Homi Jehangir Essay

Homi Jehangir Bhabha, FRS (30 October 1909 – 24 January 1966) was an Indian nuclear physicist who played a major role in the development of the Indian atomic energy program and is considered to be the father of India’s nuclear program. Bhabha was born into a prominent family, through which he was related to Dinshaw Maneckji Petit, Muhammad Ali Jinnah, Homi K Bhabha and Dorab Tata. After receiving his early education at Bombay schools and at the Royal Institute of Science, he attended Caius College ofCambridge University to pursue studies in mechanical engineering. After taking mechanical engineering, he pursued studies underPaul Dirac to complete the Mathematics Tripos. Meanwhile, he worked at the Cavendish Laboratory while working towards his doctorate in theoretical physics under R. H. Fowler. During this time, he embarked on groundbreaking research into the absorption of cosmic rays and electron shower production. Afterward, he published a string of widely-accepted papers on his theories regarding cosmic ray showers. World War II broke out in September 1939 while Bhabha was vacationing in India. He chose to remain in India until the war ended. In the meantime, he accepted a position at the Indian Institute of Science in Bangalore, headed by Nobel laureate C. V. Raman. He established the Cosmic Ray Research Unit at the institute, and began to work on the theory of the movement of point particles. In 1945, he established the Tata Institute of Fundamental Research in Bombay, and the Atomic Energy Commission of India three Electron-positron scattering was later named Bhabha scattering, in honor of his contributions in the field.In 1936, Bhabha collaborated with Walter Heitler to formulate a theory on cosmic ray showers. They conjectured that the showers were formed by the cascade production of gamma rays and positive and negative electron pairs. The calculations agreed with the experimental observations of cosmic ray showers made by Bruno Rossi and Pierre Victor Auger a few years before. Bhabha later concluded that observations of the properties of such particles would lead to the straightforward experimental verification of Albert Einstein’s theory of relativity. In 1937, Bhabha was awarded the Senior Studentship of the 1851 Exhibition, which helped him continue his work at Cambridge until the outbreak of World War II in 1939. In 1939, Bhabha went back to India for a brief holiday. In September, World War II broke out, and Bhabha decided not to return to England for the time being. He accepted an offer to serve as the Reader in the Physics Department of the Indian Institute of Science, then headed by renowned physicist C. V. Raman. He received a special research grant from the Sir Dorab Tata Trust, which he used to establish the Cosmic Ray Research Unit at the institute He was elected a Fellow of the Royal Society on 20 March 1941. With the help of J. R. D. Tata, he established the Tata Institute of Fundamental Research in Bombay. With the end of the World War II and Indian Independence, he received a commendation from Jawaharlal Nehru for his efforts towards peaceful development of atomic energy. He established the Atomic Energy Commission of India in 1948. Homi J. Bhabha was also a close friend of Jawaharlal Nehru and he, along with Prime Minister Jawaharlal Nehru, had played a significant role for developing the Indian nuclear program as well as education reforms in India. Bhaba founded and directed two major scientific institutions – the Tata Institute of Fundamental Research (TIFR) and the Atomic Energy Commission (AEC)of India[1]. He represented India in International Atomic Energy Forums, and as President of the United Nations Conference on the Peaceful Uses of Atomic Energy, in Geneva, Switzerland in 1955. Death and legacy He died when Air India Flight 101 crashed near Mont Blanc in January 24, 1966. Many possible theories have been advanced for the aircrash, including a conspiracy theory in which CIA is involved in order to paralyze Indian nuclear weapon programme. The atomic energy centre in Trombay was renamed as Bhabha Atomic Research Centre in his honour. In addition to being a famous scientist, Bhabha was also a painter and a classical music and opera enthusiast, besides being an amateur botanist. After his death, the Atomic Energy Establishment was renamed as the Bhabha Atomic Research Centre in his honour. Bhabha also encouraged research in electronics, space science,radio astronomy and microbiology. The famed radio telescope at Ooty, India was his initiative, and it became a reality in 1970. Bhabha has since become known as the â€Å"Father of India’s Atomic Energy Programme†. The Homi Bhabha Fellowship Council has been giving the Homi Bhabha Fellowships since 1967 Other noted institutions in his name are the Homi Bhabha National Institute, an Indian deemed university and the Homi Bhabha Centre for Science Education, Mumbai, India. Mohandas Karamchand Gandhi was an Indian nationalist leader who established his country’s freedom through a nonviolent revolution. His beliefs are shown in today’s society as an excellent means of resistance to unjust rule. The life of the Mahatma was a long struggle filled with brutality and hardships. In order to understand passive resistance, we will take a look at his hate-filled upbringing. Gandhi was born in Porbandar in the present state of Gujarat on October 2, 1869, and educated in law at University College, London. In 1891, after having been admitted to the British bar, Gandhi returned to India and attempted to establish a law practice in Bombay, with little success. Two years later an Indian firm with interests in South Africaretained him as legal adviser in its office in Durban. Arriving in Durban, Gandhi found himself treated as a member of an inferior race. He was appalled at the widespread denial of civil liberties and political rights to Indian immigrants to South Africa. He threw himself into the struggle for elementary rights for Indians (Gandhi, Arun). Gandhi was disgusted with the way his people were treated. This paper will discuss his religious and spiritual point of view and the environment which c When Mohandas Gandhi returned to India from South Africa, he saw the British ruling India. The British brought some benefits to India but many costs to the Indian people, such as economic. When the British persuaded farmers to switch from growing crops to growing cotton, there was not enough food for the country and millions of people died from lack of food. The increasing taxes and lack of food made many Indians suffer on account of the B ritish. The Eleven Vows of Mahatma Gandhi-Their Observance and Relevance Kurangi Desai Any of us who has attended a prayer meeting at a Gandhian institute is likely to remember a chant beginning:-â€Å"Ahimsa Satya Asteya –.† The two verses beginning with these words enumerate the eleven vows that Gandhiji considered almost mandatory for the inmates of his Ashram, in Sabarmati as well as in Sevagram. The eleven vows are: (1) Satya-Truth, (2) Ahimsa-Nonviolence, (3) Brahmacharya-Celibacy (4) Asteya-Non-stealing, (5) Aparigraha or Asangraha-Non-possession (6) Sharira-Shrama; Physicallabour or Bread Labour. (7) Asvada-Control of Palate, (8) Abhaya-Fearlessness, (9) Sarva-Dharma-Samanatva- Equal respect for all Religions, (10) Swadeshi-Duty towards Neighbour and (11) Asprishyatanivarana – Removal of Untouchability. Of these eleven, the first five are found in most of the religions of the world and are called ‘Pancha Mahavratas’ – the Five great Vows. The remaining six are somewhat new ideas that have been given the importance of vows to fulfill the need of the time. The image of Gandhiji in the minds of his contemporary Indians was that of a political leader – of one who brought Swarajya. Essentially, however, Gandhi was a Sadhaka, one who was in search of God. His ultimate goal was Moksha or the realization of God. Since he believed that service of man was the best way to realize God, he lived and died in the service of India, which in a mircrocosm, was the service of Mankind. That was his pilgrimage towards realization. In this context, the eleven were very important to him. They were a part of ‘Tapa’ Austerity and Self – denial for Purification. Tapa is considered necessary in all religions for elevating oneself spiritually, for control over desires, as a check upon an unruly mind and for paving the way to sacrifice for others – all these leading to Moksha. But Gandhiji was a ‘Sadhaka’ with a difference; his ‘Sadhana’ did not end with himself. He wanted to include society in his spiritual efforts and so he gave a new dimension to the Five Great Vows and extended them into the remaining six. Let us have a closer look at these vows and their observance: 1. Satya -Truth Truth is the most important vow, being the very basis of all the others. The word ‘Satya’ is from ‘Sat’, which means ‘Being’. On ‘Sat’ depends true knowledge, known in Sanskrit as ‘Chit’ and Bliss that is ‘Ananda’. The three together form the word ‘Sachhidananda’ which is one of the epithets of the Supreme Being. According to Gandhiji, Truth is God. Satya, therefore, was the pivot of the life of an Ashramite. Observance of Truth was expected not only in speech but also in thought and in action. One may wonder what one should do if what appears to be truth to one person does not appear to be truth to another. Gandhiji suggests that after due deliberation and humble consideration of the opinion of the other person, if one still feels his own truth to be truth for himself, he should follow it according to his own light. In order to be convinced about one’s ability to understand truth, one s hould use as the measuring rod those who have suffered for Truth and should himself be ready to suffer similarly. 2. Ahimsa – Non-Violence Truth and Non-Violence are like the two sides of a coin – one cannot exist without the other. Using another imagery, Ahimsa is the path along which one reaches truth. Violence leads to more violence and hampers the clear vision which is essential for the pursuit of Truth. At a personal level; Ahimsa consists in not only forbearing from physical violence; in order to achieve non-violence it is necessary to remove from the mind all hatred, all jealousy and all desire to harm even those who harm us. The next step would be to extend our love to all living beings, including living beings like snakes, tigers, etc. At a social level, the goal of Ahimsa is to create a society where there would be no need to act in an anti-social manner and hence no need for any punishment. This can happen only when the economic differences between the classes get considerably narrowed down and when the erring members of society are considered as their own brothers by the righteous. Top 3. Brahmacharya- Celibacy or Chastity Brahmacharya normally connotes a rigid control over sexual urge. An unmarried man who shuns sex is called a Brahmachari. According to Gandhiji, however, this is a very narrow meaning of the word. ‘Brahmacharya’ really means ‘Moving towards, Brahma’ that is, towards truth. For such a person, a control over all senses is necessary. So also, it is necessary to keep himself away from attachment to social connections. In achieving this end, control of sex is perhaps most helpful, because sex is one of the strongest temptations to cause one to stray from the narrow path of truth. Again marital relations are the cause of the strongest social bond, that of the family. Hence the importance attached to the control of sex, which became synonymous with Brahmacharya. Control of sex, can also help the Sadhaka to gain control over his other senses. Gandhiji believed that a celibate life was most congenial for the pilgrim to truth. However, married couples could also tread that path by subtracting sex from their marital life. Such a step would free them from undue attachment for each other and free them for service of mankind. It is obvious that Brahmacharya, like truth and Non-violence, should be adhered to not only at the physical level, but also at the level of thought. To harbour a passion in the mind, while practicing physical control of the senses is not really Brahmacharya. On one point, however, Gandhiji differed radically from the orthodox believers in Brahmacharya – he did not believe that a Brahmachari should shun the company of women. He wanted the Brahmachari of his Ashram to live a life of service to society; so it was inevitable that he would come into contact with women social workers. In Gandhiji’s opinion a Brahmachari should keep his public contact with women workers and learn to look upon them as sisters and mothers. If someone could adhere to Brahmacharya only when there were no women around, according to Gandhiji, he was not a real Brahmachari. While laying all this stress on Brahmacharya, Gandhiji was not unmindful of the difficulty experienced by the Ashramites in its day to day observance.. We are told by persons near to Gandhiji that he was completely aware that a number of the Ashramites were only partially successful in their attempts at Brahmacharya. Since Gandhiji himself never claimed complete success, he was satisfied that the Ashramites sincerely tried their best. 4. Asteya – Non Stealing In an ordinary sense, very few people actually steal anything from others, partly because of the social stigma attached to stealing. Gandhiji, however, gave a far wider connotation to stealing. According to him those members of the family who help them-selves to better facilities depriving the other members, are thieves. Even those who enjoy luxuries not available to the lower strata of society are also thieves. So, a person who wishes to apply Asteya in his life ought to lead such a simple life that he takes for himself from society only his minimum requirements. In the Ashram, one aspect of Asteya, namely avoiding waste, was strictly observed. Nothing was to be wasted-food, water, clothes or even paper. As a matter of fact, Gandhiji would reply to a letter in the blank half; he used to open addressed envelopes on all sides, gum them up inside out and use them again; the idea was something more than mere frugality – he wanted to use as little of the people’s money as p ossible for his own purpose and thus be as little indebted to society as possible. It was on this principle that he did not allow Kasturba the personal use of the gifts she received in South Africa for his public service. 5. Aparigraha – Non-Possession Aparigraha is almost a corollary of Asteya. In order to follow the dictum of non-thieving one must have as few pos-sessions as possible. For Gandhiji, Non-possession was also a proof of one’s faith in God. He used to quote instances of devotees who did not believe in keeping back a little food even for the next meal. Aparigraha also helped one in slowly giving up the attachment towards wordly possessions, an essential condition of a seeker of truth, which every Ashramite was expected to be. And yet Gandhiji realized that giving up possessions was no easy matter. So, for non – Ashramite she propounded the ideal of trusteeship. Possessions, particularly in the form of business assets or land, could not be given up without complications. So he suggested that businessmen and landlords should consider themselves not owners but trustees of their property. A trustee is expected to use the income of the trust solely to the advantage of the beneficiaries. In the case of wealthy people the beneficiaries are all the employees and underlings connected with the wealth. So, all income from the business or the land should be shared-with the employees or tillers of the land. The owner turned trustee should avail himself of the bare minimum, thus narrowing the economic gap between himself and his dependants. The concept of trusteeship can be called a, slightly diluted social extension of both Asteya and Aparigraha. These, then, are the interpretations of Panch Maha Vratas. Let us now turn to the other six vows, which project the social application of these five. Top 6. Sharirashtrama – Physical Labour or Bread Labour Gandhiji got the idea of Bread labour from Tolstoy. The idea is that everyone must put in some physical labour to earn his daily bread. An intellectual or an artist or a person with any other ability should utilize that ability for the service of society, while bread should be earned through physical labour alone. Economic differences in society can be mitigated in this way. Even those professions essential to society-those of a teacher, a doctor, a pleader-the wages of the professional should not be more than those of a physical labourer. Gandhiji modified this idea into the concept of shrama-yagna. He suggested that even those who earned their livelihood through other professions should devote at least one hour every day to some kind of physical labour performed in the spirit of oneness with the poor. At the time when Gandhiji presented this concept to India, cheap foreign cloth was being dumped in the country by the British rulers to the detriment of our indigenous industry. So, Gandhiji revived the art of spinning and decided that spinning the Charkha should be the symbol of Shrama-yagna. The Ashramites were expected to spin for an hour every day without fail. This exercise was called Sutrayagna. Over and above this, he made it a rule that all domestic chores should be performed by the Ashramites themselves, including a reformed method of scavenging – the last out of respect for the ‘Bhangi’, whom he later called ‘Harijan’, the lowest of the low in the Hindu caste system. 7. Asvada – Control of Palate Palate being one of the senses, its control is obviously a part of Sadhana of the pilgrim to Truth. Gandhiji gave it a special place as a separate vow because he believed that control of the palate was inevitable for Brahmacharya that observance of Brahmacharya became easier if taste was conquered. Besides, conquest of taste was helpful in the conquest of other senses too. The most important condition of Asvadawas the conviction that food is meant only to sustain the body for service of others. So, to indulge the taste by a variety of culinary delicacies was against the spirit of Asvada. This vow was adhered to rather rigidly in the Ashram. The food in the common kitchen was as simple as possible, without any condiments, some times even without salt. Individual families who cooked at home did not always develop Asvada to the extent desirable. All the same most of these families had their own rules regarding simple diet more or less in keeping with the concept of Asvada. 8. Abhaya – Fearlessness Psychologists tell us that fear is a natural reflex in all living beings on par with hunger, sleep and the sexual urge. How then can one vow, â€Å"I shall not experience fear† ? And yet fearlessness is the backbone of most other virtues. Gandhiji appreciated the importance of fearlessness partly because he used to be a timid child, full of all kinds of fears. Later on he consciously trained himself into fearlessness. The Gita places Abhaya at the head of divine attributes. Many poet-devotees sing the praises of fearlessness in spiritual life. Fears are innumerable. All of us are afraid of disease, injury, death; of loss of wealth, loss of prestige, loss of loved ones; of displeasing our dear ones, of displeasing the boss, of displeasing society and so on. Some people can get rid of some of these fears, others struggle to conquer other fears. In order to realise truth, it is necessary to remove all fear, which is hardly possible. A Sadhaka should, therefore, endeavour to rid himself or herself of as many kinds of fears as possible. The fear of God, which in other words means the fear of wrong doing, is one fear which no one should give up. This fear keeps us on guard against further growth of unwholesome traits of the mind and perhaps helps us in going beyond ordinary fears. Top 9. Sarva-Dharma-Samanatva- Equal Respect for all Religions This is a very important vow in a multi-religious country like India. One has a natural respect for one’s own religion, and rightly so. But that respect need not lead one into disrespect for other religions. All religions help their adherents to proceed towards an ideal life. All religions have had devotees who realised God in their own way. And yet no religion is perfect. Quest of truth being the moving spirit behind all religions, they are always subject to a process of evolution and re-interpretation. So one should never consider one’s own religion to be the only perfect religion. On this ground, Gandhiji was against conversion unless it was desired by some one through conviction. All should study first one’s own religion and then as many others as possible and appreciate the good points of all of them. In the daily prayers of the Ashram, there were chantings from the Koran, the Buddhist prayer, the Bible and so on. In South Africa a bhajan was being sung which said â€Å"Dear to me is the name of Rama.† A Parsi friend once suggested, â€Å"Why don’t we sing ‘Dear to me is the name of Hormuzd?† The congregation took up the idea. That was the spirit generated by Gandhiji’s ideal of Sarva-Dharma-Samabhava. 10. Swadeshi – Duty Towards the Neighbour As early as 1909 Gandhiji had found that India was filled with items of every day use imported from England. This was one of the main causes of the impoverishment of the country. Then again, it was necessary to induce Indians to be proud of their country. In order to achieve this, Gandhiji after returning to India in 1915,researchedon Khadi, reestablished the forgotten Charkha and unfolded his theory of Swadeshi, for the rejuvenation of Indian economy and Indian self-respect†¦ But then, Gandhiji was never satisfied with only the economic or political aspect of ideas. He gave Swadeshi a deeper significance based on an ancient ideal which says that one’s first duty was not one’s neighbours. Fulfilled in the spirit of love, that duty was not to at variance with one’s duty to mends further away either. It was in this light that Gandhiji said that the Swadeshi movement was not harmful to the British mill hand, as it saved him from exploitation of his Indian brethren. This spirit of love made the labourer in Manchester his mend when Gandhiji went there even though Gandhiji was instrumental in bringing about unemployment of the British textile labourer. 11. Asprishyata – Navaran- Removal of Untouchability This vow meant that Ashramites would mix as freely with so called untouchables as with all other people. This was, perhaps the vow most difficult to be practiced. Among the Ashramites themselves all were not free from the age-old Hindu belief that a person born in certain castes pollutes others by his touch. For Gandhiji ever since his twelfth year the ideal that any human being was inferior to another was not palatable. He always resisted the very basis of untouchability. He called it a cancer of Hindu Society. He had already started practicing the removal of untouchability while in South Africa. Then, soon after he returned to India he accepted an untouchable family in the Ashram. Several of the inmates, including Kasturba were quite upset at this step; the financial aid that the Ashram was receiving all but stopped. Gandhiji, however did not flinch from his decision. The resentment soon died down and sympathetic friends solved the financial problem as well. Later on Gandhiji gave the name ‘Harijan’ to the untouchables and gave a great deal of his time to their amelioration. So these were how the eleven vows were observed in Gandhiji’s Ashram. They were quite well known in his lifetime. Even non-Ashramites studied them and tried to follow some of them to some extent. People ask us: â€Å"Are Gandhiji’s vows relevant today?† My husband once asked a counter question: ‘Is a lamp relevant in darkness?† The eleven vows cover such a vast canvas of life that one cannot say enough about their relevance today and tomorrow. In ending this resume we hope that these spiritual lamps would shed enough light on the paths of the people of India, nay on the paths of the people of the world to enable them to make this poor troubled Earth a better place to live in.

Brief Notes on Karl Marx Essay

â€Å"Workers of the world unite, you have nothing to lose but your chains† Karl Marx, a 19th century sociologist, philosopher and political economist who suggested a theory explaining the conflict between capital and labour, and the role of classes in the state, has had a profound influence on political thinking all over the world. Karl Marx was born on May 5, 1818, in Prussia. His family was Jewish, but later converted to Protestanism. Marx read law at university, majoring in history and philosophy. He concluded his university course in 1841. A revolutionary, he upset too many governments on the continent and eventually settled in London, where he died in 1883. â€Å"ACCORDING TO MARX, human civilization has manifested itself in a series of organizational structures, each determined by its primary mode of production, particularly the division of labor that dominates in each stage. â€Å"Ideology functions as the superstructure of a civilization: the conventions and culture that make up the dominant ideas of a society. The â€Å"ruling ideas† of a given epoch are, however, those of the ruling class: â€Å"The ruling ideas are nothing more than the ideal expression of the dominant material relationships, the dominant material relationships grasped as ideas; hence of the relationships which make the one class the ruling one, therefore, the ideas of their dominance†. Since one goal of ideology is to legitimize those forces in a position of hegemony, it tends to obfuscate the violence and exploitation that often keep a disempowered group in its place (from slaves in tribal society to the peasantry in feudal society to the proletariat in capitalist society). The obfuscation necessarily leads to logical contradictions in the dominant ideology, which Marxism works to uncover by returning to the material conditions of a society: a society’s mode o f production. â€Å"The material conditions existing at a given time period Marx refers to as  the means of production. Any given time period’s ideology is most clearly revealed by uncovering the material conditions of production: the means of production, as well as the relations of production (the ways the society structures the relations between individuals, particularly through the division of labor), which together make up the mode of production: â€Å"life involves before everything else eating and drinking, a habitation, clothing and many other things. The first historical act is thus the production of the means to satisfy these needs, the production of material life itself† (48). For Marx, it is the materiality of human production that directly influences ideology: â€Å"Life is not determined by consciousness, but consciousness by life†. Felluga, Dino. (2003) â€Å"Modules on Marx, Introductory Guide to Critical Theory† . 17 Mar 2004 Marx states that Capitalist society is formed of the Owning Class (Borgoisie), those who own and control the economic functions of society and who can thus shape society to suit themselves; and the Working Class (Proletariat), the workers. These classes have nothing in common; they are antagonistic and in conflict with each other. This struggle will ultimately lead to revolution and the establishment of a single class society. All relationships are based upon Economics – even family relationships – economics is the fundamental driving force, surpassing even religion which he described as the Opium of the People. Understanding economic relationships is a crucial step if one wishes to gain control of them.

Retirement Planning Assignment Example | Topics and Well Written Essays - 750 words

Retirement Planning - Assignment Example My plan is to work in the private industry for 40 years to then retire. Retirement is very important because it represents the golden years of a person’s life. People expect to enjoy retirement with their love ones. In order to truly enjoy retirement it is important to be financially independent. I will graduate at 25 years of age. The average salary I expect to earn during my career will be approximately $50,000. A retirement calculator on the CNN Money website was used to estimate my retirement goal. My retirement goal is to save $500,000. My expected retirement age is 65 years of age. I estimated my life expectance at 78 years since that is the average life expectancy in the United States (CultureGrams, 2012). My expected pension income and social security income are $1000 each. Based on these variables the retirement calculator gave the following output. Your Results You will need a total of $1.7 million ($496,418 in today's dollars) to retire at 65 years old (Cnn, 2012). The second tool available at the CNN website was an asset allocation display. I stated that I needed the money in 20+ years. I selected that I was willing to take a reasonable amount of risk. I stated I could not afford to miss my target and during market sell-offs I see an opportunity to buy more stock. The result of the calculator is illustrated below: Suggested allocation: (Cnn, 2012). The suggested allocation provided by the CNN calculator provides a list of potential allocation of assets. My plan to save $500,000 by retirement age can be achieved if I implement a proactive saving strategy that uses a wide arrangement of investment and retirement tools. Three retirement instruments that I plan of use as part of my diversified portfolio are IRA, Roth IRA, and 401k plans. An IRA is a retirement savings account that allows taxpayer to save money without paying taxes for the income placed in the IRA account. Money placed in an IRA account accumulates interests every year. The money cannot be taken out of the IRA account until retirement age reaches. Bottom of Form A Roth IRA is, â€Å"An individual retirement plan that bears many similarities to the traditional IRA, but  contributions are not tax deductible and qualified distributions are tax free† (Investopedia, 2012). A 401k plan is a company sponsored retirement plan that allows individuals to set aside tax-deferred income towards retirement. There are other financial instruments that can be used to save money towards retirement. One of the most popular forms of investments is common stocks. Common stocks give investors ownership in a publicly traded company. The investors that keep stocks for a long time earn dividends from common stock as well as a capital gain once the investment is sold. The safest type of stock that an investor can choose is blue chip stocks. A blue chip stock is a stock issued by a well known company with an established record of making money and paying dividends (Teweles, Br adley, Teweles, 1992). An example of a blue chip stock is Microsoft. Due to the risk associated with penny stocks and foreign stocks I will stay away from these two types of stocks in order to minimize the risk of the portfolio. Another good investment instrument that is often chosen by investors is corporate bonds. Corporate bonds pay the investor the coupon rate on a yearly or biannual basis. The principal of the bond is paid at maturity age. Most bonds are of $1000 denominations. A portion of my retirement

Developing an Implementation Plan Assignment Example | Topics and Well Written Essays - 2000 words

Developing an Implementation Plan - Assignment Example Second, the program will undergo formal approval through Site-Based Research (SBR) Units Review (Carter, Reitmeier & Goodloe, 2014). The success of this program implementation process will rely on the support and participation of peers and unit leaders. Peer support will ensure that the implementation process will take the shortest time possible. Additionally, peer support will contribute to enthusiasm and buy-in for the implementation process. Administrative support is equally important because it will influence the degree to which institutions will implement the program. Below is the process of obtaining informal approval: Formal approval will require the submission of the program implementation plan to Site Based Research Review (SBR). SBR will review the proposal to assess the validity and legality of the contents of the plan. Afterward, the SBR will assign a director who will then forward the proposal to the Institutional Review Board (IRB) for review. The implementation will then commence after the approval of the IRB. Research studies reveal that health associated infections (HAIs) are some of the most common complications that healthcare organizations and practitioners face. For instance, a new research study reveals that more than two million people develop HAIs every year. The infections result in approximately 1,000 deaths every year. HAIs are also responsible for health care costs in excess of 30 billion dollars. Thus, addressing the issue of HAIs is critical in reducing healthcare costs and enhances patient safety. One of the approaches to addressing the problem of HAIs is reducing the prevalence of Catheter-Associated Urinary Tract Infection (CAUTI) among patients. CAUTIs are the most typical examples of HAIs, and they account for more than 35 percent of infections. The U.S. Department of Health estimates the total annual cost of CAUTI to be 565 million dollars, and the annual rate of deaths from CAUTI is

Life in Schools Essay Example | Topics and Well Written Essays - 1000 words

Life in Schools - Essay Example The strength of Geertz’s article comes from the ability to create a question of what culture should mean in a specific environment. Geertz is able to look at and analyze the interpretations of culture. This comes from the ideas of behavior and actions, intellectual relationships and interactions within the classroom. Geertz shows that individuals have created and embraced that culture must mean something that relates to identifying an individual and placing them with a specific identity and description. However, Geertz creates a challenge by stating that culture is the expression of the individual and the lifestyle they live. By building an intellectual response around this, there is the inability to understand the true identity and character of those who are relating to the understanding of culture. This leads to a common law of what culture should mean, despite the true reality of what exists within culture. The concepts that Geertz relates to and challenges readers with don ’t only carry strength because of the main question in terms of culture. He furthers his alternatives with the ethnographic and anthropological discussions that are a part of culture. There is a large amount of evidence and definitions that have shown how these have created a specific intellectual viewpoint toward culture. Geertz doesn’t disregard the philosophies and definitions that are associated with these main viewpoints on culture and how this creates specific relationships to individuals in society. Instead, this is embraced with observing the strengths of these philosophies. However, there is also an understanding that this doesn’t equate to the experiences that individuals in society have and the beliefs in existence that one may have. While one may write about cultural affiliations and ways of existence, it can’t substitute for being in the experience and living within the culture as a belief and experience. The interpretations that are created then become self – limiting by the definitions and concepts that are related to this. The evidence that Geertz uses, associations to intellectual thought and the ability to show the ideologies of culture all help Geertz in creating a specific level of communication that divides the idea of culture from the experience of living in a culture. The one weakness that is in the article comes from the inability to truly analyze and understand what culture should mean if it goes outside of the parameters from those who have built observations and studies that relate to culture. Without this context, there is the inability to have a connection to culture and one remains detached from understanding other lifestyles. While there is the ability to understand that theories toward culture are intellectual interpretations, there is also the inability to create a substitute of what should exist in terms of building a deeper understanding of what culture should mean in terms of experience. Th e challenge then becomes based on creating a way to experience culture while bridging the gaps with intellectual viewpoints that are commonly used in terms of education. Questions of the curriculum within schools are often based on what students should be learning and what the expectations should be within the classroom. However, there is often not a consideration toward the difficulties with the expectations and the relationship that this creates with

Accomplishing Life Essay Example | Topics and Well Written Essays - 1250 words

Accomplishing Life - Essay Example Most of the time all we had was each other and that is why I surprised my family when I told them that I was going to join the army. My brothers and I did not have any money to go to college when we graduated, plus I didn’t want to go to college right away. I graduated in 2005 and a year later I joined the United States Army. At the time I didn’t feel like I had accomplished anything so far even though i did ok in school. I played sports and was part of school activities but still had certain goals I wanted to reach and I knew I had to start somewhere. I wanted to get away from home and see what was out in the real world for me. Army was the way to go, and then maybe I could start accomplishing my life goals. The journey for my army accomplishment started in June 2006 when i was sent off to Fort Jackson, SC for basic training. It was 9 weeks of physical and mental training and a lot of people telling you what to do all the time. There were four platoons that consisted of 50-60 people. The four platoons made one company. I was in fourth platoon, which was one of the greatest platoons you wanted to be in. I started meeting a lot of great people and did a lot of team building. We ran miles and miles; ruck marched through woods and sand, which was hard when you carried 30lbs on your back- holding a weapon. We learned about many different weapons and how to shoot them.

Progressive Movement and Social Control Essay Example | Topics and Well Written Essays - 500 words

Progressive Movement and Social Control - Essay Example In this progressive era, a  young man with   great   political   experience   became   the   president   of   United   States   named     Theodore   Roosevelt. At   the   age   of   forty   he   became   the   youngest   president   of   United   States. The   main   cause   that   made   him   popular was   his   policies   that   reflected   his   personality   as   an   activist   and   moralist.In   this   progressive   era, a   young   man   with   great   political   experience   became   the   president   of   United   States   named     Theodore   Roosevelt. At   the   age   of   forty   he   became   the   youngest   president   of   United   States. The   main   cause   that   made   him   popular was   his   policies   that   reflected   his   personality   as   an   activist   and   moralist. His   main   concern   was   railroad   regulation   which   ended   up   with   a   compromise   between   the   two   positions. His   greatest   achievement   was   to   conserve   America’s   natural   resource. He   won   a   noble   peace   prize   for   negotiating   an   end   to   Russo-Japanese   war   and   preserving   open   door   policy   in   China. Woodrow  Wilson was the   governor   of   New   Jersey   and   became   the   president   of   United   States   in   1912. He   started   the   Federal   Reserve   Act   in   1913. This   act   provided   the   control   of   government   over   banking. He   also   introduced   Federal   Trade   Commission   Act   that   regulated   the   trade   by   taking   commission   from   these   trade   corporations. He   appointed   commissioner   to   regulate   these   trades   affairs. The   appointment   of   these   commissioners   was   not   liked   by   progressives. The   progressivism   was   exploited   mostly   by   the   white   men. Women   were   the   victims   of   progressivism. This   resulted   in   the   launch   of   National   Women   Party     which   fought   against   women   suffrage. Black   were   also   the   sufferers   of   progressivism. Rich   people   were   exploiting   poor   and   hampering   cultural   ethics   by   making   wrong   use   of   progressivism. But   above   all   its   drawbacks   progressive   reform   developed   the   culture, lifestyle, new   trade   methods   and   much   more   advancements. The   government   became   more   responsible   towards   the   economic   and   social   welfare. Middle   class   people   became   more conscious   towards   their   right   in   the   society. The   banking   procedure   was   changed   and   got   under   the   control   of   government. Progressivism   preserved   the   capitalist   system. Progressivism   introduced   many   democratic   ideas   from   different   parts   of   the   society. This   was   the   end   of   nineteenth   century   and   progressivism   was   the   major   reform   of   this   century.

Alcan write up Case Study Example | Topics and Well Written Essays - 1500 words

Alcan write up - Case Study Example The five decision areas from the Weill and Ross Model of IT governance are given below. Furthermore, they are being discussed in the light of Alcan and how different governance styles are used in these 5 decision areas. IT infra structure strategies are a decision area where it is decided how Alcan will build shared services. Ouellette is involved and active in forming strategies. Earlier there was no proper IT infrastructure or related strategies. IT architecture is a decision area in which it is decided what technical guidelines will be used. For IT architecture decisions, Federal style is used in Alcan. That is, one chief officer and at least one business unit leader are at work. Governance is structured in this at Alcan because there had been no supervisor/leader for IT for about a year at Alcan. Plus, there is decentralization to such an extent that one department does not know what the other department is doing and how. If I were the CIO of Alcan, I would involve the other heads of different departments and would have a meeting with them all regarding every IT project so that they can tell what they think about the project. Moreover, they might be able to help improve the project because of their insight regarding customers, market and Alcan’s products. I would have gone for IT monarchy instead of just Ouellette being the strategy maker. Much as Ouellette’s Strategies are good and worthwhile, the whole monarchy will be able to better help in formulating the strategies. Here other departments’ heads and IT heads should gather in order to design business application. This is because heads of departments will be better able to tell about customers’ demands and market trends etc. Thus they will be able to give all the relevant non-technical information that will be required at Alcan for the formulation of business applications. The style Alcan follows for IT investment and

Geography assignment Research Paper Example | Topics and Well Written Essays - 750 words

Geography assignment - Research Paper Example Analysis presented in this paper is helpful in understanding the geographical account of the Kerman province in reference to the Islamic world from the 7-12th century. On a broad front, the paper explores the geographical environment of the Kerman province of the south central Iran, natural features and its resources (Le, 2008). In addition, the paper evaluates and analyses how Islamic region has influenced the landscape, natural and economic resources as well as the environment of Kerman province at this period of study. Geographically Kerman province is located at a high margin of Lut desert surrounded by Mountains such as Saheb Al Zman. The area is entirely populated by the Muslim community and governed by the Islamic rule since the wiping out of the Kharijites who thrived in the region since the third century (Kennedy, 2012). Analysis of the Kerman environment between the 7-12th century was influenced by the events, activities and cultures of the Islamic religion but current the situation has changed due to modernization and economic revolution. In the ancient type of Islamic rule, Kerman province water, air and land environment was favored by the Islamic activities and events that occurred at that the religion experiences today Wheatley, It is worth noting that, current the Kerman province faces environmental concerns than it was from the 7-12th century. The Kerman province air environment is faced with pollution challenges especially in the urban area. For example, the emissions from the vehicles, industrial effluents and refinery operations affect the air environment today than it was in the ancient period (Cooper & Yue, 2008). To some aspect, in the ancient period the quality of air was normal without major pollutants except for the natural dust emissions that were temporarily subjected to the environment due natural consequences (Muqaddasī & Collins,

Critically evaluate theories of nationalism and its relationship with Essay

Critically evaluate theories of nationalism and its relationship with racism - Essay Example . . Where the sentiment of nationality exists in any force, there is prima facie case for uniting all the members of the nationality under the same government, and a government to themselves apart.† Nationalism cannot be termed as either good or bad, just like the phenomena of socialism, capitalism, or imperialism. Nonetheless, in a good nationality, citizens strive to ensure that their nation is maintained. On the other hand, in bad nationalism, a nation only considers its superiority, and acts against other nationalities in order to remain superior (Smith 2010). Examples of past leaders who perpetuated bad nationality include Slobodan Milosevic and Adolf Hitler. Therefore, nationality is a factor that can cause unification or lead to disintegration. Today, there are various theories of nationalism, which attempt to explain the phenomenon of nationality in different contexts. According to Conversi (1995), these theories can be divided into different categories, namely the ethn o-symbolic, transactional, and homeostatic. However, this categorization was made basing on those theories, which put an emphasis on the boundary mechanisms of nations. Here, Conversi dismisses the traditional categorizations of instrumentalism and primordialism, since these might not apply to modern nationalism (Conversi 1995). Primordialist and sociobiological theories of nationalism are some of the universal theories applied to nationalism. In the primordialist perspective, it is believed that nationalism confers some form of group identity to the members of a nation. A nation is compared to a society, and therefore, just like the society, a nation is characterized by irrational attachments of people, which are based on race, blood, language, among others. Today, most countries, especially those in the third world, have embraced their group identities, which are evident in their communities and ethnic groups. Geertz was a contributor to the theory of primordialism. According to G eertz, the factor of identity in the primordialist approach is natural. These identities are coercive, therefore, cannot be understood basing on people’s social interactions. Finally, he asserted that these identities base on affection and might make the involved people sentimental (Conversi 1995). Another contributor to the primordialist approach was Harold Isaacs. According to Harold, people are normally born into a specific group of people or society at a particular time in history. Therefore, upon being born, each person acquires an identity, similar to that of the group in which they are born. Harold also identified various elements of the identity, which an individual gains. First, he identified the physical factors of skin color, hair type, body size, and type of face, among others. Secondly, he identified the name that is given to an individual. Mostly, people are given family names, and other names common in their group. In addition, a person’s first language identifies them with a specific group of people. Harold also identified the elements of religion, culture, nationality, or ethnic affiliation, the geography of a person’s area of birth, and the history of the group a person is born into, as factors, which grant a person a form of identity (Harris 2009). On the other hand, the sociobiological approach bases on human behavior, in its explanation of nationalism. This bases on three factors, namely, kin selection, reciprocity, and coercion to investigate human

Treaty of Paris Dbq Essay Example for Free

Treaty of Paris Dbq Essay The Treaty of Paris In the late nineteenth century, America was involved in an insurrection called the Spanish American War. Trying to end the fghting, a small group was sent to negotiate a treaty with Spain. The treaty called for the surrender of Puerto Rico, Guam and the Philippines to the United States. However, not everyone advocated this treaty. There were many factors that were debated during the ratification of the Treaty of Paris. The deciding factors of ratification were McKinleys unsuccessful attempts at revising the treaty, the upholding of the constitution and McKinleys President McKinley weighed many alternatives to campaign in America. annexation, but none were deemed as excellent ideas. First he proposed that he simply give them to another nation. Many nations including: Germany, Great Britain, Japan and Russia expressed interest in the area, but McKinley knew that the Philippines would fall if placed in their hands. He thought about independence, but was quickly persuaded out of the idea by Christian groups and the instability of the country. Many people, including Theodore Roosevelt, thought that it was the white mans burden to Christianize the Filipinos, as stated in Kiplingss poem. Take up the White Mans burdenSend forth the best ye breedGo bind your sons to exile, To serve your captives need; To wait in heavy harness, On fluttered folk and wildYour new-caught, sullen peoples, Half-devil and half-child. (Doc l). This poem shows how these people wanted to annex the Philippines Just to convert the natives. William Jenning Bryant stated to the New York Times that it will be easier to end the war at once by ratifying the treaty and then deal with the subject in our own way (Doc C). There were many different opinions on what to do with the Philippines, but he saw his was the best way to put an end to the conflicts. With the war over, he thought it would be easier to decide what to do with them. The opponents of the Treaty of Paris had only one thing in mind, the constitution. They thought that annexing any country was unconstitutional. Senator George F. Hoar stated When you raise the flag over the Philippine Islands as an emblem of dominion and acquisition, you take it down from Independence Hall The power to conquer alien peoples and hold them in subjection is nowhere expressly granted (Doc. F). Hoar, like many others, did not ee the profits of annexing these countries, and thought the government was stretching the limits on their expressed powers. These views were headed by the Anti-lmperialist League, which was centered in New England. They were weakened primarily because they lacked a coherent program. Some called for annexation of Puerto Rico and Hawaii, but not the Philippines. Some wanted to use them as naval bases, and some wanted nothing to do with any of these countries. This was the primary opposition to the Treaty of Paris. With all of this opposition, McKinley tried to rally for ratification. He began touring the South and consulted closely with the senators. Many people were appalled at how McKinley and other members of working this treaty through the senate but all the railroad influence, which is being worked through Elks, all the commercial interest which can be reached are bringing pressure on Senators in the most shameful manner (Doc. L). This quote from Senator Arthur P. Gorman shows how there were many outside influences on the voting. People were also not voting with their beliefs, they were voting with their pocketbooks. Arthur P. Dunn discovered that people were being bribed into voting or the legislation. McEnery was promised the appointment of US Judge of his choice, McLaurin was won over by being allowed to name postmasters in the state, Kennet was squeezed by some sort of court proceeding in his state and had to vote for the treaty (Doc. Q). These acts eventually led to the ratification of the Treaty of Paris. The Treaty of Paris was not popular with some people in the country. The Anti- Imperialist League tried their best to stop it from being passed. There were many factors that were debated during the ratification of the Treaty of Paris. The deciding actors of ratification were McKinleys unsuccessful attempts at revising the treaty, the upholding of the constitution and McKinleys campaign in America. McKinley tried proposing other options to annexation, but none seemed like they would deliver positive outcomes. The Treaty of Paris was not popular with some people in the country. The Anti-lmperialist League tried their best to stop it from being passed, but they could not organize well enough to fight the legislation. McKinley eventually toured the country, trying to gain support, and it was this act which led to the ratification of the Treaty of Paris.

Interventions for Smoking Cessation

Interventions for Smoking Cessation Introduction Health literacy is the â€Å"capacity to obtain, communicate, process, and understand basic health information and services to make appropriate health decisions† (Centers for Disease Control and Prevention, 2014). Smoking is a common addictive behavior and is bad for health status in many ways. According to World Health Organization (2014) tobacco kills nearly six million people per year. Therefore, it is important to promote people’s health literacy of smoking through effective intervention to improve health condition. Brief intervention is an effective method to deliver suitable information and increase the motivation of clients to change the substance use (Substance abuse and mental health service, 2014). Nurses can make good use of brief intervention to improve the health literacy among clients with resultant better health outcomes. This essay will firstly describe the potential health impacts of smoking on individual in Australia and globally. Secondly, it will use a case to analyze the smoking through stage of change model and discuss three approaches to change the behavior. Thirdly, it will choose the most sustainable strategy to provide health literacy to the client. Lastly, I will discuss how changing a singles person’s behavior can contribute to global health. Overview of smoking Cigarette contains more than 7,000 chemical substances and most of them are harmful to our body. Once inhaled into the lung, these chemical compounds will be carried to all the tissues of our body through blood (Centers for Disease Control and Prevention, 2014). Smoking will impair the normal growth and function of the cells and result in cancer tumor growth. Research showed that smoking can cause many kinds of cancers in our body such as larynx, lung, mouth, nose, and throat cancer (U.S. Department of Health and Human Services, 2010). For the cardiovascular system, smoking will damage our blood vessels with plaque formation and produce thicker vessel walls and narrower lumen. Therefore, smoking is a major risk factor for stroke and coronary heart disease (U.S. Department of Health and Human Services, 2010). Smoking also causes damage to the respiratory system, especially the airway and alveoli. The research showed that chronic obstructive pulmonary disease including emphysema and ch ronic bronchitis are most commonly related to smoking. In addition, smoking will also affect the fertility and immune system and increase the chance to have type 2 diabetes (Centers for Disease Control and Prevention, 2014). Last but not least, secondhand smoke causes adverse effects such as cardiovascular and respiratory diseases to the peers, family and community. In conclusion, smoking might impact the whole body and result in serious health problem. According to World Health Organization (2014), smoking is related to more than 6 million people’s death; 5 million die directly due to tobacco use and 600,000 people die from exposure to secondhand smoke. In Australia, around 3.1 million people (19.5%) are current smokers aged over 18 years old and among them 20.4% male and 16.3% female are daily smokers (Australian Bureau of Statistics, 2011). Smoking was responsible for 20% of cancer death in Australia and around 45,000 hospitalisations in New South Wales were related to smoking (Cancer Council NSW, 2013). In addition, nearly 600,000 people (3.6%) reported at risk of having heart disease and other chronic conditions due to using tobacco products (Australian Institute of Health and Welfare, 2013). Smoking is a common unhealthy behavior not only in Australia but all over the world and contributes to many diseases and death. Incident of smoking Mr. C is a 55 year old man who comes from Taiwan and works as an accountant in a computer company. He had a history of smoking around 30 years since graduated from senior high school. He usually smokes 10-12 cigarettes a day. Mr. C has the medical history of type 2 diabetes. He believes that smoking can help him release the stress and anxiety. He really enjoys the moment of smoking and states that smoking can stimulate thinking. However, Mr. C developed productive cough recently and had shortness of breath when climbing the stairs. He went to see a general practitioner and the physician informed him that the productive cough and shortness of breath are related to smoking. Therefore, the general practitioner gave Mr. C a handbook about the information of smoking and suggested him to quit smoking. After seeing the general practitioner, Mr. C read through the handbook and tried to search the internet for relevant information. He also discussed with his family and all of his family suppo rted him to quit smoking. Mr. C hesitated about stopping smoking. Because he thought that smoking was a good method for him to relieve the stress and serve as a social skill to maintain the relationship with friends and colleagues. In addition, he also considers that to quit smoking will be a long process and takes a lot of time to give up smoking and will incur a lot of physical discomfort. Mr. C is now feeling ambivalent about quitting smoking but he wants the symptoms such as productive cough and shortness of breath to go away. Therefore, he still considers smoking to be an enjoyable hobbit and cannot really give up smoking. Stage of change model Stage of change model (Transtheoretical model) is a theory of behavior change which was developed by Prochaska and DiClemente. It contains 5 stages of changes: precontemplation, contemplation, preparation, action and maintenance (Australia government Department of health, 2004; Prochaska, DiClemente Norcross, 1992, p. 1103). Stage of change model is a good method to assess the readiness of clients to change the additive behavior such as smoking (Mallin, 2002, p. 1107). According to Prochaska, DiClemente and Norcross (1992, p.1103), contemplation is the stage that clients are aware the adverse effects due to the behavior and consider to change, however have not determined to establish a plan of action. In this incident, Mr. C has some physical discomfort such as productive cough and shortness of breath during the activity. Therefore, Mr. C went to a general practitioner for the assessment and found out that smoking was the root cause of the symptoms. Mr. C started to search the infor mation about smoking and also discussed with his family. However, Mr. C did not make a promise to quit smoking. Due to these features, Mr. C is at the stage of contemplation. Another concept of the contemplation stage is that patient is ambivalent about the advantage and disadvantage of the behavior (Prochaska, DiClemente Norcross, 1992, p. 1103). The client realizes the behavior will be harmful to the health condition but still considers the behavior to be with value (Australia government Department of health, 2004). In this case, Mr. C states that smoking is a good method for him to relieve the stress and a social tool to maintain the relationship with friends and colleagues. He did not want to give up this 30 years hobbit. However, Mr. C also wanted to improve the symptoms. Mr. C is hesitated in making the decision to quit smoking. Therefore, it is obvious that Mr. C is at the stage of contemplation. Multiple approaches to change smoking Motivational interviewing is a counseling technique which can assist clients to increase the motivation to change the addictive behavior (Miller, 2010, p. 247; Ridner, Cloud, Ostapchuk, Myers, Jorayeva Ling, 2014, p. 314). Clients can be explored and their ambivalence could be resolved about quitting smoking through motivational interviewing (Lai, Cahill, Qin Tang, 2010). The four principles of motivational interviewing are expression of empathy, develop discrepancy, roll with resistance and support self-efficacy (Miller, 2010, p. 248). During the motivational interviewing, nurses can understand the ambivalent feelings of the clients, the difficulties of changing and discuss the advantage and disadvantage of quitting smoking with clients. In addition, it might enhance the client’s desire to change. Nurses might use the reflective listening, open-ended questions, affirmation and summarization techniques to understand the clients’ position and have good communication (M iller, 2010, p. 249; New South Wales Department of Health, 2005). A research (Ridner, Cloud, Myers, Jorayeva Ling, 2014) found out that after the motivational interviewing, the patients smoked less cigarettes, had a higher score of self-efficacy and lower nicotine dependence. Soria, Legido, Escolano, Lopez Yeste and Montoya (2006) pointed out that motivational interviewing group has higher success rate compared to anti-smoking advice group. In addition, the article also showed that motivational interviewing could help clients move to the next stage of change model. The above evidence showed that motivational interviewing is an effective brief intervention to increase the motivation of clients to seek the health information of smoking and its treatment, and therefore, increase the willingness of quitting. 5As (ask, assess, advice, assist and arrange) is a brief intervention to increase the motivation of the patient with addictive behavior (DiClemente, Delahanty, Kofeldt, Dixon, Goldberg Lucksted, 2011, p. 261). The first step is to ask the client’s smoking behavior and obtain the basic information about the client. Secondly, the readiness and motivation of clients to quit smoking will be assessed. In this step, stages of change model is a good tool to assess the motivation of client. Then, nurses can deliver the advice to the clients about the pros and cons of health on smoking followed by provision of the effective tips for clients to quit smoking. Fourthly, assist the clients to increase the motivation about quitting smoking and encourage patient to quit smoking. Lastly, the nurses should arrange the follow-up program to provide further support (Dawson, Noller Skinner, 2013, p. 132; Scanlon, 2006, p. 25 26). A study conducted 5As intervention at the mental health community center to the patients with smoking behavior in the community. They found following the implementation of 5As, the rate of tobacco use decreased and more people quit smoking (Dixon et al., 2009). Therefore, 5As is an effective brief intervention to assist clients to quit smoking through enhancing their motivations and providing necessary support. Nurses are the most important health education provider, who delivers education to the clients. The research showed that good health education program can increase the smoking caseation rate. Health education can provide the impacts on health and lead to the change the attitude of using cigarette (Salaudeen, Musa, Akande Bolarinwa, 2011, p. 217). Internet is a very useful tool to enhance the effectiveness of health education and promotion. According to Dijk, Nooijer, Heinrich and Vries (2007, p. 122), they found out that the knowledge of tobacco cessation will be delivered better through the internet to the clients. The internet is the preferred education method of adolescents and teenagers. The interviewer indicated that the web site contains the colorful pictures and interesting animation which will increase the motivation to learn and understand information of quitting smoking and also stimulate the client to take action. Therefore, the health education delivery through the inter net is a good intervention to spread the health information and increase the health literacy of the clients. The sustainable strategy to the incident In this incident, motivational interviewing is the most sustainable brief intervention for Mr. C to improve health literacy and result in quitting smoking. Mr. C had noticed that he has some symptoms such as shortness of breath and productive cough which impact his health condition. However, he is still considering the benefits that he gets from smoking including relieve the stress and anxiety and the social tool to maintain the relationship with peers and collogues. He is ambivalence about take action to change. Therefore, nurses can use motivational interviewing to assist client to evaluate the pons and cons of quitting smoking. Encourage patient to express his idea and identify the barrier of quitting smoking. In addition, nurses can assist the client to resolve the ambivalence and difficulties which lead to higher motivation to quit smoking. In this stage, there is no apparent health problem on Mr. C, therefore, he did not seriously consider that quitting smoking is an urgent matter for him. During the motivational interviewing, the nurses can provide adverse effects on health to the patient and assist patient to image the healthier future without smoking. Thus, he may seek the related information actively. Motivational interviewing may enhance the client’s motivation to obtain the health information and make the correct decision. Therefore, motivational interviewing is an effective brief intervention which can increase the health literacy and more willing to quit smoking. Global Health Dijk, Nooijer, Heinrich and Vries (2007, p. 115) indicated that the clients have smoking behavior will easily influence others’ attitude of smoking. The smoking cessation rate is higher in the family whose member has already quit smoking. Accordingly, the concept of stop smoking can be delivered from individuals to their peers, family even the whole community. When the concept of quit smoking can be deeply installed in everyone’s thought, as a result the occurrence of smoking-related disease will be decrease. The World Health Assembly (2013) pointed out that if the tobacco cessation rate decrease 30%, it will decrease 200 million death related to smoking in 2050. In addition, secondhand smoke can also be decreased. As the result, the overall health of population in the world can be improved. Therefore a single persons behavior change can be a big contribution of the improvement of the global health. Conclusion Smoking is a common unhealthy behavior which will cause adverse effects not only to the individual but also the whole society. Therefore, it is important for nurses to use different approaches to encourage clients to quit smoking. Motivational intervention is a counseling technique which can increase the motivation of the client to take action to give up smoking. 5As is an evidence-based intervention that can help clients to quit smoking through increase willingness and provide essential support. In addition, using internet can increase the effeteness of health education delivery. The incident in this essay is at the contemplation of the stage of change models. Motivational intervention is a sustainable brief intervention for this case which can improve the health literacy and encourage him to stop smoking. The concepts of quitting smoking can delivery from individual to family, peers and community. Consequently, these approaches can improve the health literacy and result in increasi ng the tobacco cessation rate and improve the health status of global.

Beauty in Hong Kong

Beauty in Hong Kong Introduction The definition of beauty is not something objective or immanent because people from different place, age or social class may form its own ideal of it. The ideal beauty is analogous with people’s aesthetic feeling at that respecting duration. In our modern society, human body is the one of the most important components used to determine the attractiveness or beauty of a person. But for sure, there is not a definite answer for an ideal body type due to the cultural difference and historical discrepancy among countries and places. In this essay, discussion will focus on the ideal body types for men and women in Hong Kong and how these ideal body types are shaped by mass media, technology and medicine. Besides, based on Sandra Bartky’s findings, impact of body modification on individuals will be analyzed. Ideal body type in Hong Kong As Hong Kong was ruled by Britain in the last century, it is at the cultural border between traditional Chinese and western culture. Possessing this unique perception, Hong Kong interpretation of ideal body type is a mix. Ideal body type for men Muscularity is undoubtedly one of the criteria for ideal body type for men in Hong Kong. It is usually represented by strong muscular arms, a large firm chest, a slim waist and board shoulders which are found to be alluring to female. Waist-to-chest ratio would be one of the indicator for men to train up their body. The smaller the ratio, the more muscle is concentrated on the upper part of the body and abdomen, generally considered as â€Å"V-shape†. In the eyes of most female, it is considered as a perfect body shape. At the same time, a sporty and athletic feeling will be delivered, giving others a message that this person is healthy and self-disciplined. With the masculine body, female believes the person has the ability to protect her and feels safer. Thus, men with a muscular body is so attracting in Hong Kong. Height also plays an important role on the ideal body type in Hong Kong. It is often measured by the volume height index (VHI). According to the research done by Hong Kong Polytechnic University[1], VHI alone can explain ca. 73% of the variance of male body attractiveness ratings. The optimal VHI will be at 17.6 l m^–2 and 18.0 l m^–2 for female raters and male raters, respectively. It shows that for men who are muscular, it would be better to be taller due to their large volume. One of the reasons behind is that most female would like to have a male partner taller than her, feeling that the man should be able to protect her. Ideal body type for women Influenced by the western culture, people believe that women ideal body shape should be slim. So they might regard keeping fit as a mission or a life-long goal. The thinner they are, the more attractive their body shape. The perception of beauty can be measured by waist-to-height ratio, which is an important determinant. Generally, the Ideal waist circumference = height x 0.382. Moreover, they perceive thinness as a sign of independence, strength and accomplishment, which implicated that they are fashionable. The attraction for a proportionate body also affects an appeal for erect posture. Apart from the body mass, women with large, firm and symmetrical breasts are considered as attractive as well. Some studies show that most men enjoy the sight of female breasts.[2] According to the findings from the New Zealand’s University of Wellington, men constantly spent more time looking at the breasts of female posed in front of them and showed more fascination on female’s breasts than their head. This culture has penetrated Hong Kong thoroughly, leading a proliferation of medical treatment center provided with chest implant surgery. Affected by traditional Chinese culture, men in Hong Kong consider wide hips and firm buttocks as sexually attractive body type, which indicates a better ability of fertility. Also, wide buttocks of women are a strong implication to men that she is very much capable of reproduction. On the other hand, women with wide hips are particularly more tempting to man when they are walking due to their shaking buttocks, even if the women do not meant to shake it. It can be seen that large buttocks are really important to determine the attractiveness of women in the perspective of cultural and sexual sense. Perpetuation of the concept for body type People are not born with an innate sense of what is beautiful or not. They learn some cultural and social standards through a process of socialization. These beauty standards are cultural creations. Mass media From a very young age, children start to learn what is most valuable in their culture for sex through mass media. By watching cartoons, they learn that girls should be princesses dressed in pink tiaras with a slim body, while boys should be princes who are muscular, tall and able to protect their partners with their strong arms. Being instilled these values at such an early age, it is not surprising to see that the definition for beauty has changed, focusing on the body shape of people. On top of the early inculcation, the mass media is doing a remarkable job of making people feel badly about themselves. Through advertisement in different channels, such as free-to-air TV broadcasting, radio and so on, the ideal body types for men and women are presented to the public. These advertisement bombard people with these ideal images by repeatedly brain-washing, internalizing people’s cultural values and ideals of appearance. By then, people become more dissatisfied with themselves[3]. The purpose of the mass media is to create body dissatisfaction, leading people to spend enormous amounts of money, time, and energy to fix the flaws. Besides, the print media, such as magazines, reinforces the notion of the â€Å"ideal† male and female bodies through constant barrage of slender, scantily clad women and muscular half-naked men. As people, especially youngsters, in Hong Kong give lots of reliability and credibility to many of the popular magazines. They read them every day, using them as signifiers of what is â€Å"cool† and â€Å"hot†. According to the findings from Benjie Achtenberg Macalester College[4], students mentioned in their journals that â€Å"they read the magazines and enjoy seeing the images because their favorite celebrities were featured.† It shows that print media is influential which acts as a platform to perpetuate the aforementioned ideal body types for men and women. Technology With the advancement of technology, more weight loss methods are introduced. For example, non-invasive surgery, such as CoolSculpting procedure[5] is invented to freeze away patients’ fats and reduce the number of fat cells in the treated areas. Unlike weight loss surgery this procedure is lasting longer and safer because once the fat cells are eliminated, they are gone for good. Apart from that, gastric bypass is a surgery that also helps lose weight by minimizing the stomach and small intestine. Undoubtedly, the innovation and advancement in technology can bring a safer and better experience for people to reduce weight. It will therefore attract more people to pursue a slim body shape under the improvement. These social standards are gradually implanted to people, internalizing their thoughts. Medicine Hong Kong people, as an Asian, usually have an enlarged masseter muscle, one of the chewing muscles, causing a squaring of the facial shape. To maintain an ideal V-shaped face, it is popular for people to undergo Botox injections. It shows that the more medicine is available for maintaining a perfect body shape, the more people would do so due to the easier access to modern beauty. [1] http://rspb.royalsocietypublishing.org/content/272/1560/219.short [2] http://www.stuff.co.nz/the-press/news/2845918/Men-have-an-eye-for-womens-breasts [3] http://www.jeatdisord.com/content/1/1/14 [4] https://www.macalester.edu/educationreform/actionresearch/Achtenberg.pdf [5] http://www.coolsculpting.com/the-coolsculpting-procedure/what-is-the-coolsculpting-procedure/

Dreams :: essays research papers

Dreams "I don't use drugs, my dreams are frightening enough." (Escher) Why do we dream? Are they instructions from the spiritual world or just deep, hidden wishes that can be used to unlock the secrets of the unconscious mind? Nobody knows for sure. One theory that is prevalent today is that dreams result from the physiological "exercise" of the synapses of the brain. There is no proven fact on why we dream, which is why there are so many theories on the topic. There is Freud's theory that dreams carry our hidden desires and Jung’s theory that dreams carry meaning, although not always of desire, and that the dreamer can interpret these dreams. After these theories, others continued such as the Cayce theory in that dreams are our bodies means of building up of the mental, spiritual and physical well being. Finally came the argument between Evans' theory and the Crick and Mitchinson theory. Evans states that dreaming is our bodies way of storing the vast array of in formation gained during the day, whereas Crick and Mitchinson say that this information is being dumped rather than stored. Whichever theory is true, we may never know, but from these following theories we can decide for ourselves what we believe to be true and further help us into understanding our dreams. My own personal theory on why we dream is that the subconscious mind is always working. This results in dreams. The subconscious mind in an attempt to file away all of the information from the previous day results in dreams. A dream in my opinion is nothing more than a chemical reaction in the brain. In laboratory tests, when people were awaked during the RAPID EYE MOVEMENT (REM) stage of sleep and asked to report what was on their mind just before awaking, about 90% reported an experience termed TRUE DREAM. When a true dream is experienced is seems as if it were an actual event rather than one thought or imagined. True dreams often involve a series of such experiences woven together in a somewhat bizarre story. Even those people who claimed to rarely dream or only remember fragments of dreams in the mornings were able to give detailed accounts of a true dream experience when awakened during REM sleep. Those who were awakened during SLOW-WAVE sleep (the deeper, less mentally active s tages of sleep) reported mental activity in only about 60% of cases.

The Adventures of Huckleberry Finn :: essays research papers

The character I chose to do my essay on from the book, The Adventures of Huckleberry Finn; is Tom. If I had to pick three words of the top of my head that best describes him those words would be: fanciful, trickster, and adventurous.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The reason I chose fanciful is because; Tom reads a lot of fiction books and books about fantasy. Whatever he reads he tries to live out in real life. Since Tom reads fiction and fantasy books he lives by the laws of fantasy not reality. He also told Jim that he had to have a coat of arms before he gets out the shack. Tom said in all books the person escaping always left behind a coat of arms.   Ã‚  Ã‚  Ã‚  Ã‚  The reason that I chose trickster for my second choice is because he showed examples through out the whole book of being a trickster, like when he snuck out the house with Huck and looked into the window and saw Jim sleeping so Tom decided to go in the house and take of his hat and hang it on the tree outside. So Jim thought that witches did it. Also when Jim was locked in the cabin and Tom knew that he was free but he didn’t let Jim know and made Jim think he wasn’t free and somehow they were going to have to break him out.   Ã‚  Ã‚  Ã‚  Ã‚  The last word I chose was adventurous the reason I chose adventurous was because all Tom had to do was steal the key and get Jim out but he said it was to easy and to boring he wanted it to be harder. Also Tom was willing to dig Jim out with spoons even it took weeks and years. The last thing that showed me he loved adventures

Essay --

Dark Romanticism in †The Ministers Black Veil† Gothic writing is related to a style of fiction that deals with the mysterious or grotesque; Nathaniel Hawthorne’s â€Å"The Ministers Black Veil† is classified as a dark romantic work because it contains the themes of sin, guilt, and looking at the darker side of human life. He had trouble from his early life, his dreary adulthood, and his fascinations with common man. His early and more unsuccessful work is from his silent and productive years. Hawthorne is a dark romantic because of his early life, dismal adulthood. He grew up without a father, when he was four his father died, leaving his mother and two sisters (Pearson 1). Pearson said the woods helped young Hawthorne heal, when he was young he was considered to be â€Å"delicate†, and Hawthorne became a reckless child injuring himself leaving him laid up for almost a year (1). While he was healing he developed a strong love for reading (1). When he was old enough he added a W to his name to escape his ancestor’s background because his great-great-grandfather was a judge at the Salem Witch Trials, and he was the only man to not apologize for sentencing innocent people to their deaths (Allen 454). â€Å"I take shame upon myself for their sakes and pray that any curse incurred by them†¦may now and henceforth removed† (454). Hawthorne was also fascinated by common man because he saw himself different from them, and he avoided failures daily (Bloom 33). Hawthorne didn’t waste his time â€Å"chatting† with people especially people who he thought of as fools (33). Hawthorne’s methods were to love and pity mankind more than he mocked them, he never created a character which didn’t possess a soul; another method was to write with a noble respect for his own... ...regarding the request from the current minister and his wife as he took his last breath his veil stirred a bit, a piece of cloth separated him from the rest of the world it had taken away friendship with his congregation and his relationship with his wife. It settled upon his face, as if to deepen the gloom of his darksome chamber, and shade him from the sunshine of eternity (3). These points classify Hawthorne as a dark romantic because he had a sad childhood and a stressful adulthood, and his obsession with common people. The years after college his silent and productive years were when Hawthorne became a transcendentalist and he started to write in the style of a dark romantic. His themes of sin, guilt, personal choices, and how individuals deal with the consequences on their decisions played many vital roles in his story helping classify him as a dark romantic.

One Way Is to Make English Language a Compulsory Subject Essay

One way is to make English language a compulsory subject. In my school just as Mathematics, Science and other social subjects are taught English should also be introduced as proper course. All students from their very early education will be introduced to English. All students would be required to pass the English course before they can be promoted to the next grade. For example a grade one who is not able to pass grade one English course will not be promoted to grade 2. Similarly grade two student will not be promoted to grade three until he has passed the English course. The level of complexity and difficulty of English would be increased slowly and gradually each year so that when a student finishes his primary education he is able to read, write, and understand the Basic English. Communication and skills or could be improved by encouraging students to speak in English when in school rather than native language. The second way would be to teach all the subjects in English from the beginning instead of the local language. In Thailand currently all the subjects we mostly taught in the local language so that the students can grasp the ideas more quickly and easily. As a results the students became used to study everything in local language rather than English. If all the subjects are taught in English the students will learn the language more quickly and they will also be comfortable in using in the language later in their educational life when they study more advanced subjects in English. In short all schools should be made strictly English medium. From the two suggestions that I have made I think the second one will be more effective and feasible. I say that because if all the subjects we taught in English then it would be easy for students to adapt the language. If on the others hand there is only one cause of English language and the rest of the subjects we taught in local language then the students will not concentrate on the English language enough. Students might try to just pass the English course and focus more on the others subject since they might find the other course easier to understand. An example to support my argument could be comparison of the students of India and China. From my research I have found out that students in India are taught all the subjects during their primary education in English. As a result the students do not consider English as a foreign language but rather consider English as an integral and core part of their early education. The result is that Indian students are able to understand and communicate more efficiently compared to students of other nationalities. Chines on the other hand are taught all their course in local language. So although they have sharp minds and critically they have a hand time communicating all their ideas in English language. Conclusion In conclusion, if we are use English language in all subjects and always taught in English that students will have concentrate to study because if they not concentrate then will difficult to learning. When students can use English well they can learn the language more quickly. In Thailand should to pass the English course before then they can be promote to the next grade. If they can’t pass English course then they can continue study again until they have passed the English course. I think, this way is possible for my school.

Health Lesson Plan Life, Loss, and Relationships

Teacher pacing will vary depending upon the students' ability to grasp the material. Repeat, rephrase, and review material to ensure student comprehension. Teachers must be motivating and enthusiastic. Students respond well to verbal praise and your enthusiasm. Teachers must use firm and consistent behavior management techniques. Make sure that students are seated in their assigned seats. Group C seating chart is posted on the wall as you enter the door. (right hand side of the door) Students explored interpersonal relationships in their 7th grade Health class (developing and maintaining).Currently in their Language Arts class, students are exploring the topics of loss and interpersonal relationships. During this exploration they have read/ viewed/discussed: the novels Tuck Everlasting, by Natalie Bait and Bridge to Terrestrial, by Katherine Paterson, several short stories from the text Chicken Soup for the Teenage Soul, by Jack Canfield, and the film The Last Lecture, by Randy Bausc h. Today's lesson will be an interdisciplinary presentation that will encompass the material that they have studied in their Language Arts class.Therefore, students will build upon prior knowledge of loss and interpersonal relationships that they aimed in their 7th grade Health class and current 8th grade Language Arts class. In their Language Arts class, several of the students discussed their experience with the death off relative, friend, or pet, and the impact of this loss on their life. Those students who have not personally experienced the death of a person have exposure based upon the impact of a death in a movie or book, or of a TV character.Today's lesson will require them to examine other types of losses they have experienced which were not related to death, as well as the impact of these losses upon their relationships and lives. The students will examine the concept of loss of the assumptive world today and share emotions that are associated with loss. This lesson lays t he foundation for an in-depth week of the examination of loss and leads into the suicide prevention and bullying units.As such, teachers must be prepared to address sensitive personal issues, as well as make the appropriate referrals to the guidance department regarding potential or current student concerns/ apprehensions. Observe students closely while you are presenting the lesson and allow students that appear overwhelmed due to a recent death, to leave the room. These students may report to the guidance office. The guidance counselors are aware of this possible situation and are available to assist students.The class consists of 25 students and reflect the following demographics: 15 girls ( 5 girls have PEPS) 10 boys (3 boys have Peps) 2 students with Autism (Mary and Jack) Mary and Jack may need you to re-explain information and directions. They both have limited comprehension but are capable of completing exercises with assistance. Ask them to repeat the directions and summari ze the material after you review it with them. Check to make sure that they are completing the exercises correctly. 2 students with ADD (Tom and Jim) Make sure these students are seated in their assigned seats at the front of the room.Give each student a stress ball to hold during the class lecture and activities. (They should not play with the ball and they will return it before leaving. ) Also, allow them to pass out or collect papers and materials when possible. Being a helper is an affective incentive for helping them to stay focused on the lesson. This also gives them an opportunity to move around in an orderly fashion. However, they will do well even if that don't have many opportunities to move. Just make sure that they are seated in their assigned seats and have their stress balls. Student who is a diabetic can) Jan may request to visit the health room. Please allow her to leave immediately. Upon returning to the class, Jan should work on the current class work. Missed assig nments can be made up before the period ends or during the next class period. Remind Jan that she may also complete work in the Special Education office during her lunch period or after school. 1 student with limited writing ability (Alice) Allow Alice to type BPCS, Ecru, and essays on the computer. Make sure that he receives the modified worksheet and class notes that are labeled with her name for other class assignments. For some assignments, such as group work, Alice will not require a modified worksheet. She will not be the designated writer for the group activity. She is an excellent speaker, and will serve as the group presenter. Check to make sure that she performs this role in the group, when appropriate. 1 student who has a Behavior Intervention Plan(Blip) (Sam) Sam will often become bored and/or non-compliant and throw items on the floor. Give him a verbal warning if he exhibits this behavior. He is a very intelligent young ND is capable of performing the assignments witho ut exhibiting this kind man of behavior.In accordance with his BPI, if he continues to exhibit inappropriate behavior or is non- complaint after the verbal warning, send him to the main office immediately. Also, make sure that he is handling the art supplies appropriately. Review the accommodations folders. Give students the opportunity to access accommodations noted on their Peps. If the student does not want to utilize their accommodation, allow them to complete the assignment in class. Please document this information. Goals, Objectives, Key Focus Questions Goal(s): MASC. 1. : Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness. FPS HE. 800. 10: Students will gain knowledge and skills that lead to an understanding of self and one's relationships with others. FPS HE 800. 10. 01: Students will explore ways to express emotions. Objective(s): Students will be able to (SWABS): Describe how feelings and behavior affect and are affected by interpersonal relationships. Discuss the impact of rejection, separation , or loss of friends or family members, Discuss the impact of the loss of personal belongings and dreams.Identify appropriate methods for self-expression Key Focus Question(s): (Reflect the objective (s). 1. Why do feelings and behaviors affect your relationships with other people? 2. What kinds of losses do teenagers experience? 3. How does the loss make you feel? How do you act? 4 What happens as a result of these losses? (How does your life change? ) 5. How do teenagers cope with the losses that they experience? (What do you do or don't do? ) 6. Do adults recognize and understand the impact of teenage losses? 7. How can you express your emotions appropriately and comfortably?Materials and Resources (Should be high quality, scientifically-based; meaningful technology use) Materials/ Resources: I Wish I Could Work Sheet Health and Loss Packet: Assumptive World Graphic Organizer (Com pleted Handout) Tuck Everlasting Graphic Organizers (2) Teenagers and Loss Graphic Organizer Teens Talk: Letter to the Editor (Group Activity) Teens Talk : Suggestion/Note Sheet (Independent) Teen Time Enrichment Activities Teen Time: Last Words to My Best Friend (Homework Assignment) Teen Loss Exit Pass Life and Loss: a guide to help grieving children by Linda Goldman (Teacher Resource)Living through loss; Interventions across the life span by R. Homonym and B. J. Kramer (Teacher Resource) Tuck Everlasting by Natalie Bait Bridge to Terrestrial by Katherine Patterson Chicken Soup for the Teenage Soul by Jack Canfield The Last Lecture (movie) by Randy Bausch Art Supplies (Poster paper, construction paper, markers, colored pencils, scissors, rulers, and glue) Technology: Computer/Screen (Teacher) Computers (Enrichment Activities) 1 Lap Top Computer (for Alice) LESSON ACTIVITY Instructional Delivery Notes regarding â€Å"Groupings† (Group C- 5 separate Group CSS, numbered 1-5) 1 .Group C- Cooperative Learning Groups Students are evenly dispersed based upon their abilities. They enjoy working in their assigned groups. Students are cooperative, supporting of each group member, and usually on task during each activity. At the end of the activities, the class will vote to select group awards that are based upon cooperation, participation, voice control (volume), task completion, and respect. Teachers will also participate in the voting process. Each group receives a prize (first through fifth). Students enjoy this incentive and work hard to receive 1st place.Prizes are raying amounts of free computer time for each group member or one homework pass for each group member. This selection will be made at the end of this weeks lessons. 2. We use this grouping frequently and students are aware of their assigned seats. 3. A seating chart is posted on the side wall (as you enter the room) which includes each student's picture above their name. Also, students have a lis t of groupings. 4. With the exception of Jan and Jack, our students with autism, the six students listed in the class demographic notes (Mary, Jack, Tom, Jim, Alice, and different groups. Sam), are in 5.Both Jan and Jack, our students with autism, are in the same group. Prior to this activity, they worked with the speech pathologist and gained an understanding of the concepts of death and loss. Continue to monitor their understanding, but they should be able to participate in today's exercises with minimal assistance. Therefore, please do not enable them. Warm-up/Engagement: The teacher will greet the students as they enter the room, and hand them the â€Å"l Wish I Could Worksheet†. The teacher will instruct the students to complete this worksheet independently and to seat in their Group C assigned seats. These erections are also written on the front board. ) â€Å"l Wish I Could† (Worksheet) Complete prompt 1 or prompt 2. You can state your true feelings. You will no t be required to share your answer with the class. Prompt #1: The alarm clock Just went off. Oh no, it's good old Monday morning, back to school. I wish I could Prompt #2: I keep trying to explain to everyone what's going on, but no one is listening. They Just keep telling me what they think, what they feel, and what I should do. Does anyone even care what I think, how I feel, or what I want to do? After 5 minutes, collect the warm-ups.One of the teachers should review the warm-ups. When appropriate, make student referrals to Guidance/Special Education Departments or parent contacts. Instructional Delivery: Direct Instruction 1. Introduce today's lesson: Inform the students that: Today we will examine the affect of loss on our behaviors, interpersonal relationships, dreams, and life. We will also discuss ways that we can express our feelings about loss that is both comfortable and appropriate for teenagers. If you begin to feel overwhelmed as we continue our discussions, please tell one of your teachers.Now, I know that you have discussed the topic of loss that is related to death in your Language Arts classes, but there are other types of losses that you experience and I believe that we don't usually take the time to examine these losses. Each of you read short stories from the book, Chicken Soup for the Teenage Soul, and those stories talked about real life situations that teenagers cope with. Is that a correct statement? (Wait for a response, ex. Yes, nod, and then continue. ) Well, I want to introduce a new term to you, which is the assumptive world. (Write the term on the board. Does anyone have any idea of what this means? And please think about the root word assume. Wait for a response and acknowledge answers. ) Introduce Concept of Loss of the Assumptive World. (Complete a graphic organizer with the class as you explain the concept. ) Well, first the assumptive world is every hope, dream, desire, and belief that you have for your life. It is simply how you believe your life should be now and in the future. It is the heart of what we believe those beliefs that keep us stable and working toward our goals. Now of course, these beliefs are influenced by what you learn and what you experience.For example, we assume each morning everyone will: Wake up. Take a shower. Get dressed. Eat breakfast. Go to school or work. But we never assume that we won't wake up. We never assume that we won't be able to get dressed by ourselves. We never assume that we won't be able to continue our daily routines. So, we assume that our assumptive world will not change. However, when our assumptive world does change, we use the term Loss of the Assumptive World to express these changes in how we think our world should be. Check for understanding. K. Please give me a thumbs-up if you understand the term Loss of the Assumptive World. Re-explain the term if you don't have a 100% of the students wowing of thumbs-up. ) Wonderful! (Be sure to praise students, get them motivated, and engaged by stating expressions of positive reinforcement. They respond well to your enthusiasm. ) Guided Practice/Modeling 2. Introduce the Health and Loss Packet (Mr.. Jones, the co-teacher will walk around and monitor student progress and the assistance as needed. During the 3rd class session, Mr.. Jones will lead students in their independent research on teenage losses. ) Now, today you will complete a group activity that deals with teenage losses. Mr..Jones is giving you your Health and Loss Packet for today. Oh, I believe that everyone now has their packet. Wonderful! Now, turn to page 1 of your packets and you will see the Assumptive World Graphic Organizer that I Just completed with you. Next, turn to page 2, which has the Tuck Everlasting Organizer. Let's review this together. After reviewing the organizer, tell the student to turn to page 4 in their packet, which is entitled Teenagers and Loss. Tell the students, â€Å"We will now complete this graphic organizer together. Fill in your organizer as I write the answers down. † (Use the computer to type the answers.Zoom in at 200 to enlarge the print for the students. Using the model provided, scaffold responses and record short answers for the students to copy. Print a copy of the completed graphic organizer for Alice. Make sure that you remind her to Just focus on the lesson and you her will give a typed copy later. ) Ask the students, â€Å"What other losses do teenagers experience today? Think about your personal lives, your friends, the characters in the Chicken Soup for the Teenage Soul short stories, the characters in Bridge to Terrestrial novel, and Randy Pouch's story from his move The Last Lecture†.Call on students and list their responses on the graphic organizer. Student responses could include friends, home, parents, relatives, relationships, pets, safety, summer Jobs, favorite or special object, self-respect, self-esteem, and physical abilities). Encourage responses by relating a personal experience such as, â€Å"um†¦ In 6th grade I remember one of my teachers telling me that I would always be a poor reader. From that day on I believed this until my 7th grade teacher told me the she was very proud of my reading progress and to keep up the good work. Has anything like this ever happened to you? (Wait for students to respond. ) Compliment the students on their responses†¦ Ex . Great ideas!! Now, how do you feel when you experience a loss? For example, when my 6th grade teacher told me that I would always be a poor reader, I felt angry and sad. I wanted to just hide somewhere, but I was also mad because she destroyed my dream of going to college. So, tell me, what you felt or how you felt when you experienced a loss? Give the student a chance to respond. Type the emotions on the computer and display the answers for everyone to see. Possible answers might be: angry, sad, mad, hurt, lonely, afraid, scared, confused, depressed, and helpless. ) Encourage the students: These are very honest responses. I know that sometimes it is difficult to talk about loss, but thank you for doing such a fantastic Job. It is very important for each of us to express what we feel and how we feel. Today, you have been emotional champions, and I am very proud of you. Hopefully this experience has given you a way to express your emotions by calmly and truthfully saying how you feel and what you are thinking.Give me thumbs up how loss can impact you and why you need to express those feelings. Nice! (Be sure to check for a response from every student and validate their acknowledgement. ) Now we will begin our last activity, which is a roof activity. This activity is another way that you can express your feelings calmly and truthfully. Since you are already seated in your Group C areas, please turn your desk to form a circle. Also, we will vote on group awards at the end of this week. As a class, tell me what the awards are based on? (Students responses should be cooperation, participation, voice control (volume), task completion, and respect.And what are the prizes? (Students response should be free computer time or home work pass for each person). Wonderful! I am sure that this will be another challenging awards selection! Mr.. Jones, I believe that they are ready for their independent activity. Mrs.. Whey, I think they are burning with anticipation! Well, we have an exciting activity planned, so let's get started! It's time for Teen Talk! Independent Practice 3. Draft Letter to the editor (Glasswork). Last words to your best friend (Homework). Briefly review the direction with the students.Now let's review your Homework assignment first. Turn to page 11 and I will read the prompt and directions to you. Read the prompt: You and one of your parents are flying to Africa for a vacation. You have been dreaming about the trip for weeks. Suddenly, you hear the pilot's voice, â€Å"†¦ The plane is very low on fuel and we are making a crash landing†¦ † You stop listening and begin to wonder if you will die in the crash. You thoughts are racing and you frantically try to write a few lines to your best friend. In these final moments, what final words would you leave your best friend?What losses would run through your mind (dreams, plans, family, etc)? What words of wisdom or thoughts would you leave behind? How could your encourage your best friend to enjoy life without you? (Think about how Jess felt when Leslie died in Bridge to Terrestrial. What suggestion (s) would you give your friend to make sure that they express their feelings and emotions? Write a letter to your friend. Be sure to include answers to the questions stated above. You may write or type your letter. Now, the homework assignment is very similar to your group activity.Are there any questions about the homework? (Answer questions. ) Nice listening! You will need to take the Homework Sheet home to complete the assignment, so place this sheet in your backpack now. Please remember that the homework is an independent activity and this assignment is posted on our school web site. Alright teens, let's get move ND groove!†¦ On to the Groovy Group Work! Now, please turn to page 5 in your packet entitled Teens Talk: Loss, Relationships, and Life. Using the forms provided, you will write an informal letter to the editor about teen loss.You may use the graphic organizers that we completed today for this assignment. This is a group project and Recorder Number 3 will write the letter for the group. Other group members may use their packet to record notes or comments about the group discussion. As usual, each person must have at least one suggestion on their sheet that they presented to the group. Remember that this is Just a draft of your letter. You will have time to make changes/ corrections, and additions during our next class. Don't worry if you do not finish your letter today.You will have time to finish your draft and/or write your final copy tomorrow. Listen while I read the directions for this exercise. Write a letter to the editor about a loss, difficulty, or a crisis situation that teens experience today. Be sure to include how the teens feel and possible ways that others could help teens with these concerns. Use the key focus questions stated below to help you formulate or think of a response. Also, refer to your graphic organizers for Teen Loss and Tuck Everlasting. Remember, this is simply your opinion. They are no incorrect answers.This is your opportunity to state how you feel, what you think, and what you believe. Key Focus Question(s): (Reflect the objective (s). 1. Why do feelings and behaviors affect your relationships with other people? 2. What kinds of losses do teenagers experience? 3. How does the loss make you feel? How do you act? Losses? (How does your life change? ) 4 What happens as a result of these 5. How do teenagers cope with the losses tha t they experience? (What do you do or don't do? ) 6. Do adults recognize and understand the impact of teenage losses? 7. How can you express your emotions appropriately and comfortably?Now, let the talking and writing begin!! Check for Understanding: Ask the students if they have any questions. Answer questions. Instruct the students to begin the draft letter. Walk around the room and make sure that the students are on task and participating in the group activity. Closure: 1. Instruct the students to complete the Teenage Loss exit card that is in their packet. Question: What loss of your assumptive world has affected you the most and why? 2. Students will place the exit card and their packet in their Class EXIT Basket as they leave Time 5 min. The classroom.