Dinosaur Exhibits at the Oklahoma Museum of Natural History

Dinosaur Exhibits at the Oklahoma Museum of Natural History Name: Oklahoma Museum of Natural History Address: 2401 Chautauqua Ave., Norman, OK Telephone Number: 405-325-4712 Ticket Prices: $5 for grown-ups, $3 for kids age 6 to 17 Hours: 10:00 AM to 5:00 PM Monday through Saturday, 1:00 PM to 5:00 PM Sunday Site: Oklahoma Museum of Natural History  About the Oklahoma Museum of Natural History: Two antiquated fights accentuate the Hall of Ancient Life at the Oklahoma Museum of Natural History. The focal point of this display is a battle to the demise among Saurophaganax and Apatosaurus (the two examples of which were uncovered in the Oklahoma beg), while close by, a pack of Deinonychus encompass an a lot greater Tenontosaurus. This lobby additionally includes various different fossils, including one of the most complete Pentaceratops skeletons on the planet (the skull of which is checked as World’s Largest by the Guinness Book of World Records). The dinosaur and ancient life exhibitions at the Oklahoma Museum of Natural History are organized sequentially, driving guests past examples from the Paleozoic, Mesozoic and Cenozoic Eras (this last piece of the lobby includes a nine-foot-tall Wooly Mammoth, likewise delved up in Oklahoma, and a Smilodon, or Saber-Toothed Tiger). One imaginative component here is the Dinovator, a lift you can take to look that Apatosaurus skull directly in its hard eyes!

Is C the Most Common Answer on the SAT

Is C the Most Common Answer on the SAT SAT/ACT Prep Online Guides and Tips Most likely you’ve heard one recommendation more than some other with regards to test-taking: â€Å"If you have to figure on a different decision test, consistently pick C.† Be that as it may, is the ubiquity of this technique a sign of its viability? Do you have a superior possibility at picking up focuses in the event that you surmise C on your SAT inquiries in correlation toany other speculating technique? What's more, if not, what would you be able to do to improve your chances when speculating? Let’s take a gander at the realities. Why You Should Answer Every Question on the SAT First of all: the old SAT is dead and gone, as is any speculating punishment. You won't be punished for finding an off-base solution on the SAT, so make a point to never leave an inquiry clear! For each right answer you pick, you’ll procure one point, and for each clear or wrong answer, you’ll gain zero focuses. In the event that you don't have the foggiest idea about an answer and get it wrong, you'll gain a similar number of focuses that you would have had you left it clear (zero). Furthermore, in the event that you surmise the inquiry right, you'll acquire yourself one point! Obviously, speculating is as yet a final hotel, sinceit’s in every case better to attempt to locate the right answer first at whatever point conceivable. Yet, some of the time you’ll must choose the option to estimate and that'swhere speculating technique is vital. There are two primary kinds of speculating taught speculating and daze speculating and you’ll need to make sense of which one to utilize dependent on the circumstance you wind up in. So we should separate how and when to approach making each kind of supposition. Instructed Guessing An informed estimate is a supposition dependent on some measure of reason and comprehension, regardless of whether it be huge or little. Commonly, an informed conjecture implies you’re ready to dispense with at least one answer optionsor gauge a sensible ballpark extend in which the right answer can lie. For example, you can make an informed speculation on the off chance that you: Comprehend the substance of an inquiry, however don't have the opportunity to work through it totally Comprehend portions of an inquiry, yet don’t very expertise to work through it totally Are conflicted between a couple of answer alternatives, however have some thought of what the appropriate response can or can’t be For instance, how about we take a gander at a SAT math issue: In case you're curious about either the organize plane or inclines, or you simply don't figure you can take care of this issue in any capacity whatsoever, at that point you can at any rate make an informed conjecture and increment your odds of picking the right answer. It's very simple to freeze and pick a clearly off-base answerwhen you're taking a long distance race test like the SAT, so attempt to take a beat and think deliberately before you fill in an air pocket. In a geometry issue this way, figures will for the most part be attracted to scale except if there's a particular line of content that says something else. On the off chance that you realize that directions are composed as (x, y), at that point you realize that p speaks to the incentive along the x-pivot. (Also, on the off chance that you didn't have the foggiest idea about this, at that point you can even now gather it by observing that the point (p, 0) has an ascent of 0, which implies thatp must be the incentive along the x-hub, not the y-hub.) You can quickly dispense with answer decisions An and B, since they will be too little to even think about equaling p. Why? Ifyou eyeball where the - 5 is along the x-hub and spot an unpleasant surmised at the contrary side on +5, you'll see why you can check off An and B straight away. C or D must be the correctanswer in light of the fact that they are the main answer choices where p is more prominent than 5. Also, since the evaluated area for +5 looks somewhere between 0 and p, Dis likely the best theory between the two choices. [Spoiler: D is absolutely the privilege answer] Daze Guessing The second class of mystery is visually impaired speculating, which is an estimate dependent on chance than on reason. It's an ideal opportunity to make a visually impaired supposition in the event that you: Face a question and do not understand where to start Areabout to use up all available time and still have questions left to reply On the off chance that you can’t dispose of any answer choices (or don’t even have the opportunity to peruse the inquiry), you simply need to fill in an answer air pocket and continue onward. Leaving an inquiry clear is commensurate to discarding your focuses, so you should fill in something. Be that as it may, when you need to make a visually impaired estimate this way (or numerous visually impaired theories), would you say you are in an ideal situation picking C than some other answer decision? We should see. Having a technique makes any excursion simpler, and it's no exceptionfor the SAT Reality or Fiction: Is C the Most Common Answer on the SAT? On the off chance that it were genuine that you're in an ideal situation picking C than some other letter, itwould imply that right answer decisions weren't arbitrarily assigned.After all, if the appropriate response keys were randomized, for what reason should C be any bound to be the correct answer than some other letter alternative? Presently, genuine randomization will rely upon the kind of test being referred to. Someof your secondary teachers likely structure their tests by hand, which implies that their answer keys won't be factually arbitrary. Regardless of how much your educators may attempt to randomize their decisions, people are NOT irregular and can't appropriately randomize an arrangement. For example, a genuinely irregular testing will really deliver peculiar series of examples six B’s in succession, or twenty inquiries without a D-and a great many people don't (or can't) make these examples when they attempt their best to be â€Å"random.† Luckily or shockingly, this isn't the situation on the SAT. Not at all like a considerable lot of the tests you take in secondary school, SAT answer keys are totally PC produced. What's more, PCs are truly adept at being irregular. Each answer decision on the SAT will have a measurably even dispersion of 1 out of 4 for each answer decision letter, A, B, C, or D. At the end of the day? There is no most regular answer on the SAT. At last, speculating C (or any letter!) will offer you the right response just a factual 25% of the time. Which implies it's false that picking C will give you a superior pace of progress than picking some other letter for your visually impaired speculating. What to do, at that point? So How Should You Guess? In the event that C isn't the most widely recognized answer on the SAT, at that point by what means would it be advisable for you to figure? In all actuality, with regards to making blind theories, it doesn't make a difference which letter you pick, just that you adhere to the one you pick each time you make a visually impaired theory. The best methodology, and the one that will augment your general point gain, is to pick your preferred letter and fill it in for each visually impaired supposition. Regardless of whether that letter is A, B, C, or D doesn't make a difference simply make certain to stay with it each and every time. Along these lines, in the event that you like it best, at that point unquestionably feel free to pick C to be your assigned letter! (Simply don't anticipate that C should be abetteranswer decision than A, B, or D.) Be that as it may, possibly youthinkthat this system soundsillogical. For what reason would you be in an ideal situation filling in a similar letter again and again as opposed to giving a valiant effort to make an irregular conjecture spread? Let’s see. When you pick a speculating way, simply prop up forward and don't veer off! For what reason Does Sticking to One Letter Increase Your Odds of Guessing the Right Answer? Staying by a similar letter for each visually impaired speculation won’t increment your odds of getting any one specific inquiry right, yet it will amplify your complete point increase potential. Why? Since individuals aren’t irregular. On the off chance that you’re making your own arbitrary daze surmises in a spread, you’ll in all likelihood decrease your general speculating chances. Your best endeavor indiscriminately speculating can never imitate PC produced irregularity. By adhering to your equivalent assigned letter when making blind suppositions, you are re-presenting a component of irregularity and augmenting your odds for progress after some time. Let’s see this in real life to all the more likely show why this works. Situation: you’re last minute, and you’ve come up short on minutes on the clock. You have 15 inquiries left and just a couple of moments to rise in your answers. There’s no opportunity to try and take a gander at the inquiries, so now you’ll need to cause the best visually impaired speculations you to can and make sense of how to get whatever number focuses as could be allowed before it’s pencils down. You’re left with two alternatives: make an irregular conjecture spread, or fill in each letter with a similar answer decision. Let’s perceive how every alternative does when contrasted with a genuine SAT answer direct [note: we are utilizing the initial 15 answers from the perusing area of the 2016SAT test #1]. (Note: for our arbitrary spread, we attempted to figure as arbitrarily as possible without taking a gander at the appropriate response key, and for our predictable letter, we just went with C.) â€Å"Random† Spread Predictable Guess (C) Right Answers D C B A C B A C C D C A C C C B C D B C D B C B D C C C C B D C A A C B C C D B C A D C A By attempting our best to figure arbitrarily, we earned 2 focuses, yet by staying by a reliable decision of C, we earned 3 focuses (and saved ourselves the exertion of attempting to be arbitrary). Once more, adhering to a similar letter won't work better for every individual inquiry, yet by and large and over a spread, the procedure will let you boost your all out point-gain. In the event that you gotta roll the shakers at any rate, you should learnhow to help it in out The Take-Aways Is C the right answer more regularly than some other? No. Be that as it may, is it the best letter to pick when you're stuck an imbroglio and don't have the foggiest idea what the correct answer decision is? All things considered, yes and no. With regards to making surmises, attempt to dispense with answer decisions at whatever point conceivable. Be that as it may, in the event that you can't, and you should make a visually impaired estimate, at that point stick to one letter and go for it each and every time. In the event that you need this letter to be C, at that point proceed! Simply ensure you stay with it for every single speculation. C isn't any preferred or more regrettable over some other

TOEFL Grammar Study Guide

TOEFL Grammar Study Guide Readers of this blog will know that my preferred grammar book is English Grammar in Use (5th Edition). You can buy it on Amazon. I usually recommend it to students who want to increase their writing scores. Since the book is quite long, Ive created a list of specific units that students can focus on (along with a few notes about the reasons for my choices).Before you read the list, though, a few things should be recognized:You really should communicate with a teacher to see what units are best for you. This list is just a starting point.I think that the fourth edition of the book (from 2012) has the same unit names, so the list can be used with it.The list can probably be used with the 3rd and 4th editions of English in Use Intermediate. That is the American version of English Grammar in Use.Present and PastUnit 2 Present Simple (for talking about things in general, the state of the world and writing a thesis statement)Unit 3 Present continuous and present simple (you must underst and the difference)Unit 5 Past simple (for personal examples)Unit 6 Past continousPresent Perfect and PastUnit 7 Present Perfect 1 (for examples, advanced grammar)Unit 8 Present Perfect 2Unit 9 Present Perfect ContinousUnit 10 Present Perfect Continuous and Simple (know the difference!)Unit 12 For and SinceUnit 13 Present Perfect and Past (know the difference!)Unit 14 -Present Perfect and Past 2Unit 15 Past Perfect (useful for examples)Unit 16 Past Perfect Continuous (useful for examples)Unit 18 Used to (frequent errors)ModalsUnit 33 Should (useful for topic sentences and thesis statements)If and WishUnit 40 If I had known (useful for summing up sentences)PassiveUnit 42 Passive 1 (it is useful to know what this is because the e-rater prefers active voice)Reported SpeechUnit 47 Reported Speech 1 (know how to use it as quotes look bad in the essays)-INg and toUnit 53 Verb + -ing (everything in this heading is fundamental)Unit 54 Verb + toUnit 55 Verb (+ object)Unit 5 6 Verb +ing or to 1Unit 57 Verb +ing or to 2Unit 58 Verb +ing or to 3Unit 59 prefer and would rather (useful when writing a thesis statement or topic sentence)Unit 60 Preposition + -ingUnit 62 Preposition + -ing (very common error)Articles and NounsUnit 69 Countable and Uncountable 1 (very common errors)Unit 72 A/An and The (very common errors)Unit 73 The 1Unit 74 The 2Pronouns and DeterminersUnit 88 All/all of, most/most of, no/none ofRelative ClausesUnit 92 -Relative Clauses 1Unit 95 Relative Clauses 4Adjectives and AdverbsUnit 98 Adjective ending in -ing and -edUnit 101 Adjectives and Adverbs 2Unit 107 Comparatives 3Conjunctions and PrepositionsUnit 117 Like and AsUnit 119 During, for, while (common errors)PrepositionsUnit 125 In/at/onUnit 126 to, at, in and intoUnit 127 in/on/atUnit 130 adjective + preposition 1Unit 132 verb + preposition 1Unit 133 verb + preposition 2Unit 134 verb + preposition 3Unit 135 verb + preposition 4Phrasal VerbsStudy everything , but note that studying phrasal verbs in a grammar book has limitations.Additional ExercisesTry numbers 1, 5, 9, 29 and 32.

Find Education and Teaching Degree Programs 2019

In nearly every state in the nation, teachers must be credentialed by the state. Traditionally, teaching required a masters degree and at least one year of student teaching, however, the requirements are beginning to loosen up. Online schools are now responsible for providing online programs for all academic courses that are required for teaching certifications. For working adults that wish to become teachers, this provides a distance learning opportunity that reduces the classroom obligations for a teaching credential to a bare minimum. Some online schools have even developed student teaching programs with participating public schools. The field of special education is also offered through many distance learning programs. There are many specialization options in special education today and most of them can be pursued by taking education courses online. You can obtain a masters degree in special education with specialization in gifted and talented students. There are degrees in education with specialization in students with special needs. Some of these online programs were made with the purpose of providing the training that is needed for special education certification: the online schools that do so generally have campuses in the states where they provide certification training. .uad80277e04aacf2287c7c2e0f749de7b { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .uad80277e04aacf2287c7c2e0f749de7b:active, .uad80277e04aacf2287c7c2e0f749de7b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .uad80277e04aacf2287c7c2e0f749de7b { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .uad80277e04aacf2287c7c2e0f749de7b .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .uad80277e04aacf2287c7c2e0f749de7b .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .uad80277e04aacf2287c7c2e0f749de7b:hover .postTitle { text-decoration: underline!important; } READ Nevada Colleges and Universities Pursuing Online and Campus Based Education in Nevada, the Silver StateThrough distance learning you can begin a career in education or teaching through many different paths. As with all online programs, you can do it at your own pace. And online schools are usually willing to work with you in order to earn the certification requirements needed. Search our index of hundreds of Education and Teaching Degree Programs offered by Accredited Colleges, Universities and Schools. Related ArticlesObtaining a Teaching DegreeUse the Internet to Attain a Masters Degree in TeachingOnline Degree Opportunities For TeachersObtaining a Degree in TeachingAcquiring Your Teaching Degree On The InternetPersuing an Elementary Education Online Degree

Analysis Of The Film The Black Swan - 3378 Words

Psychology: Mental Illness within the Media Jordan Start Sheridan College Section: 1 The film the Black Swan (2010) focuses on Nina, a young ballerina with a sweet/childlike demeanour. She is employed at a New York ballet studio, and like many of her co-dancers, her life is consumed with dance. Nina lives in residence with her over controlling, obsessive former ballerina mother, who wields a claustrophobic control over Nina and blames her child as the reason why she was unable to ‘make it’ as a ballerina. When artistic director Thomas Leroy decides to replace the companies prima (veteran) ballerina, Beth, for the opening production of their new season production, Tchaikovsky s ballet â€Å"Swan Lake†, Nina is determined to obtain the role. And to Nina’s excitement, she is Leroy’s first choice. However, a new dancer to the company, Lily, quickly impresses Leroy with her natural, playful, seductive nature as she dances (all of which Nina is not). The production of Swan Lake requires a single dancer who can play both roles of the White Swan and the Black Swan. The White Swan with its innocence, grace and perfection, while the Black Swan represents deviousness and sensuality. While Nina fits the profile of the graceful White Swan perfectly, she struggles with the role of the Black Swan. While in comparison Lily is the personification of the Black Swan. As the two young dancers expand their rivalry and friendship, Nina finds herself seeing and remembering eventsShow MoreRelatedAnalysis Of The Film Black Swan 1284 Words   |  6 Pages Black Swan a film made in 2010 starring Natalie Portman took us into the world of ballet dancer Nina Sayers. The film shows Nina’s journey, as she tries to attempt to be the perfect embodiment of the Swan Queen. The Swan Queen role encompassing both the Black and White swan. It shows the struggle she makes to let go and break the perfection of the White swan to become the Black Swan. This is the story at surface value. The stories inner meaning though portrays the cycle of maturity involvedRead MoreMy Black Swan Analysis Essay1027 Words   |  5 PagesMy Black Swan Analysis The magnificent obsession can be one of two things. It can be a thing of beauty, a gifted ballet dancer gracefully contorting their body to a harmonious pace. But it can also be a thing of darkness, a face of white like Bergmans vision of Death with red, piercing eyes included. Director Darren Aronofsky is no stranger to telling tales of obsession. In fact, most of his films deal with the dueling sides of that fiery driven coin. With Black Swan, his latest filmRead MoreThe Oedipus Complex In The Movie The Babadook807 Words   |  4 PagesOEDIPUS COMPLEX As talking about the monstrous feminine and the mother-child relationship, the Oedipus complex is another important element of the psychoanalytic film theory. The Oedipus complex is defined as the sexual desire of the parent who has the opposite sex while the child will treat the same sex parent as a competitor. According to Freud, the role of the father during the period of a male child’s psychosexual development is crucial, as he acts the one who prevents the incestuous relationshipRead MoreFreudian And Lacanian Psychoanalysis, By Barbara Creed1395 Words   |  6 PagesINTRODUCTION Psychoanalytic film theory, which is derived from Freudian and Lacanian psychoanalysis, appears in the discussion of cinema early in the 1970s. As the conjunction of psychoanalysis and film theory, scholars use this theory for textual analysis and different elements like the monstrous-feminine, mirror stage identification, and the Oedipus complex are concluded and developed. To reexamine the mother-child relationship, I will argue that these key elements of psychoanalytic film theory are usefulRead MoreThe Black Swan and Human Perfectionism Essay4892 Words   |  20 Pagesextend the need of being perfect leads man to its own destruction? Perfection seen through the film â€Å"The Black Swan†. Claudia Patricia Villacà ­s Galarza IB Code: 001421-054 Words: 3980 Abstract The research question of this extended essay is: To what extend the need of being perfect leads man to its own destruction? It is an analysis of perfection through the film The Black Swan. In the film the main character, Nina, is an obsessed ballerina who at the end destroyed her own life. I beganRead MoreFilm Review Of Twilight 988 Words   |  4 PagesFilm Analysis of Twilight This report is a presentation of an evaluation of the first Twilight film, Twilight, which came out in 2008. This film depicts many family concepts, values, and relationships that were covered in the textbook, Public and Private Families: An Introduction, seventh edition, written by Andrew J. Cherlin. The main purpose of this film analysis is to address the different types of relationships, family values, and family concepts in this film. In this film there are multipleRead MoreAnalysis Black Swan2789 Words   |  12 Pagesand become one of the reasons for the writer to discuss the issue through the main character in the Black Swan movie, a movie that portrays the desire in life that can destroy your life through its main character, Nina Sayers. The movie was directed by Darren Aronofsky and written by Mark Heyman and the running time for this movie in 1 hour and 50 minutes. This movie is produced in USA. Black Swan movie is a great movie with a great actor to match. This movie stared by Natalie Portman as Nina SayersRead MoreAnalysis of Pirates of the Caribbean: the Curse of the Black Pearl1051 Words   |  5 PagesAnalysis of Pirates of the Caribbean: The Curse of the Black Pearl Michelle Neitzel February 8, 2010 Analysis of Pirates of the Caribbean: The Curse of the Black Pearl Pirates of the Caribbean: The Curse of the Black Pearl is a 2003 film, which is an entertaining, swashbuckling movie produced by Jerry Bruckheimer. This Walt Disney movie is based on the famous Disneyland and Disney World ride adventure called, of course, â€Å"Pirates of the Caribbean†. Unlike the fun-filled ride at the DisneyRead MoreThe Dada Art Movement During World War I1272 Words   |  6 Pageswe see when we shut our eyes and drift to further unknown places. Many essential Dadaist (Max Ernst) became surrealist artist but Salvador Dali was largely well-known Their artwork was notorious for being bizarre, conjuring the idea of dream analysis by combining diverse entities within the same framework which produced illogical surreal art. This new manner of expression called automatism, were unstructured actions (dreaming, breathing, or nervous twitches) uninhibited by the attentiveRead MoreBlack swan: Madness of swan queen:2327 Words   |  9 PagesNina Sayers: [weakly] I felt it. Thomas Leroy: What? Nina Sayers: Perfect. I was perfect. The movie â€Å"black swan† ends up with the conversation between the Nina and Leroy. The story is a depiction of a professional and perfectionist New York ballet dancer Nina going astray and ultimately her madness leads her to self destruction. Her pursuit of the leading role in a classic theatre production â€Å"Swan Lake† paves her way to the later breakdown. When it seems like her hard work finally pays off, the dichotomy

Karl Marx’s theory Free Essays

The theory of Karl Marx as regards society and how it should move and organize itself is contrary to the view that all the members of the community must collaborate and contribute to the greater and common good. For Karl Marx, conflict is necessary in order to effectuate changes within the society. In fact, he considers conflict the most fundamental ingredient in making change possible in a given society. We will write a custom essay sample on Karl Marx’s theory or any similar topic only for you Order Now The foundation of this theory is Karl Marx’s theory that the society is composed of different classes. The class to which a particular person belongs will largely depend on the role or part played by that individual within the bounds of society. Where classes exist, people are continuously segregated, and hence it cannot be said that there is presence of absolute equality. Hence, for Karl Marx, this is where conflict begins. His belief in the formation of classes is traced in his notion that men has been in constant contrast with nature or his environment. There is the belief that due to man’s active participation or connection with his environment, he finds more and more ways to contrast with it in order for him to survive. As correctly pointed out, Marx insisted that men make their own history. Human history is the process through which men change themselves even as they pit themselves against nature to dominate it. In the course of their history men increasingly transform nature to make it better serve their own purposes. And, in the process of transforming nature, they transform themselves. In contrast to all animals who can only passively adjust to nature’s requirements by finding a niche in the ecological order that allows them to subsist and develop, man is active in relation to his surroundings. He fashions tools with which to transform his natural habitat (â€Å"Dynamics Of Social Change†). Hence, men found it imperative to formulate measures and processes in order for him to survive. This is the same need that moved and provoked men to associate with other individuals that are more like them. This is the start of the formation of classes where men of the same roles in the society grouped and formed their own class for purposes of survival. Due to the creation of different classes or groups within the society with the same purpose, said groups found themselves in conflict with one another. This is due to the fact that for purposes of subsistence, one class must necessarily dominate all the other classes in the society. In a scenario where different classes exist with one purpose, the presence of conflict, for Karl Marx, is inevitable. â€Å"Classes are conflict groups involved in extremely intense and violent conflicts directed toward equally extremely sudden and radical changes†(Dahrendorf, 1959). Due to their struggle to survival, it becomes imperative that the classes be in conflict with one another. The subjective class deemed it necessary to rise above the dominating class. In order for the subjective class to rise above the dominating class, it becomes crucial for conflict to exist. As mentioned above, it was the view of Marx that men as beings do not merely adapt to his nature. In order to survive, men find means and process to fight back and struggle with nature. This is precisely what happens in the society, the people do not merely assent to what constantly occurs within the society, and hence conflict must be created for change to materialize. Marx believed that if the lower class simply cooperated with the higher class, exploitation will continue and worsen until change is no longer possible. For Marx, society cannot change nor move forward if people simply assented to the appeals and desires of the dominant class; that society cannot be changed if men simply adhered or responded to nature. Marx put too much premium in the concept of conflict as a tool for transforming the society people live in. Truthfully, in the world we live in today, conflict is not difficult to find. As correctly pointed out by Dahrendorf, â€Å"we can maintain at the very least that in many societies there are associations and classes, and in all known societies social conflicts†(1959). And within each society, conflict is not a simple element, but rather a necessary one.   For Karl Marx, In order that change to the systems running the society and arrangements within the society to be effected, conflict, albeit a negative term, is a necessary tool which must be considered and utilized. REFERENCE Ralf Dahrendorf. Class and Class Conflict in Industrial Society. Stanford, CA: Stanford University Press, 1959 â€Å"Dynamics of Social Change†. How to cite Karl Marx’s theory, Essay examples

Writing For Free Ireland YeatsS Poetry Essays -

Writing For Free Ireland: YeatsS Poetry Edmund Chung Ms. Hallas OAC English Period 3 2 June 2001 Writing for Free Ireland: Yeatss Poetry William Butler Yeats was an Irish poet, a dramatist, and a prose writer - one of the greatest English-language poets of the twentieth century. (Yeats 1) His early poetry and drama acquired ideas from Irish fable and arcane study. (Eiermann 1) Yeats used the themes of nationalism, freedom from oppression, social division, and unity when writing about his country. Yeats, an Irish nationalist, used the three poems, To Ireland in the Coming Times, September 1913 and Easter 1916 which revealed an expression of his feelings about the War of Irish Independence through theme, mood and figurative language. The theme of nationalism dominates in To Ireland in the Coming times and in Easter 1916. In the former poem, Yeats suggested the idea of Irish brotherhood to achieve justice for Ireland, True brother of a company, that sang, to sweeten Irelands wrong (Finneran 50). Although he wanted to fight for Irelands freedom, he did not participate in any military activities. Instead, he used songs and poems to reflect the situation in Ireland: I cast my heart into my rhymes, That you, in the dim coming times, May know how my heart went with them (Finneran 51) In the latter poem, he mentioned the names of the national heroes such as MacDonagh who died for the rebellion (Abrams 2308) and said, Now and in time to be, / Whenever green is worn, (Finneran 182). Green, being the colour of the soldiers uniforms and also the national colour of Ireland, alluded that the war was still going on in Ireland. The theme of freedom from oppression was introduced in September 1913. Although Yeats loved his country, he often criticized it. He left Ireland after he published this poem which stated that the Ireland of his imagination no longer existed, Romantic Irelands dead and gone, / Its with OLeary in the grave. (Finneran 108). Yeats implied that Irish freedom fighters, such as OLeary, have died in vain. He also inferred that there were no longer any people who were willing to fight for Ireland: Yet they were of a different kind, The names that stilled your childish play, They have gone about the world like wind, (Finneran 108) The contemporary Roman Catholic middle classes had defeated the cause for which Yeats fought for at that time; hence Yeats felt oppressed by his own people. (Abram 2303) The theme of social division appeared in September 1913 because Yeats detested the middle classes and their Philistine money grabbing (Abrams 2303) as describe in the first three lines: What need you, being come to sense, But fumble in a greasy till And add the halfpence to the pence (Finneran 108) To Yeats, the middle classes had forgotten their own history. They insulted the memories of the Irish heroes who fought for freedom and the rights to be Catholic. Through this poem, Yeats suggested that the middle classes only cared about money, not the freedom of their country. He tended to romanticize the aristocracy and peasants but hated the middle classes for their indifference to Ireland. (Abrams 2303) Yeats also implied that because of the selfishness, they made everything meaningless, destroying the romantic Ireland. In contrast, the poems To Ireland in the Coming Times and Easter 1916 carried the theme of unity. In the former poem, Yeats said, That you, in the dim coming times, / May know how my heart went with them (Finneran 51). He was saying that his dreams for Ireland would live on even when he was dead. Yeats wrote the latter poem after the Easter Rebellion. (Abrams 2307) It expressed the theme of unity by Yeatss action of returning to Ireland and reconciling with the middle classes. This happened when he realized that the middle classes were behind the rebellion. He used the word our in both poems, which also revealed a strong idea of unity. Yeats used different tones in these poems because they were written in three different stages of his career. To Ireland in the Coming Times was written in 1896 during the early stage of Yeatss career. He created a sentimental and nostalgic mood when he wrote, Ah, faeries, dancing under the moon, / A Druid land, a

KU, University of Kansas GPA, ACT SAT Admissions Data

KU, University of Kansas GPA, ACT SAT Admissions Data KU GPA, SAT and ACT Graph University of Kansas GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at the University of Kansas? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of KUs Admissions Standards: KU, the University of Kansas in Lawrence, isnt painfully selective, but students will need decent grades and test scores to get in. In the graph above, the blue and green dots represent accepted students. The majority of students who got in had high school GPAs of B- or higher, SAT scores (RWM) of 1000 or higher, and ACT composite scores of 20 or higher. Higher numbers clearly improve your chances. Youll notice a few red dots (rejected students) and yellow dots (waitlisted students) hidden behind the blue and green of the graph. Some students with grades and standardized test scores on target for Kansas did not get in. On the flip side, a handful of students were accepted with test scores and grades a bit below the norm. This is because the University of Kansas admissions process is not entirely quantitative. Grades, test scores and class rank play the largest role in the process, but Kansas is looking for students who have completed a challenging college preparatory curriculum, not just students with good grades. Also, admission standards vary from program to program. To learn more about the University of Kansas , high school GPAs, SAT scores and ACT scores, these articles can help: University of Kansas Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring the University of Kansas: KU Photo TourKansas CollegesBig 12 ConferencePhi Beta KappaAssociation of American Universities If You Like the University of Kansas, You May Also Like These Schools Kansas State University:  Profile  |  GPA-SAT-ACT Graph  University of Iowa:  Profile  |  GPA-SAT-ACT GraphWashburn University:  Profile  University of Arkansas:  Profile  |  GPA-SAT-ACT GraphIowa State University:  Profile  |  GPA-SAT-ACT GraphArizona State University:  Profile  |  GPA-SAT-ACT GraphUniversity of Kentucky:  Profile  |  GPA-SAT-ACT GraphUniversity of Florida:  Profile  |  GPA-SAT-ACT GraphBaylor University:  Profile  |  GPA-SAT-ACT GraphUniversity of Texas - Austin:  Profile  |  GPA-SAT-ACT GraphUniversity of Oklahoma:  Profile  |  GPA-SAT-ACT GraphEmporia State University:  Profile  University of Missouri:  Profile  |  GPA-SAT-ACT Graph

More Answers to Questions About Apostrophes

More Answers to Questions About Apostrophes More Answers to Questions About Apostrophes More Answers to Questions About Apostrophes By Mark Nichol 1. In a reference to the amount of medication provided to an outpatient, I read â€Å"three days’ supply for acute or chronic noncancer pain; seven days for cancer pain or palliative care.† Should days be singular in this expression, or plural? I can’t decide whether it applies to three individual days, one at a time, or a single amount dispensed for three days. And in the second phrase, supply is implied after â€Å"seven days.† Should days after seven also have an apostrophe? â€Å"Three days’ supply† is equivalent to â€Å"a supply for three days,† and the supply essentially â€Å"belongs† to the unit of time, not to the segments of time that constitute that unit, so the construction should be in plural-possessive form, as shown. Also, yes, â€Å"seven days† is an elided form of â€Å"seven days’ supply, with the repetition of supply implied, but the apostrophe should not also be omitted. However, the elided form â€Å"seven days’† is still awkward, and I recommend using the full phrase: â€Å"seven days’ supply.† I also advise replacing the semicolon with a comma and or. 2. Are the apostrophes in this sentence correct?: â€Å"The US Department of Labor’s Bureau of Labor Statistics’s 2006 Survey of Occupational Injuries and Illnesses revealed that nearly 15 percent of nonfatal occupational injuries and illnesses happened in the retail trade sector.† Yes, they’re correct, but the use of two consecutive apostrophized proper names followed by the title of a survey is cumbersome. I recommend relaxing the sentence somewhat to â€Å"The US Department of Labor’s 2006 Survey of Occupational Injuries and Illnesses, conducted by the department’s Bureau of Labor Statistics, revealed that nearly 15 percent of nonfatal occupational injuries and illnesses happened in the retail trade sector.† There are still two apostrophes, but at a distance from each other, and one of the proper names is also removed from the long train of capitalized words, and the awkward form Statistics’s is avoided. 3. Please settle a disagreement. A friend told me that adding an apostrophe and an s to Joe and Jane in the following sentence is wrong, but I think it’s correct: â€Å"Many celebrities, instead of marrying other famous people, choose to settle down with average Joe’s and Jane’s.† With rare exceptions (such as in the saying â€Å"Mind your p’s and q’s†), an apostrophe should not be employed when creating a plural form, and pluralizing a proper noun is not one of those cases. Simply add an s to each name: â€Å"Many celebrities, instead of marrying other famous people, choose to settle down with average Joes and Janes.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Farther vs. FurtherCapitalization Rules for Names of Historical Periods and MovementsApostrophe with Plural Possessive Nouns

On-Job Training And E-Learning In The Petrochemical Plants Research Paper

On-Job Training And E-Learning In The Petrochemical Plants - Research Paper Example The researcher states that training has become a need of organizations of today. This has encouraged me to conduct research on one of the most important industries of the economy, Petrochemical industry. The petrochemical industry is critical to the success of any economy and therefore I got interested in analyzing and identifying how businesses in the petrochemical industry train its employees. Technology has influenced businesses and it has changed how businesses train its employees. Therefore I am interested in analyzing and comparing two of the most used training techniques in the petrochemical industry; On-Job Training And E-Learning. This research study aims to analyze the impact of training on the performance of employees in the petrochemical industry. Two important training techniques are analyzed; on-job training and e-learning. The report, therefore, analyzes whether on-job training and e-learning have a positive or a negative impact on the performance of employees in the p etrochemical industry. The report also analyzes which of the two techniques are more effective to enhance the performance of the employees in the petrochemical industry. The petrochemical industry has become highly competitive. It is believed success is dependent on three important factors in this competitive market and these factors are efficiency, quality, and product development. In the petrochemical industry, there are different types of reactants, toxic gas emissions, and other chemicals that have potential for toxic and are flammable. Therefore training of employees is significant in ensuring that health and safety measures are made and employees are safe. Training is helpful in improving the efficiency of the employees as well.

GS1 Report Essay Example | Topics and Well Written Essays - 2000 words

GS1 Report - Essay Example Currently, GS1 is the most widely used global supply chain standards system, through it, any organization irrespective of size or geo-relocation can order, trace, deliver and pay for goods along the supply chain. One of the primary techniques used to streamline the supply chain from the raw materials to the manufacturing stage is the use of barcodes; they play a central role in GS1’s functionality. They are a global standard language and they transcend language barriers which have retrospectively posed a serious challenge to the globalization of trade (Crichton 2008). Since their introduction by GS1 as part of the global standardization process, the speed and accuracy of transactions have significantly improved. For the last three decades, GS1 has delivered enterprise solutions and simplified execution of global standards for use in local and transnational supply chains. The chief purpose of GS1 standards is the provision of a structure that facilitates express and operative m ovement of, goods, service and corresponding information. The formation of GS1 was occasioned by a merger between the Uniform Code Council (UCC) and the European Article Numbering (EAN International) in a 1990 cooperative agreement in which they agreed to formally co-manage global standards. The organization has extensive latitude and it governs a global notational membership of over 100 encompassing millions in the 24 industrial sectors. It is highly dynamic and has maintained an exponential growth rate primarily because of its profit reinvestment strategy; all the extra revenues generated by its activities are channeled back to further develop the organization. Supply Chain Management A well designed supply chain is crucial in the quest to expedite day to day business operations so as to reduce the complexity of trade between organizations both locally and internationally. To this end, it is essential that business maintain a set of universal standards, which makes for easier deci sion making in terms of which hardware, software or services need to be purchased or used. Furthermore, universal standards ensure collaboration between traders throughout the supply chain such that identification and sharing of items as well as calculations of quantities across the board can be smoothened. In the long run, this benefit all the stakeholders since goods become easily available and accessible and service provision is more efficient; for instance, in the medical field, errors are reduced and patient safety enhanced. GS1 also plays a key role in combating counterfeit products since it facilitates global traceability and authentication. Relative to the principle of Global Standard, GS1 keeps four global trading products namely; Barcodes, Electronic Business Messaging (eCom), Global Data Synchronization Network (GDSN) and EPC global. They also provide services such as; Customer Service, Education and Training and Barcode Testing (Moore 2009). In lieu with the new technolo gical development that have been integrated into the business environment, information supply and authentication of data is made easier through the Go scan app that allow users to scan a products barcode and access the product data online. The Shoe Size

Health Promotion Strategies: Sexual Health and Chlamydia

Health Promotion Strategies: Sexual Health and Chlamydia Sexual Health Chlamydia This essay seeks to discuss a topical health promotion issue in the United Kingdom and to explore the topic in terms of current research findings, support mechanisms currently on offer and the role of the nurse in promoting health and well being. Relevant health promotion models, terms relating to health and health promotion will also be analysed. Primarily the focus will be on sexual health promotion of sexually transmitted infections such as chlamydia, its effect on young people including barriers that are inhibiting sexual health promotion. Rationale for choosing sexual health and targeting young people has been the increased concern by the government to promote sexual health in young people necessitated by the rise in figures of sexually transmitted infections. The Department of Health (DoH, 2008c) acknowledges that due to new evidence from research, sexual transmitted infections (STIs) and Human immunodeficiency virus (HIV) are causing a wide range of illnesses and are a significant cause of long term and serious disability in the United Kingdom. It goes on to mention about the arrival of HIV epidemic in the 1980’s, high infection rates and risky sexual behaviours as the reasons for increased concern among health professionals, the government and the public (DoH, 2008c). Chlamydia is the most common STI diagnosed in genitourinary medicine clinics in England with high prevalence among young men and women under 25 years old. The highest rates are among the 20-24 year age group in men and 16-19 years in women (DoH, 2008c). Because of these reasons the government has targeted chlamydia for sexual health promotion through published reports and implementing educational programmes with the help of different public bodies and organisations. Prior to that, ‘pilot studies of opportunistic screening for genital chlamydia’ were carried out in Portsmouth and Wiral between 1999 and 2001, and they revealed high figures of chlamydia infection (DoH, 2008b). DoH (2003) reiterated that another reason why chlamydia had been targeted was because of serious health problems associated with it since it is asymptomatic and at least three quarters of women and half of men with the infection have not been treated. Furthermore, one in ten young people are unaware of the infection. Chlamydia is known to cause pelvic inflammatory disease, ectopic pregnancy and infertility in women and in men it can cause arthritis, epididymitis and Reiters Syndrome (DoH, 2008c). The anticipated change in the National Health Service (NHS) in dealing with sexual health matters was facilitated by the government through programmes such as the National Strategy for Sexual Health and HIV which was implemented in 2001 in conjunction with the DoH and the NHS. It outlined among other issues the need for a National Chlamydia Screening Programme which was subsequently established in 2003 with the aim of controlling chlamydia in young adults, detecting and treating the infections thereby preventing further infections and complications associated with it (DoH, 2008b). In 2005 there was a re-launch of the National Chlamydia Screening Programme in collaboration with the Health Protection Agency to raise awareness of Chlamydia amongst young people by offering free confidential screening, a website with factual information on chlamydia which also addresses some commonly asked questions (DoH, 2008c). This in itself indicates some failings in the programme between the time it was first established in 2001 until the re-launch in 2005. Nevertheless, this also shows the commitment of the government in promoting sexual health by aiming to improve the services and continuing to try different ways of reaching out to the public. It is interesting to note that the idea of health promotion was initiated as early as 1977 with targets and legislative policy and guidance being put in place but little seems to have been done practically. Kart (2000 p.6) mentioned that ‘In 1977 Health for All by the year 2000 was launched at the 30th World Health Assembly. This policy initiative formulated a range of performance indicators by which progress towards better health might be judged, such as reduction in rates of disease, increased levels of nutrition and improved primary healthcare.’ One can certainly conclude that the battle is still ongoing and much more practical interventions to facilitate sexual health promotion calls for serious consideration. However, Johnson et al, (2001) agrees that HIV and STI transmission is a major public health challenge. Davey et al (2001) sought to obtain views from the public on the definition of health. Their definitions included health as the absence of disease, as physical fitness, as energy, as a social relationship, as function and as psycho-social well-being. Davey et al (2001) concluded that the differences in definitions were influenced by sex differences and age groups. The World Health Organisation (1986) emphasised health as a two-way process of critical consciousness raising, clarifying values, exploring attitudes, educating policy makers and taking control over one’s own health. This definition seeks to empower the individual who is in need of assistance by giving them the opportunity to identify and learn from their experience alongside professional support. Evidence has proved the ambiguity of the term health promotion. Many authors have defined health promotion in various ways. Terms such as health education and public health have been used in place of health promotion but conflicts still arise in terms of what is to be included in the definition and what has to be excluded. Tones (1994 p. 14) defined health promotion as ‘health promotion = health education x health public.’ While French (1990) questioned the exclusion of disease management as a way of promoting health. Most authors agree that health promotion cannot be discussed without mentioning health education in the process. Perhaps, it should be acknowledged that the two work effectively when used concurrently. Health education also emphasizes the large part of health promotion offered by nurses, as their intervention seeks to empower the patient with knowledge. Kartz et al (2000) described health education as a form of communication that offers knowledge and skills essential in making healthier choices through behavioural changes that will benefit the wider community. The Department of Health asked the National Institute for Health and Clinical Excellence (NICE, 2007) to produce public health guidance on interventions to reduce the transmission of chlamydia, including screening and other STI’s including HIV reduce the rate of under 18 conceptions, especially among vulnerable and at risk groups. This guidance focuses on one to one interventions to prevent STIs and under 18 conceptions. In 2004 the DoH on behalf of the government published a report by Tony Blair titled ‘Choosing Health: Making healthy choices easier.’ This white paper explained how the government intended to support the public in making informed healthy choices and tackling the causes of ill health without discrimination. It also aimed to set realistic goals and offer ongoing health support into the 21st century. The government also initiated the accessible services provided by adults who feel confident working with young people through youth services such as Young People’s Development Programme and outreach services with a particular focus on those who are experiencing or are at risk of experiencing, poor outcomes because of mental health problems or substance misuse (DoH, 2004). Furthermore, the government provided  £300 million in support of the White Paper: Choosing Health as a constructive measure to sexual health promotion and introduced a reduction in value added tax for condoms if one has to buy them (DoH, 2004). Due to inadequate access of specialist sexual health, the DoH (2008a) introduced the Evaluation of One-Stop Shop (OSS) model of sexual health provision for different specialist care under one roof for easy accessibility and effectiveness of services. However, there was much debate on the issue with some professionals welcoming the idea while others did not think that this would make much difference after considering costs and opening times of different clinics. Measor et al (2000) points out the discrepenses in policies or lack of consideration when it comes to making policies that involve young adults such as the lack of a clear national policy. This has had a number of negative effects on sexual health promotion. The result has been a confused mix of messages for adolescents about sexuality. A research done by Blenkinsop et al (2004) on adolescents highlighted that young people were not in agreement with the government’s view of the rights of parents over children. They challenged this view of the balance of power between the generations. However, the children acknowledged the need for adults to be involved in sexual health promotion but the vast majority preferred to discuss sexual concerns with teachers, nurses and other health professionals. On the other hand, the children expressed their right to withdraw if they suspected that information was going to be shared with their parents, which is a breach of confidentiality. Confidentiality and trust should be guaranteed and where possible maintained at all times and this is in accordance with the NMC code of professional conduct (2008). Some cultures need to depart from traditional health communications and beliefs that do not permit sexual health issues to be discussed with a parent as the DoH (2003) highlighted cultural differences, stigma, discrimination, inequalities and poverty as barriers to sexual health promotion. An important aspect that parents have to keep in mind is to refrain from the blame culture, being judgemental or dominating conversations when their children seek advice on sexual matters. The government through the document ‘Choosing Health’ intend to develop new ways of supporting the parents of teenagers so that they feel equipped to help their children make informed choices, particularly on sensitive issues such as sex and relationships (DoH, 2004). Some Primary Care Trusts have begun to implement the government’s plan by involving young people in projects that offer communication on sexual health through magazines. In Manchester Your Life magazine which covered sexual health issues has published and distributed over 7,000 copies of the magazine through Manchester Secondary schools, attracting a positive response from both pupils and education professionals. The response of young people towards the magazine was exceptionally overwhelming (DoH, 2004). There seem to be more need to change behaviour now than ever before. Dines et al (995) points out that there is research evidence of increased risky sexual behaviour mostly amongst young people and also across the population. NICE (2007) elaborates on behaviours that increase the risk of STIs as including drug and alcohol abuse, early onset of sexual activity, engaging in unprotected sex and frequently changing sexual partners. Therefore NICE (2007) recommends health professionals working in general practice, genito-urinary medicine (GUM), community health services (including community contraceptive services), voluntary and community organisations, school clinics to actively facilitate health promotion programmes . Benzeval et al (1995) also highlighted the interconnections of lifestyle and environmental factors, suggesting that action was required to combat inequalities at various levels. Assumptions, different beliefs and values also play an important role in how people react to health promotion as well as prioritising it. However, evidence from research has to be embraced to avoid conflicting ideas and approaches in analysing and implementing the health models individually and in the society. Ewles et al (1999) defined five approaches to health promotion as medical which promotes health by providing medical intervention, behaviour change which encourages attitude and behaviour change by adopting healthier lifestyles, educational which empowers individuals with knowledge and understanding to make informed decisions, client centred which facilitates choice of health actions as identified by the client, last but not the least is the societal approach which seeks to change the physical and social environment to enable choice of healthier lifestyle. One can conclude that these theories are direct input to health promotion which is provided by facilitators of health promotion such as nurses, other health care professionals and teachers. Young people need to learn about behaviour change. Changing behaviour can be challenging, stressful and bring uncertainty in one’s life but support from friends, families and professionals is of paramount importance in convincing the individual that they are doing the right thing. Ewles (1999) further suggests that the individual should implement and adopt behaviour that promotes health. Maslow’s hierarchy of needs as cited by Wagner (2008) identified basic needs such as self actualisation, esteem, social, safety and physiological needs. Young people should be encouraged to realise these needs, have a sense of belonging and fulfil love needs through working with families and groups. Self actualisation assists in having a deeper understanding of self through realising personal potential, growth, peak and self fulfilment. Nurses play an important role in facilitating awareness of sexually transmitted infections in young people at an early stage through school nursing. The nurses work closely with children, teenagers, their parents, carers and teachers providing advice and support about health issues such as puberty and sexual health. As Murphy (2004) suggests that nursing intervention aims to control genital chlamydia infections through early detection and treatment. This reduces the chance of onward transmission and prevents the development of complications. NICE (2007) recommend action from health professional to identify individuals at high risk of STIs using their sexual history. Opportunities for risk assessment may arise during consultations on contraception, pregnancy or abortion, and when carrying out a cervical smear test, offering an STI test or providing travel immunisation. Risk assessment could also be carried out during routine care or during registration of new patients. One to one structured discussions with individuals at high risk of contracting STIs offer more privacy, is assuring to the individual and encourages good rapport. The discussions should be structured on the basis of behavioural change theories. They should address factors that can help reduce risk-taking and improve self-efficacy and motivation. Ideally, each session should last at least 15–20 minutes. The number of sessions one can receive depends on individual need. As difficult and embarrassing as it may be for young people, the acceptance of behavioural change should prepare them to take action and ensure their sexual partners also seek help. NICE (2007) remind facilitators of health promotion to ensure that sexual health services, including contraceptive and abortion services, are in place to meet local needs. Services should include arrangements for the notification, testing, treatment and follow-up of partners of people who have an STI. The government also highlighted the need to combat health inequalities by targeting young people from poor and disadvantaged backgrounds who are socially excluded such as those who are in care, disabled, from black and minority groups, with low educational attainment or those who are or have experienced homelessness (DoH, 2004 NICE, 2007). GPs, nurses and other clinicians working in healthcare settings such as primary care, community contraceptive services, antenatal and postnatal care, abortion and GUM services, drug/alcohol misuse and youth clinics, and pharmacies other clinicians working in non-healthcare settings such as schools and other education and outreach centres should take responsibility of health promotion (DoH, 2006). Nurses also have a responsibility whenever possible, to provide one to one sexual health advice on, preventing and getting tested for STIs and preventing unwanted pregnancies by introducing methods of reversible contraception, including long-acting reversible contraception, how to get and use emergency contraception and other reproductive issues and concerns. Another group that seem to be forgotten is the vulnerable young women aged under 18 who are pregnant or are already mothers (NICE, 2007). The unique function of the nurse is to assist the individual who has ill health to perform activities that contribute to health or its recovery that he would perform unaided if he had the necessary strength, will or knowledge (McBean, 1992). Nurses must not be judgemental or make assumptions of situations. Young people would benefit from being given time to explore their feelings uninterrupted and the nurse must seek to consider health promotion activities that best suit the individual and offer flexible alternatives as well. Watterson (2003) suggested that affected young people should have influence over the outcome of their health as young people often feel powerless because of the way issues are addressed as nurses at times unconsciously exclude them in decision making. He goes on to say that it is more effective to empower young people by involving them in decision making processes, giving them a voice and valuing what they know and believe about matters that affect their health. This encourages behavioural change by using the patient centred approach model of health promotion. The role of the nurse is to encourage the youths to discuss issues of sexual health with their parents, approach teachers and to provide them with information about services available such as Young People’s Development Programme and National Chlamydia Screening Programme. Nevertheless, parents need to realise the need for open dialogue and creating relationships built on trust. The DoH in 2006 launched a campaign through the website known as the ‘Condom Essential Wear’ to raise awareness of sexual health by encouraging the use of condoms. It encourages safe sex and communication about condoms as means of minimising the risk of sexually transmitted infections and unwanted pregnancy among young people. However, an independent advisory group (IAG) as cited by the DoH (2008c) found out that of the original  £50 million budget for sexual health awareness campaign only  £4 million had been released. IAG raised concern as to whether enough free condoms were being distributed to recommended places such as GUM clinics, GP surgeries, schools, community contraceptive clinics and youth centres. Consequently, it is arguable that the issue of funding jeopardizes sexual health promotion services to prosper. Nurses need to educate young people on the correct use of condoms. Posters can also be placed in private and public toilets for young people to read and condoms can also be distributed via this channel. In view of GUM clinics, the government mentioned about the prioritisation of the 48 hour GUM access target as one of the NHS top six targets and the access to specialist sexual health services. However, these clinics are not as wide spread as they should be to accommodate and provide services to youth. The recommended quality service is not consistent at both national and local level as stipulated in the 2005/2006 annual report (DoH, 2008c). Opening hours are about an hour and a half for two times a week which is not sufficient or beneficial at all to young adults. This does not encourage young people to come forward because they would have to wait long in the queue and being seen by other people is quite embarrassing for them. This further complicates the problem and better services need to be put in place to encourage increased uptake of sexual health services. To conclude this essay, it can be said that nurses must provide supporting information in an appropriate format to encourage young people to take responsibility for their own actions as far as sexual health promotion is concerned. Cultural differences, age and gender differences can be barriers for health promotion. Nurses should therefore acknowledge these facts and seek to deal with situations accordingly. In this case, the failure or success of this aspect of health promotion is largely influenced by the interpersonal skills of the nurse. Health promotion is also everyone’s responsibility and the government has incorporated community needs in health promotion programmes to try and meet individual needs. REFERENCES Benzeval, M., Judge, K Whitehead, M. (1995) Tackling inequalities in health: An agenda for action. London: Kings Fund. Davey, B. Gray L., Seale C. (2001) Health and Disease: A Reader. Third Edition. Biddles Ltd: Great Britain. Department of Health (2004) Choosing Health: Making health choices easier [Online] Available at: http://www.dh.gov.uk (Accessed 10 May 2008). Department of Health (2006) Condom Essential Wear [Online] Available at: http://www.dh.gov.uk (Accessed 19 April 2008). Department of Health (2008a) Evaluation of One- Stop Shop (OSS) Model of Sexual Health Provision [Online] Available at: http://www.dh.gov.uk (Accessed 1 May 2008). Department of Health (2008b) Members of the Independent Advisory Group on Sexual Health HIV. London: ++++ Department of Health (2008c) The National Chlamydia Screening Programme [Online] Available at: http://www.dh.gov.uk (Accessed 5 May 2008). Dines, A. Cribb, A. (1993) Health Promotion. Concepts and Practice. London: Blackwell. Elwes L. Simnett l. (1999) Promoting Health. 4th Edition. London: Bailliere Tindall. French, J. (1990) ‘Boundaries and horizons. The role of health education within health promotion,’ Health Education Journal, 49 (1): pp. 7-10. Johnson, A. M. et al (2001). ‘Sexual Behaviour in Britain: Partnerships, practices and HIV risk behaviours. vol 358: pp.1835-42. Katz J., Peberdy A., Douglas J. (2000) Promoting Health. Knowledge and Practice. The Open University. Oxford: Palgrave. McBean, S. (1992) Definition of Health and health promotion. Britain: The Open College. Measor, L. Coralie, T., Katrina M. (2000) Young Peoples views on sex education. Education, Attitudes and Behaviour. London: Routledge Falmer. National Institute of Health and Clinical Excellence (2007) NICE. Clinical Guidelines [Online] Available at: http://www.dh.gov.uk (Accessed 5 May 2008). Nursing and Midwifery Council (2008) Code of Professional Conduct. London: NMC. Tones, B.K., Tilford, S. (1994) Health Education: Effectiveness, Efficiency and Equity. London: Chapman Hall. Wagner, K. V. (2008) Maslow’s Hierarchy of Needs. [Online ] Available at:http//www.psychology.about.com (Accessed 15 May 2008). Watterson, A. (2003) Public Health in practice. Great Britain: Palgrave. World Health Organisation (WHO) 1986. Ottawa. Charter for Health Promotion. Geneva: WHO.

As a Head Nurse Essay

We all must experience have responsibilities beyond our expectation and limitation as we can improve ourselves every now and then. Responsibilities are just within our shoulders as we go on with our lives we add more on to it due to the things we learn and experience and simply being a student nurse responsibility is already on our shoulders as we gained knowledge in every step of the way. As a student nurse, knowledge is easy to get as we experience, learn, read and study. But every knowledge comes with great responsibility, which is to help and share it to others who are innocent about specifically toward to their health. Experiencing being a student head nurse is good as it adds my capabilities to manage my time, and my staff nurses. I have been a leader for some time now but I need more experience to be better than before. I am not at my best now as leader as I haven’t yet experienced every problem and responsibilities but I want to get better than I am now. Being a leader is hard because responsibilities weighs more than you expect, for your time, group and for yourself. But as I experience it once, twice or more to it, it is very helpful due to that I improve from before. Finding myself being a student head nurse is part of being a student but when I experience it was a little hard because I have difficulty at first in coping because it is my first time to lead a group in ER but I can manage. I was a little bit of loss for a minute on how to manage my time but I made a time table on the different things I have to manage from the start towards the end likely checking the works of my group mates and reminding them of the different responsibilities they have to prioritize first on the certain time. I was at ease because I felt blessed that my group mates work with less supervision and questions as the before group mates I have had. Some take initiatives for the different assigned work for our report. They manage to finish it on time and we communicate well. They also show respect with it comes to work as they call me â€Å"ma’am†, which I am not used to, during our shift of duty. I also was glad that I experience new and improved group mates. The things that I experienced as a leader was uncountable and unforgettable, due that I experienced new in every leadership that I account for. Responsibilities are just at our forefront and the moment we move forward it comes our way so we must be ready, so every experience that we take, took it as learning and a good endeavor to become a good leader not for other people but also for yourself.

Gender, Sexual, And Sexual Harassment And Assault Response...

In 2014 the United States Army began opening Combat Military Occupational Specialties to women. This effort culminated in April of 2016 with the opening of the Infantry to women. The integration of women into combat roles in the force present difficult challenges to the Non-Commissioned Officers (NCO) Army wide. These challenges include the potential increase in gender discrimination, sexual harassment and sexual assaults. NCOs will have to rely on their ability to implement the Core Leader Competencies (Leads, Develops and Achieves) to ensure the successful integration of women. The greatest challenge will be in developing cohesive teams while ensuring the Army’s Sexual Harassment/Assault Response and Prevention (SHARP) program is†¦show more content†¦The core leader competency ‘Develops’ is broken into four key objectives: create a positive environment, prepare self, develop others and be a steward of the profession. The behaviors associated with these objectives are essential to the successful implementation of the Army SHARP program. Creating a positive environment decreases the risks of disciplinary issues in general. When an NCO is familiar with the required reporting procedures and available support programs they can more effectively train their Soldiers in what needs to be done given a situation that requires intervention. By passing the knowledge of how to handle situations to subordinates a NCO is ensuring the next generation of leaders carry on the ideals of the profession. When all of these objectives are met the unit becomes an environment where all personnel can be assured that not only their leaders, but also their peers will be invested in their wellbeing. When an NCO creates a positive climate, continually prepares themselves to respond to any situation and successfully develops others they improve the organization for the long term. This is the ultimate goal when an NCO embraces their role as a steward of the profession. Being a steward of the profession is simply maintaining the traditions and enforcing the standards of conduct. This is imperative in the future as women start to be integrated into combat roles.Show MoreRelatedSHARP in the Military Work Force Essay1701 Words   |  7 PagesWell-being of the force, military discipline, and conduct, the Army Equal Opportunity (EO) Program, and the Army Sexual Assault Victim Program.â€Å" For a long time, the Army’s EOP Equal Opportunity Program had been involved in taking care of the issues of Sexual harassment in the work force. Now the Army has instituted the SHARP Program; the Sexual Harassment / Assault Recovery and Prevention program. My research begins to ask the question; why is this program now separate from the Equal OpportunityRead MoreThe United Nations ( 1993 ) Defines Violence Against Women1618 Words   |  7 PagesUnited Nations (1993) defines violence against women as: â€Å"Any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. While women are not the only victims of sexual violence, Perreault Brennan (2010) state â€Å"of the sexual assaults reported by respondents to the GSS, 70% involved a female victim†Read MoreSexual Harassment903 Words   |  4 Pages UC Implements New Procedures for Sexual Violence and Sexual Harassment On September 1, 2017, University of California implemented a new systemwide procedure for the investigation, disposition, and adjudication of sexual violence and sexual harassment cases under the UC Sexual Violence and Sexual Harassment Policy (â€Å"SVSH Policy†) as it relates to faculty and non-represented academic appointees. Each UC campus created local procedures to define the process for the investigation and adjudication ofRead MoreThe Systemic Prevalence Of Sexualized Violence Plaguing Post Secondary Campuses Within British Columbia Essay1510 Words   |  7 Pagesinstitutions to establish and implement stand-alone sexual misconduct policies. This policy plays an important role in addressing the bigger issue of rape culture and the institutionalization and normalization of it in our society. Post-secondary institutions are in need of a coordinated approach to the prevention and intervention of sexual assault, and campus policies are a core component of this (Gunraj, A, Celia,W, et al.,2014,4). Sexual assault and violence against anyone should not be toleratedRead MoreGender Harassment And The Workplace1465 Words   |  6 Pages(Bimrose, 2004, p. 110). Sexual harassment represents one important instrument for maintaining occupational separation for women in the workplace. Nevertheless, two legislative Acts in the UK that victims can use to confront it are the Sex Discrimination Act (SDA) of 1975 and the Employment Rights Act (ERA) of 1996. Under the SDA, sexual harassment is illegal if it can be construed as sex discrimination and distinguishes between direct and indirect discrimination with sexual harassment identified as a formRead MoreSexual Harassment in the Workplace against Women1569 Words   |  6 Pagesstaffer was well known and the source of the office’s sexual jokes (Women’s Rights).† The main cause here is that supervisors are often perpetrators, and often are not qualified for their job title as they appear to be. â€Å"Sexual harassment in the workplace is only there because the people at the top condone it and maybe practice it themselves (Jim Vince).† There are two types of sexual harassment in the workplace. One type is Quid pro quo: Sexual harassment that occurs when a job benefit is linked to whetherRead MoreGender-Based Violence Essay2047 Words   |  9 PagesGender Base Violence ENG 122 Alfred Penny Jr. Saint Leo College Gender-based Violence Gender-based violence is understood, explained, or justified in terms of gender roles, gender difference, or gender inequality. Most of the violence is perpetrated by men against women. Gender-based violence is often physical abuse, often involving sexuality, but it may also be psychological. Violence against women occurs in every segment of society. It doesn’t matter what class your in (upperRead MoreSexual Harassment And The Civil Rights Act Of 1964 Essay1590 Words   |  7 PagesScott St. Clair Gina Olmo December 15, 2016 Background of Sexual Harassment Under Title VII of the Civil Rights Act of 1964, Sexual harassment is a form of sex discrimination. Federal law as well as various state fair-employment laws prohibit employers with 15 or more employees from treating members of one sex or race differently from members of the opposite sex or another race in terms, conditions, or privileges of employment. The statutory and regulatory laws govern the entire employment processRead MoreSexual Harassment At The Military1964 Words   |  8 PagesDeborah-Sullivan-Ford 212 Women in Business organizations Sexual Harassment of Women in the Military; It is a Dirty Secret I would like to bring awareness, give insight about the actual victims, and possibly educate you about sexual harassment of women in the military. Sexual harassment can be connected to sexual assault, beginning in one form and escalating to another level. The definition of sexual harassment is: unwelcome sexual harassment behavior of a sexual nature that is related to one’s job or work surroundingsRead MoreSexual Assault Policies2167 Words   |  9 PagesGang Rape, Male Bonding, and the Silencing of Women† 1 in every 4 women attending college will be the victim of sexual assault at some point during her academic career. Or in another study reported in the â€Å"The sexual Victimization of College Women† there are 35.3 incidents of sexual assault in a group of 1,000 women in a time span of 6.91 months (Statistics). Obviously sexual assault is a huge problem that should be taken very seriously. Some colleges have wonderful programs put in place that

The World All Types Of Music Artists - 1617 Words

Denise Baltazar Professor McKennon English 100 B 6 March 2015 UHUHH In today’s world all types of music artists are expressing their feelings and views in their works about what they see and what they know. Songs are best way of using freedom of speech right while expressing all feelings and emotions. The question is, are they really free to express their feelings wholly? Unfortunately they are not really free even though First Amendment says they are. Music is a big part in every individual’s life, and everyone has their own and unique tastes in the kind of music they listen to. Moods can be reflected by the type of music we listen to; whether it is songs for difficult times or upbeat songs that can get you up your feet and†¦show more content†¦A lot of rappers/ artists express their feelings of their childhood, growing up poor, growing up in the ghetto/hood, while communicating this with racial issues and tensions, especially with African-Americans and the police. Most notably with the rap group N.W.A. These genres are accused of promoting violence against higher authority, and influence negative behaviors such as drugs and sexual abuse towards women. An example of racial motivations that played a large role is the F.B.I’s 1989 letter to the rap group N.W.A. The F.B.I’s intent was to notify the rap group that their song â€Å"Fuck tha Police† was not appreciated by the government. N.W.A. supporters argue the group was only expressing the frustrations of inner-city blacks and holding a mirror to their everyday reality. While no legal action took place, the example helps give context to the pressures behind government and music censorship. Not only Rap/Hip-Hop but Rock-and-Roll has caused controversy as well. It is in-famous for influencing rowdy and rebellious behavior to younger audiences, including sex and drugs. As these genres and popularity grow, the controversy increases as people become more concerned about the bad influence it has towards society. Is has gone to the extent to call for censorship on the songs of these controversial genres. In my opinion, I highly disagree with this action because music expresses an artist’s feelings and should not be underprivileged of its