Program Evaluation - Module 4 - SLP Coursework Example | Topics and Well Written Essays - 250 words

Program Evaluation - Module 4 - SLP - Coursework Example For fitting conveyance of wellbeing nursing project to the network, the accompanying techniques are essential relying upon the circumstance and the condition that the program experiences. A portion of the principle techniques incorporate objective based assessment strategy, result assessment strategy and procedure assessment strategy. Be that as it may, for such a nursing wellbeing program, result assessment is favored in light of the fact that it would help in recognizing the outcomes to be accomplished before the finish of the program and the level at, which the ideal results can be accomplished (McNamara Para 4). All things considered, comprehensive outcome involves the accompanying strides as best actualized all through the entire program assessment process (Deniston et al. Para 16). The initial step includes connecting all the partners inside the training zone as it would incredibly assist with evading unbending nature at any degree of the assessment procedure. The subsequent advance is to portray the program to all the members so everybody of them get acclimated with the idea concerning the strategy that should be taken while handing-off a great deal of spotlight on the assessment plan. After such a concentrate then the confirmations gotten are made to the following move to legitimize the ends. At long last, the exercise leant is additionally scattered to all the members concerned. It gets simpler for a program supervisor to find that following a legitimate program assessment process is an immediate breathing space towards the accomplishment of such a program. McNamara, Carter. Credibility Consulting, Designing Your Program Evaluation Plans. Online integrated library for individual and expert turn of events. Consistence and Ethics Institute Chicago - September 14-17,

Change from Quantitative to Qualitative using template Article

Change from Quantitative to Qualitative utilizing format - Article Example Research Purpose Thus, the point of this quantitative graphic research study was to assess nurses’ information regarding the matter of counteraction of unpremeditated perioperative hypothermia (Hegarty, and ettal, 2009). Thus, Hegarty, and ettal (2009) sees that between 60%-90% perioperative patients by chance become hypothermic, which at that point brings about noteworthy negative results on the patient wellbeing, including expanded medical clinic stays, just as further systems and even compelled to experience further demonstrative tests. It hence gets imperative to each perioperative attendant to have an inside and out familiarity with coincidental hypothermia, especially the hazard factors and ensuing complexities. Research Question The exploration question focuses on whether perioperative setting medical attendants do have adequate information base concerning the administration of their patients internal heat level in a characterized extend, given the impeding results conn ected to accidental hypothermia. Ordinarily, incidental hypothermia among perioperative patients has been connected to denied quiet results, whereby control of the patient internal heat level isn't under a characterized go which can support a steady body condition (Hegarty, and ettal, 2009). Educated Consent and Ethical Considerations This investigation can be viewed as moral since it considers the essential moral standards of research including independence, non-misbehavior, and equity. Outstandingly, moral endorsement was procured from important clinical-explore moral boards of trustees, despite the fact that the specialists have not expressed explicitly the institutional names of the councils. Moreover, educated assent was the sign of their examination, since they utilized educational flyer to tell the volunteers of their support in the investigation, and in that capacity, cooperation was deliberate and individual data obtained through polls were kept classified. In this way, the volunteers were given point by point reason and targets of the exploration concentrate in advance (Hegarty, and ettal, 2009). Configuration as far as plan, the scientists applied a semi exploratory structure whereby the sole variable was not affected or controlled. The qualities, test size, confinements, and by and large ramifications have been featured similarly as required in any proof based nursing study. The investigation depends on a reflexive movement, which involved working through each period of the examination whereby the elements of creating hypothesis, assembling and dissecting of information, notwithstanding expounding of research questions have been done at the same time (Hegarty, and ettal, 2009). Consequently, every one of these capacities affected the others. Information Collection as far as information assortment, polls containing organized inquiries in a few flyers were filled by members, even as the whole overview bundle included two review devices custom fitted with assent from unique creators of the surveys. The goal for fitting the study instruments was to suit the perioperative setting medical caretakers working condition. In addition, the investigation members had the option to distinguish different methods applied under their clinical-field when attempting to verify that their patients don't procure hypothermia. Altogether there were nine inquiries with the significant inquiries posing to the members to depict hypothermia and the other to list factors which can bring about hypothermia for their perioperative patients. They were likewise solicited to state likely sources from heat misfortune, the strategies every member applies in their

Book Riots Deals of the Day for February 21st, 2019

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Cancer Therapies And The Lack Of Effectiveness - 1254 Words

Introduction This review will provide a brief investigation of current cancer therapies and the lack of effectiveness that these treatments provide while treating the disease. The aim of this review is to discuss the urgent need to develop new and effective cancer therapy options that can bridge the gap between the various types of cancer and effective cancer targeting. Chemotherapy and radiation treatments are commonly used as treatment options against cancer; however, one of the negative consequences is the possibility of incomplete tumor removal due to partial tumor penetration. Furthermore, these anticancer treatments lack targeting; chemotherapy and radiation will harm healthy tissue surrounding the cancer site, in addition to targeting malignant tissue. As a result of partial penetration and lack of malignant tissue targeting, the possibility exists that cancer will reoccur within the patient. Autophagy is the cellular process of discarding cellular products via lysosomes, such as proteins or organelles that have lost their function. Autophagy is a form of catabolic metabolism that allows the cells to recycle nutrients under stressful conditions. In a premalignant cell, autotrophy is the mechanism by which that inhibits cell proliferation. Cancer cells utilize autophagy as malignant cells must survive in harsh environments, such as hypoxia and nutrient depletion. In conflict with using radiation as a cancer treat is the fact that radiation promotes autophagy;Show MoreRelatedA Study On The Weaken The Colon s Normal Function917 Words   |  4 Pagesaddition, the majority of fruits and vegetables on the Gerson diet are mainly positive on the alkalinity chart which adds to their effectiveness as cancer thrives in an acidic environment. The liquid form is preferred for the diet as it is a more efficient method to get the most nutrients into the system in comparison to a solid diet. Congruently, the Gerson Therapy requires that a diet that is lacking of pesticides, herbicides and preservatives to prevent the effects of a poisoned soil on a poisedRead MoreA Research Study On Cancer Essay1425 Words   |  6 PagesCancer remains a leading cause of death in the United States, with 590,000 adults and 2,000 children and adolescents succumbing to this disease in 2015 (NCI, 2016d). The lesser known statistic is that survivorship has more than doubled in 22 years and survivors are expected to comprise more than 5% of the U.S. population by 2024 (NCI, 2016d). Cancer incidence remains relatively unchanged; a contributing cause for increased survivorship is effective therapy (Centers for Disease Control and PreventionRead MoreHealth, Infrastructure, And Defense885 Words   |  4 Pageshealthcare is one not spent on education, infrastructure, or defense (Tanner).† Several key healthcare costs that can be attributed to the large amount of spending include an over-diag nosing of prostate and breast cancer, the desire for the newest, more expensive technology despite a lack of evidence that it is more effective, and individuals not properly weighing their costs and benefits. If we can manage to reduce spending as a result of these issues, our country may be able to drastically reduceRead MorePain Management in the Oncology Patient1605 Words   |  6 Pages16 subjects were interviewed. Ages ranged from 29 - 62, with an average age of 41. The average experience was 15 years. Results Common concerns were found which included; lack of education on pain management, inability to recognize an individualized plan of care, failure to communicate with the physician about pain, and lack of self-awareness of each nurse’s practice. Limitations The study was only done at one facility. The demographic characteristics of the nurses were all similar so it did notRead MoreWhy Americans Should Embrace Alternative Medicine1300 Words   |  6 PagesMany, such as Dr. Andrew Weil, swear by CAM’s effectiveness and urge for a more patient-centered approach to care (Relman). While CAM has no shortage of critics, a growing body of research is indicating the effectiveness of many CAM therapies in treating a variety of conditions. Patients, physicians, and researchers sometimes find that CAM therapies are more practical or appropriate for treating a condition than conventional treatment. Low-risk CAM therapies should be more thoroughly researched, selectivelyRead MoreA Study on the Affect of Music on Patients1666 Words   |  7 PagesCritical Analysis of Nominated Literature: Lee-Chen Chen and his colleagues conducted a study on how music intervention or therapy lessens pre-radiotherapy anxiety in oncology patients through a fifteen-minute procedure. The purpose of the research was to examine the impact of music therapy and intervention on lessening pre-radiotherapy anxiety in these patients. The researchers carried out their study because of the tendency by oncology patients to react to radiation treatment with anxiety thatRead MoreCancer Is A Serious And Ever Growing Disease Essay1489 Words   |  6 PagesCancer is a serious and ever growing disease throughout the United States and across the globe. According to data from the National Cancer Institute (2016), about 39.6% of men and women will receive a cancer diagnosis within their lifetime. Due to advancements in screening and treatment, more people are now living with cancer longer than ever before. In 2014, there were close to 14.5 million people living with a cancer diagnosis and this number is going to rise nearly 5 million over the followingRead MoreTaking a Look at Breast Cancer1760 Words   |  7 PagesAccording to the Cancer Facts and Figures 2014 by the American Cancer Society, an estimated number of 232,670 women in the United States will be diagnosed with breast cancer, and about 2,360 new cases are expected in men. Breast cancer will possibly cause death to more than 40,000 female patients and 400 male patients in 2014. Excluding skin cancer, breast cancer is the most common cancer that American women are diagnosed with. Additionally, breast cancer ranks second in the most deadly cancers among womenRead MoreSymptoms And Treatment Of Breast Cancer Essay1032 Words   |  5 PagesBreast cancers are classified by several classifications as: - Histopathology - Grades - Stages - Receptor status. Each of these influences the prognosis and can affect treatment response. Description of a breast cancer optimally includes all of these factors: †¢ Histopathology: Breast cancer is usually classified primarily by its histological appearance. Most breast cancers are derived from the epithelium lining the ducts or lobules, and these cancers are classified as ductal or lobular carcinomaRead MoreThe Potential And Its Effects On Cancer Cells1535 Words   |  7 PagesLimitless replicative potential is an acquired capability of many cancer cells, and it was listed as one of the original hallmarks of cancer [1]. It is mostly achieved by upregulation of telomerase, a reverse transcriptase DNA synthesis enzyme that maintains the telomeres length. Most tumor cells have a high level of telomerase activity but short telomeres due to prior divisions before achieving telomerase-activating malignancies [2]. In contrast, normal progenitor cells and stem cells have relatively

Critically Evaluate the Argument That Performance...

Introduction Although it is a concept that has commanded attention from the management world over the past twenty years, and has contributed to the efficiency and effectiveness of numerous organisations, yet performance measurement remains a critical and much debated issue. Most of the criticisms are directed to the performance appraisal process. Some call it useless and some even said it makes organisations worst (Bacal 1994, Deming 1986). However, these arguments against performance management were made a long time ago, with some more than twenty years ago. With the advance in technology and globalisation, who is to say that performance management has not improved? In the later chapters, we will take a look at the evolution of†¦show more content†¦These performance data are recorded for evaluation and considerations for personal development planning. Employees will discuss with their managers to agree upon a development plan to undergo trainings that will not only focus on development in their current job but also to gain knowledge and skills to increase their ability to undertake wider responsibilities in order to achieve higher level organisational goals (Armstrong Baron 2005). Usually once or twice a year, a formal performance review is conducted to allow managers and employees to jointly explore new grounds for improvement and identify solutions to issues that hinder the employee’s ability to achieve standards stated in the prearranged performance agreement (Management Study Guide 2011). There are many approaches to conduct performance reviews, such as the 360-degree evaluation, which is a multi-rater approach, where feedbacks are drawn from customers, bosses, colleagues and the employee. Using the pre-determined performance agreement as a measure, decisions would be made to either improve the performance of the employees, take the required corrective actions, or the related Human Resource decisions like rewards, promotions, demotions or transfers. Performance Management Criticisms and Evolution Although the performance management framework has been regarded as a great contribution to organisations effectiveness, it has received criticisms from various management theorists. Deming

The Host Chapter 25 Compelled Free Essays

Another week passed, maybe two-there seemed little point in keeping track of time here, where it was so irrelevant-and things only got stranger for me. I worked with the humans every day, but not always with Jeb. Some days Ian was with me, some days Doc, and some days only Jamie. We will write a custom essay sample on The Host Chapter 25: Compelled or any similar topic only for you Order Now I weeded fields, kneaded bread, and scrubbed counters. I carried water, boiled onion soup, washed clothes in the far end of the black pool, and burned my hands making that acidic soap. Everyone did their part, and since I had no right to be here, I tried to work twice as hard as the others. I could not earn a place, I knew that, but I tried to make my presence as light a burden as possible. I got to know a little about the humans around me, mostly just by listening to them. I learned their names, at least. The caramel-skinned woman was named Lily, and she was from Philadelphia. She had a dry sense of humor and got along well with everyone because she never got ruffled. The young man with the bristly black hair, Wes, stared at her a lot, but she never seemed to notice that. He was only nineteen, and he’d escaped from Eureka, Montana. The sleepy-eyed mother was named Lucina, and her two boys were Isaiah and Freedom-Freedom had been born right here in the caves, delivered by Doc. I didn’t see much of these three; it seemed that the mother kept her children as separate from me as was possible in this limited space. The balding, red-cheeked man was Trudy’s husband; his name was Geoffrey. They were often with another older man, Heath, who had been Geoffrey’s best friend since early childhood; the three had escaped the invasion together. The pallid man with the white hair was Walter. He was sick, but Doc didn’t know what was wrong with him-there was no way to find out, not without labs and tests, and even if Doc could diagnose the problem, he had no medicine to treat it. As the symptoms progressed, Doc was starting to think it was a form of cancer. This pained me-to watch someone actually dying from something so easily fixed. Walter tired easily but was always cheerful. The white-blond woman-her eyes contrastingly dark-who’d brought water to the others that first day in the field was Heidi. Travis, John, Stanley, Reid, Carol, Violetta, Ruth Ann†¦ I knew all the names, at least. There were thirty-five humans in the colony, with six of them gone on the raid, Jared included. Twenty-nine humans in the caves now, and one mostly unwelcome alien. I also learned more about my neighbors. Ian and Kyle shared the cave on my hallway with the two real doors propped over the entrance. Ian had begun bunking with Wes in another corridor in protest of my presence here, but he’d moved back after just two nights. The other nearby caves had also gone vacant for a while. Jeb told me the occupants were afraid of me, which made me laugh. Were twenty-nine rattlesnakes afraid of a lone field mouse? Now Paige was back, next door, in the cave she shared with her partner, Andy, whose absence she mourned. Lily was with Heidi in the first cave, with the flowered sheets; Heath was in the second, with the duct-taped cardboard; and Trudy and Geoffrey were in the third, with a striped quilt. Reid and Violetta were one cave farther down the hall than mine, their privacy protected by a stained and threadbare oriental carpet. The fourth cave in this corridor belonged to Doc and Sharon, and the fifth to Maggie, but none of these three had returned. Doc and Sharon were partnered, and Maggie, in her rare moments of sarcastic humor, teased Sharon that it had taken the end of humanity for Sharon to find the perfect man: every mother wanted a doctor for her daughter. Sharon was not the girl I’d seen in Melanie’s memories. Was it the years of living alone with the dour Maggie that had changed her into a more brightly colored version of her mother? Though her relationship with Doc was newer to this world than I was, she showed none of the softening effects of new love. I knew the duration of that relationship from Jamie-Sharon and Maggie rarely forgot when I was in a room with them, and their conversation was guarded. They were still the strongest opposition, the only people here whose ignoring me continued to feel aggressively hostile. I’d asked Jamie how Sharon and Maggie had gotten here. Had they found Jeb on their own, beaten Jared and Jamie here? He seemed to understand the real question: had Melanie’s last effort to find them been entirely a waste? Jamie told me no. When Jared had showed him Melanie’s last note, explained that she was gone-it took him a moment to be able to speak again after that word, and I could see in his face what this moment had done to them both-they’d gone to look for Sharon themselves. Maggie had held Jared at the point of an antique sword while he tried to explain; it had been a close thing. It had not taken long with Maggie and Jared working together for them to decipher Jeb’s riddle. The four of them had gotten to the caves before I’d moved from Chicago to San Diego. When Jamie and I spoke of Melanie, it was not as difficult as it should have been. She was always a part of these conversations-soothing his pain, smoothing my awkwardness-though she had little to say. She rarely spoke to me anymore, and when she did it was muted; now and then I wasn’t sure if I really heard her or just my own idea of what she might think. But she made an effort for Jamie. When I heard her, it was always with him. When she didn’t speak, we both felt her there. â€Å"Why is Melanie so quiet now?† Jamie asked me late one night. For once, he wasn’t grilling me about Spiders and Fire-Tasters. We were both tired-it had been a long day pulling carrots. The small of my back was in knots. â€Å"It’s hard for her to talk. It takes so much more effort than it takes you and me. She doesn’t have anything she wants to say that badly.† â€Å"What does she do all the time?† â€Å"She listens, I think. I guess I don’t know.† â€Å"Can you hear her now?† â€Å"No.† I yawned, and he was quiet. I thought he was asleep. I drifted in that direction, too. â€Å"Do you think she’ll go away? Really gone?† Jamie suddenly whispered. His voice caught on the last word. I was not a liar, and I don’t think I could have lied to Jamie if I were. I tried not to think about the implications of my feelings for him. Because what did it mean if the greatest love I’d ever felt in my nine lives, the first true sense of family, of maternal instinct, was for an alien life-form? I shoved the thought away. â€Å"I don’t know,† I told him. And then, because it was true, I added, â€Å"I hope not.† â€Å"Do you like her like you like me? Did you used to hate her, like she hated you?† â€Å"It’s different than how I like you. And I never really hated her, not even in the beginning. I was very afraid of her, and I was angry that because of her I couldn’t be like everyone else. But I’ve always, always admired strength, and Melanie is the strongest person I’ve ever known.† Jamie laughed. â€Å"You were afraid of her?† â€Å"You don’t think your sister can be scary? Remember the time you went too far up the canyon, and when you came home late she threw a raging hissy fit,’ according to Jared?† He chuckled at the memory. I was pleased, having distracted him from his painful question. I was eager to keep the peace with all my new companions in any way I could. I thought I was willing to do anything, no matter how backbreaking or smelly, but it turned out I was wrong. â€Å"So I was thinking,† Jeb said to me one day, maybe two weeks after everyone had â€Å"calmed down.† I was beginning to hate those words from Jeb. â€Å"Do you remember what I was saying about you maybe teaching a little here?† My answer was curt. â€Å"Yes.† â€Å"Well, how ’bout it?† I didn’t have to think it through. â€Å"No.† My refusal sent an unexpected pang of guilt through me. I’d never refused a Calling before. It felt like a selfish thing to do. Obviously, though, this was not the same. The souls would have never asked me to do something so suicidal. He frowned at me, scrunching his caterpillar eyebrows together. â€Å"Why not?† â€Å"How do you think Sharon would like that?† I asked him in an even voice. It was just one example, but perhaps the most forceful. He nodded, still frowning, acknowledging my point. â€Å"It’s for the greater good,† he grumbled. I snorted. â€Å"The greater good? Wouldn’t that be shooting me?† â€Å"Wanda, that’s shortsighted,† he said, arguing with me as if my answer had been a serious attempt at persuasion. â€Å"What we have here is a very unusual opportunity for learning. It would be wasteful to squander that.† â€Å"I really don’t think anyone wants to learn from me. I don’t mind talking to you or Jamie -â€Å" â€Å"Doesn’t matter what they want,† Jeb insisted. â€Å"It’s what’s good for them. Like chocolate versus broccoli. Ought to know more about the universe-not to mention the new tenants of our planet.† â€Å"How does it help them, Jeb? Do you think I know something that could destroy the souls? Turn the tide? Jeb, it’s over.† â€Å"It’s not over while we’re still here,† he told me, grinning so I knew he was teasing me again. â€Å"I don’t expect you to turn traitor and give us some super-weapon. I just think we should know more about the world we live in.† I flinched at the word traitor. â€Å"I couldn’t give you a weapon if I wanted to, Jeb. We don’t have some great weakness, an Achilles’ heel. No archenemies out there in space who could come to your aid, no viruses that will wipe us out and leave you standing. Sorry.† â€Å"Don’t sweat it.† He made a fist and tapped it playfully against my arm. â€Å"You might be surprised, though. I told you it gets boring in here. People might want your stories more than you think.† I knew Jeb would not leave it alone. Was Jeb capable of conceding defeat? I doubted it. At mealtimes I usually sat with Jeb and Jamie, if he was not in school or busy elsewhere. Ian always sat near, though not really with us. I could not fully accept the idea of his self-appointed role as my bodyguard. It seemed too good to be true and thus, by human philosophy, clearly false. A few days after I’d refused Jeb’s request to teach the humans â€Å"for their own good,† Doc came to sit by me during the evening meal. Sharon remained where she was, in the corner farthest from my usual place. She was alone today, without her mother. She didn’t turn to watch Doc walking toward me. Her vivid hair was wound into a high bun, so I could see that her neck was stiff, and her shoulders were hunched, tense and unhappy. It made me want to leave at once, before Doc could say whatever he meant to say to me, so that I could not be considered in collusion with him. But Jamie was with me, and he took my hand when he saw the familiar panicked look come into my eyes. He was developing an uncanny ability to sense when I was turning skittish. I sighed and stayed where I was. It should probably have bothered me more that I was such a slave to this child’s wishes. â€Å"How are things?† Doc asked in a casual voice, sliding onto the counter next to me. Ian, a few feet down from us, turned his body so it looked like he was part of the group. I shrugged. â€Å"We boiled soup today,† Jamie announced. â€Å"My eyes are still stinging.† Doc held up a pair of bright red hands. â€Å"Soap.† Jamie laughed. â€Å"You win.† Doc gave a mocking bow from the waist, then turned to me. â€Å"Wanda, I had a question for you†¦Ã¢â‚¬  He let the words trail off. I raised my eyebrows. â€Å"Well, I was wondering†¦ Of all the different planets you’re familiar with, which species is physically the closest to humankind?† I blinked. â€Å"Why?† â€Å"Just good old-fashioned biological curiosity. I guess I’ve been thinking about your Healers†¦ Where do they get the knowledge to cure, rather than just treat symptoms, as you said?† Doc was speaking louder than necessary, his mild voice carrying farther than usual. Several people looked up-Trudy and Geoffrey, Lily, Walter†¦ I wrapped my arms tightly around myself, trying to take up less space. â€Å"Those are two different questions,† I murmured. Doc smiled and gestured with one hand for me to proceed. Jamie squeezed my hand. I sighed. â€Å"The Bears on the Mists Planet, probably.† â€Å"With the claw beasts?† Jamie whispered. I nodded. â€Å"How are they similar?† Doc prodded. I rolled my eyes, feeling Jeb’s direction in this, but continued. â€Å"They’re close to mammals in many ways. Fur, warm-blooded. Their blood isn’t exactly the same as yours, but it does essentially the same job. They have similar emotions, the same need for societal interaction and creative outlets -â€Å" â€Å"Creative?† Doc leaned forward, fascinated-or feigning fascination. â€Å"How so?† I looked at Jamie. â€Å"You know. Why don’t you tell Doc?† â€Å"I might get it wrong.† â€Å"You won’t.† He looked at Doc, who nodded. â€Å"Well, see, they have these awesome hands.† Jamie was enthusiastic almost immediately. â€Å"Sort of double-jointed-they can curl both ways.† He flexed his own fingers, as if trying to bend them backward. â€Å"One side is soft, like my palm, but the other side is like razors! They cut the ice-ice sculpting. They make cities that are all crystal castles that never melt! It’s beautiful, isn’t it, Wanda?† He turned to me for backup. I nodded. â€Å"They see a different range of colors-the ice is full of rainbows. Their cities are a point of pride for them. They’re always trying to make them more beautiful. I knew of one Bear who we called†¦ well, something like Glitter Weaver, but it sounds better in that language, because of the way the ice seemed to know what he wanted and shaped itself into his dreams. I met him once and saw his creations. That’s one of my most beautiful memories.† â€Å"They dream?† Ian asked quietly. I smiled wryly. â€Å"Not as vividly as humans.† â€Å"How do your Healers get their knowledge about the physiology of a new species? They came to this planet prepared. I watched it start-watched the terminal patients walk out of the hospital whole†¦Ã¢â‚¬  A frown etched a V-shaped crease into Doc’s narrow forehead. He hated the invaders, like everyone, but unlike the others, he also envied them. I didn’t want to answer. Everyone was listening to us by this point, and this was no pretty fairytale about ice-sculpting Bears. This was the story of their defeat. Doc waited, frowning. â€Å"They†¦ they take samples,† I muttered. Ian grinned in understanding. â€Å"Alien abductions.† I ignored him. Doc pursed his lips. â€Å"Makes sense.† The silence in the room reminded me of my first time here. â€Å"Where did your kind begin?† Doc asked. â€Å"Do you remember? I mean, as a species, do you know how you evolved?† â€Å"The Origin,† I answered, nodding. â€Å"We still live there. It’s where I was†¦ born.† â€Å"That’s kind of special,† Jamie added. â€Å"It’s rare to meet someone from the Origin, isn’t it? Most souls try to stay there, right, Wanda?† He didn’t wait for my response. I was beginning to regret answering his questions so thoroughly each night. â€Å"So when someone moves on, it makes them almost†¦ like a celebrity? Or like a member of a royal family.† I could feel my cheeks getting warm. â€Å"It’s a cool place,† Jamie went on. â€Å"Lots of clouds, with a bunch of different-colored layers. It’s the only planet where the souls can live outside of a host for very long. The hosts on the Origin planet are really pretty, too, with sort of wings and lots of tentacles and big silver eyes.† Doc was leaning forward with his face in his hands. â€Å"Do they remember how the host-parasite relationship was formed? How did the colonization begin?† Jamie looked at me, shrugging. â€Å"We were always that way,† I answered slowly, still unwilling. â€Å"As far back as we were intelligent enough to know ourselves, at least. We were discovered by another species-the Vultures, we call them here, though more for their personalities than for their looks. They were†¦ not kind. Then we discovered that we could bond with them just as we had with our original hosts. Once we controlled them, we made use of their technology. We took their planet first, and then followed them to the Dragon Planet and the Summer World-lovely places where the Vultures had also not been kind. We started colonizing; our hosts reproduced so much slower than we did, and their life spans were short. We began exploring farther into the universe†¦Ã¢â‚¬  I trailed off, conscious of the many eyes on my face. Only Sharon continued to look away. â€Å"You speak of it almost as if you were there,† Ian noted quietly. â€Å"How long ago did this happen?† â€Å"After dinosaurs lived here but before you did. I was not there, but I remember some of what my mother’s mother’s mother remembered of it.† â€Å"How old are you?† Ian asked, leaning toward me, his brilliant blue eyes penetrating. â€Å"I don’t know in Earth years.† â€Å"An estimate?† he pressed. â€Å"Thousands of years, maybe.† I shrugged. â€Å"I lose track of the years spent in hibernation.† Ian leaned back, stunned. â€Å"Wow, that’s old,† Jamie breathed. â€Å"But in a very real sense, I’m younger than you,† I murmured to him. â€Å"Not even a year old. I feel like a child all the time.† Jamie’s lips pulled up slightly at the corners. He liked the idea of being more mature than I was. â€Å"What’s the aging process for your kind?† Doc asked. â€Å"The natural life span?† â€Å"We don’t have one,† I told him. â€Å"As long as we have a healthy host, we can live forever.† A low murmur-angry? frightened? disgusted? I couldn’t tell-swirled around the edges of the cave. I saw that my answer had been unwise; I understood what these words would mean to them. â€Å"Beautiful.† The low, furious word came from Sharon’s direction, but she hadn’t turned. Jamie squeezed my hand, seeing again in my eyes the desire to bolt. This time I gently pulled my hand free. â€Å"I’m not hungry anymore,† I whispered, though my bread sat barely touched on the counter beside me. I hopped down and, hugging the wall, made my escape. Jamie followed right behind me. He caught up to me in the big garden plaza and handed me the remains of my bread. â€Å"It was real interesting, honest,† he told me. â€Å"I don’t think anyone’s too upset.† â€Å"Jeb put Doc up to this, didn’t he?† â€Å"You tell good stories. Once everyone knows that, they’ll want to hear them. Just like me and Jeb.† â€Å"What if I don’t want to tell them?† Jamie frowned. â€Å"Well, I guess then†¦ you shouldn’t. But it seems like you don’t mind telling me stories.† â€Å"That’s different. You like me.† I could have said, You don’t want to kill me, but the implications would have upset him. â€Å"Once people get to know you, they’ll all like you. Ian and Doc do.† â€Å"Ian and Doc do not like me, Jamie. They’re just morbidly curious.† â€Å"Do so.† â€Å"Ugh,† I groaned. We were to our room by now. I shoved the screen aside and threw myself onto the mattress. Jamie sat down less forcefully beside me and looped his arms around his knees. â€Å"Don’t be mad,† he pleaded. â€Å"Jeb means well.† I groaned again. â€Å"It won’t be so bad.† â€Å"Doc’s going to do this every time I go in the kitchen, isn’t he?† Jamie nodded sheepishly. â€Å"Or Ian. Or Jeb.† â€Å"Or you.† â€Å"We all want to know.† I sighed and rolled onto my stomach. â€Å"Does Jeb have to get his way every single time?† Jamie thought for a moment, then nodded. â€Å"Pretty much, yeah.† I took a big bite of bread. When I was done chewing, I said, â€Å"I think I’ll eat in here from now on.† â€Å"Ian’s going to ask you questions tomorrow when you’re weeding the spinach. Jeb’s not making him-he wants to.† â€Å"Well, that’s wonderful.† â€Å"You’re pretty good with sarcasm. I thought the parasites-I mean the souls-didn’t like negative humor. Just the happy stuff.† â€Å"They’d learn pretty quick in here, kid.† Jamie laughed and then took my hand. â€Å"You don’t hate it here, do you? You’re not miserable, are you?† His big chocolate-colored eyes were troubled. I pressed his hand to my face. â€Å"I’m fine,† I told him, and at that moment, it was entirely the truth. How to cite The Host Chapter 25: Compelled, Essay examples

Terrorism Preventing Future Attacks free essay sample

This paper looks at two newspaper articles that discuss terrorism, and how they relate to the attack on the World Trade Center. This paper provides a critical analysis of two articles printed on the subject of prevention of future terrorist attacks, in the New York Times and the St. Louis Dispatch. The author discusses the effects of the media, and their methods of reporting, focusing on the events of September 11, and prevention of terrorism. If we desire to analyze a current issue being represented in the media the one that comes to mind is the terrorist attacks on the World Trade Center , (WTC) NY. The terrorist attacks that slammed two jet planes into the WTC and killed more than 5000 people and shook the nations around the world is the event some say of the century. But as the shock wears off and nations determine how to put forward a long-term strategy that will control terrorism the media becomes divided. We will write a custom essay sample on Terrorism: Preventing Future Attacks or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Playing the role of a forum the media around the world is the integral factor in the presentation of the informationfor that is what will determine public opinion.. How to prevent future attacks like that of the WTC is being presented in two aspects. We will study through an analysis of two media articles; one in the Times and the other, The St. Louis Dispatch the strategy, which will be most effective in combating terrorism..

A Dolls House Essays (760 words) - Films, British Films,

A Doll's House The following essay will critically analyse a passage from the play A Dolls House by Henrik Ibsen. Between the pages 222 and 225 there seems to be shift in the plot, as Nora takes a different attitude towards her and Helmer's relationship. All of a sudden instead of trying to preserve it, she wishes to leave the house. It could be argued that her radical change in mind is not irrational or unprovoked. Before she starts getting changed to leave, Helmer had just finished forgiving her, for he had received and read Krogstad's second letter which included the forged document, but prior to this he had basically told her that he could no longer love her: Helmer: ...Oh, to think that I should have to say this to someone I've loved so much-someone I still .... Well, that's all over now-it must be; Then spontaneously he starts forgiving her as he had received the second letter, everything else he had told her before was forgotten. It is very cold of him to go from one thing to another, hence it cannot possibly be believed that his feelings are true for Nora. People do not love a person one moment, and then deny them it, or vise versa. Nora's reason for leaving, as she explains, is that she feels he doesn't love her: Nora: You've never loved me, you've only found it pleasant to be in love with me. As well as her taking no part in family decisions or even her own, as she and Helmer have never sat down to have a serious discussion, in the past eight years, until now. She is his doll , and has no say in her own future, let alone her owner's (Helmer). Another aspect, included in the book's theme, is sexism, an attitude which stereotypes people according to gender. In forgiving Nora, Helmer makes various comments characterised as sexist. Firstly, he tells Nora: Helmer: ...It was just you hadn't the experience to realise what you were doing. Here he is referring to the crime she committed of forging her father's signature, to obtain the loan from Krogstad. This simple sentence shows Helmer's lack of confidence in Nora's decisions, he appears to be treating her as a child. He speaks of her inexperience, when in reality she is an adult, who has lived long enough to distinguish right from wrong. The manner in which he forgives her is as though he believes she did not know what she was getting into, like a child who plays with matches without foreseeing the consequences. Still, he goes on to say: Helmer: ...I shouldn't be a proper man if your feminine helplessness didn't make you twice as attractive to me. Alone in itself this sentence has a lot to say for Helmer's opinion on a man's and woman's place in society. In saying proper man means he has guidelines by which a man should act, and the part of feminine helplessness demonstrates he believes all women to be helpless. His finding her attractive due to this can be explained by the typical sexist desire to be superior to his partner. Although the example of sexism is very strong in this extract, throughout the book it is not as obvious, and there are other factors of the theme which are more prominent. One of these is Nora's infant behaviour, which Helmer seems to fuel with his attitude towards her: Helmer: ...Ah, you don't know what a real mans heart is like, Nora.....I'll be both your will and your conscience. This sort of control that Helmer is exerting over Nora would be like that of a father's over his daughter. Nora recognises this, and further on she compares Helmer with her father, and reaches the conclusion that they both treat her the same. Furthermore, Helmer scolds her: Helmer: ...Why, what's this? Not in bed? I remember my own father telling me this in similar words, when I was younger and was out of bed after my bed-time. Unfortunately, Nora, an adult, is still living through the same. Finally, the title A Doll's House suggest the situation Nora is living in, as she describes the to Helmer at one point. She is the doll that was previously owned by her father, but now she is married to Helmer and he

The reason why I selected these three compounds Essays

The reason why I selected these three compounds Essays The reason why I selected these three compounds Essay The reason why I selected these three compounds Essay The reason why I selected these three compounds which are azo dyes, aspirin and soap is because: In the aspect of chemistry, they all have different functional groups and molecular shapes associated with different functions. They are all demanded in the modern world commercially. They are easy and an affordable way of making in the college lab with minor hazards. The aims of this unit is to: A clear awareness of a variety of different functional groups and their reactions. A brief understanding of the reaction mechanism involved in each reaction as well as the shape importance of the molecule relating to its use. ; An in depth insight of the organic synthesis as well as the gradual steps involved in making the product, including the issue of equilibrium reactions and predicted yield. ; Familiarize myself with the different apparatus as well as materials used in the organic synthesis, and their limitations with regardless of yield. ; Show good comprehensive knowledge of the commercial importance of organic compounds and the economic imperatives involved in producing such compounds. AZO DYES 1) Introduction There are different types of dyes. A dye is used to impart color to materials of which it becomes the integral part. They give bright, high intensity colors that can even supply a complete rainbow of colors. Azo dyes are highly important commercially as they are used in the textile industry as acid dyes for wool and their affinity for cotton is increased by the number of auxochromes or azo groups. Auxochromes are groups in a dye molecule that influences the color due to the chromophore. They are groups, such as -OH and -NH2, containing lone pairs of electrons that can be delocalized along with the delocalized electron An azo group is a -N=N- group that is a chromophore (A chemical group capable of selective light absorption resulting in the coloration of certain organic compounds.) Azo dyes are also used as pigments and in color photography. In the UK, companies like James Robinsons Limited make about thirty thousand tones of azo dyes each year. 2) Commercial And Laboratory Synthesis The synthesis of azo dyes involves the reaction of diazotation and coupling and at the end of the reaction, separation of the azo dye from the mixture that is going to be produced. 1) Diazotisation This is the reaction in which produces diazonium salt as well as a -N diazonium ion. This is very unstable when it exceeds temperatures above 10à ¯Ã‚ ¿Ã‚ ½C. Otherwise the -N decomposes into nitrogen gas. 2) Coupling This is the electrophilic substitution on the phenol which produces an energetically stable azo dye. The azo group is -N=N- First step: Diazotisation reaction HNO + HCL + 2H O Phenylamine + nitrous acid + hydrochloric acid phenyldiazonium chloride + water (Diazonium salt) The reaction takes place under 10à ¯Ã‚ ¿Ã‚ ½C to prevent the NN, the N2 diazonium ion decomposing into N2 gas. This suggests that the delocalization of the diazonium ion bond electrons over the benzene ring is only able to stabilize the diazonium salt at cold temperatures. At higher temperatures above 10à ¯Ã‚ ¿Ã‚ ½C, there is too much so therefore the diazonium ion gives way to nitrogen gas. Below shows the reaction mechanism of for the formation of diazonium salt. Now that there is a N2+ diazonium ion, there is now a suitable electrophile to attack a phenol ring. Second Step: Coupling This is where phenol attacks benzene at the 4th position of the ring. The equation for this Is: Phenyldiazonium ion + phenol 4-hydroxyphenylazobenzene + hydrogen ion Azo dyes are very stabilized which is a result of broad delocalization of the electrons through the -N=N azo group (nitrogen double bond). Delocalisation is simply increased stability 3) Relationship Structure/ Function Of Azo dyes The structure of an azo dye is very closely linked to its function as a dye, in terms of color and fastness. Auxochromes can modify the color of a chromophore. The azo functional group itself is also important as this is what part of the light the spectrum absorbs. In the aspect of the fastness, azo dyes are very stable as a result of their chemical structure and they can also be made more color fast by alkylation of phenolic groups ASPIRIN 1) Introduction Aspirin is one of the commonly used pain relief tablets on the world. It is an analgesic, anti-inflammatory, antipyretic inhibitor of platelet aggregation. Aspirin inhibits the enzyme that converts fatty acids in cell membranes into prostaglandin precursors known as endoperoxides. These endoperoxides can be converted into various prostaglandins, including those that produce pain, fever, and inflammation. Generally, one or two 5-grain doses of aspirin can block the prostaglandin formation. The main side effect of aspirin is the tendency of irritation of the stomach lining which causes small amounts of blood loss. In order to prevent this, aspirin is thus buffered and combined with other medicines to produce some desired effect of reducing blood loss. 2) Commercial Synthesis The starting raw materials of the commercial aspirin reaction are: Phenol C6 H3 OH ( l ) Sodium Hydroxide NaOH (aq) Carbon dioxide CO2 ( g ) Acetic Anhydride CH3COOCOCH3 ( l ) Acid H+ (aq) Below are four different stages in which aspirin is made: The next step of this reaction is classified as an esterification reaction. Esterification is simply where an alcohol (the -OH group from salicylic acid) reacts with an acid (acetic anhydride) to form an ester acetylsalicylic acid (ASA). The rates of the esterification reaction are increased by the addition of small quantities of mineral acids such as phosphoric acid (a catalyst) and some heat. http://aspirin-foundation.com/reaction.htm C9H8O4 is the molecular formula for aspirin and this tells you how many atoms are in each molecule of acetylsalicylic acid. So there are 9 C (carbon) atoms, 8 H (hydrogen) atoms, and 4O (oxygen) atoms. Acetylsalicylic acid has two functional groups, the carboxylic acid group COOH and the MeCOOR ester group-(R is used as an abbreviation for an unspecified aliphatic or aromatic chain). The Reaction Mechanism The following diagram shows the reaction mechanism of the aspirin reaction. Note: The sign means it is an equilibrium reaction (a state of balance between two opposing elements). http://tooldoc.wncc.neveda.edu/aspirin.htm There are H+ ions because they have been catalyzed by a mineral acid The H+ (proton) from the acid attacks the carboxyl oxygen in the C=O. This therefore pushes two of the oxygen electrons in one of the bonds down that is the electrons are delocalized and spread out between the two oxygen atoms. In proximity of these electrons, the O-H bond with the oxygen in the alcohol breaks and this then rearranges the electrons to form a temporary bond between the two reactants (oxygen and alcohol). The alcoholic oxygen atom has now got a temporary positive charge as it now has three bonds to it in the intermediate at step 2 of the reaction mechanism. The oxygen loses its H+ which is then attracted to one of the lone pairs on the other oxygen to make it miserable and positively charged with three bonds. The H-O-H sort of water molecule in step 3 detaches itself to form a delocalized electron system. This delocalized electron system gives the molecule adequate stability when the H leaves forming an H+ ion. This H+ ion (proton) added in the step 1 is the original acid catalyst used at the beginning of the reaction. A catalyst is basically substance that increases or decreases the rate of chemical reaction between the other chemical species without being consumed up in the process. Laboratory Synthesis The starting materials of the laboratory synthesis of aspirin are salicylic acid and acetic anhydride both of which are easily available and inexpensive. Acetic anhydride reacts with the phenolic hydroxyl group of the salicylic acid to produce acetylsalicylic acid (aspirin) and acetic acid. Acetylsalicylic acid has two functional groups, the carboxylic group COOH and the MeCOOR ester group-(R is used as an abbreviation for an unspecified aliphatic or aromatic chain). The rates of esterification are increased by the addition of small quantities mineral acids such as phosphoric acid (a catalyst) and some heat. Below is an equation that shows this: 3) Relationship structure/function Understanding the similarities between the two different molecules (aspirin and paracetamol) which achieve similar effects can be a profitable way of having a clear distinction of the molecules. Below are two pictures showing the structure of aspirin compared to paracetamol: Aspirin Paracetamol The structure of aspirin is related to its shape, although the presence of the functional group is also important. As seen above, all two have a six membered ring structure, which tends to avoid the polar environment of water and a comparatively small appended group of atoms and are able to bond to part of their receptor molecule. The similarity in the structure of these molecules is clearly obvious and from their similar pain killing actions so therefore, we can assume that they both can fit into similar active sites even before the details of their active sites have actually been determined. SOAP 1) Introduction The term soap is a class name for the sodium and potassium salts of stearic acid, C17H35 COOH, and other fatty acids. Soaps are and have been there for centuries, made by the addition of hot concentrated aqueous sodium hydroxide solutions to fats such as glyceryl stearate. In the world every year, about 500,000,000 soaps are produced. Generally, soaps are used for bathing and washing clothes. It works by lowering the surface tension of water, by softening grease, and by absorbing dirt into the foam. Soaps come in three different states: which are the powder, liquid and bar forms. Some liquid soaps are very thick as well as sticky so they are called gels. The first step in manufacturing all the three forms of soap is the right selection of the raw materials as well as considering that if they can react accordingly with other ingredients and are also safe for humans if accidentally consumed. Also environmental safety is considered as precaution. 2) Synthesis In laboratory synthesis, the sodium and potassium salts of fatty acids, from which soaps are prepared, consist essentially of the glycerol esters of these acids. In soap manufacture or commercial synthesis, the oil or fat is heated with dilute aqueous sodium hydroxide or potassium hydroxide in large vats. When hydrolysis is complete, the soap is salted out which is then treated with different fragrances . Transparent soap is manufactured from decolorized fats and liquid green soaps from potassium hydroxide. Commercial synthesis Soap involves a two step synthesis: First Step: Esterification This is the process whereby an alcohol is reacted (functional group -OH) and a long chain of carboxylic acid (functional group -COOH) to make an ester (functional group -C-O-O-C-). The long chain carboxylic acid is issued from fats and oils which is called a fatty acid. For soap, the alcohol is glycerol (propane-1,2,3-triol) and the carboxylic acid used to make soap is oleic acid (octadeca-cis-enoic acid) as well as stearic acid (octadecanoic acid). Oleic acid is best derived from olive oil or virgin olive oil containing up to 5g of oleic acid per 100g. Stearic acid is best derived from animal fats. Glycerol is a molecule with three -OH groups, therefore three molecules of carboxylic acid can couple to glycerol to make an ester. The ester will therefore be a backbone of glycerol with three side chains in which each is a potentially different fatty acid. Below is a picture of 1 molecule of glycerol + 3 molecules of a carboxylic acid = a triglyceride: There are therefore 3 ester linkages in a triglyceride. An ester linkage links an alcohol and a carboxylic acid. Below is a picture that shows this: Note that the R group is a general organic group but what is much more interested in is the functional group that makes the type of chemical needed. Example, below is diagram of CH3COOH (ethanoic acid) and CH3CH2OH ethanol which forms an ester of CH3COOCH2 CH3 + H2O A water molecule is released for every ester linkage formed. Therefore esterification is also a hydration process. Because there is a tri-glyceride and three ester linkages in the making of soap, this shows that three water molecules will be released in the reaction. The Reaction Mechanism In this reaction, a mineral acid is needed to act as a catalyst for the reaction to lower its activation energy. This acid is combined with the carboxylic acid and helps the alcohol react with it. The acid is released unchanged at the end of the reaction. Heat is also applied in this reaction process. The reaction mechanism is called The mechanism of Fischer The following pictures below shows some of the fatty acids used to make soap: Below is a picture of triglycerides of stearic acid which have three chains of fatty acids for each glycerol molecule. Before the reaction of the carboxylic groups and fatty acids, they had a -COOH group which reacted with the -OH on the alcohol. The -COOH loosed its OH and the -OH loosed its H. OH+H=H2O. The three molecules of H2O are released to form the ester as seen in the picture above. Below is another fat and another diagram of a triglyceride that has three tails. Each tails forms a different fatty acid. http://members.aol.com/jitsm/sas/Lowry_Paper/triglyceride3.gif Second Step: Hydrolysis = Saponification A hydrolysis reaction is the decomposition of a chemical compound that is reacted with water or the -OH group which breaks up a molecule. In this reaction step, glycerol is removed from the ester whiles at the same time, each of the fatty acids are turned into a sodium or potassium salt. The ester is heated under reflux with NAOH(aq) (sodium hydroxide) (or KOH (aq) for potassium hydroxide). The equation below shows the saponification of a triglyceride of stearic acid soap= sodium stearate. In the formula of the salt above, instead of : CH3CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2CH2COO-NA There is CH3(CH2)16COO-Na+ Third Step: Precipitation = Salting Out In this step, surplus amounts of saturated sodium chloride solution are added to the mixture obtained above to get a precipitate of soap. 3) Relationship Structure/Function: Soap is bubbly and works because it has a hydrophilic end and a hydrophobic end. The hydrophilic end means having a strong affinity or attraction to water and the hydrophobic end means having a strong aversion for water. Soap is a surface active material as this chemical agent is capable of quick reaction activity. THE MAKING OF SOAP IN COLLEGE LABORATORY: PRACTICAL WRITE-UP Before the experiment starts, the will be some safety precautions considered such as: the wearing of splash proof chemical goggles in case hot oil splashes over and catches fire and also including lab coats worn to prevent any corrosive substances falling on clothes of students in the laboratory. Materials Needed First Step Synthesis Separation After First Step Second Step Of Synthesis Collection Of Final Product Glycerol Oleic acid Concentrated sulphuric acid in fume cupboard (corrosive) Anti-bumping granules Measuring cylinder (x2 Pear-shaped flask Reflux condenser Bunsen burner Beaker Separating funnel Conical flask Digital weighing scale Aqueous sodium hydroxide conc. 3M (caustic) Measuring cylinder Bunsen Burner Saturated aqueous sodium chloride Digital weighing scale Filter funnel Filter paper Beaker Labels First Step Of Synthesis: Esterification 1mol glycerol + 3mol oleic acid 1mol glycerol trioleate + 3 mol water The reflux apparatus was set up as seen above in the synthesis of soap (Hydrolysis) and the water was kept in mind to be kept on . Now with the measuring cylinder, 10.0cm3 of oleic acid was measured and carefully poured it into the pear-shaped flask. After this, 5.0cm3 of glycerol was accurately measured using the additional measuring cylinder available and then also added to the pear-shaped flask. In the fume cupboard, 3-5 drops of the concentrated sulphuric acid mixture was added to the pear-shaped glass. Also a pinch of anti-bumping granules was added in the pear-shaped flask to stop any bubbles from forming and splashing the reactants everywhere. After this, the pear-shaped flask was clipped securely in the reflux apparatus for it to reflux for about half an hour as well as remembering not to overheat the mixture or let it dry out. After refluxing, two separate layers of liquid were produced. Separation Following First Step The two liquid layers was separated using the separating funnel after the esterification process. The lower layer of the two liquids were collected in a beaker and discarded off whiles the remaining top dark layer which is the ester was put in a pre-weighed conical flask which was heat resistant. Below is a table of the weighed product: Weight of conical flask (g) 89.84 grams Weight of conical flask+ ester (g) 97.16 grams Weight of ester (g) 7.32 grams Second Step Of Synthesis: Hydrolysis 1mol glycerol trioleate + 3 mol aqueous sodium hydroxide 1mol glycerol +3 mol sodium oleate Caution: The Sodium hydroxide was highly concentrated, so care was taken. Now with a measuring cylinder, 20.0cm3 of aqueous sodium hydroxide (3M concentration) was accurately measured and put into the heat resistant conical flask which had the ester in. This started to create a precipitate. The mixture was carefully heated up by the Bunsen burner to simmer it and also, with cautions of not boiling over for about ten minutes. After the tenth minute the bunsen burner was turned off and the mixture was allowed to cool down. Collection Of the Final Product (Soap) Following hydrolysis, some amounts of the soap was already precipitated but some was still in the solution. Using the saturated sodium chloride, the soap was precipitated in the solution. This was started by using 10cm3 of saturated sodium chloride, swirling the flask gently. The precipitate (soap) was allowed to settle for a few minutes and then filtered in the filter funnel using the filter paper to separate the solid and liquid was collected in a beaker. The solid soap was left in the filter to continue filtering which took quite a bit of time. The liquid collected in the beaker was discarded and a preliminary weight measurement of the soap was taken. The mixture was allowed to dry out naturally and in a few days time, the final weight of the soap was accurately taken and recorded as the final mass of soap obtained. Calculations Mass Of soap obtained (g) 7.28 grams Molar mass (g mol-1) (Sodium Oleate) 304 gram/mol-1 Number of moles of soap obtained (mol) 7.28à ¯Ã‚ ¿Ã‚ ½304=0.2023 Number of moles of soap theoretically obtained from stoichiometry (mol) Mol Of ester 7.32 M. mass of oleic acid 884 =8.2805à ¯Ã‚ ¿Ã‚ ½10-3 à ¯Ã‚ ¿Ã‚ ½ 3 = 0.2024 mols Percentage Yield Mass Obtained 7.28 Theo. Mass 8.2805 =0.879à ¯Ã‚ ¿Ã‚ ½100= 87.9% The % yield was a bit high may be because there wee some impurities in it. Testing The Soap In testing the soap, a little portion was broken from it after calculating the percentage yields and other calculations and then was put in a test tube. Water was then put in it to see if it would react with it and produce foam which it did.

International and Comparative HRM in Asia Essay

International and Comparative HRM in Asia - Essay Example In short, human resource management is the source through which an organization makes sure that its capital and the power of human talent (whether individual or in terms of teamwork) is being utilized with maximum exposure and capabilities to achieve the future set targeted goals of the company. (Sims, 2006, p79) There are mainly two types of human resource management that are totally different from one another. These are domestic human resource management and international human resource management. This type of human resource management is only applicable to multinational companies that have their branches in more than one countries and have to look after the human resource management activities of their local as well as internationally hired employees. (Dowling et al, 2008, p5) If broadly discussed, international human resource management is more advanced, broad, and wide as compared to the domestic human resource management since it looks after the activities of not only the loca lly hired employees, but also takes care of its internationally hired employees in ... The human resource management department of the company is required to set processes and procedures across several subsidiaries so that all the employees could be treated on the same level and follow the same standards as others do. International human resource management has more concerns and activities as compared to the domestic human resource management, and they need a much wider prospective as compared to the domestic human resource management. The international human resource management department personnel are more involve in managing the employees' personal lifestyles and lives as there is more risk exposure, and external influences due to the changes in emphasis as the workforce mix of expatriates and locals varies. According to Pattanayak (2005, p412); on the other hand, domestic human resource management does carry almost the same human resource management activities and resources, but with a different approach and synchronization. Domestic human resource management is involved with employees and their benefits with only the limited boundary of local territories. It looks after the affairs, interests, fringe benefits, and other issues related to those employees who reside in the local territories. Hence, it does work for the betterment of the employees', but with limited bounded areas of nationally resided employees. Changing Trends of Human Resource Management in Asia (Tayeb, 2005, p185) With the passage of time, the human resource management practices have changed drastically, especially in the region of Asia because of the fact that the trade and business sector along with the economy has developed in this region. Not to mention the regions of Japan, Taiwan and South Korea where human resource management practices.

The Psychological Effects of Alcohol Consumotion Research Paper

The Psychological Effects of Alcohol Consumotion - Research Paper Example Alcohol is created through a chemical process of fermentation usually involved in a process of brewing or distilling. There are three main classes of alcohol: beer, wine, and liquor. Each one is unique in their strength and how they are made. Beer is traditionally brewed from hops using yeast for fermentation. Wine is made from a variety of grapes which is fermented to increase the alcohol content. Hard liquors have the highest alcohol content and are often created through a process known as distillation. There have been many different legislative actions which have influenced the use of alcohol in United States history. The first major event was the ratification of the Eighteenth Amendment which prohibited the sale of alcohol in the United States. This caused an increased crime rate and increased sales of alcohol on the black market. The only way in which a person could get alcohol legally was through the prescription from a licensed physician. This was repealed by the twenty first amendment which once again allowed alcohol to be sold legally. There has also been legislature which has determined that no one under the age of 21 may consume alcohol in the United States and states are given the right to set restrictions on types of alcohol sales and hours of operations for establishments selling alcohol (Gately, 2008). What is alcohol? Alcohol is both water and adipose soluble. The chemical composition for alcohol (ethanol) is C2H5OH. The polarity of the molecule caused by the oxygen is what allows alcohol to interact with the body. This means that alcohol can go in and affect around 90% of the body’s components and systems. It specifically functions as a depressant by lowering the neuroelectrical activity in the central nervous system which in turn affects other parts of the body. Ethanol is specifically linked to dealing with the inhibition of the neurotransmitters acetylcholine, GABA, serotonin, and NMDA receptors. Alcohol also stimulates the secretion of dopamine in the dopaminergic reward pathway which is what accounts for the euphoric effect associated with drinking (Begleiter, & Kissin, 1996). This is also seen in the interaction with GABA receptors. GABA is principally used by the body to control stress response. Alcohol stimulates these receptors on GABA neurons which are why people usually report feeling calmer and more relaxed after consuming alcohol. This is also what helps with the psychological effect because this good feeling is reinforcing the alcoholic behavior. In addition to the physiological effects that are caused by the disruption of the levels of these neurotransmitters, there are also psychological effects to be considered. Once alcohol enters the body, it is metabolized in the liver where the alcohol is converted into acetylaldehyde. This organic molecule is then broken down into acetate, water, and carbon dioxide. The human body is able to process approximately one drink an hour. This is however dependent on many factors. The first key difference is in gender. Males can typically process alcohol faster than women due to water to fat ratio. This is because alcohol is soluble in both water and fat. Metabolism is also another important key factor in the process of alcohol. Too much alcohol can cause damage to many different organs. First, the liver is the most susceptible to damage. Even though the liver is the fastest regenerating organ in the body, scarring caused by overdrinking can

Teaching to Students of Different Learning Abilities

Teaching to Students of Different Learning Abilities Teachers in todays classrooms orchestrate instruction for students of various learning styles and ability levels. They make decisions based upon their knowledge of and experiences with the students, while incorporating theory and pedagogy as well as being cognizant of local, state and national policies and procedures. In this course, students will read, reflect and respond to information that is relevant to teaching in a mixed ability classroom. Students will design, prepare, analyze and reflect upon their instruction and upon their pupils responses to instruction. Participants will focus on understanding approaches for differentiating instruction in the classroom. Participants will: discuss the principles of Differentiated Instruction and how they apply to each individual student, learn effective strategies for managing flexible groups, and acquire ideas for providing students with a variety of options. Learning Outcomes: The student will be able to: Design lessons and materials based on differentiated instruction theory and strategies Examine his/her individual philosophy of education and incorporate principles of differentiated instruction Interpret state mandates, requirements and/or standards to develop lesson plans in accordance with these rules and regulations Prepare appropriate, differentiated assessments that correspond with explicit content areas and learning goals at various stages of instruction Analyze student learning needs to apply differentiated instruction methods when preparing lessons for Gifted and Talented students, English Language Learners, Bi-lingual students and Special Education students Describe major theories of learning that are relevant to the content of ones lesson plans and the selection of classroom materials Online Learning with Full Instructor Facilitation Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects. Weekly Online Lecture Assignments: Week 1 Text Reading: Read Hall, T., Strangman, N., Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [insert date] from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html Answer Questions (Open Ended) Briefly state your philosophy of education. How is it reflected in your lesson planning and teaching? Now consider the Hall, Strangman and Meyer article. How can you incorporate that information into your philosophy of education? Watch Video Clips Clip 1: http://www.youtube.com/watch?v=3lzzZbPN-8splaynext_from=TLvideos=QNXm4P0EbsM Differentiated Instruction: Some Ideas for the Classroom Clip 2: http://www.youtube.com/watch?v=nkK1bT8ls0Mplaynext_from=TLvideos=QNXm4P0EbsM Assignment: Create a Think-Tac-Toe (T-T-T) lesson for use in your classroom. Provide a rationale for the educational choices you made in the design of your T-T-T. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 2 Text Reading: Read http://www.mcrel.org/PDF/Standards/5982TG_ModelsStandardsImplementation.pdf read pages 1-8 of this article Title: National Education Standards: Getting beneath the Surface. Policy Information Perspective, Author(s):Barton, Paul, http://www.ets.org Parrish, P., Stodden, R. (2009). Aligning Assessment and Instruction with State Standards for Children with Significant Disabilities. TEACHING Exceptional Children, 41(4), 46-56. Retrieved from ERIC database. Answer Questions (Open Ended): What did you learn about your states mandates, requirements and/or standards and how will this information drive your lesson planning and instruction? Watch Video Clips Clip 1: http://www.youtube.com/watch?v=HAMLOnSNwzA Dalton Sherman makes a keynote speech about educating students Assignment: Locate your states department of education website to review the mandates, requirements and/or standards for addressing the needs of special education students, English Language Learners, bilingual students, and gifted and talented pupils within a general education setting. Why should this drive your instruction or why not? How does what Dalton speaks about in Texas apply to your students and your teaching situation? Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 3 Text Reading: Read http://www.nsdc.org/news/jsd/stiggins202.cfm An Interview with Rick Stiggins, by Dennis Sparks, Journal of Staff Development, Spring 1999 (Vol. 20, No. 2) http://www.readingrockets.org/article/6016 Assessing Learning and Evaluating Progress By: Ann Bauer and Glenda Myree Brown (2001) Answer Questions (Open Ended) What is the relationship between pre assessment, ongoing assessment and post assessment? Watch Video Clips Clip 1: http://www.youtube.com/watch?v=njeK8BGqJq0feature=player_embedded Clip 2: Office Chat with Sharon Russell Fowler regarding assessment in a mixed ability classroom Assignment: Choose a learning goal. Design three assessments, one for pre-assessment, one for ongoing assessment, and one for post- assessment of mastery of the goal. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Midterm Project Due Week 4 Text Reading: Read about Gifted and Talented and ELL Differentiation http://www.nagc.org/index.aspx?id=660 Teaching Gifted Kids in the Regular Classroom, Susan Winebrenner, Brooklyn, MI http://www.carolyncoil.com/ezine21.htm What is Curriculum Compacting by Carolyn Coil, Ed.D http://www.nagc.org/index.aspx?id=387 NAGC Position Statement: Differentiation of Curriculum and Instruction Watch Video Clips Clip 1: http://www.youtube.com/watch?v=9ITZxENq3C Clip 2: http://www.youtube.com/watch?v=MDJst-y_ptI Assignment: You have decided to use the Curriculum Compacting strategy in your classroom in order to meet the needs of your most able learners. Create a plan that identifies the topic to be compacted, the assessment and identification of targeted students and the alternate activities offered on the topic. Include a rationale that supports your decision to Curriculum Compact and how you will effectively infuse it into your classroom. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 5 Text Reading: Read 1 Read about Special Education differentiation http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=14hid=108sid=10da0a0a-a285-47c0-8bcb-68e34677c7b7%40sessionmgr111 Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive Strategies for Standards-Based Learning that Benefit the Whole Class. American Secondary Education, 32(3), 34-63. Retrieved from ERIC database. Text Reading: Read 2 http://www.k8accesscenter.org/training_resources/differentiationmodule.asp Select the Differentiation Strategies Chart Watch Video Clips Clip 1: Answer Questions (Open Ended) Goldilocks and the Three Bears can be used as a metaphor for guiding differentiated instruction. If instruction is too simple, students become bored. If instruction is too difficult, students become frustrated. How do you determine what materials and instructional methods are just right for each student in an inclusive classroom? Assignment: http://www.k8accesscenter.org/training_resources/differentiationmodule.asp Select Differentiation Scenario Using the strategies described and insight gained while reviewing the Differentiation Strategies Chart complete the task described on the Differentiation Scenario page. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Week 6 Text Reading: Read about Maslow, Dunn and Dunn, and Rimm: Read 1 http://psychclassics.yorku.ca/Maslow/motivation.htm A Theory of Human Motivation H. Maslow (1943), Originally Published in Psychological Review, 50, 370-396. Read 2 http://wps.prenhall.com/wps/media/objects/863/884633/Volume_medialib/dunn.pdf Dunn and Dunn Read 3 http://www.sylviarimm.com/parentingarticles.html Read Rimms Laws and select one article from the Parenting Articles tab to read Watch Video Clips Clip 1: http://teachertube.com/viewVideo.php?video_id=72041title=Understanding_the_Basic_Needs_of_Children__ Answer Questions (Open Ended) After watching the video, describe the courage you needed to muster to become an educator? Think of one of your students and draw his/her circle of courage or circle of fear. List at least 2 factors in each quarter of the circle to support your selection of elements. Assignment: Create a three circle Venn Diagram in which you compare and contrast the Hierarchy of Needs, Dunn and Dunns Learning Styles, and Rimms Laws. Then select two points from each article that you recognize as being present or absent from your classroom. Cite evidence from your classes to support your ah-ha moment. Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Final Project Due Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow students comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings. Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty. Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator. Methods of instruction: Percentage of Course Credit Video Lectures 20% Textbook/Articles Readings 10% Midterm project 25% Final project 30% Discussion Board interaction (weekly submissions) 10% Participation 5% Grading criteria/system and evaluation activities: A faculty member will be reviewing students answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples. University Grading Criteria Grade Equivalent 97-100% A+ 93-96% A 90-92% A- 87-89% B+ 83-86% B 80-82% B- 77-79% C+ 73-76% C 70-72% C- 69% or below U Attendance/Participation It is expected that students will attend all instructional sessions, complete all required activities, and field assignments. Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee. University Computer Lab/Library Services Please refer to Section VI in the Student Handbook. Disability Services Please refer to Section VII in the Student Handbook. Due dates of major assignments and projects: Midterm Project Due Date: TBA Final Project Due Date: TBA Midterm Project 1: Lesson Plan Activity Using the strategies, concepts and rubrics presented in the course, design a lesson to be taught in an elementary, secondary, or high school classroom. The lesson plan should include the following: Lesson Objectives Correlation with the most recently adopted version of your states content standards Prior Knowledge/ Understandings of Students: Explicitly note the differentiated instruction based upon the varying population in your classroom. Clearly state the basis of your differentiated approach i.e. ability, interests, language acquisition, reading levels, learning styles (or other) Activities: Explicitly note in the lesson plan how the activities connect to the approach you used to customize instruction Materials and Equipment (including technology) Assessment Method (for example, Rubric, Checklist, Anecdotal Notes, etc.) Prior to teaching the lesson, write a reflective statement that focuses on your lesson planning. You may choose to audio or video tape the lesson to assist you in your post teaching lesson analysis. Also, using the Peer Review Checklist template, select criteria to guide a colleague in analyzing your lesson plan. After teaching the lesson, write a reflective statement on your strengths, weaknesses and how you might modify the lesson plan to maximize student success the next time you teach it. An audiotape, if available, of the lesson should be made to assist you in your self-analysis. Using the Self-Peer Review checklist, have a colleague review your lesson plan and provide you with written feedback. You are also to complete the checklist. Discuss the feedback with the peer reviewer. Compare your self-analysis of your strengths and weaknesses with those of the peer reviewer and include your reactions to this comparison in your final reflective statements. Submit a copy of your lesson plan, your reflective statements, the Self-Peer completed checklist, and the comparison of the self analysis to the peer review, to the course instructor. The assignment should be a total of 9-12 pages in length and include 3-5 references. Use APA format: Use the standard Cover Page and submit to your course facilitator. All assignments are done in 12 pt. Times New Roman font and in APA, 5th Edition format. Add a Reference page that lists items of the authors works cited in your document. Use APA format for the items. INSERT Self and Peer Reviewer Lesson Plan Critique Checklist Scoring Rubric for Assignment Total Value: 100 Points Content of Paper Value: 70 points Copy of your lesson plan, your reflections, and the self and peer reviewer lesson plan critique checklist, and the analysis. Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the Writing Format and Style as required by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition. Final: Assignment: Critical Issues Report The purpose of the assignment is to increase the knowledge base, add to the repertoire of reading theories, and increase skills of reflection and problem solving through research and reading on topics that are current, controversial, or significant in understanding the theories behind why some students do not achieve at a satisfactory level and why some students surpass the standards set. Select a topic that is personally intriguing and is addressed in the content of the course: Critical issues in special education theory and learning Maslows hierarchy of needs Sylvia Rimms approach to underachievers Opportunities for gifted students to be engaged in appropriately differentiated learning experiences Modified Dunn and Dunn model of learning styles Reasons for pre-testing Knowing how to choose appropriate assessments for evaluation and planning for instruction The Name Card Method for working in pairs Understanding how to work with Gifted Children Understanding how to work with special education children Read a minimum of three (3) reference sources on the selected topic. Write a 8  ½ page report that includes:  · Cover Page  · Introduction: Background Information (1 page)  · Body of Report (6  ½ pages) General review and summary of the articles content Personal reaction to the information that has been summarized with specific attention to synthesizing the ideas found in the research with course concepts and personal background experiences (personal reaction/critique/reflections) Complete responses to each of the following questions: (Elementary Education Competencies and Skills) How did the information in the selected readings or online lectures increase your knowledge of emergent special education techniques specific to the identification of concepts in the course thus far? How did the information in the selected readings or online lectures increase your knowledge of the Maslow Hierarchy of needs, specific to the developmental stages and the syntactic, semantic, and graphophonemic cueing of the hierarchy? How did the information in the selected readings or online lectures increase your knowledge of the process of constructing meaning from a variety of texts, specific to essential comprehension skills? How did the information in the selected readings or online lectures increase your knowledge of gifted children? How did the information in the selected readings or online lectures increase your knowledge of effective listening and viewing strategies? How did the information in the selected readings or online lectures increase your knowledge of the nature of assessing? How did the information in the selected readings or online lectures increase your knowledge of developing different learning experiences for each student? How did the information in the selected readings or online lectures increase your knowledge and improve your understanding of how to set up a classroom that will effectively meet the needs of all students? Conclusion (1 page): Recommendations for using your research and knowledge base gain from the course to this point.  · Reference Page: List of cited references, following APA format or format required of your institution. Scoring Rubric for Assignment Total Value: 100 Points Content of Report Value: 70 points Introduction, content review and summary, personal reaction/critique, responses to questions related to Elementary Education Competencies and Skills, conclusion (recommendations for using research in the classroom). Quality of Writing Value: 20 points Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively. Points and ideas are well organized. Word choice is effective. English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure).   Format Value: 10 points Cover Page, Reference Page and where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text. Students  should follow the Writing Format and Style as required by their institution. Should the student not have a home institution, they will follow the APA Format and Style Manual, 5th Edition.

Anney as a Mother: A Role Dismally Played

Bastard out of Carolina is a novel written by Dorothy Allison; it is a poignant story which speaks about love, family, pain, suffering—and the ultimate price of happiness. In this story, it is seen that the pursuit of happiness sometimes may result in the pain of other individuals: particularly the protagonist's pain—which is indirectly inflicted by her own mother.The story is told by a girl named Bone (whose real name is Ruth Anne), and she tells the reader about her life, and the suffering which she had to endure at as very young and tender age.The story opens with a description of Bone's birth, her mother's coma, and the fact that Bone is an illegitimate child (Millard 155). Bone's life, of course, was interrelated with the lives of her mother, Anney, and her mother's lover, Glen. Bone would have never been who she was if it were not for her mother and mother's lover. However, given the viewpoints of her own mother, Bone's experiences were inevitable. One of the rele vant passages in the story which tells the reader an important fact that pertains to the recurring theme of the story is the following: â€Å"There was only one way to fight off the pity and hatefulness.Mama learned to laugh with them, before they could laugh at her, and to do it so well no one could be sure what she really thought or felt. She got a reputation for an easy smile and a sharp tongue, and using one to balance the other, she seemed friendly but distant† (Allison 10). Analysis of the Passage Relevance of Passage to the Story Although the story indeed, seems to be about the life of the narrator, if one does a careful analysis, it could be seen that the story primarily focuses on the narrator's relationship with her mother.Bone's life, in a sense, is largely affected by her relationship to her mother. As seen in the previous passage, Anney was not exactly a woman who has found happiness. She longs for happiness, yes, and this passage shows that Anney's search for ha ppiness amidst the â€Å"pity and hatefulness† (Allison 10) has cost her more than she would ever bargain for. This passage is particularly relevant in understanding the story, since this passage shows how Anney's search for happiness as an individual has ultimately led to the misery of her own daughter, Bone.The story is a heart-wrenching one, and if one would try to analyze the details of the story, the story is heart-wrenching, not merely because Bone was physically and sexually abused by her stepfather, but also because her mother was a woman who was not able to protect her from such events because of she was a woman who preferred to turn away from problems rather than face them head-on. It is also seen in the story that since Anney was not of much help to her daughter, Bone chose not to disclose to her the horrors which she experienced in the hands of her stepfather.In this particular line, Bone says that â€Å"I lived in a world of shame. I hid my bruises as if they we re evidence of crimes I had committed. I didn't tell Mama. I couldn't tell Mama† (Allison 113). How horrible must it be, if one cannot be able to seek help from one's own mother. Bone was not able to do so, since her mother tends to pretend that everything will turn out fine, and that they must merely laugh about their troubles before someone else laughs at them. It is, of course, necessary to state that one must not take the word laugh literally.It could mean that one must not be fazed by one's troubles, and continue to search for happiness. However, in this case, turning a blind eye in Bone's troubles did not help her at all; Anney merely made things worse for her own daughter by not asserting that Glen should treat her humanely. In the end of the story, much to the annoyance of the reader, Anney chose to be with Bone's abusive stepfather, rather than be with Bone, who is her child (Linkon 275). This ending only proves that Anney was a woman who preferred to find her own hap piness, rather than the happiness of her own child.It cannot be argued that the reader would feel a certain animosity towards her character, for how can she love the man who has continuously hurt her child? Style and Presentation of Text If one is to read the aforementioned passage carefully, it will be seen that the author is using symbolism to send her message to the reader. As discussed in the penultimate paragraph of the previous section, Anney's way of dealing with troubles has an effect on Bone's life.It is not enough to say that Anney laughed at her troubles before anyone could laugh before her—what she did was that she turned her back against these problems and refused to address them appropriately. In fact, when Bone was brought to the hospital for having broken her coccyx when Glen beat her, Anney was desperately trying to shield the fact that Bone was beaten up by anyone (Allison 113). Therefore, given this information, it could be said that when Bone stated that A nney was a woman who preferred to â€Å" learned to laugh with them, before they could laugh at her† (Allison 10), Bone actually meant something deeper.This description of Anney in the aforementioned passage is a symbolism, and must not be taken literally; it was a mere symbolism of the fact that Anney was actually a woman who preferred to convince herself that nothing was wrong, and that, perhaps by believing that nothing is wrong, then nothing would eventually be wrong. Since Anney is trying find her own happiness, she tries to escape reality, and eventually is forced to continuously hurt her child in the process. SummaryThe aforementioned passage is significant to the novel, for it tells the reader that the life of the narrator may have been different if only her mother chose to fight for her—instead of trying to shield the truth from prying eyes and claiming that nothing is wrong with their family. While it is relevant to state that Anney had loved Bone in the best way that she could, Anney, nevertheless, was not as willing to give up the man she supposedly loves. Anney knows how to fight back and protect her children, but she was not able to do so fully, for she refused to fully accept that some things cannot be laughed at.There are a lot of ways a mother could have shown her love for her child, but in many ways, the way she showed her loved in the novel was one of the most eccentric ways that could hurt one's child. In the end, she eventually realized that she had to let go of one of them, and she did let go—of her own child. However, her decision was too late, for the damage was done, and Bone would forever have memories where her own mother refused to see the light for her. Overall, the chosen passage was a good symbolism and it provides the reader with thoughtful insight regarding Bone's mother and how she has affected her life.It may not be obvious at first, but the passage is able to convey something metaphorical which is vital in understanding the life of Bone, a girl who longed for her mother to finally wake up from her trance and realize that it was time to move on instead of insisting that the family they had was real. Works Cited Allison, Dorothy. Bastard out of Carolina. New York: Penguin Books USA, Inc. , 1992. Print. Linkon, Sherry Lee. Teaching Working Class. Boston: The University of Massachussetts Press, 1999. Print. Millard, Kenneth. Coming of Age in Contemporary American Fiction. Edinburgh: Edinburgh University Press Ltd. , 2007. Print.