Federal Sentencing Guidelines Essay Example | Topics and Well Written Essays - 750 words

Federal Sentencing Guidelines - Essay Example Judges are allowed to sentence aside from the sentencing guidelines with an appropriate reason. In this case, other judges keep a sonorous glance on the sentencing if they are reasonable and appropriate. The basic objective to compile these sentencing guidelines manual is to immobilize crime and to augment the crime justice system giving the reasonable and efficient punishments. The first issue that congress wants to achieve by these sentencing guidelines is honesty. Congress want nation justice to punish criminal in a manner they can not only decrease the crime but also no favoritism may take a part and though, these guidelines help the criminal by lessen their punishment in good if they start doing well for the nation legally. The United States Commission also wants to have a uniform sentencing through out the nation. I.e., Every Federal Court sentence a crime in the same manner as it is treated on the other end of the nation. This may keep the criminal intact that they will be punished with the same sentence wherever they run. Third was the proportionality that is justified punishment that is not to impose a strict rule of act on a small amiss deed or furnish with an act of punis hment that is very least to the crime criminal ended with. There was an interaction with the crim... This person helps the nation catch the criminals red handed while making crimes. The advantage of this to the criminal that the years of chastisement can be reduce and the criminal can promise himself for staying the good man forever and always help the nation to save it from the criminals and terrorists. Castillo's attorney is confident enough for Castillo to receive a favorable consideration from the federal judges while final sentencing. This is only due to his study upon United States Sentencing Commission Guideline Manual, which is actually made for the uniformity of sentencing all over the States and open punishments for nation's knowledge. This strong belief of Castillo's attorney made us study the latest sentencing guideline manual easily available on Internet. The belief of Attorney that Castillo will receive a favorable deliberation from the judges is due to Federal Sentencing Guideline Manual. This manual about drugs visibly imposes the acts 2B1.1with the offence level 6; if the drugs are only steroids but not carrying any more vigorous acting ingredient. The act 2D1.1 may also force upon the criminal if the one is under age i.e., less than 18 (offence level = 26) or (offence level =13) otherwise. Similarly, it is declared that a criminal gets involve in a crime such that a history gets maintained that "Offence Saturatory Maximum" will lead that says that if the criminal get caught for drug supply once with no prior history may punish for ten to twenty years but if his criminal act is upon a history of same acts may implies him with the punishment for thirty years, the maximum rather than twenty years. A departure below the limit can be done if criminal's

Globalization, Nation-States and Transnational Entities Essay Example for Free

Globalization, Nation-States and Transnational Entities Essay The historical study of the main characteristics and normative legacy of a nation-state has proved complicated for the social sciences as a whole. During the past few centuries, the nation-state has been deified and demonised equally; it has been regarded as modern as well as ancient form of social and political community; it has been seen as an imagined or imaginary society; rational structure of the community; it has created as much happiness as well as misery; it has been a source for political democracy, cosmopolitanism and ethnic cleansing. It has also coexisted with empires colonies, blocks, protectorates, city-states among other forms of political organisations. It has gone through and experienced the unification, occupation, totalitarian terror, divisions and then unification. It has won legitimacy around ethnic or racial, republican, liberal, democratic class principle and federal (Chernilo, 2007). In spite of all these, a nation-state succeeded to present itself as a solid, stable and as the necessary form of social and political organisation in the contemporary world. The nation-state is a territorial organisation that self-recognizes and deriving its political authenticity from the people and serving as a supreme body for a country as a sovereign territorial entity (Chernilo, 2007). Most people view a nation as a political thing that is self evident, a kind of natural culmination of all societies. It is high time people realised that the idea of a nation that Europe gave to the world was perhaps short-lived political form, a European exception, a precarious transition between ages of kings and the â€Å"neo-imperial† age (Guehenno Elliott, 2000). 1). Modern nation-states have diverse feelings to their territory, compared to the dynastic monarchies; it is semi-sanctified, and non-exchangeable. No nation would swap territory with other states simply, for instance, because the kings daughter got married. They have a discrete type of boundary, in principle defined only by the area of settlement of the national group, although most nation-states also sought natural borders like rivers, lakes, mountain ranges among others. The most outstanding characteristic is the degree to which nation-states use the state as an instrument of national unity, in economic, social and cultural dimensions. This is done by promoting economic unity, first by abolishing internal customs and taxes. Nation-states normally have a guideline to form and sustain a national shipping infrastructure, facilitating business and movement (DiVanna, 2003). Nation-states usually have more centralised and identical public government than its colonial predecessors; they are smaller, and the population less diverse. In several instances, the regional administration is also subordinated to central or national government. They also have an identical nationwide customs, through state’s guiding principle. The model of the nation-state suggests that its populace constitutes a nation, fused by a widespread descent, a common language and various forms of shared culture. When the unity is absent, the nation-state frequently tries to craft it; by promoting a homogeneous national language, through language guiding principle. The nation-states create a common curriculum for both primary and secondary education as a way of fostering a common language. In addition, to create a common identity, history of a nation-state is enshrined in their curricula and taught usually in a propagandistic and mythologized edition, and especially during wars some nation-states still teach this kind of history. Language and cultural policy was sometimes negative, aimed at the suppression of non-national elements. Language prohibitions were sometimes used to accelerate the adoption of national languages, and the decline of minority languages. A nation-state has a constitution that is a set of rules that governs its operations and is official. A state is as well recognised but other countries as independent and with the United Nations by her being a member of the UN. Besides, the state also acts on behalf of the people that are residing in that territory and nation-state is continuous; in the sense that a set of leaders come and go but the nation-state remains, thus its continuity. Nationalism being a product of modernity, reflecting on people’s need to belong to a social group to have a feeling of security in an environment where a people live. Nationalism has been seen as an intense force that has resulted into socio-political conflicts all over the world, besides, it has been an instrument for bigotry and social unrests. The key to lasting business viability in a connected world is that each firm is part of one or more networks of value. Thus collaboration is the pillar to adding value as a network member. More often, people and corporations collaborate because of the profit that may accrue due to such collaboration (DiVanna, 2003) A nation defines itself by not only what it is, but as well as what it is not. It is not a social group, neither is it a religious group, nor a racial group; a nation is what binds together the citizens of a nation is a amalgamation of historical factors that can not be reduced to a single dimension as social, religious, or racial (Guehenno Elliott, 2000) an example of a nation is Germany. A state such as Georgia is described as a definite territory in which a legitimate government has the ability to control its own activities without intrusion from other system of governments (Europa, 2010). It depicts more of a political and geographical area associated with a kind of political body; a nation, on the other hand, describes more of a cultural and/or ethnic entity. The term nation-state implies that the two geographically concur, and this distinguishes the nation-state from the other types of state, which historically come first, an example of a state is Georgia. In addition, a nation-state is understood as a political expression of a single or a central and relatively homogenous ethnic group. It groups very heterogeneous societies, communities loosely under the guidance of a common religious, and/or dynastic tradition. The basis of segmentation that characterise such communities can be geographical, religious, political, social, economical, ethnical, race and even class or caste (European Parliament, 2008), an example of a state is Algeria. 2). The US has territorial boundaries which are not easily swopped. Besides, US is a symbolic community with her people voluntarily dedicate their most important political loyalties in spite of the many meticulous loyalties; economic, spiritual, racial, ethnic, political, social; that otherwise divide them. This gives the people of united state to identify with a common culture as a people of a modern nation-state. In addition, the U. S has an impersonal power structure which bears it legitimacy from a people. A countrys foreign policy, which at time is called the international relations policy, consists of approaches preferred by the state to safeguard its national interests and to achieve its goals in international relations. The plans are intentionally employed to interact with other nation-states. Contemporarily, due to transnational and globalization activities, the nation-states will also have to interact with non-state actors like terrorists. A nation-state’s interests are paramount; foreign policies are premeditated by the government through high-level decision making progressions. More often than not, creating foreign policy is the job of the head of government and the foreign minister. In some countries the legislature is also involved in the process. 2 b). An example of foreign policy of US is Security from attack is the most paramount foreign policy of any nation. That is a nation should endeavour to have foreign policies that do not make her vulnerable from physical external attack, either by other countries or by individual actors like terrorists. The focus of US foreign policy is thus, geared towards building a power to defend herself from against attack from other nation-states and these individual actors like international terrorists. Security from attack should go beyond the physical attack to include the domestic wellbeing of the American citizens and protect them against some psychological troubles like the loss of their jobs to foreigners, because of perhaps, poor foreign policy on immigration issues, and trade among others. Foreign policy of the US is national interest or international justice; which focuses on the role of the US when other nations go against human rights like right to life, by some regimes which go to war and engage in massacre, genocide among others. Others argue that US should develop a foreign policy that protects human right when abused not only in American soil but also in other parts of the word. This may take a more noble form as diplomacy and may go to the extreme as military intervention if necessary, and then help with the reconstruction of the nation-state in question, like in the case of Iraq (Page Bouton, 2006). The aftermath of World War II saw the creation of European Union which was seen by many as an escape from the extreme forms of nationalism which had destroyed the continent. This followed the formation of the European Coal and Steel Community which, while having the modest aim of consolidated control of the previously national coal and steel industries of its member states, is seen to be the first step which culminated in the formation of the European Union. The founding members of the Community were Belgium, France, Italy, Luxembourg, the Netherlands, and West Germany. It progressed to form a peaceful Europe through cooperation in the 1940s. Due to the war between the east and the west in the 1950s there was need for peace in Europe. Therefore the soviet tanks put down protests against the communist regime in Hungary. In 1957, the launch of the first man-made space satellite by the Soviet Union acted as a pioneer in the space race in addition to the European Economic Community or Common Market that was created by the Rome treaty. The emergence of youth cultures took place in the 1960s bringing with it economic growth. In return, the EU countries stopped charging duty on custom in the course of their trade with each other. During this period, they agreed on joint food production control so that everyone had enough to eat which resulted in excess agricultural produce. In 1973 resulted in a growing community when Denmark, Ireland and the United Kingdom joined the European Union, and raised the number of members to nine. This period experienced the last right wing dictatorship in Europe due to Salazar regime being overthrown in Portugal and the General Franco of Spain’s death. The influence in EU affairs by the European Parliament increased and hence all citizens could elect their members directly for the first time. In addition jobs and infrastructure in poorer areas were created when the EU regional policy started to transfer huge sums of money. The changing face of Europe was introduced by the fall of the Berlin wall in the 1980s. Greece additionally joined the European Union followed by Spain and Portugal five years later. The single European Act which is the foundation for a six year program that resolves problems with the free flow of trade across EU borders and creates the Single market was then signed in 1987. In 1989, the Berlin wall was pulled down and for the first time, the border between East and West Germany was opened and led to the reunification of Germany when these two united in 1990. In the 1990s the European Union developed a Europe without frontiers which resulted in Europeans being closer to each other when in central and Eastern Europe there was a collapse of communism. This was when the single market was completed and the four freedoms of movement of goods, services, people and money was developed in addition to the Maastricht Treaty on European Union in 1993 and the Treaty of Amsterdam in 1999. Austria, Finland and Sweden join the other member states in 1995, people are allowed to travel without border checks of passports when as, all village in Luxembourg gave its name to the â€Å"Schengen† agreements, numerous young people were able to study in other countries with the support of EU and with the use of mobile phones and the internet, communication was made easier. From 2000 to present, the European Union experienced further expansion due to the introduction of a new currency for many Europeans. The member states began to work jointly to fight crime and introduced the war on terror after hijacked planes were flown in New York and Washington buildings. More than 10 countries joined EU and between east and west Europe there was a healing of political divisions (Europa, 2010). b). These major institutions of the European Union are the European Parliament or EP which is elected directly by EU’s citizens to act as their representative, the Council of the European Union which is a representative of individual member states and the European Commission which endeavours to sustain the union’s interest as a whole. The three form an institutional triangle which makes policies and laws applied throughout the EU. The new laws are proposed by the commission but then they are adopted by the parliament and council. In addition, the Court of Justice which maintains the European law and the Court of Auditors which checks the union activities finances are other institutions that play important roles (Europa, 2010). Moreover, there are also the European Investment Bank, Economic and Social Committee, Committee of the Regions, European Ombudsman, and the European Monetary Institute (ILO, 2010) The countries that make up the European Union are otherwise known as its member states. Though they maintain their independence, they put their power together in order to achieve strength and influence which they could not as individual nations. This means that they give some decision making powers to created institutions which they share so that issues related to a common interest are decided on with democracy at European level. In total, they are27 are Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, and the United Kingdom (Europa, 2010) c). The European Union enables closer relationships between its member states in order to maximize on their collective potential. This applies to economic and political activities such as free trade, freedom of movement, and choice of job. In addition it serves to unify the actions of its member countries in terms of security, foreign policy, and cooperation in matters related to police and justice. A lot of beaucracy that was involved with these issues has since been dissolved. In addition it has achieved its principle aim of ensuring Europe’s stability after the Second World War (ILO, 2010) d). Foreign policy objectives for the European Union include peace building and peace making. This involves prevention and control of war or conflict between member states and other nations. It works to eliminate suffering of related citizens The rule of law and respect for human rights and basic freedom should also be strengthened by pursuing ambitious human rights policy that is based on agreement with the respective clause that is concerned with human rights and democracy. An agreement based upon structured and deep political dialogue should also be established in addition to the implementation of the introduced parliamentary dimension (European Parliament, 2008) 4a). The nation-states and transnational entities pursued by the use of foreign policy tools such as diplomatic negotiations, economic aid, and sanctions, trade restrictions, military interventions, unilateral, or cooperative. These options are evaluated and monitored in attempts to maximize benefits of multilateral international cooperation. A nation-state can use them singly or a combination. b). The consequences of this interaction for international politics are numerous. Some of them include the subordination of national interests of a country to uphold the collective interests of the nation-states, like the United States, or the transnational entities like the European Union. The economic interdependence is likely to either make war between trading partners less likely or, as realists claim, that economic interdependence increases the likelihood of conflict. Such countries that engage in international may be prone to terrorist’s attacks besides, the nation-state can be less popular in other countries when the use military interventions like the case or US intervention in Iraq. References Busby,W. J. , 2010. Who Cares about the Weather? Climate Change and U. S. National Security. Retrieved from http://www. gechs. org/downloads/holmen/Busby. pdf on 12th July, 2010. Chernilo, D. , 2007. A Social Theory of the Nation-State: The Political Forms of Modernity beyond Methodological Nationalism. New York: Routledge. Desmoyers-Davis T. , 2001. Citizenship in Modern Britain. New York, USA: Routledge. DiVanna J. , 2003. Synconomy: Adding Value in a World of Continuously Connected Business. USA: Macmillan. Europa, 2010. Europen Union. Retrieved from http://europa. eu/abc/history/index_en. htm. on 12th July, 2010. European Parliament, 2008. EU strategy for reform in the Arab world. Retrieved from http://www. europarl. europa. eu/sides/getDoc. do? pubRef=-//EP//TEXT+TA+P6-TA-2007-0179+0+DOC+XML+V0//EN on 12th July, 2010. Guehenno, J. M. Elliott, V. , 2000. The end of the Nation-State. Minnesota: U of Minnesota Press. International Labour Office (ILO), 2010. European Union (EU). Retrieved from http://actrav. itcilo. org/actrav-english/telearn/global/ilo/blokit/eu. htm. on 12th July, 2010. Page, B. I. Bouton, M. M. ,2006. The Foreign Policy Disconnect: What Americans Want From Our Leaders But Dont Get. Chicago: University of Chicago Press Rosenberg, M. , 2010. Defining an Independent Country. Retrieved from http ://geography. about. com/cs/politicalgeog/a/statenation. htm

Vimy Ridge :: essays research papers

Shock and Awe, 1917 Gary Graves, CBC News Online | April 9, 2003 We may marvel at the firepower of the hundreds of missiles and smart bombs used in U.S. attacks on Iraq, but an overwhelming battlefield fusillade creating shock and awe is not a new idea. In fact, Canadian soldiers fighting in the First World War were pioneers of the tactic. Click for map Source: National Archives It was at Vimy Ridge, a strategic 14-kilometre long escarpment that overlooks the Douai plain of France. German occupying troops controlled the ridge using a network of trenches that snaked along the crest and down into the valley, connecting with another network of natural caves. 150,000 French and British soldiers had died trying to take it back. Allied commanders believed the ridge to be impregnable. But the Canadians had a plan, the first battle strategy for this new nation's commanders to conceive and execute on their own. Even military "experts" of the time admitted dubiously that the Canadians' plan couldn't be any worse than the British tactics at the Somme, which cost 24,000 Canadian casualties. So the Canadian army – all four divisions, totalling 100,000 men – got the go-ahead. The ground assault had been planned meticulously for months. Full-scale replicas of the Vimy terrain were built to rehearse unit commanders on what to expect both from the enemy and from Canadian units on either side. Canadian spotters had identified and mapped about 80 per cent of the German gun positions. Five kilometres of tunnels were dug in order to move Canadian troops and ammunition up to the front without their being seen by German observers. And for a couple of weeks leading up to the battle, Canadian and British artillery pounded the Germans with 2,500 tons of ammunition per day. At 5:30 in the morning on Easter Monday, April 9, 1917, the assault began. It was raining. It was freezing cold. And it began with a huge artillery barrage†¦ shock and awe 1917-style. Canadians under fire at Vimy Source: National Archives Over 1,100 cannons of various descriptions, from British heavy naval guns mounted on railway cars miles behind the battlefield, to portable field artillery pieces dragged into place by horses, mules or soldiers just behind the Canadian lines, fired continuously – in some cases until they exhausted their ammunition. The Canadian battle plan was simple: the withering barrage provided a screen for the Canadian troops to hide behind.

Internal Medicine is a Team Sport Essay -- Medicine College Admissions

Internal Medicine is a Team Sport Ever since I was a child, I have asked the basic question, "Why do things work the way they do?" Never satisfied with the mere memorization of facts and details, I have always strived to understand the mechanism of actions. Seemingly simple facts, like water turning into ice when it is cold outside, perplexed me more than the average five year old, resulting in a constant barrage of "why" for my parents to answer. This inquisitive nature attracted me to the sciences throughout my school years and, in particular, to chemistry during my undergraduate years at college. I spent a significant portion of my junior and senior years conducting an honors research project under the guidance of Rob Geis Ph.D., Chairman of the department of chemistry. My research experience taught me not only how to form a carbon-carbon bond using transition metals, but more importantly how to properly obtain, process and analyze data in order to draw conclusions and formulate theories. ...

Checks and Balances Essay

This essay will discuss the Constitutional principle of Checks and Balances. It will explain the concept and effectiveness of the separation of power. As an example, the case of Brown v. The Board of Education will be used to explain the concept and effectiveness of the separation of power. Brown v. The Board of Education is a famous case that ended segregation in schools in 1954 during the Civil Rights Movement. First, lets start with what the definition of Checks and Balances is as it pertains to the Constitution. The definition according to Merriam-Webster is: â€Å"a system that allows each branch of a government to amend or veto acts of another branch so as to prevent any one branch from exerting too much power. †. The legislative power is vested in the Congress, the executive power rests with the President and the judicial power is granted to the Supreme Court and other federal courts. Each branch of government has separate and particular powers as listed in the Constitution, each branch is also given the power, duty and ability to control and balance the other(s) in a system of checks and balances. The Constitution grants all legislative power to the Congress. The Congress is bicameral and a bill has to pass both houses: the House of Representatives and the Senate. In this way the houses check and balance each other. Both the executive and the judicial branch check and balance the Congress’ legislative power. Although only the Congress can make laws, the President has the power to veto bills, in which case the bill can only pass with a 2/3 majority in both houses. Finally, if the Congress and the President agree on a law, the Supreme Court has the power of interpreting the laws and a power of review, i. . the Supreme Court can declare a law unconstitutional and therefore void. As chief administrator the President is required to see that laws are carried out, to enforce existing politics and to managing the bureaucracy. The president nominates the heads of the executive branch’s departments, but these appointments are subject to the Congress’ approval. The constitution makes the president and Congress share powers in matters such as foreign policy and the US armed forces. In the case of Brown v.  The Board of Education, the legal defense of Oliver L. Brown stated, â€Å"the discriminatory nature of racial segregation †¦ â€Å"violates the 14th amendment to the U. S. Constitution, which guarantees all citizens equal protection of the laws,†. Because of this Brown v. The Board of Education laid the foundation for shaping future national and international policies regarding human rights. At the time, the state of Kansas had segregated schools, meaning that black and white children could not go to school at the same place. At the end of the case, Brown and his legal defense had argued that it was not fair to the children because they may or may not get the best education if they were segregated. The United States Supreme Court ruled that no state should segregate any child in public schools. White and Black children would go to school together and be offered the same rights. Anything less would be unconstitutional. This is a perfect example of how the state legislature was overturned by the Supreme Court and they were able to keep a check and balance on each other. The state of Kansas did not have a law stating that the schools must be segregated, but they also did not have a law saying that they couldn’t be segregated. The Browns first took their case to the state in 1951. After the case was dismissed, Brown and four other lawsuits made an appeal to the United States Supreme Court were the state ruling was overruled. The Supreme Court had checked and agreed that it was a violation of the Constitution to segregate schools. To this day, a public school can not discriminate against any child, black or white, male or female, smart or special ed. The decision made by the Supreme Court was a unanimous ruling that was issued on May 17, 1954. At that time Chief Justice Earl Warren wrote that â€Å"segregated schools are not equal and cannot be made equal, and hence they are deprived of the equal protection of the laws. † He continued, â€Å"We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. †. Thank goodness for checks and balances, without them, the country would be a much different place to live.

How to Help Your 4th Grader Write a Biography

How to Help Your 4th Grader Write a Biography Assignments can differ from one teacher to another, but most fourth-grade biography papers will involve a specific format. If you dont have detailed instructions from their teacher, you can follow these instructions to help your child develop a great paper. Every paper should have the following sections: Cover pageAn  introductory paragraphThree body paragraphsA summary paragraph Cover Page The cover page gives the reader information about your child, their teacher, and the subject of your childs paper. It also makes the work look more polished. The cover page should include the following information: The title of your childs paperYour childs nameThe name of your childs teacher and their schoolTodays date Introductory Paragraph The introductory paragraph is where your child introduces his topic. It should contain a  strong first sentence that gives the reader a clear idea of what the paper is about. If your child is writing a report about Abraham Lincoln, the opening sentence may look something like this: Abraham Lincoln once described himself as an ordinary man with an extraordinary story. The introductory sentence should be followed by a few sentences that give a little more information about the  topic and lead up to your childs big claim, or thesis statement. A thesis statement is not merely a statement of fact. Rather, it is a specific claim that will be argued and defended later in the paper. The thesis statement also serves as a roadmap, giving the reader an idea of what is coming next. Body Paragraphs The body paragraphs of the biography are where your child goes into detail about their research. Each body paragraph should be about one main idea. In a biography of Abraham Lincoln, your child might write one paragraph about Lincolns childhood and another about his time as president. Each body paragraph should contain a topic sentence, support sentences, and a transition sentence. A topic sentence states the main idea of the paragraph. Support sentences are where your child goes into detail, adding more information that supports the topic sentence. At the end of each body  paragraph should be a transition sentence, which links the ideas from one paragraph to another. Transition sentences help guide the reader and keep the writing flowing smoothly. Sample Body Paragraph A  body paragraph may look something like this: (Topic sentence) Abraham Lincoln struggled to keep the country together when some people wanted to see it split apart. The Civil War broke out after many American states wanted to start a new country. Abraham Lincoln showed leadership skills when he led the Union to victory and kept the country from splitting in two. (Transition) His role in the Civil War kept the country together, but led to many threats to his own safety.(Next topic sentence) Lincoln did not back down under the many threats he received. . . . Summary or Conclusion Paragraph A strong conclusion restates your childs  argument and sums up everything they have written. It should also include a few sentences that repeat the points your child made in each body paragraph. In the end, your child should include a final sentence that sums up the whole argument. Although they contain some of the same information, the  introduction and the conclusion should not be the same. The conclusion should build on what your child has written in their body paragraphs and wrap things up for the reader. Sample Summary Paragraph The summary (or conclusion) should look something like this: Although many people in the country did not like Abraham Lincoln at the time, he was a great leader for our country. He kept the United States together when it was in danger of falling apart. He also stood brave in the face of danger and led the way to equal rights for all people. Abraham Lincoln is one of the most outstanding leaders in American history. Bibliography Your childs teacher may require a bibliography at the end of the students paper. The bibliography is simply a list of books or articles that your child used for his research. The sources should be listed in a precise format  and in alphabetical order.

Adaptation Responses of Selected Pregnant Women

Adaptation Responses of Selected Pregnant Women Free Online Research Papers SUMMARY: This study sought to determine the level of adaptation responses of the selected pregnant women in terms of physiologic mode, self-concept mode, role function mode and interdependence mode and the association of such variables as age, civil status, socio-economic status, parity, period of pregnancy and educational attainment. Specifically, the study answered the following questions: 1. What is the profile of the respondents as to age, civil status, socio economic status, parity, educational attainment, and period of pregnancy? 2. What is the level of adaptation responses of the respondents in terms of physiologic mode, self-concept mode, role function mode, and interdependence mode? 3. What is their level of adaptation responses when they are taken according to age, civil status, socio – economic status, parity educational attainment, and period of pregnancy? 4. Is there a significant difference on the adaptation responses of the respondents as to age, civil status, socio – economic status, parity, educational attainment, and period of pregnancy? The population of the study was composed of 100 Selected Pregnant women in Gen. Emilio Aguinaldo Memorial Hospital Trece Martires City Cavite, Whose age’s ranges from 16-35 years. The descriptive method was used in the study. A validated survey questionnaire was developed to gather data needed to answer each of the specific problems. All the data in the questionnaire were pre-coded for computer computations. Frequencies, Relative Frequency, Mean and F-test or one-way ANOVA were used to analyze the data. FINDINGS: 1. Approximately 33% of the respondents belong to the 21 -25 years old; 74% of the respondents were married; 73% of the total respondents earn or have a family monthly income of P5, 000 and below; 34% of the respondents are considered primipara or first time mothers; 58% of the total respondents are in their 3rd Trimester or they are pregnant for 8-9 months; lastly most of the respondents that are 56% had an educational attainment of high school years or secondary education. 2. Respondents’ level of adaptation responses in terms of physiologic mode is on the average with a computed mean of 4.01; self-concept mode with the mean of 3.29; role function mode with the mean of 3.75; and the interdependence mode with the mean of 3.97 are all considered more adaptive as suggested by the mean computation. 3. In terms of civil status and socio- economic status were found significantly different in their levels of their adaptation. On the other hand, respondents group into age, parity and period of pregnancy were found not significantly different. CONCLUSION: From the foregoing findings, the following conclusions were drawn: 1. Most of the respondents are in the age bracket of 21-25 years old, married, earning P5, 000 and below, has an educational attainment of high school or secondary level, and in terms of their parity most of the respondents are primipara or they are having their first baby, lastly they are in their 3rd trimester of their pregnancy. 2. Respondents’ level of physiologic response s in terms of physiologic mode, self-concept mode, role function mode and interdependence mode on the average are all considered more adaptive. 3. Respondents’ level of adaptation responses when grouped according to all age group were more adaptive; period of pregnancy in both trimesters found out to be more adaptive; parity considered to be more adaptive in both multipara and primipara; and in terms of socio-economic status. While, when they are grouped according to civil status they are considered adaptive. 4. Respondents’ level of adaptation when grouped in terms of civil status and socio- economic status were found significantly different in their levels of their adaptation. On the other hand, respondents grouped into age, parity and period of pregnancy were found not significantly different. RECOMMENDATIONS: From the foregoing conclusions, the following recommendations were drawn: 1. In view of the limitations, of the study where the respondents are selected pregnant women in the hospital, who may have a little background or knowledge about different adaptive behaviors, further study is suggested by conducting similar study outside other hospitals. 2. Since respondents are selected pregnant women from different localities consulting a tertiary government hospital, the administrators must pay strictly to their patients’ health needs by providing structured program and strict implementation and careful monitoring of such program. Program organizers should avoid moralizing and particularly in terms of the socio-economic status, parity, and mostly in terms of civil status. 3. Other Researchers can replicate this study to refine, quantify, and verify findings. They may replicate this study in a much bigger population and with respondents who are more heterogeneous in terms of period of pregnancy and the level of their adaptations responses. They can also replicate it having a comparison of adaptation level of responses of the patients of different hospitals. Research Papers on Adaptation Responses of Selected Pregnant WomenInfluences of Socio-Economic Status of Married MalesResearch Process Part OneThe Relationship Between Delinquency and Drug UsePersonal Experience with Teen PregnancyArguments for Physician-Assisted Suicide (PAS)Moral and Ethical Issues in Hiring New EmployeesStandardized TestingPETSTEL analysis of India19 Century Society: A Deeply Divided EraBionic Assembly System: A New Concept of Self

Work and Adolescence in the Middle Ages

Work and Adolescence in the Middle Ages Few medieval teenagers enjoyed a formal education as it was rare in the Middle Ages. As a result, not all adolescents went to school, and even those who did were not wholly consumed by learning. Many teens worked, and just about all of them played.   Working at Home Teens in peasant families were most likely to work instead of attending school. Offspring could be an integral part of a peasant familys income as productive workers contributing to the farming operation. As a paid servant in another household, frequently in another town, an adolescent could either contribute to the total income or simply cease using the family resources, thereby increasing the overall economic standing of those he left behind. In the peasant household, children provided valuable assistance to the family as early as age five or six. This assistance took the form of simple chores and did not take up a great deal of the childs time. Such chores included fetching water, herding geese, sheep or goats, gathering fruit, nuts, or firewood, walking and watering horses, and fishing. Older children were often enlisted to care for or at least watch over their younger siblings. At the house, girls would help their mothers with tending a vegetable or herb garden, making or mending clothes, churning butter, brewing beer and performing simple tasks to help with the cooking. In the fields, a boy no younger than 9-years-old and usually 12 years or older, might assist his father by goading the ox while his father handled the plow. As children reached their teens, they might continue to perform these chores unless younger siblings were there to do them, and they would most definitely increase their workloads with more demanding tasks. Yet the most difficult of tasks were reserved for those with the most experience; handling a scythe, for example, was something that took great skill and care, and it was unlikely for an adolescent to be given the responsibility of using it during the most pressing times of harvest. Work for teenagers was not limited to within the family; rather, it was fairly common for a teen to find work as a servant in another household. Service Work In all but the poorest medieval households, it would not be surprising to find a servant of one variety or another. Service could mean part-time work, day labor, or working and living under the roof of an employer. The type of work that occupied a servants time was no less variable: there were shop servants, craft assistants, laborers in agriculture and manufacturing, and, of course, household servants of every stripe. Although some individuals took on the role of servant for life, service was frequently a temporary stage in the life of an adolescent. These years of  labor- often spent in another familys home- gave teenagers the chance to save up some money, acquire skills, make social and business connections, and absorb a general understanding of the way society conducted itself, all in preparation for entry into that society as an adult. A child might possibly enter service as young as age seven,  but most employers sought older children to hire for their advanced skills and responsibility. It was far more common for children to take up positions as servants at age ten or twelve. The amount of work carried out by younger servants was necessarily limited; pre-adolescents are rarely if ever suited to heavy lifting or to tasks that require fine manual dexterity. An employer who took on a seven-year-old servant would expect the child to take some time learning his tasks, and he would probably start with very simple chores. Common Occupations Employed in a household, boys might become grooms, valets, or porters, girls could be housemaids, nurses, or scullery maids, and children of either gender could work in the kitchens. With a little training young men and women might assist at skilled trades, including  silk making, weaving, metalworking, brewing, or winemaking. In  villages,  they could acquire skills involving clothmaking, milling,  baking, and blacksmithing as well as help in the fields or household. By far, the majority of servants in town and countryside came from poorer families. The same network of friends, family and business associates that provided apprentices also yielded workers. And, much like apprentices, servants sometimes had to post bonds so that prospective employers might take them on, assuring their new bosses they would not leave before the agreed-upon term of service was up. Hierarchies and Relationships There were also servants of nobler origins, particularly those who served as valets, ladies maids, and other confidential assistants in illustrious households. Such individuals might be temporary adolescent employees from the same class as their employers or long-term servants from the gentry or urban middle class. They might even have been educated at a University before taking up their posts. By the 15th century, several advice manuals for such esteemed servants were in circulation in London and other large towns,  and not only noblemen but high city officials and wealthy merchants would seek to hire individuals who could perform delicate duties with tact and finesse. It was not unusual for a servants brothers and sisters to find work in the same household. When an older sibling moved on from service, his younger sibling might take his place, or perhaps theyd be employed simultaneously at different jobs. It was also not uncommon for servants to work for family members: for example, a childless man of prosperity in a town or city might employ his country-dwelling brothers or cousins children. This might seem exploitative or high-handed, but it was also a way for a man to give his relatives economic assistance and a good start in life while still allowing them to keep their dignity and pride in accomplishment. Terms of Employment It was  common  procedure to draw up a service contract that would outline the terms of service, including payment,  length  of service, and living arrangements. Some servants saw little legal recourse if they encountered difficulty with their masters, and it was more common for them to suffer their lot or run away rather than turn to the courts for redress. Yet court records show this was not always the case: masters and servants both brought their conflicts to legal authorities for resolution on a regular basis. Household servants almost always lived with their employers, and to deny housing after having promised it was considered a disgrace. Living together in such close quarters could result in terrible abuse or close bonds of loyalty. In fact, masters and servants of close rank and age were known to form lifelong bonds of friendship during the term of service. On the other hand, it was not unknown for masters to take advantage of their servants, particularly teenage girls in their employ. The relationship of most teenage servants to their masters fell somewhere in between fear and adulation. They did the work that was asked of them, were fed, clothed, sheltered and paid, and during their free time sought out ways to relax and have fun. Recreation A common misconception about the Middle Ages is that life was dreary and dull, and none but the nobility ever enjoyed any leisure or recreational activities. And, of course, life was indeed hard compared to our comfortable modern existence. But all was not darkness and drudgery. From peasants to  townsfolk  to gentry, people of the Middle Ages knew how to have fun, and teens were certainly no exception. A teenager might spend a large part of each day working or studying but, in most cases, he would still have a little time for recreation in the evenings. Hed have still more free time on holidays such as Saints Days, which were fairly frequent. Such liberty might be spent alone, but it was more likely to be an opportunity for him to socialize with coworkers, fellow students, fellow apprentices, family or friends. For some teenagers, childhood games that occupied the younger years such as marbles and shuttlecocks evolved into more sophisticated or strenuous pastimes like bowls and tennis. Adolescents engaged in more dangerous wrestling matches than the playful contests theyd attempted as children, and they played some very rough sports like football- variations that were precursors to todays rugby and soccer. Horseracing was fairly popular on the outskirts of London, and younger teens and pre-teens were frequently jockeys due to their lighter weight. Mock battles among the lower classes were frowned upon by authorities, for fighting rightfully belonged to the nobility, and violence and misconduct could ensue if youths learned how to use swords.  However,  archery  was encouraged in England due to its significant role in what has come to be called the  Hundred Years War. Recreation such as falconry and hunting were usually limited to the upper classes, primarily due to the cost of such pastimes. Furthermore,  forests, where sporting game might be found, were almost exclusively the province of the nobility, and peasants found hunting there- which they usually did for food rather than sport- would be fined. Games of Strategy and Gambling Archaeologists have discovered among castle remains intricately carved sets of chess and tables (a precursor to backgammon),  hinting at some popularity of board games among the noble classes. There is no doubt that peasants would be unlikely at best to acquire such costly trifles. While it is possible that less expensive or home-made versions could have been enjoyed by the middle and lower classes, none have yet been found to support such a theory; and the leisure time required to master such skills would have been prohibited by the lifestyles of all but the wealthiest folk. However, other games such as  merrills, which required only three pieces per player and a rough three-by-three board, could easily have been enjoyed by anyone willing to spend a few moments collecting stones and roughing out a crude gaming area. One pastime that was definitely enjoyed by city teens was dicing. Long before the Middle Ages, carved cube dice had evolved to replace the original game of rolling bones, but bones were occasionally still used. Rules varied from era to era, region to region and even from game to game, but as a game of pure chance (when honestly played), dicing was a popular basis for gambling. This prompted some cities and towns to pass legislation against the activity. Teens who engaged in gambling were likely to indulge in other unsavory activities that could result in violence, and riots were far from unknown. In hopes of heading off such incidents, city fathers, recognizing the need of adolescents to find release for their youthful exuberance, declared certain saints  days  occasions for great festivals. The celebrations that ensued were opportunities for people of all ages to enjoy public spectacles ranging from morality plays to bear-baiting as well as contests of skill,  feasting, and processions. Sources: Hanawalt, Barbara,  Growing Up in Medieval London  (Oxford University Press, 1993).Reeves, Compton,  Pleasures  Ã‚  (Oxford University Press, 1995).and Pastimes in Medieval England

Multinational Acquisition Research Paper Example | Topics and Well Written Essays - 1750 words

Multinational Acquisition - Research Paper Example In 2010, the world witnessed the acquisition of a famous multinational company Cadbury by Kraft Food Products. Kraft Foods, an American multinational, which deals in food products acquired Cadbury, a British multinational dealing in confectionary products, as a way to diversify its holdings. As such, in January 2010, Kraft Foods acquired Cadbury for ?11.9 billion ($19.6 billion) (Merced & Nicholson, 2010). This made Kraft Foods the biggest confectioner in the world. It has been recorded as the biggest food and beverage deal in European history according Reuters. The initial offer of Kraft Foods was 745p, per share which was increase by 14 percent to 850p per share. Initially the acquisition was opposed by the trade unions because they had the prescient concern that such an acquisition would necessarily lead to job cuts. However, Kraft Foods confirmed that the combined company would be able to create more jobs in UK, apart from the existing employees that Cadbury currently employed (J ones, & Dorfman, 2010). Research Objectives The objective of this research is to focus on the issues that arise after a multinational acquisition acquires a different organizational culture, framework, process and system in comparison to the company which has acquired it. The motive would be to analyze the accounting requirements after acquisition, difficulties that arise with reference to preparation of combined financial statements, as well as to separately assess the goodwill of the business combination and other key issues. The objective would also be to study the IFRS and GAAP guidelines which are applicable in cases such as the one that will be studied. Outline of the Study The research study includes a detailed study of the multinational acquisition of Cadbury by Kraft Foods. General analysis of the scenario before acquisition is done; furthermore, the study will discuss the after effects of acquisition within the new business combination. As such, the study will begin with a brief overview of the acquisition that took place in January 2010. The research objective is stated to describe the motive behind conducting the research. Furthermore, a literature review will include analysis of the accounting requirements and the challenges faced by the company in preparing the combined financial statements. Apart from this discussion on the process of evaluating the intangible assets of the company and key changes that are made in the acquired company would be revealed, the study will attempt to give a complete view of the successful objectives required by such an approach. LITERATURE REVIEW Accounting Requirements and Challenges in preparing Financial Statement In the case of the acquisition of Cadbury by Kraft Foods, the holding company is Kraft Foods and Cadbury is the subsidiary. Therefore, the companies in this business combination need to apply for acquisition accounting to the newly united business. Similarly, the holding company is the one which holds ma jority of the shares of the subsidiary company. The holding company must also become responsible for the balance sheet and profit and loss statements of the subsidiar

Process or structure of government Research Paper

Process or structure of government - Research Paper Example The head of the government who is the US president share his powers with the Congress and the Judiciary system. These three branches dependent for proper functioning of the government. Being a Federal Constitutional Republic, the United States’ Constitution is the supreme law of the land. The US Democracy is different from other democracies in that every state of the Union holds enough power to make their own reforms as long as they do not go against the Supreme Law, which is the Constitution. The Executive This is the branch that consists of the president, the vice president and fifteen cabinet departments. Every four years, the Americans go to the ballot to elect a president and his running mate who takes the position of the vice president. The president of the US is the commander-in-chief of the U.S Armed Forces and is essentially the leader of the country. It is the duty of the president to recommend legislation to Congress, convene Congress, deliver the state of the Union address to Congress every year. ... The president usually appoints fifteen cabinet members who must be approved by the Senate. The Legislature This is the arm of government tasked with legislating or rather making laws. It was established by Article 1 of the Constitution. Thus the Congress, the collective legislative body consists of the Senate and the House. These two House were established so as to balance the concerns of smaller but more populated states against those of larger but more sparsely ones. Thus the Senate is made up of 100 members known as Senators. Each state is allowed two representatives. However The House of Representatives currently consists of 435 members, with each state’s representation dependent on its population. The two Houses have got unique duties and powers and could be tasked with some specific duties as well. For example a House may initiate legislation that require people to pay taxes and can decide if public officials are to be tried if accused of crime. After every two years, re presentatives are elected. The Senate confirms presidential appointments such as that of ambassadors, cabinet members and federal judges. Federal officials accused of crime are tried by the Senate after the Senate votes to impeach the official. The senate is presided over by the vice president and the election of Senators takes place after every six years. The Judiciary This branch is established by Article 3 of the U.S constitution. However its powers duties nor organization is not spelt out here. This was left to the Congress and Justices of the Court itself to develop the authorities and operations of the entire Judiciary. The Supreme Court Justices are usually nominated by the president and later on approved by a majority of vote of the Senate. Their terms of service are

Research methods (Evangelistical literature) Essay

Research methods (Evangelistical literature) - Essay Example Epistemological assumptions begin with an inherent suspicion of the knowledge basis of the concept or product. They want to understand and interpret everything in a framework of methodology Conventional science is based on 'rational positivist' thought. This includes the presumptions that there is a 'real world'. Data can be gathered by observing it This data is factual. It is truthful and unambiguous. The 'post-positivist', 'interpretivist' philosophy, on the other hand, asserts that these assumptions are unwarranted, According to this philosophy 'facts' and 'truth' are a wild supposition and 'objective' observation is impossible, and that the act of observation-and- interpretation is dependent on the perspective adopted by the observer. Interpretivists criticise even the physical scientists for the narrowness of their assumptions. Their criticisms hold some truth particularly strongly in the social sciences, where the objects of study are influenced by so many factors. These factors are extremely difficult to isolate and control in experimental laboratory. This builds up to a requirement that multiple interpretations of the same phenomena must be allowed for, and that no truth is attainable. An organization which depends solely on ontological beliefs has to at some point embrace epistemological assumptions to survive. So it sells faith' - the very basis of the philosophy of being. Evangelistical literature or material is published and marketed to influence people of ontological belief into their way of life. Since ontological assumption is based on positivism, the belief that everything being is good, the positivist approach quite easily gets affected by such marketing ventures. To them pictures of God or human beings in reverence, Biblical stories...To them pictures of God or human beings in reverence, Biblical stories and incidents hold an incredible position of awe. be made attributable to the purpose of collection. Similarly, the data collated in terms of cases individuals or groups runs the risk of the age factor being misrepresented which amounts to a great deal of confusion. In such a scenario greater credence is given to the written word.

American History Essay Example | Topics and Well Written Essays - 2000 words

American History - Essay Example As one of the most consequential social movements in recent times, this research paper will explore the emergence of the U.S. Civil Rights movement and argue that without this movement, Barack Obama would not be president today. Seeking to address the emergence of the U.S. Civil Rights Movement, this research paper will explore a variety of questions and provide an in-depth theoretical analysis of the early stages of this important social movement. Why did the U.S. Civil Rights Movement emerge when it did? What factors account for the emergence of boycotts as a technique of protest? Was the U.S. Civil Rights Movement a spontaneous reaction to decades of oppression or was it organized and led by key leaders and organizations? These questions and many more will be explored in this comprehensive analysis of the US Civil Rights movement. This essay refers to Unit IV (1946-1976) and aims to provide a thorough and comprehensive analysis of one of the most important movements of the twentieth century, namely the US Civil Rights Movement. Social movements have historically been agents for social change and any analysis of a movement must account for its emergence. At the outset of the Civil Rights Movement, various campaigns were a response to the systematic discrimination which plagued the southern United States in the middle half of the twentieth century. This movement brought the plight of southern African-Americans to the forefront of the American consciousness and its successes can largely be measured in the legislative and normative changes which were a direct result of specific campaigns. As a whole, the Civil Rights Act of 1964, as well as the Supreme Court decision in 1956 striking down Alabama’s segregation laws, are substantive examples of the successes this movement has achieved in the political realms. Normatively speaking, black politicians in the southern United States

Business Organization And Policy Essay Example | Topics and Well Written Essays - 2250 words

Business Organization And Policy - Essay Example This essya stresses that as the implementation is going on, the performance should be measured and evaluated to ensure no deviations from the plan. If there are any deviations, the plans are modified to ensure the right path is taken. Due to continuous changes in the environment SWOT analysis is conducted so as to respond to the changes. This involves analysing the strengths and weaknesses of the organization as well as opportunities available in external environment and potential threats. This leads to the start of the planning process. This paper makes a conclusion that rapidly changing business environment forces organizations to engage in continuous planning process. Analysing the internal and external environment is essential as it enables the organization to change its structures and strategies to enable quick response to the changes. The business planning process enables the firm to set a roadmap to follow by determining the nature of the business, the product offerings, nature of competition, legal requirements and location of the business. Policies are formulated to enable the business to accomplish its objectives hence the overall business mission but control and evaluation is required to ensure activities are going according to the plan. Locating an organization in a concentrated area allows it to enjoy external economies such as; skilled labour, improved distribution channels, services and amenities, specialization, use of by-products, support from larger companies and shared technology.

American History Essay Example | Topics and Well Written Essays - 2000 words

American History - Essay Example As one of the most consequential social movements in recent times, this research paper will explore the emergence of the U.S. Civil Rights movement and argue that without this movement, Barack Obama would not be president today. Seeking to address the emergence of the U.S. Civil Rights Movement, this research paper will explore a variety of questions and provide an in-depth theoretical analysis of the early stages of this important social movement. Why did the U.S. Civil Rights Movement emerge when it did? What factors account for the emergence of boycotts as a technique of protest? Was the U.S. Civil Rights Movement a spontaneous reaction to decades of oppression or was it organized and led by key leaders and organizations? These questions and many more will be explored in this comprehensive analysis of the US Civil Rights movement. This essay refers to Unit IV (1946-1976) and aims to provide a thorough and comprehensive analysis of one of the most important movements of the twentieth century, namely the US Civil Rights Movement. Social movements have historically been agents for social change and any analysis of a movement must account for its emergence. At the outset of the Civil Rights Movement, various campaigns were a response to the systematic discrimination which plagued the southern United States in the middle half of the twentieth century. This movement brought the plight of southern African-Americans to the forefront of the American consciousness and its successes can largely be measured in the legislative and normative changes which were a direct result of specific campaigns. As a whole, the Civil Rights Act of 1964, as well as the Supreme Court decision in 1956 striking down Alabama’s segregation laws, are substantive examples of the successes this movement has achieved in the political realms. Normatively speaking, black politicians in the southern United States

Technology Essay Example | Topics and Well Written Essays - 500 words - 8

Technology - Essay Example For a school setup, the preeminent suggested computer placement arrangement entails the use of laboratories. In this setup, the placement of the machines should be done in the two 30-station computer labs. This method is suitable in this particular setting since the student’s improvement in learning computers can be closely scrutinized. Moreover, the vulnerability of destruction of the machines will be significantly reduced. In addition, the computer teachers are able to monitor the computers in order to avoid cases connected to theft of computers and the peripheral devices. According to the lab station method, the computers are arranged in the room in an organized manner to prevent learners and other individuals from stumbling over the peripheral devices. In the arrangement of computers, in a lab, there are three main arrangement setups. They include computers arranged in clusters of four, horse shoe facing the walls and rows of computers facing the front board (Andrew, 2010). Experts prefer the use of the horse shoe organization method. This is because the lecturer is able to move around the lab pretty effortlessly in case any novice needs aid on something (Andrew, 2010). In the horseshoe setting, the wiring method will be from the mains circuit to the feeder wires that will transmit power to the computers in the lab. In terms of security, the school should install an alarm system for the two lab rooms, and also introduce strict rules that will protect the computers from damage by the learners. Also, the arrangement setup should also consider that the lab is well aerated to prevent the machines from overheating. This will improve the effectiveness and performance of the computers (Tison, 1991). On the one hand, the school board should pick apt and learned individuals who will be responsible for maintaining the computers and the computer labs. The selection made

Economic comment Essay Example for Free

Economic comment Essay Interest rates are proportionate to credit quality and it shows the ability of the investor to pay at any given circumstance. World economic conditions vary by geography and country and the nature of inflation and deflation influences interest rates. Interest rate is also determined by the government through its enactment of public policy called interest rate subsidy (Montalbano, 6). Interest rate term structures evidences how they are determined by future expectations of the value money. However in the absences of the aforementioned determinants, interest rates are determined by the supply and demand for funds. 2. Interest is the premium paid for use of borrowed money. The interest for loans is usually fixed for a certain number of years after which if there is delay in payment the interest rate adjusts upwardly each year. The value of dollar can increase or decrease depending on the supply and demand imbalance. However, lending of money is associated with risks as the lender can not be certain whether or not the borrower will pay the money back. In order for the lender to reduce the risks, it is important to secure the loan with a physical property such as real estate. Additionally, examining of one’s ability to pay back the money by use of credit score range can help reduce the risks of lending. 3. Interest rates are also determined by the supply and the demands for funds. This shows that at whatever rate of borrowing, the borrower believes he/she has borrowed at the lowest rate and he/she can even provide higher interest rates on the same funds (Montalbano, 12). On the other hand, the lender believes the funds cannot be lent at a higher rate and there is certainty to receive interest and return of principal. Works Cited Montalbano, J. How are interest rates determined? 201. Viewed August 14 2010 from http://www. ehow. com/how-does_4880725_how-interest-rates-determined. html

Development of Reality TV Genre

Development of Reality TV Genre How are reality TV shows constructed and how do they challenge ideas about the television audience? Everyone has to have come across a reality television show, at least once while watching television, since the genre has become one of the most popular genres of television programming in our contemporary society and keeps on becoming more and more enjoyed by people worldwide. Ever since this, considerably new, television genre has appeared a lot of changes in the ways of entertainment, television programme constructions and audience studies have been noticed. That is why several studies have been contacted around the genre, in order to better identify and explain it, in relation to the audience and other media theories. The views around it between scholars though, are divided, between the ones who support the genre and ‘others who consider it to be voyeuristic, cheap, sensational television’ (Hill, 2005). Regardless of the two opinions, the reality genre becoming one of the most discussed subjects in media studies is a fact and in this essay I will try, based on several academics’ research, to identify what the reality genre is, how it was developed through the years, from what programmes it has originated, which subgenres it has produced and how those subgenres influence the television programme production today and finally, how the reality genre’s concepts challenge several ideas about the audience reception, taking into consideration the latter’s point of view. It is undeniable that television has a big impact on the ways people spend their free time and each genre of television programmes has its own impact on audiences and society, with probably the reality genre being the most controversial one. Due to several studies around and different opinions about the genre there is no specific definition about it. It is generally thought to be the genre which documents unscripted, real-life situations of ordinary people (Hill, 2005). The genre is more focused on drama and entertainment contexts rather than simply educating the audience, since it usually encompasses unscripted dramas, games, tasks and just about any competitions that make it more fun to watch. Reality television genre first appeared during the 1950’s as a new form of factual television and social record for post-war observers, based on Allen Fund’s work in 1947, which was a reality television series called Candid Camera focused on hidden cameras that filmed ordinary people facing unusual situations (similar to the latter Just for Laughs: Gags). Even though some people viewed this technique as an invasion of privacy, others viewed it as a ‘valuable educational visual record’ (Murray and Ouellette, 2004) and thus the genre continued to develop. The growth of tabloid journalism, documentary television and popular entertainment during the 1980s, influenced the reality genre even more, resulting in new hybrid programming, developing reality television as we know it today (Hill, 2005). Studies around reality television have become an important concept in media research, since the ways in which the genre works influence new types of audience gratifications, as well as media effects, due to the way they are constructed. Usually, reality television shows are directed by segment producers or story editors, who assemble storyboards and shooting scripts to make the shows happen. Since these people are not acknowledged by the Writers Guild of America as normal writers, they cost less than what a drama writer would cost (Hill, 2005). Additionally, since no actors or sets are required for reality shows to be made, the cost of production is much cheaper than the majority of other television genres, which explains why they are so famous and massively produced. In order for a reality show to be produced and eventually successful though, certain aspects need to be taken into consideration. People tend to get easily bored of a television programme and can easily switch off their television or change to another channel. In order to keep them interested, reality shows need to have highly marketable concepts and subjects to gain their audience’s attention. Catchy titles that provoke conversations and smart catch-phrases, which tell you exactly what to expect to watch but at the same time intrigue your curiosity and imagination, are usual characteristics of such shows. Reality television shows also need to provide exactly what their name suggests, ‘reality’. Focusing more on storylines containing elements of competition, potential for conflict, tasks, winning prizes, reality show producers aim to capture real-life situations about ordinary people, exactly how they happen in front of the camera. Usually, in every reality show there is a host who or a voiceover that explains to the audience what is going on, who they are watching and what they will be doing during the show. In order to convince the audience that what they are watching is real and unscripted, they attempt to stimulate real life situations and reactions from the people who participate in the shows and by surveillance with cameras, they make the private life visible to everyone. The idea of non-actors or professionals participating in each show and the non-scripted presentation of events make reality programmes an unpredictable source of entertainment for the audience and the idea is enhanced by the fact that people feel like they are active participants in these situations, removing them somehow from being a passive audience. One of our era’s most popular reality show has been the singing competition series Idols (also known as Superstar), which first aired in the UK in 2001. Equipped with all the basic reality show elements, such as mass auditioning of ordinary, non-famous people, audience participation with people voting their favourite artists from home, unscripted dialogs and reactions by the participants, as well as the judging panel, live per formances, backstage drama and marketable concepts, the show has come across huge success worldwide. The main purpose of the programme is to discover the ‘idol’ in each of its series, with that idol being the most talented singer who competes in the show. Auditions are held and the judges choose the participants, who eventually compete with each other during live performances and the winner is announced after only two singers are left in the show and the one with the most votes, from the audience and the judges, wins a money prize and a recording contract. Even though the reality formats share some common elements, the genre in general is made up of various diverse and distinctive subgenres that resulted from the mixture and hybridization of other prior, original programmes and it is this hybridization of successful genres that gives reality television its strong market values. Influenced by genres such as soap opera, documentary, sports or competition shows, reality genre is a very broad category and therefore it is quite hard to understand reality television ‘without considering its place within the context of other types of audio-visual documentation’ (Hill, 2005). As a result, there are several subgenres of reality television programmes such as, docu-dramas, game shows, dating-based competitions, self-improvement /makeover shows, hidden camera shows or talk shows. Docu-soaps or ‘fly-on-the-wall’ documentaries are the combination of the traditional observational documentary television with soap opera and they create a fictional setting to represent a series of events, with cameras set up to follow unscripted situations as they happen. The film crew is not seen or acknowledged by the reality stars and contrawise to traditional documentaries, which are often limited to one episode, docu-soaps span as a series of episodes, edited and scripted to follow normal people’s lives. A British example of a docu-soap, is the ‘fly-on-the-wall’ documentary series called Airport, which was aired between 1996 and 2008, based at the London Heathrow Airport. The series followed the daily activities of passengers and staff of the airport. The dramatic behind the scenes plot and some memorable recurring characters, gave the show its docu-soaps feel. Make over shows such as Extreme Makeover, feature real people who present their own situations and life stories to explain why they are in need of a self-transformation. Extreme Makeover aired between 2002 and 2007 in the USA, with people volunteering to receive complete makeovers, including plastic surgery, exercise programmes, hairdressing and wardrobe renovation by beauty ‘experts’. Screened in three major parts; before, during and after the makeover shows like that focus on beauty and outer appearance in order to enhance people’s self-esteem. Also, the elements of surprise by the family members, who cannot see their relative until the end of their transformation, enhance the audience’s curiosity and excitement. Another successful reality television subgenre is the talk show genre, with programmes such as The Oprah Winfrey Show or Dr. Phill. Shows like that feature a host who interviews guests or discusses a chosen topic using the studio as a platform to inspire, educate or entertain the audience, usually offering people, who watch fro m their homes, the chance to call and express their opinions about the topics discussed live. Probably though, the most popular subgenre of reality programmes is the game show genre, with shows such as Survivor and Big Brother, which have had huge success worldwide over the years. With Survivor featuring isolated contestants in the wildness who compete against each other for money and other prizes and Big Brother, featuring a group of people known as ‘housemates’, living together in a specially constructed house, isolated from the outside world and competing with each other, facing weekly evictions in order to win a cash prize, both shows are based on competition and elimination concepts. Each episode of each show has the contestants faced against certain tasks, building up suspense and ensuring that the audience will watch until the very end to see the final result. With the participants being under 24 hour surveillance and all their actions observed, the audience can relate to them and decide who they like and who they do not. Generally, reality television is one of the most popular television genres and with all its subgenres falls under the category of factual television, which documents non-fiction television programming and actual real life events. The fact that reality shows create a mixture of information and entertainment concepts for their audience is generally known as infotainment and is also another factor of the genre’s worldwide success (Hill, 2005). Apart from the ways reality television works though, it is also important to identify its success taking into consideration the audience’s point of view and how this genre challenges specific ideas about it. In the past, television asked only that people would sit back and relax, as scripted dramas, sitcoms or documentaries supplied passive entertainment and education. Reality television on the other hand, offers audience participation and shortens the distance between television celebrities and viewers. It is no wonder then that ‘one of the reasons the reality genre has been so powerful in the television market, is that it appeals to younger adults in particular’ (Hill, 2005). The reason is that people enjoy watching the elements of drama and competition of reality shows, since they can easily get attached to some of the characters, relate to them and feel part of their actions. They like to know what goes on behind closed doors, they find it intriguing and reali ty shows give them the chance to satisfy their curiosity. Also, reality shows reflect a freedom of speech that was not there before, since people can now comment about what they do and do not like about a show or a character and also change the outcome of a show with their votes. But no matter how much viewers enjoy the various reality formats, they are also distrustful of the authenticity, precisely because they know that the people’s stories are presented to them in an entertaining manner, and because of that they are sceptical about how staged and scripted those stories are. There have also been several critiques and arguments about the reality genre and most of them are focused around the ‘reality’ of it, since the ways in which these shows reflect reality are questionable. The detractors of the genre claim that the reality of it is inaccurate, since the dialogs or situations presented are staged and scripted by the producers, or even the choosing of the participants in each show is done specifically, in order for certain participants to have high chances of engaging into conflict with each other. Also, producers can attempt to stimulate several events to present them as real, with various formats or editing techniques, which can create different degrees of ‘reality’ (Hill, 2005). For example, the way particular environments, related to each show, are unreal, because of how they are specifically constructed by the producers for the needs of the show or how the day by day activities, tasks or competitions that participants face are also controlled by the production team (e.g. the large house of Big Brother, or the tasks of the Survivor participants). Other critiques focus around how certain shows, like The X-Factor: Auditions for example, depend on humiliating and exploiting participants that might not be as talented or suitable to be on television, in order to increase the ratings of the show, or depend on the show’s voyeuristic elements, such as performances of intimate elements in public, in order to satisfy some viewers’ needs to observe other people’s lives (Bagdasarov et al. 2010). Also, some shows rely on stereotypes along with humiliation of participants, resulting to more criticism about them. A famous incident of people judging someone on their appearance instead of their talent is Susan Boyle’s audition (YouTube) for the reality programme Britain’s Got Talent in 2009. By the time she had set food on the stage, the audience, as well as the judges, were expecting her to have no talent and make a fool of herself, because of her modest introduction on the stage and her age. But after she started singing and proved to be extremely talented, everyone was applauding in shock. Stereotyping is a usual element of reality shows and many people criticize the genre for having a negative cultural impact, since such notions and ideas are easily spread and absorbed by society, especially if they come from the most popular television shows. Additionally, based on Blumler and Katz’s (1974) uses and gratifications approach, the audience is active and able to select the media content that, based on their gratifications, will satisfy their needs. Therefore, their viewing motives can help the television programme producers predict activity (Godlewski and Perse, 2010). Also, reality television seems to fulfil the alleged, by the uses and gratifications approach, audience needs, which are surveillance, personal relationships, personal identity and escapism. That way they provide a type of show suitable for everyone’s taste. Based on the aforementioned research though, how real can reality television formats be considered and what does the genre’s huge success show about how the audience responds to it? If people enjoy watching reality television programmes then they are also aware of how they can be edited to appear real and authentic to them, when in fact they are not. They are able to identify what they perceive to be good and bad programming and they are not usually watching reality shows to educate themselves about several subjects or understand more about the world. On the contrary, people watch reality shows to entertain themselves, to relax after a tiring day, to laugh and to feel intrigued and excited. They know that the more ‘real’ and entertaining a show appears to them, the less real and authentic they believe it to be (Hill, 2005), therefore they observe the participants of these shows in order to witness how people handle awkward situations and social dilemmas in front o f cameras. All things considered, it is undeniable that the reality television genre is still one of the most popular genres today and even if audiences are aware of the genre’s illusion of reality, it still has a big appeal on them because it amuses them and because of its entertaining and relaxing concepts. For a short period of time, people can feel like a part of the show, a little closer to being the celebrities and the stars of television. Therefore, scripted or not, real or not, the reality genre will continue to be successful and as television programmes continue to develop and allow more interaction between the programmes and their audiences, it is very important that research around the interactive forms of reality television, which encourage increased audience activity, continue to be contacted. BIBLIOGRAPHY Godlewski, Lisa R., and Elizabeth M. Perse. Audience Activity And Reality Television: Identification, Online Activity, And Satisfaction. Communication Quarterly 58.2 (1976): 148-169. Hall, Alice. Viewers Perceptions Of Reality Programs. Communication Quarterly 54.2 (1976): 191-211. Hill, Annette. Reality TV: Audiences And Popular Factual Television. London: Routledge, 2005. Murray, Susan, and Laurie Ouellette. Reality TV. New York: New York University Press, 2004. YouTube,. Susan Boyle Audition HD FULL. N.p., 2015. Web. 08 May 2015.

Fantastic Elements of Saint George and The Dragon :: Saint George and The Dragon

Fantastic Elements of Saint George and The Dragon      Ã‚  Ã‚  Ã‚   Margaret Hodges adapted "Saint George and The Dragon" from its original work that was written by Edmund Spencer. "Saint George and The Dragon" is a short story that was published in 1984. Margaret Hodges, who adapted this fantastic literature, is from North America. " Saint George and The Dragon" shows many characteristic of Magical Realism; however, it is Fantastic Literature.    "Saint George and The Dragon" is similar to Magical Realism because the characters within the story treat the events as a normal occurrence. The way in which reality is mixed with a touch of non-reality supports that the story is one of Magical Realism. Another essential part of Magical Realism is the normality of the characters. The lead character within "Saint George and The Dragon" is ordinary or mundane. Unlike fantastic literature with its Hercules and many unreal heroes, Saint George is just a normal human being. Finally, the one element that carries the largest weight is no limitations are set through out the entire story. The way that the story sets no boundaries is extremely important. It is for that reason that "Saint George and The Dragon" is probably teetering on the balance of being listed under Magical Realism.    "Saint George and The Dragon" does have its differences from Magical Realism, though. For instance, many things within the short story could never happen or even exist. Dragons, Fairies, and Dwarfs are all unrealistic. What is even more unrealistic is the fact that Saint George battles the dragon and defeats it.    Biblical allusions are sewn throughout the short story. The biblical allusions seemed as if they where almost subliminally encoded. Perhaps the simplest clue is in the title, Saint George. However, if one reads closely one can begin to pick up on the biblical allusions:    But the old hermit said, "The Fairy Queen has sent you to do brave deeds in this world. That High City that you see is in another world. Before you climb the path to it and hang your shield on its wall, go down into the valley and fight the dragon that you were sent to fight. It is time for me to tell you that you were not born of fairy folk, but of English earth. The fairies stole you away as a baby while you slept

Evaluation sheet of key research studies Essay

I decided not to revise anything for the essay part of the exam paper. This was because I felt that I had done enough research for my specialist modules and would be able to recall it when needed. In the weeks leading up to the exam I spent about 30 minutes a day going over various chapters in my study skills folder, and if there was a particular item I had trouble with I would make a note of it and go over it again the next day. Finding time at home to revise was a bit of a problem and I found that the best time was in the evening when the children had gone to bed. This meant that I was sometimes quite tired when I tried to revise and wasted some sessions simply because I could not absorb any information. In future I may choose to do my revision somewhere other that at home, for example, the library. This means I will be away from the distractions of children and phone calls. I will also give my friends and family a copy of my revision time-table so that they know not to bother me. I felt that we were given enough information before the exam to know what to expect though I would have liked to have seen a copy of an old paper and perhaps given the opportunity to have a go at completing one. When we were allowed to look at our paper I read it through once before answering any questions. Once I had done this I first answered the questions I did not need to think about too much before going on to the others, and if there were any I did not know then I left them blank. I then went onto the essay question and decided which to do, though I found making a choice difficult as I did not know how I would get on once I had started. Once I got started on the essay I realised the mistake I had made by not revising my specialist modules. I wanted to be able to include examples, statistics or case studies in my essay by could not remember any. Once I had completed the essay I went back to the questions and any that I did not know the answer to I guessed. I then proof read the whole paper and corrected some errors which I had missed. If I could have done thing differently I would have planned my revision better to avoid distractions. I found that spending 30 minutes a day trying to revise while cooking dinner and running around after the children does not work. Before the exam I was not nervous but I think this was to do with the fact I did not have time to think about it too much. I also think that I did not take it as seriously as I should have and therefore did not revise enough. While waiting outside the exam hall I seemed to â€Å"catch† nervousness from other people but cannot see any way to avoid this. During the exam I was more nervous than I expected and was really aware of how quickly the time was passing. I wanted to work out how much time I could spend on each section, but this seemed to make me feel worse as I could not remember how many points would be awarded for each. After the exam I felt a bit disappointed as I feel my lack of revision meant I could not do my best. Dealing with stress during my revision sometimes helped. It made feel more awake sometimes, though this was often short lived and I usually ended up feeling worn out. Stress often meant I could not concentrate properly and I would try to do too much in one session. In future I will try to avoid the negative affects of stress by taking regular breaks, planning my revision better, finding a better location for my revision, not revising when I am tired and taking revision more seriously. I also think that revision is something that should be a continuous process not only used just before an exam. Reviewing work monthly or termly is something that I will try in the future.

Ukraine Turmoil Essay

May 2014 In today's world, it seems like there is â€Å"bad† news everywhere in the world. Ukraine is one location where they have been having turmoil. Recently, Ukraine has had some complications with intergovernmental protesters, sometimes it led to death. These protestors are trying to have their voices heard regarding President Victor Hancock rejection to the agreement with the European union in November 2013; it was said that there were stronger ties with Russia, The protestors were outraged because they wanted to Integrate with Europe. Some protestors believed thatHancock was striving for power and wasn't serving the interests of his people. Hancock actually signed into law ten interposes laws that the Parliament of Ukraine created. This will take away freedom of speech; affect the non-governmental organizations, as well as many others. This seems to make sense when you look at the history of the Ukraine. For centuries, there have battles over Ukrainian position between East and West. In the 17th century, Eastern Ukraine was under Russia imperial rule. In the west there were shifting control of European powers, such as Poland and the Castro-HungarianEmpire. This might help explain why the west is more likely to choose â€Å"Western- leaning politicians† (Contact) and is more Ukraine-speaking with a Catholic influence; whereas, the east is more Russian-speaking and Orthodox. Throughout the earlier years, Ukraine has been overtaken by competing powers and a division was being made. The division was amongst the peoples' beliefs and views; some saw the rule of the Russia imperial and Soviet union was a good thing, while others believed it was a tragedy. In the 16 the and 17th century it seemed that Poland had some control, but not after a war betweenDastard of Russia and the Polish-Lithuanian Commonwealth. In the asses, Soviet leader Joseph Stalin led millions to their deaths through starvation. In order for him to repopulate the east, he brough t In large numbers of Russians and soviet citizens, who spoke no Ukrainian and had no ties to the region. Looking at a map, it seems like there is a natural divide between the south/east and the north/west, which are known as the steppes, where the southern and eastern portions are more farming land and the northern and westerns are more forests.The protests In the Ukraine have created uproar for the country and have turned Into much more than what was expected. It seemed to start out about Europe, but now It seems more like â€Å"protests over democracy and the end of corruption† (Contact). Many people want the corruption to end and a new president to be assigned. There is also a political division between the older and younger generations. The European Union said that becoming a member could be worth billions of euros, which would help their economy. The E also wants to help clean up the damages (BBS) on democracy and human rights.

Family Assessment Assignment Essay

A family nursing assessment was done on the Lois G. family during three nursing visits over a period of one month. The family lives at 1234 Main St. and their home phone number is 314-987-6543. This is a lower- middle class (Friedman, Bowden & Jones E.G., 2003), African American, Baptist, single-parent, career, divorced family that is child-oriented and not geographically mobile. Lois is 45 and has three children, Carmen, a 16 year old girl, Emille and Camille, twin 9 year old girls. The mother is the sole custodial parent of the oldest child. Carmen has minimal contact with her father, Wayne, whom her mother divorced when she was 2 years old. The twins’ father, Sherman, has joint custody and shares full parental responsibilities for their care. Lois does not have a relationship with either Wayne or Sherman. The twins live with their father 3 to 4 days a week and then spend equal time with their mother. The family is in Duvall’s 5th life cycle stage. The potential task and transitions for this family are changes in roles and status; career changes; loss of parent in family of origin and changes in physical health (Friedman, et al., 2003). In addition to these developmental tasks, the family is currently facing the tasks of balancing freedom with responsibility and problems with parent-teenager communication. The family nursing diagnosis for this family is â€Å"Parental Role Conflict† and â€Å"Deficient Health Care Knowledge† which is related to the family’s current health care concerns. Lois has a master’s in education and mathematic. She is a high school math teacher and values education and good grades. Carmen is social, active, but quite. Carmen does assisted with the care and supervision of the twins, but now is involved in more school and social activities that take up most of her free time. She has a mild interest in establishing a relationship with her father and states he is attending sports activities and making same efforts to be a part of her life. She is an A student and participates in high school sports and church activities.  Camille and Emille are both very outgoing and enjoy being around their older sister and being the center of attention. Camille and Emille like living with both of their parents, but say it would be nice if they could just stay at one home and still have both parents there. Emille does very well in school, and although Camille is working at grade level, she has been struggling in some subjects. The family is very active i n their church and attends services every Sunday and bible study on Wednesdays with her sister and her family. In Lois’ family of origin, there are five children and she is the middle child. She has an older sister, an older brother and two younger brothers. Her grandparents on both side of her family are from Mississippi, but later moved to St. Louis to raise their families in better living and working conditions. Her parents are from St. Louis. Lois’ mother, Catherine, died of colon cancer when Lois was 28. Lois’ father, JC, is in the late stages of Alzheimer’s disease but is able to stay in his home because his second wife, Ms. Verdell, provides him 24 hour care. This illness has been very difficult for the family but they have a lot of faith in God and this has assisted them in dealing with his slow decline. Lois states she is very thankful that her father has the support of his wife, because she doesn’t feel she and her sister would be able to provide him the type of care he receives from her. Lois states she has a very good relationship with all of her immediate and extended family members. She is very close to her sister and sees her and her sisters’ family at least on a weekly basis, if not more often. Her three brothers, who are unmarried, live out of town but come to St. Louis to visit frequently. She is also close to her extended family on both her mother and fathers side of the family and will travel to Mississippi several times a year to visit them. Lois states that she is not aware of any health issue with her siblings although she thinks her oldest brother may have high blood pressure. She had aunts on both sides to die from cancer (unknown type) and two uncles to die from heart disease. The nuclear family has no special needs, is not experiencing any major illnesses, nor is there an immediate family member with disabilities. Lois is experiencing a lot of stress contemplating a hysterectomy this summer due to uterine fibroids and menorrhagia. Carmen has been experiencing irregular menses, but now is on birth control pills (BCP) to regulate her cycle. She however, doesn’t want to take the BCP’s. The  twins have mild to moderate eczema, which is being treated w ith a prescription topical steroid, but this is inconsistent because when the twins are with their father he doesn’t always apply the daily ointment as ordered. There is no history of surgeries, chronic or prolonged illnesses, asthma or allergies in the family. Lois states she needs more information on treatment options for her fibroids; treatment options for Carmen’s’ irregular menses and a better way to make sure the twins are using their medication for their eczema when they’re at their father’s home. Lois has lived in the St. Louis area all of her life and now she and her family live in Hazelwood MO, a middle-class, culturally diverse suburban area in St. Louis County, MO. Her home is easily assessable to highways, schools, hospitals, shopping and entertainment. She is able to easily get to her sisters’ and fathers’ homes and to church. She doesn’t have a lot of interaction with her neighbors; her community is centered more on where her family and church are located and not necessarily on where she lives. Lois lives in a nicely decorated, well maintained, three bedroom ranch home, with a fenced yard on a low traffic street. Lois and Carmen have their own bedrooms and the twins share a bedroom with twin beds. She has a finished basement that the children utilize for their recreational activities. There are several TV’s and computers in the home and each person has access to these for both leisure and school work. The family room is just off the kitchen and this is the center of family interaction. The family’s communication is didactic and usually occurs around the kitchen table at meal times. The twins review their day at school and Carmen relates what her upcoming activities are. Lois reviews their progress in school, or addresses issues specific to each child. She does have one-on-one with each child, although not every day, it is several times a week. Lois states communication with Carmen has become more difficulty over the last 6 months. Lois and Carmen have always been very close, but as the twins have required more of Lois’ attention and Carmen has gained more independence, she feels this is changing. Although Lois states that she has always been able to talk with Carmen, she now feels there are more disagreements and some lack of communication. Lois feels Carmen doesn’t show her the expected amount of respect when she is told to do something or reminded to do chores and her tone is not acceptable to Lois. Carmen talks freely with her mother  to negotiate her wants and needs or to express her feelings, but gets angry when she feels her mother is unre asonable in her expectations. She states she wishes her mother would listen more and not raise her voice and then get angry at her when she does the same. Lois states there are areas that she makes the sole decision, like home rules and behavior expectations; some areas that are negotiable, like social activities and the use of BCP’s for irregular menses; and then there are areas that Carmen makes her own decisions, like clothes and hair styles. I explained to Lois this is a normal pattern for adolescent development and that some research has shown that when the child is young they are more likely to have value agreement with the parent, but it seems relatively uncharacteristic of families with middle and late adolescents (Edgar-Smith, 2010). Currently Carmen does not want to take BCP’s because she said it makes her feel â€Å"funny†. She isn’t able to give a broader description of the feeling and hasn’t voiced any specific physical complaint or symptom, but just states she wants to stop taking the BCP’s. Lois and Carmen had a discussion around this issue and agreed that Carmen would take the BCP’s for 6 months and then follow up with her doctor to see if continuing or stopping the BPC’s would be the best option for her. Lois is able to communicate openly with both Camille and Emille and they are responsive to the rules and expectations that Lois has laid out for the household and individually. Carmen will talk to the twins, but it’s usually to give correction or instruction, not to inquire. Lois states the twins share their own style of communication which is verbal and non-verbal when interacting with each other. With others, Camille will usually start the communication and then Emille will join in. Lois prepares all the meals and is very aware of the importance of a balanced meal plan. She makes breakfast and lunches for everyone in the morning and then cooks dinner every night. She usually cooks the meals while the girls are doing homework, watching TV or playing games. She said she needs more help at meal times. I asked her if she could assign task for each child to do so everyone would have a part in meal preparation and she said she would start a routine that involves all the children in this. Carmen is capable of independent meal preparation (but does not initiate this), so she will be the one to set up the food preparation and organize items for the twins. Lois will give specific instructions on what she wants everyone to do, so she won’t have  the entire responsibility of meal preparation for every meal every day. Lois, as the mother and only parent in the home, is the sole p ower source for decision making in the family and has reward and coercive power over the children, although she will confer with the twin’s father due to the legal agreement of joint custody. Carmen, as the oldest child, has inferred power over the twins. The twins, as the two youngest children, are on an equal power base. When asked about the closeness in the family structure, Lois feels she is closest to Carmen and Camille. Carmen is closest to her mother and Camille. Emille is closest to Camille and her father. Camille is closest to her mother and Emille. Lois doesn’t feel there is a lack of bonding with any of the children. The family exhibits the traditional middle class African-American values of strong family bonds; support from kin and friendships; flexibility in family roles; and strong religious commitment and participation. She has the middle class values of honesty, hard work, progress, achievement and respectability (Friedman, et al., 2003). Individualism and equality are valued, but she stresses respect for God, family and elders; good grades and academic achievement above all else. Health care for the children is important to her. She utilizes her health care insurance to makes sure they have all the needed physicals, immunizations, eye and dental care recommended by their pediatrician. She has delayed her own routine health and dental care and screenings to meet work or family commi tments. I explained to Lois that in a recent study a questionnaire was given at both men and women to evaluate family burdens; domestic responsibilities; the appraisal of work and family; and values involved in work-family balance. The results of this study show that, in the present economic and cultural context, assuming family burdens and domestic responsibilities increases the positive appraisal of work and family (Cantera, Cubells, Martinez & Blanch, 2009). Lois sees her family as very healthy since there are no illnesses or major health crises; but also sees how delaying her health care could directly affect the health status of the family. The children are active in sports, but Lois feels she has been neglecting herself by not getting the exercise she has been used to even though her weight remains consistent and within normal limits. The family’s diet consists of all food groups and is appropriate for each child’s growth needs. All the children are within their normal body mean index (BMI). Meal  times are structured and usually occur at home, although she will have one or two nights a month after church where the family eats out. I educated Lois regarding several studies that have invest igated the effects of diet on the growth of fibroids. According to the National Institute of Health (NIH), recent findings from a study of more than 22,000 African American women showed that women who consumed milk, cheese, ice cream, or other dairy products at least once a day were less likely to develop fibroids than were women who consumed dairy less frequently (National Institute of Health, 2013). Lois states one thing she makes sure she does is get enough rest; she sleeps about 7 hours each night. If she feels she needs more rest, she goes to bed earlier. She doesn’t drink alcohol, smoke tobacco, use illicit or recreational drugs, nor do any of the children engage in any of these practices. The main stressor the family is experiencing is the parent-adolescent relationship which Lois is aware is a normal developmental task that the family will progress through. Another area of stress Lois expressed is lack of knowledge related to treatments for uterine fibroids. She was given educational material from the NIH website factsheet on uterine fibroids and current studies and treatment options. Also Lois wanted information on current treatment options for teenagers with irregular menses. Lois was given information from the PebMed website on a study to determine the effectiveness and acceptability of progestogens alone or in combination with oestrogens in the regulation of irregular menstrual bleeding. The study results state there is no consensus about which regimens are most effective and further research is needed (Hickey, M., Higham J.M., Fraser I. 2012). I encouraged her to follow up with Carmen’s doctor after the 6 month course of BCP’s and then discuss her options. Lois was also given information on treatment options for eczema (Weston, 2011). I encouraged her to have the twin’s father apply the medication to them daily and if he wasn’t able to adhere to the treatment schedule, she could have the twins apply their own ointment. The family handles stressors well; overall family adaptation is appropriate; and the family is meeting all the expected developmental task of this stage. See attachment for genogram. References Cantera, L., Cubells, M., Martà ­nez, L., & Blanch, J. (2009). Work, family, and gender: Elements for a theory of work-family balance. The Spanish Journal Of Psychology, 12(2), 641-647. Edgar-Smith, S. E. (2010). Family relational values in the parent-adolescent relationship. Counseling & Values, 54(2), 187-200 Friedman, M. M., Bowden, V.R., & Jones, E. G. (2003). Family nursing: Research, theory, and practice. (5th ed.). Upper Saddle River, NJ: Prentice Hall. Hickey, M., Higham J.M., Fraser I. (2012). Progestogens with or without oestrogen for irregular uterine bleeding associated with anovulation. Cochrane Database of Systematic Reviews 2012, Issue 9. Art. No.: CD001895. DOI: 10.1002/14651858.CD001895.pub3. National Institute of Health. U.S. Department of Health and Human Services, National Institutes of Health. (2013). Uterine fibroids. Retrieved from United States Government website: http://report.nih.gov/nihfactsheets/ViewFactSheet.aspx?csid=50&key=UWeston, W.L., (2011). Epidemiology, clinical manifestations, and diagnosis of atopic dermatitis (e czema). http://www.uptodate.com/home/index.html.