Whatever They Told You About Extended Essay Samples Biology Is Dead Wrong...And Heres Why

Whatever They Told You About Extended Essay Samples Biology Is Dead Wrong...And Here's Why You won't be able to crank out a 4,000-word essay in a week and receive an A. How to compose a biology essay is supported by a huge knowledge network the way to to compose a biology extended essay. You have to record your research in a manner that produces essay writing simpler for you. Your research needs to be organised so the transition from doing your research to writing your essay is straightforward. Your extended essay introduction needs to be catchy. Choice of topic is the initial step towards writing the IB essay. An elongated essay is a particular sort of essay. By now your Extended Essay comprises the best sources that you might get your hands on. Extended Essay Samples Biology Can Be Fun for Everyone An elongated essay in company and management provides students with a chance to perform in-depth research in a place of private interest For example. It's important to start planning early! Make certain you ask your IB coordinator if there's any essential paperwork. Creating an extensive college preparation program. Together with the UK Essay Help undergraduates can't be concerned about the time but delight in a complete life. Students lead busy lives and frequently forget about a coming deadline. Additionally, they must already be thinking in terms of the following questions. In an Applied Chemistry essay, they can use any previous data as a primary source but, it should be analysed personally and should be evaluated. You may also get a variety of discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. If you're not certain of who you want to be your advisor, I would start by making a list of your top few choices. There are numerous website providing unauthentic info on some topics, for this reason, it is critical that you first confirm that the whole information or material you're getting is well worth using in the extended essays. You can also locate affordable essay service options by searching for inexpensive essay h elp online. The Hidden Treasure of Extended Essay Samples Biology If you would like to boost your paper and ensure you get a high score, here's what you want to understand. A protracted essay on applied chemistry rides on the chemical content. The idea forming of the EE procedure is possibly the toughest bit as you don't even understand what you're doing yet but you have to write 4000 words. Also, the sort of research you carry out can significantly influence your responsibilities since a few of them require a great deal of movement. Extended Essay Samples Biology - Overview The matter of the truth is there isn't any typical length for IB extended essay but the perfect length is regarded as around four thousand. Or maybe you can locate a point somewhere between both. Make sure you have specific topic in your thoughts because general subject area is not going to help you. You don't have to remember whatever you have written, all of the important material is written down. When you're tasked to compose a lengthy essay about biology, it will help to write something which you're interested in and something you enjoy since you will be spending a great deal of time working on it. As an author, you need to always play to your best strengths while working to boost your weaknesses. Select a teacher who will choose the opportunity to read several drafts and provide you extensive notes. Some teachers might just take on students since they have to and might not be passionate about reading drafts and might not provide you a good deal of feedback. The Extended Essay Samples Biology Chronicles The conclusion is the overview of your complete research. Be certain that your essay has a great introduction, research questions, focus and other critical information. A world studies extended essay must concentrate on a subject of international significance. Do a little research and develop an acceptable research question. A biology teacher wouldn't be perfect for your History EE. As the method is interdisciplinary explaining the topic through the lens of over 1 discipline, students should develop a very clear rationale for taking an interdisciplinary strategy, picking out the IB disciplines through which they intend to learn more about the topic. When it has to do with writing a great term paper topic, among the areas a student can delve into should have a strong bearing with what's interesting and what isn't. In a prolonged essay on Applied Chemistry students are needed to present their understanding.

Obsessive Compulsive Disorder ( Ocd ) - 2398 Words

Obsessive-Compulsive Disorder: Cognitive Behavioral Therapy and Exposure and Response Prevention According to Pozza, Anderson, and Dà ¨ttore (2015), obsessive compulsive disorder(OCD) is a psychological condition representing repetitive behaviors, compulsions, and impulses which can lead to a lower quality of life. Obsessive-compulsive disorder is a disorder that often goes undiagnosed and untreated because of its ranges of severity and lack of awareness on the end of the individual. Some of the symptoms can be written off as a normal habit, or a superstitious practice. Many people do not ever seek out psychological help for this disorder, even though it could significantly increase their quality of life. Another commonly overlooked symptom†¦show more content†¦225). Exposure and response prevention, (ERP) is the process of causing someone to face the stimulant causing their obsessive compulsive disorder, in hopes that prolonged exposure without allowing a response will lessen the effects of the stimulus. Though ERP is widely thought to be highly effective, it does com e with a 25% refusal rate, which Pozza et al. attributes to the stressful nature of the treatment (2015). This refusal rate could be brought down with an appropriate trust bond made between the patient and the therapist conducting the ERP therapy. Though Pozza et al.’s article does state that (G)CBT and ERP are both the most effective treatments for OCD, it also makes it known that there is no conclusive evidence done thus far that shows this to be a fact (Pozza et al. 2012). Although there is yet to be conclusive evidence, Pozza et al. states that there is a positive correlation for patients in CBT and the improvement of their OCD (2015). They also go on to state that GCBT seems to be a cost saving channel of treatment, as costs are high for individual psychotherapy sessions (Pozza et al. 2015). Pozza et al. endorses the use of CBT, GCBT, and exposure and response prevention therapy (2015). Similarly, McKay et al.’s article gives credit to the efficacy of cognitive-behavioral therapy, and exposure and response prevention therapy (2015). The article goes on to state that ERP and CBT are the most efficient sources of treatment for OCD (McKay et

Business Law Commercial Tenants

Question: Discuss about the Business Law for Commercial Tenants. Answer: There are laws that govern the relationship between a tenant and a landlord. Basically each country has its own laws concerning commercial tenants and the rights that they enjoy. A contract between a landlord and a tenant whether reached verbally or under a written lease is among the most important deals in many states (Emerson, 2009).In any lease contract, the rights of a tenant are set out in state specific legislations. For example Retail Leases Act 1994 states clearly the rights of a tenant .This is among other legislations that are enacted to ensure that the rights of tenants are not violated as it would be the case in the absence of such legislations. Under this legislation, a couple of tenants rights are provided .Among them is the right not to pay undisclosed amounts of money to their landlords. In Australia, provided under tenants rights is rent control regulation which regulates the amount of rent that a landlord may charge tenants. It also prohibits them from evicting their tenants (Latimer, 2011). A lease denotes a contract between a Landlord and a tenant which contains their terms and conditions of rental .A lease can only be changed in the event that both parties arrive at a consensus on the change .The change can then be termed as valid .However in the event that one of the parties does not agree to the changes, it can be deemed as invalid (Jones, 2013). For rent changes, either an increase or a reduction, there has to be a mutual agreement by both parties. There are also guidelines on the termination of a contract between the land lord and a tenant. Basically if any of the parties wishes to terminate their contract with the other, the law requires them to give at least a one month notice to the other party. They do not need to give the reason for the termination of the contract but only a 30 days notice. We can therefore say that Lisa was not contractually obliged to pay rental arrears for the last two months and half for a number of reasons .First a stated above there needs to be consent for any changes on rent to be arrived at. After a period of poor business performance , Lisa requested a reduction of rent from the initial $850 to $550 on which the landlord agreed .This was therefore mutually arrived at and it was not justifiable for the land lord to demand arrears accumulated for the last two and half years yet there was an initial agreement on rent reduction. The demands by the landlord were based on the wrong reasons because he decided to raise the issue after learning of the tenants desire to move to a new residence. Additionally there is no regulation that prohibits a tenant from relocating to a new residence of their choice provided they give notice to their landlords. The law also states that tenants will be allowed to pay disclosed amounts as rent for the leased premises .Had the landlord disclosed that Lisa would be required to pay forgone amounts of rent as accumulated debt at a later date and Lisa had agreed to it then she would be having an obligation to pay. For any contract to be termed as biding to both parties there are supposed to be initial agreements by both parties on features of the contract. Unless these are met the contract can be said to have been violated (Gulshan, 2009). The case between Allen Family Homes Pvt Ltd and Lisa is a case of unmet expectations. This means that the contract or agreement between her and the company was violated .With this as the case ,it is clear that Had a Valid contractual claim against Allen Family Homes Pvt Ltd. Lisa on her visit the companys premises was shown an artists impression of a house which she desired because of its vast features .Actually what prompts her to pay some deposit for her anticipated new home are the features contained in the artistic impression of the house that she intends to be built for her .These features include a garden Landscape, bathroom fixtures and kitchen appliances. This means that she was not only interested in a residential house but a house that suited her e xpectations. The fact that the contractor consented to proceeding with the contract means that he or she had agreed to meet the expectations of the client. The law prohibits provision of any deceitful information about products to consumers. The fact that the artist impression contained features that were left out in the actual home after construction meant that deceitful information was provided. This was also the case with the train station which she discovered much later that it was going to be implemented in 2030. In a contract, one party agrees to do something for the other at an agreed price .Such an agreement can either be oral or written .Incase one of the parties fail to perform in accordance with the terms of the contract, this is referred to as a breach of contract. A party can be sued for a breach of contract (Rush Ottley, 2006). In such transactions it can also be argued that there was some form of fraud. In contracts fraud can be established in incidences such as where there is an intentional misrepresentation about a given product or service .The features in the artistic impression of the house was a misrepresentation of the actual features that were contained in the constructed house. It can also be trough suppression of truth about a particular product or something that touches on it. As in this case, the builder concealed important information about the train station which was not in line with the expectations of Lisa. Fraud can also be in form of false promises, this is where someone promises to do something for another but fails to honor the promise. By signing a contract with Lisa, the contractor agreed to offer what Lisa desired .However by building a different house from the one contained in the drawing presented to Lisa during her visit to the Companys premises, the builder can be said to have dec eived Lisa .The above exposition is a clear indication that Lisa has a Contractual claim against Allen Homes Pvt Ltd Any Contract of employment is also guided by certain regulations .The rights and obligations of both the employer and the employee are clearly specified. An employer can choose to restrict their employees from working for their competitors by including restrictions within the employment contact (Dransfield, 2003). This meant to prevent an employee from leaking out important information and knowledge about their employer to the competitors which would be disadvantageous to their former employer .Based on this we can say that Lisa has a Contractual Right to stop Ashley from working for a Competing Coffee shop in the same shopping complex. This is what is commonly referred to as restrictive covenants .Such are enforceable where the interest that the employer desires to protect is legitimate and where the employer can prove that the restriction is necessary in order to protect that interest . Restraint of Trade Act 1976 which allows enforcement of reasonable restraint Working for a competitor in the same locality will mean that Ashley will transfer the skills and experience gained from Lisas coffee business to a competitor .It also means that Ashley might also move with some clients from Lisas business to the competitor thus reducing Lisas customer base as well as sales profits and hence leading to the overall deterioration of Lisas coffee business .basically there are a number of recognized restrictive covenants .Non solicitation restrictive covenant is one that prevents an employee from pursuing former employers clients and suppliers with whom they had established contacts during his or her employment. Non-compete covenants prohibits employees from establishing their own businesses similar to those of the employer, also prevents them from working for competitors and approaching clients (Twomey Jennings, 2010). Since Ashley had an agreement with Lisa that prevented her from working for other competitors, we can say that she had entered into a non-compete covenant by which she was required to abide. For such an agreement to be termed as effective however, it has to be in exchange for something .It should not also be limiting the possibility of an employee to earn a living. It also has to be supported by consideration at the time when it was signed and should be reasonable .In this regard it we can assume that what was offered in exchange of the agreement was the promise to move with Ashley to the new Location when it was necessary. This was a promise of continuation of employment contract regardless of the shift in geographical location. It also did not limit Ashleys rights to earn a living. Had she been fired and told not to work for a competitor, we would say that the agreement was limiting her right to earn a living. Based on the above explanations it can be concluded that Lisa had a contractual right to stop Ashley from working for a competitor in the same shopping Complex because this was a violation of the initial agreement. References: Emerson, R. W. (2009). Business law. Hauppauge, N.Y., Barron's Educational Series Gillies, P. (2004). Business law. Sydney, Federation Press Rush, J., Ottley, M. (2006). Business law. London, Thomson. Dransfield, R. (2003). Business law made easy. Cheltenham, UK, Nelson Thornes. Jones, L. (2013). Introduction to business law. Abbott, K., PEndlebury, N., Wardman, K. (2007). Business law. London, Thomson. Marsh, S. B., Soulsby, J. (2002). Business law. Cheltenham, Nelson Thornes. LAtimer, P. S. (2011). Australian business law 2012. North Ryde, N.S.W., CCH Australia. Gulshan, S. S. (2009). Business law. New Delhi, Excel Books. Twomey, D. P., Jennings, M. (2010). Business law: principles for today's commercial environment. Mason, OH, South-Western Cengage Learning. Bagley, C. E., Dauchy, C. E. (2012). The entrepreneur's guide to business law. Mason, Ohio, South-Western. Cross, F. B., Miller, R. L., Cross, F. B. (2009). The legal environment of business: text and cases : ethical, regulatory, global, and e-commerce issues. Mason, OH, South-Western Cengage Learning.

Parris fears Essay Example

Parris fears Paper Fear plays a big part in The Crucible. The character of Reverend Parris fears being driven from his position in the church; There is a faction that is sworn to drive from my pulpit (page 8). In the stage directions it says Reverend Parris is praying now, and, although we cannot hear his words, a sense of confusion hangs about him. This shows that he is in a state when he speaks those words and is struck with fear. Reverend Parris is not liked by his congregation because they believe he is more interested in material possessions than the words of god so he fears that his position could be lost. This was not the norm for Reverends then as religion was the most important thing to everyone at this point in time and obviously as reverend should he should be more interested in god than other material possessions. Parris shows fear again for the second time in the play when he is afraid of the consequence of dabbering with the dead. Goody Ann, it is a formidable sin to conjure up the dead! (Page 12). Parris is refusing to accept that Salem has a problem with witchcraft. Mary Warren is another character that shows fear in The Crucible. She fears hanging for not telling the truth about what happened in the woods that night. Abby, weve got to tell. Witcherys a hangin error, a hangin like they done in Boston two year ago! We must tell the truth, Abby! Youll only be whipped for dancin, and the other things! (Page 14) She really thinks she should tell the truth and is struggling to convince Abigail to do this. Here shes really panicking and fear stricken and Arthur miller portrays this well because he uses lots of exclamation marks to show her alarm and distress at what is going on and you can see how much she knows what is happening is not right. We will write a custom essay sample on Parris fears specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Parris fears specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Parris fears specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Later in the play Mary Warren shows fear again, not by what she says but how she says it. When she is questioned about the poppet she made in court, the stage directions show the reader how she fears for herself. Frightened for herself, her voice very small (Page 61) As it shows in these stage directions, she is worried she has done something wrong and the audience can see this because it says of how her voice becomes very small. In these circumstances with all the hysteria in Salem she is more worried about what she has been asked than what she normally would be and Arthur Miller shows this well in the stage directions. At the time when the play was written many people living in America felt threatened by communism and a government committee was put together to identify all communists. Arthur Miller was called to the court and was placed in nearly exactly the position John Proctor was put in during the play. Because he was in such a similar position to John Proctor, this would have helped him when writing the play because he would know exactly how to write John Proctors parts and create his character to stand for the truth, rather than forfeit others; both John and Miller remain silent. As a result of the McCarthy trials against communism in America taking place during his lifetime, Arthur Miller experienced the raw emotions firsthand. The trials were practically identical to the Salem witch trials and as Arthur Miller was experiencing them first hand this would have made writing this play a much more emotional experience. He could see how people were reacting so he could transfer these emotions into his play which made his work much more realistic. For example, good innocent people were made to become paranoid and then do anything even lie to save themselves and in the play the audience can see how he has shown this. The people who lived in the village of Salem were all puritans and believed that god would only accept them if they were pure people. These beliefs ultimately destroyed them because the people of Salem would do anything not to be found guilty. As the audience see, the power of superstition, fear and revenge can distort the truth and these were all reasons for the accusations that flew. Arthur Miller portrayed the emotions well in The Crucible by letting them shine through his characters. The play does not just show these emotions, it makes the audience feel the tension, the angst and the desperation.

Baby Quotes That Make All the Labor Pain Worth It

Baby Quotes That Make All the Labor Pain Worth It A baby in the house does make its presence felt. Its shrill cries, drooling mouth, smelly diapers, and gurgling laughter, can give any mother a feeling of ecstasy. There is no greater joy than watching a baby. A baby can make melt even the toughest heart. What makes a baby tug at our heartstrings? A baby has only one description. Cute! Babies make the cutest pictures. You can’t blame the newborn’s parents for suddenly metamorphosing into shutterbugs the moment they see their tiny tot smile, laugh or gurgle at them. You can’t help but notice  the innumerable baby pictures hanging on the walls of a pediatric hospital. When I was preparing for the birth of my first child, I was inundated with cute baby pictures cluttering my email box. It does not matter if this is your first baby or your fifth. Each baby brings its own share of pleasant surprises (and unpleasant ones) into your life. If you are expecting a baby, read some of these cute baby quotes to make that 1000-watt smile  brighter. Some of these baby quotes are so very true-to-life that you will find yourself completely agreeing with them. If one of your loved ones has just set out on the journey of parenthood, make their baby showers special with unique baby shower sayings. But if you’d rather stay out of all this baby fuss, just read and enjoy witty baby quotes in this collection. Mark TwainA baby is an inestimable blessing and bother.Tina BrownHaving a baby is like falling in love again, both with your husband and your child.BarrettoBabies are bits of stardust, blown from the hand of God.Eleanor RooseveltI think, at a childs birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift would be curiosity.Louisa May AlcottFather asked us, What was Gods noblest work? Anna said, Men, but I said Babies. Men are often bad, but babies never are.Henry David ThoreauEvery child begins the world again.Charles DickensEvery baby born into the world is a finer one than the last.Kate Douglas WigginEvery child born into the world is a new thought of God, an ever-fresh and radiant possibility.Milton BerleIf evolution really works, how come mothers only have two hands?Robert OrbenI always wondered why babies spend so much time sucking their thumbs. Then I tasted baby food.Ronald KnoxA baby is a loud noise at one end and no sense of responsibi lity at the other. Jayne MansfieldCarrying a baby is the most rewarding experience a woman can enjoy.Natalie WoodThe only time a woman really succeeds in changing a man is when he is a baby.T. S. EliotIf you desire to drain to the dregs the fullest cup of scorn and hatred that a fellow human being can pour out for you, let a young mother hear you call dear baby it.William BlakeI have no name: I am but two days old. What shall I call thee? I happy am, Joy is my name. Sweet joy befall thee!Mark TwainMy mother had a great deal of trouble with me, but I think she enjoyed it.

The Treaty of Kanagawa Opened Japan to Trade

The Treaty of Kanagawa Opened Japan to Trade The Treaty of Kanagawa was an 1854 agreement between the United States of America and the government of Japan. In what became known as the opening of Japan, the two countries agreed to engage in limited trade and to agree to the safe return of American sailors who had become shipwrecked in Japanese waters. The treaty was accepted by the Japanese after a squadron of American warships anchored in the mouth of Tokyo Bay on July 8, 1853. Japan has been a closed society with very little contact with the rest of the world for 200 years, and there was an expectation that the Japanese Emperor would not be receptive to American overtures. However, friendly relations between the two nations were established. The approach to Japan is sometimes viewed as an international aspect of Manifest Destiny. The expansion toward the West meant that the United States was becoming a power in the Pacific Ocean. American political leaders believed their mission in the world was to expand American markets into Asia. The treaty was the first modern treaty Japan negotiated with a western nation. While it was limited in scope, it did open Japan to trade with the west for the first time. The treaty led to other treaties, so it sparked enduring changes for Japanese society. Background of the Treaty of Kanagawa After some very tentative dealings with Japan, the administration of President Millard Fillmore dispatched a trusted naval officer, Commodore Matthew C. Perry, to Japan to attempt to gain entry to Japanese markets. Along with the potential for commerce, the United States sought to use Japanese ports in a limited manner. The American whaling fleet had been sailing farther into the Pacific Ocean, and it would be advantageous to be able to visit Japanese ports to load supplies, food, and fresh water. The Japanese had firmly resisted visits from American whalers. Perry arrived at Edo Bay on July 8, 1853, carrying a letter from President Fillmore requesting friendship and free trade. The Japanese were not receptive, and Perry said he would return in one year with more ships. The Japanese leadership, the Shogunate, faced a dilemma. If they agreed to the American offer, other nations would no doubt follow and seek relations with them, undermining the isolationism they sought. On the other hand, if they rejected Commodore Perrys offer, the American promise to return with a larger and modern military force seemed to be a serious threat. Perry had impressed the Japanese by arriving with four steam-powered warships which had been painted black. The ships appeared modern and formidable. The Signing of the Treaty Before leaving on the mission to Japan, Perry had read any books he could find on Japan. The diplomatic way in which he handled matters seemed to make things go more smoothly than otherwise might have been expected. By arriving and delivering a letter, and then sailing away to return months later, the Japanese leaders felt they were not being overly pressured. And when Perry arrived back in Tokyo the following year, in February 1854, leading a squadron of American ships. The Japanese were fairly receptive, and negotiations began between Perry and representatives from Japan.. Perry brought along gifts for the Japanese to provide  some idea of what American was like, He presented them with a small working model of a steam locomotive, a barrel of whiskey, some examples of modern American farming tools, and a book by the naturalist John James Audubon, Birds and Quadrupeds of America. After weeks of negotiation, the Treaty of Kanagawa was signed on March 31, 1854. The treaty was ratified by the U.S. Senate as well as by the Japanese government. The trade between the two nations was still quite limited, as only certain Japanese ports were open to American ships. However, the hard line Japan had taken about shipwrecked American sailors had been relaxed.  And American ships in the western Pacific would be able to call on Japanese ports to obtain food, water, and other supplies. American ships began mapping the waters around Japan in 1858, a scientific effort which was viewed as having great importance to American merchant sailors. Overall, the treaty was seen by Americans as a sign of progress. As word of the treaty spread, European nations began approaching Japan with similar requests, and within a few years more than a dozen other nations had negotiated treaties with Japan. In 1858 the United States, during the administration of President James Buchanan, sent a diplomat, Townsend Harris, to negotiate a more comprehensive treaty. Japanese ambassadors traveled to the United States, and they became a sensation wherever they traveled. The isolation of Japan had essentially ended, though factions within the country debated just how westernized Japanese society should become. Sources: Shogun Iesada Signs the Convention of Kanagawa.  Global Events:  Milestone Events Throughout History, edited by Jennifer Stock, vol. 2: Asia and Oceania, Gale, 2014, pp. 301-304.   Munson, Todd S. Japan, Opening of.  Encyclopedia of Western Colonialism since 1450, edited by Thomas Benjamin, vol. 2, Macmillan Reference USA, 2007, pp. 667-669. Matthew Calbraith Perry.  Encyclopedia of World Biography, 2nd ed., vol. 12, Gale, 2004, pp. 237-239.

Book review on Song of the Hummingbird Essay Example | Topics and Well Written Essays - 750 words

Book review on Song of the Hummingbird - Essay Example The location is in Mexico, and she wants to see somebody who can act as her confessor. â€Å"Song of the Hummingbird† is a novel by Graciela Limon that was written in 1996, and the main purpose of writing this novel was to tell the ‘actual’ story of the fall of Aztecs where Spaniard and Cortes were the conquerors. One version of the history is told the rulers of the country while its other version is told by an old lady (Hummingbird) of the nation in the form of a confession. The old lady is pretty intelligent and she chooses to make a confession before a confessor and starts telling the story of the cruelties, suppression, and brutality of the rulers as well as the actual tactics that were adopted to convert the inhabitants of the nation to Christianity. Huitzitzilin (Hummingbird) is actually a noble lady and is Aztec by birth. It was her twentieth year of age when the Spanish armies entered their country. She was caught by â€Å"awe caused by those bearded white men†. Later on, just like many other patriots of her nation, the feeling of anger possessed her mind, and led her to believe it to be the â€Å"end of civilization†. A princess is, thus, converted into a concubine (mistress who is sexually exploited by her master). She relates the confession or the historical events to the father who is deeply involved in hearing the story and becomes a source of imparting the actual events of history that are contrary to the incidents that are written in books. Father, Benita Lara, had actually come to take her confession and to convert her whereas she was pretty clever and a lot more intelligent than her contemporaries. She wanted to tell the exact socio-political cruelties that had lingered on her people and the brutality that was thrust upon them by the rulers. So, she chooses an odd way of telling history and, towards the end of the confession, she was able to convey her mind to the

Integration of Veteran Centric Content into Nursing Curricula Article

Integration of Veteran Centric Content into Nursing Curricula - Article Example   Hence, by integrating the Veteran centric content in nursing educational programs it enhances the veteran-centric care which results to improved health care opportunities for the Veteran population. Therefore, nursing curricula should contain the Veteran centric content that trains nurses on how to become responsible and accountable for veterans. The content should also train nurses on how to focus on the desires and treatment options for Veterans. The coordination and communication among healthcare providers promotes this content more effectively. The nursing curriculum is likely to make it easier for student nurse practitioners to get educated on how to understand the stressors faced by Veterans. It allows the students to address and learn how to deal with emerging symptoms that Veterans present such as substance abuse, the physical and emotional issues or pain they undergo and mental problems (Miller, 2012). Integrating Veteran centric content in the nursing curricula transforms nursing education into advanced practice nursing. Such changes results in the increase of educated and advanced practice nurses who know how to deal with the changing health needs of Veterans, understand the military culture.

Two Major Types of Literature Essay Example for Free

Two Major Types of Literature Essay Poetry A poem is defined as a composition written in verse (although verse has been equally used for epic and dramatic fiction). Poems rely heavily on imagery, precise word choice, and metaphor; they may take the form of measures consisting of patterns of stresses (metric feet) or of patterns of different-length syllables (as in classical prosody); and they may or may not utilize rhyme. One cannot readily characterize poetry precisely. Typically though, poetry as a form of literature makes some significant use of the formal properties of the words it uses — the properties attached to the written or spoken form of the words, rather than to their meaning. Metre depends on syllables and on rhythms of speech; rhyme and alliteration depend on words that have similar pronunciation. Some recent poets, such as E. E. Cummings, made extensive use of words visual form. Prose Prose consists of writing that does not adhere to any particular formal structures (other than simple grammar); non-poetic writing, perhaps. The term sometimes appears pejoratively, but prosaic writing simply says something without necessarily trying to say it in a beautiful way, or using beautiful words. Prose writing can of course take beautiful form; but less by virtue of the formal features of words (rhymes, alliteration, metre) but rather by style, placement, or inclusion of graphics. But one need not mark the distinction precisely, and perhaps cannot do so. One area of overlap is prose poetry, which attempts to convey using only prose, the aesthetic richness typical of poetry.

Why Do We Believe In Angels :: essays research papers

In various retail stores today, you will find many angel knickknacks. Angles are truly believed in by today's society. The retail ranges from books to clothing to toys. Most recently, over 200 books about angels are in book stores, and several million copies have been sold worldwide (Dumas 59). Why do people buy this merchandise if it can not be proven that angels are real? Believing in angels is like believing in God. If you don't believe in God, just look around at the things around you and conclude how everything was created (Angel Wings).   Ã‚  Ã‚  Ã‚  Ã‚  Do angels really exist? Everyone wants to know about everything around us. If the person on the street is holding a sign saying 'will work for food'; was really an angel in disguise. Or the women that arrived just in time to save a runaway car full of three small children. Was she really an angel? In the bible in Hebrews 13:2 it says 'Be not forgetful to entertain strangers for thereby some have entertained angels unawares.'; There are over 300 references in the bible about angels. For example, in the new testament angels announced the birth of Christ, in Luke 2:8 angels told shepards where to find the infant Jesus, also in Luke an angel went to a tomb of Christ to announce his resurrection (Auburn University 1).   Ã‚  Ã‚  Ã‚  Ã‚  Billy Graham wrote a very good perspective of angels in his book Angels: God's Secret Agents. He stated:   Ã‚  Ã‚  Ã‚  Ã‚   Lucas 2   Ã‚  Ã‚  Ã‚  Ã‚  ' I am convinced that these heavenly beings exist and that they provide   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  unseen aid in our behalf. I do not believe in angles because someone has   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  told me about a dramatic visitation from an angel, impressive as such   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  testimonies may be. I do not believe in angles because UFO's are   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  astonishingly angels-like in some of their reported appearances. I do not   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  believe in angels because some ESP experts are making the realm of the   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  spirit world seem even more plausible. I do not believe in angels because   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  of the sudden worldwide emphasis on the reality of Satan and demons. I   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  do not believe in angles because I have never seen one- because I haven't.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  I believe in angels because the Bible says there are angels; and I believe the   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Bible to be the true Word of God (Hilbb 2) .';   Ã‚  Ã‚  Ã‚  Ã‚  In an essay by Linda Ray, she stated her belief about angels. She wrote that she believes in angels because God's word, the Holy Bible, tells her they are real, giving many accounts of the activity in the lives of people on earth.

Benefits of Educating Employees

Is it possible for a business to increase productivity by offering workplace computer literacy training to their employees? This paper asked the question: Are there benefits to employers that provide workplace education and training, above and beyond increased competency? The answer, as reported by research, is a resounding yes. Benefits such as increased self-confidence, increased adaptability, flexibility, the willingness to accept change and increased success in job-related training plus increased skills were reportedly derived from the workplace competency training offered.Moreover these benefits translated into more productivity for the organization. Benefits of Educating Employees Introduction With the rapid changes taking place in our world economy, researching the question of workplace education benefits is significant. The question arose whether the workforce is sufficiently educated to compete in a global economy. The research pointed to competency as being imperative in to day's global economy, which implies an acceptance of computer competency. Education and competency training is defined as more than being able to work, but to make decisions.It is defined as being an important adjunct of technology. Education of skills, particularly computer competency and how they function gave the employees an overview of the system as a whole. It helped them understand how their machine worked and gave them an impetus to look for solutions themselves. This transcended into time saved and increased efficiency. The paper also indicated that companies which supported education in the workforce benefited because their employees exhibited improved self-confidence which translated into increased productivity and performance.More flexibility and a willingness to accept change were also deemed to benefits received from competency and skills training. Next point showed how computer literacy training benefited companies by helping their employees understand the computerize d equipment they were working on. This understanding translated into: increased self-confidence, increased adaptability and flexibility, increased production as well as the willingness to take other training and succeed at same. Education and training today does include competency and skills not only in offices but also on shop floors.The benefits to providing workplace competency and skills training to employees are multifaceted. It may lessen the time it takes for people to learn. Return on investment is always of interest to businesses and organizations. The paper illustrated how employees, managers, supervisors as well as trainers observed behaviors from participants in the training, which reflected savings and profit for the organization. Some of the benefits are: saving time, increased production, increased flexibility, willingness to ask questions and changed attitudes.The paper points out how important it is to prepare to evaluate the training at the beginning of a project i n order to determine what the organization is really trying to achieve with this specific training. The research concludes by looking at the organizational implications of offering workplace competency and skills training. Education and Competency Training Benefits There has been a great deal of information published on competency training done in the workplace.For example, in the 1997 report, The Impact of Basic Skills Programs on Canadian Workplaces: Results of a National Study for ABC CANADA Competency Foundation, the following information was reported. â€Å"The study consisted of in-depth phone interviews with 86 individuals from 53 workplaces that have had basic skills programs for at least one year. Sixty percent of the individuals interviewed were employer representatives and 40% were employee representatives. † (n. d. , The Benefits of Improving Competency Skills in the Workplace) The following are impacts to the workplace identified by the study: †¢ increases i n the quality of work – 84%†¢ increased work effort – 73% †¢ more competent use of technology – 87%. (ABC CANADA Competency Foundation, The Benefits of Improving Competency Skills in the Workplace, n. d. ) Bloom and LaFleur's (1999) report on improving competency skills through workplace education programs, indicates that â€Å"Although the impact of basic skills training on profits varies according to the value and shortage of a given skill or group of skills within a particular business sector, employers overwhelmingly report increased profits and other bottom-line benefits when their employees gain basic skills that enable them to work more effectively.† (p. 4) On page six of this report there is a list of eleven skills gained by employees who participated in workplace education programs as well as a list of twenty three organizational benefits gained by the employers. Willis (1994) reports that working with employees to expand workplace comp etency at the Peavey Electronics Corporation the following results were noted: â€Å"all employees had statistically significant increases in job performance with the areas of attitude, getting the job done, volunteering, doing extra, and dependability showing the most improvement.† (p. 25) U. S. Department of Labor (1992) states that: â€Å"A high-performance workplace requires workers who have a solid foundation in the basic competency and computational skills, the thinking skills, and in the personal qualities that make workers dedicated and trustworthy†¦ (p. 5). High-performance workplaces also require competencies: the ability to manage resources, to work amicably and productively with others, to acquire and use information, to master complex systems, and to work with a variety of technologies. † (p. 6)According to Dr. Harvey Krahn (1998) workplace competency programs target people with very low competency skills; however, if we look at competency as a contin uum, businesses will recognize that it will benefit them to develop competency in people at all levels in the workplace. Bloom and LaFleur research (1999) has shown that â€Å"improving employee's skills creates employees who work smarter and better and who cope well with change in the workplace, improves union/management relations and increases output and profitability. † (p.3) The above speak of all competencies being important in the workplace. What challenges arise for businesses if employees are not literate? Bloom, Campbell and Gagnon (2001) speak of competency as being a crucial role in corporate competitiveness and productivity. They talk of globalization threatening U. S. ‘s economy and of people being a prime competitive advantage in the new economy. They maintain that U. S. ‘s traditional advantage of having a skilled workforce is being threatened by other countries gaining knowledge and improving the competency skills of their workers.They list the ben efits to employers who work to increase the competency skills of their employees as: improved production and income, cost savings, better communication and employee retention as well as improved health and safety. For employees some of the benefits listed are higher income, more job security, less unemployment, improved self-confidence, more opportunities for job training, better attitude. (GAM, 2005) Benefits Specific to Computer Based Training The importance of computer training in today's workplace is shown by the following statistics. More than one-half of all workers in U. S. now use a computer on the job.Data from the General Social Survey, on which the article is based, show that an estimated 8. 3 million workers, or 57% of the total employed, used a computer at their main job in 2000, compared with 33% in 1989 (Marshall, 2001, pp. 1-2). Ginsbury and Elmore (1998, p. 2) point out that computer training can save employees time to â€Å"compile and manage large data†; th erefore, there is more time to spend on â€Å"creative, higher level work that that depends on the quick availability and quick manipulation of information†. They go on to say that much learning has been removed from the â€Å"objects of work whether a machine part, raw data or communication.† They speak of workers who fear technology or have difficulty learning new or upgraded technology as being liable to end up at the â€Å"lower end of a professional hierarchy. † Leckie, Leonard, Turcotte and Wallace (2001, p. 1) talk of work â€Å"evolving as the result of globalization, increased competition, the development of new technologies and other changes in the business environment. In the face of these trends, businesses are adopting new technologies and ways of organizing work to attain efficiency and productivity gains† (p. 9).They speak of businesses being wiser to retain their skilled employees rather than hire new, technically trained employees. They s uggest that computer training can promote employee movement within a firm. Then firms have the best of both worlds, an employee who is experienced with the organization and has upgraded skills. They talk of new technology requiring new skills to be able to adapt to changing markets. They point to â€Å"job rotation, flexible job design and work teams† (p. 11) as giving employers the flexibility to have employees that will be able to adapt to change.They point to the effect of technological training for employees – if they become unemployed they have an easier time finding a job. They speak of computer training as being able to help employees deal with change as well as help them improve their performance and add to job satisfaction. McNeill (2000, p. 3) talks of computer competency at the executive level, as being more than â€Å"just using email and pulling files off the Web and so forth. We live in an increasingly high-tech world and overnight redundancies have beco me the norm. Companies that can't assess these changes can easily get left behind.† He goes on to speak of downsizing and how computer competency is not listed as a reason to downsize; however, firms who have a choice of someone who is computer literate and someone of comparable skills that is not, will most likely choose to keep the person with computer skills. Computer based training attracts many and varied employees in the workplace. Most studies and papers state that computer training is beneficial to employees because it allows them the confidentiality to study what they need without others knowing. For instance there are many computer programs written which teach different skills.Also the training can be self-paced so there is no pressure to keep up. A bonus is if there are computer labs at work, employees can study when there is a suitable time in their schedule, such as lunch breaks, coffee breaks and before or after work. (Rae, O'Driscoll, 2004) I believe that traini ng and education, especially computer is and will continue to be, very important to both employers and employees. As the information society develops, information and the know-how based on it will become more and more decisive as factors of production.Networking based on the application of information and communications technology, especially telecommunications, is a major trend. As well as creating new ways of communicating and working, information technology has made possible new methods of producing and distributing products and services (UNESCO, 2002, section 2. 1). Technological competency—meaning computer skills and the ability to use computers and other technology to improve learning, productivity and performance—has become as fundamental to a person's ability to navigate through society as traditional skills like reading, writing and arithmetic †¦ (Selfe, 1998, p. 1).

Describe 3 of the deaths in Hamlet Essay

Hamlet is a revenge tragedy play, which was a very popular theme at the time Shakespeare was writing. Hamlet was written at the time Shakespeare was writing at his very best. Hamlet was written over 400 years ago and has outlived most other revenge plays but still continues to hold great appeal due to the effect it has on all those who see and hear it As Hamlet is self-titled we know Hamlet will die and this event will bring a close to the play. Because we know how the play will end Shakespeare entices the audience by keeping us on the edge about when, where, how and why it will happen. In this essay I have chosen to write about the death of Gertrude, Claudius and Hamlet. All three characters die in the last Act, Act 5. Hamlet is a play set in Denmark. His father at the start of the play has already been brutally murdered by his (Hamlet’s) Uncle Claudius. – brother to the deceased king. The ghost of his father appears to him and reveals how Claudius so cunningly murdered him, and begs Hamlet to avenge his death. Ghost: Revenge his foul and most unnatural murther Hamlet is already furious with Claudius for marrying his mother within such a short time of his father’s death. Hamlet: †¦ for look how cheerful my mother looks, and my father died within’s two hours. This causes him to wonder if his mother had had any part in his fathers murder also. Hamlet within him vows to obey the ghost of his father. While all this is happening Fortinbras of Norway is invading Denmark with the aim of avenging his fathers death that was taken by the late king of Denmark, Hamlet’s father. Hamlet decides to have the players play a play similar to the death of his father to see the reaction of Claudius. Hamlet: I’ll have these Players, Play something like the murder of my father, Before mine uncle. I’ll observe his looks,†¦ He wants to be sure that the ghost was not evil and telling the truth. The play is a success and Hamlet can now be sure that Claudius is responsible for the death of his father. Gertrude, Hamlet’s mother along with everyone else are outraged by Hamlet’s change in character. Polonius, Lord Chamberlain, a good friend to the king believes Hamlet is mad as a result of his daughter Ophelia rejecting Hamlet’s love as he had ordered her too. Gertrude asks for her son to visit her in her bedroom. Here Hamlet mistakenly stabs Polonius who is hiding behind the curtains when he heard Hamlet’s footsteps approaching after having been talking to the queen. Queen: O what a rash and bloody deed this this! Polonius’ children now change in character. Ophelia turns mad and drowns herself, while Laertes returns from studying in France and is also driven to avenge his father’s death. Hamlet’s madness causes Claudius to send Hamlet to England. However, Hamlet who seems always to be one step ahead of the king knows Claudius has sent a letter requesting Hamlets death and switches the note with his own for Rosencrantz and Guildenstern, once friends of Hamlet’s, before they decided to betray him by becoming Claudius’ informants and so they are killed. Hamlet: Why do you think I am easier to be played on, than a pipe? Later Hamlet returns to Denmark, to much surprise of the king to see Ophelia’s burial. Throughout the play the audience are kept in suspense about as to when Hamlet will strike Claudius. Hamlet can be seen as a hero or villain. Shakespeare makes the audience see Hamlet as a hero. Through Hamlet’s soliloquies the audience feel as though they come to know Hamlet. In this they experience what he is going through and feel his hurt and pain, which is not enough to justify his killing on Claudius but to understand why he feels he must. Act 5 begins with the burial of Ophelia and shows the first confrontation between Laertes and Hamlet. Here Shakespeare allows the audience to acknowledge that both Laertes and Hamlet are suffering in the same way; although Laertes has lost both a father and sister, as Ophelia’s death was a result of her fathers. However, Shakespeare causes the audience to excuse Hamlet’s wrong deed and side with him. Scene two from this Act is the last in the play. Claudius falsely welcomes Hamlet home. However, Claudius and Laertes see Hamlets return as a suggestion to all their troubles, to kill Hamlet once and for all. They cunningly plan a duel between Laertes the best fighter and Hamlet. What they do not know is that Hamlet has been practicing during his time in England. Hamlet: †¦ since I went into France, I have been in continual practice; The fact that this is secretly revealed by Hamlet to Horatio, Hamlets good friend, reveals also a secret to the audience. At this point the audience cannot be sure if Hamlet will die, as the title suggests. The audience are at this point plagued with the fact that Laertes, Claudius and Fortinbras are all awaiting the day that Hamlet will die. During the wager Hamlet is the first to make a hit. Laertes and Hamlet soon scuffle and wound each other. However, Laertes sword has poison on so that when he hits Hamlet he will die. This was the plan of the king and Laertes. The king who also put a poison pearl into the win glass ‘If Hamlet give the first, or second hit,.. ‘ is horrified when Gertrude drinks from the cup in honour of Hamlet giving the first hit. Gertrude soon dies. Queen: The drink, the drink, I am poison’d. The fact that we never truly knew until this point that Gertrude was an innocent party in her husband’s murder causes us to feel pity for her. We also pity her as Claudius tried to have her son executed and pretended to love her in order to keep the thrown. The audience can now see that Gertrude was tricked from the beginning by Claudius, as well as he taking her husbands life he has also taking her own. This shoes that Claudius was only looking after himself. We pity her because Claudius could never have loved her especially not as her husband did as he was the cause of her death. The way in which she was killed causes the audience to experience horror because we did not expect Gertrude to drink the wine. Also because it was her husband that allows her to die. Although he tries to stop her he does not try hard enough. King: Gertrude, do not drink. It horrifies us that Claudius was so eager to get rid of Hamlet that he even had two plans and so we fear what will happen next. Claudius is already aware that it will only be a matter of time before Hamlet will die as before Laertes did he had cut Hamlet. We also fear what Claudius has become and if he will stop at anything. Hamlet has now lost a mother and a father at the hands of Claudius. The audience are now fearful of the amount of hatred Hamlet must have for Claudius and fear how he will react. The sudden death of Hamlet’s father and Gertrude leaves the audience disturbed as both had no time to repent their sins and we fear if Gertrude will become ‘Doom’d for a certain term to walk the night:†¦ ‘ The plot of Hamlet thickens more and the audience at this point are left to wonder if Claudius will get away with his terrible deeds. However, during the scuffe hamlet picked up Laertes sword when it the scuffle it had been knocked forom his hand and Hamlet had wounded Laertes At this moment Laertes ‘exchange forgiveness’ with Hamlet and his last few words ensure that the king, ‘He is justly serve’d’. Laertes: †¦ the King, the King’s to blame. When Hamlet is sure that it was ‘Treason’ he stabs the king and he is only then ‘justly kill’d with mine own treachery’. The king is now dead. At this point it is hard to pity Claudius because he has been the cause of so many lives being taken away. In spite of this we pity him because he is human and he did attempt to stop Gertrude which he did not have to do. We can also pity him because Hamlet and his parents had a good family and wealth and friends all of which Claudius did not. The audience have been forced from the start of the play to believe that there is an after life and world, heaven and hell. We therefore pity what will become of Claudius because he has been so bad. Ghost: My hour is almost come, When sulphurous and tormenting flames†¦ This shows that the ghost of Hamlet’s father is going to hell, so we pity Claudius as we assume he will be here also. On the other hand we cannot forget what Claudius has done and are horrified by his actions. The numerous ways he has tried to kill Hamlet on several occasions and stopping at nothing, no matter who he hurt in order to achieve his aim. We are again horrified by Claudius allowing his wife Gertrude to die. At this point it looks as though everyone with a path to the throne is dead. We now fear for the people of Denmark about who will save them from Fortinbras. Hamlet who was stabbed by Laertes with the poisonous sword is now feeling the effect of the poison and can feel it taking over him. Hamlet departs this life. Hamlet: †¦ I am dead,†¦ Shakespeare causes the audience to pity Hamlet because he has lost both his mother and father and lover. Claudius had been attempting to kill Hamlet for ages and because he kept failing the audience feel as though hamlet has outwitted Claudius until now and so maybe he would live. The audience have become attached to Hamlet and it hurts them to see him die. We pity Hamlet because he may also go to hell when he was only trying to get even with Claudius the way he thought was right. The audience also pity Hamlet as if Claudius had let his father be, then the ghost would not have told him the truth and he would still be alive. Nevertheless, we fear for Hamlet in the next life, and are horrified that Hamlet dies and Fortinbras is left to take the throne without opposition. Hamlet is very much a revenge tragedy. The first murder of his father led to a string of killings after it. In stating this it shows that certain deaths had to come first in order for others to occur. I think Shakespeare’s Hamlet has been such a success due to the truthful implications it deals with. Revenge is thought to be wrong, immoral, but in Hamlet Shakespeare expresses revenge as the natural human impulse that lies within us all. Hamlet is only acting out of the love he has for his father, which is undoubtedly the reaction each and every one of us would take. Although revenge was a popular theme during the time Hamlet was acted, Shakespeare takes it that great leap further which no author had began or even thought about doing. Instead of hating the avenger and wanting him to die we appreciate his aim and hence feel sorry for him at his death. Shakespeare forces us to perceive Hamlet for the person he is and not for the vile act he commits. The concept of Claudius having destroyed his family as well as his life remains at the forefront of our minds whilst watching the play and causes us to feel immense pity towards Hamlet and we the audience can therefore not loathe him. What makes Hamlet all the more fascinating is that we are kept in suspense as to if Gertrude had a part in the murder of her Husband. Throughout the play Shakespeare causes the audience to experience horror, pity and fear by making the next stage in the play all the more unpredictable. Just when we think we know what will happen due to what has been revealed to us through conversation and especially soliloquies does Shakespeare prove us wrong by adding an unexpected twist. I think Hamlet has also been such a success because it shows how life in this world is so short and puts fear into us about life in the next. It also shows how one incident can affect so many lives so much. The fact that Hamlet is betrayal within a family causes the audience to feel that little bit more afraid. When the tight unity between families is broken then respect for anyone can hardly be possible, as the ability to trust and love another must be hard. Even so Hamlet did and still does love Ophelia. Hamlet: I lov’d Ophelia; forty thousand brothers Could not (with all their quantities of love) Make up my sum. What wilt thou do for her? Shakespeare causes even more pity towards Hamlet, as through this quote it is inevitable that Laertes’ loss was also a loss of Hamlet’s.

These Are the Hardest AP Classes and Tests for You

These Are the Hardest AP Classes and Tests for You SAT / ACT Prep Online Guides and Tips Thinking of signing up for AP classes? Want the greatest possible challenge? Or are you trying to avoid biting off more than you can chew? In this post, we’ll explain what makes an AP class hard, list the hardest AP classes, and help you prepare for them. What AP Passing Rates Tell Us You might think that the best way to tell which AP classes are the hardest is to look at the national data about how many students pass each test each year. We’ll start our discussion here, but beware that the passing rates don’t automatically tell you which classes are hardest. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. This a complete list of passing rates on each AP exam with the most recent (2019) data. Exam Name Passing Rate (3+) Studio Art: Drawing 91.1% Spanish Language and Culture 89% Chinese Language and Culture 88.3% Studio Art: 2-D Design 86.4% Calculus BC 81.5% Physics C: Electricity Magnetism 81.1% Seminar 80.7% French Language and Culture 76.7% Research 76.2% Japanese Language and Culture 75% Computer Science Principles 72.7% Spanish Literature 71.9% Physics C: Mechanics 71.1% German Language and Culture 70.5% Studio Art: 3-D Design 70.1% Computer Science A 69.9% Microeconomics 68.4% Gov. and Politics - Comparative 66.2% Biology 64.6% Italian Language and Culture 64.6% Psychology 64.4% Art History 63.9% Physics 2 63.5% Music Theory 63.4% Latin 63.1% Statistics 59.2% European History 58.4% Calculus AB 58.3% Macroeconomics 57.9% World History 56% Gov. and Politics - United States 55.2% English Language and Composition 55.1% Chemistry 54.6% United States History 54.3% English Literature and Composition 50.1% Environmental Science 49.6% Human Geography 49.1% Physics 1 44.6% Source: College Board. For language rates, "Total" includes all students, while "Standard" includes only those students who didn't indicate they speak this language at home or spent more than four weeks studying it abroad. You might be tempted to look at this table and say the tests with the lowest passing rates are hardest, and the ones with the highest passing rates are easiest. After all, if not many students can pass an AP test, doesn’t that mean it’s one of the hardest tests? But when you look at the data, the exams with the highest passing rates (Chinese, Spanish, Calculus BC) are often considered among the hardest. We're not including AP Seminar and the AP Studio Art scores in this assessment, since those grades are all portfolio-based, rather than exam-based. Meanwhile, some of the tests with the lowest passing rates (Human Geography, US Government and Politics, Environmental Science) are often seen as the easiest. So what’s going on here? The truth is, the national passing rates often say more about the students taking the exams rather than the exams themselves. Some of the exams with low passing rates have those low rates because they are often taken in freshman/sophomore year, while some of the exams with high rates have more stringent prerequisites at many high schools. This means that the harder exams tend to have older, better-prepared students taking them, which raises their pass rates. In short, we have to look beyond national passing rates when figuring out which tests are the hardest. A Possibly More Reliable Indicator: 5 Rate Since pass rates don’t actually tell us much, what about the 5 rate? Remember, a 5 is the highest possible AP score (read more about AP scores here). Shouldn’t we be able to find the hardest AP tests by looking at the exams with the lowest 5 rates? Below is a table with all the AP exams, this time ranked by the percentage of test-takers who got a 5. Exam Name 5 Rate Chinese Language and Culture 57.2% Calculus BC 43.2% Japanese Language and Culture 38.2% Physics C: Electricity Magnetism 35.9% Physics C: Mechanics 34.6% Computer Science A 27% Spanish Language and Culture 24.9% Microeconomics 22.2% Gov. and Politics - Comparative 22.2% Studio Art: 2-D Design 21% Music Theory 20.9% Studio Art: Drawing 20.8% Psychology 20.2% Calculus AB 18.9% German Language and Culture 18.4% Macroeconomics 17.6% French Language and Culture 15.5% Statistics 14.5% Computer Science Principles 13.6% Latin 13.1% Gov. and Politics - United States 12.9% Physics 2 12.6% United States History 12.1% Art History 12% Italian Language and Culture 11.8% European History 11.7% Research 10.8% Chemistry 10.7% Human Geography 10.7% English Language and Composition 10.1% Studio Art: 3-D Design 10.1% Environmental Science 9.5% Spanish Literature 9.1% World History 8.7% Biology 7.1% Seminar 6.8% English Literature and Composition 6.2% Physics 1 6.2% Source: College Board. For language rates, "Total" includes all students, while "Standard" includes only those students who didn't indicate they speak this language at home or spent more than four weeks studying it abroad. The 5 rate, in fact, a decent way to spot some difficult exams, including AP English Literature and Biology. They both have very low 5 rates (7.1 for Bio, 6.2 for English Lit). But on the flip side, a relatively easy exam, AP Environmental Science, has a low 5 rate of 9.5%. Furthermore, some decidedly hard exams, like Chinese, Calculus BC, and Physics C, have very high 5 rates- up to 57%+ for Chinese! In other words, just looking at 5 rates doesn’t tell the whole story, though some other articles have assumed that. This is why the best way to find the hardest AP exams is to focus on the ones with the most material to cover- as well as the most conceptually difficult topics, which we will do below. Disclaimer: Take Into Account Your School’s Variation Before we talk about which classes are the hardest, we want to clarify we mean the ones with the most difficult course material and hardest end-of-year exam. There is enormous variation in how the same AP class can be taught at different high schools, so we can't speak to the specific class difficulties at your high school. It may be there is an AP class at your school that is known as the most difficult since the teacher is really tough, even though nationally it might not be considered one of the easiest. Or maybe there is an AP class at your school most students see as a joke, even though the material is still very difficult. Since we can’t report on the specifics at different high schools, we are focusing on which classes have the most/hardest material to cover and have a reputation for difficulty at multiple schools. We’ll discuss below ways to explore how hard AP classes are at your school specifically so you can build an optimal schedule. Any AP class Professor McGonagall teaches would likely be super hard. Okay, Seriously, Which AP Classes Are the Hardest? United States History, Biology, English Literature, Calculus BC, Physics C, and Chemistry are often named as the hardest AP classes and tests. These classes have large curriculums, tough tests, and conceptually difficult material. We put together this list based on personal experience, online chatter, passing rates, 5 rates, and looking at their curricula in depth. We are not ranking these since their difficulty will vary quite a bit based on the student. For example, if you're a math whiz, Calculus BC will likely be easier than AP English Literature. But the opposite could be true for another student. But if you’re considering any of these, be prepared for a tough course! AP US History Even though most students are exposed to American History multiple times, beginning in elementary school, AP US History is still a very tough class. First of all, this is a harder history exam than AP World History or even AP European History, since it covers a narrower span of history and a smaller geographical area, meaning the curriculum is incredibly detailed. This means you can’t rely on general trends and observations like you can sometimes in World History- you have to know specific dates, movements, people, and laws. To take a small example, in a world history class, you might need to know that slavery ended in the United States during the Civil War. For a US history class, you would need to know the dates of the civil war, the exact year of the Emancipation Proclamation, and the dates and content of the 13th, 14th, and 15th amendments. You would also be expected to know about the major leaders and law-makers involved. The more detail you can remember, the better! This is because APUSH is known for having a very difficult multiple-choice section that requires a very detailed knowledge of US History from the pre-Columbian era up to the present day. Also, the more concrete evidence you can include in your free responses, the better essay scores you will get. If you have a knack for history, this class will be easier for you, but most students report it’s very challenging. It’s also likely to be a hard class to pass at many schools because teachers have to assign tons of reading and assignments to get through all the material before the AP test in May. Expect a fast-moving, assignment-heavy course. You can read College Board's full description here. If you think this is a figure from American History, you might want to consider fitting AP US History into your schedule. AP Biology This is a tough class and test, any way you slice it. Even with the redesign back in 2012, which was meant to make AP Biology more accessible and less memorization-heavy, you still have to memorize tons of material for the test, everything from super detailed chemical processes (Krebs Cycle, anyone?) to cell biology to evolution. This means AP Biology teachers have to pack a ton onto their syllabi for this class, including time for experiments. The huge volume of info, coupled with the fact that Biology can be conceptually difficult, makes this a tough AP course. If you have taken a strong prerequisite Intro to Biology course, this test will be more manageable. Check out a full course description here to learn more. AP English Literature Along with AP US History, this is one of the hardest AP courses in the humanities. While AP English Language is also challenging, Literature requires reading texts that are generally more difficult. Compare, say, AP English Literature staple Crime and Punishment to a non-fiction article about the criminal justice system you might read in AP English Language. Crime and Punishment is much more difficult! AP English Literature also tests more specific rhetorical/literary terms and requires you to have a more fine-tuned ability to close read a passage. You’re not just looking for the overall argument or effect like you are in AP English Language. You have to go under the hood and explain in detail how a piece of literature works. Finally, for AP Literature, you have to come prepared to write one of the essays about a book or play you read in class, but you can't actually bring the book or play with you to the exam. This means you have to study what you read in AP Literature very closely. So closely that you could write about a book, and even use quotes from it, without having the book with you! SparkNotes summaries won't cut it. In short, expect a longer and harder reading list, tougher multiple-choice questions, and more accountability for what you read in class. You can read the full College Board description of the test here. AP Chemistry Similar to biology, chemistry has a ton of material, lots of memorization, and requires a solid conceptual understanding of complicated chemical processes. AP Chemistry is known at many high schools for having tons of homework and tough tests- all necessary for students to learn enough to pass the AP exam at the end of the year. Don't attempt AP Chemistry unless you have already taken an introductory chemistry course. It would be impossible to learn everything you need to know about chemistry for the AP exam in just one year. You can read AP’s full course description here. AP Physics C Physics C is especially tough because not only are you learning physics material, which can be hard, you also need to know calculus alongside it. While AP Physics 1 and 2 are algebra-based, both Physics C courses (Electricity Magnetism and Mechanics) are calculus-based, meaning students need to know calculus well enough to apply it in physics. Some consider it â€Å"two classes in one† due to the necessary calculus knowledge. Furthermore, the material tested in Physics C is much more in-depth than Physics 1 or 2 (or the old Physics B). Physics C courses go into a great amount of depth about a few topics, while Physics 1 and 2 cover many topics with less depth. So just as US History is harder than World History, Physics C is tougher than Physics 1 and 2 because you need a greater depth of knowledge. Because of this, you should definitely have a physics prerequisite under your belt before taking Physics C, and you should have either already taken calculus or be taking it at the same time. You can read about Physics C at the course home pages for Electricity and Magnetism and Mechanics. AP Calculus BC Finally, AP Calculus BC is the toughest AP math exam, if not one of the hardest AP exams period. AP Calculus AB is also challenging, but covers less material and moves more slowly. AP Calculus BC often covers everything taught in Calculus AB in just the first semester of school- revealing one reason why it’s so hard: intense pacing. You move fast in Calculus BC, which means you need to be prepared to keep up. There is not a lot of time to be lost in this class. If you struggle with a concept at the beginning of the year, it can make it harder to learn everything after that. In fact, if you find yourself struggling, seek out extra help from the teacher or a tutor as fast as you can so you don't fall behind. In some schools, Calculus BC requires an extra period in the day to fit in all the material before the AP exam. You also get into more conceptually difficult calculus topics than Calculus AB. In short, be prepared to work very hard and be vigilant about keeping up with the course. You can read College Board’s description here. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Note on Language AP Exams You may be wondering how hard the AP language tests are- after all, you can take AP tests in languages from Chinese to Spanish to French. The difficulty of these is a bit tougher to quantify, since AP Language exams test multiple years of learning a language, as opposed to one year of material. For students with tons of foreign language knowledge these can be incredibly easy exams. If you’ve lived abroad or are fluent in a language, the AP language test will not pose much of a challenge. (Some students who are native speakers of a language will even take an AP language exam!) But for students who have just been taking a language in school, these exams can be difficult, particularly the listening portions. So if you’re thinking about an AP Language class, think about how many years of past experience you have. For example, if you’ve taken French for four years, you’re probably well-prepared for AP French. But if you’ve only taken it for two years, you will probably struggle. Most schools have pretty stringent prerequisites for AP language classes for this reason. Action Steps If you want to take any of these classes, you need to get info about the class at your school. Although they are all objectively difficult, there can be huge differences in how the classes are taught and graded. Ideally, these classes should be taught by excellent teachers who can not just teach the material clearly, but include plenty of review and AP exam practice. You should also think about your own strengths and weaknesses, and how well a tough AP class will fit into your schedule. Even though all of these AP classes have tough material, the difficulty of the class might vary from school to school. The class itself could be incredibly difficult (lots of assignments, reading, and hard tests)- and you should be prepared for that. However, the class could also be easy (not very many assignments, easy tests), meaning you will have to put in a lot of work on your own to be ready for the AP test. Knowing what the class’s workload is like, and how that prepares you for the exam, is crucial to being prepared once May arrives. If the class is easy and you don't actually learn the material, you could fail the test despite getting good grades in the class. The bottom line here is that you’ll have to work very hard to succeed in any of these classes. But that work could come at the behest of a teacher or from your own willpower. If you don't think you're learning the material well enough in class to pass the test, consider getting a prep book and studying on your own in the second half of the year. Get Info About a Class To get info about an AP class, first talk to your guidance counselor. Ask for the class's syllabus, the class’s passing rate on the AP exam for the last few years, and what other students tend to say about the class. This will give you an idea of how well-taught a class is. Your guidance counselor can also recommend good prerequisite classes and teachers. Next, speak to the teacher if you can, or speak to a teacher you have who teaches the prerequisite class (for example, the Honors Biology teacher if you’re thinking about AP Biology). The teacher can give you a sense of what the workload is like, what they expect of their students, and how much work they expect students to do on their own. Finally, find out what the word of mouth for the class is at your school by talking to older students. Don't rely too much on any one person's opinion, because students can exaggerate, but look for general trends. For example, if everyone says that AP Biology is really hard but they learned a lot and passed the AP exam, that's a sign the class is worth taking. Think About Your Strengths If you tend to do well in a subject, you will likely do well in a corresponding AP class, even if it's one of the hard ones. For example, even though AP Biology is hard, if you’ve done well in previous science classes, have a knack for memorization and critical thinking, you might be better prepared for AP Biology than, say, AP European History, even though that’s not seen as one of the hardest AP classes. On the flipside, if you really struggle with something- like writing or math- you need to be extra careful about taking a tough AP class like AP English Literature or AP Calculus BC. We’re not saying to avoid those classes if you think you might have a hard time. We are saying to be prepared to spend lots of time studying! Think About Your Overall Schedule How well you do in a hard AP class could also depend on your schedule. For example, AP Biology might be more feasible your sophomore or senior year since you won’t be worrying about the ACT/SAT. However, if you take it junior year, you might have a hard time balancing ACT or SAT studying with the AP Biology class. Also consider other classes, your extracurricular commitments, work schedule, and family commitments before signing up for any of these AP classes. You don't want a tough AP class to overload an already busy schedule. Along the same lines, do not feel pressured to overload on AP classes in general. More is not necessarily better, even if there is pressure at your school to take 5 AP classes in one year. It’s better to get two 4s than four 2s! And it's better to take AP classes that are interesting and meaningful to you. What’s Next? Find out about the flipside of this discussion, the easiest AP classes. Also read about how many AP classes you should be taking total. Also studying for the ACT/SAT? Come up with a target ACT or SAT score based on your top schools. When’s the ideal time in your high school career to take the ACT/SAT? Find out here. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Allied Invasion of Sicily in World War II

Allied Invasion of Sicily in World War II Conflict: Operation Husky was the Allied landings on Sicily in July 1943.Dates: Allied troops landed on July 9, 1943, and officially secured the island on August 17, 1943.Commanders Armies:Allies (The United States Great Britain)General Dwight D. EisenhowerGeneral Sir Harold AlexanderLieutenant General George S. PattonGeneral Sir Bernard MontgomeryAdmiral Sir Andrew CunninghamVice Admiral Sir Bertram Ramsay160,000 troopsAxis (Germany Italy)General Alfredo GuzzoniField Marshall Albert Kesselring405,000 troops Background In January 1943, British and American leaders met at Casablanca to discuss operations for after Axis forces had been driven from North Africa. During the meetings, the British lobbied in favor of invading either Sicily or Sardinia as they believed either could lead to the fall of Benito Mussolinis government as well as could encourage Turkey to join the Allies. Though the American delegation, led by President Franklin D. Roosevelt, was initially reluctant to continue an advance in the Mediterranean, it conceded to British wishes to move forward in the region as both sides concluded that it would not be feasible to conduct landings in France that year and capture of Sicily would reduce Allied shipping losses to Axis aircraft.  Ã‚  Ã‚   Dubbed Operation Husky, General Dwight D. Eisenhower was given overall command with British General Sir Harold Alexander designated as the ground commander. Supporting Alexander would be naval forces led by Admiral of the Fleet Andrew Cunningham and the air forces would be overseen by Air Chief Marshal Arthur Tedder. The principle troops for the assault were the US 7th Army under Lieutenant General George S. Patton and the British Eighth Army under General Sir Bernard Montgomery. The Allied Plan Initial planning for the operation suffered as the commanders involved were still conducting active operations in Tunisia.  In May, Eisenhower finally approved a plan which called for Allied forces to be landed in the southeastern corner of the island.  This would see Pattons 7th Army come ashore in the Gulf of Gela while Montgomerys men landed further east on both sides of Cape Passero. A gap of around 25 miles would initially separate the two beachheads. Once ashore, Alexander intended to consolidate along a line between Licata and Catania before conducting an offensive north to Santo Stefano with the intention of splitting the island in two. Pattons assault would be supported by the US 82nd Airborne Division which would be dropped behind Gela before the landings.   The Campaign On the night of July 9/10, Allied airborne units began landing, while American and British ground forces came ashore three hours later in the Gulf of Gela and south of Syracuse respectively. Difficult weather and organizational miscues hampered both sets of landings. As the defenders had not planned on conducting a pitched battle on the beaches, these issues did not damage the Allies chances for success. The Allied advance initially suffered from a lack of coordination between US and British forces as Montgomery pushed northeast towards the strategic port of Messina and Patton pushed north and west. Visiting the island on July 12, Field Marshall Albert Kesselring concluded that their Italian allies were poorly supporting German forces. As a result, he recommended that reinforcements be sent to Sicily and the western side of the island be abandoned.  German troops were further ordered to delay the Allied advance while a defensive line was prepared in front of Mount Etna.  This was to extend south from the north coast towards Troina before turning east. Pressing up the east coast, Montgomery attacked towards Catania while also pushing through Vizzini in the mountains. In both cases, the British met strong opposition. As Montgomerys army began to get bogged down, Alexander ordered the Americans to shift east and protect the British left flank. Seeking a more important role for his men, Patton sent a reconnaissance in force towards the islands capital, Palermo. When Alexander radioed the Americans to stop their advance, Patton claimed the orders were garbled in transmission and pushed on to take the city. The fall of Palermo helped spur Mussolinis overthrow in Rome. With Patton in position on the north coast, Alexander ordered a two-prong assault on Messina, hoping to take the city before Axis forces could evacuate the island. Driving hard, Patton entered the city on August 17, a few hours after the last Axis troops departed and a few hours before Montgomery. Results In the fighting on Sicily, the Allies suffered 23,934 casualties while Axis forces incurred 29,000 and 140,000 captured.  The fall of Palermo led to the collapse of Benito Mussolinis government in Rome. The successful campaign taught the Allies valuable lessons that were utilized the following year on D-Day.  Allied forces continued their campaign in the Mediterranean in September when landings commenced on the Italian mainland.

Complex Nursing Case Study Example | Topics and Well Written Essays - 3000 words

Complex Nursing - Case Study Example ARDS is the primary diagnosis bringing with it many long term and short term problems that will are assessed throughout the paper. Nursing assessment begins with heart and lung status including the review of best in practice studies recently done to support decisions made, as well as determinations of care. This status includes the discussion of "copious green sputum" which has developed in this client and the most recent evidence based practice from research. Colon resection is discussed in its own right but also as part of the possible cause of ARDS. There are assessment skills discussed related to this surgery and the possible outcomes including ARDS. Nursing skills related to this assessment are discussed. There are also discussions related to the neurological and sedated state of the client and what is included in that assessment as well as nursing plan for care. This client has skin integrity issues both related to the ARDS and to the fact that the patient is sedated and on a ventilator. There are very specific assessments discussed here as well as research of evidence based practice that is included to support this assessment and plan. Medications and the assessment as well as practice needed as an integrated part of care is included in this discussion and last but not least, the psychosocial impact for this client is enormous. This client has a young family and a business that he must run. Mortality rates for ARDS related to colon resection are quite heavy. This is discussed as part of the nursing assessment in the sense of both short and long term impact. ICU Case Review In all cases the ICU nurse must begin the shift with a complete assessment of what the status of the client is. The history of the last twenty four hours is presented in the transfer report from one nurse to the other. A full physical assessment is then done on the client from head to toe. In this case the assessment begins with the chest and lungs assuring appropriate ventilation and cardiac status for this patient. This assessment continues by assessing output affected by both cardiac and pulmonary status as well as abdomen with the consideration that this client is a recent surgical client with a colon resection. Medications that the patient is receiving are assessed as well as the resultant sedation from at least one of those. Skin integrity is an important issue for this patient based on his ARDS diagnosis as well as ventilatory and sedation status. There are then ethical and psychosocial considerations for this client. All of these assessments will be discussed in this paper i n combination with studies and evidence based practice research found to support them. The resultant nursing plan for the day will then be presented. At 0700 this client is ventilated at SIMV 8, Tidal Volume 1000, and pressure support 10 cm.H2O. A 500ml bolus of Normal Saline has just been administered. Last vital signs recorded

Organization Review of Nature Conservancy of Canada (values, ethics, Assignment

Organization Review of Nature Conservancy of Canada (values, ethics, codes of conduct,description of latest activities, impact o - Assignment Example For some decades, private industries, government or non-government organizations are becoming involved in environmental activities. All these organizations strive towards moulding human activities in alignment with environmental issues. Currently there are thousands of non-government organizations (NGOs) that work with the objective of protecting the natural environment. The power and scope of some such organizations are so large that their budgets more often exceed the national budgets of many countries on environmental issues. Some best known organizations are Greenpeace, World Wildlife Fund (WWF), the Chipko Movement, Conservation International etc (Wapner, 2). Natural Conservancy of Canada The organization selected for this paper is Nature Conservancy of Canada (NCC). It is a Canadian non-profit charitable environmental organization. It was established in November 1962 and celebrated its 50th anniversary in 2012. The mission of the organization is to protect the areas of natural diversity including land, water, plants, animals, ecosystems and landscapes for the young and future generations. The organization initiates and innovates strategies and technologies to conserve the natural heritage of Canada. The website of this organization is http://www.natureconservancy.ca/en/ . The biological diversity of this planet is getting reduced at an alarming rate. This is a matter of grave concern as it threatens the quality of human life and risks the lives of future generations. The activities of NCC are â€Å"guided by the belief that society will be judged by what it creates in the present and what it conserves for the future† (â€Å"Missions and Values†). The NCC secures lands through purchase or donations and then preserves these properties for the long term. The organization procures land either through direct purchase from the private landowners like corporate and individuals, or through donations from private landowners. NCC also enters into cons ervation agreement with landowners. According to this agreement the landowners agrees to avoid doing any such activities that would be harmful to the ecological value of the land. NCC has a panel of conservation science professionals whose purpose is to formulate and execute plans and strategies for the long term protection, management and restoration of natural resources of Canada. NCC also contributes to environmental education on environmental evaluation, management concepts or proposals. NCC follows a four step procedure for conservation process. Firstly, they set priorities by identifying the land area to conserve, or by identifying species and habitats whose life and health need to be protected. Secondly, the organization develops strategies to protect and conserve the species and habitats. Thirdly, they apply these strategies either alone or with cooperation from partners. Fourthly, they assess the result of their actions. They supervise the efficiency of their strategies, an d assess whether the species and habitats are well protected and their overall health is improved (â€Å"The Conservation Process†). The NCC shares and applies various values while working across Canada. The NCC has the advantage of procuring the best available scientific consultancies regarding conservation and protection. They work in a

(Genetic Analytical Report ) exmamine the postive &negative effects of Essay

(Genetic Analytical Report ) exmamine the postive &negative effects of providing patrents with information on their genetic pred - Essay Example Following recommendations were made based on research: Recommendation 1: Increased funds are required to further the research and implementation of treatments for genetic diseases. If they are provided with sufficient funds, hospitals and health care centers will be better able to offer treatment for the genetic diseases. Recommendation 2: Tertiary schools and medical colleges should be given incentives to include genetics in the curriculum and develop the awareness of the advantages of predisposition to genetic diseases in the students. Recommendation 3: Develops an educational campaign to make people aware of the uses of treatment before diagnosis of disease. This will generate an incentive for the people to seek treatment. Recommendation 4: Reforms are required to release funds for genetic research. Recommendation 5: An official campaign needs to be launched on national level to promote investigation of genetic diseases in the rural areas. Recommendation 6: Laws should be formed i n order to enhance the safety and maintenance of secrecy of the patients’ predisposition to genetic diseases. ... 2 1.0 Introduction 1.1 Purpose and audience Study of genetics has played an important role in the transformation of the Australian health care industry for the better. Study of genetics has enabled patients to take care of their health based on their knowledge of the genetic traits. This report discusses the historic effect of the study of genetic predisposition to diseases and ways to increase its positive effects and decrease the negative outcomes for the Australian people. The information will specially be conveyed to the Australian Minister for Health and Ageing, Hon Nicola Roxon MP. The paper will compile results of the past research about the area-wise division of the genetic study and its clinical implications. The paper tends to draw implications for future based on the past research and trends in different countries of the world. The paper will particularly find the extent to which genetic research and practice prevails in Australia and ways to further both of them. 1.2 Scop e There has occurred a lot of technological advancement since the onset of the 21st century. The word â€Å"genetics† is used to refer to the study and effects of single genes. Genomics, on the other hand refers to the study of the way different genes interact with each other as well as with such environmental factors as nutrition and medication (Engstrom et al. 2005). The scope of this research report is limited to the exploration of positive and negative effects of making the people aware of their genetic predisposition to diseases. The information will be particularly useful for the healthcare minister of Australia in making informed decision for making laws and providing resources for the hospitals to do genetic tests within the limits imposed by laws. 1.3 Background The Human Genome

Fear Of Violent Crime Geography Essay

Fear Of Violent Crime Geography Essay As a concept ‘fear of crime has caused much academic discussion since it was first developed as a school of thought in the 1960s. Even though interest in fear of crime has gone though peaks and troughs since its arrival in the social sciences, it has undoubtedly found its way into governmental thinking and subsequent policies (Lee Farrall 2008). There are those who claim that fear of crime is a larger problem than crime itself and this is largely due to anxieties over violent crimes such as sexual assault which is particularly salient (Warr 1995). The public are informed that official rates of crime are falling hence this appears to substantiate the claim that public fears are disproportionate to reality or even ‘irrational (Skogan 1987). For example, the latest British Crime Survey (BCS) undertaken by the Home Office (2009) revealed that peoples fear of violent crime in the UK out-weighs their chances of victimization. However a finding from the same survey showed that all regions in the UK experienced a reduction in the proportion of people with a ‘high level of worry about violent crime between 2001-2 and 2008-9 (Home Office 2009). Source: BCS, Home Office (2009) Percentage of people with high level of worry about violent crime, 2001-2 and 2008-9 There have been many disputes as to how to define fear of violent crime and as such, official statistics are subject to criticism. Lewis and Salem (1981) claim that emotional feelings alone define fear of crime whereas other scholars place emphasis on cognitive judgments or behaviours (Garland 2001). There are also mixed findings on the connections between socio-demographic factors and fears of violence. Differential fears of violent crime have been strongly attributed to factors such as age, sex, race, locality, personal experience and media consumption (Clemente Kleiman 1977). It has been posited that further research on the fear of crime ‘must be focussed spatially and socially upon particular populations (Weaver 2008: 4). This dissertation will investigate the often cited connections between fear of violent crime and locality focussing on the University of Nottingham student population. It will explore the impact these fears have on their use of public space and highlight any constraints on activities or opportunities as a consequence of behavioural modifications. Nottingham: safe for students? The City of Nottinghams violent crime rates are higher than the UK average. However, recorded violence in Nottingham against the person has decreased from a rate of 34.5 per 1000 in 2006/07 to 29.79 rates per 1000 in 2008/09 (Home Office 2009). As a consequence perhaps, headlines in the media portraying Nottingham as being notorious for gun crime or as being an ‘Assassination City (Sewell 2007) have decreased. Nevertheless the mass media continue to label Nottingham as being a hotbed of violence. It has been argued that Nottingham is ‘a victim of its own success (Tiesdell 1998). This can be attributed to the number of bars and clubs the city possesses, promoting a vibrant but volatile night-life. In 2008 Nottingham City Council announced that the city was an Alcohol Disorder Zone (ADZ). This declaration was met with disbelief and anger amongst the local press and the University of Nottingham. It was argued that the City Council had shot itself in the foot again. In 2002, the Chief Constable of Nottinghamshire gave his opinion that the city was out of control; he referred to the frequency of violence and in particular, the use of firearms. ‘The City Council agreed with him before it quickly back-tracked, but it was too late, Nottingham acquired a reputation as a number-one crime city. The impact was stunning, with The University of Nottingham, one of the best in the country, losing approximately a third of student applicants (MC Report 2008). Avoidance actions can have negative impacts on cities. For example, avoidance behaviours can lead to significant financial costs as the ‘Nottingham Safer Cities Project (NSCP) discovered. The project conducted a public survey; the findings from which illustrated that a significant number of city residents usually avoided the city centre after dark. The project calculated that this avoidance strategy led to the loss of  £12 million in turnover and 442 job opportunities in Nottinghams central business district during the 6 months of the study (Beck Willis 1995). Though outdated the project indicates the importance of investigating fear of violence amongst Nottinghams university population as they are widely regarded to be a vital contributer to the citys income and infrastructure (Beck Willis 1995). Advancement of the Aims and Objectives AIMS  · To discover whether fear of violent crime amongst university students in Nottingham is dependent on a) gender b) place of domicile residence c) mass media consumption d) personal victimization  · To discover how university students react to fear of violent crime and how this shapes their use of public space in Nottingham Nottingham has higher levels of reported violent crime than the national average and is widely regarded amongst the mass media as being a particularly violent place. Furthermore students aged 16-24 years of age, statistically, are one of the most likely groups to fall victim to violent crime (Home Office 2009). Despite these findings, a thorough review of the previous literature showed that there are very few journal articles investigating fears of violence amongst university students and none were focussed on the city of Nottingham. Extensive research on gender as a correlate of fear pays most attention to the fear gap between men and women. Fear of sexual assault is often given as the main reason for differential levels of fear (Balkin 1979) and as a result mens fears are neglected (Goodey 1997). This dissertation will compare the fears of both male and female students whilst focussing on violent crimes. Most academics agree that being a victim of sexual assault leads to intensified fears (Box et al 1988). However, there are mixed findings on the impact personal victimization of other violent crimes has on the individual. Some scholars argue that all physical assaults and muggings lead to greater fear of crime (Tulloch et al 1998) whilst others argue that they actually reduce fears (Sparks et al 1977). These inconsistent findings show that there is room for further research into the effects of violent victimization on public fears, which this dissertation aims to do. Social scientists, on the whole, accept that fear of violent crime is place-dependent and as such; how individuals relate to ideas of place and community is an important indicator of fears (Girling et al 2000). However, studies in the UK examining the relationships between fear of violence and familiarity with place of residence are lacking. This dissertation will investigate the impact familiarity of place has on fears by comparing the fear index of students whose domicile residence is in Nottingham to those who lived somewhere else prior to attending University of Nottingham. The mass media provide the public with much of their information. This information is often distorted through ‘popular tabloids which tend to sensationalise crime. It has been argued that the media cause fears of violent crime to increase (Gunter 1987) but findings are mixed. First year students, many being new to the city, will be an interesting focus group as many of them would have received much of their knowledge about ‘Assassination City through the media. As aforementioned, modifications of behaviour in response to fears can have a significant impact on a citys income hence research in this area (the second main aim) could arguably be important for future policy initiatives attracting more students to Nottingham. There may also be wider social consequences for individual students with high levels of fear as it could limit opportunities, ultimately affecting well-being. OBJECTIVES 1. To review existing literature to acquire an understanding of the different theories and views on fear of violent crime 2. To conduct quantitative surveys on male and female University of Nottingham first year students followed by statistical analysis to determine the relationship between fear of violent crime and the following variables: a) gender b) place of domicile residence c) mass media d) personal victimization 3. To conduct group discussions with first year Geography and Law students at the University of Nottingham to gain a more thorough insight into their fear of violent crime and whether it effects their use of public space in Nottingham Fear of Violence: Academic discussion Gender Research into the thorny issue of gender and fear of violent crime has found that women are much more fearful of violent crime than men yet women are less likely to be victims (Hale 1996). This fear amongst women was primarily viewed as being irrational by some scholars as womens high levels of fear do not equate to actual risk of victimization (Clemente and Kleiman 1977). It is widely acknowledged, however, that women have different experiences in public spaces than men. The BCS shows that young men are at greatest risk of victimisation for overall violence, although women are more likely to experience domestic violence and sexual assault (Home Office 2009). ‘In public, fear of rape is a cardinal fear for women (Riger et al 1994: 78) and is widely acknowledged as being the greatest factor leading to ‘men and women sharing a consensus that females are much more fearful than males (Sutton Farrall 2008: 15). The shadow of sexual assault hypothesis (Ferraro 1996) states tha t womens fear of sexual assault shadows their fear of other types of crime, particularly violent crime. This dissertation aims to uncover the influence all violent crime has on female and male university students. The gendered stereotypes of ‘fearless male/fearful female (Goodey 1997) are challenged by academics who suggest that men are socialised in society to be less fearful than women hence men have a tendency to minimise and hide their fears. This recent theory of the ‘Socially Desirable Responding (Farrall et al 2009) has important implications for research findings as it has been suggested that men are more likely to under-report their concerns in order to fit the hegemonic masculine ideal (Goodey 1997). This could be to such an extent that when this was taken into account, mens fear outstripped womens (Sutton Farrall 2005). This is in contrast to the view that women report higher fears because they are physically weaker than men and may have rape foremost in their minds when answering questions about violent crime (Stanko 1990). It has been posited that fear declines with age amongst girls and to a greater extent, boys. Young boys are relatively open about their fears yet as they mature their fears are somewhat ‘downplayed as normative adult identities are adopted (Goodey 1997: 402). This dissertation compares female fears of violent crime with the ‘neglected arena of male fears (Goodey 1997: 52) focussing on first year university students who are in a liminal stage of neither being viewed by wider society as children nor adults. First Year University Students and the Fear of Violent Crime First year University students, being young adults, are often stereotyped as ‘strong, fearless and are often construed as the offender rather than the victim (Tulloch 2000: 452). However a comprehensive report by Tulloch et al (1998) found that young adults are more fearful of crime than previously recognised. In addition statistical analysis has indicated that they have the greatest fear of violent crime when compared to other age groups (Ferraro 1995). These fears are arguably justified by The British Crime Survey (Home Office 2009) which asserted that reflecting their younger age profile, students (8.6%) had a higher than average risk of being a victim of violent crime throughout the year 2008/09. The BCS claim this is likely to be related to lifestyle. For example, people who visited nightclubs more than once a week in the month prior to interview had a higher risk of violent crime (12.4%) than those who had visited nightclubs or discos less than once a week on average (6.6 %) or not at all (2.5%). First year university students or ‘Freshers do not fit into one clearly defined category or stereotype. Some see university students as belonging to a ‘problem population inducing moral panics through binge drinking and yobbish behaviour. ‘As city centres are perceived to be dangerous, they are given over to gangs of revellers and drunkards after dark (Trench et al 1992). Others see students as law abiding citizens who are likely to be victims of violent crime at the hands of excluded local youths who, like students are demonized through the media. Place of Domicile Residence and Fear of Violent Crime ‘Perception of community has a strong influence on subjective estimates of being a victim of violent crime (Jackson 2004) Literature on fear of crime has shown that it is an absorbent topic bound up in how individuals relate to ideas of place and community (Farrall et al 2009). In a recent study Farrall et al (2009) use in-depth qualitative interviews to explore the connections people make when talking about crime, their environment and community. The study suggested that at the root of fear of crime is public unease about the health of local neighbourhood order and concerns about social decline and community fragmentation. They concluded that public perceptions of crime are strongly linked to objective and subjective assessments of community, environment and change. It was also acknowledged that this can have varying degrees of significance for respondents ‘depending on a participants own circumstances or history (Farrall et al 2009: 137). Due to university students varied experiences and histories they will be an interesting population to explore. There is a sufficient gap in research on dimensions of place and fear of violent crime; there are few place-based studies that have considered relationships between fear of crime and familiarity with place of residence. Nevertheless, an example of one such study in Washington DC found that the percentage of a residents life spent in the same neighbourhood was associated with a decrease in fear of violent crime (Roman Chalfin 2008). Mass media consumption and fear of Violent Crime ‘It is widely recognised that crime stories and discussions about ‘law and order are the staple diet of the written press (Sparks 1992). The mass media provide a major source of our knowledge. As such there is much academic debate as to what extent media in the UK influences individual fear of violent crime. Academics such as Jewkes (2004) have argued that that the mass media harbours the power to instil fear in the public by the way in which it presents crime. Such arguments fit the ‘Hypodermic Syringe Model which focuses on the mass media representation of crime and how that representation is perceived by the public. It is argued that ‘the media inject values, ideas and information directly into the passive reader or viewer (Jewkes 2004: 9). The information that the ‘popular media ‘inject into the public is often distorted as they tend to sensationalise crime by following the rule that ‘if it bleeds it leads. They pay privileged attention to some crimes at the expense of others, often violent crimes at the expense of non-violent (Keating 2002). ‘In Britain, readers of tabloid newspapers which have more sensational crime coverage reported higher levels of fear than readers of broadsheet papers, whose crime coverage is less predominant and less dramatic (Grabosky 1995). By exaggerating the risks of violent crimes the media may orchestrate ‘moral panics or ‘media panics (Cohen 1972). These moral panics often correspond to BCS statistics. The popular press use one statistical area such as Nottingham and distort the truth by sensationalising the factual data using terminology such as ‘epidemic, which in turn, may lead to moral panics. Although there is some basic truth to what the media are presenting to the public, it usually becomes dramatised to the point of disconnection from the truth. This may lead to a ‘deviancy amplification spiral (Cohen 1972) inferring that the area is particularly dangerous. Another consequence for such localities is that, once the decline begins, the community becomes part of the media generated folklore on crime and rare events such as firearm offences seem to be commonplace (Keating 2002). Fear of violent crime levels can also be rationalised by using Post-Modernist approaches. Hall et al (1978: 46) suggest that the public are interested in the mass media representation of crime, especially violent crime, as ‘violence represents a basic violation of the person. The public are therefore more affected by violent crimes, as they worry for their own safety. The BCS (Home Office 2009) statistics show that the number of violent crimes is decreasing annually, but this data is not yet reflected by public opinion. The ‘Hypodermic Syringe Theory, ‘Moral Panic Theory and Post-Modernist approaches have been widely criticised by researchers who have found the causal relationship between media and fear of violent crime to be at best, inconclusive. One key finding from Tulloch et al (1998) stated that the media are not as influential as previously thought. It has been suggested that the media alone can not cause fear of crime but ‘they can address fears, play upon them, exploit or reassure them (Sparks 1992: 155). Behavioural Responses to Fear of Violent Crime A review of the quantitative evidence to date illustrates that the findings for a causal relationship between fear of violent crime and modification of behaviour are somewhat inconsistent (Foster Giles-Corti 2008). Numerous studies exhibit that people often avoid actions which they view as being dangerous such as travelling on public transport or going out after dark (Box et al 1988). On the contrary an important finding from Tulloch et al (1998) found that even though young adults are more fearful of violent crime than any other age group, they still go out at night and use public transport. Episodes of being afraid of violent crime are often short lived. For example, one may become fearful if they hear footsteps behind them when walking down a dark alley. Farrall et al (2009) describe these fears as ‘experiental. Experiental fears are short-lived episodic experiences that are in response to external direct stimuli bound up in details of time and place. It has been argued, however, that although there may be heightened awareness in situations whereby one perceives there to be a potential threat of violence, this does not necessarily lead to outright fear but a calculated set of behavioural responses (Garland 2001). By conducting in-depth interviews, Farrall et al (2009) found that many participants believed it was their responsibility to protect themselves from violent crime and that precautionary behaviour is a necessary part of every day life. Some modified their behaviour, avoided certain places at certain times and purchased security equipment. It has been suggested that fear of violence is not always detrimental to an individuals well-being. Some degree of fear might be healthy in certain situations as it creates a natural defence against crime. When there is a perceived risk of actual violence, a certain amount of fear might actually be beneficial. Experiental fears of violent crime stimulate ‘responsiblization which leads to precautionary behaviours, makes people feel safer and ultimately lowers the risk of victimization. This has been described as ‘functional fear (Jackson Gray 2009). This ‘functional fear can be illustrated in the ‘Health Belief Model (Rosensto ck 1974). This model has been applied by social scientists to explain why some people change their behaviour to combat violent crime (Hammig Moranetz 2000). The model asserts that individuals who fear being a victim of violence will change their lifestyle habits if they believe that altering certain behaviours will enhance their overall well-being. ‘For women, crime is a considerable reason as to why they do not go out after dark at night (Crawford et al 1990: 49). As aforementioned, social scientists have indicated that gender is one of the strongest predictors of fear of violence; women are more fearful of violent crime than men. Some scholars such as Warr (1985) and Ferraro (1995) have suggested that this differential ‘irrational fear among females is mostly due to their fear of sexual victimization. As a result of this fear women restrict their lives in private and public spaces due to the perceived threat of criminal victimization (Gilchrist et al 1998). Findings from Warr (1985) substantiate this claim revealing that 40% of women do not go out at night compared with 9% of men. This indicates that fear of violent crime could have real consequences for female university students, limiting their use of public space and restricting them from fulfilling numerous opportunities in Nottingham. However, findings from studies can vary depending on the different behaviours that are measured. For example, a study in the US which investigated yo ung male preventive behaviours against violent victimization found that 27% of respondents reported practicing preventive behaviours against violent crime regularly (Hammig Morinetz 2000). Existing studies therefore do not provide concrete evidence for a strong relationship between fear of violent crime and modifications of behaviour. Victimization and the ‘Irrational Fear of Violent Crime Tulloch et al (1998) found that peoples fear of violent crime depends on personal experience and that an individuals fear of violence is likely to be heightened if the individual has been victimized. However, past research on the issue has been surprisingly inconclusive. In a review of the research, DuBow et al (1979) concludes that there has been no convincing evidence that victimization increases ones fear of violent crime. In a more recent study using qualitative analysis, Farrall et al (2009) reach a similar conclusion that many who had experienced violence didnt admit to amplified levels of fear. Furthermore, they found differential levels of fear between ‘isolated and ‘repeat victims with the latter reporting greater fears. Skogan (1987) claims that due to the lack of a strong relationship between fear and direct experience of violent crime, some peoples fears such as womens has been branded ‘irrational. ‘Interest in the ‘irrationality of high levels of fear of violent crime was fuelled by the weak correspondence of many survey measures of fear of crime to peoples self reported victimization experiences (Skogan 1987: 112). Rifai (1982: 193) denotes that fear of crime is ‘irrational simply because many people dont do much about it; ‘There is usually little behavioural change that is reflected in what could be termed crime preventative or victimization preventative behaviour (Rifai 1982: 193). As previously discussed, however, findings on behavioural changes are mixed and inconclusive. Violent crime does not impact on all members of society in the same way. A controversial argument put forward by Rifai (1982) stated that victimization and fear are not strongly linked because most crimes and a large proportion of violent crimes are trivial in their consequences hence they arent fear provoking. ‘A number of case studies have suggested that in most occurrences of victimization there is little effect on the daily lives of the victims (Rifai 1982: 199). The experience of victimization can serve to dispel some of the myths and anxieties about what becoming a victim of crime might feel like. The latest BCS statistics for 2008/09 indicate that, continuing a similar pattern to previous years, assault without injury accounted for the largest proportion (40%) of all violent incidents (British Crime Survey 2009). Perhaps then, Sparks et al (1977) are justified in arguing that victimization by assault reduces fear. They explained a negative correlation between victimizati on and fear by hypothesising that people ‘fear the worst before they have any direct experience with crime, but when they are victimized and are physically unharmed, their anxieties may be alleviated. Furthermore, it has been suggested by Skogan (1987) that the exclusion of non-victims from most of the literature has left unanswered the question of to what extent victims differ from comparable non-victims as a result of that experience. For this reason my dissertation will compare the fears of both ‘victims and ‘non-victims of violent crime. Summary of Literature The literature I have reviewed covers the most relevant concepts on the fear of violent crime put forward by influential academics who have worked within the realms of this discourse. One may argue that due to the sheer abundance of research that has been advanced by leading scholars, a relatively minute project such as mine based on Nottingham university students would prove insignificant. It could also be suggested that the field has been exhausted hence there isnt any room for further research. Yet it is recognised by the majority of academics that there is always room for further exploration. This is particularly true for investigating the fear of crime as many findings are inconsistent or inconclusive. Girling et al (2000: 136) describe fear of crime as ‘a topic that never quite stays still and submits itself for dispassionate examination. My dissertation is therefore relevant as it is a contemporary investigation into an ever-changing topic that focuses on a previously ne glected group, university students, in the unexplored context of Nottingham. Methodology Overview There is much debate within the social sciences as to what ‘fear of violent crime actually means and how it should be measured. For example, numerous academics such as Hale (1996) believe it is primarily based on emotions i.e. actually feeling fearful. Other researchers criticise the emotional aspect of ‘fear and maintain that other aspects are more important such as what an individual ‘actually does to combat perceived threats of violence (Garland 2001). Alternatively, cognition i.e. what people perceive to be the risk of victimization has also been measured in previous studies. My research has investigated the complex relationships between the emotional, behavioural and cognitive aspects discussed. By acknowledging all three elements, fear of violent crime will be measured more accurately (Weaver 2008). Data collection involved both quantitative and qualitative methods. Primarily, only fixed surveys (Farrall et al 1997) were going to be used as it would generate a large quantity of results for analysis. However, this method used alone has come under much criticism. It has been argued by leading academics such as Girling et al (2000) and Pain (2000) that the ‘tick-box survey is too blunt an instrument on its own to gain understanding of public fear of crime. Taking this into consideration, it was decided that fixed surveys would be used to cover a large sample of the first year student population in Nottingham. Focus groups would then be used to carefully uncover fears, behaviours and cognitive judgements that arguably do not become evident from analysing questionnaire results. A self-completion, closed ‘tick-box survey was assembled and distributed to first year students studying a wide range of academic courses at the University of Nottingham. Once surveys had been completed and returned, face-to-face discussion groups or ‘focus groups with first year Geography and Law students were then conducted. Collecting quantitative data from the surveys prior to the group discussions enabled the latter to delve deeper into students fears of violence and uncover any behavioural responses that could not be explained in the closed tick-box surveys. Some survey questions have a tendency to elicit socially desirable responses (Farrall et al 2009). These are answers that dont necessarily reflect the respondents real feelings but ‘the one which they feel best fits the image of themselves; the image which they wish to show to the person interviewing (Farrall et al 2009: 146). As aforementioned, men are particularly likely to give socially desirable responses. Sutton and Farrall (2005) make this point in a review of previous quantitative data on fear of crime. They suggest that when answering survey questions aimed at measuring fear of crime, men often suppress the extent of their anxieties. This may have implications for survey results. Furthermore, ‘it is not uncommon for people under the researchers gaze to feel self conscious or threatened (Flowerdew and Martin 1997: 129). For these reasons, questionnaires were not conducted face to face but were handed out and returned within a week to a ‘pigeon hole in the Uni versity of Nottingham main reception. Sampling Methods Focussing on first year students at the University of Nottingham placed constraints on possible sampling techniques. The dissertation, ideally, would have an equal number of female and male respondents, and an equal number of students whose domicile residence was in Nottingham and elsewhere. In the pilot test a quota sampling method was adopted. This sampling method was conducted at the University of Nottingham ‘freshers fair. This method encountered problems. Firstly, the survey did not result in a 100% response rate. Secondly, it proved almost impossible to find an equal number of respondents whose domicile residence was in Nottingham as those that werent. The final decision was to use cluster sampling. Cluster sampling was used as it was deemed to be an appropriate and realistic method of surveying first year university students. Study participants were thus recruited through the University of Nottingham. Questionnaires were distributed to the university, with permission, wh ich then handed them out to first year students for completion. As such, all participants met the study requirements. 200 surveys were distributed, 124 of which were returned projecting a 62% response rate. First year geography and law students were recruited for the focus groups by administering voluntary sign up sheets to the University of Nottingham which were then placed in the Geography and Law buildings of the university. Ethical Issue