Wind Moment design analysis Statistics Project Example | Topics and Well Written Essays - 1750 words

Wind Moment design analysis - Statistics Project Example To counteract this old technological view, wind moments or wind connections remain as the only simple method design for multipurpose frames. Though developed earlier, the design was initially developed to compensate for the wind loads while the preferred connection method was by angles, bolting or/and small T-stab sections this were used to carry the column flanges and the bam flanges.Wind moment apply to row rise frames of to four or less. The method assume that when structure are subject to wind loads. The connections behave normally as rigid joints (figure1) and that under vertical loads, the connections act normally simple connections; figure 2.Designer view this deign as having more advantage as compared to the conventional design grades.   They are simple and suitable for manual calculations. The frames of the structure are taken to be statically determinate. Internal forces and moments are not depended on the relative stiffness of the individual structural members. In constr uctions, this methodological design is relatively simple of the steelwork in comparison to full rigid construction. It has been determined that the steelwork contractors are always concerned with making steel work connections in the workshops. This increases the cost of construction by as high as 50% of the total cost of the completely erected work. With the wind moment design, the connections are simplified and thus reduced fabrication input.   This has a notable reduction in the total cost of steel frame erection. 1.2.  Connections

The GLOBE project concluded that leader accetance was a functuion of Essay

The GLOBE project concluded that leader accetance was a functuion of an interaction between culturally endorsed leadership theor - Essay Example These varying precepts esteem from the fact that the complexity of society provide multifaceted ideation of leadership. In this context, this essay will attempt to critically explicate the theory of Global Leadership and Organizational Behavior Effectiveness (The GLOBE) and its correlation to Human Resource Management in a business or entrepreneurial environment. As a rationale, GLOBE is a research program engaging about 17,000 managers coming from 951 organizations worldwide headed by Robert House (2004) whose findings were written into a series of books â€Å"Culture, Leadership, and Organizations.† Their study is an attempt to contribute to the development of experiential â€Å"cross-cultural leadership and organizational theory† by delving into the values of the society and organizations as well as some commonly adhered practices that are influencing leaders behavior, practices, effectiveness, and performance (Jacobson and Koch, 2004). They also conducted cross-cult ural tests of structural contingency theory to investigate the relations of society, culture and organizational efficacy. Theoretically, House, et. al. (2004: 68) asserted that culture shape and influence leadership. It posits that a leaders plan, actions, decisions and style of management are determined by his cultural make-up. It assailed that â€Å"cultural values and practices also affect or impact to organizational culture and practices† (p. 68) and that these customary organizational practices influence broader societal culture. Such practices or customs are translated or integrated into leaders’ behaviors and styles. They concluded that â€Å"leader acceptance and effectiveness is a function of the interaction between strategic organizational contingencies (not shown) and leader attributes and behaviors (p. 68).† As such, they believe that the acceptance of the leader in the community, organization or society will prove his level of influence and effectiv eness, as part of strategic organizational contingencies, to lead his/her people. They further contend that of six broad leadership dimensions, the most commonly approved leadership are those that practice the values of integrity, charisma, and team-oriented management. Furthermore, central to the theory of GLOBE is the precept that there is cultural influence in the exercise of leader’s power at all levels and the illustration of assertiveness are possibly related toward â€Å"intra-country conflict among labor and management† (p. 68) and to the possibility of nations to resort into† aggressive ethnic border conflicts and military actions (p. 68).† Taking a Hegelian analysis, theorist purveyed that assertiveness and humane orientation, such as human rights advocacy and lawfulness, relates to the degree of violent or unacceptable action experienced within cultures. An illustration of this is that the struggle for gender equalization which possibly relates t o history of patriarchal abuses and women empowerment through education and participation in labor (Eagly, Karau, & Makhijani,1995). They further assert that leader’s performance and its regard to future outcomes are motivated or influenced by competitiveness and economic development. In managing a business, leaders are mandated by corporate policies to exercise power and control in managing human resources. Managers or directors, as leaders, perform corporate responsibilities in

Involved In Knowing A Word

Involved In Knowing A Word Word knowledge plays an important role in language teaching, it provides the basis for learners to grasp four language skills listening, speaking, reading and writing. Without a certain amount of words, learners cannot expect to understand fully the content of listening and reading and express their meaning clearly in the process of speaking and writing. Lexical competence is one of components of communicative competence (Meara 1996).however, knowing a word is complicated and it involves knowing its form, meaning and use (Nation,2001) .e.g. spelling, pronunciation, grammar, denotative and connotative meaning, word associations, frequency, collocation and register. For English Learners in China, due to limited exposure to the target language, they have got difficulties with collocations and collocation errors are often found in their writing and speaking. In order to achieve a high level of competence in English, it is better for students to know more collocations. Nowadays in China, collocation has become one of the most important issues in English language teaching and learning. In this paper, firstly, the author attempts to explain and exemplify the question of what is involved in knowing a word, and some aspects of word knowledge are discussed. Secondly, collocation as one aspect of word knowledge is chosen to discuss in more detail, then some issues with respect to collocation are discussed, including the definition of collocation, the classification of collocations and the significant of collocation,. Finally, it deals with the classroom practice, as an English language teacher, some suggestions are given on the teaching of collocation in the classroom. What is involved in knowing a word? In the L1 acquisition, it is very common that learners may know how to speak one word in mother tongue but they do not know how to spell this word, while in L2 acquisition, learners may know the written form of word, but they do not know how to pronounce it clearly, or learners may know one meaning of a word, however, they do not know other meanings of this word in different contexts. Even learners may know both form and meaning of a word, but they do not know how to use this word appropriately in different contexts. Therefore, knowing a word is quite a complex cognitive process, and knowing a word involves understanding many aspects of word knowledge. Nation (2001:23) points out that words are not isolated units of language. Therefore, the question of what is involved in knowing a word has attracted considerable attention in the field of vocabulary acquisition. Researchers have identified different types of word knowledge. Richards (1976) and Nation (1990, 2001) list different aspec ts of word knowledge which learners needs to know about a word. I will use Nations classification of word knowledge as the basis for my discussion. More information, see the appendix 2. In recent decades, Nation is one of the worlds leading authorities on vocabulary acquisition. Based on the earlier word framework (Nation, 1990), Nation (2001:27) points out that knowing a word involves knowing its form, meaning and use, and each category is broken down into receptive and productive knowledge. Each of these three categories can be found in the discussion brief below. More details please see appendix two. Word form Knowing one word form includes spoken form, written form and word parts (Nation, 2001). Spoke and written form are essential word knowledge which helps learners to move forward to literacy. The knowledge of phonics, word reorganization and spelling provides a basis for learners to decode word meaning and use the word appropriately in different context. Knowing the spoken form means being able to understand the spoken form in hearing this word, this is receptive knowledge, as well as being able to pronounce the word clearly and make other people understood in the conversation, this is productive knowledge. Knowing the written form means being able to recognize the written form when reading, this is receptive knowledge; in the meantime, knowing the written form means being able to spell correctly the written form in writing, this is productive knowledge (Schmitt, 2000).Schmitt points out that the more similar between the second language and first language in spelling and pronunciation, the easier learners to attain these knowledge in second language. For example, it is easier for Spanish to learn the spoken and written form of English than to learn Chinese and Japanese, due to different orthographic and pronunciation systems (ibid). In terms of word parts, it involves knowing the prefix, suffix and stem that make up a word as well as knowing the word family (Nation 2001). It is possible to decode the meaning of unknown word when knowing the prefix, suffix or stem of this word. Take the word unbelievable, for an example. Prefix un means not, opposite, believe means trust something, -able means can be, worthy of, therefore the meaning of unbelievable is Not to be believed. In addition, Nation (2001) point out that knowing a word involves knowing the members of word family that will increase as proficiency develops. For example, knowing the word able, learners may know unable, disable, in the beginning, then they will know enable, ability, abilities, disabled disability. Normally, the knowledge of phonics, word reorganization and spelling are learnt by explicit instruction, such as repeat exercises, drills and rote memorization. Although this explicit instruction helps learners to acquire this knowledge to some extent, however, too much depending on exercises and rote memorization leads to boredom and decrease motivation. The best way to develop the phonics, word reorganization and spelling skill is to provide more opportunities to engage in meaningful reading and writing in the particular context. In addition, Learners can be trained and encouraged to use learning strategies. Such as finding analogies, cover and recall, focusing on difficult parts and setting regular learning goals (Nation: 2001:46). 2.2 Word meaning: Nation (2001) points out that knowing the meaning of a word includes connecting form and meaning, concept and referents, and word associations. Normally the word form and meaning are learned together. it means that when learners hear and see the word form, the meaning of this word will retrieved, in the meantime, when they want to express the meaning of word, the form of this word will retrieved as well. Daulton (1998) points out that the same form in the target language and first language makes learning the word meanings burden light. For example, English has some loan words from Japan; this helps Japanese learn some English words easier. In terms of concepts and referents, each word has got a core concept, while other meanings vary. It means a word has got a lot of meanings depending on the different contexts. Aitcheson (1987) also points out that there is a fuzzy boundary in the meanings of a word. One of the main reasons is that schema is different in the different contexts (Schm itt, 2000). In addition, Richards (1976:81) claims that words do not exist in isolation .Knowing a word involves knowing word association. Word associations are the links that words are related to each other in peoples mind. One word is given to a learner; some other that are similar or opposite, and related words easily come to mind. e.g. Accident-car, blood, hospital. School- chair, table, classroom, students, teachers; Home- kitchen, dish, food. 2.3 Word use Nation (2001) points out that knowing how to use a word involves knowing the word grammatical functions, collocations and being aware of constraints on use due to many factors, such as register, frequency and different cultures. Grammatical function is one of the most important linguistic constraints in choosing a word to use, and grammatical function refers to word classes and what grammatical patterns one word can fit into (ibid).e.g. we can say I know a lot, I eat a lot, I read a lot, however we cannot say I knowledge a lot, I eaten a lot, I reading a lot. Register and frequency are other particular types of word constrains on use. Register is considered as the stylistic constraints that make each word more or less appropriate for certain language situations or language purposes (Schmitt, 2000:31). In terms of word frequency, High frequency words (laugh) are heard and seen and used more frequently than low frequency words (guffaw, giggle, and chuckle). Generally speaking, low frequency words are used in the particular discipline, e.g. medicine, law, engineering, literature and so on). Therefore, High frequency words are more easily recognized and recalled than low frequency words. Therefore, knowing the use of a word should be aware of constrains on use of a word. In this section, word form, word meaning and word use are discussed. Next I will select collocation as one type of word knowledge (collocation) to discuss in more detail.Firstly, I will explore the definition of collocation, the types of collocation, and then I suggest that the knowledge of collocations is essential for learners, lastly, some advice on teaching and learning collocations in the classroom are given. The definition and clarification of collocation Collocation is defined in different way by researchers. collocation refers to items whose meaning is not obvious from their parts (Palm 1933 in Firth 1957, summarised in Nation, 2001:317).e.g., blonde hair, shrug his shoulders, fizzy drink, bite the dust. According to Schmittà ¯Ã‚ ¼Ã‹â€ 2000:76à ¯Ã‚ ¼Ã¢â‚¬ °,collocation is described as the tendency of two or more words to co-occur in discourse. Here co-occurrence is the main characteristic of collocation. Similar to Schmitt, Lewis (2000:132) describes it in another way as collocation is the way in which words co-occur in natural text in statistically significant ways, in this definition, the way words naturally co-occur is emphasized. It implies that people cannot put two or more words together arbitrarily, because words co-occur naturally. In fact, it is very common that some learners in foreign and second language context tend to put two or more words together arbitrarily because of the first language interference. For example, d o a decision instead of make a decision, big rain instead of heavy rain. Nation (2001:371) defines collocation asany generally accepted grouping of words into phrases or clauses. This definition reflects the two criteria of collocation which are frequency occur together and have some degree of semantic unpredictability (ibid). The above definitions indicate that words co-occur naturally, it is not easy for learners to get the meaning of collocation form its components, and as a result, it may cause problems for learners to acquire the knowledge of collocations. The definition of collocation leads to the shift to explore the types of collocation. Collocations are divided into two basic types: grammatical/syntactic collocations and Semantic/lexical collocations (Schmitt.2000). The former refers to one word combines with other words with the grammatical rule. E.g. get used to, be good at .the latter means multi words co-occur to contribute the meaning. E.g. make a mistake, catch a bus. Lewis (2000) lists different types of collocation, such as verb+noun, noun+noun, adjective + noun, verb+adjective, fixed phrase, part of proverb, binomial, trinomial and so on. The significance of learning collocations 4.1 The underlying rule of organization of lexicon Sinclair (1991) advances two principles (the open-choice principle and the idiom principle) to explain the organization of the texts. The open-choice principle suggests that you can put any word in the slot to make texts as long as you follow the grammar rule. It is known as slot-and-filler model. However, this principle cannot explain the collocation constrains. The idiom principle highlights that there are some regularities when two or more words combine together, and Sinclair claims that there are some constrains on the choices words in discourse(ibid), in other words, the way words co-occur are not random. Hill (2000) also agrees with the idea that the lexicon is not arbitrary. E.g. commit. A relatively fixed set of words can co-occur with it. E.g. suicide, crime, murder, sin. But not promise, advice, plan. 4.2 The size of collocation Groups of words or phrases are used very frequently to express meaning in the oral and written texts. Hill (2000) claims that two or more than two words collocations make up a huge percentage in the text. It is estimated that up to 70% of everything we use in oral and written texts are fixed expression. This widely used collocation implies that if non-native learners have got a huge amount of collocation, it will be helpful for them to achieve native-like fluency in the target language. Nation (2001) also points out that knowing the collocation knowledge of a word is one of the most important aspects of knowing a word. 4.3 Native-like fluency Learning collocation helps learners to speak and write English in a more natural and accurate way (Dell and McCarthy, 2008).if learners store a huge number of collocations, this allows them to retrieve ready-made language, think more quickly and produce language efficiently (Hill 2000).in addition, they do not need to make sentences word by word to express themselves, and this assists them in using English not only naturally but accurately. According to my experience of teaching English in China, due to the first language interference, the direct translate are used to produce language, the inaccurate use of collocation is very common in the essay writing, and this is one of the main causes which lead to the emergence of Chinglish, e.g. eat medicine, make exercise, receive the telephone e, open/close the radio, look TV instead of take medicine, do exercise, answer the telephone, turn on/turn off radio, watch TV. 4.4 language acquisition Learning collocation enhances language acquisition (Hill, 2000). Nation (2001) points out that collocation helps learners to store knowledge quickly. If learners have got a huge number of collocations in mind, it is easier for them to retrieve ready-made language from their mental lexicon and think more quickly because they can recognize big chunks of language when reading and listening, and this is very helpful for them to understand the meaning in the speed of speech and the long reading texts. In contrast, if learners decode the meaning of speech and texts word by word, maybe they know the meaning of each word, however, they do not know the meaning of collocation or chunks in the long discourse. It may be difficult for them to get the accurate meaning of the speech and texts. Based on my teaching experiences as a high school English teacher, I found that most of the students in my class have got difficulty understanding the meaning of the entire paragraph due to lack of collocatio n competence. Hill (2000) also agree with this explanation that one of the main reason for having difficulty in reading or listening is due to lack of collocation competence, rather than the load of new words. E.g. as far as I know, the old sheep comes up with the idea that he will give up on his dream to look after little sheep, however, he cannot make this decision due to other people. This makes him keep crying all the time. Even though students know the meaning of each word in the above paragraph, it is still very hard for them to understand the entire paragraph because they are not familiar with some collocations inside. In the above two sections, the definition, types of collocation and the significance of collocation were discussed. In the next section, I would like to give some suggestions on teaching and learning collocations in the classroom. 5. Teaching collocations in the classroom Here are some suggestions and activities for English language teachers that will help students to acquire the knowledge of collocations in the classroom. 5.1 Raising awareness of collocation in classroom Woolard (2000) points out that raising learners awareness of the importance of collocations is a good way to help them notice them. Teachers should explain the rationale for collocation, the significance of learning collocation in language acquisition, and then make learners know that words are not used in isolation, knowing one word also means knowing which word is likely to co-occur with it, Teachers can emphasize in the classroom instruction that knowing collocations not only helps them to receive (reading and listening) and store language quickly but also produce language naturally and accurately. E.g. When teaching reading, it is an effective way to ask learners to identify collocations in the texts and let them make a list of collocations. When teaching speaking, teachers can ask learners to predict the collocations of the word. If teachers encourage learners to notice collocations in input and output teaching activities, this practice will help learners develop an ability to n otice and use collocations. It also helps learners to develop learner autonomy, when they read newspaper, listen to radio, watch TV and talk to other people in English. They will notice the existence of collocations in spoken and written texts. 5.2 Increasing language input and providing output opportunities Using the authentic reading texts is an effective way to teach collocations. In the classroom, Lewis (2000) also suggests that teachers should choose the right kind of texts which includes different types of collocations. These texts can be used in the intensive reading practice. However, this is not enough to acquire the knowledge of collocations. Krashen(1985 )points out that enough comprehensible input is a source of language acquisition. Collocations are used in different types of texts, such as newspaper, magazine, and story books. It is good for learners to do extensive reading to encounter collocations in these authentic texts and remember them in the notebooks. In addition, extensive reading provides learners with context to make the understanding of the meaning of collocation easier and deeper, therefore. Extensive reading not only helps them to know how native speakers use the collocations in the natural way, but also moves learning collocations from short to long-term memo ry. However, Swain (1995) claims that despite the fact that learners are given a rich source of comprehensible input in the French immersion programmes in Canada. It is still hard for learners to produce the native-like language proficiency. Teaching collocations also needs to provide opportunities to learners to practice how to use collocations. These activities can be some communicative activities in terms of writing and speaking. Hill, Lewis and Lewis (2000) suggest that teachers can ask learners to find the collocations in the reading texts, and then use these collocations to reconstruct the content. Some collocation errors can be found. Teachers need to write down these errors in the blackboard and make learners to analyse them. The same activities can be done by listening to tapes or stories and then ask learners to speak out the collocations. Some exercises are used to help learners acquire collocations (Dell and McCarthy, 2008). Such as Fill in blanks, Match games True/False. 5.3 Using resources: Collocation Dictionaries and corpora and concordances It is a good way to get learners use collocation dictionaries to know more about collocations. e.g. Oxford Collocations Dictionary for students of English. In addition, with the development of internet, the innovative corpora and concordances are becoming the effective way for learners to check collocations online. They provide great texts to check collocations and grow dramatically with the update texts. Corpus has brought great insights into linguistics, especially into the study of collocations. A corpus collects the written or spoken texts and stores them in the computer. It is very helpful and efficient way to use the corpus to check how the people use collocations in written or spoken texts .Sinclair (1991:32) defines a concordance is a collection of the occurrences of a word-form, each in its own textual environment. Compared to collocation dictionary, concordance allows us view more collocation lists in the corpus. However, I think it is necessary for teachers to provide learners with some training to help them use it well, this also encourage learner autonomy. 6. Conclusion In this paper, I have explained and exemplified the question what is involved knowing a word. Word form, word meaning and word use were discussed briefly. Such as spelling, pronunciation, word parts, word meanings, word associations, grammatical functions, register, collocations, frequency and so on. In these many aspects of word knowledge, collocation as one type of word knowledge was chosen to explore. First, the definition and classification of collocation were discussed, and then the reason for choosing collocations was explained. Next, this author proceeded to explore how to teach collocations in the classroom. Lastly, this paper offers some suggestions on how to help learners acquire the knowledge of collocations in the classroom. Appendix 1: The meaning of knowing a word(Richards,1976), 1 The native speaker of a language continues to expand his vocabulary in adulthood, whereas there is comparatively little development of syntax in adult life. 2 Knowing a word means knowing the degree of probability of encountering that word in speech or print. For many words we also know the sort of words most likely to be found associated with the word 3 Knowing a word implies knowing the limitations imposed on the use of the word according to variations of function and situation. 4 Knowing a word means knowing the syntactic behavior associated with that word. 5 Knowing a word entails knowledge of the underlying form of a word and the derivations that can be made from it. 6 Knowing a word entails knowledge of the network of associations between that word and other words in language. 7 Knowing a word means knowing the semantic value of a word. 8 Knowing a word means knowing many of the different meanings associated with the word. Appendix 2: What is involved in knowing a word? (Nation, 2001) Form spoken R P What does the word sound like? How is the word pronounced? written R P What does the word look like? How is the word written and spelled? word parts R P What parts are recognizable in this word? What word parts are needed to express the meaning? Meaning Form and meaning R P What meaning does this word form signal? What word form can be used to express this meaning? Concept and referents R P What is included in the concept? What items can the concept refer to? associations R P What other words does this make us think of? What other words could we use instead of this one? Use grammatical functions R P In what patterns does the word occur? In what patterns must we use this word? collocations R P What words or types of words occur with this one? What words or types of words must we use with this one? constraints on use (register, frequency ) R P Where, when, and how often would we expect to meet this word? Where, when, and how often can we use this word?

Through the careful reading of American Colonies Essay -- Literary Ana

Through the careful reading of American Colonies, written by Alan Taylor, it is clear that there are vast differences as well as a number of similarities between the European competitors as they began to colonize the Americas but diversity can also be found within the colonies they would create. American Colonies shows a close relationship between climate, the state of the economy, and the development of slavery. The varying climate within the Americas proved to have an enormous impact on the source of revenue a colony would rely on to support its economy and this choice of trade would then quickly affect the need for slaves or lack thereof. It is helpful to have an understanding of the variation of the climate within the colonies since it greatly influenced the development of the economy and, eventually, slavery. The climate of the homeland of each of the European competitors is also important to the way in which they settled the colonies as well as what they would appreciate when they began in their production or trade. The Chesapeake was fortunate to have rich soil that was ready to be farmed as well as a long growing season. However, they also suffered from hot and humid temperatures that often triggered diseases such as malaria. The colonists of New England found a much colder and less plentiful environment but it did create a much healthier setting for colonial life. The land of New England was similar to England, full of hills and dense forests, stony soil, and a short growing season (159). New France had harsh, long winters and a short growing season. They continued to be an expense to France since they were unab le to produce many demanded goods for their homeland. New Netherland’s climate â€Å"was more fertile and temperat... ...ome treating them better then others, and some having more or less slaves than others, they still accepted the belief that they were in fact superior, as a result of their common European origins. The climate of the colonies clearly affected the production and trade of goods, while the climate of their homeland affected the colonists’ knowledge and survival rate. What the colonists’ were able to produce created their economy, affected the economy of their mother country, and impacted their development of slavery as well. As we have seen differences can be found not only between the European competitors and the colonies they would create but also between the British American colonies as well. When taking a closer look at American Colonies, their differences are able to stand out and help one further understand their development and their effect on their progress.

Acquired Immunodeficiency Syndrome

Since acquired immunodeficiency syndrome (AIDS) was first recognized more than 20 years ago, remarkable progress has been made in improving the quality and duration of life of persons with HIV infection.During the first decade, this progress was associated with recognition of opportunistic disease processes, more effective therapy for complications, and introduction of prophylaxis against common opportunistic infections (OIs).The second decade has witnessed progress in developing highly active antiretroviral therapies (HAART) as well as continuing progress in treating OIs (Masur, Kaplan &Holmes, 1999).Since the HIV serologic test (enzyme immunoassay [EIA], formerly enzyme-linked immunosorbent assay [ALISHA], became available in 1984, allowing early diagnosis of the infection before onset of symptoms, HIV infection has been best managed as a chronic disease   and most appropriately managed in an outpatient care setting (Gallant, 2001).II. BackgroundA. EpidemiologyIn fall 1982, the C enters for Disease Control and Prevention (CDC) issued a case definition of AIDS after the first 100 cases were reported. Since then, the CDC has revised the case definition a number of times (1985, 1987, and 1993)> All 50 states, the District of Columbia, U.S. dependencies and possessions, and independent nations in free association with the United States report AIDS cases to the CDC using a uniform surveillance case definition and case report from (CDC, 2000).Starting in the late 1990s, more states started to implement HIV case reporting in response to the changing epidemic and the need for information on persons with HIV infection who have not developed AIDS.As of December 2001, there were 816,149 reported cases of HIV/AIDS and 506, 154 adults, adolescents, and children in the United States (including U.S. dependencies, possession, and associated nations) living with AIDS. Unprotected sex and sharing of injection drug use equipment are the major means of transmission of HIV.A tot al of 43, 158 AIDS cases were diagnosed in 2001. For men diagnosed with AIDS during 2001, 59% were in the exposure category of men who have sex with men; 24% in injection drug use; and 7% in heterosexual contact.In women diagnosed with AIDS during that same period, 44% reported injection drug use and 52% reported heterosexual contact. Comparing race/ethnicity amount the three largest groups diagnosed in 2001, 20,752 were black, not Hispanics (CDC, 2002).The number of people living with AIDS is not evenly distributed throughout the United States. States with the largest number of reported AIDS cases during 2001 were New York (7,476), Florida (5,138), California (4,315), Texas (2,892), and Maryland (1,860) (CDC, 2002).AIDS has reached epidemic proportions in some other parts of the world. According to the Joint United Nations Program on HIV/AIDS, more than 18.3 million people worldwide have died of AIDS and 34.3 million people are infected with HIV, with 5.4 million people newly infec ted with HIV in 1999 alone (Letvin, Bloom & Hoffman, 2001).UNAIDS (2001) reports that since the epidemic began, more than 60 million people have been infected with the virus, making it the most devastating disease ever.The earliest confirmed case of HIV infection was found in blood drawn from an African man in 1959 (Stephenson, 2003). Although factors associated with the spread of HIV in Africa in the 1960s; however, social changes such as easier access to transportation, increasing population density, and more frequent sexual contacts may have been more important (Stephenson 2003).III. DiscussionA. HIV Transmission  HIV-1 is transmitted in body fluids containing HIV and/or infected CD4+ (or CD4) T lymphocytes. These fluids include blood, seminal fluid, vaginal secretions, amniotic fluid, and breast milk.Mother-child transmission of HIV-1 may occur in utero, at the time of the delivery, or through breastfeeding, but transmission frequency during each period has been difficult to d etermine (Nduati et al., 2000). Any behavior that results in breaks in the skin or mucosa results in the increased probability of exposure to HIV (chart 1).Since HIV is harbored within lymphocytes, a type of white blood cell, any exposure to infected blood results in a significant risk of infection. The amount of virus and infected cells in the body fluid is associated with the risk of new infections.

Operation Design And Operational Essay

2b. Please see my Allied COG-CV analysis, which specifies the critical factors for the Allied forces for Operation Torch (i.e., at the operational level). 2c. Please see my Axis COG-CV analysis, which specifies the critical factors for the Axis forces during Operation Torch (i.e., at the operational level). 3. The Allied forces indirectly attack the enemy’s theater COG (i.e., the Panzer Armee N. Africa) by–at the operational-level of war—by specifying operational-level objectives that attack the operational-level COG’s critical vulnerabilities and –ultimately—contribute to the defeat of the strategic-level COG. Please see my operational-level objectives for the Allied forces. 3a. 3b. Please see my Allied COG-CV analysis for Operational Torch. It specifies the Allied, operational-level COG as _________________. Please see my Allied operational approach for Operation Torch, which specifies objectives that include the protection of the forces’ critical vulnerabilities. 4. 4a. Please see my operational approach for the Allied Forces’ Operation Torch, which specifies both the Allied main effort and decisive point(s). I specified the following decisive point(s):_______________. By prioritizing my objectives and considering them in light of the Allied Forces main effort and most important lines of operation/lines of effort, I’ve selected the most important objective(s) as my decisive point(s). 5. 5a. If the Axis forces achieve a sufficient number of its objectives (which attack the Allied critical vulnerabilities at the operational level) such that the Allied forces must change their form of maneuver (e.g., the Allied  forces can not longer continue the attack), the Allied forces will have culminated. 5b. If the Allied forces achieve a sufficient number of its objectives (which attack the Axis critical vulnerabilities at the operational level) such that the Axis forces must change their form maneuver (e.g., the Allied forces con no longer continue the attack), the Axis forces will have culminated. Reasons for Initiating Operation Torch – – The Allies planned to occupy Vichy France to prevent the land from being occupied by Axis; the invasion would eventually force Axis powers to fight a two-front war; also helped to diminish transportation of supplies to Axis forces; Key Personalities (Involvements) – – General Dwight D. Eisenhower – – Jean Francois Darlan – – Andrew Cunningham – Objective(s) of Operation Torch – – Allies planned to team up with Vichy France in North Africa in order to take Tunisia before Germans could occupy it from nearby Sicily. After invading North Africa and convincing the French to join the Allies, American and British forces planned to head directly to Sicily, invade, and move up to the core of Europe. Victory here would also allow the Allies to clear up the Mediterranean of Axis forces for their own personal use. Important Readings – from Earl Rice’s â€Å"Strategic Battles in Europe† . . . – page 24: The Americans joined their British allies. Roosevelt’s military advisers wanted to build up immediately for an invasion of the European mainland later in the year or early in 1943. Churchill and his counselors declared that an invasion of the continent so soon would be next to impossible because of insufficient time to assemble the necessary forces and  too few available landing craft in which to haul them across the English Channel. Churchill and his advisors did not want to risk a failed invasion. – page 25: Churchill instead favored extending operations in North Africa, where British forces were already fighting. he argued that seizing North Africa and beyond would introduce American troops to the action, boost American morale and appease Stalin’s demands for a second front. But Roosevelt’s advisors were unreceptive to Churchill’s plan and suggested redirecting U.S efforts to the Pacific Theater. In June 1942, Churchill told Roosevelt that Britain was both unable and unwilling to†¦

Loss of appetite Essays

Loss of appetite Essays Loss of appetite Essay Loss of appetite Essay The Travelling Salesman The patient is John Thomas who is a 27 twelvemonth old bi-sexual male. He was presented to his GP with the following symptoms: general unease, loss of appetency, mild abdominal hurting, and relentless aching in his upper right quarter-circle. John s symptoms have appeared for approximately 10 yearss and his piss is dark in coloring material. He drinks on occasion, nevertheless he does acknowledge to smoke hemp. As the cause of mild abdominal hurting could be from different beginnings, hence it is hard to place ( 1 ) . The loss of appetency could be due to one of the undermentioned common causes: Decrease in activity, hurting, fatigue, anxiousness, depression, some medicines and some unwellnesss. John is non on prescribed medicine and denies shooting drugs ; nevertheless his loss of appetency is caused by the abdominal hurting and upper right quarter-circle he has. Besides the hemp that he smokes causes anxiousness and could trip depression which leads into the loss of appetency. Besides the implicit in status he has is another ground for the loss of appetency of the patient ( 2 ) . The relentless aching in his upper right quarter-circle where the liver is located and the dark coloring material of his urine suggest possible liver jobs even though John merely drinks on occasion and non really frequently. To see that the job is the malfunction of the liver and to govern out the other and possibilities the GP sent a blood sample for analysis and the consequences were as follows: The trial above is known as Liver Function Test ( LFT ) . The analysis of the blood samples determine the specific enzymes present in the blood and whether they are within the standard scope. The LFT determines whether the liver has disease, but does non find the type of the disease as it is non sensitive plenty. ( 3 ) Serum entire hematoidin, ALT and ALP are some of the liver enzymes in which their degrees in John s blood watercourse are higher than expected degrees ( 3 ) . One of the occupations of the liver is to take the hematoidin enzyme from the blood watercourse. It is produced when the old ruddy blood cells are destructed followed by traveling through the procedure of junction ( the chemically alteration of the enzyme ) secreted into the gall. It is so passed through bowel. Some of the hematoidin enzyme is reabsorbed from the bowel and the remainder is excreted. The brown coloring material of the fecal matters is the consequence of the presence of the hematoidin. The unconjugated hematoidin is besides known as the entire hematoidin, which is a good marker to bespeak many liver related or unrelated liver diseases. As the coloring material of piss is darker as consequence of elevated degree of serum entire hematoidin, it is to be understood that John could be enduring from Jaundice which is caused by a serious implicit in status. ( 4 ) The more precise liver harm marker is ALT which is produced by hepatocytes which are liver cells ; hence it is a better marker for liver disease. The elevated degree of ALT in the blood watercourse indicates harm to the cell membranes of the liver i.e. liver redness. Liver redness could be the consequence of imbibing inordinate intoxicant, drug maltreatment or medicine, bile canal disease and liver disease. This is more likely due to smoking hemp. ( 5 ) ALP is another liver enzyme which is besides present in other tissues. ALT is produced in the gall canals, sinusoidal membranes of the liver and bone. The elevated degrees of ALT could be caused by a figure of liver diseases every bit good as non liver diseases i.e. Primary Bilious Cirrhosis, liver malignant neoplastic disease, Sclerosing Cholangitis, Cirrhosis and bone upsets. Therefore farther probe is required ( 6 ) . Serum carbamide, serum Na, Haemoglobin and white blood cell count were as normal which rule out the other possible diseases. The degrees of ALT, ALP, and serum entire hematoidin are high due to liver neglecting to interrupt down those enzymes and the symptoms that John has, are similar to the Viral Hepatitis ( the redness of the liver caused by drugs, intoxicant, and autoimmune ) . Several viruses responsible for hepatitis are A, B, C, D, E, and G. Hepatitis A, B and C are the most common 1s. 40-50 % of the viral hepatitis instances are caused by hepatitis A virus ( HAV ) ( Fig1. ) . The virus spread by unwritten path i.e. eating contaminated nutrient or H2O, or through fecal path and sexual contacts. The incubation period for hepatitis A is 15-20 yearss. The badness degree is mild and will non develop into chronic stage. Therefore it will non do malignant neoplastic disease ( 7 ) . Hepatitis B virus ( HBV ) causes chronic hepatitis B. This little enveloped DNA virus has three antigens: Hepatitis B nucleus antigen ( HBcAg ) , hepatitis B e-antigen ( HBeAg ) , and hepatitis B surface antigen ( HBsAg ) . HBV has the ability of stimulation of immune system which enables the virus to bring forth antibodies against virus ( Fig2 ) . HBV is transmitted by doing contacts with organic structure fluids i.e. blood, seeds, spit, and milk. The most common path of distributing the virus is via endovenous drugs occupational exposure, hemodialysis, male to male sexual transmittal and other close contact state of affairss. The incubation period of HBV is 45-160 yearss which can develop into chronic phase and cause malignant neoplastic disease. The hazard of HBV infection is 20 % -60 % in all age groups. Heparan sulfate proteoglycans on hepatocytes are targeted by HBV after come ining blood watercourse. The reproduction period is within 3 yearss of infection ; nevertheless the sy mptoms may merely look after 45 yearss. The ground why the symptoms or the liver harm do non look for a long clip is because of the reproduction of HBV with the least cytopathic effects. Cytopathic cells cause cell harm and decease ( 9 ) . Similar to HBV, hepatitis C virus ( HCV ) is besides transmitted via blood and bodily fluid. The incubation is within 14-180 yearss after infection occurs. HCV besides targets heparin sulfate proteoglycans on hepatocytes after come ining blood watercourse, and without doing cell decease it will tie in with cells to back relentless infection. Tissue harm is followed by cell mediated immune response. It takes about 6 hebdomads for symptoms to look, nevertheless compare to HBV, the HCV symptoms are milder with 2 % hazard of infection. HCV does hold a chronic phase which may develop cirrhosis of liver ( 10 ) . To hold a better apprehension of the John s unwellness, a specific liver blood serology was performed. It detects the concentration of different antibodies present in the blood watercourse against micro-organisms and other types of foreign protein molecules. This trial would besides assist to hold a better apprehension of possible liver status that John presently has. The earliest marker for acute HBV is HBsAg which identifies the septic individual before the symptoms are revealed. However in people who are retrieving from the infection this surface antigen disappears from their blood serum. Chronic HBV will happen if HBsAg remain in blood serum for longer than 6 months. This normally occurs in 5 % of acute instances with either weak immune system or infected as a kid. In some people who are infected, if HBsAg does non look which means that HBV has gone into concealment, hence becomes undetectable. The individual is known as the bearer. However in this instance John has the on-going infection and could besides distribute it to other people ( 11 ) ( 12 ) . The most common marker for HBV is anti-HBs ( hepatitis B surface antibody ) . Its sensing in blood serum indicates that the individual had already been exposed to the virus, except the virus no longer exists in the organic structure and the antibody keeps the individual immune against the virus. However in blood serology of John, this is negative which indicates that John is non immune to HBV. If he was vaccinated with HBV, his organic structure would hold produced the anti-HBs. Therefore this consequence is declarative of neer been vaccinated by HBV ( 13 ) . There are two types of chronic HBV: Replicative and nonreplicative. The viral chronic replicative DNA HBV is more terrible than septic persons with nonreplicative HBV, because the retroflexing Deoxyribonucleic acid increases the opportunity of developing cirrhosis up to 30 % after many old ages and it besides increases the hazard of Hepatocellular Carcinoma ( HCC ) . This viral DNA is found in the cytol of septic hepatocytes where the viral atoms replicated and released into blood watercourse to go around in the organic structure. As consequence the concentration of viral atom is high ( from gt ; 105copies/mL gt ; 108copies/mL ) . Since this signifier of chronic HBV consequences in hepatocyte hurt, the transaminase activity is increased. Normally 3 % -5 % of the persons infected with the retroflexing signifier of chronic HBV convert to the nonreplicating signifier in a twelvemonth. Unlike the replicating signifier, the concentration of the viral atoms in the blood is really low or undetectable due to integrating of the viral DNA into the host cell ( 14 ) ( 15 ) . The most viral protein which differentiates the types of chronic HBV is HBeAg. This e-antigen is merely detected when the viral virus is quickly distributing. When the virus goes into concealment, the e-antigen besides becomes undetectable. Traditionally the negative HBeAg and positive anti-HBe used to be declarative of nonreplicating signifier of the infection, nevertheless because John is a traveler salesman who travels abroad and corsets at different hotels this consequence could be due to a strain of HBV which do non bring forth HBeAg. These strains are most common in the Middle East. Therefore farther testing is required to look into the development of the infection utilizing HBV DNA ( 15 ) . The finding of hepatitis B mutations is normally done by direct sequencing. In persons enduring from HBV, 97 % have HBV DNA below 100,000 copies/mL which has a clinically important value bespeaking viraemia ( virus in blood ) . In a big figure of septic people who failed to clear HBV from t he organic structure despite of the antiviral intervention have over 100,000 copies/mL. Therefore 100,000 copies/mL can be considered as standard value to observe viraemia. There are persons who fail to react to intervention even after three months. This is due to unnatural suppression of HBV DNA. There are three most common mutations doing HBeAg negative chronic infection ( 14 ) . These mutations are detected by a line investigation method specifically developed for this intent. Line investigation and hybridisation checks can be used to observe the coveted mutant i.e. YMDD. The line investigation method is performed by dividing the HBV DNA mutations on SDS-PAGE. On the SDS-PAGE the highest molecular weight will be at the bottom line and the lowest will be at the top. This is transferred on a nitrocellulose paper. Furthermore specific DNA sequences ( investigations ) are applied to observe the desired mutation ( YMDD ) ( 14 ) . Anti-HBc IgM is the first type of antibody produced against acute HBV. The serological trials for John are present with negative Anti-HBc IgM which suggests that the HBV infection is non acute but chronic. The entire anti-Hbc antibody check includes the measuring of IgM and IgG and the positive consequence appear shortly after visual aspect of HBsAg and remains in 97 % septic people for over 30 old ages ( 13 ) . John besides has HAV IgM positive which is declarative of hepatitis A immune due to old exposure to the virus. The virus could hold been passed to him through male to male sexual contact ( 17 ) . The negative consequence of anti-HCV indicates that John is vulnerable to hepatitis C and HCV inoculation is required for John ( 18 ) . The liver harm is normally irreversible and there is no lasting remedy available to handle chronic HBV, nevertheless there are three sanctioned drug intervention to command the infection: interferon, 3TC, and adefovir dipivoxil. The last two are used to suppress the contrary RNA polymerase ( an enzyme which its function is to change over DNA to RNA ) every bit good as intervention for HIV ( 19 ) . There is HBsAg nowadays in blood circulation of John bespeaking the replicative signifier of HBV which presents a really high hazard of cirrhosis and HCC. John has yet no scabies or roseola or other symptoms to bespeak cirrhosis, nevertheless if the viral reproduction is non suppressed he will later develop cirrhosis. If the farther HBV DNA is present with positive as a verification of presence of retroflexing the viral atom, the end will be to clear HBV Deoxyribonucleic acid from the blood. The opportunities of accomplishing the end are 20 % -30 % once the virus is cleared, there are up to 25 % opportunities of HBsAg becomes undetectable. This takes topographic point when the concentration of the viral atoms of HBV DNA in blood falls lesser 103 copies/mL. Though HBV is cleared by interferon in 80 % to 90 % of persons, there are opportunities that the virus would return back by usage of 3TC or adefovir. Even in persons whose HBV DNA and HBsAg are cleared from the blood circulation, still HBV DNA can be detected in liver cells ( 20 ) . There are two kind of immunisation against Hepatitis B: passive or active. The vaccinum is developed to immune the persons who are at high hazard of infection such as persons who participate in sexual contacts or intercourse with septic persons and babes who are born from septic female parents. Since John has a pregnant married woman with his babe, she has to be capable the blood analysis and serological trial to detect whether they are at hazard. His babe has besides 2 % opportunities of the infection before birth after exposure to HBsAg which usually occurs in babies can be prevented by inactive immunisation with 0.06 mL/kg of HBIG ( Hepatitis B Immune globulin ) followed by Hepatitis B vaccinum before 24 hours of birth proves to be 95 % effectual to forestall the transmittal of the infection ( 21 ) ( 22 ) . Reference list Pavan MV, Mehta G, Thillainayagam AV. The clinical rating of abdominal hurting in grownups. Medicine 2009 Jan ; 37 ( 1 ) :11-6. NHS Shetland. Suggestion for bettering appetite Patients information brochure. 2003. 22-3-2010. Lalazar G, M3llhaupt B, Adar T, Goetze O, Mizrahi M, Zigmond E, et Al. S1837 The point of Care 13C Methacetin Breath Test Accurately Predicts Long Term Prognosis in Patients with Chronic Liver Disease: A Non Invasive Liver Function Test. Gastroenterology 2009 May:136 ( 5, Supplement ) : A. Lu C, Lin JM, Huie CW. Determination of entire hematoidin in human serum by chemiluminescence from the reaction of hematoidin and peroxynitrite. Talanta of 2004 May 28 ; 63 ( 2 ) :333-7. Lai M, Hyatt BJ, Nasser cubic decimeter, Curry M, Afdhal NH. The clinical significance of persistently normal ALT in chronic hepatits B infection. Journal of Hepatology 2007 Dec ; 47 ( 6 ) :760-7. Barondess JA, Erle H. Serum alkalic phosphatase activity in hepatitis of infective monocleosis. The American Journal of Medicine 1960 Jul ; 29 ( 1 ) :4354. Petta S, Muratore C, Crax? A Non-alcoholic fatso liver disease pathogenesis: The present and the hereafter. Digestive and Liver Disease 2009 Sep ; 41 ( 9 ) :615-25. Monsoon Bringes. Monsoon Brings With It A Splash of Diseases. Liver Disease 2009 Jul 21. hypertext transfer protocol: //doctoroncall.wordpress.com/2009/07/21/ ( last accessed 22/03/2010 ) L Taylor, P Gholam, A Delong, and others. XVII International AIDS conference ( AIDS 2008 ) . 2008 Aug 3 ; 2008. Te Hs, Jensen DM. Epidemiology of Hepatits B and C Viruses: A Global Overview. Clinics in Liver Disease 2010 Feb ; 14 ( 1 ) :1-21. OBrien J. Hepatitis B surface antigen: Decreased demand for verification of reactive consequences. Clin Chem 2000 ; 46:582. Coleman P, Chen Y, Mushahwar I. Immunoassay sensing of hepatitis B surface antigen mutations. J Med Virol 1999 ; 59:19-24. Weber B, Melchior W, Gehrke R, Doerr H, Berger A, Rabenau H. Hepatitis B virus markers in anti-HBc merely positive persons. J Med Virol 2001 ; 193:847-54. Lok A, McMahon B. Cheonic Hepatitis B. Hepatology 2001 ; 34:1225-41. Valla D, R dF, Hadengue A, Lau G, Lavanchy D, Lok A, et Al. EASL international consensus conference on hepatitis B. Consensus statement ( short version ) . J Hepatol 2003 ; 38:533-40. Buti M, Sanchez F, Cotrina M, jardi R, Rodriguez F, Esteban R, et Al. Quantative hepatitis B virus DNA proving for the early anticipation of the care of response during lamivudine therapy in patients with chronic hepatitis B. J Infect Dis 2001 ; 13:721-7. Averhoff F, Shapiro C, Bell B, Hyams I, Burd L, Deladisma A, et Al. Control of hepatitis A through everyday inoculation of kids. JAMA 2001 ; 286:2968-73 Dufour DR, Talastas, M, Feranndez M, Harris B, Strader D, Seeff L. Low positive anti-hepatitis C virus enzyme immunoassay consequences: An of import forecaster of low likeliness of hepatitis C infection. Clin Chem 2003 ; 49:479-86. Hadziyannis S, tassopoulos N, heathcote E, Chang Jiang T, kitis G, Rizzetto M, et Al. Adefovir dipivoxil for the intervention of hepatitis B e antigen-negative chronic hepatitis B. N Engl J Med 2003:348:800-7. Mommeja-Marin H, Mondou E, Blum M, Rousseau F. Serum HBV DNA as marker HBV DNA as a marker of efficaciousness during therapy for chronic HBV infection: Analysis and reappraisal of the literature. Hepatology 2003 ; 2003: 1309-19. Delage G, Remy-Prince S, Montplaisir S. Combined active-passive immunisation against the hepatitis B virus: Five-year followup of kids born to hepatitis B Surface antigen-positive female parents. Pediatr infect Dis J 1993 ; 12:126-30. Chang M, Chen D. Prospects for hepatitis B virus obliteration and control of hepatocellular carcinoma. Baillieres Best Pract Res Clin Gastroentrerol 1999 ; 13:511-7.

Psychoanalytical Theory of The Tell-Tale Heart Essay Example

Psychoanalytical Theory of The Tell Psychoanalytical Theory of The Tell-Tale Heart Essay Psychoanalytical Theory of The Tell-Tale Heart Essay Essay Topic: Analytical Edgar Allen Poe, author of â€Å"The Tell-Tale Heart†, is an individual who has been through a lot in life. His intrigue of death and suffering and his experience with troubled relationships and madness only leads the story on, allowing â€Å"The Tell-Tale Heart† to have an intense, brutal, and frightening tone. â€Å"The Tell-Tale Heart† is a story about a brutal murder and the dismemberment of an old man. Although the murder itself is not described in full detail, it is still obvious that the narrator, as depicted by Poe, is mentally unstable, his obsession of the man’s blue eye giving readers the clue that he is not completely sane. His conscience, a being that tells him to â€Å"take the life of the old man, and thus rid myself of the eye forever†, (Poe 670) is the main problem of the aggressor and the ID. The narrator’s ID, the complex obsession of the old man’s â€Å"vulture eye†, plays an important role in the story; it i s what compels the narrator to kill him and dismember his body. The old man did nothing but have a flimsy â€Å"vulture† eye, an aspect that bothers the narrator so much he needs to â€Å"get rid of it†, furthering Poe’s readers’ knowledge of the narrator’s state of mind. His psyche is distorted and his mind changes things to fit it. His psyche is the very thing that causes him to be haunted by the old man’s eye, triggering his actions the second the man wakes up and opens his eyes, and killing him. The narrator cuts him to pieces and hides him underneath the floor, described as: â€Å"I cut off the head and the arms and legs. I then took up three planks from the flooring of the chamber, and deposited all between the scantlings,† (Poe 672) cleverly mirroring the author’s conscience. Edgar Allen Poe has a very infamous reputation through Europe, his stories retaining their frightening, so very real, and so very detailed texts and emotions. In â€Å"Tell-Tale Heart†, he mentions â€Å"villains†, the cops com

Five Misspelled Idioms

Five Misspelled Idioms Five Misspelled Idioms Five Misspelled Idioms By Maeve Maddox Some idioms are confused in the speaking; others just in the spelling. The following idioms are usually pronounced correctly, but they are often misspelled in writing. 1. waiting with bated breath The word bated in this expression is often misspelled â€Å"baited.† For example, â€Å"Were waiting with baited breath  to hear if Rosie ODonnell is officially coming back to daytime screens.†    The word  bated is from a shortening of the verb  abate.  Ã¢â‚¬Å"To bate† means â€Å"to reduce, to lessen in intensity.† The expression â€Å"bated breath† is the only survival of the word in modern English. Read more here. 2. lo and behold People use this to mean something like â€Å"and then see what happened.† The idiom is frequently misspelled as â€Å"low and behold.† Lo is an old form of â€Å"look.† Read more here. 3. pore over Not to be confused with the noun pore (an opening in the skin), the verb pore means, â€Å"to study or examine carefully.† In expressions like â€Å"pore over a book† and â€Å"pore over my taxes,† the word is often misspelled as pour (to transfer liquid). Read more here. 4. toe the line This expression derives from the practice of lining up with one’s toe touching a line that has been drawn on the ground. Competitors line up to begin a race or some other competition. When everyone â€Å"toes the line† in this way, conformity has been achieved. In modern use, the expression occurs almost always in a political context with the meaning of â€Å"to conform to a political party’s platform.† It is often miswritten as â€Å"tow the line.† Read more here. 5. pique one’s interest/curiosity The French borrowing pique means â€Å"to stimulate.† The word is sometimes misspelled as peek and peak. Here are some examples, one of them from a site that offers marketing advice: â€Å"It was that statement that peeked my interest in acting,† says Loretta. Lingerie styles, construction, and cultures have always peeked my curiosity. Udemy has really  peaked my interest. Headlines That Will Have Peaked My Curiosity Read more here. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryWriting the CenturyComma Before Too?

Summry Assignment Example | Topics and Well Written Essays - 250 words

Summry - Assignment Example The front view is shown as full section. This kind of section is advantageous when the object is symmetrical about a centre line. Here, full section view may not be necessary. In this case, a half sectional view is drawn as a front view which shows internal details of half the component. In cases where full information cannot be obtained if the section is taken along the centre line, offset section is used. To obtain full details the cutting plane is offset by 90 degrees to pass through all the holes and slots. The advantage of this section lies where there are elongated parts of the object are also present. This is used to show the transverse section of one part of object. The cutting plane is shown in section by cutting in a direction perpendicular to the longitudinal axis. An adjacent view is obtained by rotating the cut section by 90 degrees. The Disadvantage of this kind of section is that when too many parts are present then using this section view may get complicated. In such cases, removed section proves to be advantageous as the section are shown removed from the front view located adjacently. This kind of sectional view has its own advantage as it does not use a cutting plane at all. Instead, the section view is shown with the front view and a jagged line is used to show the break. Hence, one may chose to break the object any way which helps showing the full internal details. The disadvantage of this view is that it may some how become difficult to decide how to introduce the break. In case, the object has elongated parts, the application of this section may become very

Bullying Essay Example | Topics and Well Written Essays - 1000 words - 1

Bullying - Essay Example Others group behaviors into several patterns, branding a number of those behaviors as bullying, illustrating that there are several ways to adequately deal with specified patterns of behavior. Like childhood bullying, workplace bullying entails the tendency of groups or individuals to employ persistent unreasonable or aggressive behavior against a subordinate or co-worker. Workplace bullying may include tactics such as humiliation and, verbal, physical, psychological and nonverbal abuse. This form of aggression is specifically challenging because, unlike the usual types of school bullying, bullies in the workplace frequently function within the developed policies and rules of the society and organization. In addition, bullying in the workplace is in most instances reported as having been carried out by management and takes a broad range of forms. Bullying may be overt or covert, may be known by the majority or may be missed by supervisors in the organization. Negative consequences of bullying are not restrained to the individuals who are targeted, and may cause decrease in an organization’s culture and worker morale (Randall, 2001). ... In addition, it is imperative to comprehend that bullying is typically perceived to be a pattern of behavior where a single or more actions will assist highlight that bullying is present. Bullying may include, and not limited to the following: Interfering with an individual’s work equipment or personal items; spreading malicious gossip or rumors; blocking applications for leave, training, or promotion; isolating or excluding an individual socially; criticizing an individual constantly or persistently; intimidating an individual; undeserved or unwarranted punishment; intentionally impeding or undermining an individual’s work; threatening abuse or physically abusing; belittling an individual’s views; eliminating areas of work without explanation; using profanity or yelling; persistently modifying work guidelines; developing a feeling of worthlessness; creating unattainable deadlines that will make the worker to fail; intentionally providing incorrect information or concealing significant details; assigning unbearable workload or duties so as to create needless pressure; making offensive statements or jokes; and invading an individual’s privacy by stalking, spying, or pestering (Rayner, Hoel & Cooper, 2001). Nonetheless, sometimes it is difficult to determine if bullying is taking place at the workplace. A number of researches assert that there exists a thin boundary between bullying and stout management. For instance, comments that are purposefully and are meant to offer positive feedback are frequently not perceived as bullying, but instead, are meant to help workers with their duties. Bullying has a number of negative consequences to the employees. Numerous workers value their jobs and do

Artical Review Essay Example | Topics and Well Written Essays - 750 words

Artical Review - Essay Example It was determined that those students, whose instructors implemented SIOP model had a better chance to improve their writing than those who did not use it. SIOP makes the instructions more understandable for learners that is very important for the learning process. The authors state: â€Å"SI provides useful strategies and techniques for making instruction more understandable for ELLs, but without a scientifically validated model to guide teachers in lesson planning and lesson delivery, it will not be consistent within and across classrooms. For change to occur in teaching practice that leads to improved academic performance by students, teachers cannot simply select their favorite techniques; implementation of high-quality instruction must be systematic and steered by research† (Echevarria, Vogt & Short, 2006, p. 207). The authors point out that the given research is examining only the effect of SIOP implementation on writing and further research is needed to examine its effe ct on reading. 2. "Implementing Structured English Immersion (SEI) in Arizona: Benefits, Costs, Challenges, and Opportunities" by S. Rios?Aguilar, M. Gonzalez?Canche and L. Moll. The article discusses the issues connected with ELD block implementation. The study was conducted in the form of interview with 26 instructors of the English language contacted through the phone. They were asked three questions: (1) what the process of ELD block implementation is; (2) what the benefits of it are; (3) what the main problems connected with its implementation are. It is important to notice that the coordinators contacted were from different districts. This was done in order to determine if ELD block in implemented in all the regions. The research showed that it was really implemented in all the regions, but implemented differently. It is interesting that the majority of interviewed people stated that it would be better if they had not implemented ELD block. However, they admitted that it helps make the instructions more understandable for students. But the number of drawbacks was much higher. The authors state that â€Å"ELCs mentioned that the implementation of the 4-hour ELD block has: (1) neglected core areas of academic content that are critical for ELL students’ academic success and graduation, (2) contributed to ELL students’ isolation, (3) limited ELL students opportunities for on-time high school graduation—potentially increasing drop out--and for college readiness, and (4) assumed that English language learning can be accomplished for all ELL students within an unrealistic timeframe and under a set of unrealistic conditions† (Rios?Aguilar, Gonzalez?Canche and Moll 2010, p.3). 3. â€Å"99 Ideas and Activities for Teaching English Learners† by M. Vogt & J. Echevarria The book â€Å"99 Ideas and Activities for Teaching English Learners† by Vogt & Echevarria is already thorough and perfect explanation of SIOP model: â€Å"E ffective SIOP teachers incorporate into their lesson plans multiple opportunities for their students to use English, in writing, in reading, and in interaction with the teacher and other students. SIOP ® teachers also provide time for students to process in English what they are hearing prior to answering questions or participating in discussion†

Mergers and Acquisitions as a Strategic Mean of Creating Value and Essay

Mergers and Acquisitions as a Strategic Mean of Creating Value and Maximizing Shareholder Wealth - Essay Example An Overview of Mergers and Acquisitions DePamphilis (2008 pp-04-06) defined mergers and acquisitions as a part of corporate and management strategies dealing with the buying, selling and combining of different organsiations having similar business activities or activities that can support the present and future growth and development in a systematic manner. Over the years, the distinction between mergers and acquisitions has become quite blurred in respect to economic outcomes but continues to attract organisations (Cartwright, Schoenberg, (2006 pp. 11-14). Studies have shown that 50% of acquisitions have been unsuccessful considering the complex process and different dimensions associated with the actual outcomes (Straub, 2007). Lazonick, O'Sullivan, (2008 pp-24-27) stated that the rationale behind mergers and acquisitions is based on the thought that two companies together can be more valuable and robust compared to two different companies. Moreover, mergers and acquisitions help i n attaining cost efficiency by sharing operational and functional costs along with thriving to achieve greater market share and efficiency in a planned way (Harwood, 2006 pp- 24-35) Relevant Theories Mergers and acquisitions can be linked with various relevant theories. ... behave and operate in a manner that leads to the creation of an identity that helps in the growth and development (Postmes, Branscombe, 2010 pp- 11-23). Mergers and acquisitions help in creating new identity for smaller organisations while helping in revamping the identity of large organsiations (Akerlof, Kranton.2010 pp- 04-11) Role Conflict Theory is based on the perception that individuals and organsiations experience role conflict by finding themselves pulled in various directions as per the status held by them (Tang, Chang, 2010 pp-13-21). Hitt, et al, (2009 pp-12-23) stated that mergers and acquisitions help in creating synergies between organisations that in turn help in enhancing the worth and value of organsiations. However, Straub (2007 pp-03-11) stated that value creation and wealth maximisation is dependent on the nature and relationships of organsiations. It can be said that both views are directed towards a positive relationship creating synergy and wealth maximisation but dependent on internal and external factors. Value destroying theory states that mergers and acquisitions fail because firms fail to address informational constraints and focus too much on private utility function that affects the overall value creation process of organsiations (Malmendier, Tate, 2005 pp- 24-32). Straub (2007 pp -23-45) also agreed to this statement and stated that mergers and acquisitions require proper assessment of internal and external factors to create value in the business environment. All these theories can be associated with other relevant theories such as SWOT, PESTEL, and Game Theory. Armstrong (2006 pp-24-34) stated that SWOT analysis is based on analysing the strengths, weaknesses, opportunities and threats of individuals and organsiations. Strengths and

Funding application for homeless people Coursework

Funding application for homeless people - Coursework Example Not having a permanent roof over their heads, which is a fundamental right of all citizens, goes hand in hand with other problems associated with lack of proper food and clothing. This then causes detrimental effects on their health. And, they are further disadvantaged by not having access to any guidance or information to improve their condition. Compared to other youth who live in families in houses, they are at a disadvantage by not being able to educate themselves for immediate as well as long term benefits and future prospects. It is a deep rut of despair and a vicious cycle of no hope to be in such circumstances. One only needs to look at those who do have homes to live in to see how much of a disadvantage these homeless youth have, not being able to leave normal lives like the rest of us. The health problems that inevitably afflict homeless people cannot be understated. "Homeless people are more likely to suffer injuries and medical problems from their lifestyle on the street, which includes poor nutrition, substance abuse, exposure to the severe elements of weather, and a higher exposure to violence." (http://www.ipedia.net/information/homeless) The youth and children are particularly vulnerable groups of people in this regard. Our projects aims to cater to these disadvantaged people by providing them with what they desperately need; to feed and clothe them; to protect them from the weather, getting involved in wrong types of activities; to protect them from being taken advantage of by criminals, gangs, drug traffickers, organ snatchers, pedophiles, prostitutes etc. Instead we will provide them with decent sheltering facilities, and provision of food to stave off hunger. And, we will help resolve their personal problems through the provision of counseling and information services, then relocate them to a safe permanent abode

Leadership & Ethics for Managers Unit 5 DB Final Week Essay

Leadership & Ethics for Managers Unit 5 DB Final Week - Essay Example iness environment in which the culture is dynamic and is rapidly changing because of a host of internal and external factors, followers may feel more comfortable under the relational leadership style of the leader than spiritual leadership style. Both relational and transactional leadership styles are directed at the empowerment of the employees to optimize their tendency to achieve the organizational goals. The fundamental difference between these two leadership styles is the focus of the leader. In the relational leadership style, the leader tends to empower all followers equally with a view to developing collaboration among them whereas in the transformational leadership style, the leader may give different levels of attention to different followers depending upon how much attention a certain follower requires in order to be able to play his/her role as desired by the leader. In this sense, transformational leadership can be difficult to adopt as compared to the relational leadership style because identifying the strengths and weaknesses of individual employees is

Funding application for homeless people Coursework

Funding application for homeless people - Coursework Example Not having a permanent roof over their heads, which is a fundamental right of all citizens, goes hand in hand with other problems associated with lack of proper food and clothing. This then causes detrimental effects on their health. And, they are further disadvantaged by not having access to any guidance or information to improve their condition. Compared to other youth who live in families in houses, they are at a disadvantage by not being able to educate themselves for immediate as well as long term benefits and future prospects. It is a deep rut of despair and a vicious cycle of no hope to be in such circumstances. One only needs to look at those who do have homes to live in to see how much of a disadvantage these homeless youth have, not being able to leave normal lives like the rest of us. The health problems that inevitably afflict homeless people cannot be understated. "Homeless people are more likely to suffer injuries and medical problems from their lifestyle on the street, which includes poor nutrition, substance abuse, exposure to the severe elements of weather, and a higher exposure to violence." (http://www.ipedia.net/information/homeless) The youth and children are particularly vulnerable groups of people in this regard. Our projects aims to cater to these disadvantaged people by providing them with what they desperately need; to feed and clothe them; to protect them from the weather, getting involved in wrong types of activities; to protect them from being taken advantage of by criminals, gangs, drug traffickers, organ snatchers, pedophiles, prostitutes etc. Instead we will provide them with decent sheltering facilities, and provision of food to stave off hunger. And, we will help resolve their personal problems through the provision of counseling and information services, then relocate them to a safe permanent abode

Ethic Essay Essay Example for Free

Ethic Essay Essay Assume that Mark pledge to look after his sister’s son while she goes to the grocery store to buy some food. Instead, he goes to a computer shop to play poker in the internet. Supposedly, Mark should find another person to baby-sit the son of his sister. This is the moral responsibility of Mark for his obligations to the child and his mother. Secondly, Mark’s sister has also a moral responsibility in circumstances when it would be right to ethically commend or hold responsible Mark for his actions. If Mark failed to find a baby-sitter, he is morally responsible for the failure of his sister to buy some food in the grocery store. Mark’s actions are reflected to moral agents. Agents are reflects to situations and intensions of actions (Q1 Q2). I found my self altruistic to other people. If I have something (i. e. some money, food, clothes, etc. ), I intend to give it to other people. I didn’t count those things but I just want to help other people even at small things. Altruism in ethical concept in psychology is the purposeful pursuit of welfare of other people and/or public interest. In layman’s term, the concept of altruism is the unselfishness of one person for the welfare of other people (other than his/her family). I find it odd since I’m attracted towards helping other people like beggars and street people and charities rather than giving help my family’s lives (Q3 Q4). The top three values I have are being altruistic, kind, and serious. I think these values came from my family and the culture we have. I also think that being altruistic and kind are some of the professional ethics in psychology that are most compatible with my personal values. The notion of psychological egoism I believed is the notion where people are inspired by self-interest and concerns to others for the reason that this kindness will be returned back to them and will benefit them. (ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE OF CONDUCT, 2002). Conversely, this is only a viewpoint of how things are but not what is expected to happen or ought to be (Q5 Q6). References ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE OF CONDUCT. (2002) American Psychological Association.

A Probation And Parole Criminology Essay

A Probation And Parole Criminology Essay The idea of the corrections system has been around for a while. Within this system there lies several different types of programs that do not require an offender to be placed in a prison or jail. These programs to allow the offender to remain out in the community, while being closely monitored. The earliest and most common programs are probation and parole. These two programs allow most offenders to be in their normal everyday setting, unless otherwise stated by the judge or probation or parole officer. Usually this is the sentence given to offenders who have a non-violent offense and are less likely to run away. These are the offenders who are seen to be harmful to society. Probation and parole are two of the easiest ways to help with problems within the jail such as overcrowding. Background/History Probation and parole are two of the oldest programs within the corrections system that takes care of non-violent offenders. Before the development of these programs, the offenders would be placed into the same facilities as all the other offenders. This wasnt fair to the offenders, nor was it helpful to the staff there. The actual goal of probation and parole was not to place these people into prisons or jails, but to rehabilitate them while in the care of their community. Probation John Augustus was the father of probation, although there were similar practices around 437 BC. Augustus was your average, everyday man. However, his goal with probation was behavioral reform. He believed that if the system allowed the offender to stay within the community, they would get sort of a second chance. Then, by providing support and guidance from probation officers, the officers may in fact be able to reach the goal of assisting the offender in becoming a law-abiding individual. The word probation actually is a form of the Latin word probatio which mean to test or prove. The individuals who receive probation are called probationers. They are people who have been convicted of a crime and are given this sentence instead of going to jail. Probation officers are the people who supervise them. They are usually court-appointed and must make sure that their probationer follows the rules handed down to them by the court. Parole Parole was first used in Australia and Ireland. It was seen as an award for inmates who were on their best behavior. Parole is a privilege given to an individual when are eligible to parole. This happens after the prisoner receives a minimum or maximum sentence; then they become eligible with the decision of the parole board, which decides whether or not to put them on parole after a consideration hearing. Just like probation, this is a program that focuses on the rehabilitation of offenders and getting them back into the community and on the right track. Parole was first introduced in the United States by Brockway Zebulon in 1876 as a way to reduce jail overcrowding. Zebulon also saw this as way to rehabilitate offenders by encouraging them to exhibit good behavior while incarcerated. This allows offenders to be let back into their community after serving a portion of their jail time and live, but under supervision from a Parole Officer. The parole period is based on a decision made by the board of parole. If the offender violates their parole while out, they are then placed back into the prison system. Both Alexander Maconochie and Walter Crofton played important roles in the development of the parole program. Literature Review Probation Evidence of probation goes all the way back to the Middle Ages (Ditton and Ford 1994). During that time, the court systems practiced suspended sentences. The first courts in America allowed these suspended sentences, but not every court used this (Young 1976). All of this occurred before John Augustus idea of probation came about (Ditton and Ford 1994). John Augustus was a local businessman who asked judges to allow him to pay the fines for offenders who had been convicted of minor or non-violent crimes and then allow him to supervise them (Ditton and Ford 1994). After bailing these individuals out, he helped them find jobs and monitored their changes (Young 1976). When it was time for the offender to return to court, Augustus went along and provided the judge with a report on how the offender was progressing. (Ditton and Ford 1994; Young 1976) In 1978, thanks to the success of John Augustus, the first probation law was passed in Massachusetts (Ditton and Ford 1994). However, it wasnt until after Chicago established the first juvenile court that probation became a popular and useful sentencing method (Young 1976). In 1925, the National Probation Act was passed, which ultimately created a probation system for the federal government (Ditton and Ford 1994; Young 1976). By 1956, every state had some form of probation as a sentencing method (Ditton and Ford 1994; Young 1976). There are two main goals established by the probation program. The first is to protect society from additional crime by the offender (Ditton and Ford 1994). The achievement of this goal usually comes through the report of a presentence investigation that is done to determine whether or not the offender is a risk to society (Ditton and Ford 1994). If the information that comes from this report confirm that the offender is in fact not a risk to society then they are sentenced to probation. If the information confirms that the offender is a dangerous offender and may be harmful to their community, then they are usually sentenced to more harsh repercussions (Ditton and Ford 1994). The second goal is to help the offenders (Ditton and Ford 1994). This is done through supervision and management (Ditton and Ford 1994). Probation officers are there to basically watch over the probationers and make sure that they stay away from things that could cause them to reoffend. They also monitor their actions and help keep them from violation rules that have been set as a result of their probation. As far as managing goes, the probation officer is there to lead the offender in the way that they need to go in order not to offend again (Ditton and Ford 1994; Young 1976). They are there to help and ultimately provide the offender with the resources that they need. This actually includes helping them to find employment which is a requirement when on probation. If a probationer violate their probation orders they will have their probation revoked. Their violations fall under one of two types. The first is technical, which is usually defined by minor violations (Ditton and Ford 1994). The second is a re-arrest or new offense (Ditton and Ford 1994). This is serious violation of probation rules. Another offense committed by the offender shows that the individual is not likely to adhere to the probation rules and not prepared to cooperate. These individuals tend to have their probation revoked and end up back in the jail or prison facilities (Ditton and Ford 1994). Over the years, the number of probationers has fluctuated. From 1995 to 2004, the number of individuals on probation rose from 3,077,861 to 4,151,125. This is about a 0.2% change in 2004, the smallest annual growth rate since 1979. In twenty-one states, the adult probation population decreased with Washington State being the only one who saw a double digit decrease. Kentucky, Mississippi, New Mexico, and New Jersey were among the four states who saw an increase of more than 10% in probation population. Since 1990, probationers have accounted for about half the growth of the entire prison population. (Glaze and Palla 2005; Burrell 2005) As with anything, there are problems that occur with probation (Paparozzi and DeMichele 2008). When placed on probation, offenders are expected to follow the guidelines provided to them through the courts (Ditton and Ford 1994). However, we find that they dont always follow the rules and sometimes never get caught or charged. In 2004, in a certain area of Florida, 199,215 individuals were supposed to be on probation in particular month. About one of five offenders had disappeared; out of those left, close to one of four had an active violation report. Nothing was done because a judge stated that it would be hard to do something with each person that had violated their parole. Another problem with probation is that the officers experience heavy caseloads (Paparozzi and DeMichele 2008). They often have to pull overtime in order to keep up. Its hard for the officers to manage all their cases and be sure to keep up with supervising the offenders (Paparozzi and DeMichele 2008). This also tends to be an issue when it comes to parole officers. Parole The parole system goes back to the 1800s when Sir Walter Crofton introduced tickets of leave (Schuessler 1954). He used these to give to prisoners who experienced good behavior in exchange for an early release from prison. Crofton also introduced the idea of intermediate prisons (Schuessler 1954). Inmates could live and work in a supervised manner while carrying out their prison sentence (Schuessler 1954). As for the United States, Brockway Zebulon introduced the idea of the first parole system (Schuessler 1954). Zebulon used the help of volunteer community members to monitor the behavior of the inmates who were released. He wasnt focused on the help of police officers, as he believed they had enough on their plate. As time went on, he used the help of volunteer members who were concerned with the well-being of the individual. By the 1900s this idea had spread and become popular in every state except Virginia, Mississippi, and Florida. (Schuessler 1954; Dressler 1951; Abadinsky 1982) The parole board was established in 1902 (Schuessler 1954). This took the parolees out from under the control of the officers in prisons and allowed the parole board to define the rules and regulations for them (Abadinsky 1982). The board was made of three members; the deputy warden would sit in as the chair person (Abadinsky 1982). Prisoners would come before the board as their behavior was analyzed and the board would determine whether the convict deserved a parole (Schuessler 1954). The parole board established to manage paroles based on the convicts behavior (Virginia General Assembly 1992). However they also had to observe the convicts criminal history, prior supervision opportunities in the community, behavior in the prison during their jail time, and the convicts plans after being released (Abadinsky 1982). During this time, parole officers were introduced into the system. Their job was to monitor parolees once they are released from prison (Virginia General Assembly 1992). In 1910, inmates who were in any US prison received an automatic and equal chance to parole. No parole would be sentenced until the attorney general approves it. For prisoners who were sentenced to a life sentence would be able to go up for parole after 15 years. As a result of all of this, each prison had to hire a parole officer who would supervise the convict and help the parolees get a job. (Schuessler 1954; Dressler 1951; Abadinsky 1982) Within the time of being paroled, just like with probation, the parolee must abide by a set of rules (Schuessler 1954). The must meet with their parole officer at meetings established by the office. The must adhere to all other rules and regulations of being on parole. In the case of any new arrests, the parolee must report this to their parole officer (Schuessler 1954). If the parolee moves, they must make the parole officer aware. This also goes for any change in employment. During this time the officer cannot have any control substances in their possession nor be in the possession of a firearm (Schuessler 1954). Its also recommended that the parolee refrain from associating with individuals that may cause them to reoffend or could possibly get them in trouble in any way (Schuessler 1954). The number of individuals on parole went from 679,421 in 1995 to 765,355 in 2004. Therefore, the Nations parole population grew about 2.7%. This is a huge difference compared to the small growth of probation. A total of about ten states had double-digit increases in their parole population and as few as nine states saw decreases in their parole population. (Glaze and Palla 2005; Burrell 2005) There are numerous problems with the parole system (Paparozzi and DeMichele 2008; DeMichele and Payne 2007). One being the amount of caseload being given to parole officers (Schuessler 1954). The system seems to have a shortage of parole officers leading the ones that there are to have more cases, making it hard for them to keep control of what they have (Paparozzi and DeMichele 2008; DeMichele and Payne 2007). Another problem is the fact that if the individual is a reoffender, the chances of them reoffending is greater than those of a first-time offender (Schuessler 1954). This is true because the US has seen a high rate in recidivism over time. There is not much that can be done due to the lack of personnel. Probation and Parole Officers Basically, probation and parole officers serve the same duties. They are supposed to supervise and manage the offenders. This allows them to be case workers as well as law enforcers because they have to make sure the offenders dont break any laws. Some will argue that supervision is the most important aspect of the job. (DeMichele and Payne 2007) Probation and parole officer have several duties they must attend to. They conduct home visits, perform curfew checks and verify with the employer of the offender is actually employed. They also help the offender get into treatment facilities if they need it. Thats just a few of the duties that these officers accomplish. (Dressler 1951; Schuessler 1954) In order to became a probation or parole officer you must go through specialized training at a Peace Officer Standards and Training facility. Once this training is completed, they become POST certified peace officers. These officers must take part in quarterly training classes in a variety of areas concerning their job. Difference between probation and parole Most people think that probation and parole are the same thing. The have the same goal as to rehabilitate offenders, but they play two different roles. Probation is basically an extension to the offenders sentence, while parole is a reward given to prisoners for good behavior (Dressler 1951). Parole lessens the amount of time the individuals serves in prison (Dressler 1951). Probation is a sentence handed directly to the offender from the judge, but a parole board is in charge of the decision to grant an offender with parole (Dressler 1951). When it comes to parole, the judge has no say, the decision is left up to the parole board in the prison facility (Dressler 1951; Abadinsky 1982). Parolees are eligible for parole after they have served the minimum prison sentence that has been handed down to them (Abadinsky 1982). The board at this point determines whether or not the individual receives parole (Dressler 1951). As far as probation goes, this is based on the judges decision after determining the seriousness of the crime and whether or not the individual is likely to reoffend within the probationary period (Dressler 1951). Society on Probation and Parole Those within the community have mixed reactions about these programs. Most feel as if it is a good thing to try and rehabilitate these offenders. However, they are unsure how they feel about this individuals having contact within the community. They feel as if these individuals have already offended, that there is not much to keep them from offending again. As far as offenders are concerned, those who serve jail time are able sort of network within the prison walls. They develop these relationships with other prisoners that lead them back where they began. These relationships allow them to establish other relationships out in the community with other criminals or deviant individuals. This is not the case all the time, but for a majority of the time, this is the case. Some members of society realize this and begin to worry what could come of these relationships and networks that have been made. When an offender is released back into society, they have to learn how to control what happens as a result of being labeled. As an offender enters the prison system, they become labeled as an offender. This label then makes it hard for them to find employment, as well as make changes that lead and keep them on the right path. There are individuals who are willing to help these offenders, but most fear their past. This is when the help of the parole or probation officer comes into play. Its their job to help these individual get jobs or get into rehab or even continue with their education. More than likely, if an offender reoffends, its because they are unable to establish a place in society that keeps them busy. Idle hands are the devils workshop which means anyone who has free time to waste is more likely to offend than someone who is constantly doing something. Conclusion The jobs of being a probation or parole officer is not easy. On a day to day basis they have to deal with keeping track and supervising individual, as well as possibly receiving more individuals. Their job is already hard enough with making sure their probationers and parolees are following the rules, but when you have multiple things tend to get tricky. These officers are underappreciated. They are also often taken advantage of. These people come into these positions to help people. Thats why they choose this career, to try and make a difference in ones life. These two programs are very useful within our correction system. They provide for means of rehabilitation just as their founders wished they would. They also save tax payers a great deal of money. Prison overcrowding cause the tax payers of America to have to fork over more money to support the funding of prison and jail facilities. With probation and parole programs having been founded, we are able to save money and alleviate the crowding in these correctional facilities. Although they are not all fail proof, they do help.