Juvenile Justice Chapters 1-4 Study Guide Essay

1 Juvenile violence is generally unrelated to gang formation and presence. False 2 The actual amount of juvenile violence in the United States is unknown. True 3 Property-offender juveniles account for about 10% of all juvenile arrests annually. False 4 A policy of delaying juvenile punishments works best for juvenile rehabilitation. False 5 Juvenile courts are the same as criminal courts. False 6 Juvenile courts have prosecutors and other court personnel. True 7 The juvenile justice system does not resemble the criminal justice system. False 8 Usually the same criteria are used to define juvenile offenders in different state jurisdictions. False 9 Under parens patriae, the king as sovereign acts to protect children and other dependents. True 10 Juvenile justice has been substantially unaffected by alternative philosophies that differ from the rehabilitation emphasis. False 11 Juvenile courts are unknown in most other industrialized countries throughout the world. False 12 Over two million youths come into contact with the criminal justice system annually. True 13 Once offenders are placed in corrections, they are no longer in the criminal justice system. False 14 Jurisdiction is the power of a court to hear a case. True 15 There are about 1,000 law enforcement agencies in the United States. False 16 Almost all ordinances aimed at juveniles are status ordinances since they are not applicable for adults. True 17 Sheriff’s deputies and city police officers are the law enforcement officers who have the most amount of contact with juveniles. True 18 Juveniles who loiter late at night cannot be taken into custody by police officers for any reason since loitering is not prohibited per se. False 19 The stage where information is obtained about juvenile suspects, including their names, addresses, and ages, is called arraignment. False 20 Juveniles are not entitled to bail. False 21 ROR means released on own recognizance. True 22 Preconviction agreements between defendants and the state are known as indictments. False 23 Proceedings for establishing a trial date where a formal plea to charges is entered are alled arraignments. True 24 Exculpatory evidence is evidence that tends to show the greater guilt of a defendant. False 25 Inculpatory evidence is favorable for defendants charged with crimes. True 26 Preliminary hearings or examinations are usually conducted for the purpose of determining probable cause. True 27 The standard of proof in juvenile proceedings is preponderance of the evidence. False 28 Beyond a reasonable doubt is only aplicable to criminal proceedings. False 29 Juveniles are not entitled in any jurisdiction to a trial by jury. False 30 Aggravating circumstances might include whether or not the youth cooperate with police to help them detect and apprehend other offenders. False 31 A mitigating circumstance might be the mental health of the defendant. True 32 Corrections is all agencies and personnel who deal with convicted offenders. True 33 Probation is part of corrections. True 34 Reducing the number of jails is the goal of the jail removal initiative. False 35 Referrals of juveniles to juvenile court can only be made by police officers. False 36 Parole is a conditional release from incarceration. True 37 Because of changes in the law, there are no longer any juveniles in adult jails. False 38 About half of all juvenile cases that come before the juvenile court are handled informally. True 39 Petitions are documents directing police to arrest a particular juvenile. False 40 Police officers are prohibited by law from placing juveniles in jails, even for short periods. False 41 One reason juveniles are held in jails temporarily is that it is difficult to establish their true age on the basis of their appearance. True 42 Neighbors of youths are prohibited by law from filing complaints that might bring these youths to the attention of the juvenile court. False 43 Being arrested and taken into custody are the same thing. False 44 Intake officers can order the incarceration of any juvenile to a long-term juvenile facility if the officers believe that the juvenile is guilty of a felony. False 45 Juvenile court prosecutors have broad discretionary powers. True 46 An adjudicatory hearing is the juvenile equivalent of a criminal trial for an adult. True 47 Intake is usually presided over by the local juvenile court judge. False 48 Intake probation officers attempt to screen the more serious juvenile offenders from the less serious ones. True 49 Intake officers consider both legal and extralegal factors in intake decision making. True 50 A nominal punishment might be a verbal warning or reprimand. True 51 Secure confinement is most closely associated with probation. False 52 Doing what is best for the children is consistent with the parens patriae doctrine. True 53 Official documents that call for a youth’s subsequent appearance in juvenile court and allege carious offenses are called petitions. True 54 Juvenile court proceedings are becoming increasingly adversarial. True 55 It is often true that the greater the formality of a juvenile court proceeding, the harsher the punishment imposed by juvenile court judges. True 56 A decision about the guilt or innocence of a juvenile is called a disposition. False 57 In most jurisdictions juvenile court judges have nearly absolute discretion to determine how their particular court proceedings are conducted. True 58 Juveniles are convicted of offenses in juvenile court proceedings. False 59 An adjudication means that a juvenile will be incarcerated. False 60 All adjudications of juveniles mean that all juveniles who are adjudicated are delinquents. False 61 Over two million juveniles com into contact with the following system annually: Criminal justice 62 Regarding decisions and discretion about juvenile offenders, intake officers have: Considerable discretion 63 Which of the following are components of the criminal justice system? a) Law enforcement b) Courts c) Legislature d) All of the above 64 The word process is sometimes used to describe the criminal justice system. This is because the criminal justice system is : a) a sequence of people-processing stages. b) loosely coordinated. c) fragmented. d) all of the above. 65 The power of courts to hear particular kinds of cases is called: Jurisdiction 66 The largest component of the criminal justice system is: Law enforcement 67 A conditional disposition would be: Probation 68 The juvenile equivalent of an adult sentence is called a(n): Disposition 69 Juveniles may be: a) arrested. b) taken to shelters and group homes. c) taken into custody. d) all of the above. 70 When juveniles are apprehended by police for suspicion and not necessarily for any particular crime, they are: Taken into custody. 71 Obtaining one’s name, address, fingerprints, photograph, and other vital information is a part of what process? Booking 72 Detentions and secure confinement almost always follow: a) a finding of guilt b) intake c) adjudications d) none of the above 73 ROR means: Released on own recognizance 74 Preconviction agreements involving guilty pleas ans favorable sentencing are: Plea bargains 75 Defendants who are most likely to be released on ROR are those: Who are employed, white, middle-class females 76 Sureties that are posted to guarantee one’s subsequent appearance in court are called: Bailbonds 77 Evidence that is favorable to the prosecution against a violent defendant is called: Inculpatory 78 Evidence that is favorable to the defense in a criminal case is called; Exculpatory 79 Circumstances that might make the punishment imposed by a sentencing judge more severe would be: Aggravating 80 Determining that a crime was committed and that a particular person or persons probably committed the crime is: Probable cause 81 Preliminary hearings are held primarily for the purpose of establishing: Probable cause 82 The standard of proof in criminal proceedings is: Beyond a reasonable doubt 83 Juries that determine one’s guilt or innocence are called: Grand juries 84 Circumstances that tend to lessen punishments imposed by judges during sentencing are: Mitigating 85 The assemblage of agencies and persons who supervise offenders after court proceedings might likely be called: Corrections 86 A conditional nonincarcerative alternative for a first offender convicted of a crime is: Probation 87 A mitigating circumstance might be: a) one’s youthfulness. b) cooperating with police officers to detect other criminals c) mental illness d) all of the above 88 An aggravating circumstance might be: Being a gang leader 89 The jail removal initiative is aimed at: Reducing or eliminating juvenile confinement in jails 90 Being taken into custody and being arrested are: Different in meaning 91 Official documents filed with juvenile court that allege that a certain juvenile is delinquent are called: Petitions 92 A finding by a grand jury that a crime has been committed and that a particular person may have committed the crime is called: True bill 93 A judgement in juvenile court is called: Adjudication 94 When a stern reprimand is given as a sentence in a juvenile court proceeding, the juvenile has been: Adjudicated 95 A conditional diposition might be: a) participation in group therapy b) payment of victim compensation c) community service d) all of the above 96 Criminal informations are typically filed by: Prosecutors 97 An industrial school placement of a juvenile is commensurate with what type of placement for adult offenders? Prison 98 The standard of proof in juvenile courts, where juveniles are not in jeopardy of losing their liberty, is: Preponderance of evidence 99 Common law in the United States was derived from: England 100 Parens patriae means: â€Å"The father of the country† 101 A standard definition of delinquency: a) exists for all juridictions b) is consistant throughout all states and the federal system c) limits delinquents to all those under age 18 d) none of the above 102 Offenses committed by juveniles that would not be crimes if committed by adults are called: Status offenses 103 It can be said of all juveniles delinquents that they: Commit crimes 104 Deinstitutionalization generally means to: Remove juveniles from custodial institutions 105 In most jurisdictions, juveniles can be charged with crimes at age: a) 18 b) 20 c) 19 d) all of the above 106 Persons under the age of 7 were presumed capable of formulating criminal intent under common law. False 107 Common law emerged in the American colonies in the 1600s. False 108 A shire is the chief law enforcement officer of an English country. False 109 Reeves are English countries. False 110 Chancellors were officials in England who administered the affairs fo the King in different remote areas. True 111 Transportation was a method used by England to rid itself of criminals. True 112 The Birdwell Workhouse was the first juvenile reformatory. False 113 Poor laws were used to incarcerate debtors for indefinite periods. True 114 The poor laws targeted the socioeconomically disadvantaged. True 115 One example of the voluntary slavery pattern is the indentured servant. True 116 The Hospital of St. Michael was the first hospital to treat juvenile diseases. False 117 The Walnut Street Jail was known for its terrible living conditions for inmates. False 118 Solitary confinement is a recent concept created during the early 1940s in U.S. prisons. False 119 Child-savers were drawn largely from the lower socioeconomic classes. False 120 Hard-core delinquents were targeted for treatment in houses of refuge. True 121 The power of the state over the family in child custody cases was illustrated in the case of Ex parte Crouse. True 122 The case of O’Connell v. Turner had to do with child abuse and neglect. False 123 The founder of Hull House was Jane Addams. True 124 Truants are persons who have run away from home and are considered untreatable. False 125 An example of voluntary servitude was the indentured servant. True 126 The first juvenile court was established in Illinois in !899. True 127 By the end of the Korean War, only ;half of all states had juvenile courts. False 128 The Compulsory School Act created children’s tribunals. False 129 Prior to juvenile courts, juvenile affairs were administered largely by social service agencies. True 130 Juvenile courts in most jurisdictions operate the same way. False 131 One of the most influential philanthropic organizations of the eighteenth century upon correctional practices was the Philadelphia Society for Alleviating the Miseries fo Public Persons. True 132 Small communities were known for their Gesellschaft atmosphere. False 133 Juveniles viewed as chattel meant that they were counted like so much farm property and livestock. True 134 Sweat shops exploited juvenile labor during the late 1800s and early 1900s. True 135 Throughout much of the 20th century, juveniles had little or no legal standing in U.S. courts. True 136 Efficient juvenile offender proceedings is sometimes called actuarial justice. True 137 Jurisdiction usually refers to the power of a court to hear particular kinds of cases. True 138 For a majority of the states, the upper age limit for juvenile courts is 21. False 139 Status offenders would include all juveniles who commit acts that would be crimes if adults committed them. False 140 The power of juvenile court judges is such that juvenile delinquency may be whatever they say it is. True 141 The parens patriae doctrine has had little influence on juveniles and juvenile courts. False 142 The get-tough movement is a response to perceived escalating juvenile violence by interested citizens. True 143 In most juvenile courts, juveniles are convicted of various offenses following an adjudicatory hearing. False 144 Almost every juvenile court is a court of record. False 145 Juvenile court jurisdiction is the same among different local and state legislative definitions of juvenile offenders. False 146 All jurisdictions have the same lower age limits for juveniles. False 147 The most common age of accountability in the U.S. is 21. False 148 Delinquency is an act committed by a juvenile which would be a status offense if committed by an adult. False 149 Compared with runaways, curfew violators tend to be more serious offenders. True 150 Virtually all runaways are pretty much the same in terms of their social and personal characteristics. False 151 Stigmas usually result in juveniles defining themselves as deviant or delinquent. True 152 Truants and liquor law violators are more inclined to be chronic offenders compared with runaways. True 153 Stigmatization is closely associated with labeling theory. True 154 Staus offenders may become criminals if they violate court orders. True 155 Studies of runaway behavior show that most runaways are well adjusted youths who want to make it on their own. False 156 Decarceration means to separate juvenile delinquents from status offenders by placing them in different cells in juvenile prisons. False 157 Diversion programs are especially helpful in the cases of dependent and neglected children. True 158 Under divestiture status offenders are removed from secure institutions. False 159 One unfavorable implication of DSO is net-widening. True 160 Recidivism is associated with the chronicity of offending. True 161 Self-reports suggest that there is considerable career escalation from status offending to criminal offending. False 162 An important factor associated with recidivism is frequent contact with juvenile courts. True 163 Contact with juvenile courts is believed by many experts to stigmatize youths with self-definitions of delinquency. True 164 Relabeling occurs when police officers relabel innocent juvenile behaviors and interpret them as delinquent behaviors. True 165 The Uniform Crime Report typically underestimates the amount of juveniles offending. True 166 DSO has caused drastic increases in the rate of recidivism among juvenile offenders. False 167 An incident consists of multiple acts involving a single victim. False 168 A victimization is a single criminal act that affects a single victim. True 169 The National Crime Victimization Survey is a compilation of reported by all law enforcement agencies. False 170 Cleared by arrest means that someone has been arrested for a particular crime. True 171 One weakness of the UCR is that not all law enforcement agencies report crimes in the same way. True 172 Self-report information is believed to by some juvenile justice experts to be a more accurate indication of how much delinquency exists. True 173 The Sourcebook of Criminal Justice Statistics publishes no information about juvenile offenses. False 174 Self-reports are reports filed by principals detailing the amount of crime committed by students on their campuses. True 175 One problem with self-report information is that juveniles may exaggerate the amount of crime they commit. True 176 The National Youth Survey has been discounted frequently by professionals as an unreliable data source regarding juvenile offending behaviors. False 177 Self-reports of delinquency often disclose what has been termed hidden delinquency. True 178 A study of youths who reported that they smoked cigarettes frequently showed that many of these youths had not actually smoked cigarettes and had lied about this behavior. True 179 School violence has pretty much een eliminated as the result of more sophisticated surveillance systems in schools and closer student monitoring by police. False 180 Most school violence is fatal. False 181 There is a clear pattern of career escalation among status offenders who typically graduate to juvenile delinquency. False 182 Chronic violent offenders are usually those juveniles who are arrested at least four or more times for violent offenses. True 183 The formation of gangs is a phenomenon almost exclusively confined to the large cities of Los Angeles, New York, Boston, ans Chicago. False 184 At-risk youth tend to have personality problems and exhibit poor social adjustment. True 185 Gangs usually form along racial or ethnic lines. True 186 Juveniles who commit homicide are relatively rare. True 187 About 50% of all youth deaths have been attributable to firearms. True 188 Pathways are developmental sequences over the course of one’s adolescence. True 189 There are few, if any, differences between female and male delinquent offending patterns. False 190 Growing numbers of female juvenile are entering the juvenile justice system annually. True 191 The most common reason for females joining female gangs is for protection. True 192 Female rather than male delinquents are more likely to receive paternalistic treatment from juvenile court judges. True 193 A significant feature of early juvenile courts was their emphasis on: Confidentiality 194 Common law was established during: Medieval England 195 Juvenile courts are courts of: Limited Jurisdiction 196 Referring to the juvenile justice system as a â€Å"system† is problematic for some juvenile justice professionals primarily because: The juvenile justice system components are only loosely coordinated 197 Below what age under English common law are children not held accountable for their actions? 7 198 A sheriff in early England was called a: Reeve 199 Indentured servants often entered servitude voluntarily for the purpose of: Gaining passage to the new colonies 200 The Poor Laws were most closely associated with: Debtor’s Prisons 201 Responsible for many of the jail and prison reforms in early England were the: Quakers 202 The Walnut Street Jail was innovative in that it: a) segregated male from female inmates b) segregated more serious offenders for less serious ones c) created solitary confinement d) all of the above 203 The Philadelphia Society for Alleviating the Miseries of Public Prisons was sponsored by the: Quakers 204 The Hospital of Saint Michael was a famous: Correctional facility in Italy to punish unruly youths 205 The Hospital of Saint Michael was known for its use of: Corporal Punishment 206 The child-saving movement sought to: Provide shelter to wayward youths 207 Houses of refuge targeted: Status Offenders 208 Ex parte Crouse dealt with: Family rights relating to the control of their children 209 Truancy statutes were aimed at: Youths who avoided attending school 210 The Uniform Crime Reports publishes information about: a)juvenile delinquency b)reported crime c)felonies and misdemeanors d) all of the above 211 According to the Uniform Crime Reports, juvenile offense patterns are: Different among most states 212 Self-reports of delinquency differ from reported delinquency in the Uniform Crime Reports in that self-reports disclose: Higher delinquency than reported 213 The federal juvenile court is called: The federal government has no juvenile court 214 Truancy is: A status offense 215 In our current system of juvenile justice, a six-year-old murderer is likely to be: Treated 216 A status offense for an adult offender would likely be: Vagrancy 217 What best typifies runaway behavior? It is difficult to explain. 218 The â€Å"unsettling age† of runaway behavior is: The first few days away from home 219 More inclined to become chronic offenders are: Truants 220 Stigmas among certain juveniles result in: Unfavorable labeling by others 221 Stigmatizing youths is believed to be one consequence of: Frequent contact with juvenile courts 222 Deinstitutionalizing status offenders means: Removal of status offenders from institutions 223 Labeling theory has done much to account for:q Diversion 224 One of the most sweeping reforms in juvenile justice in recent years is: DSO 225 Undre full divestiture juvenile court judges can do what to status offenders? a) place them on probation b) confine them to institutions c) adjudicate them d) none of the above 226 Whenever police officers redefine innocent juvenile behaviors as delinquent behaviors, this process is: Re-labeling 227 When certain youths are pulled into the juvenile justice system and community programs simply because those programs exist, this is known as: Net-widening 228 One major problem with the Uniform Crime Reports is that: Not all agencies report crime regularly 229 An index offense would be: a) arson b) murder c) robbery d) all of the above 230 A crime punishable by more than one year of incarceration would be a: Felony 231 The National Crime Victimization Survey is a reflection of the amount of: a) aggravated assaults committed by juveniles b) rapes committed by juveniles c) murders committed by juveniles d) none of the above 232 Crimes that are cleared by arrest usually lead to: a) long jail terms b) convictions c) short jail terms d) none of the above 233 Self-report information is: a) potentially unreliable b) constitutional c) voluntary d) all of the above 234 When a crime is committed and a single victim is involved, it is called: Victimization 235 The Uniform Crime Reports may reflect: a) arrest statistics b) police offender activity c) crime trends d) all of the above 236 The Uniform Crime Reports report: Arrests 237 Perhaps one of the most accurate statements we can make about the Uniform Crime Reports is that they: Seriously underestimate the true amount of crime nationally 238 The National Youth Survey is an example of the use of: Self-reports 239 Regarding the relation between the type of juvenile offending behavior and career escalation, the results of scientific research are: Inconsistant 240 Self-reports are likely inaccurate because: Juveniles tend to brag about cries they have not committed 241 Most school violence results in: Nonlethal injuries 242 At-risk youths tend to be: a) overachievers in school b) socially well-adjusted c) affluent d) none of the above 243 Gangs tend to form along: a) racial lines b) gender lines c) ethnic lines d) all of the above 244 Developmental sequences over the term of one’s adolescence are called: Pathways 245 Female juveniles tend to: a) commit less violent acts b) have prior histories of physical or sexual abuse c) be more passive in their offending d) all of the above 246 One myth about female juvenile offenders is that much of their offending involves: Violent offending 247 Theories have nothing to do with predicting social behaviors False 248 Theories may predict as well as explain. True 249 It is very likely that relationships exist between theories of delinquency and various types of juvenile delinquency intervention programs. True

Vampire Academy Chapter 4

FOUR WE DIDN'T HAVE THE ENTIRE commons' attention this time, thank God, but a few passing people had stopped to stare. â€Å"What the hell do you think you're doing?† asked Doll Girl, blue eyes wide and sparkling with fury. Up close now, I was able to get a better look at her. She had the same slim build as most Moroi but not the usual height, which was partly what made her look so young. The tiny purple dress she wore was gorgeous – reminding me that I was indeed dressed in thrift-shop wear – but closer inspection led me to think it was a designer knockoff. I crossed my arms across my chest. â€Å"Are you lost, little girl? The elementary school's over on west campus.† A pink flush spread over her cheeks. â€Å"Don't you ever touch me again. You screw with me, and I'll screw you right back.† Oh man, what an opening that was. Only a head shake from Lissa stopped me from unleashing any number of hilarious comebacks. Instead, I opted for simple brute force, so to speak. â€Å"And if you mess with either of us again, I'll break you in half. If you don't believe me, go ask Dawn Yarrow about what I did to her arm in ninth grade. You were probably at nap time when it happened.† The incident with Dawn hadn't been one of my finer moments. I honestly hadn't expected to break any bones when I shoved her into a tree. Still, the incident had given me a dangerous reputation, in addition to my smartass one. The story had gained legendary status, and I liked to imagine that it was still being told around campfires late at night. Judging from the look on this girl's face, it was. One of the patrolling staff members strolled by right then, casting suspicious eyes at our little meeting. Doll Girl backed off, taking Aaron's arm. â€Å"Come on,† she said. â€Å"Hey, Aaron,† I said cheerfully, remembering he was there. â€Å"Nice to see you again.† He gave me a quick nod and an uneasy smile, just as the girl dragged him off. Same old Aaron. He might be nice and cute, but aggressive he was not. I turned to Lissa. â€Å"You okay?† She nodded. â€Å"Any idea who I just threatened to beat up?† â€Å"Not a clue.† I started to lead her toward the lunch line, but she shook her head at me. â€Å"Gotta go see the feeders.† A funny feeling settled over me. I'd gotten so used to being her primary blood source that the thought of returning to the Moroi's normal routine seemed strange. In fact, it almost bothered me. It shouldn't have. Daily feedings were part of a Moroi's life, something I hadn't been able to offer her while living on our own. It had been an inconvenient situation, one that left me weak on feeding days and her weak on the days in between. I should have been happy she would get some normality. I forced a smile. â€Å"Sure.† We walked into the feeding room, which sat adjacent to the cafeteria. It was set up with small cubicles, dividing the room's space in an effort to offer privacy. A dark-haired Moroi woman greeted us at the entrance and glanced down at her clipboard, flipping through the pages. Finding what she needed, she made a few notes and then gestured for Lissa to follow. Me she gave a puzzled look, but she didn't stop me from entering. She led us to one of the cubicles where a plump, middle-aged woman sat leafing through a magazine. She looked up at our approach and smiled. In her eyes, I could see the dreamy, glazed-over look most feeders had. She'd probably neared her quota for the day, judging from how high she appeared to be. Recognizing Lissa, her smile grew. â€Å"Welcome back, Princess.† The greeter left us, and Lissa sat down in the chair beside the woman. I sensed a feeling of discomfort in her, a little different from my own. This was weird for her too; it had been a long time. The feeder, however, had no such reservations. An eager look crossed her face – the look of a junkie about to get her next fix. Disgust poured into me. It was an old instinct, one that had been drilled in over the years. Feeders were essential to Moroi life. They were humans who willingly volunteered to be a regular blood source, humans from the fringes of society who gave their lives over to the secret world of the Moroi. They were well cared for and given all the comforts they could need. But at the heart of it, they were drug users, addicts to Moroi saliva and the rush it offered with each bite. The Moroi – and guardians – looked down on this dependency, even though the Moroi couldn't have survived otherwise unless they took victims by force. Hypocrisy at its finest. The feeder tilted her head, giving Lissa full access to her neck. Her skin there was marked with scars from years of daily bites. The infrequent feedings Lissa and I had done had kept my neck clear; my bite marks never lasted more than a day or so. Lissa leaned forward, fangs biting into the feeder's yielding flesh. The woman closed her eyes, making a soft sound of pleasure. I swallowed, watching Lissa drink. I couldn't see any blood, but I could imagine it. A surge of emotion grew in my chest: longing. Jealousy. I averted my eyes, staring at the floor. Mentally, I scolded myself. What's wrong with you? Why should you miss it? You only did it once every day. You aren't addicted, not like this. And you don't want to be. But I couldn't help myself, couldn't help the way I felt as I recalled the bliss and rush of a vampire's bite. Lissa finished and we returned to the commons, moving toward the lunch line. It was short, since we only had fifteen minutes left, and I strolled up and began to load my plate with french fries and some rounded, bite-size objects that looked vaguely like chicken nuggets. Lissa only grabbed a yogurt. Moroi needed food, as dhampirs and humans did, but rarely had an appetite after drinking blood. â€Å"So how'd classes go?† I asked. She shrugged. Her face was bright with color and life now. â€Å"Okay. Lots of stares. A lot of stares. Lots of questions about where we were. Whispering.† â€Å"Same here,† I said. The attendant checked us out, and we walked toward the tables. I gave Lissa a sidelong glance. â€Å"You okay with that? They aren't bothering you, are they?† â€Å"No – it's fine.† The emotions coming through the bond contradicted her words. Knowing I could feel that, she tried to change the subject by handing me her class schedule. I looked it over. 1st Period Russian 2 2nd Period American Colonial Literature 3rd Period Basics of Elemental Control 4th Period Ancient Poetry -Lunch – 5th Period Animal Behavior and Physiology 6th Period Advanced Calculus 7th Period Moroi Culture 4 8th Period Slavic Art â€Å"Nerd,† I said. â€Å"If you were in Stupid Math like me, we'd have the same afternoon schedule.† I stopped walking. â€Å"Why are you in elemental basics? That's a sophomore class.† She eyed me. â€Å"Because seniors take specialized classes.† We fell silent at that. All Moroi wielded elemental magic. It was one of the things that differentiated living vampires from Strigoi, the dead vampires. Moroi viewed magic as a gift. It was part of their souls and connected them to the world. A long time ago, they had used their magic openly – averting natural disasters and helping with things like food and water production. They didn't need to do that as much anymore, but the magic was still in their blood. It burned in them and made them want to reach out to the earth and wield their power. Academies like this existed to help Moroi control the magic and learn how to do increasingly complex things with it. Students also had to learn the rules that surrounded magic, rules that had been in place for centuries and were strictly enforced. All Moroi had a small ability in each element. When they got to be around our age, students â€Å"specialized† when one element grew stronger than the others: earth, water, fire, or air. Not specializing was like not going through puberty. And Lissa? ­well, Lissa hadn't specialized yet. â€Å"Is Ms. Carmack still teaching that? What she'd say?† â€Å"She says she's not worried. She thinks it'll come.† â€Å"Did you – did you tell her about – â€Å" Lissa shook her head. â€Å"No. Of course not.† We let the subject drop. It was one we thought about a lot but rarely spoke of. We started moving again, scanning the tables as we decided where to sit. A few pairs of eyes looked up at us with blatant curiosity. â€Å"Lissa!† came a nearby voice. Glancing over, we saw Natalie waving at us. Lissa and I exchanged looks. Natalie was sort of Lissa's cousin in the way Victor was sort of her uncle, but we'd never hung out with her all that much. Lissa shrugged and headed in that direction. â€Å"Why not?† I followed reluctantly. Natalie was nice but also one of the most uninteresting people I knew. Most royals at the school enjoyed a kind of celebrity status, but Natalie had never fit in with that crowd. She was too plain, too uninterested in the politics of the Academy, and too clueless to really navigate them anyway. Natalie's friends eyed us with a quiet curiosity, but she didn't hold back. She threw her arms around us. Like Lissa, she had jade-green eyes, but her hair was jet black, like Victor's had been before his disease grayed it. â€Å"You're back! I knew you would be! Everyone said you were gone forever, but I never believed that. I knew you couldn't stay away. Why'd you go? There are so many stories about why you left!† Lissa and I exchanged glances as Natalie prattled on. â€Å"Camille said one of you got pregnant and went off to have an abortion, but I knew that couldn't be true. Someone else said you went off to hang out with Rose's mom, but I figured Ms. Kirova and Daddy wouldn't have been so upset if you'd turned up there. Did you know we might get to be roommates? I was talking to? ­Ã¢â‚¬  On and on she chatted, flashing her fangs as she spoke. I smiled politely, letting Lissa deal with the onslaught until Natalie asked a dangerous question. â€Å"What'd you do for blood, Lissa?† The table regarded us questioningly. Lissa froze, but I immediately jumped in, the lie coming effortlessly to my lips. â€Å"Oh, it's easy. There are a lot of humans who want to do it.† â€Å"Really?† asked one of Natalie's friends, wide-eyed. â€Å"Yup. You find ? ®em at parties and stuff. They're all looking for a fix from something, and they don't really get that a vampire's doing it: most are already so wasted they don't remember anyway.† My already vague details dried up, so I simply shrugged in as cool and confident a way as I could manage. It wasn't like any of them knew any better. â€Å"Like I said, it's easy. Almost easier than with our own feeders.† Natalie accepted this and than launched into some other topic. Lissa shot me a grateful look. Ignoring the conversation again, I took in the old faces, trying to figure out who was hanging out with whom and how power had shifted within the school. Mason, sitting with a group of novices, caught my eye, and I smiled. Near him, a group of Moroi royals sat, laughing over something. Aaron and the blond girl sat there too. â€Å"Hey, Natalie,† I said, turning around and cutting her off. She didn't seem to notice or mind. â€Å"Who's Aaron's new girlfriend?† â€Å"Huh? Oh. Mia Rinaldi.† Seeing my blank look, she asked, â€Å"Don't you remember her?† â€Å"Should I? Was she here when we left?† â€Å"She's always been here,† said Natalie. â€Å"She's only a year younger than us.† I shot a questioning look at Lissa, who only shrugged. â€Å"Why is she so pissed off at us?† I asked. â€Å"Neither of us know her.† â€Å"I don't know,† answered Natalie. â€Å"Maybe she's jealous about Aaron. She wasn't much of anybody when you guys left. She got really popular really fast. She isn't royal or anything, but once she started dating Aaron, she – â€Å" â€Å"Okay, thanks,† I interrupted. â€Å"It doesn't really – â€Å" My eyes lifted up from Natalie's face to Jesse Zeklos's, just as he passed by our table. Ah, Jesse. I'd forgotten about him. I liked flirting with Mason and some of the other novices, but Jesse was in an entirely different category. You flirted with the other guys simply for the sake of flirting. You flirted with Jesse in the hopes of getting semi-naked with him. He was a royal Moroi, and he was so hot, he should have worn a warning: flammable sign. He met my eyes and grinned. â€Å"Hey Rose, welcome back. You still breaking hearts?† â€Å"Are you volunteering?† His grin widened. â€Å"Let's hang out sometime and find out. If you ever get parole.† He kept walking, and I watched him admiringly. Natalie and her friends stared at me in awe. I might not be a god in the Dimitri sense, but with this group, Lissa and I were gods – or at least former gods – of another nature. â€Å"Oh my gawd,† exclaimed one girl. I didn't remember her name. â€Å"That was Jesse.† â€Å"Yes,† I said, smiling. â€Å"It certainly was.† â€Å"I wish I looked like you,† she added with a sigh. Their eyes fell on me. Technically, I was half-Moroi, but my looks were human. I'd blended in well with humans during our time away, so much so that I'd barely thought about my appearance at all. Here, among the slim and small-chested Moroi girls, certain features – meaning my larger breasts and more defined hips – stood out. I knew I was pretty, but to Moroi boys, my body was more than just pretty: it was sexy in a risqu? ¦ way. Dhampirs were an exotic conquest, a novelty all Moroi guys wanted to â€Å"try.† It was ironic that dhampirs had such an allure here, because slender Moroi girls looked very much like the super-skinny runway models so popular in the human world. Most humans could never reach that â€Å"ideal† skinniness, just as Moroi girls could never look like me. Everyone wanted what she couldn't have. Lissa and I got to sit together in our shared afternoon classes but didn't do much talking. The stares she'd mentioned certainly did follow us, but I found that the more I talked to people, the more they warmed up. Slowly, gradually, they seemed to remember who we were, and the novelty – though not the intrigue – of our crazy stunt wore off. Or maybe I should say, they remembered who I was. Because I was the only one talking. Lissa stared straight ahead, listening but neither acknowledging nor participating in my attempts at conversation. I could feel anxiety and sadness pouring out of her. â€Å"All right,† I told her when classes finally ended. We stood outside the school, and I was fully aware that in doing so, I was already breaking the terms of my agreement with Kirova. â€Å"We're not staying here,† I told her, looking around the campus uneasily. â€Å"I'm going to find a way to get us out.† â€Å"You think we could really do it a second time?† Lissa asked quietly. â€Å"Absolutely.† I spoke with certainty, again relieved she couldn't read my feelings. Escaping the first time had been tricky enough. Doing it again would be a real bitch, not that I couldn't still find a way. â€Å"You really would, wouldn't you?† She smiled, more to herself than to me, like she'd thought of something funny. â€Å"Of course you would. It's just, well? ­Ã¢â‚¬  She sighed. â€Å"I don't know if we should go. Maybe – maybe we should stay.† I blinked in astonishment. â€Å"What?† Not one of my more eloquent answers, but the best I could manage. I'd never expected this from her. â€Å"I saw you, Rose. I saw you talking to the other novices during class, talking about practice. You miss that.† â€Å"It's not worth it,† I argued. â€Å"Not if? ­not if you? ­Ã¢â‚¬  I couldn't finish, but she was right. She'd read me. I had missed the other novices. Even some of the Moroi. But there was more to it than just that. The weight of my inexperience, how much I'd fallen behind, had been growing all day. â€Å"It might be better,† she countered. â€Å"I haven't had as many? ­you know, things happening in a while. I haven't felt like anyone was following or watching us.† I didn't say anything to that. Before we'd left the Academy, she'd always felt like someone was following her, like she was being hunted. I'd never seen evidence to support that, but I had once heard one of our teachers go on and on about the same sort of thing. Ms. Karp. She'd been a pretty Moroi, with deep auburn air and high cheekbones. And I was pretty sure she'd been crazy. â€Å"You never know who's watching,† she used to say, walking briskly around the classroom as she shut all the blinds. â€Å"Or who's following you. Best to be safe. Best to always be safe.† We'd snickered amongst ourselves because that's what students do around eccentric and paranoid teachers. The thought of Lissa acting like her bothered me. â€Å"What's wrong?† Lissa asked, noticing that I was lost in thought. â€Å"Huh? Nothing. Just thinking.† I sighed, trying to balance my own wants with what was best for her. â€Å"Liss, we can stay, I guess? ­but there are a few conditions.† This made her laugh. â€Å"A Rose ultimatum, huh?† â€Å"I'm serious.† Words I didn't say very much. â€Å"I want you to stay away from the royals. Not like Natalie or anything but you know, the others. The power players. Camille. Carly. That group.† Her amusement turned to astonishment. â€Å"Are you serious?† â€Å"Sure. You never liked them anyway.† â€Å"You did.† â€Å"No. Not really. I liked what they could offer. All the parties and stuff.† â€Å"And you can go without that now?† She looked skeptical. â€Å"Sure. We did in Portland.† â€Å"Yeah, but that was different.† Her eyes stared off, not really focused on any one thing. â€Å"Here? ­here I've got to be a part of that. I can't avoid it.† â€Å"The hell you do. Natalie stays out of that stuff.† â€Å"Natalie isn't going to inherit her family's title,† she retorted. â€Å"I've already got it. I've got to be involved, start making connections. Andre – â€Å" â€Å"Liss,† I groaned. â€Å"You aren't Andre.† I couldn't believe she was still comparing herself to her brother. â€Å"He was always involved in all that stuff.† â€Å"Yeah, well,† I snapped back, â€Å"he's dead now.† Her face hardened. â€Å"You know, sometimes you aren't very nice.† â€Å"You don't keep me around to be nice. You want nice, there are a dozen sheep in there who would rip each other's throats to get in good with the Dragomir princess. You keep me around to tell you the truth, and here it is: Andre's dead. You're the heir now, and you're going to deal with it however you can. But for now, that means staying away from the other royals. We'll just lie low. Coast through the middle. Get involved in that stuff again, Liss, and you'll drive yourself? ­Ã¢â‚¬  â€Å"Crazy?† she supplied when I didn't finish. Now I looked away. â€Å"I didn't mean? ­Ã¢â‚¬  â€Å"It's okay.† she said, after a moment. She sighed and touched my arm. â€Å"Fine. We'll stay and we'll keep out of all that stuff. We'll ? ®coast through the middle' like you want. Hang out with Natalie, I guess.† To be perfectly honest, I didn't want any of that. I wanted to go to all the royal parties and wild drunken festivities like we'd done before. We'd kept out of that life for years until Lissa's parents and brother died. Andre should have been the one to inherit her family's title, and he'd certainly acted like it. Handsome and outgoing, he'd charmed everyone he knew and had been a leader in all the royal cliques and clubs that existed on campus. After his death, Lissa had felt it was her family duty to take his place. I'd gotten to join that world with her. It was easy for me, because I didn't really have to deal with the politics of it. I was a pretty dhampir, one who didn't mind getting into trouble and pulling crazy stunts. I became a novelty; they liked having me around for the fun of it. Lissa had to deal with other matters. The Dragomirs were one of the twelve ruling families. She'd have a very powerful place in Moroi society, and the other young royals wanted to get in good with her. Fake friends tried to schmooze her and get her to team up against other people. The royals could bribe and backstab in the same breath – and that was just with each other. To dhampirs and non-royals, they were completely unpredictable. That cruel culture had eventually taken its toll on Lissa. She had an open, kind nature, one that I loved, and I hated to see her upset and stressed by royal games. She'd grown fragile since the accident, and all the parties in the world weren't worth seeing her hurt. â€Å"All right then,† I said finally. â€Å"We'll see how this goes. If anything goes wrong – anything at all – we leave. No arguments.† She nodded. â€Å"Rose?† We both looked up at Dimitri's looming form. I hoped he hadn't heard the part about us leaving. â€Å"You're late for practice,† he said evenly. Seeing Lissa, he gave a polite nod. â€Å"Princess.† As he and I walked away, I worried about Lissa and wondered if staying here was the right thing to do. I felt nothing alarming through the bond, but her emotions spiked all over the place. Confusion. Nostalgia. Fear. Anticipation. Strong and powerful, they flooded into me. I felt the pull just before it happened. It was exactly like what had happened on the plane: her emotions grew so strong that they â€Å"sucked† me into her head before I could stop them. I could now see and feel what she did. She walked slowly around the commons, toward the small Russian Orthodox chapel that served most of the school's religious needs. Lissa had always attended mass regularly. Not me. I had a standing arrangement with God: I'd agree to believe in him – barely – so long as he let me sleep in on Sundays. But as she went inside, I could feel that she wasn't there to pray. She had another purpose, one I didn't know about. Glancing around, she verified that neither the priest nor any worshippers were close by. The place was empty. Slipping through a doorway in the back of the chapel, she climbed a narrow set of creaky stairs up into the attic. Here it was dark and dusty. The only light came through a large stained-glass window that fractured the faint glow of sunrise into tiny, multicolored gems across the floor. I hadn't known until that moment that this room was a regular retreat for Lissa. But now I could feel it, feel her memories of how she used to escape here to be alone and to think. The anxiety in her ebbed away ever so slightly as she took in the familiar surroundings. She climbed up into the window seat and leaned her head back against its side, momentarily entranced by the silence and the light. Moroi could stand some sunlight, unlike the Strigoi, but they had to limit their exposure. Sitting here, she could almost pretend she was in the sun, protected by the glass's dilution of the rays. Breathe, just breathe, she told herself. It'll be okay. Rose will take care of everything. She believed that passionately, like always, and relaxed further. Then a low voice spoke from the darkness. â€Å"You can have the Academy but not the window seat.† She sprang up, heart pounding. I shared her anxiety, and my own pulse quickened. â€Å"Who's there?† A moment later, a shape rose from behind a stack of crates, just outside her field of vision. The figure stepped forward, and in the poor lighting, familiar features materialized. Messy black hair. Pale blue eyes. A perpetually sardonic smirk. Christian Ozera. â€Å"Don't worry,† he said. â€Å"I won't bite. Well, at least not in the way you're afraid of.† He chuckled at his own joke. She didn't find it funny. She had completely forgotten about Christian. So had I. No matter what happened in our world, a few basic truths about vampires remained the same. Moroi were alive; Strigoi were undead. Moroi were mortal; Strigoi were immortal. Moroi were born; Strigoi were made. And there were two ways to make a Strigoi. Strigoi could forcibly turn humans, dhampirs, or Moroi with a single bite. Moroi tempted by the promise of immortality could become Strigoi by choice if they purposely killed another person while feeding. Doing that was considered dark and twisted, the greatest of all sins, both against the Moroi way of life and nature itself. Moroi who chose this dark path lost their ability to connect with elemental magic and other powers of the world. That was why they could no longer go into the sun. This is what had happened to Christian's parents. They were Strigoi.

New paradigms for health care delivery

Changes occurring in Health care delivery and Medicine are the result of social, economical, technological, scientific forces that have evolved in the 21st century. Among the most significant changes are shift in disease patterns, advanced technology, increased consumer expectations and high costs of health care. These factors have redefined medical practices to fit into the changing health delivery system. Many health care professionals have come to the conclusion and belief that they will be compelled to explore new paradigms for health care delivery in the future like electronic medical record keeping, telemedicine, computer-based diagnostics and health monitoring to keep pace with the changing scenario. This is due to the accountability of the medical profession today and changing disease patterns. Doctors are under increasing pressure to keep up to date and to base their decisions more firmly on evidences as opposed to anecdotal information of the past. Patients are much more informed than they were 10 years ago. No doctor can tell a patient what to do without being questioned today. Further, with the advent of concepts like informed consent and advance directives, such scientific changes gain relevance. ELEMENTS OF THE NEW PARADIGM The use of electronic documentation is becoming increasingly prevalent in terms of convenience. The National Academy of Sciences report states that the US health care industry spent between $10 and $15 billion on information technology in 1996. Much of this expenditure is attributed to creating electronic records systems and converting conventionally stored data to electronic formats.   There are many software programs specially developed for electronic record keeping. This includes ‘Doctors partner’, an advanced Electronic Medical Records (EMR) System with Integrated Appointment Scheduling Billing, Prescription Writer, Transcription Module, Document Management and Workflow Management built to meet HIPAA standards. ‘Practice Partner Patient Records’ is an award winning electronic medical records (EMR) system, allowing practices to store and retrieve patient charts electronically. There are innumerable such branded medical record softwares available today. The standards in practice for EMR include ASTM International Continuity of Care Record , ANSI X12 (EDI) CEN , EN13606, HISA, DICOM , HL7 ,ISO   and openEHR . (Ringold et.al.,2000). The American Medical Association and 13 other medical groups representing 500,000 physicians have signaled their intention to go electronic with the AMA formed   Physicians' â€Å"Electronic Health Record Coalition† to recommend affordable, standards-based technology to their constituents. President Bush has also promoted a nationwide computerized medical records system in a recent visit to a children's hospital at Vanderbilt University. Scientific innovations have found a niche in complicated medical procedures as well. A recent study successfully has evaluated a bar code patient identification system, which involves a hand-held computer for sample collection and for compatibility testing administration of blood. (Turner et.al, 2003). A recent research article (Sandler et.al, 2000) reports of a solid phase and micro titer plate hemagglutination method for pretransfusion compatibility tests. This I-TRAC is an automated process of blood matching with improved serological sensitivity and standardized compatibility testing supporting electronic record keeping and linking to a bar code identification system. San Raffale Hospital in Milan, Italy, has recently collaborated with Intel and CISCO systems to use wireless-enabled infrastructures and Radio frequency identification (RFID) technologies. The system uses RFID-radio frequency identification technology to address the sources of   human and systems error in blood transfusion supply chain. This pilot programme has been   implemented at the 1,100 bed San Raffale hospital where more than 15000 blood transfusions are done every year. The CAT (Computer Aided Tomography) is yet another revolution in medicine which combines the X-ray technology with computer signal processing to generate images of tissues of the body obscured by other organs. Magnetic Resonance Imaging (MRI) is a common technique used to scan pathological or physiological status of living tissues. Much is known about the computer aided continuous ECG monitoring with a play back facility for assessing the cardiac status of the patient. Today we are in a wonderful situation where we will be able to develop a drug based on computer analysis skipping a few phases of clinical testing. PERSPECTIVES ON THE PARADIGM SHIFT Thus, scientific innovations are part of the evolutionary process of the medical science. The basic instrument of a physician, the Stethoscope, the Sphygmomanometer used for monitoring the patient blood pressure, the Catheter, Radiotherapy, Chemotherapy, the EEG, ECG, EMG, Echocardiogram, Ultrasonic scan, to name a few were nothing but such scientific innovations integrated into the field of medicine in the nineteenth and twentieth century. Thus, Computer based telemedicine, medical record system, and diagnostic procedures are scientific innovations of the twenty-first century. Hence, it is nothing but a natural and moral obligation of the health care sector to integrate them into the field of medicine. Changes in financial incentives and health care delivery structures are producing new threats to health care quality (A.Brennan, 1991). The retributive measures are cumbersome and expensive. Hence, there is a need for more accountable health delivery system, which will enable application of modern scientific approaches to quality health care system. In this context, quality of the medical care depends on promotion of quality medical care by managed care organizations. REFERENCE Brennan, T, et.al, â€Å"Incidence of adverse events and negligence in hospitalized patients: the results of the Harvard Medical Practice Study†, New England Journal of Medicine 324: 370-76, 1991. Là ¦rum Hallvard, MD, Tom H. Karlsen, MD, and Arild Faxvaag, MD, PhD . â€Å"Effects of Scanning and Eliminating Paper-based Medical Records on Hospital Physicians' Clinical Work Practice†. Journal of the American Medical Informatics Association 10: 588-595.2003. Ringold DJ , JP Santell, and PJ Schneider , â€Å"ASHP national survey of pharmacy practice in acute care settings: dispensing and administration–1999†. American Journal of Health-System Pharmacy 57 (19): 1759-75. 2000. Sauer et.al, â€Å"Errors in transfusion medicine† Lab Med. 32(4): 205-207, 2001. Turner et.al, â€Å"Bar code technology: its role in increasing the safety of blood transfusion†, Transfusion, 43(9): 1200:2003.

Current Trend to Teaching Nutrition in Elementary School Essay

Elementary schools have interesting aspects of putting across nutrition information to students through various methods. For instance, game theory is used to substitute healthier food for unhealthy foods currently consumed in various places including public places. Game theory in nutrition involves changing ones brain which eventually affects the body. This system entails mastering the guidelines of competitive practices mostly in purchasing, preparing or consuming good foods for our bodies. Game theory is used to motivate groups of people on their approaches to eating habits. In this theory, food is used to enable learners make decisions. It also examines the learners’ trust with regard to the fact that the body is molded depending on what one was fed on during his/her childhood and that the body is designed to fight diseases in times of infection. When using game theory, the teacher gives learners different examples of commonly used foods like the use of extra virgin oil by an individual or chicken fat for baking. In this example, the teacher is able to identify the individual who is at risk of developing diabetes (Brenowitz & Tuttle, 2003). In elementary schools, teachers identify the most important nutrition topics and the materials required to teach nutrition. For instance, healthy food choices and food guide pyramid are important topics that ought to be taught in elementary schools. Teachers have got the ability to change dietary behaviors of students. Middle schools use the team nutrition curriculum â€Å"yourself† which has details on food groups, required servings, following USDA food guide pyramid and weight guidelines. It also has guidelines and activities that are employed while choosing snacks (Gutek & Gerald, 1986). Elementary school teachers reward their students for good and presentable behavior. The teachers use food method and non food method to reward them. With food method the teacher chooses the students with good eating habits while with non food method those students with good interactive behavior are rewarded. As a result, most students will try as much as they can, so that they can improve and learn good nutritional habits. References Brenowitz, N. , & Tuttle, C. R. (2003). Development and testing of a nutrition-teaching selfefficacy scale for elementary school teachers. Journal of Nutrition Education and Behavior, 35, 308-311. Gutek, B. & Gerald, L. (1986). Education in the United States: An Historical Perspective. New Jersey: Prentice-Hall.

Organic and Inorganic Food Essay

As we know, food is the most important thing in our lives. We can not live without food, it sounds redundant but that is the reality. Imagine if we do not eat any food in a day, we will get very not powere because we do not get the strength that is contained in food. We realized this important thing and now we have found that there are two types of food, organic and unorganic food. Many people still missunderstanding about the definition of organic and unorganic food. They tend to think that organic food is the healthiest food and unorganic food is a bad food. Actually, organic food is made in a way that complies with organic standards set by national governments and international organizations. Unorganic or non-organic food is which was produced without the use of hormones, antibiotics (for non-medicinal purposes), synthetic fertilizers or pesticides in accordance with the USDA National Organic Program (NOP). The use of the term is regulated by the NOP and only those products that meet the standards may use the term. Therefore all other products would be non-organic or unorganic. From the definition, we can see that organic and unorganic food are not the same. Organic food is healthier than unorganic food since it is pesticide-free, but it also has a worse appearance than organic food. First, organic food is healthier than unorganic food. Organic food is grown without toxic in soil that enriched by natural mineral fertilizers only. The farmer relies on the ‘friendly’ insects that eat harmful insects. The farmer does not use pesticide or other harmful chemicals at all. The effect is the food does not contain any dangerous chemicals that can harm our health. The unorganic food, on the other hand, contain many dangerous chemicals that can harm our health. The farmer use pesticide or other dangerous chemicals to make the food grow faster. The effects do not appear immediately, it appears when we eat too much unorganic food. It a sign that our body can not accept those dangerous chemicals anymore. It is a fact that organic food is healthier than unorganic food. Unorganic food has a better appearance than organic food. Unorganic food farmer uses chemicals to make the harmful insects get away from his plant. The farmer also uses chemicals to make his food shining, clean, and interesting so the consumers will prefer to buy his unorganic food than organic food. Organic food has a worse appearance than unorganic food, because the farmer do not use chemicals to make the food looks interesting at all. Although the organic food is less interesting than unorganic food, keep in your mind that bad appearance does not mean that the content also bad. Food is very important for our lives. We can not live without food. Now, we have found that there are two types of food, organic food and unorganic food. Organic food and unorganic food are not the same. Organic food is healthier than unorganic food. The farmer of organic food does not use dangerous chemical to take care of his food. He relies on the ‘friendly’ insects that eat the harmful insects. Unorganic food has a better appearance than organic food. The farmer uses chemicals to make the appearance of unorganic food more interesting, so that the consumers will prefer to buy unorganic food. Actually, it does not matter if we eat organic or unorganic food. The most important thing is we have to keep pay attention about the food nutrition from the food that we eat. Name: Amanda Restu A. Std. Number: 2009. 031. 004 OUTLINE Title: The Differences Between Organic and Unorganic Food. Thesis Statement: Organic food is healthier than unorganic food since it is pesticide-free, but it also has a worse appearance than organic food. I. Introduction. II. The Difference in Health side. III. The Difference in Appearance. IV. Conclusion : Actually, it does not matter if we eat organic or unorganic food. The most important thing is we have to keep pay attention about the food nutrition from the food that we eat.

How to Study Effectively Essay

lace where you can work regularly. This place should be dedicated to study, free of potential distractions from friends or family — yes folks, even your cat. Regular work in such an environment helps form good, effective study habits, and improves concentration and focus. Distractions waste precious time and cause tension. Get rid of clutter. Keep things simple — keep things tidy. Get a study timetable organized and prioritize. Prepare a list or timetable for tasks for that day, and for the week and number them according to which ones need to be done first. These get the priority and will not necessarily be the easiest. Mark and label all your work folders and content and place them in separate piles so that you can clearly see how much work you need to do and what has already been revised. Tick off the tasks as they are completed. Make sure that the area for your study is well lit and has an ambient temperature where you can focus. The quality of focus determines the quality of understanding. You cannot apply what you learn without understanding and exams test your ability to apply what you have learnt. The Motivation for Learning should be clear — top grades will mean higher earnings and a better quality life. Learn to work for them†¦ Food: What you eat affects your thinking. The Rule is Eat Little — but often. Eat healthy meals such as fish, fruits, and sandwiches that provide the vitamins and minerals that you need and do not make heavy demands on your digestive system. Know when You are ‘Switched On’. Try to be aware of your bio clock and what time of the day you work best. Optimise by revising when you work best but keep an eye on the exam date and time. You will need to get used to working at that hour. Do The Challenging Revision First — when you are fresh. Trying to focus on difficult problems when you are tired can be difficult. Look after your physical health. Take regular breaks, get plenty of fresh air and do some walking or stretching. Study in small chunks lasting 25 to 35 minutes. Your memory and concentration will work better if you study in short bursts but often†¦

Response to "Is the American Dream Over" Essay

Response to "Is the American Dream Over" - Essay Example The primary question is â€Å"is the American Dream Over?† Whereas this question has been asked over and over by different scholars, there seems to lack a definite answer to this question. This is because different authors and scholars seem to have a different definition of the topic â€Å"The American Dream.† However, Cal goes on to explain define what American Dream is. He argues that American Dream simply means fulfilling one’s life objectives. However, he goes on to claim that the institutional frameworks of the American government have been so corrupted that it is impossible for the common American person to achieve the American Dream. The question â€Å"Is American Dream Over† is arguably a debatable question at issue. This is because the question brings about the room for debate on both sides of the issue. For example, in his work Cal actually points to the possibility of old and new definitions of American dream and then takes on the modern definition. He however goes on to explain why he believes that the American dream died long time ago because of the challenges facing the modern American citizen. This opens up room for debate because, a significant number of Americans are actually living a life of their dreams. Indeed, it can be debated that American dream has been achieved to some extent. However, the question at issue also overlaps as a controversial issue because it opens wide the room for criticizing the government for the failure of Americans to achieve the American dream The issue of American dream is a question at issue because it provides a good and fair basis in which both proponents and opponents can exchange intellectual fists. Indeed, the question of whether American dream is alive or dead has received equal measure of debate from both sides. In his side, Cal gives reason such as lack of â€Å"employment, overspending, overtaxing, and overregulating government† as some of the reasons why American

Research methods Essay Example | Topics and Well Written Essays - 750 words - 1

Research methods - Essay Example Burnout at work can happen for different reasons and in different circumstances. It usually takes place when people are giving too much at their workplace and receiving very little in return. The little return could be the absence of appreciations, rewards, and social interactions (Schaufeli and Enzmann, 1998) Research suggest that negative appraisals at work usually lead to a stage where employees start feeling burnout and suffer from the thought that they can’t give anymore to their jobs. The negative appraisals could be from managers as well as colleagues. Employees feel left out from rest of the workplace colleagues after such appraisal and feel let down.(Kohan and Mazmanian, 2003) One of the researches in human service sector expanding 5 years and including 2,391 employees from all parts of the professions found out some interesting facts about work burn out. The research found that there can be three types of work burnout; they are related to work, customer, and personal life. Some professions had work burnout due to office related workload and stress, others profession in which interaction with customers was direct and daily basis had customer related burnout, last but not the least; personal burnout happens in all professions of human service sector. The study also found some penalties as a result of burnout which included poor physical condition, low job satisfaction and non-attendance at job. These consequences ranged from emotional to physical damage depending on the situation. (Borritz et al., 2006) It is notable that the problems at workplace are not only caused by extra workload but also by less appreciation and low sense of accomplishment. This usually leads to mental problems, in many cases people quit their jobs or take early retirement in order to get their life back. (Keel, 1993) It was made clear in a research the emotional exhaustion is one of the key reasons why people feel burnout at jobs. Organizations fail to realize that

Cultural anthropology and food Research Paper Example | Topics and Well Written Essays - 250 words

Cultural anthropology and food - Research Paper Example Food has become extremely instrumental in clearly defining the differences among the diversified cultural groupings. Like all the other known culturally defined symbols and materials, food has also served in both solidifying group membership and setting groups apart (John 2001, 161). It strengthens the cultural groupings or national identity. Food clearly distinguishes people from different cultural backgrounds. John (2001, 243) argues that the correlation of one’s consumption, belonging and identity of feeds gives one imaginations of the person he or she is. The food consumed has been used in the western and African countries to identifying the cultural backgrounds of an individual. Although in the past language has widely been perceived as a marker of culture, food has always endured where the language is lost, or its use is limited. According to the cultural anthropologists, food has been used in observing prestigious festivals and rites. According to John (2001, 128), Korean and Americans have varied preferred food. For instance, Koreans culture can easily be associated with the inclination for moon cakes. While that of people from America is associated with pizza and hamburger eating behaviors. Conclusively, observing the kinds of foods consumed by one, can easily tell their culture. Therefore, according to the anthropologists food and culture are

The Most Important Qualities of an Outstanding Educator Essay

The Most Important Qualities of an Outstanding Educator - Essay Example One of the core characteristics of an outstanding teacher is the ability to adapt to changing needs. A teacher must be able to accommodate students with the use of latest instructional technologies. Learning needs of the students change with time. A perfect teacher is one who is aware of the changing trends and has the ability to become accustomed to the social and technological changes that may affect students at some point in time.Motivation is also one of the basic qualities of an outstanding educator. A good teacher is always motivated towards bringing positive changes in the educational life of the students. Without motivation, no one can succeed in his/her professional life. Good teachers are very enthusiastic and passionate by nature and put every effort to bring success not only to their own lives but also to the educational life of the students.Commitment is also a quality of an outstanding teacher. A good teacher is committed towards his/her responsibilities and never compr omises on the standard of knowledge that he/she delivers to the students. Commitment is a key towards success for every person and for teachers, it is not an exception. A good teacher is always dedicated and committed to making the students learn everything efficiently. They take their responsibility seriously and take every step to fulfill the responsibility in an appropriate manner. Good teachers view teaching not only as a moral and professional obligation but also as a social responsibility to wards the students.

Essay questions Example | Topics and Well Written Essays - 750 words - 4

Questions - Essay Example As a matter of fact, it might give me an advantage as I begin my career since it certainly makes my skill set more attractive to employers and makes me more competent in performing my role. To underscore this, one could cite the standards set by governmental and regulatory agencies for health care providers in the focus to improve patients’ health status, access to health care and in eliminating disparities in care delivery (Hunter, 2008, p. 260). This is now what is recognized as cultural competency and health care practitioners are expected to imbibe this both as skill and part of professional values. For my part, an understanding of the patients’ cultures will make my job easier and more effective because of better interaction with patients who are ethnically diverse, particularly those belonging from non-Western groups. Hunter, W. (2008). Cultural Competency in Health Care Providers Ethical Decision-making and Moral Reasoning: Implications for Reducing Racial and Ethnic Health Disparities for Diverse Populations. Ann Arbor: ProQuest. Allopathic medicine is what we now know as regular or mainstream medicine. It treats a disease or illness by dealing with its symptoms, using medical or surgical methods in order to fix what is wrong. Other forms of healing are generally called as traditional medicine but this could further be classified into several categories. Two of these are traditional and alternative methods of treatment. The former methods are based on ethnic and historically rooted belief. For example, there is the case of herbal medicine or the Chinese acupuncture method. Alternative medicine, on the other hand, refers to the practices and treatments that are used as an alternative to allopathic care. Using herbs to treat cancer or following a specific diet instead of traditional medical substances are cases in point (Morrison-Valfre, 2013, p. 56). I would prefer allopathic

Liberty of Conscience and Individuality Essay Example | Topics and Well Written Essays - 1500 words

Liberty of Conscience and Individuality - Essay Example Individuality means one separate object or one only and it is a quality of state as being an individual. Besides, it also includes the status of independence. The main focus of this paper in presenting the concept will be Chapter 3 of On Liberty by John Stuart Mill. In this chapter, he describes about importance of individuality and freedom of action. Mill has composed this chapter by indicating the limitations of personal freedom. He points out his belief in self government excluding individuals who are interfering in others liberty. He also dwells on the significance of a person’s wishes and incitements such as incitement produces energy, which will be the fuel for change and actions, including both good and bad. Mill states that the religious and other forces stifle the individuality of persons and he does not believe in the restrictive view, which is injurious to the inner good of humans. He also emphasizes on the significance of original thought and naturalness. Mill beli eves that even if the people do not hold on freedom and naturalness, they will automatically mingle with that environment. It is because of the government, which become more effective only if there is a society, allows people to innovate and spread new ideas and to confront the majority’s opinion. ... It meant to be a society, who allows people to select their choice in life. The quote elaborates on different social activities of religious worship, family organisation of changing and testing all aspects in life which none can imagine. He actually means that every person should be allowed to live in his or her own way and it should be controlled only when they are interfering in other’s life. He also points out the reasons which support experiments of living. There is a bilateral meaning on the argument – the author tells that there do exist unsatisfactory factors in our society, and allow the growth of experiments of living taking place. Mill highlights other lifestyles. Mill illustrates that freedom within the society will lead to the formation of genius, and he believes that genius can live only in a free society. Besides, he thinks that religious freedom is one of the important aspects of liberty. Therefore, people who are taking offence against others are unaccep table and that some modifications should be made to the current understanding of liberty. Mill expresses his view that moral principles are important for a person’s freedom that he does not harm others. On the contrary, through the concept of making harm, Mill shows the rational point of view and the changes such action can bring about in the society. Individuality is one of the main topics of discussion in Mill’s On Liberty. It may differ from person to person. Mill, quoting the words of Wilhelm von Humboldt, who was a German thinker and a politician, argues that each person’s motive is the â€Å"highest and most harmonious development of his powers to a complete and consistent whole†

Critical Analysis for Surveyor Essay Example | Topics and Well Written Essays - 2500 words - 1

Critical Analysis for Surveyor - Essay Example Below is a small account of what nominated sub-contract is and why employers increasingly prefer domestic subcontract to nominated sub-contract. . Of late the preference to nominated sub-contractors has been on the decline because of the main contractor’s reduced liability. In JCT 98 form of contract, clause 25 provides for an extension of time owing to delay on the part of the sub-contractor. The architect is required to substitute the existing defaulting nominated sub-contractor by a new nominated sub-contractor. Main contractor is not liable for the failure of the design supplied by the nominated sub-contractor under clause 35. Delay is usually caused by the nominated sub-contractor’s late information. Generally, before appointment of the main contractor, nomination of sub-contractor is necessary to enable the architect to prepare full working drawings and other matters connected to building design. This facilitates cost savings at the tender stage since the specialist would prepare one tender on a standard set of conditions. JCT 80 introduced main documentation for nomination of the subcontractor. NSC/1: JCT Standard Form of Nominated Sub-Contract Tender and Agreement is used to call for tenders from potential nominated sub-contractors. This form actually gives sub-contractor specifications and terms and condition to facilitate submission of his tender and later agree with main contractor as regards programme and attendance details. NSC/2: This form called JCT Standard Form of Employer/Nominated Sub-contractor Agreement detailing the obligations of the Sub-Contractor so as to bind him to work with skill and care while under contract with the main contractor. However, the main contractor and the architect are not parties to this contract used as a warranty to protect client’s interests. On the other hand, the client is

Free Will Essay Example | Topics and Well Written Essays - 1250 words

Free Will - Essay Example This leads to the realization that in deed power inflicts corruption of the mind and absolute power corrupts the mind completely (Blaug 67). The statement that power has the ability to corrupt the mind has been vividly observed in almost every part of the world. Individuals in the opposition have proven to be some of the best leaders before assuming the throne. They articulate people’s grievances and would convince that they are the best to be mandated to lead the people, ironically, when they are eventually elected to power they change to be the known despots of the world (Curra 97). In support of these, the history of Adolf Hitler can serve as an example. Hitler was German who was incarcerated for many years allegedly for castigating the regime that was in power then, after serving his sentence, Hitler was unanimously endorsed to be the Germans king on premise that he had vehemently articulated people’s voices and out rightly was the best bet then (Lewis 56). Upon ass uming the office, Hitler turn to be driven by the ever-growing need to conquer the world by claiming every part of it to be German’s territory. ... This is a clear illustration that power can corrupt the mind to an extent that it insulates critical analysis of one’s actions and impact negatively to the society or a nation at large. With reference to power as a way of corrupting the mind Hitler is not the only culprit, there are other world’s leaders who have acquired the title ‘despots’ by the way they managed power, the long list includes people like Pol Pot (Cambodian dictator) and Slobodan Milosevic of Yugoslavia (Lewis 204). At the helm of power, all these leaders demonstrated radical change in perception thus enabling us to construe that they were corrupted by power The notion that power corrupts the mind is a blanket accusation that cannot be used to include every leader who has been at the helm of power. We have very many leaders starting from grassroots level to the national level who have served in their capacities diligently with honesty and the rule of the law negating the fact that with the onset of power what follows is the corruption of the mind (Lewis 215). Again, when enumerating leaders who have shown deviance while in power, the proportion of the leaders who perfect this is negligible compared to the entire population. It is becoming necessary that we critically understand the relation between power and individuality, power itself cannot corrupt the mind, but the mind can corrupt power (Curra 198). It should then be construed the other way round. Before we relate power to the corruption of the mind, we should first have all the fundamentals of power that directly influences leader in power to depict contrary behaviors and without these, it will be elusive to admit that power affects leaders negatively. The other

Business Simulation in Motor Industry Research Paper

Business Simulation in Motor Industry - Research Paper Example The first model caters to the market segment - City Size and Under 25 age group. The car is 3/5 Door Hatch Type with a 4 Cylinder Engine. It has an option of Superior Sound System/iPod. Buyers under 25 yrs of age are mostly single individuals with low to average income. They normally use the car as basic transportation for everyday activities. The second model caters to the market segment - Medium Size and 25 to 40 age group. The car is a 2/4 Door Saloon/Estate Type with a Large 6-8 Cylinder Engine. It has several options such as Multi Location Airbags, Dual Fuel Operation, 6-Speed Gearbox, Speed Limiter, Electronic Stability Control, and Safety Package. Buyers in this age group are mostly average income individuals who have high preference in comfort, speed, style and safety. As a new entrant to the motor industry, the corporate strategy of the company is cost leadership. The car models will be positioned in the market as low priced in order to effectively penetrate the customer base. The goal of the pricing strategy is to create a company's share in the total market. The first model will be priced at 11,007.08 while the second model will be priced at 18,216.85. However, even at a low price, the company forecasts an 18% gross profit margin. At the first year of production, the company will be manufacturing in one factory. It will be producing 50,000 units of each model. The factory will be employing at full capacity of 4,000 workers. The average wage offered to each employee would be 400, which is higher than the minimum wage per week in the industry. In order to increase productivity, the company will initially invest in 20 units of automation. Forecast Production and Sales Model 1 Model 2 Total Model cost per car [Mm] 7,200.00 9,385.00 Design cost per car [Md] 888.00 1,553.50 Options cost per car(1) [Mo] 450.00 3,486.50 Material cost per car [M=Mm+Md+Mo] 8,538.00 14,425.00 Productivity (cars/worker/year) [Pr] 41 39 Workers per car [Wk = 1 / Pr] 0.024 0,026 Weekly wage [W] 400.00 400.00 Labour cost per car [L = Wk*W*50] 487.80 512.82 Total cost per car [C = L + M] 9,025.80 14,937.80 Selling price [P] 11,007.08 18.216.85 Gross Margin % [= 100*(P - C)/P] 18% 18% Forecast Sales (units) [S] 50,000 50,000 100,000 Total Sales Income m [= S*P] 550.35 910.84 1,461.19 Forecast production (units) [N] 50,000 50,000 100,000 Total Material Cost m [= M*N] 426.90 721.25 1,148.15 Total Labour Cost m [= L*N] 24.39 25.64 50.03 Profit Forecast ( million) Income Costs Total Sales Income 1,461.19 Total Material Cost 1,148.15 Total Labour Cost 50.03 Gross Profit 263.01 Fixed Overhead(2) 124.11 Promotion 40.00 Depreciation(2) 66.00 Operating Profit 32.90 Net Interest Payment 14.00 Pre-tax profit 18.90 Tax (30%) 5.67 Post-tax profit 13.23 Cash Flow Forecast ( million) Cash In Cash Out Opening Bank Balance 500.00 Total Sales Income 1,461.19 Total Material Cost 1,148.15 Total Labour Cost 50.03 Fixed Overhead(2) 124.11 Promotion Cost 40.00 Factory Cost 650.00 Automation Expenditure 10.00 Tax Payment 5.67 Balance before Loan (66.77) New Loan 200.00 Closing Bank Balance 133.23 NX0441 Business Game Decision Form Semester 1 2009/10 Seminar Group . Team Number .

Purple hibiscus Term Paper Example | Topics and Well Written Essays - 250 words

Purple hibiscus - Term Paper Example Life at Aunty Ifeoma’s house in Nsukka was relatively peaceful for Kambili and Jaja when compared to the experience they had with their father, Eugene in Enugu. This is due to the fact that their father was a violent figure that was treating them harshly and beating them at any slight provocation. Aunty Ifeoma on the other hand, was a peaceful woman that was more accommodating than their father and so she treated the children very well during their stay with her in Nsukka. In Nsukka, Kambili and Jaja did not have to worry themselves over scenarios that had a violent husband striking his wife over trivial matters. While staying with their father in Enugu, Kambili and Jaja had to cope with the matrimonial quarrel that took place between their father and their mother as their father always beat their mother, Beatrice and treats her cruelly. While at Nsukka with Aunty Ifeoma, Kambili and Jaja were free to speak their minds as this privilege was not given to them during their daily life in Enugu with their father. They were far happier in Nsukka than they were in Enugu and were more open to air their views. It could then be argued that Kambili and Jaja lived in bondage during their daily life with their father in Enugu, while they lived like people just freed from the shackles of their bondage during their stay with Aunty Ifeoma in

Education and Testing Standards - Wisconsin Essay

Education and Testing Standards - Wisconsin - Essay Example The document provides objectives that teachers are expected to achieve and measured via the scores of their students. However, it does not dictate how these are to be taught. The strategy is left to the teacher to determine and implement. You will find, however, that there are three main points common in all grade levels: training students towards critical thinking, use of technology as aid to learning, and giving the students the confidence to learn, impart what they know, and ask questions and explore to know more. The measure of these standards is where each grade level differs. Reading and Writing for the early years of K-5 put emphasis on understanding the details of the text while later years concentrate on understanding the subtext, understanding the context, and analysing characters via their personal experience. Interstate School Leaders Licensure Consortium (ISLLC) Administrator Standards The CCS is a 13-page administrator standard that clearly defines the responsibilities of administrative officials involved in the education of children. Like CCS, it defines the expectations but does not provide for how these expectations are to be met. The document is pretty straight forward but very helpful for teachers in order to understand the point of view of administrators when they make decision and set direction of a school. There are always some differences between how teachers see things and how administrators will do things because of the very nature of their obligations. In summary, they have seven major concerns: (1) know the teachers’ objectives, how they can develop in their profession, teaching style, and how students see the student, (2) know the students in terms of knowledge, disposition, and performance, (3) nurture a school conducive for learning, (4) nurture a system that will help push the students forward, (5) establish relationship between the families and communities of students, (6) work with integrity, ethics and fairness, and (7) learn and work with a larger political, social, legal, and cultural perspective. Interstate New Teachers Assessment and Support Consortium (INTASC) Teachers Standards The INTASC is a 10-page teachers standard. It sets the minimum requirements of a teacher in terms of knowledge, character, and teaching skill. It does not set objectives on what a teacher must achieve at the end of a school year. It is a requirement on what a teacher should be to be able to effectively teach their courses to students and use the strategies set forth by the CCS. Of the 10 points, four are most likely the hardest to measure or determine: a teacher’s ability to set a collaborative learning environment, the use of both formal and informal assessment strategies, understand how students are different and still be able to come up with a strategy that would nurture all students, and understand how to be of help to the students on an intellectual, social and personal level without invading privacy. How t he Documents Are Similar Never the Details. These documents set the objectives that teachers and administrative personnel must achieve for students to learn what they are expected to possess for college and, eventually, the professional world. To a certain extent, it also provides the strategies that teachers can utilize to achieve the objectives but none of these documents provide specific steps on how to get to the

The Influence of Team work on Motivation and Organisation Performance Research Proposal

The Influence of Team work on Motivation and Organisation Performance - Research Proposal Example People may be motivated to fail an establishment etc. Motivation, positive motivation, more often brings forth positive results. This explains why most organizations are bent to ensure that they motivate their workers so that they can have the positive energy required to positively realize the company’s vision. How does motivation influence organizational Performance? The influence is obvious. A highly motivated workforce will certainly produce more than the contrary will. Take for instance of external auditors who constantly work as a group. When they visit their client for analysis of books, their teamwork will not only motivate them but assist them have results and deliverables within a very short time. Most of the organizations that are highly productive, most of the times have highly motivated human resource and more often than not embrace teamwork. Therefore, teamwork is also a very important ingredient in organizational performance but it affects both motivation and per formance. In other words, teamwork enhances motivation which in turn influences organizational performance. Teamwork can as well directly influence organizational performance. This paper will seek to propose how a research into the influence of teamwork on motivation and organizational performance can be conducted. As mentioned in the foregoing section, the proposed research will focus on finding out how teamwork influences both motivation and organizational performance. The research question to be answered at the end of the research is: How does teamwork influence motivation and organizational performance? This question is answered through two main ways in which we shall see how teamwork in auditors enhances both the motivational and performance of the auditors as well as how teamwork is seen in the organization the auditors visit and how this organizational teamwork enhances motivation and hence organizational performance. First the research will show how

Managing Financial Risks Within Event Industry Essay

Managing Financial Risks Within Event Industry - Essay Example The methodology revolved around a survey of past and recent literature on financial risk management in the event industry. The study found out that cost-cutting measures and strategic investment are key strategies that feature in many of the risk management methods in literature. Introduction The element of risk in the event industry is one of the factors that continue to attract the concern of managers, financial analysts, and financial managers. The industry is one of the most challenging in the sense that it concerns itself with fluid and flexible systems that are dependent on uncertain realities in the field of investment (Robinson, Wale, & Dickson, 2010). As such, the event industry has a higher element of risk when compared to the other industries. Many companies have suffered significant losses, drops in financial positions, and even permanent closures due to the unpredictable and risky aspects of the industry (Raj, & Musgrave, 2009). The element of risk arises due to multiple factors including hostile operating environments, rising costs of logistics, changing preferences of the clients, and adverse regulatory practices (Pelham, 2011). In order to shield themselves against the adverse effects of the global markets, many players in the industry have devised various financial management strategies that range from cost-cutting measures to enhancement of the efficiency of processes within the industry. Some of the financial management strategies have proved highly effective while others fail to produce significant results in terms of reducing the element of risk (O'Toole, 2002). However, the dominant methods of risk management are related to the need to develop both long term and short term strategies that can help revamp the state of the economy in ways that are both effective and strategic (Robinson, Wale, & Dickson, 2010). The methods employed by the different companies often serve as the competitive advantage as they enable the companies to operate at h igher levels of profitability in ways that safeguard against negative effects on the business environment (Anderson, 2010). As such it becomes necessary to regard the operations of these companies within the manner in which they enable the determination of value and other systems of performance. Renowned companies in the event industry such as 3D Exhibits, Aspen, BroadStreet, Event Marketing Strategies, and EWI World Wide have managed to survive adverse market conditions through a range of strategies that enhance and strengthen their internal systems. In order to survive inflationary pressures and the effects of competition, some companies have changed their ways of operation by diversifying into various fields. Companies have added the range of services as a way of increasing the flow of revenues while reducing the overheads incurred in the running of the business processes (Robinson, Wale, & Dickson, 2010). As such, it becomes important to consider the fact that most of the strate gies connected with the objective of lessening the element of risk are determined in accordance with the type of the event company. Other determinants are the level of competition, the nature of the market, and other external and internal factors that relate to the determination of performance within the industry (Robinson, Wale,

Visual Argument Research Paper Example | Topics and Well Written Essays - 500 words

Visual Argument - Research Paper Example Judging from the first instance of seeing this visual argument, the researcher of this paper thinks that Nike is supposedly advocating freedom to do what you want, breaking barriers and conquering limits (especially when buying Nike products), which is in this case invoked by the freedom of the boy peeing on a wall. This argument would be analyzed further in the next part of the paper. In order to evaluate carefully the visual argument of Nike’s ad, the researcher would try to use the three rhetorical appeals: ethos (credibility), logos (logical reasoning and evidence), and as well as pathos (emotional appeal). In this case, the visual argument would be evaluated according to ethos logos and pathos, in that order, through using the text, the design, and as well as the image of this particular visual argument. In addition to this, the researcher would also cite the opinion of a colleague on Nike’s visual argument, wherein the researcher would react from his opinion. Usin g the first rhetorical appeal of ethos, the researcher thinks that Nike’s visual argument actually compromises the credibility of the rhetoric that Nike is trying to point out.

Online Education Theory Essay Example | Topics and Well Written Essays - 750 words

Online Education Theory - Essay Example Bullen and Janes (2007) reckon that institutions of higher education around the world are now appreciating the importance of e-learning as a strategy of managing the ever-growing and ever-changing student populations. Life-long learning has become a necessity, while at the same time time-constraints and job commitments and the sheer numbers of students pursuing education make it more sensible to pursue other forms of delivering education besides the traditional institution-based form. As a result, distance learning was born and developed and now online education is developing at ever increasing rates. Beard et al. (2007) however argues that there is a risk of e-learning focusing on the technological aspect rather than the educational aspect; that is, more emphasis on the â€Å"e† than on the â€Å"learning†. A deep theoretical foundation is thus required to sustain e-learning. From the learning theories developed for traditional face-to-face education, theories for onli ne teaching and learning can be extrapolated and studied. This paper addresses a theoretical framework for online education based on existing ones, based on the statement that a constructivist-minimalist theory is the most effective in guiding online teaching and learning. This theory is developed from my own experience as an online learning student and hence I will focus on how the theory guides my approach to e-learning and how it affects my learning practices. The Constructivism-Minimalism Theory I developed this theory from two existing theories; the constructivism and the minimalism theories. To begin with, the constructivism theory is one in which cognition is focused upon. The learner undertakes an active learning process in which new ideas are constructed from their knowledge (Kearsely, 1994). It is meant to influence the student to explore beyond the information given to them by the instructor through cognitive structures which provide meaning and organization. Bruner (1966 ) states that the instructor should aim to influence the students to construct their own hypotheses, and make decisions and discover principles on their own. A spiral model is utilized to make students build knowledge upon existing knowledge in them. The instructor designs the most effective sequence for presentation of material and structures it to facilitate the learners’ comprehension. A consequence of the constructivism theory is that it enables me to associate it with another theory so as to come up with my own perspective. Carroll’s Minimalist theory is specifically designed for computer users and hence quite applicable to online education. In a close relation to Bruner’s constructivism theory, the minimalist theory also focuses on exploiting the learner’s previous knowledge and experience besides advocating for an active learning process. The backbone to the minimalist theory is the idea that instructors should minimize the obstruction of learning resulting from instructional materials and instead focus efforts on activities that are learner-directed. Passive forms of learning are minimized, with the learners being prompted to fill in the gaps, besides error recognition and recovery activities (Carroll, 1998; Kearsely, 1994; Patsula, 1999). The Constructivist-minimalist theory that I have developed