Lord of the Flies Notes by William Golding Essay Example for Free

Lord of the Flies Notes by William Golding Essay The Setting A deserted island which is describe as a tropical paradise, and with a scar, a lagoon and a beach. It was shown by the appearance that the island was presented as beautiful as the garden of Eden. On the other hand, evilness and danger were hindered and were shown through different sentence throughout the chapters. B.The Plot †¢Exposition (Conflicts, confrontation, chaos) In the middle of a war, a plane with a group of British schoolboys was shot down over a deserted island. Two boys, Ralph and Piggy, found a conch shell, and Piggy suggested that it could be used as a horn to call for the other boys. Once all the boys were there, they decided to elect a leader. They chose Ralph as their leader, and Ralph appointed Jack to be in charge of the choir boys who would be hunting for food. Ralph thinks that they must light a fire by using Piggy’s glasses so to attract the attention of passing ships, hoping that someone would see the fire and save them. The boys succeed in making a fire, but it burned down quickly because no one was watching the fire. Jack thinks that Ralph shouldn’t be the leader and Jack forms a new tribe. †¢Climax The boys thought that there was a beast in a cave on the island, and none of them dared to go in to find out who or what the beast actually was. Simon was brave, and he found out that the true identity of the beast was actually a dead parachutist. He planned to run down to the beach to tell the rest of the boys, but he ran into the middle of Jack’s tribe’s gathering and they thought that Simon was the beast. They ended up killing Simon. The next morning, Piggy realized that Jack’s tribe had stolen his glasses, so Ralph and Piggy went to find Jack’s tribe and ask for the glasses back. But they refused and Roger rolled a boulder down a mountain and killed Piggy. †¢Resolution Ralph knew that Jack’s tribe would be finding him, hunting him down. So Jack told his tribe to light the entire forest with fire to scare Ralph out of his hiding place. When Ralph saw the fire, he immediately ran towards the beach and fell down because he was tired. Ralph looked up and saw a British naval officer. Ralph cries in the end because of his loss. C.The Characters Ralph One of the main characters / main protagonist Elected leader He was responsible of the well-being of all the other boys in the story ï  µHe the one and only boy who could still remain civilized and rational at the end of the story Piggy The smart one/ the most intelligent one His glasses is the key to making the fire Made fun of because of his weight and outlook The outsider Was killed by the stone Jack Leader of choir boys / hunters Main antagonist Longs for total power He is rival to Ralph and eventually declares himself as the chief Simon Knows the true identity of the beast Was killed Oddball of the group Roger and Maurice The hangman of Jack’s tribe Rogers Jacks lieutenant who has a sadistic streak. Maurice was Rogers henchman Kills Piggy Same and Eric / Samneric Twins Loyal Seemed to be the boys who breathed together and grinned together D.The Themes Civilization V.S. Slavery Ralph (Order) V.S. Jack (Wanting for power) Civilized, mannered, English boys V.S. Brutal, wild Loss of Innocence Boys were supposed to be innocent, but they were brutal Crowd Mentality Good and evil The conch group V.S the savages The boys V.S terrifying beast Attemps at rescue from a passing ship V.S imprisonment on the increasingly chaotic island E.Read the Introduction and answer the following questions: 1.How was the novel inspired by Coral Island? Both stories’ plots are about boys being stranded on a deserted island. In â€Å"Coral Island†, the author, R. M. Ballantyne, wrote his perspective of what British boys would do if they were stranded on an island. In the story, the three boys worked together. They built huts, hunted for food and explored the island. They were at first, primitive cast mates, but then evolved into civilized people. â€Å"Lord of the Flies† was inspired by the plot and idea of boys being stranded on an island, but William Golding wrote his own perspective of how he thought a group of civilized boys would react to being stranded on a deserted island. The difference is that in â€Å"Coral Island†, the boys became civilized people while in â€Å"Lord of the Flies†, the civilized boys became â€Å"monsters†. 2.Briefly describe the three parts of the novel For the first part, it’s mainly the background of how the boys got stranded  on the island and the election of their leader – Ralph. Ralph thinks that they should start a fire to get the attention of passing ships in order to rescue them from the island. The second part is mainly about Jack forming a tribe against Ralph and them killing Simon because they thought that he was the beast. But actually, Simon knew that the beast was actually a dead soldier, but he was killed because Jack’s tribe thought that he was the beast. The third part is mainly about how Jack’s tribe stole Piggy’s glasses to start the fire and how Roger rolled a boulder down the mountain, killing Piggy. And about how Jack’s tribe tried to kill Ralph by setting fire to the entire forest, but Ralph was rescued by a British Naval officer. 3.Briefly comment on the style in which the novel is written The author wrote the story in a very straight forward style. There weren’t too lengthy descriptions. The characters and objects in the story have symbolic meanings that show us the main theme of the story. This story is based on the author’s real – life experience with the cruelty and brutality of World War II.

Use Of Characterizations The Woman Warrior English Literature Essay

Use Of Characterizations The Woman Warrior English Literature Essay Culture ideas, symbols, norms and values play a significant role in the creation of women images and the differentiation of gender roles. In fact, women still combat traditional stereotypes of womens roles in different societies and in the home. It is argued by the Chinese communists that the Confucian hierarchies have justified class oppressions in our history and that women were the biggest victims of Confucianism. By analysing the novels characterization of The Woman Warrior, this is a powerful exploration of the female role in Chinese society facing the struggles with the old traditions cultural issues and gender relations. This analysis will reveal the struggles and issues by looking at how Kingstons use of characterizations to symbolize the truth and the women human problems, how Kingston depicts the characters on different Chinese women she met in her life in the corresponding settings of imaginary female roles in the novel, and exploring how old traditions evolved and influen ced women in this novel. In order to provide a basis for understanding the woman oppression and the role of woman identity, it is helpful to look at the meaning of the depiction on the main character of The Woman Warrior, such as No-Name Woman, Fa Mu Lan, Moon Orchid, and The silent girl to see how women are treated differently and to see how she built into the theme. The narrator, Maxine Hong Kingston collects a total of five stories based on her life experiences. The stories consist of different characters that are mainly female to set up the theme that Chinese women were facing different issues because gender is socially and culturally constructed. Yet the uses of characters are more than just introducing the characters for readers to see and understand the characters, she effectively uses the characters to symbolize the truth and the women human problems where she tries to leave words to readers. She describes the characters in her stories as poor and afflicted in both their mind and body. She successful ly uses the effective technique to make readers feel as if they are in the same room with the person using characterization as metaphors. In the novel, she first introduces no name woman who is her aunt in the way that allows readers to be drawn into image and exploitation. The narrator started retelling her moms story about her aunt no name woman. Kingstons mother tells the narrator a family secret about her drown-in-the-well aunt who had her existence erased by her own family. She writes, You must not tell anyone, my mother said, what I am about to tell you. In China your father had a sister who killed herself. She jumped into the family well. We say that your father has all brothers because it is as if she had never been born. (Kingston 1.1) In essence, Kingston knows nothing about her aunt but she only knows she is an excluded person in her family from her mothers tone. Her nameless aunt who was married but had a baby outside her marriage while her husband was away for work was punished for messing up the order of relationship. The villagers threw rocks and food to raid her house as punishment for her messing up the order of relationship. Eventually, she killed herself by drowning in the family well with her new born baby. Through effective uses of characterization, Kingston is able to transmit the truth though her mothers story. The passage above shows as a warning to Kingston. It is meant to warn Kingston to avoid being a disgraceful and disloyal woman like her aunt. It also reveals that being a woman is supposed to be careful and loyal. At the end of the chapter, Kingston also makes her own assumptions that she imagines her aunt was a victim of a horrible rape and that the baby who was killed was a baby girl. Kingsto n writes, To be a woman, to have a daughter in starvation time was a waste enough. My aunt could have been the lone romantic who gave everything up for sex. Women in the old China did not choose. Some-man had commanded her to lie with him and be his secret evil.(Kingston 1.6) Reputation plays a vital role in the past and even now. In the context shows her aunt has no right to complain and she has no choice in the affair. Her aunt clearly limits her rights. However, her only right to choose on her own is to commit suicide to drown herself with the baby into the family well. The nameless woman assumingly faces severe feminine oppression is a precise example of how the settings are portrayed that having no human rights and freedom of choice for Chinese women. From this particular chapter, Chinese womens oppression reflects the human problems of having no basic women empowerment, womens human rights, and womens freedom of choice. In the book of Advancing the human rights of women, it states concerns of the position of the women. The United Nations sets as a basic goals to reaffirm faith in fundamental human right in the dignity and worth of human person, in equal right of men and women (Andrew P.171) Kingston appears to resent the standards that Chinese women are faced with. Throughout the book, Kingston is rebelling from the standard of how people of Chinese tradition think other females should act and conform. She struggles to accept the pattern of conformity, and she refuses to understand a culture that she is a part of. Despite the fact that Chinese traditional society states that women were subordinated to men, Kingston views that in a different way that women can be brave, strong and courageous rather than treated like slaves. An imaginary example of a womans role of is Fa Mu Lan who is depicted as a heroic woman. The story about this heroic character is a perfect contracted example of a low-value woman and a powerful woman. Fa Mu Lan is who Kingston wants to be like. The strongest woman, stronger than any man is in the chapter of White Tiger. Mu Lan is a role model for Kingstons life. She is a fierce warrior, and she is also a woman. Kingston ponders that she and Fa Mu Lan are not so much different; they both have swords on their backs (Kingston 2.189). It also influences her being as a woman and also a warrior using powerful words. In the context, Kingston is often angry and frustrated regarding the role of women through her Chinese-Americans life. In Chinese society, Confucianism is regarded as a code of conduct, a set of virtues that should be obeyed and delivered as a part of Chinese traditions. Women in Confucian society are seen as below men. Women and men have an almost servant and master type of relationship. Most women are keepers of the household; far less women are educated than men. A womans most important task is to create a son for her husband (Confucianism). Nai-Hua, Ko in her essay on Familism in Confucianism investigates the world of women and men in Chinese society. She begins with Chinese charaters, and indicates The Chinese character for woman shows a female figure sitting at home. On the other hand, the Chinese character for man is a combination of field and labor (Familism P.4) After marriage, this is the simple structure for women and men in old Chinese society. Women should always be subordinate to men. The story of The Western Palace is also giving a conflicting message for this idea of representing the old China. Setting things with Moon Orchids husband, Kingstons depiction in this chapter leaves some debated concerns about feminine anger on old traditional issues. In truth, Brave Orchid is incredibly proven as typical of feminist hero once understanding how valiantly her mother has fought to retain a sense of identity and dignity in America. Moreover, Kingstons mother also cites that the role of a wife is to scold her husband into becoming a good man (Kingston 4.130). In contrast, Moon Orchid, Brave Orchids sister was described as weak and uncoordinated from Kingstons writing. In this chapter, there is a less humorous example where Brave Orchid forces Moon Orchid to confront her husband. Moon Orchid always seems scared and worried about seeing her own husband because she is afraid that the United States doesnt allow for two wives. She wa nts her sister Brave Orchid to be with her to talk with her husband. Moon Orchid is passive that she depends on other people to guide her for the reason that she is infused by the Confucian hierarchies. The scene in this chapter implies the significant impacts of these traditional influences to both characters life. Brave Orchid and Moon Orchid are two Chinese women who live in two different countries. Moon Orchid assumes that the old traditions will carry over in the new country and asserts. However, Kingstons portrayal of her mother is a more factual warrior as a Chinese American immigrant. Within The Woman Warrior, the reader must know for a more comprehensive understanding of the depiction on characterizations. Kingston has emphasized the fact that how different womens roles in Chinese traditions facing the struggles with the cultural issues. By the depiction of the characters throughout the novel, she determines her aunt and Moon Orchid are both unfortunate Chinese women who are victims of old Chinese traditions because the power of Chinese traditions philosophy carried through women. Despite the narrators problems with traditions, the unique qualities of Fa Mu lan also inspire Kingston to find her own definition of woman warrior. Kingston tries to expound her individuality and her mothers identity as a Chinese-American woman who is also facing the struggles and issues because of deliberate misinterpretation of Chinese traditions.

Reflection Of Clinical Practice Nursing Essay

Reflection Of Clinical Practice Nursing Essay The purpose of this essay is to demonstrate application of core components of the NMC Code of Professional Conduct (2008) using reflective practice. The NMC Code of Professional Conduct (2008) states that nurses should act in accordance with the code, using an ethical and legal framework to ensure patient wellbeing and respect confidentiality. Nurses must act in a fair, non-discriminatory way which respects customs, values and beliefs of an individual, providing care which demonstrates sensitivity (NMC 2008, p2). Reflective practice is described by Duffy (2008, p.1405) as an active and deliberate process to critically examine practice, where an individual is challenged to undertake the process of self-enquiry. Refection allows us to look at an experience and how it makes us feel and react, asking what is good and bad, and what can be learnt (Sellman Snelling 2010). Gibbs reflective cycle (1988) allows a systematic and structured analysis and reflection of an event. Description. On my second day of placement in Theatres, I was in the recovery room where a 3 year old boy was being recovered following surgery. The next patient admitted was a Polish lady, who I will call Joanna, in order to maintain confidentiality. She was admitted following an elective termination of pregnancy. Pre operatively she had an interpreter present, but she had returned to the ward and was not present in recovery. When she woke up, Joanna turned to her right and saw the 3 year old boy next to her. She became distressed and started to cry. Joanna appeared to understand no English at all, I tried to calm her down and reassure her, but she did not seem to comprehend. The staff nurse thought that she was upset at seeing the boy after her procedure and went to get a mobile screen to separate the patients. Joanna then became more upset. I called the ward and asked the interpreter to come back to recovery, as the patient was getting more distressed and we were not able to reassure her due t o a communication barrier. The 3 year old boy was also becoming upset. When the interpreter arrived Joanna was able to verbalise that it was the presence of the child that caused her upset and anxiety, as it was the last thing she expected to see when she woke up from anaesthesia. Feelings. I felt helpless as I could not fully understand why she was upset, and I was unable to reassure her or calm her down. I also felt sad and concerned for the 3 year old boy who was obviously distressed by the circumstances. I was concerned that Joanna may have felt more isolated by putting the screen there, and maybe felt judged because of her procedure. I felt the staff nurse assumed the presence of the boy was causing Joannas upset, but that we could not be absolutely sure. Evaluation. Joanna was in a vulnerable position during her post- operative period, and we were unable to help her immediately due to communication barriers. We attempted to resolve what we thought might be the problem by placing the screen, but this appeared to worsen levels of distress for Joanna. Alongside this we were unable to assess her pain, nausea levels and fully explain what we were doing. Positively, we called the interpreter to return as soon as possible to attempt to resolve the situation. I also feel that I was able to look inside myself to challenge my Muslim religious beliefs, which are fundamentally against abortion, putting these aside to treat Joanna in a fair non-discriminatory way. I was able to act in a sensitive and compassionate manner, affirming my belief that I am able to adhere to the Code of Professional Conduct (2008) and its core components. Analysis. The Abortion Act (1967) allows termination of pregnancy up to 24 weeks if continuance of the pregnancy would involve risk to the physical and mental health of the mother. Abortion is one area where health professionals may raise a conscientious objection. Nurses may avoid taking part in the procedure, but must continue to care for the patient, before and after the procedure, despite personal opinions and moral concerns (Royal College of Midwives 1997, NMC 2006). Kane (2009) states in accordance with the NMC nurses must give appropriate and comprehensive care to all patients, regardless of their reason for being in hospital. The Code of Conduct states you must act as an advocate for those in your care (2008, p2), nurses also have a legal obligation to care. I feel I gave appropriate care, regardless of Joannas reason for admission, and did not treat her any differently because of this. The Royal College of Nursing (2012) state that nurses must be culturally competent, caring for the needs of people with differences in beliefs, values and cultures, to provide meaningful, beneficial health care. Health care is compromised when the patient does not understand what is being said to them (Anderson et al. 2003). Communication is seen as a fundamental component in cross cultural care and language difficulties can lead to insufficient care and poor quality nursing (Jirwe et al. 2010, Jacobs et al. 2006). I do feel although we attempted to resolve the situation, our ability to care for Joanna was compromised by not being able to communicate verbally. Jirwe et al. (2010) found in their study that nurses who experienced difficulties in talking to their patients led to care being mechanical and impersonal, as they were fearful of making mistakes. Jirwe et al. (2010) suggest that nursing programs need to address this deficit to ensure nurses are skilled to deal with cross cultu ral differences, such as using translators, nonverbal communication etc. This is supported by Jacobs et al. (2006) who state that people with limited English are less likely to receive the care they need and are less satisfied with health care. The only factor that can improve this is the use of someone who speaks their language, i.e. an interpreter. Carnevale et al. (2009) state that linguistic barriers can cause discrimination and compromise nursing care. They apply ethical theory in that the patient should be respected as a unique person, their right to self-determination upheld, respect for privacy and the nurses responsibility for ones competence and judgement. Veiga et al. (2011) found in their research that the presence of a support person in the recovery room post termination was perceived by the women in a positive manner and also reduced anxiety levels. Termination of pregnancy is associated with pain, which can be exacerbated by anxiety and psychological factors (Pud et al. 2005). It is estimated 10-20% of women following terminations suffer from serious negative psychological complications such as anxiety, depression and sleep disturbances (Coleman et al 2005). I am concerned that Joannas level of anxiety, may have caused her increased pain, and may also have affected her recovery in the longer term. I was unable to find any research that suggested that adults and children should not be recovered together. However there is a drive in the UK to provide same sex accommodation where possible in order to promote dignity and privacy (NHS Institute for Innovation Improvement 2010). A privacy and dignity report by the Chief Nursing Officer stated that screens if used should be high enough to feel like they are in a separate room. Conclusion. Based upon the literature reviewed during the analysis, it is evident that an interpreter should have been available to reduce Joannas stress, anxiety and even pain response. We do not always know how a patient will recover in the immediate postoperative period and patients can often be disorientated. This was made worse for Joanna as she did not understand what was happening. We could not effectively give reassurance, or fully assess the situation due to the language barrier. The only way in which this could have been resolved was to have the interpreter present when she came round from her anaesthetic. In reflection, the screen should have been in place before Joanna came round from theatre to protect both her, and the 3 year old boys dignity and privacy. If the screen had been in place, then this incident would not have occurred. It I difficult to say whether placing the screen was the right action after Joanna became upset, as it seemed to cause Joanna more distress. However, we also had to take into consideration the 3 year old boy, who was frightened, scared and also becoming upset. It is my opinion that this was in both patients best interests to place the screen after the fact, although it would have been a better situation if the interpreter had been present. It must however be said, that it is not always possible to have an interpreter due to scarce resources, but as the patients advocate, we should do all we can to protect their best interests. Action Plan. In future, regardless of my location, I will endeavour to be aware of potential problems that may arise due to the patients circumstance or environment. I will be more focused on making sure that all resources are in place, such as anticipating when an interpreter may be necessary, and also ensuring dignity and privacy are maintained. I feel this reflective essay has been invaluable, and I am able to demonstrate ethical practice, acting in a non-discriminatory and fair manner, within a legal framework , despite my own personal beliefs. References. Anderson, L.M., Scrimshaw, S. C., Fullilove, M. T., Fielding, J.E. et al. 2003. Culturally competent health care systems. American Journal of Preventative Medicine. 24 (3), pp. 68-79. Carnevale, F. A., Vissandjee, B., Nyland, A., and Vinet-Bonin, A. 2009. Ethical considerations in cross linguistic nursing. Nursing Ethics. 16 (6), pp. 813-26. Coleman, P.K., Reardon, D. C., Strahan, T., and Cougle, J. R. 2005. The psychology of abortion: a review and suggestions for future research. Psychology Health. 20 (2), pp. 237-271. Duffy, A. 2008. A concept analysis of reflective practice. Determining its value to nurses. British Journal of Nursing. 16 (9), pp. 1400-1407. Gibbs, G. 1988. Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford. Jacobs, E., Chen, A. H.M., Kaliner, L.S., Agger- Gupta, N.et al. 2006. The need for more research on language barriers in health care: A proposed study research agenda. Millbank Quaterly. 84 (1), pp.111-133. Jirwe, M., Gerrish, K., and Ermami, A. 2010. Student nurses experiences of communication in cross cultural care encounters. Journal of Caring Sciences. 24 (3), pp. 436-444. Kane, R. 2009. Conscientious objection to termination of pregnancy: the competing rights of patients and nurses. Journal of Nursing Management. 17, pp. 907-912. NHS Institute for Innovation Improvement. 2010. Delivering same sex accommodation. www.institue.nhs.uk/delivering_same_sex_accomodation Nursing and Midwifery Council, 2008. The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics. London: Nursing and Midwifery Council. Nursing and Midwifery Council, 2006. Conscientious objection A-Z Policy sheet. www.nmc-uk.org/aframedisplay.aspxx?documentID-1562. (accessed 18th Sept 2012) Pud, D., and Amit, A. 2005. Anxiety as a predictor of pain management following termination of first trimester pregnancy. Pain Medicine. 6 (2), pp. 143-148. Royal College of Midwives (1997). Conscientious objections position paper 17. www.rcm.org.uk ( accessed 18th Sept 2012) Royal College of Nursing. Transcultural care of adults. www.rcn.org.uk/developmental/learning/transcultural/adulthealth/sectionone (accessed 18th Sept 2012). Sellman, D., and Snelling, P. 2010. Becoming a nurse: a textbook for professional practice. Pearson Education Ltd: China. Veiga, M.B, Lamm Gemeinharat, C., Houlihan, E., Fitzsimmons, B.P., et al. 2011. Social support in the post abortion recovery room: evidence from patients, support persons and nurses in a Vancouver clinic. Contraception. 83(3), pp. 268-73.

Domino Theory :: essays papers

Domino Theory The Domino Theory Here is my report on the Domino Theory The ?Domino Theory? is a complex and interesting theory. It is based on a simple rule of physics. That rule is inertia. Inertia is defined in the dictionary as, ?the tendency of matter to remain at rest or to continue in a fixed direction unless affected by some outside force.?1 This can be seen by making a line of dominoes, one right after the other and pushing the first domino over. The rest of the dominoes will fall over until the last one is down. They gain speed and power as the process is carried out. This analogy can be used to show what could happen to the political make-up of a specific geographical area in the world. The analogy, though, uses domino?s instead of countries. That is to say that if one country in a region practiced one particular type of government this might influence neighboring or bordering to adopt this type of government, for example the underlying principle behind the domino theory. Although the domino theory has physically been occurring since the beginning of time, it was only given a specific name and meaning 44 years ago by president Dwight D. Eisenhower. He used this theory to refer to the potential spread of communism in Southeast-Asia. He specifically said that,?You have a row of dominoes set up, you knock over the first one, and what will happen to the last one is the certainty that it will go over very quickly. So you could have a beginning of a disintegration that would have the most profoun d influences.?2 The influences that he was talking about were the influences of communism. He believed as many others did that if one country in Southeast-Asia fell to communism then all of the surrounding countries would also. President Eisenhower had led the allied coalition against Hitler in Europe during WWII. He was deeply disturbed by the way that Communism had taken hold of Eastern Europe after the war. He was also concerned by the way that Asia had been taken over by Japan so easily in WWII. This build-up can be shown in the maps below. As you can see the size of Japan?s power at the end of its rule is about twice as large as its power at the beginning. The countries which bordered Japan fell over to Japan very quickly as the war went on and giving Japan more power while doing so.

Computers and Health :: Technology Papers

For my I-Search topic I chose to research health related issues due to increased computer usage both in the work and home settings. Computer technology is becoming commonplace in the work field. As a teacher, I use the computer to present topics to my students, enter grades, send email to co-workers and parents, and to post homework assignments on the Internet. Ten years ago, teachers and other professionals used computers on a limited basis. I became interested in the side effects caused by prolonged usage of computers since several family members complain of wrist soreness as well as eyestrain due to the effects of monitor radiation. Carpal tunnel syndrome is the first term that comes to mind when thinking of problems that people experience with computer use regarding their hands. Based on my limited knowledge of this topic, Carpal Tunnel Syndrome occurs due to a persons prolonged usage of a computer keyboard. Problems of this sort occur more often due to poor ergonomics and posture. Computer office furniture that does not allow one to adjust the height of the chair or keyboard, so that the arms form a write angle at the elbow, cause strain on the wrist, which may result in carpal tunnel syndrome. People who use computers for long periods of time without giving themselves a break and flexing their wrist have a higher propensity of developing problems. Monitor radiation has been discussed throughout computer journals for years. I have learned that different monitors have higher or lower radiation levels. Monitors made overseas are generally considered to have a lower radiation level than those built in the United States. For example, as an engineer the Management Information Services (MIS) unit told us that NEC monitors had much lower radiation levels than IBM monitors. After sitting at a computer during my eleven-year career as a Civil Engineer with the Los Angeles Department of Water and Power, I often found that headaches at the end of the day were common. My eyes felt strained due to the looking at a monitor for an extended period of time. Over the years as an engineer I bought various types of glare screens for my computer monitor. Even though I doubt the glare screens help with the reduction of radiation given off by the monitors, they do seem to help with eyestrain. Throughout this paper, I hope to discover ways to minimize or prevent Carpal Tunnel Syndrome and the negative effects of monitor radiation on ones health.

US Election :: essays papers

US Election Overview of the American Economy The American economy has been skyrocketing during the past decade. Growth in fields such as output, price stability, consumer demand, labor markets, and productivity have been increasing at an alarming rate. This over flow of growth occurring within the country has brought a sense of safety to the American people and with increased spending based on the â€Å"wealth effect† the American economy looks to be evermore prosperous in the years to come. Al Gore- Democrats Al Gore, the leader for the Democrat party, supports many freewill movements and has a firm understanding of the country’s future development. Gore is an avid believer in expanding the United States to encompass a more world wide approach at economics, such as enabling NAFTA to extend southward. Strongly supports cutting taxes and putting money back into the system to encourage future profits enabling for the tax cuts. More money going into the system gives ore money back tot he government and without taxation making both the government and the people benefit. George Bush- Republicans George Bush, the leader for the Republican party, strongly believes in conservative views and the welfare of the people. Bush’s ideals are more traditional and are shaped towards the white, heterosexual, over 40 year old man, which holds the majority in the United States. Supports cutting taxes and taking the money the government has and increase spending in public affairs to benefit the people. Eliminating the debt and estate tax are important also but with no increase in governmental profit. 15 percent cut in tax rates, providing greatest benefit to the rich. Favors 50 percent reduction in capital gains tax. Supports $500 per child tax credit. No mention of Comprehensive health care guarantees. Supports allowing of workers to retain health insurance while shifting jobs, nothing for uninsured. Maintaining existing tax structure, with only minor changes, favoring the rich. Supports $500 per child tax credit, $1 500 tax credit for community college. Opposes any expansion of federal programs or guaranties of health care. Privatization of Medicare. Mainly good for the rich, elderly, and veterans. Abolishing of the Department of Education. Promotes private schools against public education. Better for richer families. Encourages school prayer and patriotism. Cuts in spending and more restrictions. Eliminate food stamps and school lunch program. Very difficult for welfare cases. Cutting of $1 trillion from federal programs, Medicare, Medicaid, and Social Security.

Classroom Management and Diversity Essay

Classroom management and diversity are two very important concepts to consider because classroom management in diverse environments can be a lot different than in less diverse environments. There is so much diversity going on now that everyone should be aware of the importance of classroom management inside the diverse environments. When I talk about diversity in this paper I am referring to ethnic and cultural diversity. There are many different strategies that can help students in more diverse classrooms feel more comfortable and be in a better learning environment. In my paper, I will be touching on five major strategies that help classroom management in more diverse classrooms. These strategies are building trust, engaging personal culture, confronting social dominance and social justice, transforming instructional practices, and engaging the entire school community. I will be talking about all of the advantages to these strategies. Another thing I will be touching on is the importance of classroom management in these diverse classrooms. I will also look at the differences between classroom management in less diverse environments and classroom management in more diverse environments. I will talk about my experiences observing classrooms and the differences between the classroom management strategies each teacher uses. Classroom management is a very critical part of teaching and having good classroom management in a more diverse classroom is a challenging task, but also a very important one. In more diverse environments especially, it is sometimes harder for teachers to have good classroom management. Mainly because the students in more diverse settings tend to act out more or disobey the rules. If students feel like they are in an open and trusting community at school they are more likely to succeed and listen to the teacher’s directions. Building trust, engaging personal culture, confronting social dominance and social justice, transforming instructional practices, and engaging the entire school community is five very important strategies that make classroom management easier. Building trust is one of the most important strategies that help classroom management in more diverse environments. Building trust entails being honest with students and having discussions about race and ethnicity with the entire class. Talking about students different cultures instead of just simply acting like they are not there. One teacher from the Apple Valley School District says, â€Å"I need to move beyond being color-blind. † The main idea of this strategy is to establish positive leaning communities in each classroom. If the students feel like their cultures and ethnicity are accepted they will feel more comfortable. Trust is such an important thing to have in a classroom in order to be able to have good classroom management. If the students feel like they can trust the teacher they will be more open and the teacher will have better control over his or her management (Howard, 2007). The second strategy is engaging in personal culture. This strategy is very important because it can be the difference between high school students dropping out of school or continuing on. The main reasoning of engaging in personal culture is to form authentic and effective relationships across differences. These relationships are very important to students who are going through school. If students feel that their teachers do not care about them they are more likely to drop out of school. Forming relationships with your students is important in order to maintain good classroom management. If the students feel like you enjoy getting to know them and that you respect them then they are more likely to listen and follow directions. If students feel like you do not respect them and could care less about them they are more likely to disobey and possibly even drop out of school all together (Howard, 2007). Confronting social dominance and social justice is the third strategy to better classroom management. This strategy is about making teachers aware of their surroundings and the issues that surround race and class. It forces teachers to think about race and class in a different way and causes them to better understand their students and what their students are going through. During this strategy teachers will come together and have discussions about race, class, gender, immigration, and other forms of diversity. They will open up and get a better consciousness about social dominance and diversity. This will help teachers teach their students better and make them more aware of what is going on around them (Howard, 2007). The fourth strategy is  transforming instructional practices. This strategy is crucial to having good classroom management. The main focus of this strategy is for teachers to shift their teachings to meet the diverse learning needs of students. Also, to use curriculum that honors each student’s culture. For example, if a teacher was working in a school district that was mainly a Spanish speaking area if the teacher had to send something home to the parents they could send one paper home in English and on the back have the same paper written in Spanish. This would make it a lot easier on parents and students of mainly Spanish speaking families. This would also help classroom management because it is very important that your student’s parents understand you (Howard, 2007). The fifth and last strategy is engaging the entire school community. This strategy talks about how if you want to have good classroom management in diverse environments you not only have to involve the students, but also their parents. If the students are not getting any support from their parents it is hard for them to succeed. Teachers can help parents get more involved by sending home news letters and letting them know about any activates going on around the school. Even though this might not always get the students parents involved it still good to try. It is a lot easier to have classroom management when the students feel supported by not only the teacher, but also by their parents (Howard 21). Also students in schools with a strong sense of community are more likely to be academically motivated (Schaps, 2003). I recently observed two different classrooms, one in a diverse environment and one in a less diverse environment. The classroom I observed that was diverse is in the Northeast school district in Reading and the less diverse classroom is in the Pleasant Valley school district in Brodheadsville. The way the teachers in each of these schools manage their classrooms is completely different because of the diversity differences. The biggest difference I came across while observing these two classrooms was how serious each of the teachers has to be. From observing I realized how much harder it is to have good classroom management in more diverse classrooms. For example, in the more diverse classroom the teacher had to be very serious and the teacher in the less diverse classroom joked around a lot. The teacher in the more diverse classroom had to be serious because the students were constantly acting up. The teacher did not have time to joke around because at every moment she had to keep her students on track of what they were supposed to be doing. They constantly needed guidance. When I was observing the less diverse classroom I saw that the teacher joked around a lot. He made funny references and was all around less serious and strict. This was because his students were better behaved. They did act up at certain times, but they were always quick to get back on topic. Another thing that I realized was that the teacher in the diverse environment used all of the strategies that help classroom management and the teacher in the less diverse environment only used two of the strategies. There were a few kids in the less diverse environment that were diverse but the teacher did not recognize them. He did not confront social dominance and justice, transform practices, or engage school community. He just acted as if everyone was the same ethnicity and ignored all differences. Which, is not always the best way to act. When a teacher acts this way even though they are teaching all of the students the same. Sometimes the students that are ethnically different can fall behind or feel as if they are not cared about. Where as the teacher in the diverse environment took advantage of her student’s differences and did all of the strategies, which helped her classroom management become better. By enforcing the strategies the classroom management becomes better because the students respect the teachers more and also usually listen better. The students and teacher benefit from using the five strategies. Keeping control of diverse classrooms is much more challenging than keeping control of less diverse classrooms. There is a big difference between diverse and less diverse classrooms, that is why classroom management is so important. If the teacher in the diverse environment did not use the five strategies I think it would have been very hard for her to have good classroom management in her classroom. The teacher in the less diverse environment however was able to get away with not using the five strategies because his classroom was less diverse so the students were not as hard to handle. Achieving classroom management in diverse classrooms is a very important and challenging task. Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments (Milner 2010). Classroom management is so important in order to have a successful running class. It is easier to obtain classroom management in less diverse classrooms but there are five major strategies that help teachers achieve classroom management in diverse classrooms. I mentioned these strategies earlier, they are again building trust, engaging in personal culture, confronting social dominance and social justice, transforming instructional practices, and engaging the entire school community. Without these five strategies it would be almost impossible to gain good classroom management in diverse environments. If a teacher did not use the five strategies it is possible that his or her classroom would not have very good classroom management, depending upon if the classroom was in a diverse environment or not. Like I mentioned earlier in my paper, classrooms in less diverse environments can often get away with not using the five strategies. This is because the students are easier to manage. It is crucial however, for the teachers in the diverse environments to use the strategies. If in the future teachers decided not to use the strategies and instead decided to just ignore the differences between diverse and non-diverse environments it would cause major problems with classroom management. If a classroom had bad classroom management the students would suffer terribly. Some students would not care about their work, some would not listen, and some would just simply drop out. If teachers did not have control over their classrooms the students would not have anyone to listen to or pay attention to. That is why classroom management is so important. There is a way however, to help classrooms in diverse environments have good classroom management and it is to use the five strategies. If teachers in diverse settings continue to use the strategies it will help not only the teachers, by making good classroom management easier to achieve, but it will also help the students because they will learn more if they are listening and paying attention to the teacher. H. Richard Milner IV, B. T. (2010). Classroom management in diverse classrooms. Retrieved from http://uex. sagepub. com. ezaccess. libraries. psu. edu/content/45/5/560. full. pdf html Herbert Elizabeth, A. (1998). Design matters: How school environment affects children. Realizing a Positive School Climate, 56(1), 69-70. Howard Gary, R. (2007). As diversity grows, so must we. Responding to Changing Demographics, 64(6), 16-22. Schaps Eric. (2003). Creating a school community. Creating Caring Schools, 60(6), 31-33.