Business Law Case - 936 Words

Neurology Associates LLP. vs Elizabeth Blackwell, MD An Assignment Submitted by Name of Establishment Class XXXX, Section XXXX, Fall 2011 Case: Neurology Associates LLP, vs Elizabeth Blackwell, MD Overview of Facts In May 2005, Dr. Elizabeth Blackwell earned her Medical Doctor Degree and she was hired by the Neurology Associates LLP, located in Longville state in June 2005. She has been offered different jobs before, but Dr. Elizabeth concluded by choosing Neurology Associates LLP because of the interval between her home and family. The employment agreement, signed by Dr.Elizabeth, included detailed clauses of compensation terms, vacation, on all duties and fringe benefit package. NA agreed to pay $1,000 for the course†¦show more content†¦Summary of arguments: Defendant The restrictive clause will only be enforced by the State of Longville courts if it is a reasonably necessary to protect the interests of the employer and courts may also reform the parts of the covenant if it is too broad. But in this case it should not be enforced, because customer and employee needs did not match up, and the entire southwestern region of Longville state might be too broad for covering customer needs. An the doctor of neurological sciences serves the interest of the public while practicing her trade. Therefore public needs should be in the first place, and the restrictive covenant must be unenforced. The Defense argument Elizabeth Blackwell showed herself as a dedicated and diligent doctor during five years of work in Neurological Associates, and made a significant contribution to the profit margin of the partnership. The partners were delighted with hiring Blackwell in 2005 and they introduced her to medical physicians at a conference. But the referral base Blackwell went through was not the result of that investment by the partnership but instead it was the evidence of her professionalism in neurological sphere. It is hard to find professionals, such as Elizabeth Blackwell, in the field neurological sciences. It is absolutely unfair to limit Blackwell from practicing, when the need for her skill is soShow MoreRelatedCase Study : Business Law Case1557 Words   |  7 PagesBusiness Law Case 1: Kate is the owner of a successful business, selling women’s shoes. Her business is expanding fast and she wants to upgrade her business structure to a more appropriate one. What would be your recommendation to Kate and why? What are the factors that influence you with this advice? 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hider of truths - 2475 Words

Name ____________________________________ Period ________ Date __________ EXTRA CREDIT: Dimensional Analysis and The Crash of Flight 143 This assignment is worth 5 bonus points on your Measurement Test. Read the accompanying article â€Å"The Crash of Flight 143,† ChemMatters, October, 1996, pp. 12-15. Answer the following questions completely. 1. What are the three possible causes of the 767’s fuel pump alarm? 1) 2) 3) 2. The second fuel pump alarm made which possible cause most likely? 3. The faulty calculation occurred when converting from liters to kilograms. Why isn’t jet fuel measured by volume like gasoline is in cars? 4. What units were needed on the number 1.77 to express the density of jet fuel? 5. What units should they have†¦show more content†¦Pearson consulted the plane’s reference handbook, which said that normal flight was possible with one defective fuel pump. A few seconds of wary calm passed. Then more alarms sounded. The second pump in the left wing tank was also failing. It was too much of a coincidence for two pumps to fail at the same time—it was more likely that the left tank was running out of fuel. â€Å"We’ve got to go to Winnipeg,† Pearson said quickly, setting a course for the nearest large airport. Quintal radioed air traffic control, and they received immediate clearance to descend to 6,000 feet. Pearson throttled back the engines and switched a computer monitor to display the descent into Winnipeg. But he began to doubt that the plane could even make it After both engines ran out of fuel, Flight 143 glided powerless for 29 minutes before the pilots there. brought it down on the end of runway 32. With a collapsed nose gear and two blown tires, the The cockpit crew grew tense as the 767 nosed down plane skidded to a stop just before hitting a telephone pole and a fence. The giant aircraft miraculously avoided skidding into people who were watching a sports car race on the toward the clouds below. More beeps blared the worst abandoned runway. possible news: all four remaining fuel pumps were now The plane’s instruments should have quickly detected the error.Show MoreRelatedChild Development : Frank s Memoir2260 Words   |  10 Pagesquarters; however Anne appears to have accomplished more than her part to elicit malevolence. She had a bad temper, and was not always ready to control it (Faurisson, 1982, p. 147). Sometimes she must have been repulsively careful in telling fellow hiders what they were. She in some cases seemed to be exceptionally patronizing, especially in managing Margot. Anne was extremely disparaging of her mother, in an exceptionally good relationship with her father, and every now and then she hurt the two ofRead MoreIntroduction to Principles of Management19125 Words   |  77 Pagesprinciple of moral management is â€Å"is this action, decision or behavior fair to us and all parties involved?† Ethical Guidelines for Managers 1. Obey the Law – This s a basic tenet of social responsibility and managerial ethics 2. Tell the Truth – Telling the truth is important in building trust with relevance stakeholders 3. Show Respect to People – Respect for the individual is an important aspect of valuing diversity of persons 4. Stick to the Golden Rule – The golden rule states that â€Å"do unto others

Operations Management for Southwest Airlines - MyAssignmenthelp

Question: Discuss about theOperations Management for Southwest Airlines. Answer: Capacity is the optimal rate of return of a system and in some countries such as Southwest; it is measured in terms of the Available Seat-miles (ASM) per month. Therefore, utilization which is gauged as a ratio between average outputs to maximum capacity can be determined as the ratio average seat-mile rate to maximum seat-miles. There are several factors which affect Southwest Airlines (SWA). There should be a close coordination of the team on the plane and that on the ground operations(Sven Gross; Alexander Schro?der, 2007). This ground operations ought to be composed of several individuals such as baggage transfer driver, a lavatory truck driver, and a bin agent who play crucial roles during the departures. The ground workgroups comprise of a baggage transfer driver who is responsible for fixing aircraft bags for plane passengers to pick up. Besides, on the ground there exists a lavatory truck driver responsible for handling lavatory repository drainage. Besides, there is a bin agent whose main responsibility is managing freight and luggage inside the aircraft. In the case of an unanticipated incident, operations might be slowed and as such the fuel truck should contain enough fuel. Besides, adverse weather condition can hamper the entire process. For instance, extreme weather conditions such as snow and m ist may reduce vicinity area of the pilot and thus hindering the entire aeronautical program. Company executives in SWA know when they have obtained their objectives, especially when both external and internal metrics are reached. Periodically, SWA gathers relevant information and sets their goals against those metrics and communicates the results to their key stakeholders. For instance, the Department of Transportation (DOT) provides information which is communicated to the employees via various means such as posters, meetings, and newsletters. Moreover, this department, (DOT) trails on the passenger complains, airplane departures among other issues such as luggage mishandling and files them for the responsible team to address. The company then provides a response to the measurers taken to handle the issues and conveys feedback to their stakeholders such as customers and employees. Depending on the level attained in addressing all issues surrounding the operations of SWA the executives realize whether the business is progressing or stagnating. Just as supported by Kevin Freiberg and Jackie Freiberg, (2007) issues such as flexibility which were addressed by the inceptors such as Rolling King and Herb Kelleher are still relevant today since they help in managing variables such customer satisfaction. The ideas which were suggested by these individuals are still viable even at the present. For example, they provided that offering freight services at reasonable charges and at good times may help in augmenting customer loyalty hence business continuity. Such strategies can help the management in SWA to cultivate on other critical success factors such as ensuring customer satisfaction and competitiveness in the industry. Bibliography Kevin Freiberg; Jackie Freiberg. (2007). Nuts! : Southwest Airlines' crazy recipe for business and personal success. New York: Broadway Books. Sven Gross; Alexander Schro?der. (2007). Handbook of low-cost airlines: strategies, business processes, and market environment. Berlin : Erich Schmidt Verlag.v

The Three Burials of Melquiades Estrada Essay Example

The Three Burials of Melquiades Estrada Paper Stared (henceforth Three Burials) is a resonant pictorial, which deliberates upon male friendship, loss, retribution, crime, and cross- border contrasts that Incidentally, are lightly mirrored by the collaboration of director Jones and screenwriter Raging. The are subtle allusions of political commentary regarding the state of Mexican labor, border patrols and the lawless abuse Mexicans face when trying to make a new life for themselves. The film brings story elements and thematic details together, as any classical climax would, while continually revealing more. The journey, both literally (to Mexico) and the metaphorical so abruptly exposed in the tagging as one to redemption is palpable throughout the picture, but the audience might fail to notice that they themselves are taken on a journey of their own on, a journey on discovering the Why to the death of our Mexican hero. The story pivots upon the accidental shooting off Mexican ranch hand, Stared by a border patrolman Norton and the subsequent actions undertaken by Stratas loyal friend Perkins following his death. The nonlinear storytelling style is deliberate as Raging Wanted the character and everyone else to be confused about hat happened (Moore, 2005) and the narratives are a fusion of flashback and aftermath. Narratives, plural, Is used because Three Burials begins as two separate narrative elements which only collaborate when Norton and Perkins make their forced acquaintance. We will write a custom essay sample on The Three Burials of Melquiades Estrada specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Three Burials of Melquiades Estrada specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Three Burials of Melquiades Estrada specifically for you FOR ONLY $16.38 $13.9/page Hire Writer One of the narratives focuses on the present whereby Pete is searching for the Who involved in Stratas death and the second the story behind Norton and his Barbie-doll, former high school darling wife bored and trapped in a dreary marriage in an even drearier town. We know of Stratas death before understanding his friendship with Perkins and the account of Stratas burials is Rosen up and replayed thrice, the first time as a tragedy, the second as a farce and the third a combination of both (Quinn, 2006). The fractured account of Stratas demise did have the brilliant effect of putting this audience into a sleepy lull but ironically enough the film redeemed Itself throughout. As mentioned above, multiple perspectives centering the shooting occurred, with each angle revealing a little more to the Invariable Why. The various perspectives highlight the grey area, which makes defining the good and bad of any human character such an impossible ask. A mans death could be a mystery, a crime, an accident. The purpose of the first forty minutes is to set up the moral meaning of the journey and two things were established: the deep, loving friendship of Stared and Perkins which must be in place to validate Perkins later compulsion for Justice and Norton as a narrow- minded, dogmatic, bigoted character who should be tortured into redemption. The lack of dialogue is balanced out by the characters actions which speak loudly, and Three Burials might have even played better with less information and a certain critic ad a sneaking suspicion that the movie would be stronger if we never saw Stared alive (The Clumsy Din of Chance, 2007). The mall actors subtly build distinctive personalities. Perkins life Is largely Inscrutable yet It becomes Increasingly evident that his actions are not those out of self-righteousness but Instead the product of an honest devotion to his foreign friend as well as a means to his own total self- Telemeter Ana Napless. When, at ten Ana AT ten movie, Taller looms Tort Pete, you think you can see him trying to hold his crumbling worldview together (The Clumsy Din of Chance, 2007). Norton who comes off as the typical uneducated, unlikable, unworldly, ignorant American surprises this audience by his easy acceptance of punishment, which was far more interesting than the crudeness and belligerence expected. Understandably, he is obstinate and difficult initially, as seen in the scenes of multiple attempted and failed escapes but his quick reception of his kidnapped status leads this audience to believe that however distasteful and repulsive Norton is, he still maintains some semblance of decency and self-respect in wanting to find the road to redemption. The secondary characters namely a diner waitress, Rachel, and Norths wife, Lou Ann, are only featured on one side of the river, in the washed- out blue, sterile small Texas town where the overall atmosphere is so oppressive and bleak that the locals can only get their amusement by sleeping with each others wives since this dead-end border town with its trailer parks and pick-up trucks and lonesome diners has nothing better to offer. Rachel, who is later revealed to be Perkins ultimate happiness and hidden reason behind such an arduous undertaking, is married to the diner owner and befriends Lou Ann who otherwise loud not be caught dead with such a woman if she were still in her longed-for Cincinnati. Of all surprises exposed is the revelation that Perkins and Stared had a double date with Rachel and Lou Ann, with both parties respectively ending up in their respective sleazy motel rooms. Although Jones and Raging does not besmirch our view of Stratas goodness with vulgar sexual scenes with his murderers wife, instead choosing to depict Stared and Lou Ann.s afternoon delight with an innocent, almost endearing dance, the irony is that regardless of what the audience sees or not, Stared did have a cheap affair with Norths wife. Although Norton never discovers his wifes transgression, can Stratas death at Norths hand be warranted? Is there a restoration of some semblance of cosmic order? The invisible hand of God is as always, omnisciently present. The extent of Pets affiliation with Rachel is mostly emphasized in the cantina scene where Perkins awaits a long- distance connection to Rachel. At this stage in his Journey, he is exhausted, fixated on his role as kidnapper, while closely acquainted with a rotting corpse, and Perkins is beginning to lose his mind. Maybe its the miscellaneous mixture of the miss-en- scene that meets with his wavelength. Further echoing Norths wavelength is the bizarre sound of a radio dial, channels fading in and out, as though his mind were an antenna tuning in to remote frequency. Several characters have accused him of being crazy by now. Next comes the phone call and Perkins asks Rachel to leave her husband and come marry him in Mexico. She had previously told Perkins she loved him. Unfortunately, she denies him: Pete you dont understand, I have to go. He hangs up the phone and lurches out of the cantina and into a little shed. He slowly unwraps the coverings from his only friend, the long rotten Stared. Our disgust with the corpse is not reflected in Perkins face however. He can only utter, muff look like hell, son, as he proceeds to comb him with a horse brush, pulling the hair clean off his head with a dull scraping sound. Defeated, he slumps back against the shed wall, resigned to utter alienation. This could be the films centerpiece, expressing the culmination of two contradictory Impulses unmannerly ten entire Tall: ten romantic promise AT ten Western fable and the material denial of its possibility (Strange, 2009). Alas, gorgeous, refreshing Mexico does not fulfill its promise to this cowboy.

9 Things Smart People Never Say in Office Small Talk

9 Things Smart People Never Say in Office Small Talk Social awareness is an innate talent, but it can also be a skill you can work to build. Find yourself with your foot in your mouth more often than you’d like? Don’t panic. Just make the effort to be more conscious of what you say from now on, starting with this list of no-nos. As you build your emotional intelligence, you’ll find social interactions much more fruitful. 1. â€Å"You look tired.†What someone else hears: â€Å"You look terrible.† Even if they have the darkest undereye circles you’ve ever seen and look pale and unkempt, it’s better not to go there. Ask instead if they’re stressed, or if you can do anything for them.2. â€Å"Wow, you’ve lost weight!†What they hear: â€Å"You used to be fat.† This is a compliment concealing a sucker punch to the self-esteem. Instead try telling someone that they look fantastic, with no comment on their previous state or past or current weight.3. â€Å"You were to o good for him.†What they hear: â€Å"You have terrible taste.† Even if this is true, it’s better to be gentle and not insult someone’s ex- or their own judgment. Instead try saying what a catch that person is, and how it’s their ex’s loss entirely that the relationship dissolved.4. â€Å"You†¦ always/never†When in doubt: use â€Å"I† statements. People don’t like to be generalized about, particularly in such strong terms. Stick to the facts to keep your interlocutor from getting defensive. Try saying â€Å"I’ve noticed you often do this,† or â€Å"I feel like this is a pattern.†5. â€Å"You look/are †¦.. for your age.†Whatever nice thing you were going to say, say it without the â€Å"for your age† part and you should be fine. Tell someone they look great or they’re really strong or vibrant and cut the modifying phrase. It saves you from being condescending and/or just plain rude.6. â€Å"Like I said†¦Ã¢â‚¬ What they hear: â€Å"Ugh, I can’t believe you’re making me repeat myself.† You’re not important enough for anyone else to remember everything you said. Just try to convey your point clearly and in a way that someone will remember because it was worth remembering. And don’t punish people for not lingering on your every word.7. â€Å"Good luck.†This is a tough one, because it seems harmless. But it can feel a little sarcastic, even when it isn’t meant that way. Next time, try â€Å"You’re going to do great.†8. â€Å"It’s up to you.†No one would have asked your opinion if they didn’t want it. Don’t throw the ball back in their court without giving it. Try stating your opinion and then adding that you’d rather defer to their taste in this particular situation- or just that you can’t decide between two things, or would rather they do the honors. This shows you care more than just saying, â€Å"whatever† and leaving it to them.9. â€Å"At least I never†¦.†You’re not perfect, and saying you never did something worse than what you did isn’t going to make anyone feel better. It’ll just make you look smug and #sorrynotsorry. Instead, just say you’re sorry. Owning your mistake is always a good strategy.Try to ban these few phrases from your vocabulary, and see what an impact it can have on your emotional intelligence in a very short period of time.

Comparing the Hydrogen Bomb and the Atomic Bomb

Comparing the Hydrogen Bomb and the Atomic Bomb A hydrogen bomb and an atomic bomb are both types of nuclear weapons, but the two devices are very different from each other. In a nutshell, an atomic bomb is a fission device, while a hydrogen bomb uses fission to power a fusion reaction. In other words, an atomic bomb can be used as a trigger for a hydrogen bomb. Take a look at the definition of each type of bomb and understand the distinction between them. Atomic Bomb An atomic bomb or A-bomb is a nuclear weapon that explodes due to the extreme energy released by nuclear fission. For this reason, this type of bomb is also known as a fission bomb. The word atomic isnt strictly accurate since its just the nucleus of the atom that is involved in fission (its protons and neutrons), rather than the entire atom or its electrons. A material capable of fission (fissile material) is given supercritical mass, while is the point at which fission occurs. This can be achieved by either compressing sub-critical material using explosives or by shooting one part of a sub-critical mass into another one. The fissile material is enriched uranium or plutonium. The energy output of the reaction can range to the equivalent of about a ton of the explosive TNT up to 500 kilotons of TNT. The bomb also releases radioactive fission fragments, which result from the heavy nuclei breaking into smaller ones. Nuclear fallout mainly consists of fission fragments. Hydrogen Bomb A hydrogen bomb or H-bomb is a type of nuclear weapon that explodes from the intense energy released by nuclear fusion. Hydrogen bombs may also be called thermonuclear weapons. The energy results from the fusion of isotopes of hydrogen- deuterium and tritium. A hydrogen bomb relies on the energy released from a fission reaction to  heat and compress the hydrogen to trigger fusion, which can also generate additional fission reactions. In a large thermonuclear device, about half of the yield of the device comes from fission of depleted uranium. The fusion reaction doesnt really contribute to fallout, but because the reaction is triggered by fission and causes further fission, H-bombs generate at least as much fallout as atomic bombs. Hydrogen bombs can have much higher yields than atomic bombs, equivalent to megatons of TNT. The Tsar Bomba, the largest nuclear weapon ever detonated, was a hydrogen bomb with a 50 megaton yield. Comparisons Both types of nuclear weapons release vast quantities of energy from a small amount of matter and release most of their energy from fission, and produce radioactive fallout. The hydrogen bomb has a potentially higher yield and is a more complicated device to construct. Other Nuclear Devices In addition to atomic bombs and hydrogen bombs, there are other types of nuclear weapons: neutron bomb: A neutron bomb, like a hydrogen bomb, is a thermonuclear weapon. The explosion from a neutron bomb is relatively small, but a large number of neutrons are released. While living organisms are killed by this type of device, less fallout is produced and physical structures are more likely to remain intact. salted bomb: A salted bomb is a nuclear bomb surrounded by cobalt, gold, other other material such that detonation produces a large amount of long-lived radioactive fallout. This type of weapon could potentially serve as a doomsday weapon, since the fall-out could eventually gain global distribution. pure fusion bomb: Pure fusion bombs are nuclear weapons that produce a fusion reaction without the aid of a fission bomb trigger. This type of bomb would not release significant radioactive fallout. electromagnetic pulse weapon (EMP): This is a bomb intended to produce a nuclear electromagnetic pulse, which can disrupt electronic equipment. A nuclear device detonated in the atmosphere emits an electromagnetic pulse spherically. The goal of such a weapon is to damage electronics over a wide area. antimatter bomb: An antimatter bomb would release energy from the annihilation reaction that results when matter and antimatter interact. Such a device has not been produced because of the difficulty synthesizing significant quantities of antimatter.

Strategic Project Essay Example | Topics and Well Written Essays - 3000 words

Strategic Project - Essay Example Finally, after analyzing the necessary secondary information, we have concluded that the company should go for value added prompt service offerings and globalization strategy through strategic alliance with foreign company. In case of any organization it is very important to follow a good strategy as the success of any organization depends upon how effectively the management works on that. Now there are few parameters on the basis of which analysis has to be conducted and then the strategies of the managements are to be determined. Those are discussed below- The first and the foremost factor that is needed to be analyzed is the analysis of the industry environment. The industry in which the business lays it is very important to analyze its core factors and its changes what are happening in current time. S.W.O.T analysis is that type of environmental analysis which helps in determining the strategies of any company by analyzing the internal strengths and weaknesses as well as the external factors like opportunities in the industry and the threat existing in the form of competitors. According to the given guidance for analyzing any particular company’s management strategy the oil industry has been selected of UAE. The reason why this particular industry has been considered is Oilindustry is counted as the most lucrative industry in the present scenario of the business world. The few items which have the power to influence the economy of the entire world among them the crude oil comes first. Among this industry The Abu Dhabi National Oil Company (ADNOC) has been selected for analyzing the management strategies of it. The company was started in 1971 and since then till now ithas established itself in the top ten positions in the industry. At present the company manages to produce more than 2.7 barrels of oil per day. In the last three decades this particular company has expanded its business so

Supply chain Assignment Example | Topics and Well Written Essays - 3000 words

Supply chain - Assignment Example The success of the company relies on a strategy of volume rather than margin through the reinvestment of productivity gains in the form of lower prices. A special feature of the company is that it does not seem to take the paths agreed by its competitors. In the late 1970s, company undertook a radical revision of the distribution system and 20 years later, it became one of the first profitable company in the field of nutrition (Collinson, 2007). Sir Jack Cohen founded the company in 1929 and named it as Tesco. This acronym combines the letters of the tea supplier and partner (TE Stock well) with those of Sir Cohen. The group opened its first grocery store in the suburbs of London, and it was during the 1930s that it began its growth by adding a hundred outlets, mainly in the British capital. After a visit to the United States, Mr. Cohen returned to England with the aim of importing the model of self-service supermarkets. He developed the formula Tesco â€Å"put products into a high pile and sell low" (Pile it high and sell it cheap). This formula has been the philosophy of the company for several decades. It has gained its success and accomplishments based on this formula in the right way. After World War II, the company continued its growth in the targeted segment of the working class. Through a series of acquisitions, the company had more than 800 outlets by the late 1960s. Moreover, the regulation of time prevented some items to be sold at a loss (in the price agreed with the suppliers) to attract customers in the retail sale. Only large chains were subjected to this regulation that excluded independent stores. To overcome this limitation, the Tesco management decided to launch a system of tradable stamps (trading stamps). The customer who purchases at Tesco can accumulate stamps. When it has a certain number, it can be exchanged against a sum of money or gift product. This system has proved to be very popular and has increased sales. In 1964, regulations o n price controls were abolished and Tesco has launched a strategic price reduction while maintaining its stamp system. Now, Tesco is an international distribution group which represents 14 countries in all. In 2008, its market capitalization was $ 34.84 billion Euros and its turnover reached 80 billion Euros, which placed the group at the forefront in UK and fourth in the world behind Wal-Mart & Carrefour. The headquarters of this global group is located near Chesnutt, London where Sir Terry Leahy is CEO since 1997 (Christmann, 2006). Discussion Internationalisation Internationalisation is the process by which relations over greater distances are contracted, and thus extend over national borders. The parent organisation opens its branches all around the world to increase its level of sales and profitability. This is a result of both globalisation and regionalisation. Organisations tend to gain strong advantages by operating on an international mode. As a result, national governments are bound by their policy to international agreements and developments

African-American Separatism Essay Example for Free

African-American Separatism Essay African-American novelist James Baldwin (1963) maintained that at the heart of inhumanity perpetrated by whites upon blacks is the projection of their own paranoia, hate and longing. Baldwin supposed that should white people learn how to accept themselves, â€Å"the Negro problem will no longer exist, for it will no longer be needed.† At the core of Baldwin’s hypothesis is that cruelty to the black man persists because of the white man’s dissatisfaction with its own culture (hence the occasional white man who romanticizes and aspires to black ideals). Few other eras in white American history evoke such a level of dissatisfaction as the era of The Great Depression, a period of downturn not just in economy but in morale. When white culture has descended to such low spirits, it is no surprise that black separatism emerged. Marcus Garvey advocated a form of Pan-Africanism which suggested that black people reclaim and re-colonize Africa in order to form its own black nation. Elijah Muhammad on the other hand, advocated a form of black nationalism called The Nation of Islam, which concentrated more on social infrastructure such as the development of economics and nationhood. The emergence of these doctrines are not entirely surprising: with white culture being at its most broken state, the zeitgeist which results for blacks is to advocate a repudiation of this culture. Black pride therefore takes the shape of one race formulating its own society as a means to escape this broken culture, as well as to evade the white man’s inevitable projection of latent self-hate. Separatism and nationalism is therefore of meaningful use to the black races, simply because it allows them to chart their own national, political and civic self-identity apart from that which has been foisted upon them by the white culture, as well as free them from the scrutiny or approval of the white culture. However, it also poses risks because for every weakness, shortcoming or failure that may arise from nations and cultures created by these movements is the potential for more discrimination from the white culture, which will most likely subject these to more racially-charged judgment.

The Death of Innocence in The Catcher in the Rye Essay -- Catcher Rye

  Ã‚   Holden identifies with, yearns for, and despises traits of the adult and child realms. In the novel The Catcher in the Rye, by J.D. Salinger, the protagonist, Holden Caulfield, fears becoming an adult who exhibits the characteristics that he holds complaints against. Throughout this Bildungsroman narrative, Holden searches for his identity. He tries to figure out his place either in the adult or child realm. Holden possesses a combination of fear and hatred for "phonies". Holden uses this term to describe a wide range of people including shallow, superficial, fake, untruthful, or hypocritical individuals. "One of the biggest reasons I left Elkton Hills was because I was surrounded by phonies... They were coming in the goddam window." By saying, "They were coming in the goddam window," Holden implies his fear. "Phonies" scare him because they surround him; there is a hint of Anthropophobia and Claustrophobia. "Anthropophobia is an anxiety disorder characterized by an abnormal, irrational, and intense fear or dread of human companionship. Anthropophobia comes from the Greek word `anthropo' meaning `human' and the Greek word `phobos' meaning `fear' ". "Claus ·tro ·pho ·bi ·a, an abnormal fear of being in narrow or enclosed spaces [Latin claustrum, enclosed place; see cloister + -phobia.]. Holden's case of claustrophobia deals more with "phonies" encircling him and cuttin g off an escape. Holden's fear stems from the idea that their influences may turn him into a "phony". Holden hates "phonies" because of the insincerity in their actions and speech [(about Ossenburger)"... That killed me."]. He finds their fakeness annoying and criticizes the ladder from a very cynical point of view. Holden lists people whom... ...ne makes when maturing into an adult. Holden wants to protect children from falling into adulthood and catch them before its too late. Many adolescents share the same complaints with the adult world as Holden. But those complaints remain in the untainted field of the rye as each individual must let go of them and plummet to their corruption, leaving all innocence behind. Sources Consulted Bloom, Harold. Major Literary Characters: Holden Caulfield. New York: Chelsea House, 1990. Pinsker, Sanford. The Catcher In The Rye: Innocence Under Pressure. New York: Twayne Publishers, 1993. Salinger, J.D. The Catcher In The Rye. Boston: Little, Brown and Company, 1951. Wildermuth, April. "Nonconformism in the Works of J.D. Salinger." 1997 Brighton High School. 24 November 2002.   

Nursing As a Discipline Essay

Is nursing a discipline or just a profession? The term discipline describes the practise of training people to obey rules or a code of behaviour, so can nursing be placed under this classification? The term profession described as a paid occupation or a body of people engaged in a particular profession, so can nursing be placed under this classification? Yes nursing is a paid occupation, thus allowing it to be placed under the classification of nursing as a profession. However, nursing can also be placed under discipline as you are trained to obey a code of behaviour. Nursing as a discipline has interrelated relationships between nursing practice, knowledge and research and these relationships help to advance the discipline of nursing. Is nursing a profession or a discipline? The goal of the discipline is to expand knowledge about human experiences through creative conceptualisation and research, (Parse, R.R, 1999). The goal of the profession is to provide a service to humankind thro ugh living the art of science, (Parse, R.R, 1999). Through those definitions of the nursing discipline and the nursing profession, it can be seen that the nursing practice can be thought as a discipline or a profession. The discipline of nursing encompasses the knowledge in the extant framework and theories that are embedded in the totality and simultaneity paradigm, (Parse, R.R, 1999). The profession of nursing consists of person educated in the discipline of nursing according to nationally regulated defined and monitored standards, (Parse, R.R, 1999). You can see that nursing is both a profession and a discipline and you can see that there are interrelationships between nursing practice, knowledge and research. In nursing as a discipline you can see that there is an interrelationship between nursing practice, knowledge and research. It has been said that that understanding of knowledge base is essential for judgement and decision-making that occurs before, during, and after the actual tasks are preformed, (Evans, R.J, 2006). This shows that the relationship between nursing practice and knowledge is strong and can be seen in everyday practice. â€Å"An awareness of the relationship(s) between skil ls and other competencies is essential to understanding the complexity of the dynamics of nursing practice†, (Evans, R.J, 2006). This shows the importance of being able to back up the choices made with the knowledge and research. The relationship between knowledge and research is just as  important as the relationship between nursing practice and knowledge. Having that relationship allows for the knowledge to be gained by research and in the overall picture is allows for the interrelationship between nursing practice, knowledge and research to be seen by others that are not in the health care workforce. |A proposed model that builds on work by Benner, (1984), illustrated that nurses moves through a number of phases in nursing, from novice to expert. The authors here propose that the knowledge, skill and judgement possessed by the nurse also pass through the same phases. The skills implemented by a nurse are not performed contextually free. They are always supported by the knowledge acquired through basic and continuing education, experience, research findings, and intuition that nurses develop as they move through Benner’s levels of novice to expert. The performance of a skill cannot stand alone; it is always supported by the knowledge and judgement. The second part of the model revolves around the understanding that knowledge, judgement, and their skills and their interrelationship do no remain static. We believe that the knowledge, skill and judgement that nurses possess and display also change in a similar manner.| (Evans, R.J, 2006). This demonstrates that having this relationship in the nursing profession helps to advance it as a discipline. By having these relationships public within the nursing profession it shows that they know what they are doing. It gives a support when with the patients. These relationships help the families and carers of those we look after. The interrelationships between nursing practice, knowledge and research have helped advance nursing as a discipline but also keeping it within a profession. As the definition goes discipline is training of people to obey a code of behaviour, and that’s what the interrelationships between nursing practice, knowledge and research shows. Having these advancements plays a significant role on nurses and the nursing career as they give nurses a broader role within the workforce, as they are not just looking after pa tients and being there advocates, nurses are now showing their knowledge in their judgements and decision-makings. Overall, the nursing career can be classified as a profession as well as a discipline due to the interrelationship between nursing practice, knowledge and research. They have had a big role in the advancement of nursing as a discipline. Nurses now have the role of demonstrating their knowledge through their judgements  and decision-making within the nursing practice. By doing this they illustrate the large interrelationship between nursing practice, knowledge and research. References: Evans, R. J., & Donnelly, G. W. (2006). A model to describe the relationship between knowledge, skill, and judgment in nursing practice. Nursing Forum, 41(4), 150-7. Retrieved from http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/docview/195028141?accountid=14245 Bryant, R. B., Foley, E. R., & Percival, E. C., A.M. (2008). The role of RCNA in promoting transcultural nursing as a discipline of study, research, practice and management in australia. Contemporary Nurse : A Journal for the Australian Nursing Profession, 28(1), 3-11. Retrieved from http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/docview/203177534?accountid=14245 Parse, R.R, (1999), ‘Nursing: The discipline and the profession’, Vol. 12, No.4, PP. 275-276, viewed 8 May 2013, < http://nsq.sagepub.com.ezproxy.utas.edu.au/content/12/4/275.full.pdf>

Young’s Double Slit Experiment

Young’s double slits Formal Lab Florencia Shi Purpose: The double slits experiment was conducted to observe the interference of light waves, to explore how interference pattern would be affected by different colours, and to determine whether interference would change if the angle of slits was changed horizontally or vertically. Hypothesis: Dark and light bands would be seen, and red light causes wider nodal spacing, while blue light causes shorter nodal spacing. Materials: In this experiment, a lamp base assembly, a piece of blue filter, a piece of red filter, a slit plate, a laser pointer, a meter scale, and a 40 W lamp were used.Procedures: 1. A 40 W lamp was assembled in a lamp base assembly, and the assembly was settled on the edge of a desk top. 2. The lamp was turned on. And the filament of the lamp was seen, from a distance, by a person through the double slits on the slit plate. The shape of the interference was recorded. 3. A piece of red filter was placed in front of the lamp, and the lamp was seen, from a distance through the same double slits. The change of the interference pattern was recorded. 4.The filament of the lamp was seen by a student standing a certain distance away through the same double slits with a piece of blue filter placed in front of the lamp. The change of interference pattern was observed. 5. The slit plate was rotated vertically and horizontally, while other factors were kept constant. The change of interference pattern was observed. 6. The laser light conducted by the laser pen was directed through the double slits onto a piece of paper located 3m away. The interference pattern was observed through the slits. 7. The nodal spacing on that piece of paper was measured. 8.Step 6 and step 7 were repeated at a distance of 2m away. Observations: 1. The patterns of lamp light interference were dark and light bands, while the patterns of laser interference were dark and light spots. 2. After the red filter was placed in front of the lamp, the nodal spacing increased. After the blue filter was placed in front of the lamp, the nodal spacing decreased. 3. After the slit plate was rotated vertically, the light and dark bands were not parallel to each other any more, because after the slit plate was rotated vertically, the top and bottom of the double slits were not in the same vertical straight line.After the slit plate was rotated horizontally, the nodal spacing increased, because the distance between two slits (d) decreased. |Distance |? x1/2 |? x2 |? x3 |? x4 |? x5/2 |? xav | |(m) | | | | | | | |3m |0. 0022 |0. 0051 |0. 0049 |0. 0042 |0. 0025 |0. 0047 | |2m |0. 020 |0. 0048 |0. 0042 |0. 0039 |0. 0021 |0. 0043 | Discussion: 1. Dark and light bands were seen through the double slits. These were seen because the two lights came from the same source and had the same frequency. Therefore interference of light waves occurred. The light band was where two crests or two troughs intersected (antinodes), and the dark band was where a crest and a trough intersected (nodes). 2. A wider nodal space occurred in the interference pattern.Since when the lamp was blocked by the red filter, only red light could go through it, and the dark band occurs when the difference between the travelling distances of the two light waves is half of the wavelength. Since the red light has a longer wavelength, half of the wavelength increases accordingly, which means the dark bands will be more away from the central bright band. 3. The nodal space of the interference pattern decreased, since blue light has a shorter wavelength. 4. Blue has the shorter wavelength, and it was proved when the nodal spacing of the interference pattern became shorter. 5.After the slit plate was rotated vertically, the light and dark bands were not parallel to each other any more, because after the slit plate was rotated vertically, the top and bottom of the double slits were not in the same vertical straight line. After the slit plate was r otated horizontally, the nodal spacing increased, because the distance between two slits (d) decreased. 7. The pattern of laser interference consisted of light and dark spots, while the pattern of lamp light interference consisted of dark and light bands, because the light of the lamp could diffuse into a wider range of direction, while laser was ollimated, and was directed into a much narrower direction. 8. |Distance |? x1/2 |? x2 |? x3 |? x4 |? x5/2 |? xav | |(m) | | | | | | | |3m |0. 0022 |0. 0051 |0. 0049 |0. 0042 |0. 0025 |0. 0047 | |2m |0. 0020 |0. 0048 |0. 0042 |0. 0039 |0. 0021 |0. 0043 | 9. 1. Conclusion: Based on observations gathered during the experiment, the interference pattern of the 40 W lamp consisted of dark and light bands. When red filter was used, the nodal spacing of the pattern increased, and when blue filter was used, the nodal spacing of the pattern decreased. After the slit plate was rotated vertically, the light and dark bands were not parallel to each oth er any more. After the slit plate was rotated horizontally, the nodal spacing increased. The interference pattern changed into dark and light spots, after laser pointer replaced the lamp as a light source.The wavelength of the laser was predicted to be And the percentage of error calculated was Experimental Uncertainties: 1. The value of nodal spacing (? x) measured was not precise because the scale of a meter scale is only accurate to millimetres. 2. The slit plate was not exactly parallel to the screen that interference pattern was shown. 3. The measured nodal spacing (? x) was not precise due to the width of the slit. The d was only the distance between two slits, without including the width of the slit.

The True Ideology of the American Revolution essays

The True Ideology of the American Revolution essays With the signing of the Treaty of Paris in 1783, Americans went from colonial subordination to well-earned independence from England, but with that came the responsibility to foster a country based upon an ideology that had never before been done. The years following the Revolutionary War would be the true test of whether Americas republican experiment could succeed. The end of the War marked a victory for the Articles of Confederation-the government under which the Americans had defeated the British, who was the dominant world power at the time. So the leaders of the country embarked upon their journey into this new era with great faith and contentment in the guidance and liberty the Articles offered. However, when, by 1786, the Articles of Confederation failed to provide an appropriate environment for America to flourish, a belief spread among members of Congress and political leaders that something must be done about its inadequacies; a new government must be formed. This marked t he beginning of a political struggle between the creators of the Constitution, the federalists, and the defenders of the Articles, the anti-federalists. The Republican Ideology under which America was to be formed held a staunch rejection of hierarchal authority, monarchy and national government; a belief that the government should be representative of the viewpoints of the people; and, most importantly, a deep faith in public virtue. The republican belief recognized that, ...too much liberty could degenerate into political chaos, (Nash, 218). The ideology was not about pushing for democracy, but rather creating a balance of powers within the government. This is why the majority of objectives in Constitution did not betray the American Revolution, but instead created a government under which Revolutionary ideas could exist while still promoting order. Although the framers disparaged beliefs in public virtue and removed some authority fr...

What Does a Rigorous High School Course Load Look Like

What Does a Rigorous High School Course Load Look Like SAT / ACT Prep Online Guides and Tips Chances are, you've heard the phrase "rigorous course load" before. You probably even know that this is something colleges really look for in applications for admission. So how can you ensure that your high school course load is rigorous or challenging enough? How do you balance this with getting a good GPA? How do you balance the need for rigor with your limitations, extracurricular interests, family and friends, and desire to not overwhelm yourself? Read on for our advice on choosing between harder classes and more classes, and harder classes and better grades. We also go over how many AP classes and electives you should take. What Does Rigorous or Challenging Mean? First off, what does the vague word "rigor" actually mean? Andwhy do colleges value seeing you challenge yourself? As it turns out, exposure to a rigorous curriculum in high school is a better predictor of academic success in college than theeducation level of your parents is, or even your test scores, class rank, and GPA are. And the best place to show that you've been exposed to a challenging curriculum is through your transcript. In other words,college admissions officers want your transcript to show that you are driven, hardworking, and willing to push yourself- especially since research indicates thatif you have these qualities, then you're pretty likely to be a great college student! How to Avoid Being Overwhelmed by a Rigorous Course Load A rigorous curriculum is, at heart, a balancing act. You should take the most challenging courses that are within your ability to handle.At the same time,you should pace yourself so that you're not too overwhelmed by the challenge. Part of showing good judgment and a mature level of self-guidance is being able to balance a hard course load with your extracurricular activities, job, friends and family, and other responsibilities. When in doubt, remember how many expressions there are for this exact situation:"Don't bite off more than you can chew," "Don't let your eyes be bigger than your stomach," etc. Another way to think about a rigorous curriculum is to imagine your high school experience as an uphill climb.Most of the time you want to be farther up the mountain than where you were previously, hiking up steeper and steeper terrain and using everything you've learned to help you keep going. But like all mountaineers, sometimes you need time to stop at base camp or just take a break. As long as you're mostly climbing and not mostly resting, you know you'll get to the top eventually! Sure, they climbed all the way up there. But now it's hot chocolate time! More Classes or Harder Classes? Because much of your high school course load is up to you, a classic question students often have is whether they should show more breadth or more depth. For example, if you're into science, should you take every science course available at a basic level? Or should you focus on a couple of specific subjects, such as biology or physics, and take harder honors/AP classes in them? Based on our experience, colleges tend to favor students who've taken a few harder classes instead of a lot of easier classes.According to the National Association for College Admission Counseling's (NACAC) 2017 State of College Admission Report, 52% of schools surveyed ranked strength of curriculum as considerably important in admissions. Your transcripts should show how you've taken full advantage of the challenges available to you at your school- but always within reason, of course.This means that you should take progressively more difficult classes in each topic each year rather than jumping from intro class to intro class. The general idea is to show that you're intellectually prepared for college-level studying, and that you've developed a habit of guiding yourself toward increasing challenges. This demonstrates grit, resilience, perseverance, and a mature work ethic. Why is this guy so chill? Because he has figured out his own carrying capacity perfectly. Better Grades or Harder Classes? Again, definitely opt for harder classes. Most colleges say that a transcript that shows a student has taken increasingly demanding classes is more important than a transcript with a higher GPA.The NACAC survey reported that 77% of schools surveyed believe that grades in college prep courses(i.e., core classes such as English and science), as well as grades in allclasses you take as a high school student, are considerably important factorsin the admissions process. Butgetting straight As in low-level classes, instead of trying for an honors or AP class, might suggest to colleges that you're not challenging yourself enough. It's like asking Olympic swimmer Michael Phelps to compete against 5-year-olds; colleges would rather see you get a B in an AP course than an A in a regular course. Of course, this isn't to say that all your classes should be as challenging as possible- this goes back to the whole balance thing we talked about earlier. A D in an AP course looks a lot worse than an A in a regular course! Still, you want to demonstrate that you're able and willing to reach slightly beyond your grasp.The best course of action, then, is to challenge yourself most in classes that reflect your specific interests.So if you're a science whiz, you might consider diving more deeply into calculus, biology, or physics. If you're into the social sciences, you can take economics and psychology at high levels, even at the expense of taking AP Physics. You never know what might spark your passion, though, so be open to finding challengeeven in those fields you aren’t particularly interested in now. Which Classes Should You Take for a Rigorous Course Load? Now that you understand that colleges prize course difficulty over GPA, how can you decide on the courses you should take? This heavily depends on what your high school's course options and prerequisites are. Your school has already figured out how to get you from one step to the next. What Are My High School’s Course Progressions? Planning a rigorous curriculum should start early (think 9th or 10th grade), and it should definitely take into account the way your high school has structured your learning from grade 9 to 12. Step 1: Meet With Your School Counselor Come to the meeting ready to take good notes- you're about to get a whole lot of information! It's probably a good idea to bring your parents to the meeting as well. Ask about requirements for graduation.Discuss possible ways you can progress through the required course load. Ask how many electives you can fit into your schedule.Talk also aboutthe elective opportunities your school offers. Ask about prerequisites for honors, AP, and/or IB classes.Make sure you're clear on what you need to do to start taking a higher-level class than you were in before. Ask about the possibility of independent study.This option might make most sense after you finish a particular subject’s course progression. For example, my high school offered five years of Latin (from 8th to 12th grade). A fellow Latin nerd and I took one of those years over the summer. With the help of our amazing teacher, we created a Latin 6class our senior year. This took my passion for Latin literature even further and also definitely demonstrated rigor on my transcript. Step 2: Draw a 4-Year Chart Now that you have much of the information you need, you can start to make a plan. Draw achart by dividing a piece of paper into four sections; each section represents ayear of high school. Divide each of these sectionsinto smaller rectangles, with each rectangle representing one course you'll take that year. Pro tip:Don't draw more rectangles than the number of courses you're allowed to take per year! First, fill in all the graduation requirements you learned about in your meeting. Be sure that you're planning to take a harder, more challenging class for each subject each year. Now, with the rectangles that are still blank, you can start gaming outelectives. To help you out, here are our in-depth articles on required and elective classes, from standard through AP: High school math classes High school English classes High school science classes High school history classes High school foreign language classes High school electives Right now, it'sbalanced. But what if you addone more? How Many APs or IBs Should I Take? You know what your school's course progressions are- but where do AP and IB classes fit in? And how can you know whether you're ready for these challenging classes? Read on for our tips. Am I Ready for AP/IB Material? There are a couple of different ways to check whether you areready to take an AP- or IB-level high school class: Get an outside opinion.For example, your teacher should be able to tell you whether you'd be able to handle the work load and meet the overall academic expectations. If you took the PSAT or PreACT, use your scores to see where you stand. Your guidance counselor can look at these and then tell you whether he or she thinks you're ready to take AP and/or IB classes. Where Is the Line Between Challenging and Too Much? A good rule of thumb is to try for one to three AP classes per year of high school (probably not counting 9th grade). This kind of course load definitely shows a willingness to be challenged. 11th and 12thgrade is the time to go even harder- if you think you're up to it. For example, though I took only one AP class my freshman year and two my sophomore year, both junior and senior years I took four AP classes apiece.Sure,the added depth and breadth of what I was studying looked good on my transcript- but more importantly, it made my learning fascinating and engaging on a whole new level! What About Electives? Although the name makes them sound either optional or trivial, electives are nothing but.In fact, research indicates that students who take courses in the fine/performing arts often perform better in school and on standardized tests! In a rigorous course load, electives can be the bridge between what you need to do and what you want to do. Courses such as visual art, theater, journalism, computer science, and philosophy can ultimately demonstrate your passions and interests to colleges. Electives are alsoa way for you to showcase your strengths.For example, taking extra years of a foreign language or optional classes in STEM fields such as statistics or robotics lets you continue building upon your passion, while also raising your GPA and showing that you are willing to pursue rigor. Sample Rigorous Course Schedule for Each Grade Level By now, you should have a pretty clear idea as to what a rigorous course load is and what kinds of classes you can take to impress admissions committees. To give you an even better idea of what a possible schedule could look like, here are some sample course schedules for each grade level (from 9th to 12th grade). Note that you do not have to follow these schedules exactly when planning what courses to take, sinceyour school's course offerings, your state's graduation requirements, and your own interests will likely differ from what we include below.That said, feel free to use it as a rough guide for how you might want to plan your future class schedule. The following schedule would be most appropriate for somebody who is strong in the fields of math and science, and who hopes to study one of these topics at the college level. Notice how this student uses electives to take additional science classes (e.g., marine science and computer science) and to keep up her foreign language skills. 9th Grade Course Schedule Fall Semester Geometry Honors Biology Geography Honors Language Arts French 1 Physical Education Spring Semester Geometry Honors Biology Geography Honors Language Arts French 1 Marine Science 10th Grade Course Schedule Fall Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Physical Education Spring Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Computer Science Choose classes that let you explore your academic interests on a deeper level. 11th Grade Course Schedule Fall Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Health Spring Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Physical Education 12th Grade Course Schedule Fall Semester AP Calculus BC AP Biology Honors English Literature Honors Government French 4 AP Statistics Spring Semester] AP Calculus BC AP Biology Honors English Literature Honors Economics French 4 AP Statistics What If My High School Offers FewRigorous Classes? Not all high schools offer tons of challenging courses. If this is the case for you, what should you do to prove that you're indeed ready for college-level work? Here are your two best options: Option 1: Look for Outside Options Whether your school lacks advanced study options or lacks subjects you find especially compelling, one option is to take classes outside your school.Ask yourself the following questions: Does your school offer adual enrollment program? If so, you could take rigorous college-level courses that provide both high school and college credit. Do you have the opportunity to take online or summer courses? This could be a way to fill in curriculum gaps. Option 2: Explain Your Circumstances on Your Application College admissions offices put a tremendous amount of effort into figuring out what your high school is like when they look at your transcript. This is why if you go to a low-performing school, it's a good idea to include in your college application a description of what was and was not available at your high school. You should also definitely know that even the most exclusive colleges do not expect you to be able to provide coursework for yourself outside what your school offers you. For example, Yale's admission QA page stresses how much they take context into account: "We know you did not design your school’s curriculum ... Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access." All colleges expect you to wear many hats. What About Life Outside My Schoolwork? One of the qualities colleges also look for in applicants is your time-management skills. Being able to balance your courses alongside extracurricular activities that are meaningfully sustained over time indicates that you are ready for the kind of independent work and time management necessary to succeed in college. If you find that so much of your time is going into your school work that you're neglecting every other aspect of your life, it's time to step back and reevaluate your challenge level. What’s Next? Ready to learn about the class progressions of different high school classes? Read our guides to choosinghigh school math classes,English classes,science classes,history classes,foreign language classes, andelectives. Want to start planning a more rigorous class schedule? Check out our guide to picking the right AP classes for you. A little confused about whether the AP or IB program is right for you?Our guide spells outthe differences between the two programs and gives you tips on how to choose. Wondering if asummer class is right for you? Exploreour guides totheSIG, CTY, and Stanford EPGYprograms! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Respiration & Circulation Lab Report Example | Topics and Well Written Essays - 1250 words

Respiration & Circulation - Lab Report Example There are different parts of circulation and respiration. They include heart, blood vessels, capillaries, blood, spleen, trachea, lungs, and pericardium (Starr and McMillan 2013). Respiration involves inhalation and exhalation of air. The respiratory system is a structure that enables human beings to breath. As stated earlier, respiration involves absorption of oxygen from the atmosphere and elimination of Carbon dioxide. The respiratory system is identified by different structures from the nose to the chest. Some of the structures are the nose, throat, larynx, trachea, primary bronchi, and alveolar duct. The structures of respiration are categorised into lower and the upper respiratory tract. The nose, mouth and the trachea form the upper part, which allows air in and out from the body. The lower parts of the system include trachea, bronchi, broncheoli, pulmonary alveoli and lungs. The trachea is in the two parts of the respiratory system. However, the upper part of the trachea is a small section while lower connects the bronchi and the throat (Jakab 2007). Each lung has  of roughly  300 million alveoli, which  are in the form of tiny sacks formed at the end of the bronchioles. Tiny blood vessels surround alveoli. Alveoli form a large surface that makes it good for gaseous exchange because the tiny layer of the blood vessels covers the alveoli. Oxygen from the alveoli enters the blood vessels while the CO2 is eliminated from the blood vessels. This is because the blood vessels surrounding the alveoli have more CO2 than the alveoli that have more oxygen. For a balance of both gases, oxygen diffuses to the blood while CO2 diffuses out from the blood to the alveoli. CO2 is breathed out while oxygen breathed in hence gaseous exchange takes place (Fosbery and McLean 1996). During inhalation and exhalation, the pressure and volume of the lungs change. When air is breathed in, the ribs move upwards

Nursing article review Essay Example | Topics and Well Written Essays - 2500 words

Nursing article review - Essay Example In prescribing drugs to combat these ailments, medical care providers place the responsibility of following the patient’s progress upon themselves. Patients, however, are susceptible to flawed human reasoning and do not always adhere to their prescriptions. With the rising cases of mental health issues, it is imperative that we understand the shortcomings of the health sector that impede delivery of health care. Coombs et al. (2003) analyze the impact of nurses on the prescription process and its subsequent effect on the adherence to medications. In the paper, they analyze the issue from the standpoint of a mental health worker. In the study, they aim to analyze the reactions of health workers on their opinions on the issue of prescription. The introductory analysis of previous works is commendable, in that the writers identify the significance of supporting the medication process since even little changes have drastic results (Coombs et al.2003). The methodology of a piece of research is dependent on the field of study on which the research is based. It also determines the approach and eventual results of the study. In their research, Coombs et al. adopted a case study approach, in which they identified a qualitative based framework. They used questionnaires as their main data collection tool and I believe that this was the most suitable approach owing to the experimental nature of their research. This is because their aim was deterministic, reducing the complexity of the research methods and requiring the exploratory framework provided by the case study approach. The sample size comprises of 76 mental health workers. Sampling was purposive as the researchers wanted to evaluate the experiences of mental health workers on patient adherence to prescription medicine. The sample size is appropriate for the theoretical approach of this study as well as the exploratory study into the effects of staff education. The questions, however, are subject to misinterp retation by the respondents of the survey because they are vague in the area of training and expertise. In employing questionnaires though, they ensured that the data collected allowed for the variability of responses. The results of the article present a well-documented manner with tabulated representations of the responses and the standard deviation between records. The researchers also noted the relation between increased monitoring by nurses and adherence to medication. Nurses’ training and experience in prescription also increases their effectiveness in dealing with medication and side effect issues (Coombs et al, 2003). However, the majority of nurses (88.5%) indicated that their medical training did not include lessons on prescription. In regards to the patients, the survey found that side effects had a negative effect on compliance to prescriptions. The conclusion of their article indicates the complexity of the issue at hand. Many factors influence the adherence to m edication, primarily the side effects experienced when under the said medication. The opinions of the people closest to the patients also influence their decision to adhere to their medication. Prior education of the medical practitioners also ranks high on the list of necessities for increasing prescription adherence. The article, however, did not monitor the practitioners at the workplace. This creates the

Economics for Public Policy Essay Example | Topics and Well Written Essays - 2000 words

Economics for Public Policy - Essay Example In this case, the two firms would benefit from a reduction in the advertisement. In this regard, the legal system is the legal advertisement by the two companies. The anarchy is a situation where both the two firms fail to take part in advertisement. This situation would be beneficial for both the two firms. On the other hand, if Firm B fails to advertise where as Firm A advertise, the advertisement would significantly benefit Firm A. However, the maximum level of advertisement by a single firm is depended on the degree of advertisement undertaken by the other firm (Axelrod, 2004). This means that there is an equal outcome whenever different companies pursue advertisement to a level below the equilibrium. This principle can be applied to different areas such as rational environments. It explains why the presidential candidates in two different parties are actually similar. Whenever the candidates are confirmed in the preliminaries, they would be created inside their camps of partisan . The electorate who are undecided would be categorised in the central political spectrum. The candidates may tend to rash to the middle group so as to appeal to the group. In this case, the assumption is that voters would select the close option thus many votes could be acquired whenever one is in the center. Part b. The benefits of welfare are an efficiency-enhancing insurance scheme, which may insure against incoming risks. Those individuals who hold the illustrations of the prisoner's dilemma believe that the game highlights morality in challenges that are faced by large groups or welfare. Similar to the game of two players, the game with many players pays the cooperating players R, and defecting players P. In welfare, when some individual defect while some cooperate the cooperating players would get an S while the defecting players will get a T. A good example is illustrated in the commons tragedy. All The members of a certain welfare prefer to graze their animals on the common s instead of maintaining the animals on his own land (Axelrod and William, 2006). The common resource will become unsuitable for grazing whenever it is used by a number above the threshold. In this case, there is a derived benefit B that each welfare member can achieve whenever he or she pays a cost C sufficiently. Above n choose C Below n choose C C C+ B C D B 0 Above n choose C Below n choose C C C+ B C D B 0 From the table, there is an assumption that cost C is negative. The dilemma in this case, is to obtain a benefit with no cost incurred. In a situation, that is ideal the benefit is always a be given reward together with the cost. The challenging situation is to incur a cost but no benefit. This means that a payoff is ordered as B>(B+C)>0>C. In this respect, whenever one chooses C he obtains C+B hence the benefits of welfare are an efficiency-enhancing insurance scheme. Response to question 2. Part a. The two categories of voters will include the rich the middle and the poor p ersons. R M P Gross income $13 $4 $3 Willingness to pay $4.5 $1.5 $0.5 . This cannot be said to be a pay off matrix since all the willingness to pay, being penalties needs to be identified as negative numbers. T= [] If we add $4 to each element we get T= ] T=] The first step involves checking for saddle points (Bendor, 2007). This is a point where the unstable and stable manifold has a dimension that fails to be a zero (Axelrod, 2007). In a matrix, it

What Makes Shakespeares Hamlet Popular?

What Makes Shakespeares Hamlet Popular? The Enduring Popularity of Shakespeares Hamlet Why is Hamlet so popular? Shakespeare wrote countless masterpieces, many of which are debatably more exciting (The Tempest), momentous (Macbeth), intriguing (Othello), romantic (Romeo and Juliet) and profound (King Lear). But not only has Hamlet been produced more by the Royal Shakespeare company than any other work, it is a favourite of troupes (and audiences) around the world. From the play’s inception in 1602, up until the National Theatre’s acclaimed production in 2000 (and beyond), Hamlet has captured the imagination. A close examination of the play, along with a careful focus on its themes, will shed some light on Hamlet’s 400 year old enthrall, with a special emphasis on its relevance to a modern British audience. Hamlet is a tale of revenge, murder and existential and spiritual angst. The title character is a young prince whose father, the King of Denmark, has unexpectedly passed away. His brother, Claudius, has inherited the throne and taken the former king’s wife as his own. Hamlet is visited by his father’s ghost, who informs him that he was murdered by Claudius, and that his death needs to be avenged. Instead of instantly doing so, Hamlet attempts to first confirm his uncle’s guilt by feigning madness, and later by staging a play of the murder, to which Claudius’ reaction essentially confirms his guilt. But even with the evidence in hand, Hamlet is still unable to enact his revenge. After accidentally killing the king’s councilor Polonius, he is deported to England, and upon his return enters into a duel with Polonius’ son, Laertes. However, the fight is a setup; Laertes’s blade is poisoned, as is the wine in a goblet from which Hamlet is t o drink. While Hamlet wins the duel and ends up killing Claudius, he too succumbs to the poison and dies. In the play, Hamlet is by far the major presence: his problem is central to the plot, and his public and private exultations and speculations dominate the action (Hoy, 1991). Furthermore, the role of Hamlet is far larger than any other in all of Shakespeare’s works. While the play is filled with ambiguities, the biggest of all have to do with Hamlet’s motivations and actions (Levin, 1959). There is always more to him than the other characters in the play can figure out. Part of this has to do with the way Shakespeare crafted him – his intense pensiveness, his uncertainness, the vagaries of his actions – but part of it is Hamlet himself, who actually tells other characters that there is more to him than meets the eye, notably his mother and Rosencrantz and Guildenstern. In addition, when he speaks, he sounds as if there’s something important he’s not saying, maybe something even he is not aware of (Hoy, 1991). What separates Hamlet from other revenge plays is that the action we expect to see is continually postponed (Wilson, 1951). Instead of being based on activity, the play is all about character, and really only the character of Hamlet. Many people regard Hamlet as a play about indecisiveness, but more than this, it can be seen as an examination of action itself; that is, the conditions necessary for such, and the appropriate amount required, depending on the circumstances. The question of how to act is affected not only by Hamlet’s need for certainty, but by emotional and psychological factors (Halliday, 1964). Hamlet himself appears to distrust the idea that it’s even possible to act in a controlled, rational way. For when he does act, he does so swiftly and recklessly. This extreme shift from paralysis to impulsiveness further adds to his enigmatic nature. Without action to sustain the play, the plot instead revolves around Hamlet contemplating various questions, among them: Is the ghost what it appears to be, or is it really trying to deceive him? How can the facts about a crime be known without there being any witnesses? Can Hamlet know the intricacies of Claudius’s soul by studying his behaviour? Can we ever really know whether our actions will have the consequences we want them to have? Can we know what happens in the afterlife? (Levin, 1959). This last question is one of the most powerful throughout the play. There are times when Hamlet seems to feel that death itself may bring the answers to his deepest concerns (Wilson, 1951). The question of his own death plagues him, and he more than once contemplates whether or not suicide is a legitimate choice in an unbearably painful world. Hamlet’s grief is such that he frequently longs for death to end his suffering, but worries that if he commits suicide, he will be suffer eternally in hell. In his famous â€Å"To be or not to be† soliloquy, Hamlet concludes that no one would choose to endure the pain of life if they were not afraid of what will come after death, and that it is this fear which causes morality to interfere with action (Levin, 1959). In sum, Hamlet, is ambiguous, vague and mysterious, uncertain, indecisive and pensive, self-loathing and self-reflexive, simultaneously afraid to live and afraid to die. Is it any wonder then that people can relate to him? People enjoy Hamlet because he evokes their sympathy. His character is flesh and blood. He doesn’t just act; he thinks, he questions, he feels. Hamlet is extremely philosophical and contemplative, and takes the time to analyze difficult questions that cannot be answered with any certainty. His melancholy is in many ways endearing. Though his actual age is debatable, in essence he is the quintessential teenager, afraid to grow up and take on burdens and responsibility he knows he must and yet is not ready for. His urgency is contagious. Beyond this, there are the questions he deals with, primarily those of death and the afterlife, that haunt us all. It is extremely rare to not only hear such questions so well articulated, but to hear them articulated at all. These conversations are largely relegated to our own heads. They are intimate and personal, and are seldom expressed. To see them on stage is to bear witness to our own souls. But this only explains why the character of Hamlet is so popular. Though he dominates the course of the action (or lack thereof), there is another reason why the play itself has been so successful and so resonant, which has to do with the famous line: â€Å"Something is rotten in the state of Denmark† (Hamlet, I, iv, 90). Everything is related in Hamlet, including the health of the ruling royal family and that of the nation as a whole (Hoy, 1991). Throughout the play, there are explicit connections drawn between the two. Denmark is often described as a physical body made ill by the moral corruption of Claudius. While the dead King Hamlet is portrayed as a strong, noble ruler under whose guard the state was in good health, Claudius, is regarded as wicked, corrupt and out to satisfy only his own appetites (Wilson, 1951). Throughout history, similar correlations have been made, from Stalin and Hitler to Blair and Bush. While the latter pair are perhaps far less sinister, their po litical decisions have similarly shaped the perceptions of the citizens of the nations they lead, as well as the perceptions of those on the outside. Our leaders are responsible for the overall â€Å"health† of the state, and the war in Iraq and other actions are doing little at the moment to paint a picture of good health. Close observers of Hamlet, no matter of what time period, sense this parallel instantly. Modern society, specifically the UK, is still in Hamlet’s thrall. In today’s world, with so many problems and too few solutions, it is easy to feel powerless and paralyzed. There are choices to be made, and actions to take, but 1) which ones should be carried out and 2) will they even do any good? The modern person is at a crossroads, and in some ways Hamlet personifies this better than anyone else. Throw in the play’s description of the state as being deceased, and the work comes across almost as the poster child for modern malaise. This is evidenced in the 2000 production by the National Theatre, which is only one of many recent and successful incarnations of the play. The title role was played by Russell Beale, who prepared for the part by looking into himself in an attempt to bring out the â€Å"everyman quality† of Hamlet, along with his intense self-reflection and (albeit feigned) madness. To do justice to Shakespeare’s words, in this case gra vitating between wit, wryness and self-reflection, Beale decided not to force emotion, but to instead â€Å"get there slowly, to get the emotional arc right, and not find too many moments of crisis† (Beale, 2000). The actor, in perhaps a bit of method, decided to try and capture Hamlet’s grief by using his own, in this case the fact that his mother died a few weeks before the performance. He also used his frustration over â€Å"not being able to feel enough† to further cement and perfect his interpretation (Beale, 2000). By all accounts he didn’t disappoint. The Independent declared Beale’s Hamlet â€Å"not at all ‘Hamlet-like,’ and his performance â€Å"moving and crystal clear,† characterized by â€Å"an aching regret for the world that might have been rather than a seething contempt for the world that exists† (Taylor, 2000). When Hamlet returned from England, the reviewer found him emanating a â€Å"shyly gracious acceptance of the mystery of life and fate,† and in dying â€Å"moved towards the audience as if painfully and belatedly conscious of their presence, imparting an even more shattering sense of the waste of a noble life† (Taylor, 2000). The Evening Standard wrote that the performances illuminated the text in ways that made it fresh and accessible, and Beale’s performance of â€Å"clarity, humanity and humility held the audience spellbound†¦they could only suffer with his confusion, grief self-loathing and doubt† (de Jongh, 2000). The Guardian complimented Beale for being â€Å"everything one could hope for: witty, ironic, intelligent, ‘a Henry James who is also a swordsman’ to borrow Harold Bloom’s phrase,† and: â€Å"bookish, inward, reflective and intensely capable of self-scrutiny† (Billington, 2000). Furthermore, the paper admired his â€Å"capacity for surprise, moral sensitivity and parodic wit† and his ability to convey â€Å"the paralysis of the intellectual caught up in a world of realpolitik,† resulting in a â€Å"first-rate, deeply intellectual Hamlet whose weapons are primarily verbal and who understands that revenge cannot offer meaningful redress† (Billington, 2000). In the National Theatre’s production, along with countless others over four centuries, a central theme is constantly repeated: Hamlet’s self-loathing, specifically in regards to his lack of feeling, which, as much as his lack of action, makes him guilty. This aspect of his character is perhaps more relevant today than ever. The theme of powerlessness, along with the tangible frustration and guilt that comes with it, can easily find a home in the mind of a modern audience member. In addition, Hamlet’s intensely relatable â€Å"human all too human† qualities, his probing thoughts on the afterlife and the theme of the â€Å"nation as diseased body† are so universal and timeless that they shed much light on the play’s appeal. Perhaps there will come by a day when Hamlet fails to strike a chord with audiences. But for now, Shakespeare’s masterful creation and revolutionary character study is safely ingrained in our consciousness. Bibliography Beale, Russell. The Readiness is All. National Theatre, 2000. http://www.nationaltheatre.org.uk/?lid=2485 Billington, Michael. The Guardian, September 6, 2000. Crystal, David, and Crystal, Ben. The Shakespeare Miscellany. Penguin: New York, 2005. de Jongh, Nicholas. The Evening Standard, September 6, 2000. Halliday, F. E. A Shakespeare Companion 1564-1964. New York: Penguin, 1964. Hoy, Cyrus. Hamlet: An Authoritative Text, Intellectual Backgrounds, Extracts from the Sources, Essays in Criticism. New York: W. W. Norton and Company, 1991. Levin, Harry. The Question of Hamlet. New York: Oxford University Press, 1959. Shakespeare, William. Hamlet. Braunmuller, A.R., Orgel, Stephen (Eds.). New York: Penguin Classics, 2001. Taylor, Paul. The Independent, September 6, 2000. Wilson, John. What Happens in Hamlet. New York: Cambridge University Press, 1951.

Loneliness and Friendship in Steinbecks Of Mice and Men :: essays research papers

The novel Of Mice and Men by John Steinbeck describes the life of a man and his best friend who has the mentality of a child. Their friendship is very strong and this is unusual due to the other characters in the book being very lonely. Every time George and Lennie manage to stick a job out, Lennie makes a mistake and they are forced to leave. But they hope after all of their intense work that they can finally have their dream and get a place they can call their own. Through many difficulties and hardships they manage to deal with the arguments and lack of companionship at their workplace. Between the two key themes of friendship and loneliness Steinbeck makes the novel Of Mice and Men a real success. One of the ways Steinbeck establishes the theme of loneliness is through setting itself. Section one of the book is set at a pleasant and peaceful river a few miles south of Soledad. The first four letters sole meaning only. Also Soledad means lonely place in Spanish. The river seems very secluded and isolated. There’s nothing but nature. It’s a very harmonious and tranquil place. A clearing so quiet you could hear a pin drop. It’s also the place George tells Lennie to meet him if he gets into any sort of trouble. This is a complete contrast to where the rest of the book is mainly set. A ranch where George and Lennie the two main characters manage to find work. The ranch displays isolation mainly through the actions characters take and the events that happen. Characters in the novel also contribute to the understanding of the theme of loneliness. George Milton and Lennie Small are the two main characters in the novel. They are like two halves. â€Å"The first man was small and quick, dark of face, with restless eyes and sharp strong features.† George is the smaller of the two men but has taken care of Lennie for a while, since Lennie’s Aunt Clara died and this highlights the theme of friendship. He is the more knowledgeable one of the two. â€Å"You crazy son-of-a-bitch. You keep me in hot water all the time.† George gets a little irritated with Lennie at times but looks after him no matter what. Their friendship is solid has to watch over him at all times, as Lennie is incapable of looking after himself and is one of the many characters who doesn’t change at all through the novel.

Filipino colony in Borneo Essay

1. The North Borneo Project The Borneo project was a proposition of establishing a Filipino colony in Borneo under the British power. It would have been a great project but, like unfortunate plans, there were hindrances that led to the well-planned project to be left-out and dropped. One of the reasons would be the response of Governor General Eulogio Despujol. It is known that Dr. Jose Rizal sent letters to the Governor General for the approval of the said project. His first letter was not answered therefore Rizal wrote to him again. The letter was well composed in flawless discussion, but even in the respective tone he had noted the Governor’s failure to respond, indicated that the practise of illegal deportation was biased, and that whoever ordered them, bore the load of liability on his conscience. It will be presumed that with those in mind, Rizal would not have a positive response from the Governor. In addition to this, if the Governor approved of the plan, it would reveal to the world that people had been forced to self-exile in order to realize and obtain liberation. Furthermore, it would be an evident offense to renounce Spanish nationality, and a chain of diplomatic events would result from Despujol’s agreement with a foreign power. It would also be taken consideration that this site of the colony, being near to the Philippines, may be used as a base of operation for a revolution. Rizal after days or weeks’ time was informed of the Governor’s response. He thought that it was anti-patriotic and that he strongly rejected the project. He added that it would be best for Rizal to come home, but gave a vague security about guarantees that could be given for his citizenship. Another reason is his negotiations with the British North Borneo. Dr. Jose Rizal, in the absence of the governor, who was on leave, made transactions with the manager, Mr. W.B. Pryer, and the Secretary of the Government, Mister Cook. Both, especially Pryer, showed interest and favour to the said project, offering him good compromises and negotiations. While transacting with Pryer, Dr. Jose Rizal received an outstanding proposition. â€Å"During a period of eight months he had the option to buy 1,000 acres from the company and 5,000 during the next three years, at the price of $6 per acre, payable on terms, and a lease good for 950 years! All these, of course, were subject to the laws of B.N.B.(British North Borneo). The company offered to undertake the construction of buildings and planting of orchards, all payable in three years.† Then, when it came to Mr. Cook, the proposition changed. Cook offered Rizal 5,000 acres of land which came without payment for three years. After a few days, the governor finally received him to hear about his project. Conversely, Rizal learned that that the governor had not confirmed the offer of Cook, but the price would be P3 per acre. He was further disappointed when after two days Pryer wrote that the terms of negotiation has been sent to London for examination. It was not further explained but, in my opinion, Borneo being only a British protectorate, the examination would take a very long process and it is probable that it will not be approved. 2. Establishment of a College in Hong Kong Rizal planned to establish a college in Hong Kong to teach languages, science, and the arts, in the style of the Jesuit colleges. He had even drafted the regulations of the proposed school. The one who was supposed to fund it if ever it pushed through was Mariano Kunanan, a wealthy Pampango capitalist who promised 40,000 pesos to start the school. Having known the opposition of the propaganda to go back to the Philippines, he then with others in Madrid thought of the said project. This way, they still could educate the Filipinos without going back to motherland. In my opinion, their focus in establishing this in Hong Kong is the grounds that this is where most of the exiled Filipinos are sent. In addition, many Filipinos visit Hong Kong in various reasons, especially those who belong to families that are well-to-do, knowing that it is near to the Philippines. Another thing is that he may have thought of going against the wrong ways of teaching and administering of some of the Dominican priests that results them to choose the way of education of the Jesuits.

ESL Essay on Belonging (China Coin and Rabbit Proof Fence) Essay

A sense of belonging or not belonging can emerge from the connections made with people, places, groups, communities and the larger world. How does this apply to â€Å"The China Coin†? Through a study of the novel â€Å"the China Coin† by Allan Baillie, it can be seen that a sense of belonging or not belonging can emerge from the connections made with people, places, groups, communities and the larger world. This essay will explore how a sense of belonging or not belonging develops from the main characters’ (Joan and Leah’s) connections with each other and with places, specifically Good Field Village. It will also examine how a character’s connection with the nation of China at large gives rise to their sense of belonging or not belonging. In the novel â€Å"The China Coin†, the author uses various language techniques to illustrate Leah and Joan’s sense of belonging or not belonging, which emerges from their connection with each other. The novel begins with Leah feeling disconnected with Joan even though they are the only two members of their family left. This can be seen by the way Baillie uses metaphor to compare Joan to â€Å"an evil aunt, who flies a broom on full moon†¦Ã¢â‚¬ . This conveys Leah’s sense of not belonging to the relationship. A sense of belonging unfolds later in the novel after Leah and Joan both go through much together, hence leaving them with a more intimate connection with each other. After hearing grandfather implying that he wants them to stay so that he can trick them into paying for a ‘Hong Kong house’, Joan and Leah’s strong connection is expressed by their ability to communicate without even using words. Baillie uses polysyndeton to emphasize this in the sentence â€Å"And both mother and daughter stopped and grinned at each other†. As can be seen, both these examples clearly show that Leah and Joan’s sense of not belonging or belonging to each other has emerged from their connection with each other. Apart from that, Allan Baillie has also used language features in the novel to draw attention to the sense of belonging or not belonging that stem from connections with a place, specifically, Go od Field Village in â€Å"The China Coin†. When the main characters first arrive in Good Field village, Joan felt accepted immediately as she spoke Cantonese fluently and quickly formed a connection with Jade. As a result, a sense of belonging was generated in Joan. This is reinforced by the author’s use of simile to describe them as women who â€Å"had been neighbours for years†. Contrastingly, Leah, who was not as fluent in  the language, could not converse with Jade and Joan. As a result, she did not feel a sense of belonging to Good Field village. This is portrayed by Baillie’s use of the third person narrative voice, which tells the audience â€Å"Leah felt suddenly alone†. All this suggests that the concept of belonging or not belonging develops from one’s connection with a place. Lastly, language features used in the novel â€Å"The China Coin† has supported the fact that a sense of belonging or not belonging can emerge from connections with the larger world. This can be seen in the character of the young boy who puts up political posters at the restaurant where Joan and Leah are eating. He does not feel connected with the state as he does not agree with the current political situations and wants democracy instead. This generates a sense of not belonging in the character, which is further reinforced as he uses hyperbole to describe other protesters and himself as â€Å"Enemies of the State†. Similarly, Ke, who is disconnected with the principles of China’s political agendas, feels like he does not belong to China at large. This is evidenced in the use of dialogue where Ke tells Leah about what he wants changed in the political system. He tells her that he wants â€Å"Democracy! No more guanxi! No more influence, no more back-door deals!†. From this, it can be inferred that one’s sense of not belonging can rise up from one’s relationship with the world at large. In conclusion, Leah and Joan’s connection with each other and with places such as Good Field Village give rise to their impression of belonging or not belonging. Similarly, a sense of not belonging can be seen to emerge from connections that other characters have with the larger nation of China.