phase Essay Example for Free

Cultural Diversity Phase Essay In the society, cultural diversity is an evident and become dominant concept wherein it commonly affects the social structures and processes in the society. This is mainly because cultural diversity significantly cause the society to be segregated into their respective social minority groups with their cultural differences serving as the gap and blocking wall between these groups. In addition, cultural diversity also has caused certain negative social problems such as discrimination and oppression worsening the difficulty of social separation. Because of which, the negative aspect of multiculturalism and the social tension it has produced should be sufficiently addressed. Different social groups and institutions are making different steps and approaches to bridge the gap of multiculturalism in every individual and social minority. This includes cultural information campaign to educate the society about the different culture of each group to answer the different inquisition of each individual thus eliminating the problem of cultural misconception and misunderstanding. In addition, community groups are also establishing social groups and institutions that request participation from different cultural groups giving them a chance to communicate and relate to other groups tearing down themselves the walls created by multiculturalism. These programs and community efforts are established to promote communication and social involvement of each social minority in the campaign to address social unity. Multiculturalism in the present society serves as a hindering wall thus, this hindrance must be torn down using intercultural communication and social participation. Intervention must also be done in facilitating cooperative approaches to ensure its advantage. With this approach implemented, society as a whole would be one-step closer in making a harmonious relationship between culturally diversified social groups. Bibliography Parekh, Bhikhu (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory. Palgrave Macmillan. Second Edition.

Environmental Factors to Improve Individual Development

Environmental Factors to Improve Individual Development Nicoline Bromwell Scenarios 1) A 65-year-old female, recently diagnosed with Alzheimers Disease. She has previously been a very active and vibrant woman, living on her own since her husband of 35 years died 5 years ago. 2) A 14-year-old minority female, facing the very real possibility that she may be pregnant. She has always struggled in school (she has been failed a grade already), and is currently a freshman in high school. Address the following questions/issues for each of the two scenarios you selected: 1) How would you design an environment to improve this persons situation and future development? 2) What kind of environmental factors would hinder this persons development? In other words, what environmental issues would make their situation worse, or what would you hope not happen in this persons world? 3) Discuss how the person is affected in the three domains of development (Biosocial (Physical), Cognitive, and Psychosocial). How might decreases or increases in development/maturity/ability affect the person? Basically, do several If/then discussions for each of the three domains. For example, If this woman has a poor psychosocial support network (like have no family or having an unsupportive family), then I would think that she may experience A love one diagnosed with Alzheimer can be very troubling for a family. Alzheimer’s disease can be a challenging journey, for all those who are involved both family members and loved ones.Taking care of someone with Alzheimers is overwhelming at times, but the more knowlegde and support the individual has, the better he/she will be prepared for the challenging road ahead and is able to seek the best long-term care options for a loved one. The best environment to help the individual development as time progresses would be one that provide loving care whether at home or in a designated facility for Alzheimer’s patients. Firstly, if she is still lucid enough, since she’s recently diagnosed I would encourage her family to get her wishes down on paper so they’ll be preserved and respected by all members of the family. I would then recommend that the family discuss the situation with her doctor , keeping in mind her wishes , see what would be the best treatment for her. They would then be armed with the knowledge of how to care for that love one. She will at some time need around-the-clock care and family members usually have their own health issues, jobs, and responsibilities. I would advise them to communication with each other to make sure that the wants and needs of the Alzheimer’s patient is met. If they cannot provide the care at home, since she was living alone, she could be relocated to live with a family member, which I would recommend, although it may be difficult, a care giver could be employed to care for her and that the caregiver would have the support of the family member to meet her needs. It will be diificult for her and her family as they have to watch her deteriorate slowly, but at home she will be monitored by love ones and most likely get the care she needs, although as the disease progresses, she may need to be hospitalized in a facility, if it becomes too hard for the family and caregiver. However for now the home environment is best. I would suggest that a sense of structure and familiarity is kept. A daily time for activities such as waking up, mealtimes, bathing, dressing, sharing family time, and bedtime. Keeping these things at the same time and place can bring a sense of familiarity to her. Let her know what is going to happen even if there is no certainty that she’ll truly understands. Use cues to start the various times of day. For example, when she wakes up you can say, â€Å" Rise and shine Mary , it’s another wonderful day.† At bedtime, you can play some quiet music or read to her, to indicate its bedtime. Also get her involved in daily activities as much as possible, as long as it is safe. For example, water the plants, folding clothing, or any other simple thing that she can do. These things will not improve her condition. But it will aim in making her more comfortably as she struggles with this disease The most that can be done for her is to make her feel loved. The worse care scenario would be if her family members are not able to get her a caregiver or put her in an institution for Alzheimer’s patient and they have to take care of her, with little or no training or knowledge of her condition. This would definitely worsen the situation. As her Alzheimer’s progresses, there will be changes in her communication skills, she’ll have trouble finding words, her hand gestures will increase, she’ll be easily confused, she’lldisplay behavior you never would have thought possible. Alzheimer’s will cause substantial changes in how she behaves, such as embarrassing or inappropriate outbursts, wandering, hallucinations, and violent behavior. Everyday tasks like eating, bathing, and dressing can become major challenges. This will become frustrating for the family members, as they don’t know how to deal with it. Imagine watching your mother change before your eyes, worsening daily and you cannot do anything about it. The family member offering care can become overwhelm and depress, he/she may even start blaming him/herself and may become too embarrass to go out, so he/she may isolate himself, or even harm the patient not willingly but as a result of being overwhelm. At some point, the care giver won’t be able to leave her one alone. Nighttime behaviors may not allow the care giver to sleep, confrontational or aggressive behaviors may exceed her ability to cope or feel safe. As the disease progresses help will definitely be needed and possible placing her in a facility that is better able to take care of her. Therefore, if this can’t be done the situation would not be hopeful. Alzheimer’s disease is an irreversible, progressive brain disease that slowly destroys memory and thinking skills, and eventually even the ability to carry out the simplest tasks. Cognitive, physical, and psychosocial development is decreased. There is decline in memory and other aspects of cognition, such as word-finding, vision/spatial issues, and impaired reasoning or judgment, getting lost, trouble handling money and paying bills, repeating questions, taking longer to complete normal daily tasks, using poor judgment, and having some mood and personality changes. She’ll have problems recognizing family and friends. She’ll be unable to learn new things, carry out tasks that involve multiple steps (such as getting dressed), or cope with new situations. People with severe Alzheimer’s cannot communicate and are completely dependent on others for their care. Taking all of this in consideration whether if she has a strong or poor psychosocial support, it woul d not make much of a difference to her as all her cognitive skills are declining and will soon be gone. Physically she’ll may soon be bed ridden, Knowing no one and not able to take care of herself. The disease takes everything away from her. A student who is 14 years old facing a real possibility that she is pregnant and struggling in school faces many challenges. On her own it’s a frightening struggle. She needs supports, guidance and education, At this time family is very important. Therefore, the prefect environment for her would be one where she feels love and support. She needs someone she can talk to and trust, who can offer guidance and support. Sometimes the father is not present and this is usually the case. She is now frightened at the fact that she now has to face this alone, the realization that a new is life growing inside of her is quite unsettling as she is not prepared and she doesn’t know how to cope. She questions herself, â€Å"How am I going to take care of a child?†, â€Å" What are my peers going to think about me?†, â€Å"How are they going to treat me?†, â€Å"Should I keep the baby?†, â€Å"I am failing in school, How can I take care of a child?† , â€Å"Who is going to take care of me?† She has so many questions; she needs help getting those answers. She needs help finding herself and moving into the right direction. The environment that would be ideal for her would have to help her deal with the situation she is in and help with her future development. Firstly I would encourage her to make sure she is pregnant before doing anything else, and if she is then I would help her find someone she can trust and is able to talk to, such as a counselor, a family member or a teacher, so that she can make informed decisions. She would now need to tell her parents and if they are willing to help her, we can start from there. If they were not, she would need someone who is willing to offer support, for example an organization for pregnant teens, where she can relate with others in her own situation, or a supporting relative. When this is accomplished, She now needs to continue school, which will be difficult, but quite necessary, and she needs to decided whether or not she is able to keep the baby, and if she chooses not to, she can have an abortion or give the child up for adoption, which I would encourage, then continue on with her schooling.Hopefully, she will learn from her mistakes and get help in order to improve her grades ,therefore doing better in school. If she is with a supportive relative, she can get an after school job to help herself and through education she’ll have a better future. However, if she chooses to keep the child, which would not be wise at 14, with her social situation, she’ll need to also finish school and get help in improving her grade. She’ll also need a job to help support herself and her child. However if her parents offer to help she’ll have some support in taking care of the child. Otherwise keeping the child would be a very hard task for 14 years old on her own. Therefore, she would need to make an informed decision taking into consideration what is best for herself and the child.This she would do with the help of a responsible adult. I would advise her if she has no help to give up the child for adoption because at 14 she is a child herself. She is not physically, socially, or emotionally ready to be a mother. It is obvious that she is not able to make responsible decisions on her own, at her age; her cognitive skills are still developing. Throughout the entire process, I would ensure that she has someone to talk to because she needs this kind of support to get through the situation emotionally. As she is being prepared to deal with her situation and faces the coming obstacles in her pathway, I would hope she learns from her mistakes and realize that this is not the ideal situation for her .If she doesn’t then this could have devastating impact on her future taking in consideration the fact that she is failing in school. This could be as a result of lack of parental guidance, if they are too busy working or doing something else to see what is happening in their daughters life, she has no extrinsic motivation to excel, and she is obviously not intrinsically motivated , she just does what she wants,or is influenced by her peers and at this age teenagers naturally want to explore and try new things, this could be why she is pregnant. Now being faced with and adult issue at an early age,she has to be the one to take her future in her own hand, if she does and decide to move on , she will face , criticism from her peers, and she will stuggle with the fact that she has to g ive up her first child, she is pregnant at 14, and she faces the danger of herself and the baby being malnourished, or being born with illness and deformity as a result of not having adequate medical care. She also faces a higher risk for postpartum depression than adults who give birth, and if left untreated, postpartum depression in a teen can affect her development and her infant’s quality of care, if she keeps the child. She’ll have to misses school for doctors visit, and she is already failing.. She has to deal with these situation daily, using her teenagers abilities. Hopefully, she is able to overcome these struggles with help from an adult and effectively continue with her life. However if she cannot, she may end up pregnant again not having any education. A Guttenmacher Institute study found that a large percentage of teen moms often find themselves homeless, in non-permanent living situations, as they move between the homes of friends, siblings, other family members and baby’s father. So now she may seek the support of the first person offering her kindness, and this may not necessarily be a good thing, she could end up being used and abused with little hope for the future. Living on the streets, or living with an older man at an early age, prostitution and so much more may result from her situation. Her situation now greatly impacts her Physical, Cognitive, and Psychosocial development. .During this time the mother is still developing physically, she needs proper nutrition in order develop properly, now with a baby growing inside her she’ll need more food from every food group so that the baby can develop properly, if this is not done them they both could be malnourish causing problem with the baby and placing extra stress on her body. If she drinks alcohol this can cause the baby to develop fetal alcohol syndrome which occurs when alcohol passes through the placenta, causing potential physical and mental defects. However if she is properly nourish then most likely she will develop fine and her baby will be healthy. Also her cognitive development will be hampers as she will miss school,even drop out and during this stage cognitive development is marked by an increase and missing out will impact the teenagers advancement in knowledge and understanding. Research has shown thatâ€Å"The dropout rate among teen mothers in the U.S. is high, and this population represents a large percentage of the total high school dropouts. Only about half of teen mothers earn a high school diploma by the time they turn 22, and earning a diploma may be more difficult for teen moms who have a second child.† As a result the teenager is not educated, cannot hold a good job and lives in an impoverish condition.Statistics have shown that this behavior is usually repeated with the teenagers children. Psychosocial development is also hampered as during this stage of psychosocial development, according to Erickson, teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.Being pregnant at this stage , the teen as no sense of self or personal identity, she is struggle with the situation, She is identified as a teenage mother, her sense of self is distorted. She is confused, and frustrated and easily mislead into situations that may be worse for her. However if she has support and someone to offer good council this situation may change, her self-esteem can be build and she will not look at herself through the eyes of others, but she will see her potential and see the present situation as a learning experience.

Treatment of Change and Expansion in Lotos-Eaters and Rip Van Winkle :: Lotos Winkle

Treatment of Change and Expansion in Lotos-Eaters and Rip Van Winkle      Ã‚   During the Victorian Era, great accomplishments lead to prosperity for the British Empire. Accomplishments include owning nearly a quarter of the world’s land and its people. As a result, trade and commerce expanded, and Great Britain reached the height of its power. Furthermore, science rapidly made progress during this time. These rapid strides in economic and technological advances gave the British people a feeling of pessimism about whether they were progressing for the good. As a result, people began to question man’s place, or duty, on earth. Also occurring within the time of the Victorian Era is the American Renaissance. During this period, Americans were expanding their territory according to the belief in Manifest Destiny, or the idea that God or Nature intended for the United States to spread its civilization from coast to coast. Like the British, Americans questioned their moral responsibility concerning change and expansion. Consequently, the concer ns of the people were echoed in the literature written during these time periods. For example, the Victorian poet, Alfred Tennyson, voiced his concerns about constant change and expansion in "The Lotos-Eaters," while the American writer, Washington Irving, also expressed his concerns in "Rip Van Winkle." An examination of the poem, "The Lotos-Eaters," and the short story, "Rip Van Winkle," reveal that Tennyson and Irving romanticized the concept of stasis while also questioning the duty of change and expansion.    In "The Lotos-Eaters," Tennyson romanticizes nature in order to emphasize the virtues of a land that remains in stasis as opposed to a land that is in constant change. When the mariners land on the island, its is described as a "land where all things always seemà ¢d the same" (Tennyson 24). Tennyson is saying that the beauty of the island has been preserved because no one has attempted to change it. Tennyson is also saying that colonization and expansion lead to industry, which strips nature of its beauty. Furthermore, the atmosphere of the island is romanticized in that "there is neither sharp sunlight nor clear moon, only the haze of a seemingly perpetual afternoon; the air itself is languid and the stream, not full and rushing but slender and slow, seems to pause in its fall from the cliff" (Ryals 97). The idea of an island that remains constantly at the most pleasant time of day and a stream that is barely moving romanticizes the idea of being at rest with no worries.