Alzheimer s Disease ( Ad ) - 1361 Words

Alzheimer’s disease (AD), according to Shan (2013), â€Å"is the most common form of dementia. It is a degenerative, incurable, and terminal disease.† (p. 32). AD is a disease in which the brain essentially deteriorates, is vastly progressive, and complex. Because there is no cure for this disease, scientists and researchers should continue seeking effective prevention measures. Alzheimer’s disease accounts for hundreds of thousands of geriatric deaths each year, and affects not only the patient, but the caregivers and loved ones as well. Alzheimer’s disease has a plethora of theories regarding the cause, but no one is measurably sure due to its complexity. This disease begins by the disintegration of short-term memory. For example, forgetting to turn the stove off when finished cooking. Though this may not be deemed terrible, it is indeed dangerous, as the patient could unintentionally harm themselves or others. Though bad, that is not where AD ends. By t he end of the progression of this disease, the patient will no longer have the capability to carry out basic life activities, such as eating, drinking, bathing, etc. There are three different classifications of Alzheimer’s disease: early onset, late onset/sporadic, and familial AD. Alzheimer’s disease does not develop in a simple characteristic pattern, rather it develops immensely sporadic and vast in the symptomatology, progression, and the life span of the patient once they acquire the disease; because of this, threeShow MoreRelatedAlzheimer s Disease ( Ad )1108 Words   |  5 Pages Alzheimer’s Disease (AD) is a form of dementia that affects 5 million people in the United States alone. One out of every three Seniors die of the disease just in the United States; 80 million suffering world wide making AD the 6th largest cause of death (climax) (Humpel 1; Alzheimer’s Association). AD is the most common dementia; affecting the neuroplasticity of the brai n resulting in physical shrinking of the tissues; thus causing neurodegeneration. Diagnosis of the disease is complex, costlyRead MoreAlzheimer s Disease ( Ad ) Essay1112 Words   |  5 Pages Alzheimer disease (AD) is the most common cause of dementia in the elderly, accounting for 65–70% of all cases (Jellinger, Janetzky, Attems, Kienzl, 2008). The other dementias are of the Parkinson s group, the fronto-temporal group and the vascular group. The total worldwide yearly costs for the treatment and care of patients suffering from dementia are estimated to be around 250 billion US dollars. The lifetime risk for AD between the ages of 65 and 100 is 33% for men and 45% for women withRead MoreAlzheimer s Disease ( Ad ) Essay1765 Words   |  8 PagesAlzheimer’s Disease is similar to a literal chipping block of the brain; it is like this conscious genetic machine that (figuratively and) continually deep-fries brain cells and makes them clump up into masses that entangle many cognitive processes that allow an individual to be who they are. It is the slow progression into death where the mental faculties are ravaged and pilfered; the sinews that tie each and every neuron and synapse together. Alzheimer’s disease (AD) is a condition where thereRead MoreAlzheimer s Disease ( Ad )1244 Words   |  5 PagesAlzheimer s disease(AD) wrecks memory and other essential mental capacities. Research has shown that numerous individuals with dementia, particularly those who are sixty-five or older, have brain impairments. All through the numerous periods of Alzheimer s disease, people appear to show any indication, yet harmful changes are occurring in the cerebrum. An unnatural deposit of proteins structure amyloid plaques and tau tangles all through the brain, and once the active neurons quit working, theyRead MoreAlzheimer s Disease ( Ad )1112 Words   |  5 PagesAlzheimer’s disease (AD) is a complex, multifactorial neurodegenerative disease tha t is currently being managed by symptomatic treatment. The affected areas include the central nervous system (CNS) which is made up of the brain and spinal cord. The brain is essential in managing our thoughts, cognitive abilities, and our ability to interact with the environment. AD patients are known to experience symptoms such as memory loss in the early stages which develop into speaking difficulties to eventuallyRead MoreAlzheimer s Disease ( Ad )2192 Words   |  9 PagesAlzheimer’s disease (AD) is a cognitive neurodegerative disorder and one of the major forms of dementia; it represents 60-80% of the dementia patients (Barker et at., 2002). It is estimated by the end of 2015, 53 million people of America would be affected and this would almost double by 2025 and triple by 2050, hence making research momentous for the cure (Hebert et al., 2013). It takes almost 8.5 years between the onset of symptoms of the disease and death (Francis, Palmer, Snape et al., 1998). AD affectsRead MoreAlzheimer s Disease ( Ad )1068 Words   |  5 PagesAlzheimer’s disease (AD) is a neurodegenerative disorder characterized by ÃŽ ²-amyloid plaque formation caused by aggregation of ÃŽ ²-amyloid42 within the brain leading to a progressive decline in cognitive function and memory loss (2). Hyperphosphorylated tau protein is occasionally found in brains of AD patients with advanced pathology however, it is not necessarily an indicator of AD but considered a sign of disease severity (2, 4, Kosik et al, 1986). AD is separated into two subcategories followingRead MoreAlzheimer s Disease ( Ad )1172 Words   |  5 PagesAlzheimer’s disease (AD) is a disorder that is characterized by degeneration of the hippocampal and cortical neurons of the brain – causing memory impairment and a decline in cognitive abilities. The current study by Ghoneim et al.1 focuses on the role of three proteins in the pathogenesis of Alzheimer’s. Brain derived neurotrophic factor (BDNF) signaling is important for development and maintenance of normal neuronal circuits in the brain. Glial fibrillary acidic protein (GFAP) is expressed by astrocytesRead MoreAlzheimer s Disease ( Ad ) Essay1588 Words   |  7 Pages This paper explores various elements and issues related to Alzheimer’s disease (AD). Topics briefly detailed include etiology, symptomology, diagnosis, neuroanatomy, neurotransmitter systems involved and treatments that focus on neurotransmitters. Emphasis is placed on such topics as cognitive decline and dementia; neurological change; and changes to neurotransmitters and synapses. Details concerning diagnosis and treatment are brief, but do elaborate somewhat on present studies into addressingRead MoreAlzheimer s Disease ( Ad )1067 Words   |  5 Pageswith Alzheimer’s disease (AD). Alzheimer’s disease (AD) is a brain disease that slowly eradicates recollection, thinking skills and slowly the ability to perform menial tasks. Alzheimer’s disease is classified as the loss of cognitive functioning-thinking, remembering, and reasoning- and behavioral abilities to such an extent that it interferes with a person’s daily life and activities. (****1*) Dementia can vary depending on the types of brain changes such as Lewy body disease, (which are abnormalities

Aed 201 Appendix a Free Essays

Axia College Material Appendix A Final Project Overview and Timeline Final Project Overview Currently, many teachers and paraprofessionals are required to create a professional portfolio as part of their pre-service education. Use Appendix A to help you create a Professional Development Plan, which is a component that can be added to your professional portfolio. In a 2,100- to 2,500-word paper composed in Microsoft © Word, include answers to the following questions: * What are your goals in the next five years? In the next 10 or more years? * What steps are necessary to get you to your goals? What obstacles can you foresee and how will you overcome them? * What is one principle from the INTASC Principles Web site (http://cte. We will write a custom essay sample on Aed 201 Appendix a or any similar topic only for you Order Now jhu. edu/pds/resources/intasc_principles. htm) that you feel you need to improve the most in order to be effective in the education profession? What existing professional development program(s) could you pursue to address the need to improve in this area? What professional development programs can you enroll in to help you prepare to meet the diverse needs of today’s learners? * How will you evaluate your progress? What will help keep you motivated toward achieving those goals? * What professional organizations will you join? Why? What do you expect to gain from membership in these organizations? * What techniques will you use to help you develop leadership skills? Final Project Timeline You should budget your time wisely and work on your project throughout the course. As outlined below, some CheckPoints, assignments, and exercises in the course are designed to assist you in creating your final project. If you complete your course activities and use the feedback provided by your instructor, you will be on the right track to complete your project successfully. * Suggested in Week One: Read Appendix A. Consider how current reforms will affect your 5- and 10-year goals. Review the INTASC Principles at http://cte. jhu. edu/pds/resources/intasc_principles. htm Suggested in Week Two: Make note of anything you’ve come across while interviewing a teaching professional that could be an area of improvement for yourself before or during your first year in the classroom. * Suggested in Week Four: Begin searching for professional educator organizations and/or programs that interest you. * Suggested in Week Five: Begin outlining and writing your final project. * Suggested in Week Eight: Complete and proofread a rough draft of your final project. * Due in Week Nine: Submit your final project. How to cite Aed 201 Appendix a, Papers

Lord Of The Flies Symbolizem Essay free essay sample

Lord Of The Flies ~ Symbolizem Essay, Research Paper The fresh Lord of the Flies, written by William Golding, is a really symbolic peace of literature. Most of the symbols are really easy to place and explicate. One exclusion is dressing. Clothing was over looked as a symbol until the debut of this symbolism undertaking. It was overlooked because in our society vesture is a natural portion of our every twenty-four hours lives, so even when we are reading, we tend to disregard it as typifying lone manner or deficiency of. In Lord of the Flies vesture symbolizes order, regulations and democracy. As the male child # 8217 ; s vesture bends to torment, their order turns to chaos, their regulations are discarded and their system of democracy is overthrown and replaced with a fascist leader. When the male childs foremost arrive on the island they realize that there are no grownups to state them what to make or how to act. Basically they see no regulation hatchet mans as no regulations. Most of the male childs take some or all of their vesture to travel swimming or because of the heat. This shows right from the beginning that when apparels are removed so are the regulations. Ralph calls an assembly by blowing the conch and the male childs come dressed # 8220 ; in school uniforms ; Greies, blue, dun, jacketed or jerseyed. There [ are ] badges, slogans even, chevrons of coloring material in stockings and pullovers. # 8221 ; ( 19 ) . The last to get at the assembly was Jack and his choir. Each male child in the choir is have oning a square black cap with a Ag badge in it. Their organic structures, from pharynx to ankle, [ are ] hidden by black cloaks which [ bare ] a long Ag cross on the left chest and each cervix [ is ] finished with a hambone frill. # 8230 ; [ Jack, ] the male child who [ controls ] them [ is ] appareled the same manner through his cap badge [ is ] aureate. ( 21 ) . Since the male childs are dressed in their school uniforms they are orderly. They showed this by listening and sitting softly. At this assembly Ralph # 8217 ; s system of democracy is established merely by voting him to be main. Ralph sets up regulations and responsibilities. Jack and his choir are to be huntsmans and all the biguns* are to portion the duty of fire ticker, ( the male childs on fire ticker sit up with the deliverance fire to do certain it stays lit and excluding fume ) . The balance of the male childs are to assist Ralph construct shelters and to maintain coconuts, filled with fresh H2O, near cantonment. As the male childs vesture starts to have on off to furies, their regulations start to melt. No 1 except Simon helps to construct the shelters, H2O is non being brought in coconut shells, and Jack takes the male childs from the fire ticker to assist with his Hunt. Due to Jack # 8217 ; s actions the fire goes out and a ship passes them by. This shows Jack has a neglect for regulations and deliverance. The male child # 8217 ; s vesture non merely wears off, but they besides become highly foul. They [ are ] dirty, non with the dramatic soil of male childs who have fallen into clay or been brought down hard on a showery twenty-four hours. Not one of them was an obvious topic for a shower, and yet # 8211 ; hair, much excessively long, tangled here and at that place, knotted round a dead foliage or a branchlet ; faces cleaned reasonably good by the procedure of feeding and perspiration but marked in the less accessible angles with a sort of shadow ; apparels, have on off, stiff like his ain with perspiration, put on, non for decorousness or comfort but out of usage ; ( 121 ) . The male childs don # 8217 ; t see themselves as dirty, they grow accustomed to the manner they look and smell ; which shows their decent into savageness, because civilized people are clean or at least cognizant of how soiled they are. Jack is the first male child to go barbarian. His savagery grows to do him the most barbarian of the group. When he is at his most barbarian minutes, he is described with really few vesture on. When he is runing # 8220 ; except for a brace of tatterdemalion trunkss held u P by his knife-belt he [ is ] naked.† ( 52 ) . When his folk is busting Ralph’s, he is â€Å"stark bare save for pigment and a belt† ( 155 ) , and when he is crushing Wilfred for no evident ground, he is â€Å"naked to the waist.† ( 176 ) . Jack is the 1 who replaces Ralph’s democratic system with his ain fascist one. In Jack # 8217 ; s tribe, killing is condoned and the male childs wear hardly any apparels. One dark during a ritual hog killing dance, Simon stumbles into the circle from out of the dark forests. Jack # 8217 ; s about bare folk onslaughts and viciously putting to deaths Simon with their custodies and dentitions, because in the dark they have mistaken him for the animal. The male childs blame the darkness for Simon # 8217 ; s decease alternatively of themselves. After Piggy # 8217 ; s spectacless are stolen, he makes a address to Jack # 8217 ; s folk at his base in pure daytime. Roger pushes a bowlder off the drop onto Piggy, killing him. This is important because the violent death of worlds is no longer done with darkness to fault, the male childs are genuinely barbarous! Ralph is the least barbarian of the male childs who have survived. He tries to reconstruct order within his ain folk when it consists of: Piggy, Sam, Eric, and himself. Ralph # 8217 ; s major point is that they need to be clean. # 8220 ; Supposing we go, looking like we used to, washed and hair brushed # 8211 ; after all we aren # 8217 ; t barbarians really. # 8221 ; ( 189 ) . He clearly associates being orderly with being clean and decently dressed. When Ralph is being hunted by the now blood thirsty, about naked to to the full bare male childs, he catches a glimpse at Bill. Bill is a bigun* who is portion of Jack # 8217 ; s folk. Ralph describes him as # 8220 ; a barbarian whose image refused to intermix with that ancient image of a male child in trunkss and shirt. # 8221 ; ( 202 ) . Again, this is Ralph placing that they were orderly when they wore trunkss and shirts and now this about bare male child is non the Bill who arrived on the island non so long ago ; he is a barbarian. The male childs are rescued by a naval officer. The naval officer is dressed in # 8220 ; a immense ailing cap. It [ is ] a white-topped cap, and above the green shadiness of the extremum was a Crown, an ground tackle, gold leaf. He [ has ] white drill, epaulettes, a six-gun, [ and ] a row of gilding buttons down the forepart of [ his ] uniform. # 8221 ; ( 221 ) . Equally shortly as the male childs see this clean uniformed adult male, order is restored. The combat stopped immediately and when asked who is in charge, Ralph, the democratic leader, speaks up without expostulations. The officer takes the male childs back to civilisation, cleans apparels and regulations, merely after they have a good call. # 8220 ; With foul organic structure, matted hair, and unwiped nose, Ralph [ weeps ] for the terminal of artlessness, the darkness of adult male # 8217 ; s bosom, and the autumn through the air of the true, wise friend called Piggy. # 8221 ; ( 223 ) . As you can see the more vesture the male childs lose, the more barbarian they become. We think the same thing would go on with any group of people put in that state of affairs. Even people non in that state of affairs, but with small vesture on act different, possibly non every bit barbarian as the male childs in Lord of the Fliess but rebelliously different. Think of the manner strippers act when working and when there non, besides the manner kids strip off fancy vesture to travel and play. Subconsciously we see dressing as order and regulations. Without dressing adolescents and grownups are promiscuous or abashed depending on how and why their apparels came off. Even when we are have oning comfy apparels as opposed to visualize vesture we act otherwise. We would neer travel to a ball in our workout suits and we would neer lounge around making housekeeping in ball gowns. When we wear apparels that are comfy and blandishing we act more confidant so when have oning apparels that are u ncomfortable and/or unflattering. The apparels we wear or don # 8217 ; t wear dictates our willingness to fallow regulations and states whether or non we are capable of being an orderly portion of society. *A bigun is an older male child possibly approximately 10 to 12 old ages old. By, Stacey,

Special Delivery Essay Research Paper BOOK NAME free essay sample

Particular Delivery Essay, Research Paper BOOK Name: Particular Delivery This book is a love affair novel about two people who at foremost hated each other and because of 1s kindness became lovers. Jack Watson was 59 old ages old an old histrion who bought a adult female # 8217 ; s vesture shop with money his uncle left him. He named the shop after his nine-year-old girl Julie. Jack besides had a boy named Paul. Paul is on his manner to being a manufacturer, much better at moving so his pa. Jack was married to a adult female named Dori who died when the kids were still immature. Jack grieved for along clip about a twelvemonth so tried to acquire over his heartache by kiping with many different adult female much younger so him. Paul Jacks boy was married to Jan Robbins and Julie was besides married and had two childs. Jan Robbins is the girl of Amanda Robbins who was a really good actress but quit when she married her hubby Matthew Kingston. We will write a custom essay sample on Special Delivery Essay Research Paper BOOK NAME or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He was a really controlling adult male and did non like her to work. Amanda had two childs Jan and Louise. The lone thing Jack was to her was her girl # 8217 ; s father-in-law and besides that she hated him and so did Louise the both thought he was a man-about-town. After Matthew Kingston died Amanda thought she could neer travel on once more. Finally Jan got her to go to Jacks Christmas party and that is where Jack and Amanda foremost truly met. That dark Jack took Amanda place and they continued to travel out to eat a little small eating houses where no 1 would be to acknowledge them because Jack had a wont for being on the front page of the intelligence paper with his new miss friend. After a piece they were remaining the dark at each other # 8217 ; s houses and traveling topographic points together and they both new Thursday ey would hold to state the childs. One dark they invited all the childs over to Amanda # 8217 ; s house and sat them down to eat and after they were done eating the told them the intelligence. Louise was the most disquieted and walked out of the house. Paul and Jan were huffy but more aghast, and Julie was really happy for the both of them. Amanda was 51 and Jack was 59. After a piece Amanda started make fulling sick and Jack made here travel to the physicians she truly did non desire to because she merely thought she was traveling through metaphase he eventually made her spell. When she got at that place the physician sent her to the infirmary to make some cheques and that is where they got the bad intelligence. The physicians came in with the echogram machine and that is when Amanda was worried she had an ulcer, they started demoing her the tummy country and so person said the worst intelligence Amanda could of herd at that minute the words were # 8220 ; there is the head. # 8221 ; Amanda thought she could decease. Amanda was set on holding the babe and Jack thought she was brainsick they got into a large battle and stopped seeing each other for a hebdomad or two and Jack could non take it and he went to see her. By that clip Amanda thought a good program since Paul and Jan were seeking to hold a child they would give it to them. They once more called all the childs and asked them to come over for drinks to state them the intelligence about being pregnant. Louise was once more really huffy, and Paul, Jan, and Julie were really surprised. Then after that hebdomad Amanda and Jack called Paul and Jan to state them what they decided to make but before they could Jan told Amanda she eventually got pregnant. Amanda eventually had the babe and at the terminal Louise told Jack Congratulations and she truly meant it.

How to Study Better in High School 16 Expert Tips

How to Study Better in High School 16 Expert Tips SAT / ACT Prep Online Guides and Tips Studying is about finding a right balance between concentration, understanding, retention, and rest. And, just like any task that taxes your energy- be it physical or mental- it is often just as difficult to get started as it is to engage in the task itself. But don't despair! Whether you need to study for just one test, or want to learn how to study over the long haul and retain a whole term's worth of information, we've got you covered. We’ll explain exactly how to study better, helping you revamp both your daily and long-termstudy habits and giving you the best study tips for managing your timeand keeping your focus as you actually study. And, once you've mastered thesestudy techniques, we’ll also show you how to prepare yourself for test day so you can do your very best when the chips are down.So let’s get to it! Building Good StudyHabits Again, exerting both mental energy andphysical energy is difficult and many find it tough to keep upover the long term. But a proper approach will helpease the way and keep your studying strong for years to come. To laya healthy study foundation and avoid last minute cramming and undue stress, it's necessary to build (and maintain!) a proper study habit. Just like with exercise, the task will become easier and more manageable the more you are able to get into a routine. And you'll be far less likely to lapse back into bad study habits once you've made studying an intractable part of your daily life. #1: Stick to a Set Schedule Your brain builds pathways and habits over time, and studying is about building thosemental muscles and endurance. Getting into a fixed habit of studying will help you improve your concentration and mental stamina over time. And, just like any other training, your ability to study only improves with time and dedicated effort. There are many activities that are good for us, but that we often- for whatever reason- dread doing. Whether this is exercising, doing chores, or studying, it’s a good idea to set yourself a schedule and stick to it no matter how you’re feeling at the moment.It’s easy to put off these activities for a thousand reasons: you’re busy doing something else, you’re tired, you have a headache, you’re not in the mood.†¦But the more you hold yourself to a set schedule, the more likely you’ll do what you need to do without having to make an endless litany of excuses. Aside from doing homework,set aside a dedicated 50 to 75 minutesto study each day and then stick to your schedule. You'll find the studyrhythmthat works best for you, but do know that you don't necessarily have to sit down and eek out those minutes all at once. You can decide to split the time into smaller segments throughout the day, or, if you work betterat completing tasks and moving on, you can choose to get your studying done all at once. One way to divide your after school study time into segments could be: 4:30 - 5:00 - arrive home, eat a snack, relax 5:00 - 5:30 - first study chunk 5:30 - 6:30 - break/homework/other task 6:30 - 6:45 -second study chunk 6:45 - 7:30 -dinner/assignments/other task 7:30 - 8:00 - final study chunk Or, if you'd rather spend your 50-75 study minutes all at once, then your schedule may look more like: 4:30 - 5:00 - arrive home, eat a snack, relax 5:00 - 6:15-study time 6:15 - rest of evening - dinner, break, homework, other tasks How you create your study schedule is up to you, just so long as you stick to itonce you've made it and don'tdeviate. #2: Schedule Your Studying in SmallerIncrements Over a Long Period of Time By committing50 to 75minutes to studyevery day (and sticking to your schedule!), you'll avoid bothburning out your mental energy and being stuck crammingfor hours and hours at a time the night before a test. Not to say that cramming your material can't occasionally "work." Some people are absolutely able to cram for a test the night before and do well, but studying in this way will only store the information in your short-term memory, not your long-term.This means that, by cramming, you can struggle to stay apprised of the material as the semester progresses (especially in classes where previous information builds on later information, such as in science, math, or history classes). And the long term effect of forcing your brain to cramnecessary information at once will not only makestudying for finals particularly difficult- essentially forcing youto re-learn a semester’s worth of material, rather than being able to simply review it- but making a habit of cramming material at the last minute will only increase your stress and make you feel as though you have to constantly play â€Å"catch-up.† By sticking to a schedule of studying for a reasonable amount of timeover the entire semester or term, you'll be able to better store and recall the information you need, and thereby reduce some of the stress that comes from schoolwork, tests, and studying. Though it may seem rigidnow, a set study structure will make life easier in the long term. Setting the Right Study Environment A proper study schedule is essential, but so is creating the right study environment. Your environment can have a tremendous impact on your concentration and productivity, so figuring out aproper study space will ultimately benefit you and improve your study time. #3: Stick to the Same Study Spaces A stable environment for a particular activitycan help put you in the right mood and mind frameto complete the task at hand. The same applies for engaging in studying. It is helpful to have one or two dedicated locations for schoolwork- separate from any "free time" areas- that you use to study in each and every study session. Sometimes this may not be possible if you live in a small dwellingand don't have access to free public spaces like a library,but do the best you can to find a space you can use solelyfor studying and stick byit. Your studyspace will be individual to you, so don't worry about how other people work best. Some people concentrate their best when surrounded by others, like in a study group or a bustling coffee shop, while some people can only study if they're alone or in a completely silent location. Experiment with different environments and spaces until you find the one you seem to work in best and then stick to it as your dedicated "study zone." #4: Practice Good Study Hygiene Good study hygiene is about retaining a clear separation between work and rest.This allows you to focus on necessary tasks while minimizing stress and anxiety in the rest of your life. We've already talked about keeping a dedicated study space, but now we have tobe sure to keep those areas as "hygienic" as possible. How? By following a few key rules of setting up your study environment: Make Sure That You DON'T Study In or On Your Bed Studying in sleeping areas is the very definition of NOTmaintaininga clear separation between work and rest, and most often leads to increased levels of stress and insomnia. This, in turn, can decrease your concentration and ability to study in the long term. By blurring the lines between study-time and free-time, you'll only createspillover stress for yourself and be stuck in acyclical effect of non-productivity and anxiety. So keep your study location to a desk, a table, or even a couch, so long as you aren't anywhere on your bed. Keep Tantalizing Distractions Far Away It's easy to allow ourselvesto take "a quick break" tocheck our phones, get up and go hunting for a snack, or to let ourselves get caught up searching forirrelevant information on Wikipedia. There are untold distractions all around us that try to lure our concentration away from the task at hand, and giving into temptation can be an awful time suck.The best way to avoid distractionslike these is to remove temptation altogether. Make up a snack for yourself before you start studying so that you're not tempted to get up. Keep your phone far away, and turn off your wifi on your computer if you can. Tell yourself that you can't get up to check on whatever has you distracted until your allotted study time is up.Whatever has you distracted can wait until your study time is over. Keep Yourself Comfortable, Hydrated, and Fed Taking care of your body's basic needs will not onlyhelp toimprove your mood and concentration while you study, but it will also helpmake sure youavoid needing to get up (and therebylose your focus) during your study time. So make sure you takewater, a jacket, a snack, coffee, or whatever else you need to your study space so that you can be comfortable, focused, and ready to learn. VaryingYour Study Methods There are many different ways to study, and none is exclusively better than any other. In fact,diversifying your study techniques, andusing a mix of multiple different study methodswill help you learn and store your information better than simply sticking toone. Practicing different study methods and combining different techniques to prevent mental fatigue and keep your brain engaged. And we'll walk through some of the best study techniqueshere. #5: Rewrite or Rephrasethe Materialin Your Own Words It can be easy to get lost in a textbook and look back over a page, only to realize you don't remember what you just read. But luckily, that can be remedied. For classes that require you to read large bodies of text, such ashistory, English, or psychology, make sure tostop periodically as you read. Pause at the end of a paragraph or a section and- without looking!- think about what the text just stated. Re-summarize it in your own words. Now glance back over the material to make sure you summarized the information accurately and remembered the relevant details. Make a mental note of whatever you missed and then move on to the next section. You mayalso want to make a bulleted listof the pertinent information instead of just rephrasing it mentally or aloud. Without looking back down at the textbook, jot down the essentials of the material you just read. Then look over the book to make sure you haven't left out any necessary information. Whether you choose to simply summarizealoud or whether you write your information down, re-wording the text is an invaluable study tool. By rephrasing the text in your own words, you can be sure you're actuallyremembering the information and absorbing its meaning, rather than just rote copying theinfo without trulyunderstanding or retainingit. #6: Teach the Material to Someone Else Teaching someone else is a great way to distill your thoughts and summarize the information you've been studying. And,almost always, teaching someone elseshows you that you’ve learned more about the material than you think! Find a study-buddy, or a patient friend or relative, or even just a figurine or stuffed animal and explain the material to them as if they're hearing about it for the first time. Whether the person you're teaching is real or not, the act of teaching material aloud to another human being requires you to re-frame theinformation in new ways and think more carefully about how all the elements fit together. Andthe act of running through your material this way- especially if you do it aloud- helps you more easily lock it in your mind. #7: Quiz Yourself With Flashcards Making flashcards is an oft-usedstudy tooland for very good reason!Making your own flash cardscannot only help you retain information just through the sheer actof writing it down, but will also help you connect pertinent pieces of information together. So for any subjects in which you must remember theconnections between terms and information, such as formulas, vocabulary, equations, or historicaldates, flashcards are the way to go. To make the best use of your flashcards, use the Leitner Method, so that you don't waste your time studying what you already know. To employ this method, quiz yourself with your flashcards and separate the cards into two different piles. In Pile 1, place the cards you knew andanswered correctly, in Pile 2, place the cardsyou didn’t know the answers to. Now go back through the cards again, butonlystudying the cards from Pile 2 (the "didn't know" pile). Separate these again as you go through them into Pile 1 (know) and Pile 2 (don't know). Repeatthe process of only studying to "don't know" cardsuntil more and more cards can be added to the â€Å"know† pile. Once all the cards are in the â€Å"know† pile, go through the whole pile onceagain to make sure you’ve retained the information on all the cards. #8: Make Your Own Diagrams, Formula Sheets, and Charts Reconstituting information into pictures can help you see and understand the material in new and different ways.For math and science classes, you may want to make yourself a formula sheet in addition to making flashcards. Flashcards will help you to remember each formula in isolation, but making one catch-all formula sheet will give you a handy study reference tool. And making one will, again, help you to retain your information just through the process of writing it down. The bonus is thatif you're more of a visual/picture learner, a formula sheet canhelp you to remember your formulas by recallinghow they're situated with one another. To help you to remember your science processes, createyour own diagrams.For instance, for a biology class, draw your own cell and labelthe components or make your own Krebscycle diagram. These pictures willtypicallybein your textbooks, so examine the picture you're given andthen create your own diagram without looking at the textbook. See how much you've been able to accurately recreate and then do it again until it's perfect. Sometimes making your own charts and diagrams will mean recreating the ones in your textbookfrom memory, and sometimes it will mean putting different pieces of information together yourself. Whatever the diagram type and whatever the class, writing your information down and making pictures out of itwill help to lock the material in your mind. #9: Give Yourself Rewards To make studying a little more fun, give yourself a small reward whenever you hit a study milestone. For instance,let yourselfeat a piece of candy for every 25flash cards you test yourself on or for every three paragraphs you read (and re-word) in your textbook. Or perhapsgive yourself one extra minuteof video gameor television-watching time for every page you study from your book(to be redeemedonly after your study time is over, of course). Whatever your particular incentive is, letyourself havethatsmall reward-boost tohelp see you throughthe days whenstudying seems particularly taxing. You can even make yourself a Study Reward Diagram: studying input - candy reward - energy boost - more studying - more candy! Making the Most ofYour Study Time Whether you're studying for a particular test or studying to keep yourself apprised of the class material all throughout the term, you'll want to make the most of your allotted daily study time. After all, there's no use setting aside and committing to your 50-75 minutes a day to study if the time is ultimately unproductive. So make the best of each study session by following these study tipsfor concentration and memory retention. #10: Study New Material Within 24 Hours In order to maintain your knowledge of the class material throughout the term, make life easier on yourself by reviewing any new information you learn onthe same day you learned it. Reviewing new material within 24 hours will help you to retain much more of what you learned than if you were to review the same information at a later date. So make sure todedicate a portion of each study time to reviewing the information you learned thatsame day in your classes. School bombards you withnew material each and every day. And even if you’re interested in the new material as you’re learning it, it’s all too easy to let anything new slip away when you have so much else to think about. Butonce the information has been pushed to the back burnerof your mind, your brain will generally discard it rather than storing it into your long term memory. To combat this â€Å"curve of forgetting,† make a habit of taking notes in class and then reviewing the material that very same night.This will help lock the information into your long-term memory and serve you well in the future. Just a few minutes in the here and now will save you hours of having to relearn the material at a later date. #: Use the Pomodoro Technique to Retain Focus Everyone loses their concentration from time to time. But, luckily for us, there are time management techniques that can help keep up mentalenergy and productivity, such as the Pomodoro Technique. The Pomodoro Technique is a time management method for increased focus and concentration, which makes it ideal for tackling studying and homework. The principle behind the technique is to divvy up your focus and break times into set regimes so that your mind remains sharp and attuned tothe task at hand, without giving into fatigue or distraction. The method is to divide your focus time (â€Å"pomodoros†) into 25 minute blocks dedicated to a task. And every time you feel your focus drifting, write down what had you distracted,put it aside, and don't give into the temptation to lose focus. (For instance, if you feel compelled to look at your email or look up what year your favorite movie came out, mark down â€Å"check email† or â€Å"look up favorite movie† and then return to your original task.) This will allow you to acknowledge the distraction and return to it later without having it derail your study time now. After every 25 minute block of time is complete, give yourself a check mark and allow yourself a 5 minute break. (A good time to check thatemail!)Onceyou’ve reachedthe fourth check mark (100 minutes of focus and 15 minutes of break), take a 20 minute break. Then begin the cycle again. By balancing up your time and energy between designated periods of focus and rest, you’ll be able to tackle studying your topic at hand without mental fatigue and burnout (which can easily occur if you try to marathon your way through a study session) and without losing focus (which can happen if you find yourself taking a break that lasts...indefinitely). To help visualize this technique in action, let's look at it setout in an example schedule: 5:00 - 5:25 - first pomodoro 5:25 - 5:30 - short break 5:30 - 5:55 - second pomodoro 5:55: - 6:00 - short break 6:00 - 6:25 - third pomodoro 6:25 - 6:30 - short break 6:30 - 6:55 - fourth pomodoro 6:55 - 7:15 - long break #12: Know When to Move On There will always come a point in your studies where you need to simply put down the bookand move on.As always, life is about balance, and eventually you’ll start to see diminishing returns on your study efforts if you try to spend too much time on one particular topic/class/chapter. At some point, your time will be better spent studying for other classes, or engaging inan alternatetype of study task. Don't stopyour studying earlier than your scheduledtime, but turn your focus to a different study topic or switch your attentionfrom quizzing yourself with flashcards to making a diagram instead. It’s not always easy to see, but you’ll get better and better at realizing when you’ve hit this stopping point (and not the point five minutes into studying when you’re bored) and are no longer retaining focus or information. It may take time, but you'll get there. Your brain is capable of great things, but even it has its limits. And learninghow to maximize your time and energy will keep you from pushing those limits. Preparing for Test Day When you're preparingfor a test, the actual studying part is only half the battle. The other half comes from being well prepared to actually take the test and giving it your best possible effort. And these techniques will help you get there. #13: Get Enough Sleep The absolute, number one, most important way you can prepare yourself for a test is to sleep the night before. Getting a good night’s sleep before a test (and preferably every night) is absolutely paramount. Sleep increases focus and concentration. The effects of not sleeping are much like being under the influence of alcohol. No matter how well you know the material, taking a test sleep deprived will do you no favors. A regular sleep schedule is preferable and will do wonders for your overall health, happiness, concentration, and memory. But even if you can't sleep, just closing your eyes and relaxingwill help. So if you find yourself grappling withinsomnia, let yourself relax in the dark and in your bed instead of whittling away the hours some other way. #14: Pack Your Gear the Night Before the Test Whatever it is you need to have, make sure to pack it up the night before. This will help you relax and sleep and will insure you don't leave anything crucial behind in your morning rush out the door. So pack your pencils, your calculator, and scratch paper. Even lay out your clothes for the next day. Prepare whatever you need to so that you can reduce your stress and help you rest the night before your exam. #15: Eat Something Just like with sleeping, making sure to eatsomething the morning of atest will help you concentrate and focus throughout the day. Anything is better than nothing, but try to eat something that will keep you full and provide you with some protein and carbohydrates. Whole grains, fruit, and eggs are generally a good bet, but pretty much anything will do in a pinch so long as you get some calories in you (and so long as it isn't pure sugar and caffeine!). #16: Take a Walk Exercising, even just a little bit, will help boost your mood, energy, and concentration.If possible, take a walk or do some quick cardio exercises (such as jumping jacks) for ten to twenty minutes before an exam. Now you're ready to rock that test- go get it! ...And then take a nap when you're done. The Take-Aways: How to Study Better Being able to study and study well is a skill and a habit that's built like any other. It takes preparation, time, and diligence to see it through, but once the habit is established, it will simply becomea part of yourdaily routine. To maintain the proper balance of leisure and work (and, most importantly, avoid burnout and excessive stress), it’s best to stick to schedules and divvy up your time and energy over long periods of time. And remember to use that allottedtime wisely once you're in the middle of it. Of course an ideal scheduleisn’t always realistic and there will still be those days you have to cram for whatever reason. But incorporating healthier time management and study methods will benefit you in the long-term and serve you well not only in high school, but in college, in the workplace, and for whatever other task you set your mind to in the future. Just take it one step at a time and you'll be amazed at the final results. What's Next? Now that you've tackled how to study better, make sure you actually get that studying done by learninghow to overcome procrastination. Unsure about how your GPA ranks with your top school choices? Learn what GPA you need to get into the school you want and how much your GPA matters for college applications. Studying for the SAT or ACT? Check outsome of our expert guides, starting with how to get a perfect score. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

30 Famous Bilingual French Quotes

30 Famous Bilingual French Quotes French quotes are a fun and interesting way to learn some French vocabulary. The quotes below are short, famous, and easy to memorize. The quotations are grouped in sections according to their content so that you can find just the right saying to impress your family, friends, and colleagues- French or American- with your command of this Romance language. Each Fench quote is followed by its English translation as well as the person who made the statement. Right and Wrong Truth, like beauty, may be in the eye of the beholder, but in French, there are many ways to say that you think- actually know- that you are right and others are wrong. Prouver que jai raison serait accorder que je puis avoir tort.Proving that I am right would be admitting that I could be wrong.- Pierre Augustin Caron de Beaumarchais Il ny a pas de verità ©s moyennes.​There are no half-truths.- Georges Bernanos On nest point toujours une bà ªte pour lavoir à ©tà © quelquefois.Being a fool sometimes does not make one a fool all the time.- Denis Diderot Thought and Existence Widely regarded as the father of modern philosophy, Renà © Descartes uttered four famous words- I think, therefore I am.- which are even briefer in Latin, the language he used to create the dictum: Cogito, ergo sum. Descartes motivated humans to begin thinking about the meaning of thought and existence, but other French notables also had interesting things to say on the subject. Je pense, donc, je suis.I think, therefore, I am.-  Renà © Descartes Imaginer cest choisir.To imagine is to choose.- Jean Giono Le monde a commencà © sans lhomme et il sachà ¨vera sans lui.The world began without man and it will end without him.- Claude Là ©vi-Strauss La Raison cest la folie du plus fort. La raison du moins fort cest de la folie.​Reason is the madness of the strongest. The reason of those less strong is madness.- Eugà ¨ne Ionesco Dans une grande à ¢me tout est grand.In a great mind everything is great.- Blaise Pascal Books and Art As one of the countries that helped usher in the  Renaissance  centuries ago, France has also produced many thinkers who have commented on great books and great art. Le livre est lopium de lOccident.Books are the opium of the West.- Anatole France LÅ“uvre dart, cest une idà ©e quon exagà ¨re.A work of art is an idea that someone exaggerates.- Andrà © Gide Les livres sont des amis froids et sà »rs.Books are cold and certain friends.-​  Victor Hugo Le monde est un livre dont chaque pas nous ouvre une page.The world is a book- with each step we open a page.  - Alphonse de Lamartine Un peuple malheureux fait les grands artistes.An unhappy nation makes great artists.- Alfred de Musset Les chefs-dÅ“uvre ne sont jamais que des tentatives heureuses.Masterpieces are never anything else but happy attempts.- George Sand Écrire, cest une faà §on de parler sans à ªtre interrompu.​Writing is a way to talk without being interrupted.- Jules Renard Liberty, Equality, Fraternity Liberty, equality, fraternity is the national French motto. The words marked the  end of absolute monarchy  and  the birth of the sovereign nation  in 1792, after the French Revolution. Not surprisingly, many French thinkers have had plenty to say on the subject. Les Franà §ais sont des veaux.French people are calves.- Charles de Gaulle On nous apprend vivre quand la vie est passà ©e.They teach us to live when life is past.- Michel de Montaigne La libertà © est pour la Science ce que lair est pour lanimal.Liberty is to science what air is to animals.- Henri Poincarà © Tous pour un, un pour tous.All for one, one for all.  -  Alexandre Dumas Un homme seul est toujours en mauvaise compagnie.A lone man is always in poor company.- Paul Valà ©ry Miscellaneous Thoughts Many French sayings dont fit neatly into any single category, but they are thought-provoking, nevertheless. Je me sers danimaux pour instruire les hommes.I use animals to teach men.-  Jean de La Fontaine La science na pas de patrie.Science has no homeland.- Louis Pasteur Tout commence en mystique et finit en politique.Everything begins mystically and ends politically.- Charles Pà ©guy Plus loffenseur mest cher, plus je ressens linjure.The more dearly I hold the offender, the more strongly I feel the insult.- Jean Racine Être adulte, cest à ªtre seul.To be an adult is to be alone.- Jean Rostand On ne voit bien quavec le coeur.We see well only with the heart.- Antoine de Saint-Exupà ©ry Lenfer, cest les autres.Hell is other people.- Jean-Paul Sartre vaillant coeur rien dimpossible.For a valiant heart nothing is impossible.- Jacques Coeur Dis-moi ce que tu manges, je te dirai ce que  tu es.Tell me what you eat and Ill tell you what you are.- Anthelme Brillat-Savarin Va, je ne te hais point.Go, I dont hate you.- Pierre Corneille​

The Gods Anger Against the Nineveh Thesis Example | Topics and Well Written Essays - 1500 words

The Gods Anger Against the Nineveh - Thesis Example Nahum prophecy reveals more about God than any other book in the bible. He showed the divine attributes and each shows God in a different way. The attributes the prophet is revealing is about God anger on Nineveh. Many writings in the Bible portray God as the gentleman who is kind with twinkling eyes who loves his people and he cannot think of punishing or judging anybody (Harrelson, 1962). Since God anger was not known, it was Nahum who was to reveal it in his prophecies, in his prophecy, the God of Sinai flashes forth in awful fury, in front of God, every human being must tremble and be silent. The God anger was directed towards the city of Nineveh, before, God sends Jonah to that city to preach repentance since God was angry with them. First, Jonah didn’t want to go there because he wanted the city destroyed because of their cruelty towards Israel and Judah, he could have been very satisfied if Nineveh was destroyed. But through God miracles, he was swallowed by a fish and later abandoned in Nineveh, because of that miraculous happening he accepted to preach to the people of Nineveh. When he starts preaching, people in the city repented in sackcloth’s and ashes from the King to the citizen at the lowest level and God withdraw anger and they were forgiven. 100 years later, they went back to the sin. Godsend Nahum to preach to the kingdom of Judah, at the same time Assyrian kingdom invaded Israel led by King Sennacherib, because of this destruction, God moved forward towards protecting his people from destruction by destroying Nineveh kingdom. Nahum chapter 1:2-8 explains God anger towards Nineveh. Nahum described god as a jealous, wrathful, and avenging God. He takes vengeance against its enemies (Donald & John, 2006).

Over the long term, has state power increaded r decreased in relation Essay

Over the long term, has state power increaded r decreased in relation to that of the federal government - Essay Example Similarly, it has acquired most of state powers such as the mandate to control inter-state commerce, the autonomy to agree on treatises with foreign countries and the authority to form an arm and declare war on enemies2. Additionally, the federal government has becoming powerful resulting to undesired incidents such as the Civil unrest or war which strengthened unions, the Great Depression which instituted bureaucracies for assisting the suffering Americans and Civil Rights Movement that called for intervention at the state level to reduce rampant cases of racism against blacks. Furthermore, because of the protection of Constitutional powers, the federal government has usurped state powers in terms of fundamental rights and freedoms enjoyed by citizens. This is manifested in through federal courts that ensure violators of such rights and freedoms enshrined in the constitution are tried and convicted. On that note, state has been reduced to playing minor roles of supervising the feder al government to avoid losing its independence and

Contemporary Issues in Nursing Essay Example for Free

Contemporary Issues in Nursing Essay In todays world of nursing, there are efforts to improve patient care at hospitals. Severalstates across America are considering implementing nursing ratio laws. This ratio law wouldrequire hospitals to have strict nurse-to-patient ratios enforced at all times. Only California hasimplemented nursing ratios so far and it has been the subject of mixed reviews. Steps the legislation went throughThroughout the 1990s, health care labor unions in California tried to implement nursestaffing laws through legislation and ballot initiatives. The California Nurses Association (CNA)campaigned for several years to constitute a mandated nurse-to-patient ratio system in California. The first endeavor was in 1993 when Assembly Bill (AB) 1445 was introduced into theAssembly. Unfortunately, the bill did not succeed. The nurse-to-patient ratios were also a part ofProposition 216, the health care reform initiative introduced by CNA in 1996. Governor PeteWilson vetoed another version of the ratio bill, AB 695, which was passed by the legislature in1997 (Institute for Health, 2001). The CNA organized a rally of nurses and patients throughoutCalifornia to win enactment of AB 394. More than 10,000 letters, post cards and phone callswere made to the governor in support of the bill. Registered nurses (RN) and senior citizens bythe thousands assembled on the Capitol Steps in support of the bill in September, 1999 (Dumpel,H. 2003). Description of issue and recently enacted legislationAB 394 was passed and signed by Governor Gray Davis in 1999. This bill directs theCalifornia Department of Health Services to establish minimum, specific, and numerical licensednurse-to-patient ratios by licensed nurse classification and by hospital unit in acute carehospitals. Although it passed in 1999, it was not implemented until January 1, 2004 due to thefact that the California Department of Health Services could not base deductive evidence onwhich to base the actual ratios (Coffman, J., et al, 2002). The implementation was frozen as anemergency by California Governor Schwarzenegger due to the severe nursing shortage and highcosts. California courts upheld the Governor  and enforced tougher standards (Anonymous,2007). Under the legislation enacted, acute care hospitals in California need to have a minimumof one licensed nurse for every two patients in intensive care units, one nurse for every operatingroom patient and one nurse for every five patients on a medical surgical floor. The legislationcalls for half of the licensed personnel working in intensive and coronary care units to belicensed as an RN. The consequence of the nurse ratio law on quality and access to patientcare is still a subject of debate in California (Coffman, J., et al, 2002). Impact of nursing practiceThe CNA claims that ratios have been successful in creating safer workingenvironments in hospitals. The CNA believes that having the ratio laws in effect will attractRNs that have left the field. Data obtained from the CNA shows that since the ratio law wassigned, the number of actively licensed RNs in California have grown by more than 60,000,with an additional 60% increase in RN new applications. Turnover vacancy rates in Californiasbiggest hospital systems have fallen below 5% as a result of this ratio law (CNA, 2005). Supporters of the ratio law believe that staffing ratios help improve working conditions andattract more young people to the nursing profession. Working conditions within acute carehospitals have an impact on the number of RNs that choose to practice there (Coffman, J, et al,2002). Impact on quality of health care delivery to the patientThere is a strong correlation between nurse-to-patient staffing ratios compared to lowrates of medication errors and patient deaths. Nurse staffing is key to influencing patientoutcomes. In a study of orthopedic and vascular surgery patients discharged from 168Pennsylvania hospitals, the risk of adverse outcomes were 31% higher in the hospitals thatstaffed 1 nurse to 8 patients, compared to 14% higher with hospitals that staffed 1 nurse to 4patients. Hospitals that staff 1 nurse to less than 5 patients also have a lower incidence of patientfalls, medication errors and nosocomial infections (MacPhee, M., et al, 2006). Improved RN topatient ratios also have a reduced rate of  pneumonia, urinary tract infections, shock, cardiacarrest, gastrointestinal bleeding, and other adverse outcomes in acute care settings. Recentresearch indicates that the cost of the RN to patient ratio law is considerably lower than the costof basic safety interventions commonly used in hospitals such as PAP tests for cervical cancerand clot-busting medications to treat stroke and heart attacks. Shorter lengths of stay have alsobeen reported since the ratio laws took place (Needleman, J., et al, 2002)HistoryCalifornia became the first state to mandate minimum nurse staffing ratios. Suggestionsfor nurse-to-patient ratios have been specified in union contracts at hospitals in several otherstates. Since California passed AB 394, related bills were introduced in many other states suchas Massachusetts, New Jersey, New York and Pennsylvania. The cause for staffing ratios was aresult of average patient acuity in the state of California rising and projected increases for acuitylevels to keep increasing through the next 20 years (Institute for Health, 2001). AB 394 mayhave a major impact on demand for nursing personnel, the adequacy of nursing supply and thequality of nursing care provided to consumers. Nursing unions in California representing nursessaw this bill as an aid for improving patient and employee safety. Hospitals throughoutCalifornia were concerned that AB 394 would incr ease the difficulties they face in recruiting andretaining nurses (Coffman, J., et al, 2002). Position of various health organizations on the issueThe topic of nursing ratios seem to be a convincing tool in protecting patient safety andimproving working conditions for nurses. However, realistic thought must be taken inestablishing attainable and pragmatical ratio standards. It is expensive and difficult to attract andretain enough qualified nurses to meet these ratios. Many proponents feel there are not enoughnurses available to meet these requirements. Difficulties in recruiting and retaining hard-to-findnurses costs an estimated $422 million and is a factor in the closure of several hospitals and aleading cause for shutdowns of 11 ERs and psychiatric units throughout California (Leighty, J.,2005). California ranks 49th across all states in the number of nurses per capita. The stateEconomic Development Department states, California will be short  more than 97,000 RNs bythe year 2010. When the ratio law began in California in 2004, 85 per cent of hospitals were notable to be compliant with the regulations. The main contributing factor was not having enoughnurses to cover meal breaks (Anonymous, 2004). Medical surgical nurses see understaffing as a problem that contributes to nurse burnout. Three out of five nurses state that low staffing levels have a negative impact on patient care. Three out of five nurses also state they have thought about leaving the hospital floor nursingsetting in the past two years. Nurses across the country feel that ratio regulations would improveworking conditions (AFT Healthcare, 2003). Impact of this legislationThe CNA believes that nursing ratios protect patients safety and eliminatesdangers associated with patient overload. CNA President Deborah Burger strongly feels that theratio laws have alleviated the nursing shortage by attracting 30,000 RNs to the state. She feelsthat burned -out or retired nurses are coming back into the profession because of betterconditions in the workplace (Leighty 2005). From a nurses point of view, the ratio regulations are what has been needed to improvepatient care and nurse satisfaction. For each extra patient above 4 added to a nurses assignment,there is a 23% increase in burnout and 15 % increase in job dissatisfaction. Research has shownthat better staffing for nurses in hospitals is reflected lower levels of absenteeism and higher jobsatisfaction (MacPhee, M., et al 2006). Legal responsibilities and Ethical dilemmasThe recent ratio regulations have caused problems throughout California. Hospitals areat times unable to receive patients, ambulances are diverted to more far away hospitals andpatients are now waiting longer in the emergency rooms. Before the regulation was made inplace in California, many nurses felt they made  decisions about patient care and were able toplan his or her workday to meet their patients needs. Many feel now, that the regulation is anumbers game. (Leighty, J., 2005). Some hospitals may look to cut costs to keep up with thecost of the ratio laws. They may look to decrease other personnel such as unlicensed caregivers,ward clerks, transporters and housekeepers. This could make nursing jobs in the hospital lessappealing to RNs. Higher personnel costs can also sway hospitals from ordering new medicalequipment with state of the art safety features (Coffman, J., et al 2002). Although the ratios are a subject of mixed reviews, many nurses in California are happywith the regulation. As a newer nurse who recently entered the profession, I am overwhelmed attimes with my patient load of five patients. I am thankful to work in a state where nurse ratiolaws are in place. Adding more patients to my daily assignment would more than likely makeme leave the hospital setting due to burn-out due to high levels of job dissatisfaction. References AFT Healthcare (2003, April) Patient- to- Nurse Staffing Ratios: Perspectives from HospitalNurses. Retrieved February, 10, 2004 from http://www.aft.org/pubs-reports/healthcare/HartStaffingReport2003.pdfAnonymous (2004). California Hospitals Express Disappointment Over Court Ruling on NurseStaffing Regulation: Ruling Jeopardizes Hospitals Ability to Guarantee Access to Care. Retrieved February 13, 2007 from http://www.calhealth.org/public/press/Article%5C103%5CCHA%20News%20Release%20on%20Nurse%20Ratio%20Lawsuit%205-26-04.pdfAnonymous (2007). Does Nurse-To-Patient Ratio Legislation Help Patients or Harm Hospitalsin the United States? Retrieved February 10, 2007 from http://www. Globalinsight.com/Perspective/PerspectiveDetail6099.htmCalifornia Nurses Association (2005) RN to patient Ratios. Retrieved February 10, 2007 fromhttp://www.calnurses.org/nursing-practice/ratios/ratios_index.htmlCoffman, J., Seago, J., Spetz, J., (2002) Minimum Nurse-to-Patient Ratios in Acute CareHospitals. Health Affairs, 21(5), 53-64. Retrieved February 13, 2007, from Research LibraryDatabase.

The marketing mix is a marketing tool. It is a checklist, which focuses

The marketing mix is a marketing tool. It is a checklist, which focuses attention on the main marketing activities in which a firm needs to carry out UNIT 9 – MARKETING MIX The marketing mix is a marketing tool. It is a checklist, which focuses attention on the main marketing activities in which a firm needs to carry out its marketing strategy. It consists of the four Ps (product, price, promotion and place). Â · Product (including range of pack sizes, flavours and colours) Â · Price (pricing strategy and pricing method) Â · Promotion (branding, advertising, packaging and sales promotion) Â · Place (distribution channels and seeking shop distribution) Managers look at these areas and decide what marketing actions need to taken. For effective marketing each area needs to be considered. The actions taken must work with each other. A successful mix will achieve marketing objectives and customer satisfaction. The most important element of the mix is the product. Good marketing means developing products that fit the market. It needs to be designed to meet requirements of the target market, which is probably achieved by extensive market research. The design must keep pace with market changes. Once the product has been chosen, the other elements of the mix become clear: The price must be suited to the target market and to the image of the product The promotion must be through the media that the target market watch or read The place should be the ...

Assess the view that Booker T. Washington was the most important leader in the development of AA civil rights Essay

Assess the view that Booker T. Washington was the most important leader in the development of African American Civil rights in the period 1865 to 1915? It could be argued that Booker T. Washington was the most important figure for developing black civil rights. Washington lived between 1856 and 1915 and was born into a slave family on a Virginia tobacco plantation. He was raised in a log cabin with no windows or beds. After the civil war and the emancipation proclamation his family moved to West Virginia where he worked as a coal miner and domestic servant while acquiring some form of schooling. When he was older he attended the Hampton Institute in 1872 and learnt various trades, his entrance examination consisted of cleaning a room. He then began a career as a teacher in West Virginia, then at the Hampton Institute and then was finally offered the position of founder and principal of Tuskegee in 1881 which was a college which had neither land nor buildings. Whether he was the most important leader is debatable as there were other leading figures trying to carve the way for black African American rights such as W.E.B. Du Bois, Ida B. Wells and Thaddeus Stevens. The aims and methods of Booker T. Washington is one way of assessing if he was the most important figure in the development of African American civil rights. He was a accommodationist, this is a theory in which he thought that African Americans should accept the situation for the time being and develop a pragmatic approach, demands for civil rights should be put on hold and a longer term strategy of developing their own community through economic development and educational advancement would come to the forefront. However this was attacked by Northern black militants who thought he â€Å"sought to little†. Washington’s views was criticised by another major black leader of the era, W.E.B Du Bois who believed that civil rights must be obtained by protest and that without political and legal rights; the black community could not economically prosper. In my opinion Booker T. Washing had the better aims as even if blacks did receive civil rights, they wouldn’t of have the economic prosperity to fully express them and so this method would have benefitted the black community greater even though it may of taken longer than the radical protestors at the time thought acceptable. Considering the extend and severity of white hostility towards African Americans at the time, accommodationism was likely to have exploited the few rights that they had gained better than confrontation for more rights. During the period 1865 to 1915 Booker T. Washington had various successes throughout his career, this is another way of assessing if he was the most important leader in the fight for black civil rights. One of these successes was his â€Å"Atlanta compromise† speech in 1895 which was a success as no black speaker had ever spoken at an important southern gathering such as the world fair which expressed his views that â€Å"it was foolish to agitate for social equality. Equality would come through work not force.† It was also successful as other blacks supported his view and thought that economic advancement was all they could gain for the moment and didn’t have the desire to mix with whites. He also benefitted several generations of African Americans with vocational education at Tuskegee which helped them to have more economic opportunities. He also established the National Negro Business league to support black people when setting up businesses in 1900. In could argued that other figures had greater successes in the campaign for African American civil rights such as W.E.B. Du Bois who had a number of successes such a helping to establish the NAACP in 1909 which was one of the most important twentieth century black civil rights organisation . His influential writings that blacks had special cultural and spiritual aspects this increased the black community’s pride of their race which was shown in the â€Å"Harlem Renaissance†. He also helped I believe that the impact of Washington’s success were great than Du Bois as he impressed many whites with the achievements and recognition with important political leaders such a Theodore Roosevelt who invited him to dine at the White House and used him as an advisor, which was remarkable at the time. Booker T. Washington also had a number of failures during his time when he was trying to improve the lives of African Americans, one of these failures was that by 1901 he was receiving a growing amount of critics who claimed he accepted the idea of white supremacy and had made no attempt to challenge the lower social position that blacks could not escape or to challenge the violent side of control such as lynching and even though he was a black advisor for several Presidents he did not use his position to try to change the political discrimination that blacks faced when trying to vote. Another failure that could be seen of Washington is that even despite his attempt to improve black education, black the literacy rate didn’t improve much and the gap of educational spending was widening between black and white schools, for every $2 spent on African American schools. Although this lowered his reputation It could be argued that he wouldn’t be able to change these factors however some of the black community argued he didn’t make enough of an effort to, which disagrees with the point that he was the most important leader in the development of African American civil rights in this time period. The legacy and influence that Booker T. Washington had on the development of African American civil rights, this is another way of evaluating how important he was as a leader. The influence he had on other blacks was inspiring as he advanced from being a slave to being appointed the principal of a college; this changed the mind set of blacks to thinking that if he can do it why can’t they. He also set a good example of self-discipline to his students. Between 1895 to 1905 he was also a main spokesman for the black people and gained several valuable contacts on the political scene which was dominated by whites. However it could be argued that Ida B. Wells had a great influence in the period due to her wide ranging activism especially in publicising lynching and the false rumours around it such as its cause being male black rape allegations. She also established institutes, national and local organisations that had lasting effect on communities; they benefitted both the black lower and middle classes. She also inspired women to take a more active role in campaigning for civil rights. Overall, taking all of the above factors into consideration I believe that Booker T. Washington could be considered the most important leader in the development of African American civil rights. Although it could be argued he didn’t achieve much in terms of actually gaining civil rights for blacks, the other prominent black leaders didn’t change much either and at least he was very influential figure and had several successes that were significant at the time, as shown his speech the â€Å"Atlanta compromise† which was supported by both whites and blacks. His connections in politics also seemed show that he was changing minds in the white dominated sector. He aimed to prove that blacks were just as hard working as whites and this was shown by increasing numbers of blacks being given jobs in vocational trades however this did not increase by as much as European immigrants. Other leaders may of contributed more by participating in major organisations such a NAACP that had made some advances in challenging court cases these organisations had more of an impact after the time period mentioned and so Washington can be credited with the most important African American leader between 1865 and 1915. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=†Ã¢â‚¬ ,o=0;o < e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return "studymoose.com"},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf("http")==0){return p}for(var e=0;e

Comparison of Clt and Tblt

Task-based language teaching (TBLT) and Communicative Language Teaching (CLT) are both communicative approaches to language learning and teaching. TBLT has grown out of CLT; however, they share and differ in some advantages and disadvantages. First of all, both of them are among â€Å"current communicative approaches†. That’s why, the classes those are instructed with CLT or TBLT are student centred and teachers are facilitator. That can be seen as the good side of these approaches.On the contrary to the traditional classes, students are actively involved in learning process and this motivates them more. Because they are motivated, they learn more, and it turns to be an advantage. As it is a pedagogical fact, it is also true for Turkish learners. Both CLT and TBLT emphasise communication, they give the opportunity to talk more, as opposed to traditional methods, which is a big advantage for language learning. CLT emphasises that language should be as close as in real li fe, and TBLT shares this principle.It means both put emphasis on authenticity. This is important because today many researches prove that language should be taught in real life situations or with authentic materials. As the language is a living thing, it cannot be parted from real life. This is how it should be not only in Turkish context but everywhere in the world. However, there are some limitations in Turkish context of learning for these two communicative approaches. First of all, Turkey is a country where English is not spoken officially.And, almost all of our English teachers are non-native. And this is one of the main constraints for TBLT and CLT classes. Although the teacher is a facilitator, it can be too demanding for non-native teachers to teach in such communicative classes. And also, the size of classes in Turkey is not perfectly suitable for both CLT and TBLT. Both are communicative approaches, and language activities / tasks should be carried out in groups or in pair s. Nevertheless, it is almost impossible to do it in crowded classes.A communicative activity or a task cannot be carried out in such too crowded classes. The teacher faces the problems dividing the class into groups or pairs and if she can achieve dividing, there comes the time limit. She cannot practice the activities in her lesson in those crowded classes On the other hand, it’s difficult for the teacher to walk around and monitor all the students at the time of communicative activities. Nonetheless, CLT and TBLT have some differences also.In CLT classes, although activities are real-life situations and enable learners to interact, they can be perceived as too abstract by learners. In spite of the teachers’ efforts, classroom activities are not real life. That’s because Turkish learners of English cannot hear the language except for the classroom and they just ‘pretend’ to be real life. On the other hand, TBLT has an advantage over CLT in this ca se. Tasks have immediate outcome, and that can motivate the Turkish learners more.It can also be said that CLT doesn’t meet the needs of the different types of learners, but again TBLT has an advantage over it, as tasks can be adapted for different learning styles or for different cultures. To practice CLT in Turkish context, the first phase should be developing a syllabus that’s compatible with CLT. However, in Turkey, we generally prepare a syllabus, and then, we choose our methods or our course books. Since TBLT is more instructional, those specially designed instructional tasks can be the basis of learning situations, in Turkish context TBLT has another advantage.To sum up, I think both the two methods achieve communicative purposes and real use of language as they are important aspects in language learning & teaching. They should be combined also with other methods concerning every factor that influence teaching. Each method has its advantages as well as its limit ations. A method is effective only when it is appropriate to the teaching context. The best thing to do is to develop one’s own teaching methods based on the context of where one teaches and integrates the merits of different methodologies to fulfill their own teaching objectives.

Writing a Paragraph Developed With Reasons

Writing a Paragraph Developed With Reasons College writing assignments often call on students to explain why: Why did a certain event in history take place? Why does an experiment in biology produce a particular result? Why do people behave the way they do? This last question was the starting point for Why Do We Threaten Children With the Bogeyman? - a students paragraph developed with reasons. Notice that the paragraph below begins with a quotation meant to grab the readers attention: You better stop wetting your bed, or else the bogeyman is going to get you. The quotation is followed by a general observation that leads to the topic sentence of the paragraph: There are several reasons why young children are so often threatened with a visit from the mysterious and terrifying bogeyman. The rest of the paragraph supports this topic sentence with three distinct reasons. Example Paragraph Developed with Reasons As you read the students paragraph, see if you can identify the ways in which she guides the reader from one reason to the next. Why Do We Threaten Children With the Bogeyman?You better stop wetting your bed, or else the bogeyman is going to get you. Most of us probably remember a threat like this one being delivered at one time or another by a parent, babysitter, or older brother or sister. There are several reasons why young children are so often threatened with a visit from the mysterious and terrifying bogeyman. One reason is simply habit and tradition. The myth of the bogeyman is handed down from generation to generation, like the tale of the Easter Bunny or the tooth fairy. Another reason is the need to discipline. How much easier it is to frighten a child into good behavior than to explain to her just why she should be good. A more sinister reason is the perverse delight some people get out of scaring others. Older brothers and sisters, in particular, seem to thoroughly enjoy driving youngsters to tears with stories of the bogeyman in the closet or the bogeyman under the bed. In short, the bogeyman is a convenient myth that will probably be used to haunt children (and sometimes actually cause them to wet their beds) for a long time to come. The three phrases in italics are sometimes called reason and addition signals: transitional expressions that guide the reader from one point in a paragraph to the next. Notice how the writer begins with the simplest or least serious reason, moves to another reason, and finally shifts to a more sinister reason. This pattern of moving from least important to most important gives the paragraph a clear sense of purpose and direction as it builds toward a logical conclusion (which links back to the quotation in the opening sentence). Reason and Addition Signals or Transitional Expressions Here are some other reason and addition signals: alsoa more important reasonat timesbesidesin additionfor this reasonfurthermorein the first place, in the second placemore importantly, most importantlymoreovernextto begin with These signals help to ensure cohesion in paragraphs and essays, thus making our writing easier for readers to follow and understand.

American history

Grant. Discuss the objectives of each. Which plan was better for the Union and why?Before a comparison can be made of the policies of Andrew Johnson (President of the United States 1865-1869) and Ulysses S. Grant (President of the United States 1869-1877), the whole theory of Reconstruction has to be understood. The Civil War or sometimes referred to as the War Between the States happened between 1861 through 1865. It was the result of a long time brewing issue of slavery in the Southern States. Abolitionists of slavery and advocates of every human’s right to personal freedom were a strong political voice within the northern part of the Union while most of the southern states accepted slavery as a personal right. The North was more of an industrial area with many of its citizens being of a more conservative religious nature. The North did have a firm agricultural aspect as well but these farms where family owned with hired labor to work them. Indentured servants from the original colonial days no longer existed but within the fertile crop lands of the southern states, plantations of great size were prospering in the growth of cotton and sugar cane. With slave labor, the owners of these plantations amassed great wealth in comparison to their farmer counterparts in the north. Under pressure from these political groups, the federal government began to make efforts towards emancipation of the slaves and in protest, most of the southern states ceded to form a separate country of the Confederate States of America. A rift had formed within the country and war began. After four years of a long and bloody dispute, the war finally ended in 1865 with the surrender of the Confederates. The Confederate government was abolished and the whole country formed once again as the United States of America under the presidency of Abraham Lincoln. Reconstruction began under Lincoln but due to his assignation, he did not live to follow his reconstruction plans. Andrew Johnson, Lincoln’s vice president during Lincoln’s second term, automatically became the new president after Lincoln’s death. Mr. Johnson attempted to continue on with Lincoln’s policies concerning reconstruction. Lincoln had attempted to practice that though the southern states should be placed under military rule, it would be eventually be to return those states to their own governmental rule. If one tenth of the state population were willing to swear to an oath of loyalty to the Union, then that state was more likely to be removed from military government rule. In natural reaction, the once rebellious southern states objected to the state of being dictated to by the federal government in how their state should be run. The whole process was met with constant strife and disgruntlement from every side of politics. No satisfactory medium ground could be found. Most of the blame for this conflict was laid at the feet of Andrew Johnson, who as President was held the most responsible. This and other factors led to Andrew Johnson’s impeachment, including Johnson’s placement of Lorenzo Thomas as Secretary of the Department of War after having removed Edwin M. Stanton. This was all done without the approval or consent of the Senate. Johnson was charged with a high misdemeanor and his privileges of Office were removed as President. Ulysses S. Grant, a powerful figure in politics due to his favorable war credentials, had maintained a neutral attitude about Johnson’s Reconstruction policies during Johnson’s term. He was quoted as being in favor of Johnson’s policies as a continuance of Lincoln’s Reconstruction ideas. After his election as President, Grant took a stronger outlook on the Reconstruction issues. He absolved all military personnel of any charges of misconduct while in place as military government officials within the southern states. He gave them amnesty against any prosecution of acts while acting in capacity of military government. Grant took a dim view on the protests of the southern states’ complaints of military occupation and unfair treatment by the officials of that military occupation. The object was to form a one solid union once again at any price and to quell any possible uprising within the occupied states. While harsh and often unfair, Grant’s stern practices did succeed in ceasing any other attempts of the southern states to cede and order and unity was once again in place. Question Two: What impact did the frontier have on American behavior, attitudes, and institutions? Is the â€Å"frontier thesis† of Fredrick Jackson Turner still viable on today’s historians? With the opening of the western frontier, a whole new range of prospects was brought to the economy of the United States as well of the people who before populated the eastern part of the country and newly arrived immigrants seeking a better life in a different place. The gradual move west happened over a long period of time as the unexplored wilderness contained many dangers and unknown possibilities, both good and bad. It was a long slow process that happened over the first and middle part of the 19th century but by the last decade had arrived; most of it had been settled and civilized. Great new prospects had been introduced into America’s economy. The raw wealth in the forms of gold, silver or other mineral mining, oil, lumber and livestock ranching as well as other agricultural crops, gave the United States almost an unlimited source of products, increasing the country’s independence to provide for itself without so much dependency on foreign sources. The West had known such a boon of prosperity and economic growth that when the turn of the century arrived, there was an over abundance of these products and far less a demand for them than in the days when the West’s contributions to the country had been more in demand. Towns that had grown up overnight had faded away and new modernization of trains and freight shipping had eliminated many key jobs that so many people had known such as the end of the stage coach line and also the Pony Express. The East continued to prosper and develop new conveniences such as the telephone, the telegraph, electricity, automobiles, and the whole country was swept up in a whirlwind of inventive revolution. The Great Unknown just no longer existed as the whole vastness of the country was united by modern technology and sweeping change. It became the age of the machine and the end of the horse and buggy day. Fredrick Jackson Turner’s â€Å"frontier thesis† has broadened the whole concept that the generalized progression of people to move into unknown territory and settle it, leads to advances in all aspects of living from the industries of business to the growth and decline of economy. Foresight is better than hindsight could be said but it is only in hindsight that such historians as Fredrick Jackson Turner can project forecasts for today’s politicians. It could perhaps stop a forward movement such as that period went from prosperity to the Great Depression of the 1930’s. Fredrick J. Turner’s thesis also expounded on the value of deepening and strengthening relationships with neighboring and foreign nations as a broadened frontier. Question Three: Discuss the political, social and economic significance of the year 1876 in American History. This year brought a time of great strife for the United States. It had only been a little over a decade since the end of the Civil War and that poor economic growth in the southern part of the nation had ever lasting effects on the country as a whole. People were still moving west and many of the south were moving north to the cities in hopes of finding work and decent living conditions. This caused an overcrowding in these cities, affecting the normal citizenry as well as the newcomers, both American and still arriving immigrants. It was the end term of Ulysses S. Grant’s terms as President. The year was economically depressed which caused homelessness and unemployment for many Americans. These aspects were in direct contradiction of the people in the less populated western areas who knew a far better income and life. The year also suffered from a series of disasters from former years that has caused a great financial strain on the nation’s economy such as the Great Fire of Chicago in 1871 that had virtually left thousands homeless. There had been earthquakes and floods. Relief agencies were set up to bring relief to many of the indigent of those times but not all the money donated to at least thirty charities found its way to the intended purpose. There was rampant political misconduct. The year of 1876 is also known as the year of the tramp. Men who traveled from place to place working odd jobs or just simply squatting in places in groups causing disgruntlement and fear among the established citizens. The tramps were the by-products of the increasing number of homeless people. It became an even stronger distinction of class from the poor to the rich. More people were in poverty in comparison to the numbers who either wealthy or had a sufficient income to live a decent life. Homelessness breeds hopelessness and crime. Hobos were tramps that rode the railroads from place to place. The introduction of the railroad into American transportation was only increased by its use during the Civil War by transporting soldiers and equipment from place to place. Many of the hobos were ex-soldiers who had only gained a poorer way of life by fighting for their country instead of reaping rewards for their service by having a more evenly distributed prosperity. Such social and economic variances can only lead to a more volatile type of politics. During Grant’s term, the Democrat party had remained extremely weakened by the Civil War where the controlling party had remained Republican for a number of years. By 1876, the Democratic Party had finally begun to return to some power but there remained the strife that most of America’s politicians were Republican and more conservative and class aware. The rich grew richer and the poor grew poorer. Question Four: Compare the role of the political machines and the social reformers in dealing with the new urban environment of the late 19th Century. Which group was more successful and why? As it has been stated so many times, the 19th Century was a time of phenomenal change that far surpassed its preceding centuries. In those short one hundred years, there happened such a mass of innovative invention, mass population movement and radical social change than had ever been seen before. Accepted standards were challenged, religious statues questioned and political change that must incur with these actions. The questions of race, gender and creed became predominately evident in the American population that was more far spread than ever before and the country had amassed great growth in its size. Military force became a predominant figure in American politics since its said effective use after the Civil War. The federal government used its military forces as police basically after that period. Along with governing and maintaining the southern states during the years of the Reconstruction period, the American government now employed its Army to keep peace and jurisdiction among the remaining bands of Native American tribes in the west. Federal marshals held precedence over the local town and state marshals so the once wild frontier became more lawful and peaceful. At the end of Grant’s term in 1877, Rutherford Hayes became the President of the United States. He was also Republican and the highest seat in the country would remain in the control of the Republican Party until the election of Grover Cleveland in 1885. He was a Democrat and was set to bring about radical political change. He became the President of the common man but he also made strong enemies among certain powerful politicians in the Republican controlled Senate. Cleveland discovered a large monetary amount in the national treasury that had its basis in former Civil War tariffs and was termed as â€Å"pork barrel legislation†. He lowered the tariffs and vetoed laws that would have kept the tariffs and other such practices in force. He earned a high popularity among the agricultural groups and the less wealthy average American man on his income. His one term as President greatly aided the common man but his opponents in the political arena caused his loss to Benjamin Harrison in 1889. He re-ran in the following term and was re-elected President in 1893. His popularity was strong among the people of the spreading urban society of the United States. The time of the separation of Church and State had arrived. Women’s Suffrage had arisen on the horizon and would create a huge reform in American life and politics. The female citizens of the country had begun to demand their rights as individuals, especially the right to vote. What had been predominately a man’s world would soon be toppled over as American women brought their weight to bear upon every aspect of daily life. Along with Women’s Suffrage, came the feminine viewpoint of social reform to include religion more into politics and also led towards the prohibition of liquor. Perhaps a bit more predominant within the larger cities, the Suffrage movement caused more change within the expanded realm of the American population living. The political machines had a more direct bearing on the urban environment that the social reformers simply because the politics had a stronger foothold among the male population and it would take time for the new social reform to take effect. Question Five: Discuss the differences between the Populists and the Progressives as third parties in American politics. Include an analysis of their party platform, candidates and supporters. Both the Populist and La Follette Progressive parties were right wing. They were short lived political parties that did not survive the transitional growth of American politics. When George Washington was elected as President of the United States, there were no party affiliations. At the beginning, there was the Federalist Party and the Whig party and Anti-Federalist Party. The Federalist Party survived longer than either other party but within time several parties by other names would come into formation and as well disappear because their party platforms were too narrow and one sided to survive. The Populist Party would eventually move into becoming the Democratic Party with the election of Andrew Jackson as President. It began as the Democratic Republican Party, which because of its basic populist mandate, eventually became what we know today as the Democratic Party. The original Populist Party maintained too much of a radical, one-sided view. It had come down to an issue between the agricultural groups and the unionists. Due to falling land prices, crop prices, and heavy taxes, the western farmers felt themselves unrepresented in government. The unionists meanwhile were better organized and compact groups that differed greatly from the farming community. It was industrial against agricultural. Each newly formed party had its own interest in mind and chose candidates in accordance with those interests. There was no common benefit among the population as whole within these right wing parties. The Populist Party leaned closer to the farmers and sought to have a candidate elected that would represent them in Washington and relieve their growing pile of grievances. It connected eventually with the Greenback party but eventually took the form of the Democratic Party under the presidency of Andrew Jackson. The La Follette Progressive Party differed in its industrial pursuit as the Populist was agricultural. The Labor party turned to nominating candidates that would further their cause. The unionists cared little about the declining income plight of the farmers and by its very organized nature; the Labor party was eventually absorbed into what is now the Republican Party. Since each political party must differ in order to achieve a decent balance in politics, it is to the best advantage of election process to have two such agendas. There has been within the course of American history the emergence of third parties, even in today’s society with the Independent ticket. Though history has proved that very seldom is a candidate of a third party ever been elected to actually hold a political office. Works Cited/Reference Page: 1.   Andrew Johnson, A Study In Courage by Lloyd Paul Striker, Macmillan, 1929 2. Ulysses S. Grant: Politician by William B. Hesseltine, Dodd, Mead, 1935 3. Halford Mackinder and the ‘Geographical Pivot of History’: A Centennial Retrospective, Journal article by Klaus Dodds, James D. Sidaway; the Geographical Journal, Vol. 174, 2004 4. Down and Out, on the Road, the Homeless In American History by Kevin L. Kusmer, Oxford University Press, 2002 5.Political Mischief: Smear, Sabotage, and Reform In U.S. Elections by Bruce L. Felknor; Praeger Publications, 1992 American History American History American History American History American History American history Grant. Discuss the objectives of each. Which plan was better for the Union and why?Before a comparison can be made of the policies of Andrew Johnson (President of the United States 1865-1869) and Ulysses S. Grant (President of the United States 1869-1877), the whole theory of Reconstruction has to be understood. The Civil War or sometimes referred to as the War Between the States happened between 1861 through 1865. It was the result of a long time brewing issue of slavery in the Southern States. Abolitionists of slavery and advocates of every human’s right to personal freedom were a strong political voice within the northern part of the Union while most of the southern states accepted slavery as a personal right. The North was more of an industrial area with many of its citizens being of a more conservative religious nature. The North did have a firm agricultural aspect as well but these farms where family owned with hired labor to work them. Indentured servants from the original colonial days no longer existed but within the fertile crop lands of the southern states, plantations of great size were prospering in the growth of cotton and sugar cane. With slave labor, the owners of these plantations amassed great wealth in comparison to their farmer counterparts in the north. Under pressure from these political groups, the federal government began to make efforts towards emancipation of the slaves and in protest, most of the southern states ceded to form a separate country of the Confederate States of America. A rift had formed within the country and war began. After four years of a long and bloody dispute, the war finally ended in 1865 with the surrender of the Confederates. The Confederate government was abolished and the whole country formed once again as the United States of America under the presidency of Abraham Lincoln. Reconstruction began under Lincoln but due to his assignation, he did not live to follow his reconstruction plans. Andrew Johnson, Lincoln’s vice president during Lincoln’s second term, automatically became the new president after Lincoln’s death. Mr. Johnson attempted to continue on with Lincoln’s policies concerning reconstruction. Lincoln had attempted to practice that though the southern states should be placed under military rule, it would be eventually be to return those states to their own governmental rule. If one tenth of the state population were willing to swear to an oath of loyalty to the Union, then that state was more likely to be removed from military government rule. In natural reaction, the once rebellious southern states objected to the state of being dictated to by the federal government in how their state should be run. The whole process was met with constant strife and disgruntlement from every side of politics. No satisfactory medium ground could be found. Most of the blame for this conflict was laid at the feet of Andrew Johnson, who as President was held the most responsible. This and other factors led to Andrew Johnson’s impeachment, including Johnson’s placement of Lorenzo Thomas as Secretary of the Department of War after having removed Edwin M. Stanton. This was all done without the approval or consent of the Senate. Johnson was charged with a high misdemeanor and his privileges of Office were removed as President. Ulysses S. Grant, a powerful figure in politics due to his favorable war credentials, had maintained a neutral attitude about Johnson’s Reconstruction policies during Johnson’s term. He was quoted as being in favor of Johnson’s policies as a continuance of Lincoln’s Reconstruction ideas. After his election as President, Grant took a stronger outlook on the Reconstruction issues. He absolved all military personnel of any charges of misconduct while in place as military government officials within the southern states. He gave them amnesty against any prosecution of acts while acting in capacity of military government. Grant took a dim view on the protests of the southern states’ complaints of military occupation and unfair treatment by the officials of that military occupation. The object was to form a one solid union once again at any price and to quell any possible uprising within the occupied states. While harsh and often unfair, Grant’s stern practices did succeed in ceasing any other attempts of the southern states to cede and order and unity was once again in place. Question Two: What impact did the frontier have on American behavior, attitudes, and institutions? Is the â€Å"frontier thesis† of Fredrick Jackson Turner still viable on today’s historians? With the opening of the western frontier, a whole new range of prospects was brought to the economy of the United States as well of the people who before populated the eastern part of the country and newly arrived immigrants seeking a better life in a different place. The gradual move west happened over a long period of time as the unexplored wilderness contained many dangers and unknown possibilities, both good and bad. It was a long slow process that happened over the first and middle part of the 19th century but by the last decade had arrived; most of it had been settled and civilized. Great new prospects had been introduced into America’s economy. The raw wealth in the forms of gold, silver or other mineral mining, oil, lumber and livestock ranching as well as other agricultural crops, gave the United States almost an unlimited source of products, increasing the country’s independence to provide for itself without so much dependency on foreign sources. The West had known such a boon of prosperity and economic growth that when the turn of the century arrived, there was an over abundance of these products and far less a demand for them than in the days when the West’s contributions to the country had been more in demand. Towns that had grown up overnight had faded away and new modernization of trains and freight shipping had eliminated many key jobs that so many people had known such as the end of the stage coach line and also the Pony Express. The East continued to prosper and develop new conveniences such as the telephone, the telegraph, electricity, automobiles, and the whole country was swept up in a whirlwind of inventive revolution. The Great Unknown just no longer existed as the whole vastness of the country was united by modern technology and sweeping change. It became the age of the machine and the end of the horse and buggy day. Fredrick Jackson Turner’s â€Å"frontier thesis† has broadened the whole concept that the generalized progression of people to move into unknown territory and settle it, leads to advances in all aspects of living from the industries of business to the growth and decline of economy. Foresight is better than hindsight could be said but it is only in hindsight that such historians as Fredrick Jackson Turner can project forecasts for today’s politicians. It could perhaps stop a forward movement such as that period went from prosperity to the Great Depression of the 1930’s. Fredrick J. Turner’s thesis also expounded on the value of deepening and strengthening relationships with neighboring and foreign nations as a broadened frontier. Question Three: Discuss the political, social and economic significance of the year 1876 in American History. This year brought a time of great strife for the United States. It had only been a little over a decade since the end of the Civil War and that poor economic growth in the southern part of the nation had ever lasting effects on the country as a whole. People were still moving west and many of the south were moving north to the cities in hopes of finding work and decent living conditions. This caused an overcrowding in these cities, affecting the normal citizenry as well as the newcomers, both American and still arriving immigrants. It was the end term of Ulysses S. Grant’s terms as President. The year was economically depressed which caused homelessness and unemployment for many Americans. These aspects were in direct contradiction of the people in the less populated western areas who knew a far better income and life. The year also suffered from a series of disasters from former years that has caused a great financial strain on the nation’s economy such as the Great Fire of Chicago in 1871 that had virtually left thousands homeless. There had been earthquakes and floods. Relief agencies were set up to bring relief to many of the indigent of those times but not all the money donated to at least thirty charities found its way to the intended purpose. There was rampant political misconduct. The year of 1876 is also known as the year of the tramp. Men who traveled from place to place working odd jobs or just simply squatting in places in groups causing disgruntlement and fear among the established citizens. The tramps were the by-products of the increasing number of homeless people. It became an even stronger distinction of class from the poor to the rich. More people were in poverty in comparison to the numbers who either wealthy or had a sufficient income to live a decent life. Homelessness breeds hopelessness and crime. Hobos were tramps that rode the railroads from place to place. The introduction of the railroad into American transportation was only increased by its use during the Civil War by transporting soldiers and equipment from place to place. Many of the hobos were ex-soldiers who had only gained a poorer way of life by fighting for their country instead of reaping rewards for their service by having a more evenly distributed prosperity. Such social and economic variances can only lead to a more volatile type of politics. During Grant’s term, the Democrat party had remained extremely weakened by the Civil War where the controlling party had remained Republican for a number of years. By 1876, the Democratic Party had finally begun to return to some power but there remained the strife that most of America’s politicians were Republican and more conservative and class aware. The rich grew richer and the poor grew poorer. Question Four: Compare the role of the political machines and the social reformers in dealing with the new urban environment of the late 19th Century. Which group was more successful and why? As it has been stated so many times, the 19th Century was a time of phenomenal change that far surpassed its preceding centuries. In those short one hundred years, there happened such a mass of innovative invention, mass population movement and radical social change than had ever been seen before. Accepted standards were challenged, religious statues questioned and political change that must incur with these actions. The questions of race, gender and creed became predominately evident in the American population that was more far spread than ever before and the country had amassed great growth in its size. Military force became a predominant figure in American politics since its said effective use after the Civil War. The federal government used its military forces as police basically after that period. Along with governing and maintaining the southern states during the years of the Reconstruction period, the American government now employed its Army to keep peace and jurisdiction among the remaining bands of Native American tribes in the west. Federal marshals held precedence over the local town and state marshals so the once wild frontier became more lawful and peaceful. At the end of Grant’s term in 1877, Rutherford Hayes became the President of the United States. He was also Republican and the highest seat in the country would remain in the control of the Republican Party until the election of Grover Cleveland in 1885. He was a Democrat and was set to bring about radical political change. He became the President of the common man but he also made strong enemies among certain powerful politicians in the Republican controlled Senate. Cleveland discovered a large monetary amount in the national treasury that had its basis in former Civil War tariffs and was termed as â€Å"pork barrel legislation†. He lowered the tariffs and vetoed laws that would have kept the tariffs and other such practices in force. He earned a high popularity among the agricultural groups and the less wealthy average American man on his income. His one term as President greatly aided the common man but his opponents in the political arena caused his loss to Benjamin Harrison in 1889. He re-ran in the following term and was re-elected President in 1893. His popularity was strong among the people of the spreading urban society of the United States. The time of the separation of Church and State had arrived. Women’s Suffrage had arisen on the horizon and would create a huge reform in American life and politics. The female citizens of the country had begun to demand their rights as individuals, especially the right to vote. What had been predominately a man’s world would soon be toppled over as American women brought their weight to bear upon every aspect of daily life. Along with Women’s Suffrage, came the feminine viewpoint of social reform to include religion more into politics and also led towards the prohibition of liquor. Perhaps a bit more predominant within the larger cities, the Suffrage movement caused more change within the expanded realm of the American population living. The political machines had a more direct bearing on the urban environment that the social reformers simply because the politics had a stronger foothold among the male population and it would take time for the new social reform to take effect. Question Five: Discuss the differences between the Populists and the Progressives as third parties in American politics. Include an analysis of their party platform, candidates and supporters. Both the Populist and La Follette Progressive parties were right wing. They were short lived political parties that did not survive the transitional growth of American politics. When George Washington was elected as President of the United States, there were no party affiliations. At the beginning, there was the Federalist Party and the Whig party and Anti-Federalist Party. The Federalist Party survived longer than either other party but within time several parties by other names would come into formation and as well disappear because their party platforms were too narrow and one sided to survive. The Populist Party would eventually move into becoming the Democratic Party with the election of Andrew Jackson as President. It began as the Democratic Republican Party, which because of its basic populist mandate, eventually became what we know today as the Democratic Party. The original Populist Party maintained too much of a radical, one-sided view. It had come down to an issue between the agricultural groups and the unionists. Due to falling land prices, crop prices, and heavy taxes, the western farmers felt themselves unrepresented in government. The unionists meanwhile were better organized and compact groups that differed greatly from the farming community. It was industrial against agricultural. Each newly formed party had its own interest in mind and chose candidates in accordance with those interests. There was no common benefit among the population as whole within these right wing parties. The Populist Party leaned closer to the farmers and sought to have a candidate elected that would represent them in Washington and relieve their growing pile of grievances. It connected eventually with the Greenback party but eventually took the form of the Democratic Party under the presidency of Andrew Jackson. The La Follette Progressive Party differed in its industrial pursuit as the Populist was agricultural. The Labor party turned to nominating candidates that would further their cause. The unionists cared little about the declining income plight of the farmers and by its very organized nature; the Labor party was eventually absorbed into what is now the Republican Party. Since each political party must differ in order to achieve a decent balance in politics, it is to the best advantage of election process to have two such agendas. There has been within the course of American history the emergence of third parties, even in today’s society with the Independent ticket. Though history has proved that very seldom is a candidate of a third party ever been elected to actually hold a political office. Works Cited/Reference Page: 1.   Andrew Johnson, A Study In Courage by Lloyd Paul Striker, Macmillan, 1929 2. Ulysses S. Grant: Politician by William B. Hesseltine, Dodd, Mead, 1935 3. Halford Mackinder and the ‘Geographical Pivot of History’: A Centennial Retrospective, Journal article by Klaus Dodds, James D. Sidaway; the Geographical Journal, Vol. 174, 2004 4. Down and Out, on the Road, the Homeless In American History by Kevin L. Kusmer, Oxford University Press, 2002 5.Political Mischief: Smear, Sabotage, and Reform In U.S. Elections by Bruce L. Felknor; Praeger Publications, 1992 American History American History American History American history American History American History American history