Equality in America during the 1830s to 1860s essays

Equality in America during the 1830's to 1860's essays Alexis de Tocqueville's description of America as a land of equality was an inaccurate one, as his opinion came out of dealings exclusively with upper society and he concurred with the majority of the population that the treatment of blacks, women, andundesirables? as second-class citizens was not a contradiction to the principles of democracy. The time period in which Tocqueville lived was one of rapid change not only within the United States, but also worldwide. The monarchies of Europe were leaning towards becoming republics, and Tocqueville set out to dispute the European notion that a republic would end up as little more than mob-rule by using the United States as the example of the success of the republic. Unfortunately, while the United States achieved much in the way of progress, Tocqueville's descriptions were full of exaggeration and ignorance. Slavery still existed in the land that was based on the belief that,all men are created equal.? Women were being viewed as the epit ome of gentleness and morals but were still denied the right to vote, own property if they were married, or even to sign their own wills. Undesirables such as the insane were locked up in institutions where the conditions were not fit for livestock let alone human beings. These factors represented the failures of democracy, but were ignored or written off by Tocqueville. It may be that he was truly blind to these inequalities because he was raised in a world that assumed that women and black people were not created equal to white men and were therefore not entitled to share in democracy. When one thinks of the 19th century within America, the wordprogress? comes to mind. Indeed, the industrialization of the United States did represent progress in the world, as goods could now be made cheaper and faster. Unfortunately, the mechanization of manufacturing also meant an increase in the demand for raw materials. A majority of the population at this time there...

Top 10 Ways to Waste Time in College

Top 10 Ways to Waste Time in College College life is hard. As a student, you most likely balance your classes, homework, finances, a job, friends, a social life, a relationship, cocurricular involvement, and ten million other things all at the same time. Its no wonder, then, that you may need to just spend time, well, wasting time now and then. But how can you tell if youre wasting time in a productive or nonproductive way? 1. Social Media Productive uses: Catching up with friends, socializing, connecting with family and friends, connecting with classmates, relaxing in a fun way.Nonproductive uses: Gossiping, snooping out of boredom, obsessing over old friends or partners, getting information out of jealousy, trying to start drama. 2. People Productive uses: Relaxing, hanging out with friends, socializing, getting to meet new people, engaging in interesting conversations, experiencing new things with good folks.Nonproductive uses: Malicious gossip, looking for people to hang out with because youre avoiding a task, feeling like you have to be part of the crowd when you know you have other things to do. 3. The Internet Productive uses: Doing research for homework, learning about topics that are interesting, catching up on current events, looking into academic opportunities, looking for employment opportunities, booking travel to visit home.Nonproductive uses: Stumbling around just to keep boredom at bay, looking at sites you werent interested in in the first place, reading about people and/or news that have no connection or impact on your time in school (or your homework!). 4. The Party Scene Productive uses: Having fun with friends, letting yourself relax during the evening, celebrating a special event or occasion, socializing, meeting new people, building friendships and community at your school.Nonproductive uses: Engaging in unhealthy behaviors that impede your ability to do things like homework and going to work on time. 5. Drama Productive uses: Getting help for your friend or yourself during a time of need, connecting a friend or yourself to other support systems, building and learning empathy for others.Nonproductive uses: Making or being involved with drama that is unnecessary, feeling the need to fix problems that arent yours to fix and that cant be fixed by you anyway, getting sucked into drama simply because you were at the wrong place at the wrong time. 6. Email Productive uses: Communicating with friends, catching up with family, contacting professors, exploring job or research opportunities, dealing with administrative offices (like financial aid) on campus.Nonproductive uses: Checking email every 2 minutes, interrupting work every time an email comes in, emailing back and forth when a phone call might better suffice, letting emails take priority over other things you need to do at your computer. 7. Cell Phone Productive uses: Communicating with friends and family, dealing with timely matters (like financial aid deadlines), calling to solve problems (like bank errors).Nonproductive uses: Texting every 10 seconds with a friend while trying to do another task, using your phone as a camera/video camera all the time, checking Instagram at bad times (in class, in conversation with others), always feeling like its the priority instead of your task at hand. 8. Movies and YouTube Productive uses: Using to relax, using to get into a mood (before a Halloween party, for example), just hanging out with friends, socializing, watching for class, watching a clip or two for fun, watching videos of friends or family, watching impressive feats or performances, watching snippets on a topic for a paper or project.Nonproductive uses: Getting sucked into a movie you didnt have time to watch in the first place, watching something simply because it was on TV, watching for just a minute that turns into 2 hours, watching videos that add nothing to your own life, using as an avoidance from the real work you need to do. 9. Video Games Productive uses: Letting your brain relax, playing with friends (near or far), socializing, learning about new games while meeting new people.Nonproductive uses: Losing sleep because youre playing too late at night, playing for too long when you have homework and other work to do, using video games as a way of avoiding the realities of your college life, not meeting new people because youre alone in your room playing video games too much. 10. Not Getting Enough Sleep Productive uses (are there really any?): Finishing a paper or project that took longer than expected, engaging with other students about something so exciting its worth missing a little sleep over, meeting a scholarship deadline, doing an activity instead of sleeping that truly enriches your college life.Nonproductive uses: Staying up too late on a regular basis, missing so much sleep that you arent functional during the time you are awake, having your academic work suffer, having your physical, mental, and emotional health suffer from lack of sleep.

Top 10 Ways to Waste Time in College

Top 10 Ways to Waste Time in College College life is hard. As a student, you most likely balance your classes, homework, finances, a job, friends, a social life, a relationship, cocurricular involvement, and ten million other things all at the same time. Its no wonder, then, that you may need to just spend time, well, wasting time now and then. But how can you tell if youre wasting time in a productive or nonproductive way? 1. Social Media Productive uses: Catching up with friends, socializing, connecting with family and friends, connecting with classmates, relaxing in a fun way.Nonproductive uses: Gossiping, snooping out of boredom, obsessing over old friends or partners, getting information out of jealousy, trying to start drama. 2. People Productive uses: Relaxing, hanging out with friends, socializing, getting to meet new people, engaging in interesting conversations, experiencing new things with good folks.Nonproductive uses: Malicious gossip, looking for people to hang out with because youre avoiding a task, feeling like you have to be part of the crowd when you know you have other things to do. 3. The Internet Productive uses: Doing research for homework, learning about topics that are interesting, catching up on current events, looking into academic opportunities, looking for employment opportunities, booking travel to visit home.Nonproductive uses: Stumbling around just to keep boredom at bay, looking at sites you werent interested in in the first place, reading about people and/or news that have no connection or impact on your time in school (or your homework!). 4. The Party Scene Productive uses: Having fun with friends, letting yourself relax during the evening, celebrating a special event or occasion, socializing, meeting new people, building friendships and community at your school.Nonproductive uses: Engaging in unhealthy behaviors that impede your ability to do things like homework and going to work on time. 5. Drama Productive uses: Getting help for your friend or yourself during a time of need, connecting a friend or yourself to other support systems, building and learning empathy for others.Nonproductive uses: Making or being involved with drama that is unnecessary, feeling the need to fix problems that arent yours to fix and that cant be fixed by you anyway, getting sucked into drama simply because you were at the wrong place at the wrong time. 6. Email Productive uses: Communicating with friends, catching up with family, contacting professors, exploring job or research opportunities, dealing with administrative offices (like financial aid) on campus.Nonproductive uses: Checking email every 2 minutes, interrupting work every time an email comes in, emailing back and forth when a phone call might better suffice, letting emails take priority over other things you need to do at your computer. 7. Cell Phone Productive uses: Communicating with friends and family, dealing with timely matters (like financial aid deadlines), calling to solve problems (like bank errors).Nonproductive uses: Texting every 10 seconds with a friend while trying to do another task, using your phone as a camera/video camera all the time, checking Instagram at bad times (in class, in conversation with others), always feeling like its the priority instead of your task at hand. 8. Movies and YouTube Productive uses: Using to relax, using to get into a mood (before a Halloween party, for example), just hanging out with friends, socializing, watching for class, watching a clip or two for fun, watching videos of friends or family, watching impressive feats or performances, watching snippets on a topic for a paper or project.Nonproductive uses: Getting sucked into a movie you didnt have time to watch in the first place, watching something simply because it was on TV, watching for just a minute that turns into 2 hours, watching videos that add nothing to your own life, using as an avoidance from the real work you need to do. 9. Video Games Productive uses: Letting your brain relax, playing with friends (near or far), socializing, learning about new games while meeting new people.Nonproductive uses: Losing sleep because youre playing too late at night, playing for too long when you have homework and other work to do, using video games as a way of avoiding the realities of your college life, not meeting new people because youre alone in your room playing video games too much. 10. Not Getting Enough Sleep Productive uses (are there really any?): Finishing a paper or project that took longer than expected, engaging with other students about something so exciting its worth missing a little sleep over, meeting a scholarship deadline, doing an activity instead of sleeping that truly enriches your college life.Nonproductive uses: Staying up too late on a regular basis, missing so much sleep that you arent functional during the time you are awake, having your academic work suffer, having your physical, mental, and emotional health suffer from lack of sleep.

Are all waste products simply resources that have not been used yet Essay

Are all waste products simply resources that have not been used yet - Essay Example Waste products are made resources by the process of section, transportation, recycling and treatment. In addition, the system disposal is applied in determination of the number of recycle bins required to facilitate garbage collection at the curb. Nevertheless, the paper focuses on determining whether the waste products can be considered resources that have not been exploited. There has been a significant growth of governmental investment, among industrial sectors leading to increases of interest concerning Municipal Solid Waste MSW management projects. In this case, MSW management offers a vital opportunity for conversion of waste materials to resources. On the other hand, in order to convert waste materials to resources, there is need to understand the current situation experienced in MSW management (Hongtao & Yongfeng, 2001, 255). In fact, there are substantial factors playing a vital role in generation of MSW, which entail economic development, consumption rates, administrative s ystems, urban population and geographic location. However, the most important factors include the urban population and economic situation, which are considered a contributor to improvement of MSW quality. Waste products have been converted to resources through MSW for the last twenty years, thereby resulting to a change in the waste composition and an increase for waste. Therefore, value of waste based on increases of reusability is influenced by impacts of MSW components. Moreover, this entails domestic fuel used and other living standards, which are associated with the levels of composition. Some of identified sources of MSW include residential, municipal, institutional, commercial, and other attributes of the city that entail size, location and economic condition. There are high recyclable content gathered through MSW in exclusive residential districts; for instance, there are percentages of kitchen waste, ash and dirt, which are lesser than regular to inhabited district (Hongtao & Yongfeng, 2001, 259). On the other hand, there are other fractions of kitchen residue, thereby making up a higher portion of waste disposed by residential district. There is waste gathered from neighborhood as a high moisture content that has a lower calorific value. Historically, there is influence of waste composition based on the living standards of people living is various regions. Therefore, management of MSW has become a global issue due to its significance based on judgment made by mayors, county executives and city and country council broads. In fact, this decisions made by these actors has led to a significant impact on the emissions of greenhouse gas (GHG), thereby contributing to climatic changes (Weitz, Thorneloe, Nishtala, Yarkosky & Zannes, 2002, 1001). Waste caused CH4 emissions emanating from decomposition of biodegradable elements present in waste streams such as food scraps, yard trimming and papers, they have led to increased potential for global climatic chang es (Weitz, Thorneloe, Nishtala, Yarkosky & Zannes, 2002, 1002). Moreover, this is associated by the release of GHG, which is debated in the country and in other countries around the world. MSW management program is applied as a resource for reduction of GHG emission, whereby it is

Research on Primark Paper Example | Topics and Well Written Essays - 2500 words

On Primark - Research Paper Example Therefore, it is quite apparent that the research approaches and methods radically influence the research content. Research philosophy is a belief about the way in which data about a phenomenon should be gathered, analyzed and used. This thesis is a qualitative case study which focuses on an analysis of the HR policies prevailing in Primark. To carry out such a study in general we resort to two main approaches; Deductive reasoning; which works from the more general to the more specific subjects. Sometimes this is informally called a "top-down" approach. In such approach we take up the 'theory' and then try to apply it to the hypotheses that we intend to test. Gradually we narrow down to the testing of data and observations for their applicability to the theory/ theories to arrive at a confirmation of its applicability or not. Such an approach require that we enlist the HR principles concerning effective management, motivation, customer relationship management, employees turnover etc. and then see how the ideal situation applies to Primark, by taking relevant data from the company. The Inductive approach on the other hand begins with collecting data, specific observations, which then lead to broader generalization and theories. Such an approach in called as "bottom up" approach. The patterns thus detected are formulated into tentative hypotheses and we can therefore arrive at some general conclusion about our subject. This appears to be a more practical approach, as we need to collect data from different sources and then come out with the inferences after taking a look at the things projected by data. For example if we find that most of the employees are new to the company that effectively points towards a high employees' turnover. Similarly, if most of the employees express their resentment with the way staff matters are handled by the company, that goes on to indicate about lack of proper motivational strategies in the company. However this study is undertaken with a balanced mix of both these approaches so that we get to analyze the organization as well as established theories. Data Collection Requirements For this study, we need main input from the people working for Primark, for which one method is to take the company reports. But these annual reports mainly highlight the financial aspects and do not contain much info about the employees' issues. Secondly, the company's HR records could form the basis for setting up the record structure, but the company will surely not be forthcoming with their official requirements until it is a statutory requirement. This study is purely for academic purposes, so we'll have to look for other means of collecting data. Therefore, while secondary data can be had from earlier similar studies, books and annual reports, making use of questionnaire therefore appears to be the best option for collecting Primary data. Justification of Strategy Collecting data using a questionnaire seems to be the best approach under the circumstances, because with its help we will have detailed answers to some of our curious questions. Going over to each individual and then asking him/her the questions might not be a viable option because it requires enough time on the part of the respondent as well as on the part of th

Sufficient Budget for K-12 Inner City Schools Essay Example for Free

Sufficient Budget for K-12 Inner City Schools Essay Catherine Gewertz (2008) in â€Å"Pennsylvania Lawmakers Eyeing Cost of School Finance Revamp† outlines the recent legislature actions over the education sector. A 2007 legislative costing-out study released in November reveals that, to deliver quality education, $2,500 more is needed for every child in the Keystone State. The 2008 fiscal budget amounting to $27. 2 billion provides $9. 4 billion for pre-collegiate education, 6. 1 percent more than the previous year. It also provides $75 million for 11,000 preschool students and $20 million for the expansion of full-day kindergarten programs. Other expansion measures include: providing laptops for high school students, boosting high school coursework, expanding dual-enrollment options and foundation funding. The state board of Pennsylvania is seeking to require high school students to pass three competency exams before graduating beginning 2008. Schools need financial resources in acquiring the needed school facilities and paying teachers’ salaries. Donations from other individuas may add to the resources of schools but they are not substantially enough in the long run. The struggles are even tougher for inner city schools where students fare less in terms of economic status compared to students studying in private learning institutions. For the most part, inner city schools depend on the financial aid mandated by the law. The United States Congress plays a key role in determining the portion of the fiscal budget that will go to the funding necessary to run public schools such as those situated in inner cities. With the growing number of prospective student, it is important to foresee the financial support and other resources needed to address the rise in the demand for education. More importantly, financial support is direly needed in expanding the quality of education in inner city schools so that students will be able to learn substantially instead of learning minimally due to severe limitations in education resources. For K-12 inner city schools, a lot of budget cuts in the education sector will affect our available resources. The most immediate consequence is the deterioration in teaching facilities’ number or quality. A limited funding deprives students of learning materials such as books. Another result is that K-12 schools become unable to acquire at least a decent number of computers for their students. Both books and computers greatly assist students in their learning endeavors; the inability to make use of them will only make the learning process tougher. While it may be difficult for Congress to guarantee that a computer is devoted for every student in K-12 schools, it is more disheartening if Congress still remains unable to allocate budget for at least a few computers for every K-12 school. Few available computers are better than nothing at all because students can just take their turns in using them. For K-12 school teachers, the lack of the most relevant and updated books can hamper the ease of facilitating student learning. When teachers use outmoded books because there are no other options, it becomes more difficult for them to hand-out the most accurate information possible. Teachers cannot easily create informative lesson plans suitable to their students. With books being the primary teaching material resource, outmoded books will negatively affect the content of the lesson plans that teachers are required to make. The article of Gewertz (2008) provides information on some of the recent developments in the education sector insofar as the Congressional budget allocation is concerned. The 2008 pre-collegiate education budget amounting to $9. 4 billion—6. 1 percent more from the previous allocation—may not be enough to cover all the financial needs of all K-12 schools across America. Nevertheless, the budget can fill some of the basic but urgent needs of these schools including my school. Part of the budget surplus can be used to purchase additional chairs or blackboards. The increase in the budget allocation for pre-collegiate education also translates to better quality of education for K-12 students. More relevant and up-to-date books can be purchased given the same number of students. Similarly, it also translates to more students accommodated in K-12 schools. Another benefit is the possibility of raising the compensation for teachers who are qualified for the job, thereby attracting potential teachers who can deliver quality education to students. The $20 million for the expansion of full-day kindergarten programs is a helping hand for inner city schools. The same holds true for the $75 million budget allocation for 11,000 preschool students. As for the school where I am currently teaching, the budget increase can mean more kindergarten students who will enjoy their full right to quality education. It also means that current kindergarten programs in my school will be preserved instead of being temporarily or permanently suspended. Although more students signify more work for teachers, it also means that kindergarten students will have more fellow students to interact with. Consequently, students will not only gain formal learning; they will also have social development within the premises of the school. Part of the prospects Congress looks into is the plan to provide laptops for high school students. Even though that plan requires higher funding, I think it is only proper. I personally think that students in my school will learn more if they are able to use laptops or, at the least, desktop computers as part of their academic pursuits in Information Technology. My students may find the use of modern computers with internet connection as a whole new territory. Nevertheless, it is just a small price to pay compared to the immense increase in the learning capabilities that they will have. With computers connected to the internet or school database, my students will gather more information most relevant to their academic requirements. Research will become easier as more sources of information are made available and access to them becomes faster. I think acquiring more computers for my school is a two-fold adjustment. On one hand, students will enjoy the benefits of gathering more information faster. On the other hand, our students will first have to be oriented and taught about the basic skills needed to make the most out of computers, let alone operate them. The challenge for teachers’ including myself is not only to ensure that our students are able to learn many educational things out of using computers but also to ensure that they understand the basic processes behind such use. Reference Gewertz, C. (2008). Pennsylvania Lawmakers Eyeing Cost of School Finance Revamp. Education Week, 27(19), 14.

Lester Pearson :: essays research papers

Lester Pearson Lester B. Pearson lived from 1897-1972. He was born on April 23 1897, in Newtonbrooke Ontario (now part of Toronto). He died on December 27 1972. He was born the son of a Methodist parson. As a child he worked very hard in school, and he became one of the minority of high school graduates who went on to college. In his studies he went to Victoria College and the Methodist College inside the University of Toronto. In his free time he played hockey and baseball. He then became a medical doctor in the Royal Flying Corps. He was Private Pearson in the Canadian Army Medical Corps. This took him to numerous foreign countries from 1915-1917. When he returned he went to Oxford University under the guidance of the poet Robert Graves. When he graduated he enrolled for the assignment of the Royal Flying Corps. He then began taking flight training but as fate would have it he was hit by a London Transport Bus. He remained in the hospital until he revived in the spring of 1918. In November 1918 he enrolled in the University of Toronto again. On June 5 1919 he graduated. Like many other young veterans he was at a loss for something to do. Law was a respectable profession at the time so he ground away at the ungrateful task of articling for law. After a week he decided that business was more promising. He worked at a number of places but in the end he decided to teach at the University of Toronto. He taught history in the University of Toronto from 1924-1928. All his students said he was a very unique teacher. In March 1924 one of his students, Maryon Moody decided to ensure getting her degree by becoming engaged to her teacher. And it worked. On August 22, 1925 Lester Pearson and Maryon Moody got married in Winnipeg. From there on they lived just outside of Toronto. Later he signed up for a position in The Canadian External Affairs Department. The government officials at first thought he had some sort of mental disorder due to the way he dressed and acted. In 1928 he got a position in the Canadian Department of External Affairs despite their beliefs. At the time Pearson had a very important position because Canada had finally achieved a feeling of nationalism. Canada also had hardly any diplomatic relations with other countries because Great Britain still handled most of it's affairs. For that reason when Great Britain went to war with Germany, so did Canada.

Nursing Effectivness Concept Paper Essay

Walker & Avant’s methodology (2005) is used to analyze the concept of the word effective; this provides clarity to the meaning of the concept and identifies its unique attributes, particularly in relation to medical treatment. Antecedents and consequences of presumed effective medical treatment are discussed followed by empirical referents, which aid in illuminating the concept of effectiveness. Assumedly, â€Å"effective† is an adjective most healthcare professionals and their patients would hope to use in describing the outcome of the treatment or the care provided. The purpose of this concept analysis is to understand that for physicians and nurses to provide truly effective treatment, it must attend to multiple needs of the patient, not just their illness. Not only is it important for healthcare providers to construct and implement a treatment plans, but also to involve patients in medical decision making about their treatment. To determine effectiveness, healthcare providers must assess how treatment of the illness effects the patient in addition to their own evaluation of treatment. The dictionary definitions of effective are (a) adequate to accomplish a purpose, producing the intended or expected result; (b) in operation or in force, functioning; (c) producing a deep or vivid impression; (d) prepared and available for service; and (e) a member of the armed forces fit for duty or active service (â€Å"Effective†, n.d. a). According to Stedman’s Medical Dictionary (2006), the medical definitions of effective are (a) the extent to which a treatment achieves its intended purpose; (b) A measure of the accuracy or success of a diagnostic or therapeutic technique when carried out in an average clinical environment. According to Wikipedia (n.d. b), the usage of effective includes (a) mathematics, can be used as a synonym of algorithmically computable; (b) physics, an effective theory is, similar to a phenomenological theory, a framework intended to explain certain effects without the claim that the theory correctly models the underlying processes; (c) heat transfer, effectiveness is a measure of the performance of a heat exchanger; (d) business/management, effectiveness relates to getting the right things done; (e) human–computer interaction, the accuracy and completeness of users tasks while using a system; and (f) medicine, effectiveness relates to how well a treatment works in practice. This concept analysis will focus on effectiveness in relation to treating an illness and patient outcome. As previously stated, it is important to consider how treatments can also have an effect on the patient. A patient’s illness must acutely be treated, but it is imperative to also set long term goals so the most effective and desired outcome can be achieved. Walker & Avant (2005) describe defining, or critical attributes as the characteristics that are most frequently associated with a concept. These attributes are key factors that must be present in defining the concept that is analyzed. Literature reviewed helped determine the characteristics attributed to the concept of effective in terms of nursing and medical treatment including, being free of disease or illness, decreased discomfort and suffering, scientific support, and improved quality of life. Another characteristic of effective nursing and medical treatment that should be considered is cost. Patients are sometimes informed about optional medical treatments that are available, but experimental and not yet approved by the FDA, nor covered by one’s medical insurance. There are many experimental treatments that have proven to be effective in curing illness but sadly, most cannot afford to pay for these treatments. This also applies if a person’s insurance does not cover a specific test, medicine, or treatment. A patient’s personal experience should also be taken into consideration; people with the same illness could receive the same therapy or treatment, but have different outcomes. An 11 year old boy presents to the emergency department with an obvious deformity to his left lower leg after falling off his bike, he is triaged and quickly seen by a physician for treatment. The physician puts a cast on his leg and informs the boy’s parents that his injury is not indicative of surgery and the bone should heal properly while casted. They are told to return in six weeks to have the cast removed and to evaluate the healing progression. The boy’s parents are then advised of activity restrictions, given a prescription for as needed pain medication and discharged home. They returned six weeks later and reported compliancy with the activity restrictions and he that only complained of pain the first couple days following the injury, which was managed well by the prescribed pain medication. The physician’s reassessment of the patient’s leg indicated optimal healing had occurred and the cast was removed, thus achieving the desired outcome. This case identifies that the patient’s pain was well managed and restrictions on activity were followed. The outcome identifies the patient is free of injury and discomfort, and quality of life was not affected, modeling all the critical attributes indicative of effective treatment. An 18 year old male is transported to a hospital via ambulance for an injury he sustained while playing in his high school’s football game. It was is reported to the healthcare team that he was tackled to the ground by an opposing player and Due to the risk of injury to his spinal cord and the patient complaining of sever back pain, radiological tests were performed. Tests showed in addition to the injury sustained during the game, he also suffered from some degree of spinal stenosis. The physicians explained a need for immediate treatment as it was imperative to surgically repair the damage to his spine by undergoing a spinal fusion. The physicians also inform them in order to achieve optimal healing and reduce the risk of further, irreversible long term damage, he will be unable to play football again. This news is very upsetting for the patient because not only is he unable to play again, it was his dream to make football a career and was already accepted to college on a football scholarship. This patient was discharged from the hospital a week after his surgery with outpatient physical therapy sessions if needed and a prescription for pain medication. The healthcare team explained to the patient, despite the possibility of mild back pain, the surgical treatment he underwent was effective. The concept of effective treatment related to this patient’s injury is that of a borderline case. Although the outcome of his treatment restricts his physical activity, healthcare providers were able to successfully treat his injury with surgical intervention. Pain medication was prescribed to decrease any discomfort or pain that may occur because from experience and scientific data, healthcare providers are able to recognize what treatments are proven successful to achieve the best outcome for the patient. A 17 year old girl, suffering from anorexia and bulimia, is admitted to the hospital for the fifth time in seven months. Every admission, including this one, she has received enteral feedings to improve caloric intake and hemodynamic status. The psychological status of this patient is also evaluated by a hospital therapist in addition to ongoing outpatient treatment for her eating disorder. The patient’s parents voice their concerns to the healthcare team about her deteriorating health status and frustrations with outpatient therapy not being effective. They are concerned because even though her health status improves with the treatment she receives in the hospital, outpatient therapy is not helping her maintain it. The physicians recognize with her parent’s concerns and agree she needs intensive therapy from an inpatient facility that specializes in eating disorders. However, the patient’s insurance will not cover extended inpatient treatment and is too expensive for her parents to pay out of pocket, so they must continue treatment that has been seemingly ineffective to her recovery. The outcome in this scenario is that of a contrary case of effective nursing or medical treatment. Although this patient is always acutely treated, she is not free of her disease because she continues to purge food or not eat at all. Her quality of life is also effected due to multiple hospital admits and her daily struggle with food. This patient’s outpatient therapy shows to be ineffective and sadly she continues to suffer with a n eating disorder. It is essential to discuss related framework to identify and clarify the meaning of an analyzed concept. Walker & Avant (2005) define antecedents as events that must occur prior to the occurrence of the concept. In order for a therapy or treatment to be effective, there first must be a person with an injury or illness who seeks medical care. After an individual has gone to an emergency department, urgent care, or physician’s office, they are evaluated by a healthcare team that includes a physician and nurse. Then, the healthcare team diagnosis’s the patient before deciding on the type of treatment warranted to treat their injury or illness. It’s imperative to include the patient in deciding treatment as â€Å"active patient involvement in medical decision making improves their quality of life and outcomes from treatment† (Egger, 1995. p. 384). When a type of treatment has been determined, it may require the patient to legally consent. The patient’s healthcare team is responsible for informing them about the treatment and any associated risks that may occur as a result. Once the patient’s treatment is completed they will be evaluated by the healthcare team, thus resulting in a patient outcome. The consequences, or events that occur as a result of, are the outcomes of a concept (Walker & Avant 2011). The consequences effective medical treatment are improved health status, decreased need for health services, increased patient satisfaction, and healing. All of these outcomes are desired by the patient as well as the healthcare team. These outcomes can have a huge influence on healthcare by providing data for healthcare providers and individuals researching treatment options. â€Å"Outcomes are the ultimate test of the effectiveness of medical care. Patient outcomes are clinical endpoints, functional status, general well-being, and satisfaction with medical care† (Coyle & Battles, 1999. p. 5). Empirical referents can be described as actual phenomena that by their actual existence or presence demonstrated the occurrence of a concept, in which is proven useful in instrument development (Walker & Avant, 2005). It is important to note that empirical referents measure and relate to the defining attributes of effective, not just the concept itself (Walker & Avant, 2011). Since effective (medical treatment) is subjective as well as objective, it is essential to consider both phenomena that occur with this concept. Improved health status is the most significant phenomena associated with effective health treatment, both subjectively and objectively, relating to the attribute of being free from illness or injury and quality of life. The healthcare team objectively considers a patient’s treatment as effective if it has cured illness, resolved injury, or improved quality of life. Scientific research provide healthcare providers with support in determining what medical treatment has proven effective. For patients, aside from being free of illness or injury, quality of life is typically the most important. There are many different treatments that cure illnesses, but sometimes alter a person’s quality of life. A patient can be in remission from cancer by receiving radiation and chemotherapy, but also causing a negative impact on their functionality, appearance, and general well-being. In order to determine how treatment has effected a patient’s quality of life, healthcare providers must formulate their own opinion based off of their knowledge of the patient and assess how the patient feels the treatment has impacted their life. Lastly, a patient’s use of medical services will be decreased or not needed at all. This analysis of the concept of effective medical treatment is defined as an outcome producing the intended or desired outcome. This concept has also shown to be complex, being that it is subjective as well as objective. Healthcare providers and patients must agree that the treatment was effective to the illness or injury. Effective medical treatment is achieved after a person with an illness or injury seeks medical attention and receives treatment for it. A review of literature on this concept concludes that to improve quality of life and patient satisfaction, the healthcare team must integrate the patient’s values and preferences about the intended treatment or therapy (Egger, 1995). References Coyle, Y. M., & Battles, J. B. (1999). Using antecedents of medical care to develop valid quality of care measures. International Journal for Quality in Health Care, 11(1), 5-12. Effective. (n.d. a). In Definitions.net. Retrieved from http://www.definitions.net/definition/effective Effective. (n.d. b). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Effective Egger, M. (1995). Systematic reviews in health care: Meta-analysis in context. London: Wiley. Stedman’s Medical Dictionary. (2006). Effectiveness. Retrieved from http://www.medilexicon.com/medicaldictionary/effectivness Walker, L., & Avant, K. (2005). Strategies for theory construction in nursing. (4th ed.). United States of America: Prentice Hall. Walker, L., & Avant, K. (2011). Strategies for theory construction in nursing. (5th ed.). United States of America: Prentice Hall. View as multi-pages

Styles and Themes of Samuel Richardson

Styles and Themes of Samuel Richardson Samuel Richardson wrote his novels using the epistolary novel style, in which all the books are made up of letters. These letters are meant to be written during the time that the stories take place by the main character. They either described a scene or dialogue within the scene (Brophy 245). The stories used the themes of female dominance over the emotions of a man, and male dominance over the physicality of a woman. Also, many women in his stories are put under a great amount of distress, which takes up most of the plot of the novel (â€Å"Richardson Criticism†). Little is known of Richardson's early years beyond the few things that Richardson was willing to share. Although he was not forthcoming with specific events and incidents, he did talk about the origins of his writing ability; Richardson would tell stories to his friends and spent his youth constantly writing letters. One such letter, written when Richardson was almost 11, was directed to a woman in her 50s who was in the habit of constantly criticizing others (Brissenden 2). â€Å"Assuming the style and address of a person in years†, Richardson cautioned her about her actions. However, his handwriting was used to determine that it was his work, and the woman complained to his mother (Harris 68). The result was, as he explains, that â€Å"my mother chides me for the freedom taken by such a boy with a woman of her years† but also â€Å"commended my principles, though she censured the liberty taken (Brophy 245). † Pamela was immediately and extremely popular with the reading public. Richardson initially also enjoyed critical acclaim and was considered one of the most important English novelists. His contemporaries focused almost exclusively on his moral teachings, and most praised the author for his judgment and honesty. Richardson's stated purpose in his works was moral instruction and thus when his sincerity was eventually questioned, and his work attacked by Fielding in parodies including Shamela, Richardson defended himself with explanations and revisions, particularly in the third edition of Pamela. Fielding ridiculed Pamela's obsession with chastity and her tendency to measure the rewards of virtue in material terms (Harris 87). Fielding's interpretation of Pamela established the opposition between â€Å"Pamelist† and â€Å"anti-Pamelist† which has persisted to the present day (Brissenden 32). Richardson's popularity rapidly diminished in the nineteenth-century until he was generally neglected. However, critics would on occasion mention him as historically important for advancing the epistolary form. William Hazlitt perceptively wrote that his works combine the romance of fiction with the â€Å"literal minuteness of a common diary. † Twentieth-century critics have emphasized Richardson's concept of self (Brissenden 12). His character's extreme self-awareness can be read at different levels; according to both Richardson and critics, the characters are not as bound to the truth as they continually claim. Elements of Richardson's work have often been praised in spite of their author; critics suggested that the depths of his work were present unconsciously or even by accident (Brissenden 32). Scholar A. D. McKillop argued convincingly to the contrary, that Richardson was a skilled, deliberate craftsman conscious of his work, its layers, and its meanings. Further rehabilitation to Richardson's reputation was gained from W. M. Sale's painstaking bibliographic study and Ian Watt's discussion of background and technique. Richardson is studied today as a psychological novelist and as a social historian for his descriptions and insight in regard to the relationships of the sexes in a patriarchal society, and to sexual themes in general (Brissenden 32).. While working for Wilde, he met a rich gentleman who took an interest in Richardson's writing abilities and the two began to correspond with each other. When the gentleman died a few years later, Richardson lost a potential patron, which delayed his ability to pursue his own writing career. He decided to devote himself completely to his apprenticeship, and he worked his way up to a position as a compositor and a corrector of the shop's printing press. In 1713, Richardson left Wilde to become â€Å"Overseer and Corrector of a Printing-Office†. This meant that Richardson ran his own shop, but the location of that shop is unknown. It is possible that the shop was located in Staining Lane or may have been jointly run with John Leake in Jewin Street (Brophy 245). In 1719, Richardson was able to take his freedom from being an apprentice and was soon able to afford to set up his own printing shop, which he did after he moved near the Salisbury Court district close to Fleet Street. Although he claimed to business associates that he was working out of the well-known Salisbury Court, his printing shop was more accurately located on the corner of Blue Ball Court and Dorset Street in a house that later became Bell's Building (Brissenden 12). On 23 November 1721 Richardson married Martha Wilde, the daughter of his former employer. The match was â€Å"prompted mainly by prudential considerations†, although Richardson would claim later that there was a strong love-affair between him and Martha. He soon brought her to live with him in the printing shop that served also as his home (Brissenden 14). One of Richardson's first major printing contracts came in June of 1723 when he began to print the bi-weekly The True Briton for Philip Wharton, 1st Duke of Wharton. This was a Jacobite political paper which attacked the government and was soon censored for printing â€Å"common libel (Brophy 245). However, Richardson's name was not on the publication, and he was able to escape any of the negative fallout, although it is possible that Richardson participated in the papers as far as actually authoring one himself. The only lasting effect from the paper would be the incorporation of Wharton's libertine characteristics in the character of Lovelace in Richardson's Clarissa, although Wharton would be only one of many models of libertine behavior that Richardson would find in his life. In 1724, Richardson befriended Thomas Gent, Henry Woodfall, and Arthur Onslow, the latter of those would become the Speaker of the House of Commons (Kinkead-Weekes 667). In 1733, Richardson was granted a contract with the House of Commons, with help from Onslow, to print the Journals of the House. The twenty-six volumes of the work soon improved his business. Later in 1733, he wrote The Apprentice’s Vade Mecum, urging young men like him to be diligent and self-denying (Brophy 245). The work was intended to â€Å"create the perfect apprentice. Written in response to the â€Å"epidemic Evils of the present Age†, the text is best known for its condemnation of popular forms of entertainment including theatres, taverns and gambling. The manual targets the apprentice as the focal point for the moral improvement of society, not because he is most susceptible to vice, but because, Richardson suggests, he is more responsive to moral improvement than his social betters. His tota l staff during the 1730s numbered 7, as his first three apprentices were free by 1728, and two of his apprentices, Verren and Smith, died soon into their apprenticeship (Brophy 245). The loss of Verren was particularly devastating to Richardson because Verren was his nephew and his hope for a male heir that would take over the press (Kinkead-Weekes 67). Work continued to improve, and Richardson printed the Daily Journal between 1736 and 1737, and the Daily Gazetteer in 1738. During his time printing the Daily Journal, he was also printer to the â€Å"Society for the Encouragement of Learning†, a group that tried to help authors become independent from publishers, but collapsed soon after. In December 1738, Richardson's printing business was successful enough to allow him to lease a house in Fulham. This house, which would be Richardson's residence from 1739 to 1754, was later named â€Å"The Grange† in 1836. In 1739, Richardson was asked by his friends Charles Irvington and John Osborn to write â€Å"a little volume of Letters, in a common style, on such subjects as might be of use to those country readers, who were unable to invite for themselves. † While writing this volume, Richardson was inspired to write his first novel (Brophy 245). Richardson made the transition from master printer to novelist on 6 November 1740 with the publication of Pamela: or, Virtue Rewarded. Pamela was sometimes regarded as â€Å"the first English novel. † Richardson explained the origins of the work (Brophy 245). In the progress, writing two or three letters to instruct handsome girls, who were obliged to go out to service, as we phrase it, how to avoid the snares that might be laid against their virtue, and hence sprung Pamela†¦ Little did I think, at first, of making one, much less two volumes of it†¦ I thought the story, if written in an easy and natural manner, suitably to the simplicity of it, might possibly introduce a new species of writing, that might possibly turn young people into a course of reading different from the pomp and parade of romance-writing, and dismissing the improbable and marvelous, with which novels generally abound, might tend to promote the cause of religion and virtue (Kinkead-Weekes 47). After Richardson started the work on 10 November 1739, his wife and her friends became so interested in the story that he finished it on 10 January 1740. Pamela Andrews, the heroine of Pamela, represented â€Å"Richardson's insistence upon well-defined feminine roles† and was part of a common fear held during the 18th century that women were â€Å"too bold. † In particular, her â€Å"zeal for housewifery† was included as a proper role of women in society. Although Pamela and the title heroine were popular and gave a proper model for how women should act, they inspired â€Å"a storm of anti-Pamelas† (like Henry Fielding's Shamela and Joseph Andrews) because the character â€Å"perfectly played her part (Brophy 243). † Later that year, Richardson printed Rivington and Osborn's book which inspired Pamela under the title of Letters written to and for particular Friends, on the most important Occasions. Directing not only the requisite Style and Forms to be observed in writing Familiar Letters; but how to think and act justly and prudently, in the common Concerns of Human Life. The book contained many anecdotes and lessons on how to live, but Richardson did not care for the work and it was never expanded even though it went into six editions during his life. He went so far as to tell a friend, â€Å"This volume of letters is not worthy of your perusal† because they were â€Å"intended for the lower classes of people. In September 1741, a sequel of Pamela called Pamela's Conduct in High Life was published by Ward and Chandler. Although the work lacks the literary merits of the original, Richardson was compelled to publish two more volumes in December 1741 to tell of further exploits of Pamela, the title heroine, while â€Å"in her Exalted Condition. † The public's interest in the characters was waning, and this was only furthered by Richardson's focusing on Pamela disc ussing morality, literature, and philosophy. After the failures of the Pamela sequels, Richardson began to compose a new novel. It was not until early 1744 that the content of the plot was known, and this happened when he sent Aaron Hill two chapters to read. In particular, Richardson asked Hill if he could help shorten the chapters because Richardson was worried about the length of the novel. Hill refused, saying, You have formed a style, as much your property as our respect for what you write is, where verbosity becomes a virtue; because, in pictures which you draw with such a skillful negligence, redundancy but conveys resemblance; and to contract the strokes, would be to spoil the likeness (Kunitz 60). In July, Richardson sent Hill a complete â€Å"design† of the story, and asked Hill to try again, but Hill responded, â€Å"It is impossible, after the wonders you have shown in Pamela, to question your infallible success in this new, natural, attempt† and that â€Å"you must give me leave to be astonished, when you tell me that you have finished it already. † However, the novel wasn't complete to Richardson's satisfaction until October 1746. Between 1744 and 1746, Richardson tried to find readers who could help him shorten the work, but his readers wanted to keep the work in its entirety (Kunitz 60). A frustrated Richardson wrote to Edward Young in November 1747: What contentions, what disputes have I involved myself in with my poor Clarissa through my own diffidence, and for want of a will! I wish I had never consulted anybody but Dr. Young, who so kindly vouchsafed me his ear, and sometimes his opinion (Brissenden 32). Richardson did not devote all of his time just to working on his new novel, but was busy printing various works for other authors that he knew. In 1742, he printed the third edition of Daniel's Tour through Great Britain. He filled his new few years with smaller works for his friends until 1748, when Richardson started helping Sarah Fielding and her friend Jane Collier to write novels. By 1748, Richardson was so impressed with Collier that he accepted her as the governess to his daughters (Brophy 243). In 1753, she wrote An Essay on the Art of Ingeniously Tormenting with the help of Sarah Fielding and possibly James Harris or Richardson, and it was Richardson who printed the work (Kunitz 60). But Collier was not the only author to be helped by Richardson, as he printed an edition of Young's Night Thoughts in 1749. By 1748 his novel Clarissa was published in full: two volumes appeared in November 1747, two in April 1748 and three in December 1748. Unlike the novel, the author was not faring well at this time. By August 1748, Richardson was in poor health. He had a sparse diet that consisted mostly of vegetables and drinking vast amount of water, and was not robust enough to prevent the effects of being bled upon the advice of various doctors throughout his life. He was known for â€Å"vague ‘startings' and ‘paroxysms'†, along with experiencing tremors. Richardson once wrote to a friend that â€Å"my nervous disorders will permit me to write with more impunity than to read† and that writing allowed him a â€Å"freedom he could find nowhere else (Brissenden 32). † However, his condition did not stop him from continuing to release the final volumes Clarissa after November 1748 (Brophy 243). To Hill he wrote: â€Å"The Whole will make Seven; that is, one more to attend these two. Eight crowded into Seven, by a smaller Type. Ashamed as I am of the Prolixity, I thought I owed the Public Eight Vols. n Quantity for the Price of Seven† Richardson later made it up to the public with â€Å"deferred Restorations† of the fourth edition of the novel being printed in larger print with eight volumes and a preface that reads: â€Å"It is proper to observe with regard to the present Edition that it has been thought fit to restore many Passages, and several Letters which were omitted in the former merely for shortening-sa ke (Brophy 243). † The response to the novel was positive, and the public began to describe the title heroine as â€Å"divine Clarissa. It was soon considered Richardson's â€Å"masterpiece,† his greatest work, and was rapidly translated into French in part or in full, for instance by the Antoine Francois Prevost, as well as into German. In England there was particular emphasis on Richardson's â€Å"natural creativity† and his ability to incorporate daily life experience into the novel (Brissenden 32).. However, the final three volumes were delayed, and many of the readers began to â€Å"anticipate† the concluding story and some demanded that Richardson write a happy ending. One such advocate of the happy ending was Henry Fielding, who had previously written Joseph Andrews to mock Richardson's Pamela. Although Fielding was originally opposed to Richardson, Fielding supported the original volumes of Clarissa and thought a happy ending would be â€Å"poetical justice (Brissenden 34). Others wanted Lovelace to be reformed and for him and Clarissa to marry, but Richardson would not allow a â€Å"reformed rake† to be her husband, and was unwilling to change the ending. In a postscript to Clarissa, Richardson wrote: If the temporary sufferings of the Virtuous and the Good can be accounted for and justified on Pagan principles, many more and infinitely stronger reasons will occur to a Christian Reader in behalf of what are called unhappy Catastrophes, from a consideration of the doctrine of future rewards; which is everywhere strongly enforced in the History of Clarissa (Brissenden 36). Although few were bothered by the epistolary style, Richardson feels obligated to continue his postscript with a defense of the form based on the success of it in Pamela. However, some did question the propriety of having Lovelace, the villain of the novel, act in such an immoral fashion. The novel avoids glorifying Lovelace, as Carol Flynn puts it, But Richardson still felt the need to respond by writing a pamphlet called Answer to the Letter of a Very Reverend and Worthy Gentleman (Peden 236). In the pamphlet, he defends his characterizations and explains that he took great pains to avoid any glorification of scandalous behavior, unlike the authors of many other novels that rely on characters of such low quality (Brissenden 32).. In 1749, Richardson's female friends started asking him to create a male figure as virtuous as his heroines â€Å"Pamela† and â€Å"Clarissa† in order to â€Å"give the world his idea of a good man and fine gentleman combined. † Although he did not at first agree, he eventually complied, starting work on a book in this vein in June 1750. Near the end of 1751, Richardson sent a draft of the novel The History of Sir Charles Grandison to Mrs. Dunnellon, and the novel was being finalized in the middle of 1752. When the novel was being printed in 1753, Richardson discovered that Irish printers were trying to pirate the work (Brissenden 32).. He immediately fired those he suspected of giving the printers advanced copies of Grandison and relied on multiple London printing firms to help him produce an authentic edition before the pirated version was sold. In Grandison, Richardson was unwilling to risk having a negative response to any â€Å"rakish† characteristics that Lovelace embodied and denigrated the immoral characters â€Å"to show those mischievous young admirers of Lovelace once and for all that the rake should be avoided (Brissenden 32). † At the same time as he was associating with important figures of the day, Richardson's career as a novelist drew to a close. Grandison was his final novel, and he stopped writing fiction afterwards. However, he was continually prompted by various friends and admirers to continue to write along with suggested topics. Richardson did not like any of the topics, and chose to spend all of his time composing letters to his friends and associates (Peden 236). The only major work that Richardson would write would be A Collection of the Moral and Instruction Sentiments, Maxims, Cautions, and Reflexions, contained in the Histories of Pamela, Clarissa, and Sir Charles Grandison. Although it is possible that this work was inspired by Johnson asking for â€Å"index rerum† for Richardson’s novels, the Collection contains more of a focus on â€Å"moral and instructive† lessons than the index that Johnson sought. Richardson was a skilled letter writer and his talent traces back to his childhood. Throughout his whole life, he would constantly write to his various associates (Peden 236). Richardson had a â€Å"faith† in the act of letter writing, and believed that letters could be used to accurately portray character traits. He quickly adopted the epistolary novel form, which granted him â€Å"the tools, the space, and the freedom to develop distinctly different characters speaking directly to the reader. † The characters of Pamela, Clarissa, and Grandison are revealed in a personal way, with the first two using the epistolary form for â€Å"dramatic† purposes, and the last for â€Å"celebratory† purposes (Peden 236). In his first novel, Pamela, he explored the various complexities of the title character's life, and the letters allow the reader to witness her develop and progress over time. The novel was an experiment, but it allowed Richardson to create a complex heroine through a series of her letters. When Richardson wrote Clarissa, he had more experience in the form and expanded the letter writing to four different correspondents, which created a complex system of characters encouraging each other to grow and develop over time (Kunitz 60). However, the villain of the story, Lovelace, is also involved in the letter writing, and this leads to tragedy (Brissenden 32). Leo Braudy described the benefits of the epistolary form of Clarissa as, â€Å"Language can work: letters can be ways to communicate and justify. † By the time Richardson writes Grandison, he transforms the letter writing from telling of personal insights and explaining feelings into a means for people to communicate their thoughts on the actions of others and for the public to celebrate virtue. The letters are no longer written for a few people, but are passed along in order for all to see (Brophy 243). Works Cited Brissenden, R. F. â€Å"Samuel Richardson. † British Writers. Ed. Ian Scott-Kilvert. Vol. 3. New York: Scribner, 1987. Print. Brophy, Elizabeth Bergen. Samuel Richardson: The Triumph of Craft. Knoxville: U of Tennessee P, 1974. Print. Eaves, T. C. Duncan, and Ben D. Kimpel. Samuel Richardson: a Biography. Oxford: Clarendon, 1971. Print. Harris, Jocelyn. Samuel Richardson. Cambridge: Cambridge UP, 1987. Print. Kearney, A. M. Samuel Richardson. London, Routledge & K. Paul: Northumberland Limited, 1968. Print. Kinkead-Weekes, Mark. Introduction. Pamela. By Samuel Richardson. Vol. 1. London: J. M. Dent & Sons, 1962. Print. —. Samuel Richardson: Dramatic Novelist. Ithaca, NY: Cornell UP, 1973. Print. Kunitz, Stanley J. , and Howard Haycraft, eds. â€Å"Samuel Richardson. † British Authors Before 1800: A Biographical Dictionary. New York: H. Wilson, 1952. Print. Peden, William. â€Å"Samuel Richardson. † Critical Survey of Long Fiction. Ed. Carl E. Rollyson. Vol. 6. Pasadena, CA: Salem, 2000. Print. â€Å"Samuel Richardson Criticism. † ENotes – Literature Study Guides,

ACT Rules and Regulations What You HAVE to Know

ACT Rules and Regulations What You HAVE to Know SAT / ACT Prep Online Guides and Tips Because the ACT is such a high-stakes test, the folks at ACT, Inc. have implemented a series of rules to ensure that there is no cheating and that all students have as close to the same test-taking experience as possible. Before you take the ACT, you should familiarize yourself with these important rules. You don’t want to start using some scratch paper that you brought and then be dismissed from the test and have your score canceled. Know the rules so you don’t find yourself in such a situation. In this article, I’ll explain the rules for the ACT and the consequences for breaking them. The Purpose of ACT Rules There are rules for the ACT to prevent cheating and ensure the same test-taking experience for all students. Through these rules, the ACT folks are trying to create a fair, standardized test-taking experience for everyone who takes the ACT. If certain people are given an advantage, that could affect college admissions and future ACT scores. Now that we know why the rules exist, let's take an in-depth look at the rules you need to follow when you take the ACT. All the ACT Rules You Should Know You should review the prohibited behavior during your ACT. Also, these are the items you must remember on test day. Let's go over both sets of rules in depth.I'll emphasize the important regulations to make sure there's no confusion. Key Guidelines You Must Follow on Test Day Be on time! You won’t be admitted to the test if you're late. The reporting time is 8:00 AM, but I advise that you arrive at your testing center by 7:30. When I took the ACT, there was a long line that moved rather slowly to enter the testing center. I showed up at 7:30 and entered the room I took my test in shortly before 8:00. Make sure you're only working on the designated section. If you’re taking the math test and realize that you messed up on an English question, there’s nothing you can do at that point. Going back to a previous section or looking ahead in your test booklet is considered cheating. Don’t talk about exam content at any time.This is a tough rule to follow, but don’t talk about specific questions during breaks or after the test. The ACT doesn’t want you sharing information about test questions because questions are often reused. I know you’ll be tempted to talk about that annoying reading passage with your friend, but don’t, especially at the test center. A strict proctor can cancel your score for doing that. When you arrive at the test center, turn your phone off and put it in your backpack. If you look at your phone or if it makes any noise during the test, you can be dismissed and have your score canceled. You can post an Instagram pic of what you wore to the test after you get home. This is probably obvious, but don't do anything that can be considered cheating. Cheating isn't only unethical, but also you don't want to face the consequences if you get caught. What You Must Bring to the Test Admission ticket - You must have your admission ticket on test day. Photo identification- Make sure to bring an acceptable photo ID. You won't be admitted to the exam if you don't have your ticket and proper ID. Bring an acceptable ID to the ACT What You Should Bring No. 2 pencils with good erasers- On the ACT, you're not supposed to use mechanical pencils or pens. Don't be that person anxiously asking for a pencil right before the test starts. Also, a good eraser is likely to come in handy. A permitted calculator- You can't use calculators that make noise, have a QWERTY keyboard, or use a power cord. You can't use calculator apps on a cell phone or laptop. Check out this page for the specific ACT rules on calculators. A watch- I recommend using a watch to help yourself keep track of time on each section. The proctor may forget to remind you when time is running out on a section, and the clock in the room may not be working. However, make sure that the watch you bring doesn’t make noise and that the alarm is off. If an alarm goes off during the test, you can be dismissed and have your score canceled. Miscellaneous items- Here are some things you should bring that will make your test-taking experience more comfortable and less stressful:a backpack, snacks and water for breaks, extra batteries for your calculator, and extra pencils and erasers.You may not be allowed to eat in the testing room, but it’s a long test so it’s good to refuel during breaks. What You Shouldn't Bring Any electronic device other than your watch and cell phone- If you’re seen with a laptop or personal computer, that will be considered cheating. Make sure you’re not using any audio or video recording devices. That will also be considered cheating. (Also remember that your phonemust be put away.) Scratch paper- If an exception applies and you’re allowed to use scratch paper, you may only use paper that ACT has authorized or supplied to you. A dictionary or thesaurus- The only resource you're allowed to use is a permitted calculator to help you with math. Possible Consequences for Rules Violations The consequences for violating any of these rules can vary. Often the consequence will depend on the strictness of your proctor or test center. If you don't have proper ID or your admission ticket, you may not be admitted to the test. If you’re caught violating other rules, you can be dismissed from the test and possibly have your score canceled. In certain situations, you can have your score withheld if there is suspected cheating. In the most extreme cheating situations, the ACT can even take legal action. It's most definitely in your best interest to know and follow the rules. What's Next? Learn the 21 ACT tips you should be using and 14 last-minute ACT tips. If you want to get a perfect ACT score, instead of cheating, learn how to get a 36 on your ACT from a perfect scorer. Looking for practice ACTs?Taking practice tests is one of the best ways to study for the ACT, and we've compiled links to all the free and official ACT practice tests available online. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Justin Berkman About the Author Justin has extensive experience teaching SAT prep and guiding high school students through the college admissions and selection process. He is firmly committed to improving equity in education and helping students to reach their educational goals. 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life balance in todays gig economy

Maintaining a healthy work/life balance in todays gig economy Working in the gig economy can make taking time off difficult. Use these tips to understand how to take time off and avoid burning yourself out! It’s an all too common problem in the gig economy. Fresh-faced freelancers and entrepreneurs, eager to pull in as much cash as possible, overpromise and overcommit. They set expectations for themselves that are impossible to achieve, and work inhumanly-long hours.It’s inherently unsustainable, and I’ve lost count of the number of freelancers and contractors I’ve seen plunge headlong into burnout.In a world where more and more people are choosing the path of self-employment, maintaining a healthy work/life balance has never been more difficult. It’s also never been more important. There are no laws preventing a freelancer from overworking themselves, no guidelines as to what constitutes an acceptable work-week.You need to figure that out yourself – here’s where to start.Understand your own limi tationsFirst and foremost, it’s important that you understand your own capabilities. Some people can effortlessly work upwards of fifty or sixty hours a week without missing a beat. Such people are rare.Most of us have limitations. We have a limited amount of energy to put towards our job. A limited amount of focus where projects are concerned.As you gain experience in your field, you’ll probably be able to work more effectively and efficiently. But particularly at the beginning, it’s important to understand how much work you can take on, and how much work will leave you with drowning. Learn to recognize when you’re starting to feel overwhelmed, and when it’s time for you to take a break.Start setting a schedule – and stick to it Flexibility is a big reason a lot of people involve themselves in the gig economy in the first place. And while there’s certainly still room for flexibility in your career, I’d strongly advise setting a schedule for yourself. There are a few reasons for this.Having scheduled times for work and relaxation will help you avoid being overworked – you’ll likely find it easier to take a break if you slot time for one on your calendar.Planning things out in advance will make it easier to stay on top of any projects you’re working on or client demands you need to address.You’ll be able to schedule work hours to the time that you’re most productive. For some people, that’s the morning – others might find they do their best work in the afternoon or evening.Take care of yourselfLast but certainly not least, bear in mind that your body is like any machine in that proper maintenance is important if it’s to keep working at peak efficiency. That means eating healthy and getting enough sleep. It means exercising regularly and making sure you set aside enough time for activities that let your mind relax.You might think you’re getting more done by staying up well past midnight, but you aren’t. Not really. Ensuring you’re fresh-faced and healthy is the best way to not only be better at doing your job but also maintain a balance between your career and everything else in your life.In the gig economy, it’s frighteningly easy to fall into the habit of working yourself to the bone. While that may make you a bit of money in the short-term, it’ll come back to bite you in the long term. Far better for you to establish healthy habits and limits at the onset, and – you can always adjust them later if you feel you’re able to take on more.About the Author: Dave Allen is the owner of Ridesharecentral, a company that provides information to current and new rideshare drivers. Rideshare Central makes it easier for rideshare drivers to get started and drive profitably. Follow them on Twitter @ridesharecent.

Central Banks & Monetary Policy Research Paper Example | Topics and Well Written Essays - 3250 words

Central Banks & Monetary Policy - Research Paper Example If compared to a case where objectives included both dimensions of public policy and commercial, such statement significantly increased the clearness of the direction given to bankers with central banks. There was an identity of logic of purpose. They were mandated with the role of discharging their functions in a way that is related to the interest of the public, considering state agencies’ functions and coordinating them. It is to the degree that the interest of the public could be provided by the addition of functions not assigned to the better (Callaghan, 2009). Hence, most central banks started to assume roles for financial sector’s development; payment system oversight and money operation, foreign exchange, capital market and debt oversight. From the present objective, such an interest objective exposes itself to understanding and provides directions on what is to be done when views or functions as to nation’s interest. It is only in the recent past that at tention has been awarded to objectives identification for function of individual and to objectives potential to conflict. Specifying objective trends have emerged, but functions of many banks are not directed by legal objectives. Objectives of Monetary Policy Price stability dominates the objective of monetary policy that is made specific in legislation. The stability of currency purchasing power is dominating legal objective. In most situations, it is always superior to other objectives. In contrary, if stability of price is not specific, the legally specified objectives tend to be general. In fact, if the stability of price is not stated specifically as a goal, then there is no objective that legally dominates, and instead definition of value of currency is used (Cecchetti, 2011). There are conflicts which arise if various actions of monetary policies are driven by various objectives. For instance, objectives that regard stability of price and variables of the real economy are con cerned with such conflicts. Secondly, is about rate of exchange regimes- local stability of price and stability in the exchange rate requires adjustment of interest rates in directly opposite positions. The conflicts raise interpretation issues of objectives that are legal where both currency and price stability are specific as objectives of monetary policy. If the stability in price would be equal to stability in currency, then conflict potential would be solved. Other ways of solving potential conflicts are; making sure that precedence orders are among objectives, recognition of lower levels to be in a position to clarify and interpret legislation’s higher level, use of extra-statutory agreement, which provide law interpretation on which the central bank agree, and lastly, taking into accountability the technical feasibility. Objectives Financial Stability Most of central banks presume that financial stability has policy responsibility. In a few situations where the central bank is faced with legal objective that is explicit for stability in finance, objective is of a wide range and the responsibility of central banks far reaching. However, in other situations where there are well set objectives for functions of financial stability, the language’s implication is an extent of results responsibility, with these banks charged with stable, safe or sound system of finance. Making a financial stability specific entails confrontation of issues discussed relating them to objectives of monetary policy. It is not an objective that is absolute- financial stability is always flexible. The extent is what varies. There is no