To Kill a Mocking Bird - jem essays

To Kill a Mocking Bird - jem essays To Kill a Mockingbird left a lasting impression on me. At the time it was written, it must have been looked down upon as a piece of literature since there was so much hatred towards Negroes in the 1950's that no one could probably realize the unjustified prejudice against them. It especially deals with how the main character, Atticus Finch, deals with the controversy surrounding his actions and how he tries to shelter his family from it. But my essay shall focus in to one of the younger main characters, Jem Finch, and how the problems throughout the novel change him. Jem Finch is one of the most important and complex characters in the novel. Over the course of the story his behaviour and his relationship with his sister, Scout, changes dramatically. In the story To Kill a Mocking Bird by Harper Lee, a trial tears apart a town and the Finches are caught right in the middle of it. This event and other small occurrences that take place in this novel, forever change Jem. He is suddenly introduced into the adult world and it changes the way he and Scout act towards each other. Jem and Scout's relationship changes as Jem becomes too wise for her, also he becomes more mature, and begins to resemble his father, Atticus. At several points in this book it is very evident that Jem has become a lot smarter as he gets older. At the beginning of the story, several instances show that Jem thought and acted like a child. The greatest evidence of Jem's child-like acts comes when he, Scout, and Dill are playing games about Boo Radley. Jem says, "You're too scared to even put your big toe in the front yard." Although seemingly irrelevant, this quote does show how childish Jem is. At this point in the novel Jem and Scout are at about the same intellectual stage. However, things change as Jem starts to hit puberty. He begins to act differently, as well as think and speak differently. When Scout says, ...

How to Reduce Academic Stress

How to Reduce Academic Stress Amidst all the aspects of college that students deal with on a daily basis finances, friendships, roommates, romantic relationships, family issues, jobs, and countless other things academics always need to take priority. After all, if you dont do well in your classes, the rest of your college experience becomes impossible. So how can you deal with all the academic stress that college can easily and rapidly put into your life? Fortunately, there are ways even the most stressed-out student can cope. Take a Good Look at Your Course Load In high school, you could easily manage 5 or 6 classes plus all of your co-curricular activities. In college, however, the entire system changes. The number of units you take has a direct connection to how busy (and stressed) youll be throughout the semester. The difference between 16 and 18 or 19 units may seem small on paper, but its a big difference in real life (especially when it comes to how much studying you have to do for each class). If youre feeling overwhelmed with your course load, take a look at the number of units youre taking. If you can drop a class without creating even more stress in your life, you might want to consider it. Join a Study Group You may be studying 24/7, but if youre not studying effectively, all that time spent with your nose in your books might actually be causing you more stress. Consider joining a study group. Doing so will help hold you accountable for getting things done on time (after all, procrastination can be a major source of stress, too), help you better understand the material, and help you combine some social time with your homework. And if there isnt a study group you can join for any (or all) of your classes, consider starting one yourself. Learn How to Study More Effectively If you arent sure how to study effectively, it wont matter if you study by yourself, in a study group, or even with a private tutor. Make sure that all of your efforts to study are matching up with what your brain needs to retain and truly understand the material. Get Help from a Peer Tutor Everyone knows those students in class who clearly are mastering the material and not having a problem doing so. Consider asking one of them to tutor you. You can offer to pay them or even deal in some kind of trade (maybe you can help fix their computer, for example, or tutor them in a subject theyre struggling with). If you arent sure whom to ask in your class, check with some of the academic support offices on campus to see if they offer peer tutoring programs, ask your professor if he or she can recommend a peer tutor, or simply look for flyers on campus from other students offering themselves as tutors. Utilize Your Professor as a Resource Your professor can be one of your best assets when it comes to reducing the stress you feel in a particular course. While it may at first be intimidating to try to get to know your professor, he or she can help you figure out what material to focus on (instead of feeling overwhelmed by thinking you have to learn everything in class). He or she can also work with you if youre really struggling with a concept or with how to best prepare for an upcoming exam. After all, what could be better for helping you reduce your academic stress than to know that youre super prepared and ready to ace the upcoming exam? Make Sure You Always  Go to Class   Sure, your professor may just be reviewing the material that was covered in the reading. But you never know what additional snippets he or she might put in, and having someone go over material you may have already read will just help to solidify it in your mind. Additionally, if your professor sees that youve been in class every day but are still having problems, he or she might be more willing to work with you. Reduce Your Non-Academic Commitments It can be easy to lose your focus, but the main reason you are in school is to graduate. If you dont pass your classes, you dont get to stay in school. That simple equation should be motivation enough to help you prioritize your commitments when your stress level begins to get a little out of control. If you dont have enough time to handle your non-academic responsibilities in a way that doesnt leave you stressed all the time, take a moment to figure out what needs to go. Your friends will understand. Get the Rest of Your College Life in Balance   Sometimes, it can be easy to forget that taking care of your physical self can do wonders for reducing your stress. Make sure youre getting enough sleep, eating healthy, and exercising on a regular basis. Think about it: Whens that last time you didnt feel less stressed after a good nights sleep, a healthy breakfast, and a good work out? Ask Upperclassmen for Advice With Difficult Professors If one of your classes or professors is greatly contributing to, or even the main cause of, your academic stress, ask students who have already taken the class how they handled it. Chances are you arent the first student to be struggling. Other students may have already figured out that your literature professor gives better grades when you quote lots of other researchers in your paper, or that your Art History professor always focuses on women artists on exams. Learning from the experiences of those who went before you can help reduce your own academic stress.

English Language Essay Example | Topics and Well Written Essays - 1250 words

English Language - Essay Example The work has a great implication on the lives of many people. The narration of the death of Mandela was accompanied with numerous statins of his achievement and his requirement to all people. Every person or institution wanting to live the legacy left by Mandela would be moved by the text since it reminds each and every person of the importance of being willing to sacrifice for the sake of the world. The author realises this fact and puts into perspective the most influential events in the life of Nelson Mandela. The main purpose of the text was creating an editorial that would reflect the actual life and times of Nelson Mandela. Additionally, the author seeks to enlighten the reader of the steps undertaken by Mandela to become one the global recognised leaders for their efforts to bring peace and save humanity. The text has no limitation on the suitable audience since its representation and content are appropriate for very person interested in understanding why Nelson Mandela was held with high regard. However, in highlighting his objective, the author uses the responses of leaders and other people in the society on Nelson Mandela. The article starts by the author explaining the mood that was expected at the funeral. They then mention the significance of the burial of Nelson Mandela3. The text assesses the audience present at the funeral, the mood of the actual day of the funeraland the days before the funeral. The author is quick to confirm that international leaders led by the US President, Barack Obama, were presented at the send-off ceremony and delivered moving speeches on how exceptional Mandela was4. The text also analyses the general feeling of the people of South Africa on their perception Mandela. The text then diverts from the funeral to the life and times of the Nelson Mandela. Significant events such as the

Social Welfare Essay Example | Topics and Well Written Essays - 250 words

Social Welfare - Essay Example This situation is especially terrifying because social service is supposed to help people who get into troubles, but when social workers dont trust you it feels like the whole world is against you and you have no support of society. The most surprising thing in this entire situation is that Barbara Ann got support where it wasnt expected at all - from homeless people. It turns out that those who are already living in difficult conditions of constant surviving are more likely to be helpful and supportive than those who are supposed to provide you with help, according to their civil responsibilities. Actually, the fact that representatives of the societys so-called misfits are more humane than the societys supporting service makes me suspicious about my safety. The life circumstances of Barbara Ann are totally complicated and tragic, but as far as there happened to appear the people who believed in her story and helped her, there is a chance for her to improve her life some

The incoming UK government Essay Example for Free

The incoming UK government Essay In 1997, the incoming UK government provided The National Literacy Strategy, a steady and consistent1 means of raising standards of literacy, in English primary schools. The motive behind raising these standards was for the economy because if the levels of literacy were to low in a significant proportion of the population, then the economy could have shattering consequences. In a report on the impact of literacy, education and training on the UK Economy, the accountants Ernst and Young estimate that; 60% of all jobs now require reasonable reading skills2 and goes on to warn that UK productivity is relatively low compared with its major competitors Whilst in opposition, the government had set up a Literacy Task force, which set out a National Literacy Strategy designed to raise these standards in English primary schools across the UK. Targets were set and by 2002, 80% of year six children were expected to reach level four or above in the Key Stage 2 English tests. The Framework inside the National Literacy Strategy had been derived from means developed by the previous government in the National Literacy Project, also aimed to raise standards of literacy but only in a specified number of LEAs. This Framework sets out teaching objectives from reception through to year six to enable children to become fully literate and it provides a useful structure of class and time management for the daily Literacy hour. It is also expected that extra time may be needed for the allocation of reading to the class, pupils own independent reading for interest and pleasure and extended writing as well as Literacy being productively linked to other curriculum areas. The main objectives that the framework focuses on is three broad divisions of literacy, these include word level work, e.g. phonics, vocabulary, spelling, and handwriting, sentence level work, e.g. punctuation and grammar. And finally text level work, e.g. comprehension and composition. The National Literacy Strategy gives examples of what a literate primary pupil should be able to do, for example, read and write with confidence, fluency and understanding; be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes3 As far as childrens progress in reading is concerned the National Literacy Strategy states that from the outset children must understand that words are made up of letters and these letters correspond with spoken sounds. In Key Stage 1, they should be taught to check their reading for sense, using grammar and the meaning of the text. This should then help them identify errors and correct them, not only whilst in Key Stage 1 but Key Stage 2 and beyond. Methods of teaching reading suggested by the National Literacy Strategy include, shared reading, guided reading and individual reading, each playing an important part in the learning to read process. Shared reading involves the whole class using a text e.g. a big book, text extract or poster. Here the teacher leads the reading pointing as she goes, with the children joining in. This method was developed by teachers working with Don Holdaway (1979) in New Zealand and has advantages that can over ride some of the difficulties that teachers experience with regular books, for example the book can be shared by the whole class and every one can see the print, the teacher can direct the childrens reading by pointing to indicate where they start reading and can bring to attention certain words, punctuation, graphology quicker by indicating using a finger or pointing tool. Holdaways idea of shared reading and carpet time is to re-invent the bed-time story and create a homely routine that can be practised in the classroom, and allow all the children to have intimate access to the book. From my own experience of shared reading I find that the children enjoy this part of literacy hour because of the intimacy and informal set up of the classroom. I found that even years five and six enjoy carpet time because it brings the class closer together and the formal classroom atmosphere almost disappears. Research by Lloyd Eldredge, Ray Rentzel and Paul Hollingsworth at Brigham Young University proved that this method was more successful than previous methods i.e. round robin. After four months, the shared reading group had significantly higher scores on tests of reading fluency, vocabulary acquisition and comprehension. There was evidence that the supported reading experience of the shared reading group had the greatest impact on the word recognition abilities of the pupils who initially were the poorest readers 4 In this situation I found the children more likely to ask questions about the text or the vocabulary used and children who were not used to reading or seemed distanced when reading individual work were more alert and interactive and able to work from texts beyond their independent reading levels. From being in a classroom one of the difficulties I have noticed, especially in the reading progress, is coping with differentiated groups. This is where guided reading comes into action. As with shared reading, guided reading helps children to progress by developing a deeper and clearer understanding than might be achieved individually. Talking to the teacher and their peers whilst reading a text can develop skills such as critical perspectives, predicting plot developments and being able to extract key points in a text. As well as being developed for the childrens progress, guided reading was introduced to make more efficient use of the teachers time. A report by OFSTED (1996) found teachers spending too much time listening to each child read. Guided reading has been developed so the teacher is in a position to focus on points tat are relevant for the whole ability group rather than individuals. It has also been noted that boys respond more positively to active and interactive nature of such readings 5 This sounds all very well but drawing on my own experience I find it does not always work like that. When the teacher is working with one group, the other groups do not work to their standard, either because a discussion has turned into an argument, the children are having difficulties and there is no one to help or they have lost concentration. However, for what ever the reason the children are distracted, this part of the lesson seems to be a difficult section to maintain the standards and expectations as stated in the National Literacy Strategy. On my first placement I saw a different approach to guided reading, in the form of reading in pairs, a year six child and a year three child were reading partners. I believe that this reading partner technique should play a bigger part in the National Literacy Strategy than it already does. At present all it states in the document is; to enable other pupils to work independently individually, in pairs or in groups without recourse to the teacher 6 In the situation I witnessed where an older child choose a book for a younger peer and listened to him reading it, was a valuable experience for both children. The year three enjoyed the attention from the older child and seemed highly motivated in his reading. The year six however, gained experience in choosing books for other people, rather than reading a book he was thinking about suitable content, language and illustrations for the younger child to enjoy. This is an excellent way in which to offer a meaningful context for children to consider these different aspects of the reading process. For the year three child this partnership allowed for development within the zone of proximal development, this is Vygotskys description where; what a child can do with assistance today she will be able to do by her self tomorrow7 Also for the older child the routine is challenging as it enforces a different thinking. In the same twenty minute period as guided reading the National Literacy Strategy also expects some individual work to take place. The objectives for these are stated in the document and include; independent reading and writing proof reading and editing comprehension work8 The National Literacy Strategy also states that; pupils should be trained not to interrupt the teacher and there should be sufficient resources and alterative strategys for them to fall back on if they get stuck 9 Having taught a literacy lesson I find this last quote ironic. The whole point of having a teacher is to teach the children to read and here it says the children must be trained not to interrupt the teacher. I am speaking from my own experience when I say that no matter how many resources or alternative strategies you offer children, the child will always come to the teacher first. However, I do agree with the fact that children should be taught and learn, not train, to find information and solve difficulties using alternatives such as a CD-ROM or a dictionary. Other strategies that are discussed in the National Literacy Strategy that will forward their progression in reading include; Direction, this is to enable the pupils to know what they are doing, to draw attention to key points and to develop key strategies in reading and writing. Another example is modelling; pupils are to discuss features of written texts through the process of shared reading of books and extracts. From first hand experience I believe that the National Literacy Strategy, along with other documents i.e. National Numeracy Strategy, will benefit children and teachers and make primary pupils more literate. The structured routine is consistent and concise throughout Key Stage one and Key Stage two however, for a teacher to meet these standards and produce high quality work from the children as well as making lessons, discursive, interactive, well-paced, confident and ambitious (as stated in the National Literacy Strategy) is a demanding challenge. In 1992, Jaap Scheerens meta-analysed research from across the world and provided factors which affect schools and their performance. His research showed structured teaching was important and defined this as; making clear what has to be learnt, dividing material into manageable units, teaching in a well considered sequenceregular testing, immediate feedback10 His research also showed that whole class teaching is often more effective than individualised teaching and the time spent on subjects and how the children are inspired, challenged and praised all increase learning activity. The National Literacy Strategy incorporates most of Scheerens findings and because of the way it is set out as a uniform for the whole country to follow, I believe standards could be raised. However, I also believe that the way children are taught to read and understand texts by using extracts and part of texts could be damaging to the pupil. It makes reading seem un-enjoyable and this is exactly what the National Literacy Strategy is trying to avoid. Most of the children I have worked with have enjoyed the Literacy Hour more when they can work on a text they have read all the way through and they feel they have a better understanding and better liking of the text. Resource List * Eldredge, J.L., Reutzel, D.R., and Hollingsworth, P.M., 1996, Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin and the Shared Book Experience, Journal of Literacy Research. * Ernst Young, 1993, Literacy, Education and Training: Their impact on the UK economy * Graham, J., Kelly, A., Reading Under Control, Teaching Reading in the Primary School, 2000 * Literacy Task Force, 1997b The Implementation of the National Literacy Strategy, DFEE * National Literacy Strategy, Introduction, 1998,DFEE * Scheerens, J., 1992, Effective Schooling: Research, Theory and Practice * Vygotsky, L., 1962, Thought and Language 1 Literacy Task Force, 1997b The Implementation of the National Literacy Strategy, DFEE 2 Ernst Young, 1993, Literacy, Education and Training: Their impact on the UK economy 3 National Literacy Strategy, Introduction, 1998, DFEE 4 Eldredge, J.L., Reutzel, D.R., and Hollingsworth, P.M., 1996, Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin and the Shared Book Experience, Journal of Literacy Research. 5 Graham, J., Kelly, A., Reading Under Control, Teaching Reading in the Primary School, 2000 6 National Literacy Strategy, Introduction p 12, 1998, DFEE 7 Vygotsky, L., 1962, Thought and Language 8 National Literacy Strategy, Introduction p 13, 1998, DFEE 9 National Literacy Strategy, Introduction p 12, 1998, DFEE 10 Scheerens, J., 1992, Effective Schooling: Research, Theory and Practice

The Shame of Cigarette Smoking in the Healthcare System :: Journalism Journalistic Essays Smoke

Smokers in scrubs: The shame of cigarette smoking in the healthcare system On a recent Thursday morning, while some hospital employees smoked cigarettes in Brigham and Women’s safe haven known as the "butt-hut," others crowded the lobby on Frances Street in Boston to check out the American Cancer Society's â€Å"The Great American Smoke-Out† event. Two women sat behind a folding table handing out informational pamphlets on smoking hazards and ways to kick the fatal habit. Several of the women and men who approached the table for information or signed up to get their lung capacity tested were wearing scrubs, a sign that cigarette smoking is still prevalent among health care employees. â€Å"Hospitals, including Dana Farber, are starting to now reimburse employees who enroll in a quit-smoking program. In some cases, they get back almost $ 500 for counseling, patches, and nicotine gum,† said Jennifer Kelly, who runs the smoking cessation program at Brigham and Women’s. The smoking cessation program is offered to both employees and the public, and provides individual and group counseling, which meets one day a week for eight weeks. Kelly explained that each hour- long session costs $10, however the fee is waived for those with free healthcare benefits or Medicare and all participants of the program receive discounts on nicotine patches and chewing gum. With several Boston area programs designed to rid the habit of the 20% of Massachusetts residence, who smoke and with hospitals practically paying their employees to quit smoking than why are 47 million adults in the U.S. still smoking cigarettes? Nicotine is one of the most addictive substances today; studies have shown that nicotine is as addictive to people as heroin, cocaine and alcohol. According to a study conducted by the American Cancer Society, in the U.S today, nicotine is the most common form of drug addiction among adults, high school students and middle-school students. While studies preformed by the Center for Disease Control and Prevention have shown that cigarette smoking has declined 40% among adults ages 18 and over, between the years of 1965 and 1999 still today, nearly 26% of men and 22% of women smoke cigarettes. Dr. Laura Fredenburgh, a soft spoken and attractive woman in a white coat with her name and title embroidered on the pocket, sat at a long table on Thursday morning. She carefully explained to people the results of their free lung capacity tests that were given during the â€Å"Smoke-Out.

Nurse practitioner scope of practice

Nurse Practitioner Scope of Practice in the United StatesNurse Practitioners are registered nurses who are outstandingly recognized for providing primary care and treating acute and chronic illness and diseases. They acquired practiced skills and experience through advance education and medical training, and are authorized to serve as health and medical care resources and interdisciplinary consultants for diverse populations during health and illness. Nurse Practitioners may be generalists, like family nurse practitioners, or specialists whose areas of expertise include pediatrics, geriatrics, and psychiatry.Nurse Practitioners render a wide range of different types of preventive and clinical services as authorized by a state's Nurse Practice Act that vary from state-to-state in which some allow independent practice for nurse practitioners. In the United States, the state from which a nurse practitioner is practicing gives the nurse practitioner’s license being certified by th e American Nurses Credentialing Center (ANCC). Since the profession is regulated by the state, the extended care-giving role played by Nurse Practitioners varies. Nurse practitioners in the community may be engaged in health maintenance organizations, home health care agencies, public health departments, school or college clinics, and physician’s offices, to mention a few.With increasing demand for primary care services to underserved groups and communities, nurse practitioners are successfully qualified for rendering such service, being fully equipped with appropriate knowledge and training. Standards for practice developed by the American Academy of Nurse Practitioners (1993) provide the specific activities that a nurse practitioner can perform and govern the services granted.In general, regardless of specialty, the scope of services practiced by nurse practitioners is divided into three categories. The first category covers the assessment of health status. This includes ac tivities such as obtaining medical and health record of an individual, performing nursing assessments, and conducting physical examination on patients. Nurse practitioners also perform preventive screening procedures based on the patient’s age and history. Such screening includes those for hearing, sight, and cancer. Identification of medical health risks and requirements is also under the scope of practice of this profession.The second category is the application of suitable diagnosis based on previous examinations and clinical findings. They execute and interpret diagnostic studies such as routine laboratory tests, EKGs and X-rays. Diagnosing, treating, evaluating, and managing minor and common and acute and stable illness and diseases such as injuries, diabetes, and high blood pressure are being employed by nurse practitioners. Also, with proper training or with supervision, they are also allowed to perform minor surgeries and procedures and may be First Assistants in the OR.Central to the care provided by nurse practitioners are the conditions of the patients and the further effect of illness on the lives of the patients and the patients’ relatives. Thus, supportive counseling and educating patients regarding their health behaviors stressing out health promotion and citing preventive measures on illness and diseases are also under the practice of nurse practitioners. Providing prenatal care, conducting well-child screenings and immunizations, prescribing rehabilitation treatments and medications, though limited in some states, are also being practiced. All of these fall under the third category and can be summarized as the management of the case.This further identifies the needs of individual, family or community the assessment and interpretation of data collected.   Evaluation and execution of plan of care are also being stressed in the practice of such profession. Nurse practitioners also establish collaborative working relationship with physicians to provide comprehensive care and refer patients to other health professionals as needed to meet the appropriate health and medical goals.Nurse practitioners with specialization may include other specific activities in their scope of practice in line with their acquired specialty to further serve the target population. For pedriatric nurse practitioner, for instance, one may include the analysis of factors that may affect the child’s growth and development. Studies relating to abnormal and normal development in relation to anatomical, physiological, motor, cognitive, and social behavior of the child may be included in his scope of practice. Women’s health care nurse practitioner may perform fertility counseling and infertility management and may also give prescription and management of birth control pills and diaphragms or provide family planning services.To further improve the scope of practice, there are nurse practitioners that take advance training for c ertain clinical procedures. These procedures which can be accomplished by nurse practitioners with effective training which depends on previous experience and practice limitations of individual state Nurse Practice Acts.The continuing progress to cope with changing health care needs of the society is the responsibility of the nurse practitioners. They unite the role of being a care resource person, counselor and educator, researcher and administrator especially in the field of primary health care.   Members of such profession are liable for the expansion and improvement of the practice of such profession and this can be achieved through involvement and active participation in professional health care organizations and their activities as they ensure that the standards on the scope of practice for nurse practitioners are maintained.ReferencesKozier B., et al. (1998). Fundamentals of Nursing: Concepts, Process and Practice.Addison Wesley Longman, Inc.Nurse Practitioner Scope of Prac tice. (2007). American College of  Ã‚   Nurse Practitioners.    Retrieved 02 December 2007 fromhttp://www.acnpweb.org/i4a/pages/index.cfm?pageid=3465Pulcini J., & Wagner M. (2007). Nurse Practitioner in the United States: A Success   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Story. Retrieved 02 December 2007 from    http://www.aanp.org/NR/rdonlyres/etftrynjxwmtu4xkmt6ttfi5retun5uy2cuh4zwyz  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   dh7yghw2wiei4dne2mth4imdafkhk6uyikihb/051-056%25252ePulcini_new.pdfSherwood G. et al. (2007). Defining Nurse Practitioner Scope of Practice:Expanding Primary Care Services. Journal of Advanced Nursing Practice. Retrieved 02 December 2007 fromhttp://www.ispub.com/ostia/index.xmlFilePath=journals/ijanp/vol1n2/scope.xml