Admissions letter for Forensic Nursing Program masters level

Interest and influence are two main reason why I want to pursue a Forensic course. Influenced by people who are dear to me serves as my motivation in order to succeed in this field of Nursing. Personal experiences gave me learnings and responsibilities that molded me to be what I am now.My endeavors in life that I wished to happen at the right time comes with great purpose. This is for me to finish my masters degree in a Forensic Nursing program offered by Duquesne University Pittsburgh,   PA. I can say that my previous experiences in life has great impact once I mixed it with a Masteral Degree.My optimism helps me accept problems as challenges that are vital for me as an individual. I can say that I am a good student and willing to risk myself in every task assigned by my mentors. I have so many dreams and aspirations in life and I am looking forward to a brighter career in the field of Forensic Nursing.Looking back, I see my personal and academic experiences as stages of growth t hat have helped me to understand my own potential and the road that I wish to take in life. While vast opportunities are before me, I feel that my true calling lies in the fascinating and challenging world of Forensic Science and Nursing.I wish to study more about this field because I believe that choosing to undergo a program for my masters at Duquesne University aid me   to make my dream a reality and become a successful forensic scientist someday.In addition to these, I was able to convey passion for this field since my childhood. That I have been interested in forensics since I was a child. I would often watch forensic files and unsolved mysteries. As well as the HBO series with the coroner Dr. Michael Boden and how unsolved crimes were solved by means of forensic examination and investigation. I am currently a single mother of three beautiful children.They serve as my inspirations in life and my motivation to surpass all trials. I have worked as a full-time nurse and I was al so inducted into the gamma beta phi honor society back in 2002, the sigma theta tha honor nursing society back in 2005 and the alpha sigma labda honor society back in 2005. Being an exemplary student I won the freshman of the year award in 2002 and became the Recipient of

Nietzsche and the Nazis Essay

The word â€Å"Nazi† has been recalled with feelings of regret, fear, horror and the threat of violent crimes throughout human history. However, nothing can conceal or change the reality of the period of Nazi Weltanschauung and its consequences for humanity and culture. It was a deep refreshment of German souls as the Aryan race and a collective movement of intellectuals, writers and social leaders in support of Christian and Protestant society against Jews. Nevertheless, the appealing eccentricity of the growing ideology among anti-Semite writers and thinkers very much attracted the attention of the Nazis. They examined the complex philosophical works of Nietzsche, Hegel, Fichte, Treitschke, and Huston Stewart Chamberlain, and ultimately concluded with the hard philosophy of Nazism, including racist, nationalistic, and anti-Semitic attitudes (Aschheim, 1992, p. 123). It was not very difficult for Nazis to find a way to utilize many intellectuals’ ideal systems, philosophies and literature as they proceeded in the way that led to the holocaust and racial genocide. For instance, Wagner hated Jews, thus, his operas contained myths, fighting, pagan gods, heroes and demons. As an artist, Wagner had bred the growing hunger of anti-Semitism with his art to a great extent. Besides Wagner, Huston Stewart Chamberlain, the British author who was the composer Richard Wagner’s son-in-law, deeply influenced Hitler with his fundamentally racist text â€Å"Foundations of the 19th Century,† and understanding this helps to explain why the Holocaust took place (Harms, 2001). Nonetheless, Hegel believed that the state was everything and war was a great purifier. Thus, the idea of restoring the ethical health of people was borrowed from Hegel’s philosophy by the Nazis. On the other hand, politicians like Georg von Schà ¯Ã‚ ¿Ã‚ ½nerer, a German nationalist and a strong anti-Semite, and Karl Lueger, the mayor of Vienna, supported Nazi Weltanschauung from the heart by their political policies and notions. However, unlike the other cultural icons Nazis utilized, the relationship between Nietzsche and the Nazis developed in an odd, but widely effective manner. Nietzsche’s influence as a philosopher and a writer was apparently limited to his closest friends and some intellectuals in Austria, France and Denmark (Canada, 1997). His books were not widely read or considered by publishers. However, after becoming insane by the end of the 1890s, his fame immediately spread around Europe and he became a figure of considerable importance in German history. Macintyre states in his book â€Å"The Forgotten Fatherland† (as cited in Canada, 1997) that Nietzsche’s name started to appear in popular German journals and newspapers as well as numerous books, which collectively promoted him as the â€Å"philosopher of the time, whose influence is stirring the entire cultural world.† This shift in the attitude toward Nietzsche and his work was a bit because of the ideological movement from rationalism and empiricism to romanticism during the end of the eighteenth century and the beginning of the nineteenth century, according to Hinton’s â€Å"Nietzsche in German Politics and Society† (as cited in Canada, 1997). Consequently, suffering the subjugation of Napoleon as well as witnessing the growing strength of the West, the German population, experiencing a sense of inferiority, attempted to assure itself of its innate superiority by glorifying its history and culture with no doubts, according to the point of view Kohn (as cited in Canada, 1997). At this point, Nietzsche’s mental â€Å"death† made him a prime target for this German myth-making project. Nietzsche and his philosophy’s affiliation with the Nazi movement occurred as a product of the need for raw material to build a new valid consciousness for humanity under the unity of a superior nation. Hitler and other Nazi leaders made use of Nietzschean philosophy wherever possible. In other words, Nietzsche’s philosophy was a â€Å"blueprint† for the Nazis’ war, and they took Nietzsche’s logic to drive the atheistic world view to its legitimate conclusion (Krueger, 2001). Nietzschean phrases and themes, such as â€Å"lords of the earth, the will to power, herd instinct,† were most often used in public speeches, and written expressions of Nazi leaders, furthermore, appeared even in Hitler’s book, â€Å"Mein Kampf,† many times. Nietzsche’s open-ended philosophy gave big opportunities to Nazis as a means of support for their war. For instance, in â€Å"The Will to Power,† Nietzsche exclaims (as cited in DeLong, 1959): â€Å"A daring and ruler race is building itself up†¦. The aim should be to prepare a transvaluation of values for a particularly strong kind of man, most highly gifted in intellect and will. This man and the elite around him will become the ‘lords of the earth.'† Ultimately, the idea of superior German nation, the idea of superior individuals – overmans, in other words – as members of that nation and the idea of exerting extreme power over others that were inferior and weak, emerged as the fundamental codes of Nazi culture, and keywords for their aim. Nietzsche played a key role in the development and preservation of the cultural and ideological foundations of the Nazis (Canada, 1997). In short, in terms of political culture, with his peculiarity; Nietzsche had a significant role in German history by having an important effect on the Nazi movement. As Crane Brinton states (cited in Geib, 2001), Nietzsche called for the superman; Mussolini and Hitler answered the call. Nazis and other anti-Semites perceived Jews as scapegoats in every situation, even for their own personal failings. They never forgave the Jews for possessing â€Å"spirit† and money, and named them as underprivileged (Canada, 1997). This notion was very similar to the one that Nietzsche used to describe his overman in â€Å"Thus Spoke Zarathustra† (1967): â€Å"For that man be delivered from revenge that is for me the bridge to the highest hope and a rainbow after long storms† (127). At this point, it is clear that, according to the point of view of the Nazis, Nietzsche’s open-ended philosophy was working for them and their goal, while making Nazis’ ideologies concrete and reliable. The Nietzschean overman was the model of the Aryan race, which was destined to conquer other lesser races in the global struggle for racial supremacy (Canada, 1997). Nietzschean â€Å"heroic idealism† embodied the virtues of hardness, masculinity, leadership, courage, power, struggle, and the various other characteristics promoted by the Nazis. By introducing the overman to humanity, Nietzsche advised people to challenge themselves, not to live passively. It was a good reason for anti-Semites to take action and responsibility in the way that led toward creating a higher against reproducing a lower. Having a great willingness to be powerful in order to take possession of the life and destiny of a superior race, Nazis needed the cooperating hand and inspiration of Nietzsche’s philosophy, and Nietzschean themes and phrases, such as â€Å"the will to power.† Because Nietzsche cried out for the survival of the strongest, thus, a strong world while building his philosophy and creating the overman, at the same time, he supplied Nazis with a strong argument that they later used to reinforce their ideological system and movement. As Nietzsche exclaimed for the masters and slave morality, anti-Semites perceived themselves as the master of the world, commanding the rest as humiliated slaves. They treated people other than anti-Semites as dangerous creatures or obstacles threatening the cultural and racial superiority of the Aryan state. By exerting force on them, Nazis kept themselves safe from the misfortune and curse of declining Jews. They stepped forward in every situation that gave them the chance to realize the Nietzschean slogan: â€Å"Whatever does not kill me makes me stronger.† Moreover, they preferred war and courage to charity, with the illumination of the Nietzschean phrase, â€Å"Ye shall love peace as a means to new wars† (as cited in DeLong, 1959). They fought for years, lived dangerously and tried to become â€Å"hard† in terms of the Nietzschean will to power. War against the lower to attain the higher was a kind of ritual for the purpose of the Nazi movement. Besides all the inner attractive forces of Nietzsche’s philosophy for the Nazis, Nietzsche’s Sister Elizabeth (who was a radical anti-Semite), had a vital influence in the affiliation of Nietzsche and the Nazis. She interpreted everything in Nietzsche’s philosophy as creating a perfect accord with Nazi ideologies and values. In other words, she served Nietzsche’s philosophy on the ideological plates of the Nazi leaders as the main food of their meal. After the death of Nietzsche, Elizabeth took over the control of Nietzschean ideas and themes, and immediately hurled them upon the Jews with ideal appropriations she could succeed in making legitimate. For instance, as Kaufmann states, Elizabeth published new editions that incorporated her own introductions, which were intended to explain those passages that seemed antagonistic to the pro-German image of Nietzsche she was attempting to create. In many instances, Elisabeth rearranged material and included new passages in her editions of her brother’s work (as cited in Canada, 2001). In short, Elizabeth reflected Nietzsche as a German patriot and a heroic warrior in the Nazi movement (Aschheim, 1992, p. 47-48). After all, Elizabeth Nietzsche became an important icon for the Nazis as both the sister and a wonderful follower of Nietzsche. Rosenberg’s elaborate funeral service for â€Å"Zarathustra’s sister† was the best example of Elizabeth Nietzsche’s importance. On the other hand, anti-Semitism was the mainstay of the Nazi movement, and the structure of the Nazi movement was shaped completely according to the spirit of anti-Semitism. The Nazis built their education and jurisprudence system upon the basis of the Nietzschean philosophy. â€Å"Heroic idealism† and â€Å"the will to power† were the basic themes of the Nazi education system, where they perceived Nietzsche as their teacher (Aschheim, 1992, p.234). In this way, the objective of education was fairly clear: Nazis wanted to manufacture efficient, clever, and brave soldiers and leaders of tomorrow’s Germany. Under the direction of Rosenberg, Hitler’s appointed supervisor of German educational activities, along with Bernhard Rust, the Reich Minister of Education, the Nazi educational system was inundated with Nietzschean literature. Parts from such works as â€Å"Thus Spoke Zarathustra,† â€Å"Beyond Good and Evil,† and â€Å"The Will to Power† were heavily integrated into the school system as required reading (Aschheim, 1992, p.245). Too much of Nietzschean strong, meaningful, encouraging phrases and slogans like â€Å"whatever does not kill me makes me stronger† or â€Å"I have a why of living and can put up with any how† were repeated continuously and drawn into the mainstream thought of Nazi youth. Besides the influence of Nietzschean doctrines in the education system, the jurisprudence and judgment system were inspired by Nietzsche’s philosophy, as well. Hans Frank, the Reich Commissioner for Justice, once commented, â€Å"Both personally and objectively, it is of importance to me that Nietzsche of all people has become the mentor of German jurisprudence† (as cited form Macintyre in Canada, 2001) As in the case of education, thoughts and writings of Nietzsche were altered and appropriated to the Nazi’s legal and judicial objectives. In terms of these, violent punishments of anti-Semites were understood as being advocated in the words of Nietzsche’s philosophy. For instance, having experienced life in the concentration camps of the Nazis, Dr. Victor Frankl asserted (as cited in Geib), â€Å"I am absolutely convinced that the gas chambers of Auschwitz, Treblinka and Maidanek were ultimately prepared not in some ministry or other in Berlin, but rather at the desks and in the lecture halls of nihilistic scientists and philosophers.† As it is clear in the preceding quotation, the educational system based on Nietzschean doctrines was inevitably one of the main points of argument for the reasons of genocide and other violent acts committed by Nazis. Without a question, Nietzsche was perceived by the Nazis as being the intellectual and spiritual pillar of their regime (Canada, 1997). Such a creative policy gave the Nazis an intellectual justification and respectability to their ideology, while being the source of legitimization to their actions as well. Perhaps the most telling explanation of Kohn (as cited in Canada, 1997) concerning the Nazis’ motivation for appropriating Nietzsche, was that the former were attempting to create a mythical continuity in German history that would serve as a means for legitimizing the Nazi Weltanschauung.. As a result, with the great desire of being the biggest power not only in Germany, but also in the rest of the world, the Nazis made use of everything that would serve their purposes. And building upon a philosophical basis of a very appropriable scheme of Nietzsche, Nazis managed to draw their political culture upon vital foundations of one of the turning points of German history.    Bibliography Aschheim, S. E. (1992). The Nietzsche Legacy in Germany, 1890-1990. Berkeley: University of California Press. Canada, G. (2001). Nietzsche and the Third Reich. In Nietzsche [online]. Available: http://student.vwc.edu/~phialpha/%5CGreg.html (December 8. 2001). DeLong, J. B. (1998). William L. Shirer’s Take On The Relationship Between Friedrich Nietzsche and The Nazis. In Nietzsche and Hitler [online]. Available: http://econ161.berkeley.edu/TCEH/Nietzsche.html (December 12, 2001) Geib, R. J. (2001) Frederick Nietzsche: Religion, Imagery and Politics [online]. Available: http://www.rjgeib.com/thoughts/nietzsche/nietzsche.html (December 1, 2001). Harms, W. (2001) Bernard Silberman. In University of Chicago Quantrell Award Winner Bernard Silberman [online]. Available: http://www-news.uchicago.edu/resources/quantrell/silberman.html (December 7, 2001). Krueger, D. (1997). A Review of Zacharias’s A Shattered Visage: The Real Face of Atheism. In That Colossal Wreck [online]. Available: http://www.infidels.org/library/modern/doug_krueger/colossal.html (December 12, 2001). Nietzsche, F. W. (1967). Thus Spoke Zarathustra. New York: Heritage Press.

THtruemilk

Vietnam Is gradually open the economy to well-come there of International trade, which create a great Incentive for any Industry, Including dairy Industry, to expand production, enhance competition and better benefit domestic as well as foreign consumers. Dairy products offered in Vietnam market today, for that reason, become various. HTH True milk, the young and potential producer in this industry, has been well-known as a domestic firm providing high-qualified dairy products with acceptable price.In the band new economy background, HTH True milk also cope with ever competition, but still not only survive but also continuously get further step In dominating the domestic market. Fresh milk Is one of HTH group's strategy, and an outstanding example of HTH true milk's success in term of market share as well. To clarify culprits for HTH true milk's prosper and also work out some suggestion for its further development, our group has managed to make some analysis of overall market, busine ss environment, brand, customers and competitor s as well as SOOT matrix applied for the company Itself.The marketing plan Is composed of 5 mall parts: Firstly, in the part of current marketing situation , market situation, product review, competitive review, distribution situation would be clarified. Secondly, SOOT analysis indicates strengths, weaknesses, threats and opportunities to help company see through where they are standing in the dairy market and make decision to deal with: capitalizing on strengths, overcoming weaknesses, maximizing opportunities, and eliminating any threats or turning them Into opportunities.In the next part, objectives and Issues would be mentioned. _ After that, marketing strategy including signposting, product, pricing and promotion strategy plus distribution strategy will be discussed. And based on the company's strategies, the action program is established II. HTH True milk was established In 2009 with the financial advisor of the Bank of North Sal sa commercial Joint stock.The True milk enters the mature dairy market and face with many veteran competitors. Figure: Vietnamese dairy revenue from 2004-2009(unit: billion VEND) (Source: Hauberk securities' annual report) Vietnam dairy Industry has experienced a significantly growing trend In revenue urine the period 2004-2009 as the sales doubled to VEND 8,503 billion In 2009 as compared to the figure of VEND,084 billion in 2004.This development attracted a lot of companies to invest in this potential market, forcing HTH true milk to involve in a great competition for survival. There are about 50 dairy companies in Vietnam, mostly small and medium sized companies. The biggest competitors are: Vanilla, Dutch Lady Vietnam, Nestle Vietnam, Nutrition, F & N Vietnam and Hangnails. However, the market Is very concentrated and 65% belong to 2 major manufacturers are Valhalla

INTERNATIONAL COMMERCIAL ARBITRATION Essay Example | Topics and Well Written Essays - 2500 words

INTERNATIONAL COMMERCIAL ARBITRATION - Essay Example Nonetheless, due to the clash of trading principles, it is often difficult to come up with an equitable decision which is favoured by the parties. In view of that, business-minded individuals (merchants) have led the call for an international tribunal who will decide on conflicting claims pertaining to international commercial dealings. Thus, the phrase â€Å"international commercial arbitration† has been formulated and put into issue. International commercial tribunals have been created—settling disputes by integrating the different principles in trade and commerce—mostly applying the â€Å"lex mercatoria† (law of merchants). In this sense, it can be stated that â€Å"the lex mercatoria is indeed a live subject: more so today than at almost any time over the last generation† (Fortier, 2001). â€Å"Disputes are inevitable occurrences† in international relations especially in commercial transactions—failure or refusal to pay in accordance with the stipulations provided in a contract is one of the main causes of conflict (Lew, et al., 2003). To settle the differences of the contracting parties, alternative dispute resolution mechanisms are made available. Arbitration is actually one of the non-judicial methods of settling commercial disputes which has been exhaustively applied by some states and entities. In fact, some of the countries in the world have included arbitration as part of their law on civil procedure like Germany and France. Arbitration is a procedure by which conflicting claims of two or more individuals or entities with regard to their shared rights and obligations is heard and resolved by an arbitrator—the agreement reached by the parties has a binding effect (Halsburys Laws of England, as cited in Lew, et al., 2003, p. 3). As such , it has four fundamental features which include the following: an alternative to judicial proceeding, a private way of resolving disputes, parties can select and control the process, and final resolution of

Cultural Viewpoint of the End of Life Research Paper

Cultural Viewpoint of the End of Life - Research Paper Example Death is not a feared and neither does it worry these people. This is because in several these people, death is generally embraced and besides, others celebrate its occurrence. It is of paramount importance to note that the same way other events taking place among the Hispanics are treated as family affairs, death of individuals is similarly viewed as a family issue, and all family members are always involved irrespective of their religions. In the funeral homes that specialize in their burial ceremonies, several families bring clothes as well as dresses to the departed, while a good number of them prepare the hair of the deceased by stitching it. In addition, inside the casket is lined with fabrics and the photos of Virgin Mary are pinned in the casket, moreover, Rosaries together with jewelry, books, as well as poems are also included. A wake generally takes place just before the commencement of the funeral, which is a social event whereby time is taken in order to recall the good times the family members had with the deceased. It is very hard for Hispanics to donate the bodies of the deceased or their organs in the event of death. They are usually not willing to donate based on their religious beliefs, as they believe that an individual cannot make to heaven when some parts of his body are lacking. The rights conducted before death of an individual entails anointing the sick person and confession of sins by the individual who is dying. Besides, absolution is also conducted and a prayer as well as communion is offered to the individual, and after all these, the individual is blessed. During the death of an individual, another person must be with him or her until he dies; this is to make sure that the death does not occur when the individual is alone. They always insist that a person who is on the deathbed has company. The devotion as well as care provided by these people cannot be compared with any other culture. During the final moments of an individual, he/ she receives utmost love and care (Van, & Meleis, 2003). Burial arrangement usually commences after the demise of a person and it starts with the wake. During the wake, the family of the departed person will sit the departed’s body just to provide the dead with company. The wake is very important for these people. The family gathers just to recall the good times they had with the departed. As the wake goes on, several people will play cards. Usually, individuals are served with food as well as drinks (Cuevas, n.d). During the funeral, which priests conduct, individuals pay final respect to the departed person. People usually speak their thoughts as they also bid goodbye to the departed. In several cases, personal effects are placed into the casket together with the departed individual. Hispanics represent a huge array of cultures who may be immigrants from countries that are culturally diverse like Colombia, Cuba, Mexico, Nicaragua, Colombia, Chile, Argentina, Brazil, and Per u. Because there is no one culture for the Hispanic, there may be variations in the manner in which grieving as well as bereavement are carried out. The Hispanics usually value and have respect for those in their deathbed. In the Hispanic culture, entire families are always involved when critical life decisions are made, as they usually have very strict hierarchies in their families and these have to be honored

Chapter 6 class activity Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 class activity - Essay Example The main stages in the stages of change model include precontemplation, contemplation, preparation, action, maintenance and termination. If I am in the stage of the precontemplation, more information on the risks associated with unhealthy behavior will help me move to the next stage. Additional information would open my eyes to the benefits of healthy behavior and risks of unhealthy behavior that I possess. In the contemplation stage, I would need to think deeply about the kind of a person I can become if I adopt healthy behavior. Therefore, relating with people practicing healthy behavior would help me reducing the disadvantages I associate with changing to healthy behavior. At the preparation stage, I need encouragement from trusted friends that I will succeed if I start the action stage. This will help me handle my biggest fears. In the action stage, I would need to learn how to substitute unhealthy behavior with healthy behavior. In the maintenance stage, I would need to learn how to deal with stress and avoid relapsing to unhealthy behavior (Hjemdahl, Rosengren & Steptoe

Operations Management Coursework Example | Topics and Well Written Essays - 1250 words

Operations Management - Coursework Example Each unit has different departments and numerous products are manufactured for sale in local market. The different departments is responsible for a specialist function or process such as storing, processing, manufacturing, packaging, shipping. Human resources are well trained but follow as routine procedure as per the nature of the process and the management is conservative of organizational change and sceptical of new technology. The primary problem here is that different processes are supported computer systems even though there are standard processes throughout the group which has resulted in unnecessary costs. An enterprise resource planning (ERP) IT system is best suited here as it will lead to single universal IT system that can be used across departments and units in the organization resulting improved efficiency of all units and cost savings. Marketing Based out of the headquarters, marketing has small teams consisting of 2 or 3 staff members in all countries that it operates . Staffs very flexible roles and have a hybrid function of both selling and marketing. The number of people is very high and spread throughout the organization. Marketers are mainly oriented towards the external environment and the internal functions are accomplished by using simple databases and spreadsheets. No system has been employed right now which makes it possible for them to share crucial information with respect to their research with other units. Each marketing department is functioning as though it is independent of the other marketing departments in different units. Marketing teams have a casual approach towards technology and changes. There are open to technology that is external and customer focused rather than those that internal and process focused. A knowledge management IT system would ideal as it would create a central depository which can be used to share market knowledge across units. Also an ERP would help in managing of internal processes. Research The structu ring of research teams is similar to marketing with a large centre at the headquarters and smaller centre spread across the world at different locations. The centres work independently of each other and researcher get associated with other projects only when the management wants to. There is no central-instantaneous knowledge sharing system available for the centre. The matrix management style is employed occasionally and there are only few researches that worked different projects from different centres. This has created a problem of collusion as some products are created again which are already present in other centre. The need of the hour is an effective knowledge management system that will facilitate effective use of information and optimisation of work process. ii. Benefits of Proposed Initiatives on Functions Benefits of Implementing ERP system for Manufacturing: There are numerous benefits of implementing an enterprise resources planning system for manufacturing. Synchronici ty is greatly increased which keeps everyone involved in the manufacturing process looking at the same real-time data. Everybody is on the same page with respect to information through the company. It reduces the number of times data needs to be inputted and hence reduces the chances of error. In fact, data needs to be inputted only once. ERP becomes a single integrates system that would replace numerous individual systems and hence

English Essay Example | Topics and Well Written Essays - 250 words

English - Essay Example The movement was caused by an unusual phenomenon, Synchronous Lateral Excitation (London Landmarks, 56). When people walk, they naturally sway a little, which in turn caused the bridge to sway with them. Given that the engineers had not installed any form of dampers, the swaying of the bridge was uncontrollable (BBC online, 2000). Synchronous lateral excitation is basically when the bridge moves laterally in conjunction with outside forces. In this case, pedestrians walking across the bridge. In order for the engineers to alleviate this movement, they needed to install a damping system. After discussion of either active or passive damping, they chose passive damping. This form of damping uses viscous dampers that are encased pistons, similar in action to the shocks of a vehicle, to absorb and transfer the movement of the bridge so that the swaying is no longer felt. These viscous dampers reduce the lateral motion. In order to reduce the vertical motion, the engineers employed tuned m ass dampers. These dampers are very simple in their technology, as they are tuned to the frequency of the inertia of the bridge, thus reducing lateral movement (Jones, 87). The engineers in this case should have taken a closer look at the mechanics of the bridge when they built it.

Individual Income Taxes - Tax-Deductible Losses Research Paper

Individual Income Taxes - Tax-Deductible Losses - Research Paper Example Casualty loss is not deductible if the damage or destruction is caused by accidental breaking like glassware, fire that was set willingly and finally a car accident is neglected or willingly act caused it. Keeping adequate records is one of the most important things a taxpayer can avoid a potential IRS audit doesn’t result in any assessment of additional tax, penalties and interests. This method helps you defend yourself against IRS audit. According to the United States internal revenue code, there are certain losses that are considered for tax purposes. This means that the loss can’t be compensated by Insurance and it must be sustained during the taxable year. If the losses are casualty or theft of personal, family, the loss must result from an event that is identifiable, and damaging or unusual nature. Losses incurred in a business or a profit-seeking activity are deductible whether if not they are due to casualty or theft (Pratt & Kulsurd, 2012). Under the current tax laws a casualty loss deduction is allowed if the extent of the loss is not reimbursed by insurance. This law was enacted because of the natural causes that frequently happen and the insurance companies are not fully equipped and able to pay for the massive damages caused. The tax-deductible losses have been modified for years, allowing losses under the tax code. In the 1880s deductions were allowed for losses related to fire and shipwrecks. In the 1990s it covered natural disasters and other casualties and theft. The federal government has responded in so much losses by offering aid to help cover by removing debris and rebuilding areas hit hardest Some people are covered by insurance but the insurance doesn’t cover the entire loss fully, if a tax payer doesn’t have insurance, he/she can be compensate by the federal income tax return for the casualty loss related to disaster.

Current Events- how they affect the stability in area of Egypt Assignment

Current Events- how they affect the stability in area of Egypt - Assignment Example The revolution took place on 25 of January and it was non-violent campaign civil resistance, which was characterized by demonstrations, civil disobedience acts, street marches and labor strikes. Millions of people from different religious and socio economic backgrounds protested publicly because they wanted to throw the regime of Hosni Mubarak. Mubarak is the president of Egypt who has ruled for a long time since 1981 up to the year 2011. The protest in the Egypt was meant to throw the regime of Mubarak because he has made Egypt poor, and stole the fortune of Egypt. The British Journals reveals that Mubarak and his family escaped with around 70 billion dollars to the United States, France, Dubai, Switzerland and United Kingdom (Podeh and Winckler, 2004). They also sold gasoline at 25 percent of market price to Israel, which is considered the enemy nation for Egyptians. This made many Arab nations to hate Egypt and made the country a police nation where internal inelegance could arrest, kill or abuse anyone. Eypt has adequate resources, big military and smart labor force as swell as high population of more than 90 millions of people; thus a threat to Israel, which has been their enemy for a long period. Al though the two nations signed for the peace agreement, it was seen as the advantage taken over Mubarak because he does not care about human rights and democracy right of Egyptians. Therefore, the civil revolution made against the regime of Mubarak whereby people utilized social media services and networking sites aimed to build a new revolution in Egypt. The political turmoil in Egypt has paralyzed government’s efforts in addressing the problems affecting citizens; thus contributing to an economic deterioration. Egypt is one of the nations with rapid population growth rate and the limited arable lands have significantly restrained the nation ‘resources. However, the increased political crisis that led to protest and labor strikes affected the

Wk10 Essay Example | Topics and Well Written Essays - 1250 words

Wk10 - Essay Example This research essay is an accountof educational technology use -- internet, presentation, and podcast technology -- within this organization, assesses its efficacy, and considers its shortcomings, One of the most pervading uses of educational technology in my institution is the use of the internet. Every teacher has a computer connected to the internet in their classroom and is required to check their school email daily for administrative announcements and parent, staff, or student emails. A number of teachers have begun implementing the internet in regards to lectures as well. While the school internet connection excludes use of YouTube videos, by submitting a request to the administration it is possible to get temporary access to specific video links. These videos have been incorporated into the broad spectrum of lesson planning, from as diverse subjects as home-economics cooking videos, to the watching of sports techniques in the physical education courses. I have witnessed YouTube videos employed as means of demonstrating historical events – Nixon/Kennedy Presidential debates, State of the Union addresses – as well as in analysis of music videos, or advertis ements. Chris O’Neal (http://www.edutopia.org/digital-generation-youtube-teaching-video) demonstrates that one need only do a brief user search to discover countless health education field videos on nutrition, exercise, or disease, all of them replete with upbeat music and editing that is able to maintain students’ attention spans where out-dated VHS or DVD public service presentations are not able or are not willing. YouTube has even been used in professional development at the institution. At departmental meeting a group of teachers presented on more effective means of constructing ‘word walls’ – these are walls of relevant terminology that go up in all the classroom. They opened their presentation with an attention grabbing video, and then proceeded

Education Curriculum Essay Example for Free

Education Curriculum Essay There is usually an existence of a gap between the objectives of a lesson and the student position and pertains the lesson intended. The teacher is duly bound to make sure that the relevant skills and knowledge contained in any lesson have appropriately been imparted into the students. The learning has to proceed in places and the cognitive skills required at each phase of learning should be clearly set down. The teacher should be in a position to convert the most important steps in the phases into a learning existing strategy. That allows the students to learn effectively the subject matter. The teacher should as well identify the requirements of each step, while taking precautions that the student should not make errors. The fundamental requirements should be presented in the foremost to allow the mastering of required skills to follow later. The current skill wise position of the student should be identified by the teacher. Guidelines in evaluation checklist The evaluation checklist has guidelines which are all important for the success curriculum instructional materials. The guidelines in the evaluation checklists are all influential towards the extent the support towards learning and towards the achievement of the required instructional objectives of learning. They include Design, procedures, clarity and efficiency. (Heinich, 2002). The content of any curriculum material should not be irrelevant. A high degree of accuracy is required to make sure the pupils minds are energy are utilized competently. The guidelines are also important in that an organized format with a logical setup of content should be achieved. The brain of the student is the most crucial resource at the moment and its utilization should be well addressed. To achieve this objective it is therefore important that the guideline in the evaluation checklist exhibits some objective which is clearly defined. This helps save time and enhances the checklist to address only the relevant and necessary objectives. The questions that need to be raised so as to achieve the right objectives are clearly put in a relevant capacity while the examples cited in the discussion have implacable meaning and they are of help to the students. The design guideline also allows that only the important part of the information is given the right emphasis and its content is not a burden to the students. The guideline is also important as to avoid impartiality when representing the objectives by coping with gender racial, religious or ethnicity biasness. This is especially significant since the learning environment is cross-cultural and each an every recipient should be comfortable with the information brought up. The guidelines are also important towards provision of currently updated and completely addressed information for the best comfort of the students. This will as well address the career fields’ needs while at the same time addressing the issues of gender and race of the participating population. The design component is also important in that it results with information from a clearly identified source that is reliable and therefore the information by itself is also reliable. Heinich, 2002). As the learners continue to acquire skills and knowledge. The guidelines should allow the students to learn. The duty of this guideline is to help p the student, achieve this as the student moves beyond the basis of leaning. Through thinking as the students learn and apply the skills simultaneously for the health of their learning activities. The cultural diversity has been earlier mentioned which is another important aspect of the design guidelines with a consistent layout. It is also with an effective design of an evaluation checklist guideline that unique learning techniques are applicable to the culturally diverse leaning atmosphere which has various categories of ability levels. The other significant importance of the design guideline is the provision of an easy assessment to teachers of the progress of the students. It also enhances a reading level that is only appropriate and specific to the target group, while also addressing only the relevant age and grade level. The other guideline is the procedure which is important in that it enhances the required interaction frequencies that make learning easier. The interactions are significantly vigorous, vibrant and active in learning the interactions out of the procedures guidelines also boosts the student’s moral for a continued learning allowing the students to master the already learnt concepts. The procedure also allows for complete and clear directions which facilitate the students to perform only the relevant tasks. Heinich, 2002). The other most important guideline of the evaluation checklist is clarity. Clarity is importance towards presenting the checklist in a clear easy to read and to understand test. The general format of the course lesson also becomes attractive to the eyes of the user the layout being easier makes learners have some relative ease to locate what they need. ( Gollnick and Chinn, 2002). All the necessary features of the content are easily navigated by the clarity guideline of checklist while the paragraphs in each section give a presentation of information clearly and accurately. There is also a consistency of clear and clean fonts. Heinich, 2002). The last and also most important guideline of the evaluation checklist is the efficiency of the guidelines By the use of efficiency, only the necessary information is included in the lessons. The efficiency guideline also allows that only the significant examples and practice items which are as numerous as possible are included in the lessons. This is very important towards helping student learn the relevant materials of the lesson (Gagiulo, 2003) A lesson of Importance The instructional materials evaluate checklist may be of crucial assistance to a teacher aiming at an a grade in such a subject such as racial assimilation. The objectives of this lesson is to assist the students identify the relative forces given to the various racial groups and a step to their immigration in the United States. Heinich, 2002). By the use of curriculum materials each resource should be used in the lesson since each carries some considerable weight towards the achievement of the overall objective. Adequacy of the Lessons in terms of the Attributes of Curricular Design: To teach the objectives already identified some instructional resources for teaching are required. The issue has raised interest in the teaching of racial discrimination in the United States. The students should be made to wholly understand the process of assimilation of minority groups overtime. To achieve these, some resources such as recent statements by the government regarding its policy in respect of national minorities would be of crucial help. Another important resource would be the historical background of all the affected citizens of that particular country. The last of the resource would probable be some website data of the number of immigrants recorded overtime in the country As regards the first resource for example, the issue of â€Å"The government presenting a report on the sorting of the minorities on its policy in respect of the national minorities† (Gollnick and Chinn, 2002). as regards the historic background, the origin and the history f every affected group can be analyzed and given. The Adequacy Of The Lessons In Terms Of The Attributes Of Curricular Design The purpose is quite clear as transmitted during the lesson presentation: This is as a result of the accurate, well organized and clearly defined design of presentation. The lesson has been supported by the necessary information required all of which has been from reliably known sources. The information has also been given with the emphasis of the most important points. (Gagiulo, 2003) The Pan balance equations are pre- Algebra is a previous lesson in the Algebra section of mathematics lesson as relates to Pan balance Equations. This is the most significant fact leading to the condition that there has been some background knowledge and information from the previous lessons. This is healthy for the student for the purpose of a good follow up and integration of the related information into the current information for a healthy learning. (Gagiulo, 2003) The lesson approaches the technique of cooperative learning some parts of inquiry and some direct instructions. Students should be made to use the previous knowledge learned in earlier lessons that are related to the current lessons for them benefit. This calls for cooperative learning whereby each students make a contribution of what is known to the students for the mutual benefits of the teacher the taught and fellow students. This is achieved through first the inquiry by the teacher to make references of the past knowledge by the students who give a direct contribution of the same as a response. ( Gollnick and Chinn, 2002). The initial ideas are used to develop more beneficial ideas. The lesson addresses a variety of learning styles and intelligence. All the possible approaches should be used for the benefit of the student. Remember that the transition between the initial steps whereby the teacher has the objectives while the student have un empty mind which should be filled by the teacher is a complex one. Styles and intelligences of all range should thus be applied to come up with the required results. Questions have been asked examples have been given illustrations of various degrees applied; direct facts from known sources cited all, aiming for some positive results. All these are resources at the disposal of the teacher and they must be used. The ultimate goal of the lesson is to make sure that students comfortably understand all the details of the lesson. It is therefore the requirement of the lesson to provide the teachers with the relevant method of assessing the level of understanding that has been affected by the project. The methods through which students answer projected questions on the lesson. The way the students answer short written questions and the way the they apply the knowledge accumulated to tackle exercise questions is a clear guide to the success of the provision by the lesson to assessment of understanding. (Gagiulo, 2003) Importance of selecting programs / lessons appropriate for students. I assessment of this issue levels of instruction development and reading, the goals of the curriculum, and the state of the student such as the disabilities must be all be considered. The importance of any program is to benefit. The recipient through the most efficient and comfortable method. No attempt should be encouraged to create further complication of the students. Therefore the instructional level for example is a good guide as to what instructions are rightful for the students. The development level of the student further guides the teacher towards the rightful resources to apply to the student. The disability status sets limits as to what practical examples should be used for the students. The reading level is a guide as to what affect the students should not be exposed to reading materials while the curricular goals should guide the teacher as to what is intended of the lesson and the final expectations. (Gagiulo, 2003) Conclusion The main aim of successful curriculum material is to achieve comprehensive learning for the overall molding of an individual in terms of skills and knowledge. This is importance for the future benefit of student the success and the teachers expect as a result of high quality of learning.

Role of Human Resource Management

Role of Human Resource Management Introduction: Workers are important and the main resource of an organisation; allocating them into the right positions with the most productivity outcome is the job of human resource management (HRM) department. Therefore, one of the significant requirements for an organisation to function well is to have an efficient HRM department. Thus, to create a required HRM, understanding its structure and its function is necessary; as the result, the purpose of this essay is to identify the contribution of HRM activity to organisation in the current economic climate. Section 1: What is HRM ? The term human resource has many different definitions for it such as â€Å"the personnel department of an organization, dealing with the recruitment, administration, management and training of employees; abbreviated as HR. The personnel employed in an organization (CBS Interactive Inc 2010) or â€Å"The division of a company that is focused on activities relating to employees. These activities normally including recruiting and hiring of new employees, orientation and training of current employees, employee benefits, and retention (BusinessDictionary.com 2010). Likewise, HRM also has quite a number of definition like: â€Å"Administrative activities associated with human resources planning, recruitment, selection, orientation, training, appraisal, motivation, remuneration, etc. HRM aims at developing people through work (BusinessDictionary.com 2010). However, the most suitable and complete one in this essay is â€Å"Human Resource Management (HRM) is the function within an organization that focuses on recruitment, management, and providing direction for the people who work in the organization. HRM can also be performed by line managers. Human Resource Management is the organizational function that deals with issues related to people such as compensation, hiring, performance management, organization development, safety, wellness, benefits, employee motivation, communication, administration, and training (About.com Guide 2010). In accordance with those points of view, human resource management works in order to put right people into the right tasks, and make sure the employees can meet the organisations goals. Humans are the greatest resource of an organisation; without them, all business functions like communicating through all kinds of media, manage cash transaction or dealing with customers could not be accomplished, or it can be said that humans and their potential are necessary to drive an organisation. Organisation changes continuously affect not only the business but also the employees. In an organisation, human resource management is responsible for how employees are treated. It is in charge of taking on people into the organisation, helping them with their work, resolving all the problems arising, and compensating them. In order to maximise the organisational productivity, it is important to manage individuals abilities, time, and talents. In general, there might not be an HRM department in small o rganisations, with fewer than a hundred workers, and line managers will be responsible. On the other hand, the human resource managers in larger organisation will organise the HRM tasks and report directly to the chief executive officer (CEO). Section 2: The Role of HRM. According to Mullins (2006), the role of human resources management is to ensure that management deals effectively with everything concerning the people resource of the organisation, people development, and managing the relationships between the management and the employees. Its role is to play an active role in the process a facilitator- to advocate all the members and ensure that every employees voice and concerns are heard. In addition, HRM makes sure that all plans for changing in conduct will have a sufficient time and resources to take effect; especially, to align between the people processes and the goals of the business to create a shared sense of meaning. In strategic management of human resources, develop Human Resource plans and strategies align to the organizations strategic direction, and business strategy. HRM also need to provide tools to conduct these strategies and control the processes and systems. The need of the human resources professional in the frequently change is the result of the required effectiveness of the organisation. Both the capability and knowledge of the HR professional to perform successful change strategies make them exceptionally valued. In order to minimize employees dissatisfaction and resistance to change, the knowledge of how to connect the change to the strategic needs of the organisation is significant. In human resource planning, the long-term/ short-term human resource needs are needed to be determined, and also the area that HR people need and the requirements of jobs. The design of job descriptions and job specifications is based on the outcomes of the job analysis data. For people succeed and contribute in the design of work process systems, the human resource representative people must have a well knowledge about the design. Furthermore, HR is also responsible for tying incentives and rewards to certain positions and roles in order to maximize performance levels. A number of firms believe they are in an environment where workforces with the type of competencies that they need are in short supply. At the same time, it is critical to the success of any people-based strategy to attract and retain the very best people. It is important to structure an environment characterized by the following goals: achieving long-term business success, ensuring that the organisations employees feel valued, ensuring a sense of pride of association with the company, ensuring that each employees has the opportunity to reach his/her highest potential personally and professionally, and generating a sense of excitement and fun. All of those goals are important to the HR manager that they have to achieve in an organisation. In article â€Å"The strategic role of HR, Rene T. Domingo has demonstrated that an effective strategic human resource has equally decision as the companys marketing strategy, hence the HR development should have more strategic roles (Domingo 2003). The strategic human resources main task is to take part in strategic corporation rather than support administration; it is more likely taking the initiative than reactive in its rapport with other functional areas. It is more concerned about what the customers need in the future to compete globally. The managers do not wait for direction or complaint; they research for the future improvement, and offers proactive solutions and strategic counsel. Conclusion: In summary, Human Resource is no longer a backroom or supporting function. It is in the vanguard of corporation strategy, much like sales and marketing. Its competitiveness is determined and provided to an increasing degree. Nevertheless, there is still a long way to go for human resource management to become strategic partners; it needs to train itself on agency and program permission to understand what is important to the organisation, and be able to give creative, efficient alternative or solution to organisation issues. Reference: About.com Guide (2010) What Is Human Resource Management [online] available from http://humanresources.about.com/od/glossaryh/f/hr_management.htm [1 March 2010] BusinessDictionary.com (2010) human resource management [online] available from http://www.businessdictionary.com/definition/human- resource-management-HRM.html [1 March 2010] BusinessDictionary.com (2010) human resource [online] available from http://www.businessdictionary.com/definition/human-resources.html [1 March 2010] Domingo,R. (2003) ‘The strategic role of HR. [online] available from http://www.rtdonline.com/BMA/GM/1.html [1 March 2010]

Strategies for Vicarious Trauma

Strategies for Vicarious Trauma Frances Roulet Vicarious Trauma and Compassion Fatigue Professional Quality of Life, ProQOL 5. The ProQOL 5 was an easy and short-timed instrument to respond to. Based on the responses and personal scores the results were given as follows: Compassion Satisfaction: 47 High Burnout: 15 Low Secondary Trauma Stress: 19 Low The obtained scores in this instrument revealed that in the subscale of Compassion Satisfaction indicated a 47 score, which means that there is a high level of satisfaction in deriving pleasure of being able to do my work, and perceive high level of pleasure in helping others through my work. In the Burnout sub-scale indicated a 15 score, which means there is a low level of elements of compassion fatigue associated with feelings of hopelessness and difficulties in dealing with work or doing effectively my job. On the other hand, the subscale of Secondary Traumatic Stress scored 19 points, which means there is a low possibility of developing problems due to the exposure to other’s extreme or traumatic events is low, therefore, there is no real secondary exposure symptoms interference. Two areas to prevent and avoid vicarious trauma. Although, the overall results of this instrument indicated a very good handle of my professional quality of life, there is two areas where I believe there should be preventive measure to avoid developing and suffering from vicarious trauma. And, even though, these subscales are under control, they are exposed and can create a mayor problem to me if they are unattended. These areas are burnout and compassion satisfaction. I selected compassion satisfaction because if the environment where I work is not adequate or not supportive (referring to the administrative system) or if the lack of personal or professional satisfaction provokes feelings of restlessness or not being productive then I begin to feel bored. There is no sense in working in a place where there is no meaning or being productive, therefore, there is not satisfaction in working. Then, I begin to have an internal struggle where I end up feeling negative effects, such as, hopelessness and difficulties in dealing with the la ck of internal motivation and performing my job effectively. If there is no challenge and space for growth. The feeling that your effort is worth nothing or makes no difference it would push me to the limits. Justification of two strategies to avoid vicarious trauma. According to Bride, Radey Figley (2007) in their investigation indicated that there is a high prevalence level of trauma exposure within the general population, social workers encounter high level of professional contact with traumatized clients. In their investigation the general population indicated that a lifetime prevalence of exposure to traumatic events was identified from a 40 percent to an 81 percent. Moreover, the clients from outpatient mental health reported within their information history of exposure to traumatic events, and these were from an 82 percent to a 94 percent; along with a 31 percent to a 42 percent classifying with criteria for Post-Traumatic Stress Disorder (Bride, Radey Figley, 2007). According to Bride, Radey Figley (2007) and their findings clinicians should be spending more time in getting involved in leisure, self-care among other activities, such as spirituality activities, in order to enhance quality of life. Indeed, the need of disengagement strat egies becomes one of the most important strategies in order to proceed in a positive manner (Figley, 1995). For example, setting the boundaries in your work environment, setting up rituals, such as utilizing music and humor or using motivational breaks during the day. Utilizing self-statements, such as, â€Å"it is not my problem or responsibilities, tomorrow will be another day, among others (Gerding, 2012). Furthermore, using strategies to gain a sense of productiveness and achievement, in which the clinician sets-up achievable standards goals, trust colleagues assessments, tolerance setbacks and make self-statements, such as under the circumstances I did my best or I can only do so much. Subsequently, you can also use the strategies for health and stress reduction, in which we can require adequate rest and relaxation, eat healthy and exercise (Figley, 1995). Last but not least of the strategies, you may build a sense of satisfaction by reviewing life and asking yourself â€Å"w here am I now†, â€Å"where do I start† and â€Å"where will I end my career†. Procedure of desensitization of trauma, may be used in order to better access memory (Figley, 1995). Controlled empathy influence the development of vicarious trauma. The vicarious trauma syndrome can be developed by anyone in the helping field. It characterizes by a set of symptoms that uses controlled empathy while being exposed to listening or seeing traumatic events. Izzo Carpell-Miller (2009) discussed in their article the importance of controlled empathy, these researchers explained that controlled empathy is being used as an instrument to empower awareness around and it’s the neurological process that contributes to the syndrome of vicarious trauma. For example, when a person is listening to a traumatic event, the brain and the body can be observed that it is not calm, they manifest non-verbal communication. The person listening is absorbing all type of shocking communication, nevertheless, their response is constrained and directed to aid the person who is in pain and suffering. Although, there are two types of empathy, known as controlled empathy and automatic empathy, they are not the same because they have different neurological process in the brain. Controlled empathy process is simply automatic empathy interrupted, that affects the professionals physiological, cognitions, emotions and spiritual health (Hodges Wegner, 1997; Izzo Carpell-Miller, 2009). The brain pattern perceived by an activation of the visual cortex, as the listener hears the traumatic events he/she begins to visualize the events as if they are actual protagonists of the event (Hodges Wegner, 1997; Izzo Carpell-Miller, 2009). The process occurring in the brain at the present time is that the right hemisphere of the brain activates mirrors neurons, which automatically flow routing itself to the left side of the brain, but other brain chemicals hold them back. This process occurs internally and manifests in the behaviors’ of the professionals, when she/he remains calm, cool and collected in front of the client. Basically therapeutic empathy may develop a paradox, because the client wished to be understood, seen and accepted. Strategically controlling the attention of the client becomes essential within treatment process. But, constant controlled empathy can also be hurtful provoking a counterintuitive for each and one of us. When a therapist recognizes that empathy hurts, the clients has been observed how their conflicts has affected them in all aspects, and also how these continue to play throughout the therapeutic relationship and the client’s life. Once the therapist empathy seems to be compromised and getting in the way of treatment progress, therefore, therapist affective attunement begins to play a role in the present relationship. The therapist must recognize a disruption in the interpersonal process between the client and therapist, and addressing what has happened. The main therapeutic idea here is to change the therapeutic conversation from whatever issue was being addressed to focus on the immediate experience of engagement with the therapist. Otherwise, this disengagement can cause interpersonal disruption and trauma. References Bride, B., Radey, M. Figley, C. (2007). Measuring compassion fatigue. Clinical Social Work Journal, 35(3): 155–163. Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. New York: Brunner/Mazel. Gerding, A. (2012). Prevention of Vicarious Trauma: Are coping strategies enough? Master of Social Work Clinical Research. http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1027context=msw_papers . Izzo, E. Carpell-Miller, V. (2009). Vicarious trauma: The impact of controlled empathy. http://www.selfgrowth.com/print/588454. Hodges, S. Wegner, D. (1997). Automatic and controlled empathy. In: Ickes, W. J. Empathic accuracy. Pp. 311-339. New York: Guilford.

Free Essays: Comparing the Themes of Antigone and Oedipus the King :: comparison compare contrast essays

The Themes of Antigone and Oedipus  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Antigone and Oedipus, written by Sophocles, are dramatic plays with a tragic ending. The main theme for Antigone is that people sometimes have to learn the hard way from their mistakes. This theme is expressed in the final four lines of the play. They read, There is no happiness where there is no wisdom; No wisdom but in submission to the gods. Big words are always punished, And proud men in old age learn to be wise. These lines are an important part of the play. They symbolize Creon's bad decisions he made, his defiance to the gods, the punishment he went through because of his edict, and the wisdom he gained because of all his mistakes. "There is no happiness where there is no wisdom" demonstrates how Creon not using wisdom in his decision affected him. By declaring that Polyneices could not have a proper burial, he went against the gods and the other citizens of Thebes's beliefs. This was not a wise decision on his part, and because of it he lost his wife, his son, and his happine ss. Creon also defied the laws of the gods. This is what is expressed in the line, "No wisdom but in submission to the gods." In Antigone, the edict and decisions that Creon made demonstrated that his law was more important then the gods laws. His defiance of the laws eventually made him believe, by talking to Teirisias, that something bad would happen to him, so he gave in to his decision. When he gave into the gods he gained wisdom and learned that his actions would be punished. Creons edict is considered his big words. In the third line it says, "Big words are always punished." Creons edict was punished by his loss of happiness. He proclaimed to his city that Polyneices may not be buried, when he did this he was very proud and demanding about his decision. He was determined not to change his mind for anything. These big words that he proclaimed would bring his downfall. Because Creon locked Antigone up, for burying Polyneices, she killed herself. Creon's son Haimon, who was engag ed to Antigone, also committed suicide upon seeing his beloved Antigone dead. Also Creon's wife took her own life. If Creon hadn't gone against what was right, by making his laws more important then the god's laws, and issuing his edict, he would not have suffered the way he did.

Dimensional Argument Against the Snowball Earth Hypothesis :: essays research papers

A most recent inquiry into climatic change during the ice age and it's possibility of reoccurring is the Snowball Earth Hypothesis advanced by Paul Hoffman of Harvard University. Snowball Earth Suggest that before the Ice age, continents ice free at the poles enhanced the reabsorption of carbon dioxide through erosion of silicate minerals, reducing the greenhouse effect making the earth colder until it reached a runaway point. This effect is Hoffman calls albedo, when the atmosphere becomes so cold it can never warm up again. This is what occurred during the ice age, until volcano activity saturated the atmosphere with carbon dioxide to a point that it trapped radiation from the Sun and rewarmed the climate causing glacial thaw. Evidence of this event is cap carbonates that show relative dating at the ice age, found in abundance in several different world regions, at certain levels the cap carbonates would indicate if carbon dioxide was emitted into the atmosphere, by showing carbon levels that would demonstrate how much photosynthesis was occurring. Iron rich rock deposits indicate that absents of oxcidation would mean the atmosphere contain no oxygen, without oxygen their is no life, therefore other evidence of total extinction. So experts dispute the oceans were encased beneath a kilometer thick sheet of ice sheet, or that all life became extinct. The evidence of the Snowball effect is challenged that levels of carbon had not reached those required to satisfy the model and that alternative models are possible to explain the arrival and conclusion of the ice age. Iron had not oxidized because the glacials prevented contact with the atmosphere that would of subjected these rocks to mechanical weathering. The Snowball Earth Hypothesis bases its theory on an invalid model of earth at that time. Ancient earth of the Proterozoic 750 million years ago existed in a separate dimension then what the model is based upon. There wasn't much of an ocean completely beneath a glacial sheet of ice a kilometer thick. The plate tectonic model of pangaea locates it with Antarctica, this shifts the planetary land of the continents to one hemisphere and connects it with already glacial covered Antarctica. So rather than ice on the ocean around the Antarctica, the glaciation would be linked on pangaea surface; wouldn't this detrital effect sort of conduct the refrigeration and branch out the glacial even further into the continent, instead of a lack of CO2, temperature variation occurs from extended glacial mass that colds everything within reach of its frost thermal gradient, slightly different sort of albedo than Snowball Earth describes.

Developing an international marketing plan Essay

Working in teams of 4 – 5 students you will analyze a country’s cultural and economic environment in order to develop a marketing program for a specific product or service. The purpose of this assignment is to facilitate cross-cultural understanding and evaluate a country’s market potential. You should work as if you represent a company planning to expand operations to several new countries. Your job is to analyze and tentatively propose a marketing program for the company’s product in one of the countries. The project includes a paper (15 pages plus as many appendixes, tables, etc. as needed) and a presentation (each group will have 15 minutes to present their work to the class). Please see The Country Notebook (p. 586) in International Marketing by Cateora and Graham. Project Components 1) Identify country 2) Identify product and develop product fact sheet 3) Economic analysis 4) Cultural analysis 5) Market audit and competitive analysis 6) Marketing plan 1) Selecting a Country Please choose a country that you have some interest in and would like to develop in-depth knowledge. There are only three restrictions in the selection of a country: 1) you must study a country other than your own, 2) two groups cannot select the same country, and 3) you cannot study the United States. You can select countries ranging from the most economically developed to most recent developing nations. You must have a country selected by week 3. 2) Selecting a Product The focus of this project is exclusively consumer products. You may choose any consumer product. You must also produce a 1 page product fact sheet identifying the product and product features (e.g., brand name, description, usage, purpose, benefits, unit size, cost, contents or other relevant features). The product fact sheet is due in week 4. Also include your product fact sheet as an appendix in your final project. 3) Economic Analysis Entire books have been written on the topics in this section, however I want you to demonstrate an understanding of the economic information and highlight points of particular significance from a marketing planning perspective. Potential categories of information include population, economic statistics and activity, developments in science and technology, distribution systems, and media. Adapt and modify these categories as necessary. In addition, provide a 1-page summary of the major economic points. The 1-page summary is due in week 6. Also place the summary in the appendix of your final project. 4) Cultural Analysis You will need to report cultural facts that you have identified and analyze these facts in terms of likely marketing implications. Relevant cultural information includes geographical setting, social institutions (family, education, political, legal, etc.), religion, living conditions, and language. In addition to reporting facts, it is important to interpret this information. You must answer the question â€Å"What does this cultural information have to do with marketing?† You will also have to complete a 2-page essay on â€Å"what it is like to be a citizen of† the country that you choose to study. The â€Å"what it is like†¦Ã¢â‚¬  essay is due in week 6. Also include your essay as an appendix in your final project. 5) Market audit and competitive analysis This section is used to determine competitive market conditions and market potential. This information is then used to determine the extent of adaptation of the company’s marketing mix. Consider the product and the market (e.g., consider the conditions where the product will be sold, competitors, government involvement, market size, etc.). 6) Marketing plan The information that you have developed should serve as a basis for your marketing plan. You need to identify the most effective means of marketing your product or service in the country identified. Categories include objectives, product, promotion, distribution, and price. Please indicate if you think that this is a profitable market opportunity for your product or service. Be sure to include your recommendations. You have the option of recommending to market or not to market the product in the country. Make sure your decision is supported with adequate information. FORMAT ISSUES †¢ Be concise. The final product should be no more than 15 pages in length (not including appendices and references). The paper should be easily read and understood. o It should be written in concise business-style English o Use bullet-point statements with short explanatory paragraphs when appropriate. o Include charts and figures to describe numerical data. o Include pictures if appropriate. †¢ Form matters. The look of this document is important. It should look as if it has been professionally prepared. Use double-spacing with 12-point font. All tables, figures and appendices should be individually labeled and titled (e.g., Table 1: Descriptive Statistics of †¦; Appendix A: Graphical Representation of †¦). †¢ Writing matters. I expect you to write clearly, using language that conveys what you mean. All members of the group should carefully inspect the document for grammatical and spelling errors. o You do not get credit for correct grammar, punctuation and spelling. However, you WILL MOST CERTAINLY lose points if there are problems in this area. OTHER STUFF †¢ Each group should submit three exam questions (and answers) to the instructor prior to the presentation. One of these questions may be placed on the exam. †¢ History suggests that not every member of a group will actively participate in the project. In order to overcome this tendency, I will ask each group member to complete a peer evaluation for this project. This evaluation is intended to force you to confront (as a group) at the start what expectations each of you has for the others in your group relative to this project. †¢ Each group is required to meet with the instructor during the term to make sure that the group is on the right track with the project. Be prepared to discuss what you will be doing, how you will be doing it, and how you will present this information in class. †¢ Rather than splitting the project up among group members and then putting it together at the end, I strongly urge you to approach it as a total entity. This will help with the flow of the writing and understanding of how each element relates to the others. o Your grade will be reduced if it appears that you slapped together four different parts written by four different people. †¢ Cite all of your sources. PRESENTATION GUIDELINES †¢ Each group is required to make a presentation to the class. †¢ Each group member must present, but the amount of time does not have to be shared equally across all members. †¢ Practice, practice, practice! It is the only way to make sure that the timing is right and the only way to ensure that the transitions between speakers are smooth. †¢ It is important to engage the audience. Make the presentation fun and interesting. Ask questions, show enthusiasm, and include visual aids and props when appropriate. †¢ Make an effort to face the class when you’re speaking. People often have a tendency to talk to the screen. Also, do not stand in front of the screen. Remember, you want your audience to see it. †¢ Speak clearly and deliberately. Students often rush through the presentation. Remember, even though you are really familiar with the content, others are not. †¢ Presentation slides should include enough information to communicate the key points to the class. †¢ Attendance is mandatory for ALL students, whether presenting or not. It is the responsibility of the audience to listen attentively and to engage the speakers where appropriate.

Classroom Management Plan Essay

A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones & Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 – 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James ljames@lovetoread. com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Interview of Friar Lawrence and Nurse Essay

Judge: John Henry Lawrence enter the dock. Put your hand on the Bible and say after me, I swear to tell the truth, whole truth and nothing but the truth. I swear to tell the truth, the whole truth and nothing but the truth. The Jury are now open to ask you questions, you are bound by the book to keep to the truth. Jury: What was you relationship with Romeo? I have been a great friend of Romeo ever since he was a little boy. He has always trusted me and he told me things he would not have told to anyone else. Romeo respected me and took my advice. I blame myself for his death and I am very sorry. Jury: What part did you play in this tragedy? I tried my best to unite two people who were very much in love. Yes, I did perform the marriage ceremony but I did it in good faith, I never knew what atrocities it would bring about. I also tried to help Romeo and Juliet when they were in trouble. After Romeo was exiled I helped arrange his escape to Mantua, for, you understand it might be possible for them to meet there. When I gave Juliet the drug I thought that I was doing the right thing. She was in a mess, she couldn’t tell her parents so with my knowledge of herbal remedies I supplied her with the draught. She would have taken her own life there and then if I had not. When Romeo was dead and Juliet would not leave him I deserted her. I could have saved her life I know but I was too cowardly to face up to my actions. Jury: What were your motives in this tragedy? I wanted to help a very good friend to be happy and preserve the marriage. I suppose I also hoped that performing this marriage ceremony would help unite the two sides from their conflict. Jury: Whose fault do you think the deaths are? I blame myself more than anyone else. I played the largest part, however, I suppose it would not have happened if there had not been many smaller things contributing. For example, if there had never been a conflict. Nobody was to know that it would end in death. Jury: What part do you think you were to blame for particularly? I was responsible for setting in motion a series of actions that lead to the marriage, the arrangements for the meetings and the drugs for Juliet. I didn’t save Juliet from herself. Judge:John Henry Lawrence please leave the dock. Anne Falton please mount to the dock. Put your hand on the Bible and say after me, I swear to tell the truth, whole truth and nothing but the truth. I swear to tell the truth, the whole truth and nothing but the truth. The Jury are now open to ask you questions, you are bound by the book to keep to the truth. Jury: What was your relationship with Juliet? Well, I was almost like a second mother to her, I was her wet nurse you know, she born at the same time as my daughter Susan who passed away God rest her soul. I have looked after ever since. Juliet was always a very nice young lady never doing anything naughty. I was her closest friend she used to tell me all her secrets but she didn’t tell me her plan before she died. Jury: What part did you play in this tragedy? I knew all the time that Juliet had gone off and married that Romeo, I never knew it would come to this. Romeo was a nice young chap as well. He wasn’t as good-looking or as clever as Paris though, not at all, no! The only other matter I was involved in was organising Romeo’s night with Juliet, that took a lot of organising that did. Jury: What were your motives in this tragedy? All I wanted was to see Juliet happily married with a nice young man. I wouldn’t have been persuaded to take part in this conspiracy but Juliet begged and begged me not to tell his Lordship. Jury: Whose fault do you think the deaths are? Not mine and that’s for sure, I always said that, that Romeo would lead her up to no good, he looked nice and all that but he had a look about him. I think Romeo lead her into it, he always was the bad sort, coming from a Montague family and all that†¦ Jury: What part do you think you were to blame for particularly? It wasn’t anything to do with me, if I had gone to his Lordship about the marriage she’d have killed herself sure as sure, like the good Friar said she was going to†¦ Judge: Anne Falton, leave the dock. The Jury will now leave to come to a decision. 1 hour later: Verdict: Death by Misadventure.