Greek Mythology Zeus - 965 Words

Zeus, his name is synonymous with Greek mythology and religion. God of the weather and sky he used his powers of wind, lightning, and thunder to uphold the law and keep order. He ruled Mount Olympus as well as the pantheon of gods who lived there. Watching over mankind he would punish those who defied him and help those who were wronged. However, Zeus did have his flaws. His quick tempered nature combined with his lust for women made him relatable to the common man. From his coming to power until the beginning of Christianity, this complex god would have no equal. Zeus was not always the gray haired muscular man that he is seen as today. The first conception of the sky god did not have any form at all. The sky god was created by nomadic†¦show more content†¦In the beginning there was emptiness called Chaos, as well as Earth, Hell, and Love named Eros. Eros was half girl half boy and created the earth named Gaia. Gaia, out of her own fertility, created a male companion named Ouranos, sky (Stone 39). Ouranos and Gaia would begin to create all other creatures of the universe including the massive Titans. Some of their offspring were giant rats and lizards, some only had one eye in the center of their forehead, and others had fifty heads and one hundred arms. Ouranos was disgusted by these deformed creatures and hid them away deep within the earth. Gaia did not agree with this decision and vowed to get revenge upon him. She turned to the Titans for help and promised if one of them would use an adamant sickle against their father they would assume his role as the master of the universe and king of the Titans. Kronos, the largest of the Titans, stepped forward. That same night Kronos snuck up behind his father and cut off his genitals. Kronos raised the genitals in victory spraying blood everywhere. Some of the blood hit Gaia and seeped into her womb (Stone 40). Other drops dripped into Tartarus, the deepest part of the underworld, and created the Furies. Fi nally, drops would become the Giants of the Earth which would be impervious to death, even by the hands of a god. Although Kronos was now king of the Titans he was told by his mother and father that he would beShow MoreRelatedGreek Mythology : Zeus The Greatest God918 Words   |  4 PagesZeus the Greatest God In ancient Greece mythology, Zeus is known as an ancient Greek god, greatest god of Olympian, and king of the gods and men. He was also the deity of the sky, weather, kingship, law, order, destiny, and fate. Moreover, Zeus had a remarkable family tree, a unique kingdom and power, and all above was illustrated by distinctive symbols and attributes. His myth was written by Hesiod, a Greek poet. A profound analysis of the myth of Zeus, his image in Ancient Greek culture, andRead MoreGreek Mythology : A Belief Of Ancient Civilizations Essay902 Words   |  4 PagesGreek Mythology Have you ever wondered why the seasons change? Why there’s thunder? Where the stars come from? The Greeks created their own beliefs to answer their questions. Greek mythology is a belief of ancient civilizations. Greek mythology gives information on the Olympians, Heracles, origin of Greek mythology, and more. They made up stories called myths to explain why things were the way they are. They called these collections of Greek stories, Greek mythology. Greek mythology was the religionRead MoreMythology : Ancient Greek Mythology1527 Words   |  7 PagesMythology is a vast collection of made up/fake stories told during the Ancient Greek era. That is what we are told at young age growing up learning about Greek Gods and Goddesses like Zeus and Hercules. 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It all started with Homer’s Iliad and continued on with Hesiod’s Theogany. These were the first two myths to be recorded in Greek Mythol ogy. Both of these myths reveal to us about their understanding of the universe, and about their culture. Not only do they talk about their various gods, and heroes, but they also talk about how they viewed the universe in general (Rosenberg 79). Greek Mythology evolved from two early civilizations, the Mycenaean’s andRead MoreGreek Mythology And The Mythology850 Words   |  4 Pagesdepending on which part of the world an individual is in. The Greeks and Romans are both very polytheistic civilizations. They believe in a multitude of gods and creatures, and they have gods for fertility, elements, war, medicine, and a multitude of others. The mythology of these two cultures is exceedingly similar, although for those looking for a more interesting view on the subject, Greek mythology is far superior to Roman mythology. The time period in which mythological tales were told beganRead MoreEssay Greek Gods - The Historical Background554 Words   |  3 PagesGreek Gods - The Historical Background Greek gods were an essential part of Greek mythology. Our proper knowledge of the ancient Greek gods can be traced back to Homer who wrote The Iliad and The Odysse. It is also believed that the myths were heavily influenced by the Mycenaean culture that existed in Greece from 1700 to 1100 BC. However there is some evidence that the beginnings of Greek mythology and beliefs can be traced back to the ancient Middle Eastern cultures. There are many

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string(115) " of high school social studies teachers’ perceptions of motivational teaching and their implementations\[-;55\]\." Completed Master’s Research Projects Reading Education |  ·Ashcraft, Alyssa – Identifying the better strategy to increase a student’s reading rate[-;0]. July, 2011 [Advisor: Dr. Bill Smith]  ·Ault, Lisa Renee – The effect of phonics instruction on oral reading fluency in a fourth grade intervention classroom[-;1]. We will write a custom essay sample on Topics or any similar topic only for you Order Now July, 2011 [Advisor: Dr. Bill Smith]  ·Bisker, Allison – What particular practices make reading recovery and other interventions effective[-;2].. /gfx/media/pdf/Ault. pdf. July, 2011 [Advisor: Dr. Bill Smith]  ·Dunick, Kelly Ann – Reading intervention’s affect on oral retelling abilities in kindergarten[-3]. July, 2011 [Advisor: Dr. Bill Smith]  ·Garrett, Lindsay – Are incentive programs to encourage at home reading affective with students at different reading levels[-4]. July, 2011 [Advisor: Dr. Bill Smith]  ·Gomillion, Tricia – How well is the Vocabulary Component of the Scott Foresman’s Reading Street 2011 Basal Reading Series Supported by Research[-5]? July, 2011 [Advisor: Dr. Bill Smith]  ·Hovrath, Kelsey – Effects of Peer Tutoring on Student Achievement[-6]. July, 2011 [Advisor: Dr. Bill Smith]  ·Huck, Emily – Supporting English language learners and their families[-7]. July, 2011 [Advisor: Dr. Bill Smith]| Curriculum Instruction |  ·Malinowski, Scott S. – Including current events and current issues in social studies classroom. Is it worth it? [-8] June, 2012 [Advisor: Dr Frans Doppen]  ·McClelland, Molly M. – An evaluation of rural school consolidation: The case of Nelsonville-York City School District[-9]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Stabile, Christina – Are Literature Circles an Effective Reading Strategy for Struggling Readers[-10]? June, 2009 [Advisor: Dr. Frans Doppen] | Middle Childhood |  ·Arrowood, Chelsie Marie – Citizenship knowledge and perceptions of exiting middle school students[-11]. December, 2011 [Advisor: Dr. Frans Doppen]  ·Calstrom, Thomas Matthew – Love and War: Using Primary Sources in the Classroom[-12]. Spring, 2009 [Advisor: Dr. Frans Doppen]  ·Dalton, Amanda – Factors affecting the health of middle school students[-13]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Daugherty, Cheryl Mae – How do various social studies instructional methods affect student achievement in middle schools[-14]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Grimm-Rice, Jaime – A case study: Using a school garden to create meaningful learning[-15]. July, 2011 [Advisor: Dr. Frans Doppen]  ·Hinkle, Jennifer – Ohio middle school principals’ perceptions of media literacy[-16]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Kaskey-Roush, Meghan – How does an integrated curriculum promote critical thinking and engagement in middle school student learning[-17]? Summer, 2008 [Advisor: Dr. David Bower]  ·Lawless, Jennifer – The advantages and disadvantages of attending rural and urban middle schools[-18]. Spring 2009 [Advisor: Dr. Frans Doppen]  ·Lee, Tara – The impact of afterschool programs on the academic achievement of middle school students. [-19] June, 2012 [Advisor: Dr. Frans Doppen]  ·Martin, Jennifer – The impact hands-on experiences have on interest and attitudes of middle school science learners[-20]. July, 2011 [Advisor: Dr. Ralph Martin]  ·O’Callaghan, Maria Veronica Pontiveros – Middle School Teachers’ Motivation Methods[-21]. May, 2008 [Advisor: Dr. Frans Doppen]  ·Perko, Heike – Teacher and student dispositions towards using a school garden as a classroom setting: A case study[-22]. Spring 2012 [Advisor: Dr Frans Doppen]  ·Quinn, Shane M. – The Student-Centered Model of learning: A comprehensive model of student[-23]. May, 2008 [Advisor: Dr. David Bower]  ·Perricelli, Danielle – Social studies and motivating factors: Views of fourth grade elementary students[-24]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Reiter, Terry – Why we teach as a second career[-25]. June, 2008 [Advisor: Dr. Ralph Martin]  ·Weaver, Joel – The effect of self-efficacy on motivation and achievement among fifth grade science students[-26]. July, 2008 [Advisor: Dr. David Bower] | Adolescent-to-Young-Adult|  ·Bhutta, Qurat – Teacher experiences and perceptions: Multicultural literature[-27]. August, 2010 [Advisor: Dr. Guofong Wan]  ·Brignolo, Evan – Literature circles in a secondary language arts classroom[-28]. June, 2010 [Advisor: Dr. Guofong Wan]  ·Brown, Elizabeth – Improving attitudes and motivation to read through independent, self-selected readingin the Middle Grades[-29]. July, 2011 [Advisor: Dr. Guofong Wan]  ·Carlson, Robert – Social studies teachers’ background and perceptions of geography as a discipline. [-;30] June, 2012 [Advisor: Dr. Frans Doppen]  ·Chonko II, Andrew – Primary sources, critical thinking and historical thinking in a ninth grade social studies class[-;31]. November, 2011 [Advisor: Dr. Frans Doppen]  ·DeWolfe, Justin – Resources for gay and lesbian students at the high school level[-;32]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Doane, Benjamin Thomas – The relationship between school facilities and academic achievement[-;33]. December, 2008 [Advisor: Dr. Frans Doppen]  ·Ellison, Randy D. – Modern attitudes toward the teaching of military history[-;34]. July, 2012 [Advisor: Dr Frans Doppen]  ·Enmen-Budeiri, Laurel – Should Young Adult and Multicultural Literature Have a Permanent Place in the Secondary English Classroom[-;35]? June, 2011 [Advisor: Dr. Guofong Wan]  ·Graves, Elizabeth A. – Is role-playing an effective teaching method[-;36]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Green, Kelsey – The Impact of Teacher Expectations and Student–Teacher Relationships[-;37]. November, 2010 [Advisor: Dr. Guofong Wan]  ·Horner, Andrea – The forgotten war: Multiple perspectives on the Korean war in American history textbooks[-;38]. November, 2011 [Advisor: Dr. Frans Doppen]  ·Lawhon, Megan A. – The effects of service-learning on the citizenship attitudes of at-risk students in an after-school program[-;39]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Locasio, Peter – Exploring the Connection Between Secondary Social Studies Teachers and Museum Educators[-;40]. July, 2010 [Advisor: Dr. Frans Doppen]  ·Malinowski, Scott – Including current events and current issues in the social studies classroom: Is it worth it? [-;41] June, 2012 [Advisor: Dr. Frans Doppen]  ·Mansfield, Abbigail – How does parental involvement affect middle school student achievement[-;42]? Winter, 2009 [Advisor: Dr. Frans Doppen]  ·Moore, Danielle – Multicultural literature and ethnic identity development: An opportunity for exploration[-;43]. June, 2008 [Advisor: Dr. Frans Doppen]  ·Moore, Lena – Literature circles in the high school English classroom[-;44]. June, 2008 [Advisor: Dr. Guofong Wan]  ·Nevil, Steven – Teachers’ perspectives on use of movies in the social studies classroom. [-45] August, 2012 [Advisor: Dr. Frans Doppen]  ·Palmer, James K. – Factors that contribute to low achievement on the science portion of the Ohio high school graduation test[-46]. March, 2009 [Advisor: Dr. Ralph Martin]  ·Rinaldi-Eichenberg, Michael – Background music in the classroom: How does it affect student mood and learning[-47]? June, 2010 [Advisor: Dr. Guofong Wan]  ·Robinson, Brenda – Educational achievement, school experience and recidivism among youth at a residential treatment facility[-48]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Shearer, Adriel Ezra – The impact of a new school facility: One district’s experience[-49]. January, 2010.  ·Smith, Geoffrey – Is film an effective teaching tool for high school literature[-50]? June, 2009 [Advisor: Dr. Guofong Wan]  ·Stowe, Tara Griffits – The Effects of High-Stakes Testing Upon Non-Traditional Instructional Methodologies in Midwest Appalachia Tara Griffitts Stowe Master’s Research Project[-;51]. March, 2011. Advisor: Dr. Guofong Wan]  ·Viani, Eric – Student perceptions of note-taking in a ninth grade social studies class[-;52]. August, 2011. [Advisor: Dr. Frans Doppen]  ·Wion, William – Teacher perspectives on economic education[-;53]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Wood, Dustin – No Child Left Behind and the achievement gap: Contributing factors and trends in student populations[-;54]. November, 2007 [Advisor: Dr. Frans Doppen]  ·Yoder, Drew – How do I keep these kids motivated? †: An evaluation of high school social studies teachers’ perceptions of motivational teaching and their implementations[-;55]. You read "Topics" in category "Papers" December, 2010 [Advisor Dr. Frans Doppen]| Special Education |  ·Abbott, Carrie – Are there differences in test anxiety levels for middle school students with and without disabilities[-;56]? October, 2009 [Advisor: Dr. Dianne Gut]  ·Ahmed, Areej – Perceptions of using assistive technology for students with disabilitiesin the classroom[-;57]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Alspach, Summer – The effects of reader’s theater on fluency of elementary students with learning disabilities[-58]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Arno, Anne – General education classrooms and resource rooms: What is taught and the quality of communication between teachers[-59]. March, 2009 [Advisor: Dr. Dianne Gut]  ·Bailey, Katherine – The impact of physical activities on children with attention deficit hyperactivity disorder’s ability to focus[-60]. August, 2009 [Advisor: Dr. Dianne Gut]  ·Bensman, Natalie – Perceptions of potential teachers toward individuals with visible and non-visible disabilities[-61]. August, 2008 [Advisor: Dr. Marta Roth]  ·Boeshansz, Marjorie – The effects of curriculum based yoga on children ith attention deficit hyperactivity disorder[-62]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Bolin, Jason – Improving the classroom for students: What are effective instructional strategies forchildren with attention deficits[-63]? June, 2010 [Advisor: Dr. Dianne Gut]  ·Callahan, Raechel – Perceptions and use of graphic novels in the classro om[-64]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Carlson, Rashika – Effectiveness of Guided Reading on the Reading Ability of Students with Learning Disabilities[-65]. June, 2011 [Advisor: Dr. Dianne Gut]  ·Cole, Samantha – Singing your way to phonological awareness[-66]. July, 2012 [Advisor: Dr. Dianne Gut]  ·Covey, John – Do computers help educators navigate the myriad of paperwork seen in special education, or do they add to the frustration? [-67] March, 2008 [Advisor: Dr. Dianne Gut]  ·Crist, James L. – The Effectiveness of the Jigsaw Approach and Other Cooperative learning Strategies with Students with Learning Disabilities[-68]. December, 2012 [Advisor: Dr Dianne Gut]  ·Crow, Kirk – Graduation and then what? A case study of one rural Appalachian high school[-69]. June, 2011 [Advisor: Dr. Dianne Gut]  ·Cullums, Shiela – Cognitive Learning with Visual, Auditory, Kinesthetic, Tactile, and Multi-sensory Learning, and Academic Performance in the Classroom. [-70] December, 2012 [Advisor: Dr. Dianne Gut]  ·DeHainaut, Rachel – The impact of daily reflection on long-term content mastery: A useful strategy inlow-resource environments[-71]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Dooley, Adam – The effects of differentiated instruction on a fourth grade science class[-72]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Eckelberry, Erin – Using social stories with children with autism, learning disabilities and ADHD[-73]. November, 2007 [Advisor: Dr. Marta Roth]  ·Elkins, K. Helena – Effectiveness of PowerPoint presentation as an instructional delivery system paired with direct instruction for teaching reading to students with specific learning disabilities[-74]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Engle, Brandi – Parent Participation: Increasing Parent Involvement in the Individualized Education Program process in grades 6-12[-75]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Eppley, Amanda – Pre-service Teacher Candidates Experiences with Literature with Characters with Disabilities and a Framework for classroom Implementation. -76] December, 2012 [Advisor: Dr Dianne Gut]  ·Funk, Jodi – Assessing Ohio‘s teacher knowledge of attention deficit hyperactivity disorder (ADHD): Are current teachers adequately prepared to meet the needs of students with ADHD? [-77] October, 2011 [Advisor: Dr. Dianne Gut]  ·Gregg, Dani – The benefits and drawbacks of co-te aching in an inclusive middle school[-78]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Grogan, Shannon – Does High-Stakes Testing Interfere withUsing Diverse Teaching Methods? [-79] June, 2008 [Advisor: Dr. Marta Roth]  ·Gueth, Lindsay – DIBELLS oral retell fluency as a predictor of reading comprehension in fifth grade students with learning disabilities[-80]. August, 2012 [Advisor: Dr Dianne Gut]  ·Johnston, Teresa – Examining the Relationship between Inattention and Reading Abilities in Students[-81]. December, 2012 [Advisor: Dr Dianne Gut]  ·Juarez-Porter Carlyle, A. Renee – â€Å"Three Days in Perspective†: A Role-Play Simulation Game for Informing Pre-Service Teachers’ Perspectives of Individuals with Exceptionalities[-82]. December, 2012 [Advisor: Dr Dianne Gut]  ·Kemper, Deborah – Does Small Group Reading Instruction Increase Oral Reading Fluency in Children With and Without Learning Disabilities? [-83] December, 2012 [Advisor: Dr. Dianne Gut]  ·Kinniard, Josh – Does attitude impact academic achievement[-84]? August, 2010 [Advisor: Dr. Dianne Gut]  ·Kocher, James – Anxiety levels and high-stakes testing in at-risk students[-85]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Leland, Kimberly – How do high school senior students perceive their transition programming at a career and technical school? -86] May, 2010 [Advisor: Dr. Dianne Gut]  ·McDonough, Haley – The contribution of music to student focus and time-on-task behavior for students identified with disabilities and whole class computer use[-87]. June, 2008 [Advisor: Dr. Dianne Gut]  ·McNeeley, Colleen – Examining Intervention Support in Mathematics: Can students’ attitudes and achievement b e positively affected[-;88]? June, 2011 [Advisor: Dr. Dianne Gut]  ·Menikheim, Fonda Fay – In Ohio, are the Teachers of Today and Tomorrow Prepared to Teach Students with Dyslexia? [-;89] November, 2012 [Advisor: Dr. Dianne Gut]  ·Molnar, Sallie – Teachers understanding of traumatic brain injury[-;90]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Moore, Ashley – Socio-economic status and its role in school funding[-;91]. November, 2011 [Advisor: Dr. Dianne Gut]  ·Morris, Alison – Using peer tutoring in limited resource environments to include students with disabilities: What do teachers think[-;92]? November, 2009 [Advisor: Dr. Marta Roth]  ·Morris, Amanda – Strategies teachers use to help students with test anxiety in limited resource environments[-;93]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Newberry, Jennifer – Specific language-impairment (SLI) and literacy: teachers’ knowledge and practice[-;94]. March, 2008 [Advisor: Dr. Marta Roth]  ·Nogrady, Debbie – School-home communication: An examination of the methods and nature of teachers’ communication to parents of students receiving special education services[-95]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Nylund Domacasse, Gina – Disabilities in children’s literature[-;96]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Parker, Erin – Inclusion strategies in the visual arts classroom[-;97]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Parrotti, Talia – Are Pre-Service Teacher Candidates Prepared to Co-teach in Today’s Classroom? [-98] June, 2011 [Advisor: Dr. Dianne Gut]  ·Pence, Sjanneke – What effect do varying models of co-teaching have on math and reading achievement scores of typical middle school students with IEPs in a district with limited resources[-99]? June, 2009 [Advisor: Dr. Marta Roth]  ·Pepper, Andrea – An Internet survey: Personal perspectives of effective educational and social strategies used by individuals with aspergers or high functioning autism[-100]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Porter, Susan – Using an interactive response collection system to increase classroom formative assessment in an effort to improve student self-efficacy in mathematics in limited resource environments. [-101] June, 2010 [Advisor: Dr. Dianne Gut]  ·Price, Keith – The benefits of pullout adapted physical education class for students identified for special education services[-102]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Quinn II, Patrick – A comparison of regular public and special public school teachers’ perceptions regarding obesity as it occurs in students with multiple disabilities[-103]. June, 2010 [Advisor: Dr. Marta Roth]  ·Raike, Jacyln – Least Restrictive Environment: Influences on Placement Decisions in Rural Appalachian Ohio[-104]. June, 2011 [Advisor: Dr. Marta Roth]  ·Ransom, Veronica K. – Transition services: Do students have access? [-105] August, 2012 [Advisor Dr. Dianne Gut]  ·Riggs, Erin – Multi-sensory approaches to spelling and reading instruction for students with learning disabilities[-106]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Ruff, Lisa – Special and general high school education teachers’ attitudes and erceptions towards inclusion in the classroom in limited resources environments[-;107]. October, 2010 [Advisor: Dr. Dianne Gut]  ·Sammons, Angelina – Vital components needed for successful inclusion[-;108]. March, 2009 [Advisor: Dr. Marta Roth]  ·Scholl, Tamara – How are persons with disabilities protrayed in children’s television programming[-109]? June, 2008 [Advisor: Dr. Dianne Gut]  ·Schmidt, Debbie – Influence of year-round schooling on reading achievement[-110]. August, 2011 [Advisor: Dr. Dianne Gut]  ·Scurlock, Marilyn – Using social stories with children with Asperger Syndrome[-111]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Seymour, Megan – The benefits of the headsprout reading comprehension programfor children with autism[-112]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Shaffer, Staphanie – Parent satisfaction with the IEP process: Parents of students with mild disabilities and parents of students with severe disabilities[-113]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Slone, Heidi – White noise and the learner in limited resource environments[-114]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Smith, Martha – Effective strategies for teaching students[-115]. August, 2011 [Advisor: Dr. Dianne Gut]  ·Sullivan, Jamie – Service-learning: Increasing academic engagement in at-risk youth in Southeast Ohio[-116]. March, 2011 [Advisor: Dr. Dianne Gut]  ·Terry, Danielle – Use of a Stress Ball in the Classroom for Students Diagnosed with ADHD. [-117] December, 2012 [Advisor: Dr. Dianne Gut]  ·Terry, Rachel – Teacher efficacy in reading tutoring in limited resource environments[-118]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Thompson, Amy – Barriers to individualized education planning in the Appalachian region of Ohio[-119]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Tracey, Teresa Bigham – Do teachers have a negative attitude towards the inclusion of students with special needs[-120]? November, 2010 [Advisor: Dr. Dianne Gut]  ·Turnbull, Kelli – The Benefits of Inclusion for Peers Without Disabilities[-121]. May, 2010 [Advisor: Dr. Brett Noel]  ·Valentine, Karen – Post school needs of individuals with mild to moderate disabilities in Pickaway County, Ohio, a limited resource environment[-122]. August, 2010 [Advisor: Dr. Dianne Gut]  ·Verba, Laurie – Inclusion: The varying perspectives of elementary, middle, and high school teachers in low resource schools[-123]. July 2010 [Advisor: Dr. Dianne Gut]  ·Washam, Morgan – Does Providing Students with Choices in the Reading Curriculum Correlate to Higher Comprehension Scores? [-124] December, 2012 [Advisor: Dr. Dianne Gut]  ·Webb, Abagail – Footloose and fancy free: The impact of physical play on hyperactivity in school-age children[-125]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Wilson, Kristin – Self-management of classroom preparedness: Effects on students with attention deficit hyperactivity disorder and specific learning disabilities in limited resource environments[-126]. 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Pathophysiology and Clinical Management †MyAssignmenthelp.com

Question: Discuss about the Pathophysiology and Clinical Management. Answer: Introduction: The rationale of this essay is to provide essentials of care for patients with ischemic stroke. It follows the case study of Mr. John a, a 52-year-old patient who is admitted in the hospital after a left-sided ischemic stroke. This is a type of stoke that is characterised by an abrupt loss of blood circulation in the brain leading to loss of neurological function (Elton and Evans 2016). The patient is unconscious with Glasgow coma scale (GCS) of 1.5 and is due for discharge in the next week. The GCS is a technique system used to describe the level of alertness in an individual after a severe brain injury. Ideally, it rates the severity of an acute brain injury, and at the rate of 1.5, it shows that it is most severe (Ellis et al. 2012). Symptoms presenting in the patient include hemiparesis (Partial paralysis or weakness restricted to a side of the body), expressive dysphasia (impaired sound or language production due to impairment in the brain) and severe weakness in both limbs. According to Corbally et al. (2015), the pathophysiology of ischemic stroke is complex and includes numerous processes such as lack of energy, excitotoxicity, and disruption of the blood-brain carrier as well as infiltration of white blood cells among others. These are calculated and interrelated events that can result in ischemic necrosis that occurs in the affected. However, after some minutes of infection, the tissue in the brain affected by the reduction of blood flow is damaged and then experiences the narcotic death of cell. This core tissue is enclosed by tissues which are less affected and which are regarded silent by a reduction in the flow of blood and are metabolically active. The characteristics of Necrosis are as follows; the nuclear structure disintegrates plus presence of extrusion cells components in the cytoplasmic organelles in the extracellular space (Gladman et al. 2015). During the early stages of Ischemic penumbra the lesion are half of the total volume. However, recent studies have shown that multiple neurons in ischemic penumbra after several days or hours they can undergo apoptosis; hence theyre regained for some time following the stroke onset. Cells that undergo apoptosis are damaged from within in a proper manner that minimises disruption plus damage of neighbouring cells. Primary stroke prevention care is care and prevention techniques for persons with no history of stroke, while secondary care is a strategy of treatment in individuals with cases of stroke in the past. The risk factors can either be modified or non-modified. Non-modifiable factors can are race, age, family history of stroke, sex and ethnicity (Kruyt et al. 2014). On the other hand, modifiable factors include diabetes, lifestyle factors and hypertension to mention just a few. Stroke and Implications for Healthcare Professionals Durukan and Tatlisumak (2013) assert that nurses should develop proper strategies that will engage stroke survivors plus their relatives in achieving proper risk control as well as minimizingthe burden of stroke. For the nurses, the primary problem in secondary stroke care is educating plus encouraging strictness to prevention of secondary medication as well as lifestyle changes. Nurses have played a critical role in quality improvement care to ensure the well-being of the patients (Durukan and Tatlisumak 2013). They have the mandate to provide secondary stroke prevention care across the continuum of care. According to research, drug adherence fades away with time; hence information needs to be provided regarding secondary prevention drugs stroke patients should take following their discharge in the hospital. Post-stroke disabilities like difficulties in swallowing can interfere with medication management, hence involving family members in discussions regarding medication is very cri tical (Gladman et al. 2015). Although promotion of health is an essential aspect in nursing care, some healthcare professionals provide less client service time to it. In secondary prevention, lifestyle need as well as minimal control among ischemic survivors of stroke shows necessity of action in such case. Lifestyle changes like increase of physical activities need to be administered to each person, with signs of stroke-related deficits (Stephanie Allen and Hp 2013). Ideally, empowering stroke patients to succeed in setting their goals around healthy lifestyle choices has shown to be a useful technique. However, the trend of increasing ischemic stroke incidences globally undermines the need for working together with persons with a history of stroke to reduce or lower their recurrence risk. Hence, healthcare professionals play a pivotal role in screening for risk factors, raising awareness of risks as well as supporting stroke survivors in reducing risks especially when it comes to conforming to medications as well as lifestyle changes. However, the complexity, of behaviour change required shows that multifaceted as well as tailored techniques most probably are helpful when it comes to supporting as well as sustain change (Martino et al. 2014). Essentials of Care Using Roper, Logan Tierney Model Mr John is a 52-year-old patient admitted in stoke unit due to a left-sided ischemic stroke. In the unit, the patient is assessed using GCS to determine his consciousness. This scale consists of three tests; motor responses, verbal and eye tests. The patient didnt to respond to the verbal sounds, does not move and opens eyes only to painful stimuli. A CT scan is also vital to check for various brain structures to look out for stroke, a region with bleeding or blood clot and the type of stroke the patient is has; either ischemic or hemorrhagic (Sacco et al. 2015). However, as per the results, there is a blood clot in the brain, a sign of ischemic stroke. Mr. John used to work as an accountant before his admission in the hospital; he lives with his supportive wife and child who is 15 years. The rationale for using the case of Mr. John, a stroke patient it is because of the great public concern as per the Stroke Association. Stroke is the second largest death cause in Britain and it is mentioned that over half a million of people are disabled due to stroke, especially in England with a high disability as well as morbidity that is why it has been a keen interest to explore more about stroke, its management and essentials of care. The main reason for using Roper Tierneys activities of the daily living model is that it shows the daily living activities related to the basic human needs. They include maintaining environment safety, communication, drinking and eating, breathing, mobilising, body temperature control, sexual expression, playing and working, sleeping and dying. Maintaining environment safety is an activity that relates to patient care. According to the Human Rights Act (2012), no person shall be subject to torture, punishment or inhuman treatment. This shows that the environment in which a person is cared for needs to be maintained to ensure patients physical, psychological and mental wellbeing while also lowering the risks of infections. The Roper et al. model of activities of daily living is, therefore, a useful model for ensuring that patient needs are met, particularly the essentials of care. The model also includes care for the internal environment which is on cellular stage. Such aspect forms the basis of the recovery process for the case study of Mr. John. Through this model, a nurse can give planned care for Mr. John which will execute assessment on him. According to (Mao et al. 2016) assessment is one of the most significant elements which is considered to be first during individualised nursing. It gives vital information to the development of the action plan that improves personal health status. In this write-up we will concentrate on eating and drinking habits, mobilising, personal cleansing as well as the dressing. The rationale for choosing these activities is because they are life essentials. When a person is not mobilising state, he/she cannot execute his care as well as eating and drinking that can affect that person from socialising, giving him depress plus isolation from others. Evidently, over half of the ischemic patients admitted in hospitals have difficulties in swallowing, and their mortality is very high. Although the swallowing function of Mr. John is not mentioned in the case study, it is evident that if he cannot swallow food properly, he is at risk of choking. Individuals who have difficulties in swallowing may require fluids and nutrition delivered through a tube put in the nose. According to (Maeda et al. 2012), during admission, patients with acute stroke need to have a screening of their swallowing by a proffessional healthcare expert prior to the giving of any fluids, food or oral medication. After the admission in the unit, the swallowing test should be done by a health professional. This is done by administering small spoonful of water to the patient plus various thickening drinks to listen to the chest whether the patient can swallow without any problem. Although coughing and struggling to swallow is not mentioned for the case of Mr. John, he should be referred to the speech as well as language therapist since from his symptoms we have been told that he had expressive dysphasia. Swallowing difficulties affects about a third of persons following a stroke. When an individual cannot swallow properly, theres greater risk that food materials might block into the windpipe as well as into the aspiration thus leading to both pneumonia and chest infections. An ischemic stroke would affect Mr. Johns ability to swallow. In the past, difficulties in swallowing were once seen to occur where hemisphere was involved over the years by the stroke. However, in early days after ischemic stroke, over one-third of people with single hemiplegia would have difficulties in swallowing (Lakhan et al. 2012). For the nursing care, you can allow the patient to see and smell the food for stimulation of salivation as well as placing the food on the sensitive areas of the mouth. When doing spoon feeding to the patient, pass the food beneath his chin to allow flexion of the neck and give small portions using verbal coaching to emphasise holding of the food, chewing as well as swallowing hard. Kruyt et al. (2014) hold that you can pause between feedings to allow the patient rest and ensure all the food in the mouth is swallowed. During the meal time ,to help Mr. John seat on his bed in a proper position, make sure the surrounding area is clean as well as free from four smell. Get rid of urinals, bedpans plus such objects away from Mr. Johns sight. It is paramount that the table and a clean room provide a condusive environment for eating (Maeda et al., 2012). As he cant use his left side, when feeding, you can keep a tray on his left hand side to remind him that he can use left hand to eat. Through such, you will be encouraging the patient to use his weakened side of the body. Washing is also of great essence not only for hygiene purposes but also for self-esteem. Mr. John was unable to wash himself as well as dress due to paralysis on one side of the body. The plan here is to help the patient get full assistance from another person for personal care. This is evident from his supportive wife and child who always ensure that they meet his needs. Personal hygiene is important aspects of daily living routine for patients who cannot take care of themselves. To keep a patient remain fresh throughout the day, ensure you assist him in brushing the teeth, showering and deodorizing him, clean his nails and hair and lastly give clean clothes (Huijbregts et al. 2015). A break from such routine will give the patient a feeling of being dirty as well as cause frustration and depression. Unfortunately, personal hygiene is a challenge for Mr. John due to ischemic stroke. However, it is evident that maintaining personal hygiene boosts a persons physical as well as emotiona l well-being. In the case study presented, the patient becomes dependent due to the long-term condition; he experiences a profound low self-esteem and independence. Also, helping him to be fresh as well as looking good can be of great help to the patient. Following the brain damage due to stroke, the healthy muscle tone is lacking. Ideally, the normal movement depends entirely on the healthy muscle tone and with absence of such the patient cannot gain healthy movement. There could be a benefit in regard to the motor, sensory recovery as well as patient motivation. Mr. John can be taken to a physiotherapist for assessment of his mobility to help his condition, wellbeing and help his rehabilitation process by restoring and developing his body systems. An occupational therapist can also be of help in examining his mental, physical as well as social challenges and devices, treatments and help him with tackling of the difficulties personally. Because of lying on the bed all the time due to immobility as well as unexpected disability it has made Mr. John depressed. Depression can affect a persons life since a person cannot go out and socialize with others as he used in the earlier past without assistance. Though this, an individual can become isolated as well as frustrated plus have a feeling of worthlessness. This is presented in the case study where we know that Mr. John was an accountant and loved playing soccer. It is also mentioned in the case study that the patient was a soccer enthusiast and had team members who he had a close relationship with for a couple of years. Ultimately, the Roper, Logan and Tierney model of nursing is very helpful when it comes to assessing a patient to provide a holistic care straight from the admission of the patient to discharge. The model allows a multidisciplinary team to get involved to deliver essentials of care for patients, especially ischemic patients. It also helps identify what the stage the patient is and also provides an idea of the kind of care the patient needs. Overall, throughout this write up a learner can learn more about ischemic stroke, the causes, symptoms plus its management. It also allows a nurse or health professional know the patient, how he felt about the illness as well as how it affects a persons socially, emotionally and psychologically. Reference List Cameron, J.I., Cheung, A.M., Streiner, D.L., Coyte, P.C. and Stewart, D.E., 2014. Stroke survivor depressive symptoms are associated with family caregiver depression during the first 2 years poststroke. Stroke, 42(2), pp.302-306. Corbally, M., Macri, G. and Hawkshaw, S., 2015. An examination of the role and activities of nurses caring for patients who are admitted to a model 4 hospital as part of the National Acute Medicine Programme. Dublin City University. Durukan, A. and Tatlisumak, T., 2013. Acute ischemic stroke: overview of major experimental rodent models, pathophysiology, and therapy of focal cerebral ischemia. Pharmacology Biochemistry and Behavior, 87(1), pp.179-197. Ellis, G., Mant, J., Langhorne, P., Dennis, M. and Winner, S., 2012. Stroke liaison workers for stroke patients and carers: an individual patient data meta?analysis. The Cochrane Library. Elton, J. and Evans, J., 2016. Long-term health 18 needs and rehabilitation. Nursing Practice and Health Care 5E: A Foundation Text, p.391. Gladman, J.R., Lincoln, N.B. and Barer, D.H., 2015. A randomised controlled trial of domiciliary and hospital-based rehabilitation for stroke patients after discharge from hospital. Journal of Neurology, Neurosurgery Psychiatry, 56(9), pp.960-966. Huijbregts, M.P., Myers, A.M., Streiner, D. and Teasell, R., 2015. Implementation, process, and preliminary outcome evaluation of two community programs for persons with stroke and their care partners. Topics in stroke rehabilitation, 15(5), pp.503-520. Kruyt, N.D., Biessels, G.J., DeVries, J.H. and Roos, Y.B., 2014. Hyperglycemia in acute ischemic stroke: pathophysiology and clinical management. Nature Reviews Neurology, 6(3), pp.145-155. Lakhan, S.E., Kirchgessner, A. and Hofer, M., 2012. Inflammatory mechanisms in ischemic stroke: therapeutic approaches. Journal of translational medicine, 7(1), p.97. Maeda, N., Kato, J. and Shimada, T., 2012. Predicting the probability for fall incidence in stroke patients using the Berg Balance Scale. Journal of International Medical Research, 37(3), pp.697-704. Mao, H.F., Hsueh, I.P., Tang, P.F., Sheu, C.F. and Hsieh, C.L., 2016. Analysis and comparison of the psychometric properties of three balance measures for stroke patients. Stroke, 33(4), pp.1022-1027. Martino, R., Pron, G. and Diamant, N., 2014. Screening for oropharyngeal dysphagia in stroke: insufficient evidence for guidelines. Dysphagia, 15(1), pp.19-30. Sacco, R.L., Toni, D., Brainin, M. and Mohr, J.P., 2015. Classification of ischemic stroke. In Stroke: pathophysiology, diagnosis, and management. Elsevier Inc.. Stephanie Allen, R.G.N. and Hp, C., 2013. Sponsored By: The Mary Seacole Development Awards September 2009.

Throughout The United States It Has Been Stated That Between 355,000

Throughout the United States it has been stated that between ?355,000 and 445,000? (Resaner) people are homeless everyday and night. Homelessness is something that affects people of all ages, races, backgrounds and religions. The problem of homelessness is not something that only happens in the large cities, it happens everywhere. There are people with many different problems that force then to become homeless. They do however all have one thing in common they have nowhere to live. Some factors that contribute to homeless in America that make it unpreventable are the lack of education, economic factors and mental illness. Lack of education is something that is looked down upon in today?s society. The more education, the better a person will be in the work force. Children are taught from a very young age to stay in school, however a good number of then will not finish. From making that one decision children?s lives will be changed forever. Some will make it and some will end up with no where to turn. Nearly ?twenty six percent? (Nichelason 17) of our homeless population are people under the age on eighteen years old. These young kids have no education and in return no way to provide for themselves. So many of them turn to illegal activities to try and better their lives. If the children do have a family their situation is not much better without an education. Most homeless families do not stay in one place very long so the children can not attend school. The parents often need the children to work to help provide for the family. For adults the average that an illiterate adult will earn is ?forty-two pe rcent less? (Resaner 89) then a high school graduate. Being an illiterate person causes a lot of trouble since they can not read newspapers, get a drivers license or even attempt to fill out a job application. The lack of education for our homeless is a key factor in what is bringing then down to that level. Even if we promote staying in school and push our kids to the limit there are still factors that make them not finish. Lack of education is one main reason that homelessness can not be prevented. Some of our homeless did receive an education but because of other factors in their life found themselves on the streets. One of these factors is the economic factors in the United States. People today are also becoming homeless because of economic factors. Good people with education?s are becoming part of the homeless problem. More then ?eight million people are unemployed and without benefits? (Rossi 37). Those are people who are spending every last penny they have to prevent themselves from being a statistic. However, most within a few months will have no choice but to turn to the streets. People losing jobs is something that happens everyday around the United States. Many of the bigger manufacturing industries and other companies around America have had to close due to the economic difficulties. Companies today also like to save as much money as possible so many have relocated to countries where it is cheaper to do business. ?Every year since the 1970?s two million American?s have lost their jobs due to economic factors? (Ropars 52). From the companies closing and moving out of the country it makes it very hard for people who want to work to find a job. This is a h uge problem in the Unites States and is a problem that can not be solved. So since the problem of ecomonic factors can not be soved, neither can homlessness. It can not be solved because the companies will continue to go where the money is for them. Along with lack of education and economic factors another key factor of why homelessness can not be prevented is mental illness. Mentally ill men and women make up nearly ?66 percent? (Rasaner 30) of those homeless living on the streets around the United States. ?In 1989, scientists at John Hopkins University found that 42 percent of homeless men and 49 percent of homeless women studied had serious mental illnesses? (Resaner 30). Even though there is medicine and hospitals where most of the illnesses

Free Essays on German Culture

Marriage and family Religion Few are of the 35% Germans are protestants mostly Lutehrans about 34% of the people are Roman Catholics. And about 2 % are Muslims. Education Education in Germany is controlled my the individual states. All children must go to school full-time for at least 9 or 10 years, starting at age 6. But the length of time children spend in elementary and other types of schools varies from state to state. In most German states, children attend elementary school for four years. Children may then go to one of several types of schools. A gymnasium is a traditional junior and senior high school. This type of school prepares students for entrance into a university. There are also intermediate schools. They provide students with academic subjects as well as some job training. Other schools are vocational schools. These have fewer academic subjects than the other types of schools but offer much job training. Comprehensive schools combine all three types of jinior snd senior high levels of education. Germany has several universities and many specialized and technical colleges. Economic Unification began in the early 90?s both west and east Germany?s currency began to operate under a free enterprise system. Government The government was established after the unification of East and West Germany in 1990. It was based on the democratic system. The parliament of germany has two houses that are elected my the voters to a four year terms. Executive, the federal chancellor is the head of germany?s gobvernment. German state lesislatiures elcet the president to a five year term. Germany has 16 states each stat has a legislature elected to a four year term. Christian democratic union and social deomocratic party are germany?s largest political parties. Germany also has smaller political parties. Free Domocratic Party, which is a liberal party and the Green Party, which represents encironmental cause... Free Essays on German Culture Free Essays on German Culture Marriage and family Religion Few are of the 35% Germans are protestants mostly Lutehrans about 34% of the people are Roman Catholics. And about 2 % are Muslims. Education Education in Germany is controlled my the individual states. All children must go to school full-time for at least 9 or 10 years, starting at age 6. But the length of time children spend in elementary and other types of schools varies from state to state. In most German states, children attend elementary school for four years. Children may then go to one of several types of schools. A gymnasium is a traditional junior and senior high school. This type of school prepares students for entrance into a university. There are also intermediate schools. They provide students with academic subjects as well as some job training. Other schools are vocational schools. These have fewer academic subjects than the other types of schools but offer much job training. Comprehensive schools combine all three types of jinior snd senior high levels of education. Germany has several universities and many specialized and technical colleges. Economic Unification began in the early 90?s both west and east Germany?s currency began to operate under a free enterprise system. Government The government was established after the unification of East and West Germany in 1990. It was based on the democratic system. The parliament of germany has two houses that are elected my the voters to a four year terms. Executive, the federal chancellor is the head of germany?s gobvernment. German state lesislatiures elcet the president to a five year term. Germany has 16 states each stat has a legislature elected to a four year term. Christian democratic union and social deomocratic party are germany?s largest political parties. Germany also has smaller political parties. Free Domocratic Party, which is a liberal party and the Green Party, which represents encironmental cause...

How to properly read a job posting so you dont apply to a terrible job

How to properly read a job posting so you dont apply to a terrible job When you’re on the job hunt, it’s almost like you need to become fluent in a new language. You need to look at a job description and figure out if it fits your experience and then whether applying for the job is even worth your time. You need to know what common phrases like â€Å"competitive salary,† â€Å"flexible,† and â€Å"growth opportunity† are really telling you about this company and this job, and how to adapt your resume to fit what it requires. But while you’ll certainly face a lot of jargon when searching for a new position, once you understand how to decipher any job posting you come across you’ll save a lot of time and energy.Anatomy of a job postingJob postings are often written like news articles: the most important information is presented right up front, with the extra supporting information down toward the bottom. First, let’s look at the straightforward parts of a standard job ad.The job title: This is basica lly the headline. It’s what you see in an email subject line or on the search results screen. It’s what grabs your attention first and sets the expectations for the rest of the post. Some job title lines will offer the company name or other (succinct) details like the experience level, but many will just be the job itself.Executive Assistant at Fortune 500 CompanyData Management ClerkLevel II Auror at the Ministry of MagicResponsibilities/description: This is where the narrative kicks in. This is usually a brief paragraph or series of bullet points outlining the highlights of the job. It’s not typically comprehensive, but provides a high-level summary of what the job is.Meet aggressive sales goalsProduce 5–10 newsletters per yearGenerate monthly sales reportsQualifications: This is where you kick in. The company has outlined what job they’re filling and what that role does, but now it shifts the focus to you: do you have what they’re seeking ? This is typically a section of bullet points outlining what the company’s ideal candidate for this position would already have.Associate’s Degree in Business or related field5-7 years experienceEnglish and Spanish language fluencyBenefits and pay: This is usually a short section outlining any specific salary and benefits associated with the job. This section may or may not be included in a job description. Benefits are listed far more often in job descriptions than a specific salary, because the benefits can be used as a lure, while a salary number may be either a dealbreaker for potential candidates or might limit the company’s ability to negotiate after a job offer has been made.401(k) matchingSalary commensurate with experienceDental and vision insuranceAbout the company: Company information is especially common when a job is posted in a database or another public forum like a website because the readers may not be familiar with what the company is or does. This is usually a brief statement about the company itself, or its general mission.Giving Hands is a nonprofit company that sends balloon animals to people in need.Cutting Edge Media, LLC is a digital media powerhouse that publishes immersive social media content.Since its founding in 1846, Big Books has shaped public debate by publishing award-winning content about dolphin life and philosophy. How to read between the linesFirst of all, know that a job description isn’t necessarily meant to be taken literally. It’s an ad sent out based on the best estimate of what a job will be and what kind of candidate the company wants to see applying for it. So while it’s absolutely a guideline, nothing is 100% etched in stone. Positions evolve over time, and a stellar candidate with slightly different skills might lead a company to tweak the initial description into something a little different.Job title:  While it seems pretty straightforward, this can sometimes have cl ues about the company and the qualifications you’ll need. For example, in the earlier example of â€Å"Executive Assistant at Fortune 500 Company,† the job title is used to establish the importance of the position (working with executives, so probably not entry-level) and that the company is large and/or prominent.Responsibilities: Again, this is a high-level summary of what the company anticipates for this open job. There may be significantly more (and more specific) duties awaiting the future holder of this job. If you see six rather vague responsibilities and want to know more about what the day-to-day life is like for this role, you can do a little digging online to see if there’s more information available about this particular job at this particular company.If you see a phrase like â€Å"other duties as assigned† or a similar phrase that leaves the job responsibilities open-ended, then that should tell you that the company values flexibility and lik ely has an all-hands-on-deck mentality. That’s a cue for your resume and cover letter package- definitely emphasize your flexibility as an employee and your commitment to getting the job done whatever it takes.Qualifications: If you don’t hit every single bullet point, don’t automatically give up and move on. (Though if you meet, say, 1 qualification bullet point out of 10, this job might be a bit of a stretch.) If you meet most of the job’s requirements, you should still consider applying. You can provide context in your cover letter and resume and emphasize the requirements that you do meet. It may be that the qualifications you’re missing are â€Å"nice to have† instead of â€Å"must have† from the company’s perspective or that your other qualities make up for that one deficit. So don’t let one or two misses discourage you from applying if you’re a good fit otherwise.Benefits and pay: There’s lots of rea ding between the lines here because job descriptions rarely pin down an exact salary or benefits. With phrases like â€Å"commensurate with experience† or â€Å"competitive salary,† the company is basically saying, â€Å"we’ll deal with this later, and be ready to negotiate if we offer you a job.†If you see a request to send your â€Å"salary requirements† along with your resume, that means you’ll have to do some finessing in your application. You can include a salary range in your cover letter. It’s probably wise not to ignore the request altogether- if it was included in the job posting, it’s possible that leaving out the salary requirement would screen your application right out of the running. But you also don’t want to get too specific, because that number could eliminate you as well if it’s too high or too low.About the company: There’s not usually a lot of mystery in this part of a job description. B ut just remember that the company is describing themselves in a very official, public-facing way. If you’re expecting a candid description of what it’s really like to work for this place, or their flaws, well†¦your expectations will not be met.You might also come up against a case where the company isn’t named at all. That can either mean that A) the company is shady; or B) the company is trying to be discreet. If it’s option A and you’re finding a vague, unnamed company advertising jobs on, say, Craigslist, all I can say is†¦think twice. If it’s option B and there’s other information given about the company (it’s a major media company or a top-tier financial company), then it’s possible they just want to avoid either getting a million applications for a single position or don’t want it made public that they’re advertising for someone’s job because he hasn’t been, uh, relieved of his duties yet. Look for context clues about the company if there isn’t a straightforward presentation of X job at Y company.Decoding the buzzwordsEvery field is subject to jargon or clichà ©d phrases, and the art of the job description is no different. Let’s look at some common words and phrases, and what they really tell you.Self-starter/independent worker: This means they’re looking for a person who is ready for a leadership role who doesn’t need a lot of hand-holding. In your application, emphasize your leadership skills or instances where you’ve taken the lead on something.Fast-paced: This job is going to be chaotic and likely subject to deadlines. In your application, demonstrate what you’ve achieved under pressure, or your unwavering commitment to deadlines.Flexible: The company may be looking for someone who’s not afraid to do a bit of scut work as part of their job, or who will be willing to go outside the normal 9-to-5 routine to get the work done. It could signal work-life balance boundary issues, so if you have concerns about this, a little extra research about the job or the company is in order. In your application, emphasize your ability to perform under pressure, or your ability to multitask.Detail-oriented: This company has received one too many applications with blatant typos, and/or the person currently holding this job has made a lot of messy mistakes. In your application, emphasize your organizational skills and your commitment to getting something done efficiently but accurately. And do not skimp on proofreading your resume and cover letter.Communication skills: This shows that the company wants someone publicly presentable, either with customers, clients, or other parts of the company. This is a delicate way of making sure that you can write and speak well and confidently.Growth opportunity: This is likely a low-level or entry-level job and the company might not expect you to commit long-term . That could be a good thing (the last assistant was promoted after six months in the job) or a bad thing (the last assistant got fed up and quit after three months on the job). Definitely mark this as a follow-up item if you get an interview- ask who had previously held the role (generally), and what they’re doing now.Team player: This is not a job for a lone wolf type, who would rather hole up and do the job himself rather than deal with others. In your application, emphasize how you’ve worked with others to achieve goals and, ideally, how you’ve led or inspired others to meet goals as well.So as you can see, there’s no great Rosetta Stone needed to work with the job descriptions that you’ll come across in your job search. And in fact, these postings are more similar than not, so once you learn the basics about what companies are trying to achieve with their limited space in a job ad, you’re ready to go forth and start tailoring your resum e to be the best possible candidate.

The Cold War and U.S Diplomacy Essay Example | Topics and Well Written Essays - 750 words

The Cold War and U.S Diplomacy - Essay Example In the context of the United States, presidential doctrines normally consist of attitudes and major goals for the country’s foreign relations as outlined by a seating President. It is of essence to note that Presidential doctrines are usually established in order to address certain events that are ongoing in the international arena, and therefore, the Presidential doctrine presents guidelines on how the country will handle or approach the prevailing regional or global event. The previous research paper, focused on the Reagan doctrine that was developed and implemented during Ronald Regan’s presidency. Troy (2011) stated that the Reagan doctrine was established mainly to curtail or diminish the influence of the Soviet Union during the Cold War era. During the Cold War era, the Soviet Union committed aggressions and oppression on the citizens of the territories that it had occupied and even violated human rights of theses citizens. Therefore, the Regan’s doctrine was aimed at diminishing the Soviet Union hold on these territories and securing the rights and freedom of those who had suffered under the rule of the Soviet Union. The relationship between the United States and Soviet Union prior to the announcement of the Regan’s doctrine According to Graham et al. (2011), the United States and the Soviet Union had long been at loggerheads with each other mainly because of their difference in terms of political and economical ideologies. Prior to the announcement of the Regan’s doctrine, the two countries had been engaged in a battle for supremacy, with the United States constantly trying to diminish the dominance of the Soviet Union both in the Eastern and Western Union, where the U.S had already established political and economic ties. Graham et al. (2011) wrote that the severity of the bad relationship between the two countries was demonstrated when the U.S extended its Marshal plan to the Soviet Union under certain conditions that were known to be unacceptable by the Union. Additionally, prior to the announcement of the Regan doctrine, Troy (2011) wrote that the U.S and its allies in Western Europe opted to strengthen their relationship and spite the Soviet Union. The current relationship between the U.S and the Soviet Union According to the writings by Graham et al. (2011), they wrote that despite the end of the Cold War in November 1989, the U.S and the post-Soviet Russia still do not enjoy a cordial rel ationship. Moreover, certain occurrences have alluded to the existence of a prevailing Cold War between the two nations. Hunt (2009) stated that the two countries have traditionally up-to-date failed to agree on certain global issues. For example, Russia has recently provided asylum for an American whistleblower (Edward Snowden) who is currently wanted in the U.S for espionage charges. Secondly, the U.S and Russia have taken opposing stands on the on-going civil war in Syria whereby the U.S government is seemingly backing the Syrian opposition rebels while Russia is purpotedly supporting the Syrian government. Thirdly, Russia’s President Vladimir Puttin has treated, in numerous occasions, U.S government officials including with Secretary of the State John Kerry, with a demeaning approach. The effect of the Reagan doctrine on regional or global affairs since its

Finance Policy Assignment Example | Topics and Well Written Essays - 1750 words

Finance Policy - Assignment Example A business’s financial position is evident from its profit and loss account and the balance sheet. The balance sheet and the profit and loss statement should communicate the appropriate results of the firm to the CEO so that he can make decisions regarding investment. The financial statements of the firm should be made available to all so that they can make their own conclusions from the financial statements with respect to the operations in the firm. It is very important that the financial information provided must be reliable and authentic. The primary objective of my role as CFO is to interpret the firm’s accounts accurately and identify which of the investment methods could benefit the firm in the long as well as the short run. This could be achieved by making appropriate review of the financial statements as well as developing accurate interpretations. This is supposed to benefit the firm and its stakeholders. b) The company can use concise financial report, which consists of Consolidated Income Statement, Statement of Comprehensive Income, Balance Sheet, and Statement of Changes in Equity, Statement of Cash Flows so that all the third party investors and stakeholders could evaluate the firm’s business. ... The taxation requirements of the government should be met with appropriate heads showing profits before tax and profits after tax. Similarly the employees can get an idea about the functioning of the firm by analyzing the financial statements. The creditors and debtors value in the balance sheet along with the bad debts gives a clear understanding about the total debtors and creditors of the firm. The shareholders can understand the way the firm is functioning through the payment of dividends and the return on equity, which is projected in the financial statements. Question 2 a) High dividend policy to the shareholders signifies that the firm is earning high profits and, thus, is paying high dividend to its shareholders. This creates anticipation among the shareholders that the firm will pay them a higher amount of dividend in the next financial year. High dividend also signifies that the portion of debt capital in the firm in comparison to its equity capital is less, which implies t hat the firm has its own financial stability. b) If there are negative profits in the firm then the firm will pay a lesser amount of dividend. If the firm chooses to retain a high portion of its earnings for investment activities, even then the dividend payment will be less. c) High dividend payouts are popular and well appreciated by all the shareholders. But the problem that arises here is that if the firm earns high profits and provides high dividend to its investors in one year and in the next financial year its profit is less comparatively and so it fails to pay high dividends, then the shareholders will be unhappy with the firm. This will affect the bond and relation they have with the firm. As the shareholders are the primary investors in the

Teaching Situation Essay Example for Free

Teaching Situation Essay A1a. Teaching Situation The teaching situation in the video was a typical computer lab type of classroom. The tables were arranged around the perimeter of the room as well as an aisle in the middle with two long tables. Computers were placed on top of the tables with a adequate spaces in between to allow each student to have enough space to work. On the wall of the classroom there was a blackboard, as well as a LCD screen that was utilized to show the students what the teacher was doing on the teachers computer. A large wood cupboard is placed alongside of the blackboard. There is a globe and an overhead projector that is near the teachers computer and workspace. Each student is seated at their own computer. A1b. Educational Activities The student s in the video were instructed to create a summary on the computer using a word processor. First, the students reviewed the material that they had read as a group. Second, the students created a graphic organizer on the computer that showed the main ideas and supporting details of the information they had read. Finally, the students produced a summary on the computer and reviewed their summaries together as a class.A1c. Instructional Delivery The instructional delivery that the teacher presented in the video was direct instruction when she was reviewing the students reading material. Later on, the teacher employs computer assisted instruction by using the LCD panel to project her word processing example to the students. The technology that was incorporated into the lesson was a desktop computer, a word processing program, as well as an LCD panel. A2a. Level of Student Engagement During the lesson, the students were actively listening to the teachers instructions as she described what they were to do. Students used the technology in the lesson; first, by using the computer and also the word processor in order to create their own graphic organizer as the teacher instructed them to do. The students were mimicking the teachers actions by watching how she was setting up the document in the word processor. A3a. Connection Between Choice of Technology and Instructional Purpose The instructional purpose of the lesson in the video was for students to read a piece of material and then write a summary about what they had read. The observed teachers choice of using a word processor as the technology in the lesson indicates that the students were expected to practice their computer skills by using a word processor to type their summaries. The students used the technology to create a graphic organizer as a document and to type their individual summaries of the reading. A4a. Connection Between Effectiveness of Lesson Delivery and Student Use of Technology The lesson was delivered by the teacher projecting her computer screen onto the LCD panel for the students to view and follow along on their own computers. The teacher explains what she is doing for each step and allows enough time for the students to complete each step with her. The effectiveness of the lesson was to have students practice their computer skills as well as their summary skills. The students actual use of the word processor as technology prepared them for future tasks that would be required of them to complete on a word processor. A4b. Explanation of Thinking Process The thinking process that I used to come to that conclusion was based on the teachers interview where she states that the students need to learn how to use computers because the technology is becoming more and more applicable in their daily lives. The teacher was able to combine the two tasks into one by fusing their computer lesson into a reading lesson as well. Personally, I find that anytime a teacher can combine two lessons into one is using time in the classroom well. A5a. Alternative or Additional Form of Technology An additional form of technology that could be used is the computer program called paint. The program is basically a blank canvas where the user can create drawings by using their mouse or by using shapes that are in the program. The students could use paint to depict a scene from the reading. A5b. Justification of Recommendations My justification for my recommendation of using paint to depict a scene from the reading is to provide another angle for students to use their reading comprehension and apply it creatively on the computer program. Most students will find using paint fun, and wont realize that its work. By using the program Paint, it also provides an avenue for visual and tactile learners to apply their knowledge. A6a. Initial Reactions My initial reactions after viewing the use of technology in the video was impressed. Because of the obvious age of the video, I was impressed to see students using computers and word processing when computers were very expensive and not as readily available as they are today. The students were, then, experiencing cutting edge technology! What really impressed me when I viewed the video was the use of the LCD panel. I did not realize that that technology was available so early on, and it is very useful when showing pupils step-by-step instructions on a computer. A6b. Explanation of Considerations What I considered as I created ideas regarding professional implications regarding the use of technology in the classroom is that I plan on incorporating it as much as possible in my own classroom. Today especially, technology is more important than ever and a student should be familiar with technology in his or her classroom, in case that experience is not available to them at home.

Why I Think Malaysia Will Be The Best Place To Live In The Next Essay

(First prize winner in the STAR 25th anniversary essay competition (Category C - adults) Should a fairy godmother suddenly appear before me with a crystal ball, a magic wand and a world atlas, and give me the liberty to select the country I’d like to live in 25 years from now, without a second’s hesitation, I would point to that small nondescript, elongated peninsula straddling the equator called Malaysia. The reason is very simple. I firmly feel that 25 years hence, Malaysia would be one of the nicest - if not THE nicest - places to call â€Å"home†. Let us take a little journey down the corridors of time and cast a glance at the destiny of some of the nations of the world over the past five decades. There is war and famine in some, greed and suffering in others. Quite clearly, Malaysia has reason to stand proud among the countries of the world. There is plentiful sunshine and rainfall, while the soil is rich and the harvests plentiful. Even Mother Nature has seen fit to bless Malaysia by exempting her from its tantrums - there are no tsunamis and earthquakes, no floods and droughts, no hurricanes and typhoons. Consequently, there is no need to live in fear of nature’s sudden and unabated fury; no need to be constantly on the lookout for unexpected destruction and devastation Freed from the encumbrances of having to battle with the forces of nature, Malaysians are empowered to pursue lifestyles of their own liking. The economy is booming, jobs are for the taking... this is the senario today and there seems little reason to expect this scenario to change adversely within the next 25 years. In fact, with proper management and leadership, the outlook for Malaysia in the next 25 years may even improve. Just for starters, imagine coming home after a day's work to a spotlessly spick and span house filled with the tantalising aroma of rich coffee and roast chicken, all waiting to welcome one home... Which Malaysian housewife-cum-career lady has not dreamed of this before? And yet, this dream may well become a reality just 25 years from now - all because of the winds of technological change, which are sweeping through the country right now. Pping! Just press that little button on your wristwatch 30 minutes before you head home and it'd activate the gamut of... ...e government’s attempts to develop a caring society are most commendable. Twenty-five years hence, these efforts would have begun to bear fruit. Palliative and geriatric care has already made itself felt while halfway houses for abandoned babies and abused children are increasing by the day. The groundwork for inculcating the caring attitude among Malaysians has already been laid with the move towards developing caring schools. Traditional values like thrift, hard work, respect for the aged and filial piety are being upheld as exemplary values which can hold the fibre of Malaysian society together. The voices of people like Marina Mahathir calling for tolerance and understanding for those most in need of moral support are like beacons in the dark, lighting the way towards the creation of the highest of all societies - that with a conscience. Ultimately, the country, which would be best to live in, would be that which enjoys technological growth from without and strong moral and spiritual development from within. And it is exactly this factor which makes me firmly believe that Malaysia will be the best place to live in 25 years from now.

Overcoming Pt Lapindo Brantas Case

Civics Individual Paper OVERCOMING PT. LAPINDO BRANTAS HOT MUD CASE By: Aditya Rahman Sulaiman 10/HK/295884/19279 International Undergraduate Programme Lapindo hot mud flood case or we usually called it â€Å"banjir lumpur panas Lapindo† is an event of the unstoppable mud gush in Kecamatan Porong, Kabupaten Sidoarjo, Jawa Timur and this accident have been happened since 29 may 2006. There are 2 views of the cause of this Lapindo hut mud flood case.First, some scholars said that the primary cause of this event was because drilling mistakes and technical problems. Other theory said that it was happened because natural disaster, this theory explaining that sooner or later hot mud gush will be arise, the lapindo’s mining activity is only the trigger. First theory believes that there is an eror in the mining activity, PT. LAPINDO is suspected not doing a proper procedure in using the correct brace and bit (mata bor), they use it within different depth which has different thi ckness and causing a fault.In the begininning, PT LAPINDO won a drilling well tender called â€Å"pengeboran sumur Banjar Panji-1† from PT Medici Citra Nusantara as worth as US$24 million. PT LAPINDO was planning to drill the well until 8500 feet or 2590 meter depth. In order to reach that depth, infiltrate the Kujung layer (lapisan batu gamping), anticipate circulation loss potency (losing mud from the formation cause a high density liquid or mud come up) and kick potency (infiltration of other fluide to the upper layer), normally PT LAPINDO is needed to use a casing for its brace and bit.Running their work, PT LAPINDO has already used 30 inch casing for 150 feet depth, 20 inch casing for 1195 feet, 16 inch casing for 2385 feet and casing 13-3/8 inch for 3580 feet until 9297 feet, they only not yet put the last casing, the 9-5/8 inch casing for reach the Kujung layer in 8500 feet. The fact is, PT LAPINDO has a wrong prognosis a drilling term which briefly means drilling meth od of some points. They make a prognosis in different areas, they making a research of the Kendeng Zone but they drill at the Rembang Zone they assume such areas has same layers, due to those areas are closed enough .They estimate that in the drilling point, Kujung layer will obstruct them at 8500 feet depth, actually there is no Kujung layer within areas. They used some casing which they are don’t necessary need to use and make an accident. As consequences, an overpressure mud is blow out to the upper layer in mining process, the lower layer had already broken rapidly and not suitable with PT LAPINDO method. Then, after reaching 9297 feet the brace and bit touches limestone (batu gamping).LAPINDO thought that the target at Kujung formation has been achieved, in fact they only reach Klitik zone (also a limestone formation but has different density and porousity). Commensurate with mining procedure, LAPINDO use a mining pump to prevent the hot mud come up. The porousity of Kli tik zone made the covering mud been spread over that zone and circulation loss happen. After the covering mud losing, kick was happened, the hot mud tried to achived upper layer due to density difference.Following the mining procedure, mining process was stopped and the brace and bit has been tried to be lifted up. Unfortunately, the brace and bit was stuck and been cut. A Blow Out Preventer (BOP) on the rig has been closed and another weight mud which has a big number of density was pumped down in order to stopping the kick. Another unexpected mud activity happned, because layer is so porous and the Blow Out Preventer (BOP) was already placed, the hot mud was trying to find other way. Condition and natural fissures of such soil also could be a factor why this kick –ing accident is happen.Since this surface blow out accident happened, the hot mud is not been stopped yet. The odd things is all of the document and mining procedure especially about casing installation is already accepted by BP MIGAS as a responsible bodied of mining. On the other hand, some scholars says that this accident is more like natural disaster called Mud Volcano, a layer that has high density mud which presume can provide a mountan if such mud going out to the ground surface, sooner or later a kind of things will happen just matter of time.Prof Dr Sukendar Asikin, master of geology from ITB (Instititut Pertanian Bandung) said that hot mud comes up because there is a tectonic movement below. The movement arise from a collision of Watukosek faulting zone, this faulting zone located on Australia faulting belt and pasifik which continually moving 5,3 cm/year. When the collision happen the hot mud find out way to blow out from any space mostly from a porous rock or layer. A foreign scholar, Dr Amanda Clarke, a master and lecturer from geology in Arizona State Universiy has already observing this Sidoarjo case 2 times.In addition, she said that based in geology map, Sidiarjo mud sprout on the straight line between Penagunggan mountain, Weliran mountain and Arjuno mountain which kown as Watukosek fault. The streamline has a weak and thin structure, a fluide can be easily arise. Furthermore, an international event for scholars has tried to make a consent regarding couse of Sidoarjo hot mud case. An International Conference and Exhibition which is held by American Association of Petroletum Geologist on 26th until 29th 2008 in Cape Town International Conference Center, South Africa provide 4 arguments.The arguments are; 3 scholars are agree that this accident happen in relation with Jogjakarta’s earthquake, 42 scholars are agree that Lapindo mining process it the main factor, this accident happened based on combination between mining process and Jogjakarta’s earthquake is accepted by 13 scholars, and the rest 16 sholars said that they can not determine what the problem yet, based on that data we conclude that more that half scholars attended are agree th at Lapindo mining process it the main cause of this accident.This case has been even bigger, not only an accident but the effect on the society is being worse. Talking further about the effect, at least we have 3 major effect on the socity such as social, economic and environmental. In social effect, people around Sidoarjo are losing their houses, feel a bad sanitation, psychologically interfered, health disturbed, lack of education (some schools are closed) and many more. Can you imagine if such accident to you? Houses is the most important aspect that Sidoarjo case affected people, people around Sidoarjo doesn’t have any places to stay.In economic field, financing problem of course happen, people around Sidoarjo mostly jobless by a breaking farm or other materials which is covered by hot mud, and accessibility from Surabaya to Magelang or to east direction are closed decreasing economic activity within Sidoarjo area. In the environmental effect, most of natural resources wi thin Sidoarjo areas are broken, after covered by hot mud a farm doesn’t had any function , a pure and clean lake which people use for wash also has no function anymore and a stinky smell from the mud also affected people.Solution and legal enforce of Lapindo’s hot mud case are going slow. Compensation that PT LAPINDO already provides is not distributed equally to the LAPINDO’s hot mud victims. The LAPINDO’s people said that compensation has been given directly by providing cash as much as Rp 2. 500. 000, 00 / meter square damageand transportation money compensation as much as Rp 500. 00, 00 / family (based on tempointeraktif. com date 29 october 2006). The amount of compensation is not firmly publicly determined, because this number has already changed through time, some newspaper said that the compensation is equal as Rp 15. 00. 000,00 per family. In fact, not all of the victims are know about this compensation procedure, the other who get this compensat ion also said that the cash distribution is not as much as what they have been promised previously. Republika newspaper date 27 august 2010 state that Aburizal Bakrie as owner of PT. LAPINDO affiliation company said that personally he has provided moreless Rp 7. 800. 000. 000,00 rupiah and he agree that this accident was because â€Å"Mud Volcano† theory.The government is seems to be not care enough to this case, as an evidence a government regulation in Sidoarjo case, the Presidential decree number 17 year 2007 is firstly arise 1 year after the accident happen. The Presidential decree number 17 year 2007 also not stipulating anything about PT LAPINDO punishment or compensation, briefly this decree mention about create a Overcoming Disaster Bodied (badan penganggulangan bencana) which shall handle and find a way out about effects of hot mud cases towards society.Moreover, The PT. LAPINDO BRANTAS is proven guilty by not following AMDAL RULES and another rules as follows; a) Un dang-Undang Nomor 22 Tahun 2001 tentang Minyak dan Gas Bumi b) Undang-Undang Nomor 23 Tahun 1997 tentang Pengelolaan lingkungan Hidup c) Undang-Undang Nomor 23 Tahun 1997 tentang Pengelolaan Lingkungan Hidup (Lembaran Negara Republik Indonesia Tahun 1997 Nomor 68, Tambahan Lembaran Negara Republik Indonesia Nomor 3699) d) Undang-Undang Nomor 32 tahun 2004 tentang Pemerintahan daerah e) EtcThere is an opinion of some people which said that this hot mud case is not solved yet, because people in government are politically affected by Aburizal Bakrie power. They said that our president itself used his money for the previous presidential general election and he looks like protecting Aburizal Bakrie. These kind of opinion are can’t be proved and only like political issues. Yet, the PT LAPINDO is been closed but the overcoming disaster still doesn’t work well. Basically, the government has to provide help using its Overcoming Disaster money which stated in State Budget.Actual ly, the government has done something but it is not equal with amount of hot mud case total damage. Many solutions have been tried regarding this case, the most better one is making the rig relief well. Such cases have happened in Australia and can be solved by this method. The problem is, rig relief well which is done by Pertamina is not runned continually, scholars approximates this rig relief well will be finish within 6 months but accompanied by some political issues, this Pertamina rig relief well making postponed or even stopped after 2 months (it is not firmly stated that this methods will be run again).In my opinion, this hot mud case will be finish fastly if the the political issues doesn’t mix up with the case. Aburizal Bakrie and his political power interfere our nation overcoming disaster. The government should act more firm and clear in making decision or further solution. This case also could be an evidence that our nation overcoming disaster is still need to be repaired. ENCLOSURE 1. 1 Mining Tools Lyte Limited Terafiliasi Kelompok Bakrie Kalila Energi Limited Pan Asia Enterprice Limited PT Energi Mega Persada Tbk (EMP) 15,76% 84,24% 1. 2 Bakrie’s Affiliated Companys 1. 3 Potrait of Society After the Accident Happen

Henry Clerval Essay

These actions suggest that human nature can change as someone can be nice towards one thing and then they can be disgusted with that same thing at a different time. Victor gets very friendly with Henry Clerval in the time that they are in Ingolstadt. Henry nurses Victor back to health when he is ill. They came to be in the same college because Henry persuaded his father to let him come to Ingolstadt, but he said that it was hard to persuade as Henry’s father thought that all the skills that you need in your life are used and gained when you are a book keeper. It is ironic that Henry sees knowledge as a good thing but Victor uses scientific knowledge and turns it into a tragedy, Frankenstein should of followed in ‘s footsteps as Victor’s creation turned out to kill Henry. The way that Victor treated his family, is completely different to the way that Henry treated Victor. Victor dumped all of his family life behind him, and only spoke to them through short sharp letters, but Henry cared dearly for Victor and even spent useful time looking after Victor when he was seriously ill, Henry also puts his life on hold just to make him better. I think that the readers of the novel will be ashamed of Victor for abandoning his family and his creation, but also for letting Henry put his life on hold just to make him better. This is a selfish act, and Victor should be more grateful towards Henry and his family. Henry is a very caring man and has a lot of time for people, especially Victor who just takes his skills for granted. Henry’s kindness is shown throughout, examples of this kindness are; ‘I did not before remark how very ill you appear; so thin and pale, you look as if you have been watching for many nights. ‘, and ‘I will not mention it, if it agitates you. ‘ These shows that Henry cares greatly for Victor and that he doesn’t want to upset Victor. This caring manner contrasts with that of Victor’s when he rejects the monster because of its looks. Victor’s selfish side is shown throughout the novel, a few examples are; ‘I had deprived myself of rest and health. I had desired it with and ardour that far exceeded moderation, but now that I have finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart’, ‘infinite pains’, and ‘I felt the bitterness of disappointment. ‘ These show that again Victor’s selfish. He doesn’t care about anyone but himself. Victor also uses the personal pronoun, ‘I’, this states that everything is about him, so this is also a selfish action. Victor keeps his creation a secret, he does not want to tell anyone as he is not yet sure of the outcome of the creature, but after the birth of the creation, he is ashamed of it, he believes that it is a product of hell and that the monster is beyond control and just decides to keep it to himself and lie to other people. This influences the readers’ attitude towards Victor in the rest of the novel because the readers may now believe that he can not tell the truth and that the narration of the story may be biased. This relates to the theme of secrecy in the rest of the novel, for example; when he makes a companion for the monster, and also not telling anyone that he knew what killed someone of his family and friends. Mary Shelley suggests that lots of people do keep secrets and do not want to tell anyone. We keep secrets because it will ruin something special, the person is ashamed or embarrassed of it, the person can not confide in anyone, or they just do not want to tell anyone, as it may get someone in trouble. People do keep secrets and usually lie, it may be small lies or it may be a serious lie. People tell lies to put the problem off for as long as they can until they crack, they do this because they think it is an easy option, but in the long run, it is the hardest option as it drags a lot out of your self esteem. The ending of the chapter is a contrast of the rest of the chapter, especially the beginning, the weather and the atmosphere created. In the begging of the chapter the weather is dull, and gloomy. This is shown throughout the opening paragraph. The phrases ‘the rain pattered dismally against the pains,’ and ‘dreary’ suggest that the weather reflects on the dark atmosphere created by the near birth of the creature, it also suggests that something may happen may happen later on in the chapter. In the ending paragraph, the atmosphere created is completely different. The descriptions show that there is change as it is now light. This is a pleasurable sight for Victor as the weather was so uninviting earlier on in the chapter. The phrase ‘young buds were shooting forth from trees that shaded my window. It was a divine spring,’ shows that the darkness has subsided to make way for the light. Also, there was a new beginning for the natural processes, growing of buds etc. There was a non artificial mood in the air as everything that was happening was completely natural, so this is a great contrast to everything that was happening in the first paragraph of the chapter. The word ‘divine’ is connected with heaven, so everything is moving on from Victor’s deed. It is also to do with God, so it is a contrast between the thought of hell earlier on in the chapter. In the following chapter people may think that Victor tries to accept the monster and is not so selfish towards it and also the rest of his family, because the chapter ends with relief for Victor. The reader, at the end of the chapter, may be wondering where the monster has gone and what the monster is really doing. It may be that they think he has gone to commit another deadly murder. To conclude, this chapter is very vital. In it, there is always something going on. The chapter helps you to see how Victor really is and how he treats people in times of struggle. When, the monster is created, we get the impression that Victor was excited, but then he was ashamed of the outcome. Furthermore, when the monster disappears he felt relieved even though it could still come back. At the time when the monster disappeared, it was like Victor started a whole new life, this showed that he was not really bothered about what would happen if the monster was let loosen the world. From this chapter, we find that when Victor gets engrossed in something, he forgets about the whole world around him and abandons people, like his family. Victor is prone to abandoning things and people in this chapter. For example; he abandons the monster just because of the way it looks, and hurts its feelings, making it commit murders on people close to Victor to get its own back. We find that Victor is to blame for the actions of the monster, and that Victor is very selfish. This is shown when he uses the person pronoun ‘I’, which shows that he is completely aware of himself and that he does not care much for other people. The secrecy in the novel is constant. Victor is always keeping secrets from his loved ones, whether large or small. The scientific ideas that Victor has are also important, as they bring together the whole story, as he knows man can create life with the correct theories and equipment. The theories that Victor has are going against God as it is an un-natural process, and that the creation will be forever criticized whether it is handsome or ugly. It also sums up how we treat each other in society today. I don not feel the same way as Victor did towards his creation. I think the actual monsters are Victor Frankenstein and M. Waldman these people both tried to create the creature, but Victor got further. They both created an abominable creature. I think some of the concerns in the novel are relevant today because not many people abandon things like children and pets, but the lucky ones get looked after. People also get abused because of the way they look, I think that this is wrong and should be stopped.   By Samantha Loader Page 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.