Figurative Language versus Literal Language Essay - 11

Figurative Language versus Literal Language - Essay Example As an example, a person using an idiom would describe that another hung their head, which indicates a sadness or shame rather than the literal description of actually bowing a head downward. Misunderstanding might occur when a person unfamiliar with the common cultural meaning of a language is misconstrued, leaving them to believe a person is actually bending their head. The amphiboly is a type of fallacy, used to mislead the receiver. It is often used in political sciences as a means to persuade individuals of an intention while never actually providing clarity. As an example, this function in figurative language might be illustrated by a politician who indicates their goal is to argue with the Senate to provide changes. In reality, there is no argument occurring, rather following legitimate methods already in place to assist the constituency. Misunderstanding occurs when the receiver believes that there will be a verbal argument. The analogy occurs when comparisons are made, either in process or ideas, to something else entirely. As an example, the analogy would be used to suggest that a dirty animal stable has â€Å"enough work to kill a horse†. In this case, the converser or the writer is attempting to illustrate that it is difficult work, not to actually destroy a horse through the process of labor. An individual not acquainted with the familiar of culture and social lifestyle might believe that a horse will be slaughtered. A flame word is intended to prompt emotional response from the receiver to create an emotional response or retaliation against a principle or thought. The speaker or writer might indicate that a woman is â€Å"stubborn as a mule† to describe a poor disposition. Misunderstanding would not likely occur much when using flame words since the goal is to enflame the reader to respond accordingly. The metaphor occurs when comparisons are made to two objects or ideas that are actually similar in nature. To say that love

Historical Photographic Processes Essay Example for Free

Historical Photographic Processes Essay The Cyanotype, also known as the blue print process, was invented by Sir John Herschel in 1842 and made popular in the field of photography by Anna Atkins, a British botanist and photographer, who did a series of leaf prints and published a series of limited edition books of cyanotype prints (Rosenthal). The earliest examples of cyanotype photographs, therefore, consist of prints of leaf species. Cyanotypes are named for its blue-green (cyan) hue. It uses light sensitive Ammonium iron (III) citrate and potassium ferricyanide to reproduce an image. The Division of Rare and Manuscript Collection of Cornell University explains the process in its website: A piece of paper is first sensitized with a solution of ferric ammonium citrate (an iron salt) and potassium ferricyanide (a crystalline iron salt) and dried. The prepared paper is then contact, or placed in direct contact with the negative, and exposed to sunlight until an image begins to appear on the paper (usually about fifteen minutes). As contact prints, they are always the same size as their negatives. In the final step, the print is washed in water to oxidize the iron salts and draw out the cyanotype’s brilliant blue color (A. D. White Project). Since the 1980s up to the present, the blue print process is still used by some architects and engineers because of its simple process and low cost. The Albumen Print Process The albumen print process was invented by in 1850 by Louis Desire Blanquart-Evrard and became the popular photographic printing process for the next half decade A. D. White Project). It uses the albumen in egg whites to bind photographic chemicals to paper. The process begins by mixing the albumen with iodide of potassium and water. After the mixtures has been allowed to set for some time it is poured over a glass plate (or later on, on paper) which, in turn, is immersed in a bath of nitrate of silver and glacial acetic acid to sensitize it and make it ready for exposure in the camera. The plate is removed from the camera and poured with a saturated solution of gallic acid, followed by a solution of hyposulphite of soda, and then washed over a stream of water. When dry, the picture is ready for printing (Ross). Albumen prints are prone to fading. The general tone is yellowish with cream-colored highlights and deep chocolate brown shadows (A. D. White Project). Cited Works A. D. White Project. Division of Rare and Manuscript Collection, Cornell University. 14 April 2005. http://cidc. library. cornell. edu/adw/cyanotype. htm. Rosenthal, Richard T. â€Å"The Cynotype†. Vernacular Photography. 20 March 2008. http://www. vernacularphotography. com/VPM/V1N1/the_cyanotype. htm. Ross, James. â€Å"The Albumen Process. † Albumen. http://albumen. stanford. edu/library/c19 /ross. html.

Reducing Juvenile Delinquency Essay examples -- Papers Teen Crime Essa

The current statistics of juvenile delinquency are astounding. I will look at the most recent statistics and a few of the programs implemented to reduce or prevent delinquency. Before delving too deep into juvenile delinquency, it is important to consider the definitions of "juvenile" and "delinquent". The Merriam-Webster Dictionary gives two definitions of "juvenile": 1. Showing incomplete development, and 2. A young person; one below the legally established age of adulthood (1997). Merriam-Webster defines "delinquent" as: offending by neglect or violation of duty or law (1997). As a complete definition of juvenile delinquent it is safe to repeat "a person below the established age of adulthood that offends by neglect or violation of duty or law (1997)". The history of juvenile delinquency had harsh beginnings. Children were viewed as non-persons until the 1700's(Rice 1995). They did not receive special treatment or recognition. Discipline then is what we now call abuse. It was believed that life was hard, and you had to be hard to survive. The people of that time in history did not have the conveniences that we take for granted. For example, the medical practices of that day were primitive in comparison to present-day medicine. Marriages were more for convenience, rather than for childbearing or romance. The infant and child mortality rate was also very high. It did not make sense to the parents in those days to create an emotional bond with children when there was a strong chance that the children would not survive until adulthood (1995). At the end of the 18th century, "The Enlightenment" appeared as a new cultural transition. People began to see children as flowers, who needed nurturing in order to ... ...s. Massachusetts: Allyn and Bacon. Galaway, B., et al. (1995). Specialized foster family care for delinquent youth. Federal Probation 59 (March): 19-27. Greenwood, P., & Turner, S. (1993). Evaluation of the Paint Creek Youth Center: a residential program for serious delinquents. Criminology 31 (May): 19-27. Haghighi, B., & Lopez, A. (1993). Success/Failure of group home treatment Programs for juveniles. Federal Probation 57 (Sept): 53-58. McNeece, C., & Roberts, A. (1997). Policy & Practice in the Justice System. Chicago: Nelson-Hall Publishers. Mish, F. (Ed.). (1997). Merriam-Webster Dictionary. Massachusetts: Merriam- Webster Incorporated. Wilber, S. (1998) Can Prevention Programs Stem the Tide of Delinquency? 3 (3), pp. 3. Retrieved March 5, 2000 from EBSCO database (MUONLINE) on the World Wide Web: http://www.ebsco.com

Concepts And Definitions Of Disability Essay

The contemporary conception of disability proposed in the WHO International Classification of Functioning, Disability and Health (ICF) views disability as an umbrella term for impairments, activity limitations and participation restrictions. Disability is the interaction between individuals with a health condition (e.g. cerebral palsy, Down syndrome or depression) and personal and environmental factors (e.g. negative attitudes, inaccessible transportation, or limited social supports). Long ago there was great confusion over the meaning of terms such as impairment, handicap, or disability. Then, in 1980, the WHO provided great service by offering a clear way of thinking about it all in a little book called â€Å"International Classification of Impairments, Disabilities and Handicaps†. All these terms refer to the consequences of disease, but consider the consequences at different levels. The disease produces some form of pathology, and then the individual may become aware of th is: they experience symptoms. Later, the performance or behaviour of the person may be affected, and because of this the person may suffer consequences such as being unable to work. In this general scenario, Impairment was defined as â€Å"any loss or abnormality of psychological, physiological, or anatomical structure or function.† Impairment is a deviation from normal organ function; it may be visible or invisible (screening tests generally seek to identify impairments). Disability was defined as â€Å"any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being.† Impairment does not necessarily lead to a disability, for the impairment may be corrected. I am, for example, wearing eye glasses, but do not perceive that any disability arises from my impaired vision. A disability refers to the function of the individual (rather than of an organ, as with impairment). In turn, Handicap was defined as â€Å"a disadvantage for a given individual, resulting from impairment or a disability that limits or prevents the fulfillment of a role that is normal (depending on age, sex, and social and cultural factors) for that individual.† Handicap considers the person’s participation in their social context. For example, if there is a wheel-chair access ramp at work, a disabled person may not be handicapped in coming to work there. Here are some examples: Impairment – Speech production; Disability – Speaking clearly enough to be understood; Handicap – Communication I – Hearing; D – Understanding; H – Communication I – Vision; D – Seeing; H – Orientation I – Motor control, balance, joint stiffness; D – Dressing, feeding, walking; H – Independence, mobility I – Affective, cognitive limitations; D – Behaving, interacting, supporting; H – Social interaction, reasonableness Here is a diagram that suggests possible parallels between the impairment, disability & handicap triad, and the disease, illness and sickness triad. (The squiggly arrows are intended to indicate a rough correspondence) â€Å"Patients do not come to their physicians to find out what ICD code they have, they come to get help for what is bothering them.† A Positive Perspective? Quality of Life and the International Classification of Function The focus on disability takes a somewhat negative approach to health, perhaps not unreasonable since doctors are supposed to cure diseases. But starting in the 1980s clinicians began to set goals to achieve when the disease could not be cured, beyong merely controlling symptoms. The notion of Quality of Life gained prominence as a way to emphasize a positive perspective on health – health as a capacity to function and to live, even if the patient has a chronic condition. A central aim of care was to enhance the quality of the patient’s function, and hence their ability to life as normal a life as possible, even if the disorder could not be cured. This notion was a further extension of handicap, covering maintenance of normal function, but adding psychological well-being and, if possible, positive feelings of engagement. Measurements of quality of life extend the disability focus beyond the ability to perform â€Å"activities of daily living† to include a broad range of functioning (work, home, play) and also the person’s feelings of satisfaction and well-being. This is necessarily a qualitative and subjective concept, judged by the patient in terms of the extent to which they are able to do the things they wish to do. In this medical context, quality of life is distinct from wealth or possessions, and to amke this clear you may see the term â€Å"health-related quality of life.† Reflecting these evolving ideas, the WHO revised its  Impairment, Disability and Handicap triad in 2001, re-naming it the International Classification of Function (ICF). This classification system provides codes for the complete range of functional states; codes cover body structures and functions, impairments, activities and participation in society. The ICF also considers contextual factors that may influence activity levels, so function is viewed as an interaction between health conditions (a disease or injury) and the context in which the person lives (both physical environment and cultural norms relevant to the disease). It establishes a common language for describing functional states that can be used in comparing across diseases and countries. The ICF therefore uses positive language, so that â€Å"activity† and â€Å"participation† replace â€Å"disability† and â€Å"handicap.† The ICF is described on the WHO web site. Impairment, Disability and Handicap Sheena L. Carter, Ph.D. The words â€Å"impairment,† â€Å"disability,† and â€Å"handicap,† are often used interchangeably. They have very different meanings, however. The differences in meaning are important for understanding the effects of neurological injury on development. The most commonly cited definitions are those provided by the World Health Organization (1980) in The International Classification of Impairments, Disabilities, and Handicaps: Impairment: any loss or abnormality of psychological, physiological or anatomical structure or function. Disability: any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being. Handicap: a disadvantage for a given individual that limits or prevents the fulfillment of a role that is normal As traditionally used, impairment refers to a problem with a structure or  organ of the body; disability is a functional limitation with regard to a particular activity; and handicap refers to a disadvantage in filling a role in life relative to a peer group. Examples to illustrate the differences among the terms â€Å"impairment,† â€Å"disability,† and â€Å"handicap.† 1. CP example: David is a 4-yr.-old who has a form of cerebral palsy (CP) called spastic diplegia. David’s CP causes his legs to be stiff, tight, and difficult to move. He cannot stand or walk. Impairment: The inability to move the legs easily at the joints and inability to bear weight on the feet is an impairment. Without orthotics and surgery to release abnormally contracted muscles, David’s level of impairment may increase as imbalanced muscle contraction over a period of time can cause hip dislocation and deformed bone growth. No treatment may be currently available to lessen David’s impairment. Disability: David’s inability to walk is a disability. His level of disability can be improved with physical therapy and special equipment. For example, if he learns to use a walker, with braces, his level of disability will improve considerably. Handicap: David’s cerebral palsy is handicapping to the extent that it prevents him from fulfilling a normal role at home, in preschool, and in the community. His level of handicap has been only very mild in the early years as he has been well-supported to be able to play with other children, interact normally with family members and participate fully in family and community activities. As he gets older, his handicap will increase where certain sports and physical activities are considered â€Å"normal† activities for children of the same age. He has little handicap in his preschool classroom, though he needs some assistance to move about the classroom and from one activity to another outside the classroom. Appropriate services and equipment can reduce the extent to which cerebral palsy prevents David from fulfilling a normal role in the home, school and community as he grows. 2. LD example: Cindy is an 8-year-old who has extreme difficulty with reading (severe dyslexia). She has good vision and hearing and scores well on tests of intelligence. She went to an excellent preschool and several different special reading programs have been tried since early in kindergarten. Impairment: While no brain injury or malformation has been identified, some impairment is presumed to exist in how Cindy’s brain puts together visual and auditory information. The impairment may be inability to associate sounds with symbols, for example. Disability: In Cindy’s case, the inability to read is a disability. The disability can probably be improved by trying different teaching methods and using those that seem most effective with Cindy. If the impairment can be explained, it may be possible to dramatically improve the disability by using a method of teaching that does not require skills that are impaired (That is, if the difficulty involves learning sounds for letters, a sight-reading approach can improve her level of disability). Handicap: Cindy already experiences a handicap as compared with other children in her class at school, and she may fail third grade. Her condition will become more handicapping as she gets older if an effective approach is not found to improve her reading or to teach her to compensate for her reading difficulties. Even if the level of disability stays severe (that is, she never learns to read well), this will be less handicapping if she learns to tape lectures and â€Å"read† books on audiotapes. Using such approaches, even in elementary school, can prevent her reading disability from interfering with her progress in other academic areas (increasing her handicap). Gale Encyclopedia of Education: History of Special Education Top Home > Library > History, Politics & Society > Education Encyclopedia Special education, as its name suggests, is a specialized branch of education. Claiming lineage to such persons as Jean-Marc-Gaspard Itard (1775 – 1838), the physician who â€Å"tamed† the â€Å"wild boy of Aveyron,† and Anne Sullivan Macy (1866 – 1936), the teacher who â€Å"worked miracles† with Helen Keller, special educators teach those students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. In 2001, special education in the United States was serving over five million students. Although federally mandated special education is relatively new in the United States, students with disabilities have been present in every era and in every society. Historical records have consistently documented the most severe disabilities – those that transcend task and setting. Itard’s description of the wild boy of Aveyron documents a variety of behaviors consistent with both mental retardation and behavioral disorders. Nineteenth-century reports of deviant behavior describe conditions that could easily be interpreted as severe mental retardation, autism, or schizophrenia. Milder forms of disability became apparent only after the advent of universal public education. When literacy became a goal for all children, teachers began observing disabilities specific to task and setting – that is, less severe disabilities. After decades of research and legislation, special education now provides services to students with varying degrees and forms of disabilities, including mental retardation, emotional disturbance, learning disabilities, speech-language (communication) disabilities, impaired hearing and deafness, low vision and blindness, autism, traumatic brain injury, other health impairments, and severe and multiple disabilities. Development of the Field of Special Education At its inception in the early nineteenth century, leaders of social change set out to cure many ills of society. Physicians and clergy, including Itard, Edouard O. Seguin (1812 – 1880), Samuel Gridley Howe (1801 – 1876), and Thomas Hopkins Gallaudet (1787 – 1851), wanted to ameliorate the neglectful, often abusive treatment of individuals with disabilities. A rich  literature describes the treatment provided to individuals with disabilities in the 1800s: They were often confined in jails and almshouses without decent food, clothing, personal hygiene, and exercise. During much of the nineteenth century, and early in the twentieth, professionals believed individuals with disabilities were best treated in residential facilities in rural environments. Advocates of these institutions argued that environmental conditions such as urban poverty and vices induced behavioral problems. Reformers such as Dorothea Dix (1802 – 1887) prevailed upon state governments to provide funds for bigger and more specialized institutions. These facilities focused more on a particular disability, such as mental retardation, then known as â€Å"feeble-mindedness† or â€Å"idiocy†; mental illness, then labeled â€Å"insanity† or â€Å"madness†; sensory impairment such as deafness or blindness; and behavioral disorders such as criminality and juvenile delinquency. Children who were judged to be delinquent or aggressive, but not insane, were sent to houses ofrefuge or reform schools, whereas children and adults judged to be â€Å"mad† were admitted to psychiatric hospitals. Dix and her followers believed that institutionalization of individuals with disabilities would end their abuse (confinement without treatment in jails and poorhouses) and provide effective treatment. Moral treatment was the dominant approach of the early nineteenth century in psychiatric hospitals, the aim being cure. Moral treatment employed methods analogous to today’s occupational therapy, systematic instruction, and positive reinforcement. Evidence suggests this approach was humane and effective in some cases, but the treatment was generally abandoned by the late nineteenth century, due largely to the failure of moral therapists to train others in their techniques and the rise of the belief that mental illness was always a result of brain disease. By the e nd of the nineteenth century, pessimism about cure and emphasis on physiological causes led to a change in orientation that would later bring about the â€Å"warehouse-like† institutions that have become a symbol for abuse and neglect of society’s most vulnerable citizens. The practice of moral treatment was replaced by the belief that most disabilities were incurable. This led to keeping individuals with disabilities ininstitutions both for their own protection and for the betterment of society. Although the transformation took many years, by the end of the nineteenth century the size of institutions had increased so  dramatically that the goal of rehabilitation was no longer possible. Institutions became instruments for permanent segregation. Many special education professionals became critics of institutions. Howe, one of the first to argue for in stitutions for people with disabilities, began advocating placing out residents into families. Unfortunately this practice became a logistical and pragmatic problem before it could become a viable alternative to institutionalization. At the close of the nineteenth century, state governments established juvenile courts and social welfare programs, including foster homes, for children and adolescents. The child study movement became prominent in the early twentieth century. Using the approach pioneered by G. Stanley Hall (1844 – 1924; considered the founder of child psychology), researchers attempted to study child development scientifically in relation to education and in so doing established a place for psychology within public schools. In 1931, the Bradley Home, the first psychiatric hospital for children in the United States, was established in East Providence, Rhode Island. The treatment offered in this hospital, as well as most of the other hospitals of the early twentieth century, was psychodynamic. Psychodynamic ideas fanned interest in the diagnosis and classification of disabili ties. In 1951 the first institution for research on exceptional children opened at the University of Illinois and began what was to become the newest focus of the field of special education: the slow learner and, eventually, what we know today as learning disability. The Development of Special Education in Institutions and Schools Although Itard failed to normalize Victor, the wild boy of Averyon, he did produce dramatic changes in Victor’s behavior through education. Modern special education practices can be traced to Itard, and his work marks the beginning of widespread attempts to instruct students with disabilities. In 1817 the first special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford, Connecticut, by Gallaudet. By the middle of the nineteenth century, special educational programs were being provided in many asylums. Education was a prominent part of moral therapy. By the close of the nineteenth century, special classes within regular public schools had been launched in major cities. These special classes were initially established for immigrant students who were  not proficient in English a nd students who had mild mental retardation or behavioral disorders. Descriptions of these children included terms such as steamer children, backward, truant, and incorrigible. Procedures for identifying â€Å"defectives† were included in the World’s Fair of 1904. By the 1920s special classes for students judged unsuitable for regular classes had become common in major cities. In 1840 Rhode Island passed a law mandating compulsory education for children, but not all states had compulsory education until 1918. With compulsory schooling and the swelling tide of anti-institution sentiment in the twentieth century, many children with disabilities were moved out of institutional settings and into public schools. However, by the mid-twentieth century children with disabilities were still often excluded from public schools and kept at home if not institutionalized. In order to respond to the new population of students with special needs entering schools, school officials created still more special classes in public schools. The number of specia l classes and complementary support services (assistance given to teachers in managing behavior and learning problems) increased dramatically after World War II. During the early 1900s there was also an increased attention to mental health and a consequent interest in establishing child guidance clinics. By 1930 child guidance clinics and counseling services were relatively common features of major cities, and by 1950 special education had become an identifiable part of urban public education in nearly every school district. By 1960 special educators were instructing their students in a continuum of settings that included hospital schools for those with the most severe disabilities, specialized day schools for students with severe disabilities who were able to live at home, and special classes in regular public schools for students whose disabilities could be managed in small groups. During this period special educators also began to take on the role of consultant, assisting other teachers in instructing students with disabilities. Thus, by 1970 the field of special education was offering a variety of educational placements to students with varying disabilities and needs; however, public schools were not yet required to educate all students regardless of their disabilities. During the middle decades of the twentieth century, instruction of children with disabilities often was based on process training – which involves attempts to improve children’s academic  performance by teaching them cognitive or motor processes, such as perceptualmotor skills, visual memory, auditory memory, or auditory-vocal processing. These are ancient ideas that found twentieth-century proponents. Process training enthusiasts taught children various perceptual skills (e.g., identifying different sounds or objects by touch) or perceptual motor skills (e.g., balancing) with the notion that fluency in these skills would generalize to reading, writing, arithmetic, and other basic academic tasks. After many years of research, however, such training was shown not to be effective in improving academic skills. Many of these same ideas were recycled in the late twentieth century as learning styles, multiple intelligences, and other notions that the underlying process of learning varies with gender, ethnicity, or other physiological differences. None of these theories has found much support in reliable research, although direct instruction, mnemonic (memory) devices, and a few other instructional strategies have been supported reliably by research. The History of Legislation in Special Education Although many contend that special education was born with the passage of the Education for All Handicapped Children Act (EAHCA) in 1975, it is clear that special educators were beginning to respond to the needs of children with disabilities in public schools nearly a century earlier. It is also clear that EAHCA did not spring from a vacuum. This landmark law naturally evolved from events in both special education and the larger society and came about in large part due to the work of grass roots organizations composed of both parents and professionals. These groups dated back to the 1870s, when the American Association of Instructors of the Blind and the American Association on Mental Deficiency (the latter is now the American Association on Mental Retardation) were formed. In 1922 the Council for Exceptional Children, now the major professional organization of special educators, was organized. In the 1930s and 1940s parent groups began to band together on a national level. These groups worked to make changes in their own communities and, consequently, set the stage for changes on a national level. Two of the most influential parent advocacy groups were the National Association for Retarded Citizens (now ARC/USA), organized in 1950, and the Association for Children with Learning Disabilities, organized in 1963. Throughout the first  half of the twentieth century, advocacy groups were securing local ordinances that would protect and serve individuals with disabilities in their communities. For example, in 1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street. By mid-century all states had legislation providing for education of students with disabilities. However, legislation was still noncompulsory. In the late 1950s federal money was allocated for educating children with disabilities and for the training of special educators. Thus the federal government became formally involved in research and in training special education professionals, but limited its involvement to these functions until the 1970s. In 1971, this support was reinforced and extended to the state level when the Pennsylvania Association for Retarded Children (PARC) filed a class action suit against their Commonwealth. This suit, resolved by consent agreement, specified that all children age six through twenty-one were to be provided free public education in the least restrictive alternative (LRA, which would later become the least restrictive environment [LRE] clause in EAHCA). In 1973 the Rehabilitation Act prohibited discriminatory practices in programs receiving federal financial assistance but imposed no affirmative obligations with respect to special education. In 1975 the legal action begun under the Kennedy and Johnson administrations resulted in EAHCA, which was signed into law by President Gerald Ford. EAHCA reached full implementation in 1977 and required school districts to provide free and appropriate education to all of their students with disabilities. In return for federal funding, each state was to ensure that students with disabilities received non-discriminatory testing, evaluation, and placement; the right to due process; education in the least restrictive environment; and a fre e and appropriate education. The centerpiece of this public law (known since 1990 as the Individuals with Disabilities Education Act, or IDEA) was, and is, a free appropriate public education (FAPE). To ensure FAPE, the law mandated that each student receiving special education receive an Individualized Education Program (IEP). Under EAHCA, students with identified disabilities were to receive FAPE and an IEP that included relevant instructional goals and objectives, specifications as to length of school year, determination of the most appropriate educational placement, and descriptions of criteria to be used  in evaluation and measurement. The IEP was designed to ensure that all students with disabilities received educational programs specific to their â€Å"unique† needs. Thus, the education of students with disabilities became federally controlled. In the 1982 case of Board of Education of the Hendrick Hudson Central School District v. Rowley, the U.S. Supreme Court clarified the level of services to be afforded students with special needs and ruled that special education services need only provide some â€Å"educational benefit† to students – public schools were not required to maximize the educational progress of students with disabilities. In so doing the Supreme Court further defined what was meant by a free and appropriate education. In 1990 EAHCA was amended to include a change to person-first language, replacing the term handicapped student with student with disabilities. The 1990 amendments also added new classification categories for students with autism and traumatic brain injury and transition plans within IEPs for students age fourteen or older. In 1997, IDEA was reauthorized under President Clinton and amended to require the inclusion of students with disabilities in statewide and districtwide assessments, measurable IEP goals and objectives, and functional behavioral assessment and behavior intervention plans for students with emotional or behavioral needs. Because IDEA is amended and reauthorized every few years, it is impossible to predict the future of this law. It is possible that it will be repealed or altered dramatically by a future Congress. The special education story, both past and future, can be written in many different ways.

Ethical Health Care Issues Essay

Healthcare ethics involves making well researched and considerate decisions about medical treatments, while taking into consideration a patient’s beliefs and wishes regarding all aspects of their health. The healthcare industry, above any other, has a high regard for the issues surrounding the welfare of their patients. This power over a patient’s wellbeing creates a mandatory need for all healthcare organizations to develop an ethics committee. The committee’s goal is to establish a written code of ethics that details the policies and procedures that determine proper conduct for all employees. There are many ethical issues that may arise in regards to a patient’s healthcare. Treating patients with certain religious beliefs pose important ethical issues in the field of healthcare. This paper will describe an ethical health care issue concerning refusal of care, such as a blood transfusion. It will cover the four ethical principles as they apply to healthcare providers and patients’ rights. It is important that health care workers have a rudimentary understanding of Jehovah’s Witnesses philosophy about blood transfusion so that as professionals we can be proactive in their management. Ethical Health Care Issue In all areas of practice, physicians come into contact with Jehovah’s Witnesses and their refusal to accept blood transfusion, even when it means saving their lives. The Jehovah’s Witness faith creates some challenges for physicians caring for its members. The ethical principles of autonomy versus beneficence come into conflict when a physician believes a transfusion is in the best interest of the patient, but the patient refuses. Legal precedence provides a backdrop. In addition, Panico, Jenq, & Brewster (2011) article states, there was a case involving a woman who had consented for examination of a fibroid tumor under anesthesia, but withheld consent for removal of the  tumor. While sedated, she underwent resection of the tumor that led to complications. She sued and the judge ruled in her favor, establishing the notion that every human being should have the right to decide what is done with his or her own body. Moreover, this premise gave any individual the right t o refuse treatment if he or she understands the risks; a Jehovah’s Witness has the right to refuse a blood transfusion. This ruling set a precedent for informed consent. In 1990, the Canadian case of Malette v Shulman described an emergency department physician who gave a blood transfusion to an unconscious patient who was in hypovolemic shock. Per report, the patient had a signed wallet card that identified her as a Jehovah’s Witness, although it was undated and unwitnessed. The wallet card, is considered a legal document which, stated that she did not want to receive a blood transfusion under any circumstances (Lantos, Matlock, & Wendler, 2011). Furthermore, when the patient’s daughter arrived and asked that the transfusion be stopped, the physician did not comply. The physician argued that there was no way of knowing if the patient had changed her mind in the minutes before the car accident and thus he was duty bound to save her life (Lantos, Matlock, & Wendler, 2011). The court found the physician guilty of battery. Although it is easy to draw on emotion to argue against the ruling in this case, the verdict has not been overturned. This case illustrates the current teaching to today’s physicians, who are taught to respect patient’s autonomy and preferences for their own bodies (Lantos, Matlock, & Wendler, 2011). Jehovah’s Witness have been known to refuse transfusions with packed red blood cells to treat their life-threatening diseases. Medical professionals must consider patient has autonomy of thought, intention, and action when making decisions regarding health care procedures. To comply with patient’s wishes medical professionals could offer fresh frozen plasma and platelets as an alternative. Furthermore, Jehovah’s Witnesses number over one million in the United States and at least six million worldwide. Witnesses believe in strict and literal interpretation of the Bible, which leads them to reject some aspects of modern medical care (Doyle, 2002). Medical professionals have discussed in open forums ethical decisions they are required to make while taking care of a dying patient who refused to accept a blood transfusion. Data suggests they struggled to relate to someone who would take some blood products, but  not others, and who are willing to risk death over a red blood cell transfusion. Refusal of blood transfusions became common practice only after a 1945 church decision (Mann, Votto, & Kambe, 1992). Indeed, Jehovah’s Witnesses interpret these sections of the Bible differently and if a member accepts blood into their veins, they are shunned and forfeit their membership in the faith community and eternal life. The society had enforced shunning and social isolation by Witnesses’ own family members, relatives, and friends, ultimately leading to expulsion from the religion (Doyle, 2002). Similarly, research suggest that the health care provider must consider four main areas when evaluating justice and the four areas are fair distribution of scarce resources, competing needs, rights and obligations, and potential conflicts with established legislation (Gillon, 1994). In considering the many ethical dilemmas associated with Jehovah’s Witnesses and their refusal to accept blood transfusion have medical professionals focusing on the ways in which treatments or interventions violates accepted norms of conduct of social science research. Physicians must be aware of the growing diversity of values and beliefs among Jehovah’s Witnesses. Some of the most intractable ethical problems arise from conflicts among principles and the necessity of trading one off against the other. The balancing of such principles in concrete situations is the ultimate ethical act (House, 1993, p. 168). Evaluation involves at least four levels of social-political interaction- with government and other agency policy makers who commission evaluation. Evaluation has to operate in this multilayered context of different interests, providing information to inform decisions while remaining independent of the policies and programs themselves (House, 1993, p. 170). More importantly, the weight of ethical judgment is thus put on experimental research to justify meeting ethical standards (Panico, Jenq, & Brewster, 2011). Resource allocation is a major issue that physicians are confronted with when dealing with Jehovah’s Witness allocation. Beneficence requires that the procedure be provided with the intent of doing good for the patient involved. As described above if a patient refuses a blood transfusion and opt for an alternative procedure that costs more it can prove problematic (Panico, Jenq, & Brewster, 2011). When society thinks of the greater good, this argument poses a challenge to the principles of patient autonomy that we also value. In a society in which medical resources  are costly, benefits will always need to be weighed against the potential cost to both the patient and society thus creating ethical challenges. Finally, the care of a Jehovah’s Witness with life threatening illnesses requires a multidisciplinary and planned approach. These patients suffer with certain diseases and are often anemic and must be prepared to deal with this issue in both outpatient settings and during an acute crisis. Clinicians must view each patient as an individual who may have varying thoughts about transfusions of the multiple different blood products that are available. Therefore, medical practices today need to continue to open early lines of communication with these patients. Providing adequate information and educating the patient about realities and obtaining informed consent before subjecting a patient to any test, procedure, or surgery is very essential. It is vital to the optimal care of a Jehovah’s Witness patient. It is necessary that dialysis unit nurses and social workers have conversations with patients about their beliefs on blood products. Discussing a patient’s wishes, understanding their basis for these decisions, and discussing risks, benefits, and alternatives that can be used in both emergent and non-emergent situations is crucial to preparing for more urgent situations, when these conversations often are not possible. Conclusions To many Jehovah’s Witnesses, the consequences of accepting a blood transfusion can be worse than death itself. Not every Jehovah’s Witness patient abides by the same beliefs regarding the acceptance of blood products. These patients can be managed through careful planning and open lines of communication between physicians and patients. Understanding the premise behind the beliefs of patients who are Jehovah’s Witnesses is critical to beginning conversations and truly understanding the patient. Ultimately, when a patient establishes what they will accept, as clinicians, ethically we must optimize the care we provide within their wishes about blood products. Frequent and open dialogue is essential for enhancing care for a Jehovah’s Witness. As an alternative to violating a patient’s autonomy some physicians and some hospitals are more comfortable with bloodless procedures and patients can be referred to these centers if necessary for specialty care. Overall, health care professionals should be able to provide  ethical health care to patients who are Jehovah’s Witnesses at any hospital or community office, but must continue to be educated and aware of their beliefs and respect their wishes and the impact these may have on organizing and providing their care. If these considerations are neglected one can surely expect ethical breaches or dilemmas as inevitable. References Doyle D. Blood transfusions and the Jehovah’s Witness patient. Am J Ther. 2002;9(5):417–424. Gillon, R. (1994). Informed consent: an ethical obligation or legal compulsion. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2840885/ House, R. (1993). Ethics in evaluation. Retrieved from http://www.uk.sagepub.com/gray3e/study/chapter12/Book%20chapters/Ethics_in_Evaluation.pdf:168-170. Lantos J, Matlock A, Wendler D. Clinician integrity and limits to patient autonomy. JAMA.2011;305(5):495–499. (Lantos, Matlock, & Wendler, 2011). Mann M, Votto J, Kambe J, McNamee M. Management of the severely anemic patient who refuses transfusion: lessons learned during the care of the Jehovah’s Witness. Ann Intern Med. 1992;117(12):1042–1048. Panico, M. L., Jenq, G. Y., & Brewster, U. C. (2011). When a patient refuses life-saving care. American Journal of Kidney Diseases, 58(4), 647-653.

Political Parties and the Facebook Founder

Political Parties and the Facebook Founder Mark Zuckerberg says hes neither a Democrat nor a Republican. But his social media network, Facebook, has played a huge role in American politics, particularly the election of Donald Trump in 2016. Zuckerberg Isnt Affiliated With a Major Party Zuckerberg is registered to vote in Santa Clara County, California, but does not identify himself as being affiliated with the Republican, Democrat or any other party, according to a 2013 report in the Wall Street Journal. I think its hard to affiliate as being either a Democrat or a Republican. Im pro knowledge economy, Zuckerberg said in September 2016. Facebook Political Action Committee The Facebook cofounder  and his companys  political action committee  have  given tens of  thousands of dollars to political candidates of both parties in recent years, a relatively small amount relative to the vast sums of money flowing through the election process. Yet the billionaire’s spending on campaigns does not tell us much  about his political affiliation, a topic of much speculation. Zuckerberg is a major contributor to Facebook’s political-action committee, called Facebook Inc. PAC. He’s given $25,000 to the PAC since 2011, according to federal records. The Facebook PAC raised nearly $350,000 in the 2012 election cycle. It spent $277,675 supporting federal candidates; Facebook spent more on Republicans ($144,000) than it did on Democrats ($125,000).   In the 2016 elections, Facebook PAC spent $517,000 supporting federal candidates. In all, 56 percent went to Republicans and 44 percent went to Democrats. In the 2018 election cycle, Facebook PAC spent $278,000 supporting candidates for federal office, mostly on Republicans, records show. Zuckerberg did, however, give his largest one-time donation to the Democratic Party in San Francisco in 2015 when he cut a check for $10,000, according to Federal Election Commission records. He has sharply criticized President Trumps Republican immigration policies, saying he was concerned about the impact of the presidents first executive orders. We need to keep this country safe, but we should do that by focusing on people who actually pose a threat, Zuckerberg wrote on his Facebook page. Expanding the focus of law enforcement beyond people who are real threats would make all Americans less safe by diverting resources, while millions of undocumented folks who dont pose a threat will live in fear of deportation. Zuckerbergs large donation to Democrats and his criticism of Trump have led some to the conclusion that the Facebook CEO is a Democrat. But Zuckerberg did not contribute to anyone in the 2016 congressional or presidential races, not even Democrat Hillary Clinton. He also stayed out of the 2018 midterm elections, records show. But Zuckerberg and Facebook have  nonetheless come under intense scrutiny for the social networks outsized influence on American political discourse, in particular its role in the 2016 election. Campaign Contributions to Republicans and Democrats Zuckerberg himself has contributed to:   Sean Eldridge: Zuckerberg contributed the maximum $5,200 to the Republican House candidate’s campaign committee in 2013. Eldridge is husband of Facebook co-founder Chris Hughes, according to the National Journal.Orrin G. Hatch: Zuckerberg contributed the maximum $5,200 to the Republican senator from Utah’s campaign committee in 2013.Marco Rubio: Zuckerberg contributed the maximum $5,200 to the Republican senator from Florida’s campaign committee in 2013.Paul D. Ryan: Zuckerberg contributed $2,600 to the failed 2012 Republican vice presidential nominee and House member in 2014.Charles E. Schumer: Zuckerberg contributed the maximum $5,200 to the Democratic senator from New York’s campaign committee in 2013.Cory Booker:  Zuckerberg also contributed $7,800 in 2013 to the  prominent member of the Democratic Party and senator  who is widely believed to be a leading candidate for president as soon as 2020. But  Zuckerberg  sought and received a full ref und for unexplained reasons. Facebooks Role in the 2016 Election Facebook has drawn fire not for its or its founders campaign contributions, however, but for its business practices. The company has been criticized for allowing partisan third parties (one of which had ties to the Trump campaign) to collect data about users, and for allowing its platform to serve as a tool for Russian groups seeking to sow discord among the American electorate. Zuckerberg was called to testify in his own defense before members of Congress who had express concern for user privacy. The companys largest controversy to date has been the disclosure, first reported by The New York Times, that a political consulting firm harvested the data of tens of millions of Facebook users, information that was later used to build psychological profiles of potential voters in 2016. The firm, Cambridge Analytica, worked for the Trump campaign in 2016. Its misuse of the data prompted internal investigations by Facebook and the suspension of about 200 apps. Facebook was also hammered by policymakers for allowing the  proliferation of misinformation, often called fake news, across its platform- misinformation that was designed to disrupt the election process, government officials have said. A  Kremlin-backed firm called the  Internet Research Agency purchased thousands of derogatory Facebook ads as part of its operations to interfere in elections and political processes,† federal prosecutors allege. Facebook did little, if anything, to discourage the spread of misinformation before and during the campaign. Zuckerberg and Facebook launched efforts to take down fake accounts and misinformation. The social media cofounder told members of Congress the company previously didnt take a broad enough view of our responsibility, and that was a big mistake. It was my mistake, and Im sorry. I started Facebook, I run it, and Im responsible for what happens here. Political Advocacy Zuckerberg is among the tech leaders behind FWD.us, or Forward U.S. The group is organized as a 501(c)(4) social welfare organization under Internal Revenue Service code. That means it can spend money on electioneering or make contributions to super PACs without naming individual donors. FWD.us spent $600,000 on lobbying for immigration reform in 2013, according to the Center For Responsive Politics in Washington. The group’s primary mission is to get policy makers to pass comprehensive immigration reform that includes, among other tenets, a pathway to citizenship for the estimated 11 million undocumented immigrants currently living in the United States who do not have legal status. Zuckerberg and many tech leaders are lobbying Congress to pass measures that would allow for more temporary visas to be issued to high-skilled workers. The contributions to individual members of congress or candidates listed above are examples of his support for those who back immigration reform. Zuckerberg, though he personally has contributed to Republican political campaigns, has said the FWD.us is nonpartisan. â€Å"We will work with members of Congress from both parties, the administration and state and local officials,† Zuckerberg wrote in The Washington Post. â€Å"We will use online and offline advocacy tools to build support for policy changes, and we will strongly support those willing to take the tough stands necessary to promote these policies in Washington.†

Permanent Midnight Response essays

Permanent Midnight Response essays Response Paper to Permanent Midnight. This movie starts off with Jerry and Kitty in bed. They apparently met in rehab. Kitty seems very interested in Jerrys life and how it he has gotten to where he is now. Not much is said about her life throughout the movie. Jerry starts off with telling Kitty he moved to L.A. to get away from drugs. He later married a friends friend so she could get a green card. Slowly the woman he married starts liking him. But he seems like hes not interested. She asks him to stay one night and he makes up an excuse to leave. Then she asks him to move in since they are married and all and he passes again. In the meantime, he is getting worse and worse on drugs. He cant afford them so he begins to steal them from his friend Nicky. While at Nickys one day, Jerrys sister calls to tell him his mother has died. He flies home and cleans up her blood. Then just flies back to L.A. I dont understand this part. When he got back to L.A. he went to a bar. At the bar his show was on and he heard a lady tell the bartender to turn it off because it was bad. This intrigued him. He then approaches her. They ended up having sex, then he found out she had a husband. They also do drugs together to make the sex better. I think he approached this woman because she didnt like his show and he felt he didnt have to be perfect around her as he felt around everyone else. He then goes back to Sandras house and asks if he can stay there. Thats when he moves in with her. I think he begins to feel lonely. The movie then switches back to the girl in the motel room. She is freaked out that he would have sex with one girl, then go home to his wife. She begins to leave, but he tells her he doesnt want her too. He admits he doesnt even know her name. I think he begins to realize that he has feel...

Robert Clive - Biography of 18th Century British General

Robert Clive - Biography of 18th Century British General Born September 29, 1725 near Market Drayton, England, Robert Clive was one of thirteen children. Sent to live with his aunt in Manchester, he was spoiled by her and returned home at age nine an ill-disciplined troublemaker. Developing a reputation for fighting, Clive compelled several area merchants to pay him protection money or risk having their businesses damaged by his gang. Expelled from three schools, his father secured him a post as a writer with the East India Company in 1743. Receiving orders for Madras, Clive boarded the East Indiaman Winchester that March. Early Years in India Delayed in Brazil en route, Clive arrived at Fort St. George, Madras in June 1744. Finding his duties boring, his time at Madras became more livelier in 1746 when the French attacked the city. Following the citys fall, Clive escaped south to Fort St. David and joined the East India Companys army. Commissioned as an ensign, he served until peace was declared in 1748. Displeased at the prospect of returning to his regular duties, Clive began to suffer from depression which was to plague him throughout his life. During this period, he befriended Major Stringer Lawrence who became a professional mentor. Though Britain and France were technically at peace, a low-level conflict persisted in India as both sides sought an advantage in the region. In 1749, Lawrence appointed Clive commissary at Fort St. George with the rank of captain. To advance their agendas, the European powers often intervened in local power struggle with the goal of installing friendly leaders. One such intervention occurred over the post of Nawab of the Carnatic which saw the French back Chanda Sahib and the British support Muhammed Ali Khan Wallajah. In the summer of 1751, Chanda Sahib left his base at Arcot to strike at Trichinopoly. Fame at Arcot Seeing an opportunity, Clive requested permission to attack Arcot with the goal of pulling some of the enemys forces away from Trichinopoly. Moving with around 500 men, Clive successfully stormed the fort at Arcot. His actions led to Chanda Sahib sending a mixed Indian-French force to Arcot under his son, Raza Sahib. Placed under siege, Clive held out for fifty days until relieved by British forces. Joining in the subsequent campaign, he aided in placing the British candidate on the throne. Commended for his actions by Prime Minister William Pitt the Elder, Clive returned to Britain in 1753. Return to India Arriving home having amassed a fortune of  £40,000, Clive won a seat in Parliament and aided his family in paying off its debts. Losing his seat to political intrigues and needing additional funds, he elected to return to India. Appointed governor of Fort St. David with the rank of lieutenant colonel in the British Army, he embarked in March 1755. Reaching Bombay, Clive aided in an attack against the pirate stronghold at Gheria before reaching Madras in May 1756. As he assumed his new post, the Nawab of Bengal, Siraj Ud Daulah, attacked and captured Calcutta. Victory at Plassey This was partially provoked by British and French forces reinforcing their bases after the beginning of the Seven Years War. After taking Fort William in Calcutta, a large number of British prisoners were herded into a tiny prison. Dubbed the Black Hole of Calcutta, many died from heat exhaustion and being smothered. Eager to recover Calcutta, the East India Company directed Clive and Vice Admiral Charles Watson to sail north. Arriving with four ships of the line, the British retook Calcutta and Clive concluded a treaty with the nawab on February 4, 1757. Frightened by the growing power of the British in Bengal, Siraj Ud Daulah began contacting the French. As the nawab sought aid, Clive dispatched forces against the French colony at Chandernagore which fell on March 23. Turning his attention back to Siraj Ud Daulah, he began intriguing to overthrow him as the East India Companys forces, a mix of European troops and sepoys, were badly outnumbered. Reaching out to Mir Jafar, Siraj Ud Daulahs military commander, Clive convinced him to switch sides during the next battle in exchange for the nawabship. As hostilities resumed, Clives small army met Siraj Ud Daulahs large army near Palashi on June 23. In the resulting Battle of Plassey, British forces emerged victorious after Mir Jafar switched sides. Placing Jafar on the throne, Clive directed further operations in Bengal while ordering additional forces against the French near Madras. In addition to overseeing military campaigns, Clive worked to refortify Calcutta and endeavored to train the East India Companys sepoy army in European tactics and drill. With things seemingly in order, Clive returned to Britain in 1760. Final Term in India Reaching London, Clive was elevated to the peerage as Baron Clive of Plassey in recognition of his exploits. Returning to Parliament, he worked to reform the East India Companys structure and frequently clashed with its Court of Directors. Learning of a rebellion by Mir Jafar as well as widespread corruption on the part of company officials, Clive was asked to return to Bengal as governor and commander in chief. Arriving at Calcutta in May 1765, he stabilized the political situation and quelled a mutiny in the companys army. That August, Clive succeeded in getting Mughal emperor Shah Alam II to recognize British holdings in India as well as obtained an imperial firman which gave the East India Company the right to collect revenue in Bengal. This document effectively made it the ruler of the region and served as the basis for British power in India. Remaining in India two more years, Clive worked to restructure the administration of Bengal and attempted to halt corruption within the company. Later Life Returning to Britain in 1767, he purchased a large estate dubbed Claremont. Though the architect of the growing British empire in India, Clive came under fire in 1772 by critics who questioned how he obtained his wealth. Ably defending himself, he was able to escape censure by Parliament. In 1774, with colonial tensions rising, Clive was offered the post of Commander-in-Chief, North America. Declining, the post went to Lieutenant General Thomas Gage who was forced to deal with the beginning of the American Revolution a year later. Suffering from a painful illness which he was attempting to treat with opium as well as depression regarding criticism of his time in India, Clive killed himself with a penknife on November 22, 1774.

Qualitative methods for social health research Essay

Qualitative methods for social health research - Essay Example Academic performance is the reason for studying to determine the level of intelligence. Motivation is a crucial aspect in validating the theme of academic performance. In the presence of adequate amount of motivation, there is a driving factor for academic performance. As responded by participant A, motivation will enable one to balance work and studies due to an impending aim of achieving results in both. When asked on How satisfied the participant is with academic achievement, participant A responds, that, â€Å"My study is going good beside my work time as I am a part time employee who is working only in the weekend and the rest of the weekdays I am a full time student so I manage my time to student during the weekdays†. While when asked on the circumstances under which he feels academic achievement is linked to work load, participant C stated that, â€Å"If u work less u will do better in your study as you will have more time to study and do the work on time as if you hav e part time work it will be easy than full time work and full time study, it easy to make you feel stress and scared†. In the assessment of the implication of work on academic performance, participant D was responded that â€Å"work does not affect my studies to a certain degree, because I have less time to study for my subjects†. Stress is a normal reaction to actual or potential stimuli. Basing on the theme of stress, most literature sources agree that stress is a normal response to a stimulant, which may be an actual or a potential threat. When one is faced with more than one task to perform in the study, work and life, stress ensues. However, as responded by participant B, a well balance of time within the daily activities helps in the management of stress. When asked how stress affects in relation to study, participant B says â€Å"stress affects my performance ability and decrease my productivity both at

Weight Loss Programs Essay Example | Topics and Well Written Essays - 500 words

Weight Loss Programs - Essay Example t quickly, but, as seen in many follow up studies on a diet’s success rate, the long-term results are further weight gain and possible health side effects. In essence, the very word ‘diet’ implies a short-term effort rather than a long-term commitment. In this case, the program that will be discussed today should not be thought of as a diet, but a lifestyle plan that is easy to follow, realistic in its requirements and expectations, and accessible to all people regardless of their income levels. The program is the Zone Diet. This program is in the category of â€Å"right-food-combination† diets that base their eating plan on the belief that, in certain healthy combinations, the body will lose extra fat and return to a health body weight (Nathan & Delahanty, 150). The Zone Diet, created by Dr. Barry Sears, was introduced in 1995. Dr. Sears is a certified biochemist who argues that people gain weight due to unstable blood sugar levels and hormonal imbalances. The type of food and the quantities in which we eat certain foods contribute significantly to these issues. Unlike other low-carbohydrate diets, the Zone Diet is not as restrictive as the Atkin diet that prohibits the consumption of carbohydrates. Our body needs carbohydrates like our cars need gasoline; carbohydrates are the fuel for our bodies that provide us energy. However, what Dr. Sears highlights is that people’s daily diets are too high in carbohydrates, which is causing weight gain. The best example for why we keep gaining weig ht is to compare our high-carbohydrate diets to the high-carbohydrate diets of livestock. Cows fed on a diet rich in grass, food they are meant to eat, stay relatively thin; however, cows fed on a diet rich in carbohydrates, such as corn, become much fatter and in a shorter amount of time (DrSears.com). This example clearly demonstrates that, if consuming the proper foods in the proper quantities, all living things will return to and remain at a health body

Video Games Ethics Research Paper Example | Topics and Well Written Essays - 1500 words

Video Games Ethics - Research Paper Example This essay stresses that farming is a practice when a player decides to performed a considerable number of some basic actions that will give one small reward; however, due to repetition, the amount of benefit that is accumulated is rather big. It is true that this practice also does not seem to violate ethics, but if one takes a close look, one will be able to notice that it undermines the very game play. For example, in experience based games, a person might develop one’s character in the early locations and the balance of the further play will be lost. In other words, while farming does not mean breaking the rules of the game, it surely does not follow the spirit of it, according to which the gradual development of the character of one’s abilities is an essential part of the game play. This paper makes a conclusion that video games ethics as well as real world ethics are different in a number of aspects. First of all, paying games is inseparably connected with necessity to perform certain actions and fulfill responsibilities. In real life this obligation is not as mandatory as in the virtual environment. Secondly, one should always keep in mind that it would not be logical to apply ethics with all its aspects to the actions which exist purely in the virtual world. In other words, gamer’s behavior in and outside the game might be different. This might be explained by the fact that while playing a game a person has to deal with issues that are rooted in fiction.

Gander and society Essay Example | Topics and Well Written Essays - 750 words

Gander and society - Essay Example Females mature earlier compared to males is a fact that faces refute on so many levels in modern society and is a true statement. This is seen by then desire women show for older men in relationships and life. This is just an example of ways in which the fact can be proved through actual observation on a social aspect in a natural environment. Then fact that, women mature faster than men is also seen on so many other levels such as the vale they attach to education on their formative stages of live, as compared to men who tend to pay attention to their academic requirements much later in life. This also reflects on graduation rates of the said women, where females drop out of school at a lower rate than that of their male counterparts. Moreover, this is mainly due to the differences the two parties have in their genetic structure. In this case, it refers to their chemical balance and hormonal differences in the two. Mentally, this is seen by the early myelination of the brain, where the nerves of the brain are coated at a faster rate in females to allow snappy conductivity of electrical impulses to and from the brain (Hodgins 6). This is what makes women develop sooner than males as the myelination process is complete by over twelve to eighteen months as opposed to the male, which continues to develop into their early twenties. The above can also be shown in the case of language development, where females mature in terms of language earlier than males. This is due to the development of the female brain in an advanced rate. In relation to this, vocabulary is learnt and reading skills are acquired earlier than males. As a result, males learn verbal skills at a lower rate and learn verbal communication slowly. Still on brain maturity, females tend to have improved chemical secretions for a balanced personality. This is due to the amounts of serotonin that the female brain secretes; thus, influencing the female personality in relation to impulsiveness. This is as o pposed to the male brain that produces lower levels making males have rash personalities that act on impulse. The above is, in addition to the production of oxytocin in males and females, where in females it is continually produced to work on their responses to other people’s pain as opposed to males (Hodgins 6). This can be seen in cases where males, in the society, look more after their own interests in spite of other people’s suffering. However, this occurs only if the parties involved are not that close to the male in question. As a result, females respond appropriately to the needs and pain of other people despite the lack of personal or relationship ties. The emotional aspect in males and females in the society is the issue at hand due to the act that females mature faster in all other aspects except emotionally. In this regard, emotional maturity for both parties in question is almost at par if males are not more advanced than the females. This is due to the abi lity of males to compartmentalize that which they would like to have as adults, as opposed the principle applied by females. On the other hand, females relate their emotional aspects, where they cling to the emotional ties of a relationship that they would like to have as adults. This translates to the concept of males having stronger and effective control over their emotions, as opposed to females. This puts male emotional maturity at a higher level than that of women as maturity is in emotion is defined to be full

Calculus Concepts Assignment Example | Topics and Well Written Essays - 750 words

Calculus Concepts - Assignment Example For instance, a function y +3x +2 = 0 is expressed with both dependent and independent variables. Although implicit functions can be converted to explicit functions, it may result to a complex function which may be hard to solve. Implicit differentiation is useful in differentiating implicit functions (functions not in the form y = f(x)). Given a function say , implicit differentiation demands we differentiate all elements of the equation with respect to x, even y variables but not treating y as a constant. This would give: In the second education, all functions of y are differentiated using chain rule where . Once the differential is performed is made the subject of the formula. Implicit differentiation is useful in performing implicit functions. Instead of putting y the subject of the formula and making the function a complex one, implicit differentiation assists in simplifying implicit functions. Logarithmic functions are useful in solving differential problems that involve complex product or quotient rule. In logarithmic differentiation, the function is expressed in the form of the natural logarithm, and it is implicitly differentiated. Given a function with a lengthy product that would give a huge sum while using the product rule, logarithmic differentiation comes in handy. For instance; One of the applications of Calculus is in curve sketching. Curve sketching involves using specific values of functions to estimate its structure. In curve sketching, we have the absolute maximum and a local maximum. The main difference between the two is that the absolute maximum is the maximum value of the function that takes over the whole domain. This means that in a given range, the absolute maximum is the largest value of the function obtained by performing a differentiation of the functions and equating it to zero. On the other hand, the local maximum is the largest value of the functions on a given section but not on the entire domain. The given image below

Gander and society Essay Example | Topics and Well Written Essays - 750 words

Gander and society - Essay Example Females mature earlier compared to males is a fact that faces refute on so many levels in modern society and is a true statement. This is seen by then desire women show for older men in relationships and life. This is just an example of ways in which the fact can be proved through actual observation on a social aspect in a natural environment. Then fact that, women mature faster than men is also seen on so many other levels such as the vale they attach to education on their formative stages of live, as compared to men who tend to pay attention to their academic requirements much later in life. This also reflects on graduation rates of the said women, where females drop out of school at a lower rate than that of their male counterparts. Moreover, this is mainly due to the differences the two parties have in their genetic structure. In this case, it refers to their chemical balance and hormonal differences in the two. Mentally, this is seen by the early myelination of the brain, where the nerves of the brain are coated at a faster rate in females to allow snappy conductivity of electrical impulses to and from the brain (Hodgins 6). This is what makes women develop sooner than males as the myelination process is complete by over twelve to eighteen months as opposed to the male, which continues to develop into their early twenties. The above can also be shown in the case of language development, where females mature in terms of language earlier than males. This is due to the development of the female brain in an advanced rate. In relation to this, vocabulary is learnt and reading skills are acquired earlier than males. As a result, males learn verbal skills at a lower rate and learn verbal communication slowly. Still on brain maturity, females tend to have improved chemical secretions for a balanced personality. This is due to the amounts of serotonin that the female brain secretes; thus, influencing the female personality in relation to impulsiveness. This is as o pposed to the male brain that produces lower levels making males have rash personalities that act on impulse. The above is, in addition to the production of oxytocin in males and females, where in females it is continually produced to work on their responses to other people’s pain as opposed to males (Hodgins 6). This can be seen in cases where males, in the society, look more after their own interests in spite of other people’s suffering. However, this occurs only if the parties involved are not that close to the male in question. As a result, females respond appropriately to the needs and pain of other people despite the lack of personal or relationship ties. The emotional aspect in males and females in the society is the issue at hand due to the act that females mature faster in all other aspects except emotionally. In this regard, emotional maturity for both parties in question is almost at par if males are not more advanced than the females. This is due to the abi lity of males to compartmentalize that which they would like to have as adults, as opposed the principle applied by females. On the other hand, females relate their emotional aspects, where they cling to the emotional ties of a relationship that they would like to have as adults. This translates to the concept of males having stronger and effective control over their emotions, as opposed to females. This puts male emotional maturity at a higher level than that of women as maturity is in emotion is defined to be full

Case Study Portfolio Grangewood Paper Limited Essay

Case Study Portfolio Grangewood Paper Limited - Essay Example In each instance both criminal and civil liability can be founded. In addition, Grangewood is accountable to the Environment Agency. This paper will critically evaluate each of these duties and their respective consequences. In order to understand how poor waste management constitutes a breach of both statutory and common law duties it is necessary to define waste and the health risks associated with waste. The Department for Environment, Food and Rural Affairs divides waste into commercial, industrial and municipal waste.1 Municipal waste is typically waste disposed of by households, schools and small businesses. Commercial and industrial waste is collected from the business and manufacturing sectors respectively. Otherwise, there are no residual differences between municipal, industrial and commercial waste. To this end waste is â€Å"an inevitable by-product of our use of natural resources.†2 Waste is any waste materials generated and collected by local authorities or their agents.3 Council Directive 75/442/EEC also known as the Waste Framework Directive refers to waste as any material that is intended to be discarded or ought to be discarded.5 For all intents and purposes, was is construed within the parameters of the Council Directive.6 In general poor waste management practices can lead to loose debris and pollutants which poses a health risk on site and in the general vicinity.7 These pollutants attract insects and become breeding grounds for germs.8 Solid waste degrades and generally pollutes the area. Similarly liquid wastes becomes stagnant and likewise emits offensive odors and attracts insects such as mosquitoes and other germ and disease carrying insects9. Liquid waste is particularly problematic for Grangewood since its dye is left out so that it is exposed to rain and liquidizes into an unnatural state. Simply put, the Waste Management/The Duty of Care/A

Jewish teaching within family Essay Example for Free

Jewish teaching within family Essay In this essay I will look at what Jews believe they must do to bring up and care for their family, what rabbis say on this and what is written in the bible. The first thing I will examine is contraception many Jews consider a large family as a blessing from god and for this reason see contraception as a hindrance and interference with the divine plan. God formed the world. He created it not to remain empty; he made it to be populated Isaiah but on the other hand Judaism regards preserving life as of much importance or more. Where there may be complications or a hazard to the woman if she falls pregnant contraception should be used . using contraceptives for convenience how ever is not regarded as an excuse i. e. paying for their TV instead of having children is not considered acceptable in Judaism. Judaism considers it wrong for anyone Jew or not to have sex out of marriage, although it does not attach a stigma to a child born out of wedlock. Within Jewish marriage sexual behaviour is guided by a code of conduct from the torah in which a man and his wife are not allowed to have sexual relations during the wifes menstruation period and for an entire week after couples find this actually strengthens their marriage with each buying each other gifts or doing other non physical acts, after this a woman is supposed to go to a pool called a mikveh where she immerses her entire body in water, this is supposed to create an atmosphere almost like the engagement period. A wife returning from the mikveh is as fresh to her husband as on their wedding day. Parents and children: Judaism teaches that parents and children have a certain responsibilities towards each other. Honour your father and mother a rabbi once said this works both ways he said this is not only an instruction to the child but also to the parent make yourselves the kind of people your child wants to respect. Parents are expected to feed clothe, and educate their children, and see that they can support themselves. Teach your son a trade says the Talmud or teach him to become a robber. They are supposed to teach them basic survival skills like swimming and a craft they are also supposed to teach them some things about the world like dont accept lifts from strangers which is considered as basic common in some places but in Judaism these are considered as religious obligations. They also are supposed to teach them morale obligations and to be morale people. They are given guidance and a guide sometimes it is necessary to punish a child says the Talmud but do not threaten to do so either do it right away or let it drop. Children are supposed to be as equally respectful to their parents though see that they eat and drink, and take them where they need to go Talmud. They must treat their parents with respect and avoid hurting them. `

Case Study: HSBC Balance Scorecard

Case Study: HSBC Balance Scorecard HSBC Holdings plc is a global financial services company in Canary Wharf, London, United Kingdom. As of 2010 it is the sixth largest bank in the world and the Financial Services Group and the company ranked eighth is a composite measure of Forbes magazine. On June 30, 2010, it had total assets of 2.418 trillion U.S. dollars, about half in Europe, fourth in the U.S. and a quarter was in Asia. HSBC Holdings plc was founded in 1991 in London by The Hong Kong and Shanghai Banking Corporation, to serve as a new group Holding Company and to allow the acquisition of British Midland Bank. The bank origins in Hong Kong and Shanghai where the branch was opened in 1865. HSBC is a universal bank. It is organized into four business segments: Commercial Banking, Global Banking and Markets (Investment Banking) Financial Services (retail banking) and Private Banking. HSBC first listing is on the London Stock Exchange and is part of the FTSE 100 Index. It has a secondary listing on the Stock Exchange of Hong Kong (which is a component of the Hang Seng Index), the New York Stock Exchange, Euro next Paris and Bermuda Stock Exchange à ¢Ã¢â‚¬Å¡Ã‚ ¬. Since August 2010, it was the largest company on the London Stock Exchange with a market capitalization of 115.8 billion pounds that had been achieved. The balanced scorecard developed in 1992, belongs to a strategic management system that includes efficient implementation and effective policies and tasks necessary to promote the companys customers, employees and management meet. The usage of the e Balanced Scorecard can actually vary depending on the structure and philosophy of the company. But in the case of HSBC, it centralizes the use of Balanced Scorecard in a single department. The Balance Scorecard may also be able to identify closely with managers and solve a variety of problems. Background and problems The research problem to be addressed: A study to analyze financial performance and management of HSBC The researcher wants to highlight: A. Financial Perspective B. Customer perspective-which is an approximation of HSBCs efforts to reach target groups C. Business Process perspective shows an alignment of key business processes from HSBC D. Lessons and prospects for growth shows an approximation of the learning curve HSBC Research Objective à ¢Ã¢â€š ¬Ã‚ ¢ The researcher wants the vision of HSBC leading operational objectives. Communicate the vision and the individual results. à ¢Ã¢â€š ¬Ã‚ ¢ The researcher wants to organize wants to commute the HSBCs Business planning, Feedback and learning and then adjusting the strategy accordingly using the balance scorecard Literature Review / Theoretical Framework HSBC is to have sustainable growth as a market leader in the overall market in financial and insurance sectors, as well as leadership in this segment. In both cases, the insurance and financial services at HSBC will play a crucial role. HSBC is able to provide overall guidance to the rule through the acquisition of other banks and financial institutions and utilities are combined into a new, large undertaking. Train their employees, business processes and introduction of new technologies will strengthen the positions of the various financing with HSBC Insurance. This means in practice in the economies of scale to be able to create a distribution network for local and international financing and insurance services. When a market is already controlled by other companies, HSBC has devoted his attention to the development of a premium segment with its funds and various insurance services (2004). HSBC aims to ensure sustainable growth, while continually improving the profitability of the company. The strategy to achieve this consists of four elements: à ¢Ã¢â€š ¬Ã‚ ¢ The struggle for leadership positions in attractive markets à ¢Ã¢â€š ¬Ã‚ ¢ Always focus on the sharing of financial and competitive segments of the insurance industry. à ¢Ã¢â€š ¬Ã‚ ¢ Work to improve business processes efficiency and reduce operational costs. à ¢Ã¢â€š ¬Ã‚ ¢ Continued growth through targeted acquisitions, if they are able to create added value for shareholders. Balanced Scorecard and HSBCs Improvement 1)Translating HSBCs vision into operational goals. The appearance of the Panel of the economy reflects the difficulty in managing the growing need for organizations, that require the effective use of valuable resources such as money, materials, equipment and people. And HSBC is no exception to them. That is why the Balanced Scorecard is used by the company to the most effective ways to use their resources through the application of methods of analysis disciplines such as mathematics, science and engineering to determine coordinate derivatives (2003). Through this process, problems with HSBC meet operational objectives in different ways and alternative solutions are then forwarded to management. Management then selects the appropriate measures in accordance with business objectives. Often, the Balanced Scorecard complex issues within HSBC and the high level strategy, resource allocation, design, production and prices and the analysis of large databases. 2) Communicate the vision and the individual results. All businesses and organizations are governed by their goals and tasks. These objectives are often considered a corporate vision or business philosophy .Therefore, some strategies are implemented to achieve these objectives, and is a key element in the characterization of a company or organization. The staff is clearly a key indicator to determine the characteristics of a business or organization. It is known to play a crucial role of human resources for HSBC differentiation and a potent source of competitiveness for the company. Thats why HSBC is constantly investing in the development of human resources, even in times of recession. But determining the extent that HSBC may want to develop human resources depends on its financial performance for a specific period of time. With the Balanced Scorecard from HSBC in the last decade has transformed operations at very low levels of writers to the success of the organization . However, budgets are also increasing at a rate faster than the gross national product. In the midst of this influence on growth and increase, managers and executives from HSBC are misled by the question: How to invest in human resource development? Certainly the answer will not be easy, especially since the actual level of expenditure is often an elusive figure, depending on the financial performance of the organization. However, the balance scorecard allows at HSBCs investment in human resources development to be determined. 3) Business Planning Operational planning is a necessary function within HSBC. In most financial and insurance companies that process is often very difficult due to the rapid evolution and the occurrence of unanticipated events. HSBC uses different methods depending on the speed of customer demand and level of financing, insurance. However, HSBC aims to change for each transaction is not: the efficiency and effectiveness Business planning by HSBC for its activities and resources will be implemented over time coordinates. This allows the company to achieve its goals with minimal resources. Business planning also enables the company to the status of their business plans at regular intervals to monitor and control operations. Planning activities of HSBC is in four elements: planning, production planning, financial planning and budgeting. The program includes the specification of the onset, duration or length, and at the end of planned activities. Work planning is to allocate the necessary staff and delegation of responsibilities and resources Financial planning is to identify the types and needs in terms of equipment. Cost planning is to determine the costs and the possibility of occurrence. 4) feed back and learning strategy and adaptations accordingly. One of the most important factors in improving HSBC is to measure the implementation and use of the Balanced Scorecard as a performance indicator and measures around customer satisfaction. These measures or indicators are measurable characteristics of products and services company that HSBC is normally used to study and improve performance. The indicators are chosen that are able to cover the essential factors that are essential for improving the operational and financial performance of HSBC. Through analysis of accurate information from monitoring processes, measures or indicators themselves may be analyzed and to increase its support for the objectives of this type. Methodology: There is certainly a need to reconcile both the inside and outside functions. While HSBCs operations management involves focusing on the usage of the balanced scorecard as its core competency with market position following its resource base, the company will be at a disadvantage if it neglects the macro and finance and the industry environment. Therefore, HSBC has to be aware of recent changes in the management of operations and changes in the political, economic, legal and demographic or develop customer outside functions such as identifying the market, the link Technology channel bonding, and monitoring. The benefits derived by HSBC, is to use the Balanced Scorecard as from higher incomes. Knowing what the market demands and trends could help the company come to fully exploit its research and development capabilities with insurance and financial services which are not only profitable but also high quality. The strategic option as a marketing tool, where attention to the proximity with customers and focus their comments. On the other side of the coin, there is a great mobilization of resources and risks associated with HSBC will be granted. However, the above option seems to be a practical strategy in the wake of globalization, because there is an abrupt change towards a more integrated global economy and independently. Key stakeholders should not object if HSBC heart of business is not threatened. Centralized control of the company activity is anticipated that key obstacles should exist in the exercise of this option, unless additional time is necessary, given the scope and duration of operations of HSBC. In the meantime, the partnership with HSBCs main competitors is ridiculous at first glance as a measure. But after careful consideration, the measure could pave the way for the company to continue to improve its management. The conclusion is that both parties are increasingly significant in this type of alliance. High performance measurement in operations management capabilities can be combined with their competitors suddenly invincible force that has transformed HSB. Another failure could be possible if one of the competitors of HSBC are in the need for alliances. However, the question remains whether HSBC might be able to implement any of these options, and if these options may be acceptable to key stakeholders. Any merger or alliance may be the exchange of knowledge. This company has always supported the approach of the Interior. It is important to note that the merger could be many implications for HSBC :values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹and culture and resources. Key stakeholders would certainly be affected by options and must be convinced of the positive aspects. Somehow, HSBC will be able to overcome this barrier in the process of implementing the policy options above. CONCLUSION The results of the analysis carried out on the impact of the Balanced Scorecard of HSBC indicated significant effects, even under the threat of unrest. Therefore, we conclude that the management operations of HSBC is still expected to improve faster than average. The review of HSBCs operations management capabilities and resources revealed very little inconsistencies regarding its strategy in using the balanced scorecard. However, the need to reconcile both the inside-out and outside-in approaches becomes a need for HSBC. The analysis of the financial sector environment, and management of operations and functions of HSBC has shown some shortcomings, most of which are distorted to the environment. However, these gaps paved the way towards determining a number of recommended strategic options to secure the competitiveness of HSBC through the continued utilization of the balanced scorecard. In addition, HSBC,has to find a balance between the internal forces within the administration and the evolution of environmental forces so that such policy options can be implemented.

Body For Life by Bill Phillips Essay -- Health Fitness Diet

1. Body For Life 2. Author Bill Phillips, is the chief editor of Muscle Media Magazine and a fitness guru. Dedicating his life to physical fitness, Phillips’ work is known universally throughout the world of bodybuilding and nutrition. Phillips is also an executive officer of EAS (Engineered and Applied Sciences), the leader in sports nutrition and supplementation. Along with his professional business background, Phillips is a certified personal trainer, whose teaching is acknowledged world-wide. 3. Copyright 1999 4. Published by Harper Collins Publishers 5. The intended audience of this book is anyone, and everyone, ages 18 and up, who want to change the way they feel, think, and live! 6. The purpose of this diet is to help people attain the body that they always wished for. It’s meant to help lose weight in a healthy fashion, while incorporating another helpful weight-loss method, physical activity. This type of diet incorporates working out as well as balanced healthy nutrition. 7. The main principle of the Body For Life Diet is consuming portions of healthy foods, instead of having the burden of counting calories, and weighing foods. Participants eat six smaller meals a day, each containing a "portion" of carbohydrates and proteins. A portion is measured as the size of the palm of your hand. So, an equivalent size of chicken is a breast the size of your hand. These meals are spaced out over equal time periods. Consuming six smaller meals speeds up your metabolism, because your body doesn’t get a chance to stop digesting. Also, incorporated in the meals are two to four servings of vegetables or salads. Water is also a major factor in the diet. 8. Here is a sample day in the Body For Life program: 8am- Glass of cold water, Egg Omelet (1 whole egg, 4 egg whites) w/salsa, a regular sized banana. 11am- Glass of cold water, Turkey Sandwich with lettuce and honey mustard on wheat bread. 2pm- Myoplex Strawberry Cream Protein Shake. 5pm- Glass of cold water, salad with fat-free dressing, portion of lean pork loin, green beans, and an apple. 8pm- Glass of cold water, salad with fat-free shredded cheese, sliced chicken breast, salsa, and baked tortilla chips. 11pm- Myoplex Cinnamon-Swirl Protein shake. 9. The estimated number of kcal for this program is going to depend upon the size of your body. In my case, for the 3 weeks that ... ...s products. Its takes a lot to have me believe in a product, and his is one that I believe in totally. As far as a writer, Phillips does an excellent job of making it seem that he is talking directly to you as an individual while you read the Body For Life book. The book is quick, easy to read, and inspiring. The way Phillips writes it, he will hook you into reading the whole thing in one night. 15. On a final note, I would urge anyone, that’s right anyone, who is unsatisfied with the way they look, feel, or live to give this program a try. I tried it and now I too am a believer. A good thing about this program is your not alone. About 100,000 people have transformed their lives with this program this year! Any information that someone needs about this program can be found on the Body For Life web site (given in section 10). On the site you can find everything from inspirational pieces, pictures, to actual daily postings of people who are on the program. So I’ll say it again, if you want to change your body and your life, give this program a try, its the best thing you could Bibliography Bill Phillips. Body For Life, 1999, Harper Collins Publishers Word Count: 1277

Narrative Sample

Narrative The annual Acquaintance Party of the students of Bachelor in Elementary Education was held last July 19, 2013 at the Villa Amanda Resort, Abbacy, Bataan. The activities began with the registration of the participants at their arrival on the venue. Stubs, indicated as entrance and photo booth stubs, were given to students before July 19 and were to be meant as the gate pass for them to enter the venue. It was facilitated by Board Members Petite Arena and Mark Anthony Arrange.After the registration, the students were guided by the rest of the Institute Officers to heir areas on the resort. Led by the Institute Governor John Michael David, together with Board Member Carla Punctual, the designated area for each section was arranged for the students' convenience. While the students awaited for the arrival of the schools respected authorities for the message, the emcees, then, were John Michael D. Asia (former USC President) and Roomer G. Salon ( the present USC President) encour aged the students to present any number from their section.This was the done simultaneously with the roll call by the section. Unlike the past acquaintance back then, the most prestigious, most glamorous, and sot awaited event in the party, the b. Duskiest was held, for the first time in the A. M. Part after the class presentations. This time, there were 12 candidates, one representative for each section. The candidates battled for the crown on the three major categories: Best in Casual Wear, Best in Talent and the Q and A. Also present on the event was the reigning b.Duskiest of 2012, Ms. Iatric G. Rexes. Finally, after the scores were tallied officially, Ms. Sydney G. Rexes of Bed IV-A was crowned the new b. Duskiest for 2013. After the coronation, the Institute Coordinator, Mr.. Pablo V. Sauna, Jar. Allied on for the mayors of every section as. He gave them questions which were to be answered. If the mayors failed to answer, all his classmates will plunge to the pool. This marked the declaration for the pool opening. Lunch time, DRP. Teresa E.Roberto, Associate Director for Students Affairs, DRP. Holland B. Symbol, Dean of Instruction and DRP. Fleischman E. Tuning , Associate Director for Research and Extension, came and Joined us. Each of them delivered a the newly elected COOS Officers of Education and Mayors of every section. After the induction and lunch exact 1 PM another event was opened, the first Dance Battle event happened on the history of educations acquaintance party. Three groups vied for a cash prize and trophy.The first group was IA, C, AAA and AAA presented their dance number with a medley of modern and classical music. The second group was IA, B, C and B however lost unity and performed on the stage per section. This secured their place as the last. B, AAA, B and C the third and last group became as the center of attraction when they performed the song â€Å"Pilling Mo Nag Philippians. † They used colorful costumes and made a formati on surrounding the LOL on its four sides. It was a spectacular presentation.In the end, they won the trophy. The last part of the program was the games. It was led by the Vice-Governor Carlo Humane and SC President Roomer S. Annals as he attends the acquaintance party of his course and assisted them by the rest of the officers. The students enjoyed the games and had a good time playing until they found themselves enjoying the pool. Others were busy to get their chance avail the free photo booth using their passes stub. And as the last part of the program, prizes were given to the cleanest cottage.