Free Essays on Boy Gets Girl

Boy Gets Girl is a very interesting play for not only about what could go wrong on a blind date, but also because it shows how people can perceive others. The story all when Linda a friend of Theresa’s decided to set her up on a blind date with a guy whom she hardly knew. Theresa does not seem much like a person who wants to date a lot in the story but decides to try it and see how it goes. Tony the blind date seemed very polite in the beginning polite and really interested in getting to know Theresa. However, there was a certain edge to Tony that Theresa did not seem to notice on the first date. After the first date with Tony, Theresa received flowers from him at her office the next day. She also ended up having a second date with Tony. The second date did not seem to go so well. She didn’t feel like there was any connection with Tony and therefore she decided to tell him so that he could move on and date other people. Tony seemed to be fine with it but you could tell that he was a little let down by it. After the dates were off Tony decided to keep calling Theresa no matter how much she told him she did not want him to. He also popped up in her office unexpected. After a while, Tony continued to harass Theresa. Theresa started to blame her friend Linda who hooked the two of them up. Howard, Theresa’s boss did not think anything of the subject when he became aware of it. He just said that Tony was a â€Å"smuck† and went about his way. After a while Theresa started received threatening phone calls at home as well as work. She did not know how Tony had gotten her number because she had not given it to him. In the letters he was writing to Theresa, he was stating thing about raping her and killing her in different ways. Theresa then decided to get the police involved and file for a protection order to keep him from harassing her. She decided to stay at the home of Mercer who was a coworker. The reason was because s... Free Essays on Boy Gets Girl Free Essays on Boy Gets Girl Boy Gets Girl is a very interesting play for not only about what could go wrong on a blind date, but also because it shows how people can perceive others. The story all when Linda a friend of Theresa’s decided to set her up on a blind date with a guy whom she hardly knew. Theresa does not seem much like a person who wants to date a lot in the story but decides to try it and see how it goes. Tony the blind date seemed very polite in the beginning polite and really interested in getting to know Theresa. However, there was a certain edge to Tony that Theresa did not seem to notice on the first date. After the first date with Tony, Theresa received flowers from him at her office the next day. She also ended up having a second date with Tony. The second date did not seem to go so well. She didn’t feel like there was any connection with Tony and therefore she decided to tell him so that he could move on and date other people. Tony seemed to be fine with it but you could tell that he was a little let down by it. After the dates were off Tony decided to keep calling Theresa no matter how much she told him she did not want him to. He also popped up in her office unexpected. After a while, Tony continued to harass Theresa. Theresa started to blame her friend Linda who hooked the two of them up. Howard, Theresa’s boss did not think anything of the subject when he became aware of it. He just said that Tony was a â€Å"smuck† and went about his way. After a while Theresa started received threatening phone calls at home as well as work. She did not know how Tony had gotten her number because she had not given it to him. In the letters he was writing to Theresa, he was stating thing about raping her and killing her in different ways. Theresa then decided to get the police involved and file for a protection order to keep him from harassing her. She decided to stay at the home of Mercer who was a coworker. The reason was because s...

ACT What Should You Do

Low GPA but High SAT/ACT What Should You Do SAT / ACT Prep Online Guides and Tips Say you have done the near-impossible, and gotten an amazing SAT score of 2200 or higher or an ACT score of 32 or higher. Many high school students across the country are probably jealous of you! But what if your GPA is much lower – a 3.0, or even a 2.0? Do you still have a shot at top colleges? What will admissions officers think about you? Read on to find out what to do with a low GPA, high SAT/ACT score application. That high score could be worth a lot more than you think! The Good News Your high SAT/ACT score proves your academic abilities and intellectual aptitude. While it’s possible to have a high GPA without being super smart (since some schools inflate GPAs), it’s almost impossible to get a high SAT/ACT score if you don’t have significant intellectual ability. Colleges know this. Since the SAT and ACT are national, standardized tests, if you do well on them you'll stack up very favorably compared with the entire applicant pool. For example, if you have a 34 ACT, that means you scored higher than 99% of the country. Having a 4.0 GPA, on the other hand, doesn’t allow colleges to easily compare you to other students. This is because grading scales and class difficulty varies among high schools. One other thing to keep in mind is that applying to schools where your SAT/ACT score is above their average admitted student score raises your odds of admission because your score will raise the schools' averages. Remember, colleges are also trying to maximize their score profiles, and getting students with higher SAT/ACT scores to apply can make them look good. The Bad News Your transcript and GPA are very important, especially for competitive schools. Stanford says on their admissions website, â€Å"We expect you to challenge yourself throughout high school and to do very well. The most important credential that enables us to evaluate your academic record is the high school transcript.† Why is the transcript – including your GPA – so important? Because your GPA shows your performance over a long period of time, as well as your ability to succeed in tough classes. This is important to help colleges decide if you will be able to succeed in their classes. If you’re a junior or senior with a low GPA, you don’t have a lot of time to raise it before you turn in your college applications. So what can you do? We will tell you what colleges might think about your low GPA and high ACT/SAT combination, questions they will have, and tips for you based on what your exact circumstances are. How Low Is Low? Of course, just how low your GPA is will affect your odds of admission. There is a huge difference between a 3.5, which would be considered low at selective colleges but well within range at many state schools, and a 2.0, which is considered low at most colleges. Also make sure you're not being hard on yourself... you may think your 3.9 GPA is low, but most colleges won't. Find out what the admitted student GPA range is at your target schools. You can do this by searching â€Å"[Name of College/University] Average GPA Admission† or â€Å"[Name of College/University] Admission Requirements.† If your GPA is just out of range, your high SAT/ACT score will likely make up for your GPA, especially if the rest of your application is strong. But if your GPA is far below their range, it will be especially important to use your application to explain why your GPA is low. So if you’re reaching for a tough college, or have a way out-of-range GPA, read on to find out what to do! What Do Colleges Think of Your High SAT/ACT and Low GPA? If you have a high SAT/ACT score but low GPA, admissions officers will assume your academic potential is high – your SAT/ACT score shows that – but that your motivation is low, hence your low GPA. A â€Å"smart slacker† could be the first thing that comes to mind when an admissions officer reads your file. So what you have to do is prove that assumption wrong. Whether you have personal circumstances leading to a low GPA, a demanding extracurricular, or other academic preparation outside of high school classes, your goal is to show that not only are you smart – but you can also work hard and do well in college. We will go through a series of scenarios, guided by the main questions admissions officers will be asking, about why your GPA is low and what it means. For each scenario, we have some specific advice, but read through all of them as your situation is likely unique and combines multiple scenarios. Why Is Your GPA Low? This is the big question admissions officers will have when they see your application. This is the question your application has to satisfyingly answer, especially if you want a shot at top colleges. We will explore the two circumstances most likely to excuse a low GPA. Don’t worry if these don’t apply to you – we have plenty more advice coming! Scenario 1: Extenuating Circumstances If you have serious extenuating circumstances like a medical condition or family crisis, definitely explain them on your application. This would fit in the â€Å"extra information† box for sure, but it could also be good material for your personal statement. For example, if you have a low GPA because your family had financial troubles, both of your parents started working long hours, and you became the primary caretaker for younger siblings and didn’t have time for homework, that should definitely be on your application as part of your story. Or if your grades suffered due to a medical condition, you should definitely make that known on your application. In short, if you had serious outside circumstances that affected your grades, make sure you explain them thoroughly on your application. You want to make sure colleges know that, in your case, your GPA wasn’t entirely in your control. You should highlight academic interests and classes you did do well in, but the explanation of your circumstances will be the best way to help admissions officers evaluate your file fairly. Scenario 2: You Spent Tons of Time on an Extracurricular If you spend a lot of time on an extracurricular – say you’re a debater who’s been to nationals or an award-winning flute player – at the expense of classes, it won’t excuse a low GPA, but it will improve your chances. In addition to top scores and high GPAs, colleges are also looking for exceptionally talented students in specific fields. If you have an exceptional ability, it could overcome a low GPA, especially with your high ACT/SAT score. Any extracurriculars done at the national level will look especially good. Do neither of these situations apply to you? Keep reading. If you've played Carnegie Hall, colleges will probably be fairly forgiving about that C in Biology... What Kinds of Classes Were You Taking? A low GPA in hard classes will look better than a low GPA in easier ones. You should think about the pattern of grades you received and why you got low grades where you did. College admissions officers will be trying to figure out this pattern too, so make it easier for them and explain whatever pattern you have. For example†¦ Scenario 3: You Took Hard Classes and Got a Low GPA Did you overload yourself with too many hard courses and struggle to keep up? In your essay, you could talk about what you learned from taking on too much at a time and how you will be more careful and focused in college. Since you were in those hard classes, you should also highlight what you learned and any intellectual development you experienced. For example, even if you got a low grade in AP Biology, maybe taking it convinced you that you want to explore pre-med courses in college and so you began volunteering at a local hospital or signed up for a medical anatomy class. That kind of journey would show colleges that you have serious interests, and even if your grades aren’t high, you are capable of doing hard work and improving. Scenario 4: You Took Easy Classes and Got a Low GPA Were you uninterested by easy classes at your school, and ended up slacking off? This will be a harder sell, but if you were in mostly regular classes (not honors or AP or IB) and got a low GPA, you could argue you simply weren’t interested by your classes and had a hard time keeping up with menial assignments, but did have intellectual pursuits in your free time. The above argument will be more compelling if you went to a high school without very many honors, AP, or IB options. Your application would also be strengthened if you have a career goal in mind and do well in certain classes related to it. For example, if you want to be a lawyer and manage to pull decent grades in English and History, it could help convince admissions officers that despite your slacking in other classes, you will be able to pull together and focus on your major in college. Hint: video games don't count as an intellectual pursuit (unless you design them). What’s Your Grade Trend? While a high GPA is important, so is an overall trend of improved grades or harder classes year to year. Whether you have a rising grade trend or a sinking one, read on to learn what it means and how it affects your applications. Scenario 5: You Started With Low Grades but Improved If you’re reading this as a sophomore or junior, work to improve your grades starting now. You won’t be able to totally fix your GPA, but you will be able to show a story of improvement, which can be just as important. A pattern of improved grades shows that you fixed issues you had with time management and have gotten better at handling assignments and tests. This growth is important because it shows admissions officers you can continue to grow and improve in college. This will look especially good if you have been succeeding in honors, AP, or IB classes later in your high school career, as it suggests you are learning the skills needed to succeed in college. If you have this pattern on your transcript, definitely spend some time on your application explaining why you struggled at the beginning of high school, and what caused you to improve your grades. Along with a high ACT/SAT score, an improved GPA can convince colleges you are academically prepared. Scenario 6: You Started With High Grades but They Dropped If you started with great grades and your GPA has fallen, you’ll have to explain why. Took on too many hard classes? You became overly involved in a sport or extracurricular? Illness in the family? It will also be especially important to prove you have other academic or intellectual interests, like we will discuss below. A lowering grade trend is more worrisome to collegesbecause it suggests you had a hard time coping with harder classes later in high school, or even that you’ve burned yourself out before college. You will have to prove that you have strong academic interests and are capable of doing well, despite your trend of sinking grades. One way to do this is to take a few Honors, AP or IB classes senior year and make sure you do well in them. Colleges will see a mid-year grade report, so if they see that you have taken on harder classes and are doing better, that will reassure them that you are capable of doing well in college courses. Another way to reassure colleges is with SAT Subject Tests. Some colleges require them for admission, some don’t, but nearly all will consider them. Getting high SAT subject tests scores will help convince admissions officers that you’re academically capable in certain subjects. If you haven’t taken any SAT Subject Tests yet, consider it – many students take them late in the game (even in Senior fall). If you are confident of your ability on tests, and you have even a bit of time to devote to studying, a high SAT subject score or two could help prove your ability in academic subjectsand help overshadow your GPA. If your GPA trend looks like this, you have some explaining to do... Can You Prove Your Academic Preparation in a Different Way? If your GPA is low and you don’t have a good reason for it, your task will be to prove to colleges you are still academically prepared, despite your low GPA. Your high ACT/SAT score is the first step towards proving yourself, but also consider other ways you can show your smarts†¦ Scenario 7: You Have One Weak Subject Is there a certain subject you struggle in? Is your GPA low because you have Ds in math but As and Bs everywhere else? If so, you should highlight your strengths in other subjects. For example, If you have great grades in English classes, highlight that on your application and talk about what draws you to English and why you enjoy it. Show that you have strong intellectual interests in your best subjects, which you can do through your personal statement or college supplements on the Common App. If you have done outside work or an extracurricular related to these classes, even better. For example, if you’re great at English and history and spend time outside of class in Mock Trial, you can talk about how your interest in law drives you to do well in history and English. This won’t totally excuse low math grades you might have, but it will show colleges you have strong academic interests. Help colleges focus on the positive! Scenario 8: You Took and Passed AP or IB Exams Did you take and pass AP or IB exams? For example, even if you got Cs all year in World History but passed the test with a 4, that at least proves you mastered most of the material. If this is the case for you, highlight exams you did well on and talk about your intellectual interest in those subjects. You could address why you didn’t do well in the classes in the â€Å"extra information† box, but focus on explaining your academic interests and how you want to continue pursuing them in college in the personal statement. Remember, you want to demonstrate your academic abilities to colleges. A passing AP/IB score is an important piece of evidence, so follow it up with an essay further explaining your interests! Scenario 9: You Took Outside Enrichment Classes Whether you attended an academic summer camp or took an extra course or two at a community college, definitely put that information on your application. It won't make up for your low grades, but it will show colleges that you are serious about your intellectual pursuits and made time outside of school for learning. This can be especially helpful if you get an additional letter of recommendation from a professor or instructor you worked with. Scenario 10: You Have Academic Interests Outside of School So your GPA is low, but do you do things like read War and Peace in your spare time? Have you learned a coding language on your own and designed your own app? If you can’t show your academic preparation through any high course grades or AP/IB exam results, find a way to include outside academic interests in your application. If you’ve attended Hackathons or entered writing contests, fit that into your application under extracurriculars. This kind of outside interest could be great material for a personal statement as well. Basically, if you have academic preparation or interests that are not going to show up on your transcript, make sure they show up on your application! It will be reassuring to admissions officers to see you have outside intellectual pursuits. Writing code is a more acceptable excuse for slacking off in Algebra than watching television... How Can You Compensate With the Rest of Your Application? College applications are holistic, meaning they consider the candidate as a whole. GPA is just one factor. While it’s an important factor, if everything else on your application is strong you can improve your chances of admission. Having a high SAT/ACT score is your big advantage because you won’t be weeded out immediately based on your score. Read on to see how to maximize the other categories. Personal Statement Your essay is another opportunity to prove yourself. If you had significant extenuating circumstances, you could talk about them here. If you were bored and slacked off, use the essay as a space to explain an intellectual interest or hobby to offset your low GPA. No matter what you write about, make sure your essay is well-written and presents your unique voice. Remember – you no longer have control over your GPA, but you have complete control over your essay and how it presents you. Use it wisely! Extracurriculars Do you have any other extracurriculars that speak to intellectual aptitude? Math competitions, Model United Nations, writing for the school newspaper – these are the kinds of extracurriculars that support academic interests. If you have them, definitely highlight them. Extracurriculars in the arts – from musical instruments to drawing to theater – are also great because they speak to interests outside of the classroom. You should also talk about your involvement in sports, since that excelling in them requires both discipline and teamwork skills. In short, you should highlight any extracurricular activity you have, even if you don’t think it’s significant. Extracurriculars can help show colleges you have outside interests, discipline, and the ability to work with others. These are all important factors, but can also help make up for a low GPA. Teacher Recommendations For your letters of recommendation, find teachers who can either speak to your personal circumstances or believe in your academic potential. You want to make sure your recommendations are supporting evidence for your application, not contradicting information. For example, if your GPA is low due to an illness, find a teacher who can speak to your perseverance when you were sick, or how hard you worked once your condition improved. If you don’t have extenuating circumstances like that, make sure you find teachers who have great, specific things to say about you and your academic potential. Maybe you have an English teacher who always loved your essays or a math teacher who often called you to the front to explain problems on the board. Find teachers who recognize your abilities and would write you a kind letter. Don't get a teacher to write a letter just because they taught you in a hard subject. If a recommender doesn't have specific things to say about you, the letter won't help your application. If you’re not sure you can get an amazing recommendation from a teacher, many colleges allow an additional letter to be submitted, from someone like a coach or boss. Find a third person who you know will speak very highly of you and use them for that third letter. Where Are You Applying? Your odds of admission will also depend on where you’re applying. For example, say you have a 2360 SAT but a 2.7 GPA. While your SAT would make you competitive for the Ivy League, it will be harder to overcome your low GPA at highly competitive schools. They simply have too many applicants with both high test scoresand high GPAs to admit many people with a serious deficiency in either. That 2360 alone won't get you into Harvard... However, if you apply to less competitive schools where your SAT is far above their 25-75 percentile ranges, you would actually be quite a desirable candidate since your SAT score would raise their averages. (The 25-75 ranges are the score ranges that the middle 50 percent of colleges’ accepted students fall in. For example, a 25-75 range of 24-30 ACT means that 25% of applicants scored lower than a 24, 25% scored higher than 30, and the middle 50% were between 24 and 30.) Furthermore, a less competitive school will be more forgiving of a weak spot on your application, in this case your GPA, as opposed to a very selective school. As a general rule, it’s important to apply to a range of colleges. Don't just apply to all eight Ivy Leagues hoping that one will let you in. Apply to a few schools that are reaches given your GPA and ACT/SAT combo, a few that are safe targets, and a few that you think you will definitely get into, like state or community colleges. You want to make sure you have some choices when it’s time to decide which college you’ll attend. What’s Next? Learn about automatic scholarships for SAT/ACT scores. While colleges usually factor in GPA or Class Rank, see how far your high test score can get you. Want to use SAT Subject Tests to raise your chances of admission? Learn which colleges require SAT Subject Tests for admission. Check out our SAT/ACT Percentile rankings guides to see just how much your high score stands out. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The prevention of perioperative infection in elderly patients Essay

The prevention of perioperative infection in elderly patients - Essay Example 27). The United States reports perioperative infection caused deaths at 97,000 per year (Schneider, 2006). The Institute of Medicine qualified those results further, estimating that between 44,000 and 98,000 of those reported deaths occurred as a direct result of medical errors (Watson, 2006, p. 22). Even in England, amidst our own medical facilities where our own health care professionals practise stringent infection control, these preventable infections occur far too often. Recently, Britain's most senior doctor, Sir Liam Donaldson, reported death risk due to medical error at 1 in 300 (Hall). This includes patients having contracted infections within the hospital settings. "Between 5% and 10% of patients admitted to modern hospitals in the developed world acquire one or more infections, with at least 5,000 deaths directly attributed to healthcare-acquired infections in England each year" (Hall, 2006). Older people are a specific demographic at risk for perioperative infections due to their higher incidence of diabetes and hypertension, and their immunological systems particularly susceptible to the adverse affects of prolonged smoking and obesity. While caring for elderly patients and assessing their likelihood at incurring surgery-related infections, there are a number of risk factors that should be assessed. Infection control entails hospital procedures both prior to surgery and utilisation of infection control programmes throughout surgery. There are also specific practises for complex procedures maintained in orthopaedics and cardiothoracic surgeries by Multi Disciplinary Teams. All hospital personnel must take care to follow infection control procedures and be aware of avenues and risk factors for infections, in order that older patients are cared for effectively and their infections prevented. Risk factors in older people Older people are more at risk from infection during hospitalisation due to their oftentimes immunological compromised status. Immunological debility in elderly patients arises in a variety of settings for multiple reasons. It has been shown that arriving to surgery from elderly health-care facilities is a significant indicator of perioperative and postoperative infection (Lee, 2006). This is logical due to the very fact that health-care facilities house the most compromised patients in the older persons demographic. To explain this further, it is certain that patients with diabetes, overweight patients, and obese patients have an increased risk of infection (Preventing, 2006). Likewise, poor nutrition and lack of activity cause patients to be immunocompromised. But it is not only older patients in health care facilities that warrant attention from the health industry. Studies show than anyone above 60 year of age may be at a higher risk of perioperative infection (Pugliese, 2005). The National Confidential Enquiry into Perioperative Deaths (NCEPOD) maintains a practise of reviewing data reported on specific demographic groups each year. The NCEPOD's work is the collection of information on patients who die within 30 days of a surgical procedure (Kmietowicz, 1999, p. 1324). Due to the seemingly unnecessary incidence of death among the aging demographic, the 1999 report specified more care for the elderly. This prudent step seems

No Country for Old Men by Cormic McCarthy Essay

No Country for Old Men by Cormic McCarthy - Essay Example Dystopia can also be described as a life of unfavorable circumstance. First, Llewelyn Moss finds and steals the drug dealers’ $2,000,000 cash from the crime scene, being at the wrong place (Rio Grande) at the wrong time, after the drug battle (McCarthy 3). Consequently, the life of Llewelyn Moss is life is filled with unfavorable circumstances. The entire story focuses on Moss trying to evade being forced to return the drug dealer’s money. The story shows the disadvantages of being pulled in the dangerous and short-lived life within the drug trade. Moss is forced to persuade his young wife, Carla Jean Moss, to pack up her bags and hide in far away Odessa in order to avoid being held as the drug dealers’ hostage (McCarthy 28). Unfortunately, Moss is unsuccessful. Chigurh kills Carla Moss. Sheriff Bell warns Carla the drug dealers will find and kill her husband for stealing their drug money (McCarthy 67). Further, the story shows that dystopia claims another victim , Sheriff Bell. Sheriff Bell is unsuccessful in protecting Moss from being killed by people who are after the drug money. Sheriff Bell is not able to prevent Chigurh’s killing Carla Moss (McCarthy 144). Consequently, despair prompts Sheriff Bell to retire and drift into dreamland. The entire novel’ dystopia character is grounded on retrieving the drug money from the thief, Llewelyn Moss (Spurgeon 75). Additionally, the novel is one of McCarthy’s many war-based novels. McCarthy’s favorite wars include the Mexican-American War, Mexican Revolution, and World War 2. McCarthy’s other novels include the Blood Meridian and the Border Trilogy. Both Sheriff Bell and LLewelyn Moss are war veterans (Hage 121). Further, the author brings to life the effect of dystopia on different characters. The author fits the evil forces against the good forces. The story ends with the evil forces triumphant over the good forces, characteristic of dystopia. One good force, Sheriff Bell, unsuccessfully prevents the death of the one good character, Moss. Sheriff Bell did not prevent the killing of Carla Moss. Llewelyn Moss is another good character. As a finder’s keeper person, Llewelyn Moss was innocently dragged into the drug world. Moss ends up killed by other Mexicans trying to grab the drug money from Moss (McCarthy 63). Mario Raff reiterated that Moss is the hero or good person in the novel, since Anton Chigurh is depicted as the villain for strangling a police officer (2). A third good person, Carla Moss, is an innocent victim of the drug world. By being the wife of Moss, Carla is targeted by the drug syndicates. Carla Moss losses her life at the hands of the drug dealer’s hitman, Anton Chigurh (McCarthy 144). With reduced capital, there would be lesser drugs smuggled through the borders of Mexico (Spurgeon 75). Furthermore, the bad characters are triumphant in the novel. Chigurh, drug dealer hitman, successfully recovers the money from the apartment of Moss. The author brings out Chigurh’s philosophy where there are no right decisions or wrong decisions, just plain decisions needed to be made based on each unique situation (Raff 6). The drug dealers recover the money from Moss. The author espouses that evil can triumph over good (Spurgeon 75). Moreover, the author sprinkles the novel with a dystopia (misfortune) tone. Dystopia focuses on sad, failure or loss hovering over the novel’s good forces. For example, Moss ends up dead in the

Activity Based Costs Implementation for a Not-for-Profit Essay Example for Free

Activity Based Costs Implementation for a Not-for-Profit Essay The author was tasked with setting up an activity based costing (ABC) system for a not-for-profit organization. The first thing done by the author was to use the internet to research the use of ABC systems for non-profits. The result was the conclusion by the author that QuickBooks’ class feature could be used to track expenses, revenues and balance sheet costs for the implementing ABC. Income, Revenue and Balance Sheet reports are then prepared by class to see the result. Once the decision was made to use the class feature of QuickBooks, the author determined that the ABC system should accumulate costs into activity cost pools designed to correspond to the non-profit organizations major activities or business processes. The author determined that the costs in each pool would be largely caused by a single factor – the cost driver. In activity based costing (ABC), an activity cost driver is something that drives the cost of a particular activity. A factory, for example, may have running machinery as an activity. The activity cost driver associated with running the machinery could be machine operating hours, which would drive the costs of labor, maintenance and power consumption of running the machinery activity. From his research, the author found there are currently no comprehensive manuals to provide off-the-shelf instructions on how to install an ABC system in an organization. Each set of programs and activities, as well as each type of cost, presents different issues and problems. The author anticipated that many of the allocation issues faced by a not-for-profit would be similar to those faced by industry implementing an ABC system. On the other hand, the author determined that flexibility is the essence when implementing an ABC system in a not-for-profit organization. The purpose of ABC should be to provide decision-useful information, not to develop a pure measure of costs. ABC can provide interesting insights into the costs of programs and activities. ABC may highlight changes that have taken place gradually over time of which the manager may not be aware. The rational for using ABC is to allocate indirect costs to goods or services based, not simply on what is convenient, such as direct labor, but on the factors by which they are most influenced. Costs of support services should be allocated on the basis of the factors that most directly affect their magnitude. As demand for increased accountability becomes more intense for an organization, such organization must demonstrate that the benefits of the programs and activities in which they engage are commensurate with their costs. Accordingly, not-for-profit organizations need accounting systems that properly measure and report these costs.

The Bell Jar Essay -- essays research papers

The Bell Jar   Ã‚  Ã‚  Ã‚  Ã‚  The book starts with the setting in New York as the main character is pondering the execution of the Rosenbergs. Esther the main character is in New York because of contest held by a fashion magazine. While in New York Esther tells about her life by the encounters she's had. She is a college student and is in the honors courses. The whole trip to New York had messed up Esters way of thinking. For example before she went to New York she had planed to finish college and become a poet or English professor, but now she had no idea.   Ã‚  Ã‚  Ã‚  Ã‚  When Esther returned home she became very depressed. She wanted to disregard the whole New York experience by taking a exclusive summer writing course. Only the best of the best writers had been able to be excepted to this class and Esther was sure she had made it until her mother had told her she was not accepted. This was what pushed Esther over the edge. She became more and more obsessed about how she would kill herself and planed it out carefully. When the time came she just couldn't do it. So she began to preoccupied herself by thinking of other ways of death. She couldn't sleep or read this bothered her because she loved to read. Finally she went to see a doctor who gave her shock treatments. This made Esther even worse an so she slipped even deeper into her depressed state. She knew the bell jar was almost completely apon her and there was nothing she could do to prevent...

Banjo Patterson Essay

Andrew Barton â€Å"Banjo† Paterson was an Australian bush poet, Journalist and Author. He focused most of his poem’s on Australian life, in the particular area of rural and outback areas, mainly places like Binalong and New South Wales where he grew up as a child. He was mostly famous from poems including Waltzing Matilda, The Man from Snowy River and Clancy of the Overflow. Banjo was born on the 17th February 1864 in â€Å"Narrambla†, near Orange, New South Whales. Banjo’s level of education as a child was relatively privileged. At a young age he attended a bush school which was ran by the governess. Then from 1874, he attended Sydney Grammar School, a prestigious school in the heart of Sydney. After finishing school, Paterson became an article clerk at a Sydney law firm, and was admitted as a solicitor in 1886. Paterson practiced as a solicitor until the early years of the twentieth century, by which time he had also developed a promising literary career. His earliest published work dates from 1885, when he submitted a poem criticising the British war in the Sudan (in which Australian troops were involved) to the Bulletin, a new literary journal with an Australian nationalist focus. Over the next decade the increasingly popular and influential Bulletin provided an important forum for the publication of Paterson’s verse, which appeared under the pseudonym ‘The Banjo’, adopted from the name of one of his favourite horses. By 1895 Banjo had written many poems and such as ‘Clancy of the Overflow’, ‘The Geebung Polo Club’, ‘The Man from Ironbark’, ‘How the Favourite Beat Us’ and ‘Saltbush Bill’ were so popular with readers that Angus & Robertson, published the collection, â€Å"The Man From Snowy River, and Other Verses†, in October. From which nearly all the context from these poems came from Banjo’s love for the out back in his home town Narrambla. The title-poem had swept the colonies when it was first published in April 1890. The book had a remarkable reception: the first edition sold out in the week of publication and 7000 copies in a few months; its particular achievement was to establish the bushman in the national consciousness as a romantic and archetypal figure. The book was as much praised in England as in Australia: The Times compared Paterson with Rudyard Kipling who himself wrote to congratulate the ublishers. Paterson’s identity as ‘The Banjo’ was at last revealed and he became a national celebrity overnight. While on holiday in Queensland late in 1895, Paterson stayed with friends at Dagworth station, near Winton. It was here were he wrote one of his most famous pieces of work in the history of his entire life, â€Å"Waltzing Matilda† This piece is now Australia’s best known folk song. And many say that this was the peak and the start of the decline in banjo’s career in poetry. He did not stop writing after this, in fact after this holiday he got offered an amazing career opportunity when he became a journalist for the Sydney Morning Herald as a War correspondent. The quality of his reporting attracted the notice of the English press and he was appointed as a correspondent also for the international news agency, Reuters, an honor which he especially cherished in his later years. Then Back in Sydney in 1902, Paterson published another collection, Rio Grande’s Last Race, and Other Verses, and in November decided to abandon his legal practice. Next year he was appointed editor of the Sydney Evening News. Andrew Barton â€Å"Banjo† Paterson died on the 5th of February 1941. On the night of Paterson’s death, Vance Palmer broadcasted a tribute: ‘He laid hold both of our affections and imaginations; he made himself a vital part of the country we all know and love, and it would not only have been a poorer country but one far less united in bonds of intimate feeling, if he had never lived and written’.

The Roles of Identity in Society

The Roles of Identity in Society Many would argue that social justice is being served when someone says â€Å"we are all the same under the skin†. We are not all the same under the skin. Within us are our own senses of identity, constructed by our familiar discourses, the physical environment and its embedded culture, and our individual differences. Our sense of identity accounts for our perceptions of ourselves and how we are positioned by others in terms of culture, tradition, rituals, race, family, religion and education (Allen, 2004). Our identities affect our life chances through our positions in society, the access we have to power, status, education, and wealth (Allen, 2004). Examining our own identities gives us insight into the role identity plays in life and society and therefore some understanding of the impact that the identities of others has for them on their life choices (Austin, 2005). This essay will examine the importance of the search for identity, and the desire to reconcile those identities with society’s expectations, for the narrator in the novel by McDonald and Pryor (1999), ‘The Binna Binna Man’. The journey of this character will be positioned against my own life’s story as I attempt to compare the roles our identities have played in positioning us as members of Australian society. The narrator in The Binna Binna Man is a character who has a very secure sense of his own identity. He has a sound knowledge of his spiritual heritage, his people’s traditions and the importance the strength of his identity has for him and for his people. He seems perplexed by the idea that his cousin Shandell is â€Å"†¦living different from all that stuff’ (McDonald & Pryor, 1999, pg 17). He is reminded by his â€Å"girragundji† (a guide for life sent by his ancestors) that the way to stay strong and avoid getting lost is to have faith in his spirituality and his identity (McDonald, et al. , 1999). This is proven to him when he almost follows Shandell down the path to self-destruction. The Binna Binna Man, their beliefs, bring them both back to the strength they gain from knowing that they are Aboriginal Australians, with a wealth of culture, history, knowledge, and skills. Unfortunately their people bear the scars of that wealth being devalued and misunderstood by the Anglo Australian hegemonic society. This is demonstrated through the sadness they carry and the way they feel how many of their people they have lost. The narrator and his family have to scrape together the means to travel out of the community they live in to be able to participate in their cultural rituals of grief and burial because they are not traditions easily accessible to them in Australian society. The narrator does not carry around the invisible knapsack of rights and power described by McIntosh (1988) that gives him access to the ability to carry out the roles of his identity. Rather, he realizes the struggle he has ahead of him, to keep the strength of his identity and to be able to survive life and society with it proudly intact. He can see the strength of his people, but he can also see their struggle (McDonald et al, 1999). As noted in McDonald (2004) Australian Indigenous youth battle on a daily basis with the pressures their identities generate such as racism, poverty, the hegemonic culture of school, and having English as a second language, while trying to maintain the roles expected of them from their Indigenous cultures. It is an enormously demanding and frustrating battle for these youth to get through their daily lives intact, let alone being able to achieve well in either world. The narrator is struggling with his identity as an Aboriginal youth in Australian society and is trying to emerge from a history of oppression and denial. He has not inherited wealth from his parents or the social and cultural capital necessary to be able to identify with the hidden curriculum of the education system (Allen, 2004). His family has only relatively recently emerged from a period of oppression under The Aboriginal Protection and Restriction of the Sale of Opium Act 1897 (Genever, 1992) where the Indigenous people of Australia were denied, by the Australian Government, the right to own anything, freedom of movement, the right to practice their cultural traditions, or the right to the education required to â€Å"participate as responsible citizens† (Genever, 1992). He is caught in Australian society, within his cultural boundaries â€Å"†¦(the objective presence of cultural difference)† as discussed in McDonald’s paper on ‘Forms of Social Justice’ (2004). In no way is he served by social justice by being given the same chances I was, under the pretext of â€Å"treating us all the same†, as though we share a common identity. The development of my identity has benefited from what McIntosh (1988) terms â€Å"unearned privilege†. The life choices and chances I have, I have inherited, not struggled or worked for. I am fortunate to have a very strong family support structure within my immediate family and my extended family. Traditionally, as a family, we celebrate birthdays, special events and seek advice from one another as needed. There is a strong sense of respect for elders in my family and the younger generation bears responsibility for their well-being. Predominantly, my family follows the Catholic religion and my values and beliefs reflect this. Consequently, I have developed a strong sense of self worth through the influence of my family and their cultural practices. I am a third generation Australian. My family was middle class and although not overly wealthy in terms of material belongings I can see that my life was rich in opportunities and choices that the narrator was not afforded. I was born into an environment that set me up to be able to succeed at school. English is my first language and I speak it well enough to succeed at school and to be accepted into university. I am immersed in a society where the traditions, customs, practices and language of my heritage surround me and dominate all other identities. The practices and language used by my family were consistent with those of the schools I attended, where the autonomy and independence encouraged in Indigenous children like the narrator may have been misinterpreted and devalued as neglect (Malin, 1990). I did, however, experience a brief time in my schooling that bore a stark contrast to that described above. When I was nine years old, I attended a school in Hawaii for twelve months and for the first time in my life was part of a minority group where my language, culture and experiences were not valued by the students or the teacher. I was never asked to share anything about myself or my life in Australia and was the victim of some ridicule from my peers because I lacked knowledge of, and a skill for playing, baseball. I was subjected to racist remarks about the colour of my skin and was never supported or really even acknowledged by my teacher. As a class, we were required to write a paper detailing the history of American presidents which I found extremely difficult. The exercise held no meaning for me and I was unable to connect with it on the same level that my American peers did. My developing experience as a pre-service teacher now allows me to see the value that would have come from the teacher asking me to write my paper on the history of Australian Prime Ministers, and to share that with my teacher and the class. This would have been an opportunity for the teacher to encourage a rich, authentic learning experience for me and for my American classmates – a sharing and valuing of knowledge and cultures and an opportunity to break down some of the cultural barriers that were present within the classroom and the school. I strongly believe that education is the key to success in society and that teachers hold powerful positions with regard to recognizing and valuing the diverse groups in their classrooms. My development as a pre-service teacher depends on an ongoing commitment to value and support every student in my classroom by understanding their cultures and how their identities shift and change, have different importance amongst peers, family, and the community. I will continue to make myself aware of the role identity plays in shaping our self perceptions and, therefore, our life chances. The education system has, in the past, failed certain groups and continues to reproduce social disparities, prejudices, conditioning and spirals of failure for these groups (Keefe & Carrington, 2007). As teachers, we should not see the cultural differences of our students as excuses or reasons for students to fail. Rather, we need to adapt our teaching practices and find ways to give them access to education and opportunities. Students need to be taught to view the world, themselves and others critically in order to recognize and discontinue the perpetuation of social inequities in education and other institutions. If teachers can work towards identifying the inadequacies in teacher service, they begin to address the needs of disadvantaged groups ensuring equitable access to education, as is every student’s right. As I raise my own child and instill in him the same practices, language and culture as my family did for me, I am aware I am equipping him with that â€Å"invisible knapsack† that McIntosh (1988) writes about. I am aware that I am sending him out into a world where he does not have to carry his identity around with him like a weight around his neck, restricting him access to education, his choices, his rights and responsibilities. I do hope however as I continue to grow and learn, that I instill in him the ability to understand ‘identity’ and what that means for him and for others. As he grows and learns he will understand that if he were to be treated â€Å"the same† as many of the minority groups he lives amongst, that he too would have to struggle to maintain his identity, just like the narrator. I know that his identity will provide him with more than his share of opportunities and choices. It is clear that various cultural and traditional factors shape our unique identities. Teachers have a responsibility to recognize and value the diverse backgrounds, experiences, and knowledge that their students bring to the classroom, and to ensure that pedagogies incorporate a variety of styles to cater for this diversity. Researching this topic and reflecting on my own experiences has been a valuable exercise that will influence my teaching philosophy and the way I view identity and diversity. Compiling this essay brought back virtually forgotten memories of events I myself encountered during my schooling when I experienced a situation akin to those described by the narrator. I strongly believe that our education system must implement inclusive curriculum programs that value all cultural identities. This will ensure that all students receive educational opportunities and the chance to develop self respect and positive dispositions towards learning, thus enhancing life chances and empowering them to succeed. . References: Allen, J. (2004). Sociology of Education: Possibilities and Practices. (3rd Ed). Southbank, VIC: Social Science Press. Austin, J. (Ed. ). (2005). Culture and Identity (2nd ed. , pp 139-154). Sydney: Pearson Education Australia. Genever, T. (1992). Black and Blue. Aboriginal-Police Relations in Far North Queensland During The Currency of The Aboriginals Protection and Restriction of the Sale of Opium Act 1893 – 1939. Unpublished Honours Thesis, JCU, Tsv. Keefe, M. , & Carrington, S. (Eds. ). (2007). Schools and Diversity (2nd ed. , pp 108 – 127). Sydney: Pearson Education Australia. McDonald, H. , (2004). Forms of social justice. Notes prepared for teacher education students. Townsville: James Cook University. McDonald, H. , (2004). Supporting Indigenous students as â€Å"smart, not good† knowers and learners: The practices of two teachers. Paper adapted for exclusive use of students enrolled in ED2990 and ED3290 at James Cook University. McDonald, M. , & Pryor, B. M. , (1999). The binna binna man. Crows Nest. NSW: Allen & Unwin. McIntosh, P. (1988). White privilege: unpacking the invisible knapsack. Available from http://seamonkey. ed. asu. edu/~mcisaac/emc598ge/Unpacking. html (Accessed 17 September 2008). Malin , M. (1990). â€Å"Why is life so hard for Aboriginal students in urban classrooms? † The Aboriginal Child at School, 18 (1), 9-29.

Assumptions that patients have the right to die Essays

Assumptions that patients have the right to die Essays Assumptions that patients have the right to die Essay Assumptions that patients have the right to die Essay Assumptions that patients have the right to die Name: Course: Lecturer: Institution: Date: Assumptions that patients have the right to die A good real life situation is that of Christine Busalacchi and Nancy Cruzan. In the case of Christine Busalacchi, she was involved in a car accident on May 29, 1987 where he was left in a persistent vegetable case. In the other situation of Cruzan, she was also involved in an accident where she was left in a persistent vegetable case. The two scenarios are similar, only that Cruzan preferred to die rather than stay a vegetable while Busalacchi did not indicate to anyone. According to the American law, a mentally sound person has the right to refuse medical attention even if this will lead to death. This includes all artificial treatment methods to support the life of a person. However, the difficult part arises when the patient does not have the ability to communicate his or her own decision like the case of Busalacchi. The dilemma arises as to who is supposed to make the decision and how the decision is made. In the case of Busalacchi, the parents have the right to represent the patient but they do not have the obligation to make the decision. On the other hand, Cruzan’s parents had the right to make the decision because there was proof to indicate that she preferred death than living as a vegetable. Therefore, the law states that the patient has the right to die. The decision is only vested on the patient. However, if the patient is in a vegetable state, the guardian must proof that the patient would have preferred to exercise his or her rig ht in such a situation (Porter, Johnson Warren, 2005). Health care professionals do not have a right to give considerations in their course of caring for terminal patients. Additionally, the health care professionals do not have obligation of providing a futile treatment to the patient. This is because according to the laws of the health care professionals like doctors, the main priority is to ensure that the patients are kept alive at all the times. Doctors are obliged to save the lives of people not to facilitate death. This is also applicable to other health care professionals. They are all obliged to save the lives of the patients. For instance, in the two situations, they should not consider their rights to die instead they should consider saving her life (Friend, 2011). Therefore, health care professionals do not have the right or the obligation to consider patients rights to die. According to the law, family members of a patient to do not have the right or obligation on patient’s right to die. This is because nobody has the power over another person’s life. For this reason, the government does not allow anybody to make decisions for another person involving death. In the case of Busalaccho, the court had a difficult time to make a ruling because the parents do not have the right to make the decision (Shah Williams, 2003). However, on the case of Cruzan, the court gave the ruling in favor of the parents not because the parents made the decision but because there was prove implying that the patient did not wish to be kept in a vegetable state. It is argued that, there is no evidence proving that Schiavo wanted to die if she was of sound mind in such a situation. Therefore, they should keep her on medical treatment until she dies for natural causes. Caring and curing for the patient are the most confusing words in the medical treatment of a patient. In the perspective of the medical professionals, their main aim is to offer treatment to the patient as they exercise due care. In this situation, they do not have the right to facilitate death just because they care for somebody who is in pain. On the side of the family, there priority is to care for their patients (Porter, Johnson Warren, 2005). Therefore, they often feel that it is better to honor patient’s right to die if there is not treatment and he or she is in a lot of pain. However, considering all other factors, curing should be the number one priority. Ethical principles in relation to patient’s right to die are a great dilemma to the medical profession. In most cases, ethical principles are affected by moral distress. The patient and the guardian they know the moral judgment but they do not have the right to act (Rushton et.al 2012). According to the ethical principles, patients should be allowed to make those decisions that affect their lives. This is based on the respect to anatomy. On the other hand, based on justice, ethical decisions should be made in consideration of those people who are affected by the decisions. Therefore, in the two instances, decision should consider other parties involved and the patient’s life (Rainbow, 2002). References Friend, M., L. (2011). Physician-Assisted Suicide: Death With Dignity? Journal of Nursing Law. 14 (3-4) Porter, T., Johnson, P. Warren, N., A. (2005). Bioethical Issues Concerning Death. Critical Care Nursing. 28 (1), 85-92. Rainbow, C. (2002). Description of Ethical Theories and Principles. Davidson College. Retrieved from: bio.davidson.edu/people/kabernd/Indep/carainbow/Theories.htm Rushton, C., H. et.al (2012). The 4A’s to Rise Above Moral Distress. American Association of Critical-Care Nurses. S. Shah Williams, M., L. (2003). End-of-Life Decision making – Have we got it Right? European Journal of Cancer Care. 12, 212-214.

Shakespeare Sonnet 2 - Analysis

Shakespeare Sonnet 2 - Analysis Shakespeare’s Sonnet 2: When Forty Winters Shall Besiege Thy Brow is interesting because it further expresses his desire for the subject of his poem to breed. This theme is introduced in Sonnet 1 and continues through to poem 17. The poem advises the fair youth that when he is old and looks withered and terrible he can, at least, point to his son and say that he has passed on his beauty to him. However, if he does not breed, he will have to live with the shame of simply looking old and withered. In short, a child would compensate for the ravages of aging. Through metaphor, the poem suggests that you can live your life through your child if necessary. The child would provide evidence that he was once beautiful and worthy of praise. The full text of the sonnet can be read here:  Sonnet 2. Sonnet 2: Facts Sequence:  Second sonnet in the  Fair Youth Sonnets.Key Themes:  Old age, procreation, a child providing evidence of one’s worth, Winter, obsession with the fair youth’s beauty.Style: Written in iambic pentameter and follows the traditional sonnet form. Sonnet 2: Translation When forty winters have passed, you will have aged and become wrinkly. Your youthful looks, so admired as they are now, will be gone. Then if anyone asks you where your beauty lies, where the worth of your youthful, lusty days is evident, you could say: â€Å"Within mine own deep sunken eyes.† But that would be shameful and not praiseworthy if you didn’t have a child to show off and say this is evidence of my beauty and the reason for my aging. The child’s beauty is proof of mine: â€Å"Proving his beauty by succession thine.† The child would be youthful and beautiful when you are old and would remind you of being young and warm-blooded when you are cold. Sonnet 2: Analysis Being forty years old in Shakespeare’s time would likely have been considered to be a â€Å"good old age†, so when forty winters had passed, you would have been considered old. In this sonnet, the poet is giving almost fatherly advice to the fair youth. He does not appear to be interested in the fair youth romantically himself in this poem but is encouraging a heterosexual union. However, the preoccupation with the fair youth and his life choices soon becomes quite overwhelming and obsessive. The sonnet takes a subtly different tack from Sonnet 1 (where he says that if the fair youth does not breed it would be selfish of him and the world would regret it). In this sonnet, the poet suggests that the fair youth would feel shame and would personally regret it himself – perhaps the speaker does so to appeal to the narcissistic side of the fair youth, pointed to in Sonnet 1. Perhaps a narcissist would not care what the world thinks, but would care what he may feel himself in later life?

To gain insights to some of the factors that will help movie investors Assignment

To gain insights to some of the factors that will help movie investors in making better decisions - Assignment Example Various factors such as budget allocated, market positioning, release timing, and the type of the content are important in addressing the research problem. The results of the model are aimed at predicting the success and failure of movie release in the initial opening week box office. Multi-linear regression and regression tree analysis of the data signified error in data interpretation. The percentage of error ranged from 37 to 43 percent. Therefore, it was important to improve data analysis accuracy in order to provide reliable research result. Data analysis of various variables included release time, type of content played, inclusion of an Oscar actor or producer, and genre. The model used in the research study did not bring out the intended accuracy, resulting into recommendation for a further research. There are myriad ways through which the research model can be improved in order to enhance accuracy. For instance, the inclusion of major variables in the research design such as marketing budget, channels, and running the model on a larger database platform. The research study discusses significant effects of various variables and how they determine success of a movie release. The movie industry is one of the industries that have gained prominence due to prevailing dynamism. Movie investors put into consideration a wide range of factors in the determination of a successful movie. The opening week box office performance has a significant role in predicting fruitful movies. The BIDM report focuses on business prediction model, by carrying out multi-linear regression and regression tree, in addressing the situation. Variables such as budget, the presence of Oscar actor, type of content, release timing, and MPAA ratings have all been put under scrutiny in exploring the success of a movie in its opening week. The return on capital analysis of

Descriptive Writing Essay Example | Topics and Well Written Essays - 1000 words

Descriptive Writing - Essay Example The description in the first paragraph suggests that a normal restaurant is greatly concerned about the satisfaction of the customers and the people on the staff always aims at pleasing the customer. On the basis of the description of such a good restaurant, Johnson builds his description of the â€Å"Lou’s Place† which, according to the writer, â€Å"isn’t that kind of a place.† (Johnson, para 2). Therefore, Beth Johnson has been effective in creating a picture of the coffee shop which is opposed to the normal restaurant and the writer also describes its proprietor and its customers. The thesis of Johnson’s essay is not directly stated, but it can be easily traced in the first part of the essay. Thus, the author argues that, unlike a normal restaurant which serves the interests and desires of the customers, â€Å"Lou’s Place† is not the kind of place which caters to the whims and wishes of its customers and it is a coffee shop where m ock abuse flows like a cup of spilled Folgers. The descriptions of the coffee shop in the third paragraph of the essay offer a profound awareness of the coffee shop in general. â€Å"At Lou’s Kosy Korner Koffee Shop, the mock abuse flows like a cup of spilled Folgers. Customers are yelled at, lectured, blamed, mocked, teased, and ignored. They pay for the privilege of pouring their coffee and scrambling their own eggs. As in a find but dysfunctional family, Lou displays his affection through criticism and insults, and his customers respond in kind.† (Johnson, para 3). The most essential aspect determining the success of Beth Johnson’s professional essay â€Å"Lou’s Place† is how effectively the author makes use of the techniques of descriptive writing in order to make the essay highly persuasive and credible to the readers. Thus, the author makes use of significant images to suggest the various factors concerning