Facade I Know What You Mean. These Words From Dolphus Raymond Not Only

Facade I know what you mean. These words from Dolphus Raymond not only gaveScout a surprise, but also started her first conversation with him. Through Mr. Raymond,Scout was able to see why people sometimes may act differently in front of some peoplethan they may usually behave. Before the trial, Jem explains to Scout that ever since his fiancee committedsuicide, Mr. Raymond had been drunk. However, when Scout actually meets DolphusRaymond, she finds him to be quite sober. Scout asked why he would want thetownspeople to think badly of him. Not at all offended like she expected, he answered,Itain't honest but it's mighty helpful to folks...you see they could never, never understandthat I live like I do because that's the way I want to live. Mr. Raymond explains thatpretending that he is drunk gives people a reason not to like him or his actions. Scoutbegins to see that in his own mind, Mr. Raymond is doing the town a favor by behavingunacceptably. From that point on, Scout would know t he truth behind DolphusRaymond's actions, despite the townspeople's interpretations and stories. In her brief conversation with Dolphus Raymond, Scout is able to begin seeingpast the facades people wear everyday. This lesson is one that everyone needs to learn inlife, the sooner, the better. I'm sure that Scout will realize this sometime later in life.Rodney Campbell

Purchase quality economics essay from us

Purchase quality economics essay from us Economics essay Students taking a course in Economics are often assigned to produce an economics essay. When giving this assignment, professors want to see whether students understand an educational program well. Moreover, producing such papers helps students learn to cover different topics. Thus, they will know how to analyze economic issues in the right way. Note that different mathematical formulas and methods are used to prepare works in Accounting. You should know that Economics is a complex academic area. You should adopt financial strategies and develop economic concepts to write superior economics essays. This subject analyzes such matter as GDP (gross domestic product). Furthermore, it explores the way various economic issues influence different industries. Economics can be divided into two types: macro and micro. Macroeconomics examines an economy as a unit. In this case, the economy of a particular country and that of big entities are taken into account. Microeconomics investigates how small companies distribute their economic resources. It is obvious that economic essays are written on a variety of topics. You need to choose the one for your work. There are a lot of issues you can write about. Nevertheless, you should select the subject that you are well-aware of. For instance, you may examine such item as recession. In this case, you should find out what causes it. In order to analyze the issue thoroughly, you should take into account the following facts: climate changes, low economic growth, a small number of tourists, etc. Note that there are a lot of other economics essay topics which you may cover. When writing your economic essay, you need to use modern reliable sources. Thus, you will be able to collect relevant material on the discussed subject. For this reason, you should browse websites providing economic information, read journals and economics articles about the considered matter. By the way, you may ask you teacher to explain some aspects of the work clearly. Moreover, your professor may recommend using some reputable sources for preparing your paper. Are you eager to know how to write an economics essay perfectly? First, you need to write grammatically correct sentences and pay meticulous attention to the meaning of the used words. However, if you face any difficulties, you should get valuable help online. Our writers can produce original academic works in different subjects. They use authoritative sources when preparing essays. Besides, they always make references appropriately. You can be sure that a skilled writer will be assigned to your order. Furthermore, you may choose a preferred writer to do you all your assignments. We ensure that you will receive a good essay form us on time. If you want to prepare a work of superior quality, you should write a great thesis statement. Thus, you need to conduct detailed research to examine the topic properly. If you should focus on the main idea of your paper, you will develop it in the right manner. Remember that the presented ideas should be based on strong arguments. Readers may disagree with the viewpoint presented in your piece of economics essay writing. Therefore, you should provide factual data to persuade readers take your position. Before you begin producing your paper, you should make a plan. It should present all the points you are going to explore in your economics essay. You need to write a great work, so that readers find it interesting. If you concentrate on the selected topic, you will prepare an outstanding piece of writing.

Socialization Essay Example | Topics and Well Written Essays - 750 words - 1

Socialization - Essay Example Why? Because man is free on god’s earth. But man can enjoy this freedom only in America. Therefore, when I noticed that President was going, instead of bringing them to the discussion table to solve problems of terrorism, to impose his will upon other nations such as Iraq, Afghanistan, etc. through war, I opposed him. But for the same reason, I support Mr. Barrack Obama who is more flexible. Further I learnt about my father’s influence on me, when I read about the concept of political socialization. I learnt that political socialization is a concept in political study. It mainly deals with the psychological development processes by which a man, in modern society, adopts and internalizes various features, of a political culture, such as political attitudes, political beliefs, political values, behavior patterns and habits. Indeed the internalization of these political features teaches a man to belong to a political community. Therefore, it basically determines the doctrinal and behavioral aspects of a political community. Indeed political socialization is the summation of all the evaluative, cognitive and affective internalization and orientation -of a man’s consciousness in his or her childhood and adolescence- towards a political system. The political socialization starts from one’s childhood. A child’s political socialization begins with th e influence of various agents such â€Å"parents, family, Friends, Teachers, Media, Genders, Religion, Race, Age, and Geography†. They play very fundamental roles to impact a child’s political beliefs. These agents are often classified into two groups: primary group and secondary group. Political socialization of a man is â€Å"determined by the face-to-face interactions of a man with the primary agents† such as parents, family members, friends, etc. The primary agents are supposed to be in direct contact with the primary. On the

AR7 Essay Example | Topics and Well Written Essays - 500 words

AR7 - Essay Example Since all Ebusiness transactions are used using the communication systems and without the need of ever doing business face-to-face. Such liberty has developed various models within ebusiness such as B2B. B2C, C2B. G2B etc. There are basically three types of e business, 1-to buy and sell goods, 2-inter and intra organization information exchange, and 3-customer service. The website: Bewari is a B2B service provider with a portal for suppliers and consumers. The suppliers could list their products and other businesses and governments can purchase them through beware portal website. Bewari vision is to become a leading ebusiness B2b service provider and change the way business is done in the Middle East. The website currently has 60,000 trading partners with 50,000 online auctions worth over $2.5 billion. The customer base includes governments, large business, trading companies etc. The company deals in several countries of Middle East with a franchise approach. The company has good future forecasting and is expected to raise the number of member, it also has several quality and branding awards. The products transacted on site are from oil and gas to FMCG industry. The website deals like any other portal providing facilities such as contacting customers, catalogues, and auto extend auctions etc. Bewari also provides training for online procurement an d procurement consulting. The company is now working with the government on creating an online directory of all the companies in the region. The future plans include starting up a business to consumer website; however it is far from implementation. The website is powered by oracle which provides safe and reliable trading software. It helped saved reduced procumbent cycle times to government workshops, airlines, and regional electricity and construction companies. The extended market reach helped small IT products

Jackson Pollock Essay Example for Free

Jackson Pollock Essay There are several artists who have influenced my work and my passion for the arts. One of my favorite is Jackson Pollock. Pollocks works inspire me to be creative even if my creativity is random. â€Å"Jackson Pollack was an American artist who had an important influence on modern painting as an important figure in the abstract expressionist movement.†(World Book) Jackson Pollock was born January 28, 1912 in Cody, Wyoming into a family of four boys with Jackson being the youngest. His family moved to California where his father worked for the government as a surveyor. In 1930 Jackson joined his eldest brother Charles in New York City where he attended the Art Students League. There Pollack studied under Thomas Hart Benton. It was at the Art Student League that he first started dabbling in art. Some of his first works were â€Å"sketches using twisted counter shifts modeled after European artist such as Michelangelo, Rubens, and one of his personal favorites El Greco.† (nga.gov) He also experimented in pottery. He made several ceramic pieces like vases, bowls and plates. Most of the bowls he created were donated to Mrs. Benton Thomas Benton’s wife to sell for profits to help benefit the struggling artist in the area. The paintings created during 1931-1934 like Going West or Bird is examples of abstract expressionism. Growing up in the west Pollack painted several pieces with western scenes. â€Å"He made spasmodic trips to that area after he came to live in New York as a young man and his consciousness was conditioned, always, by early memories of the West.†(Robertson, B.) At first glance the early collection might be overlooked for a piece by an amateur painter because at the time he was an amateur painter. As his craft grew so did his painting style and theme. His works begin to reflect his sporadic emotions. â€Å"Jackson Pollock said regarding his art When I am in a painting, Im not aware of what Im doing. It is only after a sort of get acquainted period that I see what I have been about. I have no fears about making changes, destroying the image, etc, because the painting has a life of its own. I try to let it come through. It is only when I lose contact with the painting that the result is a mess. Otherwise there is pure harmony, an easy give and take, and the painting comes out well.(1artclub) Although he is now a famous artist and his works are studied and collected by many, Pollock did not acquire fame easily and there was much sacrificed on behalf of all those who loved and cared for and about him and his works. He suffered from alcoholism and depression. Like so many artist unfortunately, his work was significantly more appreciated after his tragic death. In the movie Pollack Jackson is portrayed to be a bit manic and known to have random backlashes and outburst stemming from his drinking, especially when his art was the subject of discussion. Critics struggled to identify what his exact style was and Jackson refused to identify it. This was part of the reason he was critically judged thorough out his career. After leaving the Art League School Pollack became a member of the League and took on a job for the mural commission of Indiana. â€Å"In 1937 Jackson began psychiatric treatment for his alcoholism.† (O’Connor, F.) During this period of his life he worked for the Works Project Administration (WPA) â€Å"He was required to submit for allocation one painting about every eight weeks, depending on its size and his normal rate of production â€Å"(O’Connor, F. ) for eight years. He would make approximately $7,800. Jackson meets Lee Krasner, a fellow surrealist in the American art world who had heard of Pollack and wanted to meet him before participating in an art show together. It was not until many years later that the two would marry. Lee Krasner was Pollock’s biggest supporter, best friends and love of his life. She understood Pollack in ways even he did not. Pollocks work had a strong Native American theme, which came from traveling with his father as a surveyor for the US government. An example of one of these pieces is Guardians of the Secret which he showed in his first one man show, sponsored by Miss Guggenheim. In this painting there is what appears to be a dead animal or person with a mask on, perhaps a wolf head. I think this may be a sacrifice or an accident cover up. It looks like four people standing around a tomb or table have a discussion. One of the figures seems to have a crown on. All of the figures have animalistic mask or maybe paint on their faces. On the tomb or table it looks like scribbles or an ancient script. The manly also resemble totems poles. The painting could be if a burial, or a ritual. Whatever the case it is a beautiful painting and like most of Pollock works the meaning is left up to the viewer. As Pollock continued to mature as an artist so did his work. In 1943 Pollock signed a one year contract with Peggy Guggenheim an avid art collector and owner of a museum-gallery called Art of This Century. The contract stipulated he receive â€Å"$150 a month and a settlement at the end of the year if more than $2700 worth of paintings were sold, allowing one third to the gallery. If less than this amount were realized, Miss Guggenheim would receive paintings to make-up the difference.†(O’Connor, F.) Pollack was also promised a one man show and a commission for a mural he would paint in Miss Guggenheims home. In 1950-1951 Pollock began painting in black and white. This is said to be the climax of Pollock’s inspiration. Unlike other artist Pollock numbered his paintings instead of naming all of them. When he was inspired he painted pictures at such a rate a number system was the best way to keep track of what he was producing. â€Å"Number Thirty Two, in particular, should be considered as a twentieth-century masterpiece: a perpetual mobile of whiplash line which has, in its cool muscularity, something of the improvisatory nature of jazz† (Robertson, B.) Soon after this period Pollock developed the black and white theme further into his splatter painting or drip painting as he was nicknamed â€Å"Jack the Dripper† by Time magazine in 1956. The first of this series was Lavender Mist. Pollock had created an international sensation of action painting. â€Å"Harold Rosenberg, described it, the canvas now became an arena in which to act, instead of a space in which to represent a real or imagined object, as it had been traditionally.† ( Busignani, A.) In 1946 Pollock and his wife moved to the East Hamptons. He would spend the remaining years of his life in a drunken violent rage. In 1956 Jackson Pollock was drunk driving when he had a violent accident that would take his and two other lives. His struggling career and unexpected death contribute to his legendary art status. Reference http://www.1artclub.com/going-west-by-jackson-pollock/ http://www.nga.gov/feature/pollock/artist1.shtm O’Connor, Francis. â€Å"Jackson Pollock† Museum of Modern Art. New York. 1967 Robertson, Bryan. â€Å"Jackson Pollock† Library of Congress. Harry N. Abrams Inc. New York. 1960. World Book Encyclopedia, 2002, v15. P. p. 646

Influence of Culture in Nursing Curriculum | Research

Influence of Culture in Nursing Curriculum | Research Amber Hussain Abstract: The aim of this study is to identify the influence of culture in nursing curriculum. 30 nursing instructors participated in the study. A questionnaire was distributed, which included five thematic categories. Findings revealed that teachers view definition of culture differently and they are aware of its importance in nursing in order to provide cultural sensitive patient care, but they view student diversity as challenging in classroom setting. Introduction: Development of curriculum plays a vital role in creating educational change. In order to improve classroom practices and students learning, large-scale curriculum reforms are instigated but these often fall short. There can be variety of reasons for these shortfalls, among which cultural influence is one. To develop and implement a high quality curriculum, a culture-sensitive approach to curriculum development is necessary (Nijhuis, Pieters Voogt, 2013). This approach have equal or even more importance in the field of nursing, as nurses are the one who are confronted with patients who belong to different cultural backgrounds. According to Spritzer et al. (1996), in order to improve nurse’s cross-cultural awareness, major efforts have been made to develop culturally sensitive theoretical knowledge. To develop this awareness, teacher has to play a major role as; teachers’ multicultural competency is becoming an increasingly vital element in educational curriculum (Malta, 2012). Therefore, a teacher’s role is to be aware of their own culture, student’s culture and make students sensitive to cultural diverse patient care, which can be implemented by using varied teaching strategies in classroom setting. According to Maltby (2008), there are a variety of teaching techniques that can be used to engage students in the process of becoming culturally competent such as role plays, using exemplars and web-based interactions. Methodology Using convenience sampling, 30 nursing instructors of more than 1 year experience, participated in study. The participants teach at different teaching institutions of nursing i.e. Ziauddin college of Nursing, Baqai College of Nursing and Aga Khan University School of Nursing. A survey questionnaire was given to rate responses according to five broad aspects: definition of culture, cultural content, students’ diversity, teachers own cultural values and classroom pedagogies on 3 point likert scale (refer Appendix A). Results The study found that the definition of culture is perceived differently by different teachers. 83% view it as lifestyle of people, 33% believe that it is transformed from one generation to another and 37% perceive it as identity of people. 77% teachers disagree that cultural diverse patient care is incorporated in nursing curriculum taught in Pakistan and almost the same percentile (80%) of teachers agreed with the consensus that the curriculum is adapting from west and it diverts students from own culture. 73% stated that diversity among students creates conflict and it arise difficulty in students learning.100% teachers perceive that they are aware of their own culture, 93% knew that it is their responsibility to know about student’s culture and therefore 83% believe that it is important to train teachers regarding cultural diversity. 80% believe that they also face challenge to teach multicultural class. Majority of teachers use different teaching pedagogies like ice breake r (90%), case studies (77%), internet/videos (70%), reflections (67%) and group work (86%), still there are few who are not using these pedagogies. Discussion To investigate what teachers think about the role of culture in teaching and learning in nursing curriculum, questions were asked from them. Results are presented in appendix B and C. The results suggest that teachers in nursing schools perceive the understanding of culture differently. Majority view it as life style of people and few perceive it as identity of people and few believe that it is transformed from one generation to another .There are various understandings regarding culture. According to Stephens (2007, as cited in Nijhuisetal., 2013), culture gives meaning to beliefs and actions of individual and societies. It is an ideational tool which can be used to describe and evaluate that action. Nijhuis, Pieters and Pieters (2013) view culture as static or fixed phenomena. For nursing content part, results show that 77% of the teachers disagree with the opinion that the curriculum present in local context provides enough cultural information. These finding indicated that the kind of information available on the textbooks is not sufficient to teach the culture, which indentifies a gap in the curriculum content that expose students to foreign culture. Maltby (2008) also questioned the depth of cultural content taught in nursing curriculum. Moreover 80% agree that, nursing curriculum is adapted from western culture and it diverts students from their local culture. The idea emphases that, as most of the textbooks of nursing are adapted from foreign culture, they may cause learners to lose their own cultural identity. According to Thomas (1997) Poor contextual curriculum leads to cultural mismatches on the level of local context. In relation to the cultural diversity in students, majority of instructors reported that their classroom students are culturally diverse, and they believe that this creates challenge for both students and teachers, for example for teachers it would be difficult to respect and inculcate each individual student’s cultural needs and use teaching strategies accordingly, whereas, for students, diversity creates difficulty in reaching to a consensus. According to Phuntsog (2001) diversity in student directs teachers to provide equal opportunities to all students irrespective of their culture, caste and learning style. On the other hand, according to Marshall (1995) many institutions value cultural diversity but find it as challenging in a group work because there is a probability of developing a false consensus, as one think differently than other. Moreover, Majority of teachers have reported that they are familiar with their own cultural values and responsible towards knowing student cultural values. This brings forward the idea of culturally responsive teachers who takes the cultural identities of the students in the classroom into account. This would help teachers to teach in a way that recognizes that each learner is an individual, with a particular cultural inheritance, who may rely on a different ways of knowing. According to Malta (2012) by recognizing student diversity it would be possible for teachers to become aware of cultural barriers and learn to teach from a culturally sensitive perspective. Apart from this, majority of teachers had consensus on importance of receiving cultural training, since course trainings would help them to handle cultural themes and topics in more ease due to gaining proficiency in the subject area. Lastly, the study shed light on what kind of activities teachers practice in their Classrooms. Majority of teachers agree that they use different teaching methodologies i.e. icebreakers, case studies, videos, internets, reflection writing and group work, in order make students understand their own culture, be socially comfortable and understand aspects of foreign culture. These findings are parallel to that of Gonen and Saglam (2012) whereby teachers use different channels of information which expose students to foreign culture. Therefore, teachers develop a critical view towards foreign culture and these various sources of information a use to foster understanding of diverse culture. Conclusion In conclusion, culture has an influence in nursing curriculum in the area of content, teaching and learning. In the field of nursing, there is a lack of in depth content regarding culturally diverse patient care and that limited knowledge is mainly adapted from foreign culture due to which we tend to neglect the aspect of native culture. Moreover, students and teachers’ diverse cultural background and values are also affecting the learning outcome in classroom setting. Therefore, it is important for teachers to incorporate those teaching pedagogies which foster the concept of cultural sensitive patient care and respect among each other. References Davidhizar, R., Giger, J.N. (2002). Teaching culture within nursing curriculum using the GigerDavidhizar model of transcultural nursing assessment. Journal of Nursing Education, 40 (6), 282-284. Flintoff, V.J., Rivers, S. (2012). A reshaping of counseling curriculum: responding to the changingcultural context. British Journal of Guidance and Counseling, 40 (3), 235-246. Malta, B.V. (2012). Am I culturally competent? A study on multicultural teaching competencies among school teachers in Malta. The Journal of Multiculturalism in Education, 8 (1), 1-43. Maltby, H.J. (2008). A reflection on culture over time by baccularte nursing students.Contemporary Nurse, 28 (1), 111-118. Marshall, S.P. (2006).Cultural competence in nursing curricula: How are we doing 20years later? Guest Editorial, 45(7), 243-244. Nijhuis, C.G., Pieters, J.M., Voogt, J.M. (2013). Influence of culture on curriculum development in Ghana: an undervalued factor? Curriculum Studies, 45(2), 225-250. Phuntsog, N. (2001). Culturally responsive teaching: what do selected United States elementary School teachers think? Intercultural Education, 12, 51-64. Ruth, L.A. (2003). A critical way of knowing in a multi cultural nursing curriculum. Intuition a Way of Knowing, 24 (3), 129-134. Sairanen, R., Richardson, E., Kelly, L., Bergknut, E., Koskinen, L., Lundberg, P., Muir, N., Olt, H., Vlieger, L. (2013). Putting culture in the curriculum: A European project. Nurse Education in Practice.13, 118-124. Simunovi, V.J., Hren, D., Ivanis, A., Dorup, J., Krivokuca, Z., Ristic, S., verhaaren, H., Sonntag, H., Ribaric, S., Tomic, S., Vojnikovic, B., Selescovic, H., Dahl, M., Marusic, A., Marisic, M. (2007). Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments. Curriculum Reforms among Medical Teachers, 29, 833-835. Spitzer, A., Kesselring, A., Ravid, C., Tamir, B., Granot, M., Noam, R. (1996). Learning about another culture: project and curricular reflections. Journal of Nursing Education, 35 (7), 322-328. Thomas, E. (1997). Developing a culture-sensitive pedagogy: tackling a problem of melding ‘global culture’ within existing cultural contexts. International Journal of Educational Development, 17(1), 13–26. Vikers, D. (2010). Social justice: A concept for undergraduate nursing curricula. Southern Online Journalof Nursing Research, 8(1). Appendix A: Questionnaire used for data collection along with consent form: Purpose: The purpose of this project study is to identify the influence of culture on nursing curriculum. In this study, culture refers to values, beliefs, language and customs of a particular people that impact the area of nursing education and practice. The project basically analyze the presence of cultural content in nursing curriculum and its significance, effects of students diverse cultural characteristic in classroom learning and teachers competency in relation to culture. Consent: This is a project being conducted by Amber Hussain MSCN student in a course of Curriculum, Teaching and Learning at IED (institute of Educational Development). You are invited to participate in this project because you are associated with teaching in nursing profession. Your participation in this study is voluntary. The procedure involves filling a questionnaire. Your responses will be kept confidential and the results of this study will be used for research purpose. Participant Signature: ______________________ Appendix B: Compilation of the responses received by respondents on a 3 point likert scale: Appendix C: Graphical representation of the responses based on 5 broad categories: Graph 1: The above graph depicts that 83% of the teacher’s view culture as a lifestyle of people and about one third of the respondents view it as people identity and a permanent phenomena which is transformed from one generation to another. Graph 2: The above graph shows that 77% of the teachers believe that nursing curriculum taught in Pakistan does not provide opportunities for culturally diverse patient care but 77% of the respondents agreed that the nursing curriculum reflect patient’s values and beliefs. Around 80% of the respondent’s view that nursing curriculum is adopted from western culture and it alienates students from native culture. Graph 3: The above graph depicts that more than 77% of the teacher’s agreed that the student body in classroom is culturally diverse. Around 70% of the respondents also agreed that the language barriers create difficulty in learning and diversity creates conflicts in classroom. Graph 3: Graph 5: The above graph depicts that more than 70% of the teacher’s use the above teaching methodologies frequently in order to achieve different learning objectives.

A Game of Thrones Chapter Seventeen

Bran It seemed as though he had been falling for years. Fly, a voice whispered in the darkness, but Bran did not know how to fly, so all he could do was fall. Maester Luwin made a little boy of clay, baked him till he was hard and brittle, dressed him in Bran's clothes, and flung him off a roof. Bran remembered the way he shattered. â€Å"But I never fall,† he said, falling. The ground was so far below him he could barely make it out through the grey mists that whirled around him, but he could feel how fast he was falling, and he knew what was waiting for him down there. Even in dreams, you could not fall forever. He would wake up in the instant before he hit the ground, he knew. You always woke up in the instant before you hit the ground. And if you don't? the voice asked. The ground was closer now, still far far away, a thousand miles away, but closer than it had been. It was cold here in the darkness. There was no sun, no stars, only the ground below coming up to smash him, and the grey mists, and the whispering voice. He wanted to cry. Not cry. Fly. â€Å"I can't fly,† Bran said. â€Å"I can't, I can't . . . â€Å" How do you know? Have you ever tried? The voice was high and thin. Bran looked around to see where it was coming from. A crow was spiraling down with him, just out of reach, following him as he fell. â€Å"Help me,† he said. I'm trying, the crow replied. Say, got any corn? Bran reached into his pocket as the darkness spun dizzily around him. When he pulled his hand out, golden kernels slid from between his fingers into the air. They fell with him. The crow landed on his hand and began to eat. â€Å"Are you really a crow?† Bran asked. Are you really falling? the crow asked back. â€Å"It's just a dream,† Bran said. Is it? asked the crow. â€Å"I'll wake up when I hit the ground,† Bran told the bird. You'll die when you hit the ground, the crow said. It went back to eating corn. Bran looked down. He could see mountains now, their peaks white with snow, and the silver thread of rivers in dark woods. He closed his eyes and began to cry. That won't do any good, the crow said. I told you, the answer is flying, not crying. How hard can it be? I'm doing it. The crow took to the air and flapped around Bran's hand. â€Å"You have wings,† Bran pointed out. Maybe you do too. Bran felt along his shoulders, groping for feathers. There are different kinds of wings, the crow said. Bran was staring at his arms, his legs. He was so skinny, just skin stretched taut over bones. Had he always been so thin? He tried to remember. A face swam up at him out of the grey mist, shining with light, golden. â€Å"The things I do for love,† it said. Bran screamed. The crow took to the air, cawing. Not that, it shrieked at him. Forget that, you do not need it now, put it aside, put it away. It landed on Bran's shoulder, and pecked at him, and the shining golden face was gone. Bran was falling faster than ever. The grey mists howled around him as he plunged toward the earth below. â€Å"What are you doing to me?† he asked the crow, tearful. Teaching you how to fly. â€Å"I can't fly!† You're flying tight now. â€Å"I'm falling!† Every flight begins with a fall, the crow said. Look down. â€Å"I'm afraid . . . â€Å" LOOK DOWN! Bran looked down, and felt his insides turn to water. The ground was rushing up at him now. The whole world was spread out below him, a tapestry of white and brown and green. He could see everything so clearly that for a moment he forgot to be afraid. He could see the whole realm, and everyone in it. He saw Winterfell as the eagles see it, the tall towers looking squat and stubby from above, the castle walls just lines in the dirt. He saw Maester Luwin on his balcony, studying the sky through a polished bronze tube and frowning as he made notes in a book. He saw his brother Robb, taller and stronger than he remembered him, practicing swordplay in the yard with real steel in his hand. He saw Hodor, the simple giant from the stables, carrying an anvil to Mikken's forge, hefting it onto his shoulder as easily as another man might heft a bale of hay. At the heart of the godswood, the great white weirwood brooded over its reflection in the black pool, its leaves rustling in a chill wind. When it felt Bran watching, it lifted its eyes from the still waters and stared back at him knowingly. He looked east, and saw a galley racing across the waters of the Bite. He saw his mother sitting alone in a cabin, looking at a bloodstained knife on a table in front of her, as the rowers pulled at their oars and Ser Rodrik leaned across a rail, shaking and heaving. A storm was gathering ahead of them, a vast dark roaring lashed by lightning, but somehow they could not see it. He looked south, and saw the great blue-green rush of the Trident. He saw his father pleading with the king, his face etched with grief. He saw Sansa crying herself to sleep at night, and he saw Arya watching in silence and holding her secrets hard in her heart. There were shadows all around them. One shadow was dark as ash, with the terrible face of a hound. Another was armored like the sun, golden and beautiful. Over them both loomed a giant in armor made of stone, but when he opened his visor, there was nothing inside but darkness and thick black blood. He lifted his eyes and saw clear across the narrow sea, to the Free Cities and the green Dothraki sea and beyond, to Vaes Dothrak under its mountain, to the fabled lands of the JadeSea, to Asshai by the Shadow, where dragons stirred beneath the sunrise. Finally he looked north. He saw the Wall shining like blue crystal, and his bastard brother Jon sleeping alone in a cold bed, his skin growing pale and hard as the memory of all warmth fled from him. And he looked past the Wall, past endless forests cloaked in snow, past the frozen shore and the great blue-white rivers of ice and the dead plains where nothing grew or lived. North and north and north he looked, to the curtain of light at the end of the world, and then beyond that curtain. He looked deep into the heart of winter, and then he cried out, afraid, and the heat of his tears burned on his cheeks. Now you know, the crow whispered as it sat on his shoulder. Now you know why you must live. â€Å"Why?† Bran said, not understanding, falling, falling. Because winter is coming. Bran looked at the crow on his shoulder, and the crow looked back. It had three eyes, and the third eye was full of a terrible knowledge. Bran looked down. There was nothing below him now but snow and cold and death, a frozen wasteland where jagged blue-white spires of ice waited to embrace him. They flew up at him like spears. He saw the bones of a thousand other dreamers impaled upon their points. He was desperately afraid. â€Å"Can a man still be brave if he's afraid?† he heard his own voice saying, small and far away. And his father's voice replied to him. â€Å"That is the only time a man can be brave.† Now, Bran, the crow urged. Choose. Fly or die. Death reached for him, screaming. Bran spread his arms and flew. Wings unseen drank the wind and filled and pulled him upward. The terrible needles of ice receded below him. The sky opened up above. Bran soared. It was better than climbing. It was better than anything. The world grew small beneath him. â€Å"I'm flying!† he cried out in delight. I've noticed, said the three-eyed crow. It took to the air, flapping its wings in his face, slowing him, blinding him. He faltered in the air as its pinions beat against his cheeks. Its beak stabbed at him fiercely, and Bran felt a sudden blinding pain in the middle of his forehead, between his eyes. â€Å"What are you doing?† he shrieked. The crow opened its beak and cawed at him, a shrill scream of fear, and the grey mists shuddered and swirled around him and ripped away like a veil, and he saw that the crow was really a woman, a serving woman with long black hair, and he knew her from somewhere, from Winterfell, yes, that was it, he remembered her now, and then he realized that he was in Winterfell, in a bed high in some chilly tower room, and the black-haired woman dropped a basin of water to shatter on the floor and ran down the steps, shouting, â€Å"He's awake, he's awake, he's awake.† Bran touched his forehead, between his eyes. The place where the crow had pecked him was still burning, but there was nothing there, no blood, no wound. He felt weak and dizzy. He tried to get out of bed, but nothing happened. And then there was movement beside the bed, and something landed lightly on his legs. He felt nothing. A pair of yellow eyes looked into his own, shining like the sun. The window was open and it was cold in the room, but the warmth that came off the wolf enfolded him like a hot bath. His pup, Bran realized . . . or was it? He was so big now. He reached out to pet him, his hand trembling like a leaf. When his brother Robb burst into the room, breathless from his dash up the tower steps, the direwolf was licking Bran's face. Bran looked up calmly. â€Å"His name is Summer,† he said.

Prison Nursing Essay

I had been a nurse for 1 yr, and only worked in long term care. I craved a change in my career that was exciting, yet challenging; I decided to become a correctional nurse. I had no idea what was in store for me when I applied for a position with UTMB . I spoke with family and friends who thought I was crazy for wanting to work in such a hostile environment. Needless to say, I didn’t listen and followed my own instinct. When I was hired, I had not taken a tour of the facility; day one was the first time I walked into a prison. As I walked in the gate house, I was saying to myself â€Å"this isn’t so bad! I kept telling myself those same words the whole time I was taking my shoes off , letting my hair down to be searched, and getting frisked while checking for contraband. After the most violating pat down I had ever received was over, my heart began to pound. â€Å"What am I getting myself into? † Once in the infirmary I was given a brief description of job duties. By now my heart was in my throat, but I kept up the brave front . I learned that I would be working in our clinic with convicts that required inpatient medical care. My role was to provide nursing care only. A few things I had to take into consideration; they were convicts. They could be quite manipulative and they tried to test me every time I turned around. They asked questions about my personal life and they asked for favors. They would also ask me to bring in things from the â€Å"real world† or deliver items or letters. This behavior could be grounds for termination so any and every time I was asked to do any of the things I listed or anytime an inmate tried to get to personal it had to be reported. The inmate would then have to face disciplinary action. It was very hard to remember all the dos and don’ts while maintaing professionalism, as well as maintain safety and sanity. In the Texas prison system the inmates endure grueling conditions. In the winter its freezing cold, old boilers are all they have to keep warm. In the summer its smoldering hot, old noisy fans are all they have to keep cool. Being tender hearted as I am, I couldn’t help but feel sorry for them. I was raised to see the good in every body. I was also raised to believe in an eye for an eye. It was really hard to provide unbiased care when I knew I was dealing with a child molester or a rapist. I know we were trained to put all our emotions aside, but in reality my emotions would sometimes get the best of me. I only worked as a correctional nurse for a yr. I enjoyed working with other members of the medical staff as well as correctional officers. I actually enjoyed working with the inmates, providing medical care. I have had my share of inmates cursing and yelling at me and have witnessed situations I will never forget. I learned very quickly to be thick-skinned. I learned to be tough in order to do the job and survive. I still reminisce about the adrenalin rush I would get every time and emergency would arise. I’m glad I made the choice to work at the Wynne Unit it was definitely a life changing experience.

pH Levels Differences Between Normal Urine and Diabetic Urine †Human Anatomy Paper

pH Levels Differences Between Normal Urine and Diabetic Urine – Human Anatomy Paper Free Online Research Papers pH Levels Differences Between Normal Urine and Diabetic Urine Human Anatomy Paper Kidneys are bean-shaped organs that lie along the dorsal wall of the abdominal cavity (Couch and Burger 2004). The two bean-shaped organs are located in the centers of the excretory system where blood and numerous of types fluid can pass through. A person can survive with only one functioning kidney, but if both kidneys fail, the buildup of toxic wastes and the lack of regulation of blood pressure, pH, and ion concentrations will lead to death if untreated (Campbell et all. 2006). Three experiments were taken with the specific organ, all with different procedures and substances. Experiment two was a dialysis test showing positive and negative reactions for specific substances. Hypothesis for Experiment 2 is stated that substances Albumin and Glucose will be positive reactions, Starch and Sodium chloride will be negative reactions. In Experiment three the involvement of â€Å"Normal Urine† and â€Å"Diabetic Urine† are mixed wit different substances. Hypothesis for Experiment three is the pH would be between 1 and 5 for both â€Å"Normal Urine† and â€Å"Diabetic Urine†, the glucose would be at highest of 100 for both urines, and ketones will be negative reactions for both urines. The first Experiment was the control experiment, the procedures are, One: Fold a piece of filter paper in half, then in half again, and open it to form a con e (Couch and Burger 2004). The filter paper will allow any substance with a molecular weight less than 100 to pass through (Couch and Burger 2004). Two: Place the cone into the funnel and place the funnel over a beaker or Erlenmeyer flask (Couch and Burger 2004). Three: Shake a solution containing a few particles of charcoal (black), copper sulfate (blue), and starch (white) in water, and pour it into the funnel until the mixture nearly reaches the rim of the filter paper (Couch and Burger 2004). Four: Count the number of drops passing through the funnel during the time intervals, and record your results (Couch and Burger 2004). Five: Observe which substances passed through the filter by noting the color of the filtrate (Couch and Burger 2004). To determine if starch passed through the filter, add a few drops of iodine to the filtrate in the beaker or flask (Couch and Burger 2004). A blue-black color indicates the presence of starch (Couch and Burger 2004). Six: Observe the color o f the filter paper to determine which substances did not pass through (Couch and Burger 2004). Experiment two was a dialysis test, procedures are the following, One: Tie off one end of a piece of dialysis tubing that has been soaking in distilled water (Couch and Burger 2004). Be careful not to handle the tubing any more than necessary, and only hold it by the ends (Couch and Burger 2004). Two: Place a prepared solution containing starch, sodium chloride (salt), 5% glucose, and albumin into the bag (Couch and Burger 2004). Three: Tie off the other end of the bag, check for leaks by gently squeezing the bag, then rinse it with distilled water. Immerse the bag into a beaker of distilled water (Couch and Burger 2004). Four: After one hour, test the solution in the beaker for the substances that were put into the dialysis tubing bag and record your results; A. Albumin – put 2 ml of the solution from the beaker into a test tube (Couch and Burger 2004).Add 3 drops of Biuret reagent (Couch and Burger 2004).A positive test is a color change from blue to violet (Couch and Burger 2004). B. Glucose – put 3 ml of the beaker solution and 3 ml of Benedict’s reagent into a test tube (Couch and Burger 2004). Heat in a water bath for about 2-3 minutes (Couch and Burger 2004). A positive test is a change in color from clear blue to cloudy green or yellow-orange (Couch and Burger 2004). C. Starch – put 2 ml of the beaker solution into a test tube and add 4-5 drops of IKI (iodine) solution (Couch and Burger 2004). A positive test is a blue-black color change (Couch and Burger 2004) D. Sodium chloride – put 2 ml of the beaker solution into a test tube and add several drops of 1% silver nitrate (Couch and Burger 2004). A positive test is the formation of a white precipitate (Couch and Burger 2004).Last experiment procedures involve Urine, the procedures are as follows; One: obtain a reagent strip and determine the location of the specific reactions on the strip (Couch and Burger 2004). Examine the chart on the container that indicates the re spective color changes (Couch and Burger 2004). Two: Pour some of the â€Å"Diabetic Urine† into a test tube, making sure that you have enough to completely immerse all of the reagent squares on the strip (Couch and Burger 2004). Dip the strip into the â€Å"urine† and drain it on a paper towel to remove excess solution (Couch and Burger 2004). Three: Read results according to the chart on the container and RECORD your results (Couch and Burger 2004). Six: Repeat this test for â€Å"Normal Urine† (Couch and Burger 2004). Results In Experiment 1, which was the control substance results concluded that at a time of ten seconds the volume of water was 30 drops, substrate in filtrate was starch and substance left in filter was charcoal. At a time of 30 seconds the volume of water was 50 drops, substance in filtrate was starch and copper-sulfate, and the substance left in the filter was charcoal. In 60 seconds time, the volume of water was at 76 drops, substance in filtrate was again starch and copper-sulfate, and the substance left in the filter was charcoal. Last with a time of 120 seconds, volume of water was left at 76 drops, substance in filtrate was again starch and copper-sulfate, and the substance left in the filter was charcoal, all of which is shown on table one In Experiment 2 involving dialysis the results for substances Albumin was a positive reaction, Glucose is a negative reaction, Starch is a negative reaction, and last Sodium chloride is a positive reaction. All these results involving dialysis can be seen in Table 2. Experiment 3 results represent urine tests. For results involving pH as a substance, in â€Å"Normal Urine† the pH is 7, in â€Å"Diabetic Urine† pH is 5. With a substance of glucose â€Å"Normal Urine† is 150, and â€Å"Diabetic Urine† is 500. Last with a substance of Ketone, â€Å"Normal Urine† is a negative reaction, and â€Å"Diabetic Urine† is a negative reaction, all of which can be seen on Table3. Discussion As results were concluded it was clear that Experiment 2 hypothesis stating that substances Albumin and Glucose will be positive reactions and Starch and Sodium chloride will be negative solutions was incorrect in some aspects and in Experiment 3 hypothesis stating the pH would be between 1 and 5 for both â€Å"Normal Urine† and â€Å"Diabetic Urine†, the glucose would be at highest of 100 for both urines, and ketones will be negative reactions for both urines was incorrect. While testing on dialysis in experiment 2 and shown in table 2, as results were posted clearly stated that Albumin and Sodium Chloride were the two substances my hypothesis did not support. What dialysis does for the kidneys is acts like a lifesaver not only for people that have both kidneys failing, but also non-exercisers, the people that have no guide to a healthy life. Furnishing dialysis in the United States to large numbers of patients already in poor health and with limited life e xpectancies has contributed to the highest yearly mortality rate for dialysis patients in the developed world- approximately 24% in 1988 (Hines et al. 1997). For these reasons it is important to know what this does for your kidneys. This also helps me understand why the hypothesis was incorrect by stating that Albumin was a positive reaction and Sodium chloride is a negative reaction. Possible errors that could have occurred in the final result of these two substances that were incorrect may have been improper washing of beaker, also not enough of Albumin and Sodium chloride in the dialysis tubing. Experiment 1 was obvious what the results were going to be when testing charcoal with starch and copper sulfate in our control experiment. No errors were recorded for experiment 1, also results supported hypothesis in stating that charcoal would have been the only substance not allowed to filter through because of more particles and a higher concentration. Involving â€Å"Normal Urine† and â€Å"Diabetic Urine† in Experiment 3 it is said that† Diabetic nephropathy, or diabetic kidney disease, affects 20 to 30 percent of patients with diabetes (Thorp and Micah 2005). While testing both â€Å"Normal Urine† and â€Å"Diabetic Urine†, glucose in the â€Å"Diabetic Urine† and the ph in â€Å"Normal Urine† are what my hypothesis did not support. Stating in the hypothesis about glucose being a high of a 100 for both â€Å"Normal Urine† and â€Å"Diabetic Urine† is something I do not support now that I have done further research o n diabetics. There are no potential errors for the result outcome for Experiment 3. Concluding all results and hypothesis stated, Experiment 2 and 3 are definite factors people of any age should be aware of. For diabetic patients, Experiments 2 and 3 should hit really close to home with their lives, and these substances that they see every day. Diabetic nephropathy presents in its earliest stage with low levels of albumin (microalbuminuria) in the urine (Thorp and Micah 2005). Stating this alone is reason enough for all non diabetics and diabetics of all types to be on the look out for any new experiments. 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Hiral Patel Essays (317 words) - Free Essays, Term Papers

Hiral Patel Essays (317 words) - Free Essays, Term Papers Hiral Patel BA 2196 Section 703/Paul A. Evangelista Writing Assignment: Crisis Communication Part II Carnival managed its crisis appropriately when it used social media as a megaphone to provide information of the passengers and the crisis. For example, Carnival created a page on the official cruise website for news updates. It also updated its Facebook page, and two Twitter feeds to provide more information about the situation. Writer Rich Thomaselli speaks of Carnival's social media actions, saying "[Carnival] is also using two Twitter feeds to issue updates, such as We've taken more than 7,000 calls from family and friends and have been in regular contact with our guests' designated on-shore contacts" (Thomaselli, 2013). Carnival's action showed its caring about its passengers and was willing to do anything to get them back home and safe. Families back home worried about their loved ones and wanted as much information as possible. Thomaselli provided further details on fixed reimbursements such as "[Carnival] offering every passenger $500, a flight back home, a full refund on the ir booking on the Triumph," (Thomaselli, 2013). Carnival relayed all responses through social media to show their dedication. Timothy Coombs would advise for this reaction as he states, "the news media are drawn to crises and are a useful way to reach a wide array of publics quickly" (Coombs, 2007). Carnival's usage of social media to provide updates on the situation thus served to intensify the commitment of Carnival to take care of its customers. In this way, Carnival's decision to use social media throughout the crisis made the public aware of what was going on. References Coombs, W. T. (2007, October 30). Crisis Management and Communications. Retrieved from instituteforpr.org/topics/crisis-management-and-communications/ Thomaselli, R. (2013, February 14). Carnival Doesn't Shy Away From Triumph Crisis But Is Damage Done? Retrieved April 04, 2017, from http://adage.com/article/news/carnival-cruises-pr-response-triumph-crisis/239819/

The EMR Use by MS's Essay Example | Topics and Well Written Essays - 500 words

The EMR Use by MS's - Essay Example One can expect HIPAA to require this in the future, which also means that records need to be both accessible and private (Mandi, 2001). Although EMR’s have grown to become easier to adopt into a practice, and more flexible, there is nevertheless a significant learning curve for the medical staff and physicians, and a series of other issues which must be considered in (1) deciding to adopt an EMR system for an up-to-now written/paper-based practice, and (2) to adapt to the requirements of HIPAA and the competitive environment in order to make the changeover (Miller, 2004). The primary benefit of EMR’s is the ability to provide records quickly for a patient, which can speed up both a physician’s access to records (both in terms of time and completeness), and to communicate those records to stakeholders, such as patients and hospitals. (McDonald, 1997). A second key benefit is the ability, once on a digitized record, to enhance the speed and accuracy of billing. Billing carries two key considerations: is the billing accurate (i.e. does it capture the actual procedures performed), is it complete (i.e. are all billable procedures included—a big source of potential additional revenue for many practices), is it timely (i.e. how quickly does it get communicated from the physician’s practice to the third-party payer) and how much additional work will be required in order to complete the claim? The last of these four points can sometimes be the most difficult for a paper-based physician’s office practice, as all healthcare professionals know that they can get tied up on the phone and with back-and-forth traffic with the third party insurer on specific claims. In short, the more information available, the more likely that the claim will be accepted. Third-party coding has now become a big business. Those practices that are able to send digital files to onshore or offshore coding facilities generally find a better record of billing (i.e. more

Performance Management assignment Essay Example | Topics and Well Written Essays - 2500 words

Performance Management assignment - Essay Example 7-8 Etisalat’s Organizational Policies...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8-10 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 10-11 Recommendations: Improving Performance Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11-12 Abstract This study explores the significance of performance management to the corporate life of Etisalat, leading telecommunication and internet industry of United Arab Emirates (UAE). Probing on its business management and its contribution to global development, researcher used empirical data to investigate, draw conclusions and make some recommendations on the state of Etisalat performance management. Introduction Performance management (PM) relates about systems on business management and the administration of its huma n resource to attain corporate goals and objectives by strategically directing the delivery of services to leverage in a fast evolving market for want of satisfaction. As global market is evolving in diversity and in complex dynamics, it’s imperative for corporation to develop corporate strategy, set goals, conduct regular assessments, seize opportunities for improvement, and enhance motivations to sustain its corporate life (Armstrong, 2009). In such context, this research aims to critically explore Etisalat’s performance management as a leading telecommunication company in United Arab of Emirates (UAE), correlate its significant contribution to global market, determine the imperatives it adopted to be competitive and resilient from risks, and to draw recommendations to improve company’s performance. Researcher used accessed online documents and other related resources in the conduct of this study. Performance Management defined Performance management is about identifying, measuring and adopting strategic mechanism to align company’s plans with its vision, mission, values, specific goals and translate them into corporate operation. It includes conduct of evaluations, either formal or informal, such as appraisal and constructive feedback mechanism to determine company’s strength, weaknesses, opportunities and strength. As a process, PM deals with structures and systems to set criteria and specify roles to motivate human capital in the performance of tasks, reach targets, earn rewards and enjoy salary with self-esteem. The company may conduct continuing knowledge or skill transfer or trainings to enhance their competence. Since corporate management deal systems, communications and reporting are essential for mutual understanding, coordination, interpersonal exchange of opinions and problems as well as sense of uniformity of thoughts about the nature of their jobs. On the other hand, since PM is about human resource management, organizational goals must be understood by staff; changes are facilitated; salary and rewards scheme are commensurate to expected result; and company is protected from legal impediments. Reward system may include contingency pays to intentionally discourage turn-around rates of good employees and to develop corporate culture on excellence. Absence of corporate system and mismanagement de-motivated workers, pull them out of goals, estranged employee-employers relations and such absence of purposefulness will burn them out (Delaney & Huselid, 1996). The company will suffer high turn-around rate, risks and conflicts would