The Common Types Of Dementia - 1013 Words

Dementia can be defined as a decline in mental ability severe enough to interfere with daily life (alz.org). More than often, individuals affected by dementia are over the age of 65. In the United States, there are more than three million cases of dementia each year. According to World Health Organization, the number of people living with dementia is currently estimated at 47.5 million worldwide and is expected to increase to 75.6 million by 2030 (World Health Organization 2015). Dementia is caused by physical modifications in the brain and is known for loss of memory and mental abilities. It’s a progressive disease which means it gets worse over time. If diagnosed early on, the quality of life for people with dementia as well as their family members can be significantly improved. There are many different types of dementias although some are far more reciprocal than others. One of the most common types of dementia is Alzheimer’s disease. Other few types of dementias are â€Å"Vascular dementia, Mixed dementia, Parkinson s disease and Frontotemporal dementia (Krishnan, D. S)†. All of the various forms of dementia tend to have similar symptoms which consequently makes it hard to determine the type of dementia a patient may be suffering from. â€Å"Alzheimer’s disease is the most common type of dementia in elderly people which accounts for 60 to 80 percent of cases (Krishnan, D. S.)†. World Health Organization indicated that Alzheimer’s disease is the â€Å"6th leading cause of death in theShow MoreRelatedThe Common Type Of Dementia2224 Words   |  9 PagesAlzheimer is the most common type of dementia that refers to problems with memory, thinking and behavior typically among people aged 65 and older (Alzheimer’s Association.) Dementia is caused by damage to nerve sells in the brain and as a result, neurons can no long function normally and may die. In Alzheimer’s disease, the impairment of the neurons eventually damages one’s ability to carry out basic everyday activities such as walking and eating. According to the Alzheimer’s Research FoundationRead MoreDescribe the types of dementia and common signs and symptoms1148 Words   |  5 PagesUnit 40 - P1 Describe the types of dementia and common signs and symptoms The term ‘dementia’ describes a set of symptoms which can include loss of memory, mood changes and problems with communication and reasoning. These symptoms occur when the brain is damaged by certain conditions and diseases, including Alzheimer’s disease, vascular dementia and Creutzfeldt-Jakob disease. †¨Age is the greatest risk factor for dementia. Dementia affects one in 14 people over the age of 65 and one in six overRead MoreAlzheimer s Disease Is The Most Common Type Of Dementia1498 Words   |  6 Pages1. Alzheimer’s Disease a. Alzheimer’s disease is the most common type of dementia b. Dementia is a term used to describe the disorders that affect the brain such as in memory loss. c. Alzheimer’s is a neurodegenerative brain disorder causing progressive memory loss and destroys thinking skills. d. First discovered by Alois Alzheimer (a German physician) who first discovered the disease in 1906. (Alzheimer’s and Dementia) e. First discovered, while Alois was preforming an autopsy on a woman whoRead MoreAlzheimer s Disease : The Most Common Type Of Dementia Essay1826 Words   |  8 PagesAlzheimer’s disease is an irreversible, neurodegenerative disease that affects the brain causing progressive memory loss and destroys thinking skills. Alzheimer’s is the most common type of dementia, which is a general term used to describe disorders that affects brain functions. Alzheimer’s disease is caused by formations of plaques and tangles in the brain. A dangerous protein called beta-amyloid tends to build up over time in the brain. As this protein molecule accumulates, they start to formRead MoreDem 2011002 Words   |  5 Pages4222-237 Dementia awareness (DEM 201) Outcome 1 Understand what dementia is The learner can: 1. Explain what is meant by the term ‘dementia’ 2. Describe the key functions of the brain that are affected by dementia 3. Explain why depression, delirium and age related memory impairment may be mistaken for dementia. Outcome 2 Understand key features of the theoretical models of dementia The learner can: 1. Outline the medical model of dementia 2. Outline the social model of dementia 3. ExplainRead MoreThe Difference Between Dementia And Alzheimer s Disease1523 Words   |  7 Pagesthe difference between Dementia and Alzheimer s disease. Dementia is not a disease, it is a term used to describe Neurological conditions that involves some form of serious mental disorder such as memory loss, confusion, and impaired judgment. Alzheimer s is an actual disease, which is a form of Dementia and the most common type of Dementia; it is accountable for 60% - 80% of all cases of Dementia. Dementia has been around for many years dating back to the 1900 s. Dementia refers to a group of symptomsRead MoreDementia Awareness1508 Words   |  7 Pages2015 Unit 13 Dementia Awareness 1. Understand what dementia is 1.1 Explain what mean by the term dementia The word dementia describes a set of symptoms that may include memory loss and difficulties with thinking, problem-solving or language. Dementia is caused when the brain is damaged by diseases, such as Alzheimer s disease or a series of strokes. 1.2 Describe the key functions of the brain that are - affected by dementia The main areas of the brain that are affected by dementia in terms ofRead MoreManifestations of Dementia Essay1343 Words   |  6 PagesManifestations of Dementia Melinda Godfrey GNUR543 St. John Fisher College Mrs. Yowell is a 90-year-old woman who is a resident of a long-term care facility. She was alert and mentally quite capable until about a year ago when she began to manifest signs and symptoms of dementia. A review of her medical records failed to document a thorough analysis of her dementia, but a diagnosis of â€Å"probable Alzheimer disease† was recorded. What are the common manifestations of dementia? The definitionRead MoreThe Effects Of Dementia On The Brain Essay1262 Words   |  6 PagesUsually in chronic or progressive nature, Dementia is a syndrome where there is a deterioration in one’s cognitive function. Which is dramatically greater than normal cognitive deterioration expected from normal aging. It is caused by a variety of diseases and injuries that affect the brain, such as a stroke or Alzheimer’s disease, 60-70% of cases are contributed to Alzheimer’s. Dementia affects memory, comprehension, calculation, language, judgment, thinking, and learning capacity. This is devastatingRead MoreTypes of Dementia1550 Words   |  7 PagesDEMENTIA’S Dementia is a vague term used to describe a person that has loss of memory and change in behavior and activities. It goes beyond the forgetfulness and absent minded. It is commonly used In reference to the elderly, when cognitive abilities start to slip from one’s own control. Dementia cannot be diagnosed due to memory loss alone. It must be accompanied by two or more interruptions of brain function. Individuals who suffer from a disease that causes dementia undergo a number of changes

The Egyptian Women And Women - 1166 Words

â€Å"Contouring†, â€Å"Smokey-Eye†, and â€Å"Winged Eyeliner† are all popular phrases we know today that are well overused. Where did these phrases originate from? Why are they so well known? Originating all the way back from 10,000 BCE is when the idea of makeup started coming about. This idea, very simple at first began with the men and women of Egypt. The Egyptian population first started with using oils and ointments for their hygiene and their health but then as time went on the Egyptian women began using natural resources for other uses. â€Å"Egyptian women apply galena mesdemet (made of copper and lead ore) and malachite (bright green paste of copper minerals) to their faces for color and definition† (A History of Cosmetics from Ancient Times). The use of the natural resources in this way started what we know of today as makeup. The idea of makeup as the use of making someone’s face appear more attractive became very popular from spreadin g from the Egyptians to the Chinese in 3000 BCE, Chinese to the Japanese in 1500 BCE, and then on to the Grecians, Romans, and all over Europe. The idea of makeup made its way from 10,000 BCE up until now in the Twenty-First Century. Although, somewhere along the way the idea of makeup was no longer an addition to one’s beauty but a necessity to even contain beauty. From a young age, women are taught that they need makeup to be beautiful or attractive from cosmetic company’s propaganda through the use of media. The media uses technology toShow MoreRelatedAncient Athenian And Egyptian Women1466 Words   |  6 PagesOne of the most striking differences between ancient Athenian women and ancient Egyptian women was the ability to hold positions of power. Egyptian women were monarchs and held other positions depending on their social status. (Capel 1996, 176) Women were allowed to participate in low ranking government jobs, especially during war when the men are off fighting and leaving behind their positions. However, these positions were not kept for long because the men upon return automatically earned theirRead MoreEssay on Rights Of Egyptian Women1669 Words   |  7 Pages Rights of Egyptian Women nbsp;nbsp;nbsp;nbsp;nbsp;Throughout written history, women have experienced status subservient to the men they lived with. Generally, most cultures known to modern historians followed a standard pattern of males assigned the role of protector and provider while women were assigned roles of domestic servitude. Scholars speculate endlessly at the cause: biology, religion, social custom. Nevertheless, the women were always subordinated to the men in their culture. ThroughRead MoreTattoos Of Ancient Egyptian Women Essay1687 Words   |  7 Pagesspecific drawing there were just straight lines and small crosses. This led to believed that tattooing was used as a therapeutic to relieve pain. The Egyptians hold the true claim to fame regarding tattoos. It was common practice for Egyptian women of high status to received tattoos for the same sort of therapeutic reasons. â€Å"Tattooing of ancient Egyptian women had a therapeutic role and function as a permanent form of amulet during the very difficult time of pregnancy and birth† (Line berry 2). Read MoreHistory And Safety Regulations Of Ancient Egyptian Women1577 Words   |  7 Pagesnatural and necessary process that has been occurring since human beings can remember. Because of this necessary process, forms of sanitary protection have been concocted to meet the needs of women to care for themselves during their menstrual bl eeding period. There have been numerous approaches used by women from all over the world and over the years. Of the numerous materials, used to collect and dispose of menstrual waste, two have remained most popular, the pad and the tampon. While many mightRead More The Role of Women in Ancient Egyptian Society Essay3815 Words   |  16 PagesIt is difficult to fully understand the role of women in ancient Egyptian society because the understandings of the society and government are still incomplete. There are also two other major problems, those being that there is very little source material on women, and the material that has been found was biased by the ideas and minds of previous Egyptologists. The only source material that has survived from great kingdoms of Egypt is material that has been either found in tombs on the walls andRead MoreEgyptian Women Apply Pigments Made From Stibnite Essay1293 Words   |  6 Pages4000 BC Egyptian women apply pigments made from stibnite and/or galena, and green copper paste from minerals, to their faces for colour and definition, and kohl as a type of eyeliner. They made lip and cheek stain from ground Carmine beetles. 3000 BC The Chinese stain their nails using gum arabic, gelatin, beeswax and egg. 2500 BC Ancient Mesopotamia, the royals used cosmetics consisting of a mixture of mineral pigments based on Talak. 1700 BC When taking their daily baths, the CretansRead MoreHow Cultures of Mesopotamia, Egyptians, Greeks, and Romans Treated Women581 Words   |  2 PagesAncient cultures treated women more as property than people. The cultures that I will proceed to talk about are Mesopotamia, Egyptians, Greeks, and Romans and how differently yet how equally treated women. Women were more of a household decoration to the men of each culture, all they did was cook, clean, and be a mother to the children. When the men got home the women were expected to make him happy no matter what. Let’s start out talking about the Mesopotamians. The role of a Mesopotamian womanRead MoreWomen s Studies : An Egyptian American Scholar On Islamic Feminism And Islam Essay1083 Words   |  5 PagesLeila Ahmed born in 1940 is the first professor of Women’s Studies in Religion at Harvard University. As an Egyptian-American scholar on Islamic feminism and Islam, Ahmed has published a number of highly informative works addressing the complexities of feminism in Muslim life. Ahmed’s previous works include Women and Gender in Islam. (1993) explores the role women and gender play from the Pre-Islamic Era in the Middle East through to the modern world that we know today. The issue of veiling is anRead MoreWomen Are Human Beings, Too1514 Words   |  7 PagesWomen Are Human Beings, Too In early 2015, Mona Eltahawy stepped into one of the women’s carriages of a Cairo metro. Then she felt a hand grab her hard between the legs. It was a hand of a man who had no legs and swung through the women’s carriage to beg from the passengers. He and some of other women laughed and others just turned their faces; however, Mona was frozen by the ugliness of the situation (Aspden). Mona’s story is a common story of the majority of Egyptian women, who are exposed to sexualRead MoreWomen in Ancient Egypt and Greece1311 Words   |  6 PagesWomen in Ancient Egypt and Greece By Morgan L. Harvey Throughout history women have faced many struggles in gaining equality with men. Freedoms and boundaries have been dependent upon the time period, rulers, religions and civilization. Ancient Greek women and Ancient Egyptian women were both equal to men as far as the law was concerned in certain areas; however, their equalities were different in the sense that Greek women were married out of necessity and viewed as property while Egyptian

Examinations has it killed education Essay Example For Students

Examinations has it killed education? Essay This examination system was later applied to education and It started to Influence other parts of the world as it became a prominent standard (e. G. Regulations to prevent the markers from knowing the identity of candidates), of delivering standardized tests. Modern day use of tests Licensing and certification Standardized tests are sometimes used by certain governing bodies to determine If a test taker is allowed to practice a profession, to use a specific job title, or to claim competency In a specific set of skills. For example, a test taker who Intends to become lawyer is usually required by a governing body such a governmental bar licensing agency to pass a bar exam. Immigration and naturalization Standardized tests are also used in certain countries to regulate immigration. For example, intended immigrants to Australia are legally required to pass a citizenship test as part of that countrys naturalization process. Intelligence quotient There are a variety tot Individually administered IQ tests In use In the English- speaking world. 23] The most commonly used individual IQ test series is the Heckler Adult Intelligence Scale for adults and the Heckler Intelligence Scale for Children for school-age test-takers. Competitions Tests are sometimes used as a tool to select for participants that have potential to succeed In a competition such as a sporting event. For example, serious skaters who walls to participate In Tuttle skating Competitions In ten official U. S. Figure Skating tests Just to qual ify. Group memberships n tea states must pass Tests are sometimes used by a group to select for certain types of individuals to Join the group. For example, Means International is a high I. Q. Society that requires individuals to score at the 98th percentile or higher on a standardized, supervised IQ est. Examination the pressure point of the students Exam stress is an unfortunate part of life for many in school. Students getting ready for exams often feel a lot of pressure, which can result in nervousness and anxiety. While a small amount of pressure or stress can be motivational,if left untreated, exam stress can interfere in a persons day-to-day functioning. Learning why students have exam stress can help them better regulate their levels of anxiety. Many students feel a certain level of pressure due to the expectations of their teachers and family. They want to please everyone, and do their best so as not to let anyone down. This high standard can exacerbate exam stress; if a student is working toward a degree or some other goal, doing well on an exam could be essential. Students in those situations believe themselves to be competing with their classmates, further heightening the pressure. A certain portion of exam stress can come from within the student themselves. The pressure to do well does not Just come from within the school and family environments; if the student is afraid of perceived failure, a bad grade on an exam may be the realization of their greatest fear. If they dwell on the exams difficulty, and roaring about their grade, they will almost certainly feel more stress. If a student feels as if they havent prepared for the exam sufficiently, they can come in on test day with a foreboding feeling. To mitigate this source of stress, the student should study well ahead of time and not procrastinate. Also, if the test-taker does not get enough sleep the night before, they will feel additional stress. Feeling anxious before a big exam may always be part of student life, but letting that anxiety turn into stress does not have to be. By knowing why they have exam stress, students can take more steps to prevent it.

William Shakespeare Essays (881 words) - Shakespearean Tragedies

William Shakespeare William Shakespeare was a great English playwright, dramatist and poet who lived during the late sixteenth and early seventeenth centuries. Shakespeare is considered to be the greatest playwright of all time. No other writer's plays have been produced so many times or read so widely in so many countries as his. Shakespeare was born to middle class parents. His father, John, was a Stratford businessman. He was a glove maker who owned a leather shop. John Shakespeare was a well known and respected man in the town. He held several important local governmental positions. William Shakespeare's mother was Mary Arden. Though she was the daughter of a local farmer, she was related to a family of considerable wealth and social ezding. Mary Arden and John Shakespeare were married in 1557. William Shakespeare was born in Stratford in 1564. He was one of eight children. The Shakespeare's were well respected prominent people. When William Shakespeare was about seven years old, he probably began attending the Stratford Grammar School with other boys of his social class. Students went to school year round attending school for nine hours a day. The teachers were strict disciplinarians. Though Shakespeare spent long hours at school, his boyhood was probably fascinating. Stratford was a lively town and during holidays, it was known to put on pageants and many popular shows. It also held several large fairs during the year. Stratford was a exciting place to live. Stratford also had fields and woods surrounding it giving William the opportunity to hunt and trap small game. The River Avon which ran through the town allowed him to fish also. Shakespeare's' poems and plays show his love of nature and rural life which reflects his childhood. On November 28, 1582, Shakespeare married Anne Hathaway of the neighboring village of Shottery. She was twenty-six, and he was only eighteen at the time. They had three children. Susana was their first and then they had twins, Hamnet and Judith. Hamnet, Shakespeare's son, died in 1596. In 1607, his daughter Susana got married. Shakespeare's other daughter, Judith, got married in 1616. In London, Shakespeare's career took off. It is believed that he may have become well known in London theatrical life by 1592. By that time, he had joined one of the city's repertory theater companies. These companies were made up of a permanent cast of actors who presented different plays week after week. The companies were commercial organizations that depended on admission from their audience. Scholars know that Shakespeare belonged to one of the most popular acting companies in London called The Lord Chamberlain's Men. Shakespeare was a leading member of the group from 1594 for the rest of his career. By 1594, at least six of Shakespeare's plays had been produced. During Shakespeare's life, there were two monarchs who ruled England. They were Henry the eighth and Elizabeth the first. Both were impressed with Shakespeare which made his name known. There is evidence that he was a member of a traveling theater group, and a schoolmaster. In 1594, he became an actor and playwright for Lord Chamberlain's Men. In 1599, he became a part owner of the prosperous Globe Theater. He also was a part owner of the Blackfriars Theater as of 1609. Shakespeare retired to Stratford in 1613 where he wrote many of his excellent plays. There are many reasons as to why William Shakespeare is so famous. He is generally considered to be both the greatest dramatist the world has ever known as well as the finest poet who has written in the English language. Many reasons can be given for Shakespeare's enormous appeal. His fame basically is from his great underezding of human nature. He was able to find universal human qualities and put them in a dramatic situation creating characters that are timeless. Yet he had the ability to create characters that are highly individual human beings. Their struggles in life are universal. Sometimes they are successful and sometimes their lives are full of pain, suffering, and failure. In addition to his underezding and realistic view of human nature, Shakespeare had a vast knowledge of a variety of subjects. These subjects include music, law, Bible, stage, art, politics, history, hunting, and sports. Shakespeare had a tremendous influence on culture and literature throughout the world. He contributed greatly to the development of the English language. Many words and phrases from Shakespeare's plays and poems have become part of our

11 High Paying Jobs That Dont Require a College Degree

11 High Paying Jobs That Dont Require a College Degree we don’t all have the luxury of going straight to college or university after high school. but if you can’t (or shouldn’t, for personal reasons) go to college right away, you don’t have to settle for low-paying work. here are 11 high-paying  jobs that don’t require a college degree.real estate brokeryou will need to acquire a license, but you can apply for your first position with just a high school diploma. you may have to log a lot of evening, weekend, and holiday hours to start, and you might not generate income for a while. but when you get your stride, you can make over $180k per year. it’s a competitive field, and the low range of the salary field is just over $30k per year. but if you have the talent, luck, and dedication, you could thrive.air traffic controllerbecause the job is incredibly stressful and the stakes (and responsibilities) are high, this is a very high paying position. an average of just under $159k annually. thereâ₠¬â„¢s a lot of pre-employment screening to get through, but it pays handsomely.small business ownerif you have the capacity to start your own business, and the wherewithal to get through the difficult early stages (and, importantly, you have a valuable product or service to offer the market), this could be a good option for you. set your own hours, write off many expenses on your taxes, and make as much as you possibly can. the sky’s the limit.fire chiefyou’ll have to work your way through the ranks of this challenging and physically demanding career, but if you’re comfortable with high risk and lots of time away from home, then you could succeed in scaling the ladder to be chief. the salary range is approximately $42k to $119k per year.construction managerif you like working construction, you don’t have to worry about switching careers to something better. construction companies often promote from within. if you truly like the work, you could consider st icking it out and working your way up the ranks to management. expect to make anywhere from $41k to $131k per year.plumberlearn this trade through apprenticeships or technical school. it’s super high demand, and salaries can soar to over six figures very quickly.network/it manageras long as you’re up on the latest technology and talented with gadgets, networks, and computers, you can excel in this field. it’s stable work with good benefits and salaries ranging from $53k to $125k per year.hotel executive chefobviously, you’ll have to start at the bottom and work your way up. you’ll have to deal with impossibly long and grueling hours. but if you have the passion and the talent and can get to the executive level, you can easily make six figures.radiation therapistyou’ll need a two-year associate’s degree or a certificate in radiation therapy, but not a traditional four-year degree. you can make as much as $116 per year.court reporterif you can transcribe 250 words per minute, and spell, and have absolute and precise attention to detail, then you can make anywhere between $29k and $104k. you’ll have to take some training classes in transcription, as well as pass some stringent background checks, but it could well be worth it.pilotif all of these jobs sound good, but just not glamorous enough for you (and you have perfect eyesight), then you might consider becoming a pilot. the average salary is $110k per year, but many pilots, depending on their training, experience, and license, can make over twice that.if you’re willing to work hard and dedicate yourself to excellence in your chosen career, then you can easily make six figures without a traditional degree.

How to Style Titles of Print and Online Publications

How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications By Mark Nichol The rules for formatting titles of compositions and their constituent parts may seem complicated, but they follow a fairly straightforward set of guidelines, outlined below. Capitalization Titles of compositions are generally formatted in headline, or title style. In this system, the first letters of the following words are capitalized: The first and last word of the title, regardless of part of speech Nouns, pronouns, verbs, adjectives, adverbs, and subordinating conjunctions (such as although, because, and than) In titles, the following words are lowercased: Prepositions (except when they are used adjectivally or adverbially (in such phrases as â€Å"off day† and â€Å"come down†) To when it is part of an infinitive (for example, â€Å"to exercise†) All articles, prepositions, and coordinating conjunctions (such as and, but, and or) Emphasis Italics are used for titles of books, periodicals, films, television specials and series, and both series titles and episode titles for anthology programs like Masterpiece Theatre, though episodes of regular series, as well as titles of book chapters and magazine, newspaper, and online articles, are enclosed in quotation marks. Some publications, including most newspapers and some magazines, use quotation marks for titles of all compositions as well as parts of compositions, but italics are almost always employed for this purpose in books, and I highly recommend maintaining this distinction in periodicals and online. Titles of many nonfiction books include a subtitle following a colon, and except in informal usage, the full title should be used on first reference; the title alone the part preceding the colon can be used thereafter. Note that magazine and similar descriptive words should be capitalized and italicized only if they are part of a publication title: refer to â€Å"the New York Times Magazine,† for example, but â€Å"Time magazine†; in the former case, magazine is officially part of the publication’s name. (In a context in which it is obvious that Time, for example, refers to the publication with that title, the word magazine can be omitted.) Also, as shown in this example, do not capitalize or italicize the before a publication name, whether or not it is part of the title. Various publications differ in self-identification, even when their titles share a word for example, the New York Times bills itself as â€Å"The New York Times,† while the Los Angeles Times omits the article and this rule is designed to save writers the trouble of having to check individual publications for specific usage. Titles of plays and of poems long enough to be published in book form are italicized; titles of poems short enough to be included in a collection in a book are formatted, like chapter titles, in quotation marks. To determine how to treat titles of websites and their components, compare them to print equivalents: A website that sells products and/or services, even if it features content related to those offerings, is an online store, and the site name should not be formatted as a composition title. But titles of sites that emulate books and periodicals, and their articles and essays, should be treated like them; the same standard applies to blogs and blog posts. What about titles of videos posted online? Many such videos, especially those posted to video-sharing sites such as YouTube, don’t have titles or lack well-thought-out titles so they can just be referred to generically (â€Å"See Smith’s video about wombats†), with a link. For those with traditionally composed titles, however, use either italics or, especially for short videos, quotation marks. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsTaser or Tazer? Tazing or Tasering?Comment, Suggestion, and Feedback

Two and a Half Men Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Two and a Half Men Analysis - Assignment Example It provides the perfect opportunity to study two opposite forms of modern masculinity. â€Å"Literature on gender and hegemonic masculinity frames this research project, offering both a historical perspective and a critical understanding of media representations. I argue that the performances of hegemonic and subordinated masculinity on Two and a Half Men reconstruct and reinforce the dominance of hegemonic masculinity within our society as the only acceptable performance of manhood. Effeminate masculinity, an alternative masculinity, fails to find legitimate cultural articulation within the show.† â€Å"In an important sense there is only one complete unblushing male in America: a young, married, white, urban, northern, heterosexual, Protestant, father, of college education, fully employed, of good complexion, weight, and height, and a recent record in sports†¦ Any male who fails to qualify in any one of these ways is likely to view himself–during moments at leas t– as unworthy, incomplete and inferior† (Sex and Gender, nd). If this then is what our society expects from the â€Å"perfect† man and the main character Charlie Harper has literally none of these other than white fully employed and good looking, could we assume that these then are the historical attributes alone that attract us and especially female viewers to him? Technical Perspective The technical aspect of media may be summed in Lasswell’s model. According to Lassswell, this aspect encompasses who says what, to whom it is being said and effect it that the â€Å"saying† has (Aect, 2011). Two and a Half Men as a comedy has been starred by John Cryer, Jones Angus and Charlie Sheen, individuals who have proven beyond doubt to the audience that they are capable of... Two and a Half Men has been a captivating hit since it started gracing the airwaves in 2003. The program basically compares the character of one individual in the show with the same character in his real life. The story portrays a family that is clearly dysfunctional from every point of standing and yet one that has remained a story of great interest to an audience consisting of people across different ages and gender. Two and a Half Men has interested various people, age and gender being no barrier, there are various elements that have led to this captivation as can be seen based on the various perspectives discussed above. This is an amazing thing with Kutcher replacing Charlie Sheen because now we will know so much about ourselves. Did we watch the show primarily because Charlie Sheen was the lead or did we watch the show because we deep down expect the male role to be that of a hard drinking women getting misogynist who contrasts the respectable but boring brother. We will find out if the show was drawing audiences with the clichà © of the dumb child and cold aloof mother or whether or not the world finds the dysfunctioning of someone else’s family is like that train wreck we don’t want to turn away from. Various spectators have aired their disrespect for Charlie Sheen’s actions in respect of boasting about his supernatural abilities. Whereas some feel that CBS took the right direction in stopping the production of the shows for his utterances, others feel that Sheen’s actions related to the abuse of several women is the greater sin. I personally thought Charlie Sheen was made for this role and vice versa considering the spring board from when he replaced Michael J Fox in Spin City. I was sad to see Michael Fox leave but became quickly sold on the very first episode with Charlie Sheen as was most of America. You saw it there in his Spin City Charlie Crawford role which developed into his Charlie Harper role which just maybe was the real life problem of Charlie Sheen trying to live up to his on screen persona. Wholesome and naà ¯ve TV sitcoms themselves from Father Knows Best and Leave it to Beaver have grown and matured and even festered over the many years since the 19 50s and we can see that same festering path in Charlie Sheen’s life.

Chapter 6 Duval l& Hays Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 Duval l& Hays - Essay Example One cannot simply use the literary context of reading the ingredients written on a tuna-can and apply it to understanding Bible. The game of genre determines the meaning. There are many passages and verses that are frequently misinterpreted by ignoring the immediate context. For instance, Jesus has said in the Bible that he is vine (John 15:5). This is probably the prime example of what conferring to immediate context means. If this statement is considered without immediate context it can be misinterpreted that probably Jesus was calling himself a plant, which is not the case. Topical preaching is valid when the passage is not misunderstood regarding the context or when the passage is coherent with the context (Duvall & Hays, 2009). Usually what happens is topical preaching disregards the literary context and that gives the chance to the listener or the reader to misinterpret the message. For this reason the expository preaching is considered a better alternative to topical preaching (Duvall & Hays, 2009). It topical preacher has more chances of getting it wrong by misinterpreting when the correct when they connect their first thought stemming from Johns preaching with some random fourth thought relevant to

Single Parent Homes and Academic Achievement Essay Example for Free

Single Parent Homes and Academic Achievement Essay There are several theories that can be used to study the way family structure influences academic achievement, as well as to demonstrate the influence of other factors such as poverty and family resources. When these factors are more closely examined it is evident that within any family structure a lack of necessary financial and supportive resources will negatively affect children’s academic achievement. As the number of both single and two-parent families living in poverty rises, this research is important in helping to develop an educational system in the United States that is both equal and effective for the growing changes in family demographics. Keywords: academic achievement, single-parent homes, Family Deficit Model, Risk and Protective Factor Model, social capital theory, parental involvement Children from single parent homes are not as negatively impacted academically as some in the popular media suggest. Raising children without a partner presents many challenges, but there is research that points to strategies to mitigate these issues. Specifically in terms of children’s academic achievement, studies show that it is other social and environmental factors, not single parenthood itself, which accounts for the achievement gap between children from single-parent homes and their peers from nuclear families. Statistics In 2007, there were approximately 13. 7 million single parents in the United States (Wolf, 2011). This number was an increased from an estimated 11 million on 1994 (Engber, 1995). In roughly 81% of these homes, the mother is the custodial parent, with just 17% of fathers as the primary custodian. Of the mothers who are head of household, 45% are divorced or separated, 34. 2% have never been married, 19% are remarried (to someone other than other parent), and 1. 9% are widowed (Wolf, 2011). Other important statistic regarding single-parent homes is that almost 40% are living at or below the poverty line in the United States. Nearly 90% of single-parents however, are employed full-time (Wolf, 2011). This places many families in a situation where their income is too high to receive state funded services such as Medicaid and cash assistance, but not high enough to meet the family’s financial needs. Research models Different models have been used throughout the years to study the effects of single parenting on children. In the 1970’s the Family Deficit Model suggested that single-parent homes have a negative impact on children because the model starts from the assumption that the traditional nuclear family structure is ideal. This model did not take into account economic or other social factors that influence families. In the early 1990’s the Risk and Protective Factor Model was developed. This model states that family structure is one of several risk factors. Under this model, a risk factor can be any environmental, familial, or social factor that has the potential to have a negative impact on a family. Protective factors, as described by this model, are those that positively support a family and can lessen the effects of risk factors (Adoption Media LLC, 2011). A third theory used to research the effect of single-parent homes on academic achievement is social capital theory. Social capital refers to a person or family’s ability to access resources such as income and education. According to Shriner et al. (2010), â€Å"As a construct, social capital is measured by the quality and quantity of networks connecting children to the resources of their parents† (p. 447). Using this model, researchers have identified factors other than family structure that influence academic achievement. One article stated: Although similar to each other, adolescents in single-mother and stepfather family structures had lower grades and vocabulary scores compared to their two-biological-parent counterparts. In these family structures, the academic outcomes were more likely related to mothers’ race, education, monitoring, and attachment, than family structure. (Shriner, 2010, p. 446) Academic Achievement The phrase academic achievement refers to the level of mastery in certain subject areas, not including one’s potential to achieve (Center for American Progress, 2006). Beginning with the No Child Left Behind Act, states are required to measure academic achievement of public school students using standardized tests and other tools (Center for American Progress, 2006). There has been much debate over the effect of single-parenting on children’s academic achievement. Some studies have shown that children from single-parent homes do not perform as well in school and have higher dropout rates than children from two-parent homes (Entwisle, 1996). In 1988, it was reported that the rate of grade repetition for children of single parents was 75% higher than children from nuclear families (Entwisle, 1996). Other studies have stated that children from single-parent homes are less likely to attend college and perform less well on standardized tests (Hampden-Thompson, 2005). In contrast, other research demonstrates that being from a single-parent home is not necessarily detrimental to academic achievement. According to one website devoted to research and information on single-parenting: Exceptionally achieving individuals in virtually every human endeavor are more likely to have lost a parent Roe (1952a) learned from her examination of notable contemporary scientists that 15% had lost a parent by death before age 10. Broken down by field, this happened to 25% of the biologists, 13% of the physical scientists, and 9% of the social scientists. To place this figure in perspective, Roe referred to data showing that only around 6% of college students lost a parent by age 10. Roe also mentioned Bells (1937) work on illustrious mathematicians, in which around one-quarter had lost a parent before age 10 and nearly one-third before age 14 parental loss can occur by means other than orphanhood, such as alcoholism, abandonment, and divorce (The Liz Library) One of the reasons for the change in views on this issue may be that earlier research was conducted mainly with single-parent families that became that way through divorce. The research did not include the trauma of divorce and the change in socioeconomic status that is often the result of divorce. It could be these factors, not the family structure itself, that accounts for the differences in academic achievement (Entwisle, A Parents Economic Shadow: Family Structure Versus Family Resources as Influences on Early School Achievement, 1995). Parental education, particularly that of the mother, is also pinpointed as having a major influence on a child’s academic achievement (Shriner, 2010). Children who have mothers who did not complete high school scored lower on standardized tests in math and reading. Conversely, when those mothers acquired more education, children’s test scores improved (Shriner, 2010). Many young mothers who become pregnant in high school are amongst the group of single-parent families. If these women are not able to complete high school or go on to college, the result could be lower academic achievement for their children (Shriner, 2010). Another possible explanation for research that shows lower academic achievement in children from single-parent homes is lack of financial resources and policies that support various types of families. Of 11 countries studied by Pong, et al. (2003), the Unites States ranked lowest in achievement differences between children from single versus two-parent homes. The researchers in this study also found there are several countries with equally high rates of single-parent homes as the United States. A major difference however, is that the United States is the only country that did not offer government funded family allowances. Countries such as Austria, Norway, and Canada, offer these family allowances to lower-income families, which offer a major source of financial support (Pong, 2003). This extra income can provide enough support that a single parent can work just one job and be available to be more involved in the lives of their children. Parental Involvement In both single and two-parent homes, parental involvement in a child’s education is found to be a major factor influencing academic achievement (Shriner, 2010). Anne Lewis provides an example of this fact in her article: For example, factors that together explain almost 90% of the differences among eighth-graders in math performance on the 1992 National Assessment of Educational Progress are ones parents control: student absenteeism, variety of reading materials available in the home, and excessive television watching. Reading aloud to young children, the report says, is the single most important activity that parents can undertake to influence the future reading success of their children. (Lewis, 1995, p. 431) Several studies are now showing that factors such as time spent doing homework with children, mother’s level of education, and volunteering at a child’s school, contribute to higher levels of academic achievement (Shriner, 2010). Discussion Combining the vast body of research, one conclusion that can be drawn is that there are factors beyond family structure that impact academic achievement more than family structure itself. Poverty is consistently identified as a major contributor to lower achievement scores. While supporting children on one income rather than two makes it more likely that a single-parent family falls below the poverty line, as the economy continues to decline and unemployment numbers rise, more and more two-parent families find themselves in poverty as well (DeNavas-Walt, 2011). According the 2010 information from the U. S. Census Bureau, there are 46. 2 million people in this country living at or below the poverty line. This is the largest number found in the 52 years that poverty has been studied (DeNavas-Walt, 2011). In countries that have developed policies that help support and supplement families below the poverty line, the achievement scores on standardized tests have improved (Pong, 2003). Without solid support policies in place to assist families in poverty, despite the structure of that family, achievement scores will continue to fall in the United States. Building on the issue of poverty and academic achievement is the issue of parental involvement. With parental involvement being a key factor in academic success, it stands to reason that in families where one or more parent has to work more than one full-time job or one job with an excessive amount of hours, there is less opportunity for parental involvement in education. Despite the changing structure and economics of families in the United States, the educational system and governmental policies have not caught-up in terms of supporting family involvement (Lewis, 1995). There is research to indicate that stronger policies that support parental literacy and financial resources for low-income families is correlated with higher achievement scores (Pong, 2003). There is a great deal of research about family structure and academic achievement. Though it was previously thought that being in a single-parent household was in itself detrimental to a child’s achievement, research has now brought to light factors that are more specific and are now disputing the original conclusions about single-parent homes. This research will be instrumental in helping educators, parents, and policy-makers to make changes that will better support families and improve academic achievement in children in the United States. References Adoption Media LLC. (2011, November). Single Parenting and Childrens Academic Achievement. Retrieved from adoption. com: http://library. adoption. com/articles/single-parenting-and-childrens-academic-achievement. html This article cites significant research on the issue of single-parenting and academic achievement. Specifically the article discusses two of the major theories researched in terms of family structure, the Family Deficit Model and the Risk and Protective Factors Model. Adoption Media LLC provide community service information and resources to families considering adoption from any angle. This company has provided assistance and information to several news media organization, and thoroughly cites research for the articles on the website. Center for American Progress. (2006, July 26). Measuring Academic Achievement. Retrieved from americanprogress. rg: http://www. americanprogress. org/issues/2006/07/b1982011. html The Center for American Progress is a political action committee which reviews and advocates on different political issues. The website for this organization provides a detailed definition for the term academic achievement and how it is measured. DeNavas-Walt, C. P. (2011). U. S. Census Bureau, Current Populations Reports, Income, Poverty, and Health Insurance Coverage in t he United States: 2010. Washington D. C. : U. S. Government Printing Office. This

Crisis Essay -- Yucca Mountain Nuclear Waste Essays

Crisis â€Å"Crisis!† Anytime we, as a society, hear this word our ears perk up and the speaker has our attention. Usually when we hear crisis we think that it is something with â€Å"the distinct possibility of a highly undesirable outcome† (Merriam Webster) that calls for immediate response. President George W. Bush says that we are in a national â€Å"energy crisis† (Is Yucca Mountain in Nevada a safe disposal site?). Bush has proposed a solution, storing all of our nation’s nuclear waste in Nevada’s Yucca Mountain, but has been met with much resistance from Nevada residents and politicians and environmental groups. The proposal is that Yucca Mountain will be a â€Å"permanent disposal facility† for two types of nuclear energy. Spent energy is from our nations 103 nuclear reactors. According to the article â€Å"Is Yucca Mountain in Nevada a safe disposal site?,† spent energy will comprise more than ninety percent of the waste at Yucca Mountain. This waste is fingertip sized enriched uranium pellets. One single pellet can produce as much energy as 149 gallons of oil, 1,780 pounds of coal or 17,000 cubic feet of natural gas (Yucca Mountain). The second type of nuclear energy that would be stored in Yucca Mountain is high-level radioactive nuclear waste produced by the military when manufacturing nuclear weapons. The amount of this waste is fifty five million gallons. To be able to be buried in Yucca Mountain, this liquid must be changed into a solid form such as glass. Currently, nuclear waste is stored in concrete-lined above ground containers. Although these containers are secure from environmental elements, the containers are not designed for long-term storage. Steven P. Kraft, director of used-fuel management at the Nuclear Energy Institu... ...Cited Hansen, Brian. "Nuclear Waste." The CQ Researcher Online 11.22 (2001). 10 April 2005 <http://library.cqpress.com/cqresearcher/cqresrre2001060800>. Document ID: cqresrre2001060800. Crisis. Merriam-Webster Online. 11 Apr. 2005 <http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=crisis>. "Office of Civilian Radioactive Waste Management." Yucca Mountain Project. US Department of Energy. 10 Apr. 2005 <http://www.ocrwm.doe.gov/ymp/index.shtml>. "St. Petersburg Times." Opinion: No to Yucca Mountain. 02 2002. 11 Apr. 2005 <http://www.sptimes.com/2002/05/02/Opinion/No_to_Yucca_Mountain.shtml>. The Revival of Nuclear Energy-Going Forward Together. 2005. 12 Apr. 2005 <http://www.ans.org/pubs/magazines/nn/docs/2005-1-3.pdf>. Transmutation. Wikipedia The Free Encyclopedia. 11 Apr. 2005 <http://en.wikipedia.org/wiki/Transmutation>.\ Crisis Essay -- Yucca Mountain Nuclear Waste Essays Crisis â€Å"Crisis!† Anytime we, as a society, hear this word our ears perk up and the speaker has our attention. Usually when we hear crisis we think that it is something with â€Å"the distinct possibility of a highly undesirable outcome† (Merriam Webster) that calls for immediate response. President George W. Bush says that we are in a national â€Å"energy crisis† (Is Yucca Mountain in Nevada a safe disposal site?). Bush has proposed a solution, storing all of our nation’s nuclear waste in Nevada’s Yucca Mountain, but has been met with much resistance from Nevada residents and politicians and environmental groups. The proposal is that Yucca Mountain will be a â€Å"permanent disposal facility† for two types of nuclear energy. Spent energy is from our nations 103 nuclear reactors. According to the article â€Å"Is Yucca Mountain in Nevada a safe disposal site?,† spent energy will comprise more than ninety percent of the waste at Yucca Mountain. This waste is fingertip sized enriched uranium pellets. One single pellet can produce as much energy as 149 gallons of oil, 1,780 pounds of coal or 17,000 cubic feet of natural gas (Yucca Mountain). The second type of nuclear energy that would be stored in Yucca Mountain is high-level radioactive nuclear waste produced by the military when manufacturing nuclear weapons. The amount of this waste is fifty five million gallons. To be able to be buried in Yucca Mountain, this liquid must be changed into a solid form such as glass. Currently, nuclear waste is stored in concrete-lined above ground containers. Although these containers are secure from environmental elements, the containers are not designed for long-term storage. Steven P. Kraft, director of used-fuel management at the Nuclear Energy Institu... ...Cited Hansen, Brian. "Nuclear Waste." The CQ Researcher Online 11.22 (2001). 10 April 2005 <http://library.cqpress.com/cqresearcher/cqresrre2001060800>. Document ID: cqresrre2001060800. Crisis. Merriam-Webster Online. 11 Apr. 2005 <http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=crisis>. "Office of Civilian Radioactive Waste Management." Yucca Mountain Project. US Department of Energy. 10 Apr. 2005 <http://www.ocrwm.doe.gov/ymp/index.shtml>. "St. Petersburg Times." Opinion: No to Yucca Mountain. 02 2002. 11 Apr. 2005 <http://www.sptimes.com/2002/05/02/Opinion/No_to_Yucca_Mountain.shtml>. The Revival of Nuclear Energy-Going Forward Together. 2005. 12 Apr. 2005 <http://www.ans.org/pubs/magazines/nn/docs/2005-1-3.pdf>. Transmutation. Wikipedia The Free Encyclopedia. 11 Apr. 2005 <http://en.wikipedia.org/wiki/Transmutation>.\

Sir Gawain Essay

11-1-11 Chivalric But Still Human â€Å"The motto of chivalry is also the motto of wisdom; to serve all, but love only one. † (Honore de Balzac). The Chivalric code is a clutter of rules that contradict each other and challenge normal human behavior. These rules of chivalry are predominantly concerned with courage, honor and gentlemen- like- behavior, which play an important role in proving one’s faithfulness to the King. In the poem, Sir Gawain and the Green Knight, Sir Gawain proves to be a hero because he continually struggles against his human flaws to act in a heroic manner.Sir Gawain is acknowledged as a chivalric human because he is a courageous man who perseveres through difficult events and faces both human temptation and terror. Throughout Sir Gawain and the Green Knight, Gawain constantly battles to uphold the chivalric code, and in the end one can determine that Gawain did in fact uphold the chivalric code. To begin, Gawain upholds the law to be a courageous man in all circumstances. Near the end of the poem Gawain reaches the Green Knight’s castle to uphold his promise that they made a year and a day before.When Gawain arrives, he and the knight begin conversation and form an agreement to follow through with the terms. As the Green Knight describes what he shall do, Gawain says, â€Å"Never fear†¦ I’ll stand still and allow you to work as you like and not oppose/ you here† (91-95). At this point within the poem, Gawain has done everything to follow the code of chivalry. True bravery and courage is not found in many men, but Gawain is able to conquer this obstacle and prove that he is brave. In this instance, Gawain is allowing the knight to do as he pleases, which is to cut off his head.This demonstrates that he is a fearless man awaiting his death. Additionally, he does not choose to resist the punishment and run for his life, he takes in the punishment because he has the strength to accept his fate. Many me n in this situation could not demonstrate this action, allowing the reader to conclude that Gawain has a strong sense of bravery, which is an important and crucial characteristic needed to uphold the chivalric code. As the story progresses, so does Gawain following and upholding the Chivalric code.The code, furthermore, includes such as acts of honor and noble behavior towards women. After the Green Knight has given his punishment to Gawain, he speaks words of truth to him saying, â€Å"A man who’s true to his word should have nothing to fear† (195-196). The Knight know that Gawain did nothing wrong the first two days, because he returned what he had received. Since he did not try to take her seductive kisses to the next level while being chaste towards the mistress, shows that he respects women. Respect and love towards women is an important contribution to the chivalric code.Furthermore, the demonstration of returning what was received for the two of the days shows t hat Sir Gawain was an honorable man to his host, by staying true to his vows exchanged three days earlier. Overall, Sir Gawain is shown to maintain the chivalric code by following four critical laws within the code of chivalry, yet still struggling with his many human weaknesses throughout the course of his journey. Despite the fact that Gawain upheld most of the chivalric code, some may think that he failed to uphold the code because of human mistakes.As the story begins, the Green Knight comes inside the castle, gets his head sliced off and then is miraculously fine, and he walks out telling Sir Gawain to find him in a year and a day. This series of events exemplifies to Gawain that he, himself, is not immortal and he should fear for his own life. When Gawain finally arrives at the Knight’s castle on the dreadful day, the knight explains, â€Å" But you have lacked a little, sir; you were less that loyal;/ But since it was not the sash itself or lust/ But because you loved your life, I blame you less† (207-209).All humans have, in some way, a in fear of death. This was the feeling that overcomes Sir Gawain, causing him to keep the sash that was given to him on the third day by the mistress. This action caused Gawain to fail to uphold the chivalric code because he was disloyal to the host. No other knight would be chivalrous enough to pass up a chance to save his life; each one is human which means they ultimately fear their own death.In the end, some would consider Gawain a failure, but in logical terms it was an opportunity too difficult to pass up by any human, showing that human flaws have interfered with Gawain’s journey to uphold the chivalric code. The knight agrees with this and understands that even though Gawain should uphold the code, he has to go through some loopholes. This understanding by the Green Knight later comes about in the conversation between Sir Gawain and the Green Knight, the Knight states, â€Å"You are the fin est man that ever walked this earth†¦ so Gawain indeed stands ut above all other Knights† (204-206). Even though Gawain has showed disloyalty to the Knight, or at the time his host, the Green Knight is still able to state that he is a heroic knight. Gawain is considered one of the greatest knights, because he knows that he is only making mistakes due to human flaws in his judgments, which difficult to overcome. But the Knight knows that he has the ability to recognize his mistakes and fix them. Overall, this shows that Gawain is trusted and trusted not to repeat his mistakes, revealing him to be chivalrous by then end of the poem.In conclusion, some may think that Gawain was not able to uphold the Chivalric code, but this is a false accusation, because he struggled due to his human flaws that would be impossible to overcome for any living being. Sir Gawain is able to uphold the chivalric code by conquering difficult tasks while following the rulebook. The Chivalric Code i s a complex system that goes against many human flaws and behaviors. Gawain stays courageous, honorable and gentlemen-like through out his journey, even tough he has many battles with temptation and fear.Gawain tries with extreme patience to overcome his errors, but sometimes fails to do so, which shows that he is only human and that everyone makes mistakes but they have the ability to fix them. As Sir Gawain and The Green Knight ends, the reader concludes that even though Gawain did have some failures in meeting all of the exact laws the chivalric code, he is still able to uphold a majority the code of chivalry with prominence and pride.

Scavenging for Food as Early Hominid Activity

The article â€Å"Scavenger Hunt† by Pat Shipman takes a look at the activities of Early Hominids in terms of food hunting and gathering, specifically in the African plains of Kenya. To her surprise, early hominids portrayed a somewhat unusually trait rather than the established fact about early hominids as well-established hunters. It seemed that the foundations of early humans of the Neolithic age, that were built around hunting and gathering may collapse and be replaced with something that we cannot be proud of. However, it is a possibility since some still exhibit such trait in the modern world. Scavenging is a well-known activity of many mammalian carnivores in Africa. However, some are still pure or nearly pure in terms of hunting and scavenging. Nonetheless, a lot of the well-known carnivores such as pack hunters or the big predators practice a hybrid of strategies in order to fill their stomachs. Much to her surprise, Pat Shipman discovered that early hominids (Homo Habilis, Australopithecus africanus, A. Robustus) practice scavenging more often than hunting. There were many evidences to this claim that early men who utilized stone tools were scavengers rather than established hunters. In the same sense, bipedalism also suggested that early hominids practiced scavenging, as their bodies were suited for such activities. Bone marks also suggested such an activity by Early Hominids. It may have been much later when hominids became established hunters—much in the time of Homo Erectus and the invention of fire. However, being a scavenger was not all bad as it had advantages that involved energy efficiency; as many mammalian predators would agree to. They would scavenge what they can and hunt when they must (Shipman 115). It is somewhat an interesting fact to discover an unusual early hominid activity, as it quickly reassembled my knowledge that all early bipedal hominids were established hunters rather than scavengers (I would not argue that they were not gatherers). It does not really come as a shock but much more like an interesting surprise. Well, it was supported astoundingly by Pat Shipman and her colleagues. There is nothing wrong with scavenging as it was a risky but brilliant strategy done by most predatory mammalians, which apparently includes early hominids with Neolithic tools. I would not say that I was quite disappointed in discovering such a characteristic belonging to early hominids—the supposed achieved hunters of the African plain, or of any other plain. Scavenging is actually an effective strategy as it ensured the survival of many early hominids without the expense of immense energy from hunting and killing the prey. Carcasses provided them with skin or hide for their clothing, and meat (of course). The scavenging trait of early hominids are still much present to a lot of modern humans today—especially those who are unable to provide themselves with proper food. That discovered fact from the article helped me clear some things up about modern humans possessing characteristics similar to a scavenger—like a vulture perhaps, minus the flying. It made me realize that the source of such trait may have occurred as an instinctive practice by early humans—to grab what they can from their surroundings—which was not bad at all since it enabled people to survive this long. Possessing the hunting-scavenging trait, humans have become a well-known survivor that can adapt to any condition. Pat Shipman took a different angle in analyzing early hominid activity, in terms of food gathering and their diet. The results were not all bad as scavenging provided a lot of things for early hominids, and ensured their survival for quite a long time. This trait may have been carried over to this date. â€Å"We scavenge what we can and hunt if we must,† should very much explain early hominid activity.

Teaching the Teacher Using the Train the Trainer Model

Teaching the Teacher Using the Train the Trainer Model Too often, the last thing any teacher wants after a day of teaching in the classroom is to attend professional development (PD). But, just like their students, teachers at every grade-level need ongoing education to keep up with educational trends, district initiatives, or curriculum changes. Therefore, the designers of teacher PD must consider how to engage and motivate teachers using a model that is meaningful and effective. One model that has demonstrated its effectiveness in PD is known as the Train the Trainer model. What Is the Train the Trainer Model? According to the Society for Research on Educational Effectiveness, Train the Trainer means: initially training a person or people who, in turn, train other people at their home agency. For example, in a Train the Trainer model, a school or district may determine that question and answer techniques need to be improved. The PD designers would select a teacher,  or group of teachers,  to receive extensive training in question and answering techniques. This teacher, or group of teachers, would, in turn, train their fellow teachers in effective use of question and answering techniques.   The Train the Trainer model is similar to peer-to-peer instruction, which is widely recognized as an effective strategy for all learners in all subject areas. Selecting teachers to act as trainers for other teachers has many advantages including reducing costs, increasing communication, and improving school culture. Advantages to Train the Trainer One major advantage to the Train the Trainer model is how it can assure fidelity to a particular program or strategy for  teaching. Each trainer disseminates prepared materials in exactly the same way. During the PD, the trainer in this model is similar to a clone and will stick to a script without making any changes. This makes the Train the Trainer model for PD ideal for large school districts who need continuity in training order to measure the effectiveness of a curriculum between schools. The use of the Train the Trainer model can also help districts to provide a consistent professional learning process for compliance with mandated local, state, or federal requirements. A trainer in this model may be expected to use the methods and materials provided in the training in their own classrooms and perhaps to model for fellow teachers. A trainer may also provide interdisciplinary or cross-curricular professional development for other content-area teachers.   The use of the Train the Trainer model in PD is cost effective. It is less costly to send one teacher or a small team of teachers out for expensive training so that they can return with the knowledge to teach many others. It can also more cost effective to use the trainers as experts who are provided time to revisit teacher classrooms to measure the effectiveness of the training or to model the training throughout the school year. The Train the Trainer model can shorten the timetable for new initiatives. Instead of the lengthy process of training of one teacher at a time, a team can be trained at once. Once the team is ready, the coordinated PD sessions can be offered for teachers simultaneously and initiatives put in place in a timely manner. Finally, teachers are more likely to seek advice from other teachers than from an outside specialist. Using teachers who are already familiar with the school culture and the school setting is an advantage, especially during presentations.  Most teachers know each other, personally or by reputation within a school or district. The development of teachers as trainers within a school or district can set up new pathways of communication or networking. Training teachers as experts can also increase leadership capacity in a school or district. Research on Train the Trainer There are several studies that illustrate the effectiveness on Train the Trainer method. One study (2011) focused on special education teachers who delivered such training that was a â€Å"cost-effective and sustainable method for improving the access to and accuracy of teacher-implemented [training].† Other studies have shown the effectiveness of the train the trainer model including: (2012) food safety initiative and  (2014) science literacy, as well as for social issues as seen in the Report on Bullying Prevention and Intervention Professional Development by the Massachusetts Department of  Elementary and Secondary Education (2010). The practice of Train the Trainer has been used nationally for many years. Initiatives from the National Literacy and National Numeracy Centers have provided leadership and training for educational institutions and consultants, who â€Å"train school heads, lead math teachers and expert literacy teachers, who in turn train other teachers​.† One drawback to the Train the Trainer model is that the PD is usually scripted in order to serve a specific purpose or to address a specific need. In larger districts, however, the needs of a school, classroom or teacher may differ and the PD delivered according to a script may not be as relevant. The Train the Trainer model is not flexible and may not include opportunities for differentiation unless the trainers are provided materials that can be tailored for a school or classroom. Choosing the Trainer(s) The selection of a teacher is the most critical part in developing the train the trainer model. The teacher selected as a trainer must be well-respected and able to lead teacher discussions as well as listen to his or her peers. The teacher selected should be prepared to help teachers to link the training to instruction and to demonstrate how to measure success. The teacher selected must be able to share results (data) on student growth that is based on training. Most important, the teacher selected must be reflective, be able to accept teacher feedback, and above all, maintain a positive attitude.   Designing Professional Development Before implementing the Train the Trainer model, the designers of professional development in any school district should consider the four principles that American educator Malcolm Knowles theorized about adult education or andragogy.  Andragogy refers to â€Å"man led† rather than pedagogy which uses â€Å"ped† meaning â€Å"child† at its root. Knowles proposed (1980) principles he believed were critical for adult learning. Designers of PD and trainers should have some familiarity with these principles as they prepare the trainers for their adult learners.  An explanation for application in education follows each principle: Adult learners have a need to be self-directing. This means instruction is effective when teachers have been involved in the planning and in the evaluation of their professional development. Train the trainer models are effective when they respond to teacher needs or requests.Readiness for learning increases when there is a specific need to know. This means that teachers learn best, like their students, when the professional development is central to their performance.  Life’s reservoir of experience is a primary learning resource; the life experiences of others add enrichment to the learning process. This means that what teachers experience, including their mistakes, is critical because teachers attach more meaning to experience rather than knowledge that they acquire passively.Adult learners have an inherent need for immediacy of application.  A teacher’s interest in learning is increased when professional development has immediate relevance and impact to teacherà ¢â‚¬â„¢s job or personal life. Trainers should know that Knowles also suggested that adult learning is more successful when it is problem-centered rather than content-oriented.   Final Thoughts Just as the teacher does in the classroom, the trainer’s role during PD  is to create and maintain a supportive climate so that the instruction designed for teachers can take place. Some good practices for the trainer include: Be respectful of fellow teachers.Show enthusiasm about the training topic.Be clear and direct in order to avoid miscommunication.Ask questions in order to receive feedback.Use â€Å"Wait Time† to encourage questions and allow time to think about an answer or response. Teachers understand firsthand how mind-numbing an afternoon of PD could be, so using teachers in the Train the Trainer model has the benefit of adding  elements of camaraderie, appreciation, or empathy to professional development. Trainers will work hard to meet the challenge of keeping their peers engaged while teachers who are learning may be more motivated to listen to their peers rather than a consultant out of the district. Ultimately, using the Train the Trainer model may mean highly effective and less  boring professional development simply because it is peer-led professional development.

Compound Tenses of the French Verb Prendre

Compound Tenses of the French Verb Prendre Prendre, which  primarily means to take both literally and figuratively, is a general, all-purpose verb  thats  one of the most frequently used in the French language. Its conjugation is irregular  in both the simple and compound forms,  although it has a following of other verbs ending in -prendre, such as apprendre (to learn),  that are conjugated in the same way.   Prendre is also found in a number of idiomatic expressions, such as prendre sa retraite  (to retire), prendre une decision (to make a decision) and the informal prendre a pot (to have a drink). Other Meanings of Prendre In addition to take, the French verb has several other meanings, from catch (as in, I caught him cheating) to be successful (as in, This book is going to be a great success). The reflexive form se prendre  also has several possible meanings, beginning with to consider oneself (something).   The French equivalent of to take is most often prendre,  in the sense of to move something physically from one place to another, to  take transportation,  to take something to eat or to take a size (number). But there are other French verbs as well that mean to take.  Amener,  for instance,  means to take someone or something  with you.  Enlever signifies to take something  off. And  passer un examen means to take a test.   Compound conjugations of  prendre use the auxiliary verb avoir.  To conjugate other verbs that need  avoir  as the  auxiliary verb  in  compound tenses, replace the  past participle  in these conjugations with the past participle of the new verb. Other verbs take  Ãƒ ªtre as the auxiliary verb.   Compound Conjugations of Prendre Pass compos Pluperfect Past subjunctive j ai pris avais pris aie pris tu as pris avais pris aies pris il a pris avait pris ait pris nous avons pris avions pris ayons pris vous avez pris aviez pris ayez pris ils ont pris avaient pris aient pris Future perfect Conditional perfect Pluperfect subjunctive j aurai pris aurais pris eusse pris tu auras pris aurais pris eusses pris il aura pris aurait pris et pris nous aurons pris aurions pris eussions pris vous aurez pris auriez pris eussiez pris ils auront pris auraient pris eussent pris Past anterior Conditional perfect, 2nd form j eus pris eusse pris tu eus pris eusses pris il eut pris et pris nous emes pris eussions pris vous etes pris eussiez pris ils eurent pris eussent pris Past imperative Past infinitive Perfect participle (tu) aie pris avoir pris ayant pris (nous) ayons pris (vous) ayez pris Additional Resources Simple tensesFrench verb conjugator

ARE POLICE ABOVE THE LAW Essay Example | Topics and Well Written Essays - 750 words

ARE POLICE ABOVE THE LAW - Essay Example However, at the same time police are in the best position to be tempted by corruption, kickbacks, dealing in contraband, and covering up excessive force. While violating the law is not the norm for the vast majority of good officers that play by the rules, for those that don't the system and organization places them above the law. Police officers are in a position to abuse the law and will naturally take advantage of their position when the opportunity arises, and are in fact encouraged by the system to do so. According to Johnson and Cox, "Police officers are exposed to an extraordinary level of temptation in such areas as drug investigations" (70). As with any cross section of Americans, some people will be more prone to violate social values when there is an opportunity for economic gain. This factor is exacerbated by the fact that "little or no discipline is imposed when police officers witness fellow officers engaging in misconduct. As a result, public safety officers believe that it is acceptable to break the law or the rules of the department" (70). In many routine instances police officers, and the department, places their actions above the law. The police department not only provides the opportunity fo... Police are conditioned to form an unbreakable bond with their peers. As part of their training, "Police rookies are given the impression that they are under attack by the public and can only rely on one another" (Terrance and Cox 73). This carries over through generations and pervades the entire department. According to Terrance and Cox, "The problem is not a "few bad apples," but an organizational climate that molds new officers into thinking and doing as the organization wishes" (74). If the officer was honest when he or she entered the academy, by the time they hit the street they will encouraged to turn a blind eye to corruption and abuse. Incidents involving police misbehavior confirms the theory that when police are given a considerable opportunity to break the law they will take advantage of a system that will refuse to report or punish them. In 1998, Human Rights Watch reported that police brutality was a persistent problem in US law enforcement. They cited cases of "unjustified shootings, severe beatings, fatal chokings, and unnecessarily rough treatment" and while they represented a minority of the total officers they found that "law enforcement supervisors, as well as local and federal government leadership-often fail to act decisively to restrain or penalize such acts" (Police Brutality). Police officers that operate outside and above the law have become a growing national problem. Critics will argue that the public exposes the police to too much scrutiny and places unreasonable expectations on the officers. They will say that officers are often in life and death situations that call for immediate reactions and split second decisions. The heat of the moment can cause an officer to over-react, but should be considered

Stretching Assignment Example | Topics and Well Written Essays - 250 words

Stretching - Assignment Example Yoga stretches are different from conventional forms of stretches in that they are rhythmic and are designed to boost flexibility. Borden particularly prefers the â€Å"Stretch and Fire† which entails stretching one muscle group while contacting the others (Sherman 5). In the process, a muscle reflex is triggered and this deepens the stretch while increasing the range of motion. What is more, the exercise lasts only about 20 minutes a day. For effective results, one would repeat the regimen five times a week. Yoga also helps the mind to focus. It increases mental alertness and reduces lethargy. Research reveals that Yoga reduces anxiety and depression (Sherman 4). According Borden, people who practice yoga are better performers across various realms of life, whether they are at work or in other social events. Muscle flexibility improves posture and leads to that chisel-shaped body or lean shape that both men and women crave for (Sherman 4). Even most important is the fact that yoga boosts confidence. Want to be flexible? Stretch for enhanced

Corporate Strategy Essay Example | Topics and Well Written Essays - 3000 words - 1

Corporate Strategy - Essay Example These strategies are very workable for any company in need of expansion to adopt. The intensive strategy used by an organization can improve its market share and the revenue benefits it acquires. It is a strategy of aggregation and strategy where benefits come through expansion of the business. The business can expand its product’s range and market with the view of deeper market penetration. Market development for a business means introducing a new product in the market to achieve an increased profit margin. It also aims at reducing the total cost of produce but increase the average cost of the output (Lamb, 2011:453). Market development of a company makes a company enjoy the economies of scale and a diverse spread of the business risks. However, market development is different from product development but is more often than not confused. Product development helps the current product achieve more revenue under a new strategy. A business may improve its products that are presen tly in the market or replace it with a new product. For example, the Toyota Company always seeks for new technology to increase its vehicle fuel efficiency hence making it to be more competitive than others do. Therefore, the Toyota Company gains more sales by selling the hybrid vehicles that help reduce pollution to the environment as well (Mullins, Walker and Boyd, 2010:45). Integration strategies can be forward either backward, or horizontal. Forward integration is where a firm grows by taking over it functions forward in the chain value previously provided by manufacturers, distributors, or retailers. This takes more control over the final product and distribution strategies. Backward integration means that growth of a company may take functions that were earlier in the chain as provided by suppliers and other organizations. For example, the Toyota may make agreements with suppliers who wish to meet the JIT processing. This is a win-win deal where the company may increase its co ntrol powers over the suppliers and hence increase revenue and profit (Thomas, 2001:276). Horizontal integration is a strategy that seeks the ownership to increase control over the firm’s competitors. This form of integration increases control power of the company over the firm’s competitor and encourage mergers and takeovers by the enhanced transfer of resources and competitiveness (Armstrong and Kotler, 2002:267). Diversification strategy is also another from of cooperate strategy that seeks to increase the profitability of a company through greater sales obtained from new products and new markets. Diversification of the business can be at unit level or at the cooperate level. Diversification can be concentric, conglomerate, or horizontal. Concentric diversification focuses on portfolio creation with business relation. Conglomerate diversification refers to diversification on matters that relate to the current line of business. It aims at improving the profitability and achieving proper marketing. The case study analyses the growth strategies of the of Toyota industry in the era of currency fluctuations and the new needs of the market. The Toyota industry, founded in 1926 by the Sakichi Toyoda, manufactures and sells the automatic looms, which he had invented and perfected. Since then the Toyota Company

Speech And Language Therapy For Children

Speech And Language Therapy For Children The Speech and Language Therapy profession is arguably one of the most important in Irish healthcare today. Its combat against the prevalence of communication disorders in this country especially for young children up to five years of age, in their crucial development stage, is fundamental in enabling those that could not otherwise manage it themselves, participate normally in society. But the last decade has seen a steady rise in such cases accessing public speech and language therapy services and the resources are currently not meeting existing and future demand. In fact quite the opposite is happening; public resources managed by the HSE are in decline as cuts to HSE budgets have been a constant since the beginning of the recession. Waiting lists for the public services are at an all-time-high and demand for private services have risen as a consequence but overall, children with speech and language needs are in a state of neglect and these needs will become more complex and problematic the longer they wait. Introduction. There are a lot of problems in our health system today that are apparently being addressed by the concept of reform. But somewhere within this system in reform there is an immerging issue of pretty dire proportions. Communication in human beings is a fundamental and natural skill that shapes the very world we live in. To not be in possession of such a seemingly basic skill would to essentially, be left out of society. Hard to imagine, yet thousands of children in the country each year present with communication difficulties. Speech and Language Therapy addresses these difficulties and with great success however such difficulties left untreatedà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ What is Speech and Language Therapy? Classified as a healthcare profession Speech and Language Therapy aims to assess, diagnose and manage those who have difficulties with their communication skills. Speech and Language Therapy enables those with such difficulties to achieve their full potential to communicate and therefore integrate properly into society. Children with speech and language issues are among a very common group that are at a risk of developmental, learning, behavioural and social difficulties. Between 50-90% of children aged three with communication deficiencies will continue to have difficulties throughout their childhood. (HSE.ie Speech and Language Therapy. 2013). Image www.arcspeech.ieSpeech and Language skills are vital to a childs development which happens through communication. Language forms the very basis of communication for which reading, writing, speaking and listening are all part of. The ability to communicate is crucial for children to communicate with their peers. Children with delayed language development entering their first year in school are at risk of not being able to access the school curriculum. (ARC Speech Language Therapy Clinic 2013). The key to a more successful outcome for communication disorders is early intervention. When Would a Child Need Speech and Language Therapy? Guidelines. There are general guidelines for parents who may suspect that their child might be in need of or may benefit from speech and language therapy. For example, if the child has difficulties understanding instructions compared to other children, is late in development of talking, has a hoarse voice, has a stammer or stutter, finds playing with peers challenging or is not interested in interacting with others or is 3 and there is difficulty understanding their speech. (Irish Association of Speech Language Therapists. 2013). Typical stages of speech and language development for parents to understand at what stage their child should be at are outlined in the table below. Figure : Typical Stages 6 to 9 months 9 to 12 months 12 to 15 months 15 to 18 months 18 to 24 months 2 to 3 years 3 to 4 years 4 to 5 years Babble a long string of syllables aloud Point and imitate. Say yes and no and shake head accordingly Understand and respond to simple instructions. Be able to say 6 to 20 words and understand even more. Have a range of up to 50 phrases. Ask for food and drink. Understood 50 to 75% of the time. 3 to 4 words together in a sentence. Understand opposites. Ask Why questions. Understood 80% of time. 6 word sentences. Recognise some words in books/signs. More complex sentences with few errors. (Catriona Lysaght Speech and Language Therapist. 2013). My Child is Not Following the Typical Stages. All children develop at different rates and a parent knows their child best (Catriona Lysaght 2013) but a parent whose child does not seem to follow or fit the typical development stages, should have reasonable cause for concern and talk to their G.P. who can form their own opinion and refer to a Speech and Language Therapist if necessary. Assessment. The very first step to the Speech and Language process is always the initial assessment in which to gauge the childs speech and language skills in relation to the typical stages of speech and language development. The assessment is child age and ability specific and the parent normally will have completed a questionnaire to give the therapist a good understanding of the childs skills. General Assessments. Some of the general things that the therapist assesses during the initial assessment may include: Figure : Assessments Speech Sounds The sounds that the child uses to make words and how the child uses those words themselves as part of their language. Oro-motor/Motor Speech The childs ability to move the mouth muscles for both speech and non-speech tasks. Receptive Language Skills The childs understanding of language used by others around them. Expressive Language Skills How the child uses words to expresses themselves. Fluency/Stuttering/Stammering The therapist examines the characteristics of the childs stammering. Feeding, Eating, Drinking and Swallowing (FEDS) Only for children with difficulty in the area, the therapist observes the childs eating to assess things like chewing skills, drooling and ability to feed independently. (Irish Association of Speech Language Therapists. 2013). Image www.spectrumhealth.ie Feedback. Once the initial assessment has been completed the therapist will give the parent verbal feedback on their findings and discuss the results of the assessment. A plan for moving forward to best suit the needs of the child is also discussed along with whether or not the need for a block of speech and language therapy is required. (Irish Association of Speech Language Therapists. 2013). Potential Issues. Speech and language issues for a child could also indicate other potential issues for that child that otherwise could not be determined at an earlier stage of their development. While most children who attend speech and language therapy benefit greatly from the intervention, for some parents it can mean the realisation on an underlying issue such as Autism or Attention Deficit Hyperactivity Disorder (ADHD). Early Intervention. Prompt assessment and early intervention is critical if the long-term implications of a speech and language impairment is to be successfully reduced. (HSE.ie Health Service Executive Website Speech and Language Therapy. 2013). The earlier a child is assessed and diagnosed for treatment, the earlier that treatment can begin and the more successful the treatment will be. Children have a window up to the age of five of prime time for brain development and ideally any therapy treatment should be during this time. The older the child, the least effective the therapy is so early intervention is key. Image www.speechlanguagetherapyni.com Services: Public vs. Private. Public speech and language therapy services are free in Ireland but there are private alternatives for a family who wish to have their child seen to much more quickly than they could be seen to by the public service. Private services can also offer more regular, specialist services with more flexible hours and the associated costs are mostly covered by many of the health insurance companies but the outlay can be expensive overall. Parents who simply cannot afford to have their child seen privately have little alternative but to join the public waiting list. Speech and Language Therapy Demand in Ireland. It is estimated that over 5% of children will experience a Speech and Language delay which means that up to 6,000 children each year will have a specific speech or language impairment by the time they reach the school-going age. (Cluas.ie | Speech and Language Therapy| Language Development. 2013). With the increase on birth rates in Ireland today, this figure is likely to increase. The demand for speech and language therapy in Ireland has been steadily rising over the last decade as figure 3 shows: Figure : People Accessing Primary Speech and Language Therapy in Ireland (Department of Health, 2012) Speech and Language Resources in Ireland. Public resources for Speech and Language Therapy have drastically reduced since the beginning of the recession where recruitment bans across the Health Service have impacted heavily on the patient-to-therapist ratio that have seen waiting lists grow longer and longer up to 2 years in some areas (Irish Examiner 2013). Desperate parents have been flocking to their local TDs as a last resort and a number of them have pleaded on their constituents behalf in the Dail for a lifting of the ban specifically for Speech and Language Therapists e.g. (Patrick Nulty 2013). Therapists themselves are feeling the stresses and strains of the system where the long waiting lists are the main source of frustration (HSE.ie Speech and Language Therapist 2013). They are only too aware of the ticking clock that is the development window of each child on the list. All of this in contrast to the promises made by the Minister for Health in 2011 for radical reform across the health sector (James Reilly 2011). Conclusion. With the rising demand for speech and language therapy coupled with reductions in public services, the very foundation of speech and language development; early intervention has become a contradiction in terms. Paradoxically, the relatively small savings currently being made with recruitment embargos in the health service are very likely to be overshadowed by the future costs that will be associated with developing the children whose needs are not currently being met. This might make some economic sense to those who maintain that the funds simply are not there now to meet current demands but on a human level, its simply unjust to expect children to delay their own learning development for the sake of economics. Recommendations. Resources for speech and language therapy need to be restored to appropriate levels to handle current demand with priority given to the areas in most need; with the longest waiting lists and lower patient-to-therapist ratios. Similarly reforms within the health service, especially in this field are desperately required and long overdue. The Government and HSE must deliver on their reforms promised in 2011 to reduce waiting lists across the health system (James Reilly 2011).

Invisble Man :: essays research papers

Invisible Man – Part II by Ralph Ellison Before being expelled Dr. Beldsoe tries to make a deal with the narrator. He says â€Å"if you can get a well paying job in New York, you can come back to the college†(pg. 101). The narrator agrees to this, and Dr. Bledsoe gives him several letters of recommendation and sends him on his way. When the narrator gets to New York, the son of Mr. Emerson, one of the people Dr. Bledsoe wrote a letter to, tries to tell the narrator about the tyranny that he is being exploited by. But the narrator refuses to listen until he is shown the letter that Dr. Bledsoe wrote. He discovers that all the letters of recommendation are phony and that Dr. Bledsoe never actually intended for him to be able to re-enroll in the college. This realization finally causes the narrator to become at least partially disillusioned. Because of this, he decides to forget about the college and takes a job at a paint factory. At the paint factory he begins working as an assistant to Lucius Brockway, an old black man that works the machines in the basement. Brockway explains to the narrator that it is the people who work the machines, and not the machines themselves that are responsible for the success of the company. He tells him, "We the machines inside the machine." The narrator, however, fails to grasp the broader meaning of this quote. Afterwards, Brockway tells the narrator that a union has been trying to get the employee’s higher wages and that if that happened the paint factory could go under. When Brockway discovers that the narrator went to a union meeting, he attacks the narrator. While they are fighting, the machinery goes haywire and when the narrator tries to fix it, it explodes, knocking him unconscious. The narrator wakes up in the factory hospital. At first he thinks they are going to help him-that they are going to try and relieve his pain and suffering. But again, this i s only a naive illusion. Instead, he becomes a guinea pig for experimental electroshock therapy. The electroshock therapy causes him to forget who he is. This is symbolic of how his continual exploitation has been robbing him of identity. After he recovers from the amnesia and leaves the hospital, he realizes that he is no longer afraid of important men since he no longer expects anything from them.