Ethics in Health Care Services Essay Example | Topics and Well Written Essays - 1750 words

Ethics in Health Care Services - Essay Example There are exceptions in Ethics Code in extraordinary circumstances where health providers with closely related expertise can offer services if no one else can (Beauchamp & Childress, 2001). It is, however, to a condition that they take a reasonable approach to acquiring competence required.Respect of people’s autonomy forms another crucial tool in minimizing cases of unethicality in the health sector (Duncan, 2010). Health care providers need to offer clients with the information they require to give their informed accord at the start. Failure to give details may cause sticky situations. For example, when a health practitioner fails to explain own duty to report abuse to an adolescent client before treatment commences, an unsure scene may occur if abuse is later revealed the client did not want to report. Important discussion should be the estimated length of therapy, fees, and billing practices, whom to involve in case of emergency and any alternative treatment approaches.Whe n one of his twins died and one survived with brain injuries, Charles Munro argued that the results came about, because of year’s delay in handling the physiotherapy. He complained that, the delay was unacceptable as the disciplinary measures of those involved aimed at safeguarding everybody. He complained of the inaction of the ministry and Minister of Health.Munro viewed that the physiotherapy requires maximum care and dedication to ensuring the achievement of maximum results. If practitioners can take, maximum care to their parents.

Mr. Rogers Essay Example for Free

Mr. Rogers Essay I grew up in a community named North Miami located. My upbringing developed my core beliefs of religion, family, loyalty, compassion and honesty. It also taught me that all things worthwhile require hard work. Becoming a Neonatal Nurse through school will prove challenging and intense, but has the lifelong reward of a career that has meaning and value to me. My goal is to become a Neonatal nurse specialist to obtain professional, hands on experiences in Neonatal care units. My interest in nursing started when I was 6 years old, when I volunteered to help my aunt at the clinic she worked in as a nurse. Over the summers, I learned a lot about healthcare, nurturing, and empowerment. I also discovered through the interactions with the residents how therapeutic and comforting an encouraging smile, a friendly conversation and a helpful hand could be. I established strong relationships with several of the residents. I especially treasured my time with Charlene, a funny 56 year old resident. She showed me that helping others is one of lifes greatest gifts. For that wisdom, I will always be grateful. Eager to learn more, I shadowed my aunt during her daily rounds at a local clinic she worked in, observing her genuine care as she completed her daily routine. She proved she knew as much about the person as she did about the health concern; I was impressed by the connection she had with each of her patients. My experience took an unexpected turn about midday when I participated in the labor and delivery of a baby to a mother that was in her late 20s. As the delivery neared, I stepped away to make room for the medical team However, the mother was quick to call me back to her side asking me to help her hold her legs as she delivered. It was at that moment that I realized the connection I had made with her, even though I was a complete stranger only hours before. This experience solidified my desire to pursue nursing. Upon arriving in high school I’ve learned that I was going to be able to learn the standardize steps of taking care of my future patients on my own. It took a few minutes for me to compose myself, then I said, Okay, where do I start? As the days passed, my confidence grew with every task that I’ve completed. Training and instinct immediately took over and my adrenaline was surging. No pulse. No breathing. No responsiveness. I started chest compressions, those are the things I’ve learned in act of becoming Neonatal nurse. My upbringing and education thus far have helped define who I am, and who I would like to become. My hard work and dedication to helping others can be furthered by continuing on through high school and college where I will gain a new level of knowledge and skill that will be represented in the field in places where these are needed the most.

Women in Sports Essay -- Expository Essays Athletics Gender Inequality

Women in Sports Challenges appear to be part of the human experience. In the course of history, very little has come easily. The progress that women have made in sport in the United States over the course of the last 100 years seems remarkable for the amount achieved in so little time. In relation to the other advances made in this century, including men's sport, that achievement dims. While women have made great advances, they haven't, in comparison, come that far. It would appear, from the outside, that men's sport will forever have all of the advantages, all of the rewards, all of the prestige, while women's sport is left to perpetual inequality. Yet, not only are there sports that are considered "non-traditional" for both sexes, the obvious majority of these sports are "traditionally" recognized as women's sports. While there may be a very small number of teams of male synchronized swimmers or synchronized ice-skaters, there are virtually no integrated teams. Of the number of sports considered non-traditional for women, among them football and wrestling, women have gradually opened the door into these sports. In most states, girls even have the right to participate on boys' sports teams if there is no girls' team or even a girls' team which plays by the same rules because of the historical limitations on women's sports. However, in most states boys are not granted the same rights because there has been no such "historical limitation" on their participation in sports, according to the Women's Sports Foundation. While this may seem to defy the motivating spirit behind laws like Title IX, many view it as an "acceptable" situation. Boys who do participate in sports such as synchronized swimming, cheerleading and even ... ...ly equal arena is furthered. The more the current conception of what is permissible for either gender as well as what is possible is challenged, the closer we come to a re-examination of how unequal the history of sport has been for both sexes and the actions that need to be taken in order to prevent such inequalities from existing in the future. The more individuals take on challenges like this the more they force society to closely examine the way they think about what makes people and their activities different in the first place. These re-examinations and re-evaluations all lead to one eventual goal: the elimination of a true inequality between men and women in terms of their positions in society and in sport. The fewer inequalities that are allowed to exist, the closer society comes to a point at which it can be described as being truly tolerant and accepting.

Suggestions for Beautifying the Pronunciation of Efl Learners

Suggestions for Beautifying the Pronunciation of EFL Learners in Higher Education Hasan Zainnuri, S. Pd. [email  protected] com English Education Department of Postgraduate Sebelas Maret University, Surakarta Abstract This paper firstly stresses that the importance of the spoken form of the language and for that reason foreign language learners should have correct and accurate pronunciation. It summarizes the background of pronunciation teaching, emphasizes the need for incorporating pronunciation into foreign language classes owing to regarding pronunciation as a key to gaining full communicative competence.Most of the people learning a foreign language encounter some problems of pronunciation of the new language, owing to some contributory factors. This paper consists of the presentation of the factors affecting the pronunciation of EFL learners in Indonesia in language learning and teaching process and also it suggests some necessary techniques for the solution of these factors. Some suggestions are also given for how these techniques should be applied for. Key words: foreign language, accurate pronunciation, EFL, higher education A.Introduction One of the general objectives in the foreign language teaching, maybe the most important one, is to teach the learners to speak the target language accurately and intelligibly since to learn a language also means to produce the sounds, utterances, and the words properly and correctly rather than being able to communicate with the people in the target language community. To reach this goal, speaking activities should be done at every stage of the foreign language teaching process.It must be borne in mind that listening and speaking go hand-in-hand in foreign language teaching because speech is very important medium through which communication is achieved. That’s to say, language is primarily speech and it is more basic to language than the written form (Larsen-Freeman, 2000: 44). According to Knowles (1987: 1 ) written language has the advantage that it is permanent so that it can be studied conveniently and at leisure, but spoken language is more ‘elusive’. In other words, written language looks like an imperfect version of the poken language. As individuals, we all learn to speak before we learn to read and write; that is to say, people learn the language by hearing the sounds spoken in their environment. Unlimited numbers of sounds, especially speech sounds, in the language help the learner to understand and to produce the language. In addition, in the world there are still languages which have never been written down and also societies have had speech before written forms of their languages. Needless to say, human talk is the oldest form all of the societies.It should be noted here that language learners always encounter some difficulties and problems while learning a foreign language. One of the most significant difficulties seen in this process happens to be in the pro nunciation of the foreign language vocabulary. So, foreign language learners have lots of problems with pronunciation because of some factors such as native language factor (mother tongue interference), age, environment, personality, etc. affect their motivation in learning.Rivers (1986: 125) urges that all persons had experience when listening to a foreigners’ speaking language, of having great difficulty in understanding what they are trying to say, not because of their lack of knowledge of 1 vocabulary and language structure, but because the sounds they produce seemed strange and the voice rose and fell in unexpected places. This sentence emphasizes a well-known fact that most of the people learning a foreign language encounter some problems of pronunciation of the new language, owing to some contributory factors.Therefore, they fail in oral communication although they are sufficient enough in other skills of the language. B. Factors Affecting the Pronunciation of EFL Lear ners 1. The Native Language Factor Needless to say, learners of a language speak the target language in a different way: sometimes slightly different and sometimes highly different than the native speakers’ do, which we call â€Å"foreign accent†, the nature of which is determined to a large extend by a learner’s native language (Avery and Ehrlich, 1987: 9).This is known as mother tongue interference. That is to say, every language in the world has different 112 varieties and different accents. Therefore, the way we speak is a part of our identity, that is, phonemic differences between languages causes a target language which will be spoken with a foreign accent. As a result, there may not be any difference in the pronunciation of [? ] and [i], and then a foreign accent carries the sound characteristics of the learners’ native language.As known, a language is a part of a culture, thus it is unavoidable that there must be mother tongue interference, which is native language influence, in the pronunciation of the target language. This view had been recognized by Whorfian Hypothesis. According to Sapir and Whorf, peoples’ view of world influences their language and also people adopt the view of the world around them through the experience and categories of their language.As a user of Indonesian language, we have difficulty in some English words and sounds which are not found in our native language. For example, /? /, /? /, /? /, /? / sounds do not exist in Indonesian and that is why Indonesian learners encounter pronunciation difficulties with the words that include those sounds and thus never obtain a native-like accent, so they produce those sound under the influence of their mother tongue.Since English is not a tonic language, Indonesian students have also some problems with stress, intonation, and rhythm which determine the overall rhythm and melody of a language can be transferred from the native language into the target la nguage (Avery and Ehrlich, 1987: 10) because Indonesian learners think that if they speak or pronounce the words with a strong stress, they will be better understood. The other problem occurs when the rules for combining the sounds in forms of syllables are different in two languages.In foreign language learning, the influence of the native language is unavoidable; this happens to be problem of language teachers. A welltrained English teacher in phonetics and phonology can diminish the negative transfers of sounds to a greater extent. So, he should use specially prepared pronunciation teaching techniques. Then, the non-native English teachers are struggling with the negative interference from the mother tongue of the students in all their teaching lives, and they should do so for a decent teaching practice. 2. The Age Factor This is one of the most important factors in the learning of the ronunciation of a foreign language. We can say that if someone pronounces a second language wit h a nativelike accent, s/he must have probably started to learn it during their childhood. For instance, children of immigrants may be given as an example. Since these children start their second language learning process in target language speaking people environment, they have more advantages than the children who try to learn the target language in their motherlands because there are indispensable differences between the language a group uses and the language of mainstream classrooms and workplaces.At the same time, if young children are exposed to 2 more than one language before the age of puberty, they seem to acquire all languages equally well since it has been claimed that children are better at learning than adults. As Krashen (1988: 43) mentioned acquirers who begin to exposure to a second language during childhood generally achieve higher second language proficiency than those beginning as adults. He also stated that lateralization may even be complete by age 4, not by pub erty. Some researchers and neurolinguists have claimed that there is a strong connection between language learning and lateralization.Lenneberg hypothesized that lateralization is a slow process that begins around the age of 2 and is completed around puberty. He had also added that right hemisphere in children is more active in the language function but as child develops the two sides of the brain become specialized for different functions and thus lateralization takes place. The critical age hypothesis claims that there is such a biological timetable (Brown, 1987: 42). It has been claimed that there is a critical age period for language learning, but it is widely discussed whether there is a critical period for language or not.Evidently, foreign language teaching researchers have outlined many views about the critical age hypothesis. Generally speaking, it coincides with the period when lateralization is taking place and ends when it is complete. This was hypothesized by Lenneberg who was one of the wholehearted supporters of critical age hypothesis. In sum, since children are better in learning the language in short run, teaching pronunciation process should be started in puberty because it has been claimed that beyond puberty it is quite difficult to teach the learners to acquire a native-speakers like language accent.As a result, the age of the learner is highly important in the pronunciation learning of a foreign language due to the factors mentioned above. The aged learners pick up the correct pronunciation a little bit late, so the foreign language teachers must be very patient in this sense, and must prepare special pronunciation drills and have the students repeat. They will obtain an acceptable level of good articulation in the long term. 3. The Amount of Exposure Another factor is the amount of exposure to the practice of English. English is not only used in the classroom environment.We can handle this subject from the point of view whether the lear ner has been living in a country where English has been spoken or not. If the learners have been living in an English-speaking country or community, or a country where English is the second language, then the learners will have many opportunities to listen to and to use the target language; that is they will be surrounded by the target language. But, on the contrary, if the learners have been living in a non-English speaking country, like Indonesia, there will be no advantage for them.So these learners will only be exposed to focusedlistening, so they will have no chance or opportunity to use the target language in a real environment. This means that there will be no communication and if there is no communication, there won’t be language learning. Since those learners won’t have any English-speaking environment except their classrooms, they will have to be satisfied with listening, but it is clear that you cannot teach correct and accurate pronunciation by just asking students to listen to artificial listening courses carried out in the classrooms.Krashen in Celce-Murcia (1996: 16-17) states that learners acquire language primarily from the input they receive, and they must receive large amounts of comprrehensible input before they are required to speak. It must not be forgotten that there are many people who live in an English speaking country, but spend much of their time in a non-English speaking environment, maybe any other language is spoken at home or outside. For this reason, it is not merely exposure that matters, but how the learners respond to the opportunities.Briefly, Kenworthy (1987: 6) mentions that exposure can be a contributory factor, but it cannot be a whole and necessary factor for the development of pronunciation. If a learner is aware of the necessity of being exposed to the target language, s/he should make use of its opportunities. 3 If the learner does that, s/he will be more successful in case of improving his/her pronunc iation. The best ways of being exposed would be native speakers, videos shows, films, cds, radio or TV programs, computer assisted language teaching programs, and etc.Also, the amount of exposure is crucial and it must make the students creative and active, not passive and dull. Therefore, the quantity of exposure must be adjusted with caution. 4. Phonetic Ability There is a common view that some people have a better ear capacity for foreign language than some other people. So, they are able to discriminate between the two sounds more accurately than the others and able to imitate sounds better. We can accept these people as those with phonetic abilities.Also, this phonetic ability of the learner affects the development of his/her pronunciation. But it does not mean that people who have a better phonetic ability will be successful but the others won’t be successful. Accordingly language aptitude ability exists in many people, but its degree is variable, therefore some people have more ability but some have less. Besides the factors mentioned above, the influence of age must be stated as an efficient factor for phonetic ability because the beginners start to learn a language, the more they become successful.It is clear that learners may lose some of their abilities when they become older, so it can be difficult for them to pronounce the target language with a native or near native-like accent. At the same time, immigrants, especially their children, have more chance in learning the target language since they have started to their learning process in a target language speaking environment. The poor phonetic ability can be cured again by the foreign language teachers’ patient attempts. There are several devices to motivate the poor pronunciation of the learners such as the phonetic labs and remedial pronunciation teaching techniques.Those learners must not be discoursed but must be treated meticulously. 5. Personality and Attitude This is also anoth er important factor affects the pronunciation of EFL learners in a bad way if the learners have negative attitudes for the target language community or they are introvert learners. For instance, shy or introvert students do not want to take part in classroom activities, so they cannot find any opportunities to make practice and to make use of phonological and/or phonetic activities.Besides, courageous or extrovert students have more chance to improve their pronunciation. On the other hand, attitude of the learners toward the new language has an effective role in pronunciation learning. If the learner has good attitudes for the target culture, s/he can easily develop more accurate, native-like accents. If the learners have some prejudices on the target language and its society, this event will influence his/her approach to the language.For example, some people do not believe in the necessity of learning a second language, and they think that foreign language will influence the learne rs’ cultural development in a negative way, that is to say, their culture will be imposed on the target language community. In this case, it will not be reasonable to teach or try to teach these learners a foreign language. Thus, personal features and attitudes of the learners are also decisive in the learning of pronunciation. The educational pedagogues may be of great help on this issue.They could give some guidelines to the foreign language teachers. 6. Motivation If the learners are highly motivated to have a better pronunciation, they can develop a concern for pronunciation, and become more eager to take part in the activities and pay more attention to discriminate the sounds of the target language, and they try to produce better utterances. Motivation can be the key to learn the target language, and they try to produce 4 better sounds. Here it must be pointed out what the motivation is and how the learners will be motivated.According to Brown (1997: 114-115) the motivat ion is thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. He also stated that learning a foreign language requires some of all three levels of motivation which can be global, situational, or task-oriented. For example, a learner may possess high global motivation but low task motivation on the written mode of the language. On the one hand, some factors such as intelligence, aptitude, and self-confidence have much contribution to the formation of motivation.For example, to motivate the less intelligent people will be more difficult than the intelligent ones because these people cannot appeal to their needs. Motivation, of course, is a number of different kinds of attitudes and can be divided into two basic types: instrumental and integrative motivation (Brown, 1997: 115-117). First one refers to the instrumental goals such as furthering a career, reading some kinds of materials, translation, etc. An integrative motivation is the one which is employed when the learners want themselves to be in the culture of the second language group, to identify themselves with and become part of the society.Needless to say, teachers may need to discern the source of a student motivation in order to meet particular needs. That is, pronunciation teaching must be directed according to the needs, expectations, attitudes, intelligence, etc. of the learners. If the learners’ main goals are to make translation from the native language to the target language, less time may be needed for pronunciation activities, and therefore teachers will spend less time for motivating them.If the learners are highly motivated to have a better pronunciation, they can develop a concern for pronunciation, and become more eager to take part in the activities, and pay more attention to discriminate the sounds of the target language, so they try to produce better sounds and utterances. At the same time, motivation can be achieved by paying attention to the learners’ concern for pronunciation because learners generally are not aware of that the way they speech is full of irritation and misunderstanding for the hearer. Consequently, some factors that are effective in pronunciation accuracy are examined here.All of these factors exert much influence on the learners. We cannot change and affect some of these factors, for example, it is impossible for us to change the age and phonetic ability of the learners. It is clear that the influence of age is undeniable in language learning process. Children are more successful than the adults. When we take into consideration the children of immigrants, we see the difference between their counterparts. Since they start their learning process in their early ages in the target language spoken country, they can be able to speak the target language with a native like accent. So, f a learner starts his/her foreign language learning period abroad, in other words, in a place where the target lan guage has been spoken, s/he will get a better pronunciation because there are differences between the language learning environments, that is to say, to learn a foreign language in classrooms is different than to learn it abroad. So, if we don’t have any chance to change the conditions mentioned above, cannot we do anything to train our learners with a near-native like pronunciation? Is it impossible to help them to well-trained learners having good pronunciation? Of course the answers of these questions are â€Å"No†.For that reason, here we will state some useful techniques to eliminate these negative factors over the pronunciation of EFL learners in our country and suggest some possible solutions. C. Techniques for Eliminating Pronunciation Problems of EFL Learners It is important for the learners to acquire an accurate pronunciation. According to Baker and Sharon (1990), pronunciation is very important and learners should pay close attention to pronunciation as ear ly as possible. Scarcella and Oxford (1994) similarly assume that pronunciation should be taught in all second/foreign language classes through a variety of activities.The obvious argument in favor of pronunciation teaching branches from the 5 techniques adopted by linguists in making a phonological analysis. When we look at the contrast between a minimal pair like bit and beat, we can see that mastery of the difference between the phonemes /? / and /i/ is necessary if the two words are to be adequately differentiated. Thus, the learner must learn the differences in the pronunciation of these two sounds because if he does not learn, he will be misunderstood. For example, ‘Hit the ball! ’ or ‘Heat the ball! ’. We can increase the number of this type of example.Teaching of pronunciation should be an integral part of an English teaching program from the early stages, and it must not be a luxury to be left to the advanced level studies of the language. It must be borne in mind that during pronunciation teaching, some certain methods or techniques should be applied because teaching of pronunciation is not a simple task, on the contrary it must be the essential part of language teaching program. Here, some methods and types of teaching pronunciation will be handled to determine its importance in language teaching process. 1.Initial Teaching Technique This technique focuses on areas which are the essential to basic communications such as introducing stress and intonation, the fall or rise as the difference between spoken questions and answers, the development of a polite and interested way of speaking. Hubbard et al. (1983: 209) explain this: ‘It is a PEN’ always precedes ‘It is a BLUE PEN’ and initial presentation of the present continuous tense is often with intransitive verbs, therefore, there is no object, which would mean a second stress (i. e. He’s running / She’s sleeping, etc. ).This example sh ows this method fits well with a structural syllabus (Demirezen, 1986: 108-125) symbolizes the sustained, rising, and falling intonation with the following signs: > , ^ , v, and give some examples and activities for classroom application. He uses [>] for incomplete sentences and statements wherein the speaker intends to say something. [^] is used for yes/no questions in statement forms, yes/no questions in interrogative forms, when phrases or clauses precede the main clause as a breath-group often heard in lectures and speeches, special calls for children, and stressed word, phrase or clause in a series.Lastly [v] is used for questions with ‘or’, asking questions with question words, declarative statements, in giving commands, and some emphatic statements. Here are some examples and activities. > In sum Since 1999 If you wait She is a nice girl It is doubtful ^ v What I am trying to say I don’t understand you Mary Who is it? Are you interested in Do you want an a pple or music? orange? Do you love her? He looked under the desk in the kitchen and in the closet I am crazy She fell into the lake 2. Remedial Teaching Technique This is a systematic approach and deals with the problems of individual sounds (Hubbard et al. 1983: 209-210). It can be considered as consisting of two separate approaches – Instant Remedial and Planned Remedial. For Instant Remedial, the strategy will divide into four parts: (1) imitation, (2) demonstration, (3) association, and (4) explanation. For example, teacher first of all draws attention to the ‘offending’ sound and pronounces it in isolation to be imitated by the learners. If this becomes inefficient, then teacher shows the students how the sound is formed by putting his tongue between his teeth to produce /? / or /d/ by using demonstration part.However, certain sounds are not easily made visible, so the 6 teacher may adopt the process of association. In this process, sounds must be isolated a nd attention must be drawn to the similarities between two sounds in terms of whether they are voiced, lateral, and dental, etc. Finally, explanation may help as the teacher explains in the mother tongue if necessary, how the sound is formed and gives instruction to the students to move their tongue forward, round their lips, etc. If, despite instant remedial works, the ‘offending’ sound still causes problems for the learners, then Planned Remedial work is needed.In this section, teacher should not insist, but make a note of the problem and plan a short remedial drill for the lesson. (Some of these drills will be explained in the following sections). Remedial teaching can easily be applied to individual sounds by using a similar technique used by the TPR Method. Teacher may use a board and colored board-marker to indicate a sound which is represented by different spelling. For example, the three possible pronunciation of the regular [-ed] ending /t/ and /d/ and /? / can be represented by different colorful board-marker, and words can be written in three columns on the white board: blue is for /-t/, red is for /-d/, and green is for /-id/. The [-ed] ending is the item written in the appropriate color while everything else is written in normal black. For example, BLUE RED GREEN jumped saved waited washed begged folded That is to say, the color coding can be used over and over as the teacher can indicate the pronunciation of the [-ed] ending by writing it in appropriate color. 3. Drilling TechniqueFor drilling technique there are many useful drills for purifying and teaching the correct and accurate pronunciation of the utterances and words. Here we will handle some of the common ones. a. Word – association Drill This is one of the easiest ways to give the students practice on specific problem sounds while the manifest purpose of the drill appears to be vocabulary study. Concentrating on the phonemes /? / and /e/, teacher may ask the students for antonyms of the following words: sick, sit, thin, and more. The students would respons with well, stand, fat, and less.In this type of drill it is useful to call the students’ attention to the fact that the words they will select all contain /? / or /e/. For example, 1. In which of the following word, do we have /? / sound? a. bed b. bad c. but d. bear e. beer 2. In which of the following word, do we have /e/ sound? a. bag b. mail c. get d. lake e. feet 3. In of the following words do we have two /? / sounds? a. handicap b. butterfly c. breakfast d. bankrupt e. walkman b. Saturation Drill This type of drill is suitable for all positions of the problematic sound. For example, let’s take / s / sound as a problem sound.It can be drilled in its three positions by means of saturation drill. Initial see seep seem seed Medial leasing pistol classic faucet 7 Final peace niece purse curse c. Illustrating A Learned Sound In this type of drill, students give examples of the s ound being studied. For example, to practice the diphthong /? / first, students listen to the sound pronounced by the therapist. Then, they are challenged to listen discriminatingly by indicating whether the sound pronounced by the therapist as ‘ right ’ or ‘ wrong ’ in a series of correct and incorrect pronunciations such as /a? , /a? / , /o? / , /e? / , etc. When the sound has been set, the first student starts a chain with a phrase ‘I try ’. The second student repeats the phrase, and adds his own, ‘I try but I cry’. The third one picks up the last part and says ‘I cry but I sigh ’, and goes on. d. Mobility Drill As Rochmis and Doob mentioned (1970: 29), achieving lightness of utterance and mobility of the tongue at conversational speech is a very important aspect of drilling. It is often neglected on the general belief that a student can make and hear the sound at the conversational speech.The following drill is an example for flexibility of the /? / sound. Step 1: Ask your students to suggest 5 simple words beginning with /b/ such as: bat – boat – bike – ball – boy Step 2: Encourage them to pronounce these words with a strong emphasis, and then add the word ‘the’, maintaining the pattern of stress. the bat – the boat – the bike – the ball – the boy Step 3: Substitute the words ‘to the †¦. ’ maintaining the pattern. to the bat†¦Ã¢â‚¬ ¦ , to the boat†¦Ã¢â‚¬ ¦. , etc. Step 4: Continue to amplify the phrase, holding the pattern, but changing its drill. rom the†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ there is the†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. with and without the†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. because of the†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ e. Comparative Drill In this type of drill, words almost similar in every respect except the one el ement to be drilled are placed in juxtaposition. Since we tend to confuse sounds that are similar these drills with stimulate accuracy in hearing, performance, and judgment. Most standard texts in voice and diction are excellent sources of such drill material. For example, this drill may be effective if two sounds are confused such as /f-v/, /p-b/, /? ? /, /? -e/, etc. For example, 1 . A sample comparative drill for /f-v/ and /p-b/ sounds fee – bee feat – peat freeze – visa – pisa breeze freed – breed fly – ply fled – bled fact – pact 2. A sample comparative drill for /? -e/ sounds sat – set band – bend sand – send bad – bed fig – pig fester – pester pan – pen It will readily be seen that above drills have certain fringe benefits in that the words are arranged according to the vowel scale. Vowels that are commonly confused are best drilled in this type of drill.The studentsâ€⠄¢ own participation in composing such drills is worth the time it takes because he will drill more intelligently and therefore establish new patterns more firmly and quickly. At the same time, it will give him/her a technique to apply to other areas where drill may be needed (Rochmis and Doob, 1970: 27-28). 8 f. Substitution Drill This type of drilling may be applied by substituting any sound instead of the other sound. For example, /t/ instead of /? / or /d/ instead of /? /, etc. Here are some exercises for classroom application. 1. This is thin / tin. . Did you see her lunge / lunch? 3. Was it a brand / bland reporting? 4. He is our king / kin. 5. It is cheap / chip. 6. Don’t tape / tap. Number of these activities may be increased and it is also possible to apply ‘practicesounds’ and ‘contrast-sounds’ exercises such as, 1. Exercises to practice / / sound a. The dog gave a sharp bark. b. The argument started when the guard refused them entrance c. The yard was so dark. 2. Exercise to contrast / / and /? / sounds. a. That hut was certainly hot. b. Did he rub or rob? c. Hand this cup to the cop. . Tongue Twisters This type of activity is known as a word or phrase which is difficult to say quickly. In the literature there are different ideas about the applicability and the usability of this activity. Celce-Murcia (1996: 5) states that there is a little transfer from practice to natural communication. But, if it is needed and necessary, they can be used. Here are some sample of tongue twisters taken from Dalton and Seidlhofer (1994: 132-133). 1. Peter Piper picked a peck of pickled peppers. 2. Did peter Piper pick a peck of pickled peppers? . If Peter picked a peck of pickled peppers 4. Where’s the peck of pickled peppers Peter Piper picked? 4. Computer Aided Pronunciation Teaching (CAPT) As stated by Park in Hasan (2011: 45), that the extreme assumptions embedded in Computer Aided Pronunciation Teaching (CAPT): â€Å"tec hnology can solve the educational problems†, speech technology brings forward to EFL. With proper adaptation, speech technology allows beginning language students to practice speaking the langu age outside the classroom. TELL ME MORE Communication ® byAuralog is one of the speech recognition software, which uses speech recognition to provide conversational practice, visual feedback on prosody, and scoring of pronunciation. It contains dialogue-based software using fixedresponse Automatic Speech Recognition (ASR) which lets learners have a simulated conversation with a computer. Practicing with such programs should help students improve fluency and confidence in pronouncing English words. Using phonetic exercise, included in the TELL ME MORE Communication ®, is a great way to learn how to pronounce words.Furthermore, the software can provide individual feedback on pronunciation, which is something that is often lacking in the language classroom. Related to the statement abo ve, learning pronunciation using TELL ME MORE Communication ® offers some advantages compared with conventional media being used nowadays. It also offers interesting activities when learning process as follows: (1) role play, (2) dialogue, (3) video and questions, (4) sentence pronunciation, (5) word pronunciation, (6) phonetics exercise, (7) picture/word association, (8) word searches, (9) crossword puzzles, 9 10) word order, and (11) dictation. Hasan (2011: 50-52) states that tips for improving learner’s pronunciation offered by TELL ME MORE Communication ® are as follows: 1) Imitation of teacher or recorded model of sounds, words, and sentences 2) Recording of learner speech, contrasted with native model 3) Systematic explanation and instruction (including details of the structure and movement of parts of the mouth) 4) Immitation drills: repetition of sounds, words, and sentences 5) Varied repetition of drills (varied speed, volume, mood) ) Learning and performing dial ogues (as with drills, using choral work, and varied speed, volume, mood) 7) Self-correction through listening to recordings of own speech. D. Conclusion and Suggestions We can say that the techniques mentioned above may be used to ensure that the EFL learners in higher education will be able to pronounce the target language accurately. As mentioned before, teaching pronunciation is one of the significant aspects of foreign language teaching and at the same it is a very serious task.Therefore, it should be studied in the early stages of the language teaching program in order to eliminate the factors affecting the pronunciation of the learners in a negative way and also to overcome the negative influence of mother tongue interference, fear, making mistakes, etc. While doing this, the techniques mentioned above may be applied to language teaching program in higher education during the teaching process. As a result, language teachers must be aware of these techniques or methods and sho uld apply any of them while teaching pronunciation.It must be borne in mind that teachers are the models for their learners, so first of all they should have good pronunciation; otherwise, they can harm their students. References Avery, P. and Susan Ehrlich. 1987. Preliminary Considerations in the Teaching of Pronunciation. London: TESL Center. Avery, P. and Susan Ehrlich. 1992. The Teaching American English Pronunciation. Oxford: Oxford University Press. Baker, Ann and Goldstein, Sharon. 1990. Pronunciation Pairs. Cambridge: Cambridge University Press. Brown, D. H. 997. Principles of Language Learning and Teaching. (3rd ed. ) New Jersey: Prentice Hall Regents. Celce-Murcia, Donald M. Brinton & Janet M. Goodwin. 1996. Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. New York: Cambridge University Press. Dalton, C. and Barbara Seidlhofer. 1994. Pronunciation. Oxford: Oxford University Press. Demirezen, M. 1986. Phonemics and Phonology. Ankar a: Bizim Buro. Hubbard et al. 1983. A Training Course for TEFL. Oxford: Oxford University Press.Krashen, S. D. 1988. Second Language Acquisition and Second Language Learning. New York: Prentice Hall Regents. Krashen, S. D. 1988. Principles and Practice in Second Language Acquisition. New York: Prentice Hall Regents. Kenworthy, J. 1987. Teaching English Pronunciation. London: Longman. Knowles, G. 1987. Patterns of Spoken English: An Introduction to English Phonetics. London: Longman. Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. 10 Rivers, W. M. 1968.Teaching Foreign Language Skills. (2nd ed. ) Chicago: Chicago University Press. Rochmis, L. and D. Doob. 1970. Speech Therapy. New York: The John Day Company. Scarcella, R. & Oxford, R. L. 1994. Second Language Pronunciation: State of the Art in Instruction. Oxford: Oxford University Press. Zainnuri, Hasan. 2011. A Thesis: The Effectiveness of Using TELL ME MORE Communication ® to Improve Students’ Pronunciation Skill (An Experimental Study on The Tenth Grade Students at SMA Negeri 7 Surakarta in The Academic Year of 20102011). 11

Progress Report Essay

In this Assignment you will proofread the Progress Report listed below. Next, you will identify the 10 mistakes that are listed in the report. The mistakes could be misspellings, incorrect abbreviations, or misuse of a medical term. Please list them in the chart below under the heading â€Å"Medical Terminology Error.† After you have listed the errors, you will need to identify the correct term or abbreviation. Please list them in the chart below under the heading â€Å"Correct Term.† At the end of the project be sure to list all applicable references and cite them in APA format. Main Street Hospital and Medical Center 6000 North Tree Street – Branch, Pennsylvania 12345 – (555) 123-4567 ————————————————————————————————————————————————– PATIENT NAME: Susan SunshineMEDICAL RECORD:5555555 DATE OF DEATH:04/04/1954DATE OF ADMISSION:07/31/2013 PROGRESS NOTE CHIEF COMPLAINT: Severe lower abdominal pain and the inability to void for the past 12 hours. PRESENT ILLNESS: Sam Samuel is a 75-year-old Asian-American man who came into the emergency department at 3 am stating that he was in great pain and could not urinate. He had not been seen by a physician for several years but claimed to be in good health except for â€Å"a little high blood pressure.† The patient reports urinary frequency, noicturia x2, hesitancy, intermittency, disuria, and diminished force and caliber of the bladder system. In addition, he complained of intermittent pain in the right posterior lumbar area, radiating to the right flank. He also has post-void dribbling and the sensation of not having completely emptied the bladder. Earlier today, he had hematuria at the end of urination and several bouts of N&D. MEDICATION ALLERGIES: None CURRENT MEDICATIONS: Benadryl 25 mg. dailys, at bedtime. PHYSICAL EXAM: Temperature 98.6 ® F. Blood pressure 140/90. Pulse 98. Respirations 24. Palpation of the abdomen shows a suprapubic mass approximately three fingerbreadths below the umbilicus, dull to percussion, and slightly tender. IMPRESSION: Renal Pelvis distention caused by urinary outlet obstruction, probably from benign prostatic hyperplasia. PLAN: Indwelling Foley catheter for relief of urinary obstruction. Imaging to include a CAT scan, kidney ultrasound and IVR. Urinary consult. Labs to include white blood count, hemoglobin, hematocrit, blood urea nitrogen (BUA) and urinalnysis.

For KICKS essays

For KICKS essays Daniel Roke, an experienced Australian stud farmer, has been hired to investigate a series of horse dopings throughout Englands racing circuit. Dan, hoping to break free from his dull and tedious life in Australia, accepted the offer when it was presented to him by The Earl of October. Seeing as how October was one of the most respected and successful people in the business, Dan was offered 20,000 pounds for the completion of his job. With his family in mind Dan set off to Octobers stables where he first began the mission that would change his life forever. In Dick Franciss newest mystery novel, For Kicks, Daniel Roke discovers his true self by risking life and limb trying to expose the secret underground world of horse doping. Disguised as a stable lad, Dan makes his way through some of the dirtiest stables in England starting at Octobers and working his way down to Hedly Humbers, all while earning the reputation of a criminal. Dans investigation takes him to places hed never been before and makes him an enemy as well as a friend to many. Dan quickly learns that people who would abuse horses would do far worse to humans and that as soon as you enter Humbers stable its no holds barred. The author uses Daniel Roke, a well-known stud farmer in Australia, to depict the harsh realities of horse racing that many overlook. Throughout Dans adventure he begins to realize how badly stable lads are treated and how often they are stereotyped as being terrible people. He also finds it extremely difficult to stand by and allow people to abuse horses the way they. Dan absolutely hates the disrespect and cruelty that the horses have to withstand and is completely shocked when he witnesses it first hand. This exposure of corruption and hatred changes Dans view of horse racing completely. It opens his eyes to a different world, one of which he wishes badly not to be apart of. This experienc ...

Vegetarianism vs Omnivore Essay

Vegetarianism vs Omnivore Essay Vegetarianism vs Omnivore Essay Why Vegetarianism is better for the Health than Omnivorism? Abstract Vegetarianism is the practice whereby a person does not consume animal foods, restricting him or herself to eating vegetable foods only. Such a person is referred to as a vegetarian. Vegetarian diets vary widely, ranging from exclusive non-consumption of animal products at all to consumption of animal products such eggs, dairy products, poultry and fish. Vegetarian diets involve plant based foods like legumes, grains, vegetables, nuts fruits and seeds. Vegetarians vary depending on whether or what kinds of animals are eaten. Strict vegetarians are called vegan and their diets exclude all forms of animal products like fowl, meat, eggs and dairy. On the other hand, a lacto-ovo- vegetarian consumes dairy products such as eggs besides plants products. Whereas Lacto vegetarians consume dairy products in addition to plant products, an ovo vegetarian consumes eggs only, as animal products (Nordqvist). Fruitarian vegetarians consume raw and dried fruit and vegetables only. Cooking is believed to harm the fruits’ nutritional ingredients. Such vegetarians eat all types of fruits, both sweet and non sweet. There are also the semi-vegetarians who consume plant based foods combined with slight amounts of poultry and fish. On the other hand, the macrobiotic vegetarians’ diet consists of cereals, whole grains and cooked vegetables. Omnivorism vegetarians on their part belief in the exclusive consumption of animal and plant based foods. They consume both in moderation. There is a growing concern that the different types of vegetarians like lacto vegetarians are ethical omnivores. An omnivorous diet contains plants and animal foods, but omnivorous persons put more emphasis on meat than on other foods (Nordqvist). As vegetarianism has gained popularity in the 21st century, there are reasons as to this newly emergent dietetic trend. Some of these reasons include the following: 1. How did vegetarianism come about? 2. What are the health benefits of vegetarianism, as opposed to omnivorism? 3. What are the social values for being a vegetarian, as opposed to omnivorism? 4. What is the ethics behind vegetarianism? 5. What is the spirituality behind vegetarianism? 6. How do I become a vegetarian? 7. What might happen if plants cease to exist anymore? History of vegetarianism dates back many centuries from the Asian subcontinent. However, vegetarianism is not historically constrained to the East. As early as the 16 century, Greek philosophers like Pythagoras and others abstained from meat consumption based primarily on their belief in the transmigration of souls. The 18th century vegetarian advocates included Voltaire of France and Franklin Benjamin of America. Although there have always been a followers of vegetarianism, the rapid growth of the movement in the United States occurred principally since the 1970s. Currently, there are millions of vegetarianism, as well as magazines, journals and books published to help them in pursuit of vegetarianism. One key reason for vegetarianism is regards for health. There have been nauseous concerns about sanitation of slaughter methods and production houses. This raises a health concern on possible contamination of the meat itself during the transportation, storage and entire preparation process. In America, there are about one million farmers and ranchers who carry out livestock farming. In comparison there are about six thousand plants that are federally inspected to process. Additionally, only four major packers process about 70 percent of beef and other four packers of 60 percent of pork in the United States. Further, there are concerns that persons concerned with slaughtering do not observe humane slaughter act of 1960. The act necessitates that, before slaughtering, animals must be rendered wholly unconscious, with the least of excitement and discomfort by use of electrical, mechanical and chemical (carbon dioxide gas) methods. Some persons contend that these methods are not as accur ately as they should be. Lack of observation of these principles results in contamination of the meat products considering that meat products are delicate and highly perishable products. In order to live healthy, persons should resort to vegetarianism (Keegan 136). Over consumption of meat products is the leading cause of weight gain, whereas overconsumption of vegetables does not result in weight gain. Meat intake results in calories add up bit by bit compared to fiber rich veggies like green beans. Persons who consume large quantities of meat are obese, while persons consuming veggies are healthier. Since meat consumption has resulted in obesity among many people, fast foods around the world are embarking on selling vegetable meals, which is increasing ground, implying that vegetarianism is better for health than omnivorism (CindyL). Omnivorism results in low life span as compared to vegetarianism conscious living. A survey sponsored by the United States national cancer institute revealed that persons who eat four bits or more daily are at 30percent risk of dying than vegetarians. The study further showed that processed meat also increases death risks. Meat does not contain fiber, which results in the digestive system complications. Further, lack of fiber in the body increases the risk of heart and cancer problems. According to National Cancer Institute, Rectal and colon cancer have resulted in more 51,690 deaths in United States in 2012. While lack of fiber in meats causes diseases, presence of fiber in vegetables protect the body against disease. As such, vegetarianism is better for health than omnivorism. Meats contain saturated fats which are harmful to the body. The meat fats surround the arteries and vessels of the heart, interfering with the proper functioning of the heart. The interference affects free movement of blood in the body, posing the risk of heart attack. Meats contain a high concentration of salts and nitrates. Meats like hot dogs and bacon contain high salts and other preservatives which are not healthy for the body. Further, such foods contain animal fur, which means that they are not prepared in healthy ways. Other preservatives in processed meats are harmful to the body, since they contain chemicals that are carcinogenic. For instance, high concentration of salts and nitrates can cause high blood pressure and trigger other cardiovascular and chronic ailments. In order to live healthy, meat consumption should be balanced with vegetables. Proteins obtainable from animal products can also be obtained in plants, whereas nutrients available in plants cannot be substitut ed for anything else. This is a clear indication that vegetarianism is better for health than omnivorism (CindyL). Vegetable foods are very healthy to the entire body, and especially the heart. Does the omnivorism affect the heart? This is a contentious topic that has been the subject matter of debate for several decades, but doctors and scientists came to agree that diets could cause or prevent heart disease. This view is also held by the seventh day Adventist religious group, who are massive flowers of vegetarian practices worldwide. The religious group holds the following precepts on the health benefits of a vegetarian lifestyle. They assert that Adventist omnivore men who are fifty five years and above are twice more likely to die of a heart ailment than vegetarian Adventists. Men aged 40 to 54 who eat meat more than six times a week are 4 times, likely to suffer from a deadly heart attack than vegetarian men. Women over 55 years who eat meat are 1.5 times at risk of a lethal heart attack than do female vegetarians. As for Christians who are strictly vegetarians, their assertion comes from th e book of psalms 104:14. The verse states â€Å"He causes grass to grow for the cattle, and vegetables for the service of man†. Another verse in Genesis 1:29 that supports this view reads as â€Å"I give you every seed bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food† (Contreras 85). Even the conventional American dietetic association recognizes that a budding body of scientific knowledge holds an affirmative association, between the consumption of a plant based diet and prevention of certain ailments. The meat industry denies the health gains of vegetarian diets. However, research on cancer high blood pressure, obesity and heart diseases indicates otherwise. A recent research on the role of diet in prevention of certain conditions evidences that heart disease is related to excessive intake of fats. The foods that we take are the sole important factor in establishing whether or not we develop heart diseases. Fruits and vegetables are the backbone of a healthy heart. Several studies show that persons who consume a lot of fruits have reduced risk of heart disease. One such example is Finland, where people consume potentially more fruit and vegetables. This change is related directly with decrease in deaths from the heart ailment (Keegan 156). In San Francisco, Dr. Ornish Dean of the California University found that individuals who consumed vegetarian foods that were low in fat had half the number of heart complications as people who ate meat on a typical American diet. Additionally, they shed off thirteen pounds and kept it off for a period of four years. Fruits and vegetables do not have cholesterol and are naturally low in fat concentration, calories and sodium. They are rich in fiber, folic acid, protein and vitamin C. In another study carried out in Italy, high levels of vegetable consumption led to 21 percent reduction in heart attacks and reduced chest pains by 11 percent. A high consumption of fruits also reduces blood pressure. Vegetables and fruits are rich is phytochemicals which help in prevention of heart ailment. Phytochemicals are biologically active minerals and vitamins that fall into plant sterols, flavanoids and plant sulfur compounds (Contreras 94). Plant sterols help to obstruct cholesterol assimilation from the diet or increase excretion of cholesterol in the body. Flavanoids extend the activity of vitamin C by acting as free fundamental scavengers, prevent LDL cholesterol oxidation, inhibit aggregation of platelets and possess anti-inflammatory action. Intake of flavanoids has been shown to decrease the casualty of heart ailment and the incidence of heart attack. Mature males with high consumption of flavanoids were 60 percent less the risk of heart death than low consumers according to the Zutphen elderly study. The study also revealed that most- menopausal women consumers of fruits and vegetables are responsible for 38 percent reduction in heart complications. Broccoli was found essentially noteworthy on reducing heart disease (Contreras 96). Plant sulfur compounds found in the allium family of vegetables has been shown to have preventive and protective properties against cardiovascular disease. Garlic leeks and onions are specifically shown to have these properties. Color pigments; anthocyamins in vegetables and fruits helps to shield consumers from heart disease. They protect heart disease by slowing cholesterol generation. Carotenoids pigments in yellow orange green and red vegetables are powerful anti oxidants that satiate free radicals, strengthen the immune system and protect the body against oxidative damage. Vegetables help to maintain the level of sugar in the blood which reduces the risk of adult onset diabetes (Contreras 91). By logically comparing omnivores and carnivores, it is clear that man was not created to take meat. Meat eaters have claws to help them in their meat eating habits while humans do not have claws. Meat eating animals have sharp front teeth for tearing flesh with no flat molar for grinding. Humans have no pointed front teeth, and have flat molars for grinding, similar to that of herbivores. Meat eaters have a larger intestine capacity that is thrice their body length in order to aid rapidly decaying flesh to bypass through rapidly. Human on the other hand have an intestinal track that is ten times their body size. Another physiological difference that shows that vegetarianism is better for a man’s health is that, meat eaters have a powerful hydrochloric acid in the stomach to aid meat digestion while humans have a weaker stomach acid. This shows that humans overwork their digestive system by consuming meat. Humans have a properly developed salivary gland, which is vital for pre- digesting grains and vegetables. Meat eaters do not have salivary glands in the mouth. These distinctions clearly show why vegetarianism is the healthy way for human beings (The Vegetarian Resource Group). A certain group of researchers investigated for the symbolic meaning of eating by contrasting the beliefs and values of omnivores and vegetarians. They contrasted a wide assortment of omnivores and vegetarians on the right wing totalitarianism, social domination orientation, eating values and human values. The participants tending towards omnivorism differed from those inclining towards veganism in two chief ways. The omnivores were more likely to sanction hierarchical ascendancy, and they placed less importance on sentimental states. Consequently, the approval or rejection of meat covaried with the approval or denunciation of the values related with meat; that discovery suggests that persons eat meat and embrace its representation in manners unswerving with their self definitions (Keegan 169). The spirituality behind vegetarianism is traceable in old religions like the Jewish and Christianity. Jewish dietary laws follow the context of mosaic laws, and they prescribe a healthy living whether one is Buddhist, Chinese or Muslim. Religious reasons are the primary reasons as to why some people adopt vegetarianism. Some religions assert the belief of re-embodiment, a multilfe relationship between animals and humans, thus, eating flesh is forbidden. As such eating flesh is considered as a taboo in religion. Vegetarianism becomes the best solution for such persons as they observe their diets (Keegan 159). Environment ethicists and advocates assert that a diet devoid of meat relates to environmental concern. Persons concerned on the planet ability to produce sufficient quantities of food to sustain a burgeoning population think that lessening meat consumption will aid. For illustration of this point, an acre of land will yield a greater quantity of edible plant than animal meat. One acre of land is capable of producing as much as 385 pounds of alfalfa seed from one pound of seed. If in turn the 384 pounds are sprouted for food, the yield will be around 3180 pounds of consumable sprouts. As such, consumption of plant can make a significant environmental difference. As part of ethics associated with omnivorism, taking the life of the poor animal is bad as it involves killing. In order to live a conscious life, a person can use the gradual or rapid change. Gradual change into vegetarianism is preferable because the slow change tends to become more of a lifestyle and long term move. Additionally, rapid change may not go well with some people; their digestive systems may not accommodate such so fast. A gradual change entails increasing intake of legumes, fruits, vegetables and whole grains while lessening meat intake at the same time. For persons who want to become vegetarians, they can follow the following guidelines. First, choose one whole grain products like cereals and rice. Ensure that the diet is diverse. Consider low or non fat dairy foodstuffs. Reduce intake of eggs consumed per week to three or four in one week. It is necessary to plan well on what foodstuffs to purchase when shopping. Read through the food labels before purchasing. Finally, it is essential to identify a specialist store where one will be obtaining supplies. If plants cease to exis t, there would be no life for both the omnivores and the vegetarians. Safeguard of plants should therefore be enhanced in order to drive healthy and conscious living. writing service provides students with quality custom written papers. All academic essays are written by professional  essay writers from scratch!

SAT for Regular Admissions Deadlines

When's the Last ACT/SAT for Regular Admissions Deadlines SAT / ACT Prep Online Guides and Tips If you have been putting off the ACT/SAT or are hoping to retake one, you need to know when you can take your last test so that your scores will arrive at your schools in time. In other words, when is the very latest you can take the SAT or ACT for your college applications? Read on to find out when you can still take the SAT or ACT- and when you'd be too late. You might be surprised by how little time you have! College Application Deadlines: General Info and Trends Most regular decision college application deadlines are around January 1, though some are earlier in mid- to late December and some are as late as mid-January. I recommend keeping New Year's in mind as the general date your college applications will be due. (Note that if you are applying to a school early action or early decision, your application deadline will likely be much sooner!) The standard date you find out your admission decision is April 1 (though some colleges release results earlier in March). But while admissions decisions are finalized in March, applications are being read and evaluated long before then. Typically, applications are read for the first time in January and maybe February, and decisions are made in February and March. This is why having your entire application submitted by the deadline, including your SAT/ACT scores, is so crucial. In many cases, your application could be read before your parents get around to taking down the holiday decorations ... In order for scores to arrive in time to be considered in January, the last ACT/SAT test dates are usually in December. (For the 2019-20 school year, this is the SAT on December 7 and the ACT on December 14.) December scores usually arrive in time to be considered during the initial application reads in January and February. However, if you take the tests in February or March, your scores won't get to your schools until March or April, which is typically well after your application is read for the first time. (In early 2020, the ACT is on February 8 and the SAT is on March 14.) Since there is no longer a January SAT test date, this means December really is your last chance for the SAT for almost all schools. While a handful of schools do accept the February ACT, these policies aren't the norm. Ideally, you want to finish your SAT/ACT testing before senior year so you can focus on applications exclusively. If you're taking any of the final test dates, you have to make sure you put your colleges down to receive your scores when you're signing up for the last available test. In other words, don't wait to see your scores before you send them, or else it will be too late! If there's a problem with your score reports or they get delayed, sometimes colleges will accept a screenshot or printed version of your test report sent from your guidance counselor as a provisional result. That said, this won't replace an official score report from the College Board or ACT, Inc., which needs to be sent along eventually. Last SAT/ACT Test Dates: Advice for Your College Applications If you're reading this as a junior or younger, aim to have your standardized testing done before senior year, or at the very least by the October ACT/November SAT dates (this means the October 26th ACT and the November 2nd SAT for the 2019-20 school year). This will make the application process less stressful since you'll only have to focus on applications, not testing. Studying for the ACT/SAT while also working on an your applications in December can be a real stressor and might result in subpar applications! Keep in mind that if you're sending SAT/ACT scores from the last possible test date, you're taking a risk. If it's your first test score and it's not within your schools' average score ranges, it won't help your chances of admission. It also won't look good if it's a retake and your score goes down. (While most schools focus on your highest test scores, some require students to send all SAT scores or all ACT scores and will take all scores, high or low, into consideration.) This is why we recommend having your testing done by senior year- including retakes. If you really need to take one of the last possible ACT/SAT dates, plan ahead as much as possible so you have plenty of time to both study and work on your applications. The Latest Possible ACT/SAT Dates for Top Schools In this section, we'll be taking a look at the last possible ACT/SAT dates for top colleges. We'll also show you how to look up this information yourself for any school you're interested in applying to. Schools Whose Final Testing Date Is in December The majority of schools we researched will accept the December ACT and December SAT, but no later SATs or ACTs. If any of your top schools are on this list, do your best to complete your testing as soon as possible! You'll need to have your standardized tests completed by winter break if you're applying to any of these schools! Amherst For regular decision, Amherst requires all materials to be received by January 1. This means you should aim for the December ACT or December SAT at the very latest. Brown According to Brown's website, "Most first-year students choose to apply under our Regular Decision plan, which requires applying by January 2 (11:59 p.m. applicant's local time)." (emphasis mine). Caltech Caltech lists December as its standardized testing deadline, meaning you can take the December ACT or SAT at the latest. Applications are due by January 3 for regular decision. Cornell Everything has to be submitted by January 2 for Regular Admission for Cornell, which means your last-chance test dates for the SAT/ACT are in December. Dartmouth At Dartmouth, because the regular decision deadline is January 2, the last possible SAT/ACT test dates for regular admission are in December. Duke Although Duke's last test date is December for both the ACT and SAT, the school will accept ACT scores from the February test date and consider them as additional scores in your application file. The regular decision deadline is January 2. Georgetown Georgetown's deadline is slightly later in January than those of many other top schools: "Regular Decision applicants should have all application materials postmarked by January 10" (emphasis mine). The December ACT and SAT are still the last test dates whose scores will arrive before the deadline. Harvard There are two regular decision deadlines at Harvard: December 15 (the preferred deadline) and January 1 (the final deadline). Harvard states on its admissions website, "Although it is possible to submit scores from tests taken as late as the December SAT and the February ACT, we recommend that you submit testing as early as possible" (emphasis mine). However, the school also says, "Scores submitted before the end of November will allow us to begin our evaluation process for those submitting applications by December 15." So even though you can submit scores from December tests, the earlier you submit, the better! MIT At MIT, most parts of the application are due by January 1. Therefore, "you must take the required tests on or before the November test date for Early Action or the December test date for Regular Action. These are the latest scores that will reach the Admissions Committee in time for review." Northwestern Since the application deadline for regular decision is January 2, the latest tests you can take for Northwestern are the December ACT or SAT. Princeton As the deadline for regular decision is January 1, "regular decision applicants must complete all SAT testing by the December test date. All ACT testing must be completed by the December test date." Stanford For the regular admission deadline on January 2, Stanford's last test date is in December for both the ACT and SAT. University of Pennsylvania According to Penn's admissions website, the regular decision deadline is January 5, meaning the last test dates accepted are those in December for both the SAT and ACT. Vanderbilt Vanderbilt's website states the following: "For students applying under Early Decision II or Regular Decision (submission deadline January 1), the last opportunity to take the exam is the December administration" (emphasis mine). Washington University in Saint Louis "The last test date accepted will be the December testing," writes the WUSTL website. So at the latest, you can take the December SAT or ACT for Regular Decision (deadline January 2), or the October SAT or ACT for Early Decision (deadline November 1). Williams College You have to take the ACT or SAT by December for it to be added to your file at Williams in time for the January 1 regular decision deadline. These next schools let you take an even later test- the February ACT! Schools That Accept Testing Through February Some top schools have even later testing deadlines and will accept the early February ACT. Again, these schools are in the minority, so do your best to complete your testing much earlier than February of your senior year! Columbia According to the Columbia Admissions FAQ, "Scores for February tests can be provided in time for consideration. Testing taken after February cannot be considered." Note that although the regular application deadline is January 1, Columbia is willing to accept scores from as late as February. University of Chicago UChicago says that it will accept January SAT scores and February ACT scores. However, since there is no longer a January SAT test date (it was replaced by the August date), your last possible SAT test date is actually the one in December. You'll still have the February ACT, though. The deadline for regular decision is January 2. Yale The last testing dates Yale will accept are the December SAT and the February ACT. Applications for regular decision are due by January 2. How to Look Up the Last ACT/SAT Date for Any School We couldn't include the final SAT/ACT date for every single college in the country! Use this guide to learn how to look this info up anywhere you're applying. First, search "[School Name] regular decision deadline" on Google. I'm searching for Wellesley College's last possible SAT and ACT dates. The first link, "Decision Plans and Deadlines," looks promising, so I'll start there. This search should pull up the page on the school's admissions site with regular decision dates and deadlines. The admissions page will typically list the last SAT/ACT dates a school will accept for consideration. For Wellesley, the first link I found led to the following page with info about regular decision dates and deadlines, including for standardized tests: For the regular decision deadline of January 15, Wellesley lists the last possible test dates for the SAT or ACT as "December of your senior year." If you're looking up a school and can't find a deadline page that lists SAT/ACT dates, check its FAQ page- there's often a question there about SAT/ACT testing. Look for questions such as "When is the latest I can take the SAT/ACT?" and "How long does it take for SAT/ACT scores to arrive?" If there's no info about the last ACT/SAT dates on either your school's deadlines page or FAQ page (which is unlikely!), call the admissions office and ask about the last test date you can sign up for if applying regular decision. Key Takeaways: The Last Test Dates for Regular Admissions Most schools have regular decision admissions deadlines on or around January 1. These deadlines vary slightly depending on the school and can be as early as mid-December or as late as mid-January. As a result, usually your absolute last chance to take the SAT or ACT is in December; however, it's advisable to opt for an earlier test date, if possible. If you decide to take the December test, be sure to choose your score recipients as you register for the test. This ensures that your scores will arrive at your schools before the January deadline. While results from a December test should arrive in time, it's best to take the SAT/ACT as early as possible- typically starting in the fall of your junior year. This way you have plenty of time to retake the test should you want to get a higher score. What's Next? Read more about optimizing your ACT and SAT test dates for your senior fall schedule. How high does your ACT/SAT score need to be for your top school? Find out what number you should be aiming for to make sure you're on track for admission. Still have to make serious changes to improve your SAT/ACT scores? Get top strategies for each section with our individualized guides to SAT Reading, Writing, and Math, as well as ACT English, Math, Reading, and Science. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Luis Egidio Melendez Self-Portrait Essay Example | Topics and Well Written Essays - 1500 words

Luis Egidio Melendez Self-Portrait - Essay Example The essay "Luis Egidio Melendez Self-Portrait" explores Self-Portrait of Luis Egidio Melendez. Living approximately a century prior to Van Gogh, Luis Egidio Melendez struggled through his entire life working out brilliant uses of paint and technique to capture a vision that only he was able to see in his time. Although not insane like Van Gogh, Melendez was considered to have a difficult nature and this contributed to his professional struggles. Similar to Van Gogh, though, it was only after his death in abject poverty that his brilliance was finally recognized and honored. Today, the artist is considered one of the great masters of Spanish history, particularly in the area of still lifes. Although the difficulties of his life had a great role in dictating the subjects he painted, an examination of his Self-Portrait, painted in 1747, provides some illumination to his talents and abilities which distinguish him as a masterful painter. Melendez’ full name is Luis Egidio Melendez de Rivera Durazo y Santo Padre. He was born in Naples, Italy in 1716. His father, Francisco, had left his home of Oviedo, Spain to move to Madrid with his brother in order to study art but then moved on to Italy in 1699 in search of more new techniques. It was while Francisco was in Naples that he met and married Maria Josefa Durazo y Santo Padre Barrille and started a family. It wasn’t until 1717, when Luis was a year old, that the family returned to Madrid where Francisco developed his miniature painting skills further.

Education in America between suburban and urban schools Essay

Education in America between suburban and urban schools - Essay Example The process of accreditation was initiated in 1913, ending in 1952. Within the last century, the quantities of private high schools have grown at relatively stable rates, unlike public schools whose growth rates have fallen since the 1950’s and 1960’s. For example, between 1966 and 1976, the quantities of state educational institutions have grown at more than 180 percent, with private schools only growing about 10 percent at the same time. In the beginning of the present century, the average special educational institution made up roughly half the quantity of all educational institutions of the higher school. From the 1950’s through the 1970’s, the public sector of higher education increased due to a rise in the quantity of biennial colleges. For example, in 1970 the state biennial colleges made up more than 70 percent of all varieties of biennial colleges combined. However, by the end of 20th century their quantity had decreased to only 60 percent. The number of students attending the accredited high schools within the 2 0th century grew at higher rates than the quantity of other educational institutions. Further, at the beginning of the present century, accredited enrollment was made up of approximately 15 million people. However, at the beginning of the 1990’s, the tendency of excess of rates of growth of the number of students above that of the rates of growth of high schools had changed, and the quantity of high schools began to grow at higher rates than that of the number of students. During this period the lowest gain was eight percent, which occurred when the gain of the quantity of high schools for the same period experienced a 15 percent growth rate. In this situation, the average number of students of an educational institution, which constantly grew during all centuries, began to decrease. If in 1990 the average of students made 3.9 thousand persons, in 2000 the rate was

Video review Essay Example | Topics and Well Written Essays - 250 words - 3

Video review - Essay Example That is, it could be fitted to be suitable to what the engineers or customers wanted. The traditional iron triangle of waterfall was more rigid and could not accommodate some alterations. The modifications included things that could suit new customer behaviours. Contrary to the traditional iron triangle of Waterfall the agile model allowed an accelerated time to the market and allowed for aligning of IT to the business. With agile, the results depict an increase in productivity and software quality. There is also greater project visibility and a reduction of risks when compared to the iron triangle model of project management (Beierwaltes 1). Finally, it is less costly for a company or an individual to apply the agile model than the Iron Triangle of Waterfall. It is less costly to maintain the software involved in Agile than that of Iron triangle of Waterfall. Agile could be used on our project efficiently. The first reason is due to its cost effectiveness both in initial set up as well as the costs of maintenance. In addition, we could quickly alter its specifications to suit the needs of our projects better. There will be increased productivity and better results as a result of the software’s high quality (Beierwaltes

12-day chase for Lincoln's killer Essay Example | Topics and Well Written Essays - 250 words

12-day chase for Lincoln's killer - Essay Example David Herold helped Lewis Powell into the house of Secretary for State William H. Seward and later fled due to the commotion and rendezvoused with John Wikes Booth outside Washington. John Surratt was a friend of John Wilkes Booth while Mrs. Mary Surratt was his mother. She ran the boarding house where the conspiracy to murder Lincoln and other officials was hatched. George Atzerodt was supposed to kill the Vice President Andrew Johnson but was unable to muster the courage to do so. He spent the evening drinking instead. Lewis Powell entered the house of William H. Seward in hopes of killing him but failed to do so. James W. Pumphrey arranged the horse used by Wilkes to escape from the theatre after assassinating Lincoln. Wilkes hopes to decimate the leadership of the Union by assassinating the top three officials in the government. He believed that this would buy the Confederacy some time to react. 2. Jones’s hid both John Wilkes Booth and David Herold for a full five days in Zekiah Swamp that was near his house. Later he gave them provisions to cross the Potomac River. Thomas Jones was a Confederate supporter so he hid John Wilkes Booth and David Herold. However, as the manhunt gained momentum, Thomas Jones felt it necessary to move the assassins to another location. 3. The Washington Press labelled Booth as a villain and a coward among other deplorable and condescending names. However, Booth noted in his journal that no matter what the newspapers said, he had acted boldly and would not repent on his actions.

Electronic Media Essay Example | Topics and Well Written Essays - 2000 words

Electronic Media - Essay Example The changes in newspaper industry for example is staggering as many newspaper companies nowadays have their own websites too, allowing the new generation of internet user to access the news anytime in their computers. As we have observed during the last few years, the readership of printed papers has declined considerably. More than 1 billion users of the internet all over the world, access the news through the net and the number is expected to rise in the years to come as young people prefer the convenience of Internet-based technologies in order to obtain news, information, and entertainment (Watkinson 67). Societies whose technology is well developed have now entered the digital age and industries are searching for new opportunities to take this chance to develop business. Although there are threats to this utilization of technology in the media to advance business, the melding together of various media - also referred to as 'convergence' causes furor among many technology users as it holds a lot of promise. The amalgamation of different medium, which 1incorporates personalized services could be overwhelming for many but is very exciting as well. The utilization of high-powered and high technology innovation in computers, switch to digital platforms and the construction of high-speed computer networks brought about novel ideas and methods of doing common and ordinary activities. Hindrances to achieving these, like time and space have been eradicated and media users can read, listen, watch anything or interact with someone anytime. The amalgamation of all mediums into one eliminated the problems of putting all technologies in the media together (Thorburn 122). The conglomeration of media corporations in the 1990's for example has brought convergence in ownership and resulted to, in the consumers' point of view, more exciting delivery systems of our favorite medium. Online newspapers now provide streaming video, TV has chat that is extremely interactive and even radio has camera's or telephone systems (Quinn 43). The advent of the very exciting 3G telephony has likewise brought new feeling of excitement and fascination as companies in the field of mass media could include videogames, news, entertainment and online communication. This is now referred to as 2'convergence media.' 3G (or 3-G) is the short terminology to refer to 'third-generation technology' which utilizes the technology of the mobile phone. The 3G technology has the capability to transfer both voice data and non-voice data such as access to information, email messaging system, instant messaging, internet browsing access, entertainment such as streaming audio and video, streaming movies, and real time TV access (Livingston 12). As of now, there are approximately 60 3G networks in 25 countries all over the globe and spans three continents: Asia, Europe, and North America.NTT DoCoMo - the biggest telecommunications company in Japan - in the early 21st century-one of the giant telecommunication companies in Japan-became the first an d leading company to initiate a commercial 3G system. Meanwhile, the introduction of 3G services in Europe started in the year 2003 (Serajul 25) . Currently, debates if the web and television will converge more in the future which will allow only one form of technology instead of the two forms and people in the future will not be able to distinguish the difference between the two. But in order for

Transnational Negotiation Experience Essay Example | Topics and Well Written Essays - 1000 words

Transnational Negotiation Experience - Essay Example There is a very tight competition in transnational banking markets. Due to the market competition, many people consider that one of the best ways for managers to be able to compete in the market is to increase their negotiation skills not only when dealing with clients but also with a large group of employees. Given the fact that I have been employed in a local bank for a little more than four years, I intend to describe two of my personal negotiating experiences with bank clients and a bank manager I dealt with several years ago. In the process of discussing my personal negotiating experiences, strategic ways I have applied when dealing with a client and a group of employees will be tackled. Eventually, the outcomes of each negotiating processes will be analyzed. For several years, I work in a local bank as a teller. As part of a teller’s main tasks, it is my job responsibility to provide the clients with competitive quality customer service at all times. One way to ensure that clients are given good quality customer service is to ensure that each client receives an efficient and accurate banking transaction processes. Aside from giving them quality service, part of our job is to sell the bank’s newly offered products and services to our customers each day. In many cases, I have come across dealing with clients who are planning to open new personal accounts. The most common queries I have received from clients is where to put their money to earn the biggest interest rate for their savings. Normally, I would discuss with them several bank products such as a normal savings account which they can easily open with a minimum deposit of US$200 which comes with a passbook and an atm card aside from the time deposit option of 30, 60, and 90 days which gives more interest rate than a normal personal bank account. Upon presenting the bank products they can choose from, I would intentionally inform them the advantages and disadvantages of

Electronic Media Essay Example | Topics and Well Written Essays - 2000 words

Electronic Media - Essay Example The changes in newspaper industry for example is staggering as many newspaper companies nowadays have their own websites too, allowing the new generation of internet user to access the news anytime in their computers. As we have observed during the last few years, the readership of printed papers has declined considerably. More than 1 billion users of the internet all over the world, access the news through the net and the number is expected to rise in the years to come as young people prefer the convenience of Internet-based technologies in order to obtain news, information, and entertainment (Watkinson 67). Societies whose technology is well developed have now entered the digital age and industries are searching for new opportunities to take this chance to develop business. Although there are threats to this utilization of technology in the media to advance business, the melding together of various media - also referred to as 'convergence' causes furor among many technology users as it holds a lot of promise. The amalgamation of different medium, which 1incorporates personalized services could be overwhelming for many but is very exciting as well. The utilization of high-powered and high technology innovation in computers, switch to digital platforms and the construction of high-speed computer networks brought about novel ideas and methods of doing common and ordinary activities. Hindrances to achieving these, like time and space have been eradicated and media users can read, listen, watch anything or interact with someone anytime. The amalgamation of all mediums into one eliminated the problems of putting all technologies in the media together (Thorburn 122). The conglomeration of media corporations in the 1990's for example has brought convergence in ownership and resulted to, in the consumers' point of view, more exciting delivery systems of our favorite medium. Online newspapers now provide streaming video, TV has chat that is extremely interactive and even radio has camera's or telephone systems (Quinn 43). The advent of the very exciting 3G telephony has likewise brought new feeling of excitement and fascination as companies in the field of mass media could include videogames, news, entertainment and online communication. This is now referred to as 2'convergence media.' 3G (or 3-G) is the short terminology to refer to 'third-generation technology' which utilizes the technology of the mobile phone. The 3G technology has the capability to transfer both voice data and non-voice data such as access to information, email messaging system, instant messaging, internet browsing access, entertainment such as streaming audio and video, streaming movies, and real time TV access (Livingston 12). As of now, there are approximately 60 3G networks in 25 countries all over the globe and spans three continents: Asia, Europe, and North America.NTT DoCoMo - the biggest telecommunications company in Japan - in the early 21st century-one of the giant telecommunication companies in Japan-became the first an d leading company to initiate a commercial 3G system. Meanwhile, the introduction of 3G services in Europe started in the year 2003 (Serajul 25) . Currently, debates if the web and television will converge more in the future which will allow only one form of technology instead of the two forms and people in the future will not be able to distinguish the difference between the two. But in order for

Fashion Costume Essay Example | Topics and Well Written Essays - 1500 words

Fashion Costume - Essay Example This essay mainly focuses on describing terminology and types of clothes and fashion directions, that developed in fashion industry. Author suggests, that fashion is the holding style or tradition, as in dress or in their action or it is also defined as the latest and most valued style in clothes and in their behaviour. To some people, fashion is a form of art but to others fashion is nearly a religion but for most people it is way of using clothes. You can use fashion to carry yourself and also to describe your personality. In this essay various constituents of fashion are described, such as colour of clothes, lengthes, types of neckline and sleeves and different materials. For example, colours are necessary for our life because they make us feel brighter and fresh. Also this essay focuses on designers, who play a great role in telling other people and introducing fashion which is in. Media is the main source to introduce new fashions among common people. A few hypotheses and theories of fashion are described, for example a theory, that describes that wealth is necessary for maintaining clothin. Well-dressed person never wants to engage himself/herself in manual labour is the other example of such hypothese. There are some names that occupy a great position in fashion world (as fashion industry is related to the film or drama industry) such as: Howard Pyle, James Laver, Frankenstein, Pam cook, James Cameron, Edith Head, Jane Gaines, and Grace Kelly. Their influence on developing fashion costume is described in this essay.

George Orwells novel Essay Example for Free

George Orwells novel Essay George Orwells novel 1984, has been the center of much discussion since it was first published in 1949. A novel about a dystopian society that is ruled by a government with supreme power called Big Brother, 1984 raises a lot of curiosity about censorship and how secure freedom of speech really is for those who supposedly have it. Orwell uses the novels main character, Winston, as the vessel for carrying his message about censorship. Winston works for the Ministry of Truth, rewriting historical texts to suit the needs of a sect Big Brother called, the Party. History in Oceania must be censored so that it appears Big Brother has been and will always be there to watch over the citizens. Winston believes Big Brothers ways to be unethical and illegal purchases a diary to record his personal thoughts, even though he knows such actions are considered to be thoughtcrimes. If he is caught, he will be severely punished. Though Winston has the desire to rebel, he is able to stifle his individuality and personal desires quite well. His act, however, becomes more complicated after he meets a beautiful, dark-haired girl named, Julia. Because personal relationships are not appropriate, Julia gives Winston a note she has written in which she proclaims her love for him. Because love, like everything else in Oceania, is censored, Winston and Julia develop their relationship in secret. They eventually move into an apartment together and things seem to go smoothly. Both Winston and Julia feel that Big Brother has too much control over the lives of the citizens. Citizens are not allowed to think for themselves, fall in love, nor are they allowed to experience natural freedom of expression. The lovers are able to put aside their fears of being caught in order to experience the intense passion that often comes with falling in love. Things, however, eventually take a turn for the worse and the lovers are discovered. The discovery, is in part, due to Winstons fatalistic nature. He becomes unnecessarily risky and carries with him intense paranoia that they will eventually be caught. Due to the novels grim ending that involves Big Brother prevailing over the hero, Winston, 1984s messages stay with the reader for hours, in part, because extreme forms of censorship have existed in earthly historical societies and in many societies today. Examples of past instances of harsh and extreme censorship include the Inquisition, and the Holocaust. During both of these horrific historical events, people were denied some right of expression. During the Inquisition, people were denied the right to choose their religion. For many, that basic right is similar to the right to love, which the citizens of Oceania were denied. The Catholic institution, like Big Brother, attempted to convert heretics or kill them for their disobedience. The Nazi party was also similar to Big Brother. Members of the party could not imagine speaking out against Hitlers regime for fear of being killed or punished. The Nazi party, like Big Brother, made use of propaganda, and children who were easily influenced. Such propaganda is, in a way, a form of censorship because it promotes an idea that plays into the desires of a major organization, making it seem better than the alternative. When these historical examples are taken into consideration, it is easy to imagine why Orwells warning of extreme censorship is still valid in todays society regardless of its technological advancements. Making Orwells message even more appropriate, however sad and unfortunate, are examples of such censorship today. Because censorship is still an issue today, the novel resonates with readers. Everyone experiences censorship often, perhaps on a daily basis. People may feel the need to censor themselves at work, home in front of children or parents, in class, etc for fear of being judged harshly or hurting anothers feelings. Another common example of modern censorship is keeping ones sexual orientation a secret. Many feel the need to fall in love in the shadows like Winston and Julia because of what society may think of them. Sadly, todays society is also responsible for many hate crimes every year. Many also keep journals and diaries like Winston in order to express their most private thoughts, dreams, desires, and fears. Because Winston is like so many normal people in todays society, his character is very successful. Like Winston, the average person, when faced with something they feel is wrong or inappropriate, feels powerless to make a difference. I, for one, relate to his secret note-taking, his hidden relationship, and the urge to overcome societys censorship because I still believe in the freedom of expression that supposedly exists in America. However, I, like Winston, am powerless to make any real change, so I succumb daily to desires that are not my own. The strength of Winstons character alone makes 1984 a novel to stand the test of time. Or, perhaps it will be a book to be burned if censorship in our society continues to prevail.