Week 3-Terence Coursework Example | Topics and Well Written Essays - 2000 words

Week 3-Terence - Coursework Example The main reason for these companies to adopt this technology is to have them make decisions that favor the entire global market. Having a globally distributed team comes with the challenge of mistrust among some team members. However, there are some factors that the management can rely on to create trust among these team players in different parts of the world (Allison, 2013). The first factor to be considered is having directed and reflected knowledge to be shared among the team members. Directed messages will always tell the exact information being conveyed. Due to this, members trust their fellows since there are no irrelevant stories to hide the reality. Having the information that the team share reflected in some reference point also boosts trust. Social communication is another factor that is helpful in building trust in team members who will never meet face-to-face. In this level of communication the workers will discuss informal factors such as how their holidays or weekend were spent. In the process of doing this they get to know each other more and the trust is created. For example, a worker based in America can chat with his fellow in Asia discussing the summer holidays. In the process, these workers will trust each other (Carmody, 2012). The ability of the team to combine resources despite the distance between them is also crucial for trust to exist. In this case, the team members at different points in the world they operate from get to coordinate themselves and share what the team needs to accomplish its goals. If they can do this then eventually the members will create trust among themselves (Chesebro, 2012). One of the new technologies that organizations are nowadays adopting to improve communication among their team members who are globally distributed is the groove virtual office. The technology relies on the ability of the Microsoft software that can connect many servers from different parts

Multicultural Health Care Setting Essay Example for Free

Multicultural Health Care Setting Essay Nurses must be cultural competent before going abroad for them to be able to deliver nursing care that will allow effective interactions and the development of appropriate responses to persons from diverse cultures, races and ethnic backgrounds. Filipino nurses were overworked and underpaid in their own country, which is believed the reason that prods nurses to migrate. One main reason why Filipino nurses work abroad is to have a better future, where ever it may be, beside, most of Filipino nurses were somehow oriented about the culture of other states. They thought that it is better to shift gears for success rather waiting for nothing until they will got old. The principle of each and every Filipino nurses that works abroad, which is to have a better life in days to come is always proven, and the effectiveness of hard work and patience will always have the good result, and a better way of living that will bring them in each sweat that they done best, one of the good factor in working abroad is having the assurance to the successful, if one will do their best to do their best to pursue the dreamed to have a better life. Every Filipino nurses before going abroad must possess cultural awareness, cultural knowledge, cultural skill, cultural encounter and cultural desire. Q2. How can the revealed problems of nurses affect the changing practices in the multicultural health settings? Being in new country can be challenging because of the link between language and culture. Although other countries have the necessary language qualifications for entry of practice, they have difficulties if the workplace language is their second language. Nurses need to adjust on how to interact with patients, colleagues and fellow professionals in a multi-disciplinary team. They can experience cognitive fatigue from the need to concentrate on hearing and speaking of unfamiliar language. Language difficulties can lead to medical errors or near misses which affects the quality of care to patient. Male nurses can also face discrimination from other health care workers. Particularly in a work place full of female nurses, they may find they are not given the same respect that female nurses receive in the work place. It is important to speak to a supervisor, where it involves a colleague; they should try speaking to that person first. He may not have recognised that what they were saying amounted to discrimination. Everyone deserves a work place free from discrimination and stereotyping. The more men who continue to train to become nurses and more everyone speaks but against discrimination, the more effective all nurses can be in helping patients. Nurses who are sexually harassed at work frustration and emotional consequences. Sexual harassment at work increases anxiety and undermines the nurse’s ability to focus on the delivery of safe and competent care. Homesickness, weather and food are hard for the Filipino nurses to be adjusted of. But for the sake of their future they conquer this problem. They just think that they have higher income, better benefits and compensation package, lower nurse-patient ratio, more options on working hours and change to upgrade nursing skills, opportunity for family to migrate, opportunity to travel and learn other cultures, influence from peers and relatives and to experience advance technology, better socio-political and economic stability. Q3. Guided by the problems uncovered how the political and economic issues in the healthcare system may improve the nursing practice. Give at least five (5) substantial evidences. Politicians worldwide are confronted by the conflicting demands of a health service increasingly hungry for cash to fund advancing technology, an ageing population requiring more care and a public that wishes to keep taxation low. Changes may also come from a real desire to move the focus of healthcare away from an insensitive technological approach to one based on holistic care. At a time when the status of doctors is in decline, hastened by isolated but high profile ‘scandals’, it is easier to raise the status and responsibilities of nurses, whom the public regard with respect and affection. Other pressures have added to this process. These include a requirement to reduce the working hours of junior medical staff, and new training schemes which provide for more formal teaching and less face-to-face contact with patients. The medical focus is changing from treatment only, to active prevention strategies for example, screening for colorectal cancer. Biological therapies, such as antibodies for Crohns disease, are substantially more expensive than traditional drug treatments. Consumers that is, the healthcare-seeking publicare better informed and living longer. They are less tolerant of long waiting lists and want to be active participants in their own healthcare. Nurses are now generally better educated, within a university environment, and are more able to take on responsibility for patient care. The reaction of doctors to change in the status of nurses has been mixed. Some have embraced change enthusiastically: ‘Nurses can do some of what doctors do, usually to the greater satisfaction of patients. Others have been more guarded. But change seems inevitable. The question may be more about whether change will be imposed for the sake of political expediency or whether health professionals will take the lead in shaping the health service of the future. [pic] As I can see this paradigm, the message of this paradigm is as simple as we are committed to delivery of health care service that consist of Transcultural nursing, changing practice, health care system, political and economic issues, ethical, legal and social issues, bioethical issues in nursing and health care and issues in health care.

Communicating the Scientific Consensus on Climate Change

Communicating the Scientific Consensus on Climate Change Marie Claire Attard Bason For many centuries, Climate change has been one of the most complicated problems around the world. It is a very difficult phenomenon to avoid, yet it can be manageable with the help of proper initiatives. All aspects of community life, including; Agriculture, economy, transportation, energy, culture and also construction are impacted by such climatic changes. (Schneider, 2009; Bode, Monroe Megalos, 2014). As members of society, with our daily lifestyle choices and motivation by a sequence of values, beliefs, norms and interpretation of the world, make us key players of climate change. Unfortunately, all of these are now challenged by global warming, and it is not surprising to see that people around the world are forming different trends in opinion sand different perceptions about anthropogenic climate change (Nature Climate Change, 2013). The 2013 IPCC report on climate change stated that there is a 95 % assurance that climate change is happening because it is caused by humans (IPCC 2013), moreover, this is not the only report that came to this conclusion. In fact, there are recent reviews done on different scientific abstracts with regards to this subject and have found out that most of these papers have accepted the scientific consensus on humans causing global warming (Cook et al. 2013) (Van der Linden et. al, 2014). Furthermore, there are scientists, some of which are considered to be of a high-profile that still put forward other possible reasons for observed changes of climate around the world (Abraham et. al, 2014). Understanding the Scientific Consensus: The development of a scientific understanding is often distinguished by a number of studies that suggest new and alternative reasons of why certain behaviors exist in the natural world. These, then, may or may not be acknowledged by other scientists; however, one could possibly consider investigating and testing furthermore the suggested ideas. More than 100 years ago, the first studies on greenhouse gases and their effect on the Earth’s climate were published (Fourier, 1824; Tyndall 1861; Arrhenius, 1896). Moreover, during the next following years, ways to improve the concept of AGW (Anthropogenic Global Warming) were suggested, yet the basic standards of it were already set. Unfortunately, the general public has continued to be hesitant on whether or not to dismiss the idea of Anthropogenic Global Warming in general or dismiss the concept of the scientific consensus (Zimmerman, 2008; Doran and Zimmerman, 2009; Leiserowitz et al., 2011; Leiserowitz et al., 2012; Pew, 2012). I n order to establish the degree of both of these ideas, a number of different approaches have been followed (Abraham et. al, 2014). Political scientists, sociologists and psychologists, have concentrated their studies on distinctive aspects that can influence the views of the public on global warming, yet they still argue the role of the scientific information and the idea of scientific consensus on climate change (Nature Climate Change, 2013). Now in the case of climate change, as mentioned in the previous text, multiple data show that greenhouse gases, produced by humans, are being captured inside the atmospheric zone, causing the surrounding area to warm. In his Skeptical Science paper, John Cook suggests that people are accepting more the fact that climate change is induced by humans, therefore a number of initiatives are being taken into consideration in order to tackle this phenomenon.Even though studies have shown that most scientists agree on the causes of climate change, people are still not sure what to believe. Why? In the past, scholars have claimed that scientists disagree amongst themselves on the c auses of climate change. Other studies have also suggested that there is a false balance in the media, where journalists introduce a point in question (in this case; Climate change) as being more about how people feel and think than the actual evidence provided (Donald Pidcock, 2013). The current Situation: There is the need to correct such misunderstandings about the scientific consensus. Public engagement with climate change has been taken for granted due to the fact that there is a huge gap in knowledge or public understanding. The â€Å"knowledge-deficit model†; coined by social scientists studying the public communication of science in the 1980s, has unfortunately been put into question (Moser and Dilling 2011; Sturgis and Allum 2004). In 2012, Kahan et al. have argued that conflicts over climate change have little to do with the public’s understanding of the scientific evidence. Yet, other recent research has repeatedly shown that the perceived level of scientific agreement on human-caused climate change actually functions as a critical â€Å"gateway belief† (Ding et al. 2011; Lewandowsky et al. 2013; McCright et al. 2013) (Van der Linden et. al, 2014) The public’s view of the scientific consensus is important on several aspects, especially when creating views and opinions on complicated scientific topics. The public depends on available sources of information to form their opinion, and trust that these sources are reliable. Their perception of scientific consensus also complements with a number of important beliefs and approaches towards serious interests on climate change and support ideas of mitigation (Ding et al., 2011; McCright et al., 2013). As found by Malka et al. (2009), the perception of scientific consensus brings about an agreement between the connection on climate concern and climate knowledge. This means that when one learns more about climate change and how it is produced, it automatically increases the attention and concern. These findings give boost to others by increasing people’s perceptive that climate change is happening, through the communication of the scientific consensus (Lewandowsky et al., 2012; Bolsen et al., 2014). If people keep on thinking that there is a disagreement amongst scientists, especially about Anthropogenic Global Warming, then it will definitely take longer to find action support. This controversy between the perception of the public and the overwhelming agreements amongst scientists, especially when there is a particular scientific topic being discussed, is defined by the â€Å"consensus gap†. This gap is causing strong effects on our society (Abraham et. al, 2014). The effect of the media: Given that most people get their awareness from mass media, one has to make sure that such information is given at best quality, so as to be more affective. Two main sources of mass media that impose great limitations when it comes to the scientific communication are the newspapers and television. The main reasons are that television news stories, often have less than a minute of air time, therefore these can’t be very detailed and informative, whilst newspaper articles are longer, but then again, they are not explained in scientific terms, so people still won’t truly understand the true meaning of climate change and what contributes to it. Scientists also need to understand more the journalistic norms and how journalisms work, whilst on the other hand, communicators should make an effort in increasing the scientific literacy of their mass audience in their articles/ segments and also explain how scientists have become more confident on different knowledge claims, espec ially when it comes to using probability statements. Furthermore, communicators should also make it more clearly to the public that just because there are different conclusions on specific scientific data/ findings, which may or may not be questionable to some groups in society, it might not mean that the real scientific methods, theories and bodies of evidence are at issue within the scientific community (Schneider, 2009) How to improve the public’s perception on climate change: Media communicators should continually promote and reveal the numerous ambitions, goals and strategies of climate change to those people who have an opposing view on this topic and who believe or claims that it is falsely presented by the scientific community. Right or wrong, such people do not follow a valid scientific method, therefore they lack of evidence and scientific support, and they cannot be reliable- their beliefs lacks of scientific status (Moser Dilling, 2011). In addition to communicating the scientific consensus, experts have agreed that certain messages would definitely make a difference. Climate change is real and that people are the main reason of its cause. Climate change is harmful to people, and people need to find ways to reduce it (Maibach et. al., 2014). Oversimplifying such messages can definitely lead to misunderstanding. Moreover, it is not that difficult to reduce the scientific consensus down to a few key sentences. In fact these might encourage people to search and point out reliable sources (Bode, Monroe Megalos, 2014) Communicators have concluded that the reason for lack of public engagement is due to the fact that there has been lack of information and understanding, therefore this issue needs to improve in order to encourage more people to be inspired and take action. They also concluded that if people have fear on potential disasters because no action has been taken yet, than it would motivate them to take action. Mass communication is by far the best way to reach the public with regards to this issue (Moser Dilling, 2011). Communicators have the possibility to use different ways, represent different values, and promote political, cultural, social, and economic frameworks of climate change, through a national discussion (Schneider, 2009) An experiment conducted by Sander van der Linden, Anthony Leiserowitz, Geoffrey Feinberg and Edward W. in 2014, tested three popular ways to communicating the scientific consensus. In the first try, a simple message was shown to a number of participants stating that: â€Å"97% of climate scientists have concluded that human-caused climate change is happening†. In the second try, the same participants were shown a pie chart describing the scientific consensus in a more visual way. For the third attempt, different metaphors where used to describe the consensus. At the end of this experiment, the participants were asked to express what they thought about the scientific consensus before and after participating in this experiment. This concluded that all of the three approaches; the descriptive text, the pie chart and the metaphors, made the public understand more on what the scientific consensus is about. Both the pie chart and the descriptive text were the most effective on the p articipants than the metaphors. The pie chart was then more efficient with people that had political backgrounds. To conclude results show that in order to improve the public’s knowledge on the scientific consensus on climate change; one has to find a way to ensure that the individual is not defined by political persuasion. Scientists, policy makers and even NGO’s have shown to respond more to using short, simple declarative sentences or simple pie charts to communicate the scientific consensus to the public. Since, metaphors were proven less effective; however they still can be very beneficial in explaining difficult scientific concepts. At the end of the day, in order to help improve the state of communication on the issue of climate change, every possible approach is better than nothing. It is important to help people gain knowledge, shape their way of thinking and help them understand more the purpose of a scientific consensus (Van der Linden et. al, 2014) Improving from climate change It will take a huge global effort to create and implement new ways to reduce climate change instances. There is the need to design and embrace new technologies that are aimed to reduce emissions caused by green-house gases so that damaging consequences to human health may be avoided. Moreover, the ability to adjust to such changes depends extensively across different nations. (Schneider, 2009) Poor nations are more exposed to the effects of global warming because they cannot cope with the social and economic situations that are likely to arise due to sea levels changes and severe weather changes (Tierney, 2009). Reducing green-house gas emissions is possible with the help of different types of practices and technologies that can be supplied by the industrial sectors, especially by the waste and land management sectors. Other sectors, including the economy sector needs to be also involved in improving climate change mitigations since green-house gas emissions are commonly present during economic activities. It is also quite important for countries to find ways to increase funding for research and development (Schneider, 2009). To conclude After many years of practice but without any solid basis of research, communicating climate change is now an intense interest to those who wants to increasing public participation. As mentioned before, there have been many different studies that have measured public opinions, attitudes and level of understanding with regards to scientific topics. Moreover, most of the studies have tested different approaches to identify the most effective ways to communicate the scientific consensus. Much of what is known or assume about climate change communication is influenced by studies in other fields such as; Advertising, social marketing and mass media communication. One has to keep in mind the following aims for future research and practice:- Create communication models and technologies, find more effective ways to communicate mitigations, identify ways to adapt to new strategies. Last but not least, one had to make sure to encourage deeper engagement and promote the importance of mass mobili zation (Moser, 2011) References Abraham, J., Cook, J., Fasullo, J., Jacobs, P., Mandia, S., Nuccitelli, D. (2014). Review of the consensus and asymmetric quality of research on human-induced climate change.Cosmopolis,2014(1), 3-18. Arrhenius,S; â€Å"On the Influence of carbonic acid in the air upon temperature of the ground†, The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science Series 5, 1896, vol. 41, pp. 237-276 Bode, C., Monroe, M., Megalos, M. (2014).  Strategies for communicating climate change to extension audiences: Fact sheet.Unpublished manuscript. Bolsen, T., Leeper, T. J., Shapiro, M. A. (2014). Doing what others do norms, science, and collective action on global warming.American Politics Research,42(1), 65-89. Cook, J., Nuccitelli, D., Green, S. A., Richardson, M., Winkler, B., Painting, R., . . . Skuce, A. (2013). Quantifying the consensus on anthropogenic global warming in the scientific literature.Environmental Research Letters,8(2), 024024. Ding, D., Maibach, E. W., Zhao, X., Roser-Renouf, C., Leiserowitz, A. (2011). Support for climate policy and societal action are linked to perceptions about scientific agreement.Nature Climate Change,1(9), 462-466. Donald, R., Pidcock, R. (2013).  We all agree about communicating climate consensus, don’t we?. Retrieved fromhttp://www.carbonbrief.org/blog/2013/05/we-all-agree-about-communicating-climate-consensus,-dont-we Doran, P and Zimmerman, M; â€Å"Examining the scientific consensus on climate change†, Eos, 2009, vol. 90, 22-23. Fourier, J. (1827). On the temperature of the terrestrial sphere and interplanetary space.  Mà ©moires De l’Acadà ©mie Royale Des Sciences,7, 569-604. IPCC Fifth Assessment Report (AR5), â€Å"Contribution of Working Group I to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change, 2013†, Cambridge University Press, New York, NY, USA Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Ouellette, L. L., Braman, D., Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks.Nature Climate Change,2(10), 732-735. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Smith, N. (2011). Climate change in the american mind: Americans’ global warming beliefs and attitudes in may 2011.Yale University, New Haven, Leiserowitz, A, et al., â€Å"Climate change in the American mind: Americans’ global warming beliefs and attitudes in September, 2012†, Yale University and George Mason University, New Haven, CT: Yale Project on Climate Change Communication, 2012. Lewandowsky, S., Gignac, G. E., Vaughan, S. (2013). The pivotal role of perceived scientific consensus in acceptance of science.Nature Climate Change,3(4), 399-404. Maibach, E., Myers, T., Leiserowitz, A. (2014). Climate scientists need to set the record straight: There is a scientific consensus that humanà ¢Ã¢â€š ¬Ã‚ caused climate change is happening.Earths Future, Malka, A., Krosnick, J. A., Langer, G. (2009). The association of knowledge with concern about global warming: Trusted information sources shape public thinking.Risk Analysis,29(5), 633-647. McCright, A. M., Dunlap, R. E., Xiao, C. (2013). Perceived scientific agreement and support for government action on climate change in the USA.Climatic Change,119(2), 511-518. Moser, S. C. (2010). Communicating climate change: History, challenges, process and future directions.Wiley Interdisciplinary Reviews: Climate Change,1(1), 31-53. Moser, S. C., Dilling, L. (2011). Communicating climate change: Closing the science-action gap.The Oxford Handbook of Climate Change and Society.Oxford University Press, Oxford,, 161-176. Nature Climate Change. (2013).  Climate consensus.3, 303. doi:10.1038/nclimate1875 Schneider, S. H. (2009).  Climate change science and policyIsland Press. Sturgis, P., Allum, N. (2004). Science in society: Re-evaluating the deficit model of public attitudes.Public Understanding of Science,13(1), 55-74. Tierney, L. (2009). The politics of climate change: who suffers most?. Retrieved fromhttps://www.mtholyoke.edu/~tiern20l/classweb/climatechange/suffer.html Tyndall, J. (1861). The bakerian lecture: On the absorption and radiation of heat by gases and vapours, and on the physical connexion of radiation, absorption, and conduction.Philosophical Transactions of the Royal Society of London,151, 1-36. van der Linden, Sander L, Leiserowitz, A. A., Feinberg, G. D., Maibach, E. W. (2014). How to communicate the scientific consensus on climate change: Plain facts, pie charts or metaphors?Climatic Change,126(1-2), 255-262. Zimmerman, M. R. (2008).  The Consensus on the Consensus: An Opinion Survey of Earth Scientists on Global Climate Change

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Where; where hR, hF are the normalized gray level histograms of xR and xF, respectively. The joint gray level histogram of xR and xF is denoted by hR,F, and L is the number of bins. xF and xR correspond to the fused and reference images, respectively. I(xR;xF) indicates how much information the fused image xF conveys about the reference xR. Thus, higher the mutual information between xF and xR, there are more chances that xF resembles the ideal xR. D. Entropy (EN);- Entropy can be used to measure the difference between two source images and the fused image. The entropy of an image is a measure of information content. Entropy is the average number of bits which have a need of quantize the intensities in the image. It is represented as follows : where p(g) is the probability of grey-level g , and the range of g is [0,.....,L-1].High information content of image would have high entropy. High entropy of fused image indicates that the it contains more information than the original image sources. V. PROPOSED SOFTWARE DESIGN Interactive software is developed to do the reliable monitoring and management of Fusion process. The system software is made using MATLAB .We are taking two images image A and image B after the process of Counterlet transform. We get one output fused image. VI.CONCLUSION With this we conclude that contourlet Transform can be used to fuse two dimensional images and represent them more efficiently, which makes the fused images more clear and more informative. Contourlet Transform overcomes the drawbacks of traditional Image Fusion schemes by using ALM. The Experimental results using this technique of IF show that it can preserve more useful information in the fused image with higher spatial ... ....7, pp . 372-377( 2009) 12) Yi Yang ,Chongzhao Han ,Xin Kang and Deqiang Han â€Å"An Overview on Pixel-Level I mage Fusion in Remote Sensing,† Proceedings of the IEEE International Conference on Automation and Logistic,vol 6, no .4, pp .2339- 2344 feb (2007) 13)image code,† IEEE Transactions on Communications, vol. 31, pp. 532–540, 1983. 14) R. H. Bamberger and M. J. T. Smith, â€Å"A filter bank for the directional decomposition of images: theory and design,† IEEE Transactions on Signal Processing, vol. 40, no. 4, pp. 882–893, 1992. 15) G. H. Qu, D. L. Zhang, and P. F. Yan, â€Å"Information measure for performance of image fusion,† Electronic Letters, vol. 38, no. 7, pp. 313–315, 2002. 16) H. Tian, Y.-N. Fu, and P.-G. Wang, â€Å"Image fusion algorithm based on regional variance and multi-wavelet bases,† in Proc. of 2nd Int. Conf. Future Computer and Communication, vol. 2, 2010, pp

Ethical Issue Presentation in the Elderly Do Not Resuscitate/Do Not Intubate Essay

The persistent use of the DNR/DNI order proves to be very perplexing to health care staffs. Even though ethics committees could help in explanation, and the use of developed orders could further identify the patients’ wishes, patient as well as family education is still crucial to determine what the patient actually desires. As technology progresses, nurses would carry on to be showered with ethical concerns regarding the DNR/DNI orders. This paper aims to tackle how nurses could be practical in getting answers to the difficult question and find out how to deal with the issues concerning the DNR/DNI orders (Belcastro). What exactly is DNR/DNI? Nurses often get a chance to face such an order. To begin the paper a detailed explanation of what DNR/DNI is needed. Do Not Resuscitate/Do Not Intubate is a written order which came from a doctor. Do Not Resuscitate orders entail that if a patient experiences a cardiac arrest, he should not be given a CPR or electric shock treatment. Do Not Intubate on the other hand is an order which states that no breathing tube should be placed on the patient when he experiences a breathing difficulty or respiratory seizure. Although DNR and DNI orders often go hand in hand, the presence of one does not necessarily entail the presence of the other, meaning to say that they could be given separately (a doctor could give DNR order and not give DNI order in the process). The presence of DNR/DNI order does not necessitate that the hospital staff would stop all treatments for the patient. Medical as well as nursing care would still be given up to the point when the patient experiences a cardiac or respiratory seizure (Belcastro). The nurses and the doctors always discuss the possibility of ordering a DNR or DNI to the patient’s relatives. Although it is hard to accept, one should try to get used to the idea or at least be open to the possibility that your loved one is in a situation which could not be reverse and that to continue the patient’s treatment would only produce further discomfort for the patient which would only delay the dying process. It is understandable that people shrink from the possibility of death however, whether humans want it or not, death is the ultimate conclusion of every human life. Prior to the discussion of the DNR/DNI order the patient’s relatives ought to cautiously consider everything the physician and the nurses would tell you. The ultimate decision to issue a DNR/DNI order would be decided by the patient’s relatives. The decision regarding the issuance of DNR/DNI order is reversible depending to what necessity requires. Before deciding whether the DNR/DNI order would be issue, the patient’s relatives usually ask nurses if there is a possible chance the patient would recover. Nurses, having faced the situation a number of times would be liable to give you honest opinion. In deciding DNR/DNI the quality of life over the quantity of it should be considered. One should take into consideration the pleasantness available for the patient should he chance a survival. Would his survival be solely dependent on the machine sticking on every part of his body, would he be forever mentally incapacitated? These are only some of the questions a relative should take into consideration especially since the abovementioned scenario is liable to produce only pain and discomfort for patient and relative alike. One should weigh if living would really be best for the patient or if dying a quiet and painless death is much preferable. Financial burden should also be taken into consideration. One should analyze if the patient would really be happy for the financial burden forced upon his family when the overall result of the treatment is not really good (Eckberg). One should also accept the fact that unless one has a power of attorney, the patient is still the one to choose if he would like to have a DNR/DNI order (unless of course if problem such as the patient being mentally incapacitated arises). Numerous standards direct the decision-making process of the DNR/DNI orders. Beneficence and autonomy often comes into consideration. Beneficence is the tenet that orders one to do right to other people and stop from doing harm. Autonomy, on the other hand could supersede beneficence when a choice is needed to supply or remove life support. Under situations in which it could be rationalized to try CPR on the patient under cardiac or respiratory arrest, and the patient made a choice concerning life-sustaining procedures, autonomy must reign. The basic notion of futility is also categorized as the directing belief behind the DNR/DNI order. A treatment could be categorized as futile if it could not benefit the patient or if it could not end a reliance on intensive medical care. If the physician make use of the principle of futility to decide if a DNR/DNI order is to be retained, the physician should ascertain that he have thoroughly consulted the patient or the patient’s relatives. (Belcastro; Eckberg) Freedom on the other hand includes the belief of human life and dignity, and in a way it also takes into consideration the principle of autonomy. Freedom gives consent to the patient to make his own decision based on his personal beliefs. This freedom ought to be given to the adept patient and his decision must be upheld even if it is contrary to the wishes of his relatives. Ethic committees also play a role in DNR/DNI orders. Ethic committees are available for discussion about life support necessities. They deal with discussion and education, advanced procedures and principles. Through these committees, concerns taking place in the society are brought about for debate. Case studies are made accessible to determine whether a certain state of affairs was managed in the most efficient way. If a problem arises the said committee is ready to make rational and well-supported plans which avoid the existence of rushed decision (Eckberg). To conclude, DNR/DNI orders does not necessarily entail that one would allow murder of the patient. Rather, considerations which are mostly centered on the patient’s welfare were taken into account before issuing such an order. In cases of difficulty the ethical committees could help in solving the problem. Factors such as beneficence, autonomy, futility, and freedom must be taken into consideration before issuing the DNR/DNI order.

Free Essays on A Misled Paradise

A Misled Paradise J.G. Ballard’s novel, Rushing to Paradise, provides its readers with humorous, insightful, and often disturbing views of some of today’s environmentalists. Although his characters are fictional, their thoughts and experiences are often those of today’s actual environmentalists. Ballard’s novel asks its readers to question peoples’ motives because as it portrays, people are not always out to do the â€Å"right thing†. Pages 48 and 49 clearly exemplify Ballard’s understated theme. On page 48 beginning with paragraph 7 through paragraph 3 on page 49, Neil, Dr. Barbara, and Irving Boyd are discussing the future mission to Saint Esprit. Although Dr. Barbara and Irving claim to be worried about the albatross, it is clear that the only worry on their minds is the recognition that the mission’s show, â€Å"The Sanctuary Island Project†, will receive. Irving intently tries to pursuade Neil to join the project because he sees Neil as an image his viewers will like. For example, Ballard writes, â€Å"Boyd’s eyes were fixed on Neil with all the humility of a film producer discovering a face of a Christ-like pathos† (Ballard 48). Boyd is most definitely funding the project for the money and fame he will receive in return rather than the threat upon the albatross. The true intentions of both Dr. Barbara and Irving Boyd are quite misleading. They claim that the only reason they are doing the show is to help the albatross; but the underlying reasons for the show are that Dr. Barbara is out to regain a good name and Boyd has joined the project for the potential earnings the show will receive. Such intentions are often too common in today’s culture. People are often quite willing to do almost anything for fame or fortune. For example, we have seen a rise in reality based TV shows in today’s media, and these shows tend to exploit the people they are filming. For example, the film series â€Å"Girls Gone Wil... Free Essays on A Misled Paradise Free Essays on A Misled Paradise A Misled Paradise J.G. Ballard’s novel, Rushing to Paradise, provides its readers with humorous, insightful, and often disturbing views of some of today’s environmentalists. Although his characters are fictional, their thoughts and experiences are often those of today’s actual environmentalists. Ballard’s novel asks its readers to question peoples’ motives because as it portrays, people are not always out to do the â€Å"right thing†. Pages 48 and 49 clearly exemplify Ballard’s understated theme. On page 48 beginning with paragraph 7 through paragraph 3 on page 49, Neil, Dr. Barbara, and Irving Boyd are discussing the future mission to Saint Esprit. Although Dr. Barbara and Irving claim to be worried about the albatross, it is clear that the only worry on their minds is the recognition that the mission’s show, â€Å"The Sanctuary Island Project†, will receive. Irving intently tries to pursuade Neil to join the project because he sees Neil as an image his viewers will like. For example, Ballard writes, â€Å"Boyd’s eyes were fixed on Neil with all the humility of a film producer discovering a face of a Christ-like pathos† (Ballard 48). Boyd is most definitely funding the project for the money and fame he will receive in return rather than the threat upon the albatross. The true intentions of both Dr. Barbara and Irving Boyd are quite misleading. They claim that the only reason they are doing the show is to help the albatross; but the underlying reasons for the show are that Dr. Barbara is out to regain a good name and Boyd has joined the project for the potential earnings the show will receive. Such intentions are often too common in today’s culture. People are often quite willing to do almost anything for fame or fortune. For example, we have seen a rise in reality based TV shows in today’s media, and these shows tend to exploit the people they are filming. For example, the film series â€Å"Girls Gone Wil...

Five Theories on the Origins of Language

Five Theories on the Origins of Language What was the first language? How did language begin- where and when? Until recently, a sensible linguist would likely respond to such questions with a shrug and a sigh. As Bernard Campbell states flatly in Humankind Emerging (Allyn Bacon, 2005), We simply do not know, and never will, how or when language began. Its hard to imagine a cultural phenomenon thats more important than the development of language. And yet no human attribute offers less conclusive evidence regarding its origins. The mystery, says Christine Kenneally in her book The First Word, lies in the nature of the spoken word: For all its power to wound and seduce, speech is our most ephemeral creation; it is little more than air. It exits the body as a series of puffs and dissipates quickly into the atmosphere... There are no verbs preserved in amber, no ossified nouns, and no prehistorical shrieks forever spread-eagled in the lava that took them by surprise. The absence of such evidence certainly hasnt discouraged speculation about the origins of language. Over the centuries, many theories have been put forward- and just about all of them have been challenged, discounted, and often ridiculed. Each theory accounts for only a small part of what we know about language. Here, identified by their disparaging nicknames, are five of the oldest and most common theories of how language began. The Bow-Wow Theory According to this theory, language began when our ancestors started imitating the natural sounds around them. The first speech was onomatopoeic- marked by echoic words such as moo, meow, splash, cuckoo, and bang.   Whats wrong with this theory?Relatively few words are onomatopoeic, and these words vary from one language to another. For instance, a dogs bark is heard as au au in Brazil, ham ham in Albania, and wang, wang in China. In addition, many onomatopoeic words are of recent origin, and not all are derived from natural sounds. The Ding-Dong Theory This theory, favored by Plato and Pythagoras, maintains that speech arose in response to the essential qualities of objects in the environment. The original sounds people made were supposedly in harmony with the world around them. Whats wrong with this theory?Apart from some rare instances of sound symbolism, theres no persuasive evidence, in any language, of an innate connection between sound and meaning. The La-La Theory The Danish linguist Otto Jespersen suggested that language may have developed from sounds associated with love, play, and (especially) song. Whats wrong with this theory?As David Crystal notes in How Language Works (Penguin, 2005), this theory still fails to account for the gap between the emotional and the rational aspects of speech expression. The Pooh-Pooh Theory This theory holds that speech began with interjections- spontaneous cries of pain (Ouch!), surprise (Oh!), and other emotions (Yabba dabba do!). Whats wrong with this theory?No language contains very many interjections, and, Crystal points out, the clicks, intakes of breath, and other noises which are used in this way bear little relationship to the vowels and consonants found in phonology. The Yo-He-Ho Theory According to this theory, language evolved from the grunts, groans, and snorts evoked by heavy physical labor. Whats wrong with this theory?Though this notion may account for some of the rhythmic features of the language, it doesnt go very far in explaining where words come from. As Peter Farb says in Word Play: What Happens When People Talk (Vintage, 1993): All these speculations have serious flaws, and none can withstand the close scrutiny of present knowledge about the structure of language and about the evolution of our species. But does this mean that all questions about the origin of language are unanswerable? Not necessarily. Over the past 20 years, scholars from such diverse fields as genetics, anthropology, and cognitive science have been engaged, as Kenneally says, in a cross-discipline, multidimensional treasure hunt to find out how language began. It is, she says, the hardest problem in science today. In a future article, well consider more recent theories about the origins and development of language- what William James called the most imperfect and expensive means yet discovered for communicating a thought.

Christa Prange essays

Christa Prange essays Christa Prange is a Biomedical Scientist in the Biology and Biotechnology Research Program at Lawrence Livermore National Laboratory. She has 7 years of experience in gene discovery projects, especially focusing on high-throughput cDNA production and automation. Ms. Prange initially joined the Biology and Biotechnology Research Program as a technician working on mapping and characterizing chromosome 19 genes. Since then, she has started work with the I.M.A.G.E. Consortium, a collaborative gene discovery effort that produces publicly available cDNA clones. She is now Project Manager for the I.M.A.G.E. Consortium and is involved in developing and maintaining the high-throughput pipeline of arrayed cDNA clones as well as ensuring their quality. ...

Holocaust Essay Example | Topics and Well Written Essays - 750 words - 2

Holocaust - Essay Example By far the most targeted during the Holocaust were the Jewish people, though there is a debate as to the reasons why. Some say that it was because Adolf Hitler, who came to power as Chancellor and later as Dictator of Germany, hated Jews with a fanatical passion and without reason; others say it was because Jews were looked upon as â€Å"inferior† while Germans considered themselves the â€Å"master race†, responsible for eradicating the scourge of all other races on the planet, including Jews (â€Å"The United States Holocaust Memorial Museum†). Regardless of the reasons, the Holocaust is horribly, irreversibly stamped on the history of the world. It would be fair, however, to note that the Holocaust did not simply start overnight; no one woke up one morning and decided to eradicate the planet of Jews. A number of events were part of the Holocaust as early as 1933, such as the burning of books that had been deemed â€Å"UnGerman† across Germany on May 10, 1933, written primarily by Jewish authors (The History Place). On January 24 1934, Jews were prohibited from the German Labor Front, and in 1935 the Nuremberg Race Laws were enacted, which marked the beginning of the German people seeing Jews as unclean, and of improper heritage (The History Place). Jews, however, were not the only ones targeted; on November 24, 1933, the Law Against Habitual and Dangerous Criminals was passed, which allowed people such as beggars and alcoholics to be sent away to concentration camps such as Dachau, already built in Germany and awaiting its sinister purpose (The History Place). The events continued to become worse and worse; in 1938 J ews were ordered to â€Å"register† all property and valuables with Germany and in 1939 were ordered to hand over all gold and silver items (The History Place). There were other humiliating acts that took place from 1933 to 1939, some small, some large, both in scope and effect,

African American Essay Example | Topics and Well Written Essays - 1000 words

African American - Essay Example nds to look into the history of anti-black oppression for the period from 1865 to 1941, that is, Reconstruction and the time of Jim Crow, and identify how blacks adopted various strategies to resist the onslaught. The Civil War was disastrous for the South. Lasting from 1861 until 1865, it killed a considerable number of people, and devastated the Southern aristocracy in all means. As the Thirteenth Amendment was accepted, the blacks became a freed lot instantaneously. They eagerly started pursuing everything the free people did. For example, they started political actions, opened churches and schools, bought arms, drank liquor, and owned dogs. Though there was the call for a New South, there was no significant improvement in the condition of the African-Americans. Many of them were forced to continue as sharecroppers and tenant farmers because the textile, iron, and steel factories preferred white women instead of blacks (Gao, 2000, pp. 59-60). This kind of discrimination is evidenced in the story of Frances, the black daughter of a white man, Emmanuel Driggus. Though Emmanuel tried his best to save the girl from slavery, the judicial system did not allow that. Though she approached a court of law alleging her master of fathering her child, she was punished for fornication but the person she accused was set free as the court was not ready to take a black woman’s word against a white man (Aurora, 2013). Though the Civil Rights Act of 1875 abolished discrimination in public places, there was a flood of court cases against the Act, resulting in the infamous Jim Crow laws (Morrison, 2003, p. 71). This created an atmosphere promoting white racial superiority, and violence and lynching of blacks rose sharply (Hine, Hine & Harold, 2011, p. 97). Another serious trouble faced by the blacks was the attempts to deny their voting rights. Though the Fifteenth Amendment offered them the right to vote, many southern states attempted to deny their rights through various

Biographical approach to antheap Essay Example | Topics and Well Written Essays - 250 words

Biographical approach to antheap - Essay Example The main theme of the story focuses on how the two boys are able to sustain their friendship despite the tribulations that occur. According to Lessing (13), Macintosh who is a goldmine owner oppresses the Africans who work in their mines. The eviroment in which the Africans work are deplorable and the state of the mine continues to get dangerous (Lessing 20). Tommy, who is white, plays with black children despite the refutation from his mother. Tommy’s parents who are immediate neighbors to Macintosh refrain their sin from engaging with the black children ( Lessing 25). â€Å"New Historicism† is a technique that critics utilize to examine skeptically the writers content. Critics tend to associate the books content to the authors character, which is not a concrete basis. The writer’s mannerisms can be autonomous of the information of his work. The happenings of an autobiographical subject, for example, Doris Lessing describes of the racial experience of black peop le in Zimbabwe through the troubles of small boys, while this is not reflective of the experiences of the author. She is of British descent and has spent a large fraction o her life in Europe away from the impediments that exist in Africa particularly Zimbabwe. This further emphasizes that the expression of the author cannot determine his character since she may utilize expressive language to sweeten the story. This approach of critics is speculative and no concrete authentication to the views the critic proposes can be verified. The language of a writer is not credible enough to warrant the biography as prejudicial. The biographical details should not be an estimation of the writer’s opinions on the written issues. In addition, some critics utilize less credible sources to disregard the information put forth by the author. Doris has written numerous fictional articles

Sunnyside Wellness and Spa Center Research Paper

Sunnyside Wellness and Spa Center - Research Paper Example Sunnyside Wellness and SPA Center sees this as an opportunity to establish, thrive and grow its SPA and Health Center in Naperville, Illinois. Management believes that people will continue to look for the perfect SPA services that would match their varied needs and requirements. This is what management would like to penetrate and win. To achieve a winning edge over competitors, Sunnyside Wellness would also like to diversify its services, concentrating not only on beauty and relaxation services, but on encouraging healthy eating as well. It is with this intent that management decided to incorporate into its products and services the Sunnyside Nutrition Program, which includes cooking classes and consultations with dieticians. Only health recipes would be introduced in its cooking programs, and a licensed dietician will provide consultation services and also evaluate the recipes being taught. Diversification allows Sunnyside to expand its market reach and attract even those who are no t really into the beauty and wellness programs into availing its products and services. The nutrition program will attract another niche market, which will contribute to the profitability of the whole company. In summary, the Wellness industry has a healthy environment that encourages creativity among its players. Creativity comes in the form of mixing and matching product packages that best suit the market’s needs. II. DEFINITION OF MARKET SEGMENT/NICHE 1. Differentiation strategy Focused Marketing Strategies – Facing stiff competition from other older and well-established SPA and Wellness Centers, Sunnyside recognizes the need for it to be more critical in its marketing strategies, focusing on the right people and ensuring that the communication materials and activities are indeed precise, direct to the point, and enticing to the target market. The management boasts of its strategic marketing efforts, maximizing available networks and machineries to penetrate the mar ket and convey to them the desired message. Diversification – the company’s holistic approach towards healthy living puts an edge over competitors. While competitors focus on wellness services alone, Sunnyside puts premium on overall health and wellness by investing in facilities, programs and resource persons that would bring the target market added knowledge on healthy eating. The company’s ability to venture out of the typical definitely makes them stand out over the rest. Intensive Market Knowledge - as a service type of business, it is crucial for Sunnyside to be able to identify in particular the trends in Beauty and Wellness industry to come up with a good mix in terms of its products and services. As such, it capitalizes on a good market research, resulting to the identification of particular products and services for a targeted market segment. Creation of multiple opportunities from a single line of expertise – Beauty and Health Care may be innov ated and transformed into a pool of other services that are also geared towards the total well being of the customer. As a result of researches, the products and services that are Morocco inspired shall be mixed with influences from Asia and Europe to come up with inventive, yet effective products and services. More importantly, the organic cooking class concept will allow the company to expand its

BBN3MM2 - MARKETING MANAGEMENT Essay Example | Topics and Well Written Essays - 2000 words

BBN3MM2 - MARKETING MANAGEMENT - Essay Example (About, Standard Chartered Bank) The primary nomination of the Standard Chartered Bank was listed in London Stock Exchange and appears in the FTSE 100 Indexes. Till the 23rd December, 2011, the market capitalization of the Standard Chartered Bank was  £33  billion. This capitalization was entitled to the 13th Largest Primary Listing among all the listed companies in London Stock Exchange. (FTSE All-Share Index Ranking, 2012) The secondary listing of the Standard Chartered Bank was processed in Hong Kong Stock Exchange and then National Stock Exchange (India). The major stock holder of the firm was owned by the Government of Singapore, owned Temasek Holdings. The Standard Chartered Bank named after the merger of two original separate banks which was working before this merger with the name of The Standard Bank, based on British South Africa and used to be located at The Chartered Bank of India, Australia and China as well. History of Standard Bank: The Standard Bank was established in Province of South Africa, Cape in 1862. It was the British bank founded by the Scotsman, John Peterson. The Standard Bank was the identical in financing on development of the Diamond Fields at Kimberley on 1867. The network from north to new town at Johannesburg was extended after the discovery of gold in 1885. (History, Standard Chartered Bank) History of Chartered Bank: The Chartered Bank was founded in 1853 by the Scotsman James Wilson by following the grant of Royal Charter through Queen Victoria. This charter was initiated the very first branch from Mumbai, Shanghai and Kolkata in 1858, subsequently, from the Hong Kong and Singapore after one year. The Chartered Bank start issuing the currency notes of Hong Kong Dollars in 1862 with launching of Suez Canal in 1869 and extended the operations towards China. (History, Standard Chartered Bank) The Standard Chartered Bank achieves many awards every year, which is the market recognition in every region of

Immigration in Britain Essay Example | Topics and Well Written Essays - 2500 words

Immigration in Britain - Essay Example The emergence of nation-states made immigration a political issue: by definition it is the homeland of a nation defined by shared ethnicity and/or culture." (Wikipedia: Immigration). According to the source data presented in the graphics above there is currently a total of 191 million immigrants worldwide. The statistics also unveil that the last 50 years has seen an almost doubling of immigration entailing the movements of 115 million immigrants into developed countries. Official statistics indicate that more than two million foreign nationals have moved to Britain in recent years and nine in 10 of them came from outside Europe. According to the sources, a net 2.3 million immigrants arrived between 1991 and 2006, the majority from Africa and Asia. The other important dimension presented on the facts is that hundreds of thousands of short-term immigrants are not included in official statistics whilst the sources indicate that the counting system is grossly unreliable that it is not feasibly possible to know the true immigrants population of Britain. Through the surge of globalization, various factors trigger the movement of people from their native countries to other countries. The factors can be categorized into social, economic and political. The nineteenth century has particularly experienced phenomenal proportions of immigrations triggered largely by civil and economic strife and unrest in various countries especially in the third world or developing countries categories. Researches that have conducted to assess the impact immigration on the economic aspects of matters have unveiled certain notables in the nature and patterns of immigration in UK for the past 50 years. The movement of foreign nationals into the UK has resulted in the significant increase of the labour supply. This has been so notably in low job realms which are naturally not preferred by British natives. Immigration in the UK has also impacted significantly on Aggregate Demand in cases where there have been more people spending and therefore increasing demand for labour. This has also brought significant dynamics in the wages systems. Immigration into The UK has led to the spiraling for unemployment especially for the foreign nationals owing to largely to various reasons chief of which include the lack of critical skills and proficiency in the English language. This has often led to a diminishing range of available job opportunities resultantly culminating in structural unemployment. This setback has also been aggravated by the realities of racial discrimination in some instances. On positive dimensions immigration in the UK economy which has been dogged by a shortage of certain key public sector workers, especially in London, has helped alleviate labour gaps. This has been in the shape of immigrants getting trained to be nurses, doctors or teachers they can help fill labour market shortages. Also owing to the fact that immigrant is largely of working age, immigrants in the UK have helped overcome the demographic problems inherent in ageing population. As such this has lowered income tax levels whilst the other

Sunnyside Wellness and Spa Center Research Paper

Sunnyside Wellness and Spa Center - Research Paper Example Sunnyside Wellness and SPA Center sees this as an opportunity to establish, thrive and grow its SPA and Health Center in Naperville, Illinois. Management believes that people will continue to look for the perfect SPA services that would match their varied needs and requirements. This is what management would like to penetrate and win. To achieve a winning edge over competitors, Sunnyside Wellness would also like to diversify its services, concentrating not only on beauty and relaxation services, but on encouraging healthy eating as well. It is with this intent that management decided to incorporate into its products and services the Sunnyside Nutrition Program, which includes cooking classes and consultations with dieticians. Only health recipes would be introduced in its cooking programs, and a licensed dietician will provide consultation services and also evaluate the recipes being taught. Diversification allows Sunnyside to expand its market reach and attract even those who are no t really into the beauty and wellness programs into availing its products and services. The nutrition program will attract another niche market, which will contribute to the profitability of the whole company. In summary, the Wellness industry has a healthy environment that encourages creativity among its players. Creativity comes in the form of mixing and matching product packages that best suit the market’s needs. II. DEFINITION OF MARKET SEGMENT/NICHE 1. Differentiation strategy Focused Marketing Strategies – Facing stiff competition from other older and well-established SPA and Wellness Centers, Sunnyside recognizes the need for it to be more critical in its marketing strategies, focusing on the right people and ensuring that the communication materials and activities are indeed precise, direct to the point, and enticing to the target market. The management boasts of its strategic marketing efforts, maximizing available networks and machineries to penetrate the mar ket and convey to them the desired message. Diversification – the company’s holistic approach towards healthy living puts an edge over competitors. While competitors focus on wellness services alone, Sunnyside puts premium on overall health and wellness by investing in facilities, programs and resource persons that would bring the target market added knowledge on healthy eating. The company’s ability to venture out of the typical definitely makes them stand out over the rest. Intensive Market Knowledge - as a service type of business, it is crucial for Sunnyside to be able to identify in particular the trends in Beauty and Wellness industry to come up with a good mix in terms of its products and services. As such, it capitalizes on a good market research, resulting to the identification of particular products and services for a targeted market segment. Creation of multiple opportunities from a single line of expertise – Beauty and Health Care may be innov ated and transformed into a pool of other services that are also geared towards the total well being of the customer. As a result of researches, the products and services that are Morocco inspired shall be mixed with influences from Asia and Europe to come up with inventive, yet effective products and services. More importantly, the organic cooking class concept will allow the company to expand its

Immigration in Britain Essay Example | Topics and Well Written Essays - 2500 words

Immigration in Britain - Essay Example The emergence of nation-states made immigration a political issue: by definition it is the homeland of a nation defined by shared ethnicity and/or culture." (Wikipedia: Immigration). According to the source data presented in the graphics above there is currently a total of 191 million immigrants worldwide. The statistics also unveil that the last 50 years has seen an almost doubling of immigration entailing the movements of 115 million immigrants into developed countries. Official statistics indicate that more than two million foreign nationals have moved to Britain in recent years and nine in 10 of them came from outside Europe. According to the sources, a net 2.3 million immigrants arrived between 1991 and 2006, the majority from Africa and Asia. The other important dimension presented on the facts is that hundreds of thousands of short-term immigrants are not included in official statistics whilst the sources indicate that the counting system is grossly unreliable that it is not feasibly possible to know the true immigrants population of Britain. Through the surge of globalization, various factors trigger the movement of people from their native countries to other countries. The factors can be categorized into social, economic and political. The nineteenth century has particularly experienced phenomenal proportions of immigrations triggered largely by civil and economic strife and unrest in various countries especially in the third world or developing countries categories. Researches that have conducted to assess the impact immigration on the economic aspects of matters have unveiled certain notables in the nature and patterns of immigration in UK for the past 50 years. The movement of foreign nationals into the UK has resulted in the significant increase of the labour supply. This has been so notably in low job realms which are naturally not preferred by British natives. Immigration in the UK has also impacted significantly on Aggregate Demand in cases where there have been more people spending and therefore increasing demand for labour. This has also brought significant dynamics in the wages systems. Immigration into The UK has led to the spiraling for unemployment especially for the foreign nationals owing to largely to various reasons chief of which include the lack of critical skills and proficiency in the English language. This has often led to a diminishing range of available job opportunities resultantly culminating in structural unemployment. This setback has also been aggravated by the realities of racial discrimination in some instances. On positive dimensions immigration in the UK economy which has been dogged by a shortage of certain key public sector workers, especially in London, has helped alleviate labour gaps. This has been in the shape of immigrants getting trained to be nurses, doctors or teachers they can help fill labour market shortages. Also owing to the fact that immigrant is largely of working age, immigrants in the UK have helped overcome the demographic problems inherent in ageing population. As such this has lowered income tax levels whilst the other

Pharmacy Essay Example for Free

Pharmacy Essay 1) School Organizations Describe any organizations or activities at school in which you have participated, and highlight any achievements for which you were recognized or leadership positions. During school, I spent much of my time involved in outside organizations – volunteering in pharmacies, working several jobs.   I worked these jobs in order to learn more about the U.S. culture.   I am originally from Iran (born in the U.S. but raised in Iran), and while I was studying there, I served as a T. A. for a high school chemistry class.   This was a strong role for me, in order to learn about helping people, and learn more about chemistry, two important ideas I will need for pharmacy school. 2)Community Service Describe any community service related activities for which you have volunteered, and highlight any accomplishments. My most recent volunteer experience is almost my most relevant one.   From October through December, 2007, I volunteered at the Care Plus pharmacy.   This enabled me to truly help people as well as learn more about my future career.   As a volunteer in the pharmacy, I helped people to learn about various health products, improving their quality of life.   After the first couple of months in this job, I was able to continue as paid staff because of the satisfactory job that I did.   I was proud to continue serving peoples’ health needs. 3)Outside Interests Describe hobbies, recreational interests or other personally rewarding activities in which you participate, and elaborate on their importance to you. Beyond my school and work, I had many other hobbies and interests.   Since I grew up in Iran, one area of major interest to me is American culture.   To study American culture, I have taken several different jobs, including at Starbucks, Nordstrom’s, and Macy’s.   These jobs helped me to learn English better, as well as to understand Americans in general.   I also worked for Caloptima Insurance company, which allowed me to understand the American medical system better, and to continue to help people. I feel that knowing the American culture is very important, since I am still fairly new to this country.   I find the culture fascinating.   In my job as a salesperson, I was able to become a top salesperson through communication and understanding people.   I really love to work with people and help them in all situations, so this was very exciting for me. 4)Intellectual Interests Sharing intellectual interest is an important aspect of professional life. Describe a book, class, or activity that you find intellectually exciting and specify your reasons. One of my favorite intellectual activities was being a TA.   I enjoyed assisting a professor (working with a professional colleague) as well as teaching students.   It was a way for me to look at information in a new light.   This is a skill I will need as a pharmacist, when I’ll be talking to patients who do not have any medical training, and who may be worried or scared by their recent diagnosis and newly prescribed medication.   I will need to be able to explain any relevant information to them on a level they can understand.   I feel that my experience as a TA for high school students has prepared me well for this aspect of my career. 5)Other Information (Optional) You may use the space below to tell us anything else you would like us to know about you. I was born in U.S., but due to my parents’ divorce, I moved to Iran at age three to live with my grandparents.   This gives me a very unique perspective on the world and the cultures in it.   In today’s America, being culturally aware and sensitive is a huge issue.   Coming from a background that is both Iranian and American, I feel that I am unusually aware of and sensitive to multicultural people and perspectives. Also, in living with both my grandparents and later, my father (who is an important professor in Iran), I was exposed to solid family values.   My father’s work also inspired me.   I feel very fortunate to have had these experiences, and I feel that it has helped me so much in becoming who I am and in helping me pursue pharmacy.   In fact, every step of the way, my family situation has strengthened my desire to study pharmacy so that I can help other people.

The stages of early reading development

The stages of early reading development The sequence of teaching phonic knowledge and skills should be such that children should have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently Rose (2006), Independent review of the teaching of early reading, paragraph 86, page 28. The model below demonstrates the mechanism for early word recognition by using phonic rules of language and the memory of known words. However, as I often observe in class, pupils can read words but are often unaware of their meaning and so cannot fully comprehend or absorb knowledge from a text.(relates to Q10) http://nationalstrategies.standards.dcsf.gov.uk/images/clip_image006_0002.jpg Rose (2006), Independent review of the teaching of early reading, paragraph 50, page 86 Children tend to develop comprehension skills by first building an expansive vocabulary of words and their meanings through repeated exposure (visual or auditory) to a wide range of words. By understanding words in context with one another the reader can understand the meaning of the text. Comprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is usingà ¢Ã¢â€š ¬Ã‚ ¦ the listeners general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representationà ¢Ã¢â€š ¬Ã‚ ¦ the listener has to process the language and the concepts. Rose (2006), Independent review of the teaching of early reading, paragraph 61, page 88 In 1998 the Searchlights Model describing reading was introduced as a way of explaining how a reader processes and comes to comprehend a text. The Searchlights model was incorporated into the National Learning Strategies framework (relates to Q3 and Q15) and designed to provide a simplified way to understand the teaching of reading. It formed the basis for much of the theory of reading which was to follow. http://www.publications.parliament.uk/pa/cm200405/cmselect/cmeduski/121/12102.gif Rose (2006), Independent review of the teaching of early reading, paragraph 2, page 73 The model indicates that a text is read by use of four areas of knowledge which act as searchlights to illuminate the text. However, the model indicated that all searchlights were of equal use and deficiency in one area would be compensated for by ability in another. Later findings indicate that both good language understanding and accurate word recognition are required if a reader is to understand the text. Clays model builds on and modifies the Searchlight model by identifying the four cues required for comprehension as phonological (the sound of the oral language), syntactic (sentence order), visual (graphemes, orthography, format and layout) and semantic (text meaning) (Clay, 1985; Clay and Cazden, 1990). Clay highlights that each of these cues are necessary to facilitate reading and understanding of text. Good readers have developed a number of strategies which focus on unlocking meaning of the text whilst poor readers have very few strategies to cope and they tend to have a lack of integration with the text. With the aid of an increasing pool of research into the cognitive processes of reading, the Simple View of Reading indicates the most recent description of understanding of a text. There are two necessary components which must be fulfilled to allow a child to read; Word Recognition (including understanding and pronunciation of words) and Language Comprehension (including understanding sentences and texts) The two elements are interdependent and often facilitate the other e.g. word recognition does not guarantee understanding of those words (ergo nor the text), whilst comprehension is useless without word recognition. Understanding sentences then provides the reader with context to recognise words which follow and subsequently the meaning of the text. The two components of reading have four outcomes in this model by Gough and Tunmer 1986. http://nationalstrategies.standards.dcsf.gov.uk/images/clip1.jpg Rose (2006), Independent review of the teaching of early reading, paragraph 31, page 81 This simple view of reading helps teachers to understand where there students are on the model and what strategies need to be applied to increase their capabilities in either or both areas to help them become good readers. To develop word recognition skills the teaching of phonics is important. Synthetic phonics is taught because our written system is alphabetic, so to be able to read you must first learn the alphabet and the single or combination of letters sounds (spoken letters sound). Children should then learn how to (i) segment words into their component sound to enable spelling and understand the meaning of words and (ii) the complementary process of blending sounds to read words in a process known as synthesis. Success here is clearly impacted by the childs recognition and understanding of the letters of the English alphabet and their corresponding pronunciation as a sound. It is equally important to teach and repeat high frequency words which cannot be sounded-out using phonics; this allows the word to enter the sight memory word bank. To develop language skills, the best ways are through speaking and listening activities, so that students have an opportunity to hear and speak words and understand their meaning in the context of the discussion, increasing their vocabulary and language skills. Considering the above, the Rose review 2006 provides a number of recommendations for best practise in teaching children to read which can be categorised into 5 main area (relates to Q14,15), as follows; Best practiceà ¢Ã¢â€š ¬Ã‚ ¦ The national strategies framework sets out guidance for the development of childrens speaking and listening skills and should be used as a guide for best practice should be expected in the teaching of early reading and synthetic phonics. Quality teaching of phonics would enable the student to develop the ability to decode and encode which is critical to reading and writing/spelling. Phonics work should be cross-curricular using all the strands speaking, listening, reading and writing. Cross curricular phonics teaching also aids students in accumulating a greater stock of words. The teacher must be able to assess progress and react accordingly to maximise the development of each child as an individual with individual needs. The Early Years Foundation Stageà ¢Ã¢â€š ¬Ã‚ ¦. Parents should be encouraged to read with their child before their child enters EYFS. Phonics should be taught from the age of five and should be a multi-sensory approach which captures pupils interests, is delivered in a motivating way by a competent pedagogue capable of reinforcing learning. Greater significance should be placed on word recognition and language comprehension as the key components of learning to read (as a development of the Searchlights model). The EYFS and the National Literacy Framework must work together to create a progressive continuous programme for delivery of phonics which is transportable throughout all years. Intervention if a child struggles to read, including those with SENà ¢Ã¢â€š ¬Ã‚ ¦. If a child is experiencing reading difficulties, it is important to check whether they have a sight or hearing problem which makes learning more complex. Provision of intervention should follow the Primary National Strategy three wave model for students with literacy difficulties. The first wave involves effective inclusion of all students with quality first teaching especially in phonics, wave 2 covers extra intervention to make sure that the student is working at age related expectations with small group intense phonics groups, wave 3 individual interventions make sure that students with extra needs are accommodated e.g. school action and school action plus. It is important to ensure that pupils are not excluded from the main learning goals and progress made during intervention sessions is maintained. Strong leadership and management should be provided in tandem with high staff competency, in terms of subject knowledge and skillsà ¢Ã¢â€š ¬Ã‚ ¦. Head-teachers and staff should make sure that phonics is given a priority within the planning for early teaching to read; staff training should be compatible with this ethos. Staff training must make sure that the phonics programme is delivered to a high standard. To aid this, a head of literacy with specialised knowledge would be beneficial. Passing on knowledge in this way improves phonics teaching overall, is cost effective (due to a dilution of course costs) and allows a specific individual to monitor for consistency of phonics teaching. Those who manage the school should be responsible for instilling an effective continual professional development programme for all staff. With phonics in mind they should oversee the consistency of phonics delivery and provide feedback to improve practice. Management must also monitor pupil progress and instil teaching policy which benefits all pupils by ensuring that they are able to achieve realistic learning goals. Furthermore, Rose suggests that initial teacher training should provide a demonstration of the need to focus on early-years phonics to bring about reading. When observing phonics in my base school I have found that children are grouped by ability for all sessions, with smaller intense groups provided for EAL children. The planning and teaching is undertaken in line with the Letters and Sounds resources in the following way (relates to Q25): First you review and revisit the previous weeks letters and sounds to ensure retention; sometimes the teacher will review the first 100 words using flashcards which the children race to read as many as they can in a minute. Next a new sound is taught, the teacher models how to write the sound and explains the phoneme family (other letter combinations with the same phonetic sound). Practise the new sound by first modelling the writing of a word using the subject sound and then instructing children to write different words which contain that sound. Applying the sound just learned, the teacher writes a sentence (normally something funny) which pupils are asked to read and write their own if time allows. This provides an understanding of the word in context (process two of Simple View of Reading). To bring about word recognition and comprehension the key features of the Simple View of Reading I have observed a number of methods in school; Children are given reading books to take home and practise reading with parents; comprehension and reading accuracy are checked before a child is allowed to change their book. Children are also encouraged to activity use the library facility to take home an extra book they wish to read themselves. This is to encourage them to foster the attitude that being able to read brings many benefits. Daily phonics lessons, taught according to the method described above. Children are given spellings to learn which relate to the phonics they are learning about. Guided reading groups are done regularly to teach the children how to decode and comprehend texts. The children are encouraged to sound out words to find the phonemes when spelling and reading. I have observed many sessions of phonics teaching which have been taught well by effective teachers. This has had a clear benefit to the children being taught and will allow them to become competent readers, an essential skill for success as an adult and fulfilment of the ECM goals which I should strive to satisfy for all pupils in my care. I will draw on the high quality teaching I have observed to provide such quality teaching. The simple view of reading provides a clear framework for success in teaching children to read. Considering Gough and Tunmers (1986) model in relation to a childs ability will allow me to modify my teaching to the needs of each child (relates to Q29). An on-going commitment to understanding research into the best ways for children to learn, and its effect upon best practice, will allow me to deliver teaching which caters for pupils for whom I am responsible. Unfortunately there has not been any indication from the current government regarding their opinion o f and for Literacy teaching. With this in mind, I will carry on with the phonics that I have started to teach. It is clear that I must plan Literacy sessions to include phonics lessons and build on the early learning provided by EYFS teachers. This should be undertaken in collaboration with parents as it is clear that reading from a very early age is most influential upon the childs ability to understand and grasp new knowledge i.e. a successful reader will find future learning easier. My planning and delivery must harness this ethos and the benefits of reading be highlighted to pupils. To allow pupils to gain this benefit, I must create an environment in which I can deliver content in an interesting way which captures the interest of pupils. This environment should also foster a welcoming feedback (relates to Q27) process to allow children to highlight areas where they are struggling and know that help will be provided; learning is best undertaken as a collaborative process by all involved. Bibliography and Reference list Clay, Marie M. (1985). The Early Detection of Reading Difficulties. Third Edition. Portsmouth, NH: Heinemann. (ED 263 529) Clay, M., Cazden, C. (1992). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 206-222). New York: Cambridge University Press. Gough, P. B. Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. Rose, J (2006). Independent Review of the Teaching of Early Reading. Annesley: Department for Education and Skills.

Dylan Thomas :: Biography Biographies Essays

Dylan Thomas      Ã‚  Ã‚   "There is in the Welsh bardic tradition much that is absolutely fundamental to Thomas' writing: its highly lyrical qualities; its strict formal control and an essentially romantic conception of the poet's function in society." (Selby 98) These traits parallel the three themes that will be belaboured in this essay: the aural/oral appeal of Dylan Thomas' work; his meticulous obscurity; and the role of the poet in society.    I:  Ã‚  Ã‚   One of Thomas' more controversial and distinctive characteristics is his musicality. It is surprising that anyone would bring this up as a complaint; music is considered by many to be the purest art, and the highest poetry that which approaches nearest to music. Perhaps it is understandable that those critics who would limit meaning and contextualise art would also be aesthetically oriented such that they would find it offensive that a form for the eyes and mind should be so solicitous of the lips and ears.    It is also suggested that Thomas may be sacrificing meaning to sound, but this is hard to swallow when one considers the amount of effort he puts into codification (showing attention to meaning) and the fact that his poems simply aren't nonsense.      Ã‚  Ã‚  Ã‚  Ã‚   While attention to sound is considered a minor matter in many modern critical streams, it has always played a privileged part in Romantic aesthetics:    Sounds as well as thoughts have relation both between each other and towards that which they represent, and a perception of the order of those relations has always been found connected with a perception of the order of the relations of thoughts. Hence the language of poets have ever affected a certain uniform and harmonious recurrence of sound, without which it were not poetry, and which is scarcely less indispensable to the communication of its influence, than the words themselves, without reference to that peculiar order. (Shelley 92)    Even if it is true that the sound in some way detracts from the meaning, it is only in a temporary fashion, and is calculated. Stewart Crehan suggests: "Thomas' obscurity is calculated to foreground sound and its pleasures before the meaning sinks in." (Crehan 42) The sound has a hypnotic quality which opens up the mind and makes it more susceptible to the subtle suggestions of murky metaphysical musings.

Charlotte Brontes Jane Eyre: A reconsideration Essays -- Literary Ana

Few have looked into the different shades of "visibility" and "invisibility" and the "power of the gaze" in Charlotte Bronte's Jane Eyre. A brief look at some of the critical literature on Jane Eyre shows that there has been more focus on the personal than on the textual aspect of the novel. Moreover, "visibility," and "invisibility" as well as "the power gaze" have rarely been the target of rigorous academic research. A number of earlier studies used "The Brontes" as a part of their titles.1 Others have busied themselves with matters of "plot," "too much melodrama" and "coarseness of language."2 In this study I propose to focus on some textual aspects that have been less at the center of critical attention. However, this is not the only vantage point that characterizes this research work. Indeed, the very selection of these textual aspects may shed some new light on the possibilities of future critical reception of Bronte's text. This study makes use of certain terms that draw the reader's attention to a new way of reading Bronte's Jane Eyre. The three key terms are "visibility," "invisibility," and "gaze." While "visibility" here stands for notions such as the "presence," "ability to see or to be seen, felt or noticed," "invisibility" stands just for the absence/lack of "visibility." By "the power of the gaze" I mean how most of the characters in this text fashion the world around them and are themselves fashioned by different ways of looking at things (i.e. in both the literal as well as the metaphorical senses of the word "looking": A more brilliant example here is Brocklehurst's accusations against Jane at Lowood). Indeed, the term "gaze" as I use it here is meant to subsume all senses of gazing, glancing, looking at,... ...slave or victim, and imparted strength in the transit (Ch. 7, p. 63) Despite her claim to have "mastered the rising hysteria," Jane's pain, to borrow her own words, "no language can describe." This girl's particular "gaze" seems to have surpassed all other gazes. The most pivotal incident in Bronte's text where the title of this study is evidenced is what Jane experiences in the red-room introduced as early as Chapter Two of the text. This is more likely an indication of the significance of the relationship between the power of the gaze and the question of visibility of petrifying scenes for such a young child like Jane. Of this experience, Jane tells us that she "never forgot the †¦ frightful episode of the red-room." For it was in this room her aunt locked her in the dark and even Jane's "wild supplications for pardon" were not listened to (Ch. 8, p. 67).

Socio

w w w e tr . X m eP e ap UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level .c rs om 9699/33 SOCIOLOGY Paper 3 Social Change and Differentiation Additional Materials: * 1 3 8 8 3 1 5 7 9 6 * October/November 2011 3 hours Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid. Answer three questions, each from a different section. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 4 printed pages. DC (NF) 50220/2 R  © UCLES 2011 [Turn over 2 Option A: Famil ies and Households Answer either Question 1 or Question 2. 1 (a) (i) (ii) Define the term extended family. Identify and briefly describe two characteristics of modified extended families. [3] [6] b) Evaluate the view that the extended family is of little importance in modern industrial societies. [16] 2 (a) (i) (ii) Define the term patriarchy in relation to the family. [3] Identify and briefly describe two ways in which patriarchy within the family may be expressed. [6] (b) â€Å"Patriarchal family structures are no longer to be found in modern industrial societies. † Evaluate this claim. [16] Option B: Education Answer either Question 3 or Question 4. 3 (a) (i) (ii) Define the term cultural deprivation. [3] Identify and briefly describe two ways in which cultural deprivation impacts on educational achievements. 6] (b) Evaluate the view that class is the most significant factor in determining educational achievements in modern industrial societies. [16] 4 (a) (i) (ii) Define the term labelling. [3] Identify and briefly describe two sociological examples that illustrate the process of labelling in relation to education. [6] (b) â€Å"Ethnicity has relatively little impact on educational attainment in modern industrial societies. † Evaluate this claim. [16]  © UCLES 2011 9699/33/O/N/11 3 Option C: Religion Answer either Question 5 or Question 6. 5 (a) (i) (ii) Define the term social control. [3]Identify and briefly describe two ways in which religion can act as a means of social control. [6] [16] (b) â€Å"Religion is a force for social change in modern industrial societies. † Evaluate this view. 6 (a) (i) (ii) Define the term world affirming sect. Identify and briefly describe two reasons why sects can be short lived. [3] [6] (b) Evaluate the view that the growth of new religious movements is evidence that religion continues to play a major role in modern industrial societies. [16] Option D: Crime and Deviance Answer either Question 7 or Question 8. 7 (a) (i) (ii) Define the term self report study. [3]Identify and briefly describe two advantages in using self report studies to research the level of crime in society. [6] (b) Evaluate the view that criminal behaviour is limited to a few powerless groups in society. [16] 8 (a) (i) (ii) Define the term sub-culture. [3] Identify and briefly describe two differences between biological and sociological theories of deviance. [6] [16] (b) Evaluate the interactionist view that deviance is subject to negotiation.  © UCLES 2011 9699/33/O/N/11 [Turn over 4 Option E: Work and Leisure Answer either Question 9 or Question 10. 9 (a) (i) (ii) Define the term unofficial strike.Identify and briefly describe two reasons why strikes occur. [3] [6] [16] (b) Evaluate the view that organisations are inevitably undemocratic. 10 (a) (i) (ii) Define the term professionalisation in relation to work. [3] Identify and briefly describe two consequences of the professionalisation of the workforce . [6] (b) Evaluate the view that alienation remains a feature of work in modern industrial societies. [16] Option F: Mass Media Answer either Question 11 or Question 12. 11 (a) (i) (ii) Define the term censorship. [3] Identify and briefly describe two examples of the way in which the mass media influences the political process. 6] (b) Evaluate the view that agenda setting in politics is increasingly shaped by the mass media in modern industrial societies. [16] 12 (a) (i) (ii) Define the term content analysis. [3] Identify and briefly describe two difficulties in measuring the influence of the mass media. [6] (b) Evaluate the usefulness of the hypodermic syringe model to our understanding of the role of the mass media. [16] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible.Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clear ance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.  © UCLES 2011 9699/33/O/N/11

Stopping by the Woods On A Snowy Evening, Commentary

This poem was composed by Robert frost in 1922. It is narrative in style and consists of four stanzas, each stanza having four lines. Each verse is constructed in the iambic tetrameter, with eight syllables – one stressed and one unstressed syllable, alternately. As the title suggests, the poem features a journey through the woods. Frost is said to have composed this after a long night of work on another poem, ‘New Hampshire'. In the morning, when he stepped out of his cottage, it is said that he was so taken in by the scenic beauty of his surroundings that he was inspired to compose this poem there and then. Critics have marveled at the beauty of the poem, it required little thought and came to Frost in short bursts of revelation. He composed it in a matter of a few minutes. Though the language or diction used by Frost is simple, it suggests at an altogether deeper meaning. Frost's philosophy on life is reflected in this poem. The poem commences with an easy note and gives rise to wisdom later along. The persona and the author are clearly separated from each other into two different entities. The speaker is depicted at another time and place from that of the writer. The persona is a way-farer who journeys through the woods which offer him temptations which he wants to indulge in but ultimately resists. There is a mysterious quality about the woods, and the persona wants to observe and explore it further but is held back by social constraints. The line ‘I have promises to keep,' echo the obligations he has and he is forced to choose between nature and return to civilization. The title of the poem is apt and introduces the reader to the setting of the poem. Assonance can be seen in the title which gives it a soft tone, the ‘s' sound in words like ‘stopping', ‘woods' and ‘snowy' reiterates this. The poem starts off with the persona plainly stating a fact, it makes the reader wonder on the persona's acquaintance with the owner of the woods since he appears to know where he resides. The fact that the owner wasn't there to watch how beautiful his woods looked at that particular time seem to concern the persona, his tone is that of credible surprise. The ownership of the woods attributed to another person reveals his longing for a place of such beauty. The ‘w' sound is repeated in line 1, ‘Whose woods these are I think I know,' the ‘h' sound also creates a hushed effect. It is as if the persona is addressing the reader about the owner of the woods in hushed tones. This indicates the persona's appreciation and expression of feeling for natural beauty as seen in the lush woods. In this stanza, Frosts' tone becomes matter-of-fact, and it is ironic that the persona who is just a passerby while the same appreciation cannot be sensed on the owners part. The last line of this stanza, ‘to watch his woods fill up with snow' has visual imagery. It conveys a sense of distance from civilization. The ‘snow' signifies purity, an innate quality of nature. The second stanza deals with the persona halting in mid-journey. This brings on a reaction from his horse. The horse symbolizes a trained and habituated mind, stopping abruptly through the woods had brought a shadow of doubt, the horses' sense of direction was at play. ‘Without a farmhouse near' conveys a picture of the persona's earlier doings, due to force of habit the persona had always sought shelter in an enclosed space like that of a ‘farmhouse'. But now it seemed that he had simply stopped in a patch of clearing just to enjoy watching the sight of the woods. Lines 7 to 8: ‘Between the woods and frozen lake The darkest evening of the year', convey the particular time period when the persona records his halt in the woods. ‘Darkest evening of the year' refers to winter solstice which normally occurs around mid-December. The persona and his horse are so isolated that nothing stands between them and the ‘frozen lake'. The ‘frozen lake' indicates the bitter cold and hardship they had had braved just so that the persona could revel in the tranquility of the woods for some time. This stanza also echoes how the persona marvels at his own marvel of the silent, still uninhabited sanctuary of nature which had taken him in, the speaker emphasizes this oddity by how his horse found it ‘queer'. The poem's rhyme scheme is in order: AABABBCBA, and so on. The verses are almost uniform in length and open-punctuation has been used. Each verse starts with a capital letter indicating the beginning of a new line and there are no instances of enjambment. The third stanza starts off with the horses' objection, ‘to ask if there is some mistake'. The horse's reasoning ability and intelligence has been brought out, it is a best of habit and also of considerable intelligence. Through his narration of the horse Frost has also brought to light his appreciation of animals in particular. The penultimate line of the stanza emphasizes the stillness of the woods. Sensory imagery has been used in ‘easy wind' and ‘downy flake'. A hyperbole or an exaggeration on the nature of snow has been employed. It is worthy to note that snow doesn't make any sound. The last stanza expresses the persona's desire to explore the woods further. He's held back by unfinished business (‘promises') and knows that he can't afford leisure. ‘Lovely, dark and deep' calls attention to the fact that he can't afford to indulge in the awaiting pleasures of the woods. There is a sense of purpose in the persona's life, the persona gathers himself and sets off towards his destination. He knows that he can't allow himself the luxury of exploring the mysterious depths of the woods and stray away from his goals. The last two lines are direct repetitions of each other, ‘sleep' can connote two different meanings. The first mention of ‘sleep' can refer to rest and relaxation, while the latter can also refer to the ‘sleep' of death. This meaningfully signifies that he has many things left to do and that he can't afford to be held back by the penetrating beauty of the woods no matter how tempting they get. This firm denial brings him back to reality and he recollects everything. This poem alludes to another one of Frost's poems, ‘The Road Not Taken' where Frost places the persona in a similar situation where the persona is forced to make a choice between two paths. One of the paths is lush, green and very welcoming but he takes the one ‘less travelled by'. His mental struggles can be seen in both of these poems. This poem also bears a similar moral message as that of ‘The Lotos-Eaters' by Tennyson, in which the soldiers decide between their chance at bliss and their responsibilities and aims in life.