Veteran interview Essay Example For Students

Veteran interview Essay Veteran interview Essay My grandfather, Larry, served in WWII. He enlisted and stationed at Camp Polk. He went through places like New Guinea and the Philippines during the war. When I asked him if he experienced any combat he said; yes, I experienced some combat. But most of the time I spent in combat was in a tank. Not too much action there. A typical day in my grandfathers life at the time was to wake up at the crack of dawn and get ready for a full day of combat, well at least for the ground troops that didnt have a tank to be protected by. Of course for him, driving a tank was easier then being a ground troop. So that made things a little easier. He told me every day the main thing he did, and I quote, kep my head low. Anything could be expected. We will write a custom essay on Veteran interview specifically for you for only $16.38 $13.9/page Order now At Camp Polk him and some other troops had a idea to set up a trap to alert them if the enemy tried to get into their base camp at night. They would set up grenades filled with half the explosive powder needed for a full blast, and they would bury them around the perimeter of their camp with their pins tied together by trip wire. Once the enemy would set foot in that perimeter and tripped the trip wire it would pull the pins to almost all the grenades. But the grenades didnt go off right away so the jap that snuck in would just think he tripped on a branch or something. Until the grenades would finally go off and alert the camp to catch the intruder. Thats if the grenades didnt catch him before they did. Yep, I would be dozing off to sleep when a critter or a swift breeze would set those damn things off and wake me up again. Then youre stuck setting them all up for the rest of the night. The thing that stuck out most in my grandfather mind he said was; looking forward to go home. The war got tough in many ways and situations which made my him wish he was home with his family again. I asked him if he thought about the war very often now and he said; so so. Not alot. Glad its over. When I asked him if he lost any friends or people he served with in the war he said that he lost some friends in combat but he didnt talk much about that. He carried his sacred heart metal with him everywhere he went. He would pray for the war to end at night before he fell asleep. The friends he made in war are either dead or he no longer keeps in touch with them at all. There wasnt much said about his worst and best experiences in the war. All he said on that was to keep alert and stay alive. The war did not change him. My grandfather was received with lots of love. He was going to go to Japan but he ended up going home early. He was in Minilla on V-J Day, the day the war ended. This was a victory day celebration. I asked him if he had been scarred either emotionally or physically from serving in the war and he said; yes, both especially when you get surrounded. One time he told me that he opened the top hatch to his tank to see if the cost was clear. There ended up being a jap hiding in a tree above him and he caught him at the corner of his eye tring to drop a grenade in with him. So my grandfather quickly slammed the door shut and listened to the explosion of the grenade followed by the jap falling out of the tree and hitting the top of the tank with a loud thud. And after all. Yes, he did believe in the war he was fighting for. .ucf29802faa6ddd7897d167a048bc5da6 , .ucf29802faa6ddd7897d167a048bc5da6 .postImageUrl , .ucf29802faa6ddd7897d167a048bc5da6 .centered-text-area { min-height: 80px; position: relative; } .ucf29802faa6ddd7897d167a048bc5da6 , .ucf29802faa6ddd7897d167a048bc5da6:hover , .ucf29802faa6ddd7897d167a048bc5da6:visited , .ucf29802faa6ddd7897d167a048bc5da6:active { border:0!important; } .ucf29802faa6ddd7897d167a048bc5da6 .clearfix:after { content: ""; display: table; clear: both; } .ucf29802faa6ddd7897d167a048bc5da6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucf29802faa6ddd7897d167a048bc5da6:active , .ucf29802faa6ddd7897d167a048bc5da6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucf29802faa6ddd7897d167a048bc5da6 .centered-text-area { width: 100%; position: relative ; } .ucf29802faa6ddd7897d167a048bc5da6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucf29802faa6ddd7897d167a048bc5da6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucf29802faa6ddd7897d167a048bc5da6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucf29802faa6ddd7897d167a048bc5da6:hover .ctaButton { background-color: #34495E!important; } .ucf29802faa6ddd7897d167a048bc5da6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucf29802faa6ddd7897d167a048bc5da6 .ucf29802faa6ddd7897d167a048bc5da6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucf29802faa6ddd7897d167a048bc5da6:after { content: ""; display: block; clear: both; } READ: Drugs and alcohol abuse have become a major Essay Words / Pages : 688 / 24 . Veteran interview Essay Example For Students Veteran interview Essay Veteran interview Essay My grandfather, Larry, served in WWII. He enlisted and stationed at Camp Polk. He went through places like New Guinea and the Philippines during the war. When I asked him if he experienced any combat he said; yes, I experienced some combat. But most of the time I spent in combat was in a tank. Not too much action there. A typical day in my grandfathers life at the time was to wake up at the crack of dawn and get ready for a full day of combat, well at least for the ground troops that didnt have a tank to be protected by. Of course for him, driving a tank was easier then being a ground troop. So that made things a little easier. He told me every day the main thing he did, and I quote, kep my head low. Anything could be expected. We will write a custom essay on Veteran interview specifically for you for only $16.38 $13.9/page Order now At Camp Polk him and some other troops had a idea to set up a trap to alert them if the enemy tried to get into their base camp at night. They would set up grenades filled with half the explosive powder needed for a full blast, and they would bury them around the perimeter of their camp with their pins tied together by trip wire. Once the enemy would set foot in that perimeter and tripped the trip wire it would pull the pins to almost all the grenades. But the grenades didnt go off right away so the jap that snuck in would just think he tripped on a branch or something. Until the grenades would finally go off and alert the camp to catch the intruder. Thats if the grenades didnt catch him before they did. Yep, I would be dozing off to sleep when a critter or a swift breeze would set those damn things off and wake me up again. Then youre stuck setting them all up for the rest of the night. The thing that stuck out most in my grandfather mind he said was; looking forward to go home. The war got tough in many ways and situations which made my him wish he was home with his family again. I asked him if he thought about the war very often now and he said; so so. Not alot. Glad its over. When I asked him if he lost any friends or people he served with in the war he said that he lost some friends in combat but he didnt talk much about that. He carried his sacred heart metal with him everywhere he went. He would pray for the war to end at night before he fell asleep. The friends he made in war are either dead or he no longer keeps in touch with them at all. There wasnt much said about his worst and best experiences in the war. All he said on that was to keep alert and stay alive. The war did not change him. My grandfather was received with lots of love. He was going to go to Japan but he ended up going home early. He was in Minilla on V-J Day, the day the war ended. This was a victory day celebration. I asked him if he had been scarred either emotionally or physically from serving in the war and he said; yes, both especially when you get surrounded. One time he told me that he opened the top hatch to his tank to see if the cost was clear. There ended up being a jap hiding in a tree above him and he caught him at the corner of his eye tring to drop a grenade in with him. So my grandfather quickly slammed the door shut and listened to the explosion of the grenade followed by the jap falling out of the tree and hitting the top of the tank with a loud thud. And after all. Yes, he did believe in the war he was fighting for. .uac75903108bb8ea4fa628c6af8ac7711 , .uac75903108bb8ea4fa628c6af8ac7711 .postImageUrl , .uac75903108bb8ea4fa628c6af8ac7711 .centered-text-area { min-height: 80px; position: relative; } .uac75903108bb8ea4fa628c6af8ac7711 , .uac75903108bb8ea4fa628c6af8ac7711:hover , .uac75903108bb8ea4fa628c6af8ac7711:visited , .uac75903108bb8ea4fa628c6af8ac7711:active { border:0!important; } .uac75903108bb8ea4fa628c6af8ac7711 .clearfix:after { content: ""; display: table; clear: both; } .uac75903108bb8ea4fa628c6af8ac7711 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uac75903108bb8ea4fa628c6af8ac7711:active , .uac75903108bb8ea4fa628c6af8ac7711:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uac75903108bb8ea4fa628c6af8ac7711 .centered-text-area { width: 100%; position: relative ; } .uac75903108bb8ea4fa628c6af8ac7711 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uac75903108bb8ea4fa628c6af8ac7711 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uac75903108bb8ea4fa628c6af8ac7711 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uac75903108bb8ea4fa628c6af8ac7711:hover .ctaButton { background-color: #34495E!important; } .uac75903108bb8ea4fa628c6af8ac7711 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uac75903108bb8ea4fa628c6af8ac7711 .uac75903108bb8ea4fa628c6af8ac7711-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uac75903108bb8ea4fa628c6af8ac7711:after { content: ""; display: block; clear: both; } READ: Same Sex Marriages Essay . Veteran interview Essay Example For Students Veteran interview Essay Veteran interview Essay My grandfather, Larry, served in WWII. He enlisted and stationed at Camp Polk. He went through places like New Guinea and the Philippines during the war. When I asked him if he experienced any combat he said; yes, I experienced some combat. But most of the time I spent in combat was in a tank. Not too much action there. A typical day in my grandfathers life at the time was to wake up at the crack of dawn and get ready for a full day of combat, well at least for the ground troops that didnt have a tank to be protected by. Of course for him, driving a tank was easier then being a ground troop. So that made things a little easier. He told me every day the main thing he did, and I quote, kep my head low. Anything could be expected. We will write a custom essay on Veteran interview specifically for you for only $16.38 $13.9/page Order now At Camp Polk him and some other troops had a idea to set up a trap to alert them if the enemy tried to get into their base camp at night. They would set up grenades filled with half the explosive powder needed for a full blast, and they would bury them around the perimeter of their camp with their pins tied together by trip wire. Once the enemy would set foot in that perimeter and tripped the trip wire it would pull the pins to almost all the grenades. But the grenades didnt go off right away so the jap that snuck in would just think he tripped on a branch or something. Until the grenades would finally go off and alert the camp to catch the intruder. Thats if the grenades didnt catch him before they did. Yep, I would be dozing off to sleep when a critter or a swift breeze would set those damn things off and wake me up again. Then youre stuck setting them all up for the rest of the night. The thing that stuck out most in my grandfather mind he said was; looking forward to go home. The war got tough in many ways and situations which made my him wish he was home with his family again. I asked him if he thought about the war very often now and he said; so so. Not alot. Glad its over. When I asked him if he lost any friends or people he served with in the war he said that he lost some friends in combat but he didnt talk much about that. He carried his sacred heart metal with him everywhere he went. He would pray for the war to end at night before he fell asleep. The friends he made in war are either dead or he no longer keeps in touch with them at all. There wasnt much said about his worst and best experiences in the war. All he said on that was to keep alert and stay alive. The war did not change him. My grandfather was received with lots of love. He was going to go to Japan but he ended up going home early. He was in Minilla on V-J Day, the day the war ended. This was a victory day celebration. I asked him if he had been scarred either emotionally or physically from serving in the war and he said; yes, both especially when you get surrounded. One time he told me that he opened the top hatch to his tank to see if the cost was clear. There ended up being a jap hiding in a tree above him and he caught him at the corner of his eye tring to drop a grenade in with him. So my grandfather quickly slammed the door shut and listened to the explosion of the grenade followed by the jap falling out of the tree and hitting the top of the tank with a loud thud. And after all. Yes, he did believe in the war he was fighting for. .u7f620b5e348d5ac08b38dea235c2e151 , .u7f620b5e348d5ac08b38dea235c2e151 .postImageUrl , .u7f620b5e348d5ac08b38dea235c2e151 .centered-text-area { min-height: 80px; position: relative; } .u7f620b5e348d5ac08b38dea235c2e151 , .u7f620b5e348d5ac08b38dea235c2e151:hover , .u7f620b5e348d5ac08b38dea235c2e151:visited , .u7f620b5e348d5ac08b38dea235c2e151:active { border:0!important; } .u7f620b5e348d5ac08b38dea235c2e151 .clearfix:after { content: ""; display: table; clear: both; } .u7f620b5e348d5ac08b38dea235c2e151 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7f620b5e348d5ac08b38dea235c2e151:active , .u7f620b5e348d5ac08b38dea235c2e151:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7f620b5e348d5ac08b38dea235c2e151 .centered-text-area { width: 100%; position: relative ; } .u7f620b5e348d5ac08b38dea235c2e151 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7f620b5e348d5ac08b38dea235c2e151 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7f620b5e348d5ac08b38dea235c2e151 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7f620b5e348d5ac08b38dea235c2e151:hover .ctaButton { background-color: #34495E!important; } .u7f620b5e348d5ac08b38dea235c2e151 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7f620b5e348d5ac08b38dea235c2e151 .u7f620b5e348d5ac08b38dea235c2e151-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7f620b5e348d5ac08b38dea235c2e151:after { content: ""; display: block; clear: both; } READ: Kindergarten Education Essay .

24 Great Places to Buy Used Law Books Online

24 Great Places to Buy Used Law Books Online Law books are without a doubt one of the biggest expenses for students, and it doesnt help that textbook prices increased nearly threefold between 1986 and 2004 according to the  Government Accounting Office  (PDF). Sadly, selling them back for pennies is perhaps even more depressing than buying them in the first place. But gone are the days when students could only go to the school bookstore and perhaps one or two used bookstores off campus to collect all of their necessary supplies. The Internet has created a virtual playground for shoppers, and here are 28 places you can save money on law books and note that many buy back books as well (so perhaps you can get money back in the future!): AbeBooks.com: A subsidiary of Amazon.com with books discounted up to 90% off list price.AddALL: Popular textbook search and comparison engine. You can also try their ebook comparison engine at ebooks.adall.com.Alibris.com: Textbooks from 10,000 independent bookstores.Amazon.com: Surely you know of Amazons excellent book selection, but dont miss their Marketplace, which has some of the best prices anywhere on used books and ebooksBarnes Noble: Save up to 30% on new textbooks and 90% on used textbooks with free shipping on textbook orders of $25 or more.BnCTextbookRental.com: Shop by your course schedule and save 25% on used books through Barnes Noble College book rentals.Better World Books: Free shipping in the United States; sales help fund literacy projects in America and around the world.Biblio.com: Brings together over 5,500 independent booksellers for a selection of over 100 million books.BigWords.com: Probably the most popular textbook price comparison engine.Books-A-Million: Free shipping on orders over $25 and Millionaires Club for 10% discount on purchases. BookByte: Buy, sell, or rent law books and also get great deals on study guides and other materials.BookFBookFinder.com: 150 million books. 1 search engine.CampusBooks.com: Compare prices on law books and save up to 95% on textbooks and ebooks tooCampusBooks4Less.com: Search engine that price compares for you.CollegeBooksDirect.com: Promises same day shipping.CollegeSwapShop.com: Price comparison search engine.eBay.com: Lots of former students sell their law books directly on eBay and their companion site,  Half.com.eCampus.com: Award winning site where you can buy new and used books for up to 95% off with a bill me later option for no payments for 90 days.eTextShop.com: Buy and sell textbooks; guarantees the highest price when selling your books.MBS Direct: Partners with some schools to provide what it says is the largest inventory of new and used textbooks in America.Powells Books: Started on a derelict corner of Portland, Oregon in the early 1970s, Powells has withstood the test of time and now serves customers worldwide. Textbooks.com: Buy textbooks to 90% off with free shipping. Also, buys your textbooks for great prices.TextbookX.com: Nearly a million titles in stock and its own Facebook application to facilitate sales. Also, sells school supplies at low prices.ValoreBooks.com: Buy and sell used law books; offers great buy back prices. And here are two last bits of advice before you go online shopping for law books: Be sure you have the correct ISBN numbers for the editions of the books you need; and shop early for the best prices and books in the best condition. Happy shopping!

Landlord and Tenant Essay Example | Topics and Well Written Essays - 4000 words

Landlord and Tenant - Essay Example It must be stated that statutory provisions appear to restrict the rights of tenants where carrying out repairs is concerned. Although the tenant has a common law right to deduct costs of repairs from rents payable to the landlord or arrears of rent, this may not provide adequate levels of protection against the landlord’s breach of contractual obligations. Statutory regulations specify all manner of restrictions in the carrying out of repairs and despite the good intentions of the tenant, the landlord can refuse to pay for the repairs if the wrong materials or the wrong contractor is used. The requirement of notice by the tenant before the landlord will be liable for repairs has also been spelt out under statutory provisions as well as the precedents established in case law. Another important distinction that must be noted is that licensees and tenants have a different set of rights where the question of forcing the landlord to carry out repairs is concerned. Licensees may have better provision under common law principals against licensors who are in default, because they can force them to carry out repairs on grounds of contractual breaches.

Week 2 assignment Research Paper Example | Topics and Well Written Essays - 500 words

Week 2 assignment - Research Paper Example In Brown, Sorrell, McClaren, Sharma and Creswell (2006), the scenario of waiting for a liver transplant is highlighted. The research problem entails studying the meaning that people with liver failure ascribe to the experience of waiting for a transplant (Brown, Sorrell, McClaren, Sharma, & Creswell, 2006). The ethical issues that arise in this respect include whether a liver transplant should be undertaken, whether livers should be donated, and whether beneficiaries of donated livers should be charged for them. The individual and social take to this matter and its link to healthcare procedures remain critical ethical concerns. The purpose of and the questions that guided the study by Brown, Sorrell, McClaren, Sharma, and Creswell in 2006 revolve around liver transplant and the waiting time to have that procedure undertaken. The arising ethical concerns in this regard entail the right to invade patient privacy on the debate, professional principles involved, and commercialization of transplant procedures. It is fundamental to note that saving patients’ lives is moral. In the context of data collection, access to data followed the required protocol, and where data access was restricted the authors of the article resorted to alternative sources. Interviews were conducted that aided the gathering of first-hand information (Brown, Sorrell, McClaren, Sharma, & Creswell, 2006). Analysis and interpretation of data were also characterized by ethical concerns. The interpretation of data was intended to communicate the outcome of the study. The healthcare sector has its trends in liver transplants, and the analysis and interpretation of data had to take this into account. The result of the study could either compromise or be consistent with the already known trends. Accounting for what is right and moral in liver transplantation without jeopardizing the fundamental

Critically analyse inclusion policy and practice designed to widen Essay

Critically analyse inclusion policy and practice designed to widen participation for dyslexic learners - Essay Example This has unfortunately resulted in their academic underachievement. However when the needs of these dyslexic students are identified, it is possible to have teaching mechanisms that should result to appropriate learning outcomes. These special needs should be reflected in the school curriculum, whereby the strengths of dyslexic students are enhanced (Riddell, Tinklin and Wilson, 2005). There have been a few improvements in the education system as stakeholders look for ways of ensuring that the education offered at the primary and secondary level is all-inclusive. The inclusion policy is one of the steps that the academic community is embracing in order to ensue that the needs of dyslexic students are all met. Inclusion in this case refers to the approach of offering education to students who have some form or the other of special academic needs. Inclusion policy Inclusion in education is a never ending process. In most cases inclusion policies in the academic world are designed to wi den participation for students with special learning needs, including those with dyslexia. In this learning approach, dyslexic and other disabled students spend much of their time in the midst of non-disabled students (Booth, Nes and Stromstad, 2003). In some classroom situations, dyslexic students are given more teacher-to-pupil time so that they can fully understand all the concepts that other have already understood. This means that dyslexic students are offered special attention so that they can fully understand what the others have learnt in class. Teachers, who have dyslexic students in their classes, normally encourage the other students to support those students that have dyslexic problems. The Disability Discrimination Act 1995 states clearly that everyone is entitled to equal treatment, and this applies to dyslexic students as well (Mackay, 2006). By encouraging equal academic development of dyslexic students, educators are giving this group of people a chance to enjoy the same opportunities that are available to other students. Education legislation requires that the school curriculum be designed to aim at the provision of opportunities for all students to learn and also to achieve. This means that the curriculum’s main goal should be to provide a holistic and inclusive education so that everyone can gain from the learning process. All students should be able to access equal opportunities, experiences and responsibilities through the knowledge and skills gained in the classroom. Inclusicive policy and practice for students who suffer from dyslexia should involve the effort of not only the teachers, but also the students’ parents. Dyslexic students can cope better with their situations when they know that they have their parents’ support (Reid, 2006). Success and Impact of Inclusive Learning Inclusive learning enables educators to meet their teaching objectives fully. They are able to how different learners, including those with dyslexia, learn differently. This gives the teachers a chance to know the needs of different students. They can then use this information to design learning methods that they can use effectively for every one of their students so that not one of them underachieves in their academic work. Inclusive learning has made it possible for dyslexic students to be at par with their fellow students. This is because inclusive learning gives the dyslexic student

Evaluation Of The Claim Rousseaus Social Contract Philosophy Essay

Evaluation Of The Claim Rousseaus Social Contract Philosophy Essay This essay will begin from the premise that, far from advocating a collectivist contract of society and sacrificing the individual to such state, Rousseaus Social Contract establishes protective measures for the individual through the conception of the general will. Firstly, an exploration of the content and main features of Rousseaus Social Contract will be undertaken, before a critical evaluation of its relation to the protection of the individual in society will be offered, principally through the notion of the general will. This essay will then reject opponents claims that this inevitably leads to individual freedom being sacrificed to the community, as will it reject the argument that Rousseaus contractarianism is either illiberal or totalitarian. It will conclude by defending the perception of Rousseaus Social Contract as an advocate an egalitarian liberal society. The will of the General Will The evaluation at hand presupposes that Rousseaus Social Contract champions collectivism, or communitarianism, and in doing so rejects liberalism which places at its heart the autonomy of the individual. The thesis of such an argument is that through various measures, society as a collective usurps the ability for an individual to maintain independence or free will in the social contract. Yet this examination disregards both the historical context of Rousseau and the underlying purpose of Rousseaus work, which was to provide an explanation of the conditions in which, man being individualist by nature and simultaneously wanting the protection and advantages of living in a civil society, both of these can be achieved without the need for a loss of liberty. Rejecting this collectivist position, which will be countered in greater depth later on in this essay, it is important to explore the content and main features of Rousseaus Social Contract, to remind us that a liberal political theory needs to concern itself not only with the identity of liberty, but also with identifying the conditions under which that liberty can be sustained (Hampsher-Monk 1995: 275). Thus, the Social Contracts central concern is to create a climate in which popular sovereignty is realisable, and Rousseaus lineage of work therein is logically concerned with strengthening the case for and to counter any potential challenges to it (V. Gourevitch 2003: xxiii). Popular sovereignty, for Rousseau, was the very basis for the protection of individuals: the Sovereign, being formed wholly of the individuals who compose it, neither has nor can have any interest contrary to theirs. (Social Contract I: 7.5) Inherent in Rousseaus conception of sovereignty is the general will, which governs the relations of all men, enforcing popular sovereignty and forming the foundation of Rousseaus theory: Each of us puts his person and all his power in common under the supreme direction of the general will, and, in our corporate capacity, we receive each member as an indivisible part of the whole. (Social Contract I: 6.9) Simply put, the general will is the common good of all men, and yet this concept is precisely what provides protection of the individual, since Rousseaus conception is such that the individual and the collective are so entwined that they cannot be separated without returning to the state of nature. Yet, Rousseau does concede that particular (or private) wills of the individual do exist in so far that each individual, as a man, may have a particular will contrary or dissimilar to the general will which he has as a citizen (SC I: 7.7). This presents a quandary: natural liberty and particular wills are one and the same by definition, but the very purpose of the Social Contract, to find a form of association which will defend and protect with the whole common force the person and goods of each associate, and in which each, united himself all, may still obey himself alone, and remain as free as before (SC I: 6.4) proposes that a solution to reconcile the two must necessarily be presented. This is presented two-fold: firstly, Rousseau claims that the general will be naturally discoverable, by taking away the pluses and minuses of particular wills, which innately cancel each other out, leaving only the general will as the sum of the differences (SC 2: 3.2); secondly, for whoever refuses to obey the general will shall be compelled to do so by the whole body. This means nothing less than that he will be forced to be free; for this is the condition which, by giving each citizen to his country, secures him against all personal dependence. (SC I: 7.8) The latter account has frequently been the origin of the so-called totalitarian thesis, a popular assessment of Rousseau but which has been convincingly rejected by recent study and will be similarly critiqued later in this essay. Thus, Rousseau acknowledges, by virtue of admitting that particular wills do exist, that in the social compact, man does sacrifice his natural, absolute liberty. Yet, as will be argued, rather than sacrificing individual freedom altogether, the social compact offers something that cannot be attained in the state of nature civil liberty; ultimately, this is far more favourable, and a truer, more secure, representation of individual autonomy. Rousseau outlines that self-love (amour de soi), reason and freedom are all fundamental features of human nature, and we have a basic interest in ensuring protection of our person and the goods we need to survive and live well (Cohen 2010: 11). Similar to other social contract theorists such as Hobbes and Locke, Rousseaus state of nature, that is to say the natural state of things before the social contract is conceived, offers absolute liberty on one hand, but no protection for rights on the other. Protection of rights offered in civil society, including the protection of property, is non-existent in this state; the social contract is Rousseaus response to those calling for the reconciliation of liberty and the protection of rights without sacrificing liberty of the individual, and here Rousseau differs from his contemporaries in that he advocates a different conception of sovereignty. Liberty in the social contract is exchanged, but this is not to say it is sacrificed, as Rawls states: We gain the same rights over others as they gain over us, and this we have done by agreeing to an exchange of rights for reasons rooted in our fundamental interests, including the interest in our freedom. (Rawls 2008: 221) Thus, the general will, being the will the community, appears at first to be antithetical to the interests of individuals. It is an abstract theory, but nevertheless exudes clarity of purpose, even if Rousseau does not definitively express how the general will is found. As has been touched upon, society, being inescapable without returning man back to his origins as a primitive being, is such that the community and the individual are permanently coexisting and interdependent. The general will the will of the community is thus to Rousseau a reflection of the common good, since all rational persons have in their very nature a concern for their self-preservation and freedom; they would thus be harming themselves to will something for the community (in which they are inextricably linked) that is distinctly separate from their own particular will. Consequently, the common good reflects an equal concern with the well-being of each person, and as a result an equal concern for individual a utonomy, since all people share the very same conception of the common good (Cohen 2010: 15); the public interest and common liberty are synonymous withpersonal interest and liberty.'(Boucher 2009: 278) The Legislator The Social Contract offers various measures through which the general will is made discoverable, or else enforced, as briefly mentioned above. Whilst forcing man to be free seems adversative to liberal political theory (which this essay argues that Rousseau follows), the institutions that Rousseau describes within The Social Contract are analogous to popular sovereignty and hence compatible with individual autonomy as we have seen. These include the institutions of a legislator, or law-giver, civil religion and censorship. Rousseau acknowledges that man does not necessarily know what he wants, or is best for him and so needs the guidance of wisdom and experience in the form of these institutions to aid the formation of the social contract. In particular, there is a need for a legislator to [lead] to the union of understanding and will in the social body (SC 2: 6.10). This legislator would do so by reason of his genius, [and]à ¢Ã¢â€š ¬Ã‚ ¦ no less by reason his office, which is neith er magistracy, nor Sovereignty (SC 2: 7.4). Thus Rousseau depicts a figure who is distinct from the sovereignty of the people and hence neither superior (a master) nor inferior to the community: he works in the interest of discovering the general will (by means of persuasion), and thus by deduction solely motivated by the protection of liberty and freedom of the individual. Of course, by separating the legislator from the people, Rousseau is opening himself to claims of elitism, which are potentially at odds with the egalitarian free community of equals (Cohen 2010: 10) that is the outcome of his conception of the general will. However, he counters these criticisms by making clear that he who holds command over laws ought notà ¢Ã¢â€š ¬Ã‚ ¦to have it over men; or else his laws would be the ministers of his passions and would often merely serve to perpetuate his injustices. (SC 2: 7.4) This Montesquieu-esque separation of powers (who, along with Diderot, preceded Rousseau in coining the term general will and who evidently influenced Rousseaus thought) safeguards the sovereignty of the people, and whilst the legislator is applicable to the community at large, Rousseau expresses its worth to individual autonomy rather than the collective authority: If we ask in what precisely consists the greatest good of all, which should be the end of every system of legislation, we shall find it reduce itself to two main objects, liberty and equality (SC 2: 11.1) Rousseaus civil concept of liberty It has been established that the social contract contrasts two necessities of human nature: the need for security and political authority (embodied in the social contract as the need for a political community) and the need for individual autonomy and liberty. Yet there must inevitably be a concession. One of the towering liberal philosophers of the twentieth century, Isaiah Berlin, famously drew a distinction between two concepts of liberty, those of positive and negative liberty (Berlin 1958), and this is pertinent in its applicability in Rousseaus Social Contract. Whilst negative (absolute) liberty allows the individual full autonomy in the absence of external forces (coercive or otherwise), Rousseau concedes that to reconcile the two necessities a different conception of liberty is needed, and this Berlin called positive liberty: the freedom to, as opposed to freedom from, act with individual autonomy, protected by certain measures acting as safeguards. This, to Rousseau, was civi l liberty: What man loses by the social contract is his natural liberty and an unlimited right to everything he tries to get and succeeds in getting; what he gains is civil liberty and the proprietorship of all he possesses. à ¢Ã¢â€š ¬Ã‚ ¦we must clearly distinguish natural liberty, which is bounded only by the strength of the individual, from civil liberty, which is limited by the general will; and possession, which is merely the effect of force or the right of the first occupier, from property, which can be founded only on a positive title. (SC 1: 8.2) This is an important distinction to make, but not one that this essay believes forces a dilution of liberty. Berlin (1958) draws these two distinct concepts to further his argument that the only true form of liberty is that in a negative sense. Nonetheless, liberalism to a modern scholar associates itself with the protection of individual rights, such as those of proprietorship; this has been engrained in liberal theory, which arguably finds its origin in Rousseaus Social Contract. To Rousseau, the liberty that is afforded to man in the state of nature (being the liberty that Berlin favours) is detrimental to the human condition. On the other hand, under the social contract, man gains an equivalent for everything he loses (SC 1: 6.8). From this we might take that liberty under the social contract is a zero-sum gain; liberty is exchanged, but not lost. However, the benefit of civil liberty is that man gains an increase in force for the preservation of what he has. (SC 1: 6.8). Roussea u develops upon this by commenting that the right of first occupier, which in the state of nature is so weak (SC 1: 9.2), is respected by individuals and the community alike: possessors, being regarded as depositaries of public property, and having their rights respected by all the members of the Stateà ¢Ã¢â€š ¬Ã‚ ¦, have, by a cession which benefits both the public and still more themselves, acquired, so to speak, all that they gave up. (SC 1: 9.6) We might, over and above all this add, to what man acquires in the civil state, moral liberty, which alone makes him truly the master of himself; for the mere impulse of appetite is slavery, while obedience to a law which we prescribe to ourselves is liberty (SC 1: 8.3). This is a striking statement, and of course not one that Berlin, among others, accepts. Berlin states that to coerce a man is to deprive him of freedom (Berlin 1958: 6). Yet Rousseaus social contract is not coercive in this sense. Man does not accept the general will through the persuasion of authority, but because it is rational to do so as the general will is equally a manifestation of ones own true will. Rousseau does not deprive the individual of free will: far from it, he expects that in the social contract man will choose the general will with this very same free will of the individual. By man developing his moral faculties through the conception of the civil state, Rousseau claims that justice triumphs over in stinct, intelligence over stupidity and irrationality (SC 1: 8.1). Thus, in forming a civil community (state), man develops an appreciation of the liberty of other individuals within that community, which is mutually protective; the moral intelligence that man formulates is of greater benefit to individual freedom and autonomy than his very same (absolute) liberty in the state of nature. Communitarianism and illiberalism It is clear to see that myriad critics, among them Berlin, reject Rousseaus contracts protection of liberty, instead arguing that his strong conception of political community intrinsically works to oppose this. Berlins extraordinary claim that Rousseau was one of the most sinister and formidable enemies of liberty in the whole history of modern thought (Berlin 2002: 4) certainly has great impact, a surprisingly ferocious attack on a theorist who had at his heart a desire to protect the freedom of human condition in society. Thus it is necessary to delve into Berlins criticism further to understand his reasoning. Berlin saw Rousseaus conjecture being particularly dangerous to liberty. In Berlins view, Rousseau had associated freedom with self-determination, yet self-determination with obedience to the general will. The notion of the general will, being quite separate from individual (particular) wills, went against Berlins conception of liberalism, for it alleged the existence of a common interest encompassing the interests of all men: an absolute, single set of rules for all, which Berlin saw as being a divergence from the pluralist tradition of liberalism. Rousseau also went some way to disguising mans true nature, as Berlin saw it, by conceiving man as a citizen being, rather than a lone, individual creature an unrealistic transformation of human interest. Furthermore, Rousseau was said to have changed the concept of mans will from what he actually desires empirically, to a will that he ought, or should, desire, but may not through the nature of the human condition (Berlin 2002). Emphasis ed by his strong Calvinist influence, we could also add to this Rousseaus deeply-rooted sense of morality, a sense of right and wrong, and what it means to live a good (and bad) life, which we can take Berlin to object to on the basis of its limitation on individual choice and self-determination.

Stagecraft :: essays research papers

Sunrise in my Pocket, an American folk drama originally written by Edwin Justus Mayer, but adapted by Jeffrey Hayden for the Playmakers Repertory Company recounts the epic adventure of Davy Crockett, Tennessee statesman and frontiersman and his subsequent journey to Texas. Davy Crockett, portrayed effortlessly by Playmaker’s leading actor, Kenneth P. Strong, is accompanied by his faithful companion, Crawling Caterpillar, the gallant ex-pirate Hardin, the woman hating Thimblerig, and the man-hating Annie; each part was played respectfully by Douglas Spain, Mike Regan, Jeffrey Blair Cornell, and Jamie Rose.   Ã‚  Ã‚  Ã‚  Ã‚  The success of Jeffrey Hayden’s production should be attributed to the talented cast and their professional zeal that was evident in each individual performance. The main plot, the actual journey and the carefully woven sub-plots, between for example Thimblerig and Annie became the foundation for fun-loving adventure and perhaps in the imagination of the audience greater adventure upon arrival in the Texas.   Ã‚  Ã‚  Ã‚  Ã‚  The audience and thus the play greatly benefited from the use of the thrust stage, extending beyond the proscenium arch, the stage was surrounded on three sides by the audience. The thrust stage moved the action into the crowd; the audience became an extra, part of the play, no longer an audience removed, but an audience part. The stage was also raked, or maintained a permanent slope atop a level auditorium floor. The sloped stage increased the effectiveness of the thrust stage, further projecting the action into the audience.   Ã‚  Ã‚  Ã‚  Ã‚  The task of simulating the American frontier was given to scene designer Narelle Sissons and lighting designer Mary Louise Geiger. Sissons created a beautifully naked set, backed by a grove of trees that was brought to life by Geiger’s gentle moonbeams, water reflections, and campfire light. Not nearly as empty as Samuel Beckett’s Waiting for Godot; however, both sets allow the imagination to improvise and individually interpret the play. Sissons and Geiger created an appropriately classy set and lighting scene that added to the plays performance.   Ã‚  Ã‚  Ã‚  Ã‚  Costume Designer, Marianne Custer, continued with the idea of simplicity while selecting the worn frontier clothing. Annie became the notable standout however, with her tight fitting buckskins. The costume only added to the character, a frontier feminist, Annie could compete with the bravest of males, but was still very feminine and had the beauty only a woman could.   Ã‚  Ã‚  Ã‚  Ã‚  Sound Designer, M. Anthony Reimer, provided the audience with a subtle, yet effective portrayal of backcountry sounds.

Odyssey Essay

â€Å"Remember that fear always lurks behind perfectionism, confronting your fears and allowing yourself to the right to be human can paradoxically make you far happier and a more productive person. † Dr David M Burn’s quote explains how you must face your fears to be a more perfect and productive person. A perfect hero must face al their fears, which allows them to become a perfect hero. In the Odyssey by Homer, Odysseus is portrayed as a perfect hero because he shows traits such as strength, bravery, and wisdom.There are many traits a perfect hero must have, the most important one may be strength. Strength is so vital to be a perfect hero because you can accomplish so much with it. Perfect heroes need both mental and physical strength to succeed. Maybe a hero needs to lift a heavy car off a child, or the mental strength to to leave a loved one. Odysseus displays mental strength by leaving Penelope and Telemachus for twenty years. Not only did he leave his family he le ft his homeland which Odysseus was very fond of.It takes a lot of mental strength to allow yourself to leave your family and home for twenty years. Also, he showed mental strength by avoiding the sirens by making his men tie him to the boat. Not only is that very smart it also takes strength to know what has to be done. Obviously Odysseus has mental strength he also had physical strength by killing a suitor, who stood in the way of him and Penelope. Although, these are only three minor acts, Odysseus shows mental and physical strength throughout the odyssey. Odysseus’ arrow hit him under the chin and punched up to the feathers through his throat. † (II 1419-1420) In addition to strength a perfect hero must also have bravery. Heroes are never seen as scared or wimpy. Always, they are seen fighting off their enemies or rescuing a civilian. Without bravery there would definitely be no heroes because it takes bravery to be one. When the Cyclopes’ eye was poked out by , Odysseus, he showed bravery. Not only was the Cyclopes ten times bigger than Odysseus, but he also could have easily crushed him.Odysseus has seen things no other man should see one of these was his men being ripped to shreds by Scylla. It takes bravery to see such horrible actions and not break down. A brave hero, also has guts to stand up for himself. When Odysseus approached Antonius, he had bravery to stand up for himself even though he was disguised as a beggar. Antonius was a suitor to Penelope and was living in his home. Odysseus had the guts to ruin Antonius’ reputation. â€Å"The eyeball hissed around the spike†¦the Cyclopes track roared around him and we fell back in fear. † (I )Further more, wisdom is the last essential trait to a perfect hero. Wisdom isn’t the most important but, the most powerful. It is the most powerful because it’s a trait that you can’t automatically have. You either have to work at it or in some cases youâ⠂¬â„¢re born with it. When you have wisdom it’s a very powerful weapon to your enemies, just like Odysseus. Odysseus makes the Cyclopes drunk so he could poke out his eye easier since the Cyclopes was much more bigger and stronger than Odysseus. Not only did he make the Cyclopes drunk he told him a false name Odyssey Essay Odyssey Essay Jared Page A heroic person is who does courageous acts for the sake of his family and peers. In the epic poem, The Odyssey by Homer, the protagonist, Odysseus, has not been a heroic person throughout the poem. Odysseus, Son of Laertes, has journeyed off with his crew in search of returning home but has not met the requirements of being a hero. Instead he shows insensitivity toward others, disloyalty and untrustworthiness. One characteristic trait that Odysseus presents is insensitivity towards his crew members.An example of this is when Odysseus and his men are trapped in the Cyclopes cave, Odysseus says â€Å"Now came the time to toss for it: who ventured along with me? Whose hand could bear to thrust and grind that spike in Cyclops eye† (279). This shows that Odysseus fails to sympathize with what his members are feeling. For this reason, Odysseus decides who will help him brawl Cyclops with a toss of a coin. By tossing the coin versus making the decision himse lf is an example that indicates Odysseus does not show the ability to be a heroic leader. Each time when Odysseus does something wrong, the Gods, particularly Zeus, would inflict adversity because of Odysseus’s actions. For example, just after wanting to depart the island, Zeus â€Å"disdained the offering: destruction for my ships he had in shore and death for those who sailed them, my companions† (512). This shows Odysseus has disobeyed Zeus; leading him to destroy his ships and crewmembers. Proving that Odysseus is endangering them by his absence of feeling towards others.Not only does Odysseus lack feeling, but also is untrustworthy to his peers. Odysseus has many conflicts as to whether or not he is a trustworthy person. An example of this is when the Cyclops asks why Odysseus is in his cave, Odysseus answers â€Å"He thought he’d find out, but I saw through this and answered with a ready lie: My ship? Poseidon. Lord. Who set the earth a tremble†¦Ã¢â‚ ¬  (226). This shows that Odysseus will lie his way out of things. A hero should be honest towards other people and not lie to achieve what he wants.Another conflict that Odysseus has with his men is when sailing towards Scylla. Odysseus says to himself â€Å"But as I sent them on towards Scylla. I told them nothing, as they could do nothing† (785). This proves that he cannot be trusted if he chooses to leave his men to find out for themselves what Scylla is. Odysseus has not only been untrustworthy to his men, but also disloyal to his family. Disloyalty is the act of being unfaithful to a person or country. Odysseus has showed this many times throughout the poem.An instance of this is when he has secret relations with Circe even though married. â€Å"Circe, persuades Odysseus to stay, share her meat and wine, and restore his heart† (1054). This shows that Odysseus has cheated on his wife while out at sea. This proves that Odysseus is unfaithful to his wife and family . While Odysseus’s men kill a ram, Zeus punishes them by a thunderbolt, killing everyone but Odysseus, â€Å"The dangerous nymph Calypso lives and sings there, in her beauty and she received me, loved me† (985).This shows that Odysseus has sailed away without his men and goes back to Calypso. Showing how Odysseus is disloyal to his crew, leaving their bodies and only caring about himself. Odysseus has many good characteristics that he shows throughout his journey, but none of them exhibit heroism. Dragging his crewmembers into his own faults by the Gods, being a untrustworthy leader, and a bad husband to his wife are all just examples of these qualities. Overall in this epic poem, Odysseus was not a good nor heroic leader.

ABS essays

ABS essays The ABS, as it is commonly called is the abbreviation for Anti-Lock Braking System. This is a feature that many of the newer cars come fitted with. But it was not always the case, and still is not the case with several makes. What is the ABS? Before that question is answered, it is perhaps necessary to look at the "brakes". But simply, a brake is a system device that reduces speed or stops a moving object (in this case your car) by creating a force in the opposite direction. Insufficient pressure (brake torque) in the brake system causes "wheel lock" while the vehicle is moving above 80 km/h on a dry paved road surface. Premature "wheel lock" occurs from turbulent shock waves being generated by the uneven braking surfaces (rotors or drums contacting the pads/shoes), vibrating or slapping against the hydraulic pistons in either the clippers or the wheel cylinders. The force of these shock waves can be easily 100 times that of brake torque or the maximum pressure exerted on the rotating brake components. These shock waves have more than enough force to lock the wheels. Wheel lock occurs when brake torque forces exceed tyre grip forces. The impact would be much greater if the road surface is slippery due to rain, oil spills or other causes, or if the vehicle is driven at great speed. At speed, control of the car is difficult, especially at corners where there is a tendency to skid. Statistics show that approximately 40% of automobile accidents are due to skidding. These problems commonly occur on vehicles with the conventional brake system, without the added device called the ABS. The ABS absorbs the unwanted turbulent shock waves, and modulates the pulses thus permitting the wheel to continue turning under maximum braking pressure. The device "limits the degree of wheel slip of one or more of the wheels of the vehicle". This control permits the driver to steer away from any type of collision as long as there is friction bet...

Should You Take the ACT With or Without Writing

Should You Take the ACT With or Without Writing SAT / ACT Prep Online Guides and Tips Because ACT Writing is optional, many students are unsure whether they need to add the extra 40 minutes to the test. However, there’s a simple answer to whether you should take the ACT with writing or without writing: it depends on whether the colleges you want to apply to require a writing score. This guide will talk you through how the ACT writing got started, how to determine whether you should take the ACT with or without Writing, and some other considerations you may want to keep in mind. What Is ACT Writing? Since 2005, students have had the choice between two different versions of the ACT: the ACT and the ACT with Writing. The writing test is an optional 40-minute essay task that students can elect to take at the end of the multiple choice test. ACT, Inc. added the Writing section in response to the 2005 SAT overhaul, whichaddeda Writing section that included both grammar multiple-choice questions and an essay. The addition of thewriting task to the ACT was meant to keep the two tests equivalent and easily comparable. Nonetheless, the SAT's essay was required and the ACT's was optional. This discrepancy between how the two tests incorporated their essay portions caused a fair amount of confusion for students and colleges. Ultimately, each college set its own policy about the two tests’ Writing sections: some simply ignored SAT Writing scores and didn’t require the ACT Writing, others considered SAT Writing but didn’t require Writing with the ACT, and a third group considered SAT Writing and required the Writing with the ACT. To complicate the situation further, the SAT's essay is nowa separate, optional sectionlike the ACT’s. Nonetheless, the basic facts remain the same: whether you take the ACT with or without Writing depends on whether the schools' you're applying to require it. The Key Consideration: WhichColleges Require ACT Writing? Roughly 300 colleges require or recommend that applicants take the ACT with Writing. In general, more selective schools expect you to submita Writing score, while less selective ones don't. However,there are plenty of exceptions: University of Chicago doesn't require the Writing section but Florida International University does. Otherschools don't require the ACT with Writing but do recommend it. Given the range of policies, you'll need to check the requirements for every school you're applying to. To find this information, you can check our full list of schools that require the ACT Writing sectionor ACT, Inc.'s (semi-up-to-date) database. You can alsolook up schools’ most up-to-date standardized testing policies on their individual websites: just search for "[school name] ACT writing requirement" online. Keep in mind that these policies are especiallysubject to change right now, since some schools that previously required the ACT with Writing are dropping the requirement now that both the SAT and ACT essays are optional. Examples of schoolsmaking this change include Columbia University, Rensselaer Polytechnic Institute, and University of Virginia. If you’re not sure which schools you want to apply to, I would recommend taking the test with the Writing section, just to be safe. You unfortunately can’t take theWriting test alone, so if you later decide to apply to a school that does require the Writing, you’ll have to retake the entire test. Another minor note: if you’re taking the ACT through your school, you may or may not take it with Writing, depending on which state you live in. If your state doesn’t administer ACT Plus Writing and you are applying to schools that require it, you’ll need to retake the whole test with Writing. Florida State University requires applicants to submit the ACT with Writing. (Jackson Myers/Flickr) A Few Other Things to Keep in Mind Although whether the schools you're interested in require you to submit the ACT with Writing should be the primary factor in your decision about which version of the test to take, there are a couple of other pros and cons worth taking into account. A Good ACT Writing Score Can Boost Your Chances of Admission- Slightly Even if a school doesn’t require the test, a high score on the ACT Writing may give your application a slight boost, since it serves as an indication of strongwriting and analysis abilities. This is basically just a way of providing some extra information and will generally have only a minor benefit (similar to submitting both ACT and SAT scores). The main circumstancesin which it would be worth submittingthe ACT with Writing even if it isn't required would be if you're applying to especially competitive schools orschools that recommend the Writing section. Also be aware that some schools simply won’t look at your Writing score, even if you send it. Make sure to read each school’s policy carefully so you know what's worth spending time on. Costs of Taking the ACT With Writing So far I've focused on reasons you would want to take the Writing section, but there are also some costs associated with doing so. Registration Fee There is an extra fee ($16.50) to take the writing portion of the test. Extra Study Time If you take the Writing section you will need to study for the Writing section, which means investing extra hours into ACT prep. However, ACT Writing is relatively straightforward once you know how it works, so even just a few hours of prep (say, reading through the rubric and some examples and trying a practice essay) can be very helpful. Both of these costs are relatively minor and neither should prevent you from applying to schools that do require ACT Writing. If the added fee is a serious issue, you mayqualify for a fee waiver, which covers the writing section as well as the general registration. (Tori Rector/Flickr) Final Verdict Let's go through each possible situation you might be in and whether you should takethe ACT Writing. If even one of the schools you want to apply to requires the ACT with Writing... ...take the ACT with Writing. You won't be able to get in without it, so it's worth the slightly higher fee and extra time commitment. If you’re applying only to schools that won’t consider ACT Writing scores... ...skip taking the ACT with Writing. If schools won't even consider it, it's just a waste of time and money. If you're looking at schools thatdon't requireACT Writingand aren’t very competitive... ...only take the ACT with Writing if your application showsmajor weaknesses in English language skills. If you’re applying to more competitiveschools or schools that recommendACT Writing... ...take the ACT with Writing, unless thecost and stress profoundly outweigh the potential benefit of more information for colleges. If you’re not sure where you want to apply... ...take the ACT with Writing. It will save you from having to retake the test if you realize you need to submit ACT Writing scores later. No matter what your situation, make sure to double check whether the schools you’re applying to require you to submit ACT Writing scores. There's nothing worse than thinking you're completely finished with standardized testing, only to realize that you have to take the test all over again. What's Next? Just realized you need to take ACT Writing? Check out our complete guide to the new Enhanced Writing test and tips on how to get a 12 on the essay. If you're more focused on other sections of the test, check out our ultimate prep guides for ACT Reading, English, and Science. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

3.Show how the 1989 White Paper Working for Patients changed the NHS Essay

3.Show how the 1989 White Paper Working for Patients changed the NHS. Evaluate the reasons for these NHS reforms - Essay Example The white paper had a collection of proposed objectives, as well as of proposals, which the government deemed as essential change tools. Nevertheless, the white paper’s contents have had very great impacts in the NHS, both positive and negative. A vast number of reforms have been realized over the years as a result of the changes imposed by the inception of the white paper. The body’s operations have taken a new direction over the years, a factor marked by success in the change implementation processes (New Scientist magazine 24). The white paper by the government whose logo was â€Å"working for patients† entailed a set of objectives and proposals, which were considered by the health department as a programme that was dreadful for NHS reformation. The main emphasis was the need for research as well as a better system of research result translation to meet the intended goals. The government looked forward to see a translation of medical research results into effective health care practices. Alongside other proposed NHS amendments by the 1989 government’s white paper, there were two main objectives. First, the government sought to improve its capacity in the control of the NHS cost and output in all its operations. The main intention of this was to formulate the health care providers into reliable beings to the government as well as the patients. This objective was raised out of the realization that administration and control had posed many problems since the inception of the organ. Additionally, the government had realized that there existed a lot of autonomy in the clinics by the car providers; where no other person would have been allowed to have control over the operations of the NHS (Klein 64). On the other hand, The NHS needed to operate on a ground that would offer efficiency; hence, the government intended to spearhead the kind of improvement. The key areas that needed

Critique of a research article (See below for article )) Essay

Critique of a research article (See below for article )) - Essay Example rect relation to the research gap outline in the above introductory paragraph, Sawyer and Penman (2007) address the impact of computer use on nursing practitioners. More specifically, they address the physical consequences of usage and whether or not nurses receive the required ergonomics training and implement it in their practice. This study will critique offer a comprehensive critique of Sawey and Penman’s (2007) article. The critique will commence with an overview of Sawyer and Penman’s (2007) article. Within the context of this overview, the rationale for the article will be explicated, a brief review of its selected methodology presented and, importantly, the importance of the article and its relevance to contemporary nursing practices will be fully articulated. Computers are becoming increasingly prevalent in the healthcare setting, and their potential applications and value are extensive. Computers store and process information that can be interconnected to various sources to transfer information from one source to another within the hospital and outside to the world at large. Within the field of nursing, computers can be used by nurses for the purposes of education and seeking information, facilitating communication, and patient documentation. While much of the literature focuses on factors contributing to computer utilization, few studies describe the actual computer utilization by nurses. The available literature identifies uses and benefits of computer access that are often anecdotal and assumptive. Computer technology is rapidly evolving, and research is not keeping up with examining and documenting its impact on the profession of nursing. In a profession focused on providing evidence based practice, current and relevant evidence is needed regarding, not just the actual application of computers by nurses, but the health-related impact of usage on nurses. The implication here is that the rationale for this article stems from the role which