Free Essays on The Effects Of Alcohol

Drinking â€Å"Those who drink beer will think beer,† states Washington Irving. Alcohol has many effects on people, including hangovers, family problems, and high risks of some diseases. There are numerous negative effects of drinking, and most of the American population has experienced these at one time or another. In America, a person’s first use of alcohol usually begins around the age of thirteen. Junior and senior high school students drink thirty-five percent of all wine coolers sold in the U.S. and consume 1.1 billion cans of beer. Consuming alcohol has both negative short- and long-term effects. Some of the short-term effects include hangovers, social drinking, and binge drinking. Most of the time, people consume alcohol in moderation. On occasion, people overindulge and take in too much alcohol and then get what is most commonly known as a hangover, or the sick flu-like symptoms that many people experience the day after drinking. One cause of a hangover is dehydration. Alcohol is a diuretic, a drug that increases urination and flushes fluids from the body. Too much alcohol depletes the body of necessary substances required to stay healthy, including blood sugar, vitamins and minerals that keep a person alert and not tired. There is good evidence emerging that the main cause of hangover is acute withdrawal from alcohol, which causes cells in the brain to physically change in response to the alcohol’s presence. When the alcohol is gone, a person goes through withdrawal until those cells get used to doing without the alcohol. Withdraw is when a cell is used to something in it’s environment, and that something such as alcohol is removed, causing a person to sometimes shake, vomit, or sweat uncontrollably in response to the removal. Drinking problems take a lot of forms and include social drinking, binge drinking, and alcohol poisoning. Social drinking, a term kids and drinkers have become accustom to, is d... Free Essays on The Effects Of Alcohol Free Essays on The Effects Of Alcohol Drinking â€Å"Those who drink beer will think beer,† states Washington Irving. Alcohol has many effects on people, including hangovers, family problems, and high risks of some diseases. There are numerous negative effects of drinking, and most of the American population has experienced these at one time or another. In America, a person’s first use of alcohol usually begins around the age of thirteen. Junior and senior high school students drink thirty-five percent of all wine coolers sold in the U.S. and consume 1.1 billion cans of beer. Consuming alcohol has both negative short- and long-term effects. Some of the short-term effects include hangovers, social drinking, and binge drinking. Most of the time, people consume alcohol in moderation. On occasion, people overindulge and take in too much alcohol and then get what is most commonly known as a hangover, or the sick flu-like symptoms that many people experience the day after drinking. One cause of a hangover is dehydration. Alcohol is a diuretic, a drug that increases urination and flushes fluids from the body. Too much alcohol depletes the body of necessary substances required to stay healthy, including blood sugar, vitamins and minerals that keep a person alert and not tired. There is good evidence emerging that the main cause of hangover is acute withdrawal from alcohol, which causes cells in the brain to physically change in response to the alcohol’s presence. When the alcohol is gone, a person goes through withdrawal until those cells get used to doing without the alcohol. Withdraw is when a cell is used to something in it’s environment, and that something such as alcohol is removed, causing a person to sometimes shake, vomit, or sweat uncontrollably in response to the removal. Drinking problems take a lot of forms and include social drinking, binge drinking, and alcohol poisoning. Social drinking, a term kids and drinkers have become accustom to, is d...

Why Students Cheat and How to Stop It

Why Students Cheat and How to Stop It Cheating in our schools has reached epidemic proportions. Why do students cheat? What can we as parents do to prevent it? Here are some answers to these questions and much more in this article which features an in-depth interview with one of the nations top authorities on the subject, Gary Niels. Why do students cheat? Here are three reasons: 1. Everybody does it. Its disturbing to discover that young people in middle school and high school think that it is acceptable to cheat. But its our fault, isnt it? We adults encourage young people to cheat. Take multiple choice tests, for example: they literally invite you to cheat. Cheating, after all, is nothing more than a game of wits as far as teenagers are concerned. Kids delight in outwitting adults, if they can. While cheating is discouraged in private schools by tough Codes of Behavior which are enforced, cheating still exists. Private schools which devise tests requiring written answers rather than multiple guess answers discourage cheating. Its more work for teachers to grade, but written answers do eliminate an opportunity for cheating. 2. There are unrealistic demands for academic achievement from state and federal education authorities. The public education sector is accountable to government, largely as a result of No Child Left Behind. State legislatures, state boards of education, local boards of education, unions, and countless other organizations demand action to correct the real and imagined failings of our nations public education system. As a result, students must take standardized tests so that we can compare one school system to another nationally and at the state level. In the classroom these tests mean that a teacher must achieve the expected results or better, or she will be viewed as ineffective, or worse, incompetent. So instead of teaching your child how to think, she teaches your child how to pass the test. No Child Left Behind is driving most of the assessment teaching these days. Educators really have no option but to produce the best possible results. To do that they must teach solely to the test or else. The best antidotes for cheating are teachers who fill children with a love of learning, who impart some idea of lifes possibilities and who understand that assessment is merely a means to an end, not the end itself. A meaningful curriculum will shift the focus from learning boring lists of irrelevant facts to exploring subjects in depth. 3. Cheating is expedient. It can be the easy way out. Years ago cheaters lifted whole passages from an encyclopedia and called them their own. That was plagiarism. Plagiarisms newest incarnation is dead easy: you simply point and click your way to the site with the relevant information, swipe and paste it, reformat it somewhat and its yours. Need to write a paper in a hurry? You can quickly find a site which provide a paper for a fee. Or go to a chat room and swap papers and projects with students nationwide. Perhaps youd prefer to cheat using texting or email. Both work just fine for that purpose. Sadly, many parents and teachers have not learned the subtleties of electronic cheating What can we do about it?   Schools need to have zero tolerance policies concerning cheating.Teachers must be vigilant and alert to all the newer forms of cheating, particularly electronic cheating. SmartPhones and tablets  are powerful tools for cheating with uses limited only by a students imagination. How do you fight that kind of brain power? Discuss the issue with both technology-savvy students and adults. Their exploits and perspective will help you fight electronic cheating. Teachers:  Ultimately the best solution is to make learning exciting and absorbing. Teach the whole child. Make the learning process student-centric. Allow students to buy into the process. Empower them to guide and direct their learning. Encourage creativity and critical thinking as opposed to rote learning. Parents:  We parents have a huge role to play in combating cheating. Thats because our children mimic almost everything we do. We must set the right sort of example for them to copy. We must also take a genuine interest in our childrens work. Ask to see everything and anything. Discuss everything and anything. An involved parent is a powerful weapon against cheating. Students:  Students must learn to be true to themselves and their own core values. Dont let peer pressure and other influences steal your dream. If you are caught, cheating has serious consequences. Editors Note:  Gary Niels  is Head of  Winchester Thurston School  in Pittsburgh and the author of a very useful paper on cheating entitled Academic Practices, School Culture and Cheating Behavior. I am grateful to him for answering my questions.    Everybody does it. Unrealistic demands for academic achievement by state education boards. Expediency or the easy way out are some of the reasons students cheat. Are there other reasons of which you are aware? The first thing to recognize about cheating is that the vast majority of young people (and adults for that matter) believe that cheating is wrong. Yet, by nearly every poll, most young people cheat at least once in their high school career. So, the most important question is why do young people behave in ways that are inconsistent with their stated beliefs? I believe the answer to this lies in a survival instinct. I am not a psychologist, but I believe there is a mechanism within each of us which triggers a need to save face. Saving face can mean a desire to save oneself from the angry assault of a parent or teacher; it can mean avoiding embarrassment; it can mean economic survival or a perceived pressure be it self-inflicted or inflicted by some other extraneous force. Nowadays, college acceptance is the major instigator of this survival instinct. Of course, the survival instinct isnt the only reason young people cheat. They might cheat because they find a lesson or a course to be meaningless -having no perceived relevance to their lives. They might also cheat because they belief something is unfair, so feel justified in cheating. Lets examine each one of these reasons in more detail. First of all, Everybody does it. To me thats like saying everybody cheats on their taxes or lies about their age. Does this signify a lack of moral conviction on the part of society as we head into the new millennium? Are parents setting the wrong example for their children? Historically, sociologists and psychologists have studied cheating behavior under the classification of aberrant or deviant behavior. Psychologists and sociologists have applied theories of deviant behavior in order to understand cheating. However, cheating is no longer deviant behavior; it is now normal behavior. This change poses a significant challenge for those who seek to establish academic integrity in a school environment since the student code is stronger to break and is more prevalent. As for the role of parents, Id like to come back to that a little later. The demand for accountability has created a clamor for state testing of students. The pressures are enormous on both students and teachers. How widespread do you think cheating is in this area? Does state testing  ipso facto  encourage cheating to achieve acceptable results? Although I cannot excuse it, I understand why an educator might find state testing to offer an unbearable pressure to cheat by in some way giving your students an unfair advantage. If you tell a school administrator that his schools existence or employment might hinge on his students performance on a test, I believe you are tempting fate. Most human beings have a breaking point and when anything threatens a persons livelihood, income and/or social status, you put them in a survival mode. In other words, as you threaten that individuals existence, you tempt them to reach their moral breaking point. Cheating offers an easy way out. Why bother studying hard and doing all those term papers by yourself if you can use somebody elses work? Would you agree that expediency is a major reason for cheating? Expediency might be one reason for cheating, but Im not sure its the main reason. In fact, strangely, young people will sometimes go to greater lengths to cheat than to study for a test. Occasionally, this is due to boredom. Studies indicate that there is a high correlation between certain pedagogical practices and cheating behavior: lack of clarity in a lesson, perceived lack of relevance, and too few tests offered in a grading period are just a few examples. Ive even wondered at times if cheating isnt some form of student protest against certain types of curricular or pedagogical factors. One mathematics teacher had an interesting insight into a student who had gone to elaborate lengths to program his calculator to outsmart his teacher. I cant help but believe that a student who is so capable in using technology, couldnt ace an Algebra test. Also, I find when I prepare a test with calculator use, I emphasize the problem solving aspect, not the calculation. Those real world applications which we are encouraged by (the NCTM) Standards to employ in our classes actually defeat the need to cheat in classes, or dont provide the opportunity to cheat. Without wishing to appear to be blaming teachers, it is necessary to point out that the way we present our curricula and the type of assessments that we offer can influence cheating behavior. We need to demonstrate to students why it is important for them to know the material we are presenting and the purpose it will serve in the bigger context of their studies and lives. Forms of Cheating One of the reasons you and I are doing this interview is to make our colleagues, both teachers and parents, more aware of the highly sophisticated forms which cheating has adopted since the advent of technology in the classroom. Can you outline some of the kinds of cheating we adults ought to be vigilant for? The University of Texas complied a very comprehensive list of cheating strategies, which Ive included in the  Appendix  of my paper  Academic Practices, School Culture Cheating. Youve raised a good point with regards to sophisticated forms of cheating. One of the problems we encounter in deterring cheating is that some kids can simply outsmart us. While writing my paper I was in touch with many educators around the country. At one point I received an e-mail tip that there was a discussion going on among some students on one of the major graphing calculators listserv whereby students were sharing how they had outsmarted teachers. The following was one of the entries that day: Concerning teachers clearing memory before test, just write a memory clearing simulation program. I had a bunch of formulas I needed for an Algebra test stored in a program. I wrote a program that would simulate almost every function after [2ND] [MEM]. I even had a blinking cursor. The only problem I had was with Page Up and Page Down and having two menus at the bottom of the screen. When the teacher started around the room clearing memories, I went ahead and executed my program, doing a fake total memory clear. When she came around, she saw the memory cleared, defaults set screen, and went on to the next person. What a dumb ass! So, yes, dealing with the more sophisticated forms of cheating is a reality. How can teachers keep ahead of their students when it comes to recognizing electronic cheating? This might seem simplistic, but, first, students need to understand why cheating is wrong. Dr. Lickona defined a few in his book Educating For Character: It will ultimately lower your self-respect, because you can never be proud of anything you got by cheating.Cheating is a lie, because it deceives other people into thinking you know more than you do.Cheating violates the teachers trust. It undermines the whole trust relationship between the teacher and his or her class.Cheating is unfair to all people who arent cheating.If you cheat in school now, youll find it easier to cheat in other situations later in life - perhaps even in your closest personal relationships. Secondly, when essay topics are generic in nature, there seems to be more opportunity to cheat. However, when the essay topic is specific to class discussions and/or unique to the courses stated goals, it becomes more difficult for students to go to web sources to lift material or download papers. Additionally, when the teacher expects that the papers development will follow a step-by-step process that requires them to document their topic, thesis, outline, sources, rough draft and final draft there are fewer opportunities to cheat. Conversely, when a paper suddenly appears with no documented process, then teachers should be wary. Lastly, if there are regular in-class writing assignments, a teacher can come to know the students writing style. Lastly, teachers might want to familiarize themselves with the major web sites which offer papers to students for a fee. Plagiarism seems so much harder to spot when students only have to cut and paste materials. How can you recognize electronic  plagiarism? I suspect the teachers reading this might offer many worthwhile tips. To me, however, the best way is to simply know the students writing style. At times we have even asked the students previous teacher to help us to determine whether the paper or a section of a paper was consistent with the students work from the previous year. The difficulty comes when youre convinced that something isnt quite right and the student denies any wrongdoing. Different schools will handle this situation in different ways. Prevention at School Does a Code of Ethics or an Honor Code help keep most unethical academic behavior in check? Only if students and faculty have bought into the system! This is the biggest challenge with honor codes. It will be very difficult, if not impossible, to establish an honor code, or any effort to deter cheating for that matter, if students are not permitted to play a role in developing the solution. Social Psychologists, Drs. Evans and Craig speak of the weight of the communities attitudes in determining the potential success of an Honor Code. Intuitively, beliefs about the efficacy of strategies to reduce or prevent cheating may predispose success or failure. For example, if students believe that an honor system to promote academic honesty wont work, chances for success of the system introduced by their teachers may be jeopardized from the outset. Dr. Gary Pavela, the director of judicial programs at the University of Maryland and the past president of the National Center for Academic Integrity, fully supports the notion of student participation in formulating an Honor Code: Such balancing and sharing of authority is premised upon the assumption that control of academic dishonesty will not be accomplished by threat of punishment alone. Ultimately, the most effective deterrent will be a commitment to academic integrity within the student peer group. Only by giving students genuine responsibility in a collaborative effort with faculty and staff can such a commitment be fostered and maintained. Trusting students to participate in the establishment, promotion and enforcement of community values is a difficult challenge. Traditionally, schools have been hierarchical with students being at the bottom. But educators are realizing that when trusted and when given an opportunity to participate in the vision of the school, students have a great deal to contribute. Moreover, this participation has had other positive consequences. Namely, the adolescent desire to belong has results in expressions of loyalty to the school, rather than the sub-group. The more of this type of loyalty which we can inspire, the less cheating behavior we will see. Prevention at Home I have always felt that parents should review their childrens work regularly to see what is being accomplished. Does this help prevent cheating? I am sure that this is important, but as the student gets older and more independent, it is less likely that parents will be checking work. The most important thing parents can do is to model integrity. Just last night I was attending a movie with my family. My son ran into a classmate whose father was in the adjacent line. When we simultaneously reached the front to purchase our tickets, we all clearly heard the boys father say One adult, two children to the ticket agent. Since the childrens age for a reduced rate was clearly demonstrated on the board and our sons were the same age it was obvious that the father lied about his sons age in order to reduce his fee by a couple of dollars. Although such a white lie seems harmless, it models to children that corners can be cut, little lies dont matter and honest is good when its expedient. How Teachers Can Help Prevent Cheating Model integrity, no matter what the cost.Dont assume young people know why cheating is wrong, both from a personal and corporate perspective.Enable students to understand the meaning and relevance of an academic lesson.Foster an academic curriculum which perpetuates the real-world application of knowledge.Dont force cheating underground - let students know that you understand the pressures and, at least initially, be reasonable in responding to violations. Tips for Foiling Electronic Cheating Catching students who cheat has always been part of your job as a teacher. The wrinkle these days is that electronic cheating is wide-spread in addition to all the other forms of cheating you and I are accustomed to. Here are five ways to catch your students when they cheat. 1. Use a PDS (Plagiarism Detection Service) like  Turnitin.com  to catch plagiarism. The service is used by thousands of schools and universities worldwide. Basically Turnitin.com compares your students papers with those in their enormous databases. Similarities are highlighted so that you can review the findings easily. 2. Forbid the use of smart devices in exam rooms. Students are extremely savvy when it comes to devising ways to use common electronic equipment to cheat. Be alert to these techniques. Sending text messages via cell phone is more common than you realize. Watch for earphones which can be extremely tiny and are used to play back notes. 3. Lock down your grade program and database. Hardly a day goes by without some chilling story about hackers breaking into a schools academic database and changing grades. Keep your computer secure by using secure passwords. Set your screen saver to activate in password protected mode after 2 minutes of inactivity. 4. Look for crib notes anywhere and everywhere. Students can write notes on the most ordinary things like gum wrappers and bottle labels and bring them safely into the exam room UNLESS you are watching carefully or ban them completely. So, be a grinch and pick up wrappers and miscellaneous bits of paper wherever you see them. You can fit many pages of information on a small piece of paper using very small fonts. And its edible too. 5. Be vigilant. Trust but verify. A cautious Trust but verify! approach to dealing with cheating will pay off. Use the same approach in your classroom. Be aware of the possibilities for cheating which are all around you. Resources Cheating: Today’s High School Norm?High-Tech Cheating on the Rise at SchoolsOne Third of Teens Use Cellphones to Cheat in School Article edited by  Stacy Jagodowski

Medication errors Assignment Example | Topics and Well Written Essays - 500 words

Medication errors - Assignment Example I would recommend that the CEO focuses on ensuring a harmonious working relationship amongst the employees. She has to work hard to building trust within the organization, promote freedoms and allow all employees of the organization time to be heard through asking questions during meetings and providing their suggestions for the way forward. The CEO has to change the organizational culture and make the organization more flexible and ready to accept and accommodate new changes in personnel, technology.What should quality data be reported and utilized by this board of directors?The organization’s board of directors should utilize the quality performance measures to turn around the fortunes of the hospital. Once the health facility improves the quality of its performance, their customers or patients will certainly be satisfied with their work. Improving quality performance implies dealing with data on medication errors, hospital infections, and x-ray discrepancies among others in order improve on these figures.The minutes of the board’s meetings definitely do not reflect the discussions held in the meeting. This is because some members are not willing to put out their views during the meetings. The organization’s culture and tradition have for a long time undermined contribution from other members. Therefore, while the minutes of the Board minutes may represent the issues deliberated upon in the meetings, they do not definitely reflect the views of every member present at the meeting.

Self Reflection Letter Essay Example | Topics and Well Written Essays - 500 words

Self Reflection Letter - Essay Example It is worth to note that writing of academic paper is not an easy task as I thought before taking this class. With the help of the friendly professor I have learned to conduct a thorough research using library resources and online search engines. Now I am able to produce a well-researched paper on any topic. In addition, I realized that writing of the research paper requires intensive investments of time and efforts - it is not enough to locate several articles and summarize them - it is necessary to review the major points as well as pay close attention to the details. Thinking logically and reasoning critically are two of the skills that have helped me to put information from different sources into one flowing essay. While being in this class, my perception of world issues and of American culture has much enlarged. I have spent three years in United States already, but I cannot claim confidently that I have enough knowledge of culture to understand it. Numerous discussions in class have helped me to make one step towards fuller understanding of the American culture.

Bridge Syllabus 2012-2013 Essay Example for Free

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future regardless of whether you are caught or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class.

Passiflora :: Botany

Passiflora The species of the genus Passiflora sp. are perennial, shallow rooted, woody vines that climb by means of tendrils (2). Many species are native to South America, primarily southern Brazil through Paraguay to northern Argentina; whereas others are of Old World origin. The Passionfruit, as this genus is commonly called, is not named as one might suppose, for some type of aphrodisiac property. Rather, the plants were given this name by early missionaries in South America on the basis that the flower resembles the different elements of Christ's crucifixion: the crown of thorns (corona); the five wounds (the five anthers); the nails of the cross (divisions of the pistil); the whips and cords (the tendril on the vine); and the spear (leaf). (2) Passionfruit yields fruit that is both sweet and tart in flavor with a light tropical fragrance. (1) It has been a popular food of the people in the Rainforests for many years, and has recently become popular in the United States and other developed countries where it is not native (4). Although there are in excess of 300 species of Passiflora, many of which produce edible fruit, there are only two species that are cultivated for industry-- P. edulis Sims and P. quadrangularis L. P. edulis has two recognized forms. The normal form is f. edulis, better known as the purple passionfruit. The purple passionfruit is slightly egg shaped, ranging in size from 1 1/2 to 2 1/2 inches in diameter that displays a characteristic purple shade when ripe (2). The yellow passionfruit displays a deep yellow shade when ripe and has an unknown origin. Speculations are that it may have been a mutation from the purple passionfruit or perhaps a hybrid between P. edulis and P. ligularis. There is a described variety of P. edulis in Australia that has a natural range of either purple or yellow fruits, leaving the chance that the yellow variety may have been a mutation from a variety such as that found in Australia (3). Common properties of the Passiflora sp. are an ovoid to nearly round shape. The rind is a tough waxy structure ranging from 1/8 to 1/4 of an inch thick. Inside the rind is a cavity with double-walled sacs, containing an orange-colored, pulpy juice as well as up to 250 very small dark brown to black edible seeds. Common growing environments include light to heavy sandy loams of medium texture at a pH of 6.

“No damn cat, and no damn cradle”: Truth and Meaning in Cat’s Cradle Essay

In Kurt Vonnegut’s apocalyptic novel, Cat’s Cradle, the end of the world has been realized. Plant life crunches underfoot, as though it has undergone a deep freeze. The tropical seas surrounding the fictional island of San Lorenzo have solidified, assuming a dull, frosted appearance. Grand waterfalls flowing from the majestic peak of Mount McCabe become lifeless. The once-scenic island horizon is transformed into a pale, sickly yellow. The introduction of ice-nine into the environment leads to radical weather patterns and global chaos. Ice-nine is a crystal form of water, much like standard ice, but with a melting point of 114.4 degrees Fahrenheit. When the compound makes contact with water, the liquid instantly freezes solid, turning a frosted blue. The novel begins with a brief but telling preface: â€Å"Live by the foma* that make you brave and kind and happy and healthy† (Vonnegut VII). â€Å"Foma† are defined as â€Å"harmless untruths† (Vonneg ut VII). While this brisk preface may merely seem to be a comical play on the standard disclaimer found within most fictional novels and therefore hold little significance, it sheds considerable light on the murky relationships between truth and meaning, as well as science and religion. Each train of thought has its own way of understanding and explaining the jumbled universe humans inhabit, and each claims to possess a high degree of truth. It is in this vivid and terrifying landscape that Vonnegut conveys to the reader through humor and symbolism that pursuing truth, whether through religion, science, or other pathways, is not an inherently positive or beneficial and does not aid one in the search for meaning in life. For hundreds of years, science and religion have been at odds. From the execution of the Greek philosopher Socrates to the Renaissance in Europe to modern times, the two opposing forces have always had an abrasive relationship. The beginning of the Enlightenment movement in Europe in the early 17th century marked a turn toward science, knowledge, and reasoning. It is from this era that modern society derives the notion that truth, along with the quest for it, is intrinsically constructive for humanity, along with the belief that lies are detrimental to the cause. In Cat’s Cradle, this is shown not to be the case. At the General Forge and Foundry, scientists and researchers work tirelessly â€Å"‘†¦to increase knowledge, to  work toward no end but that’† (Vonnegut 41). It is here that Felix Hoenikker, the father of the atom bomb and of ice-nine and winner of the Nobel Peace Prize (a prime example of Vonnegut’s trademark humor), spends the final twenty-eight years of his life toiling away in the confines of his lab. Felix is a very childlike character, incapable of caring for himself and struggling with interpersonal interactions. Following the death of his wife Emily while in labor with Newt, his daughter Angela assumes the maternal position of the disjointed household due to Felix’s childlike nature. She forgoes any social interaction with peers in order to hold the family together. Frank Hoenikker, the middle child, follows suit, becoming an antisocial figure in the book. He becomes known as â€Å"secret agent X-9† on account of his perpetual business-like demeanor. Felix neglects his parental duties, opting instead to spend time on research and scientific pursuits. John Tomedi views the scientist symbolically: â€Å"Hoenikker serves as a symbol of scientific irresponsibility, a man so withdrawn from humanity and so focused on childish play with nature that he has no perspective on the effects of his crea tions and a total apathy for theirs uses† (Tomedi 41). As a direct result of Felix’s actions, his children suffer from the lack of true parental figures. The Hoenikker children can be considered casualties of science and truth. It is at the General Forge and Foundry that two major scientific advancements are made: the nuclear bomb and ice-nine. While both represent cutting-edge scientific knowledge, the culmination of countless hours of research and development, neither invention represents the progression of humanity. As Vonnegut himself says, â€Å"It’s a law of life that if you turn up something that can be used violently, it will be used violently† (Allen 97). The atom bomb leads to the death of tens of thousands in the events at Hiroshima and Nagasaki, while ice-nine leads to the destruction of the entire world. The destructive nature of ice-nine and the atom bomb, inventions that were fostered by science, is in direct contradiction to the concept that science and knowledge benefit humankind due purely to their foundation in truth. Following the ice-nine catastrophe, John, the narrator and protagonist, finds himself in an underground fallout shelter with another resident of the island. John offers to share with her â€Å"‘One of the secrets of life man was a  long time understanding: Animals breathe in what animals breathe out, and vice versa’† (Vonnegut 268). One with basic knowledge of science would immediately notice an error in the writing. The text should read something to the effect of â€Å"animals breathe in what plants breathe out.† This inconsequential error proves Vonnegut’s point: the truth is irrelevant. The misinformation changes nothing. This â€Å"factoid† proves useless, not due to its false nature, but rather to its real world application, or lack thereof. One Another parallel experience occurs at the bar in the town of Ilium. While John is enjoying a drink, he poses a question: â€Å"‘What is the secret of life?’ I asked. ‘I forge t,’ said Sandra. ‘Protein,’ the bartender declared. ‘They found out something about protein’† (Vonnegut 25). Again, this piece of information has little relevance in the real world. It is not going to improve humanity or save one’s life. It is merely a fact to satisfy one’s curiosity. Vonnegut also uses humor to prove his point: â€Å"How can anybody in his right mind be against science?’ asked Crosby. ‘I’d be dead right now if it wasn’t for penicillin,’ said Hazel. ‘And so would my mother.’ ‘How old is your mother?’ I inquired. ‘A hundred and six. Isn’t that wonderful?’ (Vonnegut 234). The use of the word â€Å"wonderful† is questionable. A long life does not equate to a quality one. Science, being founded on truth and knowledge, does not benefit humanity. On the tropical island of San Lorenzo, the denizens of the country would be faced with t he depressing truth if it were not for the deliberate lies of Bokononism. In 1922, two friends, Lionel Boyd Johnson and Earl McCabe, shipwreck on the island shortly after setting sail. The state of the nation is so poor, no one attempts to prevent the foreigners from taking power. Initially, the duo resorts to a form of communism. They amass the entire wealth of the nation and divide it equally among its many residents. Each islander’s share amounts to approximately six dollars. Realizing the futility of their efforts to advance the island economically, they turn to another solution: religion. Johnson devises his own religion, which becomes known as Bokononism. To add some zest to the monotonous life on the island, the partners develop roles to fulfill in a sort of play. Johnson becomes known as Bokonon, while McCabe becomes a violent dictator whose sole mission is to capture and kill Bokonon. This drama contributes greatly to the popularity of the religion, thus benefitting the island population. The islanders are subject to substandard  living conditions: poverty, pestilence, and famine are prevalent. The island lacks the necessary resources to develop. They face a bleak and hopeless future. Rather than facing the reality of day-to-day life, they adopt the fabricated religion of Bokononism: †¦when it became evident that no government or economic reform was going to make the people much less miserable, the religion became the one real instrument of hope. Truth was the enemy of the people, because the truth was so terrible, so Bokonon made it his business to provide the people with better and better lies. (Vonnegut 172) Following a similar form to the beginning of the actual novel, the Books of Bokonon, the religion’s equivalence to the Bible, warns the reader: â€Å"‘Don’t be a fool! Close this book at once! It is nothing but foma!’† (Vonnegut 265). This line establishes the illegitimate nature of the Books of Bokonon, and, subsequently, the religion of Bokononism in its entirety. The lack of truth is beneficial because â€Å"When people believe that they have the ‘Truth,’ they seek to impose their beliefs on others, and religious wars are the inevitable result. The highest truth in Bokonon’s religion is that all spiritual truths are actually useful fictions, creations of the imagination that do not exist outside of the human mind. The meaning of life is not something we can discover in the outside world. We must create it for ourselves† (Marvin 89). The religion is openly founded on falsehoods. In spite of this, the residents of San Lore nzo experience a real, tangible benefit. The stark reality of life on the barren island is too much to bear; therefore, Bokonon feeds the residents compounding lies. Bokononism proves more beneficial to the residents of San Lorenzo than the alternative: science. Though at its foundation Bokononism is series of untruths, that fact does not limit the religion in its ability to aid those in need. Vonnegut portrays all religions as unreliable texts despite claims to the contrary. The island’s dictatorial president, Papa Monzano, is dying a miserable death from cancer. As his death nears, Papa undergoes his last rites with the aid of a †¦Christian minister, who was ready to take care of â€Å"Papa’s† spiritual needs as they arose. He had a brass dinner bell and a hatbox with holes drilled in it, and a Bible, and a butcher knife- all laid out on the bench beside him. He told me there was a live chicken in the hatbox. The chicken was quiet, he said, because he had fed it  tranquilizers†¦ He turned out to be an intelligent man. His doctorate, which he invited me to examine, was awarded by the Western Hemisphere University of the Bible of Little Rock, Arkansas†¦ He had said that he had had to feel his way along with Christianity, since Catholicism and Protestantism had been outlawed along with Bokononism. â€Å"So, if I am to be a Christian un der those conditions, I have to make up a lot of new stuff.† (Vonnegut 214) Much like Bokonon, the Christian minister fabricates new aspects of the religion to suit his needs.   Daniel Minguez offers a thorough inspection: â€Å"This examination implies that one may rely upon an iteration of Christianity with the same confidence of its truth as one may rely upon their own guesswork at the workings of the universe†¦ It shows that Christianity is just as effective without the accepted dogma of the Catholic or Protestant church and renders the text as inconsequential to the enactment of Christianity itself†¦Ã¢â‚¬  (Minguez 9) The Christian minister offers a distorted and absurd version of the religion. He makes additions to the religion with little regard for its supposed sanctity despite having been well educated. By doing so, he strips Christianity, in addition to all religion, of its credibility. Religion and science are used as vehicles to pursue a deeper question regarding humanity: what is the purpose of life? The world inhabited by humans is mysterious, unpredictable, and ultimately meaningless. The characters in Cat’s Cradle are in search of purpose and meaning. In an attempt to find such, they supplement religion and science for true understanding. Bokononism and science strive to create meaning and purpose for the lives their followers. Bokononists believe â€Å"†¦that humanity is organized into teams, teams that do God’s Will without ever discovering what they are doing. Such a team is called a karass†¦Ã¢â‚¬  (Vonnegut 2). This is the stated purpose of Bokononism: to carry out God’s will. Though Bokononism does not explicitly condemn the attempt to understand God, it merely states that â€Å"such investigations are bound to be incomplete† (Vonnegut 4). One cannot understand or comprehend God: I once knew an Episcopalian lady in Newport, Rhode Island, who asked me to design and build a doghouse for her Great Dane. The lady claimed to understand God and His Ways of Working perfectly. She could not understand why anyone should be puzzled about what had been or about what was going to be. And yet, when I showed her a blueprint of the doghouse I proposed to build, she said to me,  Ã¢â‚¬Å"I’m sorry, but I never could read one of those things.† â€Å"Give it to your husband or your minister to pass it on to God,† I said, â€Å"and, when God finds a minute, I’m sure he’ll explain this doghouse of mine in a way that even you could understand.† She fired me. I shall never forget her. She believed that God liked people in sailboats much better than He liked people in motorboats. She could not bear to look at a worm. When she saw a worm, she screamed. She was a fool, and so am I, and so is anyone who thinks he sees what God is Doing. (Vonnegut 4) This does little to satisfy m an’s natural desire to know and understand his environment because â€Å"†¦any invented sense-making system is continually disproved by man’s immediate experience of the world, and the arbitrariness of events perpetually defeats any system of alleged causalities† (Bloom 91). Man must learn to accept such a situation: Tiger got to hunt, Bird got to fly; Man got to sit and wonder, â€Å"Why, why, why?† Tiger got to sleep, Bird got to land; Man got to tell himself he understand. (Vonnegut 182) In man’s attempt to create meaning, he may weave fiction to appease his desire for purpose, though such systems are deemed invalid. It is man’s responsibility to forge purpose and meaning for one’s existence. Vonnegut’s writings in Cat’s Cradle show that truth is not innately positive, and that lies are the opposite. Science, sharing an intimate relation to truth and knowledge, is the source of significant regression and damage to humanity in the form of the nuclear bomb and ice-nine. The atom bomb produces suffering, death, and environmental damage on an unprecedented scale, while ice-nine utterly annihilates all life on the planet. On the other hand, the fabricated religion of Bokononism, while founded on falsehoods, brings hope to the otherwise hopeless. It creates a veil to mask the otherwise unavoidable reality of life on the barren island of San Lorenzo. Bokononism and science are used by their followers to create meaning and purpose in their lives. This leads to the final conclusion that it is ultimately up to man to create meaning for an otherwise meaningless existence. Works Cited Allen, William R., ed. Conversations with Kurt Vonnegut. Jackson: University of Mississippi, 2001. Print. Bloom, Harold, ed. Modern Critical Interpretations: Kurt Vonnegut’s Cat’s Cradle. Broomall: Haights Cross Communications, 2002. Print. Marvin, Thomas F. Kurt Vonnegut: A Critical Companion. Westport: Greenwood, 2002. Print. Minguez, Daniel. â€Å"Cat’s Cradle: The Apocalypse of Human Thought.† OxyScholar. Occidental College, 1 Apr. 2009. Web. 13 Feb. 2013. Tomedi, John. Great Writers: Kurt Vonnegut. Philadelphia: Chelsea House, 2004. Print.

Drugs in Schools Essay

It is said that the majority of high school students have witnessed illegal drugs being used in their schools, illegal drugs being sold, illegal drugs in the possession of students, students high on drugs and students that are drunk. Parents think that until they get rid the schools of drugs, students will not bring good grades and achieve high marks. In schools in Newfoundland and Labrador, drugs are a huge issue. Smoking weed has become as regular as smoking a cigarette. The youth are even selling marijuana amongst themselves. All kinds of drugs are being used such as crystal meth, pot and ecstasy. In America, 60% of high school students and 30% or middle school students returned to school this year where illegal drugs are used, kept and sold. Many reports found that drug abuse will increase and will add $41 billion to the cost of elementary and secondary education this year for class disruption and violence, special education and tutoring. Parents say that drugs have infested schools and threatened students and their ability to learn and develop their talents. If parents would feel strongly about drugs in schools, we would have drug-free schools. It seems that more and more high school students are using drugs every year. Mostly, 10.5% of the youth that come for treatment are kids who started using drugs before the age of eleven. The media says that it is the parents, school board and the authorities to be held responsible for this because they never asked for drug-free schools.

I Dont Play Golf (An Inspector Calls) Essays

I Dont Play Golf (An Inspector Calls) Essays I Dont Play Golf (An Inspector Calls) Paper I Dont Play Golf (An Inspector Calls) Paper Inspector Goole knocks on the door just when Arthur Birling is making a speech to the rest of the family about how a man has to make his own way so long as he does that he wont come to much harm. He also dismissively mentions that by the way some of these cranks talk and write now, youd think everybody has to look after everybody else. I feel that the reason the Inspector calls at that specific time is to ultimately prove Birling wrong, and try to show him that we are responsible for each other in this world, and how you cannot escape the fact that what goes around, comes around. Birling is quite outraged at the fact that the Inspector has rudely  interrupted their dinner party, and he constantly attempts to tackle  the Inspector with petty little comments: I ought to warn you that  [Colonel Roberts] is an old friend of mine, and that I see him fairly  frequently. We play golf together. Birling continually tries to  intimidate him by mentioning his apparent authority, and patronises  the Inspector look here, Inspector. I consider this uncalled-for  and officious. Ive half a mind to report you. Pompous personality shines through, but the Inspector seems to take it in his stride and merely brushes off the comments that Birling throws at him: I dont play golf. I feel that Priestley decided to portray Arthur Birling as taking the Inspectors arrival quite badly to demonstrate just how shallow and thick-skinned society can be, and how we cannot easily accept our mistakes. The Inspector is the one in the play who brings us back down to Earth and makes us realise that. As well as being the messenger, Inspector Goole is also the strongest character in the play, maintaining complete control of the situation at hand and demonstrating his authority frequently. Its not just his dialect that depicts this, but also his overall persona, which is shown through the stage directions he creates at once an impression of massiveness, solidity and purposefulness, and it comes across to the audience and reader in an array of different ways. For example, the stage directions repeatedly show the Inspector cutting through massively, cutting in massively, massively taking charge, with authority and taking charge, masterfully. This demonstrates to both the audience and reader that the Inspector has the authority to interrupt people without reason, and take charge of the conversation. He dominates the other characters, even Mr and Mrs Birling, who are used to commanding and others obeying: (As Birling tries to protest, turns on him) Dont stammer and yammer at me again, man. Im losing all patience with you people. After this outburst, Mrs Birling is rather cowed. Aside from his rather terrifying outbursts, the Inspector remains calm and collected throughout the play, though he sometimes speaks coolly and imperturbably. The language he uses is often blunt and sometimes deliberately harsh so as to gain a reaction from the Birlings, reader and audience: Two hours ago a young woman died in the Infirmary. Shed been taken there this afternoon because shed swallowed a lot of disinfectant. Burnt her inside out, of course. This kind of emotive  language is sure to trigger signs of emotion in the Birlings, and once  again illustrates the effect the Inspector is having on the family   once the initial shock has seeped in, the Birlings are too stunned to  deny anything about their involvement with Eva Smith/Daisy Renton, although they did frequently dismiss any knowledge they had about the girl as just coincidence.  However, I felt the Inspector overcame these problems with ease.  The Birlings, especially Mrs Birling, refuse to accept responsibility  for Evas death Im sorry she should have come to such a horrible  end. But I accept no blame for it at all. Realising that she will not  remove herself from this train of thought, the Inspector cleverly  turns the tables on Mrs Birling, luring her into a trap that will  consequently land her son into one of his own: Secondly, I blame the young man who was the father of the child she was going to have.  This, of course, is Eric Birling. Unaware of this, Mrs Birling insists  that the Inspector deals with him very severely, and is glad to  hear it when he grimly agrees with her. When it comes to light that  it is in fact her son who is to blame, Mrs Birling is stunned and  the Inspector has slyly incorporated her into the grisly tale, too. Despite her mothers ignorance, Sheila Birling is perhaps the most  sympathetic of the family. A perceptive character, she is the first to  realise that the Inspector is no ordinary policeman, and that he has  an almost supernatural knowledge: Why you fool he knows. Of  course he knows. And I hate to think how much he knows that we dont know yet. Similarly, she is the first to realise that the father of Evas baby is none other than Eric, and tries to get her mother to  stop insisting that he should be held responsible: (With sudden alarm) Mother stop stop! At the beginning of the play, Sheila is perceived as a character who  is quite contented with her life, and has no reason to worry. However, when the Inspector arrives, her opinions start to change. Sheila regards the Inspector differently from the others she stares at [Inspector Goole] wonderingly and dubiously. She begs her mother not to patronise him You mustnt try to build up a kind of wall between us and that girl as she knows that the Inspector will break it down. She warns her mother He hasnt started on you yet, realising that they are all going to be treated in the same way. Her mood becomes slightly hysterical, also; No, hes giving us the rope so that well hang ourselves. When Arthur Birling remarks that Inspector did not come to talk to me about my responsibilities, Sheila responds, Lets hope not. Though Im beginning to wonder. She seems to be the only one in the family to perceive that the Inspector is not just a police inspector, but a spiritual being or emissary with a  moral mission to punish selfish behaviour among the rich and shallow -in this case, the Birlings. The Inspectors dialogue also leaves quite an impression on the  family, audience and reader especially his final speech. This is the  most important remark the Inspector makes in the entire play, as it  sticks in the minds of everybody, and ultimately sums up his role in  the production.  Priestley has used a lot of emotive language in this specific passage,  such as hopes, fears, suffering, happiness, blood and  anguish. In turn, this causes the Inspectors speech to be quite  blunt, as the sentences that these words are woven into are short,  abrupt and straight to the point mirroring the Inspectors duration  at the Birlings residence. As well as this, the Inspectors speech  makes good use of the word we, uniting the Birlings with the people that they feel they are superior to poor people. By the way that the Inspector declares we are members of one body. We are responsible for each other, he makes clever use of the word are, which in turn finalises the idea that we are members of one body, and we are responsible for one another. It is also contradictory to a section of one of Arthur Birlings speeches: By the way some of these cranks talk and write now, youd think everybody has to look after everybody else which is the complete opposite to what the Inspector is announcing. The passage also anticipates World War One, in the sense that at the very end, the Inspector says if men will not learn that lesson, they will be taught it in fire and blood and anguish this, to the Birlings, is a prophetic statement, but the reader and audience are aware of it as it has already come to pass. To emphasise that idea,  the Inspector lengthens the list of words he mentions; instead of just using a comma between fire and blood, he chooses to use and, which sensationalises the comment and makes it sound somewhat more important than if he had just normally listed those specific words.

Pistis in Classical Rhetoric

Pistis in Classical Rhetoric In classical rhetoric, pistis can mean  proof, belief, or state of mind. Pisteis (in the sense of means of persuasion) are classified by Aristotle into two categories: artless proofs (pisteis atechnoi), that is, those that are not provided by the speaker but are pre-existing, and artistic proofs (pisteis entechnoi), that is, those that are created by the speaker.A Companion to Greek Rhetoric, 2010 Etymology: From the Greek, faith Observations P. RollinsonThe opening [of Aristotles Rhetoric] defines rhetoric as the counterpart of dialectic, which seeks not to persuade but to find the appropriate means of persuasion in any given situation (1.1.1-4 and 1.2.1). These means are to be found in various kinds of proof or conviction (pistis). . . . Proofs are of two kinds: inartificial (not involving rhetorical art- e.g., in forensic [judicial] rhetoric: laws, witnesses, contracts, torture, and oaths) and artificial [artistic] (involving the art of rhetoric).Daniel BenderOne aim of speech within a Western rhetorical tradition is to produce pistis (belief), which will, in turn, produce consensus. A student trained to imitate models, to speak in different ways, could conform language and reasoning to the capacities of different audiences, and thus create that consubstantiality between speaker and audience, the rhetorically created scene of community.William M. A. GrimaldiPistis is used to represent the state of mind, namely, convict ion or belief, at which the auditor arrives when the correctly chosen aspects of the subject-matter are placed before him in an effective manner. . . .In its second meaning, pistis is the word used for a methodological technique . . .. In this sense, pistis means the logical instrument used by the mind to marshal the material into a reasoning process. It is a method which gives the matter a logical form, so to speak, and thus produces that state of mind in the auditor which is called belief, pistis. . . . It is this meaning of pistis which is applicable primarily to enthymeme, but also to paradeigma (example). For in rhetoric enthymeme (the process of deduction) and paradeigma (the inductive process) are the logical instruments which one is to use in constructing argumentation directed toward krisis, or judgment, on the part of another.

Blog Coursework Example | Topics and Well Written Essays - 3500 words - 1

Blog - Coursework Example The effect of this is that global polity and affairs were modified to integrate and accept all peoples through the acceptance of human rights. This has led to the creation of laws that protect the minorities and allows people of all backgrounds to operate within societies. This has led to the creation of multicultural and multiracial societies around the world Naturally, diverse societies mean diverse markets. And the implication is that a bank will be serving customers of diverse backgrounds. Thus, diverse teams used in the banking sector implies that consumers are not going to be of one single background. Typically, a bank in London will serve not only Anglo-Saxon customers including English, Irish, Scot and Welsh customers. In the 21st Century, there are customers with diverse origins including Indians, Arabs, Afro-Caribbean, Chinese, Africans and a wide diversity of people. There is therefore the chance and opportunity for a diverse team to produce better results through the operation of a service that considers and integrates all people and all communities. Thus, in terms of marketing and income generation, diverse teams have a much better chance of surviving and producing optimum results ahead of non-diverse teams. In the technical sense, diversity in teams involve the presentation of people from diverse occupation backgrounds. This involves people who have different expertise and different competencies. Due to this, a leader is likely to have a pool of different competencies and different thinkers. This allows the team to get a wide range of people who can add up to a rich and a diverse group of conversations to deal with matters in a positive sense and manner. A common problem in the banking sector is what the experts term groupthink. Groupthink is defined by Johnson and Scholes (2012) as a situation whereby all group members tilt towards a given solution and members fail to think and analyse things critically before giving a decision. As