Impact Of Incarceration Of Young Offenders - 1744 Words

What Impacts Incarceration of â€Å"Young Offenders† in the United States By Cedric Washington (Abstract) This study is to examine the impact of offenders under the ages of 18 becoming incarcerated in United States. In society today there a lot of young children of all races incarcerated throughout America. All around the world there are different classes of people that form a community. Within these communities, population grows and grows on a yearly basis. When looking at the topic of youth offenders, this issue I believe is a direct result of social placement. The environment that a child is brought up in will eventually dictate their path in life. A child that grows up in a household with both parents has a better chance to be successful. This single way of thinking can easily be altered, clearly depending on the child. The question that is being brought to the forefront is what components factor in incarcerated teenagers. Most of the young adults being incarcerated upon release will likely recommit similar crimes in the future. Being in adolescent the human mind is simila r to a sponge when it comes to retaining information. Emotional, physical and visual knowledge opens the door for many different possibilities to be withheld in an individual. As a young adult I believe it is important that youth are actively involved in positive activities. Curricular activities that will help provide a social and mental foundation for them toShow MoreRelatedRehabilitation Programs vs. Incarceration738 Words   |  3 PagesRehabilitation Programs vs. Incarceration 5 Running Head: Rehabilitation Programs vs. Incarceration Impact of Rehabilitation Programs and Incarceration for Juvenile Offenders Discussing the Importance of Rehabilitation Program Introduction Juvenile offenders are increasing day by day regardless of the efforts to control the youth crime. It is important to understand the fact that even though the offenders fall in the young age bracket, they are still a part of human species. Human nature respondsRead MoreIncarceration Of Youth And Its Effects On Reducing Crime Essay1750 Words   |  7 PagesIncarceration of Youth The United States leads the world in the incarceration of young people, there are over 100,000 youth placed in jail each year. Locking up youth has shown very little positive impact on reducing crime. Incarcerating youth have posed greater problems such as expenses, limited education, lack of employment, and effect on juveniles’ mental and physical well-being. In today’s society there has been an increase in the crimes committed by juveniles. Most juveniles have underliningRead MoreEssay about Reccomendations for Preventing Crime in Queensland932 Words   |  4 PagesTopic 4: Felton (1997) argues Future crime policies are likely to turn away from incarceration and towards prevention. Using your understanding of criminology and the reasons why people commit crime; provide a recommendation on what action you think the government should take to prevent crime in Queensland. Speculation has been raised about whether incarceration is effective for criminal offenders. When an offender goes against the law, it has been argued that they must take a social debt. ThereforeRead MoreCorrections : The Controversies Of Offenders901 Words   |  4 PagesCommunity Corrections: The Controversies of Offenders Sentenced to Probation or Parole When the English common law emerged, it declared that the King had the ultimate authority over children, and; thus, children were assets. Throughout centuries, children were considered â€Å"little adults,† and â€Å"property,† consequently, exploitation of children as laborers was a customary occurrence. Families who were in severe poverty saw child labor as a necessity (Davin, 2008). During colonial times, children wereRead MoreA More Punitive Justice System1092 Words   |  5 Pagesfor the offenders to live in. The purpose of prisons should be to rehabilitate offenders and prepare them to reenter society. Rather, what prions are doing is locking inmates away in atrocious environments, making them live with less resources and less space to function. This is not a suitable environment for any human being. Cook Roesh (2012) contend that, â€Å"double-bunking inmates increased because of overcrowding, and there are more segregation-like units which have limited offenders’ access toRead MoreHow Effective Is The Youth Justice System Essay1709 Words   |  7 PagesIntroduction How effective is the Youth Justice System in responding to youth crime? Since the arrival of the Youth Criminal Justice Act (YCJA) came into effect, the crime rates have decreased. Previously Canada had one of the highest youth incarceration rates in the western world. However since the Youth Criminal Justice Act got put into place in 2003, the crime rates have declined significantly. The Youth Justice System does their best to better and rehabilitate the adolescents that get intoRead MoreJuvenile Delinquency : Should Severity Of Punishment For Young Offenders Be The Same As Adults?1200 Words   |  5 PagesJuvenile Delinquency: Should Severity of Punishment for Young Offenders Be the Same as Adults? Throughout centuries of development, crime and social safety are still the biggest concerns for a country since it can influence the political, economic, and social aspects. With the evolution of human civilization, more than seventy percent of the world has been urbanized into developed countries. These countries contain advanced technologies, highly-comprehensive policies and economic system. Along withRead MorePrison Overcrowding : The United States1535 Words   |  7 PagesStates has the highest number of incarcerated individuals than other countries. Offenders are arrested every day for minor and major offences such as murder. America is hard on crime. When someone breaks the law the criminal justice’s system seeks an eye for an eye. Prison overcrowding has become a major problem in the United States, it is very expensive to house an inmate and there are other methods to punish offenders without sending them to prison for extended periods of time. The American criminalRe ad MoreCompeting Theories of Corrections1624 Words   |  7 Pagesin the office a state senator, I have been asked to prepare a detailed outline on correctional theory in general and then make a series of suggestions on ways to implement some of the nontraditional theories of corrections. In reviewing mass incarceration there is often criticism of simple warehousing of human beings who are convicted of crimes. If it is a violent crime there is a need to safeguard society from future criminal acts of a person who is convicted of the most heinous offenses. I willRead MoreThe High Incarceration Rate Of Juveniles1748 Words   |  7 PagesThe high incarceration rate of juveniles is a significant social problem that affects society as a whole as well as the youth’s individual welfare and developmental trajectory. Adolescents who are incarcerated in the juvenile justice system face a multitude of negative lifelong implications. The history of incarcerating youth in residential fa cilities such as juvenile halls, camps, ranches or group homes as a consequence for committing crimes has a deep-rooted history in the United States. â€Å"For more

Choral Speaking Script - Friendship (2013) - 799 Words

Together, together, together everyone Together, together, come on lets have some fun Together, were there for each other every time Together, together come on lets do this right Were all in this together Once we know That we are Were all stars And we see that Were all in this together And it shows When we stand Hand in hand Make our dreams come true Friendship, friendship what is friendship? â€Å"Friends in a ship?† â€Å"NO!† â€Å"Friends†¦Ã¢â‚¬  Would laugh her lungs off when you slipped would shed your tears off when you tripped she would do whatever you asked—day and night and she is a friend, with all might Friendship, friendship friends in a ship together we sail shatters in the way—is no avail Friends will†¦show more content†¦cause you believed Im everything I am â€Å"Because you are my friend.† â€Å"So, that is a friend?† â€Å"Yes!† â€Å"So, what does she do?† â€Å"Seriously?!† â€Å"Now let me tell you†¦Ã¢â‚¬  We sign our cards and letters BFF Youve got a million ways to make me laugh Youre looking out for me, youve got my back So good to have you around â€Å"Eww that is so cheesy!† â€Å"Shh!† â€Å"Let me finish it†¦Ã¢â‚¬  You know the secrets I could never tell And when Im quiet you break through my shell Dont feel the need to do a rebel yell Cause you keep my feet on the ground You dont get angry when I change the plans Somehow you never have a second chance, and Wont say I told you when Im wrong again Im so lucky that Ive found A true friend Youre here till the end You pull me aside when something aint right Talk with me now and into the night Til its alright again True friends will go to the ends of the earth Till they find the things you need Friends hang on through the ups and the downs Cause theyve got someone to believe in â€Å"Now stop!† â€Å"Ahh†¦Ã¢â‚¬  â€Å"Let’s continue.† â€Å"On what?† â€Å"On why do we need a friend†¦Ã¢â‚¬  Because you smile Because you understand just by looking into my eyes Because you finish my sentences and know what I like Because you know me better that I do Because with you I’m not afraid to be myself Because I can say something stupid and you’ll still be there Because our memories will be at the top of the shelf Because it will be there, never would go away Its so easy

Classical Music Would be Ordinary without the Oboe Essay Example For Students

Classical Music Would be Ordinary without the Oboe Essay If many world-renowned composers chose to highlight the oboe, there must be a quality that makes this instrument superior. The oboe is unique, essential and challenging because it can create such a range of emotion from high elation to the deepest sorrow. Through these dynamics, the oboe plays a key role in orchestral history. Classical music would not be as emotionally stirring if not for the oboe. To genuinely appreciate classical music as one knows it today, one must understand the skill and the time invested in perfecting the oboe tone. In order to produce a sound, air must travel from a firm, fixed embouchure through the double reed. Unlike the reed to the clarinet, which is single and attaches to the instrument, a bubble reed is two pieces of reed bound together and inserted into the top of the oboe. The oboe reed is made from cane, similar to bamboo, and has a narrow opening resembling the eye of a needle. As a result of the constricted opening, very little air is expelled from the lungs. Composers see this as an advantage of the oboe. This difference in breathing allows long sections to be played without taking another breath because the lungs of an oboist never fully empty whereas the breathing in other wind instruments is needed more often due to the demand of other wind instruments. Not only does a double reed have a constricted opening, but must also be kept wet while playing. This is critical as a dry reed is more challenging to produce a noise and it has a higher risk of breaking. An orchestra has three important people: the conductor, the concertmaster (lead violinist and authority to all string players) and the principal oboist (authority to all wind players). To be the principal oboist, one must be bold, strong and not waver with their sound. Oboists must be confident in breathing, fingering, tone, embouchure and posture. These characteristics are crucial or a principal oboist because as the authority, one needs to show courage and strength to those around. Each orchestra performance starts with the oboe tuning all the instruments, normally producing the musical note known as Concert A followed by the remaining members tuning their instruments to match. If this A was hesitant, it would show uncertainty and weakness to fellow musicians and the audience. The reason the oboe tunes the orchestra rather than another instrument is that oboes cannot tune like string or brass can. If the oboe is a little flat then the entire Classical Music Would be Ordinary without he Oboe By apparatchiks Playing the oboe and being an oboist is similar to an orator giving a speech full of depth, emotion, and meaning speaking to the hearts of those who choose to listen. It takes passion to play the oboe. In a mournful song, an oboist must convey sorrow, and likewise while playing a Joyful song the oboist must show Jubilation. One way this range of emotion is accomplished is through a variety of reeds as each reed will play differently than the next. For example, some reeds give a deep hollow sound, and others produce a rich, full sound. Robert Bloom, world-applauded oboist and roofless at Yale, stated, The oboe is a narrow channel through which one must push a flood of expression. It takes control and restraint. When I play, I feel all this emotion, expression, concentrated like a continual knife stabbing at your heart but never damaging. I would not have been as graphic as Bloom, but I do agree that the oboe can be used to rend the heart because the concentration an oboist must have is poured into every note and dynamic. It takes time and patience to master this amazing instrument. Most reactions to the sound of a beginning oboist deter many from truly seeing its beauty. The beginner must learn how to hold a 2 pound instrument up by one thumb, how to train the lungs to blow a steady stream of air with a fixed embouchure, and how to unify the fingers. .u1c6073c24b3d8dc4b3507e87241d15e4 , .u1c6073c24b3d8dc4b3507e87241d15e4 .postImageUrl , .u1c6073c24b3d8dc4b3507e87241d15e4 .centered-text-area { min-height: 80px; position: relative; } .u1c6073c24b3d8dc4b3507e87241d15e4 , .u1c6073c24b3d8dc4b3507e87241d15e4:hover , .u1c6073c24b3d8dc4b3507e87241d15e4:visited , .u1c6073c24b3d8dc4b3507e87241d15e4:active { border:0!important; } .u1c6073c24b3d8dc4b3507e87241d15e4 .clearfix:after { content: ""; display: table; clear: both; } .u1c6073c24b3d8dc4b3507e87241d15e4 { 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; } .u1c6073c24b3d8dc4b3507e87241d15e4:active , .u1c6073c24b3d8dc4b3507e87241d15e4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1c6073c24b3d8dc4b3507e87241d15e4 .centered-text-area { width: 100%; position: relative ; } .u1c6073c24b3d8dc4b3507e87241d15e4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1c6073c24b3d8dc4b3507e87241d15e4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1c6073c24b3d8dc4b3507e87241d15e4 .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; } .u1c6073c24b3d8dc4b3507e87241d15e4:hover .ctaButton { background-color: #34495E!important; } .u1c6073c24b3d8dc4b3507e87241d15e4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1c6073c24b3d8dc4b3507e87241d15e4 .u1c6073c24b3d8dc4b3507e87241d15e4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1c6073c24b3d8dc4b3507e87241d15e4:after { content: ""; display: block; clear: both; } READ: Against Censorship in Music EssayA beginning oboist will most likely cause other people to cringe as they listen due to the fact they sound like a duck in distress. It is the most unpleasant sound much like the sound of a beginning violinist. This disruptive noise normally frightens people from this instrument without realizing that it takes time to discipline it and make it beautiful. Just like anything that is new and foreign, it takes time to make it a habit and to make it recall and faultless. The patience in mastering the oboe will be worth it. When one listens to classical, or orchestral music, whether a recording or live, look for the oboe, try to pick out its sound and be pulled into the dynamics of the song now that one may be aware and truly appreciate the hard work and effort that goes into making the oboe sound effortless. The oboe is complicated to master, but crucial to the orchestra because of its special qualities. Its ability to sing out the emotion that the composer envisioned is truly remarkable and to play such an instrument well is a gift worth applauding.

Waiting for the Bus free essay sample

Last summer, I found myself  ­sitting on a couch opposite a 38-year-old Filipino man named Peter who smelled like stale tuna, dirt, and a dream deferred. â€Å"Where are you from?† I asked. â€Å"Here.† â€Å"What made you homeless?† â€Å"I need my green card.† â€Å"Where do you stay and get food?† â€Å"I need my green card. I need †¦ my green card. I go clean the mall. I make plans for the future.† I later discovered, by talking with the soup kitchen staff, that Peter is mentally handicapped. He moved to the U.S. when he was five, but he still had an accent. He probably already had his citizenship. This was an unconventional way to explore a social topic. My best friend’s mother was the manager at a homeless shelter, and their fund-raising event was coming up. My friend was a film major at our school, and I was a theater major, so we pooled our talents and made a documentary about the causes of homelessness and how the shelter had helped many find counseling, food, shelter, and showers. We will write a custom essay sample on Waiting for the Bus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I interviewed; she filmed. It quickly became apparent that  ­Peter wasn’t the only homeless person with seemingly insurmountable problems. There was Don, a 58-year-old professional drunk who had been in and out of rehab and jail most of his life. He was a colorful storyteller – he recalled in vivid detail being there the first time Ozzy Osbourne bit off a bat’s head. A marijuana stem was tattooed on his arm. When he was 15, his friend started to ink the tattoo, but Don decided to stop halfway through the process – an appropriate metaphor for his life. Every time he went into rehab, every time it looked as if he had found steady employment, he quit halfway through. Then there was the woman simply known as the Bag Lady. A paranoid schizophrenic, she had amassed a  ­collection of detritus and kept it in a grocery cart, never letting it out of her sight. She spent her days waiting for a bus that never came; she would scrutinize each one that passed her stop, invariably deciding it was the wrong one. She kept all her clothes layered on her body, even during the oppressively hot and humid Georgia summers. One day, she uncharacteristically tried to remove her clothes to take a shower at the  ­shelter. She couldn’t. Sweat and dirt had plastered them to her body, and my friend’s mother had to rip them off her. She became hysterical when we asked to interview her. As I helped set up the camera in the cafeteria to pan across the room, I became overwhelmed watching everyone. Peter prayed for his green card. Don displayed the tattoo that was never completed. The Bag Lady stared out the window at her stop in hopes that her bus would finally arrive. I could only think of that dream deferred. My studies in homelessness continued long after the camera stopped rolling. I  ­conducted more interviews, this time for myself. Most of these people were thrown onto the streets because an  ­unexpected debt had upended their  ­already volatile paycheck-to-paycheck existence, or because they were addicts who had never found adequate rehabilitation, or because they had a mental illness. Realizing the fragility of the line that separates â€Å"person† from â€Å"homeless person† has helped me treat everyone with compassion. Instead of lecturing the homeless on not using welfare to buy drugs or hugging my purse as I speed by a park bench, I take time to listen to them. This experience also helped when I worked for the Obama campaign. I registered more people to vote in one day than most interns did in a week, because I approached the people lying on park benches, the ex-felons and homeless people who didn’t know that they could vote in Georgia. One man cried as he filled out the registration form; the State of Georgia had taken his vote from him 20 years ago. After that, the Savannah campaign held drives at all the homeless shelters. Learning about the plight of homeless people has made my world a little more beautiful. I learned the difference between a mandolin and a guitar from a street musician named Guitar Bob. I learned about the history of metal  ­music from Don. Al taught me how to weave a rose out of palm tree leaves. Most importantly, I learned that these people are not welfare leeches, drug abusers, or society’s cross to bear. Homeless people have specific problems that aren’t impossible to manage, and with a modicum of effort and  ­ingenuity, perhaps one day their bus will finally come.

American Flag Protocol on Memorial Day

American Flag Protocol on Memorial Day The American flag is flown at half-staff  anytime the nation is mourning. The proper protocol for flying the American Flag on Memorial Day slightly differs from other occasions when flags are flown at half-staff. On Memorial Day, flags are quickly raised to full-staff position and then slowly lowered to half-staff, where they remain from sunrise until noon to honor the dead servicemen and women of this country. At noon, the flags are raised quickly to full-staff in recognition of living military veterans who served the country. The flags remain at full staff until sunset. Whenever the flag is flown at half-staff, other flags (including state flags) should be removed or flown at half-staff as well. Protocol for Flags Mounted on Homes For flags that cannot be lowered, such as those mounted on homes, an acceptable alternative is to attach a black ribbon or streamer to the top of the flag pole, directly beneath the ornament at the end of the pole. The ribbon or streamer should be the same width as a stripe on the flag and the same length as the flag. If the flag is wall-mounted, attach three black bows along the top edge of the flag- one at each corner and one in the center. Other Occasions When Flags Fly at Half-Staff There are many other occasions when flags are flown at half-staff. No  one other than the president and state governors can order the flag to be flown at half-staff. Occasions include the following: Flags are flown at half-staff  at all U.S. federal buildings, grounds, territories, and Navy ships for 30 days when the current or a former president dies.They are flown at half-staff for 10 days following the death of the vice president, speaker of the House of Representatives, the chief justice or retired chief justice of the Supreme Court.Flags fly at half-staff until the burial of a former vice president, governor of a state, associate justice of the Supreme Court, or the Secretary of a military department.In the Washington, D.C. area, flags are flown at half-staff on the day of and the day following the death of a U.S. senator or representative.The president may order the flag to be flown at half-staff to recognize the death of a great American or non-American. Flags flew at half-staff in 2016 after the death of former first lady Nancy Reagan, in 2013 at the death of Nelson Mandela, in 2005 in recognition of the passing of Pope John Paul II, for King Hussein of Jordan in 1999, Israeli Prime Minister Yitzhak Rabin  in 1995, and British Prime Minister Winston Churchill in 1965, among many others. The president may order the flag to be flown at half-staff when a tragic event occurs in the U.S. or elsewhere, including for the victims of the July 2016 attack on police officers in Baton Rouge and for the victims of the August 2016 attack in Nice, France.  In addition to Memorial Day, the flag flies at half-staff on Patriot Day (September 11), Pearl Harbor Remembrance Day (December 7), and National Fallen Firefighters Memorial Service (Oct 9).

Dirt and Filth

Dirt and Filth Dirt and Filth Dirt and Filth By Maeve Maddox In todays paper I read: Moisture and filth on the video detection cameras lens can cause it not to detect cars I wondered why the speaker hadnt used the more appropriate word for the context: dirt. To me the word filth conveys something nastier than mere dirt, something not likely to make it to the lens of a camera suspended over traffic. For example, a mother means three very different things when she says: This room is messy. This room is dirty. This room is filthy! With messy one pictures scattered clothing, books, and papers, but nothing a quick tidying cant put to rights. With dirty come images of dusty furniture, smeared windows, and perhaps dried mud clumps on the floor. With filthy, however, the mind turns to fossilized half-eaten sandwiches, congealed pools of unrecognizable liquid, mysterious mattress stains, and ignored deposits from the family pet. A look at the etymology of both dirt and filth reveals pretty nasty origins for both. Dirt comes from an Old English word (dritan) meaning to defecate. In Middle English the noun drit meant excrement. The r and the i eventually traded places to form the modern spelling dirt. Linguists trace the word to the Latin word for diarrhea. Filth goes back to the Old English word for foul which was related to the Old High German word for rotten, the Gothic word for stinking, and the Latin word from which pus derives. I still think that what the traffic camera lens had on it was dirt. By the way, that stuff in your garden where the flowers grow isnt dirt. Its soil. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Wether, Weather, Whether"Confused With" and "Confused About"10 Writing Exercises to Tighten Your Writing

HEALTH SCIENCES AND MEDICINE Essay Example | Topics and Well Written Essays - 500 words

HEALTH SCIENCES AND MEDICINE - Essay Example Based on such a perspective, this paper analyses the extent and impact that the shortage of nurses has caused to Hallways Hospital, and most especially on the stakeholders, with specificity on patients. A number of reasons have been stated to contribute towards the shortage of clinical nurses and other professionals in Hallways Hospital. These include early retirement for the nurses as a majority of them seek to get involved in other activities, considering that the profession is considered t lack profitability by a majority of the professionals. Additionally, poor working conditions have also contributed towards a number of nurses leaving the hospital and seeking for other greener pastures (Huston, 2009). Poor remuneration is also a contributing factor towards the shortage of nurses in the hospital (Buerhaus, Straiger and Auerbach, 2009). The shortage of nurses in Hallways Hospital has significantly had severe consequences on service delivery in the hospital, with the greatest affected stakeholders being the patients who are ideally directly affected by the shortage. Instances in which there is increased shortage of nurses, it is obvious that there is a successive reduction in the quality of service delivery as the few nurses have to perform extra tasks, thereby causing them distress, which then results to poor performances (Cowen, 2011). Motivation is usually a very important element in every profession and in healthcare facilities, one of the best means to motivate nurses and other healthcare professionals is to provide better remuneration in terms of wages and pay. Currently, healthcare facilities are some of the institutions where workers receive the least of wages and pays. These ideally, are a demoralization of the nurses, making them perform poorly in their duties. With increased poor performance, the service delivery in such institutions is likely to depreciate, and as such, Hallways hospital has been greatly

How important is it for today's managers to have a good understanding Essay

How important is it for today's managers to have a good understanding of cultural diversity in the workplace - Essay Example The need for recruiting able and established staff is very much there since every organization or company for that matter wants to achieve efficiency and effectiveness when it comes to getting the things done in a quick manner. [Cooper, 2004] There are instances when employees have been known to prolong things just because they do not feel to be in the mood to do so. This is a definitive statement on the part of the employees that they were recruited wrongly at the time of their hiring and the organization did indeed make a mistake in choosing such a worker over other options that were available to it around the world. One sees that the top line personnel present in offices delegate jobs and assignments to their sub-ordinates without even thinking that the same might not be the correct manner and mode of action as to go about carrying out the tasks and responsibilities. They think that delegation would prosper a sense of getting more work within the sub-ordinates who themselves are pretty much occupied with their already assigned tasks and jobs. This is hence not the correct manner in which things should be done and hence a need has to be chalked out to ramify the very same problem. The best possible diversity that could be made in this regard is to appoint top line managers who understand the psyche of the people working under him or her or on the same level as his so that he or she can get a grasp as to what employees usually are best suited at and what they do not prefer under certain strenuous conditions in the office place environment. As a consequence, being able to do more work is definitel y considered a plus and an added advantage for an employee but this should not, under any level, exceed his or her capabilities and skill sets. He or she must be assigned the amount of work which is proportionate with his or her pay, already set working conditions and more so the skills on the basis of which he or she was selected in the first place. [Sims,

Child Safety Essay Example for Free

Child Safety Essay Safety is the condition of being protected against physical, social, emotional, financial or other types or consequences of failure, damage, harm or any other event which could be considered un-desirable. To me safety is the most important aspect of any environment because it affects a person mentally and for anyone to show his/her best performance it is necessary that their safety zone is intact. When we think about safety the first thing that comes to mind is protection, shelter, freedom etc. And, this starts from the moment a child is born till he/she is alive. All human beings want a secure and healthy environment which is utterly devoid of hazards and dangers. And, when we talk about children’s safety; it plays a vital role in their upbringing and development in ensuring they are enthusiastic, creative and confident because when they are provided with an environment that is relatively free from danger, risks and threats of harm then they feel relaxed, happy, free to explore. It is very important to provide safety to the children because sometimes some events, incidents or actions affect children a lot, whereas we adults feel that it will not matter to the child. Talking about myself as a teacher, I would take all the necessary steps to ensure that my learning environment is unhindered. Firstly, I would plan the physical appearance with material and ideas that are age appropriate. This will allow me to attract and inspire my pupils in a positive direction. The class should have a warm environment and the color schemes used should be inviting. Indisputably there will be material and some resources like scissors, glue, sockets, play dough etc. that might be dangerous or harmful to the child, these items though needed in the class should be kept out of reach and when required used under the guidance of the teacher. The furniture and seating arrangement in the class should have smooth edges and preferably be circular in shape. There should be just enough furn iture in accordance with the strength of the class. This will allow safe and free movement for the children in the class space. Physical safety is not only confined to the classroom. When the child is in the school premises every event that takes place is the responsibility of the adult. When the child leaves the classroom, it is important that the adult accompanies him/her to whatever place the child has to go. Be it the play area, the swimming pool, the playground or even the toilet; they should all have proper safety features such as flooring which in case of a toilet should be dry so as to avoid slipping, age appropriate equipment and infrastructure all safely installed with irrelevant material kept out of reach of the children. Another aspect of safety is the social-emotional effect on a child. To foster an emotionally safe classroom it is important for the adult to discuss how each child in the class is as an individual and that everyone is different. The classroom environment can detract from a student’s ability to learn if he/she does not feel safe. A safe environment means that there is respect between the child and the adult and amongst the children themselves. Hence students feel accepted and free to voice their opinions. It is important to teach children class room rules at the beginning of the year and the adult to be consistent in enforcing them. But when talking about rules, they should be realistic and not rigid. If adults overwhelm children with rules for everything, there could then be countless power struggles with children. The adult should speak to the child individually if he/she suspects any problem because when children are corrected in front of their peers they may get demotivated and feel a sense of insecurity. This insecurity can also take place when a child is faced with an obstacle such as bullies. In this case the children have no way of defending themselves. It is very important that the adult makes sure all pupils are comfortable in their learning environment. Discussing with the children about peer press ure and bullying and how it has a negative effect in the classroom by revising child friendly moral stories is a reasonable way out. To develop the children to be socially interactive the adult needs to build bonds by providing opportunities of group play, interaction and discussions. The adult can also train the children to look after each other and the environment of their classroom. This can be in the form of a daily clean-up routine in regards to toys, blocks, art work etc. The classroom can be messy due to different activities of the children which could present a safety hazard to all the children depending on the cleanup. For example: â€Å"If the children have just finished their free play activity, it can be possible that while the children were exploring the different items in front of them some of the toys could have broken or cracked. In this event the children can hurt themselves or hurt each other.† Now, the introduction to a clean-up routine after every activity allows the children under the guidance of the adult to dispose of broken toys or equipment that may cause injury or choking, immediately. This will secure the classroom and prevent any unforeseen event concerning the activity. The child will feel a sense of ownership and accomplishment; it will also develop the ability to work with others in different situations and bring about the pride of teamwork to create a friendlier environment. I feel that, creating a safe learning environment for children is a daunting prospect because children not only need physical safety but also need to feel emotionally and intellectually protected. It is important that the adult should pay attention and be vigilant of the children’s activities. When adults plan lessons and activities for children they should not only keep the academics in mind but also the safety needs that pertain to the lesson. The teacher should explain the children the rules by her actions because children respond faster to what they see rather than what they are simply told. In the end it all comes down to child protection and hence it is important to take care of them to allow for the development of their ideas and enthusiasm to explore their imagination allowing them to grow.

Phonics vs. Whole Language Essay -- Philosophy of Language

Phonics vs. Whole Language What is the best method for teaching children to read? This is probably not something that a lot of people think about on a regular basis. However, I think it is very important to discuss the ways in which children learn to read. Reading has become a very important element in our society. With the rapid advancement of America, having good reading skills is essential to getting ahead in jobs and even in making dinner. Children are the future doctors, lawyers, and presidents of our country and I, as a future teacher, wouldn’t want to send children out into the world with poor reading skills. I also think it is important to discuss reading methods because I see, after doing an interview with a veteran teacher, that a lot of new and future teachers aren’t as knowledgeable about different methods of teaching reading as we probably should be. I think that before beginning to discuss reading methods, we should first discuss what reading is. According to the International Reading Association, â€Å"Reading is complex system of deriving meaning from print that requires all of the following: †¢ The development and maintenance of a motivation to read. The development of appropriate active strategies to construct meaning from print. †¢ Sufficient background information and vocabulary to foster reading comprehension. †¢ The ability to read fluently. †¢ The ability to decode unfamiliar words. †¢ The skills and knowledge to understand how phonemes or speech sounds are connected to print.† The article also states that a skilled beginning reading teacher is a professional who knows what this definition means, can assess c... ...Karin L. and Patricia L. Scharer. â€Å"Phonics Teaching and Learning in Whole Language Classrooms: New Evidence From Research.† Reading Teacher 53. 7 (April 2000). Academic Search Premier. EBSCOhost. Camden Carroll Library. Morehead State University. 28 Oct 2003. Hammons, Karen. Personal Interview. 2 Dec 2003. Lawrence, Brenda. Personal Interview. 7 Nov 2003. Manzo, Kathleen Kennedy. â€Å"Whole Language Lives.† Teacher Magazine 10. 8(May June 1999): 11 – 13. Academic Search Premier. EBSCOhost. Camden Carroll Library. Morehead State University. 28 Oct 2003. Pressley, Michael, et al. Learning to Read: Lessons From Exemplary First – Grade Classrooms. New York: Guilford Press, 2001. â€Å"Using Multiple Methods of Beginning Reading Instruction a Position Statement of the International Reading Association.† International Reading Association. Jan 1999.

Educational psychology Essay

Education is essential to the success of the individual and communities. Public schools are charged with the responsibility of preparing students for college/university; while college/university are expected to prepare students for the work force. An inclusive approach to teaching; learning and assessment is forseen in the ‘The Revised National Curriculum Statement’, as part of this result we as teachers need to address barriers that learners may experience. As teachers we will only succeed in doing this if we are aware of social; emotional; physical as well as other barriers our students may experience. The success or failure of individual students depends on their ability to learn, it’s also important to remember that barriers don’t necessarily exist all the time(or from the get go), but can occur suddenly due to change in circumstances; emotional trauma as well as a variety of other factors. BARRIERS TO LEARNING CAN BE DIVIDED INTO 4GROUPS MAINLY: 1. SYSTEMIC BARRIERS 2. SOCIETAL BARRIERS 3. PEDAGOGICAL BARRIERS 4. MEDICAL BARRIERS The above mentioned barriers are not a complete account of all barriers students can experience, for example: Down ; Fetal Alcohol Syndrome; . Autism; Cerebral Palsy or Epilepsy, to name but a few. I will go on to explain in only a few short sentences which each of the above mentioned barriers entails: 1. SYSTEMIC BARRIERS There are a few problems in our educational system that can contribute to conditions that may cause barriers to learning: Lack of basic and appropriate learning material; Lack of assistive devices; inadequate facilities in schools; overcrowded classrooms as well as lack of mother-tongue speakers. We as future teachers have to try get the necessary resources even though the inadequate number of schools and available classrooms restricts the effort to supply in the need for education. I as a teacher would look into starting charity fundraisers even getting the children involved in order to get the necessary funds to help my school with the lack of resources etc. The language of teaching and learning, can be a barrier seeing as some parents cannot read or write the language of teaching, they are not equipped to assist with homework or projects . As a teacher I would try to start an afterschool programme in which students can ask for help with certain homework or projects they may experience problems with. 2. SOCIETAL BARRIERS Includes Sever Poverty; Late Enrolment; gangs/violence at home or in neighbourhoods; gender issues in cultural groups and societies. I will go on to discuss Severe Poverty which is a large barrier to learning (in any country) but in S. A in particular. If students don’t have access to their basic needs such as: nutrition; shelter; water; electricity; toilets; transport and basic medical treatment. As teachers we should take an interest in each childs circumstances and recognise particular problems, be able to take on a role as caregiver; teacher and counsellor and always offer our help where we can. We also cannot have negative attitudes because it can be harmful to or students, by not having a negative attitude we help our students build self-esteem and confidence in being able to complete activities without having fear of rejection or labelling. As teachers we should be well educated about the pandemic HIV-AIDS, I as teacher will make sure I understand and have the necessary skills and knowledge to be of help to my students whom have been diagnosed. I will also incorporate a week in my curriculum to dedicate to HIV-AIDS to my students in which I will have them do some research and I will explain the necessary knowledge my students need to know, and by so doing reduce the chances of my students being discriminated or labelled. 3. PEDIGOGICAL BARRIERS Insufficient support of educators; inappropriate and unfair assessment procedures and inflexible curriculums. Seeing guidance regarding inclusive assessment methods is given in the ‘Guidelines Document’, which was published in ‘National Department in Education in June;2002’; states that the curriculum can be very inflection in nature and not meet the diverse needs of all learners. Therefore I as a teacher would ensure that all learning styles are accommodated in my classroom. Ensure that my students  will be allowed to work at their own pace which in turn will also make no child feel left behind and faster students impatient, I will also ensure that no learner is excluded from any subjects based on gender; religion; and physical disability. 4. MEDICAL BARRIERS Sadly there are more than 4000 medical causes of disabilities in learners. To name but a few: sensory disabilities; neurological disabilities; physical disabilities and cognitive disabilities. As a teacher I would pay special attention to my learners as well as observe them closely in order to diagnose a problem as soon as possible. As a teacher I will always maintain an organised classroom, be prepared with a clear vision of what I would like to achieve on a specific day as well as have a ruff plan of what I would like to achieve in a year. I will ensure that my students will always know their routine and what I expect of them. My classroom will be a safe and supportive environment.. I will make sure I’m able to adapt my teaching practice when necessary, I will also do my best at maintaining as flexible curriculum as possible. I will always keep learning and educating myself so as to be able to identify as well as understand barriers to learning; in turn making sure I have the necessary knowledge to to adapt my teaching and assessment methods, to assist each child with a barrier in my classroom, As a teacher in my community, I will pay attention to all the above mentioned barriers; make sure all students get the best education possible. I will be sensitive to my students needs as well as my communities needs. SOURCE: curriculum-wecape. school. za/resource_files/40112654_inclusive_eng_12-27. doc

Abstracts Xue Chen Simulink Book Wiley

Starting from introducing various MUTUAL windows and on-line help facilities, the fundamentals of MAT LAB programming including data types, statements and matrix representation are explained first allowed by matrix manipulations, such as algebraic computation, logical and relationship expressions and data conversion. Then, flow charts in MAT LAB programming is illustrated, including loop structures, conditional structures, switches and trial structures.MUTUAL function programming and pseudo code processing are covered together with two-dimensional and three- dimensional graphics and visualization techniques. MATT_ABA graphical user interface (GIG) technique sues are explained so that the readers will gain new GUI programming skills to design user-friendly interfaces. Finally, programming kills for delivering high speed, high efficiency codes are introduced with special emphasis on commonly used tips, vectored programming methodology and MIX programming fundamentals for mixed-language programming.Exercises and chapter references cited are included. Programming, data types, program flow control, functions, matrix operations, GIG, code efficiency, vectored programming techniques, MIX (mixed-language) programming. Chapter-03 MUTUAL Applications in Scientific Computations This chapter covers both numerical computation and analytical problem solutions with MAT LAB. Topical parts included in this long chapter are linear algebra, calculus, ordinary differential equation, optimization, and data and signal processing.First, a general discussion about analytical solutions and numerical solutions to mathematical problems is presented with a dedicated argument why using numerical methods. We then start by first explain and illustrate how to solve various linear algebra problems, including the input of special matrices, matrix analysis, similarity transformation, decomposition, generally problems, algebraic equation solutions and matrix function evaluations. It is demonstrat e that the use of MAT LAB in the solution of linear algebra problems is very straightforward and reliable.How to solve calculus related problems in MAT LAB is presented next which includes numerical solutions to difference, differentiation, integration and multiple integral problems, as well as analytical (symbolic) ways in solving certain classes of calculus problems. Then, it comes to the fundamentals of dynamical system simulation techniques that are mainly based on numerical solutions to ordinary differential equations in MAT LAB via numerous examples to illustrate how to solve stiff differential equations, implicit differential equations, stochastic differential equations and differential algebraic equations.Integral transform methods and analytical solutions of differential equations are also dealt with. In particular, the numerical inverse Lovelace transform technique is introduced for solving some complicated differential equations. In the numerical solution methods in optim ization problems, a universal nonlinear equation solver is presented, for finding with ease the possible multiple solutions to nonlinear equations, together with other approaches.Unconstrained optimization problems are explored, followed by inner programming problems and quadratic programming problems as well as ordinary nonlinear programming problems. Dynamic programming techniques and their use in path planning problem applications are discussed as well in a separate section. Finally, this chapter ends with a section introducing data and signal processing methods, including one- and two dimensional interpolation problems and least squares curve fitting problems, data sorting, pseudo random number generating, fast Fourier series transformation and spectrum analysis.Exercises and chapter references cited are included. Key. Fords: linear algebra, numerical and symbolic calculus, ordinary differential equation, numerical inverse Lovelace transform, optimization, dynamic programming, c urve fitting, data interpolation, random numbers, signal processing Chapter-04 Mathematical Modeling and Simulation with Simulating This chapter opens with a historical recall of the evolution of Simulating and a simple explanation of the basic idea of Simulating. This chapter is prepared for those who have little to zero experience with Simulating.First, a brief introduction to various block libraries of Simulating is given, and some of the commonly used blocks are described. Basic manipulations of Simulating blocks such as rotating, connecting and block parameter modification, together with how to build Simulating models, are then introduced and illustrated at the mouse click level. TO grow the Simulating modeling skills, some essential tools are introduced, including the use of the model browser, model printing and simulation parameter settings. To put Simulating in actual use, modeling and simulation techniques are demonstrated with some detailed illustrative examples.Equipped w ith the necessary fundamental knowledge and prepared for more advanced modeling and simulation tasks, the readers are dead to learn linear system modeling and representation methods where L IT Viewer based linear system frequency domain analysis and numerical simulation methods are presented. Finally, simulation methods for continuous systems driven by stochastic inputs are discussed. Statistical analyses of simulation results are given such as probability density function, correlation and power spectral density of the signals in the systems with illustrative examples.Exercises and chapter references cited are included. Simulating modeling, Simulating library, Block-diagram manipulation, Linear time invariant (LIT), Frequency domain analysis, Time domain analysis, Stochastic signal Statistical analysis Correlation analysis Power spectrum analysis Chapter-SO Commonly Used Blocks and Intermediate-level Modeling Skills This chapter will take a closer examination of some commonly used S imulating blocks and their uses in Simulating modeling so in the end of this chapter, readers will be at the intermediate-level in Simulating modeling techniques.First covered is a simple example used to further demonstrate the model representation and modeling skills such as including vectored block modeling and model decoration techniques. Important problems such as the concept of algebraic loops and their elimination, and also the zero-crossing detection method are discussed. Then, Simulating modeling of linear multivariate systems is illustrated, where the L TTL block in the Control System Toolbox is recommended for simplifying the modeling process.Commonly used blocks important in Simulating modeling applications such as the lookup table and various switches are explored. General methods in constructing piecewise linear nonlinearities are introduced for both cases: memory's nonlinearities and nonlinearities with memories. Simulating modeling techniques for various kinds of diff erential equations are demonstrated in a dedicated section. These include ordinary differential equations, differential algebraic equations, delay differential equations, switching differential equations and even fractional-order (Nan-integer-order) differential equations.Simulation result visualization is essential in any simulation task so various visualization output blocks in Simulating are presented, such as scope output, workspace variable output and gauges output. More advanced Simulating output visualization methods are presented, including three- emotional animation methods with virtual reality techniques. Fundamental world modeling with VRRP is briefly introduced as well, and the VRRP models driven by MUTUAL and Simulating output are discussed. Finally, subsystem modeling is introduced using subsystem masking techniques.An illustrative example of Simulating modeling of a complicated system is presented in detail. Exercises and chapter references cited are included. Algebra ic loop, L TTL blocks, Nonlinear blocks, differential algebraic equations, delay differential equations, switching differential equations, fractional-order differential equations, VRRP, World modeling, subsystem masking Chapter-06 Advanced Techniques in Simulating Modeling and Applications Simulating offers powerful direct graphical based programming-free methods to get system simulation tasks completed.In practice, since graphical methods have some limitations, it may be necessary to use command-line based modeling and design methods together with graphical methods. In this chapter, advanced techniques of command-line modeling and application are presented by first introducing how to use MAT LAB commands to create Simulating models. By command-line drawing techniques, complicated Simulating oodles can be created. Then, issues to note during the execution of Simulating models is introduced are discussed. Elimination techniques of nonlinear systems are also addressed.In particular, t he Pad ‘ e approximation to pure time delays is further discussed. It can be seen that not all the models can be constructed with Simulating graphical methods alone. Some of the complicated models can only be created and analyzed using MUTUAL commands. Thus, using a dedicated section, advanced techniques are presented for creating complicated models. S-function programming techniques will be presented ND illustrated and their use in simulation of automatic disturbance rejection control (DARK) systems will be demonstrated as a case study.Finally, command-line based optimal controller design technique with Simulating models is introduced, and optimal controller design methods for nonlinear plants are also presented as an advanced Simulating modeling application example. Exercises and chapter references cited are included. Elimination, Delay approximation, S-function programming, Masking S-function block, Automatic disturbance rejection control, Optimal controller design, Global optimization,Chapter-07 Modeling and Simulation Of Engineering Systems Simulating models can always be constructed since low-level Simulating blocks can be used to model any dynamical system with arbitrary complexity. However, for complex engineering (and non-engineering) system simulation tasks, this chapter explains, promotes and demonstrates the multi-domain physical modeling strategy advocated and implemented in Simulating. Many well-established and specialized blockades in various disciplines have been developed for use with Simulating. Some of the blockades have been developed and integrated in the Simple framework.This chapter dedicated the first section in introducing the concept of multi-domain physical modeling and an introduction to the Simple bollocks. Then, in detail, electrical system modeling with Comportment's and other blockades is addressed. The rest of the chapter covers the modeling and simulation of electronic systems, motor drive systems and mechanical systems with a lot of examples. Multi-domain physical modeling Simple, electrical system modeling, electronic systems, Spice circuit model, motor drive systems, mechanical systems, mechanical CAD model Chapter- 08 Modeling and Simulation of Non-Engineering SystemsThis chapter serves as a showcase to demonstrate that MUTUAL/Simulating can also be used directly in modeling and simulation of many non-engineering systems. There are also a lot of third-party programs and blockades developed by scholars worldwide. This chapter is only a small showcase chapter. First, modeling and simulation of pharmaceutics systems are presented. Compartment modeling is briefly introduced, and physiology based pharmaceutics modeling methods and nonlinear generalized predictive control of anesthetic processes are shown.Then, a dedicated section is included for MUTUAL/Simulating based image and video processing. Image Processing Toolbox and Computer Vision System Toolbox bollocks are also presented, and real-time v ideo processing systems are explored. In many non-engineering systems, the finite state machine concept is important. How to use Stateless to model and simulate complicated supervision problems is presented. Stateless also generalizes the capabilities of logical or switched systems modeling, and we show that this can be used to describe systems with loops of conditional processes.Finally, this chapter ends with a section on modeling and simulation of discrete event systems and a queuing system s used as an example to demonstrate the use of the Sentiments bollocks. pharmaceutics systems Compartment modeling predictive control image and video processing finite state machine concept Stateless switched systems Sentiments bollocks discrete event systems queuing system Chapter-09 Hardware-in-the-loop Simulation and Real-time Control Simulation is mostly numerical. However, simulation could be analog.Yet, in this chapter, we will show that the simulation can be partly numerical and partly analog. Including the dynamic plant in the loop of simulation, is referred to as a hardware-in-the-loop simulation. Since this kind of simulation s often performed in real-time, it is sometimes referred to as real-time simulation. This has been made very simple in MUTUAL/Simulating due to the Real-Timekeeper's provided by Metaphors that can translate the Simulating models into C code, and the standalone executable files can also be generated using this tool, so that real-time control can be performed.

Assisted Suicide

Assisted Suicide Free Online Research Papers Most of us are born into this world without pain and suffering. The trauma of our birth is usually is left only on our mother, and we hear about it every year on our birthday. More often than not we grow up and live our lives free from physical pain and suffering. Many of us will have the occasional broken bone or repair surgery during our life. These are often short recoveries, which allow us to live relatively pain free lives. As we enter the last stage of our lives where dying is the outcome, most of us expect not to suffer. While we walk the line on the issue of assisted suicide, we must ask ourselves if being alive is the same as living. If a person has stage four cancer and is in constant unbearable pain, doctors do what they can to ease their pain with medication. What if their pain can not be managed by medication and they want to end their suffering. How do we ignore their wishes and let them suffer ? We can not let people suffer Quality of life is more important than quantity of life. We end the lives of suffering animals whether they are pets or game that we eat. We obviously give more value to human life than we do animals, yet we won’t allow the animals to suffer. It does not seem logical to value human life the way we say we do, and not ensure that death is valued as much as life. How can we let people suffer when they are dying? Do we allow people to suffer because we want to avoid person confliction within ourselves or do we avoid being judged by the masses? Can we reflect on our own lives and the lives of our loved ones and say that we want to suffer when we die. Anyone who can feel pain will say they do not want to be in constant pain and do not want to suffer when they are dying. Those that want their suffering to stop by ending their lives, should be allowed to be assisted in how they leave this earth. The rules of who can be assisted in their death, must be clear and concise. There must be strict criteria for assistance to be given to someone who is terminally ill. There can not be room for doctors or family to hasten death for any other reason than that of the patient wishes. The application of the assistance would have to be regulated and safeguards placed to ensure the integrity of the assistance would not be compromised. Many people are taught to treat others as we ourselves wish to be treated. As to this issue we do not treat others this way, we allow personal issues of beliefs cloud our thinking. On one hand we can look at assisted suicide as aiding in a murder. For most people murder is unacceptable and wrong so they are against assisted suicide based on that belief. If the intent is not to kill but to end suffering how can it be the same as murder? Ending the suffering of someone who is in pain, is a natural biological response that most people have within them. A mother cleans and bandages a skinned knee of her child when they fall off their bike. She may also offer a icepack or medication to aide and ease the child’s pain. A husband rubbing his wife’s back to help relieve her pain while she is in labor during child birth. The doctor that gives pain management medications also aides the women to ease the suffering and pain of childbirth. Yet we won’t help someone with end stage pancreatic cancer end their suffering and excruciating pain. It is absurd to consider making into law in which aiding in the death of our weak and suffering is accepted. As we open the door to assist people in ending their lives, we open the door for people to take advantage of those weak and suffering people. Doctors would be allowed to make judgment calls, providing lethal action when it is unwanted or unwarranted.† Considering legalization to be the first step on a slippery slope that ends with physicians exerting pressure on the elderly to be euthanized to free up a hospital bed, or even to doctors killing patients without their consentâ€Å"(Young, 2010. p. B.7 ). This also opens up argument of what is acceptable and what is not. Doctors swear an oath to do no harm and to not give anyone medications that they do not need to treat an ailment, so doctors assisting suicide are actually going against this oath. There are types of assisting in someone’s suicide. There is passive assistance and active assistance when a person helps in the suicide of another. While one is actively aiding someone in dying where drugs may be administered to hasten death, passive assistance is withholding treatment in order for death to occur naturally. Is there is a clear difference between removing a feeding or breathing tube, and actively injecting a medication that stopped someone’s heart. It is reasonable to say that giving someone something that ends their life, actually aides in killing them. Taking something away, means that there would be not benefit from having it in place. â€Å"If further care is unlikely to be of any therapeutic benefit, a physician is not obliged to continue therapy.†(Clarke Egan, 2009). Many would view this as being the same thing, as the end result gives you death. Along with passive and active assisted suicide, there are a few other areas of assistance that need to be looked at. The voluntary act of having someone aide you in killing yourself is knowing what is at hand.† A patient must understand the condition, prognosis, and proposed therapy, and be able to reason consistently and to act on the basis of such reasoning. A patient must be able to communicate their choice and the reasons for that choice and understand the practical consequences of their choice†(Clarke Egan, 2009). Involuntary assistance is one of the most important aspects of this issue, as this assistance is when a patient can not speak for themselves but for most instances, a family member makes the choice on the outcome of life and death for the patient. This issues poses several concerns. How can the hospitals and doctors be sure that the person in charge of making this crucial decision has the patients wishes or best interests in mind. Is this person the best one to making the decision and are their motives clear and unblemished? â€Å"Jennifer Allwood thought it would be merciful to smother her 67-year-old father who had cancer. He was able to fight back and survived†.(Clarke Egan, 2009). Making a decision that can not be changed and the outcome hazardous should not be allowed to be made legal. The issue of assisted suicide will likely be debated for a long time to come. Looking at what benefits that come from it seem silly, for a few people to die faster. With all of the technology and advances in pain management, the actual need for someone to need to kill themselves smaller than one may think. â€Å"Having considered both sides of the issue, our conviction is that, after all, it is far better for the welfare of society to let a few suffer, and not run the risk of creating crime and criminals. It appears to us that there is ample reason to dread that the practice of euthanasia would, in the long run, cause more harm than good. That is why the law, laboring as it always does for the good of majority, has logically prohibited it (Appel,2004). People have the right to decide how they want to die and there is no need for anyone to suffer as their life is ending. People have in the past made the choice to help others end their suffering in times when the person could not consent, but clearly was suffering and in excruciating pain. A woman was given a fatal dose of morphine when she was close to death in order to prevent further suffering. The case was that of an army colonels wife in New York State who had attempted suicide by removing all the woolen blankets and slow burning material off her bed, then lying on a heavy straw mattress and setting fire to it. The woman was a horrible sight to behold and was literally roasted alive; when she lifted her arm to shake hands with Kempster, the flesh dropped from the bone, leaving the forearm absolutely bare. A certain end was only a few hours away, every moment was torture of the most horrible kind, and the patient was shrieking with agony while waiting for death to relieve her from her suffering. The womans personal physician indicated that he intended to inject her with only ten drops of morphine; Kempster, called in to consult, advised him to fill the syringe-and when the personal physician refused to take responsibility for such a decisive step, Kempster took hold of the needle and administered the fatal dose himself.5 Not only did he believe he had done right-a judgment allegedly confirmed by the priest who had been called in to administer the womans last rites-but he expressed his firm intention, if necessary, to end actively the lives of other patients. Kempster said that he never went on a journey-and he [had] been all over the world-without taking with him the means by which to end the life of an unfortunate human being who might be injured in an accident beyond the hope of recovery, and whose sufferings were severe(Appel,2004). How can we turn our backs on the ones that are suffering when they can not come back from the road to death? We all deserve the right to die with dignity and free from pain. Three key points that support active assisted suicide are â€Å" the relief of intractable pain, the respect for autonomy and the closely related fear of a loss of dignity that accompanies the loss of autonomy†(Clarke Egan, 2009). Seventy percent of the people polled in a survey favored to â€Å"allow doctors to comply with the wishes of a dying patient in severe distress who asks to have his or her life ended(Jannetti, April, 2010). This percent is very high considering that in most states in the United States outlaw assisted suicide. The number of people who want it to be available must advocate that it is there for them if and when they need someone to aide them in dying, instead of suffering the pain that they may have to endure otherwise. Living is not the same as being alive and if more of us understood that premise then much of this argument may not need to be expressed. In the end, we must do what is best for the people who are suffering and adhere to their wants and wishes. We must honor them by allowing them to leave this world as free of pain and suffering as they entered it. References: Clarke D.L.,( 2009) MMed Sci, MBA. Department of General Surgery, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Pietermaritzburg Metropolitan Complex Egan, A. SJ, PhD(2009). The Jesuit Institute – South Africa, Victory Park, Johannesburg Lachman. L (2010). Medsurg Nursing. Pitman:Mar/Apr 2010. Vol. 19, Iss. 2, p. 121-125 (5 pp.) Young, H.(2010)The Ottawa Citizen. Ottawa, Ont.: May 1, 2010. p. B.7 diamondgirl1228@yahoo.com Research Papers on Assisted SuicideArguments for Physician-Assisted Suicide (PAS)Capital PunishmentPersonal Experience with Teen PregnancyGenetic EngineeringThe Masque of the Red Death Room meaningsBook Review on The Autobiography of Malcolm X19 Century Society: A Deeply Divided EraThe Fifth HorsemanMoral and Ethical Issues in Hiring New EmployeesHip-Hop is Art

Cómo probar dureza extrema para perdón migratorio

Cà ³mo probar dureza extrema para perdà ³n migratorio Demostrar la existencia de dureza extrema es uno de los requisitos para obtener el perdà ³n I-601A o el I-601A–conocido como waiver provisional– que permiten a los migrantes regresar a Estados Unidos o regularizar su situacià ³n. En este artà ­culo se informa sobre los tipos de perdà ³n migratorio para los que la dureza extrema es uno de sus requisitos, quà © entiende el Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) por sufrimiento extremo, cà ³mo se prueba y cul debe ser el contenido de la carta en la que se alega dicha dureza. Tipos de perdones migratorios para los que la dureza extrema es uno de los requisitos Los perdones migratorios ms comunes para los que se exige probar dureza extrema son los siguientes: Perdà ³n I-601 para regresar a EE.UU. En estos casos de solicitud de perdà ³n I-601, el migrante se encuentra fuera de EE.UU. en el momento de presentar los papeles para pedir el perdà ³n. Su problema es que no puede ingresar a EE.UU. por alguna de las siguientes razones: estuvo ilegalmente en EE.UU., utilizà ³ documentos falsos para obtener un beneficio migratorio, mintià ³ a un oficial o fue condenado por ciertos delitos. Perdà ³n provisional por presencia ilegal En estos casos el migrante que solicita el perdà ³n conocido como I-601A est en EE.UU. y no puede arreglar sus papeles porque ingresà ³ ilegalmente a Estados Unidos. Necesita obtener su aprobacià ³n antes de salir del paà ­s para presentarse en un consulado de EE.UU. para la entrevista para obtener una visa de inmigrante y no sufrir el castigo de los tres y de los 10 aà ±os. Tanto para el caso del perdà ³n I-601 como el del I-601A la persona que sufrirà ­a la dureza extrema si no se aprueba la solicitud debe ser un familiar del migrante y no el propio migrante. Es lo que se conoce en inglà ©s como qualifying relative. Adems, dicho familiar debe ser el cà ³nyuge o el padre o la madre del migrante y debe tener estatus de ciudadano estadounidense o residente permanente legal. Una excepcià ³n importante son los casos de los migrantes indocumentados que solicitan los papeles por violencia domà ©stica en aplicacià ³n de WAVA y el problema por el que no pueden obtenerlos es porque cometieron un fraude migratorio previamente. En estos casos, el perdà ³n podrà ­a aprobase si la dureza extrema afecta al propio migrante.  ¿Quà © es el requisito de dureza extrema para solicitar un perdà ³n migratorio? La ley no especifica en quà © constituye exactamente la dureza extrema, pero se entiende que va ms all que los problemas ordinarios causados por la separacià ³n familiar fruto de una deportacià ³n, expulsià ³n inmediata o por tener un castigo que impide a un migrante ingresar legalmente a Estados Unidos. Asà ­, se considera como dureza ordinaria y que, por lo tanto, no calificarà ­a para un perdà ³n migratorio cualquiera de las siguientes situaciones consideradas por sà ­ mismas e individualmente: Pà ©rdida ordinaria de ingresos econà ³micos.Separacià ³n familiar.Choque cultural y de ajuste a un nuevo paà ­s. Requisitos para situacià ³n de dureza extrema: USCIS considera que para calificar una situacià ³n como de dureza extrema tiene en consideracià ³n las siguientes situaciones: Edad Se tiene en cuenta, por un lado, cuntos aà ±os tiene el migrante en el momento de solicitar el perdà ³n y tambià ©n la que tenà ­a en el momento en que ingresà ³ a EE.UU. Tambià ©n se tiene en cuenta la edad de los hijos del migrante asà ­ como cuntos son y cul es su estatus migratorio. Tambià ©n se tiene en cuenta su capacidad de hablar el idioma del paà ­s del padre/madre migrante, para el caso de nià ±os que han crecido en EE.UU. y que acompaà ±arà ­an a sus padres migrantes a otro paà ­s si estos no pudieran residir en EE.UU. Tiempo de residencia en Estados Unidos Se tiene en consideracià ³n cuntos aà ±os el migrante ha vivido en EE.UU. Salud Otro factor a tener en cuenta es la salud del migrante y de su cà ³nyuge. En algunos tipos de perdà ³n se tiene tambià ©n en consideracià ³n la salud de otros miembros de la familia como padres e hijos del migrante. Tambià ©n se evalà ºa la calidad de la asistencia sanitaria que recibirà ­an dichas personas fuera de los Estados Unidos y el impacto psicolà ³gico que puede tener en el migrante un castigo de deportacià ³n o remocià ³n o la imposibilidad de obtener una visa de inmigrante para regresar. Và ­nculos en Estados Unidos USCIS tiene en consideracià ³n si el migrante tiene familiares en EE.UU. en situacià ³n migratoria legal o en proceso de obtenerla. Tambià ©n tiene en cuenta los và ­nculos del migrante con la comunidad en la que vive y el grado de integracià ³n en el paà ­s. Economà ­a y Educacià ³n Otro factor a tener en cuenta por USCIS es la capacidad del migrante para obtener empleo fuera de los EE.UU., el impacto en sus financias si tiene que abandonar el paà ­s o se le impide regresar y tambià ©n si las posibilidades de mejorar acadà ©micamente pueden verse negativamente afectadas. Situacià ³n en el paà ­s del migrante USCIS tiene en cuenta la situacià ³n polà ­tica y econà ³mica en el paà ­s del migrante asà ­ como si el migrante tiene và ­nculos familiares en su paà ­s de origen. Otras razones En todo caso, pueden alegarse otras razones siempre que causen extrema dureza. En ocasiones, uno solo de esos factores es tan fuerte que puede calificar como dureza extrema. Pero en la mayorà ­a de los casos ninguno es determinante por sà ­ solo y USCIS decide teniendo en cuenta todos o parte de ellos. Por à ºltimo, cabe destacar que no todos los factores mencionados son igual de importantes. Asà ­, USCIS da ms relevancia a las situaciones que afectan a la salud o a la seguridad que a los posibles perjuicios econà ³micos y a las dificultades de adaptarse a una nueva vida fuera de Estados Unidos.  ¿Cà ³mo se prueba una situacià ³n de dureza extrema? En este punto es muy importante leer con detenimiento las indicaciones especà ­ficas segà ºn el tipo de waiver que se solicita. Pero, en general, se admite como prueba para demostrar una situacià ³n de dureza extrema lo siguiente: Evidencia de empleo o de negocio, como tax returns o nà ³minasExtractos bancarios y recibos financierosEvaluaciones y tests de salud fà ­sica y mental realizados por profesionales mà ©dicosCertificados de nacimiento, matrimonio, adopcià ³n, etc.Fotografà ­as, reportes en perià ³dicos y declaraciones de expertos sobre la situacià ³n de un determinado paà ­s.Rà ©cords de membresà ­a en organizaciones comunitarias, culturales o de voluntariadoDeclaraciones juradas y testimonios personalesCualquier otra evidencia que pueda servir para probar dureza extrema Carta de sufrimiento o dureza extrema A la hora de preparar el paquete para solicitar el perdà ³n debe incluirse una explicacià ³n en forma de carta en inglà ©s en la que se mencionan los argumentos para alegar sufrimiento extremo. A la hora de escribirla es importante tener en cuenta las siguientes directrices. En primer lugar, no debe ahogarse al oficial que va a decidir el caso con un montà ³n de argumentos dà ©biles. Se recomienda elegir entre tres y cinco razones por las que se argumenta dureza extrema. En segundo lugar, es recomendable comenzar con el argumento ms fuerte. Es muy comà ºn que està © relacionado con la salud pero no es obligatorio. En tercer lugar, todo lo que se alega debe tener su evidencia correspondiente. Por ejemplo, si se alega que se tiene una profesià ³n que requiere una habilidad poco comà ºn, presentar tambià ©n una carta del empleador. O por ejemplo, si se alega que se tiene un hijo con una ex pareja y que ha anunciado que prohibir a dicho infante salir de EE.UU. para visitar a su padre o madre migrante, incluir una declaracià ³n de dicha ex pareja en la que explica su decisià ³n. Si se alega que el cà ³nyuge del migrante no puede abandonar EE.UU. porque est cuidando de un familiar, enviar documentacià ³n que pruebe que efectivamente est prestando ese cuidado. Si se alega una enfermedad, incluir una declaracià ³n del mà ©dico que la est tratando, etc. En el foro i2us.net existen cartas reales redactadas en inglà ©s de migrantes y sus familias que aplicaron por un perdà ³n y alegaron con à ©xito dureza extrema. Es recomendable consultarlas pero nunca plagiarlas, ya que la alegacià ³n de cada migrante debe ajustarse a su caso real. Por à ºltimo, cabe destacar que estos casos son difà ­ciles y pueden ser complicados. Deberà ­a considerarse muy seriamente consultar o contratar un abogado de inmigracià ³n especialista en estos casos. Dureza Extrema Probar dureza extrema es uno de los requisitos para que USCIS apruebe las solicitudes de perdà ³n I-601 e I-601A.Para determinar que existe dureza extrema se tiene en consideracià ³n diversos factores, como salud, economà ­a, situacià ³n polà ­tica y social en paà ­s de origen, presencia de familiares en EE.UU. o en otro paà ­s e integracià ³n en la comunidad.En la mayorà ­a de los casos, la ley exige que la dureza extrema la sufra un familiar cualificado del migrante y no el propio migrante. Como regla general se consideran como familiares que reà ºnen esos requisitos los cà ³nyuges, padres y madres de los migrantes que, adems, deben ser ciudadanos estadounidenses o residentes permanentes legales.Las decisiones en las que USCIS niega un perdà ³n porque no se prueba la dureza extrema no pueden apelarse. Sin embargo, es posible presentar una nueva aplicacià ³n. Fuentes: â€Å"Immigration and Nationality Act.†Ã‚  USCIS, 10 Sept. 2013, www.uscis.gov/legal-resources/immigration-and-nationality-act. Este es un artà ­culo informativo. No es asesorà ­a legal.

Presenting the Budget Research Paper Example | Topics and Well Written Essays - 1000 words

Presenting the Budget - Research Paper Example The government needs $3,117 million in 2015 and $3,070 in excess of the revenue to cover the expenses. However, in 2016 the growth rate of the revenue is greater than the growth rate in expenses. The growth rates of all the expenses mentioned above were computed together with the amount in dollars expected to increase. Highest growing category of the expenses is fringe benefits. In the year 2012-2013 these expenses will grow at the rate of 5.22% or $418 million in amount. Further increase in expected in the following years and the growth rate is expected to rise to 6.74% in 2013-2014 and ultimately 6.98% in the last year of projection. Fringe benefits include compensation beyond salary or benefits in kind. There are other expense as well which do not look significant in percentage but amount increased is significant. For example salaries and wages only increase by 0.55% in 2013-2014 but the amount increase is $119 million. Similarly growth rate in the last year so only 1.71% but the amount increase is $376 million. Another important area of the expense to be discussed is the amount increase in the lease and debt services. In 2012-2013 total increase is $656 million and percentage increase is 12.01% but the growth rate falls in the subsequent years and reached to 3.86% in the last year but still the amount in Dollar increases. Some of the expense shows no permanent trends like pensions of projections expenses and medical assistance. These are expected to be increase and decrease in all years of projections. In 2013 there is an increase of $100 million in the pension expenses and in 2014 the increases in expected to be only $52 million as compared to 2013 and next years there is a decline of $108 million. Similar is the situation with the medical assistance. General property tax is expected to be $17,917 in 2012 which constitute around 26.33% of the total revenue in the first year of

Goodwill Essay Example | Topics and Well Written Essays - 500 words

Goodwill - Essay Example "Pooling of Interests" or "Purchase Accounting Method". Under the first method, the Goodwill acquired on account of merger and acquisitions use to get amortized in equal installments over a period of 40 years. Under the second method, the Goodwill was considered as a permanent asset, which would not reduce in value with the passing of years, thus enabling the companies to test the same for impairment on an annual basis in order to ensure that fair value of the Goodwill was equal to its book value. Apart from the annual review, the impairment could also be exercised in instances where it indicated that the carrying amount of Goodwill needs reassessment. The process of assessment of impairment consists of two steps. Firstly it involves comparison of the intrinsic value of a business with its carrying amount including the Goodwill. Incase the book value exceeds the fair value, then nothing needs has to be done. On the other hand, if the fair value is lesser than the book value, impairment would be carried out. Under the US GAAP, the fair value of Goodwill is calculated by allocating fair values to unit assets and liabilities. In the case of impairment of Goodwill, same should be charged to the Profit and Loss Account. The International Accounting Standards also followed the footsteps of US GAAP concept. The basic difference between the UK and the International Accounting Standards is that in the former the Companies were allowed to opt either of the two op

Social Class and Impact this has Upon Young Children's Learning and Essay

Social Class and Impact this has Upon Young Children's Learning and Early Years Practice - Essay Example This essay sresses that the primary purpose of this study was to identify the parenting practices that mediate relations between persistent, recent, and transitional poverty and the externalizing and internalizing behaviors of 0- to eight-year-old children. Poverty was hypothesized to influence children's externalizing and internalizing behaviors indirectly by affecting maternal emotional unresponsiveness, use of physical discipline, fewer stimulating experiences, and a lower-quality home physical environment. With the exception of the effects of poverty transitions, poverty estimates generally cross-validate. This report makes a conclusion that negative relations between poor social class transitions and fewer stimulating experiences, lower-quality home physical environment, and children's externalizing and internalizing behaviors were unexpected. A possible explanation for these findings is that parents use financial resources in periods of relative economic prosperity to enhance the quality of the physical environment and ease economic hardship during years of poverty. This interpretation is consistent with Garrett, Ng'andu, and Ferron's NLSY study, which found that increases in family income had the strongest effect of any predictor on subsequent total HOME scores for children who were born poor. The large increase in the total effects of persistent poverty on both outcomes when the poverty transition variable was placed in the model suggests that the effects of poverty could well be much greater in the absence of periods of relative economic well-being.

Direct and Indirect Speech

Direct and Indirect Speech Direct and Indirect Speech Cartoon Strip Eureka Phonica Eureka Phonica Eureka Do you know that what has been said can be stated in two ways direct speech and indirect speech? Direct speech means the exact words that have been spoken. Indirect speech means what is said is stated in our own words, so it differs somewhat from what was actually said. When the speech changes from direct to indirect, the tense, person and adverb may change. Indirect speech is presented in the form of an assertive sentence. Four kinds of sentences are presented in direct speech assertive, interrogative, commands and requests and exclamatory. The reporting verbs also change, depending on the kind of sentence. Launch Pad In this chapter, we shall learn how to interchange direct and indirect speech Taking Off Note to Teacher As direct and indirect speech has already been taught prepare flash cards with a sentence in direct speech on one side and the same sentence in indirect speech on the other side. Example : 1) Baiju said, I am going home. 2) Baiju said that he was going out. Divide the class into pairs and provide 2 flash cards to each group. Student A will read out the sentence in direct speech to student B. Student B will change the speech. Student A will turn the card over and check whether the sentence is correct. If it is correct, Student B will score one point. Each pair can exchange their cards with other pairs and score more points. Tell them that we can state what has been said in two ways direct speech and indirect speech. We can state what people have said in two ways. We can state the exact words that were spoken. This is known as direct speech Example : Happy birthday, Ronita ! said the children. Why do you wish to consult me? asked the lawyer. Give me an explanation right now, demanded her father. I will have to set out tomorrow, said Marco Polo. Or We can state what was said in our own words. This is known as indirect speech or reported speech. Example: The children greeted Ronita on her birthday. The lawyer wanted to know why I wished to consult him. Her father demanded an explanation right then. Marco Polo said that he would have to set out the next day. Direct Speech Points to Note The exact words of the speaker are placed within double inverted commas. A comma is placed immediately before the quoted words. Depending on the kind of sentence the end mark is a full stop, a question mark or a mark of exclamation. The first word within quotation marks begins with a capital letter. Assertive Sentences Read the following sentences: Ram said, I am reading this book. Ram said that he was reading that book. Changes take place in the person ( I changes to he), tense (am reading changes to was reading) and adverb (this changes to that) when the speech changes from direct to indirect. said to changes to told. Example: He said to his sister, You can buy the gift. He told his sister that she could buy the gift. If a universal truth is stated in direct speech, the tense does not change in reported speech. Example: She said, Honey is sweet. She said that honey is sweet. If the reporting verb is in the present tense in indirect speech, the reported speech is also in the present tense. Example: He says, The old house seems to be haunted. He says that the old house seems to be haunted. If the verb in direct speech is in the simple past tense, the verb in reported speech also remains in the simple past tense. Example: She said, I went home. She said that she went home. If the verb in direct speech is in the past tense and the time of action is mentioned, the verb changes to past perfect tense in reported speech. Example: She said, I went home at midnight. She said that she had gone home at midnight. Changes in adverbs are as follows: Direct speech Indirect speech now then here there this that these those ago before thus so today that day yesterday the day before/ the previous day tomorrow the next/ following day tonight that night last week the previous week/ the week before here there next week the following week Info Orbit When an assertive sentence changes from direct to indirect there are changes in the person, tense and adverb. The comma after said is replaced with that. said to changes to told. If a universal truth is stated in reported speech the tense does not change If the reporting verb is in the present tense, the tense in reported speech does not change. If the past tense is used in the reported speech in direct speech, it will remain unchanged in indirect speech. If the past tense is used in reported speech in direct speech and the time of the action is mentioned, the simple past tense will change to past perfect tense Practice Pulsars I. Change from direct to indirect speech: There is no need to leave tonight, she said to her friend. He said, The sun is shining brightly. She said to her father, I know you are angry with me.† The scientist said, They will conduct experiments in this laboratory. The princess said to the minister, We have to reach a decision tomorrow. The teacher said to the class, All of you are aware that the earth moves round the sun. Every morning my father says, It is a new day and I am thankful to be alive. Mother said , Today may be a very hot day . He said to me, I am reminding you that time and tide wait for none. The coach said, At this time, next week, the result of the match will be declared. II. Change from indirect to direct The captain told his men that they must not underestimate the enemy. Taruna said that she had no idea how the accident had taken place the previous evening. Usri told the children that all that glitters is not gold. Ginny said that long, long ago there was a continent called Atlantis. Raman said that the following day he would sit down with them and make a plan. The milkman told the lady that the milk was watery as the cow had drunk a lot of water that morning. She says that fifteen minutes of meditation every morning keeps her calm for the rest of the day. Mrs Das told her neighbour that she had gone to Kolkata two years before. Vinita said that those photographs were more precious than gold to her. Old Mrs Vincent was of the opinion that a house was better than a flat. Interrogative sentences When questions are changed to reported speech, the word order becomes the same as that of an assertive sentence. Example: Karan said, When will the match begin? Karan asked when the match would begin. The reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. Example: Savita said, Where is Peter? Savita asked where Peter was. or Savita inquired where Peter was. Damien said to Rahul, Are you absolutely sure? Damien wanted to know if Rahul was absolutely sure. or Damien inquired of Rahul if he was absolutely sure. Flash tip :1. said changes to asked or inquired. said to changes to asked or inquired of. 2. enquired/ enquired of may be used instead of inquired/inquired of. If the question can be answered with yes or no, if or whether follows the reporting verb. Example: Rama said, Can I use that pen? Rama asked if she could use that pen. If the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. Example: Rama said, When did this happen? Rama asked when it happened. There are changes in the person, tense and adverbs just like in the assertive sentences. Info Orbit When questions are changed to reported speech, the word order becomes the same as that of an assertive sentence. The reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. If the question can be answered with yes or no, if or whether follows the reporting verb. If the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. Practice Pulsar III. Change the speech Damini said, Can you explain the sum now? Rajiv asked Poonam, What are these stacks of paper for? Have you enjoyed yourselves today? said the instructor. Minu inquired, Tom, why are you packing your bag? The children said, Will you take us to the zoo next week? He said, How much further do we have to travel? She asked whether they were ready to go for a walk that evening. Shyam asked me why I was laughing so much. Fanny wanted to know who lived in the old house on the hill. The headman asked if anyone had worked for that company a year back. The detective enquired of the witness if he had seen the man in the photograph. Akhilesh wished to know how many of his classmates would go for a picnic. Commands and Requests Read the given sentences: 1.She said, Please tie your seat belt. She requested me to tie my seatbelt. 2. She said, Buy the necessities before the sun sets. She ordered him to buy the necessities before the sun set. 3. She said, Let us organise a party. She suggested that they should organise a party. The reporting verb is requested, told, asked, suggested etc. The main verb in direct speech changes to an infinitive in indirect speech. tie in sentence 1 changes to to tie, and buy in sentence 2 changes to to buy. Even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. Example : He said, Please sit down. He requested her to sit down. When the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. In sentence 3 organise changes to should organise. Info Orbit The reporting verb is requested, told, asked, suggested etc. The main verb in direct speech changes to an infinitive in indirect speech. Even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. When the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. Practice Pulsar IV. Change the speech: Keep the vase on the table, Sima, she said. Make sure that you have enough water, the guide said. Please do not make so much noise, said the official to the visitors. Let us clean the compound, said the monitor. Switch off the fans and lights before you leave, he said. Kindly contribute generously, said the child at the door. She ordered the children to cross the road cautiously. They requested us to wait for a few hours before lodging a complaint. The man told us to take a right turn to reach the bakery. We suggested to the old people that they should visit the orphanage once a week. The officer ordered the men to take up their positions. He requested her to take off her shoes outside the temple. Exclamations and Exclamatory Sentences Read the given sentences: He said, Alas! I have lost everything. He exclaimed in sorrow that he had lost everything. The reporting verb said in direct speech changes to exclaimed in reported speech. The emotion that is expressed by the exclamation in direct speech is stated in reported speech. So Alas! is replaced by exclaimed in sorrow. She said, How hot the day is! She exclaimed that the day was very hot. When an exclamatory sentence in direct speech begins with How or What, it is usually replaced with very in reported speech. Info Orbit The reporting verb said in direct speech changes to exclaimed in reported speech. The emotion that is expressed by the exclamation in direct speech is stated in reported speech. Practice Pulsar V. Change the speech He said, Hurrah! I have won the lottery. She said, What a pretty little girl you are! The lady said, What a fool I have been! He said, Oh! This is the best car I have seen. He said, O God! Forgive me for what I have done. The teacher congratulated him, saying that he had done very well. Wendy exclaimed that the bed was very comfortable. Madan exclaimed in joy that he was free at last. The jackal exclaimed that the crow had a very sweet voice. Ms Parekh exclaimed in grief that her brother was responsible for his own downfall. Ellen exclaimed that the weather was very chilly. Brendan exclaimed that it was a great pity that they had missed the show. Word Zoomer Reported Speech : Indirect speech is also known as reported speech. When direct speech changes to reported speech usually the first and second person change to the third person, the present tense changes to the past tense and the adverbs showing nearness in time and position are replaced by adverbs that show distance in time and position. Direct Speech : The words that are actually said. These are placed within quotation marks. Reporting verb : The verb that introduces direct speech or reported speech. For e.g. said, exclaimed, asked, whispered, requested and commanded. Touch Down When assertive sentences in direct speech are changed to indirect speech there are changes in the person, tense and adverb. the comma after said is replaced with that. said to changes to told. if a universal truth is stated in reported speech the tense does not change if the reporting verb is in the present tense, the tense in reported speech does not change. if the past tense is used in the reported speech in direct speech, it will remain unchanged in indirect speech. if the past tense is used in reported speech in direct speech and the time of the action is mentioned, the simple past tense will change to past perfect tense When interrogative sentences in direct speech are changed to indirect speech the word order becomes the same as that of an assertive sentence. the reporting verb in reported speech is asked, inquired or inquired of, wanted to know etc. if the question can be answered with yes or no, if or whether follows the reporting verb. if the question cannot be answered with yes or no, the reporting verb is followed by question words like when, what, which, where and how. When requests and commands in direct speech are changed to indirect speech the reporting verb is requested, told, asked, suggested etc. the main verb in direct speech changes to an infinitive in indirect speech. even when the person who is being addressed is not mentioned in direct speech, we have to mention the person in indirect speech. when the direct speech begins with let, the reporting verb changes to suggested and the main verb is preceded by should in reported speech. When exclamations and exclamatory sentences are changed to indirect speech the reporting verb said in direct speech changes to exclaimed in reported speech. the emotion that is expressed by the exclamation in direct speech is stated in reported speech. Flash tip : The shortest letters are said to have been exchanged between Victor Hugo and his publisher. When Les Miserables was released Victor Hugo wanted to know if it was well-received or not, so he sent a letter to his publisher with only ? written on it. The publishers response also consisted of a single punctuation mark ! Star Exercise I. Each of the following sentences contains an error. Correct the sentences. Rani said to Praveen that she would go over to his house that day. Brinda said that it was almost ten o clock now. She asked that if the bakers boy had delivered the bread. Sandeep said that the earth was round. Mohan said, Sandeep you are absolutely right. Deepa said, How cute the puppies look. Anand said You can leave the room now. Do not look so sad, said my friend. II. Read the dialogue given below and fill in the blanks: Akram Nibha Akram Nibha Akram Nibha Why are you looking so worried? My father has been transferred to a new place. Dont you want to go with him? I do, but I shall miss all my friends. What a lucky girl you are ! You will be seeing a new place and making new friends. I am feeling much better. Thank you. Akram asked Nibha (1) .. Nibha replied that her father (2).. Akram then inquired if (3) . with him. Nibha said that she did, but (4) Akram exclaimed that (5) . because she would be seeing (6) Nibha thanked him because (7) .. Comet Exercise Choose the correct alternative Shalini and Malini were twins. One day, while taking a walk Shalini said, I dont think (1. we have taken the right path / we had taking the right path/ we had taken the right path). Malini looked around and found nothing wrong. Why had Shalini made such a comment? She felt that her sister (2. has made a mistake /had made a mistake /is making a mistake.) Shalini pointed to a tree. (3.What do you have to say about it? / What did she have to say about it?/ What did you have to say about it? ) Malini (4.asked/exclaimed/ told) that it was (5. a very huge tree/ very huge trees/ a huge tree). Shalini sighed, You lack observation powers. We walk here every day. Have you seen it before? Malini answered, No, I have not. ( 6.I think we took a wrong turning / I am thinking we took a wrong turning/ I have thought we took a wrong turning) near the bazaar. Shalini (7.asked/ requested/ exclaimed) an old man (8. if he can help them / if he could help them / whether he could helps them). The old man guided them back and (9. advised/ commanded/ requested) them to be careful in future. Shalini and Malini assured him that (10. yes/ they would be more careful/ they will be more careful).