Aristotle Essays (578 words) - Cleaning, Bathing, Salts, Skin Care

Aristotle The History of Soap Most people washed themselves with only one essential thing at the time, water. This, of course, happened until the development of soap in 2800 B.C. The soap was found in clay cylinders during the excavation of ancient Babylon. There were inscriptions discovered on the cylinders, which showed us that fats were boiled with ashes, which was the method of making the soap at this time. Records have shown that Egyptians bathed regularly. There was a medical document found called ?The Ebers Papyrus? which described the combining of animal and vegetable oils with alkaline salts to form soap-like material. These were used for treating skin diseases and washing. At around this time, Moses gave the Israelites specific laws about personal cleanliness. He related cleanliness to health and religious cleansing. The early Greeks bathed for artistic reasons. Instead of washing with soap, they bathed themselves with blocks of clay, sand, pumice, and ashes. Then they anointed themselves with oil and scraped off the oil and dirt with a strigil. They washed their clothes in the streams without using soap. According to an ancient Roman legend, soap got its name from Mount Sapo where animals were sacrificed. When it had rain, the water washed away the animal fat and wood ashes down into the clay soil along the Tiber River. Women had found this clay mixture and it made their wash much cleaner. Soap making was a popular craft in Europe by the 17th century. Vegetable and animal oils were used with ashes of plants and fragrance. More varities of soap gradually became available for shaving and washing hair, as well as bathing and washing clothes. Italy, Spain, and France were the early centers of soap manufacturing. The English began making soap during the 12th century. The chemistry of the soap manufacturing stayed the same until 1916 when the first synthetic detergent was developed in Germany. Synthetic detergents are non-soap washing and cleaning products that are ?synthesized?. Household detergent products became known in the United States around the 1930s. It is very important to understand the basic knowledge of soap and detergent chemistry. Water has a property called surface tension. In water, other water molecules surround each molecule, but at the surface, other water molecules only on the waterside surround those molecules. A tension is created as the surface molecules are pulled into the body of water. This tension causes the water to ?bead up? on the surface, which slows down the cleaning process. During the cleaning process, surface tension must be reduced so the water can spread and wet surfaces. Chemicals that do this are called surface-active agents. The surface-active agents perform many important jobs in cleaning. They are classified by their ionic properties in water. These properties are anionic which means a negative charge, nonionic which means no charge, cationic which means having a positive charge, and amphoteric which means having either a positive or negative charge. Soaps are water-soluble sodium or potassium salts of fatty acids. The fats and oils used in soap making are made up of a unique mixture of several different triglycerides. In a triglyceride molecule, 3 fatty acid molecules are attached to one molecule of glycerine. Fatty acids are the mechanism of fats and oils that are used in soap. They are weak acids of two parts, which are a carboxylic acid group and a hydrocarbon chain attached to the carboxylic acid group. Science Essays

Class of breeders Essay Example

Class of breeders Essay Example Class of breeders Essay Class of breeders Essay Another utilitarian argument against surrogacy argues that the pain of separation to the birth mother outweighs the happiness gained by the contracting parents. This might be a difficult argument to make in general since the surrogates, at least initially, feel that the pain of separation is worth a monetary reward. Most cases of surrogacy seem to bear this out. While some birth mothers change their minds, most go through with the deal and feel as if the outcome is the best one. Surrogacy is now a fairly well-accepted practice in spite of the misgivings of some people. As long as the practice is regulated so that no coercion is used and the practice does not create a class of â€Å"breeders,† the ethics of surrogacy are unlikely to be too problematic except in cases of changes of mind. If the practice does become coercive or create a class of breeders, then surrogacy should be reconsidered. But still some people argue that there should be no surrogacy arrangements on the grounds that the potential problems which could occur make these arrangements unwise. Others say that with proper counseling and screening surrogates and contracting prospective parents can work out mutually acceptable terms. There are several other issues relevant to surrogacy. Is the ideal surrogate a relative or a stranger? How much compensation should a woman get for her work as a surrogate? If she is not going to be a surrogate, but rather, an egg donor, what would constitute reasonable compensation for submitting to hormone therapy and surgery so that technicians can obtain her ova? Will monetary incentives lead to exploitation of women who lack money and education and who turn to surrogacy in order to make money? These are significant questions and they expose the fact that surrogacy involves a very different and profound kind of involvement, that of a woman with a baby which is destined to be handed to someone else, an involvement with which we have little experience, historically. However, the biggest issues concerning surrogacy require deciding what to do when the surrogate mother wants to keep the baby or, highly unlikely, but still possible, what to do when the contracting parties change their minds and do not want to accept the child. A final important distinction is that an incompetent person differs in significant ways from a competent person, thus necessitating different strategies in carrying out his care. Incompetent persons such as infants are those who are unable to exercise autonomy, i. e. , make decisions for themselves. The incompetents do not lack the right to make autonomous decisions about their care. Rather, they lack the ability to conduct thorough negotiations with physicians which are held before informed consent is given. Some types of incompetent patients, such as infants are clearly incompetent. In other cases, however, with patients who exhibit partial or compromised competence, it is very difficult to make the judgment call as to whether or not a specific patient is competent or incompetent. Generally speaking, persons who manifest certain capabilities are judged to be competent. These capacities include the ability to be able to articulate one’s values or goals, the ability to communicate and understand information, the ability to reason and deliberate, and knowledge as to the time, place, and circumstances in which one finds himself.

Systematic Change in Hand Hygiene at the Point of Care Research Paper

Systematic Change in Hand Hygiene at the Point of Care - Research Paper Example This can be achieved through staff education on hand hygiene protocol as set forth by Veterans Health Administration's Hand Hygiene Directive, which is based on the hand hygiene recommendations of the World Health Organization (WHO). This is an evidence-based project to determine the knowledge base of RNs, LPNs and NA prior to each Clinical Focus Session. The theory that hand washing with soap and water will prevent the spread of HAIs, especially Clostridium Difficile, which are frequently found in â€Å"hospitals, nursing homes, extended care facilities and nurseries for newborn infants† (Lee, 2011). Introduction: There is a controversy regarding the ability of water and soap as compared to alcohol hand rubs or â€Å"alcohol sanitizers† (Mayankj, 2010). While most people use soap and water to clean their hands, it is often felt that water alone cannot do the trick of destroying germs. Again, in places where water is scarce and not freely available, it is necessary to c lean hands using alcohol sanitisers. The main advantages of these are that they are convenient to carry, are more effective than soap and water, and do the job of destroying germs faster than conventional soap and water. Besides, these are known to have the potential to â€Å"act quickly to kill microorganisms on hands and.. do not promote antimicrobial resistance† (Alcohol-Based Handrubs: Easy as 1, 2, 3, 2010). Literature Review: Studies were conducted through a prospective multicenter study â€Å"to assess the dryness and irritation of the hands in health care facilities, and to evaluate whether that disinfection with an alcohol-based hand rub (ABHR) is better tolerated than classic hand washing with mild soap and water. Our study was conducted in 9 sites in the summer and winter. A team of investigators evaluated dryness and irritation. This study takes into account most of the individual and environmental risk factors (age, sex, use of a protective agent, constitutional factors, personal factors, external factors, institution, function, and number of consecutive working days)† (Chamorey, et al, 2010). 1. According to the Veterans Health Administration’s hand hygiene directive, that is the VHA Directive 2005/2 on hand hygiene practices, it is necessary to † Use an alcohol-based hand rub or antimicrobial soap to routinely decontaminate their hands before and after having direct contact with a patient.† This is in order to avoid the chances of catching infection through patients. The VHA has also recommended that portable hand rubs be readily available for use. (VHA Hand Hygiene Information and Tools, 2009). 2. The WHO guidelines on hand hygiene in health care provide health-care workers (HCWs), hospital administrators and health authorities with a thorough review of evidence on hand hygiene in health care and also endorse specific recommendations to improve practices and reduce transmission of pathogenic microorganisms to pa tients and HCWs. The present guidelines are intended to be implemented in any situation in which health-care is delivered either to a patient or to a specific

Why and how are environmental issues becoming more of an issue for Essay

Why and how are environmental issues becoming more of an issue for international business and international institutions - Essay Example Many researchers and academics have hypothesized that the advent accelerated and competitive economic globalization, trade barriers liberalization such as †free trade agreements† and industrialization have created what they call â€Å"pollution havens† in many countries and communities. The pollution haven hypothesis states that pollution heavy industries will relocate to jurisdictions with less stringent environmental regulations as a strategy to further reduce production costs (Mrwhatis, 2011). The validity of the â€Å"pollution haven† hypothesis has been a long debated one between academics and policy researchers. Early research theory works of Pethig (1976) and McGuire (1982) first presented the theory that in case of increased environmental regulations in the home country would lead to increased plant relocation to countries with less stringent environmental regulations as long as free trade agreements or trade liberalization allowed it (Webmeets, 2012 ). Regardless of the enormous amount of research and empirical studies on the subject, it has not settled the debate one way or the other. Under one version of the â€Å"Pollution Haven† hypothesis it is believed that less developed countries value economic growth more than protecting the environment and natural resources, therefore their operating standards for environmental protection tend to be extremely lax to almost non-existent. As a direct consequence, these jurisdictions with low environmental protection regulations will tend to concentrate pollution heavy industries and create localized pollution havens. Although the negative environmental impact and general welfare for these communities can be significant, the positive economic impacts brought by the new jobs far outweigh the negative consequences. According to Grossman and Krueger (1993) and Jaffe (1995) there is not considerable evidence supporting the existence of pollution havens as a direct result of factor end owment and economies of scale considerations. They argue that free trade by itself might not harm the environment, but more likely a result of various factors. Antweiler et al.(2001) and Grossman and Krueger (1993) state that information asymmetry related created when the government regulators do not measure the actual production level nor means of production technology to derive actual pollution derived from the company itself as one of the key factors. Other causes such as aggregate demand for the polluting product, a technique effect (polluting intensity due to operational factors intrinsic to the industry), and the actual share of revenues derived from the polluting industries

H. pylori Research Paper Example | Topics and Well Written Essays - 500 words

H. pylori - Research Paper Example Its absence can lead affect the stomachs micro biota. The lack of H pylori mostly among kids has led to increased risk of asthma and allergies (Martin 7). Virulence factors are structures, chemicals, and metabolic functions that increase the chance an organism will cause disease. C A G (A) and V a C (A) are virulence factors of Helicobacter pylori. Explain how these two proteins mediate infection and disease. C A G (A) is a marker for strains that increase the chances of one contracting peptic ulcer disease. It symbolizes a human gastric gene. This strain contains a secretion system (type 4) that infuses D N A and proteins in the stomach. C A G (A) product S21 -S23) is in the epithelial cells in vivo and vitro form. Once inside the stream, C A G (A) associates with a tyrosine phosphate (SHP-2) that will affect the spreading of the epithelial cell. This injected C A G (A) interacts with Grb2, and it activates the ERK pathway. This leads to cell scattering and proliferation in the MDCK cells (Martin 6). V a C (A) causes vesiculation in the cell lines of the epithelial. It posses two signal region, S1 and S2, and two mid regions, M1 and M2. It affects the host by creating pores in the cell membranes leading to urea egress. It also facilitates the loosening of tight epithelial junctions allowing the crossing of nutrients through the mucosal barrier to the pylori gastric niche (Martin

Reflection on Systems Theory Intervention

Reflection on Systems Theory Intervention The aim of this assignment is to analyse my intervention with a service user and her family whilst on my 80-day placement. Whilst on placement I critically explored the social work value base, having demonstrated how I worked within the framework of the social work process. I used a variety of intervention methods, however, I am going to examine the effectiveness of one method in detail, systems theory. Before commencing this assignment I spoke to the service user, her family and placement agency, asking permission to write about my intervention with them and everyone agreed to this. I assured them of confidentiality, names have been anonymised, and no reports or confidential documents have been included. I understand the concept of respecting individuals, and will not disclosure any material that will result in a breach of a person’s integrity. Biesteck 1961, (cited in Dominelli, 2002) says confidentiality is a characteristic of the social work profession together with respect and self-determination. The agency was part of the voluntary sector, located in an area of regeneration, with high levels of deprivation, poverty, and homelessness, being established because there was a recognition that the area was particularly needy due to high levels of unemployment, crime, lone parents, pensioners, poor housing, and people experiencing health and social problems. The agency contributes to alleviating some of the pressures of everyday living helping a diverse group, and targeting those who are most vulnerable, offering a varied support system. To improve the well being of those suffering poverty, deprivation, discrimination and other forms of oppression services including generic/family support, housing support, young carers, farming and rural health, 50 forward, HIV/Aids, and Active 8 are offered. By providing free support and advice to the community the agency enables individuals to empower themselves to access a range of services putting them in touch with health, community care services, voluntary agencies and support groups. Underpinning the work of the agency is the legislation of the Every Child Matters/Youth Matters Framework and, working within this agenda, the agency hopes to improve the lives of children and young people. Listening and working in partnership with families, and young people, to provide support, enables development of opportunities and appropriate action plans to improve outcomes. Using case work and one-to-one individuals are empowered to develop strategies and plans to deal with issues such as parenting, schooling, behaviour, debt, housing, mental health, relationship breakdown, benefit support and domestic violence. The agency has a good working relationship with the Children’s Directorate and other organisations and continues to update it policies and procedures according to new government frameworks and agendas. The agency works in partnership with children’s centres, schools, social services, health teams, educational welfare teams, housing associations and variou s others, providing ongoing support and intervention. At the agency I worked within the Children and Families Team, my role being a Family Support Worker. Practicing my role, I collaborated with social services, school, and other support networks giving a holistic service to my clients, which was important to achieve positive outcomes (Trevithick, 2000). My intervention was with a 12-year-old girl, who I will refer to as Amy, who had been referred by social services; her behaviour was causing concern due to relocation with her father and stepfamily. Amy had previously lived with her mother, with whom she had a good relationship, however, she involved Amy in age inappropriate conversations, had depression, alcohol issues, and allowed Amy to witness scenes of domestic violence. Amy’s mother was unable to care for her, and she was fostered until a few months ago. For several months Amy had been living with her father and stepfamily, and was finding it difficult to adapt to her new living arrangements. Social services had previously been involved, albeit in another region, hence the local authority felt further support and guidance was necessary to alleviate some of the family’s problems. I have drawn a genogram to establish Amy’s direct family and stepfamily, a genogram enables â€Å" †¦ immediate visual representation of the individual or family being assessed.† (Parker and Bradley, 2006, pg.40). I did not attempt to include any extended family, the family being rather complex, as my main concern was to support Amy and her family to resolve their issues. (Please see appendix.) I supported Amy and her family to adapt to their new living situation, my work including one-to-one support, family support, advocacy and mediation, counselling skills, negotiation, adapting strategies and interventions to enable the family to adjust, supporting their emotional well-being and allowing them to move forward. My objectives were to resolve the conflict, address inappropriate behaviour, and support Amy with relationship issues with her father, boundary setting, and build her self-esteem. However, after my initial assessment, it became clear that all the family needed support; therefore, my interventions would have to involve the family as a whole. My work involved implementing positive strategies to support relationship building, empowering the family to change and become accustomed to the new family unit. I worked within the guidelines of Every Child Matters, green paper published 2003, underpinned by The Children Act, 2004 (Parker and Bradley, 2006) in order to recognise areas of need, and work with the family to try and achieve positive outcomes. Using the ASPIRE model, an essential tool which links assessment, planning, intervention, review and evaluation (Parker and Bradley, 2006), enabled me to highlight my client’s needs and work effectively with them to improve their life opportunities. The social work process begins with referral, from which I acquired as much knowledge as possible in order to assess Amy’s family background, and the environment I was entering. It is important to identify any potential danger or risk before making home visits, for yourself and colleagues, (Trevithick, 2000) so in order to avoid mistakes I adhered to the lone worker policy of the agency, checking this with my work based supervisor. For all visits I detailed the address, time schedule, base contact, making sure to have my mobile on me at all times, and was responsible for entering details onto the agency case management database. By undertaking this responsibility I achieved Key Role 4 of the National Occupational Standards (NOS) â€Å"Manage risk to individuals, families, carers, groups, communities, self and colleagues† (cited in Higham, 2006). Assessment is a continual process, and changes with circumstances, so is central to making a difference. It concerns making judgements whilst remaining non-judgemental (Middleton, 1997). I found myself reflecting on this when undertaking the assessment. According to Milner and O’Byrne (2002) â€Å" If assessment is effective then it makes it more likely that intervention will succeed† (cited in Parker and Bradley, 2006 pg.8) My first visit to the family was with a social worker from the initial assessment team, enabling her to inform me of the family background. The social worker wanted to introduce me to the family and explain my involvement, and her subsequent withdrawal. As this intervention was early on in my placement I felt reassured having the social worker present, and it made the first contact less ‘nerve racking’. I asked key questions, gathered factual evidence in preparation for my intervention, meeting Key Role 1 of the NOS, enabling me to build a picture, examine all factors, focus and prioritise. Consequently, by looking at the wider picture and other social environmental elements I was able to work together with the family, and apply appropriate strategies to resolve their issues. First contact is very important, and I used my interpersonal skills to establish good engagement, â€Å" †¦ communication is a central feature of interaction.† (Thompson 1996, pg.8). During assessment, and throughout my interventions, I demonstrated the core conditions of empathy, congruence and unconditional positive regard (Rogers, 1951) effectively by listening, showing respect, being open and honest as to how much we could achieve, whilst demonstrating anti-oppressive and anti-discriminatory practice. This is the initial stage of systems theory, building a trusting, safe, understanding relationship, where we were able to identify goals, plan, make recommendations and negotiate to achieve the desired outcomes. I felt it was important to establish a relationship built on mutual trust and respect so I conducted my assessment, and subsequent visits, in the family home so that they all felt comfortable (Koprowska, 2005). I asked questions, actively listening and observing interaction at the same time, as according to Coulshed and Orme (1998, pg.48) â€Å"Systems theory requires interviewing, assessment skills and counselling skills.† Assessing the family dynamics, I made the decision to first and foremost support Amy and focus on her well-being, as I feel children are owed a greater duty of care. I wanted to make her feel secure and rebuild her confidence to enable her to flourish, and also because she was the presenting problem for the family. It was apparent that social, personal and economic factors were impacting on the family and they needed to overcome these obstacles in order to achieve positive outcomes. Using systems theory made it difficult to identify where to intervene. The complexity of their lives made it difficult to address single issues as they were interrelated, but if they could manage some issues maybe it will enhance their lives to some extent. Amy in particular was suffering intellectually, emotionally, and socially due to her feeling isolated, having relocated. At the same time Amy was also trying to cope with her past traumas, including the impact of witnessing domestic violence. Using myself as supplementary support I hoped to assist Amy to achieve permanent, stable, emotional and social relationships, allowing her to manage the transition from one family unit to another. Accepting there were multiple needs, I assessed that work with the family, as a whole, was also needed, in particular Amy’s father. He was in denial concerning Amy, and regarding the conflict and tension the situation was creating. Hence he was unable to find a solution to his own problems. I empathised with their situation, as their own strategies were proving ineffective. We discussed how to achieve an improvement building on their strengths, adapting and incorporating them to make a realistic goal plan. Looking at their positives and strengths promoted not only anti-oppressive practice but increased the family’s motivation allowing them more potential, â€Å"†¦builds on people’s strengths rather than analysing their defects, providing help rather than treatment.† (Doel in Hanvey Philpot 1994, pg.23) After completing my assessment of the family we worked together to construct a plan of action, which according to Coulshed and Orme, (1998) are essential practice skills when using systems theory, allowing me to achieve Key Role 2 of the NOS. My work with Amy and her family included identifying problems, acknowledging that change was needed, listening to what the family wanted, implementing survival strategies enabling them to cope, whilst being non-judgemental and non-directive. We clarified and prioritised what issues needed addressing, empowering the family. This enabled me to ascertain what help they thought they needed, not necessarily what I thought. I felt this was important, as I wanted to work with the family, not for them, to achieve positive outcomes. Dominelli (2002) reinforces this, â€Å"change is easier if the directions that professionals and users wish to follow coincide.† (Pg. 25) The second stage of systems theory, is where I worked with the family to address their needs, engaging them to work with me and achieve their potential. Using my communication skills I gained their trust, which allowed me to get the family to co-operate and participate in determining the direction of change. My role as a professional was not to take sides, but to treat all members with respect, promote negotiation, and offer assistance with goals. These had to be realistic and achievable so together we came up with the following plan: Introducing strategies to help address Amy’s behaviour Advocating, acting as a confidant for Amy, enabling her to feel less isolated and able to speak freely about her mother Relationship building with Amy’s father using attachment theory Family support working together to remove barriers – implementing positive parenting, and building relationships Work with step-mother to address feelings of inadequacy, and low moods (she was mildly depressed about the family situation) Weekly visits to discuss how the changes were working, and if not adjust accordingly, offering emotional support. The aim was to improve Amy’s behaviour and integrate the family, building relationships, so that they could live peacefully together â€Å"†¦ block ‘dysfunctional’ interaction patterns, and coach the family in new behaviours.† (Davies 2002 pg.149) My interventions consisted of a number of methods, the family structure being complex. It was important to understand their needs, as not all families comply with the nuclear family structure, and have differing needs. My original referral was to work with Amy but this was deflected and became the whole family, therefore, I had to adapt using such methods as systems theory, person-centred, attachment and some task centred. I chose these methods to identify the needs of the whole family, as I felt certain methods would work well with the different individuals. The methods of intervention I used were to some extent influenced by agency policy, although the approaches used were unrestricted. I would have liked to have spent longer with this family but the agency remit is for effective short-term work, supporting families with early intervention. Prevention and well-being are important agency agendas so as to avoid dependency. The agency has funding to perform certain types of work; therefore, a cost centred approach is used, closely monitoring business and action plans to establish outcomes. The agency uses the person centred approach to empower individuals, working within Every Child Matters, Youth Matters and Local Area Authority agendas, making the services accessible to all so it has to limit expenditure and distribute evenly across all projects. Within the family support project the agency preferred to use positive parenting strategies to empower families. I tried this method with Amy and her family but felt it was ineffective and to some extent patronising; hence I adopted my own interventions. The interventions I used were not questioned, as positive results could be demonstrated, although regular case reviews were carried out to monitor progression, discuss ways forward, and the effectiveness of methods used. If no progress was visible it would be suggested that the case be closed or referred to another agency. I used systems theory, which evolved from biology and engineering and was developed by Pincus and Minahan, 1973, being further developed by Goldstein, 1974, (Coulshed Orme 1998), in my intervention as it is interactive and focuses on the consequences of one person’s actions on another. The background to this method is scientific and complex, suggests all organisms are made up of subsystems, which in turn are affected by environmental factors, super-systems. Each system will have its own subsystem, with different objectives, enabling functioning. Although I used this method, to work positively with the family and its subsystems, it is debateable in relation to its significance to social work (Healy, 2005) as it uses complex language, relies heavily on science and maths, and does not fit in with human activity according to Germain, (1979) (cited in Payne, 2005). All systems have inputs, throughputs, outputs and feedback loops (Payne, 2005), which can be applied to social systems, with all elements interconnected and mutually dependent. The action of one part not only affects others but may rely on them for it’s continued existence and undoubtedly the survival of the complete system, although according to Siporin, (1980) in practice this does not seem to happen, and it should not be assumed all parts are interrelated to maintain equilibrium. Families connect as a unit; go through life cycles, and what each member does effects the rest of the family, â€Å"†¦ circular causation†¦Ã¢â‚¬  (Davies 2002 pg. 148). Problems arise because of inadequacies in the functioning of the system, or family. Consequently I had to assess contributing factors, such as the home, friends, family, school and neighbourhood as to why the ‘malfunction’ had occurred, as exchanges between these systems will effect change in the family. Using this method I identified the family as a system with subsystems to see how it was impacting on Amy. All systems have boundaries and in the family’s case I needed to assess if these were permeable or rigid. Boundaries are complicated, and by encouraging social workers to look at other issues which may be irrelevant, personal issues can get neglected (Siporin, 1980 cited in Payne, 2005). Systems theory was valuable, as it dealt with everyone rather than each individual, and improved functioning as a whole. Hanson, 1995, argues â€Å"†¦ the value of systems theory is that it deals with ‘wholes’ rather than with parts of human or social behaviour †¦Ã¢â‚¬  (cited in Payne, 2005). I felt this method would benefit the whole family as effective communication had broken down, and it involves all members, the family hierarchy, rules, boundaries, and promotes change and stability During this period of adjustment to the new family unit Amy’s family had their own individual challenges and struggles. When change occurs families often struggle, finding it difficult to interact. Systems theory concentrates on interactions and relationships (Koprowska), therefore, offering this method enabled me to assist the family, supporting them while they restructured. â€Å"Social worker’s are the maintenance mechanics oiling the interpersonal wheels of the community.† (cited in Howe, 1996 pg.54) Pincus and Minahan (Payne, 2005 pg.145) identified 3 helping systems: informal or natural systems i.e. family formal systems i.e. community group societal systems i.e. schools and 4 systems within social work; the change agent system, the client system, the target system and the action system. Using this method I identified myself as the change agent system, Amy, her father, and stepmother as client/target systems, with the whole family, myself and school as the action system. Working alongside other members of the action system provided support, allowing me to use them as a resource to achieve the aims of the intervention. Amy’s behaviour was the family’s main priority as this was having an adverse effect, resulting in ‘dysfunction’ of the system. Her behaviour was a way of gaining attention and linked to the separation from her mother. Amy felt rejected, not part of the family, resulting in her feeling isolated and alone. I felt Amy needed nurturing, a self-esteem boost and attachment to her father. We needed to work together to address Amy’s behaviour, before it became ‘unmanageable’, and allow her to change being conscious of the â€Å"feedback loop† that works within the family, or system, allowing â€Å" capacity for change† (Coulshed and Orme 1998, pg.47). Amy expressed a desire to be heard, feeling no one cared and everyone was against her, especially her father. I suggested weekly family meetings to allow the family to adapt to their new situation, air their views, without interruption, and to establish boundaries. This proved extremely effective, was enjoyable for them, and provided all the family with a role, addressing issues together. The family were able to support each other integrating each system to some extent. To manage Amy’s behaviour I gathered some information off the agency’s positive parenting website to present to Amy’s parents, as I thought these would be useful and of interest. I did not wish to patronise or preach but open up their options, offering more tools and empowering them to set goals for themselves. I reassured them of their strengths, discussed expectations and to expect setbacks, however, by being realistic, persevering, and with support the outcome could be favourable. I assured them that children are extremely resilient, can thrive, and if a child resides in a safe, nurturing environment they will grow to feel secure. A bad start does not always necessarily mean a bad future. I noticed Amy reacted differently in the presence of her father and appeared a little apprehensive. After a number of visits it became apparent that Amy’s father was oppressive and belittling towards her, making her feel inadequate and useless (Dominelli, 2002). On one occasion he actually said to me â€Å"Have you read her story? It’s useless, it’s all about herself.† There was tension in the room and I felt concerned at his remarks but contained myself by focusing on Amy’s vulnerability. Amy was unable to speak for herself so I advocated for her, meeting Key Role 3 of the NOS, and replied â€Å"Yes I’ve read her story and it’s really good. Many bestsellers are often autobiographical.† I felt it was of utmost importance to deal with this ‘system’ sooner rather than later. Payne (2005) suggests it helps to identify the source of oppression to work in an anti-oppressive way, incorporating an anti-discriminatory persp ective. One of the benefits of systems theory is that it is very broad; hence, you are able to integrate it with other theories to promote positive outcomes. Giddens, 1984, argues by incorporating theories it â€Å" †¦ allows for a strong emphasis on people’s capacity for influencing their social situation.† (Payne, 2005 pg.149) In order to enhance Amy and her father’s relationship I introduced attachment theory alongside systems theory. Attachment, defined by Ainsworth (1989) as an â€Å"affectional bond† (Prior, 2006, pg.57), and according to Bowlby, (1951) is when a strong bond does not develop at an early age affecting a child’s social and emotional development. Amy’s father, being absent from her life, played no active role, therefore, she had not attached. Amy had a negative attitude towards her father as he ignored her, did not listen and prevented communication with her mother. He was unknowingly oppressing Amy with his negativity, and he thought by ignoring her she would be quiet. I encouraged building a relationship, being more positive towards each other, with her father praising her for good behaviour etc. To improve Amy’s behaviour we devised a reward chart, using token economy, although criticised by some as unethical, it worked because the action system was consistent, and Amy enjoyed it. This method worked, improved her well-being, boosted her self-esteem, allowing her to identify her difficulties, empowering her to acknowledge that she needed and wanted to change her behaviour. We set realistic, achievable tasks for gradual change, encouraging Amy to participate, boosting her confidence. Occasionally Amy found the tasks difficult so we reviewed and adapted them as necessary, giving her praise and incentives. Amy was crying out for love, approval, and abasic need for acceptance, however, communication had broken down. Re-building Amy’s relationship with her father established trust, and she felt secure enough to express her feelings.   Amy’s father became more positive and accepting, making me question my thoughts and feelings towards him earlier in the intervention. I believe it is important to be aware of your feelings, recognising changes in order to manage them. Thompson, (2000) states: â€Å"It is also important to note that a non-judgemental attitude is important as a basis for a sound working relationship †¦Ã¢â‚¬  (pg.110). To support them I used emotion cards allowing communication of thoughts, feelings and understanding of one another, which worked really well. It allowed them to spend more time together, getting to know each other, and form an â€Å"affectional bond† (Prior, 2006, pg.57), enabling Amy to talk freely about her mother. The experience benefitted Amy providing security and enabling her to grow in confidence (Bowlby, 1951). Leaving the cards with the family, I suggested they spent time exploring their thoughts and feelings to address underlying issues. In order to move forward Amy needed to talk about what happened with her mother and these cards were beneficial to her emotional well being, giving her coping skills. We reviewed events weekly and it was encouraging to hear that the family used the cards during a family meeting, empowering themselves. Although, systems theory was the foundation for my intervention I also used Carl Roger’s (1951) person centred approach to establish an open, honest relationship with the family (Koprowska, 2005). I chose this method with Amy and her stepmother, who I will refer to as Susan, as I felt it would be individual to each member and they would drive it, also it would encourage depth and exploration of their feelings (Mearns and Thorne, 1999, pg.51) â€Å"†¦ shows that she understands the feelings and thoughts being expressed by the client.† I wanted to support them both emotionally empowering them to embrace change and move forward. Using person centred counselling with Amy was extremely important, allowing her thoughts and feelings to be heard, and promoting anti-oppressive practice. By asking Amy what she wanted, listening, keeping her informed, giving feedback, and involving her in the process I counteracted her negative image of adults, allowing her to take control and empower herself, building her self-esteem. This approach allowed me to create conditions of trust to overcome constraints and see the situation from her perspective. This was important as it allowed me to build a positive relationship with the family. I presented Amy with a secret diary to record her thoughts and feelings to discuss weekly. We discussed her behaviour and how this impacted on the family. Causing rifts within her stepfamily put her at risk of isolation, and also of possibly being put into foster care again, as Susan felt unable to cope. I highlighted to Amy that the family situation was not ideal for all members, not just herself, however, by working together to achieve a compromise issues could be resolved. Persuading her this was the way forward was a skill, according to Coulshed and Orme, (1998), essential to applying systems theory. By showing Amy respect, valuing her and maintaining confidentiality she reflected on her behaviour and saw how this affected her family. Supporting Amy and Susan allowed emotional development, as both were in a vulnerable position regarding their family situation. Being empathic and understanding encouraged them to feel secure enough to share information knowing I would respect their confidentiality, at the same time unburdening themselves. Using Roger’s principles alongside systems theory built up trust between us, with no barriers, encouraging an equal relationship. Mearns and Thorne (1999, pg.97) sum this up, â€Å"Mystery evokes the illusion of power; transparency dissolves it.† This contributed to sustaining a good working relationship. Susan found issues within the family really stressful and felt unable to cope, being in the middle of all the arguments. This affected her mental well-being, and I felt she was close to walking out on the family. I had to rectify this ‘system’ fairly quickly or risk the subsequent breakdown of all the systems. Susan was the pivotal ‘system’ holding the others together so I worked alongside her to seek solutions. She actively engaged in other activities such as using the emotion cards and spending time with Amy in order to build a relationship but she was finding the situation draining. We talked openly enabling Susan was able to express her thoughts and feelings, although tearfully. I supported Susan showing empathy and told her not to expect too much of herself. I felt the family demanding too much of her, and she was trying a little to hard to please everyone. I suggested some ‘time out’, leaving the family for an hour or so to cope on their own, even if it was only going round to her dad’s or a friend. Susan needed a break from the stress factors to recharge herself. She felt unburdened talking to me, as I was actively listening, and she was really appreciative, so I suggested that she talk to her husband, explaining her feelings. This was effective as her husband had not realised how she was feeling, being caught up in his own thoughts, resulting in her feeling calmer and more able to cope. To support Susan further I intimated to Amy that maybe the rest of the family could cook a meal for Susan to show how much they loved and appreciated her, which would boost her self-esteem. This would enable each sub system to carry out a task, working together achieving a family purpose, and improve functioning. As a result of the intervention the family interacted more optimistically, which is the central aim of systems theory (Healy, 2005). I regularly reviewed the work undertaken with the family, and my assessor, adjusting and adapting strategies to suit their needs. Mediating between the different systems enabled me to re-establish less destructive relationships. My intervention with this family was very intense and I became very close, and maybe a little too friendly, with Amy and Susan, going home mentally drained. I used my supervision to express these feelings, asking for guidance on professional boundaries and methods of detaching. My assessor, acted as a container (Froggett, 2002), providing me with direction. This helped me focus on my strengths instead of my weaknesses. Learning is an ongoing process; hence I was able to develop new skills to effectively manage my practice. The final stage of systems theory is the ending, a significant element of the structure (Healy, 2005). At the outset I explained to the family that my intervention was only short term, avoiding dependency. Coulshed and Orme (1998) suggest termination is ‘built in from the beginning’ (pg. 118). Systems theory is only a temporary solution and families often need more support, therefore, not wishing to leave Amy without support, I put in place, with her family’s consent, other networks at school for when my placement ended. Amy was sad I was leaving, however, systems theory enabled me to explore her feelings and we discussed the benefits of continued support, and she was happy to be referred to a school counsellor. â€Å"Abrupt endings, in which the service user has no part in the decision-making, leave room for the event to be interpreted as a rejection or abandonment.† Miller (2006, pg.45) Amy had made good progress at home and school, and the family were adapting and managing their new family unit with the tools provided, attaining equilibrium for the present. My last two weeks were in a supporting role rather than an intervention and as Trevithick (2000) states providing the right kind of support we could ‘release the momentum and motivation towards self- sufficiency and independence’ †¦ called ‘self-actualization’ (p.33). Implementing systems theory allowed me to understand the family, respond appropriately, and highlight their strengths (Healy, 2005) whilst promoting anti-oppressive practice. Systems theory helped each system with

Steam Turbines :: essays research papers

Steam Turbines   Ã‚  Ã‚  Ã‚  Ã‚  The invention of the water turbine was so successful that eventually, the idea came about for extracting power from steam. Steam has one great advantage over water-it expands in volume with tremendous velocity. To be the most effective, a steam turbine must run at a very high speed. No wheel made can revolve at any speed approaching the velocity that a steam turbine can. By utilizing the kinetic energy of steam flow, the turbine could achieve a higher efficiency. As a result, the steam turbine has supplanted the reciprocating engine as a prime mover in large electricity-generating plants and is also used as a means of jet propulsion.   Ã‚  Ã‚  Ã‚  Ã‚  The action of the steam turbine is based on the thermodynamic principle that when a vapor is allowed to expand, its temperature drops. In turn, its internal energy is decreased. This reduction in internal energy is transformed into mechanical energy in the form of an acceleration of the particles of vapor. The transformation that occurs, provides a large amount of available work energy.   Ã‚  Ã‚  Ã‚  Ã‚  The essential parts of all steam turbines consist of nozzles or jets through which the steam can flow and expand. Thus, the temperature drops, and kinetic energy is gained. In addition, there are blades, on which high pressure steam is exerted. Stationary blades shift the steam onto rotating blades, which provide power. Also, turbines are equipped with wheels or drums where the blades are mounted. A shaft for these wheels or drums is also a basic component, as well as an outer casing that confines the steam to the area of the turbine proper. In order to efficiently use this contraption, it is necessary to have a number of stages. In each of these stages, a small amount of thermal energy is converted to kinetic energy. If the entire conversion of energy took place at once, the rotative speed of the turbine wheel would be way too excessive.   Ã‚  Ã‚  Ã‚  Ã‚  Steam turbines are really quite simple machines, that have only one major moving part, the rotor. However, auxiliary equipment is necessary for their operation. Journal bearings support the shaft, and an oil system provides lubrication to these bearings. A special seal system prevents steam from

Felons: Democracy and Equal Protection Clause

Coleman Wahlborg Richard English IV, 1A 9 September 2011 Felons and Voting This year 5. 3 million people will be unable to vote not because they are mentally unable, not because they are underage, but because they are felons and ex-felons (Holding, 2006). Ex-felons are people who committed a felony and have served their punishment, dictated by the judiciary system, and are living in the community. When previous convicts are released from prison they are considered citizens again. Being a citizen, one is promised certain rights and responsibilities. As an ex felon one is a free citizen who can exercises the rights and responsibilities granted by the Constitution of the United States of America. Since former felons have earned their rights back shouldn’t this include voting? Whether ex-felons should be able to vote or not is a very popular issue among people. The two sides in the issue can be fairly biased. Some people might know felons that they think should be able to vote and others are on the other side of the argument. However, research says that there are several reasons why ex-felons should and shouldn’t be able to vote. The Fourteenth Amendment states, â€Å"no state shall make or enforce any law which shall abridge the privileges or the immunities of citizens in the United States. † This law sets forth that citizens have privileges and no one has the right to deprive citizens of these privileges. Current felons are not members of society, but previous felons’ civic rights are restored when they complete their sentence. Denying ex-felons the right to vote abolishes their rights (Krajick, 2004). Only two states allow current felons to vote, and ten states permanently prohibit former felons from voting (Zotti, 2000). This means that people who used poor judgment in the past, paid their debt to society, and were released from jail, are still being punished and shunned from being normal everyday citizens. Prohibiting ex-felon voting is not only a punishment to them, but also to society (Should felons be allowed to vote, 2008). The people of United States will be fortunate if 40% of eligible voters cast a ballot for the next presidential election (Holding, 2006). â€Å"Instead of prohibiting felon voting, we should require it† (Holding, 2006). We should be finding ways to get people to the polls, not keeping them away. Ex-felons who are going to return to their ways are not going to be interested in having a voice in the government. Individuals who are not already deterred from crime by the threat of confinement are not likely to be swayed by the prospect of losing their right to vote (Mauer, 2004). Individuals who have changed are the ones that want to vote, and the ones who have not changed will most likely wind up in the criminal justice system again â€Å"Voting is not a privilege; it is the basic right that defines a citizen. Those denied it are, in effect, stateless — people without a country† (Krajick, 2004). Voting is a right that defines a citizen in the since of when a person votes they are considered responsible and knowledgeable for not just complaining about the government but casting a vote to try to change things. When one does not vote, and is disconnected from the government in which they live, and they are stateless because they have no control over decisions that are made. The efforts to block ex-felons from voting makes those individuals feel more detached from society, which increases the chance that they will continue to break the law (Williams, 2010). Past felons feel they cannot get involved in their government because they are turned away, which essentially leads so many ex-felons to resort to their old ways. In 2000, the Alexander v. Mineta Supreme court case that dealt with the Equal Protection Clause came to the conclusion; â€Å"The Equal Protection Clause does not protect the right of all citizens to vote, but rather the right of all qualified citizens to vote. However, the Eighth Amendment prohibits excessive sanctions, and demands that punishment for crimes should be graduated and proportioned to the offense (Karlan, 2004). Therefore, felons who are released from jail have been punished for their crime; more punishment on their part is inhumane of society. The states that continue to exclude all felons permanently are outliers, within the United States and the world (Karlan, 2004). People who argue that ex felons should not have the right to vote believe that they have presented poor judgment and it is absurd to let them help in he choosing of our representatives (Carlson, 2006). This is agreeable to a certain extent, but when one takes a deeper look, the harsh answer is former convicts are stereotyped by most people. While these previous felons have presented poor judgment in the past, who is to say they will never change (Chapman, 2006)? The government lets ex-convicts marry, have children, drive and have the freedom of religion. In many places, the assumption is that ex-felons cannot be trusted to help choose our leader. If we thought criminals could never be reformed, we would never let them out in the first place (Chapman, 2006). There are many reasons why felons should be able to take place in the voting system; however there are reasons why they shouldn’t be able to. Felons become felons by presenting an act of poor judgment in most cases. Felons cannot vote for similar reasons that children can’t vote. â€Å"We don't let children vote, for instance, or noncitizens, or the mentally incompetent. Why? Because we don't trust them and their judgment. We have different reasons for not trusting them, but it seems to me that that is their common denominator† (Clegg, 2004). People who have committed crimes in their life have already shown us that they are not trustworthy people (Clegg, 2004). â€Å"And, as to equity, if you're not willing to follow the rules yourself, you shouldn't be able to make the rules for everyone else† (Clegg, 2004). Because voting determines in the long run who will make the rules for our country, there is no reason why the country should allow people who can’t follow the rules, vote on the rules. Now, I will freely concede that there are felons who ought to have their right to vote restored, but that should be done on a case-by-case basis, weighing (a) how serious the crime was, (b) how recently it was committed, (c) whether there has been a series/pattern of crimes, and (d) whether the individual has otherwise shown that he or she has turned his or her life around† (Clegg, 2004). C legg states that not all felons are in the same category. It is understandable that murderers should not be allowed to vote. On the other hand, some people really have gone through a long process to change their life around for the better. The right to vote is not granted to those under the age of eighteen. That age limitation demonstrates that voting rights may be restricted when there is reason to doubt the potential voter’s good judgment† (Latham, 2006). Latham shares similar ideas to Clegg on how the age limitation on voting and whether felons should be able to vote are connected due to prior judgment or lack there of. The interests of convicted felons might also differ from the primary interest of the American citizen body who want to be protected from criminals (Latham, 2006). A primary issue for the convicted felons as a whole is that 2/3 of felons released commit crimes within the next three years; not counting the ones that were not caught. Holding, Reynolds. â€Å"Why Can't Felons Vote? – TIME. † Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews – TIME. com. 1 Nov. 2006. Web. 19 Oct. 2011. Krajick, Kevin. â€Å"Why Can't Ex-Felons Vote? (washingtonpost. com). † Wahlborg 2 The Washington Post: National, World & D. C. Area News and Headlines – The Washington Post. 18 Aug. 2004. Web. 19 Oct. 2011. http://www. washingtonpost. com/wp-dyn/articles/A9785- 2004Aug17. html

Cylone Picture Book Essay

Cylone Picture Book Essay Cylone Picture Book Essay Isn't it crazy how life is one thing then in a second it becomes something else. Here I am, Sophie. A boring girl walking her dog in a small quite town. Then suddenly everything happens. At first I thought it was a little wind then I was blown off my feet and slammed against the pavement my dog pushed on-top of me. Then I realised it was a cyclone. The wind rung though my ears, like a loud high pitched scream. I could feel myself losing balance as the wind slammed though me. I picked up my dog and ran. I don't know what I was thinking when I ran. I just ran. The wind was stronger than ever and I could feel myself being dragged from the ground. I grabbed a tree and held on to it, but not for long after a second the tree uprooted and was flung across the road me going with it. I felt my eyes close as my head smashed against the floor. Jaxx? Where is Jaxx!? I shouted. Jaxx was my 3 month old Pomeranian husky and he was the best thing that ever happened to me. I could hear a loud cry it pierced though my ears. I scrambled towards it. Jaxx was trapped underneath a broken street lamp. I squeezed him out and hoisted him against me, the wind was so strong and debris was flying in every direction smashing against my skin. Then I saw something spectacular. Right in the middle of the cyclone there was an untouched spot, a safe spot. It was the eye of the cyclone. I started to run toward it my eyes aching from the wind. I charged through the cyclone inching towards the centre. In the eye everything was still and calm. I stood there in awe of the sight. I was standing untouched while the world around me

A Letter to Seamus Heaney Commenting on His Poetry Essay Essays

A Letter to Seamus Heaney Commenting on His Poetry Essay Essays A Letter to Seamus Heaney Commenting on His Poetry Essay Essay A Letter to Seamus Heaney Commenting on His Poetry Essay Essay Essay Topic: Poes Poetry Coimisiun na Scruduithe Stait State Examinations Commission LEAVING CERTIFICATE EXAMINATION. 2005 English – Higher Level – Paper 2Entire Marks: 200Wednesday. 8 June – Afternoon. 1. 30 – 4. 50 Campaigners must try the followers: ONE inquiry from Section I – The Single Text ONE inquiry from SECTION II – The Comparative Study ONE inquiry on the Unseen Poem from SECTION III – Poetry ONE inquiry on Prescribed Poetry from SECTION III – Poetry N. B. Campaigners must reply on Shakespearian Drama. They may make so in SECTION I. The Single Text ( Hamlet. As You Like It ) or in SECTION II. The Comparative Study ( Hamlet. As You Like It ) Index OF SINGLE TEXTSWuthering Heights Silas Marner Amongst Women Hamlet As You Like It ? Page 2 ? Page 2 ? Page 2 ? Page 3 ? Page 3 Page 1 of 8 Section I THE SINGLE TEXT ( 60 Markss )Campaigners must reply one inquiry from this subdivision ( A – E ) . A WUTHERING HEIGHTS – Emily Bronte ( I ) â€Å"Heathcliff deserves the understanding of the reader of Wuthering Heights. † Write a response to this statement. back uping your positions by mention to the text. OR ( two ) â€Å"The fresh Wuthering Heights portrays a clang between two universes represented by Wuthering Highs and Thrushcross Grange. † Discuss this position of the novel. back uping your reply by mention to the text. Bacillus SILAS MARNER – George Eliot ( I ) â€Å"The narrative of Silas Marner has the thaumaturgy of a fairy-tale. which leaves the reader feeling good about people. † Write a response to this position of the novel. back uping your reply by mention to the text. OR ( two ) â€Å"Godfrey Cass is non perfect. but. in the eyes of the reader. he is ever a better adult male than his brother. Dunsey. † Write your response to this statement. back uping it by mention to the text. C AMONGST WOMEN – John McGahern ( I ) â€Å"Michael Moran doubtless loves his boies. but his love contributes little to their felicity. † Discuss this position of the relationship between Michael Moran and his boies. Support your reply by mention to the text. OR ( two ) â€Å"Unlike the work forces. the adult females in Amongst Women support each other really good. † Discuss this statement restricting your attending to the female characters in the novel. Support your reply by mention to the text. Page 2 of 8 Calciferol HAMLET – William Shakespeare ( I ) In your sentiment. what is the entreaty of the drama. Hamlet. for a 21st century audience? Support the points you make by mention to the text. OR ( two ) â€Å"We admire Hamlet as much for his failings as for his strengths. † Write a response to this position of the character of Hamlet. back uping your points by mention to the text. Tocopherol AS YOU LIKE IT – William Shakespeare ( I ) â€Å"Rosalind’s attitudes and qualities make her a really attractive character. † Do you hold with the above position? Support your reply by mention to the drama. OR ( two ) â€Å"The drama. As You Like It. presents many chances for dramatic public presentation. † Write your response to the above statement. back uping it by mention to the drama. Page 3 of 8 SECTION II THE COMPARATIVE STUDY ( 70 Markss )Campaigners must reply one inquiry from either A – The General Vision and Viewpoint or B – Literary Genre. In your reply you may non utilize the text you have answered on in SECTION I – The Single Text. N. B. The inquiries use the word text to mention to all the different sorts of texts available for survey on this class. i. e. novel. drama. short narrative. autobiography. life. travel authorship. and movie. The inquiries use the word writer to mention to novelists. dramatists. authors in all genres. and film-directors. A 1. THE GENERAL VISION AND VIEWPOINT â€Å"Each text we read nowadayss us with an mentality on life that may be bright or dark. or a combination of brightness and darkness. † In the visible radiation of the above statement. compare the general vision and point of view in at least two texts you have studied in your comparative class. ( 70 ) Oregon 2. ( a ) With mention to one of the texts you have studied in your comparative class. compose a note on the general vision and point of view in the text and on how it is communicated to the reader. ( 30 ) Compare the general vision and point of view in two other texts on your comparative class. Support the comparings you make by mention to the texts. ( 40 ) ( B ) Page 4 of 8 B 1. LITERARY GENRE Write a talk to be given to Leaving Certificate pupils in which you explain the term Literary Genre and demo them how to compare the relation of narratives in at least two texts from the comparative class. ( 70 ) Oregon 2. â€Å"Powerful images and incidents are characteristics of all good story-telling. † ( a ) ( B ) Show how this statement applies to one of the texts on your comparative class. ( 30 ) Compare the manner in which powerful images and incidents are characteristics of the story-telling in two other texts on your comparative class. Support the comparings you make by mention to the texts. ( 40 ) Page 5 of 8 Section III POETRY ( 70 Markss )Campaigners must reply A – Unseen Poem and B – Prescribed Poetry. A Unobserved POEM ( 20 Markss ) Answer either Question 1 or Question 2.Back YARD Shine on. O Moon of summer. Radiance to the foliages of grass. Indian bean and oak. All silver under your rain tonight. An Italian male child is directing vocals to you tonight from an squeeze box. A Polish male child is out with his best miss ; they marry following month ; tonight they are throwing you busss. An old adult male following door is woolgathering over a sheen that sits in a cherry tree in his back pace. The redstem storksbills say I must travel – I stay here sitting on the back porch imbibing white ideas you rain down. Reflect on. O Moon. Shake out more and more Ag alterations. Carl Sandburg 1. ( a ) Do you like the universe that the poet describes in this verse form? Give grounds for your reply back uping them by mention to the text. ( 10 ) Choose a line or two that you find peculiarly appealing and explain why. ( 10 ) ( B ) OR 2. Write a personal response to the verse form ‘Back Yard’ . ( 20 ) Page 6 of 8 Bacillus PRESCRIBED POETRY ( 50 Markss ) Campaigners must reply one of the undermentioned inquiries ( 1 – 4 ) . 1. â€Å"The entreaty of Eavan Boland’s poesy. † Using the above rubric. compose an essay sketching what you consider to be the entreaty of Boland’s poesy. Support your points by mention to the poesy of Eavan Boland on your class. 2. What impact did the poesy of Emily Dickinson make on you as a reader? Your reply should cover with the followers: – Your overall sense of the personality of the poet – The poet’s usage of language/imagery Refer to the verse forms by Emily Dickinson that you have studied. 3. Write about the feelings that T. S. Eliot’s poesy creates in you and the facets of his poesy ( content and/or manner ) that help to make those feelings. Support your points by mention to the poesy by T. S. Eliot that you have read. Write an article for a school magazine presenting the poesy of W. B. Yeats to Leaving Certificate pupils. State them what he wrote approximately and explicate what you liked in his authorship. proposing some verse forms that you think they would bask reading. Support your points by mention to the poesy by W. B. Yeats that you have studied. 4.

Successful High School Course Completion Essay Example | Topics and Well Written Essays - 750 words - 1

Successful High School Course Completion - Essay Example The academic journey ahead is hectic but this little achievement was worth celebrating since it had a rejuvenating effect on successful completion of academic endeavors to come. Moreover, undertaking a course that is not concise to your heart’s desire and the career or profession of preference, basically took a positive attitude, self-drive and inbuilt motivation. Parents have their expectations for their daughters and sons and on the other hand, children have their targets too. Therefore, combining the two interests and to establish a common understanding is a tough task. Most students are between a rock and a hard place in trying to merge the two interests. Thus forcing them to drop their own desires and embrace what their parents expect from them in its entire totality. Such resolutions might not be good for grades and performance since learner would not feel totally responsible for their performance. A student might resolve to do a course for of completion seek and break free from the captivity that their parents have subjected them to. In addition, being a sports person and ensuring performance is not affected is a technical mission and to some, it might be chasing shadows. As the old adage goes, one cannot serve two masters at a time, the adage can be branded a clichà © or rather an ancient ideology but it is indisputable that there is some truth in the old saying. Obviously one would tend to value one activity more than the other; most students concentrate on their sporting endeavors and lose their grip on studies. Some students might not be very lucky to have schooled in schools where the sport is equally appreciated and supported, therefore their passions would not be supported. Furthermore, Self-drive is a virtue that not every individual is lucky enough to have, however it is an ability that can be developed over time through regular practice.

Windows Server Deployment Proposal Assignment Example | Topics and Well Written Essays - 1500 words

Windows Server Deployment Proposal - Assignment Example In addition, it also proposes a File and Sharing system that is suitable for a firm that is growing such as Worldwide Inc. The Windows Server 2012 is characterized by a wide range of new features ranging from much improved storage, wider chances for networking and more remote access. Moreover, it is characterized by a server administration characteristics all of which come together to significantly enhance on the functionality of this operating system. Many of these features especially in the area of storage could be of distinct help to Worldwide Inc especially because it deals with advertising that requires a great deal of storage (Tulloch, 2014). Throughout the server’s infrastructure, Window’s Server 2012 with Hyper V will be used and will be secured using a secure tunnel since it will provide support for the work done at Worldwide Inc. Moreover, Hyper-V will present the chance for the company to take full advantage of the servers it already has while at the same time enabling it to take full advantage of the new technology on the hardware for virtualization (Tulloch, 2014). Considering the fact that when making the decision to design and select the system specifications for a new solution of a server, it is important to consider that even the most optimal requirements for the system from Microsoft might not be requisite. In this regard, an assessment of the specifications of the planned server role while at the same time taking the load during the time that the deployment will be carried out since this will also take the growth of the firm into consideration (Finn et al, 2013). The table below shows the requi rements for deployment of Windows 2012. There are only two editions available within Windows server 2012; Standard and Datacenter with each of the editions supporting a Server Core version. It is recommended that a new installation be carried out as opposed to upgrading on the company’s already existing server. Installing a new