Surprising in terms of language use Essay Example For Students

Surprising in terms of language use Essay Thomas tells of the fairs many attractions: tiny ponies, intelligent fleas, the coconut shy and the boxing booth. Among these many attractions is the Fattest Woman in the World. Thomas makes fun of her in the story in several ways. He depicts her sitting in her tent but at the same time she is also enveloped in her rolls of flesh. This provides the reader with an immediate impression of the extent of her girth. It is summer, but the woman is sewing her winter frock, as if to say that her dress is so large that it will take her all summer to mend it! Thomas immediately enlarges on this by describing the dress as another tent, meaning that the dress is as large as the tent the woman sits in. It is also interesting that Thomas describes the womans attributes in terms of food: her eyes are little and are like blackcurrants in blancmange. It is as if the woman has begun to look like the ingredients that have made her fat: the little blackcurrant eyes lost in the sea of blancmange, palely wobbling. Thomas leaves us with a last indication of her size. She is so fat that she sees other people as skeletons, who file past her to satisfy they voyeuristic curiosity. We will write a custom essay on Surprising in terms of language use specifically for you for only $16.38 $13.9/page Order now Another of the many attractions of the funfair that Thomas comments on is the boxing booth, with its old pug standing ready to take on all comers, (lines 39-45). The description of the man tells the reader that he is both very tough, and very ugly. He is bitten-eared and barndoor-chested, and has a nose like a twisted suede. These images suggested that the man is huge, and has been through so many bouts, that he has been scarred: his ears are deformed and he has had his nose broken too many times. He only has three teeth yellow as a camels, and this further induces the reader to assume that he has been in so many fights, that he has lost all his teeth. Thomas draws attention to this detail by describing their colour, and likening the teeth to those of a camel, thus using more animal imagery to underline how hideous the pugs teeth are. Men are described as strutting in to the boxing booth, but reeling as they come out of it, (line 44). The first word indicates the cocky confidence of the challengers, whereas the second word leads the reader to assume that they are punch-drunk, and have therefore been soundly beaten by the pug. Thomas reprises the image of the teeth at the end of his description of the old pugs activities, perhaps to show us that, although the man has been fighting all evening, he still has his three teeth left: a further indication of his toughness, as is the fact that he looks bored by his evenings work. The final two paragraphs (lines 57-66) describe the boys last glimpse of the fair, and then their weary climb up the hill towards home. The first paragraph is full of noise and movement. It is almost as if Thomas saves his most chaotic and frenzied depiction of the fair for this moment, and this perhaps also reflects the feelings of the boys: their regret at having to leave all this fascinating activity. Thomas once more appeals to, and indeed overloads, the readers senses in his description of the fair. There are references to movement: the night is hot and bubbling, an indication of heat and pullulating activity; swing-boats swim to and fro and are like slices of the moon; a suggestion that they swing high into the sky, so as to perhaps cut across the moon; and roundabout riders gallop furiously. .u05aa750f74c2cdd6b2d3bc81584037d2 , .u05aa750f74c2cdd6b2d3bc81584037d2 .postImageUrl , .u05aa750f74c2cdd6b2d3bc81584037d2 .centered-text-area { min-height: 80px; position: relative; } .u05aa750f74c2cdd6b2d3bc81584037d2 , .u05aa750f74c2cdd6b2d3bc81584037d2:hover , .u05aa750f74c2cdd6b2d3bc81584037d2:visited , .u05aa750f74c2cdd6b2d3bc81584037d2:active { border:0!important; } .u05aa750f74c2cdd6b2d3bc81584037d2 .clearfix:after { content: ""; display: table; clear: both; } .u05aa750f74c2cdd6b2d3bc81584037d2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u05aa750f74c2cdd6b2d3bc81584037d2:active , .u05aa750f74c2cdd6b2d3bc81584037d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u05aa750f74c2cdd6b2d3bc81584037d2 .centered-text-area { width: 100%; position: relative ; } .u05aa750f74c2cdd6b2d3bc81584037d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u05aa750f74c2cdd6b2d3bc81584037d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u05aa750f74c2cdd6b2d3bc81584037d2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u05aa750f74c2cdd6b2d3bc81584037d2:hover .ctaButton { background-color: #34495E!important; } .u05aa750f74c2cdd6b2d3bc81584037d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u05aa750f74c2cdd6b2d3bc81584037d2 .u05aa750f74c2cdd6b2d3bc81584037d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u05aa750f74c2cdd6b2d3bc81584037d2:after { content: ""; display: block; clear: both; } READ: Assessment Of Into The Wild EssayThere are references to sound: the hurdy-gurdy with its music and the movement of the man cranking the handle; the mythical animals on the prow of the gondolas breathing fire and Sousa another image that conveys heat and loud music; and the image of the riders giving their hunting cries and hallooing as they go round, creates another layer of clamour and bustle. Finally, there are references to light and colour: the moon is sand-yellow, and so large that it seems as if the man with the hurdy-gurdy is actually in the moon; the dragons and hippogriffs breathe fire; the riders gallop under fairy-lights, an indication of the enchanted feeling of the place; there are more references to huntsmen, which the reader imagines wearing their bright red coats; zebras with their gaudy striped coats are mentioned, as are magical glow-worms. The final paragraph (lines 63-66), is much slower in pace, more muted in tone and Thomas use of specific words is effective in indicating that the evening has come to an end, and stillness is about to descend on the whole scene. The boys climb towards home, which indicates a slow walk up a hill. The hill itself is gas-lit, and the reader envisages that the light is hazier and more subdued than the garish light of the fair. The homes are still and the bay below is mumbling, a suggestion that sounds are also subdued and far-away. Thomas continues with this impression when he says that the music dies and the voices drift like sand, a final reminder of the seaside, as he draws the riotous day to close. The final image is that of the fair closing, and the boys observe the lights in the caravans of the fair workers being lit, as they too retire. The lights are, once again, far away, as tiny points of brightness in the still, silent night. Throughout Holiday Memory, Thomas employs something unexpected and surprising in terms of language use: he blurs the line between poetry and prose. His startling and amusing similes, his construction of compound words, narrative leaps and juxtaposition of often odd, jolting and surprising images capture the readers emotions and imagination equally, and Thomas almost bewilders the reader into entering his world. His poetic style, lyrical, sensual, passionate and often rhapsodic, conveys a sense of specific time and place. The vivid images that appeal to so many of our senses bring the reader back to the sunny idyll of childhood, amidst the clamour of the fair, with our pennies burning holes in our pockets.

Gestalt Therapy Essays

Gestalt Therapy Essays Gestalt Therapy Paper Gestalt Therapy Paper Gestalt therapy was largely developed by Fritz Perls and his wife, Laura. Together they created a theory that is based on the premise that individuals must be understood in the context of their ongoing relationship with the environment. To better understand that, one must review the key concepts, therapeutic process, and the techniques of application. The first key concept of Gestalt therapy is its view of human nature. Perls believed that genuine knowledge is the product of what is immediately evident in the experience of the perceiver. He believed that individuals have the capacity to self regulate in their environment if they are fully aware of what is happening in and around them. There are several basic principles that underlie the practice of Gestalt therapy. Holism, one of the principles, is the interest in the whole person. The therapist will attend not only to the clients thoughts, feelings, and dreams. The field theory suggests that the client be seen in its environment and the figure formation process is how the individual organizes the environment from moment to moment. Last is the organismic self, which is a process by which equilibrium is disturbed by the emergence of a need. The next key concept is the focus of the now in Gestalt therapy. The present is seen as the most significant tense. To help the client stay in the here and now, therapist often ask what and how questions but rarely why. A Gestalt therapists aim is to help clients make contact with their emotions. For example, if a client begins to talk about sadness, the therapist will do what they can to have the client actually experience that sadness in the now. : Another key concept is that of unfinished business. When figures emerge from the background but are not completed and resolved, individuals are left with unfinished business. This can manifest in unexpressed feelings such as resentment, anger, frustration, rage, pain, anxiety, and grief. Yet another key concept is contact and resistances to contact. In Gestalt therapy, contact is necessary if change and growth are to occur. Contact is made my seeing, hearing, smelling, touching, and moving and it is made effectively by interacting with nature and other people without one losing their individuality. However, people often resist contact. Resistances to contact are defenses we develop to prevent us from experiencing the present. These defenses are called introjection, projection, retroflection, deflection, and confluence. The concern of Gestalt therapists is helping the client to become aware of how they are blocking their environment. The last key concept to talk about is energy and blocks to energy. Blocked energy is another form of resistance and it can be manifested by tension in some parts of the body such as posture, keeping ones body tight and closed, not breathing deeply, etc? The therapist aims to make their client aware of their blocked energy and bring the sensations to the clients awareness. To further the understanding of Gestalt therapy, it is important to get a good idea of the therapeutic process. The basic goal of therapy is attaining awareness and with it, greater choice. Awareness emerges within the context of a genuine meeting between the client and therapist. The therapists function is to assist the client in developing their own awareness and experiencing themselves how they are in the present. The therapists must also pay attention to their clients body language. These nonverbal cues can provide a lot of useful information because they are often a result of feelings that the client is unaware of. The Gestalt counselor must also focus on the clients language patterns and personality. The therapist will challenge the client by interventions that help them become aware of the effects of their language patterns. Gestalt practice involves a person-to-person relationship between the therapist and the client. The therapist is responsible for the quality of their presence, for knowing themselves and the client, and remaining open to the client. Although Gestalt therapy is quite simple, that does not mean that the therapists job is easy. They have a number of challenging techniques and procedures they use. One of which is the experiment, which is grown out of the interaction between the client and therapist. The experiment is a way to bring out some sort of internal conflict within the client by making the struggle an actual process. A therapist may have their client play out or relive a problem situation to increase their range of flexibility of behavior. In addition to experiments, the Gestalt therapist will use confrontation. This is not to be mistaken as a harsh attack. Gestalt confrontation is done in such a way that clients cooperate, especially when they are invited to examine their behaviors attitudes, and beliefs. This confrontation is used in correlation with the experiments. It can be used in many interventions used by Gestalt therapists. These interventions include the internal dialogue exercise, making the rounds, the reversal exercise, the rehearsal exercise, the exaggeration exercise, staying with the feeling, and dream work. Gestalt therapy seems as thought it would be best suited for someone who has had numerous problems in the past or who has a lot of built up anger and resentment. Allowing these people to relive these feelings, they will be able to fully experience those feelings and no longer carry them around. This could also work in counseling people of various cultures, however it would need to be proceeded with caution. It would be appropriate because experiments can be tailored to fit the person individually and to fit the unique way they perceive things. Also, the Gestalt therapist approaches the client in an open way and without preconceptions. However, Gestalt therapy tends to produce a high level of intense feelings and not all cultures value expression of feelings and emotion. This could be true with anyone though, I know I would have difficulty expressing such intense emotions. I tend to be emotionally reserved and it would be uncomfortable for me, which in turn could drive me away from therapy. However, I do agree with the theorys use of experiments. I think it is important for the client to actively realize their faulty thinking. Through the experiments, the client can experience feelings and become aware of how they are controlling their life. I do question, however, how effective the experiments would really be. I would have to see to believe that a person can play out a past situation and feel just as intensely as if it were really occurring. After reviewing the Gestalt therapy and its key concepts, therapeutic process, and application, I have realized that that thus far, this is my least favorite form of therapy. Though, like the others, I will take bits and pieces of it which will shape my future form of practice.

The 1980s American Economy

The 1980s American Economy In the early 1980s, the American economy was suffering through a deep recession. Business bankruptcies rose sharply compared to previous years. Farmers also suffered due to a decline in agricultural exports, falling crop prices, and rising interest rates. But by 1983, the economy  had rebounded and enjoyed a sustained period of growth as the annual inflation rate stayed below 5 percent for the remainder of the 1980s and part of the 1990s. Why did the American economy experience such a turnaround in the 1980s? In â€Å"Outline of the U.S. Economy,† Christopher Conte and Albert R. Karr point to the lasting impacts of the 1970s, Reaganism, and the Federal Reserve. Impact of  the 1970s The 1970s was a disaster on American economics. The recession marked the end of the post-World War II economic boom, and the United States experienced a lasting period of stagflation- a combination of high unemployment and inflation. Voters held Washington politicians responsible for the economic state of the country. Upset with federal policies, they ousted President  Jimmy Carter in 1980 and voted in former Hollywood actor and California Gov.  Ronald Reagan  as president, a position he held from 1981 to 1989. Reagans Economic Policy The economic disorder of the 1970s lingered into the beginning of the 1980s. But Reagan’s economic program soon had an effect. Reagan operated on the basis of supply-side economics- the theory that advocates lower tax rates so people can keep more of their income. Proponents argue that supply-side economics results in more savings, investment, production, and, ultimately, greater economic growth. Reagan’s tax cuts mainly benefited the wealthy, but through a chain-reaction, they also helped lower-income earners as higher levels of investment eventually led to new job openings and higher wages. The Size of the Government Cutting taxes was only one part of Reagan’s national agenda of slashing government spending. Reagan believed the federal government had become too large and interfering. During his presidency, he cut social programs and worked to reduce or eliminate government regulations that  affected the consumer, workplace, and environment. But he did spend on the military. In the wake of the disastrous Vietnam War, Reagan successfully pushed for big budget increases for defense spending by arguing that the U.S. had neglected its military.   Growing Federal Deficit In the end, the reduction in taxes combined with increased military spending outweighed the spending reductions on domestic social programs. This resulted in a federal budget deficit that went well beyond the deficit levels of the early 1980s. From $74 billion in 1980, the federal budget deficit ballooned to $221 billion in 1986. It fell back to $150 billion in 1987, but then started growing again. Federal Reserve With such levels of deficit spending, the Federal Reserve remained vigilant about controlling price increases and raising interest rates any time they seemed a threat. Under the leadership of Paul Volcker and his successor Alan Greenspan, the Federal Reserve effectively guided America’s economy and eclipsed Congress and the president. Although some economists were nervous that heavy government spending and borrowing would lead to steep inflation, the Federal Reserve succeeded in its role as an economic traffic cop during the 1980s.   Source Conte, Christopher and Karr, Albert R. â€Å"Outline of the U.S. Economy.† U.S. Department of State, 2001, Washington, D.C.

Bipolar Affective Disorder Essay Example | Topics and Well Written Essays - 3000 words

Bipolar Affective Disorder - Essay Example The condition could be observed in teen age, adolescence or early adulthood. In many cases the symptom onsets before the age of 25 years (Kessler et al, 2005), but it remains undiagnosed till the problem takes the form of disorder. Management of the condition is crucial and is a long-term process where co-operation of the associated individuals play a significant role. Symptoms of Bipolar Disorder Individuals suffering from bipolar disorder display severe emotional condition which is termed as "mood episodes", encompassing either too thrilled or overjoyed which is called the maniac episode; or the individuals remain in the phase of discouraging thoughts or gloom this phase is termed as the depressive episode. Individuals also witness a mixed stage where phase of mania as well as depression co-exist. Individuals with bipolar disorder may become bad-tempered or dangerous during their mood episode. These symptoms directly influence daily activities such as the energy levels, behaviour o f the person, trouble in proper sleep, restlessness. With time the condition becomes severe and the person have longer duration of unbalanced frame of mind as compared to the distinct phases of depression or mania (Web. Bipolar Disorder). Individuals displaying terrible phases of mood swing and almost every day or remain in such altered mindset for two to three weeks is likely to suffer with bipolar disorder. The symptoms can be categorized as- A. Manic episode or mania encompasses- a. mood swing- this is the extreme phase where the individual is either over joyful, in very high spirit or display very extrovert nature. On the other hand, this phase also displays other aspect where the individual remain ill-tempered, disconcerted, jumpy feeling may also be seen (Web. Bipolar Disorder). b. behaviour alterations- the individual gets diverted without difficulty, can jump from one thought to another or many thoughts could be presented simultaneously. The individual starts taking at a fas ter pace, restlessness is also displayed during this phase and the individual may not sleep appropriately. During this phase some sort of hyperactivity is also observed where the individual may show over enthusiasm in taking new assignments and jobs due to impractical conviction in one's skills. This phase also display unusual behaviour such as participating in high-risk task, may show extravagance temperament, getting diverted towards pleasurable things and perform impetuous investments (Web. Bipolar Disorder). B. Depressive episode of depression encompasses a. mood swing- during this phase the individual has the feeling of being empty and remains depressed. The individual do not show any interest in activities which were once providing pleasure (Web. Bipolar Disorder). b. behaviour alterations- the normal pace of work becomes slow, the individual is not able to concentrate on things and a habit of forgetfulness could be observed. Individuals during this phase may face difficulty i n remembering and recollecting from the memory and therefore finds intricacy in taking any decision rather they remain restless and irritable. Changes could also be observed in eating as well as sleeping habits. Suicidal thoughts often ponder in mind and in severe condition a person may attempt to commit suicide (Web. Bipolar Disorder). Bipolar disorder constitute two phases or poles, BPI, or classic manic-depression. BPII is considered to be placid disorder with alternating phases

Entrepreneurship and enterprise Essay Example | Topics and Well Written Essays - 1000 words

Entrepreneurship and enterprise - Essay Example Aileen possesses several good business skills which might be of great help. The most outstanding feature of her character is being persuasive and persistent. Without this skill, she would have left the idea without development after facing the first serious obstacle. Being active member of the Community Action Group, Aileen has showed her ability to be the team player. They have set the goal (increase the governmental involvement and responsibility for such events) and they completed the campaign successfully. Moreover, being able to influence people using excellent oral communication skills is of great help for any entrepreneur. As it was mentioned several times in the case, she has met with the Prince of Wales and managed to receive his encouragement as well as important contacts. The ability to identify, contact and persuade the authority figures are the key skills most of the entrepreneurs lack (Maggio, 2005, p. 124). In addition, Aileen knew nothing how to start a new business and has no experience in planning and organizing. According to Ashton (2005) the experience in management is essential for determining the success of the new business. Therefore, she needed to increase her knowledge and Aileen found advice at the local enterprise company. Being a creative person, seeing the need of people and the way to satisfy it, Aileen feels that she can change the situation with floods. Her inspiration to help people gives her the strength to bring to life this idea as well as find sufficient funding for the launching. Funding is the first area where problems start to appear. First of all, Aileen will need to collect a lot of documents and licenses that would permit her to change the landscape of the river bank. Taking into account that government is fully responsible for the situation with the floods, the process of collecting all documents and permission might take several years and Aileen will not be able to start doing something. After receiving all of the required documents, Aileen will face another obstacle: funding. Taking the loan at the bank is not an option in this case, because it is unclear whether or not this business will collect any revenues: Aileen has an idea to rise the riverbank in order to help the people, however, I am unsure that people suffering from floods will be willing to pay Aileen because the river is not their property and most likely they will demand the governmental funding. Moreover, she will be unable to convince the bank that she is able to run profit-driven business. In fact, it is unclear whether or not the business will generate any profit. The organizations she is the member of are not profit-drive and therefore, she will need to prove her ability to launch the business (Bygrave, 1991, p. 17); however, the absence of experience and knowledge are working against her. Most likely she will be denied in loan granting. The only opportunities to get funds to launch the whole process are governmental grant or Social Inclusion Partnership. SIC has the objective of encouraging the public and private sectors to work together towards regeneration of the area they represent. Usually, SIC consists of everybody who has the stake in local area: those who live there, people running enterprises, and people responsible for delivering public services. The aim of SIC is to make the living community

Collecting DNA Evidence Essay Example for Free

Collecting DNA Evidence Essay For many years, fingerprints were the gold standard for linking suspects to a crime scene. Today, the gold standard is DNA evidence because DNA can be collected from virtually anywhere. Even a criminal wearing gloves may unwittingly leave behind trace amounts of biological material. It could be a hair, saliva, blood, semen, skin, sweat, mucus or earwax. All it takes is a few cells to obtain enough DNA information to identify a suspect with near certainty. For this reason, law enforcement officials take unusual care at crime scenes. Police officers and detectives often work closely with laboratory personnel or evidence collection technicians to make sure evidence isnt contaminated. This involves wearing gloves and using disposable instruments, which can be discarded after collecting each sample. While collecting evidence, officers are careful to avoid touching areas where DNA evidence could exist. They also avoid talking, sneezing and coughing over evidence or touching their face, nose or mouth. The following list shows some common sources of DNA evidence: A weapon, such as a baseball bat, fireplace poker or knife, which could contain sweat, skin, blood or other tissue A hat or mask, which could contain sweat, hair or dandruff A facial tissue or cotton swab, which could contain mucus, sweat, blood or earwax A toothpick, cigarette butt, bottle or postage stamp, all of which could contain saliva A used condom, which could contain semen or vaginal or rectal cells Bed linens, which could contain sweat, hair, blood or semen A fingernail or partial fingernail, which could contain scraped-off skin cells When investigators find a piece of evidence, they place it in a paper bag or envelope, not in a plastic bag. This is important because plastic bags retain moisture, which can damage DNA. Direct sunlight and warmer conditions may also damage DNA, so officers try to keep biological materials at room temperature. They label the bags with information about what the material is, where it was found and where it will be transported. These are chain-of-custody procedures, which ensure the legal integrity of the samples as they move from collection to analysis. Analysis occurs in a forensic laboratory, the topic of our next section.

Some Problems With Ecofeminism :: Karen Warren Essays

Some Problems With Ecofeminism ABSTRACT: Karen Warren presents and defends the ecofeminist position that people are wrong in dominating nature as a whole or in part (individual animals, species, ecosystems, mountains), for the same reason that subordinating women to the will and purposes of men is wrong. She claims that all feminists must object to both types of domination because both are expressions of the same "logic of domination." Yet, problems arise with her claim of twin dominations. The enlightenment tradition gave rise to influential versions of feminism and provided a framework which explains the wrongness of the domination of women by men as a form of injustice. Yet on this account, the domination of nature cannot be assimilated to the domination of women. Worse, on the enlightenment framework, the claim that the domination of nature is wrong in the same way that the domination of women is wrong makes no sense, since (according to this framework) domination can only be considered to be unjust when the o bject dominated has a will. While ecofeminism rejects the enlightenment view, it cannot simply write off enlightenment feminism as non-feminist. It must show that enlightenment feminism is either inauthentic or conceptually unstable. Karen Warren claims that there is an interconnection between the domination of nature by humans and the domination of women by men. She uses the following argument schemas to set out the 'logic of domination'. A1. Humans do, and plants and rocks do not, have the capacity to consciously and radically change the community in which they live. A2. Whatever has the capacity to consciously and radically change the community in which it lives is morally superior to whatever lacks this capacity. A3. Thus, humans are morally superior to plants and rocks. A4. For any X and Y, if X is morally superior to Y, then X is morally justified in subordinating Y. A5. Thus, humans are morally justified in subordinating plants and rocks. (1) She points out that the assumptions A2 and A4 are critical, since without them, all that can be shown is that people are different from plants and rocks.A4 in particular expresses the logic of domination.(269) This key assumption recurs in the reasoning justifying male domination of females: B1. Women are identified with nature and the realm of the physical; men are identified with the "human" and the realm of the mental. B2. Whatever is identified with nature and realm of the physical is inferior to ("below") whatever is identified with the "human" and the realm of the mental; or conversely, the latter is superior to ("above") the former.

Critical Incident Analysis Essay

Engagement with a service user can be a challenging process which needs to be reflected upon by the individual nurse (van Os et al 2004). When a critical or unique incident arises reflection enables the practitioner to assess, understand and learn through their experiences (Johns, 1995). It was also suggested by Jarvis (1992) that reflection is not just thoughtful practice but a learning experience. This assignment is a reflective critical incident analysis of an engagement encounter on a community placement recently using Gibbs (1998) Reflective Cycle (Appendix 1,3). In maintaining confidentiality (NMC, 2004) and privacy, even for reflective pursuance (Hargreaves, 1997), pseudonyms will be used. I will also further reflect on a teaching session I contacted following this incident. Critical Incident analysis During a recent clinical placement with the local CMHT there was a distress call from parents of a client, Mat. An immediate visit by the two co-coordinators and me, followed without checking, or doing a risk assessment. This visit resulted in aggressive and abusive encounter and Mat was then admitted to hospital, (Appendix 2). This incident is critical to me as it presented a learning opportunity as well as a risk of physical harm to me and the nurses with me. As I look back on this incident there are several issues that relate to the role of the nurse. When I look back at this incident, I felt anxious but my thoughts were that this was a learning experience even when it was clear I was the main focus of the aggressive threats (Fazzone, et al, 2000) I knew I needed to remain calm and to assess for escape routes. I made mental notes of these but still I was not sure and everything was happening so fast and my mentor was already telling us what to do. Being able to remain calm could have help and I feel this was a positive thing. As I reflect if I had panicked visibly this could have encouraged Mat to have a real go. It also helped us to remain in control as we walked out of the house. This could have reassured her parents that the nurses were confident of what they were doing. This incident was bad as an engagement with the client did not go well resulting with the client going into hospital. This is usually distressing for most people although hospital is regarded as a place of safety in these circumstances. Even guidelines to the mental health act (MHA, 1983) acknowledge this that hospital can be distressing to others. On a positive note the situation was handled well and no physical harm was done to anyone. It was also a learning opportunity for me, as I gained an insight and now the opportunity to reflect on relevant issues related to risk assessment and management in the community. When the message was received about Mat, a decision was made promptly to visit. On each planned visit I would get an update and I was expected to find out more about the client as well. This usually focused on risk and other necessary background information which would help me understand the intervention and interactions with that client. I took this to be good practice and put one in an informed position. I don’t recall Rita finding exactly what was going on from the parents neither did we check documentation on his file. There are protocols and guidelines on managing risk in the community and the local team had its own arrangements. A good risk assessment through the CPA process will minimise distress to staff, carers and the patient in service provision in the community (Manthorpe and Alaszewski, 2000). All these are resources which are available and it is the nurse’s responsibility to use or adhere to them. Rita is a senior CPN and knew about this client. Maybe she decided to react straight on the basis of the cues she picked from her short conversation with the parents making use of her clinical experience and knowledge of the service user (Benner, 2001; DOH, 2007). She could have considered the clinical need and prioritised and as this was an emergency, practice and theory rarely converge in these circumstances depending on what you perceive to be the link between practice and theory (Welsh and Swann, 2002). Mat could have felt provoked by three strangers walking into his place. Nurses are expected to respect the client and more so in their own homes. Manley and McCormack (1997) contended that the client should be respected and given autonomy and choice and some do feel aggrieved if this is breached. The situation was different in this case as Mat lived with his parents who had invited us and opened the door for us. But this could appear Mat as clear case of invasion of his privacy or space. Although Mat was clearly unwell I feel seeing a crowd rushing into your house will make anyone uneasy and feel disrespected. When Mat was clearly aggressive Rita informed us to leave. This was logical for safety and as nurses are not to be subjected to abuse. The trust and across the NHS there are ‘zero tolerance policies’ (DH, 1999) on violence to staff. The NMC has also emphasised the need for employers and government to consider the human rights of the nurses while the Healthcare Commission has called for a balanced between protecting the healthcare staff and protecting patients’ rights. (Healthcare Commission, 2007). Without a prior risk assessment this decision could have been meant to create pace and time for risk to be considered. The space created may have been meant to allow space and time for Mat to calm down as well. Under the Health and safety at work (1974) we had responsibility to follow the employer’s safety procedures. I did not see explicit measures and effort being put to de-escalate the situation at that moment. I am of the opinion that this could have helped and saved the stress of involving police and the hospitalisation which followed. I think this way, as by the time they got to hospital I was informed that Mat was apologetic for his attack especially on me. Maybe with a bit of time he could have calmed down. The decision taken by the nurse could have been based on the need to protect the safety not only of the staff and the parents who appeared vulnerable but also for Mat’s safety. Rita could have felt the need to fulfil that requirement of her role duty of care as a nurse (NMC, 2004) and moral duty towards the vulnerable parents. In all this I assumed a back seat role. This was in line with my position as a student as I had to be aware of my limitations (NMC, 2006). I was not sure of how to react, whether to wait for cues from my mentor or to take the initiative was on my mind. On reflection I have to agree with Irving and Hazlett (1999), who observed that working with people with challenging behaviour puts strain on the nurse’s interpersonal skills and weaknesses in this area are more evident in such situations. This could also have helped as I could have reacted in a way to aggravate the situation as I was target in this aggression. Working in a team requires professionals to be aware of each individual’s role and not to contradict one another so I acknowledged that Rita was taking the lead role. In light of the risk posed by Mat a decision was made to involve the police. This is not an easy decision to make if one considers the impact this will have on the client. Even the staff’s time consumed by this can be enormous. In this case Rita had to spend the rest of her day involved on this issue. My mind kept telling me that there could have been an alternative approach somewhere, but Rita could have made the right choice as after MHA (1983) assessments carried out by other professionals; a consultant and ASW, it was felt there was a need for Mat to be in hospital. In decision making Rita might have considered the vulnerability and the stress the parents could have been going through. Nurses also have to look after the interest of the public or carers as in this case (NMC 2004). After reflecting on what transpired on this day I feel there are things that could have been done differently. This does not suggest that anything was done in any wrong way, neither that my suggestions are better. Most of my suggestions are grounded in the benefit of hindsight which might not have been available to Rita at the time. The staff could have taken their time and risk assessed before rushing out to see the client. Rita could have explored about the risk posed from the parents (DH, 2007). This could not have breached any confidentiality and eventually could have helped reduce further distress on all involved. This could clearly have quantified the level of risk and appropriate arrangements for interventions made. This could have involved a full MHA (1983) assessment with the right personnel in attendance. If the risk was high for the parents police could have been involved in the first instance to minimise risk. Policies and procedures are there to give guidelines and they could have proved to save the day in this incident. It is the responsibility of staff to adhere to them (NHS SMS, 2005). Once we were at Mat’s place more effort could have been put to de-escalate the situation or to give him more space to calm down. Mat appeared prepared to talk to Rita and not the rest of us, even if it was on racial grounds. This issue could have been addressed later after he was composed highlighting how his behaviour was inappropriate. NHS SMS, (2007) has emphasised on this in nits guidelines. Since he was unwell benefit of the doubt could have allowed Mat to speak to appropriate staff in the situation and this could have saved hospitalisation or involvement of other professionals. Such positive risk (Morgan 2004) taking could have saved distress on the part of the client and carers and resources of time and number of agencies and professionals involved. Further to positive risk taking, staff from CMHT could have involved the Home Treatment Team. This could have helped Mat to remain at home with an increased level of support as Mat settled down fairly quickly once in hospital. It was also realised that his level of medication was quite a low dose and there were other factors triggering a relapse. HTT team could have given support and assurance to the parents in line with holistic care and moral agency, (Manley and McCormack, 1997). A discussion with the parents could have been considered to ascertain how they felt about Mat staying home with the support from HTT. After being involved in this incident and reflection I have considered several issues as regards my professional position and development. I have identified that risk assessment is varied and circumstantial to the environment. I have to be aware of the risk considerations and then to equip myself with the right skills and tools to meet my responsibilities (Rew and Ferns, 2005). The tools provided such as policies and procedures are there to complement and minimise risk and not to hinder our work. It is my professional duty to be aware of these and make use of them where they are available. As I go into my last clinical placement I will make sure I am aware of these polices and adhere to them. Following the critical incident I carried out a teaching session during my clinical placement which I will reflect upon also using the Gibbs’ Reflect Cycle. Teaching session reflection I planned for a teaching session on Risk Management as an issue I had identified in the incident I reflected upon. This was also a rare incident with this CMHT. Violence to anyone is distressing so when I looked at the role of the nurse as a teacher, RCN (2006) statement on violence and the professional expectations, I felt the need to share my knowledge on the topic. I delivered a presentation on the topic of risk management with focused reference to the incident. The participants were all the 8 staff members who attended the staff meeting for that afternoon. In preparation I encountered encouragement and support from some team members but challenges were also there. In planning the teaching I looked at the subject area and relevance to the prospective audience. The language in terms of jargon and the method of teaching was considered looking at my position as teacher and learner as well as the adult professional participants. I had hoped to use power point but this was not available. The room and timing of the session were determined by doing the session during a weekly staff meeting which provided for teaching or presentation session (appendix 5). From the onset anxiety set in as I was trying to decide what exactly I was going to focus on (Haward, 2004). This was mainly so as I was going to deliver a teaching to people who I was sure knew the subject matter better than me. Awareness of my limitations was glaring me in the face. The subject of risk is such a vast area and being specific can be a mammoth task. This happened early on in my placement and I was still getting familiar with the team. My confidence was low at the start of preparations and on delivering the session. The participants were from different professions including the team manager. It was more difficult as most of my support was from my mentor who happened to be in hospital on the day. On the day of the incident I was given time to reflect on what had happened. This was good for me as this set the ball rolling for the planning and delivering of the teaching session. As part fulfilment my studies I was aware that I needed to present a teaching session (appendix 4). This was good as it helped me decide on what to do. This reflection also helped me understand that one of the most important issues in mental health if not heath and social care at large is risk management. I got support and encouragement from my mentor and another newly qualified staff. Positive feed back and realising how my confidence had grown in those twenty minutes I had delivered the teaching felt very rewarding for my efforts. The challenges of deciding on the subject and planning of the teaching were unnerving. I was aware of my disadvantaged position that I was going to teach people who in all probability knew and had more experience on the subject than me, which who did not help my confidence regardless of what Thompson, (2004) suggested. This was not helped by one member of staff who encouraged me to abandoning the teaching on the last point. He was not clear on his reasons but maybe felt he was doing me a favour. The timing of the teaching at the end of a staff meeting was not favourable and conducive for such a topic which could be very dry. The planned media of delivery of power-point was not available although contingency plans were in place. See appendix 5. Teaching requires preparation. The first consideration was who I was to teach. Knowing that I was going to teach experienced practitioners in their own area of practice was un-nerving. When you teach something you need to impart some knowledge and you want to make worthwhile the student’s time. I was not sure what I should teach on. I had to find a topic which I would be able to research on and give some interesting knowledge that would be valued by my audience. This was partly achieved by basing my teaching on the critical incident that everyone was aware of. Reflective learning was achieved by the presentation which focussed on a known incident allowing the participants to discuss issues around that incident and relate it with the theory. Cropley (1981) contends that adults learn best when encouraged to relate learning to their experience. Baud, et al (1985) also talked about leaning being enhanced by the use of experience, ideas and the reflective process and looking at the outcomes. In a group with nurses and other professions social workers, occupational therapists, doctors and psychologists as well as an administrator the language was important (Haward, 2004). This is an issue I had not seriously considered initially on the basis that this was one team which had been together for a long time. But during my presentation I quickly realised that this was not the case when I had to elaborate or explain certain terms as well change substitute some terms as I continued. This lack of consideration could have left the participant uncomfortable or miss to fully benefit from the session. When teaching adults you need to treat them as adults and the same treatment should be expected from them (Knowles, 1984) making choose the androgogal approach. Although I was the one teaching my position was peculiar as I was aware that I could be the one with the least knowledge on the subject in the room. I managed to realise and accept this short coming in knowledge on the basis that I cannot know everything. I also accepted that preparing and delivering this session makes me a learner and teacher at the same time. My learning was not limited to the researched material but also the discussions during the session and the experience of delivering the session, increasing my confidence (Thompson, 2004). One important consideration was the environment. The need to ensure basic intrinsic needs (Maslow, 1987) of physiological comfort and safety could not be overlooked. This was initially not an issue as the room was prepared for the meeting. But as the time dragged on tiredness might have become a factor although this was not explicit. I was aware of this; I can recall trying to go through my presentation before anyone excused themselves. The timing of the session at the end of the meeting was good in that the largest audience was available after the team meeting and the meeting room was prepared already. Also this did not affect the work of any staff as they were all scheduled to be available at that time. Initially there was passivity but progressively participation improved as questions were discussed among the participants. My fear was that this will be centred on me as the teacher (Quinn, 2000). Being aware of my limitation my audience could have missed out on those areas I could not fully articulate. Handout were prepared and used for this session. Personally I would have preferred to use power point for two reasons. Firstly I am used to using power point and I can manipulate the presentation (Sammons, 1997). I am someone who likes to use the latest technology and aids available especially with environmental awareness on my mind. The second reason is that power point will help to divert some attention from me the presenter. This was topic so crucial that the student and mentor should work closely in partnership. In this way I will have gained more from getting a closer insight into what informed the mentor’s actions and a practical view of the issues at hand. The rest of the team members will also benefit more broaden view point (Jasper, 2003). With hindsight I could have discussed with the staff member who was discouraging me from carrying the teaching, challenging his position. Some practitioners are only concerned about doing the minimum to do the job, treating education as an extra to necessity, described by Conway (1996) as ‘traditionalists’ and by Houle (1980), as ‘Laggards’ who resist both learning and new ideas. The topic of risk assessment is such a vast topic and given the opportunity I had on this occasion I could do justice to this important issue. I could revisit my ability to set work towards realistic goals that are achievable within my personal and professional life (Cropley, 1981). This was a learning opportunity which I will nurture and utilise to develop myself and other professionals. Critical incidents are learning opportunities for everyone concerned staff and clients alike. My role as nurse requires me to be an educator and a health promoter. To this end a teaching session on such an incident should include experienced staff and clients in preparations and delivery where possible (Manthorpe and Alaszewski, 2000). I will also consider delivering a similar teaching to educate the clients as well especially those who were part of such an incident (NHS SMS, 2007). Conclusion After this process of reflection I can realise the importance of life long learning (DH, 2001). In nursing there are many challenging situations which are so varied; one is expected to fully appreciate the need to continuous update and keeping one self abreast with skills and knowledge. Challenging situations occur on a daily basis and unless we are prepared for them the quality of care will suffer. Some of these incidents will leave staff at the ‘end of their wits’ and may affect their confidence. More skills and knowledge will become hand especially in challenging engagement situations where there will not be time to look up things. Clinical supervision will form a big part in maintaining and improving competency. Competency as a nurse is critical and justifies need for PREP (NMC, 2004a) for transition for newly qualified nurses and need for life long learning requirements of KSF standards (DH, 2003) Reflection will help one to identify areas for personal and professional development. This will go a long way helping the KSF and clinical governance requirements (Scally and Donaldson, 1998). All these factors to enhance the nurse’s knowledge and skills are prerequisites for responsibility and authority which underpin accountability. Skills and knowledge in professional practice brings the ability to exercise professional judgement.

Digging Gold Essay

Abstract This paper will discuss â€Å"Digging gold† case in detail and provide answers to various questions that arose after studying the case. This research will answer to :the types of pollutions that are generated by the gold mining companies, pollution effect on the environment, governmental regulations that would address the pollution problem, role of NGO’S (Non-governmental organizations) and citizens to reduce environmental effects of gold mining, and the companies who are less or more environmentally responsible. Generally, Gold mining is the process of mining gold from the ground. Keywords: Environment, Digging gold, pollution, responsible Gold is one of the most attractive and a highly valuable metal, known for decades. Gold is used in number of fields such as jewelry, dentistry, modern technological applications, in computer chips, lens surfaces, investments, setting currency value and so on.(R. James Weick, 1994).Gold is found widespread in various natural substances such as, sea water, earth’s crust, sedimentary rocks rivers etc. However,† its overall concentration is very low (about 5 milligrams per ton of rock), rich concentrations of gold, forming ore deposits, are known n throughout the world.†(Dr. Bill Birch). Gold mostly exist with other metals. such as lead, zinc, silver or copper and sometimes found free in nature. Gold takes place in variety of forms such as: wire gold, nail gold, mustard gold , paint gold, disseminated, irregular grains, scales, plates and vein lets with microscopic dimensions, and as larger compact, reticulated, spongy or hackly masses or slugs.(Dr. Bill Birch). So Gold mining is the process of mining gold ores from the ground. It is done in two types: Open pit mining and underground mining. Gold Extraction procss TYPES OF POLLUTION GENERATED BY GOLD MINING Under the classification system presented in the section â€Å"Major Areas of Environmental Regulation† three pollution types are described, such as Air pollution, Land pollution and Water pollution. All these three pollutions are generated by the gold mining companies. Their effect on environment is discussed below: Air pollution: When pollutants are not diluted properly and are emitted into the atmosphere, called air pollution. The process used to extract metal, release very harmful toxins that cause pollution such as: Lead, Sulfur, Nitrogen, Mercury, Zinc, Cadmium, and Uranium. These toxins can result in number of diseases to workers and the local people. The inhalation of such toxins may cause impaired vision, muscle weakness, kidney damage, nerve damage, anemia, metal fume fever etc. (No dirty gold campaign). According to the US Toxics Release Inventory, the metal mining industry in the United States contributed the following, in 2010: * 92% of industrial mercury emission s * 94% of industrial arsenic emissions * 73% of known Carcinogenic waste Water pollution: Water pollution occurs when pollutants are discharged into water bodies without the proper treatment to remove harmful compounds from water. Acid mine drainage, metal contamination, increased levels in streams are the major problems caused by mining to water. These problems affects domestic water supply, irrigation, swimming, fisheries, living organisms ,drinking and various other uses of streams. Acid rain ,caused by iron sulfide that mix with air and water, severe pollution hazard to ground water, surrounding soil and the surface water. (Pollution- issues- mining). Land pollution: Land pollution means damage to land in any form; such as, erosion, formation of sinkholes, deforestation, biodiversity loss, contamination of soil etc. (Wikipedia). Mining needs to clear a large part of the land to be dig, which means that area, can be created by harming vegetation and cutting trees. The chemicals used during mining process are leaked into the land that affect to land. The basic necessities of a living organism are land, water and air. If any  of these is affected, it creates problem for an organism. From above description on pollution effects on environment shows that all three are damaging to the environment equally. But the most endangering is the water pollution because Governmental regulation that effectively concerns the problem: The three alternative approaches discussed in the textbook to address the pollution problems are: Environmental problems, Market based Mechanisms, information disclosure, civil and criminal enforcement. Among these four approaches, information disclosure approach is more effective in case of mining industries to control environment pollution. Reasons in favor of Information Disclosure approach: Under this approach firms are encourage by the government to pollute less by providing information about the amount of pollutant individual companies emit. The various acts like SARA- right to know law and TRI-Toxics Release Inventory provide information to the public, relating to the environment loss lead by a certain company. This approach is effective because no company wants to be criticized and embarrassed in the public. Role of NGO’S and citizens movements The citizen movements and NGO’s can play a vital in reducing the adverse environment effects of the mining companies. The case mention three types of NGO and citizens movements started to reduce the adverse environmental effects of gold mining companies. First is the Romanian citizen’s group called Alburnus Maiors that was initiated by the local farmer and the activist to block the construction of a new gold mine? Second, The Newmont Mining Company was sued by the villagers of Peru, after they were hurt by the mercury spill by a truck. Third, â€Å"No Dirty Gold† campaign was initiated by the Earthworks that were aimed for the jewelry retailers. (Lawrence & Weber, 2014). More and Less environmentally responsible companies Number of companies is mentioned in the case, for example Kennecott,  Tiffany, Canyon Resources and Free port McMoran. More responsible companies: Among these companies, Kennecott and Tiffany are more responsible companies because Kennecott had made a public commitment to sustainability whereas Tiffany had made concern about its public image. Less responsible companies: The companies that are less responsible are Canyon Resources and Freeport Mc Moran in Indonesia. The reason that makes Canyon Resources, less responsible is that it uses destructive methods to extract gold when citizens voted to ban cyanide heap-leach mining. Freeport Mc Moran in Indonesia appears to be doing business with weak environmental laws and enforcement. Conclusion Gold digging and extraction process have a number of effects on environment. â€Å"Gold mining is one of the most environmentally destructive industries in the world.† (Lawrence & Weber, 2014). Following is the list and effects of pollution on environment. References 1. R., James Weick. (1994). Natural Resources: Government of Newfoundland and Labrador- Canada. Geological Survey: Gold Occurrences. 2. Dr. Birch, Bill. Geology of Gold: Formation of Gold: Museum Victoria. 3. Prof. Kakharov, Abrol. (2013).Gold Extraction Process: Diagram. 4. Lawrence, A. & Weber, J. Business and Society: Stakeholders, Ethics, Public Policy (14th Ed.) Managing Environmental Issues. McGraw Hill. 5. No DirtyGoldCampaign:AirImpact.http://nodirtygold.earthworksaction.org/impacts/air. 6. Wikipedia: Environmental Impact of Mining. 7. Mining: Pollution Issues. www.pollutionissues.com/Li-Na/Mining.html.

Free Essays on Coat Of Arms Outline

I. In the fifth century shields were not only for protecting a knight in battle, but to show the codes of chivalry and loyalty to their lords. This was found on the shield itself. This was also called a coat of arms. Also, soldiers used these to identify friend from foe on the battlefield because it was nearly impossible to identify people in there always-alike armor. II. Some coats of arms have five sections and some have four quarters. Mine coat of arms has four. 1. The First Quarter a. A cross i. Represents my religion. ii. I am a catholic by birth. 2. The Second Quarter a. A house i. Represents my family. ii. We spend a lot of time in our house. 3. The Third Quarter a. A cap and tassel i. Represents my education. ii. Not only in school and academics but also everything that I have learned in my life. 4. The Fourth Quarter a. Balls of sports i. Represents sports ii. I enjoy playing sports and they consume a good amount of my life. 5. My Motto a. Get up and get it. i. Represents that you can achieve nothing without applying our talents. III. Everything in my coat of arms represents me and shows how I am my own individual. There are no two people alike because we all have been through different lives and different situations. My coat of arms would look like this if I have live in king Arthur’s time.... Free Essays on Coat Of Arms Outline Free Essays on Coat Of Arms Outline I. In the fifth century shields were not only for protecting a knight in battle, but to show the codes of chivalry and loyalty to their lords. This was found on the shield itself. This was also called a coat of arms. Also, soldiers used these to identify friend from foe on the battlefield because it was nearly impossible to identify people in there always-alike armor. II. Some coats of arms have five sections and some have four quarters. Mine coat of arms has four. 1. The First Quarter a. A cross i. Represents my religion. ii. I am a catholic by birth. 2. The Second Quarter a. A house i. Represents my family. ii. We spend a lot of time in our house. 3. The Third Quarter a. A cap and tassel i. Represents my education. ii. Not only in school and academics but also everything that I have learned in my life. 4. The Fourth Quarter a. Balls of sports i. Represents sports ii. I enjoy playing sports and they consume a good amount of my life. 5. My Motto a. Get up and get it. i. Represents that you can achieve nothing without applying our talents. III. Everything in my coat of arms represents me and shows how I am my own individual. There are no two people alike because we all have been through different lives and different situations. My coat of arms would look like this if I have live in king Arthur’s time....

Big Cities Vs Small Towns Cultural Studies Essay

Big Cities Vs Small Towns Cultural Studies Essay When speaking to an individual of experience, possibly an explorer or an elder, someone may be informed about the way people from particular towns behave. Such as, ‘people from big cities are always in rush’ or ‘citizens from smaller towns are friendlier’. As John Jake states, â€Å"The big city and small town have been stereotyped in the American experience as being at opposite ends of an imagined social gradient–the former more a place of cold impersonality in social relations and the latter more a place of warm personalized community. Assumptions about urban-based â€Å"mass society† largely blinded Americans through the twentieth century to the existence of, and importance of, locality-based community in big cities. Early in the century, most urban Americans emigrated from rural and small town circumstances, bringing to the nation’s cities strong rural and small town proclivities at neighboring. Both central city working-class neig hborhoods and affluent suburbs mirrored the small town.†(Jakle,1) But, for someone born, raised and living in that small town, these differences may seem clearly an opinion, and perhaps some distinctions are. So why, then do so many people prefer one type of life style over the other? Specific characteristics such as economics, population, crime rate, traffic, city planning and also architecture, differentiate one region from the next. In order to form an opinion, one must analyze two towns on opposing ends of the spectrum. By comparing two towns: a small town, and also a busy suburb, the differences in the characteristics of citizens, the city, and their daily life, make it seem as though small towns and big cities are practically from different countries. As John Jake confirms, â€Å"America’s small towns and big cities occupy opposite ends of an urban spectrum. Early in the twentieth century, commentators on American life clearly differentiated towns and cities as s ocially different–the two kinds of place sustaining very different ways of life.†(Jakle,1) In a small town, at first one might notice the appearance. It is not generally uncommon to see an assorted crew of soiled young children come running into the neighborhood supermarket without shirts or shoes and buy candy. The cashier, rather than ushering the inadequately clothed children out the door, asks them how their parents have been, they just so happen to live next door. This sort of incident would not go over so well in a big city. The same young children would have been asked to leave and later admonished by their parents for going out in public looking so disarrayed. For example, in a Clockwork Orange a young fifteen-year-old boy known only by the name of Alex is the antihero. Alex and his three â€Å"droogs† are a gang of youngsters who goes around in the dangerous streets of London, fighting, raping, pillaging, and all the basic doings generally associated wit h anarchy. In a small town, this would be less likely to happen. Overalls, dirty jeans and hats are not uncommon apparel for citizens out running errands and are almost a necessity for the distinguished elderly man. Aside from the readily differences, citizens of small towns seem to have contrasting personality traits as well. Take the scene of a crowded store during the holidays, for instance. In a busy, crowded big city, a shopper with a cart overflowing with items in the checkout lane would simply be focused on checking out and planning on where they need to go next. However in a small sleepy town, that same shopper may check to see if the person just behind them, with only a couple of items, might want to go ahead. Then, possibly even strike up a conversation with a total stranger. As John Jake explains, † To Simmel, large cities overloaded residents with social stimuli, producing in people defensive behaviors both patterned and regularized. The urban personality was reser ved and detached. Contact person-to-person in the city might be face-to-face, but even those encounters tended to the impersonal, the superficial, and the transitory (Wirth 1938). The metropolis was seen as a mass of separate individuals variously practicing social avoidance, especially in public spaces. City streets were seen as cold and unfriendly (Gross 1965). Small towns, on the other hand, with limited populations interacting in limited geographical areas, tended not to produce social overload. There, people could personalize relationships, even the cursory spontaneities of chance encounter in public space. Small town streets were warm and friendly. The idealized small town was likened to a nurturing extended family, whereas the city was made out to be a place of alienated individuals (Smith 1966).†(Jakle,1) Another strange exception happens to be a relative disregard for locking the doors at night or even at all. This such behavior is unheard of in the big cities of larg er towns. In small towns neighbors have a tendency to look out for the good of the neighborhood, and are always cautious, but with such low crime occurrences, such preventative measures as door-locking are not required.

Critical Thinking Application Paper Essay Example | Topics and Well Written Essays - 1000 words

Critical Thinking Application Paper - Essay Example If workers have good critical thinking skills their chances of having positive outcomes to problems that arise in the workplace are good. The components of critical thinking are "perception, assumptions, emotions, language, argument, fallacies, logic, problem solving, and conclusion"3. It is important to note that different people can be given the same problem and come out with different valid arguments. Perception is how the problem is seen by the individual or group. Assumptions are the current beliefs held by the decision makers. Emotions are personal feelings that affect how we think and act. The argument is the problem to be solved or what we believe to be true. Fallacies are ideas that are not related to the question and not related to the answer either. Logic is the facts involved and is usually what can not be changed. Problem solving is the process of weighing information and coming up with a solution. The conclusion is the derived answer from the critical thinking process. Why is critical thinking important Critical thinkers are more successful at the different situations that they encounter in their lives. There is a positive correlation between critical thinking and college GPA4. Students who possess critical thinking scores get higher grades in school. ... The benefits of critical thinking are many. For the individual it means making better decisions based on a well thought out process. Critical thinkers are valued employees especially if they have a track record of making decisions that benefit the organization (increase profits or lower cost of goods sold). For communities it means elected individuals making sound decisions based upon facts. How does one develop good critical thinking skills Luckily these skills can be taught. There are many different methods to critically analyze solutions to problems. The CRITO5 method developed at the Massachusetts College of Liberal Arts is a good way to learn and practice critical thinking skills. The acronym CRITO6 stands for: Conclusion - conclusion or claim Reasons - premises or reasons Inference - test the inference of argument Test - test the truth of premises or reasons Objections - construct objections, respond to objections By setting up a CRITO worksheet and working through a problem with the worksheet a problem can be examined and possibly solved. Different groups working using the same worksheet may come up with different valid solutions. Conclusions of the worksheet can be changed or implemented. Critical thinking is taught at different grades in school, at the college level, and by organizations that require their employees to use critical thinking in their jobs. Individuals can learn critical thinking skills by researching and reading relevant material. "If it was so, it might be; and if it were so, it would be; but as it isn't, it ain't. That's logic."--Lewis Carroll7 A good example of critical thinking occurred when I was working as a library aid for the county library. At that time the library had