Getting Chills from Pacific Heights essays

Getting Chills from Pacific Heights articles Getting Chills From Pacific Heights Thrills Tension movies dole out edge-of-your-seat uneasiness with nail gnawing expectation to the crowd by causing them to feel just as they were a piece of the experience rather than an insignificant onlooker. Pacific Heights, coordinated by John Schlesinger, may have been more sensational than dramatic yet it unquestionably conveyed enough of both to keep the crowd captivated and yearning for additional. Men settle on all choices, are rarely off-base, and can stay objective in any circumstance while ladies are compliant, wear skirts and oblige their spouses each impulse, however not in Pacific Heights. Melanie Griffith plays Patty, Drakes sweetheart, and from the earliest starting point is demonstrated to be the predominant of the two, making a job inversion of the genders fast approaching. Patty truly wears the jeans in the relationship and shows it inside and out. She deals with any jam the couple gets into and never loses her cool in their seasons of emergency, in any event, when she encounters their inhabitant from heck, Carter Hayes. Patty is the positive heroin of the film by killing the devil Hayes, however by additionally thinking carefully and screwing him over and recapturing Drakes character and cash. Carter Hayes is by a wide margin the best reprobate ever. Hes manipulative, scheming, shrewd, thus great at it. He deceives everybody, except some way or another nobody acknowledges it and he goes on his plotting way. Add to this, Carter, played by Michael Keaton, yes Beetlejuice himself, with his mischievous grin and tight eyes to create the best terrible face since Jack Nicholson in The Shining. On the off chance that the job inversion among Drake and Patty or the steady choppiness with Carters residency werent enough to keep the audi... <!

Animal Testing Should Be Outlawed Essay -- Argumentative Persuasive 20

As per Biology Online, creature experimentation is characterized as the utilization of creatures in investigations and improvement extends as a rule to decide harmfulness, dosing and adequacy of test medicates before continuing to human clinical preliminaries. Creature experimentation has been going on since old Greece when Aristotle and Hippocrates previously made their model of the human body dependent on what they had seen through creature dismemberment. At that point, Romans utilized creatures to accomplish increasingly mental tests on creatures like pigs, monkeys and canines. From that point forward, the Renaissance time frame took up physiological examinations. From that point forward, the twentieth century had a colossal increment in creature testing until 1980 when activists fired facing the labs. Activists have not been fruitful at ensuring the animals’ rights at times and the previous decades have seen an observable increment in creature testing for some reasons (Bau mans). Today, in spite of activist’s endeavors, creature testing is still regularly utilized. By and by, creature testing is unscrupulous and ought to be banned. Individuals for creature testing accept that creatures are required for any kind of clinical headway. They accept that without testing on live creatures, our clinical field would not have the option to make enhancements. Researchers accept that people would be prevented tremendously on the off chance that they didn't test medicates on creatures before they were discharged to the human world. They additionally imagine that creatures are tried to do different social and hereditary testing. Individuals for creature testing are under the feeling that the creatures are an extraordinary assistance towards clinicians in discovering progressively about the mind and how the human cerebrum functions. They imagine that without the creatures, no one would have the option to completely see how the ... ...ety. aavs.org, 2010. Web. 16 Nov. 2010. . Bantwal, Natasha. Contentions Against Animal Testing. Buzzle.com: Intelligent Life on the Web. Buzzle.com, 2010. Web. 16 Nov 2010. against-creature testing.html>. Baumans, V. Utilization of creatures in test inquire about: a moral issue?. Gene Therapy (2004): S64â€S66. Web. 9 Nov 2010. . Goldman, Laura. New System May Replace Lab Rats with Robots. Change.org. Change.org, 08 Aug 2010. Web. 16 Nov 2010. . Research Alternatives. CHAI Online. CHAI Online: Concern for Helping Animals In Israel , 2010. Web. 16 Nov 2010. .

graham bell essays

graham ringer papers Alexander Graham Bell was conceived on March 3, 1847. He was conceived in Edinburgh, Scotland, he was instructed there also, at the University of London. He concentrated under his granddad, Alexander Bell, a notable discourse educator. (Robert V. Bruce, Bell) His mom, Elisa Grace Symonds, was a representation painter and an artist. His dad, Alexander Melville, Bell, showed hard of hearing quiets to talk and composed course books on right discourse. He designed Visible Discourse, a code of images that showed position of the throat, tongue, and lips in making sounds. (World Book Chime and his siblings helped their dad in exhibits of Visible Speech, Beginning in 1962. He likewise turned into an understudy educator at West House, a young men school in Edinburgh, where he showed music and discourse for guidance in different subjects. (World Book Enc. 1991) He turned into a full-time educator subsequent to reading for a year at the College of Edinburgh. At that point he learned at the University of London. (A. G. Ringer: Making Connections, 1996) In 1866, he made examinations to discover how vowel sounds are delivered. He read a book on acoustics by a German physicist Hermann von Helmholtz, he utilized notes of electrically determined forks to make vowel sounds. That gave him broadcasting despite the fact that he had no clue the most effective method to do it. (World Book Enc., 1991) Awful things began to happen to the family. Grahams more youthful sibling kicked the bucket of tuberculosis, and his more seasoned sibling kicked the bucket likewise by a similar sickness in 1870. The specialist told his dad that Graham was in peril as well, yet his dad surrendered his activity and moved to Brantford, Ontario, Canada, where his dad found a solid atmosphere for them. He before long recouped in wellbeing. (Our Foreign Born Citizens, In 1972, Bell opened a school for the educators of the passing. The following year he turned into a teacher at Boston School. Inevitably of chipping away at the p... <!

January College Planning Checklist

What High School Students Need to Do This January to Prepare for College It’s a new year, a new semester, and the perfect time for freshmen, sophomores, and juniors to get a head start, or keep up the momentum, on the college admissions process. While most seniors have finished applying to colleges and are anxiously awaiting decisions, underclassmen need to get started on test prep, their balanced college list, and improving grades, among other things. Here’s what high school students need to be doing this spring in order to set themselves up for a successful college admissions season: Freshmen Now that you’ve had a semester to try out some extracurricular activities and clubs, think about which ones you like, which ones you don’t, and what activities you’d like to be apart of but are not offered at your school. If so, now is the perfect time to think about starting your own club. If you haven’t yet, set up a spring meeting with your college counselor to go over the courses you should take next year, your activities, and discuss what activities you’d like to do this summer and what you need to do now to prepare. Continue expanding your outside reading and keep up your grades! Remember, colleges like to see an upward grade trend throughout your four years in high school, so if you had a rocky fall semester, it’s ok! Work hard to bring to bring those grades up this semester. Sophomores Make an appointment with your college counselor to discuss your course load and what classes you need to take next year. Colleges like to see students taking courses with increasing difficulty, so be sure to plan a challenging course load for your junior year. Keep up your grades! Again, colleges like to see an upward grade trend so work hard to maintain or improve your grades. If you haven’t already, begin preparing for the ACT and/or the SAT. Juniors Take some time to review your resume and make sure that everything is up to date. If you’re taking the February ACT, be sure to register by Jan. 10, 2014. The late registration date for the January SAT is also Jan. 10, 2014. Set up a time to meet with your counselor to discuss your course load, summer plans, and your balanced college list. Now is the time to discuss your college plans so that you can spend the semester researching more and adjusting your list if necessary. Seniors Now is not the time to slack! Your college applications may be in, but high school isn’t over yet. Colleges will see your final semester grades, so keep your mark up in order to avoid a rescinded acceptance. Deferred? Here’s what to do to improve your chances of admission in the regular round. If you are applying to schools with a Jan. 15 deadline, continue working on your applications and get them completed ahead of time. If you are applying for financial aid or scholarships, be sure to complete your FAFSA by the deadline that the school specifies. Some colleges request you complete the form by early February, so get started now. If you’re not sure when the school’s deadline is, call and ask! What else do you plan to do this month to prepare for the college admissions process? Tell us in the comments below! You can also download the full college planning checklists for each grade here.

Essay about Nursing - 1109 Words

When you work in the medical field as a nurse it is a very rewarding career. Having a passion or desire to take care of the sick or needy is a clear choice to pursue a career in nursing. As an individual who has this passion I understand the benefits and heartfelt content that comes with being a nurse. There are many men and woman out there that share the same passion and kind heartedness that I have. They are rewarded with smiles and hugs and from knowing they helped an individual or family through a hardship or sickness. R.N.s or Registered nurses are the professionals who specialize in the care and support of patients in various medical settings. They perform a variety of tasks from assisting doctors, administering medications, and†¦show more content†¦The top goal is a BSN which is offered at large colleges or universities and typically are four year programs. Next is the AND program, this is available at community colleges or junior colleges, which takes two to three years to complete. Last there is a diploma program that is offered at certain hospitals but is not typically offered anymore, this can take up to three years to complete if you can find one. Individuals who choose to complete a BSN degree have more training in areas that are becoming more of a problem in today’s world. These degrees offer more clinical experience in non hospital settings and help prepare you for better wages and just plain better jobs. One in which whom completes any of these three program options gives themselves a path to any entry level position as a staff nurse. I also asked my interviewee about what it took for her educational wise to obtain her degree. She told me that she went straight from high school and obtained her C.N.A license. She received her training from Indiana Business College which is now Harrison College In 2000. At that time she thought she would be satisfied with her position but soon came to realize that in her opinion C.N.A‘s were not adequately compensated for their work. One of her supervisors urged her to continue her education and pursue an R.N degree. This initially led her to enroll in classesShow MoreRelated Nursing Philosophy : Nursing And Nursing Essay1660 Words   |  7 Pages Nursing Philosophy Nursing philosophy is defined as a nurse or students thought of what they believe to be true about the nature of the profession of nursing and to provide a base for nursing practice. (2016, para.1) The nursing field continues to develop into a professional scope of practice and nurses continue to work to develop a high standard for the profession. The values and skills that nurses’ learn as they care for patients continue to develop into rules and regulations for future nursesRead MoreThe Nursing Practice Of Nursing851 Words   |  4 Pages Nursing is a highly promising profession, yet healthcare institutions are having difficulty filling nursing positions. The nursing profession has evolved since its inception in the 1800’s. Today, various healthcare facilities employ the professionals to assist with patient care. The nursing practice is now a well-paying profession. Despite this, America’s healthcare needs are creating a nursing shortage. Additionally, nurses who seek more challenges in the workplace are taking on roles as advancedRead MoreNursing Philosophy Of Nursing727 Words   |  3 PagesIntroduction As a nursing student in the BSN program at West Coast University, I have discovered my skills and knowledge to prepare myself on how to be an efficient nurse as well as a nurse that truly cares for the best quality of care given to a patient. I have found some good qualities and insight in the paradigms to a philosophy of caring as a nurse. In this paper I will discuss the four paradigms of nursing which includes: Health, Nursing, Client/Person, and Environment. As a nurse, one mustRead MoreNursing : Nursing And Surgical Nursing Essay2101 Words   |  9 PagesThe main goal of every nursing student is to pass the National Council (of State Boards of Nursing) Licensure Examination (NCLEX-RN). The NCLEX-RN certifies a nurse to practice general medical procedures. However, if a nurse so wishes, he or she could then specialize in one area of nursing, and that is the area in which that nurse would make his or her career. To specialize in a certain area is to certify that a nurse is knowl edgeable and capable of doing a certain job. There are hundreds of differentRead MoreThe Nursing Theory Of Nursing773 Words   |  4 PagesNursing Theory The metaparadigm of nursing consists of four parts comprised by Jacqueline Fawcett, in 1984, in her seminal work (Alligood, 2014). The metaparadigm she developed served to provide direction and guidance for the nursing framework already in use and became an organization tool for theories already in use (Alligood, 2014). The four parts being person, health, environment, and nursing. The four components of the metaparadigm concept of nursing is important to nursing theory becauseRead MoreNursing : The Practice Of Nursing Essay2433 Words   |  10 Pagescenturies, nursing has undergone evolution. Through countless evolutions, many theorist contributed to what they would believe is important to nursing. Although, many theorist all have their own idea for nursing, they all share the same core idea: the desire to seek help for the patient. One of the ideas that theorist have the tendency to focus on is the practice of nursing. To this day nurses would admit that preparation to becoming a nurse is a difficult task. Mostly because the practice of nursing consistsRead MoreNursing1705 Words   |  7 PagesIntroduction Conceptual frameworks of nursing model have provided the professional nurse a foundation for the development of individual practice. I have chosen an individual at my current placement to base the care plan on. The patient is a 45 year male who has been in and out of the ward for severe anxiety issues and my job is to build a therapeutic relationship so she can become more comfortable with herself and this would lead to an end result of socializing with others. In this assignment IRead MoreNursing1261 Words   |  6 PagesPersonal Definition of Nursing April Vialpando Ms. Penne McPherson in partial fulfillment of NR444 Professional Role Development Regis University January 22, 2013 Personal Definition of Nursing The definition of nursing has many different meanings depending on whom you ask. To some a nurse is simply the person who brings you your medication and takes your vital signs. To others, including myself, it is someone who keeps you safe and watches over you while you are in a healthcare settingRead MoreNursing Theories Of A Nursing Theory923 Words   |  4 PagesA nursing theory can be defined as the concepts and assumptions used to explain, predict and control the practice of nursing. These theories provide a systematic view of the profession by organizing the relationships between all of the phenomena (i.e. events, people, and actions) that are associated with practice (Current Nursing, 2012). Nursing theories serve multiple purposes within the profession such as indicating the direction in which the practice will advance over time by predicting futureRead MoreNursing Theory And Nursing Practice Essay1181 Words   |  5 Pages The purpose of this paper is to apply and explain nursing theory as a guide to help restructure and solve nursing practice issues by questioning, critical thinking about effectiveness of what nurses do. Application of theory by nurse leaders can influence patient satisfaction scores, patient-care delivery, and workflow. In today’s complex rapidly changing healthcare environment, healthcare system and hospitals are increasing their efforts to hire well-trained clinical professionals

Bsbhrm405A - 1961 Words

Assessment Task Number 1 BSBHRM405A Support the recruitment, selection and induction of staff Assessment task 1 Shift Supervisor for Star Industries – Interview Portfolio RECRUITMENT AUTHORISATION REQUEST Recruiting will not commence until this form is completed and approved with a Position Description Attached. Date: 09/02/2014 Business Unit: Star Industries Department: Manufacturing Job Title: Shift Supervisor Oracle Cost Code: N/A √ Tick If New Position Replacing Existing Staff Member Name of Present Incumbent: (the person holding the position leaving) Mr Bob Brown__________________________________________________________ Position Reports to: Plant Manager NSW – Gary Denver†¦show more content†¦Carry out the recruitment, selection, induction and training of staff. Process weekly payroll information and ensure compliance with remuneration policy. Ensure sufficient stock of all items is kept in good order to meet foreseeable demands as per production plan. Maintain a stock control system ensuring appropriate turnover of stacked stock. Monitor production efficiencies in line with operational KPIs and to promote a continuous improvement environment to the team. In conjunction with the Marketing Consultant, ensure that delivery dates promised are kept. Maintain an efficient machine layout and handling system. Keep machine down time to a minimum and keep control of overhead costs. Arrange for a system of plant and machinery maintenance. Monitor and evaluate team performance, developing training plans to ensure multi-skilling and compliance of team members to company and legal requirements. Keep up to date with current changes or organisational policies and procedures. Comply and promote good WHS throughout the plant. Personal SpecificationKnowledge, Skills and ExperienceEssential: Minimum of three years’ experience in production of windows, doors and related products Ability to liaise with suppliers, other staff and management Ability to supervise and build a team, with well-developed interpersonal and leadership skills Working knowledge of quality improvement systems, tools, be able to solve problemsShow MoreRelatedBSBHRM405A Support The Recruitment Selection And Induction Of Staff2650 Words   |  11 Pagesï » ¿ BSBHRM405A Support the recruitment, selection and induction of staff Assessment Booklet Unit Code: BSBHRM405A Unit Title: Support the recruitment, selection and induction of staff Trainer Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Environmental Law

Environmental Law- Enforcement measures and effect Essay iveness in Pollution, why is it still running rampant in our environment today ? Are there no laws to control or stop it ? In regards to these questions, Canada has a great many laws to stop and regulate pollution. But despite this, why is it still happening. What are Canadas so called enforcement measures and are they effective ? We have the Environmental Bill of Rights and the Canadian Environmental Protection Act, just to name a few.Sure some polluters break these laws and get caught, but all they get is a slap on the wrist; why is that ? Some even have the gual to pollute again.Acid rain and hazardous wastes are just two of the many problems plaguing our environment today, but nothing is really being done about them; why ?Finally what is the polluters point of view in all of this ?To begin with, in some areas there are both federal and provincial legislation to ensure that companies and individuals respect the environment. Federally the central piece of legislation in Canada is t he Canadian Environmental Protection Act (CEPA). CEPA is the consolidation of five statutes: The Environmental Contaminants Act, the Air Quality Act, the Canada Water Act, the Ocean Dumping Act, and the Department of the Environment Act. ( Muldon, 1995, p. 23) The CEPA contains important penalties and sanctions; provisions for the collection of information and for evaluation; provisions for the control of importation and exportation of toxic substances; and provisions for the reduction of wastes, the cleanup of coastal zones, the protection of the ozone layer; the reduction of acid rain and urban smog; and provisions for the development of regulations. All provinces and territories have enacted their own legislation, establishing generalenvironmental rights and responsibilities; but the level of environmental protection established is not equal all across Canada. Generally, it can be said that each province and territory regulates the discharge of contaminants into the environment b y requiring licenses and permits and by invoking penalties. The regulated matters include environmental impact assessment, waste management, drinkable water standards, and land conservation. (Morrison, 1991, p24) Also, provinces and territories dealwith several other matters indirectly affecting the environment, such as the regulation ofcommercial or industrial activities like mining, agriculture, and transportation. In Ontario, the four main statutes are the Ontario Environmental Protection Act (OEPA), the Ontario Environmental Bill of Rights (EBR), the Ontario Environmental Assessment Act, and the Ontario Water Resources Act (OWRA). OEPA provides for the protection of the natural environment, which is defined very broadly. It also creates the Environmental Appeal Board. OWRA is concerned with the protection of all surface waters and ground waters. Both acts prohibit the discharge of a contaminant into the natural environment that causes or is likely to cause an adverse effect or t hat impairs or is likely to impair the quality of the water. (Morrison, 1991, p. 33) The Ontario Environmental Bill of Rights provides for increased public participation rights and creates the Environmental Bill of Rights Commissioner.Moreover the EBR was established in 1993. It represents a new era in environmental decision makingone characterized by enhanced public participation, citizen empowerment, and greater accountability of decision makers. (Muldon, 1995, p.15) The new rights and responsibilities in the legislation require politicians, policy makers, lawyers, activists, and citizens to rethink and modify their usual ways of looking at environmental problems. It is hoped that the EBR will promote positive strategies such as waste reduction, energy and water conservation, and green industry development. (Muldon, 1995, p.16) Finally, there are also many specific laws dealing with specific industries. Such as the Pesticides Act, The Ontario Water Resource Act, the Energy Efficie ncy Act etc. .u4f8ac9ab61bb3895d6c38d0051df82d6 , .u4f8ac9ab61bb3895d6c38d0051df82d6 .postImageUrl , .u4f8ac9ab61bb3895d6c38d0051df82d6 .centered-text-area { min-height: 80px; position: relative; } .u4f8ac9ab61bb3895d6c38d0051df82d6 , .u4f8ac9ab61bb3895d6c38d0051df82d6:hover , .u4f8ac9ab61bb3895d6c38d0051df82d6:visited , .u4f8ac9ab61bb3895d6c38d0051df82d6:active { border:0!important; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .clearfix:after { content: ""; display: table; clear: both; } .u4f8ac9ab61bb3895d6c38d0051df82d6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4f8ac9ab61bb3895d6c38d0051df82d6:active , .u4f8ac9ab61bb3895d6c38d0051df82d6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .centered-text-area { width: 100%; position: relative ; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4f8ac9ab61bb3895d6c38d0051df82d6:hover .ctaButton { background-color: #34495E!important; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4f8ac9ab61bb3895d6c38d0051df82d6 .u4f8ac9ab61bb3895d6c38d0051df82d6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4f8ac9ab61bb3895d6c38d0051df82d6:after { content: ""; display: block; clear: both; } READ: Vietnam Veterans Memorial Essay What happens to polluters who break these laws ? In Ontario most environmental offenders break the laws outlined in the EPA. When they do, the companies or persons are charged with the offenses committed and brought to trial. In Ontario there were 1, 546 charges laid in 1994 about half of those were convicted. (Parker, March, p.36) When found guilty the judge has a number of ways to punish the offender. One of the ways are through fines. In the CEPA it permits fines

The House And The Ushers Essays - Meaning, Literature, Fiction

The House and the Ushers One of the central themes underlying the short story, The Fall of the House of Usher, is that of the nature of the house. The way it is described and the way it is so mysterious. Another central theme about this story is the nature of the people that live in the house. They are portrayed very much in the same manner throughout the story. Thus, they have several similarities with each other. All of which are of a bad feeling, showing how bad things are for the people and the house. These similarities are very well laid out in the story and are, I believe, meant to be something to be considered when reading it. At the beginning of the story there is a very negative feeling being attached to the appearance of the house. He uses a couple of things to try and make you feel negatively about this place. He used words and phrases such as: "insufferable gloom," "vacant," "black and lurid," and the "rank sedges" were mentioned too. These are obviously there to give a sort of a bad connotation, or bad karma, to the house. He speaks of how the house has a "wild inconsistency" and how each individual stone is starting to decay and fall apart. Suggesting that the house has many problems, all problems that could possibly lead to the destruction of a house. Some accounts even take it as having a kind of gothic feeling to it. Which, after reading the descriptions about it, is very understandable. Another word thrown around when speaking about the house is ghostly. Other phrases such as, "through many dark and intricate passages" and ebon blackness" also help to set the mood correctly. They all set up the fact that some sort of fearful event is going to take place soon. All these things put together and a few others help to connect the house to Roderick and Lady Madeline. When the narrator first sees Roderick after a long period of time, he thinks that he resembles that of a corpse. Then Roderick tells him the reason for his appearance, why he looks so bad. He said he had an illness that was a "morbid acuteness of the senses." The word morbid, when used anywhere, has very strong meaning and it is of the negative type. He uses the word tortured when he is describing his eyesight and says that even the slightest sound is almost unbearable. Thinking about having all of these symptoms put together is a very bad picture to paint in your mind. His condition, in this case, is very comparable to that of the condition of the house. Then Madeline is introduced, and the first thing stated about her is that she has an unknown illness. Her illness is so bad that she cannot respond to any outside stimuli. She is never even seen again by the narrator after this brief introduction. The way both of the characters were introduced, with their appearance and the descriptions of all of the illnesses that they have, gave them a very negative connotation. Poe is trying to set the mood of the story by throwing out all of these negative things about the structure of the house and how it is decaying and falling apart. He is doing the same by telling about Roderick and Madeline and how they are sick and virtually doing the same as the house is, rotting away and slowly coming apart. Bibliography N/A

Janet Frame Towards Another Summer Essay Example

Janet Frame Towards Another Summer Essay Example Janet Frame Towards Another Summer Essay Janet Frame Towards Another Summer Essay What is it that makes Towards Another Summer so enticingly powerful? Although Janet Frame self-deprecatingly considered her novel to be embarrassingly personal, in fact, its captivating personal nature is where the novels power derives from; where through Grace Cleave, Frame bravely explores her mental illness, difficult childhood and her migratory conflicts with identity and place. Such a brave exploration is evident throughout the novel, including when Grace and the Thirkettles venture out into the Winchley market in the novels 15th chapter. Here, Frame uses her signature narrative methods of extensive syntax, parallel characterization, striking imagery, vivid tone and clever repetition to craft this significant event in Graces weekend of self-discovery and personal growth. Much of Summer constitutes of extensive and relaxed syntax, which not only exposes every thought and feeling Grace has in a lengthy stream of consciousness, but also indicates to readers Graces highly observant disposition and tendency to have complex cognitions. When reaching the library, Frame shows this with Anne changed Sarahs book while Sarah watched dismayed, as the seaside book where the animals had been picnicking on the sands, eating tomato sandwiches, ice cream and bananas, disappeared over the desk, and when the new book was found for her she looked suspiciously at it. Though this abundance of thought may seem harmless, throughout the novel and in this instance also, her almost obsessive thinking and observations juxtaposes with her minimal syntax of speech, for example her reply of -Yes. This suggests not only social awkwardness, but attributes much to Graces mental illness, the novels most pervading theme. Frame therefore makes it clear that even in a new situation and e nvironment that she creates, like the library, Graces mental illness is with her wherever she goes. Modern literary critic Jan Cronin noted in regards to the novel that the past increasingly leaks into the present and readers cannot help but concur where Frame weaves Graces childhood into the fabric of the present. This is not just with literal transitions into her memories, but also through Frames technique of making resonating parallels between characters of Graces past with characters of her present which she does superbly in this instance. As characterized here, the young and naà ¯Ã‚ ¿Ã‚ ½ve Sarah who cannot distinguish between reality and narrative fiction, with Anne having to explain that animals had been in the library book to be shared with other children, and now Sarah had a new book with different animals and people , directly reflects Graces inability to do so also as a child (Grace is a Jackdaw, p69) and more sadly as an adult (with her constant delusion that she is a migratory bird). Readers who notice this parallel between Grace and Sarah acknowledge how Frame is ard ent to show that like Graces mental illness, her past is also inescapable no matter what situation she is in. In shaping the situation of the Winchley Market venture, Frame additionally shows how Graces divided sense of place are persistent also, by using salient mood and imagery which contrasts with other parts of the novel. The atmosphere of the Market is described as warm with bodies, steam, sweat, smells with rows of stallsflashy jewellery and knick-knacks where a young man and woman were standing, staring at chocolate box picture. thus crafting an environment of pleasantness and warmth. Readers should note how when Grace is with the Thirkettles and thinking of England she is always warm, however when reminiscing in solitude of New Zealand she is cold (immediately the chilling air surged near her pg.83). Graces feelings of warmth in England may well be symbolic of her relative happiness in the country, compared to the cold New Zealand which holds many painful memories of her childhood and of how she was a certified lunaticadvised to sell hats for [her] salvation. Readers may then apprec iate this situation at the market in how it shows these feelings of happiness and warmth in the protagonist of whom are aware has been through much adversity in their past. Though her mental illness, childhood and divided sense of place permeate this Winchley market venture, Graces personal growth as an individual is evident also, where Grace remarks Wonderful, Grace agreed, with a brazen air of I like flashy things, you know, I appreciate this market!. The tone of voice here is vividly joyous and exciting, and is a vast development from the pre-weekend Grace who seemed incapable of projecting any lively emotion. To further emphasize Graces growth, Frame uses the stunning figurative Grace felt as complete and shimmering as a mermaid where the beautifully elegant metaphor indicates her improvement from a woman who once had a very negative view of herself. As readers have most likely waited 15 chapters for Grace to feel complete, it would come as no surprise if this was the special highlight in the novel. Because of the arrestingly beautiful language and tone Frame employs here, it is with certainty that this moment was a special highlight for Graces (a nd therefore Frames) life also. In her critical review, Joy Cronin also wrote Phillip (the journalist) and Anne frequently meld into Graces parents, George and Lottie, and the Winchley venture is perhaps the best example of this in Summer. Graces perception of Phillip and Anne in this situation is clearly clouded with applied resonations with her own parents, where in contrast to her shimmering as a mermaid, Grace felt sorry for Anne. She guessed that Anne may might not have another chance during the week to buy the sheeting that children, house and home (and Ulysess) would be taking all her time which purposely mirrors the greatly domestic role of Lottie who also made sacrifices for her family and Graces strong guilt she felt for her hardworking mother. Graces symbolism of Anne as her mother is matched with her dramatic perspective of her exchanges with Phillip, where she creates a tension between the two with conveyed tones of mild disapproval, and ashamed emotions but more effectively her incessant repetition of domesticity including a domestic dream, domestic matters and Annes eyes were clouded with what could only be described as domestic concern. Her identification of Phillip and Anne as her parents reflects her almost Freudian desire for new parents who would lovingly say to each other -All right love as the Thirkettles did.

Occupational safety and health - legal aspect Assignment

Occupational safety and health - legal aspect - Assignment Example The Resource Conservation and Recovery Act (RCRA) is federal law enacted in 1976 and it gives the Environment Protection Agency (EPA) the powers to control solid wastes considered hazardous. The controlling authority over hazardous waste ranges from generation, treatment, transportation, storage to disposal. RCRA does not only involve management of hazardous waste but also nonhazardous solid waste (http://www.law.cornell.edu/wex/resource_conservation_and_recovery_act_rcra). Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) is a federal law enacted in 1980 to assist in controlling releases of specific hazardous wastes. CERCLA is also known as the Superfund. This law empowers the EPA to respond to releases or threatened releases of hazardous substances that may pose a danger on the environment, welfare and public health. CERCLA also empowers the EPA to compel parties responsible for contaminating the environment to remove the hazardous substance, or reimbur se CERCLA for response and or EPA’s remediation expenditure (http://www.epa.gov/agriculture/lcla.html). The Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) is a Federal law whose objective is control pesticide distribution, sale and usage. The law requires that all pesticides used in the United States to be registered (Licensed) by EPA (http://www.epa.gov/oecaagct/lfra.html). S. 1166 Protecting America’s Workers Act-Amends the Occupational Safety and Health Act of 1970 (OSHA-1970) to expand its coverage to federal, state, and local government employees (â€Å"S. 1166—112th †, 2011). The Act gives the Secretary of Labour under specified conditions to cede OSHA-1970 power to another federal agency in accordance with certain occupational standards for such agency’s employees. The Act also increases protection for

Disciplinary Action by the Texas Board of Nursing Essay

Disciplinary Action by the Texas Board of Nursing - Essay Example RNs have a duty to resolve any issues that may compromise the safety of the patient such as conflicts of interest; and ensure that professional integrity is upheld. The duty to the patient requires RNs to cooperate fully with other clinicians and staff in treatment processes. In the society, Goodman and Spry (2014) have pointed out that RNs have a responsibility to create awareness about human health, and prevention and management of diseases. Additionally, RNs should extend their service to cover community outreach initiatives and civil programs regarding health care. In light of this, RNs have an obligation to be well informed about health-related issues both within their countries of operation and across the world: these include; disease outbreaks, disasters, and communicable diseases (Haag-Heitman, & George, 2010). An RN must also help the society with administering effective vaccines, interventions to famine, provide solutions to pollution, affect easier and closer health care s ervices, and safeguard human rights. 2. What is the RN's Scope of Practice? According to Law and Marks (2013) the RN’s scope of practice involves advancing the interests of the patient and his or her loved ones as envisaged in the Nurse Practice Act (NPA) and the Board of Nursing regulations. Spence, Vallant, Roud and Aspinall (2012) have pointed out that it is within the RN’s scope to use specialized judgment and knowledge in precarious nursing situations. The nursing practice requires the professionals to render effective services premised upon sound skills of practice. The practitioners must also observe biological, social science and physical doctrines in their effort to settle for the best nursing interventions on patients (Haag-Heitman, & George, 2010). Despite their wide mandate in the provision of health care service, it is beyond the RNs’ scope of practice to diagnose patients’ health complications or offer treatment options for them. 3. What are prohibited practices or grounds for disciplinary actions by the Board of Nurse Examiners? The Board of Nurse Examiners (BNE) has laid out prohibited practices that normally guide professional practice. On the issue of patient care, any behavior that compromises the safety of the patient such as grave medication errors, patient exploitation, and negligence are prohibited in the profession (Goodman, & Spry, 2014). Chemical dependency is also prohibited in the profession, especially when the abuse compromises the safety of the patient. Such prohibited behaviors normally warrant different disciplinary measures such as license revocation, suspension, and even prosecution of the RNs. 4. Describe a RN's duty to report colleagues who may expose others to risk of harm. An RN has an obligation to ensure that the safety of the workplace is not compromised by fellow RNs or other clinicians (Haag-Heitman, & George, 2010). He or she must labor to promote everyone’s legal rights, individua l privacy, and professionalism in order to ensure the provision of quality services for the patient. In view of this, it is the duty of RNs to report negligent clinicians and other staffs whose actions or inactions may compromise the safety of the workplace by hurting the patients and or fellow clinicians. 5. When does the professional nurse have an obligation to report these actions? Matsusaki and Sakai (2011) have pointed out that the professional nurse is under an obligation to report colleag

Child Study Paper Essay Example for Free

Child Study Paper Essay The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoes personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Cruel and Unusual? Exploring JLWOP Sentencing Essay -- Criminal Justic

The JLWOP sentence (or juvenile life without parole) has been the topic of controversy lately. Many have battered the issue back and forth, based on the morality level of American society. Should juveniles be sentenced to life without parole? In some cases people are viewing children in our society as less than competent, despite the majority of countries around the world that view adulthood as beginning shortly after puberty. It is impossible to deny the emotional and physiological differences between adolescents and adults. However, I think that despite these natural changes we go through as humans, occasionally there are deformities that can be the cause of some to deviate from this natural pattern of progression. I believe in some cases, once a juvenile has crossed the line of murder and victimization, there is very little anyone can do to prevent it from happening again. Because of this, I support JLWOP sentencing when the psychological stability of the juvenile is compromised. The JLWOP sentence is a sentencing guideline that is being debated by the Supreme Court following the ruling against children receiving the death sentence in 2003. The Supreme Court ruled that death sentences for minors were deemed â€Å"cruel and unusual punishment† and violated the Eighth Amendment of the constitution. The Supreme Court is now looking to the JLWOP with a moral parameter based on that 2003 ruling, attempting to decide whether or not JLWOP is considered unconstitutional by means of being cruel and unusual. In order to determine cruel and unusual punishment, the Supreme Court would have to find that JLWOP was excessive and disproportional to the crime of a juvenile. In rare cases, it is the only option for some young people today, despite... ...ders committed by juveniles that do not warrant this sentencing. Rather, the juvenile court system should view each case individually, despite the charge and make the best decision for the offender, the victims and the community. If the JLWOP continues to be mandated, society in general should demand stringent guidelines to ensure we are not punishing the adults of tomorrow, but rather to keep society safe from those individuals that pose a lifelong threat. Works Cited Lockup: Hollman. Dir. Hillary Heath for MSNBC. Perf. Kenny Loggins. 2006. M.D., Dr. Glen Gabbard. Treatment of Psychiatric Disorders Third Edition. Washington DC: American Psychiatric Publishing, 2001. Sukhoi, Yevgney. Killing for Kicks, Youth Confess to 21 Murders. Moscow: Russia Today, 2008. Totenberg, Nina. "Supreme Court Ends Death Penalty for Juviniles." National Public Radio. 2005.

Physics in Everyday Life Essay

1) When we walk or run, our motion is part of laws of mechanics and thrmodynamics. 2) We eat food which undergoes chemical reactions producing heat energy which is converted into mechanical energy 3) Use of refrigerator, pressure cookers, washing machines, television, music system, computers, etc. are all designed on the principles of physics. 4) When we speak, we produce sound properties of which like pitch and intensity are studied in physics 5) Electricity that we use in household is a gift of physics 6) Automobiles design is based on physics The list is endless. Vlad T answered 6 years ago Very vague question but practically everything we do in our daily lives involves SOME degree of physics. Putting on toast, boiling a kettle – heat energy, electricity Cycling a bike – mechanical movements Using the brakes – Friction Using a door handle – Levers and Springs Throwing a ball – weights, gravity, trajectory, air resistance 1)We walk, walk fast, run, jog, jump into a bus etc. All these or any type of motion is associated with Newton’s law of motion. 2) When we talk, our vocal cords vibrate producing sound. 3) When we eat food, the chemical energy of the food is being converted into mechanical energy which we use to do different types of work. 4). The electricity is our house is a gift of Physics. Hydroelectric project is the method in which water is used to generate electricity. The mechanical energy of the water is converted into electrical energy using dynamo.

Social Work Roles Of Macro Practice - 1736 Words

Social Work Roles in Macro Practice Journal 1 Student Name: Adegboyega Bada Professor: George Okurapa Course: Community Practice Course Code: SSW 402FA Due date: 26th February, 2015 The social work roles in macro practice is very fundamental in community building and planning with the community on the existing assets and their†¦show more content†¦It is likely that some professional practitioners will focus their attention primarily in one area than the other, however all social worker experience situations in which macro-level interventions are usually the right action to respond to certain need or problem. Perhaps, macro practice can be define as professional guided interventions which is designed to bring about change in organization, community and or policy areas. Macro practice is meant to prepare social worker for full time agency administration, program planning, community organizing, or policy analysis position. In the event of taking full time macro roles, the worker will need a more advanced skill than what was stated above. It is imperative that all student of social work will be confronted with different roles after graduation, they will sti ll be involved in macro activities, some students are currently working as a social worker with whom work directly with clients and some are coordinators, planners, managers, administrators, organizers and policy analyst in various capacities. This brought about differences between students expectations of social service work practice and the actual experiences ones they are working in the field. As anShow MoreRelatedSocial Worker Macro Practice Roles Essay1160 Words   |  5 PagesWhich social worker macro practice roles are involved in the scenario? Of all the roles involved in social work macro practice, which seem the most interesting to you? Which skills do you already possess? Which ones would you need to develop? 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