Hemmingway Short Stories Essays - Ernest Hemingway, The Killers

Hemmingway Short Stories ERNEST HEMINGWAY (1899-1961) "You really ought to read more books - you know, those things that look like blocks but come apart on one side." F. Scott Fitzgerald, 1927 This is a paper about Ernest Hemingway's short stories The Snows of Kilimanjaro (1938?), Hills like White Elephants (1927), Cat in the Rain (1923?), The Killers (1927) and A Clean Well-Lighted Place (1933). However, to understand Hemingway and his short stories I find it necessary to take a brief look at his life and background first. It is not easy to sum up Ernest Hemingway's adventurous life in a few paragraphs, but I've tried to focus on the most important things before I started on the analysis of the five short stories. Ernest Miller Hemingway was born in oak Park, Illinois, July 21st 1899, and committed suicide July 2nd, 1961. In his lifetime Hemingway managed to write some of the best known novels of our century, including books such as The Sun Also Rises, (1926) A Farewell to Arms (1929), Death in the Afternoon (1932) and For Whom the Bells Toll (1940). Hemingway's first published work was Three Stories and Ten Poems (1923) and then In Our Time (1924), before his fame grew with the publication of The Sun Also Rises in 1926. By that time Hemingway was married and had a child, and he was working as a news correspondent in Paris. At the age of 18 Ernest Hemingway signed up for the army to fight in World War I, but because of his poor vision he was not accepted in the fighting forces. After a short span as a reporter in Kansas City, he joined the Red Cross as an ambulance driver. Three weeks after his arrival at the front, Hemingway was wounded and spent nearly six months in convalescing before he returned home to USA and a hero's welcome. Hemingway's experiences in Italy, his wounding and recovery, later inspired his great novel A Farewell To Arms, and also explains some of the dark, pessimistic spirit one can trace trough much of his later work. After the return from Europe, Hemingway worked as a reporter for the Toronto Star Daily and in 1921 he moved to Paris as the paper's European correspondent. Hemingway's background as a reporter is clearly shown in most of his work, and the rules inflicted in the newspaper, advocating short sentences, short paragraphs, active verb, authenticity, compression, clarity and immediacy follows him throughout his career. He later said: "Those were the best rules I ever learned for the business of writing. I've never forgotten them." (Wilson) He lived, worked and wrote in Paris for the next six years, until he moved back to the US in 1928. Hemingway was an eager hunter and fisher. He went on many hunting safaris to Africa and was a passionate deep sea fisher. Hemingway's love of nature and hunting is shown in many of his novels and short stories, most clearly in the book The Old Man and The Sea from 1952. The struggle between the man and the marlin is a brilliant description of courage and stamina, and the old man seems to be the prime example of the Hemingway hero, a culmination of a lifetime of writing that comes together in the character of Santiago. Hemingway settled in the US in 1928 and wrote much of his best work in the next ten-fifteen years. He worked as a correspondent in the Spanish Civil War in 1937, and covered the Normandy invasion and the liberation of Paris among others in the final face of World War II. Hemingway received the Nobel Prize in Literature in 1954. The stories I have chosen for this essay, The Snows of Kilimanjaro (1938?), Hills like White Elephants (1927), Cat in the Rain (1923?), The Killers (1927) and A Clean Well-Lighted Place (1933), have many things in common, but are also distinct in their own ways. All five are centered within a small geographic area, and the time span of the stories are relatively short in all five. I will give a brief recap of each story before I start analyzing them thoroughly. The Snows of Kilimanjaro describes a couple on a hunting safari who has had an accident. The husband, Harry, has injured his foot, and it became infected. Because of bad/wrong treatment of the wound, he is slowly dying. The wife takes care of him and tries to provide for him the best she can, but in the end she can't prevent him from

Passage to India essays

Passage to India essays In E.M. Forsters novel A Passage to India, characters often seem grouped into one of two opposing camps: Anglo-Indian or native Indian. All the traditional stereotypes apply, and the reader is hard pressed to separate the character from his or her racial and ethnic background. Without his Britishness, for instance, Ronny disappears. However, a few characters are developed to the point that they transcend these categories, and must be viewed as people in their own right. Perhaps the most interesting of these is Mrs. Moore. Not only do ethnic boundaries not usually apply to her, but these divisions often blur in her case. Mrs. Moore straddles the line between conventional East and West in a number of different ways, and in some cases leaves both behind completely. From her very first appearance in the book, Mrs. Moore is an atypical Westerner. The only impressions of Anglos that the reader has yet gathered are the complaints of Hamidullah and his friends at the dinner party, Major Callendars abrupt summons of Dr. Aziz and the rudeness of Mrs. Callendar and Mrs. Lesley. Mrs. Moore materializes from nothing in the dark mosque, an apparition in a place where no whites ever bother to visit. She has respected the native customs by removing her shoes, and startles both Dr. Aziz and the reader by calmly explaining God is here (20). Right from her introduction, she is clearly not the average Englishwoman, and goes on to have a meaningful conversation with Aziz. Her considerate behavior might at first appear to be mere ignorance of local standards or inexperience in India, but in her subsequent conversations, Mrs. Moore demonstrates that she holds an entirely different view on life than Ronny and the other Anglos, or even Adela. For her, God is lov e, and people have been put on this earth in order to be pleasant to each other (51). There is no nonsense about following ...

Personals IELTS Scores Coursework Example | Topics and Well Written Essays - 1000 words

Personals IELTS Scores - Coursework Example In this case, the math test is considered to be independent variable while scores of personal IELTS scores in listening and reading are considered to be dependent variables. The IELTS test can be defined as a high stakes selection test that is applied in measuring the proficiency in the English language of NESB students who intend to study in a tertiary institution (Hawkey 2006). The test report is based on the test performance and it includes a band score that is between 0-9 for every subtest as well as an overall score; the mean of the results. The IELTS which is considered as the admission tool is seen to have become popular for the past decade (Hawkey 2006)Null HypothesisThere is no statistically significant difference between the mean scores of personal IELTS scores in listening and reading when doing math test.Alternative HypothesisThere is no statistically significant difference between the mean scores of personal IELTS scores in listening and reading when doing math test.The table above shows that FMU6PA group has a mean score of 7.5 and 8 for listening and reading respectively. The standard deviation is also 0.39 and 0.3 respectively. This means that the variation in listening data is higher than that of reading. The median and mean is almost the same for reading and this implies that the data is normally distributed. The table above shows that Foundation science group has a mean score of 7.7 and 6 for listening and reading respectively.

Movie Review Example | Topics and Well Written Essays - 1500 words

Movie Review Example The movie, which has a historical setting notably the Second World War, shares the same ideology as the events that took place between 1942 and 1943 when constructing Burma Railway. In the movie, British prisoners set out to serve their sentence at a camp that was controlled by Japanese soldiers. Upon arrival, however, the commander in charge of the camp brings to their attention that all the prisoners are to take part in the construction of the bridge along river Kwai. The Colonel in charge of the British soldiers however does not support this ideology. Colonel Nicholson holds the opinion that the Geneva Convention prohibits his team of British prisoners from taking part in such activities and orders his team not to take part in such activities. The ideological differences held by the leaders of the two camps leads to a lot of rivalry within the camp, with both the British prisoners and Nicholson their Lieutenant being punished by Commander Shears. Nicholson is locked up while his troops are forced to withstand the strong heat brought about by the prevailing harsh weather conditions. In a sudden change of events . Nevertheless, Commander Shears pardons Nicholson. Motivated by the spirit of getting it right, Lieutenant Nicholson orders his troops to restart the construction of the bridge along river Kwai as portion of the work that had been done is not worth. Soon after the construction work has been completed, the Major Warden and Lieutenant Joyce plot a ploy to destroy the bridge. To help them in accomplishing their task they plot explosives and several wires under the bridge. Luck does not however go their way as the water levels reduce exposing the explosives under the bridge. Lieutenant Nicholson and Colonel Saito join hands, and amidst the prevailing circumstances, they manage to prevent Lieutenant Joyce from reaching the explosives. While going through the movie,

All information is in the document, Essay Example | Topics and Well Written Essays - 1750 words

All information is in the document, - Essay Example the main features in the film is that is characteristic of an urban setting is the firearms that are used in the action and bloodshed combats in the plot of the film. In a rural Asian setting, the main weapon to combat enemies was the sword. This is what is used in most Asian action traditional movies and the martial arts of Tai Kwando are employed. In this film however, modern firearms with live bullets are used in the action scenes. These are cocked and fired by pulling the trigger which gives the film an all modern aura. Another element of modern setting in the film was depicted with the occupation of Sung Tse-Ho. Ho’s principle job was printing and distributing fake bank notes of the US dollars. The fact that printing in itself was done is a very modern element. Traditionally primitive forms of writing were the only forms of permanently inscribing information on a piece. The bank notes also implied that the main form of exchanging goods and services or for trading was monetary which is different from the traditional barter trading system. In addition to that it depicts the presence banks in the film setting which are only characteristic of modern settings. Very few rural settings have a bank anywhere in the vicinity. This made a great impact in the lives of the dwellers and visitors of the area. They got to enjoy the services associated with banking such as borrowing of loans, keeping money safely in a personal account, saving money through savings accounts that earn interest and the like. T he dwellers and visitors also got job employments that are associated with banks such as being bank tellers, being bank watchmen and women and being cleaners. The younger brother of Ho, Kit, aspired to be a policeman. This is an influence that he got as a dweller of an urban setting. Policemen are a typical feature of an urban setting. They mascaraed the streets in their uniforms with some even holding gins or pistols. These are likely to look cool for a young man

Health and Social Care Essays red dot system

Health and Social Care Essays red dot system Introduction In the frequently frantic and universally pressured world of the AE departments of this countrys hospitals, mistakes get made. This is a fact of life. In any human endeavour this is sadly true. Until recently, the blame culture that was prevalent within the NHS, made certain defensive behaviour patterns amongst staff almost endemic (Vincent, 1994). It is one of the characteristics of a professional life that you have to take responsibility for your actions. If you take the wrong action, you will be criticised. This defensive attitude was, to a large extent, fostered by the professional health insurers who, worried about paying out large quantities of their funds, demanded secrecy, no apology and a defensive stance from those that they insured.(Clinical Services Committee) It became apparent to those who were in a position to have an overview of the situation that such a situation was actually in nobodys interest (Barley, 2000). Healthcare professionals were practising defensive medicine, patients were being kept in the dark when mistakes were made, and most important of all, because problems were not examined in an open and constructive way, productive lessons were not learnt. All that was happening was that defensive stances were becoming entrenched. The advent of the no-blame culture is helping to erode these stances and attitudes (Aldridge 2000). It is allowing the development of practices which may help the efficiency of our hospitals and provide the patient with a better service. The red dot system arose as a product of both of these factors. The pressure on the AE department staff is often relentless and great. The structure of the system is that many decisions are taken by comparatively inexperienced staff members and often not the most appropriate for the decision that needs to be taken. Huge numbers of X-Rays are seen by junior doctors and decisions regarding treatment are initially made before a senior specialist has a chance to oversee them. It would follow, by any common sense analysis of the situation, that any measure that could help in the decision making process should be welcomed. This argument is taken further by the article by Vincent et al. (1988) . In the days before the red dot system was seriously considered, Vincent and his colleagues carried out a study of the radiological errors made by junior hospital doctors. They found an error rate of 35% when the X-Ray was assessed by the SHO alone. For errors with a clinically significant impact the rate was 39% (of abnormal films). The red dot system represents a mechanism to try to address this gap. It involves the radiographer usually, but not always, the one who has taken the film giving the clinician some feed back. Radiographers see many thousands of films and are generally very familiar with the structures that they show. Quite apart from their formal training, simply by everyday familiarity and experience, they get to know what is normal and what is not. The radiographer is therefore well placed to recognise an abnormality even though they may not fully appreciate the full clinical significance of what is on the film. The same argument can be applied to the clinician, who can generally recognise pathology in a patient but may not be so familiar with the X-Ray changes. The red dot system requires the radiographers to examine the film after it has been ordered by the clinician. If they feel that there is an abnormality on it they will place a self-adhesive red dot on it to denote that they believe that it contains an abnormality. Clearly this does not relieve the clinician of the responsibility of examining the film as, the legal responsibility for interpreting the film must rest with him. This is only reasonable since even the most experienced radiologist would only give a report on what he could see on the film, the full significance of the changes seen can only be fully assessed by a healthcare professional who has also seen and assessed the patient. As we will discuss later, the converse argument that the absence of a red dot does not imply that there isnt an abnormality it only denotes that the radiographer hasnt seen one. The red dot system In a letter to the BMJ Keith Piper (2003) outlined the case for the red dot system and the radiographer reporting system (See on). It was initially suggested by the Audit Commission in 1993 that radiographers could be trained to interpret certain images and this was found to be of particular interest in view of the difficulties that some departments currently experience with the reporting service The first accredited course was run in 1994 many radiographers have since been reporting on primary skeletal X-Rays in AE departments Piper points out that the system is designed to reduce errors in reporting X-Rays. It is ultimately totally reliant on the radiographs being finally reported by a senior radiologist in a timely fashion. Unfortunately, this is not always the case as Beggs pointed out in 1990 when it was found that over 20% of UK teaching hospitals did not report on all accident and emergency films With specific reference to the red dot system, the letter by Aldridge and Freeland (2000) passes comment on the system which is in use in their hospital and, having audited it, they present their results. The system in use conforms to that currently outlined by British Association of Accident and Emergencys guidelines (1983). The important facets of their system include The rapid return of X-Rays to the requesting clinician Reporting of X-Rays by a consultant radiologist within 24 hrs. Telephone recall of patients who have mistakes picked up The use of the red dot system by the radiographers The use of such X-Rays for teaching purposes for staff As far as the audit of the red dot system was concerned, they report the last audit showed an 1.5% false positive result, 2.0% false negative result with the rest categorised as true positive or negative results. The authors felt that this represented an excellent approach to what they described as an error prone activity, reducing mistakes by accident and emergency staff (often junior), increasing patient satisfaction, and reducing long term patient morbidity and litigation. This letter is a significant piece of evidence as it is written by two clinicians who are clearly anxious to assess the system and to make it work. They appreciate the problems, quantify them and address them by placing safeguards to minimise problems. Significantly, they suggest the use of the red dot system where it has picked up omissions by the clinical staff to be the basis of teaching junior staff in an attempt to further reduce potential problems. These results should be seen in the context of a study by de Lacey et al.(client to supply date) who considered the accuracy of casualty officers interpretation or X-Rays in their departments. They found that by comparing the casualty officers interpretation with that of a radiologist, it only compared favourably in 83% of cases. The 17% discrepancy clearly represents a major burden in terms of clinical implications for the patient, financial implications for the hospital and possibly litigation implications for the casualty officer. The study also examines the implications of a delayed reporting system (by the radiologist). It was found to reduce their workload by 25% by restricting their reporting to those films which the casualty officer was unsure or thought may have an abnormality. It clearly follows from this that any measure that is likely to increase efficiency inaccuracy of reporting is likely to have benefits of both economy and patient suffering. We therefore need to exami ne the premise that the red dot system does exactly that. These figures are clearly worrying insofar as the 17% discrepancy is a wide margin. The figures still have to be viewed in context however as, although they represent the interpretation of as specialist (the radiologist) as compared with that of the non-specialist (the clinician), the paper does not draw any distinction between the experience levels of the two groups. The clinicians may be comparatively inexperienced casualty officers and the radiologists probably are consultant grade. If that is the case, then the figures are much less alarming. This point is discussed in detail further on in the piece (Williams et al 2000) where radiologists in training are compared to radiologists of consultant grade. The point is brought into sharper focus by consideration of the next two papers. Before we consider this aspect however, we need to evaluate the accuracy of reporting in the AE Department environment. Benger and Lyburn (2003) attempted to investigate exactly that. They scrutinised the X-Ray output of an AE Department over a six month period (nearly 12,000 films). They identified the films which had discrepancies in reporting between the X-Ray staff and the AE Department staff. From the 12,000 films they found (only) 175 discrepancies. In clinical terms, this equated to a rate of 0.3% of patients who needed a change of management as a result. In all our deliberations on the subject, perhaps it is this that actually is the subjective criteria for whether a system works within tolerable limits or not. Different studies may find different discrepancy rates in interpretation of X-Ray films, but what is of practical value is the actual number of patients who require a change of management as a result. If a minor degree of subluxation of a proximal interphalangeal joint is missed by a casualty officer and subsequently picked up by a radiologist, it will appear on inventories of discrepancies such as the ones discussed above. In terms of patient care or treatment, it will not make a scrap of difference. This point is made, rather more eloquently and in a different context, by Fineberg (1977) and the Institute of Medicine (1977). This point should not be taken lightly and indeed, it goes to the core of this piece. Academic studies may show different abnormality detection rates between the different professional groups. While recognising that these are clearly important, they are not the yardstick by which we must judge the red dot system. We have already examined two papers on the subject that have reported differences in abnormality detection at each end of the spectrum one of 17% and one of 1.5%. We should not be blinded by these figures themselves. What actually matters is the number of patients who have a change of management decision as a result of this discrepancy. The paper quoted above (Benger and Lyburn 2003) is one of the few which actually gives us this information. They quote an observed change of management in only 0.3% of patients which, for any system, is a very tolerable level of error. This is clearly a very fundamental point and one that we need to examine further. The next paper that we sh ould consider looks at exactly this point and examines it in great detail. Taking a more academic approach Brealey and Scally (2001) tackle the difficult issue of just how to interpret the findings of a study that purports to evaluate the reading of X-Rays by two or more different professional groups. This is a very technical paper and is included here for the sake of completeness. It examines all of the possible margins for error and bias when reporting a trial. It throws little direct light onto our deliberations here because of its very technical nature, but it would be of considerable importance to one who wished to interpret the findings of a major trial independently. The point needs making that the trial design can influence the outcome of the trial (and therefore its usefulness) to a great extent. As we have made the point above, the actual figures produced at the end of the trial must be interpreted in the light of the trial design. Actual detected differences in readings between two groups of professionals may be of academic interest, but in the c ontext of our examination of the red dot system, they are not nearly as important as a critical examination of the discrepancies which resulted in a change of patient menagement. On the direct issue of the red dot system, an almost immediate precursor to the system was reported in the BMJ in 1991 by Renwick et al. . He discussed a system that was tried out of getting radiologists to indicate their diagnoses on the pre-reported X-Rays, in order to guide the casualty officers in their decisions. The conclusions of the study were that, because of the high rate of false positive reporting (7%) and higher rate of false negatives (14%) it was appropriate for radiologists to offer useful advice but to take no more responsibility than that. We shall discuss the issues of false positives and false negatives further on in this piece and clearly they are an inherent problem with the system. It follows that we should, perhaps, address the reasons why there are these discrepancies and use them as a learning exercise to try to reduce the gap. In the excellent and concise article written by Touquet et al. (1995) the authors address the Ten Commandments of AE Department radiology. They discuss the red dot system in the following terms. Inexperienced doctors will inevitably come across injuries that they have never seen before. In these cases it may not be possible to make a diagnosis but you will notice that the films do not look quite right. Good examples of this are lunate and perilunate dislocations of the hand. It is important to seek senior advice and also to listen to the radiographer. Many departments operate a red dot system, in which the radiographer flags up an abnormality. An experienced radiographer may be as good as or even better than a junior doctor at interpreting films. The problem with this system is that the absence of a red dot does not necessary mean that there is no abnormality. This is important to remember because the final responsibility lies with the doctor, and not the radiographer. Therefore never accept poor quality or inadequate films. The most salient point of this article is in the last paragraph. The absence of a red dot does not mean the absence of an abnormality and the liability lies with the doctor not the radiographer. This is clearly proper, as any experienced healthcare professional will state, any investigation (particularly an X-Ray) is only an adjunct to diagnosis, it is the person who is clinically in charge of the patient who has to assimilate all the available evidence to make a diagnosis. The radiographer has not seen the patient to examine, and certainly will not have to hand all of the other potential diagnostic aids that are available in a modern AE Department. It is entirely reasonable to ask for his opinion on an X-Ray film, but it is not reasonable to hold him responsible for its definitive interpretation when he has not seen it in the context of the patient. This statement is behind the reasoning for the legal responsibility of X-Ray interpretation. It would be clearly inappropriate to ask a radiographer for his opinion on a film and then make him responsible for any subsequent management decisions that were based on that opinion. Some commentators have criticised the red dot system for its clear lack of apportionment of responsibility to the radiographer. We would suggest that this shows a fundamental lack of appreciation of the problems involved. The radiographers are trained to be experts in taking X-Ray films. They are not, and do not pretend to be, trained in the biological sciences and their applications to pathology and the human disease processes. It is quite appropriate to ask their opinion in an area of their expertise (the interpretation of the X-Ray film), but it is quite inappropriate to ask them to make clinical management decisions. For this reason, all questions of liability always rest on the clinician in charge of the p atient, and it is only right that this should be the case. It is fair to say that some of the views reviewed so far have been old school necessarily so, as the intention was to document the evolution of the red dot system. It is equally fair to state that we have only considered the use of the system in the AE Department. The truth of the matter is that in the recent past, the status of the radiographer has increased in professionalism both within their own speciality and within the NHS as a whole. Many of the comments made in some of the earlier papers quoted will therefore, now seem rather outmoded and not consistent with the modern experience of working in the NHS. To redress the balance we shall look at an article from Papworth hospital by Sonnex et al; (2001) . The authors describe a system currently in use at an acute cardiothoracic unit. Radiographers were asked to assess all the X-Rays taken over a six month trial period. Those that were assessed as showing acute changes had a red dot placed on them to denote an abnormality and these were then assessed by a radiologist. The success or failure rate was then measured against this standard. The figures are rather different from the figures quoted in the studies that looked at skeletal X-Ray in AE Departments. The reason for this is almost certainly that a chest X-Ray is notoriously hard to interpret, even more so when it is a post operative X-Ray. The results were reported as a total sample of 8614, of which 464 (5%) had red dots applied. Over 100 of these were considered inappropriate. 38 X-Rays which were abnormal were not picked up. It would appear that radiographers tend to err on the side of caution when reviewing an abnormal chest X-Ray, even more so when previous comparative films were not available for comparison. This particular study had a high false positive rate. One should not lose sight of the fact that the radiographers concerned were dealing with a different population to those that we were considering earlier. The patients were generally very ill and often in a post operative state making assessment far more critical than perhaps the colder X-Ray of the AE Department where decisions could reasonably be delayed safely for 24-48 hrs. there was therefore perhaps far more pressure on them to report any possible abnormality. It is also appropriate to comment that this was the first stage of a study which then went on to review the radiographers performance after a further period of training. One would reasonably anticipate a higher agreement rate after appropriate training. As we have already seen the red dot system has evolved in several different variants. The basic premise is the same in each case how is it possible to minimise the potential sources of error caused by inexperience? A further variant is outlined by Williams et al (2000). His paper title specifically involves the cost effectiveness of the scheme as well as the overall impact on patient management. In this scheme ( which was running at the Radcliffe Hospital in Oxford) the original AE Department films were reviewed by radiologists-in-training. They identified 684 incorrect diagnoses over a one year period. These were then called red reports and reviewed by a consultant radiologist. During this process 351 missed fractures were detected with ankle, finger and elbow fractures being the main areas where pathology was missed. Williams also reported 11 incidences of pathology on a chest X-Ray as being missed. This amplifies the point made earlier that the radiologists-in-training tended to produce false positives at a rate of about 18% when compared to the subsequent, more expert opinion. In this particular study, further action was taken by the AE Department staff in 42% of those cases although no operative intervention was required in any patient as a result of the missed diagnosis. Despite these figures, it must be noted that these cases form a very small percentage of the X-Rays taken in a busy AE Department False positives and false negatives We have looked at a number of studies that have compared radiographers interpretations of X-Ray films against that of a Consultant Radiologist who has generally been used as the Gold Standard. The difference between the two sets of interpretations is then subdivided into false positives and false negatives. This group is actually the most important as it is firstly an indication of the usefulness of the whole system of red dot reporting and secondly it is also an indication of how much more training any particular reader (radiographer or casualty officer ), of the films has to undergo, in order to make fully competent assessments. The false positive is the situation where the radiographer has identified a problem that is not there. Conversely, the false negative is when they have missed pathology that is there. In most of the assessments that we have seen, there are more false positives than negatives. This implies that the radiographers are being over cautious when confronted with an equivocal film. Several of the papers that we have seen so far have stated (either explicitly or otherwise) that the absence of a red dot does not imply the absence of any pathology. Any common-sense analysis of the situation would suggest that this is clearly self-evident. It must be the case where two highly trained but clearly not expert healthcare professionals are looking at a film for pathology, they are probably more likely to arrive at the right answer than one alone. Brealey (2005) produced a Meta-analysis of studies involving radiographers input in interpreting films and found that radiographers involved either in the red dot system of X-Ray reading improved with experience and with training, acquired an accuracy approaching that of radiologists when dealing with skeletal X-Rays. The red dot system is designed to utilise the expertise of specially trained radiographers to interpret plain X-Rays. From the evidence presented above we can say that there is evidence that radiographers are clearly more expert in interpreting plain skeletal X-Rays than chest X-Rays or visceral radiographs. The red dot system appears to be a growing movement within the profession. A paper by Brealey (2003) pointed out the fact that between 1968 and 1991 the radiologists workload increased by 322% but the number of posts increased by only 213%. As a result of this the number of films successfully reported within 48hrs fell to 60%. As a result of this trend the Royal College of Radiologists decided to endorse the trend of radiographers giving indications of pathology on X-Rays . Brealeys paper examines the initial cohort of radiographers who were trained under this scheme and found that, statistically, there was no significant difference between the reading of an X-Ray by a radiograph er or a radiologist (in the case of plain skeletal X-Rays) which supports the view that the red dot system is viable. Any examination of this issue would be incomplete without a consideration of the detailed and analytical paper by Friedenberg (2000) which he provocatively entitled The advent of the supertechnologist. It is particularly relevant to our consideration of the red dot system and the role of the radiographer as it looks at the background to the whole issue. Friedenberg uses the term Skill mix as a specific term to define the current trend in medicine away from specialisation and departmentalisation and towards the communal utilisation of expertise from different individuals in related fields to complement or increase the expertise available to patients. He points out that this is not actually a new concept and cites the optician who relieves the workload of the ophthalmologist and the nurse specialist anaesthetist who relieves the anaesthesiologist by performing uncomplicated procedures. He quotes a whole host of paramedical providers who now assist the physician, in most cases without p roblems Loughran et al (1996a, 1996b, 1992) have specifically looked at the practicality of utilising the skills of the radiographer to better advantage than just taking the films. He contrasts the difference in practice between the UK and the USA, citing the cause of the complete separation of the roles of radiographer and radiologist in the USA as being due to the fact that in the USA, the radiologists still operate largely on a fee-per-service basis whereas in the UK the pressure is primarily on clinicians to become more efficient and to keep costs down. Friedenberg, interestingly also examines the evolution of the legality of the roles of radiographer and radiologist. Between 1900 and 1920, there was competition between radiographers and radiologists with regard to the performance of radiography and the interpretation of radiographs. In the middle 1920s in England, radiographers were prohibited from accepting patients for radiography except under the direction of a qualified medical practitioner (Quotes Larkin 1983) After this the professions came closer and by 1971 Swinburne (1971) was suggesting that radiographers could perfectly well separate normal from abnormal films, which after all is the basis behind the red dot system . As we have discussed earlier, this move then progressed into the first formal appearance of the red dot system in North Park Hospital in 1985. The first trials of the system found that approximately half of the abnormalities that were not picked up by the junior casualty officers were detected by the radiographers. The early safe guards were outlined by Loughran (1996) as follows: 1. It is made clear to the referring physician that the report is a technologists report. The physician is encouraged to consult the radiologist if there is a lack of clinical correlation. 2. The technologist must consult the radiologist if he or she is in doubt. 3. The physicians, radiologists, and technologists have devised a set of guidelines to create a safe environment for this practice. 4. Initially, the technologists practice is monitored on a regular basis. After the technologist is experienced, however, monitoring is no longer performed. Such monitoring should be performed if a new technologist enters this practice. Interestingly, Loughran also subsequently produced a set of guidelines for the radiographer : 1. The technologist should be confident in his or her report. 2. In cases of doubt, a radiologists opinion should be obtained. 3. In such cases, although the report may be issued by the reporting technologist, the consultants name should be appended to the report. 4. All reports by a technologist should be clearly designated as a technologists report. 5. If the patient re-presents for radiography of the same body part within 2 months, this should be reported by a radiologist. 6. Non-trauma examination findings should be reported by the radiologist. 7. All accident department images in patients who are subsequently admitted as inpatients should be reported by the radiologist. 8. Clinicians are to be advised to consult the radiologist if clinical findings do not match those in the technologists report. 9. Regular combined reporting sessions are to be held with the consultant radiologist. Robinson (1999) Defines the ideal areas for radiographers and radiologists with the following definition between cognitive and procedural tasks thus: Procedural tasks can be described, defined, taught, and subjected to performance standards that make them transferable to other staff with appropriate training. Cognitive tasks that are related not only to the interpretation of images but also to decisions about differential diagnosis and appropriate choice of further investigations are more difficult. We have examined the evolution of the red dot system and there have been moves towards the logical progression beyond the radiographer simply indicating that there may be a problem to the situation where radiographer who have undertaken further training have developed their skills in other ways as well, but this is beyond the scope of this piece. Perhaps we should leave the last thought to Friedenberg who envisages the future as being the era of the Supertechnologist and it is the specialist who is left to do a small number of very highly specialised procedures. References 1. Jonathan Aldridge, Peter Freeland, (2000) Safety of systems can often be improved BMJ 2000;321:505 ( 19 August ) 2. The Audit Commission (1995). Improving Your Image How to manage Radiology Services More Effectively. London: HMSO.1995 3. Victor Barley, Graham Neale, Christopher Burns-Cox, Paul Savage, Sam Machin, Adel El-Sobky, Anne Savage (2000) Reducing error, improving safety BMJ 2000;321:505 ( 19 August ) 4. Beggs I, Davidson JK 1990. AE reporting in UK teaching departments. Clinical Radiology, 41, 264-267. 5. J R Benger, I D Lyburn (2003) What is the effect of reporting all emergency department radiographs? Emerg Med J 2003; 20:40-43n. 6. Benger JR. (2002) Can nurses working in remote units accurately request and interpret radiographs? Emerg Med J. 2002 jan;19(1):68-70 7. S Brealey, A J Scally (2001) Bias in plain film reading performance studies British Journal of Radiology 74 (2001),307-316 8. S Brealey, D G King, M T I Crowe, I Crawshaw, L Ford, N G Warnock, R A J Mannion, S Ethell,(2003) Accident and Emergency and General Practitioner plain radiograph reporting by radiographers and radiologists: a quasi-randomised controlled trial British Journal of Radiology (2003) 76, 57-61 9. Brealey S, Scally A, Hahn S, Thomas N, Godfrey C, Coomarasamy A. (2005) Accuracy of radiographer plain radiograph reporting in clinical practice: a meta-analysis. Clin Radiol. 2005 Feb;60(2):232-41 10. Brennan TA, Leape LL, Laird NM, Herbert L, Localio AR, Lawthers AG, (1991) Incidence of adverse events and negligence in hospitalised patients: results of the Harvard Medical Practice study. N Engl J Med 1991; 324: 370-376 11. Clinical Services Committee, British Association for Accident and Emergency Medicine. X-ray reporting for accident and emergency departments. London: BAEM, 1983. (Currently under revision.) 12. C K Connolly (2000) Relation between reported mishaps and safety is unclearBMJ 2000;321:505 ( 19 August ) 13. Fineberg HV, Bauman R, Sosman M. (1997) Computerised cranial tomography: effect on diagnostic and therapeutic plans. Institute of Medicine. Policy statement: Computed tomographic scanning. Washington DC: National Academy of Sciences, JAMA 1977;238:224-7. 14. Richard M. Friedenberg, (2000) The Role of the Supertechnologist Radiology. 2000;215:630-633.) 15. Johansson H, RÃÆ'Â ¤f L. (1997) A compilation of diagnostic errors in Swedish health care. Missed diagnosis is most often a fracture.Lakartidningen 1997; 94: 3848-3850 16. Pia Maria Jonsson, GÃÆ'Â ¶ran Tomson, Lars RÃÆ'Â ¤f, (2000) No fault compensation protects patients in Nordic countries BMJ 2000;321:505 ( 19 August ) 17. G de Lacey, A Barker, J Harper and B Wignall An assessment of the clinical effects of reporting accident and emergency radiographs 18. Larkin G. (1983) Occupational monopoly and modern medicine London, England: Tavistock, 1983. 19. DD Loughran CF, Alltree J, Raynor RB, (1996) Skill mix changes in departments of radiology: impact on radiologists workloadreports of a scientific session.

How E.E. Cummings uses form in his poems Essay

Form is an integral part of poetry. The form used by E. E. Cummings is quite unique, and is different in each of his poems. His poems, â€Å"nobody loses all the time,† â€Å"pity this busy monster,manunkind,† and â€Å"r-p-o-p-h-e-s-s-a-g-r† illustrate this fact. The poem, â€Å"nobody loses all the time† is a good representation of Cummings’ work, written in no traditional form. It is 37 lines long, divided into six stanzas of six lines each, and one line standing alone at the end. This poem is unique in that it does not contain any punctuation other than apostrophes and parentheses. Cummings does not follow the traditional practice of capitalizing the first word of each line, either. In fact, the capitalization in this poem is quite unusual. Cummings does not have sentences, since there is no punctuation, so almost all of the words are written in lower-case. He does not even capitalize the word ‘I.’ He capitalizes only the proper nouns â€Å"Uncle Sol,† â€Å"Victor Victrola,† â€Å"Missouri† and â€Å"McCann,† as well as the words in line five, â€Å"He Was a Diver on Xmas Eve like Hell Itself.† Written in open form, this poem has a very conversational tone. The lines vary in length, showing no pattern, and there is no consistent meter. The number of accents and syllables per line varies throughout the poem as well, and all of this poem’s lines are enjambed except the last. Another interesting characteristic of this poem is that it contains no clear caesurae, or pauses within a line, as it lacks punctuation. The reader can only estimate where caesurae should be. Finally, the poem has no rhyme scheme, or rhyme of any kind. These characteristics all aid in giving this poem its conversational tone, and makes it very different from his poem, â€Å"pity this busy monster,manunkind.† Unlike the previous poem, â€Å"pity this busy monster,manunkind† is written in a very specific form. It is fourteen lines long, and written in blank verse– iambic pentameter with no end rhyme. This particular poem has no internal rhyme in it, either. Like others written in blank verse, this poem contains what are called verse paragraphs. These are stanzas containing varying numbers of lines. In this poem, there are seven of these verse paragraphs, with one, two, three, two, one, three, and two lines, respectively. Cummings does manage to stray slightly away from the restrictions of iambic  pentameter by using metrical substitution. Throughout the poem, a handful of trochees, as well as pyrrhics, can be found. In another digression from tradition, this poem does not have capitalization at the beginning of each line, only at the beginning of each sentence. On a similar note, only two of the poem’s lines–two and fourteen–are end-stopped. This makes for many other pauses, found within the lines of the poem. Caesurae are present in lines one, two, six, eight, nine, ten, twelve, thirteen, and fourteen. Overall, for E. E. Cummings, this poem is very structured–unlike some others he has written. The poem â€Å"r-p-o-p-h-e-s-s-a-g-r† is unique, to say the least. Seen written on a piece of paper, this poem looks like a hand in a scrabble game. Comparing this poem to most other poetry is like comparing a Pablo Picasso painting to a Leonardo da Vinci. This poem is in no way written in any traditional form. It is composed of fifteen lines, and has only one stanza. The fifteen lines of this poem are indented in eight different ways, with no apparent pattern of indentation. Spacing between ‘words’ within the lines also varies throughout the poem. Those words, are barely decipherable at first glance, and with seemingly haphazard placement of punctuation and use of capitalization, this poem can be easily mistaken for a meaningless jumble of characters. It has no meter and it has no rhyme. One might say that this poem must not be a poem at all, but through careful scrutiny, a reader can see that this jumble of letters and symbols does, in fact say something. This poem revolves around the letters in its title: r, p, o, p, h, e, s, s, a, g and r. These letters are seen together four times throughout the poem, only arranged in different orders and with different capitalization. By the last line of the poem, and the fourth time the letters appear, they spell the word grasshopper. The third time the letters appear, they are set up so that every other letter is capitalized, with the lower-case letters being the first six of the word, and the capitals being the last five (â€Å"gRrEaPsPhOs†). The second time the letters appear, they are written as â€Å"PPEGORHRASS,† not significantly altered from the original â€Å"r-p-o-p-h-e-s-s-a-g-r.† The other words of the poem are a puzzle as well. Only the words ‘who’ and ‘to’ are written as simple as they are written here. In line three, the words ‘as,’ ‘we,’ and ‘look,’ are written as â€Å"a ) sw (e loo )k.† In line four, the words ‘up’ and ‘now’ can be drawn out of â€Å"upnowgath.† Two other words, ‘become’ and a word that Cummings himself probably invented, ‘rearrangingly,’ are intertwined as â€Å"rea(be)rran(com)gi(e)ngly† in line fourteen. Within the parentheses are fragments of one word, and outside of the parentheses are fragments of the other. All of the other words of this poem are split up between two or more lines. Altogether, there are fifteen to sixteen words in this poem, and there are a number of different conclusions that can be drawn from the form they take. One conclusion could be that the poem reads, ‘r-p-o-p-h-e-s-s-a-g-r who as we look up, now gathering into PPEGORHRASS, he leaps, arriving at gRrEaPsPhOs, to rearrangingly become grasshopper.’ Another conclusion could be that E. E. Cummings used form in a way that only he could ever duplicate. Form, in many different varieties, is found in all poetry. E. E. Cummings poetry, though often atypical, and sometimes downright peculiar, is a perfect example of that.

Sex Eduacation in School

Sex Education Sex education in the United States has experienced serious changes over the past three decades. It all started in 1981 the Reagan Administration, with federal funding promoting abstinence-only-until-marriage to sex education programs. The support of this abstinence only until marriage idea has increased exponentially since 1996. Although this approach seen to be beneficial to many in the sense at rates of teen pregnancy would decrease. Many others see the prohibitive nature of this approach to be controversial.The public also show the need for sex education programs to include not only abstinence but also to include information about contraceptives as well. This excessive priority on promoting only one sex-education method seems to be at odds with what the high mass of adults and teenagers think is more important. For example in a the national survey published in 2007, out of 1000 adults and 100 teenagers organized by the National Campaign to Prevent teen and Unplanned Pregnancy.In the survey it was acknowledged that even though most of adults (93%) and teens (90%) believe that providing young teens with information about abstinence is an important message to give out. In the same survey more than the half of adults (73%) and teens (56%) also believed that the young people need way more information about abstinence and contraception than what they are given today, rather than either/or. These results of having teens comprehend sex education are more consistent with the previous survey conducted such as programs that rather only promote abstinence-only-until-marriage.More surveys have shows the promoting abstinence only has become more ineffective. The medical journal Archives of Pediatrics and Adolescents Medicine in 2005 to 2006 performed a surveys resulting with overwhelming support of 83% for a comprehensive approach and with only 36% supporting only abstinence education. In the January and February 2007 issue of Public health Reports announced that premarital sex is not out of the ordinary as many would think it is.According to the reports by the age 20, 77% of applicants have had sex, 75% have had premarital sex, and 12% had married; by the age 44, 95% of the applicants have had premarital sex. After these results, many people argue that abstinence-only-until-marriage programs are neither practical nor realistic now days. Randy Elder a task force member of the Center for Disease Control and Prevention (CDC) reported in November 2009 Washington Post articles stating that â€Å"There is sufficient evidence that comprehensive risk reduction efforts are effective. He further explains â€Å"As regards abstinence education, after a similar look the task force determined that based on a number of problems with the studies presented to them there was insufficient evidence to determine their effectiveness. † Author Kat long informs in her March 2008 article for the Gay Gender issues Web site called â€Å"Abstinence Teac hing Ignores LSBT’s. † In her article it reads â€Å"There rules imply that lesbian, gay, bisexual or transgender students will not fit into the ‘expected standards’ of human sexuality.They also infer same-sex relationships are less meaningful and legitimate than opposite-sex ones and may cause ‘harmful’ effects. † Also according to analysis by the Washington University law Review in an article titled â€Å"Abstinence-only Education Fails African American Youth’. This article states that â€Å"Black adolescents’ higher rates of sexual activity couple with evidence of their fundamentally different attitudes towards sex relative to Whites adolescents suggest that abstinence-only sex education is bound to be ineffective among Black youth. Some policies changes that are about to happen be President Obama appears to be ready to sign into law the 2010 Omnibus Appropriations Bill passed by the Congress in December 2009. This wou ld be the first time since 1981 that abstinence-only-until-marriage sex education programs will not be receive any funding. Some of the abstinence programs would be replaced by comprehensive programs that target to reduce the number of teen pregnancy. This policy started in 2010. In the study by Margaret J. Blythe is a professor of pediatrics at University School of Medicine and chair for the Committee on Adolescence, American Academy of Pediatrics.It states that â€Å"Comprehensive sexuality education emphasizes abstinence as the best option for adolescents, but also provides age-appropriate, medically accurate discussion and information for the prevention of sexually transmitted infections and unintended pregnancies. † People against comprehensive sexuality education don’t understand that when this program also emphasized abstinence while still offering age-appropriate instruction to prevent sexually transmitted diseases (STDs) and to prevent unwanted pregnancies for teens who are having ex. With programs such as abstinence only have proven to delay sexual intercourse and also refuse to inform the youth about condoms and safe sex. Without this information it leaves the young people less prepared to protect themselves. In fact, not only is abstinence-only programs ineffective but it also can cause harm to the young that may practice it. Abstinence-only provides incomplete and inaccurate information and resulting in participants failure to use safer sex practices once they start have intercourse.In a national study, sexual health risks of adolescents who received abstinence-only education and those who received comprehensive sex education to those who received none. Teenagers who were reported having received comprehensive sex education programs before coming cross to any sexual intercourse were extremely less likely to report a teenage pregnancy compared to other teenagers that received no sexual education and while there were no effect of absti nence-only education. Some of the problems with abstinence-only education would be schools failure to help students understand and embrace their sexuality.This has become a problem to particular for kids for color, who represent a big majority in many public schools around the country. Too many of the colored young teens are left to sort through this confusing times and are left with little or even no guidance. Blacks and Latinos account for 83% of teen HIV infections. Black girls are more than four times likely to get gonorrhea as their peers. Also a chronic bacterial disease known as syphilis has increased greatly among the Black teenage boys and slowly starting to increase among the Latino boys.In late 2006, the federal health monitors announced that teenage pregnancy went up for the first time that year since 15 years. Teenage pregnancies were more common among Black and Native American teenage girls. Since 1997 the federal government had invested more than $1. 5 billion dollars in abstinence-only programs, which were proven to be ineffective programs in which blocked and excluded information that could help young people to protect their own health. But the President Barack Obama administration’s proposed budgets for Fiscal Year 2010 (FY10) to remove funding for abstinence-only programs.Instead to create funding for programs that have been proven to be effective at reduce teen pregnancy, delaying sexual activity, or increasing contraceptive use. Not surprisingly, the only program that they found to work was comprehensive sex education programs. Researcher Douglas Kirby for the National Campaign to End Teen and Unplanned Pregnancy examined studies of prevention programs. Two-thirds of the 48 comprehensive sex ed programs studies had positive effects. * 40 percent delayed sexual initiation, reduced the number of sexual partners, or increased condoms or contraceptives use. 30 percent reduced the frequency of sex, including a return to abstinence. * 60 percent reduced unprotected sex. After many research done to determine whether abstinence-only or comprehensive sex education is better for the young teens. It has clearly showed that comprehensive sex education does not encourage teens to start having sexual intercourse, does not increase the frequency with teens have intercourse, and does not increase the number of teenage sexual partners. At the same time, surveys and evaluations have shown repeatedly no positive changes in sexual behaviors over time when it comes to abstinence-only programs.Even though comprehensive sex education is very beneficial to teenagers it is very important that students take responsibility for their sexual health. Caitlin Myers from Southern Methodist University (SMU) class of 2009, involved with the college’s newspapers. As a contributing writer to the Daily Campus, wrote an article named â€Å"Sexual Health† which emphasizes that all students meaning male and female should have to take r esponsibility for their sexual behavior. Overall the only strategy that would work most effectively is comprehensive sex education.Children and adolescents need accurate and comprehensive education about sexuality not only to practice healthy sexual behaviors as adults but also to avoid early risky sexual activity that may lead to health problems. Comprehensive sexuality education is an effective strategy for helping young people delay initiation of sexual intercourse. In several published and well evaluated studies is has shown that sex education is a better choice rather than abstinence-only-until-marriage. Work Cited â€Å"Children Have the Right to Comprehensive Sex Education† by Barbara Miner. Do Children Have Rights? Christine Watkins, Ed.At Issue Series. Greenhaven Press, 2011. Barbara Miner, â€Å"We're Here. We're Sexual. Get Used to It,† Colorlines, May-June 2008. â€Å"Comprehensive Sex Education Is Effective† by Margaret J. Blythe. Sexually Transmitt ed Diseases. Roman Espejo, Ed. Opposing Viewpoints ® Series. Greenhaven Press, 2011. Margaret J. Blythe, â€Å"Testimony of Margaret J. Blythe, MD, FAAP, FSAM, on Behalf of the American Academy of Pediatrics,† Before the Committee on Oversight and Government Reform, United States House of Representatives, April 23, 2008. â€Å"Comprehensive Sex Education Reduces Teen Pregnancy† by Advocates for Youth.Teen Pregnancy and Parenting. Lisa Krueger, Ed. Current Controversies Series. Greenhaven Press, 2011. Advocates for Youth, adapted from â€Å"Comprehensive Sex Education: Research and Results,† September 2009. www. advocatesforyouth. org. â€Å"Sex Education. † Current Issues: Macmillian Social Science Library. Detroit: Gale, 2010. Gale Opposing Viewpoints In Context. Web. 28 Nov. 2011. â€Å"Students Need to Take Responsibility for Their Sexual Health† by Caitlin Myers. Student Life. Karen Miller, Ed. Opposing Viewpoints ® Series. Greenhaven Press , 2011. Caitlin Myers, â€Å"Sex, STIs and Responsibility,† Daily Campus, April 16, 2008.

Analysis of Essay Should the Obama Generation Drop Out by Charles Murray

Analysis of Essay Should the Obama Generation Drop Out by Charles Murray In the essay Should the Obama Generation Drop Out Charles Murray analyses the ideas of Barak Obama within the educational system. The author provides the suggestions how to improve the current situation and what measures could help developing an educational reform.Advertising We will write a custom critical writing sample on Analysis of Essay Should the Obama Generation Drop Out? by Charles Murray specifically for you for only $16.05 $11/page Learn More Although Murray emphasizes an importance of the reforms of the educational system, the information in his essay provides the description of the inability of many students to deal with college-level material and incapability to pay for the bachelor’s degree instead of suggesting the concrete solutions and adequate reforms of the educational system. The main statement of the essay is that it is not important where a person learned and got the professional skills, it is important what and how one can do t he job. I absolutely agree with this position. As we can see today, majority of students concentrates not on the quality of knowledge and professional skills they can learn, but on the presence of the diploma and the popularity of the school or university. Murray suggests the concept of challenges the basic elements on the higher education and indicates that those ideas should be supported by Obama. Thus, Murray says, â€Å"As president, Mr. Obama should use his bully pulpit to undermine the bachelor’s degree as job qualification† (Murray, 2008). However, although the author proposes the concrete reform, he emphasizes the benefits of the vocational trainings and test which could improve the level of specific knowledge that a worker may need. I disagree that such vocational courses can be more helpful than a full specific education or an additional degree. However, the position of bachelor’s degree as the only one key element of getting a job needs to be improved . Murray claims that the standards of materials used in the process of getting the degree is high and require the special abilities of the students. If some of the students are unable to deal with the college and university sources, it does not mean that they do not have the appropriate professional skills and knowledge.Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Murray says that a century ago students could easily go to work after high school, but today situation is different. Although they prefer to get more knowledge and skills from university, at the same time, they â€Å"treat college as vocational training, not as a leisurely journey to well-roundedness† (Murray, 2008). From my point of view, it is incorrect to suppose that all students consider studying at university as the leisure. Moreover, in the other paragraph the author claims that the level of materials in university can be too high and complicated for a number of people. Therefore, I think that such statement is confusing. Although Murray supposes that his essay can be considered as elitist or pessimistic, I think that those two characteristics are absent. His attitude is absolutely well-grounded and valid. As a realist, the author notices the present problems within the current educational system and claims for their solving. However, as he wants to improve the situation, some specific ideas and possible variants reforms could be appropriate as well. Writing about discharge of the bachelor’s degree as a job qualification, Murray indicates the certification tests as a possible solution. According to Murray, such tests â€Å"would provide evidence that the applicant has acquired the skills the employer needs† (Murray, 2008). Analyzing this idea, I think that this idea is worth to be considered by government. As the result, many young people will be able to p rove their capability to work, skills and competitiveness comparing with those who have the bachelor’s degree. Of course, this statement is valid. However, at the same time the author says that â€Å"certification tests would not eliminate the role of innate ability – the most gifted applicants would still have an edge – but they would strip away much of the unwarranted halo effect that goes with a degree from a prestigious university† (Murray, 2008). Therefore, such measure will not solve the whole problem. But, the author does not suggest other ideas of solution. It seems that Murray only indicates the problem for the government and for President Obama particularly. I think that he should explore this question deeper and elaborate the exact ideas of what reforms could be more effective and why. In the present form, the essay Should the Obama Generation Drop Out gives an answer – yes, but it does not give the practical answers.Advertising We will write a custom critical writing sample on Analysis of Essay Should the Obama Generation Drop Out? by Charles Murray specifically for you for only $16.05 $11/page Learn More Emphasizing the value of professional skills and their domination over the bachelor’s degree, Murray suggests President Obama to use his authority to change the current situation. The bachelor’s degree should not be a key aspect of acceptance or rejection of an employee. Every person should be treated according to one’s professional skills and do not be judged due to the absence of the bachelor’s degree. Although I agree with the main statement, the present essay can be considered as more emotional that informative. The author discusses inability of many students to deal with college-level material instead of suggesting the concrete solutions and adequate reforms of the educational system. Reference List Murray, C. (2008). â€Å"Should the Obama Generation Dr op Out?†, The New York Times. Retrieved from https://www.nytimes.com/2008/12/28/opinion/28murray.html

The Aztecs Essays - Aztec Gods, Aztec Society, Aztec, Civilizations

The Aztecs Essays - Aztec Gods, Aztec Society, Aztec, Civilizations The Aztecs The Aztec Indians, who are known for their domination of southern and central Mexico, ruled between the 14th and 16th centuries. Their name is derived from Azatlan, the homeland of the north. The Aztecs also call themselves Mexica and there language came from the Nahuatlan branch of the Uto-Aztecan family. The Aztecs were formed after the Toltec civilization occurred when hundreds of civilians came towards Lake texcoco. Late families were unfortunate and were forced to go to the swamp lands. In the swamp lands there was only one piece of land to farm on and it was totally surrounded by more marshes . The Aztec families some how converted these disadvantages to a might empire known as they Aztec Empire. People say the empire was partially formed by a deeply believed legend. As the the legend went it said that Aztec people would create a empire on in a swampy place where they would see an eagle eating a snake while perched on a cactus which is growing out of a rock in the swamplands. This is what priests claimed they saw while entering the new land. By the year 1325 Their capital city was finished. They called it Tenochtitlan. In the the capital city aqueducts (piping) were constructed, bridges were built, and chinapas were made. Chinapas were little islands formed by pilled up mud. On these chinapas Aztecs grew corn, beans, chili peppers, squash, tomatoes, and tobacco. Tenochtitlan (the capital city) was covered in giant religious statues in order to pay their respects to the gods. In the Aztec religion numerous gods controlled an Aztec?s daily life. Some of these gods include: Uitzilpochtli (the sun god), Coyolxauhqui (the moon goddess), Tlaloc (the rain god), and Quetzalcoatl (the inventor of the calendar and writing). Another part of the Aztec religion was human sacrifices. For their sacrifices the priest would lay the man or woman over a convex (rounded) stone, then he would take a sharp knife and cut the victims heart out. They did this because they believed that good gods could prevent bad gods from doing evil things and they also believed that good gods got their strength from human blood and hearts so they had sacrifices in order to keep their gods strong. For major rituals warriors were sacrificed, for the warrior this was one of the greatest honors and for minor rituals prisoners were used. In an Aztec marriage the grooms shirt is tied to the brides dress in order to express there bonding and after the wedding incents were burned for 4 days before proceeding with the marriage. In 1519 Hernando Cortes, a Spanish explorer, led over 500 men into Aztec territory to search for gold. Aztecs thought he was a representative for a certain white skinned god so they respected him. It all changed when the Aztecs saw that Hernando was melting down their golden statues and shipping them back to Spain. The Aztecs decided to attack Hernando and his men. The Aztecs were successful and drove the Spanish away. In 1520 the Spanish attacked the Aztec?s capital city and destroyed their civilization. That was the end of the Aztec?s mighty empire had built so long ago. Work Cited 1) ?Aztec Indians?. Young Students Learning Library. 1993 2) Encarta ?96. CD-ROM. U.S. Microsoft, 1996 .

Course Design Coursework Example | Topics and Well Written Essays - 3000 words

Course Design - Coursework Example Following all the instructions as I have spelled out in either the assignments or in term papers is also important in order to do well in this course. Attendance is also a MUST and every student is expected to observe this without fail. As stipulated in the institution’s policy every student is expected to observe and maintain a high level of diligence while attending the classes. The course requires a lot of research and students are encouraged to work in groups to conduct the stipulated research and make the best inferences from the research conducted. Students are also encouraged to enjoy the learning experience and link the studies to their daily activities and situations to maximize on the learning objectives of this course. It is my belief that the students are well versed with the technological advancements that have been propagated by East Asia in the recent past. East Asia is leading in the amounts of products manufactured per year and therefore they are able to boost their economies accordingly. Am also assuming that every person has gone through the pre-requisite units before taking up this unit and therefore you are all well-versed with the background information and skills to pursue and take the unit. Research is an essential part of this course and I am assuming that all of you have learnt the research methods and are equipped with the skills to conduct a conclusive research on this course. I will facilitate the learning and give you ample knowledge on the unit so that you can take up and conduct the research on your own since I believe the best learning method is through involving the students in the learning process thereby making it more student oriented. Omvedt, G., Kelkar, G., & Asian Institute of Technology. (1995).  Gender and technology: Emerging visions from Asia. Bangkok, Thailand: Gender and Development

LLb Law, Contract Essay Example | Topics and Well Written Essays - 3500 words

LLb Law, Contract - Essay Example The general rule pertaining to advertisements is that an advertisement is not an offer to provide goods but only an invitation to treat. In the case of Spencer and Harding (1870), this rule was deemed valid even if the word â€Å"offer† was used in an advertisement and the customer is regarded as making the offer when he shows an intention to buy the goods, which a retailer has the right to accept of reject. The classical will theory of contract is based upon the notion that all obligations of the contract arise out of the individual will of the parties contracting freely. Such a contract is enforced because it represents a bargain made between the parties on the basis of an exchange of goods having taken place. Therefore, in the case of Allsports sales to its customers, there has been an exchange of goods – the customers have purchased 200 pounds worth of goods in exchange for which they are to receive free tickets to the next test match between England and Australia i n Melbourne. But applying the principle of the advertisement being only an invitation to treat, no breach of law can be said to have taken place, as was established in the case of Pharmaceutical Society of GB v Boots Cash chemists 1952. A contract represents an exchange whereby an offer is made by one party which is accepted by another party. In this case, Allsports has made an offer to its customers which has been accepted by them. The advertisement placed by Allsports in the National Press in effect, makes a promise to a customer purchasing more than 200 pounds worth of goods, a free ticket to the test match. According to Charles Fried, a person who makes a promise is morally bound to keep it because that person has "intentionally invoked a convention whose function it is to give grounds - moral grounds - for another to expect the promised performance." (Fried, 1982, p16), thereby summarizing the concept of contract as a legally enforceable promise (Williston, 1920). The central