Free Essays on The Darling

Li 2 Anton Chekhov’s short story â€Å"The Darling?illustrates the life of a woman named Olenka Semyonovna £Ã‚ ¬who because of her reliance on others, lives a empty life. She is a person who changes her attitude as she falls in love with different men. She always needs to be fond of someone and does not posses a personality of her own; therefore, she only finds happiness in reflecting the belief of her husbands. Olenka is portrayed as a conventional woman who is reliant, diligent and idealess. Olenka is a dependent woman who needs the love of others. In earlier days, she had loved many people such as her aunt, the school’s French master and even her father. Later on, she becomes attracted by her first husband Kukin, and â€Å"without him she [can] not sleep, but [sit] all night at her window, looking at the stars?(250). Thus, Olenka cannot feel comfort when there is no one for her to attach to. After Kukin past away in Moscow, she is expected to be heartbroken and sorrowful afterwards. Ironically, Olenka immediately seeks and falls in love with her next mate, Pustovalov. Once again, she becomes delighted and â€Å"[misses] him dreadfully, [lies] awake and [cries]?(252) when he is away on business trips. Olenka easily becomes lonely and desperate for male affection; she has to have someone who can take care of her. Olenka works hard to bring successes to her husband business. She assists in the daily activities in the theater, Tivoli, such as â€Å"[taking] part in the rehearsals, and [correcting] the actors?(249). She has become so occupied with Tivoli that she cannot detach herself from it. However, when she begins to engage with Pustovalov, Li 3 Tivoli has somehow vanished from her mind. She starts to focus all of her attentions into Pustovalov’s lumber industry. While he is away, she takes his place and works in the office to make necessary arrangements. Olenka puts so much passion into her work that s... Free Essays on The Darling Free Essays on The Darling Li 2 Anton Chekhov’s short story â€Å"The Darling?illustrates the life of a woman named Olenka Semyonovna £Ã‚ ¬who because of her reliance on others, lives a empty life. She is a person who changes her attitude as she falls in love with different men. She always needs to be fond of someone and does not posses a personality of her own; therefore, she only finds happiness in reflecting the belief of her husbands. Olenka is portrayed as a conventional woman who is reliant, diligent and idealess. Olenka is a dependent woman who needs the love of others. In earlier days, she had loved many people such as her aunt, the school’s French master and even her father. Later on, she becomes attracted by her first husband Kukin, and â€Å"without him she [can] not sleep, but [sit] all night at her window, looking at the stars?(250). Thus, Olenka cannot feel comfort when there is no one for her to attach to. After Kukin past away in Moscow, she is expected to be heartbroken and sorrowful afterwards. Ironically, Olenka immediately seeks and falls in love with her next mate, Pustovalov. Once again, she becomes delighted and â€Å"[misses] him dreadfully, [lies] awake and [cries]?(252) when he is away on business trips. Olenka easily becomes lonely and desperate for male affection; she has to have someone who can take care of her. Olenka works hard to bring successes to her husband business. She assists in the daily activities in the theater, Tivoli, such as â€Å"[taking] part in the rehearsals, and [correcting] the actors?(249). She has become so occupied with Tivoli that she cannot detach herself from it. However, when she begins to engage with Pustovalov, Li 3 Tivoli has somehow vanished from her mind. She starts to focus all of her attentions into Pustovalov’s lumber industry. While he is away, she takes his place and works in the office to make necessary arrangements. Olenka puts so much passion into her work that s...

10 Examples of Electrical Conductors and Insulators

10 Examples of Electrical Conductors and Insulators Do you need examples of electrical conductors and insulators? Heres a handy list, but first, lets review just what conductors and insulators are. How Electrical Conductors and Insulators Work Electrical conductors are materials that conduct electricity; insulators dont. Why? Whether a substance conducts electricity depends on how easily electrons can move through it. Protons dont move because, while they would carry electrical charge, they are bound to other protons and neutrons in atomic nuclei. Valence electrons are like outer planets orbiting a star. They are attracted enough to stay in position, but it doesnt always take a lot of energy to knock them out of place. Metals readily lose and gain electrons, so they rule the list of conductors. Organic molecules are mostly insulators, in part because they are held together by covalent (shared electron) bonds and also because hydrogen bonding helps stabilize many molecules. Most materials are neither good conductors, nor good insulators. They dont readily conduct, but if enough energy is supplied, the electrons will move. Some materials are insulators in pure form, but will conduct if they are doped with small quantities of another element or if they contain impurities. For example, most ceramics are excellent insulators, but if you dope them, you can get a superconductor. Pure water is an insulator, but dirty water conducts weakly and salt water, with its free-floating ions, conducts well. 10 Electrical Conductors The best electrical conductor, under conditions of ordinary temperature and pressure, is the metallic element silver. Its not always an ideal choice as a material, though, because of its cost and because it tarnishes. The oxide layer known as tarnish is not conductive. Similarly, rust, verdigris, and other oxide layers reduce conductivity. silvergoldcopperaluminummercurysteelironsea waterconcretemercury more conductors: platinumbrassbronzegraphitedirty waterlemon juice 10 Electrical Insulators rubberglasspure wateroilairdiamonddry wooddry cottonplasticasphalt more insulators: fiberglassdry paperporceleinceramicquartz Its worth noting the shape and size of a material affects conductivity. A thick piece of matter will conduct better than a thin piece of the same length. If you take two pieces of a material that are the same thickness, but one is shorter than the other, the shorter one will conduct better. It has less resistance, in much the same way its easier to force water through a short pipe than a long one. Temperature also affects conductivity. As increase temperature, atoms and their electrons gain energy. Some insulators (e.g., glass) are poor conductors when cool, yet good conductors when hot. Most metals are better conductors when cool and poorer conductors when hot. Some good conductors become superconductors at extremely low temperatures. Although electrons flow through a conductive material, they dont damage the atoms or cause wear, like you would get from friction of water in a canyon, for example. Moving electrons do experience resistance or cause friction, however. The flow of electrical current can lead to heating of a conductive material. Do you need more examples? Here is a more comprehensive list that includes thermal conductors and insulators.

Demand versus supply paper paper Essay Example | Topics and Well Written Essays - 1250 words

Demand versus supply paper paper - Essay Example As a result, many diseases that were considered deadly a few years ago are effectively curable today. As an important example of these improvements, prescription drugs have leapfrogged in the health industry in ways that in some cases they have even reduced the occurrence of surgery (Kimbuende et al, 2010). This paper attempts to discuss customer demand for prescription medicines in connection with the variables of cost and supply in the USA. The major question we, at the very start, come across is if the theories of economics fit well in case of healthcare. According to Scott II (2001), the actual application of the concepts and theories of economics are not a straightforward exercise. The application of economics to healthcare theories is a complex question and therefore, the results found in research can not always be dependable. However, there are two major economic concepts that apply well to the case of healthcare: (1) Allocation of Scare Resources and (2) Economic Efficiency (Scott II, 2001). In case of our health care product, prescription medicines, these two notions are the most obvious. Thus, as far as the allocation of resources is concerned, more and more is being devoted to the production of such magical potions to produce even better products and at lower costs (Scott II, 2001). With the discovery of every new disease more allocation of resources takes place in the prescription drugs industry, not to forget that in most of the cases prescription drugs are more than necessity. Moreover, increased competition in the drug industry demands the firms to be more efficient in their production. The question then arises if there is any relevance of the forces of demand and supply in the prescription drugs markets; it has been observed that an increase in the market prices for prescription drugs serves as a signal to the producers that they are in demand and the supply is thus triggered (Scott II, 2001). Thus we

Al Nakheel Blue Community Essay Example | Topics and Well Written Essays - 3000 words

Al Nakheel Blue Community - Essay Example The Blue Community intends to create awareness for the need to develop the coastal waterfront involving in the process along with Nakheel's own experience and expertise, NGOs, think tanks and stakeholders encouraging them to be active instruments of their Blue Community initiatives. The question may arise as to why Nakheel is aiming to promote the Blue Community. According to Sultan Ahmed bin Sulayem, Executive Chairman of the company, "Almost two thirds of the world's population lives in coastal communities and a large amount of development is taking place in these locations" (UAE Press Release, January 20, 2008). The company intends to invest significantly to bring about changes in these environments through research and development with the vision of becoming leaders in sustainable development of coastal communities through its Blue Community initiatives. Formed in 2001, Nakheel can be considered pioneer and frontrunner in the domain of construction of innovative and iconic buildings and landmarks. As regards waterfront development, with the launch of the Blue Community, they have become setters of standards and rules in this field for the others to emulate. The Blue Community launch event held on a dome specially constructed for the purpose on the beachfront by the Palm Jumeirah was attended by prominent figures from government, industry and media. It went with the first ever Tourism Development Project & Investment Market (TDIM) event of Dubai held between January 20-22, 2008. The stand that Nakheel put up for the event, the largest in the company's history, featured two massive domes for displaying all the waterfront development projects undertaken by the company. This included a model of Dubai Promenade allowing the visitors a look at this waterfront community. Dubai Promenade created "a virtual peninsula along the emirate's shor eline, anchored by a spectacular wheel-shaped five-star hotel" (www.nakheel.com). At the TDIM exhibition, a 13-meter long scale model was unveiled by Nakheel demonstrating the company's vision of Dubai's growth through development of waterfront with projects under Blue Community. Before we venture further into the "Blue Project", let us look at the characteristics of the construction industry in the UAE. With the transformation from a buyers' market to a sellers' market, over the last decade there has been a boom in the UAE construction industry. This construction boom is most visible at Dubai and Abu Dhabi. Going by per capita expenditure on construction, UAE is the world leader with presence of close to 6000 construction companies. The total value of the UAE construction industry for 2008 has been assessed at USD15.26 bi as per a Business Monitor International Report which is projected to go up to USD22.44bi by 2012. 3 There are various reasons behind this tremendous growth. Not much entry barrier is there to hinder the UAE construction industry. Rather there exist major driving forces in Dubai like a stable political climate, tax-free status and on the whole a liberal business environment to facilitate expansion of the industry. Further impetus to construction indu

A Separate Peace Essay Example for Free

A Separate Peace Essay It is important to confront reality, no matter how harsh it is. People will always face difficult situations, but avoiding them is often more dangerous than the situation itself. In his novel, A Separate Peace, Knowles explores what can happen when a person or even an institution tries to avoid painful circumstances. In the story, Gene, the protagonist, and his friends are students at the Devon boarding school; and the troubling issues they face are wars, the external, World War II, and the intimate conflicts that often arise between close friends. Knowles uses the motif of the transformation of Devon, Finny, and Gene to show the importance of confronting head-on the wars within and around them. Devon boarding school shields Gene and his classmates from the hardships of World War II. Gene’s class, the â€Å"Upper Middlers,† are too young for the draft. This causes the teachers at Devon to see them as the last evidence of â€Å"the life the war was being fought to preserve† (29). The teachers are afraid to expose the boys to the terror of war and so they hide it from them. While throughout the country, others participate in the war effort, Gene and his classmates remain apart and spend their time â€Å"calmly reading Virgil† (24). Because of this separation, the war becomes â€Å"completely unreal† (24) to the Upper Middlers. The entire world appears to be churning in the upheaval of the war, but Devon tries to remain the same, shielding the boys from its hardships. Unfortunately, when the effects of the war inevitably come to Devon, its attempts at avoidance result in a negative transformation with bitter and unintended consequences. In its efforts to deny the war’s existence, Devon changes from idyllic and relaxed in the Summer Session to rigid and uncompromising in the Winter Session. In the summer at Devon, the boys play games on the â€Å"healthy green turf brushed with dew† to the calming sounds of â€Å"cricket noises and the bird cries of dusk† (24). Such imagery makes Devon seem like a peaceful oasis for the Upper Middlers. However, this relaxed atmosphere of the Summer Session ends with Finny’s fall from the tree at Devon River. Jumping from the tree was an activity originally designed to prepare soldiers for war and Finny’s injury from it represents the boys’ first experience with the pain that war brings. To Devon, Finny’s fall proves that the relaxed atmosphere of the Summer Session could not protect the boys from the reality of war. As a result, Devon rejects the carefree environment of the Summer Session and changes into a strict school where â€Å"continuity is stressed† (73) in the Winter Session. This transformation proves negative as evidenced by Knowles stark change in his description of the Winter Session. For example, while in the Summer Session the boys freely roamed the â€Å"healthy green turf† of Devon’s fields, they crowd into the dark â€Å"Butt Room† a smoking room that Gene compares to a â€Å"dirty dungeon in the bowels of the dormitory† (88). Where once the boys played in beautiful fields, they are now confined in close, dark rooms. Gene further classifies the transformation as negative by immediately remarking that â€Å"peace [has] deserted Devon† (72) when he returns for the Winter Session. In attempting to avoid the effects of the war, Devon sacrifices its status as a haven for the boys. When the reality that the world is at war inevitably strikes Devon, its transformation makes it less able to deal with the effects of the war. Gene compares the inexorable arrival of the war to the snow that blankets the school grounds. He calls the snowflakes â€Å"invaders† that cover the â€Å"carefully pruned shrubbery bordering the crosswalks† and likens them to the â€Å"invasion of the war on the school† (93). In making this comparison, Gene seems to show that just as Devon’s â€Å"carefully pruned shrubbery† cannot escape the snowfall, its structured atmosphere cannot escape the war. In fact, it is that structured atmosphere that makes the war seem all the more attractive to the very boys Devon tried so desperately to protect. Representing this is the Upper Middlers’ decision to clear snow from train tracks designed to transport troops. This is their first serious contribution to the war effort and requires that they travel away from Devon, symbolizing their desire to leave their school and participate in the war effort. As they work, the boys see a train car of soldiers whom they view as â€Å"elite† in comparison to their â€Å"drab ranks† (101). Directly after seeing the troops, all they boys can discuss is the â€Å"futility of Devon and how [they] would never have war stories to tell [their] grandchildren† (102). The boys see Devon’s strict unchanging atmosphere as inadequate amidst the upheaval of the war. As a result, the Upper Middlers slowly reject Devon, resigning from clubs, leaving the school to enlist in the war, and losing their academic vigor. They resent Devon for keeping them from the war and remain forever distant from it. Gene exhibits this distance when he describes Devon after graduating. Gene calls Devon a â€Å"hard and shiny† (11) museum; he feels no connection to it. He finally concludes that â€Å"The more things stay the same, the more they change after all† (14). In trying to remain untouched by the war, Devon changed to a school that pushed its students to the very war it tried to avoid. Like Devon, Finny does not accept the hardships or existence of war in his life. Throughout the story, Finny embraces the glorified aspects of war, but refuses to accept its atrocities. For example, Finny wears his pink shirt to celebrate the Americans bombing of Central Europe. However, when he realizes that the bombing killed women and children, he tells Gene that he doesn’t think the bombing took place. He does not want to believe that innocent people are often casualties of war. Eventually, Finny decides that the war cannot exist because it causes too much suffering. Similarly, Finny calls Gene his â€Å"best pal† (48) and openly displays his affection for him. However, when Gene confesses to deliberately jouncing him from the limb out of jealousy, Finny refuses to listen. He cannot accept that a friend could become an enemy. Eventually, Finny’s denial of the conflicts in his life lead to a negative transformation. In trying to retain his rejection of the war, Finny changes from a confident, athletic leader into an embittered invalid. In the summer, Finny excels, becoming a natural leader of the boys and easily winning over teachers. Finny is also physically impressive as evidenced by Gene’s description of him playing in the Devon River. Gene says that Finny is in â€Å"exaltation,† with glowing skin and muscles â€Å"aligned in perfection† (34). In this description, Finny seems like an ideal, almost God like figure, completely in control and confident. Finny’s injury at the end of Summer Session, however, signals a dark transformation. Gene shakes the limb Finny is standing on while about to jump off the tree at Devon River and Finny falls and breaks his leg. Because Gene deliberately jounced Finny out of a tree used to prepare the seniors for war, Finny’s fall and subsequent injury symbolizes a forced confrontation with the potential pain of World War II and the war between Gene and himself. Rather than working through the hardship and pain, Finny rejects his former status as an athlete and leader and lets his injury define him as an isolated invalid. Instead of using his athletic abilities to overcome his injury, Finny seems to remain permanently maimed. Although his leg heals and his cast becomes so small that an â€Å"ordinary person could have managed it with hardly a limp noticeable† (157), Finny’s gait is permanantely changed. His inability to heal completely from his injury symbolizes his inability to confront and move on from the conflicts that caused it. Similarly, Finny loses his place as a leader among the Upper Middlers. When Finny returns to Devon for the Winter Session, he finds that the war dominates the Upper Middlers’ conversations. Finny does not believe the war exists and so he isolates himself and stops spending as much time with his peers. Where once he was a natural leader, he becomes an outcast to preserve his disbelief in the war. Finny’s negative transformation makes him more vulnerable to the wars in his life. At the end of the Winter Session, Brinker conducts a mock trial and convicts Gene of his role in Finny’s injury. Finny is again forced to face the reality of Gene’s jealousy. Furthermore, during the trial, Finny speaks to Leper for the first time after his return from the army. Leper’s insanity, induced by the war, forces Finny to confront its painful implications. Because of Finny’s transformation, he is even more susceptible to these implications. Symbolizing this are the events following the mock trial. After Brinker convicts Gene, Finny falls while trying to run away. He re-breaks his leg, reopening the wound of the summer and revisiting the pain of the wars in his life. Where before the injury only crippled Finny, this time, Finny eventually dies from it. Just as his invalid state made him more vulnerable to re-injuring his leg, Finny’s transformation in response to the war made him more vulnerable to it. Unlike Devon and Finny, Gene faces the reality of the war around him and his inner struggle with Finny. While Gene enjoys the peaceful atmosphere of Devon in the Summer Session, he recognizes its inadequacies. Gene explains, â€Å"Perhaps I alone knew Devon had slipped through their [the professors’] fingers during the warm over looked months† (73). Gene realizes that the Summer Session, and the realities it avoided, would be the undoing of Devon. Furthermore, while the other Upper Middlers deny the existence of the war, Gene understands it at a deep level. Gene explicitly says, â€Å"The war was and is reality for me† (32). He embraces the war instead of masking it. Similarly, Gene recognizes the inner war with Finny. Gene knows that he deliberately jounced the limb of the tree so that Finny would fall. He repeatedly tries to confess this to Finny, openly and inwardly confronting his jealousy. Finally, when Leper goes to war and is discharged for mental instability, Gene is the only student who visits him in his home and sees him in his worst state. Gene is able to witness the shock and horror of the war. Because of his ability to face the wars around and within him, Gene undergoes a positive transformation. Gene confronts the conflicts in his life and uses them to mature from a fearful, insecure boy to a balanced and strong man. Initially, Gene identifies the presence of fear in his life. As an adult reflecting on his childhood, Gene can see â€Å"with great clarity the fear [he] had lived in† (10). Gene is also initially in-athletic. While Finny garners many athletic awards, Gene does not often participate in sports and focuses on his studies. This makes Gene feel inferior to Finny and so he often succumbs to Finny’s desires, often at the expense of his own academic success. Gene feels inadequate and insecure in the Summer Session, but the Winter Session signals a change within him. Before returning to Devon for the Winter Session, Gene visits Finny and confesses his guilt. After confronting his jealousy and confessing to Finny, Gene returns to Devon and becomes increasingly independent and secure. Symbolizing this is Gene’s experience in the Naguamsett River. On his first day back to Devon, Gene falls into the â€Å"ugly, saline,† (79) waters of the Nagaumasett. Incidentally, Gene calls this encounter with the filthy waters a â€Å"baptism.. on the first day of this winter session† (79). This use of the word baptism, a term associated with initiation or rebirth, seems to convey that Gene is beginning a new life. Just as he emerges renewed from the gritty disgusting waters of the Nagaumasett, he emerges renewed from his painful, uncomfortable confrontation of his inner war with Finny. Directly following Gene’s â€Å"baptism,† Finny returns to Devon as an invalid and he and Gene’s roles reverse. Now, It is Finny who needs Gene, both physically and emotionally, to help him deal with his injury and his functioning at Devon. Gene’s sudden athletic prowess represents this role reversal. Since Finny cannot participate in sports, he trains Gene. As he excels in his training, Gene notices that Finny seems â€Å"older. nd smaller too† (121). He then realizes that he is actually bigger and Finny is only smaller by comparison. Gene has used the conflict in his life to leave behind his insecurities and become a strong, independent man. Gene’s transformation proves positive as it enables him to grow from the conflicts in his life. The results of the mock trial do no break Gene like the do Finny. He has already confronted his jealousy and guilt, and is secure enough to withstand the pain. Likewise, when Gene finally graduates from Devon and enlists in the army, he endures the war without losing his sanity like Leper. Gene is able to do this because he â€Å"already fought [his] war† (204) at Devon. He learned to confront harsh realities, and therefore can overcome them. As an adult, Gene is able to return to Devon content and secure, having made his â€Å"escape from† (10) the fear that plagued his childhood. His ability to confront his wars enable him to mature through them. Devon, Finny, and Gene all transform throughout the story. However, Devon and Finny changed to avoid the war, but Gene changed to grow from it. These transformations and stark difference in their outcomes powerfully convey the importance of unflinchingly confronting wars without and within.

the pearl :: essays research papers

Kino, Juana, and their infant son, Coyotito, live in a modest brush house by the sea. One morning, calamity strikes when a scorpion bites Coyotito. Hoping to protect their son, Kino and Juana rush him to town, to the doctor's. When they arrive at the gate, the doctor turns them away because they are poor natives who can't pay him enough. Later that same morning, Kino and Juana take their family canoe, an heirloom, out to the estuary to go diving for pearls. Juana makes a poultice for Coyotito's wound while Kino searches the sea bottom. Juana's prayers for a large pearl are answered when Kino surfaces with the largest pearl either of them has ever seen. Kino lets out a triumphant yell at his good fortune, prompting the surrounding boats to circle in and examine the treasure. In the afternoon, the whole neighborhood gathers at Kino's brush house to celebrate his find. Kino names a list of things that he will secure for his family with his newfound wealth, including a church wedding and an education for his son. The neighbors marvel at Kino's boldness, and wonder if he is foolish or wise to hold such ambitions. Toward evening, the local priest visits Kino to bless him in his good fortune and to remind him of his place within the church. Shortly thereafter, the doctor arrives, explaining that he was out in the morning but has come now to cure Coyotito. He administers a powdered capsule and promises to return in an hour. In the intervening period, Coyotito grows violently ill and Kino decides to bury the pearl under the floor in a corner of the brush house. After the doctor returns, he feeds Coyotito a potion to quiet the baby's spasms. When the doctor inquires about payment, Kino explains that soon he will sell his large pearl, and inadvertently glances toward the corner where he has hidden the pearl. This mention of the pearl greatly intrigues the doctor, and Kino is left with an uneasy feeling. Before going to bed, Kino re-buries the pearl under a stone in his fire hole. That night, he is roused by an intruder digging around in the corner. A violent struggle ensues, and Kino's efforts to chase away the criminal leave him bloodied. Terribly upset by this turn of events, Juana proposes that they abandon the pearl, which she considers an agent of evil. The next morning, Kino and Juana make their way to town to sell the pearl.

Intellectual Property: Response to Question Essay

One’s claim over something that may be considered as intellectual property, such as software, is not automatically established upon the completion of the software. In this sense, there are steps that are required to be taken in order to gain proper claim over the software produced. There are two methods in attaining a copyright or a patent for a given software which may protect the intellectual property created; although there are differences in the scope, the length and ease of filing the application are present between the two (U.  S. Congress – Office of Technological Assessment [USC-OTA], 1990). Given that ownership to a certain software and having exclusive rights to its distribution and use requires patent or copyright application, then in the situation given wherein my uncle asked me to write a certain software and have not charged him for the services, the question is whether I have applied for either patent or copyright before giving a copy to my uncle. In this sense, if I have at least applied for a copyright, then my uncle’s actions of freely giving out copies of the software to his peers should be paid for, at the same time requiring my uncle to ask for my permission beforehand. However, if I simply made the software and give it to my uncle, then I should not be concerned if he gives copies of the software for his peers to use since I have no proper claim over the software and in a sense I have just given my uncle complete flexibility as to what may be done to the software. Possibly, one may not immediately consider a software to be his or her own intellectual property if the law or regulations are concerned. Of course, when disputes over intellectual property is considered, laws pertaining to it are most often used to resolve the issue. Therefore, considering that applying for copyright is relatively easily accomplished (USC-OTA, 1990), then if one believes that the software completed is worthwhile and useful then it would be best to apply for a copyright in order to lay claim over the intellectual property.

Ethnicity and Culture in Disease Prevention Essay

Importance of addressing race, ethnicity, and culture when developing programs for prevention of disease Name: Subject: Instructor: Date: The campaigns against diseases have a number of times botched as a result of non-recognition of environmental, biological and behavioral factors as major determinants as of individual health. In public health, the three terms (ethnicity, race and culture) are often used interchangeably. The implementation of disease prevention programs in a community requires full knowledge of the health status of its members. With this regard, racial and ethnical categories often define populations in a manner that is meaningful to their health status (Nnakwe, 2009, p. 337). The concept of race, ethnicity and culture plays a significant role in understand human behavior. Thus it is rational to incorporate the aspect of race, culture and ethnicity a when designing disease prevention programs in communities. For instance, designing a disease prevention program require the use of social ecological framework. The framework focuses on interactions between an individual’s physical, cultural and social setting and thus it may be the only necessary move in a fight against disease in an ethnic group. In this case, the knowledge about a disease should not only be transferred but also needs to be cultivated thought peer support, supportive social norms and cultural values. Consider a case where the government decides to put up a facility for provision of free condoms at the core of a very conservative community as part of a program for prevention of HIV/Aids. Will such a program receive support from the community? Of course not as this will be taken as a violation of the community’s cultural values since it may lead to moral decay among its members. Therefore cultural values of a community must be addressed and prevention programs should be aligned with those values. Health care providers need to train on cultural competency in order to understand barriers and influence of culture and society on health behaviors as well as the use of behavior change tools that are culturally sensitive. Ethnicity /race may also affect, directly or indirectly, the success of a disease prevention program in a community, e. . cultural beliefs about HV/Aids (Edelman & Mandle 2005, p. 48). For example the risk of obesity starts at a person’s prenatal period. Race/ethnicity may therefore affect the prevention of obesity since it influence the timing of pregnancy, number of pregnancies together with intervals between pregnancies. In conclusion, the public health approach towards prevention of disease mus t into consideration culture, race and ethnicity within a social ecological framework as an effort towards sustaining a disease free society.

Punishment in Schools Essay Sample

Punishment in Schools Essay Sample Punishment in Schools Essay Example Punishment in Schools Essay Example In the today’s society, people are associating corporal punishment at schools with a physical abuse. However, the distinction between these two ones is significantly narrow. Corporal punishment can leave a lasting impression; and it could be described as a borderline child abuse, dependent upon an object or a method of administering corporal punishment. Punishment administrators at schools including teachers may opt to use a paddle, a hand, a switch or any other object that has the capacity to inflict physical pain. This is done without any consideration of potential risks that hitting or inflicting physical pain to a child might have in the present or future. Though, in the past, corporal punishment was deemed to be an effective method of punishment; the extent and mode of application may have the varied outcomes. Therefore, this paper will argue that corporal punishment is morally wrong and should be not be used as a form of punishment at all schools. Why Punishment in Schools Should not be Permitted There are two factors that must be taken into account when administering discipline at schools including how to distinguish between abuse and corporal punishment (Arum 145); intention and intensity. Intensity describes the degree within which corporal punishment has the capacity to cause physical injuries; while it refers to the degree within which an educator is willing and capable of using corporal punishment as a discipline enforcement tool. Intensity of corporal punishment often refers to the severity of injuries that have occurred from corporal punishment such as spanking. For instance, spanking a child until they welt, or have bruises, is inherently child abuse and not punishment. According to the article â€Å"Teach, Don’t Hit!†, â€Å"parents resort to corporal punishment for different reasons;† some consider this as being â€Å"appropriate to children’s education; because it relieves tension or because they lack sufficient resources to tackle a situation or do not have strategies for achieving what they want† (UNICEF). In my opinion, such arguments are unfounded. They appear more of an individual issue but not a factor that should influence the policy of education and discipline at schools. In the modern society, people are scared to discipline their children in public when it comes to using corporal punishment since it may be perceived as child abuse and a reason for the intervention of child’s services and authorities (Regolli, Hewitt, and Delisi 263). Consequently, corporal punishment is more prevalent at home than at schools or public places as compared to several decades ago. Parents often use a threat of corporal punishment to deter the wrongdoing on the part of their children. The assumption here is that parents are afraid to use corporal punishment in public for fear of either being reported to social services or perceived as abusive parents. Although there are various repercussions and potential instances of abuse from the use of corporal punishment at schools, the administration of punishment must be regulated to deter incidents of abuse or a physical and psychological injury to students (Niolon). However, the proponents of corporal punishment argue that without such punitive measures being taken children or students would become arrogant and disrespectful of their teachers. As such, they would be uncontrollable; hence, the development of negative attitudes and behavior. In various modern societies, the application of corporal punishment may result in severe repercussions to a school and a responsible educator since they would be perceived as condoning child abuse at schools. Meanwhile in other societies, corporal punishment is allowed at schools since it is believed to the epitome of instilling discipline in unruly, uncontrollable and errant students (Pate and Gould 151). In the past, most parents did not wait until their children got home to administer any type punishment. If children misbehaved or erred in a public place, they were warned once. If the behavior did not change, then corporal punishment was administered forthwith. In the current society, if someone were to see that, he/she would probably call the police to report a parent’s action as child abuse (Regolli, Hewitt, and Delisi 263). A significant number of schools have banned corporal punishment; therefore, teachers experience the hard times disciplining children (Niolon). While I argue corporal punishment is not an effective form of punishment at schools as a punishment itself, other forms of punishment should be used in cases where students are errant. As such, strict and consistent punishment should be administered to errant students and children. There are various news media that constantly uncover the extent of violence at schools. However, the cause of such violence at schools cannot be addressed through a violent response towards students. Errant behavior could be a factor of varied reasons including mental health issues, social awkwardness and interactions with parents, peers or friends (Regoli, Hewitt, and Delisi 265). Proponents of corporal punishment argue that there is a significant increase in disciplinary and disrespect at schools, in modern societies than several years ago. This is because students know their rights and may use such knowledge to deter corporal punishment. Furthermore, a significant number of parents do not condone physical punishment on their children and any incidence of corporal punishment may result in a legal tussle between a parent and a school (Bitensky 80). Teachers have to tread carefully when dealing with disrespectful children. They are not allowed to raise their voices as this is considered a verbal abuse; they cannot spank since this is considered a physical abuse, which could cause the teacher and school to be sued. â€Å"Emerging research suggests corporal punishment in schools may harm a child’s cognitive ability† (Nauert). As the child is growing up, your only job is to learn and enjoy life. â€Å"If children are exposed to corporal punishment in a learning environment, they may have long-term detrimental effects on childrens verbal intelligence and their executive-functioning ability† (Nauert). In the study of 63 first graders and kindergarten children, the researchers, Victoria Talwar and Kang Lee, have observed one school that was using corporal punishment while the other employed a different strategy of issuing verbal reprimands and time outs on errant children (Nauert). The researchers found that there were no changes in the overall performance depicted by the kindergarten children at both schools. However, first grade children illustrated different results. According to the researchers, the corporal punishment does not have an impact on the determination of behavior or learning ability in children. Furthermore, they have determined that, in a short term, corporal punishment may not have any visible negative outcomes. However, when it remains as a sole disciplinary action over a long period, it may not have any impact on the development of the child’s ability to inhibit bad behavior, learn or develop skills for solving problems (Nauert). Therefore, the teacherâ⠂¬â„¢s use of reasonable corporal punishment in a lenient manner will not affect the student; however, the constant use of corporal punishment may have mental repercussions that may linger in the child’s later life as an adult. Children depict different reactions in towards overcoming corporal punishment. If corporal punishment is carried out at home, and it affects the child’s behavior at school, then it can interfere with the learning ability. In the event that children are unable to learn their learning and cognitive skills will lag behind with respect to other students and could lead to one of two things, bullying or becoming an outcast; these can also occur if the kid is subjected to corporal punishment in the home environment (Pate and Gould 76). There are other options for punishing children other than corporal punishment. The most common of which is time out. This form of punishment teaches the child that his or her action has some consequences without a physical action like a spanking. For any non-physical punishment to work one has to be consistent, firm and authoritative, and the rules set must be clear, concise and fit the action for which the child is being punished (Carter). Additionally, when administering time out punishment, teachers and parents should make an eye contact with children. I submit that there are various side effects to corporal punishment; some are very severe, and others are temporary. The worst of the side effects is the occurrence of suicidal thoughts, aggression, and a child-parent relationship (Alvy). The aggression can lead to many things later on in life like being that bully at school or bullying their siblings. The use of corporal punishment against aggression is like fighting fire with fire. Spanking a child for bullying another is essentially doing the same thing by using that form of punishment (Arum 146). I believe children live what they learn; and, at this stage in their life, they are soaking up everything around them trying to find themselves. When the child is hit for doing a wrong thing, that cycle continues, because, the child now thinks it is ok to hit another if he or she feels that person is not doing right. There are few side effects that linger on into adulthood. If a parent tends to go overboard on the spanking that could transfer to the child’s mental stability; and they could become abusive towards their own family. According to various studies, â€Å"33% of all individuals, who were abused or neglected in childhood, will abuse their own children in some manner (Worell 222). Also, parents, who tend to be abusive, use their past as a guide to child rearing or an excuse for abusing their children. Corporal punishment also has an impact on the today’s society â€Å"corporal punishment increases the use of violence in the society and legitimizes it in the eyes of succeeding generations† (UNICEF). This means that when kids see a parent or an adult hit or strike someone in anger, they think it is ok to do the same. If this problem is not fixed, or the parent does not teach that child right from wrong, it could lead to that kid being abusive towards others. There are also parenting classes open to the general public which can teach many other techniques to punishing your child (Alvy). Colleges, schools and hospitals have parenting classes that are available to the general public; furthermore, parenting classes can be taken online. These classes are proven to be effective; and now courts are ordering abusive parents to take these classes so they can learn how to be more effective without using corporal punishment. Discipline is important for the safety and physical well-being of the child as well as for his or her social, emotional, and cognitive development (Bitensky 12). However, discipline and punishment are not synonymous. Some parents and teachers rarely resort to punishment. Some punitive parents and teachers are poor disciplinarians. Discipline is administered with the aim of providing a child with outside control until he or she can develop the inner or self-control to function as a mature adult. Corporal punishment can impact students academically; as such, a harsh physical punishment does not improve the students’ academic or behavioral performance at school (Regolli, Hewitt and Delisi 224). Recent studies have shown that in the states where there is a high prevalence of corporal punishment; schools perform worse than those in the states where corporal punishment is prohibited. Spanking and other physical punishments for kids are linked with antisocial behavior in adults, incl uding the increased aggression (Pate and Gould 71). Many children who have subjected to harsh disciplinary practices have problems with anger, fear, and depression. Corporal punishment may cause a real injury or it can result to child abuse. Related to child abuse, the problem is that parents and teachers may apply corporal punishment solely because they are irritated or frustrated, not because corporal punishment is appropriate. In many occasions, a teacher may feel the need to hit someone and vent his or her frustration on an innocent child. I would not want my child to be punished for the simple reason that the teacher might be frustrated one day, especially if I had no control over how physically punished they had been. If corporal punishment were to be used, there should be some guidelines administering them. The use of a more logical consequence constantly is among the critical guidelines of behavior management. Corporal punishment should not be administered in the high state of arousal resulting from frustration, anger, or some other emotions that could lend a spirit of retaliation towards students (Regolli, Hewitt, and Delisi 188). Corporal punishment should not be used when a more appropriate technique is available. Ideally, this would out rule the use of this punishment completely; however, there are many times where it has to be used. When administering corporal punishment, the person that is taking the action should punish the behavior and not the person. At all times, corporal punishment should be applied in front of witnesses. If it has been used too often, it is considered that something else should be tried. Even though I do not agree with the corporal punishment practice, there should always be some guidelines when it is put in practice. Corporal punishment has the capacity to lower the child’s self-esteem; it also teaches children to be victims (Alvy). Additionally, it may lead a child to feeling lonely, stimulate anger and possibly cause students to run away from home. Exposure to violent behavior in childhood can have deep-seated and lasting effects on the attitudes towards violence (Bitensky 174). It is believed the more the child is subjected to violence in childhood, the greater his approval of violence in the adult life is. Appropriate guidelines administering the restrictions and safeguards of this technique of punishment, it is sometimes admissible. Although there are some positive aspects of this practice, the research has shown that it is not better than any other form of punishment. Corporal punishment can affect a child physiologically. There are many cases of a serious injury to a student. Still being legal in the United States, corporal punishment should not always be used (Niolon); instead an alternative measure should be taken. I cannot deny that there are some advantages, but the times have changed. The modern generation has come up with some ways to administer behavioral problems more efficiently. Corporal punishment should not be used in classrooms today. Corporal punishment has lasting effects on children either positively or negatively. The results of corporal punishment not only affect children; it has an adverse effect on parents and the society as well. The immediate aims of such punishments are to deter the errant behavior and encourage the child to behave more appropriately. However, corporal punishment is not the answer; there are other alternative ways. Now that we are starting to realize there are more ways to punish a child than to use corporal punishment, we must do what is reasonable and be better educated on the ways to discipline. We have to learn how to be firm and authoritative; give positive reinforcements, and finally watch what we say and do because children live what they have learned and emulate what is in their immediate surroundings.

Determining Late Work and Makeup Work Policies

Determining Late Work and Makeup Work Policies Late work is a teacher housekeeping task that often causes a classroom management nightmare for teachers. Late work can be especially difficult for new educators who do not have a set policy in place or even for a veteran teacher who has created a policy that just is not working. There are many reasons why makeup or late work should be allowed, but the best reason to consider is that any work that was deemed important enough by a teacher to be assigned, deserves to be completed. If homework or classwork is not important, or are assigned as busy work, students will notice, and they will not be motivated to complete the assignments. Any homework and/or classwork a teacher assigns and collects should support a students academic growth. There may be students returning from excused or unexcused absences who will need to complete makeup work. There also may be students who have not worked responsibly. There may be assignment completed on paper, and now there may be assignments submitted digitally. There are multiple software programs where students may submit homework or classwork. However, there may be students  who lack the  resources or support they need at home. Therefore, it is important that teachers create late work and make-up work policies for hard copies and for digital submissions that they can follow consistently and with a minimum of effort. Anything less will result in confusion and further problems. Questions to Consider When Creating a Late Work and Makeup Work Policy Research your schools current late work policies. Questions to ask:Does my school have a set policy for teachers concerning late work? For example, there might be a schoolwide policy that all teachers are to take off a letter grade for each day late.What is my schools policy concerning time for makeup work? Many school districts allow students two days to complete late work for each day they were out.What is my schools policy for making up work when a student has an excused absence? Does that policy differ for an unexcused absence? Some schools do not allow students to make up work after unexcused absences.Decide how you want to handle collecting on-time homework or classwork. Options to consider:Collecting homework (hard copies) at the door as they enter the class.Digital submissions to a classroom software platform or app (ex: Edmodo, Google Classroom). These will have a digital time stamp on each document.Ask students have to turn homework/classwork into a specific location (homew ork/classwork box) by the bell to be considered on time.Use a timestamp to put on homework /classwork to mark when it was submitted.   Determine if you will accept partially-completed homework or classwork. If so, then students can be considered on time even if they have not completed their work. If not, this needs to be clearly explained to students.Decide what type of penalty (if any) you will assign to late work. This is an important decision because it will impact how you control late work. Many teachers choose to lower a students grade by one letter for each day that it is late. If this is what you choose, then you will need to come up with a method for recording the dates past deadline for hard copies to help you remember as you grade later that day. Possible ways to mark late work:Have students write the date they turn in the homework on the top. This saves you time but could also lead to cheating.You write the date the homework was turned in on the top as it is turned in. This will only work if you have a mechanism for students to turn in work directly to you each day.If you wish to use a homework collection box, then you can mark the day each assignment was turned in on the paper when you grade each day. However, this requires daily maintenance on your part so that you dont get confused. Decide how will you assign makeup work to students who were absent. Possible ways to assign makeup work:Have an assignment book where you write down all classwork and homework along with a folder for copies of any worksheets/handouts. Students are responsible for checking the assignment book when they return and collecting the assignments. This requires you to be organized and to update the assignment book each day.Create a buddy system. Have students be responsible for writing down assignments to share with someone who was out of class. If you gave notes in class, either provide a copy for the students who missed or you can have them copy notes for a friend. Be aware that students have to on their own time copy notes and they might not get all the information depending on the quality of the notes copied.Only give makeup work before or after school. Students have to come to see you when you are not teaching so that they can get the work. This can be hard for some students who do not have the time to come before or after depending on bus/ride schedules.Have a separate makeup assignment that uses the same skills, but different questions or criteria. Prepare how will you have students makeup tests and/or quizzes that they missed when they were absent. Many teachers require students to meet with them either before or after school. However, if there is an issue or concern with that, you might be able to have them come to your room during your planning period or lunch to try and complete the work. For students who need to make up assessments, you may want to design an alternate assessment, with different questions.Anticipate that long-term assignments (ones where students have two or more weeks to work on) will take much more supervision. Break the project up into chunks, staggering the workload when possible. Breaking up one assignment into smaller deadlines will mean that you are not chasing a large  assignment with a high percentage grade that is late.Decide how you will address late projects or large percentage assignments. Will you allow late submissions?  Make sure that you address this issue at the beginning of the year, especially if you are going to have a research paper or other long-term assignment in your class. Most teachers make it a policy that if students are absent on the day a long-term assignment is due that it must be submitted the day that student returns to school. Without this policy, you might find students who are trying to gain extra days by being absent. If you do not have a consistent late work or makeup policy, your students will notice. Students who turn their work in on time will be upset, and those who are consistently late will take advantage of you. The key to an effective late work and makeup work policy is good recordkeeping and daily enforcement. Once you decide what you want for your late work and makeup policy, then stick to that policy. Share your policy with other teachers because there is strength in consistency. Only by your consistent actions will this become one less worry in your school day.

Nowruz and My Husbands Mother Essay Example | Topics and Well Written Essays - 750 words

Nowruz and My Husbands Mother - Essay Example The Nowruz holiday marks the first day of spring and the beginning of the New Year within Persian culture. The holiday itself is an ancient holiday, dating back nearly three thousand years. The holiday itself has many traditions, perhaps most notably a large-scale feast. Another specific traditional is the importance of entirely cleaning the home in a sort of ‘spring cleaning’ process. In addition to these traditions, it is important for family to visit and re-establish relationships and connections. It was in this context that my husband’s family first visited. While I had been married for over a year at the time, I had yet to meet my husband’s family. His parents lived in Iran and were not able to make it to the United States for our wedding ceremony. We had made plans to meet many times, but because of mutual complications they had been canceled time and time again. This resulted in a growing amount of anxiety over meeting my husband’s family. Whi le my husband and I had a strong relationship and were madly in love, I was not sure how his parents would respond to me. I was only slightly familiar with Persian culture, and added to this confusion was my husband’s stories about growing up in a strict household and frequently being punished for misbehaving. With these stories in mind I had developed a perception of his family as a dark and caustic group of individuals. My husband’s family was about to arrive. We had done a large-scale cleaning of our house and become prepared for the large Nowruz feast for the evening. As their rental car pulled into the driveway, followed by his sister’s car with her husband and children, deep dread grew in my stomach. The doorbell rang and suddenly they were inside and we were introducing ourselves to each other. While I had dreadful expectations I soon came to realize that my preconceptions were completely off-based. His family turned out to be as natural and understanding as any group of individuals I had encountered. It was not long before the group of individuals and I was sharing jokes and stories. They had arrived at noon, and at 5:00 PM we sat down to eat the traditional New Year’s meal of Sabzi Polo. While I had quickly grown fond of his family, the meal --- a collection of coriander, parsley, chives, and dill – left much to be desired. Still, the dinner was a memorable experie nce. Another reason my experience on this Nowruz was so memorable was because what occurred after the meal. When we finished putting the dishes away, my husband and his father settled into a television show, and his sisters’ family left for their hotel. My mother-in-law asked me to take her to the store so she could buy ice cream. On the way to the store we began to talk and I expressed to her the anxiety I had before meeting my husband’s family. I can’t recall her exact words, but she had a very welcoming way of receiving my fears. She then began to express to me how she felt before meeting her husband’s family over thirty-years earlier, and we recognized that we shared many of the same thoughts. As we pulled back into the driveway, she gave me a gift and told me to open it. Inside was a necklace that she had received from her mother-in-law – a family heirloom. She then expressed how she wanted me to have it, as she knew

Has Christmas Lost Its Meaning Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Has Christmas Lost Its Meaning - Research Paper Example .In some places, you might see an aged man with hair, beard white as snow wearing a red jumpsuit and glasses, and as you pass him by, you hear "HO, HO, HO", and now a picture is taken; your child has requested his wishes. In the meantime someone somewhere has now become more sudden; the worries of not having enough money to satisfy loved ones; the thought of not being with friends or family; or simply not having someone for a time of household gathering have led more people in this world to become depressed at such times. All of these events and feelings occur as the most celebrated and commercialized day arrives and that day we call it Christmas; a time that should bring forth joy and remembrance of the birth of Jesus Christ, our savior.What is Christmas? To everyone, Christmas seems to be different. Some people consider Christmas as a celebration of Christ’s birthday. To others, Christmas means friendship, love, giving and receiving. Others view it as a time of visiting fami lies and have a huge row. Others take it as a feasting and merriment day or just a well-earned day off work. All these people celebrate Christmas in the way they see as its ‘true meaning.' Nevertheless, this emerges from their personal lives and believes. Christmas is celebrated in December, and this is considered the day when Jesus Christ was born. That is what is meant for Christmas to be about; however, it is rapidly declining into consideration of materialism and greed with little Jesus' thought (Pendered 1463).