Workplace Bullying Free Essays

string(38) of routine hierarchical practices. In this examination hurtful tormenting conduct and badgering has been concentrated from the point of view of casualties of this damaging demonstration. In past examinations inquire about has been never really out components that may decide why certain individuals are harassed more than others. For instance sexual orientation, culture of the association and here and there the quietness of the terrified casualty incite these practices. We will compose a custom paper test on Working environment Bullying or on the other hand any comparative point just for you Request Now One of these components concentrated in our examination is racial contrasts. It was explored in our examination that how and with which power bigotry triggers the occurrences of tormenting in low positioned workers of material industry.Also we researched that this conduct has what and how much effect on execution of representatives. In light of this recognition we speculated that racial bulling is contrarily connected with inspiration to work and fulfillment with the activity of the representatives which inevitably break down the presentation level. For this reason information was given by choosing an example of 30 workers from a material manufacturing plant. Examination was finished by finding and testing the centrality of connections between's these practices (Racism, harassing, inspiration, work fulfillment and performance).The investigation uncovered that bigotry is related with bulling and increment in supremacist conduct is went with expanded occurrences of tormenting. Additionally it was uncovered that there is a solid negative connection between racial harassing and employment fulfillment. Connection of racial harassing with inspiration was additionally watched however that was not huge in our examination. In the long run it was discovered that racial bulling is contrarily connected with execution which gives proof that harassing is connected with decrease the presentation. INTRODUCTIONThe term â€Å"workplace bullying† was started by the spearheading British writer Andrea Adams in 1992, who applied tormenting to adulthood hopelessness. Andrea Adams characterized tormenting as â€Å"Persistent analysis or individual maltreatment out in the open or private which mortifies and disparages the person†. She accepted that there were two types of human animosity. One has the intend to harm or to hurt and the other structure is a self-assured animosity for the quest for an objective. In tormenting an individual is harassed or annoyed when the person in question is over and over exposed to adverse acts in a circumstance where the casualty inds it hard to protect himself/herself. It includes rehashed preposterous activities of people or a gathering coordinated towards a worker who is proposed to compromise and make a hazard to the wellbeing and security of the representative. It regularly includes a maltreatment or abuse of intensity. It makes a sentiment of lack of protection in the objective and debilitates an individual’s right to poise at work. It regularly results because of dissatisfaction, raised clashes and authoritative culture. It has been looked into upon that most as often as possible survivors of tormenting are unassertive, clash avoidant, and put forth little attempt to be a piece of the group.Workplace harassing frequently happens because of contrasts in language, culture, race and nationality. Harassing at working environments can be tended to by endeavors at worker just as the hierarchical level. The ideal system for managing working environment tormenting includes both viable hierarchical mediations to help forestall and address harassing occurrences and solid administrative components to take into consideration repayment and pay. There are no particular laws for the insurance of work place tormenting on the base of which they can be legitimately protected.According to explores most tormenting is same-sex badgering which is disregarded by laws and manager strategies. In a large portion of the cases ladies are tormented. In a liberal individualistic culture, individuals will in general censure casualties for the mischief they endure and make them liable for taking care of their ridiculous issues. Most domineering jerks are supervisors where it is a lose-lose situation that they are getting their own benefits to the detriment of others. Tormented representatives are constantly hassled which brings about mental burdens, horrible showing, non-attendance, lower work fulfillment and to its outrageous turnover occur.Our study centers around the harassing dependent on race culture or personality. We would talk about that how harassing influences the presentation, imagination and occupation fulfillment of the representatives. It regularly has physical and mental effect on the representatives and makes work-family struggle. The issue is that numerous examinations have been directed on work environment harassing yet not many can give emotional answers for it and recognize its fundamental driver. This is additionally a direct result of the way that regularly tormenting is almost undetectable, non-physical, and about consistently sub-deadly work environment violence.It is hard to characterize the demonstrations and confinements of a domineering jerk in view of intricacy in estimating the degree of harassing. Our investigation would talk about favored methods for peace promotion and elective question goals in the associations. Results of racial tormenting influence the workers as well as the business. It radically influences the workplace and has an extreme effect at the authoritative level. The job of this investigation is distinguish the effect of work environment harassing on the representatives execution, businesses and the association itself.REVIEW OF LITERATURE Workplace tormenting has a settled assemblage of research globally, yet Pakistan has falled behind the remainder of the world in the acknowledgment and assessment of this pattern. Harassing has consistently been a piece of the human condition; history is overflowing with references to maltreatment of intensity and superfluous or unnecessary power. The exemplary domineering jerk story is of Joseph and his siblings, a story of jealousy and threatening vibe. This paper presents a racial viewpoint of tormenting in organizations.The absence of consideration regarding the idea of work environment poise in Pakistani hierarchical structures has upheld and even energized both easygoing and increasingly extreme types of badgering that our working environment laws don't as of now spread. The discouraged casualties endure can make harmful workplaces and harm hierarchical efficiency. A few techniques for shielding your association from this scourge of harassing are proposed (Vega Comer, 2005). â€Å"Wellness in organizations† should concentrate on the prosperity of individual workers.At when the wellbeing of people is progressively being compromised in our working environments, we contend that single direction health can be looked for is through cautious assessment of routine authoritative practices. You read Work environment Bullying in class Papers To come to this meaningful conclusion, we look to the issue of harassing in associations an d, specifically, conventional authoritative reactions to tormenting. (Vickers, 2006) Previous research in the working environment has recognized various components which are related with tormenting. Up to now, specialists have recognized different individual and business related factors as possible foundation of working environment bullying.The point of the current examination is to coordinate this line of research considering clarifying how these conditions may form into racial working environment harassing and how it influences the activity execution. Harassing is available in each circle of life and is maybe the most significant moral issue in the cutting edge world. It comprises, basically, in the maltreatment of intensity, and can include mental pitilessness; social and individual put-down; strict and sexual narrow mindedness; the maltreatment of political and monetary force, and at last physical force.It can demolish lives, and it can end lives. Dissimilar to the schoolyard menace, in any case, the working environment menace is a grown-up, as a rule (however not generally) mindful of the effect of their conduct on others. Tormenting in the working environment, regularly implicitly acknowledged by the authoritative administration, can make a domain of mental danger that decreases corporate efficiency and represses individual and gathering responsibility. (Vega Comer, 2005) This short survey of writing will address the racial/ethnic parts of work environment harassing and hierarchical dangers related with it.Very thorough examinations have been done in this point of view and research has grouped tormenting as a wellspring of social pressure and hostility at work (Suzy Fox, 2004). Working environment animosity is all the more regularly characterized as â€Å"behavior by an individual or people inside or outside an association that is expected to truly or mentally hurt a laborer or laborers and happens in a business related context† (LaVan, 2010) In remote nations, for example, United States, race is an especially remarkable gathering enrollment classification, with amazing ramifications for social personality (Suzy Fox, 2004).For minimal people who work for masses, racial character can be an intense factor in confidence, execution, protection from stress, and wellbeing. These minor people mislead by introducing themselves as restless, despondent, shaky, or socially pulled back. A few people cause themselves to seem powerless against being exploited. Others are defrauded on the grounds that they incite assaults because of their unfriendly or undermining practices (Bradfield, 2000) The effects of tormenting and badgering on the association and the individual are striking.Organizational costs have included individuals leaving because of harassing, decreased efficiency, and lost imagination and development. Productivity is probably going to decay as additional days off taken. These costs will in general have a domino impact, making extra hierarchical effect (Vega Comer, 2005). As per an exploration study psychological mistreatment is assessed as the most extreme sort of harassing (Suzy Fox, 2004) . It can have harming impact on the physical and mental wellbeing of the objective person.Bullying practices, for example, mortifying somebody, rewarding somebody with slight or criticizing them heartlessly, summed up as ‘â�

Clinical and Laboratory Diagnosis of Salmonellosis Essay

Clinical and Laboratory Diagnosis of Salmonellosis - Essay Example Research center Manual and Workbook in Microbiology Applications to Patient Care). It is likewise called as bacillary looseness of the bowels. Generally gastro-enteritis is brought about by Shigella. It might cause wicked looseness of the bowels likewise called loose bowels or cause non bleeding the runs. Shigella picks up section through epithelial covering of internal organ and demolish the intestinal mucosa. The disease is profoundly infectious and is answerable for more than at least 600,000 passings for each year. Most casualties are from creating countries and in regions of congestion where poor sanitation persevere; correctional facilities, mental clinics, outcast camps, childcare or in grade schools (Scarpignato, C, Lanas A, Bacterial Flora in Digestive Disease: Focus on Rifaximin (Digestion)). Old style side effects incorporate watery free stool, stomach torment, mellow fever, stomach cramps, excruciating stools, visit stools with grisly bodily fluid. A portion of the strains of Shigella are known to deliver poison that bring about hemolytic uremic condition( Scarpignato, C, Lanas A, Bacterial Flora in Digestive Disease: Focus on Rifaximin (Digestion)). Clinical Sample: Stool/dung/blood/rectal swab (Josephine A. Lab Manual and Workbook in Microbiology Applications to Patient Care)Positive societies are acquired from blood-tinged fittings of bodily fluid of newly passed stools. Rectal swabs are gathered if courses of action are there for fast preparing of the example or holding arrangement containing: cradled glycerol saline is accessible (Scarpignato, C, Bacterial Flora in Digestive Disease: Focus on Rifaximin (Digestion)). Minuscule Examination: Bacillary loose bowels described by sheets of PMN Morphology and Staining: Differential Gram recoloring is performed show gram negative bacilli. Preparing of the clinical example is finished with the accompanying convention to affirm causative specialist. (Josephine A. Lab Manual and Workbook in Microbiology Applications to Patient Care) Media: Low selectivity: MacConkey, EMB Transitional Selectivity: Xylose Lysine Desoxycholate, Desoxycholate Citrate Agar, Salmonella Shigella agar and Hektoen enteric agar (HE) Exceptionally specific: Bismuth sulphite (BS) agar and splendid green agar (BG). Biochemical Tests: KIA Gas H2S MR VP Ind Cit Ure Maxim Cushion Lys Arg Orn ONPG K/A + + + - - + - + - + +/ - + - Serological Tests of Salmonellosis: Widal test (H and O agglutination for typhoid and paratyphoid patients), CIEP, Haemagglutination, ELISA, Bactericidal Antibody test, Adherence test for discovery of IgM antibodies, RIA, Co-agglutination test, Latex agglutination test, PCR, Diazo trial of Urine, bacteriophage composing (Josephine A. Research center Manual and Workbook in Microbiology Applications to Patient Care). For discovery of Salmonella, 8 hour of pre-advancement is performed, convinced via computerized DNA extraction and a delicate ongoing PCR. Streamlining of this strategy is done to acquire most noteworthy conceivable yield of cells and DNA to guaranteeing general wellbeing (Josefsen, M. H., Appl. Environ. Microbiol. 2007). Serological Tests of Shigellosis: Slide agglutination with antisera for serogroup and serotype, PCR, ELISA, Monoclonal Antibodies test. Biochemical responses: MR +, decrease nitrate to nitrite, citrate use ve, restrained by KCN, H2S-ve,catalase+ve, oxidase+ve,

Medical Treatment for Alcohol Withdrawal Symptoms

Medical Treatment for Alcohol Withdrawal Symptoms Addiction Alcohol Use Withdrawal and Relapse Print Medical Treatment for Alcohol Withdrawal Symptoms By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Updated on December 08, 2019 Visage / Stockbyte/ Getty Images More in Addiction Alcohol Use Withdrawal and Relapse Binge Drinking Children of Alcoholics Drunk Driving Addictive Behaviors Drug Use Nicotine Use Coping and Recovery When you stop drinking, you may experience alcohol withdrawal symptoms. You can seek medical treatment that can relieve these. Your healthcare provider will use medications to calm you as you go through withdrawal. Common Mild to Moderate Alcohol Withdrawal Symptoms Mild to moderate withdrawal symptoms are the most common when you stop drinking alcohol. You may be agitated, experience trembling, have no appetite, and have trouble sleeping. With moderate withdrawal symptoms, seizures or hallucinations occur 15 to 20 percent of the time without progressing to full-blown  delirium tremens. With mild and moderate symptoms, you may be treated on an outpatient basis, while if you have delirium tremens, inpatient treatment is needed. Outpatient Treatment for Mild to Moderate Withdrawal Symptoms The therapy will be based on the symptoms you are experiencing. A four-day course of anti-anxiety medication is typical for mild to moderate withdrawal symptoms. Youll be scheduled for follow-up and rehabilitation treatment. Its important that you return to the emergency room if your withdrawal symptoms become severe. While going through these first days of withdrawal, it is best to be looked after by a friend or family member for safety. Benzodiazepines Patients are usually given one of the benzodiazepine anti-anxiety drugs, such as Valium (diazepam),  Ativan (lorazepam), Librium (chlordiazepoxide), and Serax (oxazepam). They work on nerve cells in the brain to prevent delirium tremens and the risk of seizures, which are two serious withdrawal symptoms. The  long-acting benzodiazepines with active metabolites (diazepam or chlordiazepoxide) are preferred for most patients. But if you have liver damage,  lorazepam or oxazepam  will be given because they have dont have active metabolites. Common side effects of benzodiazepines  include daytime drowsiness. They can make respiratory problems worse. They can interact with other medications and are very dangerous when they are used in combination with alcohol, which is a concern in a person who might resume drinking. Side effects may be worse in older people. They can cause birth defects, so they should not be used by pregnant women or while breastfeeding. Benzodiazepines lose effectiveness over time and patients can become dependent on them. If you take them for four weeks, you might experience withdrawal symptoms from them. Other Drugs for Mild to Moderate Withdrawal The following agents may also be given, depending on the symptoms and their severity. Beta-Blockers: Beta-blockers, such as propranolol (Inderal) and atenolol (Tenormin), slow the heart rate and reduce tremor. They are sometimes used in combination with benzodiazepines. Anti-Seizure Medications: Anti-seizure agents, such as carbamazepine (Tegretol) or divalproex sodium (Depakote) may be used so less benzodiazepine is needed. Specific Treatment for Severe Symptoms The following treatments are commonly used for more severe symptoms. Treating Delirium Tremens These are very dangerous and  must be treated immediately to prevent fatalities, which can reach 20 percent if untreated. Symptomatic patients are usually given intravenous anti-anxiety medications. Lidocaine (Xylocaine) may be given to people with disturbed heart rhythms. Treatment with fluids is important and restraints may be needed. Treating Seizures Seizures are usually self-limited and treated with a benzodiazepine. Intravenous phenytoin (Dilantin) may be given in addition if the person undergoing withdrawal has a history of epilepsy or seizures or if the seizures are uncontrolled. Psychosis Haldol (haloperidol) might be given if the person undergoing withdrawal is having hallucinations or they are showing violent behavior. One form of psychosis seen in people undergoing alcohol withdrawal is Korsakoffs psychosis, caused by vitamin B1 deficiency, and injections of the vitamin may be administered. Seeking Help for Alcohol Withdrawal Its wise to get medical support for your withdrawal symptoms. While it can be difficult to be open with your health care provider, it is essential to prevent more severe symptoms and to give you a better chance of succeeding in quitting alcohol. Are your withdrawal symptoms mild or severe? Take the Alcohol Withdrawal Symptoms Quiz.For detailed descriptions of alcohol withdrawal symptoms, see  Alcohol Withdrawal Day by Day.

The Influence of Piagets Four Stage Theory Essay

The Influence of Piaget’s Four Stage Theory Jean Piaget was an influential psychologist who created the Four Stages of Cognitive Development. He believed when humans are in their infancy, childhood, and adolescence they try to understand the world through experiments. During cognitive development children are little scientists that create theories, experiment, and conclusions on how to adapt to the world. By the time children become adults they will be able to put into affect everything they learned and utilize the skills they need to live in this world. Everyone fits perfectly into the Piaget’s Four Stages of Cognitive Development, even myself. The first stage is Sensorimotor. As the name says sensoimotor helps the newborn†¦show more content†¦I barely got to see my parents maybe once or twice a week. I usually lived with my grandparents or my uncle. I never had much parental supervision so in that sense I had to observe and pick up everything by myself. I never had anyone teach me how to walk, but I trie d on my own. Learning to talk wasn’t easy, but through trials and error everything begins to fall in place. I remember stumbling and falling down many times, but I still picked up walking. Talking I had to listen, try, and then succeed. I was a fast learner. Concrete operational thought is the third stage. In this stage a 7-year-old to adolescence starts to put reason and logic being everything they do. They begin to understand better, but not fully. They only understand what is going on here and now. During this stage was when I begin to realize why my parents were always missing. I hated them for never being there and always going away. I felt as if they left me behind to be taken by my grandparents or my uncle. I felt like they didn’t love me. To me it felt like they loved work more than they loved me. When I see them maybe once or twice a week I always acted like a little brat, I wanted them to care about what I thought and how I felt. I didn’t care about wh at they were feeling or why they had to work. I always acted like I didnt care about them. Immaturity played a great role during this stage. I never really thought about consequences and or the endShow MoreRelatedPiaget s Theory Of Cognitive Development1096 Words   |  5 Pagesdevelopment into different stages. For example Freud (..) and Piaget (2003, 2000, 1985) described development as a qualitatively distinct series of stages. But there has been criticism about stage-based approaches in terms of how it is able to take on account the individual differences between children in development. The focus of this essay is on Piaget’s theory because it is one of the most influential theories. Furthermore, this essay will evaluate whether Piaget’s theory is able to account for individualRead MoreEssay on Piagets Learning Theory in Elementary Education1549 Words   |  7 PagesPiaget’s Learning Theory in Elementary Education In order to support children’s growth educators try to provide a stimulating classroom environment. They implement different strategies, tools and practices to help achieve this goal. Since educators play an important role in children’s development they should be familiar with developmental psychology and know of its educational implications in the classroom. There are two major approaches of developmental psychology: (1) Cognitive development asRead MoreJean Piaget s Theory And Theory1673 Words   |  7 PagesWhat is a theory? A theory is an organized set of ideas that is designed to explain development. These are essential for developing predictions about behaviors and predictions result in research that helps to support or clarify the theory. The theorist I am choosing to talk about is Jean Piaget who discovered the cognitive development theory and who broke it down into different stages. The different stages are the sensorimotor stage, the preoperational stage, the concrete operational thoughtRead MoreAlbert Bandura s Social Learning Theory1503 Words   |  7 PagesBandura’s Social Learning Theory with Piaget’s Cognitive Theory. compare and contrast Albert Bandura’s Social Learning Theory with Piaget’s Cognitive Theory. How applicable is the Social learning Theory to the Zambian Educational system. Both Albert Bandura and Jean Piaget were psychologists who contributed greatly in the field of psychology. This implies that there are some similarities and differences between Albert Bandura’s Social learning theories with Piaget’s cognitive theory. On the other handRead MoreCompare and contrast Piaget‚Äà ´s and Vygotsky‚Äà ´s theories of cognitive development in children1274 Words   |  6 Pagescontrast Piaget’s and Vygotsky’s theories of cognitive development in children. This essay will compare Piaget’s and Vygotsky’s theories of cognitive development in children. Also, show the differences between the two psychologist’s theories. Thus, by showing their similarities like in language and adaptation theories. Further, differences like Piaget’s theory on cognitive developmental stages and the schemas which are build to learn or accommodate new words or things. Vygostky’s theory differsRead MorePiaget s Impact On Education862 Words   |  4 PagesJean Piaget was one of the most influential researchers in the area of developmental psychology during the twentieth century. Piaget’s theory has impacted education and a focuses on developmentally appropriate education. Because of Piaget’s impact on education, curriculum, instruction and materials have been developed and are used by students in accordance with the student’s physical and cognitive abilities, along with their emotional and social needs (Oj ose, 2008). Piaget was the first psychologistRead MorePiaget s Theory Of Cognitive Development Theory1174 Words   |  5 PagesPiaget’s Cognitive Development Theory describes the way that people collect and categorise information to make sense of their surroundings (Woolfolk Margetts 2013, p. 81). Piaget’s theory is known as constructivist as it is based on the idea that people are active in their own learning (Institute for Inquiry 2017). The theory is based around the idea that a thinking process change and develop from birth to adulthood. According to Piaget, there were four influences involved in the changes that thinkingRead MoreDevelopmental Theory Essay1726 Words   |  7 PagesContributions and Shortcomings Of Piaget’s Theory. This essay will be summarising the contributions and shortcomings of the Cognitive-Developmental theory and firstly explore the background and key concept’s of Piaget’s work behind child development. Secondly Piaget’s ideas about cognitive change and the four stages of development from birth which are the sensorimotor stage, the pre-operational stage, the concrete operational stage and the formal operational stage and how this impacts developmentRead MoreVygotsky And Vygotsky s Impact On The Early Childhood Sector Essay1302 Words   |  6 PagesThis essay will discuss Jean Piaget, Lev Vygotsky and their theories as well as critical points from their theories and explain how they relate back to each theory. It will discuss how both of these theories can be applied to work in relation to a role in the Early Childhood sector. It will include Dr. Rangimarie Pere’s studies in education and how they compare to those of Piaget and Vygotsky. This essay will also link the chosen theories back to Te WhÄ riki and the New Zealand early childhood curriculumRead MoreDiscuss Major Theories Of Human Development And Learning Essay1617 Words   |  7 PagesDiscuss major theories of human development and learning, including MÄ ori and Pasifika perspectives. This essay will discuss Jean Piaget, Lev Vygotsky and their theories as well as critical points from their theories and explain how they relate back to each theory. It will discuss how both of these theories can be applied to work in relation to a role in the Early Childhood sector. It will include Dr. Rangimarie Pere’s studies in education and how they compare to those of Piaget and Vygotsky. This

Math Mathematics Composite Score Of 89 Falls At The 23rd...

MATH EE104’s Mathematics Composite score of 89 falls at the 23rd percentile and is within the average range. This score represents EE104’s ability to solve math problems using basic skills and problem solving. The Math Fluency Composite measures the written mathematic calculation fluency, accuracy, and speed. EE104’s score of 92 falls at the 23rd percentile and is within the average range. Task Analysis EE104 was able to identify numbers. He could look at a list of numbers and identify which number was larger and which number was smaller. He was able to correctly utilize a calendar, and EE104 was able to correctly calculate single digit addition and subtraction. On the fluency subtests, EE104 was asked to complete a set of single digit†¦show more content†¦EE104 was able to use prepositions to write sentences at the same ability as his same aged peers. EE104 was not able to generate a sentence using the prepositions â€Å"or† or â€Å"of†. EE104 consistently used a period at the end of every sentence. EE104 was sometimes able to correctly combine two simple sentences into one sentence. He struggled to combine more complicated sentences and three sentences into one sentence. He had some challenges with spelling. For example, he wrote â€Å"teth† instead of tenth and â€Å"famly† for family. READING The Reading Comprehension and Fluency composite measures EE104’s ability to read words out loud quickly and his ability to read, to understand, and to answer questions about written text. EE104 scored a 91 which is within the average range. His scores indicate that EE104’s reading abilities are within the average range for his age. Task Analysis On the reading comprehension subtest, EE104 was able to read a passage, and then answer questions about the passage. EE104 was able to read words correctly from a passage at a rate that is average compared to peers his age. EE104 mixed up a few words that looked similar. For example, he said â€Å"flapper† instead of flipper and â€Å"branches† instead of beaches. EE104 sometimes added suffixes to words when reading aloud. For example, he said â€Å"bringing† instead of bring and â€Å"younger† instead of young. EE102’s average reading scores are reflective of his DIBELS scores, which are on grade level. Summary: EE102 is aShow MoreRelatedHsc General Math Textbook with Answers153542 Words   |  615 PagesWitte Typeset by Aptara Corp. Printed in China by Printplus Limited. National Library of Australia Cataloguing in Publication data Powers, G. K. (Gregory K.) Cambridge HSC general mathematics / G. K. Powers. 9780521138345 (pbk.) Cambridge general mathematics. For secondary school age. Mathematics–Textbooks. Mathematics–Problems, exercises, etc. 510 ISBN 978-0-521-13834-5 Paperback Reproduction and Communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum

The Hero And The Crown Part One Chapter 10 Free Essays

string(71) " The sun was shining, and the birds seemed to be singing just for her\." SHE RODE HOME in a merry mood. The time and the soap (fortunately she had thought to bring a great chunk of the harsh floor-scrubbing soap with her) it had taken to get the yellow stuff out of her hair could not dampen her spirits, any more than had the cold night, and she with only one thin blanket. Even another dreadful court affair, with an endless diplomatic dinner after it, could not completely quell her happiness, and when the third person in half an hour asked her about her new perfume – there was a slightly herby, and a slightly charred, smell that continued to cling to her – she couldn’t help but laugh out loud. We will write a custom essay sample on The Hero And The Crown Part One Chapter 10 or any similar topic only for you Order Now The lady, who had been trying to make conversation, smiled a stiff smile and moved away, for she resented being laughed at by someone she was supposed to pity and be kind to. Aerin sighed, for she understood the stiff smile, and wondered if she were going to smell of herbs and burning – and slightly of clean floors – forever. There was an unnatural activity at her father’s court at present; Thorped had been only the precursor of a swelling profusion of official visitors, each more nervous than the last, and a few inclined to be belligerent. The increasing activity on Damar’s northern Border worried everyone who knew enough, or cared to pay attention; there was more traveling among the villages and towns and the king’s City than there had been for as long as Aerin could remember, and the court dinners, always tense with protocol, were now stretched to breaking point with something like fear. Aerin, after the morning her father had given her permission to take Talat out alone, had begun to visit the king at his breakfast now and then, and always he looked glad to see her. Sometimes Tor ate with the king as well, and if Arlbeth noticed that Tor joined him at breakfast more often now that there was a chance he would see Aerin as well, he said nothing. Tor was home most of the time now, for Arlbeth had need of him near. Aerin persisted in being unaware of the way Tor watched her, but was acutely aware that conversation between them was awkward at best these days; a new constraint seemed to have come between them since the night Tor had told his cousin of the Hero’s Crown. Aerin decided the new awkwardness probably had something to do with his having finally begged off crossing swords with her. She had perfectly understood that with the current workload he had had to, so she tried to be polite to show she didn’t mind. When this didn’t seem to help, she ignored him and talked to her father. It did seem odd that Tor should take it so seriously – surely he gave her credit for some understanding of what the first sola’s life was like? – but if he wanted to be stiff and formal, that was his problem. So it was the three of them lingering over third cups of malak one morning when the first petitioner of the day came to speak to the king. The petitioner reported a dragon, destroying crops and killing chickens. It had also badly burned a child who had accidentally discovered its lair, although the child had been rescued in time to save its life. Arlbeth sighed and rubbed his face with his hand. â€Å"Very well. We will send someone to deal with it.† The man bowed and left. â€Å"There will be more of them now, with the trouble at the Border,† said Tor. â€Å"That sort of vermin seems to breed faster when the North wind blows.† â€Å"I fear you are right,† Arlbeth replied. â€Å"And we can ill spare anyone just now.† â€Å"I’ll go,† said Tor. â€Å"Don’t be a fool,† snapped the king, and then immediately said, â€Å"I’m sorry. I can spare you least of all – as you know. Dragons don’t kill people very often any more, but dragon-slayers rarely come back without a few uncomfortable burns.† â€Å"Someday,† said Tor with a wry smile, â€Å"when we have nothing better to do, we must think up a more efficient way to cope with dragons. It’s hard to take them seriously – but they are a serious nuisance.† Aerin sat very still. â€Å"Yes.† Arlbeth frowned into his malak. â€Å"I’ll ask tomorrow for half a dozen volunteers to go take care of this. And pray it’s an old slow one.† Aerin also prayed it was an old slow one as she slipped off. She had only a day’s grace, so she needed to leave at once; fortunately she had visited the village in question once on a state journey with her father, so she knew more or less how to get there. It was only a few hours’ ride. Her hands shook as she saddled Talat and tied the bundles of dragon-proof suit, kenet, sword, and a spear – which she wasn’t at all sure she could use, since, barring a few lessons from Tor when she was eight or nine years old, she was entirely self-taught – to the saddle. Then she had to negotiate her way past the stable, the castle, and down the king’s way and out of the City without anyone trying to stop her; and the sword and spear, in spite of the long cloak she had casually laid over them, were a bit difficult to disguise. Her luck – or something – was good. She was worrying so anxiously about what she would say if stopped that she gave herself a headache; but as she rode, everyone seemed to be looking not quite in her direction – almost as if they couldn’t quite see her, she thought. It made her feel a little creepy. But she got out of the City unchallenged. The eerie feeling, and the headache, lifted at once when she and Talat set off through the forest below the City. The sun was shining, and the birds seemed to be singing just for her. You read "The Hero And The Crown Part One Chapter 10" in category "Essay examples" Talat lifted into a canter, and she let him run for a while, the wind slipping through her hair, the shank of the spear tapping discreetly at her leg, reminding her that she was on her way to accomplish something useful. She stopped at a little distance from the dragon-infested village to put on her suit – which was no longer quite so greasy; it had reached its saturation point, perhaps – and then adapted, as well-oiled boots adapt to the feet that wear them. Her suit still quenched torches, but it had grown as soft and supple as cloth, and almost as easy to wear. She rubbed ointment on her face and her horse, and pulled on her long gloves. Shining rather in the sunlight then and reeking of pungent herbs, Aerin rode into the village. Talat was unmistakably a war-horse, even to anyone who had never seen one before, and her red hair immediately identified her as the first sol. A little boy stood up from his doorstep and shouted: â€Å"They’re here for the dragon!† and then there were a dozen, two dozen folk in the street, looking at her, and then looking in puzzlement for the five or six others that should have been riding with her. â€Å"I am alone,† said Aerin; she would have liked to explain, not that she was here without her father’s knowledge but that she was alone because she was dragon-proof (she hoped) and didn’t need any help. But her courage rather failed her, and she didn’t. In fact what the villagers saw as royal pride worked very well, and they fell over themselves to stop appearing to believe that a first sol (even a half-foreign one) couldn’t handle a dragon by herself (and if her mother really was a witch, maybe there was some good in her being half a foreigner after all), and several spoke at once, offering to show the way to where the dragon had made its lair, all of them careful not to look again down the road behind her. She was wondering how she could tell them delicately that she didn’t want them hanging around to watch, since she wasn’t at all sure how graceful (or effective) her first encounter with a real dragon was likely to be. But the villagers who accompanied her to show her the way had no intention of getting anywhere near the scene of the battle; a cornered dragon was not going to care what non-combatant bystanders it happened to catch with an ill-aimed lash of fire. They pointed the way, and then returned to their village to wait on events. Aerin hung her sword round her waist, settled the spear into the crook of her arm. Talat walked with his ears sharply forward, and when he snorted she smelled it too: fire, and something else. It was a new smell, and it was the smell of a creature that did not care if the meat it ate was fresh or not, and was not tidy with the bones afterward. It was the smell of dragon. Talat, after his warning snort, paced onward carefully. They came soon to a little clearing with a hummock of rock at its edge. The hummock had a hole in it, the upper edge of which was rimed with greasy smoke. The litter of past dragon meals was scattered across the once green meadow, and it occurred to Aerin that the footing would be worse for a horse’s hard hoofs than a dragon’s sinewy claws. Talat halted, and they stood, Aerin gazing into the black hole in the hill. A minute or two went by and she wondered, suddenly, how one got the dragon to pay attention to one in the first place. Did she have to wake it up? Yell? Throw water into the cave at it? Just as her spear point sagged with doubt, the dragon hurtled out of its den and straight at them: and it opened its mouth and blasted them with its fire – except that Talat had never doubted, and was ready to step nimbly out of its way as Aerin scrabbled with her spear and grabbed at Talat’s mane to keep from falling off onto the dragon’s back. It spun round-it was about the height of Talat’s knees, big for a dragon, and dreadfully quick on its yellow-clawed feet – and sprayed fire at them again. This time, although Talat got them out of the worst of it, it licked over her arm. She saw the fire wash over the spear handle and glance off her elbow, but she did not feel it; and the knowledge that her ointment did accomplish what it was meant to do gave her strength and cleared her mind. She steadied the spear-butt and nudged Talat with one ankle; as he sidestepped and as the dragon whirled round at them again, she threw her spear. It wouldn’t have been a very good cast for a member of the thotor, or for a seasoned dragon-hunter, but it served her purpose. It stuck in the dragon’s neck, in the soft place between neck and shoulder where the scales were thin, and it slowed the dragon down. It twitched and lashed its tail and roared at her, but she knew she hadn’t given it a mortal wound; if she let it skulk off to its lair, it would eventually heal and re-emerge, nastier than ever. It bent itself around the wounded shoulder and tried to grip the spear in its teeth, which were long and thin and sharp and not well suited for catching hold of anything so smooth and hard and narrow as a spear shaft. Aerin dismounted and pulled out her sword, and approached it warily. It ignored her, or appeared to, till she was quite close; and then it snapped its long narrow head around at her again and spat fire. It caught her squarely; and dragon fire had none of the friendliness of a wood fire burning by the side of a river. The dragonfire pulled at her, seeking her life; it clawed at her pale shining skin, and at the supple leather she wore; and while the heat of it did not distress her, the heat of its malice did; and as the fire passed over her and disappeared she stood still in shock, and stared straight ahead of her, and did not move. The dragon knew it had killed her. It was an old dragon, and had killed one or two human beings, and knew that it had caught this one well and thoroughly. It had been a bit puzzled that she did not scream when it burned her arm, and that she did not scream now and fall down writhing on the earth; but this did not matter. She would not trouble it further, and it could attend to its sore shoulder. Aerin took half a dozen stiff steps forward, grasped the end of the spear and forced the dragon to the ground, swung her sword up and down, and cut off the dragon’s head. Then there was an angry scream from Talat, and she whirled, the heat of the dead dragon’s fresh-spilled blood rising as steam and clouding her vision: but she saw dragonfire, and she saw Talat rear and strike with his forefeet. She ran toward them and thought, Gods, help me, it had a mate; I forgot, often there are two of them; and she chopped at the second dragon’s tail, and missed. It swung around, breathing fire, and she felt the heat of it across her throat, and then Talat struck at it again. It lashed her with its tail when it whirled to face the horse again, and Aerin tripped and fell, and the dragon was on top of her at once, the claws scrabbling at her leather tunic and the long teeth fumbling for her throat. The smoke from its nostrils hurt her eyes. She yelled, frantically, and squirmed under the dragon’s weight; and she heard something tear, and she knew if she was caught in dragonfire again she would be burned. Then Talat thumped into the dragon’s side with both hind feet, and the force of the blow lifted them both – for the dragon’s claws were tangled in leather laces – and dropped them heavily. The dragon coughed, but there was no fire; and Aerin had fallen half on top of the thing. It raked her with its spiked tail, and something else tore; and its teeth snapped together inches from her face. Her sword was too long; she could not get it close enough for stabbing, and her shoulder was tiring. She dropped the sword and struggled to reach her right boot top, where she had a short dagger, but the dragon rolled, and she could not reach it. Then Talat was there again, and he bit the dragon above its small red eye, where the ear hole was; and the dragon twisted its neck to spout fire at him, but it was still dazed by its fall, and only a little fire came out of its mouth. Talat plunged his own face into the trickle of smoke and seized the dragon by the nostrils and dragged its head back; and still farther back. Its forefeet and breast came clear of the ground, and as the dragon thrashed, Aerin’s leg came free, and she pulled the dagger from her boot and thrust it into the dragon’s scaleless breast. The dragon shrieked, the noise muffled by Talat’s grip on its nose, and Aerin stumbled away to pick up her sword. Talat swung the dying dragon back and forth, and slashed at its body with one forefoot, and the muscles of his heavy stallion’s neck ran with sweat and smudges of ash. Aerin lifted up the sword and sliced the dragon’s belly open, and it convulsed once, shuddered, and died. Talat dropped the body and stood with his head down, shivering, and Aerin realized what she had done, and how little she had known about what it would involve, and how near she had come to failure; and her stomach rebelled, and she lost what remained of her breakfast over the smoking mutilated corpse of the second dragon. She walked a few steps away till she came to a tree, and with her hands on its bole she felt her way to the ground, and sat with her knees drawn up and her head between them for a few minutes. Her head began to clear, and her breathing slowed, and as she looked up and blinked vaguely at the leaves overhead, she heard Talat’s hoofbeats behind her. She put out a hand, and he put his bloody nose into it, and so they remained for several heartbeats more, and then Aerin sighed and stood up. â€Å"Even dragons need water. Let’s look for a stream.† Again they were lucky, for there was one close at hand. Aerin carefully washed Talat’s face, and discovered that most of the blood was dragon’s, although his forelock was singed half away. â€Å"And to think I almost didn’t bother to put any kenet on your head,† she murmured. â€Å"I thought it was going to be so easy.† She pulled Talat’s saddle off to give him a proper bath, after which he climbed the bank and found a nice scratchy bit of dirt and rolled vigorously, and stood up again mud-colored. â€Å"Oh dear,† said Aerin. She splashed water on her face and hands and then abruptly pulled off all her dragon-tainted clothing and submerged. She came up again when she needed to breathe, chased Talat back into the water to wash the mud off, and then brushed and rubbed him hard till she was warm and dry with the work and he was at least no more than damp. She dressed slowly and with reluctance, and they returned to the battlefield. She tried to remember what else she ought to have thought of about dragons. Eggs? Well, if there were eggs, they’d die, for new-hatched dragons depended on their parents for several months. And if there were young dragons, surely we’d have seen them – ? With much greater reluctance she tied together some dry brush and set fire to it from her tinder box, and approached the dark foul-smelling hole in the rock. She had to stoop to get inside the cave at all, and her torch guttered and tried to go out. She had an impression of a shallow cave with irregular walls of rock and dirt, and a pebbly floor; but she could not bear the smell, or the knowledge that the grisly creatures she had just killed had lived here, and she jerked back outside into the sunlight again, and dropped her torch, and stamped out the fire. She didn’t think there were any eggs, or dragon kits. She’d have to hope there weren’t. She thought: I have to take the heads with me. The hunters always bring the heads – and it does prove it without a lot of talking about it. I don’t think I can talk about it. So she picked up her sword again and whacked off the second dragon’s head, and then washed her sword and dagger in the stream, re-sheathed them, and tied her spear behind the saddle. The dragons looked small now, motionless and headless, little bigger and no more dangerous than rabbits; and the ugly heads, with the long noses and sharp teeth, looked false, like masks in a monster-play for the children during one of the City holidays, where part of the fun is to be frightened – but not very much. Who could be frightened of a dragon? I could, she thought. She tied the heads in the heavy cloth she’d carried her leather suit in, and mounted Talat, and they went slowly back to the village. The villagers were all waiting, over a hundred of them, gathered at the edge of town; the fields beyond the village were empty, and men and women in their working clothes, looking odd in their idleness, all stood watching the path Aerin and Talat had disappeared down only an hour ago. A murmur arose as the front rank caught sight of them, and Talat raised his head and arched his neck, for he remembered how it should be, coming home from battle and bearing news of victory. The people pressed forward, and as Talat came out of the trees they surrounded him, looking up at Aerin: Just the one girl and her fine horse, surely they have not faced the dragon, for they are uninjured; and they were embarrassed to hope for a sol’s burns, but they wished so sorely for the end of the dragon. â€Å"Lady?† one man said hesitantly. â€Å"Did you meet the dragon?† Aerin realized that their silence was uncertainty; she had suddenly feared that they would not accept even the gift of dragon-slaying from the daughter of a witchwoman, and she smiled in relief, and the villagers smiled back at her, wonderingly. â€Å"Yes, I met your dragon; and its mate.† She reached behind her and pulled at the cloth that held the heads, and the heads fell to the ground; one rolled, and the villagers scattered before it as if it still had some power to do them harm. Then they laughed a little sheepishly at themselves; and then everyone turned as the boy who had announced Aerin’s arrival said, â€Å"Look!† Seven horsemen were riding into the village as Aerin had ridden in. â€Å"You weren’t supposed to get here till tomorrow,† she murmured, for she recognized Gebeth and Mik and Orin, who were cousins of hers a few times removed and members of her father’s court, and four of their men. Gebeth and Orin had been on many dragon hunts before; they were loyal and reliable, and did not consider dragon-hunting beneath them, for it was a thing that needed to be done, and a service they could do for their king. â€Å"Aerin-sol,† said Gebeth; his voice was surprised, respectful – for her father’s sake, not hers – and disapproving. He would not scold her in front of the villagers, but he would certainly give Arlbeth a highly colored tale later on. â€Å"Gebeth,† she said. She watched with a certain ironic pleasure as he tried to think of a way to ask her what she was doing here; and then Orin, behind him, said something, and pointed to the ground where the small dragons’ heads lay in the dust. Gebeth dropped his gaze from the unwelcome sight of his sovereign’s young daughter rigged out like a soldier boy , who has seen better days, realized what he was looking at, and yanked his eyes up again to stare disbelievingly at red-hatred Aerin in her torn leather suit. â€Å"I – er – I’ve gotten rid of the dragons already, if that’s what you mean,† said Aerin. Gebeth dismounted, slowly, and slowly stooped down to __stare at her trophies. The jaws of one were open, and the sharp teeth showed. Gebeth was not a rapid nor an original thinker, and he remained squatting on his heels and staring at the grisly heads long after he needed only to verify the dragonness of them. As slowly as he had stooped he straightened up again and bowed, stiffly, to Aerin, saying, â€Å"Lady, I salute you.† His fingers flicked out in some ritual recognition or other, but Aerin couldn’t tell which salute he was offering her, and rather doubted he knew which one he wanted to give. â€Å"Thank you,† she said gravely. Gebeth turned and caught the eye of one of his men, who dismounted and wrapped the heads up again; and then, as Gebeth gave no further hint, hesitated, and finally approached Talat to tie the bundle behind Aerin’s saddle. â€Å"May we escort you home, lady?† Gebeth said, raising his eyes to stare at Talat’s pricked and bridleless ears, but carefully avoiding Aerin’s face. â€Å"Thank you,† she said again, and Gebeth mounted his horse, and turned it back toward the City, and waited, that Aerin might lead; and Talat, who knew about the heads of columns, strode out without any hint from his rider. The villagers, not entirely sure what they had witnessed, tried a faint cheer as Talat stepped off; and the boy who announced arrivals suddenly ran forward to pat Talat’s shoulder, and Talat dropped his nose in acknowledgment and permitted the familiarity. A girl only a few years older than the boy stepped up to catch Aerin’s eye, and said clearly, â€Å"We thank you.† Aerin smiled and said, â€Å"The honor is mine.† The girl grew to adulthood remembering the first sol’s smile, and her seat on her proud white horse. How to cite The Hero And The Crown Part One Chapter 10, Essay examples

Is There Another Earth Out There Essays - Astrobiology,

Is There Another Earth Out There? Is There Another Earth Out There? (adopted from an article by Guillermo Gonzalez, Donald Brownlee and Peter D. Ward, Refugees for Life in a Hostile Universe, Scientific American, October 2001) Is there life on other planets? Science has been trying to answer this question for a long time. In the article, the authors argue that it is highly improbable that complex life forms exist in our galaxy. To quote the authors: Researchers are now casting a skeptical eye on musings about the prevalence of intelligent life throughout the Milky Way. Furthermore, according to the article, not only may most of the solar system be unfriendly to multi-cellular or complex organisms, the same may be true of much of the galaxy. In fact, in recent years, astronomers have gained an appreciation of just how deadly our galaxy can be, filled as it is with exploding stars, radiation, and stellar close encounters. Creating a Hospitable Planet How does one determine the hospitality of a planet? Within a given planetary system, astronomers describe the optimal locations for life in terms of the cicumstellar habitable zone (CHZ). The CHZ is generally considered to be a region around a star where liquid water can persist on the surface of an Earth-like planet for at least a few billion years. In 1999, there was a proposed concept of a galactic equivalent to the CHZ: the galactic habitable zone (GHZ). The GHZ defines the most hospitable places in the Milky Way-those that are neither too close nor too far from the galactic center. The boundaries of the galactic habitable zone are set by two requirements: a). the availability of material to build a habitable planet and b). adequate seclusion from cosmic threats. a. In order for a planet to be created, sufficient building material must exist. Interestingly, metals are the building blocks of Earth-like planets. In fact, the abundance of metals affects the size of the planets that can form. Size, in turn, determines whether a planet can retain an atmosphere and sustain geologic activity. The abundance of metals is measured by metallicy-the ratio of the number of metal atoms to the number of hydrogen atoms. Particularly, the lower the metallicy of a planet, the lower is the abundance of metals. In fact, without enough metals, large planets can not form at all. On the other hand, too high of a metallicity can also be a problem. High metallicity increases the density of the protoplanetary disk and therefore induces the giant planets to shift position. The result of such shift is that such planet will throw any smaller, Earth-like bodies out of the system all together or push them into the sun. b. Metallicy is not enough to determine hospitality of a planet. To contain life, a planet must also be kept reasonable safe from outside threats, such as the impact of asteroids and comets. Blasts of radiation also present a problem. Until a certain point, a planets magnetic field can fend off most particle radiation and its ozone layer can screen out dangerous electromagnetic radiation. However, sufficiently energetic radiation can ionize the atmosphere and generate nitrogen oxides in amounts capable of wiping out the ozone layer. Energetic radiation hitting the atmosphere can also let loose a deadly rain of secondary particles. Effects on Earth In many ways, the Milky Way is unusually hospitable: a disk galaxy with orderly orbits, comparatively little dangerous activity (comets and asteroids) and plenty of metals. Earth satisfies the requirement for optimal metallicity. The mix of land and sea on Earth is important for atmospheric temperature control and other processes. In our solar system, the frequency of asteroid impact depends on the details of Jupiters orbit and formation; the rest of the galaxy has no direct effect. As far as radiation is concerned, the nucleus of the Milky Way is currently relatively inactive. To quote the author: If our ideas about the GHZ are correct, we live within an especially comfortable region of the Milky Way. Any civilization seeking a new world would, no doubt, place our solar system on their home-shopping list. The Possibility of Life on Other Planets Given the above factors, can one determine if there is life on other planets?

Free Essays on Education Of Mexicans In 1960s

Education for Mexican-Americans, or Chicanos, was something that was fought long and hard for. Years of oppression and social inequality were ingredients for an unpleasant time of protest, and violence, and incriminating actions. For many years, Chicanos in California and the Southwest had to deal with segregation, police brutality, and unlawful convictions. The children were thought of as future laborers so they weren’t taught with the same standards as other children. There was an ongoing struggle with Chicanos all over the country along with the African-Americans who felt cheated in similar ways to gain the civil rights that the Anglos had. These actions were eventually brought to the attention of The Supreme Court and overturned and set new standards for the events to come. The 1960’s were a time of movement and struggle for the Chicanos in the United States. Chicano students felt that they were being deprived their education and that it was becoming a big problem. This had been the first time that they had actually begun making actions since there were some in college, and they realized that what was being done was unfair. High school students had begun to talk and begun to plan their walkouts. They had many reasons to act; they were unfairly judged and taught. Many children, in lower grades were being put in â€Å"Mexican schools† and would be punished for speaking Spanish. Bilingual education was a big concern that the Mexican parents wanted to address. The problem was the lack of bilingual education and the lack of government support and funding for it. Lyndon B. Johnson, the president of the U.S. at the time, felt that bilingual students lost valuable time learning English. (Acuna, 333) Many students were being put into special classes and classified as mentally retarded because they could not speak English. This went on and parents complained, but it was eventually stopped when a couple of parents from Santa Anna, Cal... Free Essays on Education Of Mexicans In 1960's Free Essays on Education Of Mexicans In 1960's Education for Mexican-Americans, or Chicanos, was something that was fought long and hard for. Years of oppression and social inequality were ingredients for an unpleasant time of protest, and violence, and incriminating actions. For many years, Chicanos in California and the Southwest had to deal with segregation, police brutality, and unlawful convictions. The children were thought of as future laborers so they weren’t taught with the same standards as other children. There was an ongoing struggle with Chicanos all over the country along with the African-Americans who felt cheated in similar ways to gain the civil rights that the Anglos had. These actions were eventually brought to the attention of The Supreme Court and overturned and set new standards for the events to come. The 1960’s were a time of movement and struggle for the Chicanos in the United States. Chicano students felt that they were being deprived their education and that it was becoming a big problem. This had been the first time that they had actually begun making actions since there were some in college, and they realized that what was being done was unfair. High school students had begun to talk and begun to plan their walkouts. They had many reasons to act; they were unfairly judged and taught. Many children, in lower grades were being put in â€Å"Mexican schools† and would be punished for speaking Spanish. Bilingual education was a big concern that the Mexican parents wanted to address. The problem was the lack of bilingual education and the lack of government support and funding for it. Lyndon B. Johnson, the president of the U.S. at the time, felt that bilingual students lost valuable time learning English. (Acuna, 333) Many students were being put into special classes and classified as mentally retarded because they could not speak English. This went on and parents complained, but it was eventually stopped when a couple of parents from Santa Anna, Cal...

Parsing Dickens

Parsing Dickens Parsing Dickens Parsing Dickens By Maeve Maddox A reader, reacting to a recent post about parsing, responded with this literary reflection: Two sentences from Dickens Bleak House, chapter one, confuse me as to how to parse them.   [The rain in London has been heavy and the streets a running with mud.] Dogs, undistinguishable in mire. Horses, scarcely better; splashed to their very blinkers. Its the genius of Dickens that the reader must visualize mud everywhere and dogs running in and out of crowded streets with horses hooves splattering mud into the air with every step. If hed written in standard formal English, the reader could simply note the story fact for future reference in case dirty dog and dirty horses might be important. You can see the Londoners trying to avoid the dogs and step into flying muck from the passing horses. Read more carefully, and you can hear it, smell it, and even taste the air. But how the Dickenspun intendeddo you parse it? My first reaction to this email was admiration for the reader’s fine appreciation of Dickens, master of the inspired sentence fragment. My second reaction was, why would anyone want to parse Dickens? But, since the question was asked, my answer is, â€Å"very easily.† Dogs- noun, subject of the fragment undistinguishable- adjective, qualifies â€Å"dogs† in- preposition, governs â€Å"mire† mire- noun, object of the preposition â€Å"in† Horses- noun, subject of the fragment scarcely- adverb, modifies adjective â€Å"better† better- adjective qualifies â€Å"horses† splashed- past participle used as adjective to describe â€Å"horses† to- preposition governs â€Å"blinkers† their- possessive adjective, qualifies â€Å"blinkers† very- adjective qualifies â€Å"blinkers† ​blinkers- noun, object of preposition to​ A complete sentence has a subject and a verb; a fragment usually has one or the other. In modern usage, very is almost always used as an adverb, but it can also function as an adjective. For example, â€Å"The sailors mutinied for very hunger.† In the Dickens example, very serves to emphasize the extremity of the blinkers from the horse’s feet, which could be expected to be covered with mud. It’s nice to know that Dickens is still being read for pleasure and with aesthetic appreciation. 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 General category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)The Possessive ApostrophePlurals of Proper Names

MGT 511 CASE ASSIGNMENT 3 Work-Life Issues Essay

MGT 511 CASE ASSIGNMENT 3 Work-Life Issues - Essay Example The main aim here is to ensure that the individual spends equal time and energy on home matters, family activities and also self well being. Some of main reasons a work life balance is so focused on is the need to spend quality and flexible hours in taking care of the elderly, children and also better health care. With the growing levels of competition the need for flexible working hours and conditions, the concept has been well received by numerous large organisations however has not been very well received by other smaller organisations. A number of the large organisations and medium scaled companies provide the employees with a chance to have shorter work weeks and flexible schedules as well as options to work from home. Also companies are now adopting the flexible work hours and flexible work environment as a part of the corporate social responsibility as well. An excellent source of information for the work place flexibility is that presented by Ken Giglio of the Sloan Work and Family Research Network. The website provides a wide range of flexibility options provided by several companies keeping in mind the needs of the workforce (Giglio, n.d.). As seen in the case study by Giglio, it is evident that companies like AFLAC provide the employees with a flexible work environment and are not very strict in terms of the work hours. The company works on the principle that if the employees are taken care of, then the employees will also take care of the business. The Gen X and Gen Y have very different approaches and perspectives to the work life balance. The differences relate to the attitude of work as well as the views and the changing work demographics in America. The Gen X is more focused on the fulfilment that they achieve from life. The typical family here will include both parents working and in case of any family needs, the wife tends to make changes to her work schedule accordingly. Here in Gen X the women need more flexible work options. However in the case of Gen Y, the men contribute to the work within the house as well. Here the men take up the roles of being a husband, father and also caregiver. This generation does not focus on the traditional gender roles and as explained by Fraone (2010), â€Å"Traditional gender roles no longer apply in a  marketplace, where women earn over half of all graduate degrees and have (in some  industries) the earning potential of their male counterparts† (Fraone, 2010).  Ã‚  Here in Gen Y the men take on the role within the family and here the men tend to be more involved in raising the children and also working towards child care responsibilities as well. As explained by Harrington in Fraone (2010), â€Å"The progressive organizations that we work with have developed a wide array of policies to support their employees and many are striving to foster a culture of flexibility, agility and viewing employees as a whole person† (Fraone, 2010). There is however a common issue wher e the managers or the Gen X workers tend to over look the role of men in home related work and also tend to overlook women who need flexible work conditions for family care. It is also crucial to note here that corporate leadership styles tend to be diverse and this provides a chance to provide better equitable work life balance as well. The leaders within an organisation may not always have children or may have children who are grown, or may not even have elderly to care for within the family.

Corporate Social Responsibility (CSR) Report Analysis Research Paper

Corporate Social Responsibility (CSR) Report Analysis - Research Paper Example It is knowledge-based and aims at leveraging its core capabilities or skills so that they may broaden the understanding of the global trends in CSR. Hershey’s strategy, which is founded on the company’s value, is open to changes and focuses on partnerships that are in alignment with their culture, helps the company in advancing their growing global businesses. Hershey’s has also partnered with several companies in the solving issues arising from climate change, resource scarcity and human rights. The company’s management has realized there is a need for them to proactively comprehend and address their neighbor’s issues when doing business with them. Hershey’s has also been making noteworthy progress in the achievement of their CSR goals while building sustainable platforms for ensuring the company’s growth. This has been achieved through the foundation of strong beliefs in the company’s values and distinct heritage. The fundamen tal principles that guide the company’s CSR strategy to success are founded on talent or resource management and responsible sourcing. In managing the company’s CSR strategy, they use talented or experienced teams, an aware or engaged workforce, revitalized business strategies and confectionery products that are world-class. Hershey’s has made an impact on seventy countries in Asia, America and South America through the use of effective marketing, sale, distribution along with manufacturing operations. Finally, the company’s CSR strategies focus on their marketplaces, the environment, workplaces and the community (The Hershey Company, 2011). B. Brief Summary of the Report, Noting Significant Achievements, Actions and Goals. The report provides information on the company’s profile and the strategies of achieving their CSR objectives. It also provides their CSR’s towards the marketplaces, environment, workplaces and the community. The report p rovides that the company’s goals include producing high-quality products or selling them at fair prices and providing work that is meaningful while offering fair wages to their employees. Its other goals include giving back to the communities in their areas of operation and being good stewards of land and the resources obtained from it. The report indicates that the company has been able to launch factories in America, Asia and Latin America to enable them to handle their markets more effectively. They have also achieved success in other operations in the nonmanufacturing sector by opening up administrative offices in other parts of the globe which include Japan, Singapore, Dubai and the Philippines. The company report stipulates that it has also managed to expand their source for raw materials to countries like Nicaragua, Cameroon, Cote d’ivoire, Indonesia and Jamaica. Its reports indicate that the company has been able to gain their customers trust and have also incr eased their research efforts in order to satisfy their customer’s needs more appropriately. In addition, it indicates that the company has been able to satisfy their employees thereby improving on their productivity while providing suitable returns to the investors. These achievements have in turn enabled Hershey’s to closely collaborate with its business partners in finding solutions to the problems that the different

Experiment to Explore the Rate of Fermentation

Experiment to Explore the Rate of Fermentation Biology: Respiration, fermentation GLX setup file: grape juice.glx Qty Equipment and Materials Part Number 1 PASPORT Xplorer GLX PS-2002 1 PASPORT CO2 Gas Sensor PS-2110 1 PASPORT Extension Cable PS-2500 1 PASPORT Fast-Response Temperature Probe (included with GLX) PS-2135 1 Sampling Bottle (included with sensor) 1 Balance SE-8723 1 Beaker, 1 L SE-7288 1 Beaker. 250 mL 1 Graduated Cylinder SE-7289 1 Hot Plate SE-8767 1 Magnetic stirrer with stir bar 5 mL Mineral oil 1 Pipette 1 g Sodium fluoride, solid 1 pkg. Yeast, dry 1 L Water 1 Weighing paper Purpose The purpose of the activity is to explore the rate of fermentation. Measure the production of carbon dioxide gas in a sampling bottle containing yeast and grape juice and then measure the gas production when a chemical inhibitor is added to the grape juice/yeast mixture. Background All organisms require a source of energy to maintain cell physiology and growth. Cellular respiration is the process utilized to oxidize food molecules and release the energy to fuel life processes. There are two types of cellular respiration aerobic and anaerobic and both begin with glycolysis. Glycolysis is a biochemical process utilized by most microorganisms (yeast, bacteria) and higher animals to convert glucose to pyruvate and adenosine triphosphate (ATP). Prior to glycolysis, enzymes break down starch into complex sugars (such as sucrose) and then simple sugars (such as fructose and glucose). During glycolysis, the glucose breaks down into pyruvate. Animal cells and some unicellular organisms convert the pyruvate to lactic acid (lactic acid fermentation). Some plant cells and unicellular organisms convert the pyruvate to ethanol and carbon dioxide gas (alcoholic fermentation). Yeasts are versatile organisms. Unlike most other organisms that obtain their cellular energy either through aerobic respiration (requiring gaseous oxygen) or through anaerobic respiration fermentation (requiring the absence of oxygen), yeast cells respire in either condition, depending upon the availability of gaseous oxygen. During fermentation, enzymes break down complex carbohydrates into simpler ones. The loss of structural integrity, which can result from changes in pH or high temperatures, usually leads to a loss of enzyme activity. In this activity, the yeast cells use fermentation(also known as anaerobic respiration) to transform the sugars in grape juice into carbon dioxide gas, ATP molecules, and ethanol. Pre-lab Questions Measure carbon dioxide gas production during the metabolism of yeast in grape juice. How would a chemical inhibitor that stops enzyme actions affect the carbon dioxide gas production? How would a change in temperature (either very cold or very hot) affect the carbon dioxide gas production? How will the gas production change over time? Safety Precautions Follow all directions for using the equipment. Wear protective gear (e.g., safety goggles, gloves, apron). Procedure Yeast and Grape Juice Preparation   Ã‚   Connect a Fast-Response Temperature Probe (included with the GLX) into Port 1 on the left side of the Xplorer GLX. The Graph Screen will automatically open with Temperature (ËÅ ¡C) versus Time (s). Press the Home key () to go to the Home Screen. Select Digits and press the Activate key (). Pour 450 mL of grape juice into a beaker. Put the end of the temperature probe into the juice. Press the Start key () on the GLX so you can watch the temperature of the grape juice. Place the beaker on a hot plate and slowly warm the juice to a temperature of 30 to 35à ¯Ã¢â‚¬Å¡Ã‚ °C (yeast will die above 40 °C). When the temperature is between 30 and 35 °C, adjust the hot plate so the grape juice remains warm, but does not get any hotter. While the juice is warming, add 100 mL of warm tap water to another beaker. [Remember to keep the temperature below 40à ¯Ã¢â‚¬Å¡Ã‚ °C use the temperature probe to make sure.] Add a package of dry yeast to the beaker and stir well. The yeast will become active in 15 to 20 min. GLX Setup Stop recording temperature data. Remove the Fast-Response Temperature Probe from the GLX. Connect a PASPORT Extension Cable into Port 1 on the top of the Xplorer GLX. Connect the other end of the Extension Cable to the PASPORT CO2 Sensor. The Graph Screen will automatically open with CO2 Concentration (ppm) versus Time (s). Open the GLX setup file labeled grape juice.glx (check the appendix at the end of this activity). The file is set to record data once per second. Sensor Calibration (Optional) See the appendix at the end of this activity. Equipment Setup Transfer 150 ml of warmed grape juice to the sampling bottle. Add a stir bar. Mix the yeast suspension well and add 10 mL to the juice. Use a dropper to add a layer of mineral oil to the surface of the grape juice/yeast mixture so the yeast will have anaerobic conditions. Put the end of the CO2 Gas Sensor into the sampling bottle loosely. (You do not want gas pressure to build up too high in the sampling bottle.) Do not push the rubber stopper down into the end of the sampling bottle. Note: Avoid bumping the CO2 Gas Sensor during data collection because it may record erratically. Put the sampling bottle on the magnetic stirrer. Turn on the stirrer. Record Data: Grape Juice and Yeast Press the Start key on the GLX. Record data for 30 minutes and then stop. Carefully remove the CO2 Gas Sensor from the sampling bottle. Dispose of the contents as directed and rinse the inside of the bottle. Record Data: Grape Juice, Yeast, and Inhibitor Transfer another 150 mL of warm grape juice to the sampling bottle and add 1.0 g of sodium fluoride. Stir the yeast suspension again and add 10 mL to the grape juice. Add a layer of mineral oil on top of the grape juice as before. Return the CO2 Gas Sensor to the sampling bottle so that the rubber stopper rests loosely in the end of the bottle. Press the Start key on the GLX, record data for 30 minutes and then stop. Carefully remove the CO2 Gas Sensor from the sampling bottle. Dispose of the contents as directed and rinse the inside of the bottle. Record Data: Warm Grape Juice and Yeast Disconnect the CO2 Gas Sensor and reconnect the Fast-Response Temperature Probe. Select Digits as before and put the end of the probe in the remaining grape juice. Use the hot plate to warm the grape juice to between 45 and 50ËÅ ¡C. Transfer the warmed grape juice to the sampling bottle. Stir the yeast suspension again and add 10 mL to the warmed grape juice. Add a layer of mineral oil on top of the grape juice as before. Disconnect the temperature probe and re-connect the CO2 Gas Sensor. Return the CO2 Gas Sensor to the sampling bottle so that the rubber stopper rests loosely in the end of the bottle. Press the Start key on the GLX, record data for 30 minutes and then stop. Carefully remove the CO2 Gas Sensor from the sampling bottle. Dispose of the contents as directed and rinse the inside of the bottle. How do your results compare with others in your class? Analysis Draw a sketch of your CO2 concentration versus time graph as requested in the Lab Report section. Use your recorded data to find the change in CO2 concentration for the grape juice and yeast, the grape juice, yeast, and inhibitor, and the warmed grape juice (optional). In the Graph Screen, press F3 to open the Tools menu. Select Statistics and press Activate. The Statistics show the minimum and maximum values. Calculate the rate of change of CO2 concentration versus time, or the ratio of CO2 concentration (in ppm) divided by the time (in minutes), for each run of data. Record your results in the Lab Report. Appendix: To open a specific GLX file, go to the Home Screen (press ). In the Home Screen, select Data Files and press the Activate () key. Use the cursor keys to navigate to the file you want. Press F1 () to open the file. Optional: To calibrate the PS-2110 CO2 Gas Sensor, see the instructions provided by the instructor. Name ________________________________ Date ___________ Pre-Lab Questions Measure carbon dioxide gas production during the metabolism of yeast in grape juice. How would a chemical inhibitor that stops enzyme actions affect the carbon dioxide gas production? How would a change in temperature (either very cold or very hot) affect the carbon dioxide gas production? How will the gas production change over time? Data Make a sketch of one run of CO2 concentration versus time, including labels for the y- and x-axes. Data Table Run Initial CO2 (ppm) Final CO2 (ppm) Total time (min) CO2 production (ppm/min) Grape juice + yeast Grape juice, yeast, inhibitor Warm grape juice + yeast Questions What is the overall rate of CO2 production for grape juice and yeast and how does it change over time? How does the rate of CO2 production for grape juice, yeast, and the chemical inhibitor compare to the rate for the grape juice and yeast alone? How does the rate of CO2 production for the heated grape juice and yeast compare to the rate for the grape juice and yeast? What can you conclude about the affect of the chemical inhibitor on the yeast suspension? What can you conclude about the affect high temperature on the yeast suspension?  

Homeschooling and Family Education

Homschooling is the education of children at home, rather than other formal settings of public or private schools. Homeschooling can affect a child negatively in some cases. Some of the effects include lack of social interaction, too much protection from the parents and limited exposure to extra curricular activities. One of the negative effects of homeschooling is that it decreases the ability of the child to interact socially with others. As stated by John 2012, â€Å"homeschooling do not teach homeschoolers how to interact with peers and authoritative figures†. Homeschoolers are less exposed to other poeple compared to those who get a formal setting of education. Also, they lack of communication skills with children from different backgrounds (Mead 2009). Other than that, homeschoolers get too much protection from their parents, making it hard for them to adapt in real life situations without their parents protection. Parents must realize they cant protect their children forever ( Family Education 2012). According to Schroeder 2011, real life situations are introduced at schools such as bullying, teasing and public humiliation are a part of life. Children from homeschools may suffer from culture shock when dealing with real life situation (Family Education 2012). Next, another negative effect of homeschooling is the limited exposure of homeschoolers on extra curricular activities. Homeschooled children lack the diverse enrichment activities(Mead 2009). They are also not exposed in group works such as team sports amd performing art clubs as mentioned by Family Education 2012. In conclusion, there are many disadvantages of homeschooling that could have a negative effect on children. Therefore, parents should think wisely before sending their children to homeschools because it lacks of social interaction, too much protection from parents and has limited exposure to extra curricular activities.

The Future Of The Nursing Profession Essay - 1555 Words

The Future of the Nursing Profession There is no doubt that the health care system is constantly changing and working to improve its flaws, to the best of its ability. Whether nurses like it or not we are a part of the ever changing health care system. â€Å"With more than 3 million members, the nursing profession is the largest segment of the nation’s health care workforce† (Institute of Medicine [IOM], 2010, p. 1). The Institute of Medicine believes that nurses should be active in transforming the profession of nursing, along with the health care system. Regardless, of backgrounds, race, and age all nurses can contribute to the future of the nursing profession. The following paper will discuss the Institute of Medicine’s nursing expectations and recommendations, as well as the opportunity to becoming a clinical nurse instructor. 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