Discussion 9 Essay Example | Topics and Well Written Essays - 500 words

Discussion 9 - Essay Example Scholars argue that although it is possible to learn about other cases through a similar case, it does not mean that cases studies are only used in making generalizations. On the contrary drawing inferences about a population from a case study is not justifiable (Creswell, 2003). Case studies are similar to other types of research and involve the identification of the problem, the collection of data and the analysis and reporting of results. As in other types of techniques, the approach and the analysis depends on the nature of the research problem. Case studies can be descriptive, interpretive or evaluative. The defining characteristics of a case study therefore are a deeper, intensive study of a single unit through detailed collection and analysis of many sources of information (Kumar, 2008:Babbie, 2010). In the first article titled â€Å"The impact of internet usage: A case study of delta state tertiary institutions† the objective of the study was to investigate and evaluate the impact of internet usage in institutions of higher learning in Delta State in Nigeria. The methodology used in this case is a case study that used questionnaires to solicit information from students and staff of four higher institutions of learning in Delta state in Nigeria. The questionnaires were randomly distributed to staff and students in four institutions of higher learning and later collected and analyzed (Ureigho, Oroke, & Ekruyota, 2006). It is possible to see a link between the research objective and the methodology taken as this study involved an in depth analysis of the impact of internet usage in institutions of higher learning. The most suitable approach to conduct this study was thus the case study methodology as it would lead to a lot of information about the problem in question. A focus group is an informal discussion among a group of selected individuals about a particular topic.

Assessor Award Essay Example for Free

Assessor Award Essay A1 Assessor Award BY fiffi20 7317 Vocational Assessors Award Underpinning Knowledge Requirements QI. The way how I identify and use different types of evidences when carrying out assessments are by reading through all the chosen units assessment reports to have a clear understanding of the criteria/elements which the candidate must meet. The different types of evidences which can be used are, Task Statements, Work Product/ Work Evidences, Observations, Supplementary Evidences, Questionnaires, Professional Discussions and also Witness Statements. Q2. When comparing different types of evidences, I make sure the work product overs either, the Skills and Techniques or the Performance Indicators depends on the NVQ course, this get done on both the mandatory unit as well as the unit the candidate is working on. This is done by me checking the evidence against the Assessment Report and referencing the elements which have been met. Q3. When it comes to me collecting evidence I normally get my candidates to print their evidences in black and white instead of colour to save the cost of their ink cartridge. If possible I would also ask them to print double sided to save paper. I always ask my candidates if they have created any sort of evidence prior to our eeting, that way I could see if the evidence is suitable for the task and if its meets any of the elements on the assessment report if so this saves a lot of time on the candidate behalf if not, I do set my candidates deadlines for them to meet, so that way then can complete to hand over evidences. Q4. If a candidate has completed evidences prior to the assessment process I would ask them to demonstrate how they started and completed the task. I would also have a Professional Discussion with them to cover certain Performance Indicators as well as getting a Witness Statement completed by a person high then he candidate, someone who can confirm that the candidate was able tackle this task. Depends on the unit, I would sometimes also give Questionnaires to them to cover their Knowledge and Understanding. Q5. To develop and agree assessment plans with the candidates I consider all Performance Indicators and Skills and Techniques for each chosen unit, I then advise them on the assessment methods which will be used to collect the evidence and also a date/time of completion is set and agreed by both the candidate and myself. Q6. To assess the performance of my candidate I observe them while they are ackling the work evidence and I also question them this could either be verbal or written. Through this method I can pin point their performance against specific parts of the standard. evelop their competency would be to give them extra training on specific areas which they lack knowledge in and also set them task where I could observe them on that particular training to see whether or not they understood to concept and learnt from the training. I would also question them to confirm they understanding. By doing this I can make sure the candidate will be able to meet the criteria/element. Q8. Diff erent candidate have different needs, some need more training and guidance than others. So when changing assessment procedures all aspect must be considered. For example I have a candidate who is a Personal Assistant for a Head Teacher in a school which I assess in. I show her the Action Plans and Assessment Reports and explain the criteria/element which she must meet, she is able to produce evidence instantly due to IT knowledge and Job role, this candidate need very little training in her Business and Administration course as long as I explain what is required from her and her work products/work evidences. However I then have a candidate who is a receptionist at a medical centre, this candidate has dyslexia and needs a huge amount of training and guidance, especially with her Task Statements. A lot more time must be spent with this candidate and the deadline of evidence must be slightly longer then others. Q9. When collecting evidences must ensure there are no confidentially information which relates to neither the company nor their clients/customers. The evidences must be created by the candidates so that way they are valid and fair. If the candidate does not create the evidence then it is hard to identify whether or not it is air. All evidences must be valid. I must check dates and check the assessment reports. I must speak to the Manager and advise them which type of evidence the candidate will be submitting. QIO. When completing work evidences, the evidence must follow the assessment standard of the CADCentre unit standard booklet. QI 1. To measure existing levels of competence I always question my candidates, this could either be verbal or written. I also get the candidate to perform the task so Im able to observe and Judge their competency level. Q12. To make a valid and reliable assessment of my candidates knowledge I ormally hold a professional discussion with them and also given them questionnaires to complete. Q13. To make a valid and reliable assessment of my candidates performance I get my candidate to produce work evidence to support there claim, to complete a Task Statement and I then type out the Observation which will backup the task which they completed and also to reference the criteria/elements which they successfully matched. collect the work evidence and the Task Statement from the candidate and then I would go through the assessment report and tick off the criteria/elements which they uccessfully met. This is done once IVe collect all evidences towards the relevant unit. This will show that the candidate was capable to meeting the required criteria/ elements. QI 5. To check that the evidence was created by the candidate I always ask them to demonstrate who they created the evidence and also I would take down the file path. The file path is added to the candidates work evidence as well as in my Observations. Q16. To make sure that supporting evidences supplied by other people are reliable I ask the Manager to write out a Witness Statement, I would also speak to the witness egarding the candidates unit, explaining the criteria/elements which they need to cover and will be assed on. The witness must have knowledge and experience in the area which I will assess to allow them to write up the statement otherwise it will not be valid. QI 7. I always tell the candidates that they can use evidences which they previously created towards the chosen unit. For instance an ITQ candidate might have already created a Powerpoint presentation a few weeks ago and as she/he Chose this particular unit, instead of getting them to re-create another resentation we would use the same as long as it met all the relevant criteria/ elements. This saves the candidate a lot of time and effort and fast tracks he collection of the evidence. Q18. The way how I give constructive feedback to my candidates is by after the completion ofa task I would sit down with them and go over the task again. My feedback sheet will state the unit number, the task which the candidate has completed, date of completion, a brief paragraph giving a positive feedback on the task, state any issues which the candidate might have had during the task and also I ention the next stage which they will be moving on to. Q19. The way how I involve my candidates in the planning of assessment , I sit with them and explain all the criteria/elements which they will need to meet, the date of completion must also be agreed by both parties. I would also Judge whether or not the candidate will need extra training times on certain criteria/element to allow them to meet them. Q20. To keep to the data protection act I must store all candidates details safe and secure. Candidate detail must not be shown nor shared with any other candidates or any one outside the CADCentre. Q21. I have a lot of patients and give a lot of my time to my candidates who I feel lack to take part in different in their assessment. Im constantly training them to regain their confidences and knowledge. I also advise them that they can email or call me regarding any questions which they might have. I also give them the option of training them through specific area. IVe noticed that more practice the candidate has the better their understanding is. Q22. I make sure that I treat all my candidates the same, all with the same respect regardless to age, gender, race or beliefs. I train all my candidates equally, however I o sometimes give extra time/training to those who are in need. Q23. To meet the needs to each of my candidate, I assess them on the second initial visit after the signup. I question them verbally to have a clear view of the competency and needs. From that I can Judge which candidate will need extra training. Q24. I always give a feedback to all my candidates after the completion ofa task or even a unit. Again in this I will verbal talk to them as well as write out a feedback sheet. Feedbacks are very important to candidates, they can see their progressions and also identify their weaknesses. Q25. I have always built a good friendly relationship with all my candidates, make them feel at ease to ask questions and get in contact with me at any time regarding any issues which they might have with the course/evidence. Q26. To monitor and review the progress of my candidates I always complete an eight week review which states and identifies how the candidate is progressing, whether its a slow progression or an up to date progress. Deadlines are always set with my candidates and some do meet them and some do go over the deadline. Q27. Candidates are always upgrading their positions within companies. I must ake sure that my knowledge and understand of the course, assessment reports and standards are ofa high level to allow me to assess the candidates. Knowledge in softwares are also very important, as a candidate might chose to complete their NVQ in a specific software such as Access. Access is a database software which not many people know how to use and not many companies use, so to be able to assess and train in Access my knowledge and understand must be high. Q28. To update my existing skills and experience I would take full advantage of any training/course opportunities which may arise. This will enhance my skills, nowledge and also experience. Q29. I would take in consideration any Internal Verifier feedbacks, I would also constantly look at the City and Guilds web site and also sign up for the Newsletters. Q30. To improve my personal development I would again take full advantage of any qualifications and criterias. Q31. To meet my candidates needs in a safe, fair, valid and reliable manner I would take in to account there needs and work in line with the relevant legislations. As I mentioned before I have a candidate who suffers from Dyslexia, with her I need to print the text in a larger font and explain each point to her fully for her to have fully nderstanding of what is required from her. Q32. To recognise and challenge unfair discrimination in assessments I would refer back to the procedure, CADCentre Handbook. Q33. I would liaise with the Internal Verifier and then External Verifier to get advice on meeting candidates special assessment requirements. Q34. To identify and plan for issues of confidentiality and data protection during the assessment process I would either collect the Work Product or if the data is confidential then I would only request the file path. The file path is needed in case he Internal Verifier or External Verifier wanted to go to the company and have a look and the evidence. Q35. The way how I would record, store and pass on assessment decisions to other people within an agreed system would be by recording it on assessment plans and completing a summary of achievement. Q36. I would say to identify and assess things that could influence my own competence, could be an ITQ unit such as (214). By observing another person I could learn new skills on a particular software. Q37. I would liaise with my manager and request training in either a particular course, scheme, FL, CPD and also PTTLS.

Determinants And Implications For Focused Antenatal Care Interventions

Determinants And Implications For Focused Antenatal Care Interventions The coverage of antenatal care (ANC) in many areas is known and there are a number of interventions to encourage use of ANC services by pregnant women. However, for women who attend ANC, it is important that they register at the appropriate time and pay a given number of visits over the pregnancy period to ensure that they receive the interventions recommended for the antenatal period at the right time. When a pregnant woman makes regular contact which her skilled antenatal care provider, she is in a position to receive various services such as those meant for prevention of eclampsia, intermittent preventive treatment for malaria, early detection of HIV/AIDS infection and prevention of mother-to-child transmission, micronutrient supplementation, birth preparedness and provision of information on danger signs occurring while she is pregnant or during delivery.1 Presently, Nigeria is transiting to the Focused Antenatal Care (FANC) approach promoted by the World Health Organization (WHO ) which is aimed at ensuring that each antenatal visit counts and that antenatal care interventions are delivered at the appropriate time.2 FANC is one of the pillars of safe motherhood. The goal of FANC is to ensure that pregnancy is normal through for major actions: identification of pre-existing health conditions, early detection of complications arising during the pregnancy, health promotion and disease prevention and birth preparedness and complication readiness planning.3The interventions are deployed in such a way that they are appropriate for the womans stage of pregnancy.4 Unlike the previously used routine care which was ritualistic and frequent visits, the FANC approach emphasizes evidence-based goal-directed actions, family-centred care, quality, rather than quantity of visits as well as care by skilled providers.3 4 Thus, numerous routine visits are no longer recommended and are considered a burden to women and the health care system. The FANC approach also deemphasizes the routine risk assessment approach for classifying women into high and low risks groups.2 With the risk assessment approach, women attending antenatal care were offered services which include blood pressure check, urinalysis to detect protein or bacteria, and blood test to rule out syphilis or anaemia.5 However many women classified as low risk end up having a false sense of security, are unable to recognize and respond to problems and end up developing complications. In addition, most high risk women give birth without complications and the excess care provided constitutes an inefficient use of scarce resources. The FANC approach in Nigeria requires that pregnant women would have paid the first visit for ANC by the 16 week of pregnancy or earlier when the women first thinks she is pregnant, the second between the 24th to 28th week, the third at the 32nd week and the 4th at the 36th week of pregnancy.2 Some authors have considered early booking to mean that a woman pays her first visit before the 14th week to achieve the aim of improved outcome of pregnancy both for a mother and her unborn child.6 Thus, by 36 weeks, a pregnant woman should have made the required minimum of four visits while those with risk of complications of conditions that can impact on pregnancy would require additional visits. The time of booking and ANC attendance can affect the effectiveness of interventions recommended for pregnant women and thus the goals of FANC. Early booking helps ensure that problems are detected and managed early.2 The first visit gives the opportunity to record information on family, maternal and medical history, carry out a physical examination, request laboratory tests, provide care including intermittent preventive treatment (IPT) for malaria in pregnancy (if beyond first trimester), provide counselling including birth plan, use of insecticide treated bed nets (ITN), HIV counselling and testing and to discuss the schedule for care. The subsequent visits are necessary for noting complaints, targeted physical examination, reviewing test results, providing care including IPT for malaria, obtaining information on use of ITN, birth plans and carrying out HIV counselling. Justification for the study Interventions for pregnant women aim protect the woman and her unborn baby for the remaining period of the pregnancy and their provision should be timely. The later the timing of first visit the shorter the period of cover and the higher the risk of development of problems and complications for the woman and her baby. Thus it is not just important to know the proportion of pregnant women attending ANC, it is also important to know when attendees commence such visits and whether they pay an adequate number of visits. Although a number of studies have documented the timing of first visit and number of visits to ANC in the south-west region of Nigeria, little is known about the pattern in the south eastern region of the country. Additionally, most of the studies are limited in scope as they are facility based (usually tertiary hospital based) and thus reflect experience amongst pregnant women who are able to access such facilities even though primary health centres are the closest to people and usually the only available point of care in rural areas. Aim: This study is aimed at documenting the socio-demographic predictors of timing of ANC booking and subsequent attendance amongst pregnant women in order to understand the impact these can have on deployment of focused antenatal care interventions for pregnant women. Objectives: To determine the timing of booking and pattern of subsequent ANC attendance among pregnant women attending primary level facilities To examine whether the timing of ANC booking and clinic attendance is affected by individual level socio-demographic factors To assess the appropriateness of timing of booking and attendance for effective delivery of focused antenatal care interventions To examine how the findings of the study can impact on the deployment of antenatal care interventions for pregnant women. CHAPTER TWO LITERATURE REVIEW The concept of focused antenatal care is based on the assumption that since every pregnancy faces the risk of development of complications, every pregnant woman should be monitored to avoid development of such complications.2 Lack of antenatal care is known to be a major risk factor for development of negative pregnancy outcomes. However, when antenatal care is appropriately delivered, it has the potential to positively impact on maternal mortality and morbidity.7 Studies have shown that many women obtain care quite late during the pregnancy period and the care obtained is usually inadequate.2 8 9 The first visit for antenatal care in Africa usually takes place around the fourth to fifth month of pregnancy.5 In the African region, 73% of pregnant women aged 15 49 years pay at least one visit to a health care provider for antenatal care while only 44% pay at least four visits.10 A study by Al-Nasser in Saudi Arabia showed that majority (60.8%) of pregnant women attending antenatal clinic in primary health care centres were first seen before the 20th week of gestation.11 Fekede, et al noted that 42.8% of 360 pregnant women in an Ethiopian town attending antenatal clinic did so for the first time within the 3rd trimester while only 6.5% had the recommended minimum of four visits.12 In Nigeria, the figures assessing antenatal care utilization are below the African regional values as 58% of women aged 15-49 years receive ANC from a skilled health provider at least once during pregnancy while 45% of women make four or more visits for ANC.2 10 Based on the 2008 NDHS the median gestational age at booking is 5 months.2 Among 395 women attending antenatal clinic in public and private facilities covering the primary, secondary and tertiary levels of care in Ibadan, southwest Nigeria, 25.8% paid the first visit for antenatal care within the first trimester. Mean gestational age at booking was found to be 18.5 (Â ±6.3) weeks while the mean number of antenatal visits was 4.0 (Â ±2.4).13 A study carried out among 378 pregnant women attending a tertiary hospital in Edo state Nigeria noted that the 6th month of pregnancy as the peak period of first visit for antenatal care among the women.14 Okunlola et al found a mean gestational age at booking of 21.82 (Â ±7.0) weeks wi th only 14.1% of the women paying attending for the first time within the first trimester.6 In a tertiary facility in Osogbo Nigeria, the mean gestational age was found to be 20.3 (Â ±6.2) weeks and 82.6% of those studied booked late.15 Amongst 400 women attending antenatal clinic at a tertiary facility in Ile Ife, Nigeria, 71% had registered by the 20th week of gestation.16 Aluko and Oluwatosin found low rates of first trimester booking and irregular visits for antenatal care among women attending clinics in a mission hospital in Ibadan south west Nigeria.17 Socio-demographic factors and parity have been found to directly influence the timing of first visit for antenatal care though the results are sometimes dissimilar. Most women (79.9%) attending antenatal clinic in a tertiary hospital in Edo state Nigeria were found to have booked late.18 However, there was no significant difference in age, parity, level of education and social class between women booking early and late. In a study carried out among pregnant women attending a the Lagos University Teaching Hospital, Adegbola found a mean gestational age at first booking of 18.5 (Â ±8.3), 18.4 (Â ±7.4) weeks for nulliparous and primiparous women respectively.19 The overall mean gestational age at booking was 19.1(Â ±7.2) weeks. Women with parity 5 booked at significantly higher mean gestational age of 25.9 (Â ±) weeks and women of lower social class tend to book earlier for antenatal care. Similarly Adeyemi, et al found that late booking was thrice as common in multiparous women com pared with the nulliparous group and the difference was significant.20 Other authors have found an association between parity and timing of first visit, and number of antenatal visits.11 21 A number of studies have documented the factors that affect use of ANC amongst women in the developing countries;9 these determinants are also likely to affect the timeliness of attendance for ANC. Chandrashekar, et al found that women who are poor, illiterate, multiparous, unskilled and over 30 years of age were less likely to receive antenatal care in India.22 Age was found to be a significant predictor of ANC attendance in a community based study in Ethiopia where women aged 15-24 years were found 2.75 times more likely to attend than those aged 25-34 years.12 Geographic place of residence can also have an impact as women living in urban areas are more likely to receive antenatal care during pregnancy. Women have also been found to concurrently use multiple antenatal care providers and this can affect the timing of booking in a facility. Adeoye, et al found that 25% and 30.5% of women attending two antenatal care clinics in a tertiary facility in Ebonyi state were concurrently using both formal and informal providers of antenatal care.23 Of 535 women attending a tertiary facility in Enugu Nigeria, 69.5% were booked in more than one facility.24 The time of commencement of ANC visits has implications for the period of protection that pregnant women have from interventions. For example where women attend antenatal care late in pregnancy, they may not receive the recommended 2-3 doses of Intermittent Preventive Treatment (IPT) for malaria in pregnancy using sulphadoxine-pyrimethamine combinations.25 Data from the 2008 National Demographic and Health Survey (NDHS) shows that among 11,027 women aged 15 49 years with a live birth within a period of 2 years preceding the survey, only 8.0% received at least one dose of IPT while 4.9% received 2 or more doses.2 The proportion was 9.9% and 5.4% respectively for the south east region of Nigeria. It is important that pregnant women are available at the appropriate time for delivery of IPT which is best given when the growth of the foetus is occurring at its highest velocity (16th 24th week) as this helps to reduce placental parasitaemia, foetal growth reduction and the resultant low birth weight.26 It is also known that the negative impact of malaria is worse among women with their first and second pregnancies compared to those that have had more than two pregnancies.27-29 Thus primi and secundi-gravidae need to pay their first visit early enough to ensure adequate protection through the pregnancy period. The same consideration holds sway for interventions such as insecticide treated nets for which the potential protective time period depends on how early in pregnancy a woman starts sleeping under the net. All it all, timely attendance to ANC is important to enhance the potential for positive pregnancy outcomes since it provides pregnant women with the opportunity to receive recommended interventions and the protection from problems and complications. Socio-demographic and maternal factors such as parity can affect the timeliness of ANC visits by pregnant women. CHAPTER THREE METHODOLOGY Study area: This study will be carried out in Enugu State, South-East Nigeria. Enugu state comprises of 17 Local Government Areas (LGAs), has a total population of 3,257,298 people and an annual growth rate of 3.0.30 Three of the 17 LGAs (Enugu North, Enugu South and Nsukka) are urban, one (Enugu East) has a mix of urban and rural areas while the remaining 13 LGAs are rural. The people of Enugu are of Igbo ethnicity and are predominantly Christians. A substantial proportion of the working population in the state is engaged in farming, trading, and public service employment. Study site: Two areas will be purposively selected for the study to enable collection of data across for those in both urban and rural areas of the state. These are Udi LGA comprising Udi North and South Development Councils will be used to represent the rural areas while Enugu North and South LGAs will represent the urban areas. Udi has a population of 234,002 while Enugu North and South have a population of 244,852 and 198,723 respectively.30 Udi LGA has 14 primary health facilities that offer ANC services while Enugu North and South (referred to as Enugu) together have 12 primary facilities that offer ANC (appendix 1). Study design: This will be a cross-sectional study involving eliciting of information from pregnant women attending primary health centres for antenatal care through exit interviews using a pre-tested questionnaire. Sampling and sample size: All the primary health care facilities providing ANC in the study LGAs will be used for the study. Since the level of attendance of ANC varies for different facilities, a proportionate method will be used for determining the sample size for each facility. The proportion will be determined by considering the average weekly number of antenatal clinic attendees to the facility relative to the total from all facilities as reported by the heads of the facilities and the relative proportion will be computed. The minimum sample size required for the study is 374. This was determined using the formula for determination of sample size for population proportion,31 an ANC coverage level of 58%,2 a confidence level of 95% and an error margin of 0.05. Z= 1.96 at 95% confidence level, (two-sided). p=ANC coverage = 58% d=margin of error tolerated = 0.05 Considering a potential refusal rate of 10%, 411 women will be sampled. Study tools: Data will be collected using a pre-tested interviewer administered questionnaire (appendix 2) which will be administered by trained field workers. The questionnaire will be pre-tested amongst pregnant women attending ANC at the Primary Health Centre Abakpa, Enugu East LGA which will not be used for the study. Data analysis: Epi Info statistical software will be used for data entry while SPSS and Stata Softwares will be used for data analysis. Data will initially aim to elicit the determinants of timing of booking of ANC. Subsequently, a continuous socio-economic status index will be generated using the principal component analysis technique in STATA software package 32 to enable disaggregation of data into socio-economic quintiles. Information that will be used include households asset holdings including television, radio, refrigerator, car, bicycle, rechargeable lamp, kerosene lamp, electric fan, air conditioner, motorcycle.33 The SES quintiles generated will be used in assessing differences in timing of booking for women of various SES groups. Logistic regression analysis will be employed for examination of the determinants of the timing of booking. Data analysis will also aim to estimate the proportion of women attending at the appropriate time for delivery of recommended interventions . Chi squared test will be used to test for significance of differences observed for categorical data while chi squared for trend test will be employed for ordered categorical data. All tests of significance will be done a p value of 0.05. Ethical considerations: Ethical clearance will be obtained from the Research Ethics Committee of the University of Nigeria Teaching Hospital Enugu, while permission to carry out the study will be obtained from the Primary Health Care Coordinator of the LGAs as well as from the heads of facilities to be used. Written consent will be obtained from patients who are interviewed after they have been informed of the objectives of the study and the voluntary nature of their participation.

The Lottery by Beth Goobie is a Bad Influence on Teens Essay -- essays

A Bad Influence Throughout high school, the most essential trait to have above intellect and organization is good behavior. Without it, a student cannot be focused during a lecture, which can lead to disappointing grades and ultimately, a dreadful high school experience. The Lottery, by Beth Goobie encourages bad and rebellious behavior acted out by the protagonist Sally Hudson. At the start of the book, Sally gets picked by the school government as annual lottery winner. As lottery winner, Sally has to expect to be the butt of all jokes and for everyone to hate her. However, Sally gets told all the secrets and classified information the school has to offer. Sally does not enjoy becoming the outcast of the school so she tries to rebel. She eventually succeeds and the school government is forced to choose another person as lottery winner. This book is a bad influence on teens because it shows them that rebellion leads to triumph and that being devious and lying will grant them success in the future. In modern society, teenagers are being taught to be bold and honest, not sly or sneaky. We grew up hearing â€Å"since you told me the truth, it’s Okay,† by our parents. This way of thinking is correct, for what type of place would earth be if everyone was trying to swindle one another? However, in The Lottery the protagonist used sly and devious methods to get what she wanted. In the following quote, Sally gets exposed telling her best friend that she poisoned the president of the school council to avoid a meeting. â€Å"It was me, yes I poisoned Dusty†¦ it way the only way to avoid the council meetings† (Goobie 202). By using a dishonest way of getting what she wanted, Sally demonstrates how she is a negative role model for the world’s tee... ...nse to that is that it is tolerable to voice up in certain situations but not all the time or when it is unnecessary. In addition, some people may state that being sly is a good thing because it makes a person more cunning. My reply is it is fine if you think being sly will make you more intelligent as long as being sly doesn’t cross the line of unmoral. If it does, then the clever person will use his intelligence in a bad way as in Sally’s case. The Lottery is an incredibly bad influence on America’s youth because it portrays the protagonist as a sneaky rebellious individual who succeeds in life. Today’s teens as with any generation of youth is extremely lost and in dire need of direction. Books such as The Lottery should not be targeted towards teens for they are in a very fragile state of life. For if you hurt today’s teens, you are hurting tomorrow’s adults.

Good Marriage Essay

Jim went down to the kitchen where the smell of good food beckons him. He smiled to himself, pleased to note that his wife is cooking his favorite food. They’ve been together for twenty-five years, their kids are all grown up. Yet Ana hasn’t forgotten that he likes Thai cooking, slightly spicy and rich with seasoning. He saw his wife adding cut green pepper on the diced meat that is frying on the stove. Ana turned around and saw him standing in the doorway. She bade him sit down while she finishes her cooking. Instead of sitting down, Jim went to the cupboard to get plates and utensils for their meal. The couple has always find ways to please and help each other, a practice they have kept over the years. 2. A good marriage is characterized by husband and wife’s delight in a give and take relationship. There is mutual respect for each other. Husband and wife helps each other in decision-makings, the raising of children, and doing tasks. They both take care of each other and notes what are the likes and dislikes of each party. In a good marriage, the man and wife are both happy in their decision to be with each other for the rest of their lives. That commitment is reaffirmed time and again despite difficulties and trials. In a good marriage, there is laughter and conversation. Both husband and wife will always find things to talk about, and have the time to listen to each other. 3. Looking at Jim and Ana’s lives, their twenty-five years of marriage has not always been a bed of roses. Ana is scrupulously neat, while Jim is a little scatter-brained. Ana keeps a list of things that needs to be done and does them in an organized and timely manner. She likes getting an early start, eating breakfast and finishing work ahead of time. Jim has a tendency to oversleep in the morning, getting up really late on weekends, and spending half of the day sleeping during 2 vacations. He hates putting anything on his stomach before eleven in the morning and likes to work late at night. Ana would sometimes find Jim deeply asleep after she had her bath and breakfast on a day when they’re supposed to go to the dentist. At a time when Ana likes to get an early start, while Jim wasn’t complying, she’d often get bad-tempered and a little quarrel would ensue. These little quarrels didn’t get out of hand because both of them are capable of stepping back and releasing anger. More importantly, Jim and Ana avoid bringing up past issues during arguments. They stick to what’s at hand and settle them without resorting to foul language and by properly expressing their sentiments and criticisms in a constructive manner. 4. A good marriage is not just about seeing the good side of a person. It’s about knowing his or her little habits that may or may not turn out to be annoying. Each party has to accept the totality of the other person and learn to adjust and adapt. In a good marriage, the couple must not try to change each other. Instead, they must try to meet in the middle and compromise. In a good marriage, the couple don’t start running away when things become a little complicated and difficult. 5. A good marriage, simply defined, is comprised of the good and bad things. There are times to laugh, to talk, to argue, and to make up. It is characterized by a lasting friendship where trust and responsibility go hand and hand. Meeting halfway and speaking up are necessary elements to make the relationship endure. Both parties must work hard and stick it out with one another through thick and thin. Husband and wife must selflessly think of each other’s welfare particularly when there are major issues to face and settle. It’s very important to do things together and to go away on vacations to recapture the moments when you both fall in love with each other.

Free Essays on Rawls

John Rawls, professor of philosophy at Harvard, published a paper in the Philosophical Review for 1958 called 'Justice as Fairness', followed up by various other papers, and in 1971 a large book A Theory of Justice. Rawls disagrees with the Utilitarians over their way of spelling out the idea of the happiness of mankind generally. They say: Consider whether the act, rule or institution to be evaluated is best for the happiness of mankind generally. The difficulty is that often it will be both to the advantage of some people and to the disadvantage of others. The effect on the happiness of mankind generally has to be assessed by somehow balancing off the bad effects on some people against the good effects on others. There is no way of avoiding this. Some of the practical questions we have to decide do involve choice between possible courses of action all of which have good effects on some people and bad effects on others. If a political or ethical theory can't give us any guidance on deciding questions like that then it is almost useless. Questions of distributive justice especially call for decisions between conflicting interests - if some get more others get less. So the effect on the happiness of mankind generally will be the resultant of good effects on some, bad effects on others. Rawls's objection to Utilitarianism is that it puts no restrictions upon the subordination of some people's interests to those of others, except that the net outcome should be good. This would allow, any degree of subordination, provided the benefit to those advantaged was great enough. Rawls thinks that a theory of justice cannot let disadvantages to some be justified by advantages to others. Let us imagine we are talking about a household. On a particular occasion the interest of a minority may be subordinated to that of a majority - they will watch the TV program most them want. But if the same people are outvoted every time their household will s... Free Essays on Rawls Free Essays on Rawls John Rawls, professor of philosophy at Harvard, published a paper in the Philosophical Review for 1958 called 'Justice as Fairness', followed up by various other papers, and in 1971 a large book A Theory of Justice. Rawls disagrees with the Utilitarians over their way of spelling out the idea of the happiness of mankind generally. They say: Consider whether the act, rule or institution to be evaluated is best for the happiness of mankind generally. The difficulty is that often it will be both to the advantage of some people and to the disadvantage of others. The effect on the happiness of mankind generally has to be assessed by somehow balancing off the bad effects on some people against the good effects on others. There is no way of avoiding this. Some of the practical questions we have to decide do involve choice between possible courses of action all of which have good effects on some people and bad effects on others. If a political or ethical theory can't give us any guidance on deciding questions like that then it is almost useless. Questions of distributive justice especially call for decisions between conflicting interests - if some get more others get less. So the effect on the happiness of mankind generally will be the resultant of good effects on some, bad effects on others. Rawls's objection to Utilitarianism is that it puts no restrictions upon the subordination of some people's interests to those of others, except that the net outcome should be good. This would allow, any degree of subordination, provided the benefit to those advantaged was great enough. Rawls thinks that a theory of justice cannot let disadvantages to some be justified by advantages to others. Let us imagine we are talking about a household. On a particular occasion the interest of a minority may be subordinated to that of a majority - they will watch the TV program most them want. But if the same people are outvoted every time their household will s...

Medea Reduction Essay essays

Medea Reduction Essay essays Euripidess play, Medea portrays the characteristics of a tragedy. Through Jasons tragic flaws, it is shown how Medea possesses these elements. To begin with, Jason is a person of magnitude. As a boy, Jason lived in Thessaly and became skilled in all the manly exercises and every branch of human knowledge. He was later told to seek his rightful place in society by going to Greece to regain his fathers throne. Jason demonstrated the act of free will. Jason cast away Medea because he did not want to leave his high place in society. Consequently, Jasons actions were a result of his downfall. Medea, being a woman of pride and royalty wouldnt except defeat as the final answer. She planned her revenge, and ultimately prevailed in the end. The murder of her children and the murder of Jasons new wife and father in-law basically ruined everything that Jason stood for. Everyone that he ever cared for was taken from him, and Jason was left with nothing. Hubris was a significant character flaw that Jason possessed. Hubris is wanton insolence or arrogance resulting from excessive pride or from passion. Jason shows hubris when he is challenged to bring home the Golden Fleece; Now glory was Jasons ruling passion. He would have felt disgraced if he has declined any adventure, however difficult it might be: and the greater the danger, the greater the glory (The Golden Fleece 213). When is Colchis, Jason realized that he could not defeat the protectors of the fleece and agreed to marry Medea if she helped him obtain it. Even though he did not love her, let alone know her, he agreed in exchange for the power and glory the fleece would bring him. While hubris is a character flaw, hamartia is an error of judgment that Jason had clearly made. While at the time, Jason thought that he was getting a good deal by marrying Medea. His judgment turned fatal. In the end of the story ...