The Problems of identity †political, geographical, personal, sexual in Modern Novels †Essay

The Problems of identity – political, geographical, personal, sexual in Modern Novels – Essay Free Online Research Papers Modern literature has, inevitably, one of its strongest foundations in the problem of identity. Another inhuman World War, increasingly claustrophobic cities, alienating industrial developments all take their toll on a human race that, heir to Freud and Bergson, has just begun to view itself as a group of individuals. Suddenly different and alone, in contrast with everybody else, but most of all with the crushing society which doesn’t allow such differences to prosper and thrive – this is the condition of the modern man. Many find in art a sanctuary, an outlet for individual ‘EXPRESSION (†¦) thru the smog of Blakean-satanic war mills and noise of electric sighs and spears which is twentieth century mass communication.’ Literature, for them, becomes a way for the ‘individual hand’ to create something unique, extraordinary, which would raise it above the invisible hand of cold utilitarian power. A good example of ‘them’ are the poets of the Beat Generation – where ‘beat means beatific short for beatific vision, you know, the highest vision you can get.’ Not all who confront themselves with the problem of identity do so with such optimism, however. Not all authors, proud of their strong individuality, seek to reconcile it with the rest of the world. There are others who find it hard to reconcile even with themselves. These end up creating conflicted characters, and setting them on a path of self-discovery, in the hope that this will help them along their own. In this sense, Burgess’ A Clockwork Orange could be described as a formative novel. Alex is an adolescent searching for himself. Initially, he doesn’t think this necessary; he’s a lad who ‘enjoys leadership and life,’ unbound by regulations (a-lex: in Latin, without law, so untamed, barbaric) and untroubled by ethical doubt. In this sense we may call him innocent. The question of Alex’s innocence is an interesting one. Is it something which Alex loses or gains by the end of the book? On one hand, he acquires a purity which he has never had during his boyhood. But on the other hand, the process of ‘growing up’ is one that is traditionally associated with the loss, rather than with the gain, of innocence. I believe this is true for Alex also: his true innocence has nothing to do with morals, and is lost forever together with his youth. Here innocence is a synonym for unconditioned youthful instinct. And instinct, being the most natural part of ourselves, is the truest form of identity. Identity is all about choice, about feeling a desire instinctively and making conscious choices in order to fulfil that desire. But Alex’s growing up isn’t a matter of choice. There’s no active decision, no ‘what’s it gonna be then, eh?’ – it’s just something which seems to happen naturally, we are not told why or how. Does that mean that conformity is something inevitable? Quite possibly; certainly civilized society encourages it. Maybe this is because Hobbes was right in defining the natural state of things as that of ‘such a war that is of every man against every man,’ and the abolition of identity and choice is indeed a necessary condition for the survival of the species. After all, Alex’s ‘viciousness is embarked on in full awareness;’ he is an ‘inimicus generis humans’ by choice: in the end, ‘moral evil is always a matter of human free will.’ But an existence without the possibility to exert free will wouldn’t be life, merely – it has already been said survival. Is ‘merely survival’ even desirable? Survival isn’t life; it lacks life’s soul. And to deny the soul degrades man into a â€Å"clockwork orange† – a structure seemingly organic but actually automatically directed. (†¦) The freedom of the will is thus to be placed above the freedom from robbery, rape, maiming and death. (†¦) all misdeeds, however ghastly, are to be judged more leniently than a deed that impairs the freedom of a human soul to commit just such misdeeds: â€Å"when a man cannot choose he ceases to be a man.† This is why we have no choice but to empathize with Alex, and feel sorry for him when he suffers, and care about him even though we are shocked by the monstrosity of his actions. Burgess says of his controversial creature that ‘there is a duty of loving – not liking – this character, because he is a human being.’ He is more human than his torturers, who are cold-bloodedly willing to sacrifice someone else’s freedom for the sake of peace and quiet. Or rather, for an appearance of peace and quiet: the thugs employed by the government to keep order are no different from the thugs who wish to disrupt it – in fact, there’s a fair amount of intermingling between the two, with an old friend and an old enemy of Alex both ending up as under-trained and over-violent police officers. Also the ‘good’ Alex, the puppet of the government, is all appearance, no more than an empty shell; for surely ‘no one would call a man just who d id not enjoy acting justly.’ So if we had to take sides, we would be sure to take Alex’s, because he is true to himself. And we do have to take sides. Alex is forever forcing us to participate in what he thinks and feels, not only by his manner of addressing us but indeed by the fact that he is addressing us at all: he is ‘Our Humble Narrator,’ ‘our little Alex,’ and we are his ‘brothers.’ This very deliberate choice of narrative mode creates right from the start a bond between the character and his readers, who are expected to be on his side no matter what he does. This bond is taken further by the active part we are asked to play in order to decipher the ‘Joyceanly queer’ way Alex chooses to speak us. ‘Nadsat’ is the slang of teens, the linguistic revolt (alexia, in Latin: without language, so wild and instinctive) of kids who adopt Slav propaganda terminology more because it bothers adults than for any particular political reason. Aft er having found the first page incomprehensible, we start paying attention to repetitions, to the relationship between words, and we soon come to understand Alex. This enhanced attention makes us more vulnerable to what he is telling us. So before we know it, we end up admitting that an individual murderer might be better than the soulless sheep he distinguishes himself from; accepting that having a wicked soul might be better than having none at all. Wilde would say that, whatever one’s soul is like, ‘the aim of life is self-development. To realize one’s own nature perfectly – that is what each of us are here for.’ This definition of ‘self-development’ from The Picture of Dorian Gray has, indeed, more in common with the Alex of the beginning, the one ever indulging in perverse pleasures, rather than with the grown-up man of the ending. The former Alex is truly an aesthete: he is an cultured young man who idolizes Beethoven; he loves blood only when it doesn’t stain his clothes ‘in the height of nadsat fashion;’ and he is, in spite of everything, very charming and attractive – just as Wilde’s despicable Dorian was charming and attractive. ‘The more things become computerized and predictable, the more does crime acquire glamour as the last refuge of individuality’ – and the younger Alex embodies this. But which of the two Alexes is the true one, remains an open question: Alex, the hero and narrator, is the one character who matters; (†¦) his fate contains a message. There is disagreement on what the message is. On the other hand, there is not much divergence of opinion on what the message of Ginsberg’s Howl is. His poetry is one of public and open revolt, and therefore has a straightforward approach. Burgess lacks this because he is struggling in private, trying to come to terms with the attack suffered by his wife at the hands of three G. I. deserters, an ordeal which haunted his life. Clockwork represents for Burgess ‘an act of catharsis and an act of charity.’ He gives Alex a complex personality, burdens him with passions, and eventually feelings and a conscience, because he’s desperate to understand and forgive. He was no doubt also made desperate by his own attempt to make the people behind these actions, through Alex, almost human. On one hand, there was in him the necessity to comprehend in order to move on; on the other, the guilt felt for trying so hard to comprehend something so terrible. It is in this sense that the conflict of identity exists not onl y within the character, but also within the author. With Ginsberg, the conflict is not internal at all. His angry ‘howl’ is not directed at himself (on the contrary, he accepts and embraces every aspect of his being with rare conviction), but at the rest of the world. Ginsberg’s identity is not torn apart inside, but from the reality outside, in which he feels he has no place. It is the reality of a shattered America, although obviously not in a literal sense: the America of Ginsberg is powerful, blooming with industry – which is precisely what disturbs Ginsberg. He feels his country is going astray. Trying to redirect America is the Beats’ mission in life. Ginsberg in particular feels his vatic role very strongly – you can ‘call him a guru if you like, for guru is merely Timespeak for â€Å"teacher.†Ã¢â‚¬â„¢ His own guru, or ‘lonely old courage teacher,’ is Whitman. Ginsberg chooses him as his spiritual mentor because he identifies with his outspoken homosexuality and profound patriotism. Ginsberg is positively enamoured of his country, and for this reason it pains him to see the state it is in. He thinks wishfully of the America prophesized by Whitman, a mythical nation of heroes, and wants to understand where that great plan has gone wrong. All he can see is a sexless soulless America (†¦). Not the wild beautiful America of the comrades of Walt Whitman, not the historic America of William Blake and Henry David Thoreau where the spiritual independence of each individual was America, a universe, more huge awesome than all the abstract bureaucracies and authoritative officialdoms of the world combined. The way he sees it, the American dream has utterly failed: people don’t live as ‘comrades,’ and even wars aren’t heroic anymore – there was honour in the fight for freedom of the Civil War, but there is none in building atom bombs. ‘Go fuck yourself with your atom bomb’ is Ginsberg’s very clear position on that. He states it, as usual, in a language calculated to shock. It expresses his exasperation, and hopes to shake the drowsy consciousness of his fellow Americans, who passively accept the serialization, and sterilization imposed from above: in such a well-mannered, orderly society there’s space only for alienation. This is a concept taken straight for Communist theory (‘America I used to be a communist when I was a kid I’m not sorry’ ), the standard first refuge for discontented youth. This idea of alienation, intertwined with that of industrial labour, runs also through Clockwork, especially through the novel within the novel. F. Alexander’s work denounces the depersonalization that turns human beings into ‘clockwork oranges,’ soulless things which only look like human beings. Ginsberg’s intent is the same. The image of Moloch, the ‘sphinx of cement and aluminium’ which reduces people to larvae by eating ‘up their brains and imaginations’, is constantly evocated in the second part of Howl. Ginsberg modernizes the biblical horror whom the idolatrous Israelites offered children to, turning him into the terrible buildings to which the innocence of his America is continually sacrificed: factories, banks, prisons, office blocks, skyscrapers, lunatic asylums represent all that Ginsberg stands against. The constant references to grey, enclosed spaces contrast the vast open spaces roamed by the free men of Walt Whitma n’s nation. The intellectual elite dismissed Ginsberg and the movement as a bunch of ‘know-nothing bohemians.’ But Ginsberg felt he knew a great deal about a lot of things. He considered himself ‘a sort of self-appointed shaman – intense, voluble, irascible, and he was obviously convinced of the holiness of his mission as a poet.’ That of holiness is another recurring theme. It pervades the ‘Footnote to Howl’ like a ray of hope. I don’t believe that Ginsberg’s Howl is a howl of defeat. Later in the book, small but grand, hope rises again several times, always in the shape of flowers. The most significant example among them is I think that of the sunflower – and Ginsberg must think so too, since he chooses that sunflower as his ‘scepter.’ At first, the elegy for the ‘poor dead flower’ seems final; there’s a feeling that nothing can be done (‘when did you look at your skin and/decide you were an impotent dirty old locomo-/tive? the ghost of a locomotive?’ ), and a sense of anguish. But then, Ginsberg changes his tone, one can almost hear his voice trembling with emotion as he assures his new dead friend that it was ‘never no locomotive,’ and he starts his touching sermon ‘to my soul, and Jack’s soul/too, and anyone who’ll listen.’ He recognizes no sign of defeat in the ‘dead grey shadow’ of the sunflower, which held onto its ‘battered crown’ until the very end, when it exhaled with dignity, like a true king. The hope Ginsberg is giving his audience is that ‘we’re all beautiful golden sunflowers inside,’ that we too can make something special out of our time here, and die peacefully at the end of it, knowing that we didn’t give in to the system. I believe this sentiment runs through Clockwork as well, if somewhat less explicitly: the fundamental importance of being always true to oneself becomes apparent to the reader who witnessed Alex having that self taken away from him. Change, we discover through the eyes of Burgess’ young hero, is a vital part of the self, but only if it comes from within – coming from the outside, it is nothing more than an attack to the ‘integrity of the soul.’ BIBLIOGRAPHY Primary Sources A. Burgess, A Clockwork Orange (Harmondsworth: Penguin, 2001) A. Ginsberg, Howl (San Francisco: City Lights, 1956) Secondary Sources BOOKS A. Ginsberg, Journals Mid-Fifties: 1954-1958; edited b G. Ball (New York: Harper Perennial, 1995) A. Ginsberg, Deliberate Prose: Selected Essays 1952-1995; edited by B. Morgan. (Perennial, 2000) The Bible, King James Version. M. K. Booker, The Dystopian Impulse in Modern Literature: Fiction as Social Criticism (Greenwood, Westport, Connecticut, 1994) B. Cook, The Beat Generation (New York: Charles Scribner’s Sons, 1971) A. Crowcroft, The Psychotic: Understanding Madness (Harmondsworth: Penguin, 1971) P. E. Devine, The Ethics of Homicide (Ithaca, New York: Cornell University Press, 1978) R. D. Erlich, Clockwork Worlds: Mechanized Environments in SF (Greenwood, Westport, Connecticut, 1983) R. K. Martin, The Homosexual Tradition in American Poetry (Austin: University of Texas Press, 1979) D. Moshman, Adolescent Psychological Development: Rationality, Morality, and Identity (London: Lawrence Erlbaum, 2005) P. Portugà ©s, The Visionary Poetics of Allen Ginsberg (Santa Barbara: Ross-Erikson Publishers, 1978) J. Stout, The Flight from Authority: Religion, Morality, and the Quest for Autonomy (London: University of Notre Dame Press, 1998) EDITIONS N. Page (ed.), Oscar Wilde: The Picture of Dorian Gray (Peterborough, Ontario, Canada: Broadview Press, 1998) ARTICLES, CHAPTERS, AND SECTIONS Aristotle, ‘Nicomachean Ethics’, in Perry, J. M. Bratman (eds.), Introduction to Philosophy: Classical and Contemporary Readings (Oxford: Oxford University Press, 1999), pp. 564-579 M. Cooke, ‘An Evil Heart: Moral Evil and Moral Identity’, in M. P. Lara (ed.), Rethinking Evil (Berkeley and Los Angeles, California: University of California Press, 2001), pp. 113-130 R. Plank, ‘The Place of Evil in Science Fiction’, in Extrapolation, Vol. 14, No. 2 (May 1973), pp. 100-111. WEB PAGES T. Hobbes, ‘Of the Natural Condition of Mankind Concerning their Felicity and Misery’, in T. Hobbes, Leviathan (constitution.org/th/leviatha.tx), accessed 13 November 2005. N. Cassady, in The Blacklisted Journalist, ‘The Beat Papers of Al Aronowitz, Chapter 3: Dean Moriarty (Annotated by Jack Kerouac)’ (bigmagic.com/pages/blackj/column23.html), accessed 11th January 2006. Research Papers on The Problems of identity – political, geographical, personal, sexual in Modern Novels - EssayBook Review on The Autobiography of Malcolm XMoral and Ethical Issues in Hiring New EmployeesAnalysis Of A Cosmetics AdvertisementBringing Democracy to Africa19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionHip-Hop is ArtCapital PunishmentMind TravelHarry Potter and the Deathly Hallows Essay

How Close to the ACT Should You Take a Practice Test

How Close to the ACT Should You Take a Practice Test SAT / ACT Prep Online Guides and Tips It’s extremely important to take full-length practice tests under realistic conditions when studying for the ACT. However, you need to make sure you’re getting the full benefit by spacing out the practice tests correctly. In this article, we'll discuss both the earliest and the latest you should consider taking full ACT practice tests. feature image credit: Smell!/used under CC BY 2.0/Cropped from original How Early Should You Take A Practice Test? There really isn’t any harm that can come out of taking a practice test long before the ACT as long as you’re planning on taking additional practice tests or studying more afterwards. In fact, taking a practice test at the very beginning of your studying is a good idea because it’ll give you an idea of what your current score would be if you took the ACT and what your weak spots are. Ideally, you’ll also take other practice tests over the course of your studying to assess your progress and determine if your studying is making a difference. If you’re only planning on taking one practice test before the real test, just to familiarize yourself with the format and instructions, then the earliest we recommend taking it is seven to eight days before your test; any earlier and you’ll start to forget things, cancelling out any value taking the practice test might have had for you. Again, this seven to eight day recommendation is assuming you’re only taking one practice test without any further studying; if you are planning on studying after taking your first practice test and taking more practice tests, then the next section of this article is more relevant for you. How Late Can You Take an ACT Practice Test? While taking realistic practice tests is an important part of ACT preparation, you don’t want to take a practice test too close to the test or it might have a bad effect on your morale (and, consequently, on your test score). If you do well on the practice test, it might artificially boost your self-confidence and cause you to make careless errors on the real test if you think you can just coast through. On the other hand, if you do poorly, it will just make you more stressed and anxious without giving you time to address those anxieties through studying, which in turn might cause you to second guess yourself and run out off time on the real test. 020/Used under CC BY 2.0/Cropped from original. Don't let this be you on test day! The latest that you take a practice test, therefore, should be the amount of time before the test that still allows you time to review your wrong answers and do some practice drills of questions you struggle with. When exactly this is will vary from student to student, but in general, we recommend taking your last practice test no fewer than two to three days before your scheduled test date. That means that if you’re taking a test on Saturday, the last full-length realistic practice test you take should be on Wednesday or Thursday of that week. It's important to keep in mind, however, that taking a full-length practice test with realistic timing is difficult on a schoolnight; plus, you don’t get the benefits of taking the test in the morning (and getting a realistic idea of what it’ll feel like to take the test early in the day). The Saturday or Sunday before the test, then, is the last chance you have to take a fully realistic practice test. Monday-Thursday before the test, you can try taking a full test or taking it section by section with a few sections grouped together, but be wary of unrealistic conditions because you're taking it in the evening and not all at once. An hour or so of practice is helpful the day before the test, as is(for non-anxious test-takers) doing a couple of practice questions before the test. What’s Next? Now that you know when to take ACT practice tests, where can you find them? Try our massive collection of online ACT practice tests, or just go straight to our collection of free printable ACT Practice Test PDFs. Looking to invest in a book for ACT prep? Read through our rundown of the best ACT prep books here. Want to complement your collection of ACT practice tests with some sample ACT questions? We have a list of great alternative sources of ACT prep material. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

A bona fide occupational qualification Essay Example | Topics and Well Written Essays - 500 words

A bona fide occupational qualification - Essay Example Accounting office seeks attractive female for receptionist position. While most clients might like an attractive female to be the receptionist, it is not a bona fide occupational qualification. Being female and attractive does not directly pertain to the position. Flight attendants wanted. Must meet height and weight requirements. This is also not a bona fide occupational qualification. If the ad would have said something like ‘must be able to remain on feet for 8 hours’ that would have been a BFOQ qualification. Height and weight should not matter for most applicants. Theater audition: Young, black male actor to portray Malcolm X in play. This is a BFOQ because it calls for a representation of a black male. Catholic school seeks 10th-grade science teacher. Must be Catholic. This is a BFOQ because religious schools are allowed to express their religion through their teachers. Designer taking applications for runway models. Must be at least 6 feet tall and weigh less than 125 pounds. This is a BFOQ because a designer can be looking for a certain type of model to wear their clothes. Assembly line worker wanted. Must have high school diploma. This is a BFOQ because most jobs require a high school diploma for maturity, safety, and knowledge in order to complete the job. Chinese restaurant seeks waitperson. Must be native speaker of Mandarin Chinese.

The Nature of Computing. Why Programming Paradigms and Languages Essay

The Nature of Computing. Why Programming Paradigms and Languages - Essay Example This paper presents a detailed overview of computer programming languages. This paper will discuss the evolution of computer programming languages, change in a diversity of languages and explore how languages such as Python, Perl, Ruby and C# emerged as a convergence of previous languages. Introduction to Programming and Programming Languages The computer programming is the process of writing the computer programs (also called software applications) to solve different kind of problems as well as to manage different processes of the computer. In fact, a computer is useless without a computer program. In addition, a computer program is written after understanding the problem. In this scenario, we must be clear about the processing steps to be performed by a computer. It means that we must understand the logic of the program before writing a program; we must learn how to plan the theoretical framework of the program. Basically, the program instructions are written in such a way that the computer can follow the program instructions in the correct sequence to solve the problem productively. Hence, in order to write an accurate (or successful) program, the programmer must write the program instructions in an accurate order. On the other hand, if the program instructions are not written in a correct sequence, then the result of the program will be wrong. Thus, the computer programs must be planned before they are written into the computer (Shelly et al., 2005; Norton, 2001). Moreover, the programming languages are used to prepare computer programs or software applications. Early computer programs were written straightforwardly in machine language for instance in binary code. Additionally, it was very difficult to write programs in machine code. However, at the present, a wide variety of the programming languages are available for writing different types of programs. In addition, each programming language has its own rules for witting the programs, which need to be fol lowed in order to get accurate results. For instance, FORTRAN is used for scientific purposes, ADA for defense applications, COBOL for business solutions, etc. (Shelly et al., 2005; Norton, 2001). In simple words, the computer programming is an art of writing instructions and problem solving for a computer. However, the standards of programming are independent of the computer programming language utilized. Moreover, different programming languages have different weaknesses and strengths, making different types of programs difficult or much easier to write, however the fundamental theories remain the same regardless of language (Nasir, 1996; Tatum, 2012). Programming Diversities The computer programming languages are divided into two categories: system programming and application programming. The system programming is mainly concerned with the use of a computer system. On the other hand, the application programming deals with the computer programs which are directly utilized by many people. In addition, the application programming paradigm is further divided into more categories such as (Milo, 2007) Scientific programming Business programming Web-based programming Businesses programming Personal or home programming Game programming Embedded systems programming History of Programming Language Generations This section outlines the history of programming in the form of programming langu

Sample of Detailed Job Description of Health Care Assistant Essay Example for Free

Sample of Detailed Job Description of Health Care Assistant Essay In the morning the role of the Healthcare Assistant is to assist the Nursing Staff in the delivery of Patients care , under the supervision of Clinical Nurse Manager and Staff Nurse. Before handling the clients Health Care Assistant under Inspection and Prevention Control by Washing or Disinfecting hands must be follow. Health Care Assistant will assist the client during bathing, showering, shaving, dressing and undressing in bed and in the bathroom under the supervision of the Nurse. Privacy and Dignity must be respected and full Independence are implemented in all clients and those not able. Health Care Assistant will help the Nurse to serve clients breakfast and to feed those who are helpless, under the supervision of the Nurse. Privacy and Dignity must taken place and full Independence must be delivered to the clients. Health Care Assistant will follow individual patients dietary needs are adhered including special diets and give supplementary drinks under the direction of the Nursing Staff. Health Care Assistant will assist the Nurse in bed making. Health Care Assistant will collect dirty sheets, duvet covers, bed covers and patients dirty cloths under the guidelines of Linen Management/Disposal put them to their respective laundry bag for porter to be collected. Health Care Assistant will answer bell calls and assist patients who are confined to bed with their toilet needs under the supervision of the Nurse. Health Care Assistant will assist in toileting of patients including the giving, removing and emptying of bedpans, urinals, commodes under the supervision of the Nurse. Health Care Assistant will clean and disinfect bedpans, urinals, commodes, hoist, shower seats and trolleys under the guidelines of Infection control and Prevention. Guidelines of Infection and Prevention control must be follow. Health Care Assistant will tidy bathrooms, sluices and toilets. Mop up spillages on the floors under the guidelines of Waste Management/Disposal. Disposed of soiled linen in water soluble bag securely and seal place it in white canvas bag for transfer to hospital sluicing department. Pack soiled woolens in separate water soluble bags place it in blue plastic bag for laundry. Health Care Assistant will serve dinner to patients at 1 o’clock and feed those are helpless under the supervision of the Nurse. Monitor patients intake to avoid choking. Clean and wash if necessary bed-tables and lockers. Remove rubbish etc. Health Care Assistant will answer call bells and report request to Nursing staff. Health Care Assistant will assist in toileting of patients including the giving, removing and emptying of bedpans, urinals, commodes under the supervision of the Nurse. Always maintain privacy and dignity towards patients. Answer telephone calls and locate appropriate personnel, as required. Health Care Assistant if necessary will assist with the transport of patients in the wards or transfer patients to other departments as required under the supervision of the Line Manager or Nurse in Charge. Health Care Assistant during Admission, transfer or discharge list patients property under the supervision of the nurse in charge. Health Care Assistant will serve tea and feed those who are helpless. Health Care Assistant will assist the patients back to bed under the supervision of the Nurse. Always maintain privacy,dignity and respect to patients. Remember, patients has the right to refuse. Remove uniform and disinfect hands before leaving the ward. 2/2 As a night Healthcare Assistant the role is to assist the night Nurse in the delivery of the the Patients care, under the supervision of the night Superintendent. Collect dishes and wash them. Ensure that kitchen are keep tidy and locked at all times. Answer call bells and report request to nurse on duty. Assist patients those who wants to go to the toilet or offer bedpans and commodes to those who needs before bed. Assist patients back to bed. Always maintain privacy, dignity and respect at all times. Remember patients has the right to refuse. Assist patients and ensure that call bells are working properly at patients reach. Ensure all doors and windows are lock and all Fire exit doors are clear with no obstruction. Monitor patients at all times, ensure that patients are in safe and in comfortable way. Emptying and disinfects commodes, urinal bottles and bedpans after use. Be alert at all times. Ensure safety and security of all the patients at night. Answer call bells and report request to nurse on duty. Incontinence patients are more likely to be wet at night.Ensure they are dry at all times. Change pad and linen if necessary under the supervision of the night Nurse on duty. Always maintain privacy, dignity and respect towards patients.

Systemic Lupus Essay -- Health, Diseases

Systemic lupus erythematosus (SLE) is a fairly common disease identified as episodes of inflammation and damage to joints, tendons, and various organs. The most effected organs are the heart, lungs, brain, kidneys, blood vessels, and skin. Lupus affects each individual differently and the effects could be mild to severe depending on the individual. SLE is an autoimmune disease where the body’s immune system attacks the healthy cells and tissues in the body (Ohio State, 2009). The main cause of lupus is unknown, but there are believed to be many factors that could contribute to lupus. Lupus is believed to be genetic for many individuals (Ohio State, 2009). If a mother has SLE, her daughter has a 1:40 chance of developing lupus, whereas, her son has a 1:250 chance (Leber, 2009). Environmental issues could be present where the cause in the environment is unknown. SLE can also be caused by some medications. The disease may be present while taking the medication, but disappear when the individual stops taking the medication. The majority of people who have lupus are women between late teens to forty-five. Females are affected three to ten times more likely than males (Ohio State, 2009). African American women are more likely to develop lupus than Caucasian women (Leber, 2009). Human leukocyte antigens are a group of genes on chromosome six. The human leukocyte antigens (HLA) associated with lupus is called DR2 and DR3. A person who has these antigens is very likely to develop lupus, but individuals with different antigens may also develop SLE (Ohio State, 2009). There are many symptoms of SLE and will vary from individual to individual with the disease. Some common symptoms are inflammation of the joints, Raynaud’s phenomenon1, m... ...ttempt to treat physical symptoms of SLE as well as the psychological symptoms. HRQoL, disease activity, and disease damage are three different components of lupus and should be measured separately for the most accurate results. Measuring the patient’s quality of life will assist in keeping the patient informed about how the disease is affecting them in their daily lives. HRQoL will vary significantly with each individual and is very important to measure patient’s responses to lupus. Fatigue is a widely influential factor in lupus patients and should be included in quality of life studies (McElhone, 2006). Studies found a role of defensins in the pathogenesis of SLE (Froy, 2009). Although, when SLE involves major organ, the disease can be put into remission with corticosteroids and immunosuppressive therapy, these treatments can cause toxic results (Ntali, 2009).

Planning To Meet The Needs Of Learning

At my place of work – Include, we do not have ILP’s, this is because we run a twenty week, roll on roll off programme and we wouldn’t have the time. We do however set goals, at the start and during monthly reviews, using simplified paperwork.. Our sister company that teach pre- sixteen’s do, and I have looked at these documents to reflect on anything that would be transferable to my teaching and offer improvements.The role of initial and diagnostic assessments is key for producing individual learning goals. It is essential to find out exactly where the student wants to go, why they are wanting qualifications, eg for a particular course at college, and what is realistic bearing in mind their diagnostic assessments. Initially all students are tested using BKSB to find the level they are and what they might achieve with help and teaching from the Functional skills tutor. We carry out Initial Assessments, (A) and Foundation Learning agreements (B) which note c areer progression aims, some objectives, qualifications to be taken, while with us as well as other documentation gathering personal details, health, education and drug and alcohol misuse.Our Initial assessment covers previous learning experiences, learning styles, personal and social skills, health and personal circumstances as well as the support we can provide to help the student reach his goals. We also carry out a monthly review, one of the most important ways we can check how the student is performing, his progress, whether he is on track and more importantly whether he feels he’s learning, achieving his goals, and whether he feels supported in his learning. This review time, is also a time when the student can tell us what he wants and where we and he could improve outcomes.During the review we can find out how the last few weeks lessons have gone, and together we will set SMART targets, and any behavioural problems, late arrivals, not joining in class etc. are address ed and support that would be helpful, worked out together for the next month . We also discuss where he would like to go to work experience and try hard to find the correct match, as this is often a spur to his learning. After goals have been decided and any support worked out the student will sign the review sheet which is filed in their learner file, and a copy is given to the student to refer to each day, to remind them of goals and targets.After the Initial Assessment and reviews, our student profile (C) is updated (weekly) and this is used with our current session plan as a pointer as to how our students need supporting. I also carry out tutorials, usually towards the end of each unit when students discuss and work with me on any any unfinished or not understood criteria, before completing. The two sessions I have chosen, are on Independent Living (D & E). When planning sessions I must be sure that the work I set covers the criteria set by the exam board and balance this with t he needs and understanding of my students. I must also bear in mind my minimum core document.â€Å"The minimum core will support all teachers in developing inclusive approaches to learners with literacy, numeracy and IT needs and raise achievements of learners on their learning programme† LLuk (2007) Obviously I must embed English, numeracy and IT into session planning, bearing in mind that I may well have students as varied in abilities as E1 through to Level 1 or even Level 2. Most of the units I teach are available in E3 or L1, so I will differentiate between the students as to what level they work at As I frequently have a number of foreign students speaking very little English when they join, I must remember to include LA1.3, LA1. 6, LA2. 1 and LA2. 3 & . 4. At the reviews the Functional skills tutors will feed in literacy and numeracy problems and goals to be addressed during the month, these I need to include in my lesson planning eg L needs to develop spelling and pun ctuation skills, so when planning the next lesson, I look to see if I can incorporate something to build on these eg word searches, or reminding him to be careful with punctuation in his writing.The student in the Initial Assessment (A) needs help and support with reading and writing, so a support worker needs to be written into every session plan to help. In many of the units I teach, class participation in discussions are expected and I must express myself clearly LS1 , LS2, LS3, LL1. I must plan my lesson carrying out LR1 & LR2. Embedding numeracy in a non maths lesson can be tricky, but in session (D) researching a flat and tenancy (IT) students had to work out much they would pay out to rent a flat (rent plus deposit etc) and in (E) designed a bedsit, incorporating measurements.Above all when planning a session I must produce a lesson that considers the subject content and criteria, it must be relevant to the students, it must take into consideration, their learning needs and g oals and and help stretch their capabilities. In the new session plan forms we have a section where we can list each students individual needs, and the strategy for helping this. This section concentrates my mind during planning and actual delivery, to remember each students needs and goals. There is also a section for differentiation which again reminds me of each students goals.All the time I am teaching I must not be complacent , but continually improve my practice. This will be done by, talking with students during their review about the months learning, what they feel they have/have not learnt. By asking students to fill in anonymous evaluation forms. Discussions with the class about the units and what they learnt or would like to learn in the future. Listening to my IV’er and her feedback on the students work and on the unit levels, which have passed.Reflecting on my teaching is a very important stage in helping me move my lessons and teaching, forward, it is about bein g more self aware and analysing what happened in my lessons. Schon (1983) suggests â€Å"reflect while you’re doing it† and â€Å"reflect after doing it† I like this straight forward approach. Planning to meet the needs of my learners means I must be continually review my teaching practise, improving on lesson content and find new and different ways of meeting my students needs, raise their self esteem and self worth which in turn helps self regulation and encourages the student to learn in a classroom setting.

Cooking Paper Essay

In the article by Mark Bitten, he makes the agreement that most people can feed themselves a healthy meal at home for less money than a meal from the local fast food establishment. His position is that food cooked at home is more nutritious, better for the environment and better for families in general. I agree with Mark Bitten, Junk food such as McDonald’s which most lower income families have for dinner cause its cheaper instead of having something healthy like broccoli which is less affordable is the problem America is having. All of this junk food is the reason why Americans are so overweight, when in fact hyper processed food remains more expensive than food cooked at home. The government subsidies given to the fast food companies are ridiculous. There are five fast-food restaurants for every super market in the United States. The adjusted inflation price of fresh produce has increased by 40 percent while inconceivable the price of soda and processed food has decreased by as much as 30 percent. There could be hundreds of arguments and statements made about this article but what it comes down to to stop our country from dying is real cultural changes. Cooking at home and making food had to become part of normal life, Americans need to see that McDonald’s is hurting them more then it’s helping them. There addictive behaviors are influencing younger kids to be born into bad habits and start a chain of obesity and eating bad. Efforts are being put into slowly stop this, Grocery stores in California are making things affordable for low income people, Zoning laws are restricting the number of fast food restaurants in certain areas, and there have been several programs to educate and build fresh food areas around America. Personally I have not eaten McDonald’s, Wendy’s or Burger King in 11 years and have made efforts to show how bad there food really is and how harming it is. Hopefully people can see the negative effects Junk food has on American’s and the positive effects cooking food at home it has on American’s and this problem can be resolved so we can live in a better world.

Trains essays

Trains essays Maglev trains may very well be the future of transportation. They are currently being developed in Germany and Japan, and other places around the world, like California in the United States of America, are planning whether getting a maglev train system would be worthwhile. Maglev trains are the fastest, most sensible form of ground transport available at this time, and with the demands of the transport system growing every year, they are bound to become a valuable part of the worlds transportation system. Maglev trains basically work by the simple principle that opposite poles attract, and similar poles repel, but in reality it is much more complex than this. Maglev trains work by gliding over the rails instead of rolling on them, and so do not create any friction on the rails while they are moving. Unlike all other forms of transportation, the system which causes the movement is not in the vehicle itself, but is in the guide way, or rails, beneath the train. These guide ways contain iron stator (a stator is the coil while the magnets is the rotor) packages containing 3-phase cables, and the vehicle is able to levitate when the guide ways attract the support magnets on the train. The train is kept on the rails by lateral guidance magnets which hold the vehicle to the guide way. This system may be compared to an electric motor where the stator has been flattened along the guide way. The train is able to accelerate when the propulsion system is switched on using the cable windi ng. The guide way is able to pull the train along because of the electromagnetic travelling field that is on while the propulsion system is running. The support system of the train is therefore able to become a rotor', which along with the stator, completes the motor'. (MVP Versuchs- un planungsgesellschaft fur Magnerbahnysteme m.b.H., 1999) Because the active part of the propulsion unit is built into the guide way as opp...

GCSE Geography Coursework Help

GCSE Geography Coursework Help GCSE Geography Coursework Help Practically, the whole geography coursework writingis based on argumentation. Arguments which we put for or against coursework thesis statement partly depend for their credibility on the value or significance of the evidence you integrate. To know how significant evidence is, you need a very thorough grasp of the context in which it is presented. Geography coursework writing starts with examination of the topic; this is why you should take so much trouble to establish a context for your coursework at the beginning of writing process. There are, however, two ways in which you should establish the context. One is obviously within a coursework paragraph: the meaning of words should be clear; the coursework paragraph must contain related ideas and it becomes the context for your main points. The other is the context of your primary or secondary sources used for college coursework writing. A simple example is if we cited the work of a researcher (we will call her Wilkinson) and referenced it as follows: (Wilkinson 1989). If we refer to Wilkinson, we are also referring to the context in which her work took place. In other words, we bring a whole package of questionable issues about reliability, relevance and validity of evidence with each reference we use in the process of writing a coursework: Coursework Writing Help Clearly, we cannot question everything forever, but coursework arguments nevertheless depend on the relevance and significance of their supporting evidence. It is determined with the help of asking questions about the reliability of the original coursework context as well as with the analysis of the context appropriateness in which we decide to use the gathered evidence. Did Wilkinson use a valid research method? Were there questionnaires mentioned? If so, what percentage was returned? What were the biases in the questions asked or answers given? Most importantly, does Wilkinson's work really support or deny the point you are trying to make? Who else has produced evidence which conflicts with Wilkinson's research or arguments? Coursework Help offers you an opportunity to order professional GCSE geography coursework help.We are educated and possess years of coursework writing experience. We are never late with delivery and we can help you with writing on any topic. You will not regret using our coursework writing help because you will receive custom written coursework of the highest academic quality. Moreover, we will never deceive you! If you are not satisfied with the final draft of your geography coursework, you may request free and unlimited revisions. Read also: Womens Rights Essay Saving Private Ryan Essay Master Essay Lord of the Flies Essay Literary Essay Hamlet

Should Yahoo have been forced to turn over Justin Ellsworth's email to Essay

Should Yahoo have been forced to turn over Justin Ellsworth's email to his Parents - Essay Example There is a view that the Yahoo management should have acted swiftly and handed over the email documents to the parents of the killed Marine soon after their asking without waiting for the court order. The argument that the Yahoo management should have been forced somehow to comply with the parents’ request without waiting for the court order does not stand logic as it would have itself violated its own privacy agreement in such a case. In declining to accept the parents’ request, Yahoo went purely by the deontological part of the ethics while ignoring the utilitarian part. Utilitarian theory of the ethics requires people to take into consideration the resulting consequences of a particular action (Grunig & White, 1992) on the people or events involved. Yahoo knows better that a utilitarian approach would sometimes lead to problems despite its positive effects. Yahoo must have carefully assessed the positive and Had Yahoo immediately handed over the email contents to the parents when they asked, they would have certainly felt happy and satisfied on that count. This is certainly a positive effect when viewed from the parents’ angle but it would have also produced its negative consequences for the Yahoo Management. In such a case, the company would have violated its own privacy policy of protecting the interests of its email users and attracted criticism. This was clear from the statement of the Yahoo spokeswoman Mary Osako who disclosed that they would abide by the court order and hand over the email contents to Justin’s parents indicating that they would never deviate from their well established privacy policy but would only act on the directions of a court of law (Chambers, 2005). Certainly, Yahoo followed the deontological theories of ethics which emphasize adherence to a stated policy and commitment to rules and regulations. The logic of the deontological