Romeo and Juliet English Coursework Essay Example Essay Example

Romeo and Juliet: English Coursework Essay Example Paper Romeo and Juliet: English Coursework Essay Introduction So far we know the entire story in view of the preamble toward the beginning of the play. In any case, because of the sad idea of the play and its experience, the crowd would overlook this and accept that the play would change. Both of the â€Å"star-crossed lovers† haven’t met one another, yet. What's more, their families, the Montagues and Capulets are in an on-going contention which makes it practically incomprehensible for Romeo and Juliet to try and meet, not to mention become hopelessly enamored. It is these deterrents, and the primary subjects of fate and love, vengeance and conflict.Just before Romeo, Mercutio and Benvolio enter the ball, Romeo starts a monologue. He utilizes graceful language, a sort of discourse that varies between the characters all through the scene and the play. Graceful language is utilized for characters that have a point to underscore to the crowd. Included alongside the discourse, this permits the crowd to concentrate exclusively on wha t Romeo says, and is an indication to state that whatever he discusses is important.It’s a line that ought not be disregarded, and is utilized by the most enthusiastic characters like Romeo and Tybalt. In this monologue, Romeo talks about death. Truth be told, he tells the crowd that his own demise will come just by entering the ball. In any case, he likewise says that his destiny is in God’s hands â€Å"But he who hath steerage of my course Direct my sail!† This last line makes a sentiment of riddle among the crowd what will his destiny be the point at which he enters the ball? It additionally sets up pressure for the following scene.As soon as Romeo and his companions enter the Capulet ball, the strain that was made from Romeo’s discourse has faded away. The initial segments of this scene are commanded by hirelings at the ball. The funny lines from the workers begin to bring down the strain. One second the play is not kidding, next second it’s ch ipper. In Shakespeare’s times, this diverting area of the play would be utilized to get the crowd once more into the play. This was done, in light of the fact that the vast majority of Shakespeare’s crowd wasn’t instructed well overall, so they wouldn’t completely comprehend the play. After the servant’s comic commitment, the crowd hears a silly discourse from a character known as Capulet.The discourse from an apparently alcoholic Capulet is immediately trailed by Romeo’s first sight of Juliet. This is a snappy pinnacle of strain which happens a ton all through the play. In the Marco Zefferelli film adaptation of Romeo and Juliet, a delicate and sentimental melody is sung out of sight to put things in place for the gathering. Another intriguing method with regards to this film used to depict the occasion is a moving circle with many gathering visitors including Romeo and Juliet.The circle speaks to the certainty of Romeo’s meeting wit h Juliet. He begins to portray her excellence in incredible detail, utilizing his wonderful language once more. This implies it’s another significant bit of discourse. The huge measure of accentuation on Juliet’s magnificence is utilized by Shakespeare on account of the timespan the play was set in. Just men would have the option to follow up on the stage, so the male variant of Juliet wouldn’t look exceptionally engaging numerous in the crowd and they would be befuddled concerning why Romeo needs Juliet.Phrases, for example, â€Å"Beauty unreasonably rich for use, for earth too dear† imply that Romeo sees Juliet in a celestial manner. She isn’t of this world. The inquiry â€Å"Did my heart never love till now?.never saw excellence till this night† is significant in light of the fact that it shows the crowd the qualification between the adoration Romeo currently has for Juliet and the desire that Romeo had for Rosaline. The way that Romeo co nveys these lines to the crowd in both film adjustments of Romeo and Juliet, the measure of conviction appeared in his developments, outward appearances and discourse is all that could possibly be needed to tell the crowd this is genuine love.Soon after Romeo’s first locating of Juliet, the crowd sees Tybalt and Capulet take part in a contention over Romeo. From the past scenes with Tybalt, it’s realized that he has a temper and detests the Montague family (and those related with them) with a red hot enthusiasm. He initially cautions Capulet that Romeo is at the Capulet Ball. In his initial hardly any lines, he makes reference to executing Romeo. Since he has gone to the enemy’s party, Tybalt considers it to be an attack, an affront in his possession and a big motivator for it, â€Å"by the stock and respect of my kin.not a sin†. Notwithstanding, Capulet doesn’t accept that Romeo has any evil goals against his family at the Ball, â€Å"A bears him like a stout gentleman†. Capulet (apparently) assumes responsibility for the circumstance with his supplication, yet this rankles Tybalt more.He says â€Å"I won't suffer him†. He can't represent Romeo to be here any more, his anger starts to show considerably more in his short, yet, solid reaction to Capulet. The answer to Tybalt is the thing that angers him the most. â€Å"You are a saucy boy!† In past scenes, Tybalt has demonstrated that he’s a careless, irate youngster. He gets a kick out of the chance to keep up his awful kid picture. For instance, his mien in Baz Luerrman’s variant of Romeo and Juliet is smooth. In the initial battling scene, a discussion among himself and Benvolio prompts a gigantic battle. In any case, one of the most significant things he said in an irate manner of speaking was â€Å"Peace.I abhor the word†. So from his foolish activities, powerful furious voice, and selection of words, the crowd can see that Tybalt is hostility and hot-headedness is solid. He has persuaded himself that he is a man, along these lines is.Back to Capulet, he proceeds to obnoxiously assault Tybalt. In both film adjustments, Capulet’s voice turns out to be not so much joyous but rather more genuine. He starts to assume an increasingly fatherly job towards Tybalt in this scene. Put-down, for example, â€Å"You are a princox (impolite youthful man)† and â€Å"goodman kid (unmannerly kid) are what Tybalt likes to be tended to as. The last and most significant area to this contention is the thing that he says to the crowd. â€Å"Patience perforce with.greeting† is Tybalt communicating his feelings. He doesn’t like that reality that he can do nothing to his most noteworthy adversary inside his own home in view of Capulet’s orders. The rhyming here is imperative to address the crowd. â€Å"I will withdraw.bitter gall†, keeps on clarifying how Tybalt feels. He keeps on saying he won’t battle with Romeo at this moment, yet in the long run he will. â€Å"Sweet convert to unpleasant gall† implies that anyway pleasant it is to have even more motivation to murder Romeo, the persistence he should need to get Romeo won't be useful for him.He lots of significant things with the play with these four lines. Right off the bat, he sets up increasingly strain and causes the crowd to pose more inquiries, â€Å"When is Tybalt going to go head to head with Romeo†, â€Å"How?† and so on. Furthermore, he ensures that the crowd gets the message. His unexpected move to idyllic language and utilizing rhyming couplets is a stand apart point to state â€Å"This is important†. What's more, it shows the enthusiasm of the character too, Tybalt had an energy to get his payback on Romeo and the crowd can hear it through the little rhyme.Romeo and Juliet’s meeting is made significantly all the more intriguing by Shakespeare’s utilizatio n of a work (a 14 line sonnet, in a 4-4-4-2 design). The components that make this so intriguing and ground-breaking as a sentimental scene are as per the following. Initially, the to and fro movement of discourse. The two of them present the work, with a stream that adds increasingly pressure to this scene. The principle topic of destiny is significant here, as there’s an unequivocal association. The stream that these two have causes it to appear as though they are one individual talking straightforwardly to the crowd, they were intended to be together. Besides, the feelings of Romeo’s discourse and slight pretend from both characters.The way he address Juliet, regarding her as a sacred article, a place of worship. Proof of this is in the lines, â€Å"If I profane with my dishonorable hand†, and alluding to Juliet as a â€Å"holy shrine†. He is somewhere down in affection with her, and he is pursuing her. Notwithstanding the past focuses, the poem assist s with making the crowd see the side of Juliet that is lively, sprightly and what makes her so appealing to Juliet. In the Baz Luerrman film form of Romeo and Juliet, Juliet’s character is extremely coquettish, practically enticing Romeo significantly more with each word she says, as though Romeo’s life held tight every word that originated from Juliet. The composed content is only the equivalent, Romeo pursuing the young lady he wants, the he loves.As the storyline proceeds after the Capulet Ball, we are conveyed straight into the gallery scene. Romeo begins by utilizing graceful language according to how infatuated he is with Juliet. On the other hand, Juliet is doing likewise yet she thinks about Romeo and whether she is truly to adore him completely. In the modernized film rendition of Romeo and Juliet, them two show energy in their voice identifying with one another and communicating their adoration; utilizing camera shots to show the individual characters when th ey utilize their own idyllic language to underscore the focuses that are made separately. The measure of exertion Romeo passes on in the utilization of the language is likewise appeared in the Baz Luerrman variant of the film. It is made to be perused as (and seen as) a demonstration of the adoration that Romeo has for Juliet; as far as the peril that Romeo chances just like a Montague.At the finish of the overhang scene, the storylines for the contentions to come are set. Tybalt looks for retribution on Romeo for what he sees as an intrusion of â€Å"his† gathering, Juliet and Romeo intend to be locked in yet at the same time need to confront the family competition hindrance that keeps their relationship from being free. The following scenes will all feature the conf

Ethical Problems in Corruption

Chapter by chapter guide Introduction Ethically-educated choices Ethical Breaches Noble Cause Corruption Responses Ethically-stable lead Conclusion Reference List Introduction Allegations of defilement mean various things to various individuals. Generally, has been characterized as the utilization of position or status for individual addition. This could be as a monetary or different favors which may incorporate sexual favors, among others (Martinelli Thomas, 2006).Advertising We will compose a custom research paper test on Ethical Problems in Corruption explicitly for you for just $16.05 $11/page Learn More This implies defilement is a type of maltreatment of intensity. There are different types of defilement in the police power, including pay off, creation of proof, viciousness and mercilessness, partiality, nepotism and even prejudice. Also, others are associated with tranquilize coops. At whatever point police are brought in, it is typically expected that they will give answers f or the social issues or wrongdoings. Be that as it may, one type of debasement that compromises the direct of those engaged with law implementation is the honorable aim defilement. The police are ordinarily depended by the general public to give security yet at whatever point they go past the forces and authority vested upon them in attempting to achieve genuine closures, it is typically alluded to as â€Å"noble cause corruption† (Martinelli Thomas, 2006). Honorable aim defilement is debasement dedicated by the law implementation officials with honest goals so as to accomplish great closures (Martinelli Thomas, 2006). It typically happens when cops care especially about their work and in this way damage the set moral and legitimate norms so as to seek after what they consider to be to the greatest advantage of the general public. This infers they include in unscrupulous practices so as to evacuate the trouble makers in the general public from the avenues. Morally educated ch oices Noble purpose debasement is typically planned for securing people in general and the police as a rule go out their direction and include each potential way to guarantee wellbeing of networks and boulevards. This may occur in situations where the law requirement officials expect to expel suspected in-your-face and hazardous lawbreakers from the boulevards and there is restricted or no immediate proof connecting them to the present crimes.Advertising Looking for research paper on open organization? We should check whether we can support you! Get your first paper with 15% OFF Learn More The law implementation officials in this way may have occupied with proof manufacture so as to guarantee that such criminal is indicted. In this manner Bacon’s officials may have offered pay-offs to witnesses or judges for the ethical great of the general public. The law requirement officials may have engaged with lying in courts or proof manufactures so as to forestall approaching future v iolations. The police may have had intimations about genuine wrongdoing going to be carried out since they can block interchanges and in this manner capture those they think to be answerable for the plotting of the violations. This, they may have managed without procuring capture warrants because of the fast reaction that they required. This empowered the police to disperse the plans by the crooks and thus ensured general society. Since they probably won't have had the option to assemble the measure of proof required to convict such people they were along these lines compelled to utilize tribute double dealing so as to challenge the people in question and their legal advisors and secure conviction for such people. Bacon’s officials may have offered pay-offs to other government authorities to demonstrate charges of debasement against the people. They may have utilized under spread cops to help pay off such people as a feature of hostile to defilement procedures. This empowered the police to help convict such people who should offer administrations to the general population however rather had decided to utilize their situations for individual addition. This suggests the police at her area of expertise may have applied respectable aim debasement to accomplish moral useful for the general public. Cops may have offered pay-offs to regular folks or other government authorities so as to get critical proof essential for conviction of hoodlums in the general public. This in itself may have been off-base yet it empowered her cops to gather genuine proof that was utilized to demonstrate criminal acts that such people may have been locked in in.Advertising We will compose a custom research paper test on Ethical Problems in Corruption explicitly for you for just $16.05 $11/page Learn More Bribes may have additionally been offered to regular people to help capture hazardous lawbreakers in the general public. People who had pivotal data about the whereabouts of some p resumed hoodlums or who may have been in control of data that could prompt the capture of suspects may have been paid off to help ensure the general public. The law requirement officials may have drawn in respectable aim defilement exercises, for example, torment so as to gain indispensable data from the presumed lawbreakers or even proof from them. This may have included tormenting the associated lawbreakers to find the whereabouts with different crooks, who were probably going to cause damage, murder or take from guiltless individuals. They may have additionally occupied with torment of associated lawbreakers to find the area with a bomb or the bomb targets in order to help clearing people in general from the focused on regions or to pulverize the bomb before it detonates. Bacon’s officials may have occupied with respectable debasement in attempting to make sure about arrival of honest regular folks from the hands of criminals. Moral Breaches The thought that in an official courtroom, it is ordinarily the suspects’ contentions against the measure of prove introduced under the steady gaze of the courts have incredibly added to honorable aim defilement (FritzPatrick, 2006). Be that as it may, this prompts moral penetrates in the legal executive and the police. Honorable aim defilement prompts the topic of good obligation of the police power. Proceeded with honorable aim defilement may get routine in the police power and subsequently prompting moral lack in the division. Furthermore, those ordinarily adulterated to give bogus proof, to give urgent data that can be utilized as proof or help follow lawbreakers regularly figure out how to legitimize degenerate acts since those endowed with power to battle defilement are engaged with debasement. Furthermore, every individual has a privilege to a private and secret life. This suggests the principles of training applied in gathering proof against associated hoodlums by use with respectable aim defilemen t may encroach these rights. This might be in such situations where the police pay off others to furnish them with the individual’s private life. Cops likewise in some cases break into suspects homes without procuring capture warrants to gather pivotal proof against the suspects. Meddling observation to gather proof on the speculated criminal likewise encroaches the suspects’ privileges of confidentiality.Advertising Searching for research paper on open organization? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Each resident including the criminal suspects have the privilege of self-sufficiency. All the types of pressure that the law requirement officials utilize to get proof or data from crooks are ethically deceptive and may hurt the suspect since they may include the utilization of destructive power (Klockars, 1980). Paying off people to give bogus proof against associates in a court with law is against the moral principles of training set by the administration. The standard moral standards necessitate that workers be straightforward in playing out their obligations. Anyway demonstrations of honorable defilement include untrustworthiness. Plus, demonstrations of respectable defilement are demonstrations of unbiased treatment of suspects which is against the government’s measures of moral practice. Honorable purpose debasement acts likewise deny suspects the opportunity to live in a free society without terrorizing since the vast majority of the suspects are generally sentenced for longer terms. Respectable Cause Corruption Responses The inquiry regularly emerge with regards to while accomplishing the ethically great outcomes to the general public legitimizes the utilization unscrupulous or legitimate yet risky methods. Somewhat the mind boggling circumstances that require joke reactions will undoubtedly place the police in solid circumstances that expect them to include messy methods. Anyway as per Klockars (1980), the more the police need the crooks to be rebuffed, the more they ought to comply with the law. Furthermore, those heading the division need to take out any types of captures quantities that put focus on the law requirements officials to misrepresent or mess with the proof so as to guarantee conviction of lawbreakers in their endeavors to satisfy their supervisors (U.S. Division of Justice, 2001). It is additionally significant that police directors cultivate in the cops a worth driven culture that guarantees consistence with the law. The director s need to that guarantee that the police regard the privileges everything being equal. The law authorization officials additionally should be prepared to work inside the law regardless of how trading off the circumstances may be (U.S. Branch of Justice, 2001). In any case, the test is the manner by which to persuade cops who genuinely have confidence in and utilize their qualities to manage them in accomplishing the ethical great of the general public that they can bargain their qualities due to the guidelines. As indicated by Klockars, (1980), the issue emerges in situations when the current laws disappoint accomplishment of ethically attractive results. Also, it might expand the quantity of genuine crooks who go free because of insufficient proof or absence of appropriate proof connecting the hoodlums to the wrongdoings. This would genuine trade off security circumstances in the nation. It would likewise prompt more grievances and fights fr

Visiting MIT Boston colleges

Visiting MIT Boston colleges Summer is a great time to visit colleges in Boston. There are more than 50 colleges and universities in Greater Boston, making it easy to visit a variety of colleges from one base. Most of the major universities are on subway lines, so renting a car (and trying to navigate Boston roads) is not necessary. And Boston is an exciting, historic city that offers something interesting for the entire family. (I know my parents loved getting to visit me here.) MIT offers information sessions followed by campus tours twice daily, at 10am and 2pm, every weekday throughout the summer. No reservations are necessary. The information sessions are 45 minutes in length and are conducted by admissions officers (I do one or two of these sessions each week). The information session provides an overview of MIT: its culture, academic environment, etc. The admissions officer will also discuss the application process and financial aid. At the conclusion of the tour, student tour guides lead a tour of campus. Stops include the Athletic Center, the Student Center, academic buildings including Main Campus and the Stata Center, Killian Court (have your camera ready), libraries, and, during the summer only, a student dorm room. The tour lasts approximately 75 minutes. After your session and tour, we hope youll explore MIT a bit on your own, visiting departments, labs, food establishments, and more. You can visit the Admissions Reception Center (Room 10-100) to get a campus map, the brochure The Exploration Equation which suggests some interesting places to visit at MIT that arent on the tour, and, of course, some friendly advice. We can also suggest some good places to get lunch or dinner on campus or in the neighborhoods around MIT. Here are my top tips for your summer MIT visit: The busiest sessions/tours here are usually on Mondays and Fridays. If youd like to be at somewhat smaller information sessions and tours, Tuesdays, Wednesdays and Thursdays are good bets. Allow lots of time to get to MIT. There is lots of construction going on around campus and in Boston; our campus can be difficult to navigate for first-time visitors; and parking is notoriously tight. And, if you get here early, you can roam around and check things out before the information session starts. Have lunch in our Student Center. There are lots of very yummy food options, and youll probably meet real students that you can chat with and from whom you can find out the inside scoop. Check out the MIT Museum, open daily until 5pm. Its worth it. Hotels in Boston and near the colleges are often pretty expensive. I generally think, however, that the location of these hotels makes them much more appealing than the cheaper hotels, which are usually quite out of the way. Do your best to find deals for the better hotels on the web. I think youll really appreciate choosing a hotel with a good location. Visit other schools while youre here. Boston really is a great college town. Below, Ive listed the timings for information sessions at MIT and other Boston area colleges frequently visited by our guests. Usually, a session/tour combo will last 2 to 2.5 hours. Check each schools web site for more information. Timings for Boston-area Information Sessions, Summer 2006 MIT Red Line: Kendall/MIT 10am and 2pm, Monday-Friday Harvard UniversityRed Line: Harvard10am and 2pm, Monday-Friday Tufts UniversityRed Line: Davis9am, 10:30am, 1:30pm, Monday-Friday Boston UniversityGreen Line: Kenmore Square9:30am, 10am, 2pm and 2:30pm, Monday-Friday Boston CollegeGreen Line, B Train: Boston College9:30am, 10:30am, 1:00pm, 2:00pm, Monday-Friday Northeastern UniversityGreen Line, E Train: Northeastern9am, 10am, 2pm, 3pm, Monday-Friday Wellesley CollegeCommuter rail, Framingham/Worcester Line: Wellesley Square(best visited by car)9am and 1pm Monday-Friday Olin CollegeCommuter Rail, Needham Line: Needham Center, then taxi(best visited by car)2pm Monday-Friday Brandeis UniversityCommuter Rail, Fitchburg Line: Brandeis/Roberts(best visited by car)10:15am and 2:15pm, Monday-Friday I hope this was helpful! How else can I help with your summer visit? For those of you who plan to visit, please leave your questions in the comments; I will answer them in future entries. For families who have already visited, feel free to leave your advice on visiting MIT and Boston in the comments; I will pass that advice on in the posts to come.

What is an Animal Extinction

The extinction of an animal species occurs when the last individual member of that species dies. Although a species may be extinct in the wild, the species is not considered extinct until every individual—regardless of location, captivity, or ability to breed—has perished. Natural vs. Human-Caused Extinction Most species became extinct as a result of natural causes. In some cases, predators became more powerful and plentiful than the animals on which they preyed; in other cases, severe climate change made previously hospitable territory uninhabitable. Some species, however, such as the passenger pigeon, became extinct due to man-made loss of habitat and over-hunting. Human-caused environmental issues are also creating severe challenges to a number of now-endangered or threatened species. Mass Extinctions in Ancient Times Endangered Species International estimates that 99.9% of the animals that ever existed on earth became extinct due to catastrophic events that occurred while the Earth was evolving. When such events cause animals to die, it’s called a mass extinction. Earth has experienced five mass extinctions due to natural cataclysmic events: The Ordovician Mass Extinction occurred about 440 million years ago during the Paleozoic Era and was likely the result of continental drift and a subsequent two-phase climate change. The first part of this climate change was an ice age that obliterated species unable to adapt to the frigid temperatures. The second cataclysmic event occurred when the ice melted, flooding the oceans with water that lacked sufficient quantities of oxygen to sustain life. Its estimated that 85% of all species perished.The Devonian Mass Extinction that occurred about 375 million years ago has been attributed to several potential factors: diminished oxygen levels in the oceans, the rapid cooling of air temperatures, and possibly volcanic eruptions and/or meteor strikes. Whatever the cause or causes, nearly 80% of all species—terrestrial and aquatic—were wiped out.The Permian Mass Extinction, also known as The Great Dying, occurred about 250 million years ago and resulted in the extinction of 96% of species on the planet. Possible causes have been attributed to climate change, asteroid strikes, volcanic eruptions, and the subsequent rapid development of microbial life that flourished in methane/basalt-rich environments brought about by the release of gases and other elements into the atmosphere as a result of those volcanic activities and/or asteroid impacts.The Triassic-Jurassic  Mass Extinction took place about 200 million years ago. Killing off about 50% of species, it was likely the culmination of a series of smaller extinction events that occurred over the course of the final 18 million years of the Triassic Period during the Mesozoic Era. Possible causes cited are volcanic activity along with its resulting basalt flooding, global climate change, and changing pH and sea levels in the oceans.The K-T Mass Extinction took place about 65 million years ago and resulted in the extinction of approximately 75% of all species. This extinction has been attributed to extreme meteor activity resulting in a phenomenon known as â€Å"impact winter† that drastically altered the climate of the Earth. The Man-made Mass Extinction Crisis â€Å"What is there to life if a man cannot hear the cry of a whippoorwill or the arguments of the frogs around a pond at night?† —Chief Seattle, 1854 While prior mass extinctions occurred long before recorded history, some scientists believe that a mass extinction is taking place right now. Biologists who believe Earth is undergoing a sixth mass extinction of both flora and fauna are raising the alarm. While there have been no natural mass extinctions in the past half-billion years, now that human activities are having a quantifiable impact on the  Earth, extinctions are occurring at an alarming rate. While some extinction occurs in nature, it is not in the large numbers being experienced today. The rate of extinction due to natural causes is on average one to five species annually. With human activities such as the burning of fossil fuels and the destruction of habitats, however, we are losing plant, animal, and insect species at an alarmingly rapid rate. Statistics from the UN Environment Programme (UNEP) estimate between 150 and 200 plant, insect, bird, and mammal species go extinct every day. Alarmingly, this rate is almost 1,000 times greater than the â€Å"natural† or â€Å"background† rate, and according to biologists, more cataclysmic than anything Earth has witnessed since dinosaurs disappeared nearly 65 million years ago.

Causes And Consequences Of Poverty - 1452 Words

Causes of Poverty There are multiple factors that poverty is related to such as having poor health, being involved in crime, and not being able to work (â€Å"Poverty in America,† 2007). Having one or all three of these poverty-causing factors has a snow-ball effect on individuals. Such factors limit the amount of job opportunities an individual may have, which in turn causes them to be stuck initially with low-come. If opportunities worsen, individuals may fall into poverty. â€Å"In the US, poverty rates are based on what is called the poverty threshold (also known as the poverty line), which is updated yearly by the US Census Bureau† (Finley, 2015). Health Studies suggest that there are many impoverished people with poor health because they†¦show more content†¦Freed criminals are deprived educationally, economically, and socially (Morenoff Harding, 2014). The constant flood of people going in and out of jails has increased inequality, mostly by decreasing chances for employment and reducing pay among previous convicts (Morenoff Harding, 2014). â€Å"Collateral consequences† of imprisonment has put prisoners in a position where they are no longer eligible for receiving benefits such as holding certain jobs, and financial penalties and feeds are charged on delinquents (collateral consequences† of imprisonment). The experience of ex-convicts is that they are not able to make ends meet, because of imprisonment, which only widens the gap of people stuck in poverty. Unemployment Many people find themselves in poverty because they lack participation in the labor market. There are many reasons why individuals are not able to work. Each year the Census Bureau workers conduct a representative sample interview on non-working Americans to better understand why they are not working (Haskins, 2016). There were six main categories mentioned in the responses of the adults ages 25-64 interviewed from the years 1969-2014 (Haskins, 2016). The reasons mentioned as to why Americans were not working was because they were retired, going to school, taking care of family/home, ill or disabled, or could notShow MoreRelatedPoverty : Causes And Consequences Of Poverty1484 Words   |  6 PagesGREGORY CAN275NBB (CURRENT CANADIAN ISSUES) TITLE: POVERTY IN CANADA DUE APRIL 12, 2017  SECTION A: Cause and Consequences of Poverty: a) Cause of Poverty: When a country is facing a change in its’ trends such as economy, inadequate education, high rate of divorce, overpopulation, epidemic and spreading diseases such as AIDS, climate and environmental issues such as insufficient rainfall, it could be a potential victim of poverty someday. 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What is the cause of world poverty? What would this do to the American economy? America’s economy must be a priority to Americans when it comes to solving the issues of world poverty. Utilitarian philosophers, like Peter SingerRead MorePoverty As A Social Problem1739 Words   |  7 Pages Poverty as a Social Problem Magdalena Brania Mrs. Kropf May 27, 2015 Poverty is inscribed in the history of the world, but it is not inherent fate of every human being. It is also not related to the human nature, which does not mean that it can not be due to its nature. All communities experience it, with a greater or lesser extent way causing psychological and sociological conflicts. Society who have to deal with poverty is not only from undeveloped countries, but also developedRead MorePoverty Can Be Defined As The State Of Being Poor1493 Words   |  6 PagesAngel Rosales Professor Nkosi Sociology 2 December 2015 Poverty in America Poverty can be defined as the state of being poor which refers to the deprivation or insufficiency of basic needs which include food, water, shelter, clothing, and education. In America, poverty affects millions of people with a poverty rate of almost 15%. Poverty is an important social problem to address because it affects everyone in a society either directly or indirectly. Those that are affected directly are about 47Read MorePoverty and Classism752 Words   |  4 Pagescapacity for every year that 14.5 American children continue to live in poverty (Koppelman and Goodhart, 2007). Sadly the seriousness of poverty is still often clouded by myths and misunderstandings by society at large. This essay studies the issue of poverty and classism in todays society. Causes of Poverty One of the main causes of poverty is the lack of education. The U.S. education system denies students in poverty the opportunities and access it affords to most other students. Without

Zeitoun Essay Free Essays

Despite warnings of evacuation, Abdulrahman Zeitoun, a Syrian-American owner of a painting and contracting company in New Orleans, chose to stay when hurricane Katrina hit New Orleans. During his canoe trip journey after Katrina, Zeitoun encountered many people who were trapped in their homes and in need of his help. Risking his life to save others, Zeitoun was falsely accused of stealing and dealing drugs because of his race. We will write a custom essay sample on Zeitoun Essay or any similar topic only for you Order Now In Zeitoun, Dave Eggers portrays the view that America has towards Muslim people and how people are treated unjustly simply because of how they look. A few days after Katrina hit, the levees broke, leaving the trapped civilians in shock and poverty. People who remained in the city had little resources, causing many people to break into other homes and stores to find whatever they can to survive. Zeitoun sailed on his canoe around the city and helped people who were trapped in their homes, including two dogs that were left behind by their owners. He felt that he was unable to leave his business because he felt responsible for the damaged houses throughout the duration of the storm. Also, Zeitoun felt that his home was â€Å"worth fighting for† (70) Zeitoun believed that by staying in New Orleans, he felt as if this opportunity was given to him by God to help the people who were still trapped in the city. The National Guards showed up at Zeitoun’s house with guns, assuming that Zeitoun and his friends were part of the Al Qaeda. The guards forcefully tackled them to the ground and arrested them. The National Guards did not inform them why they were being arrested and taken into custody. Zeitoun was taken to an interrogation room where he was stripped naked and his rectum searched for imported goods. They were forced to sleep on the ground and could not touch the jail bars or there would be consequences. Zeitoun was accused of terrorist activity, thus he and his friends were treated inhumanly. During the brutal treatment in jail, Zeitoun had splinters on his foot and asked for medical attention, but his request was denied without consideration due to his status. Eventually, his splinter got worse and he had to perform a medical procedure by cutting the splinter out himself. The soldiers and police in charge of the city after the hurricane arrested anyone who looked remotely suspicious and even those who did not. Instead of serving the public by helping them in the days following the hurricane, they took the civilians to the Greyhound bus station where they dispensed people into cages. Zeitoun and his companions were denied their rights, including the right to make a phone call. Knowing his constitutional rights, Zeitoun makes desperate pleas to the guards to have the opportunity to call his wife, Kathy, in Arizona. However, Zeitoun is repeatedly met with answers such as, â€Å"Phone’s don’t work. You guys are terrorists. You’re Taliban. † (222) Based on how they looked, they were treated as terrorists and the law seemingly did not apply to them. When Zeitoun’s wife, Kathy, finds out that he was arrested, she did not give up fighting until he was out of jail. Kathy did everything she could to get her husband out of jail. Kathy found a lawyer and found out exactly where Zeitoun was. When Kathy came to see Zeitoun, Raleigh, Zeitoun’s lawyer told her that it would cost $75,000 to bail her husband out. The price would have been lower if Zeitoun was not charged of being a terrorist. Zeitoun was wrongly treated because he seemed to be different from everyone else, due to his ethnicity, heritage, and beliefs. The National Security were afraid that Zeitoun was a terrorists that would put the country into turmoil. The soldiers and police abused their powers and treated people that are different with brutality. Dave Eggers was trying to show the reader how people can be wrongly punished based on their background, race, culture, and religions even if they mean no harm. Dave Egger’s book illustrates how people tend to jump into conclusions and make fast assumptions of others without getting to know them. How to cite Zeitoun Essay, Essay examples

King Lear free essay sample

King Lear is first presented in the first scene as an egocentric man who is ignorant of the many flaws in his personality. Lear has formed himself a personality and defined himself as an individual and utterly refuses to give up this vision of himself, one can only imagine the figure that Lear must have once been considering the absolute dominance and control that he exerts over the others around him. As is revealed in the first act, Lear is drastically unrealistic about what is to happen to him during and after relinquishing the throne, and as the result of this great misunderstanding he banishes his loving daughter, Cordelia, leaving only his unloving, and eventually evil daughters, Goneril and Regan, to care for him. The fact that Lear requires his daughters to express how they love him in words, and his irrational reaction to Cordelia’s response, shows that King Lear needs to feel that he is loved to remain mentally stable. We will write a custom essay sample on King Lear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In Act 2, Lear discovers his great folly as his daughters both remove him from their homes because of his untactful ignorance as to what a disturbance he is causing in both of their homes. Lear finds it incomprehensible that he no longer holds any wealth, authority and political stature, and struggles to maintain his sanity until it eventually breaks loose and Lear flees into the storm on the heath. On the heath, Lear struggles do accept the idea that he is now a weak, old man with no authority; a conflicting view compared to the one that he once had of himself. As Lear falls into madness, his actions start to show more and more of his fury and grief at his Machiavellian daughters and at his own mistake of disowning his only loving daughter, Cordelia. It may be said that only once Lear went mad could he clearly see that of which is happening around him. When Lear eventually comes out of his apparently insane state, the audience is confronted with a completely transformed personality, in which Lear has replaced his egocentrism, arrogance and ignorance with compassion, empathy, and love. It appears that as a result of this great transformation, Lear holds a great remorse for his previous actions, and is thoroughly surprised when Cordelia forgives him for his actions. It seems suitable that this greatly compassionate Lear should die of emotional breakdown over his daughter’s death, as he was so greatly pleased that she had returned to his presence. Edmund: Edmund’s character is one of the more evil and Machiavellian roles in King Lear, one highly comparable to that of Iago in Othello, as both of these characters unashamedly and unremorsefully bring down those around them in order to gain that which they hold most dear. Edmund sees himself as an innocent victim for his illegitimacy, and seeks to gain powers so as to create a world where illegitimate people can hold sway, and his father’s (the Duke of Gloucester) disrespect for Edmund’s illegitimate mother act as to undermine any of the feelings that Edmund may hold. Edmund uses his handsome appearance and quick wit in order to get what he wants, showing no remorse for his evil actions until it comes to the time when he realises that he is going to die and go to hell for his actions. Edmund, however, does hold some qualities that Iago does not, both better and worse. Edmund has great courage when it comes to battling for what he wants, as is shown by his battle with Edgar, and also works his evil in order to achieve something that he see as worth fighting for, rather than the simple revenge that Iago seeks by setting up Othello’s downfall. However, can also be seen as being more rational and intelligent than Iago, and so shows that he does bear and evil inside him, as is shown that his only excuse for his actions is â€Å"I must†, as he sees it simply for his own personal benefit, rather than thinking of the devastation that is happening because of his actions. Cordelia Cordelia is the play’s most virtuous and honest character, though she may be considered to be honest to the point of stupidity. Cordelia’s actions at the beginning of the play, in which she refuses to play Lear’s game of proving oneself to him falsely, is the point at which signifies the beginning of Lear’s downfall, though it may also be viewed that it is also only because of Cordelia that Lear underwent his transformation to become the compassionate man that he is at the end of the play. It seems that the only reason that Cordelia acts the way that she does in the opening scene is because she knows of the false way in which her sisters speak, and before leaving she tells them â€Å"I know what you are†. The constant references to Christianity and Cordelia during the play show that Cordelia epitomises the virtue and love of Christian people. The reunion of Lear and Cordelia at the end of the play symbolises the apparent restoration of order in the Kingdom and the triumph of honesty, love and virtue over evil and spite. However, it is the death of Cordelia and Lear after this â€Å"restoration† that makes the play so much more tragic, showing an unjust and cruel world. Regan and Goneril Regan and Goneril, for the most part of the play, are indistinguishable because of their equal ability at evil and Machiavellian actions towards their father and other people around them. The eldest sisters may be seen as smart, at least for the beginning of the play, in the way that they are capable of fooling their father into believing that they truly love him in order to receive wealth and a higher political status. However, any sympathy that the audience may still be bearing for the sisters and the way in which Lear expects them to treat him quickly disappears as they turn Lear out into the storm, order his death, and then, most cruelly, play a part in gouging Gloucester’s eyes out. Regan and Goneril epitomise evil within the play, showing no conscience and a continual greed for power that allows them to be successful at whatever they may attempt. It is this greed that eventually leads to their undoing, as both share a longing for Edmund and this turns them upon one another, destroying their partnership that was the source of the sisters’ success. Gloucester and Edgar Both Gloucester and Edgar serve the purpose of mirroring the actions of Cordelia and Lear. Through Gloucester, Lear is able to see himself and his own mistakes, as Gloucester has disowned his legitimate and loyal son, leaving only his illegitimate and evil son to care for him. Gloucester in a sense could only see when he became blind, much like Lear, who only became happy with life after he went mad. Edgar plays the role in the play of Cordelia’s male equivalent, as both of them act as characters of extreme virtue and honesty to which all other characters fail to compare. Both Cordelia and Edgar also see the fault and remorse in their fathers and forgive their misguided parents in order to fight a greater evil that resides in their separate siblings. The Fool The Fool serves the play in a great number of ways, though mainly the purpose of serving the King and story as a narrator and conscience to what is happening in the play. By acting as Lear’s conscience, the fool attempts to teach and guide Lear as to understand that is going on around him, though the fool is only able to comprehend what is going on around him through the linguistic devices of which he knows so much. The fact that the Fool instantly recognises Lear’s fault when Lear banishes Cordelia, and still stays with Lear shows that the fool has a greater understanding of what is happening than Lear and also bears a great loyalty to his master. It may also be recognised that as Lear becomes closer and closer to reaching madness, the fool uses stronger and stronger linguistic devices to interpret what is happening in the play. Kent Kent, in part, acts as a commentator in the play, displaying judgement upon most situations in an attempt to guide Lear back to what he believes is the right path in life. The argument that Kent has with Lear at the beginning of the play is perhaps an image of what is to come after the argument, a battle between good and evil, for at this point in the play, Lear could be considered as a representative of evil, and Kent; good. King Lear free essay sample The road to humility that is taken by the King and lessons learned along the way. (more)

AP Chemistry Syllabus What Does It Cover

AP Chemistry Syllabus What Does It Cover SAT / ACT Prep Online Guides and Tips What does an AP Chemistry syllabus look like? How many labs do you have to do? And what skills are you expected to learn before the test? In this article, I'll take an in-depth look at the components of a successful AP Chemistry syllabus, including content coverage, lab work, and overall curriculum requirements. I'll also give an example of a full syllabus (based on a sample from the College Board) and provide some helpful tips for both students and teachers! What Does the AP Chemistry Course Cover? AP Chemistry is a wide-ranging course. The curriculum is divided into six "Big Ideas," or major themes, that encompass long lists of smaller topics. I'll list the Big Ideas along with the smaller themes within them that the College Board calls "Enduring Understandings." These are actually broken down further into pieces of "Essential Knowledge," which (for the sake of keeping this article to a reasonable length) are not included here. There are also seven Scientific Practices that students are expected to master in the course, which I'll list after the Big Ideas. This is a part of the new inquiry-based model of AP science courses that encourages independent thinking. Finally, there are some overarching Curricular Requirements that every AP Chemistry class must fulfill, which I'll go over after the Scientific Practices. For the full course description with even more details, consult this link! The 6 Big Ideas of AP Chemistry The Big Ideas are the fundamental concepts every AP Chemistry syllabus must cover. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. This idea is huge by itself, and now you're telling me there are five more Sigh. Another day another dollar. The 7 Scientific Practices of AP Chemistry These seven "scientific practices" represent skills that students are expected to learn in AP Chemistry. Many of these relate to correct implementation of the scientific method in a lab context. They're especially tied to the "Guided Inquiry" labs, where students work independently to plan and conduct experiments. #1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. [Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction, and/or archived data.] #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. AP Chemistry Curricular Requirements The curricular requirements are concrete statements of expectations for the AP Chemistry course. These include requirements for the types of materials teachers must use in class, the structural framework of the course, the opportunities students should receive, and the percentage of class time devoted to labs. The course must use a recently published (within the past ten years) college-level chemistry textbook. The course must be structured around the Enduring Understandings within the Big Ideas as described in the AP Chemistry curriculum framework. Students should have opportunities outside of laboratory investigations to meet the learning objectives within each of the big ideas in the AP Chemistry curriculum. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological components to help them become scientifically literate citizens. Labs make up 25 percent of the instructional time at minimum and include at least 16 hands-on experiments. Lab investigations allow students to apply the seven science practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. "Guided inquiry" labs put students at the center of the learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set procedures and data collection strategies for student use. The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Keep in mind that it takes a while for most students to learn how to hold presentation materials in ways that don't completely obscure their faces. Work on it. You'll get there, buddy. What Does an AP Chemistry Syllabus Look Like? The following is a summary of a sample syllabus supplied by the College Board that goes through all the units that would be taught in a standard AP Chemistry course. It also provides the number of class periods allotted for each unit. In this example, the class periods are 52 minutes long. You can read the full syllabus here, and there are also a few more sample syllabi on this page! Course Materials Primary Textbook Zumdahl, Steven and Susan Zumdahl. Chemistry, Eighth Edition. Belmont CA: Cengage Learning, 2012. Other Resources Used The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013. Demmin, Peter. AP Chemistry, Fifth Edition. New York: DS Marketing Systems Inc., 2005. Vonderbrink, Sally. Laboratory Experiments for AP Chemistry. Batavia: Flinn Scientific, 2001. Randall, Jack. Advanced Chemistry with Vernier. Oregon: Vernier Software and Technology, 2004. Holmquist, Dan and Donald Volz. Chemistry with Calculators. Oregon: Vernier Software and Technology, 2003. Beran, Jo Allan. Laboratory Principles of General Chemistry, Seventh Edition. New York: John Wiley and Sons, 2004. Unit 1: Chemistry Fundamentals 12 Class Periods 10 Problem sets 2 Quizzes 1 Exam Topics Scientific method Classification of matter Nomenclature and formulas of binary compounds Polyatomic ions and other compounds Determination of atomic masses Mole concept Percent composition Empirical and molecular formula Writing chemical equations and drawn representations Balancing chemical equations Applying mole concept to chemical equations (stoichiometry) Determining limiting reactants, theoretical and percent yield of reactions Labs Math and Measurement in ScienceStudents learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination. Guided Inquiry Lab: Physical and Chemical PropertiesStudents are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical. Stoichiometry LabStudents determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes. Unit 2: Types of Chemical Equations 8 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Electrolytes and properties of water Molarity and preparation of solutions Precipitation reactions and solubility rules Acid-Base reactions and formation of a salt by titration Balancing redox reactions Simple redox titrations Gravimetric calculations Labs pH Titration LabStudents perform a titration and then determine the concentration of an HCl solution by using a potentiometric titration curve and finding the equivalence point. Data is graphed in a graphing program. Bleach LabStudents perform redox titrations to determine the concentration of hypochlorite in household bleach. Online Redox Titration ActivityOnline lab simulation where students can manipulate various factors to influence a redox titration. Unit 3: AP Style Net Ionic Equations 8 Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Redox and single replacement reactions Double replacement reactions Combustion reactions Addition reactions Decomposition reactions Labs Copper Reaction LabStudents perform a series of reactions, starting with copper and ending with copper. Students then calculate percent recovered. Unit 4: Gas Laws 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Measurement of gases General gas laws - Boyle, Charles, Combined, and Ideal Dalton's Law of partial pressure Molar volume of gases and stoichiometry Graham's Law Kinetic Molecular Theory Real gases and deviation from ideal gas law Graham's law demonstration Labs Molecular Mass of a Volatile LiquidStudents use the Dumas method for determination of the molar mass of an unknown volatile liquid. Unit 5: Thermochemistry 8 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Law of conservation of energy, work, and internal energy Endothermic and exothermic reactions Potential energy diagrams Calorimetry, heat capacity, and specific heat Hess's Law Heat of formation/combustion Bond energies Labs Guided Inquiry Lab: Hess's LawStudents perform a series of reactions and calculate enthalpy, proving Hess's law. Activity: Online Heating and Cooling Curve Simulations Unit 6: Atomic Structure and Periodicity 12 Class periods 9 Problem sets 4 Quizzes 1 Exam Topics Electron configuration and the Aufbau principle Valence electrons and Lewis dot structures Periodic trends Table arrangement based on electronic properties Properties of light and study of waves Atomic spectra of hydrogen and energy levels Quantum mechanical model Quantum theory and electron orbitals Orbital shape and energies Spectroscopy Labs Spectroscopy LabStudents look at a series of emission spectra and determine the identity of an unknown. They will also receive and analyze IR and mass spectroscopy data. Activity: Periodic Table Dry LabStudents graph values for atomic radius, electronegativity, and ionization energy to predict trends and explain the organization of the periodic table. Unit 7: Chemical Bonding Class Periods 8 Problem Sets 4 Quizzes 1 Exam Topics Lewis Dot structures Resonance structures and formal charge Bond polarity and dipole moments VSEPR models and molecular shape Polarity of molecules Lattice energies Hybridization Molecular orbitals and diagrams Labs Guided Inquiry: Bonding LabStudents experimentally investigate ionic and molecular substances deducing properties of their bonds in the process. Guided Inquiry: Investigation of SolidsStudents investigate types of solids using various experimental techniques. Activity: Atomic Theory Dry Lab (Students make drawings of a series of molecules and, from those drawings, predict geometry, hybridization, and polarity) Unit 8: Liquids, Solids, and Solutions 6 Class Periods 4 Problem Sets 2 Quizzes 1 Exam Topics Structure and bonding Metals, network, and molecular Ionic, hydrogen, London, van der Waals Vapor pressure and changes in state Heating and cooling curves Composition of solutions Colloids and suspensions Separation techniques Effect on biological systems Labs Solution Preparation LabStudents make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer. Vapor Pressure of Liquids LabStudents measure the vapor pressure of ethanol at different temperatures to determine ∆H. Activity: Effect on Biological SystemsStudents examine a demonstration size model of DNA or an alpha helix, and use their fingers to identify which atoms / base pairs are particularly involved in hydrogen bonding within the molecule, causing the helical structure. Students then discuss how the increased UV light because of ozone depletion can cause chemical reactions and thus mutations and disruption of hydrogen bonding. Unit 9: Kinetics 9 Class Periods 3 Problem Sets 3 Quizzes 1 Exam Topics Rates of reactions Factors that affect rates of reactions/ collision theory Reaction Pathways Rate equation determination Rate constants Mechanisms Method of initial rates Integrated rate laws Activation energy and Boltzmann distribution Labs Guided Inquiry: Determining Order of a (Crystal Violet) ReactionUsing colorimetry and Beer's law, students determine the order of a reaction and its rate law. Determining the Activation Energy of a ReactionStudents use the same set-up as in the crystal violet lab, but, this time, varying temperature to calculate the activation energy with the use of the Arrhenius equation. Activity: Online Kinetics ActivityUsing a web-based simulation, students will study the elementary steps of a mechanism and how it relates to reaction rate and collision theory. Unit 10: General Equilibrium 6 Class Periods 4 Problem Sets 3 Quizzes 1 Exam Topics Characteristics and conditions of chemical equilibrium Equilibrium expression derived from rates Factors that affect equilibrium Le Chatelier's principle The equilibrium constant Solving equilibrium problems Labs Determination of a Kc with Varied Initial ConcentrationsStudents use a spectrophotometer to determine the Kc of a series of reactions. Activity: Online Gas Phase Equilibrium ActivityIn the online inquiry activity, students are able to manipulate the environment and produce stresses that verify the tendency of Le Chatelier's principle. Unit : Acids and Bases 8 Class Periods 4 Problem sets 3 Quizzes 1 Exam Topics Definition and nature of acids and bases Kw and the pH scale pH of strong and weak acids and bases Polyprotic acids pH of salts Structure of Acids and Bases Labs Determination of a Ka by Half TitrationStudents do a titration in which  ½ of the weak acid titrated is neutralized (aka midpoint), and then the Ka is determined. Unit 12: Buffers, Ksp, and Titrations Class Periods 6 Problem Sets 4 Quizzes 1 Exam Topics Characteristics and capacity of buffers Titrations and pH curves Choosing Acid-Base Indicators pH and solubility Ksp Calculations and Solubility Product Labs Guided Inquiry: Types of TitrationsStudents investigate titration curves by doing titrations of different combinations of weak and strong acids and bases. Guided Inquiry: Preparation of a BufferGiven a selection of chemicals, students prepare a buffer of a given pH. Molar Solubility and Determination of KspStudents find the Ksp of calcium hydroxide doing a potentiometric titration with the addition of methyl orange indicator for verification. Unit 13: Thermodynamics 10 Class Periods 5 Problem Sets 3 Quizzes 1 Exam Topics Laws of thermodynamics Spontaneous process and entropy Spontaneity, enthalpy, and free energy Free energy Free energy and equilibrium Rate and Spontaneity Labs Solubility and Determination of ΔH °, ΔS °, ΔG ° of Calcium HydroxideStudents collect and analyze data to determine ΔH °, ΔS °, and ΔG ° of calcium hydroxide. Unit 14: Electrochemistry 8 Class Periods 5 Problem Sets 4 Quizzes 1 Exam Topics Balancing redox equations Electrochemical cells and voltage The Nernst equation Spontaneous and non-spontaneous equations Chemical applications Labs Voltaic Cell LabStudents find the reduction potentials of a series of reactions using voltaic cells/multi-meters and build their own reduction potential table. Dilutions will be made, and the Nernst equation will also be tested. Final AP Review 16 Class Periods 4 Quizzes 4 Exams Topics Review of ALL topics 4 AP-Style Review Exams Mock AP Test Labs The Green Crystal LabA series of labs completed over a 4-week period. Students work at their own pace in pairs. The goal of this lab is to determine the empirical formula of a ferrioxalate crystal. It includes the following experiments: Experiment 1: Synthesis of the crystal Experiment 2: Standardization of KMnO4 by redox titration Experiment 3: Determination of % oxalate in crystal by redox titration Experiment 4: Standardization of NaOH by acid/base titration Experiment 5: Determination of % K+ and Fe3+ by ion exchange chromatography and a double equivalence point titration Experiment 6: Determination of the % water in the hydrated crystal Green crystals!!! Actually, the green crystals for the lab look even cooler than that. Teaching Tips for AP Chemistry These are some tips I came up with for AP Chemistry teachers based on my experiences as a student in the course. I struggled a lot with chemistry in high school (partially because my teacher wasn't very good), so here are a few things that I think would have helped me out at the time. Tip #1: Do Plenty of Sample Problems in Class (and Go Over Homework Thoroughly) When I was in AP Chemistry, I had a hard time understanding how to solve complex multi-step problems. I often couldn't figure them out on my own, even when I had read examples in the textbook and seen my teacher go through similar examples. I'd advise teachers to do as many sample problems as possible in class. It's important to give students background information, but walking through sample problems step-by-step is the most valuable practical instruction you can provide. You should also go through homework problem sets in class so that students can see exactly where they made mistakes and why. Encourage students to try redoing the problems with the new information they've learned to reinforce the correct methods. Tip #2: Offer Extra Help Sessions Because AP Chemistry is such a challenging class, it's likely that many students will be interested in extra help outside of the designated class period. Although students should be encouraged to take the initiative in asking for help, I think it's also a good idea to set up a designated time when you'll be available after school. Block out a couple of after-school hours one or two days a week, and encourage students to come to you with any questions or concerns they have about the class. You can also set aside times for review sessions before each exam that all students are encouraged to attend. These could even include chemistry-themed review games and competitions (if your students are true nerds they will love this). Tip #3: Give Students Real AP Practice Tests To prepare effectively for the AP test, students need to get used to the format and timing. As you get closer to the exam, administer a few mock AP tests. Translate grades to where they would fall on the AP scale so that students have a better idea of where they're scoring and how much they need to study to reach their goals. This will help give them more motivation to study and force any stragglers to get serious about improving their scores. Grades on real AP practice tests will help light a fire under students who have a tendency to procrastinate and cram. Tips for AP Chemistry Students If, on the other hand you're an AP Chemistry student, you may find these tips for doing well in this challenging class helpful. Tip #1: Pay Attention in Class Obviously, right? Well, not necessarily; zoning out during lectures is something that we're all guilty of doing because we're human beings. However, this is a class where you really, really need to pay attention to your teacher's explanations. It's hard to self-teach chemistry because you're not just memorizing facts, you're learning how to do different types of calculations and navigate a bunch of new terminologies. If you can only pay attention to one thing, make it the example problems that your teacher does in class. Take notes on the solution steps so you can refer to them in the future and refresh your memory. Tip #2: Ask Lots of Questions (and Get Help If You Need It!) If you don't understand something, get clarification as soon as possible. AP Chemistry isn't a class where you can let a few things fall by the wayside and still get by. The information builds on itself, so it's critical that you have a strong understanding of every concept. Gaps in knowledge will come back to bite you in the end! If you don't feel like you're getting enough of an explanation in class, don't be afraid to ask your teacher for extra help. Tip #3: Don't Fall Behind It will be tempting to say "oh, I don't actually need to do this problem set" or "eh, I'll read this chapter later." But if you do that too many times, before you know it you'll have no idea what's happening in class. This course moves very quickly from one complex concept to the next, so you can't afford to fall behind. As I mentioned, concepts build on one another. If you find yourself slipping and losing touch with what's going on in the course, ask your teacher for extra help as soon as possible to resolve the issue. Tip #4: Get a Review Book, and Review Concepts Throughout the Year Review books can be very helpful for AP Chemistry because they're well-organized catalogs of all the different concepts you will learn in the course. There's so much packed into the curriculum that I'd recommend buying a book so you have something to ground yourself as you're looking back through the material. You can use the review book for practice problems and AP review sessions throughout the year. Every couple of months, do a review of everything you've learned so far to keep the information at the front of your mind. Here's my list of the best review books for AP Chemistry to give you a lil head start. Review books will lay out the structure of the course more clearly for you so that you don't get lost in your notes! Conclusion To recap, the AP Chemistry syllabus revolves around six "Big Ideas," which are main themes that cover more specific concepts called "Enduring Understandings." Each AP Chemistry course is expected to give students the skills they need to understand these larger themes and connect them to a basic factual knowledge of the ins and outs of chemistry. Additionally, an effective course syllabus provides assignments that enable students to master the seven "Scientific Practices" established by the course guidelines. It will also adhere to the rules established by the Curriculum Requirements. A few tips I would recommend for teaching this course are: #1: Do Lots of Sample Problems in Class#2: Offer Built-In Extra Help Sessions#3: Administer Official Practice AP Tests Some tips I would recommend for students who want to do well in AP Chemistry are: #1: Pay Attention in Class#2: Ask Questions, and Get Help if You Need It#3: Avoid Slacking Off and Falling Behind#4: Use a Review Book to Supplement Class Materials AP Chemistry is a fast-paced class that covers complex concepts, but with a logically formatted syllabus and a concerted effort from both students and teachers, the course can be an enlightening introduction to a fundamental aspect of how the world works! What's Next? Is AP Chemistry really as challenging as some people think? Read this article for a detailed examination of the difficulty level of the course (and exam). Need help preparing for the final exam? Check out my ultimate study guide for AP Chemistry! If you're taking AP Chemistry, chances are that you're applying to colleges that require or recommend submission of SAT Subject Test scores. Learn more about the differences between AP Tests and SAT Subject Tests and whether one is more important than the other. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Zygorhiza Facts and Figures

Zygorhiza Facts and Figures Name: Zygorhiza (Greek for yoke root); pronounced ZIE-go-RYE-za Habitat: Shores of North America Historical Epoch: Late Eocene (40-35 million years ago) Size and Weight: About 20 feet long and one ton Diet: Fish and squids Distinguishing Characteristics: Long, narrow body; long head About Zygorhiza Like its fellow prehistoric whale Dorudon, Zygorhiza was closely related to the monstrous Basilosaurus, but differed from both of its cetacean cousins in that it had an unusually sleek, narrow body and a long head perched on a short neck. Strangest of all, Zygorhizas front flippers were hinged at the elbows, a hint that this prehistoric whale may have lumbered up onto land to give birth to its young. By the way, along with Basilosaurus, Zygorhiza is the state fossil of Mississippi; the skeleton at the Mississippi Museum of Natural Science is affectionately known as Ziggy.

Psychology of communications (Visual communication is the most Assignment

Psychology of communications (Visual communication is the most persuasive medium in mass communication) - Assignment Example The mass element derives its basis from recipients of the media products which include within it the people from different segments of life and are essentially undifferentiated individuals living within a society or varied societies globally. Within mass communication, the visual form of communication is indeed the most persuasive form that could possibly be derived. This is because the visual form of communication encloses the art and design elements that are deemed significant to the human eye which in turns let the brain notice the said artwork (Vuruskan, 2011). Visual communication is all the more necessary to understand because it depicts a meaning which is different from others. It adheres to the policy of bringing about a solid notion of long-lasting effect on the minds of the audience. This indelible impression is one that does more good than any harm for the sake of mass communication and specifically for the field of advertising. It would be a fact if stated that visual com munication is the success criterion upon which communication ranks are based (Ritterbush, 2008). Within the fields of marketing and advertising, the aspect of visual communication has attained greater heights than any other field imaginable. This is because visual communication has exponentially increased the chances of making the product more visible and apparent to the end consumers. They feel satisfied that their product is coming along in a reasonable way and the extent to which success could be achieved as far as its sales dynamics are concerned is something that holds a great amount of value for the marketers and advertisers. It is because of such tangents that the discussion on visual communication has been greatly increased with the passage of time, and same shall be the case in the times to come (Bassett, 2006). What is most essential here is an understanding that visual communication does bring in the eye impressions when it is sought after the most. It also fathoms the fa ct that visual communication is the end result that a marketer or an advertiser would like to have, and which shall be the cornerstone of his success when he is about to sell a product or a brand to the intended target markets. How these marketers and advertisers shape up their communication message is now a totally different proposition altogether. How they fix in the right words, visuals and the combination of other aspects and features used in visual communication is something that paves the way for the perfect blend of all these factors – a fact that is understood in hand by the people who matter the most within the realms of marketing and advertising. Also the manner under which these marketers and advertisers are trying to get their respective messages across to the target audiences is something that paves the way for coining and developing the visual form of communication at the end of the day. One shall agree with the perspective that the communication which is facili tated in terms of visuals is indeed the one that has the most mileage and value. It is for this reason that the psychology of communications banks strongly on the premise of visual communication, a promise that delivers for the sake of mass communication in the long run. What is even more important is the fact that visual communication does not hinder in the light of the comprehension of the end

Systems of administration in criminal justice organizations Essay

Systems of administration in criminal justice organizations - Essay Example Applying these theories to the modern Criminal Justice administration any organisation whether based on Criminal Justice or any other Department requires the use of Open and Closed systems for its effective functions. The organisation of Criminal Justice is in a constant state of flux due to changes in the outside environment, societal attitudes, mandates, legal decisions and other uncontrollable variables.In this regard if we look at the Police Systems and other Law enforcement Organisations there is large influence of extraneous factors. There was   an era   with in the police history of Political appointments with in the traditional Police systems(pre 1900) when the city politicians wanted political control over the Police Stations .In this sense Police Stations were historically open systems in an administrative sense because they were openly controlled by politicians. This system was criticised because this so called â€Å"political era† of policing was a time of high level corruption and bribery and undue influence of the extraneous factors .A rather reformed period of administration began at the turn of thee 20th century when there was an organizational attempt by these departments at professionalising and organising the police departments and to isolate themselves from political influence and corruption. By necessity such a step required a closed system which would isolate them organizationally from the public. The organizational and administrational set ups of the Police departments adopted a more bureaucratic colour. and their structure became very rigid and organised. There was less Individual discretion and separate rules and regulations for the institutional reform and management. This closed system required a certain "detachment" from the community which was not necessarily very ideal but indispensable to the pending reform. Things changed however after this reform era of the 1940's and the 1950's ,due to civil unrest so characteristic of the 1960's.A more open system where the public would be taken in trust and confidence was seen as a means promoting better crime management. The 1970's therefore saw a more open system i.e. a form of community policing.(Falcon, 2002) It can be seen therefore that the American criminal justice has experienced a transformation of organizational approach that transformed it from a closed set up and made it significantly more community interactive. Community interactivity has become a critical component in the ongoing struggle to balance the extremely uneven presence of perpetrators to law enforcement officers. The advantage of a closed-system approach was seen as the most appropriate way to protect society against criminal infiltrators by keeping information and management hidden from the public eye.However law enforcement officials realised that there was a kind of a "beneficial impact" by involving the community members by means of the open-system approach .The arrangement was practical and economically sound. The closed system ideology is still predominant across many parts of the US and also figures prominently in the mechanisms of the FBI and DEA today.(Hodgson 2001

Underwater Seal Drainage Tube Management

Underwater Seal Drainage Tube Management Underwater seal drainage tubes (chest tubes) are inserted to drain the pleural cavity (the potential space around the lung) which can contain blood, air or lymph (Rajaraman, Happy Tony W., 2010). The chest tube is connected to a water-seal plastic container and there is only one-way movement of air and fluid from the pleural cavity. In general, the water-seal container should not be empty or changed unless it is full. The chest tube should not be clamped only if ordered by doctors. For the patient inserted with a chest tube, a trained nurse is responsible for managing the under-water seal drainage system (Rajaraman, Happy Tony W., 2010). Management is consist of monitoring the position and attachment of chest tube, adjusting the evacuation of the fluid and deciding when to change or empty the containers, and look after patient with the tube and drainage system when transport (Rajaraman, Happy Tony W., 2010). Nursing students are not supposed to manage the drainage system without supe rvision of a trained nurse. In surgical cases, various drains systems can be used, the management of these drains are different from each others. Wound drainage is a closed-suction drain with a vacuum container and fluid can be drawed from wound. When the vacuum containers are full or loss its vacuum, they are required to be replaced (Deborah, 2010). While the under-water seal drainage is a closed drainage system and the approach of managing it is different. The water-seal chamber allow the air and fluid to escape from the pleural cavity but cannot flow back from reverse direction (Deborah, 2010). In patients with hemothorax (blood in the pleural cavity), pneumothorax (air in the pleural cavity), chylothorax (lymph in the pleural cavity), the negative pressure is lost and lung expansion can be restricted (Deborah, 2010). The most important element of ensuring the expansion and deep inspiration of the lung is to maintain the negative pressure in the pleural cavity (Deborah, 2010). Consequently, because of the negative pressure in the pleural cavity, the air might enter to pleural cavity specially when the size of the chest tube is larger than the size of the trachea which can lead to pneumothorax (Deborah, 2010). The water-seal drainage container is usually filled with about 375 ml of sterile water, chest tube is placed under the level of the water, so the air cannot be sucked into the chest, however the water-seal drainage container should always keep below the level of patient’s chest to prevent back flow of the water to the pleural cavity (Rajaraman, Happy Tony W., 2010). When the chest tubes are inserted for treating pneumothorax, no clamp is excepting and when change the volume of the water in the water-seal container, close monitor is needed as re-expansion pulmonary can occur (Deborah, 2010). If the collapsed lung expands rapidly it can cause damage in the capillary and develop to unilateral pulmonary edema which is called re-expansion pulmonary edema. A specific care pathway for chest-tube insertion and management may be useful (Deborah, 2010). Wound drainage For the post operative patient who has a wound drainage tube, the main nursing goals will be healing promotion and infection control. To successfully achieve these goals, assessment of wound and intervention guidelines will be helpful (Bonnie S., 1992). First maintain the tube in proper position. Extraction still can happen accidentally even the tube is sutured to the skin properly. Apply tape on the tube to stabilize it down to the dressing of skin can contribute to reduction of the risk of extraction. If the tube has enough length, nurse can make a partial loop before taping (for slack) (Bonnie S., 1992). Secondly, the skin around the wound should be assessed regularly (Bonnie S., 1992). Drainage tube usually inserted at the site of surgical incision. If the wound didn’t heal well, infection can be a problem. Assess sites for signs and symptoms of infection which can be redness, swelling, pain and change in vital signs. To assess the drainage every 4 to 8 hours to see sanguineous fluid up to 36 postoperative. Purulent fluid usually indicates infection (Bonnie S., 1992). Thirdly, change the dressing of the site frequently, Depend on the type and amount of the drainage, routinely or frequently change the dressing (using sterile technique) can decrease the risk of infection and maintain a close monitor of skin condition of the drain site and incision site (Bonnie S., 1992). After the tube is saturated and dressing applied, the dressing is suppose to be changed at least every 24 hours. If the doctors ordered to not change the dressing then reinforcement interventions are required to maintain the wound drainage system. Always use separate dressing on the incision and drain site to prevent cross-infection of bacteria (Bonnie S., 1992). Critical analysis form different perspectives Lack of knowledge of professional competency and evidence-based practice can be the factor that affect the first year RN and nursing student to make inadequate clinical decision. In the education field of clinical health professionals, CPD (continuing professional development include a range of education activities to enhance profession competencies and good practice) is one program that has been developed to help clinicians to maintain updated evidence-based practice and theories (Brigitte Jeannette, 2011). CPD has been used for postgraduate nurse and also undergraduate nursing students. The purpose for these activities are to help health professionals to assess their feelings, connect new knowledge with experience and expose value issues (Brigitte Jeannette, 2011). Incident reflection is one of the techniques, however critical analysis can be painful experience sometimes because it might bring discomfort feeling like anger, frustration, grief and guilty ( Rachel, Joanna, Emma, PaulFehmidah, 2010). And participants of CIR (critical incident report) do not always feel supportive on difficult practice situation. A safer and more supportive environment is needed for clinician to discuss about the incident thus improve the understanding of the specific clinical practice and avoid incidents (Rachel etl, 2010). Through out the reported experimentation of small group of occupational therapists, it is found that discussing on current situation and interventions that can still be change will produce less negative feelings and encourage clinicians to transform the advance eve nt into a learning opportunity compare to talk about the past incident and act that cannot be changed (Rachel etl, 2010). A real issue of concern is the best trigger for clarifies meaning in policy and procedure and change in conceptual perspective. Practitioners can take this reflective process to review their knowledge and find out the assumptions for the cause of their specific intervention then improve in the future practice (Rachel etl, 2010).Different from instrumental education, reflective learning is aiming to revise clinicians’ previous knowledge and form a new understanding and commitment to act. Continuously use of reflection on clinical incident is a lifelong learning cycle which can effectively develop a self-evaluation and self-regulation process (Rachel etl, 2010). Another element that can cause the clinical incident is the workplace stress, it can include the inadequate distribution of workload and distressing working environment which involve the unit coordinator and the co-workers on the ward. For professionals who work in the health care field, stress is a significant issue. Datas shows that particular nurses are at high risk for occupational burnout and physical and psychological fatigue (Jacoba, Anja, Ellen, Hugo J., Arnold B.Bert J., 2011). In the study of THOR psychiatrists in UK, health and social welfare professionals are found to be the group with highest incident of work that related to metal unhealthy in 2003-2005 (Jacoba etl, 2011). Manage intervention and stress-related incident can contribute to presence or absence of potential hazards in the work environment. (Jacoba etl, 2011) Management involves plan, administrate and evaluate the risk assessments and intervention. Leadership and the model of management have been constantly reported as the main reason of workplace stress in nursing. There is an association between low management and poor psychological health in clinical nurses, found that low manager support was associated with poor psychological well-being in nurses (Jacoba etl, 2011). Managing workload and resources are often referred than other competency (Jacoba etl, 2011). In specific, managers of the unit need to monitor the workload of the team and individual staff whether the workload is overly high or low. Design reasonable and achievable goals and deadlines (Jacoba etl, 2011). It is the manager’s responsibilities to refuse additional workload for the team members. In one case of a supportive work environment. Staff was interviewed for her feeling about the management. â€Å"She recognises rightly that the work is too much for one person so that was good. Something about her, yes, her caving in and giving me an admin support person when I needed it, made such a difference to my stress levels, it was fantastic (Jacoba etl, 2011).† On the other hand, insufficient management lead to failure in coping with the assigned workload and increasing pressure level (Jacoba etl, 2011). Cause of that can be various including the manager is lack of awareness of pressure level of the team or the manager misinterpret the knowledge level and type of work. Nurses who work in this type of environment always feel busy and stressful and find it difficult to cope with (Jacoba etl, 2011). â€Å"I’ve begun to lie about the amount of work I have. What I’ve discovered is my boss, she doesn’t show it on her face, but I think she becomes quite stressed out herself by hearing how much work I have outstanding (Jacoba etl, 2011).† When the managers are passing the pressure and deadline to the team, the team members will then pass the pressure to others which can be clients and other health professionals or students. In the end the quality of care will declined and the risk of clinical incident can increase (Jacoba etl, 2011). From the customer’s perspective, hospital consistently emphasized on the feedback and complains of the ( Heejung June, 2012). In fact, education for patient about their treatment is essential for preventing clinical incident and building good therapeutic relationship ( Heejung June, 2012). In this clinical incident, if the client was told how the under-water seal drainage system work, the nursing student might be able to be stopped from emptying the under-water seal container The values of complaints is to improving the quality of care and enhancing the process of recovery ( Heejung June, 2012). Customers are given the right of doubting the competence of practice. When it comes to handling complaints, usually there is an adverse event or poor practice, it is not a preventive strategy for clinical incidents ( Heejung June, 2012). Also, customers complaints can be challenge for the contacted nurse and there has poor evidence of how the nurse handle the compliant from clients. An exchange relationship benefit in develop trust with customers over time ( Heejung June, 2012). Customers diagonosis and treatment need to be fully explained and customers should always involved in clinical decision making. The core concept here is emphasizing the benefit of building emotional bonding between patients and nurses ( Heejung June, 2012). Literature has shown the positive connection between health relationship and customer satisfaction. Also, well-built relationship with the customers tend to reduce the rate of failure in practice or adverse event ( Heejung June, 2012). Incident report As I considered, in this scenario, JC and shift coordinator need to be notified with patient’s complaint of SOB and further interventions (like refill and connect the water-seal container ) need to be consulted. During that period of time, patient’s vital signs should be closely monitored. Also the first year RN and the student need to commence incident report. Graduated nurse and student nurse may need to either perform written incident report or telephone incident report. Report incident on telephone, a nurse or student need to be able to identify him/herself, the ward, the client, the presenting issue and patient background information and current assessment ( Sonja, Regula, Bernd, DanielFranziska, 2013). If there have orders been administrated, nurse must identify the order. Beside that, nurse should also consult for managing order in reasonable time frame. This model is called SBAR and has been used for many facility, situation (S), background (B), assessment (A) and recommendation (R) (Sonja etl, 2013). To evaluate the effectiveness of a verbal clinical incident report there are three categories which emphasize on ability for listener to understand and receiving information. Firstly, at the beginning of the report, patient’s problem should be clear described which creating a conscious recognition of patient’s situation (Jacqueline A., 2014). Base on the aware of patient primary issue, the listener can have a better understanding. Secondly, information should be provided in standardize order to enhance efficiency (Jacqueline A., 2014). For example, the patient had two sets of obs done, instead of report it separately, compare it and exhibit the decline or change in patient’s status help listener to process information within minimum time. Thirdly, key factors should be focused in the incident report, thus nursed should avoid descriptive and subjective information (Jacqueline A., 2014). This benefit the health team toward clear diagnosis specially in a emergency situation. For the graduate nurse and student nurse, the ability of effectively communication with the health care team is vital in ensuring patient safety and preventing clinical incidents (Sonja etl, 2013). Expectation for graduate nurse in a clinical incident report is assess critical issue of a patient’s experience and effectively report to health team, unfortunately, graduate nurses and nursing students are rarely preform this skill and receive positive feedback from the health team about the quality of their report (Sonja etl, 2013). Clinical decisions skill is another important expectation of the graduate nurse and nursing student (Sonja etl, 2013). In the dimension of clinical decision-making, clear communication is one of the marking score. Clinical decision making involve other sills like background assessment of the patient, identify the major concern of patient’s current situation. Head to toe assessment and ability to provide appropriate recommendations for current situation (Sonja etl, 2013).