Courage in Pat Barkers Regeneration Essay -- Pat Barker Regeneration

Courage in Pat Barker's Regeneration During the Vietnam War, many Americans decided to choose conscientious objector status and serve the war effort in non-combative ways; others moved to Canada, leaving their families, their communities, and their nation because of strong political convictions. While some said these people were cowards and a disgrace to their families and their nation, others argued that those had just as much courage as the men on the front lines. Although moving to Canada was far less difficult than being sent to Vietnam, these Draft Dodgers proved they had courage to stand up for what they believed in. On pages eight and twenty-two of Pat Barker's Regeneration, two very highly esteemed awards are introduced, the Military Cross (MC) and the Victoria Cross (VC). The protagonist of this novel, Siegfried Sassoon, responds to his military honors by demonstrating two kinds of courage, one lauded by his government and popular opinion and one misunderstood and disdained by his society. Though Barker's novel presents these two types, she ultimately values courage of personal conviction. Not only does Sassoon exert this courage of personal conviction by writing a letter to his commanding officer, but also by throwing away one of the prestigious medals. The Military Cross (MC) Award was instituted December 28, 1915. The award is presented to officers of the rank of Captain or below, for "distinguished and meritorious services in battle" (Brew). Most often meritorious services in battle means crossing enemy lines and running through enemy trenches in order to save men of the officer's battalion. This award is ranked as one of the highest honors possible for an officer to attain, and is "clearly for gallant and dis... ...how they were perceived by different individuals in Regeneration, two different types of courage are seen: one that was applauded by the government and public opinion, and one that was misunderstood by Sassoon's society. It takes personal conviction exhibited through courageous acts to live with yourself in the face of a worldview at odds with your own. Works Cited Barker, Pat. Regeneration. New York: Plume, 1993. Brew, Steve. "Gallantry Medals Awarded to 41 Squadron Pilots." World War One. 2003. Veterans Affairs of Canada. 20 Apr. 2004 <http://brew.clients.ch/Medals41.htm>. Chapman, Mike. "Victoria Cross Facts." British Gallantry Awards. 1981. PE Abbott, JMA Tamplin. 19 Apr. 2004 <http://www.victoriacross.net/medal.asp>. Duffy, Michael. "Military Cross." First World War.Com. 2000-2004. 19 Apr. 2004 <http://www.firstworldwar.com/atoz/mc.htm>.

Hypertension As Cause Of Stroke Health And Social Care Essay

High blood pressure is a common and major cause of shot and other cardiovascular disease. There are many causes of high blood pressure, including defined hormonal and familial syndromes, nephritic disease and multifactorial racial and familial factors. It is one of the prima causes of morbidity and mortality in the universe and will increase in world-wide importance as a public wellness job by 2020 ( Murray and Lopez 1997 ) . Blood force per unit area ( BP ) is defined as the sum of force per unit area exerted, when bosom contract against the opposition on the arterial walls of the blood vass. In a clinical term high BP is known as high blood pressure. Hypertension is defined as sustained diastolic BP greater than 90 mmHg or sustained systolic BP greater than 140 mmHg. The maximal arterial force per unit area during contraction of the left ventricle of the bosom is called systolic BP and minimal arterial force per unit area during relaxation and dilation of the ventricle of the bosom when the ventricles fill with blood is known as diastolic BP ( Guyton and Hall 2006 ) . Table 1: Definitions and categorization of blood force per unit area degrees ( adapted from JNC-VII ) High blood pressure is normally divided into two classs of primary and secondary high blood pressure. In primary high blood pressure, frequently called indispensable high blood pressure is characterised by chronic lift in blood force per unit area that occurs without the lift of BP force per unit area consequences from some other upset, such as kidney disease. Essential high blood pressure is a heterogenous upset, with different patients holding different causal factors that lead to high BP. Essential high blood pressure demands to be separated into assorted syndromes because the causes of high BP in most patients soon classified as holding indispensable high blood pressure can be recognized ( Carretero and Oparil 2000 ) . Approximately 95 % of the hypertensive patients have indispensable high blood pressure. Although merely approximately 5 to 10 % of high blood pressure instances are thought to ensue from secondary causes, high blood pressure is so common that secondary high blood p ressure likely will be encountered often by the primary attention practician ( Beevers and MacGregor 1995 ) . In normal mechanism when the arterial BP raises it stretches baroceptors, ( that are located in the carotid sinuses, aortal arch and big arteria of cervix and thorax ) which send a rapid urge to the vasomotor Centre that ensuing vasodilatation of arteriolas and venas which contribute in cut downing BP ( Guyton and Hall 2006 ) . Most of the book suggested that there is a argument sing the pathophysiology of high blood pressure. A figure of predisposing factors which contributes to increase the BP are fleshiness, insulin opposition, high intoxicant consumption, high salt consumption, aging and possibly sedentary life style, emphasis, low K consumption and low Ca consumption. Furthermore, many of these factors are linear, such as fleshiness and intoxicant consumption ( Sever and Poulter 1989 ) . The pathophysiology of high blood pressure is categorised chiefly into cardiac end product and peripheral vascular resistant, renin- angiotonin system, autonomic nervous system and others factors. Normal BP is determined and maintained the balance between cardiac end product and peripheral resistant. Sing the indispensable high blood pressure, peripheral resistant will lift in normal cardiac end product because the peripheral resistant is depend upon the thickness of wall of the arteria and capillaries and contraction of smooth musculuss cells which is responsible for increasing intracellular Ca concentration ( Kaplan 1998 ) . In renin-angiotensin mechanism hormone system plays of import function in maintain blood force per unit area ; particularly the juxtaglomerular cells of the kidney secrete renin in order to response glomerular hypo-perfusion. And besides renin is released by the stimulation of the sympathetic nervous system which is subsequently convert to angiotensin I so once more it converts to angiotensin II in the lungs by the consequence of angiotensin- change overing enzyme ( ACE ) . Angiotensin II is a powerful vasoconstrictive and besides it released aldosterone from the zona glomerulosa of the adrenal secretory organ which is responsible for Na and H2O keeping. In this manner, renin-angiotensin system increases the BP ( Beevers et al 2001 ) . Similarly, in autonomic nervous system sympathetic nervous system play a function in pathophysiology of high blood pressure and cardinal to keeping the normal BP as it constricts and dilates arteriolar. Autonomic nervous system considers as an of import in short term alterations in BP in response to emphasis and physical exercising. This system works together with renin-angiotensin system including go arounding Na volume. Although adrenaline and nor-adrenaline does n't play an of import function in causes of high blood pressure, the drugs used for the intervention of high blood pressure block the sympatheti c nervous system which had played proper curative function ( Beevers et al 2001 ) . Others pathophysiology includes many vasoactive substance which are responsible for keeping normal BP. They are enothelin bradikinin, endothelial derived relaxant factor ; atrial natriuretic peptide and hypercoagulability of blood are all responsible in some manner to keep the BP ( Lip G YH 2003 ) . The 7th study of the Joint National Committee ( JNC-VII ) on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure defines some of import ends for the rating of the patient with elevated BP which are sensing and verification of high blood pressure ; sensing of mark organ disease ( e.g. nephritic harm, congestive bosom failure ) ; designation of other hazard factors for cardiovascular upsets ( e.g. diabetes mellitus, lipemia ) and sensing of secondary causes of high blood pressure ( Chobanian et al 2003 ) . Most hypertensive patients remain symptomless until complications arise. Potential complications include shot, myocardial infarction, bosom failure, aortal aneurism and dissection, nephritic harm and retinopathy ( Zamani et al 2007 ) .The drug choice for the pharmacologic intervention of high blood pressure would depend on the single grade of lift of BP and contradictions. Treatment of non-pharmacologic high blood pressure includes life-style, weight decrease, exercising, Na, K, halt smoke and intoxicant, relaxation therapy and dietetic betterments, followed by pharmacological medicine therapy. Fig1. Algorithm for the pharmacologic intervention of high blood pressure ( adapted from Chobanian et al 2003 ) Normally used antihypertensive drugs include thiazide water pills, ?-blockers, ACE inhibitors, angiotonin receptor blockers, Ca channel blockers, direct vasodilatives and ?-receptor adversaries which are shown in the undermentioned tabular array. Table 2: Types of drugs used in the intervention of high blood pressure ( adapted from Waller et al 2005 ) Diuretic drugs have been used for decennaries to handle high blood pressure and recommended as first-line therapy by JNC-VII guidelines after antihypertensive and lipid-lowering intervention to forestall bosom onslaught trail ( ALLHAT ) success. They cut down circulatory volume, cardiac end product and average arterial force per unit area and are most effectual in patients with mild-to- moderate high blood pressure who have normal nephritic map. Thiazide water pills ( e.g. Microzide ) and K sparing water pills ( e.g. Aldactone ) promote Na+ and Cl- elimination in the nephrone. Loop water pills ( e.g. Lasix ) are by and large excessively powerful and their actions excessively ephemeral, nevertheless, they are utile in take downing blood force per unit area in patients with nephritic inadequacy, who frequently does non react to other water pills. Diuretic drugs may ensue in inauspicious metabolic side effects, including lift of creatinine ; glucose, cholesterin, triglyceride degrees, h ypokalemia, hyperuricemia and decreased sexual map are possible side effects. The best BP take downing response is seen from low doses of Thiazide water pills ( Kaplan 1998 ) . -blocker such as propranolol are believed to lower BP through several mechanisms, including cut downing cardiac end product through a decrease bosom rate and a mild lessening in contractility and diminishing the secernment of renin, which lead to a lessening in entire peripheral resistant. Adverse effects of b-blockers include bronchospam, weariness, powerlessness, and hyperglycaemia and alter lipid metamorphosis ( Zamani et al 2007 ) . Centrally moving ?2-adrenergic agonists such as alpha methyl dopa and Catapres cut down sympathetic escape to the bosom, blood vass and kidneys. Methyldopa is safe to utilize during gestation. Side consequence includes dry oral cavity, sedation, sleepiness is common ; and in 20 % of patients methyldopa causes a positive antiglobulin trial, seldom hemolytic anemia and Catapres causes bounce high blood pressure if the drug is all of a sudden withdrawn ( Neal M J 2009 ) . Systemic a1-antagonists such as Minipress, Hytrin and Cardura cause a lessening in entire peripheral opposition through relaxation of vascular smooth musculus. Calcium channel blockers ( CCB ) cut down the inflow of Ca++ responsible for cardiac and smooth musculus contraction, therefore cut downing cardiac contractility and entire peripheral resistant. Therefore long-acting members of this group are often used to handle high blood pressure. There are two categories of CCB dihyropyridines and non- dihyropyridines. The chief side consequence of CCB is ankle hydrops, but this can sometimes be offset by uniting with ?-blockers ( Lip G YH 2003 ) . Direct vasodilatives such as Hydralazine and minoxidil lower BP by straight loosen uping vascular smooth musculus of precapillary opposition vass. However, this action can ensue in a automatic addition bosom rate, so that combined ?-blocker therapy is often necessary ( Neal M J 2009 ) . ACE inhibitors plants by barricading the renin-angiotensin system thereby suppressing the transition of angiotonin I to angiotensin II. ACE inhibitors may be most utile for handling patients with bosom failure, every bit good as hypertensive patients who have diabetes. Using Ace inhibitors can take to increased degrees of bradikinin, which has the side consequence of cough and the rare, but severe, complication of atrophedema. Recent survey demonstrated that Capoten was every bit effectual as traditional thaizides and ?-blockers in forestalling inauspicious results in high blood pressure ( Lip G YH 2003 ) . Angiotensin II antagonists act on the renin-angiotensin system and they block the action of angiotonin II at its peripheral receptors. They are good tolerated and really seldom do any important side-effects ( Zamani et al 2007 ) . Another helpful rule of antihypertensive drug therapy concerns the usage of multiple drugs. The effects of one drug, moving at one physiologic control point, can be defeated by natural compensatory mechanism ( e.g. diuretic lessening hydrops happening secondary to intervention with a CCB ) . By utilizing two drugs with different mechanisms of action, it is more likely that BP and its complication are controlled and with the low dose scope of combined drugs besides help to cut down the side-effects as good ( Frank 2008 ) . The undermentioned two-drug combinations have been found to be effectual and good tolerated which are diuretic and ?-blocker ; diuretic and ACE inhibitor or angiotonin receptor adversary ; CCB ( dihydropyridine ) and ?-blocker ; CCB and ACE inhibitor or angiotonin receptor adversary ; CCB and b-diuretic ; ?-blocker and ?-blocker and other combinations ( e.g. with cardinal agents, including ?2-adrenoreceptor agonists and imidazoline- I2 receptor modulators, or betwee n ACE inhibitors and angiotonin receptor adversaries ) can be used ( ESH and ESC 2003 ) . If necessary, three or four drugs may be required in many instances for the intervention. The usage of a individual drug will take down the BP satisfactorily in up to 80 % of patients with high blood pressure but uniting two types of drugs will take down BP about 90 % . If the diastolic force per unit area is above 130 mmHg so the hypertensive exigency is occurred. Although it is desirable to cut down the diastolic force per unit area below 120 mmHg within 24 hours in accelerated high blood pressure, it is normally unneeded to cut down it more quickly and so it may be unsafe to make so. This is because the mechanisms that maintain intellectual blood flow at a changeless degree independent of peripheral BP are impaired in high blood pressure. However, it is of import to cut down the BP rapidly by giving the endovenous drugs but cautiousness should be taken to avoid cerebrovascular force per unit area bring oning intellectual ischaemia ( Grahame-Smith and Aronson 2002 ) . In decision, high blood pressure emerges as an highly of import clinical job because of its prevalence and potentially annihilating effects. The major categories of antihypertensive drugs: water pills, ?-blockers, CCB, ACE inhibitors and angiotonin receptor adversaries, are suited for the induction and care of antihypertensive therapy which helps in decrease of cardiovascular morbidity and mortality.

Teaching in Urban Districts

The main form of interaction that goes on in schools is between the teachers and the students. Some of the students are difficult or unruly and they present many difficulties for the teachers as the teachers cannot then organize the class and provide the level of quality education that they are capable of. Disruptive students require more attention from teachers and this stops teachers from giving adequate attention to the rest of the class. There are many behavioral problems with students, but there is no method of dealing with such students in United States. Even the solution that can be achieved through disciplinary action has to be determined by the local school board, and then those decisions will have to be implemented by the teachers and the principal. One of the methods through which this can be done is the student parent handbook which is distributed to the students for giving to parents. This may give details of actions that would be taken by the teachers and the principal of the school, if the student does not live up to the expectations of the school and in the class. Other schools even give full details of the punishment that the student may be given when there is any infraction by the student of the rules of the school. (Teachers' Relationships) At the same time, all punishments that are given are felt to be the responsibility of the teacher, by the student and the families of the students. This brings us to the next level as we have to determine the type of punishment that can be given to the students. The limits of this range from verbal warnings to in-school suspensions, and when the student crosses limits of behavior, then the general recommendation is an out of school suspension. At the same time, some students are repeat offenders, and their punishment increases with the number of times they have caused an offense. The system of punishing students and still retaining them in the same school has now been questioned by some educationists, who have suggested that alternative schools be set up for them. This will permit the ordinary schools on teaching of students who have a lot of desire to learn. Another group has suggested that punishments start earlier, from primary school, and the punishments should be clarified with a clear system. The problem is that the parents are not aware of all these systems of the school, as they only go through the written material that they receive from schools and even that in a cursory manner. These do not make them respond and thus the parents' point of view remains unknown. The parents meet and talk to the school authorities only during formal occasions like school open houses and teacher conferences, and at these occasions, most participants are reserved. It is possible for both teachers and parents to set up other meetings, but that action is taken only when the concerned student has problems regarding progress. Even during the process of their training, teachers do not receive much training regarding interaction with parents. As is well known, training for becoming teachers takes place in colleges of education based in universities. The individuals who want to become teachers join up courses for both academic learning as also for courses in education. The combination is expected to teach them both the methods of teaching as also the contents that they desire to teach the students. On joining up for the first time, the students are expected to undergo a period of teaching students. There are some individuals who feel that a teacher who is still in the learning process should be left alone with students, others take the view that it may be better if they are supported by an experienced teacher during the first few weeks of teaching that they undertake. (Teachers' Relationships) (1) The teacher also faces different challenges and those depend on the environment where they start teaching. Schools in urban areas are not individual schools, but are part of a large bureaucracy that is not able to act fast in response to the needs of the schools. These schools generally do not have many resources, and even the buildings are in poor condition in many cases. From outside the school, the environment within the school may be affected by gang activity, drug availability and usage on a large scale and there being a lack of community structure. Students who are coming to the school are burdened not only with educational requirements, but also carry the burden of poverty, hunger and poor housing. There is a feeling among the parents, teachers, principals and students that the school they are concerned with is something special and separate. This can be said to be the tone, climate or ethos of the school, and those seem to be related to all activities that are connected with the school. (NCREL Monograph: Building Collaborative Cultures) This is a unique quality, a special school culture. This has an effect on the way they act, on how they dress, or even what they are continuously talking about or what they will never talk of. It also determines whether they seek help from others or they do not seek help. This culture of the school is built up of different norms, values, beliefs and assumptions and rituals. These are built up over time as teachers, students, parents and administrators have worked together, or dealt with crises and developed their own unstated expectations for interactions and methods of working together. On the other side there are some schools which remain as isolated places for working and there the teachers are left alone. They work alone in their rooms, and have little interaction with their colleagues. They keep the problems that they face to themselves. When one sees these schools, the teachers are islands – they feel a gulf of separation from each other, seldom talk to other teachers, or share their points of view in terms of the profession or even solving their problems. (NCREL Monograph: Building Collaborative Cultures) The urban districts have schools which have had a much longer period of development than new schools which have come up in the suburban areas. This makes their cultural situation much more rigid, and any teacher has to adapt to them. After their graduation from college and getting the necessary qualifications required to become a teacher, most of the teachers still end up working in isolation. The teachers do not get enough time to work along with other teachers, and this is happening even now when there are a lot of efforts being made to get greater involvement of the teachers. There are new efforts to improve the general quality of individuals who join as teachers. The effort is through a compulsory renewal of certificates needed for teaching, creating programs where the teachers will all have mentors and general improvement of their salaries and working conditions. The process of improvement and this is through decisions taken at the school itself. It becomes the responsibility of the teachers in the schools to have a plan for improvement of the school. That will set up objectives for the school and give the teachers a greater say in the methods of running the school. It is possible to have new methods of instruction like teaching in teams, cooperative learning and individualized instruction through the use of computers. There are also other ways through which the performance of teachers can be evaluated. The implementation of these methods encourages the teachers to help their students achieve new state level standards that have been set up. (Teachers' Relationships) It is clear that schools where there is not enough satisfaction for the teachers will ultimately result in their leaving the school. It is not correct to say that low incentives are the main reason for their departure. In the city schools the teachers end up getting a salary less than they get in the schools of the suburbs, but that is not the main reason why they leave the school. There are many teachers who leave the school as they feel that they have not been getting enough support from the school administration. Within the school there are many intrusions during the time given for teaching in the class, there are a lot of problems of discipline of the students, and the teachers do not get a say as to how the school will be run. (Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers? ) The degree of autonomy that is available to teachers in schools varies to a large extent. There are schools where the teachers have had the greatest role in development of the curricula and also helped the new teachers understand the curricula. On the other side, there are many schools where the teachers had to work with books that had been purchased and teach from them. There are a lot of differences within the teachers themselves which make the entire process even more difficult. A team of teachers from one district selected new mathematics and science curricula, but other teachers found that this curriculum of science was too difficult for the students. Teachers in another school were given a time of half a day for setting out the grade level objectives, but the teachers found the time to be too short and this was done only once. The teachers were not able to make plans that satisfied their desires. The involvement and satisfaction is different from school to school. The only matter that teachers seem to agree on is regarding their opinion of conditions which are suitable for teaching. The teachers are in favor of more flexible schedules, increase in resources for teaching and more assistance for teachers. There was also a difference in accountability and teachers in low income areas are generally ones to face the greatest demand for accountability and the greatest challenges. Certainly the level demanded from them was higher than was demanded from teachers in middle and high income areas. (2) We are facing a failure to ensure that classrooms in the country are filled with quality teachers, and this is more acute as the situation is the worst in disadvantaged schools. In general people say that the lack of teachers is the reason for this shortage. Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers? ) The reasons for this shortage are ascribed to recent retirements of a large number of teachers and also due to a large increase in enrolment of students. This makes it even more difficult for schools in poor districts to get an adequate number of trained teachers. These school districts are in the urban areas and as a result of this shortage, these schools end up with a large number of under-qualified teachers. This lack of sufficient teachers is felt to be the main reason for the lack of proper education and building of careers of the students from these schools, and these students are in general from poor communities. All these factors are known to the authorities and they have tried to respond by the supply of an increase in the number of teachers to these schools. This has resulted in a lot of efforts to recruit new teachers in these schools, during the recent years. The greatest stress is on schools which are in disadvantaged settings. On further analysis of the data, it is seen that the staffing problems in these schools is not due to a lack of teachers, and what one is trying to say is that they are not suffering from a lack of adequately qualified teachers. The data clearly shows that the problems in staffing of the schools come from a ‘revolving door' that exists in these schools. This means that teachers join and then leave these schools within a short period, and the reason for their leaving the school is not retirement. The data shows that public schools in high poverty area, in urban communities leave about a fifth of their teachers every year! Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers? ) These results show that the entire staff of the school could be lost within a very short period. The reason for the departure of these teachers is also in part due to the lack of involvement of the parents in the teaching process. Most of the residents in these areas are African American and Latino. The parents from these groups feel that the faculty in the local elementary school is biased against them. This is the reason that the parents state as being the cause for their non-participation in the school activities. Why Urban Parents Resist Involvement in their Children's Elementary Education) The parents clearly mention that they would work only with teachers who respect and value their children. This causes great difficulty for experienced teachers as they are aware of the value of the participation by parents. Help from the parents was thought to be essential for good education, and this was taken for granted by teachers. Teachers felt parents supported their efforts and expectations for education of children. Today the situation in the cities has changed due to different family arrangement and socio-cultural differences between the teachers and the students with their families. The differences between them arise as the students and their families suffer from poverty, racism, language and cultural differences. The parents feel that the system has been prepared for the education of children from middle class and white families. This is bound to happen as the family has to feel that they have an important role in the education of their children. When the parents are from the middle class, then the parents feel that they have a duty in assisting the school for education of their children. On the other hand when the family is from the low income group, then the parents feel that it is the responsibility of the school to educate children. The thoughts of the parents regarding their own responsibility also make the parents visit the school and participate in all activities of the school. Of course to an extent, it also depends on the attitude of the school and some schools make the parents feel comfortable and at home in the school. Teachers in the urban centers often are not aware of the ethnicities and culture of the students they teach, and they have to learn this to be able to reverse the resistance of the family to involvement with school education. In many cities there have been changes over the years. Many of the cities were dominated by industry earlier, but due to development, the industries are no longer functioning from those cities. With the close of the factories, there were closure of supporting activities like restaurants and department stores. The population of the cities also declined from 100,000 earlier to about 60,000 now. Why Urban Parents Resist Involvement in their Children's Elementary Education) While the population has dropped, there was a growth in different races in the city – African American and Latinos. The main school is located where the downtown area used to be. Within a range of one block are high rise public housing buildings which are home to four hundred families. Ninety-five percent of the children living there are from the two communities mentioned earlier. This means that the school will have to interact with these communities. The change in situation had led the city school district to have total integration of its elementary schools. Thus the elementary school serving the public housing building has now got all low-income and colored children. As a solution, the district had to send the children on a bus to the affluent elementary school situated on the hill which has a middle class neighborhood. (Why Urban Parents Resist Involvement in their Children's Elementary Education) The school may have better facilities, but will the parents like it? The number of teachers from the minorities is falling. In 1974, 12. 5% of all full time teachers were African American, and today the number is down to 11 percent. This makes it possible that some students complete school without coming in touch with a minority community teacher. The minorities certainly have better career choices now, but even in teaching they feel that get low salaries and occupational prestige. (Increasing Minority Participation in the Teaching Profession) Thus teaching as a profession is not being liked. (3) It is clear that teaching in urban areas is not liked as it considered difficult to teach there. The schools have wide racial diversity among the students, little supply of materials required to teach, high demands from the bureaucrats that have to be met, low involvement of the parents in the school, and finally, low salaries. These are the reasons why suburban schools find it easier to get teachers as they are able to provide more resources, greater flexibility in the areas of teaching, and finally, better pay. (Teachers' Relationships) The solution to the problem is not that city schools recruit more teachers, which they have to do as they do not have enough teachers now. They have to find ways and means to stop the teachers from leaving the profession. It is very important that the teacher's ability to employ positive behavior intervention and support in the classroom is taken up. When the teacher has defects in terms of skills, the results will appear in the poor results from students who are concerned with the teacher. (Strengthening Emotional Support Services) The schools have to make sure that all students are taught by qualified teachers and this is what makes them worry about retaining the teachers on their roles.

The Benefits of a Postgraduate Year

The Benefits of a Postgraduate Year While many students have discovered the benefits of a gap year between high school and college, some students choose to take a postgraduate or PG year after graduating from high school. Students can take advantage of this year-long program at their own private school or at another school. Many students attend a boarding school just for their postgraduate year, as boarding school allows these students to experience life away from home while still having the requisite structure and guidance from teachers and advisors. While the PG year has been traditionally known to support boys, an increasing number of girls are taking advantage of this important program. Here are some reasons students can benefit from a PG year at private school: Greater maturity It’s not news that students at both public and private four-year colleges are taking longer than ever to graduate from college. In fact, according to the ACT, only about half of all students graduate from four-year colleges within five years. In addition, also according to the ACT, about one-quarter of students at four-year colleges drop out and don’t return to school. Part of the reason for this high drop-out rate is that students don’t arrive on campus ready for independent college life. A PG year allows students to develop maturity by living on their own in a structured environment. While students at boarding schools must advocate for themselves and take responsibility for their work without their parents’ constant guidance, they have advisors and teachers who help them structure their time and who help them when needed. Better chances for college acceptance. While parents are often afraid that students who defer going to college for a year are fated never to go, the colleges themselves prefer to accept students after a so-called â€Å"gap year.† Colleges find that students who travel or work before college are more committed and focused when they arrive on campus. While a PG year isn’t technically the same as a gap year, it can also help students have an additional year of experience, and it can help them be more attractive to colleges. Many private schools offer PG programs that allow students opportunities to play sports, travel, and even participate in internships, all of which can greatly increase a students chances of getting into the college of their choice. Better academic skills. Many students who go on to be great college students simply don’t come into their own until later in high school. The later developmental curve tends to be particularly true of boys. They simply need one more year to build their academic skills when their minds are better able to learn and improve. Students who have learning disabilities may derive particular benefit from a PG year, as they may need time to assimilate new skills and improve their ability to advocate for themselves before confronting the independent world of college. A PG year at a boarding school will allow these types of students the ability to advocate for themselves in the supportive world of a high school, in which there are deans and teachers looking out for them, before being expected to do most of this work completely on their own in college.   Ability to build one’s athletic profile. Some students take a PG year so that they can add luster to their athletic profile before applying to college. For example, they may attend a boarding school known for excellence in a particular sport before applying to college to play that sport. Some boarding schools not only have better teams, but they also tend to attract the attention of college sports scouts. The extra year of school and training can also help players improve their strength, agility, and overall mastery of the sport. Private schools offer qualified college counselors who can help with the college search, too.   Access to better college counseling. Students who take a PG year may also enjoy access to better college counseling, particularly if they take their gap year at a top boarding school. A student applying to college from these types of boarding schools will benefit from the school’s experience and long record of admissions to competitive colleges, and the resources at these schools may be better than what the student had at his or her previous high school. Article edited by  Stacy Jagodowski

Referencing Translated Sources (APA, MLA, and Chicago) - Proofed

Referencing Translated Sources (APA, MLA, and Chicago) - Proofed Referencing Translated Sources (APA, MLA, and Chicago) Poor translators. Without them, we English speakers wouldn’t be able to read sources written in other languages. But are we grateful? Not if the reference lists we see are anything to go by, as most people forget to include translators’ names. So, whether you’re reading Nietzsche, Proust, or Sun Tzu, join us for a quick look at how to reference translated sources in APA, MLA, and Chicago referencing. APA Referencing In APA referencing, if citing translated sources, you need to include the translator’s name in the reference list. This involves giving their name plus â€Å"Trans.† after the source title: Foucault, M. (1977). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). London, England: Penguin Books. (N.B. We’re using bold text to highlight the translator in these examples, but you don’t have to do this in your own work!) MLA Referencing For translated sources in an MLA list, you should give the name of the translator after the words â€Å"Translated by† before the publication information. For instance: Foucault, Michel. Discipline and Punish: The Birth of the Prison. Translated by Alan Sheridan, Penguin Books, 1977. If you are focusing specifically on the translation of a text, you can even give the translator’s name in the first position: Sheridan, Alan, translator. Discipline and Punish: The Birth of the Prison. By Michel Foucault, Penguin Books, 1977. However, you should only do this if you are primarily interested in the translation. This will usually be because you’re discussing two translations of a single source or writing about translation itself. Chicago Referencing (Author–Date) The format for translated sources in Chicago referencing depends on the referencing style you’re using. With author–date referencing, you only name the translator in the reference list. The format here is: Foucault, Michel. 1977. Discipline and Punish: The Birth of the Prison. Translated by Alan Sheridan. London: Penguin Books. Chicago Referencing (Footnotes and Bibliography) With Chicago footnote citations, you need to name the translator in the first footnote and in the bibliography. For the footnote, the format to use is as follows: 1. Michel Foucault, Discipline and Punish: The Birth of the Prison, trans. Alan Sheridan (London: Penguin Books, 1977), 91-93. Repeat citations use a shortened footnote, which doesn’t include the translator’s name. But the translator should be included in the bibliography at the end of the document. The information here is the same as in the first footnote, although the format is slightly different: Foucault, Michel. Discipline and Punish: The Birth of the Prison. Translated by Alan Sheridan. London: Penguin Books, 1977. Whichever system you’re using, though, remember to get your work checked by a professional before submitting it. This will make sure that all sources are referenced correctly!

Farewell my concubine Essay Example | Topics and Well Written Essays - 500 words

Farewell my concubine - Essay Example The two boys Shitou and Douzi are handed over by their parents to live in a strict training school for the opera in Beijing. The regime there is very harsh, and the boys are trained to perform very stylized roles which require heavy makeup and rigid types of characterization. Douzi is chosen to perform female characters, which involves him training his voice to sound like a woman, and repeating a very significant line which states that he is a girl by nature and not a boy. He has difficulty getting the words out, and repeatedly stumbles over that line, saying that he is a boy and not a girl. He is beaten and punished for this mistake, and the violence of his teacher is a way of showing how forceful communism came to be. The repressive era of the Cultural Revolution in the period between 1966 and 1976 forced people to conform to a rigid moral and social code of behavior, and punished people who resisted by beating them or banishing them to distant places, or even prisons. The training of the boys and the effect it had upon them is a kind of metaphor for the way that China suffered under the Cultural Revolution. The film shows how the two boys grow up to identify with people who are outcasts and oppressed.

The importance of integrity and leadership Essay

The importance of integrity and leadership - Essay Example As employees are instrumental in driving a company’s bottom-line integrity and leadership impact organizational performance. The review also found a positive correlation between profits and focus on corporate social responsibility. As the world is still struggling to come out of the 2008 financial crisis, people have realized the need to follow strong ethical conduct in business dealings. Most of the organizations in the early 21st century started following the practice of rewarding the managers, who showed high profits, with huge bonuses and pay packets with no regard to the means they were adopting. Corruption, back stabbing and data fudging by managers were accepted as part of the game and the performance linked bonuses increased their greed at every success. This review aims to understand how ethics and leadership impact an organization. It attempts to understand how a leader can demonstrate ethical behavior and what impact it has on the overall performance of the organization? The importance of integrity and leadership has always been an important topic for study by researchers. This can be demonstrated by a number of studies that were done during the late 20th century to show the link between ethics and business performance as well as leadership integrity. Preston conducted a research on 67 companies over a period of 11 years to find out whether there was any causal relationship between financial performance and the company’s CSR policy (Corporate Social Responsibility which can be considered as a proxy to integrity) (Verschoor, 1998). He found that there was no significant negative relationship between the two. However, he found that both were positively related implying higher the CSR performance (integrity perception) higher the business performance. Other studies too found a positive relation between the two. There were some studies which found no or mixed relation