Insurance and Genetics essays

Insurance and Genetics essays Do you have health insurance? When you go to the doctor do you think about how your insurance gives you coverage? When your pay check is a little short because of your premium are you angry? I would like to discuss with you what is going to happen when genetic testing becomes more widely used. In order to discuss how genetic testing is going to affect the insurance industry we must first discuss how insurance works. I know that there are two sides to every story, so I would also like to discuss the pro's and con's of genetic testing. Hopefully, by the end of this presentation you will better understand why this is such an important topic. First, I would like to talk about how insurance works. According to Risk Management and Insurance, insurance is defined as "a social device in which a group of individuals who transfer risk in order to combine experience, which permits mathematical prediction of losses, and provides for payment of losses from funds contributed by all members who transferred risk." Insurance is based on the uncertainty of life. If you have a risk, then most people tend to want to get rid of the risk, or transfer it. The person who transfers risk is the insured and the one who assumes risk, is the insurer. Once you decide to transfer risk you are put into a pool, or a group in which everyone has the same risk as you. Not everyone in the pool is going to get the disease or ailment but they all pay the same premium to cover the people who do. The premium is based on the amount of risk you have. This is based entirely on history and statistics. This is a topic on the mind of many people who are involved in the industry. It is also an important topic in government. Democrats and civil rights groups favor legislation that would set stringent privacy standards, ban discrimination by insurers and employers, and allow discrimination victims to seek uncappe ...

22 Top Career Marketing Communication Strategies for 2015

22 Top Career Marketing Communication Strategies for 2015 The long-awaited Findings of 2014 Global Career Brainstorming Day: Trends for the New the Next in Careers has been released by the Career Thought Leaders Consortium! This report summarizes the findings of a November 14, 2014 meeting of 150 career professionals from six countries who brainstormed â€Å"best practices, innovations, trends, new programs, new processes, and other observations that are currently impacting, and are projected to impact, global employment, job search, and career management.† The section that most interests me in the report is â€Å"Career Marketing Communications,† which includes resumes, cover letters, social media profiles and other career marketing communications. Here are some of the findings and advice you’ll want to keep in mind: Content Powerful, consistent branding is essential in resumes and across all job search messages and materials. Taglines with a candidate’s USP (Unique Selling Proposition) are becoming more common. Great resumes tell stories with testimonials and other unique information that â€Å"connects the dots† for readers. Keep resumes short and snappy, with smart, strategic use of SEO/keywords! Infographics, hyperlinks, graphs and charts are all fair game on resumes! Resume content may evolve to address behavioral questions. Mailing addresses may be omitted from electronic resumes (this reduces the risk of identity theft)- but consider including them on paper versions. Short, half-page cover letters are most frequently submitted in the form of an email. Use a punchy subject line to capture interest! LinkedIn profiles should almost always be written in the first person. Make sure your resume is readable on mobile devices. Craft your job marketing messages with an organization’s culture in mind. Is the organization conservative/traditional? Casual? Dynamic? Strategy Send your resume by snail mail to stand out – especially with older hiring managers. Don’t skip the thank you letter! It will make you stand out. Send a thank you email (it’s fast) and follow up with snail mail to make an impression. LinkedIn Premium is not recommended except to human resources professionals and recruiters. (I would add that anyone wanting to pursue leads from those who view their profile would also benefit.) The portfolio approach for career marketing documents is valuable, in particular for technology and engineering fields. 30/60/90 plans will be requested by more and more employers. Applying to jobs on job boards is discouraged. Instead, identify the jobs on the job boards, then go to LinkedIn or the company’s website to network with key decision-makers. Networking and referrals are still king for getting into a company. 80% of jobs are found by networking! Apply to jobs if you meet at least 75% of their requirements. 100% is not required. Company Context Companies understand a LinkedIn profile is an essential networking tool. Employees can be less afraid of their companies’ becoming suspicious when they update their profiles. Companies are sourcing candidates directly from LinkedIn, and using recruiters less. A large network on LinkedIn is attractive to many companies. Resumes are still important documents, distinct from LinkedIn profiles! If you are engaged in a job search, take this report to heart and create your career success! To read more about the New and the Next in Video Bios, Web Portfolios; Job Search Job Boards, Networking, Interviews Hiring, Career Planning Management, Personal Branding, and other important career topics, see Findings of 2014 Global Career Brainstorming Day: Trends for the New the Next in Careers.

Answer a question Essay Example | Topics and Well Written Essays - 750 words

Answer a question - Essay Example Similarly, Andrews and Karlin purports that metacognition is the way an individual is aware of what they know and what they do not know. Moreover, it is also known as the knowledge and the control an individual has over his own learning, thinking, and how he analyzes his thought processes (Andrews & Karlin, 2002) (page 29 Line 1 to 4). Evidently, metacognition is related to thinking, especially when one is analyzing their thought process of not understanding a concept as well as the ability of communicating ones lack of understanding. For instance, in a science lesson a deaf student who reads, in English, a science section of black holes who shows excellent metacognition strategies that are associated to thinking. Then using American Sign Language (ASL) the students informs the teacher his lack of understanding the concept of black holes. Consequently, the teacher then provides an explanation in ASL to the student. The student also uses English text and employs translation together w ith code switching strategies. As such the student is demonstrating metacognitive awareness in informing the teacher that he does not understand. Moreover, he is thinking together with analyzing his thought processes of not comprehending the concept of black holes and shows the ability to communicate that he does not understand (Andrews & Karlin, 2002) (Page 29 line 3 to 12). On the other hand, metacognition is also related to reading skills. Mostly, the strategies that are normally used in reading include meta-comprehension and metalinguistic awareness skills. Meta-comprehension is the readers’ awareness and control over their own comprehension. For example, a skilled deaf reader knows how to approach a text, locate an important piece of information, and also how to summarize important points and organize information as well as how to make wise decisions on how to best process the reading task. In addition, good deaf readers also set a purpose for reading, make predictions w ith regard to the meaning, form good hypothesis, form mental judgments, monitor their understanding as they read, use prior knowledge effectively, fix a difficulty when it arises, and realize the variety of strategies they can employ after the comprehension breakdown (Andrews & Karlin, 2002) (Page 29 lines 32 to 45). On the other hand, the least skilled deaf readers will tend to rely on the pictures, do not have the ability over the text, misunderstand the text, have limited strategies and tend to get frustrated easily and give in the process (Andrews & Karlin, 2002) (Page 30 lines 1 to 3). Moreover, Andrews and Mason claims that metacognitive skills increase the reading comprehension of the underachieving readers. For instance, although teaching metacognitive comprehension strategies does not automatically guarantee successful reading comprehension among the deaf students, effective instructional approaches will enable the deaf students to use the strategies as a tool to comprehend English texts (Andrews & Mason, 1991) (Page 544 lines 41 to 50). Better readers normally possess good metacognitive strategy and they are also interested in reading as compared to the poor readers (Baker & Beall, 2009) (Page 381, line 8 to 11). Personal experience After knowing the effectiveness of the metacognition

International Market Entry and Development Essay - 6

International Market Entry and Development - Essay Example ct researches globally to recognize the global and regional segments of the market and to observe chance for incorporating and better synchronizing the strategies across the national borders. In addition to this speedy collection of information and formulation of results from geographically concentrated sources become very important to predict change in the market and develop a more detailed and useful response strategies (Carman, J. M, 1980). Technological advances both facilitate as well as cause more difficulties in gathering data on global basis. The advances and continuously increasing technological complexities allows the collection of data on a broader geographical scale. Yet the flip side of this advances should never be ignored. To cater the research needs of today’s world, one must examine the changes under which they have gone through in the last four decades. In the early 60s and 70s U.S firms decided to shift to the international markets from the domestic markets. Japan and Europe also expanded from the domestic markets to the international markets to widen their geographical range and to act in response of the foreign competitions that was entering their domestic markets. Initially firms were interested more in gathering information to discover and judge the market opportunities of the other countries to assess which markets should be targeted, how to do the positioning of the products and how much to adapt the marketing mix to the local markets (Carman, J. M, 1980) The changes in the global market along with the technological changes in the collection of data, its analysis and its distribution entail that the researches should broaden their spectrum to plan, implement and to execute the research in this competitive world. Researchers need to align their skills and capabilities in order to carry and plan the researches in this competitive world (Carman, J. M, 1980) The growth of retailers globally also assist marketing research. As their chains

Analysis of the Story Doctor in the House Essay Example for Free

Analysis of the Story Doctor in the House Essay The story to be analyzed is entitled â€Å"Doctor in the house† written by Richard Gordon. He also wrote several novels and screenplays dealing with practice of medicine. The extract is about passing oral and written exams on medicine. The author describes the way how the main character passed his examinations. He considered it to be death. A lot of images can be found in the text. They create atmosphere of a contest, a court, musical playing. The author emphasizes the inevitability of meeting Secretary to hear the sentence In 1952, he left medical practice and took up writing full time. He has an uncredited role as an anesthesiologist in the movie Doctor in the House. The early Doctor novels, set in the fictitious St Swithins, a teaching hospital in London, were initially witty and apparently autobiographical; later books included more sexual innuendo and farce. The novels were very successful in Britain in Penguin paperback during the 1960s and 1970s. Richard Gordon also contributed to Punch magazine and has published books on medicine, gardening, fishing and cricket. The film adaptation of Doctor in the House was released in 1954, two years after the book, while Doctor at Sea came out the following year with Brigitte Bardot. Dirk Bogarde starred as Dr. Simon Sparrow in both. The later spin-off TV series were often written by well-known British comic performers. Doctor in the House begins with the lead protagonist getting into a fictional medical college in London, St. Swithins. He collects a handful of faithful friends, including Grimsdyke, whose main aim to remain an eternal student as his aunt has left a large legacy in his name, for the duration of his course (as the funds will cease once he qualifies, he prefers to fail every examination). The book goes through the trials and tribulations of their college lives-sports, studies, spats with teachers and love affairs. Snippets like using a human skull as an ash-tray and trying to weasel out of tight situations in examinations will strike a chord not only in every doctor and medical student, but also in anyone who has ever attempted an examination! In one of my favourite incidents, Simon (the hero) is asked to check a patient’s eyes with an ophthalmoscope. He says ’’I always intended to find out how this thing worked, but never got around to doing it’’ Further, on checking the patient’s eyes, his comment was that ’’it looked like fishes swimming in an aquarium full of murky water.’’ Luckily for him, he was able to wriggle out of the situation by a simple trick, and eventually passed the examination! The book is full of incidents like that, and will keep you laughing page after page. When I finished the book, I felt a vague disappointment that it was over so soon! There is a little flirting, but nothing that even an adolescent reader’s mother would censor. Hindi films are a lot worse!! So if you havent been exposed to Richard Gordon yet, this is a good time to start. This is the original book in the Doctor in the House series and deals with his medical training. The Doctor books were written as memoirs, a fiction continued by the author and main characters name being the same. In reality, Dr. Richard Gordon Dr. Gordon Ostlere, a highly-qualified surgeon and anaethetist and contemporary of my uncle who was a reknowned anaethestist himself but I didnt know that at the time. Humourous stories of young doctors at medical school. A series of films were based on the Doctor books, and a television series as well. This one was first published in 1952. Product Description Richard Gordons acceptance into St Swithans medical school came as no surprise to anyone, least of all him after all, he had been to public school, played first XV rugby, and his father was, lets face it, a St Swithans man. Surely he was set for life. It was rather a shock then to discover that, once there, he would actually have to work, and quite hard. Fortunately for Richard Gordon, life proved not to be all dissection and textbooks after allThis hilarious hospital comedy is perfect reading for anyone whos ever wondered exactly what medical students get up to in their training. Just dont read it on your way to the doctors! About the Author Richard Gordon is best-known for his hilarious Doctor books and the long-running television series they inspired. Himself a qualified doctor, he worked as an anaesthetist, ships surgeon and then as assistant editor of the British Medical Journal before leaving medical practice in 1952 to take up writing full time. Many of his books are based on these experiences in the medical profession and are all told with the rye wit and candid humour that have become his hallmark.

US Involvelment in Latin America :: essays research papers

US Involvelment in Latin America During Teddy Roosevelt’s Time US primary concern in Latin America was to maintain political stability in order to protect ourselves as well as our business and trade interests. To accomplish this, the Monroe doctrine was expanded to include the Roosevelt Corollary. The Roosevelt Corollary said that the United States would intervene in the internal affairs of Latin America through Military and Diplomatic actions in order to protect political stability and American interests. This policy was established without input from Latin American countries and put the US into the role of international police to maintain peace and order in the Western Hemisphere. Teddy Roosevelt’s philosophy was to â€Å"speak softly but carry a big stick† We also used â€Å"dollar diplomacy† which was the practice of replacing European loans with American ones in Latin America but then used military force to keep our investments safe. Some examples of â€Å"the big stick in action† are: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Although Cuba wanted its independence and we had promised they could be, we required the Platt Amendment in their constitution, which said that we could intervene in Cuba anytime to protect life, liberty or property. 2)  Ã‚  Ã‚  Ã‚  Ã‚  After the Spanish American War, we took control of Puerto Rico and ruled it like a territory. 3)  Ã‚  Ã‚  Ã‚  Ã‚  After Haiti had a violent coup in 1915, Wilson sent the Marines occupy it and build roads, hospitals and schools etc. 4)  Ã‚  Ã‚  Ã‚  Ã‚  During the Mexican Revolution, we sent troops into Northern Mexico in order to catch Villa. 5)  Ã‚  Ã‚  Ã‚  Ã‚  When Teddy Roosevelt wanted to build the Panama Canal, Panama was part of Colombia. Colombia refused to sign a treaty with the US allowing us to build the canal because they wanted more money. Roosevelt encouraged Panamanian leaders to revolt and sent a battleship to help them. Once Panama was separate, they signed a treaty with the US agreeing to let us build the canal. Roosevelt actually created a country. US Involvelment in Latin America :: essays research papers US Involvelment in Latin America During Teddy Roosevelt’s Time US primary concern in Latin America was to maintain political stability in order to protect ourselves as well as our business and trade interests. To accomplish this, the Monroe doctrine was expanded to include the Roosevelt Corollary. The Roosevelt Corollary said that the United States would intervene in the internal affairs of Latin America through Military and Diplomatic actions in order to protect political stability and American interests. This policy was established without input from Latin American countries and put the US into the role of international police to maintain peace and order in the Western Hemisphere. Teddy Roosevelt’s philosophy was to â€Å"speak softly but carry a big stick† We also used â€Å"dollar diplomacy† which was the practice of replacing European loans with American ones in Latin America but then used military force to keep our investments safe. Some examples of â€Å"the big stick in action† are: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Although Cuba wanted its independence and we had promised they could be, we required the Platt Amendment in their constitution, which said that we could intervene in Cuba anytime to protect life, liberty or property. 2)  Ã‚  Ã‚  Ã‚  Ã‚  After the Spanish American War, we took control of Puerto Rico and ruled it like a territory. 3)  Ã‚  Ã‚  Ã‚  Ã‚  After Haiti had a violent coup in 1915, Wilson sent the Marines occupy it and build roads, hospitals and schools etc. 4)  Ã‚  Ã‚  Ã‚  Ã‚  During the Mexican Revolution, we sent troops into Northern Mexico in order to catch Villa. 5)  Ã‚  Ã‚  Ã‚  Ã‚  When Teddy Roosevelt wanted to build the Panama Canal, Panama was part of Colombia. Colombia refused to sign a treaty with the US allowing us to build the canal because they wanted more money. Roosevelt encouraged Panamanian leaders to revolt and sent a battleship to help them. Once Panama was separate, they signed a treaty with the US agreeing to let us build the canal. Roosevelt actually created a country.

“the Yellow Wallpaper” by Charlotte Perkins Gilman

Self expression is one of humanity’s greatest gifts. It is very important that humans express themselves in many different ways, whether it is writing in a journal, painting, singing, or just speaking with someone. Holding in one’s feelings can be unhealthy and it can lead to depression, anxiety, or insanity. In â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, the narrator, an upper-class woman rebels against her husband’s â€Å"cure† for her depression, which forbade her to exercise her imagination. She keeps a secret journal in which she records her thoughts and fascination about the yellow wallpaper. As a result of the mental restrictions placed upon her, she loses control over reality. Writing in a journal can be used as a tool to express oneself. A journal can become a safe space to help release anxious thoughts and negative feelings. In â€Å"The Yellow Wallpaper, the narrator writes in her journal, â€Å"I cry at nothing, and cry most of the time. Of course I don’t when John is here, or anybody else, but when I am alone. And I am alone a good deal just now (Gilman 428). One may suggest that the narrator is a very lonely person who hides her true feelings from her husband and everyone else. Her husband shows no interest of her thoughts or concerns for the conditions she is living under. So she continues to hide her depression and uses a journal as her emotional outlet, but her imagination gets the best of her. Not expressing oneself can consequently lead to depression, anxiety, or insanity. For this reason it is important to exercise one’s imagination. In â€Å"The Yellow Wallpaper†, the narrator is forbidden to do anything active and to not exercise her mind in any way. She directs her attention towards the yellow wallpaper and becomes obsessive over it. â€Å"All night in any kind of light, in twilight, candlelight, lamplight, and worst of all by moonlight it becomes bars! The outside pattern I mean, and the women behind it is as plain as can be† (431). The narrator feels enclosed in her room and thinks the patterns in the wallpaper are bars of a cage. She stares at the wallpaper for long periods of time and discovers a woman behind the pattern. One may suggest that she is the women behind the patterns trying to break free. In her last journal entry, she stated, â€Å"I pulled and she shook, I shook and she pulled, and before morning we had peeled yards of that paper† (433). Peeling off â€Å"that paper† on could suggest that she is unraveling the pattern of her domesticated life. Furthermore, in order for the narrator to understand herself, she loses her sanity.

Higher education Essay

Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic. [1] Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship. A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations’ 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education. [2] Although education is compulsory in most places up to a certain age, attendance at school often isn’t, and a minority of parents choose home-schooling, e-learning or similar for their children. Contents [hide] 1 Etymology 2 History 3 Formal education 3. 1 Preschool 3. 2 Primary 3.3 Secondary 3. 4 Tertiary (higher) 3. 5 Vocational 3. 6 Special 4 Other educational forms 4. 1 Alternative 4. 2 Indigenous 4. 3 Informal learning 4. 4 Self-directed learning 4. 5 Open education and e-learning 5 Development goals 5. 1 Internationalization 5. 2 Education and technology in developing countries 5. 3 Private v public funding in developing countries 6 Educational theory 6. 1 Purpose of schools 6. 2 Educational psychology 6. 3 Learning modalities 6. 4 Philosophy 6. 5 Curriculum 6. 6 Instruction 7 Economics  8 See also 9 References 10 External links Etymology[edit]. Etymologically, the word â€Å"education† is derived from the Latin educatio (â€Å"A breeding, a bringing up, a rearing†) from educo (â€Å"I educate, I train†) which is related to the homonym educo (â€Å"I lead forth, I take out; I raise up, I erect†) from e- (â€Å"from, out of†) and duco (â€Å"I lead, I conduct†). [3] Education can take place in formal or informal educational settings. History[edit] Main article: History of education Nalanda, ancient center for higher learning. Plato’s academy, mosaic from Pompeii Education began in the earliest prehistory, as adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. In pre-literate societies this was achieved orally and through imitation. Story-telling continued from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom. [4]. A depiction of the University of Bologna, Italy, founded in 1088 Matteo Ricci (left) and Xu Guangqi (right) in the Chinese edition of Euclid’s Elements published in 1607 Plato founded the Academy in Athens, the first institution of higher learning in Europe. [5] The city of Alexandria in Egypt, founded in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There mathematician Euclid and anatomist Herophilus; constructed the great Library of Alexandria and translated the Hebrew Bible into Greek. European civilizations suffered a collapse of literacy and organization following the fall of Rome in AD 476. [6] In China, Confucius (551-479 BCE), of the State of Lu, was China’s most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan and Vietnam. He gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era. [citation needed] After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centers of advanced education. Some of these ultimately evolved into medieval universities and forebears of many of Europe’s modern universities. [6] During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of enquiry and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation;[7] and Saint Albert the Great, a pioneer of biological field research. [8] The University of Bologne is considered the oldest continually operating university. Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south. The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilisations — as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid’s Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe. In most countries today, education is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far. [9] Formal education[edit] Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. School systems are sometimes also based on religions, giving them different curricula. Preschool[edit] Young children in a kindergarten in Japan Main article: Early childhood education Preschools provide education up to the age of between 4 and 8 when children enter primary education. Also known as nursery schools and as kindergarten, except in the USA, where kindergarten is a term used for primary education. Preschool education is important because it can give a child the edge in a competitive world and education climate. [citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them. â€Å"[10] This period of education is very important in the formative years of the child. Teachers with special skills and training are needed at this time to nurture the children to develop their potentials. [citation needed] Primary[edit] School children line, in Kerala, India Main article: Primary education Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. [11] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on a national curriculum framework designed by the National Council of Educational Research and Training. Secondary[edit] Students working with a teacher at Albany Senior High School, New Zealand Main article: Secondary education In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, â€Å"post-secondary†, or â€Å"higher† education (e. g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved  to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history. Community colleges offer nonresidential junior college offering courses to people living in a particular area. Tertiary (higher)[edit] Students in a laboratory, Saint Petersburg State Polytechnical University See also: Higher education and Adult education Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy. University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet. A liberal arts institution can be defined as a â€Å"college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. â€Å"[12] Although what is known today as the liberal arts college began in Europe,[13] the term is more commonly associated with universities in the United States. [citation needed] Vocational[edit]. Carpentry is normally learned through apprenticeship. Main article: Vocational education Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. Special[edit] Main article: Special education In the past, those who were disabled were often not eligible for public education. Children with disabilities were often educated by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning. [14] Other educational forms[edit] Alternative[edit]. Main article: Alternative education While considered â€Å"alternative† today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. To a greater or lesser degree, ideas from these experiments and challenges to the system may in time be adopted by the mainstream, as to a large degree has happened with kindergarten, an experimental approach to early childhood education developed by Friedrich Frobel in 19th century Germany. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich. Indigenous[edit] Na Schoolyard. Teaching indigenous knowledge, models, methods in Yanyuan County, Sichuan in China Main article: Indigenous education. Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to â€Å"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students. â€Å"[15] Informal learning[edit]. Main article: informal learning Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners this includes language acquisition, cultural norms and manners. Informal learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs. Informal learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with certain occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but rather unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its â€Å"natural† function of everyday life and is often spontaneous. The concept of ‘education through recreation’ was applied to childhood development in the 19th century. [16] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities. [17] L. P. Jacks, also an early proponent of lifelong learning, described education through recreation: â€Å"A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well. â€Å"[18] Education through recreation is the opportunity to learn in a seamless fashion through all of life’s activities. [19] The concept has been revived by the University of Western Ontario to teach anatomy to medical students. [19] Self-directed learning[edit]. Main article: Autodidacticism Autodidacticism (also autodidactism) is a contemplative, absorbing process, of â€Å"learning on your own† or â€Å"by yourself†, or as a self-teacher. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one’s life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U. S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician). Open education and e-learning[edit] Main articles: Open education and E-learning In 2012, e-learning had grown at 14 times the rate of traditional learning. [clarification needed][20] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. [21] Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press. [22] Many people despite favorable studies on effectiveness may still desire to choose traditional campus education for social and cultural reasons. [23] The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal â€Å"academic value† to traditional degrees. [24] Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials. [citation needed] There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on-campus education, which is not often directly offered from open education. [citation needed] Examples of this are people in open education forming study groups, meetups and movements such as UnCollege. Development goals[edit] World map indicating Education Index (according to 2007/2008 Human Development Report) Russia has more academic graduates than any other country in Europe. [when? ] (Chart does not include population statistics. ) Since 1909, the ratio of children in the developing world going to school has increased. Before then, a small minority of boys attended school. By the start of the 21st century, the majority of all children in most regions of the world attended school. There are 73 million children,[clarification needed] mostly female children in poor families, who did not start elementary school. There are more than 200 million children, mostly females from poor families, who did not go to secondary school. [25] Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain. [26] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to receiving more funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue. [26] Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa. [27] Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the recurrent costs involved. There is economic pressure from those parents who prefer their children to earn money in the short term rather than work towards the long-term benefits of education. [citation needed] A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. [28] Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles: national leadership and ownership should be the touchstone of any intervention; strategies must be context relevant and context specific;[clarification needed] they should embrace an integrated set of complementary interventions, though implementation may need to proceed in steps;[clarification needed] partners should commit to a long-term investment in capacity development, while working towards some short-term achievements; outside intervention should be conditional on an impact assessment of national capacities at various levels; a certain percentage of students should be removed for improvisation of academics (usually practiced in schools, after 10th grade). Internationalization[edit]. Nearly every country now has Universal Primary Education. Similarities — in systems or even in ideas — that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program[29] facilitates exchanges across European universities. The Soros Foundation[30] provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes. Education and technology in developing countries[edit]. The OLPC laptop being introduced to children in Haiti Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. There are charities dedicated to providing infrastructures through which the disadvantaged may access educational materials, for example, the One Laptop per Child project. The OLPC foundation, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations. In Africa, the New Partnership for Africa’s Development (NEPAD) has launched an â€Å"e-school program† to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. [31] An International Development Agency project called nabuur. com,[32] started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development. India is developing technologies that will bypass land-based telephone and Internet infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space Research Organization launched EDUSAT, a  communications satellite providing access to educational materials that can reach more of the country’s population at a greatly reduced cost. [33] Private v public funding in developing countries[edit] Research into low cost private schools found that over 5 years to July 2013, debate around low-cost private schools to achieving Education for All (EFA) objectives was polarised and finding growing coverage in international policy. [34] The polarisation was due to disputes around whether the schools are affordable for the poor, reaching disadvantaged groups, provide quality education, supporting or undermining equality, and are financially sustainable. The report examined the main challenges that development organisations which support LCPSs have encountered. [34] Surveys suggest these types of schools are expanding across Africa and Asia and is attributed to excess demand. These surveys also found concern for: Equity, widely found in the literature, as the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report says findings are that LCPSs see evidence girls are underrepresented and that they are reaching some low-income families, often in small numbers compared with higher-income families. Quality of provision and educational outcomes: You cannot generalise about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity and pupil to teacher ratios in some countries are better in LCPSs than in government schools. Choice and affordability for the poor: parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of ‘choice’ does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status. Cost-effectiveness and financial sustainability: Evidence is that private schools operate at low cost by keeping teacher salaries low, but their financial situation may be precarious where they are reliant on fees from low-income households. The report said there were some cases of successful voucher and subsidy programmes; evaluations of international support to the sector are not widespread. [34] Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPSs, specifically how relationships of power and accountability between users, government and private providers can produce better education outcomes for the poor. Educational theory[edit]. A class size experiment in the United States found that attending small classes for 3 or more years in the early grades increased high school graduation rates of students from low income families. [35] Main article: Educational theory Purpose of schools[edit] Individual purposes for pursuing education can vary. The understanding of the goals and means of educational socialization processes may also differ according to the sociological paradigm used. In the early years of schooling, the focus is generally around developing basic interpersonal communication and literacy skills in order to further ability to learn more complex skills and subjects. After acquiring these basic abilities, education is commonly focused towards individuals gaining necessary knowledge and skills to improve ability to create value and a livelihood for themselves. [36] Satisfying personal curiosities (education for the sake of itself) and desire for personal development, to â€Å"better oneself† without career based reasons for doing so are also common reasons why people pursue education and use schools. [37] Education is often understood to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and status for all (Sargent 1994). Learners can also be motivated by their interest in the subject area or specific skill they are trying to learn. Learner-responsibility education models are driven by the interest of the learner in the topic to be studied. [38] Education is often perceived as a place where children can develop according to their unique needs and potentialities[39] with the purpose of developing every individual to their full potential. Educational psychology[edit] Main article: Educational psychology Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms â€Å"educational psychology† and â€Å"school psychology† are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists.

Macbeth Essays (945 words) - Characters In Macbeth, Free Essays

Macbeth Essays (945 words) - Characters In Macbeth, Free Essays Macbeth Macbeth is the epitome of what the literary world regards a "tragic hero". His admirable qualities are supplanted with greed and hate when he is duped by the three witches. Thunder and lightning. Enter three Witches. Yes, it is the first scene from William Shakespeare's Macbeth, a tragic tale of one man's quest for power and his ultimate defeat. The story revolves around our tragic hero, Macbeth, and how an admirable and noble man, so established in society, can fall so greatly. Throughout the play, he is driven by an obsession to become King of Scotland, and in the process commits acts of betrayal and treachery to achieve this goal. However, Macbeth is not the only character involved in this sordid affair. His wife, the manipulative Lady Macbeth, three prophetic witches and members of the Scottish aristocracy all play pivotal in the drama. Lady Macbeth, the great woman behind the man, plots, scheme and propels Macbeth into a nightmare of falsehood and guilt. The wiches, or weird sisters, embody the supernatural element of this tragedy. With their imperfect predictions and calculated duplicity, they created chaos in Macbeth's mind as they toy wit! h his sense of security. The Scottish aristocracy comprises of King Duncan, the two princes - Malcolm and Donalbain, and various other thanes and nobles, including Macbeth's friend Banquo. They serve as barriers for Macbeth and, regardless of friend or foe, he chooses to either "fall down, or else o'er-leap" these hurdles. However, one hurdle that proves too great is his nemesis: Macduff. After Macbeth's false sense of security is shattered, a mighty swipe of Macduff's sword releases Macbeth from a tangled web of desire, design and deceit. Macbeth has, as his wife says, the milk of human kindness (which was not a cliche when the play was written), the kind of affection that many people have for others when self-interest is not rampant. He has a high regard for Duncan and Banquo, defaming the latter only once (III.i.74 ff.). He differs from Duncan in this regard in that the King's charity is of a quality that works to transform human society into a family and that, as G. R. Elliott points out, "makes the spirit of Duncan persist through the play after his death." Nevertheless, Macbeth shares in a somewhat limited way in the moral nature of manhood as seen in I.vii.46-47, as E. M. Waith observes, without wanting to contract himself at the urgings of his wife into a paragon of energy, energy simply devoted to utterly selfish ends. Macbeth thus differs from Macduff, who more fully realizes both the valorous and moral nature of manhood, and from Richard III, who is a melodramatic villain and indeed a scourge of God. Macbeth, unlike Richard, is not completely hardened even at the end of the play. He exhibits remorse immediately after the murder of Duncan, and he repeatedly displays anguish after commission of his atrocities. In proposing the savage murder of Macduff's family, he speaks of these "unfortunate" souls (IV.i.152) without attaching irony or sadism to this adjective. The passage "I have lived long enough" (V.iii.22-28) is not, in its apprehension of the failure of a life, the utterance of a thorough reprobate like Richard; and "poor heart" (V.iii.28) is analogous to "unfortunate souls." Macbeth, unlike Richard, is self- tortured and thus wins of us a degree of sympathy. Macbeth is utterly free from Richard's savage humor as seen, for example, in his jesting about sending Clarence to Heaven post-post-haste. Unlike Iago, Macbeth is unequipped with a philosophy of egoism. Unlike Lady Macbeth, he does not pray to have his nature altered. He makes no formal compact, as Faustus does, with the Devil. He never chastises his wife for her failure to bear sons though his ambition is dynastic rather than personal, and even though, whatever Renaissance medical theory may have taught, royal practice as observable in the reign of Henry VIII held the wife rather than the husband to blame for lack of issue. Although there is slight evidence that Macbeth uses Lady Macbeth not to form his murderous intent toward Duncan but to give him courage and practical insight into the way this piece of regicide may be committed, he vacillates

Serial Killer Couple Karla Homolka and Paul Bernardo

Serial Killer Couple Karla Homolka and Paul Bernardo Karla Homolka, one of Canadas most infamous female serial killers, was released from prison after serving a 12-year sentence for her involvement in drugging, raping, torturing, and killing young girls. The teenage victims included Homolkas younger sister, whom she offered to her boyfriend Paul Bernardo  as a gift.   Homolka was born May 4, 1970, to Dorothy and Karel Homolka in Port Credit, Ontario. She was the eldest child of three, and by all accounts, was well-adjusted, pretty, smart, and popular. She received ample love and attention from friends and family. Homolka developed a passion for animals, and after high school she started work at a veterinary clinic. Everything about her seemed normal. No one suspected her of hiding deeply disturbing desires. Homolka and Bernardo Meet At age 17, Homolka attended a pet convention in Toronto, where she met 23-year-old Paul Bernardo, an  attractive, charismatic blond with a persuasive personality. The pair engaged in sexual relations the day they met and soon discovered that they shared sadomasochistic inclinations. Paul quickly took on the role of master and Homolka willingly became his slave. Over the next few years, the relationship intensified. The couple shared and encouraged one anothers psychotic behavior. Bernardo began raping women with Homolkas approval. Bernardos specialty was attacking women getting off buses, sexually assaulting them, and subjecting them to other  humiliations. The police and media dubbed him The Scarborough Rapist, after the Ontario town in which many of the sexual assaults were committed. A Surrogate Virgin One source of friction between the couple was Bernardos incessant complaint that Homolka had not been a virgin when they met. Homolka was aware of Bernardos attraction to her sexually inexperienced 15-year-old sister Tammy. Homolka and Bernardo came up with a plan to force Tammy into being a surrogate virgin for her older sister. To accomplish the plot, Homolka stole Halothane, an anesthetic, from the veterinary clinic where she worked. On December  23, 1990, at a Christmas party at the Homolka family home, Bernardo and Homolka served Tammy alcoholic drinks spiked with halcyon. After the other family members had retired, the couple brought Tammy to the basement, where Homolka held a cloth soaked in Halothane over Tammys mouth. Once Tammy was unconscious, the couple raped her. During the attack, Tammy began choking on her own vomit and ultimately died. Unfortunately, the drugs in Tammys system went undetected and her death was ruled an accident. Another Present for Bernardo After Homolka and Bernardo moved in together, Bernardo began blaming Homolka for her sisters death, complaining that Tammy was no longer around for him to enjoy sexually. Homolka decided a young, pretty, virginal teenager named Jane, who idolized the attractive, older Homolka, would make a good replacement. Homolka invited the unsuspecting teen out to dinner and, as shed done with Tammy, spiked the girls drinks. After inviting Jane to their home, Homolka administered Halothane and presented her to Bernardo. The couple brutally attacked the unconscious teen, videotaping the sexual assaults. The next day when the teenager awoke, she was sick and sore but had no idea of the violation she had endured. Unlike others, Jane managed to survive her ordeal with the couple. Leslie Mahaffy Bernardos thirst to share his rapes with Homolka increased. On June 15, 1991, Bernardo kidnapped Leslie Mahaffy and brought her to their home. Bernardo and Homolka repeatedly raped Mahaffy over a period of several days, videotaping many of the brutal assaults. They eventually murdered Mahaffy, cut her body into pieces, encased the pieces in cement, and threw them into a lake. On June 29, some of Mahaffys remains were found by a couple who were canoeing on the lake. The Bernardo-Homolka Wedding June 29, 1991, was also the day Bernardo and Homolka married one another in an elaborate wedding at a Niagara-on-the-Lake, Ontario, church. Bernardo orchestrated the wedding plans, which included the couple riding in a white horse-drawn carriage, and Homolka dressed in an elaborate and very expensive white gown. The guests were served a lavish sit-down meal after the couple exchanged vows, which included, at Bernardos insistence, Homolka promising to love, honor, and obey her new husband. Kristen French On April 16, 1992, the couple kidnapped 15-year-old Kristen French from a church parking lot after Homolka lured her to their car on the pretext of needing directions. The couple took French to their home, and for several days, they videotaped as they humiliated, tortured, and sexually abused the teen. French fought to survive but just before the couple left for Easter Sunday dinner with Homolkas family, they murdered her. Frenchs body was found in a ditch in Burlington, Ontario, on April 30. Closing in on the Scarborough Rapist In January 1993, Homolka separated from Bernardo after months of constant physical abuse. His attacks became increasingly violent, resulting in Homolka being hospitalized. Homolka moved in with a friend of her sister, who was a police officer. Evidence against  the Scarborough Rapist was building. Witnesses had come forward and a composite drawing of the suspect was released. A work associate of Bernardo contacted the police, reporting that Bernardo matched the sketch. Police interviewed Bernardo and obtained a saliva swab, which eventually proved Bernardo to be the Scarborough Rapist. The Ontario Green Ribbon Murder Task Force closed in on Bernardo and Homolka. Homolka  was fingerprinted and questioned. The detectives were interested in a Mickey Mouse watch Homolka had that resembled the one  French was wearing  the night she disappeared. During questioning, Homolka learned that Bernardo had been identified as the Scarborough Rapist. Realizing they were about to be caught, Homolka confessed to her uncle that Bernardo was a serial rapist and murderer. She obtained a lawyer and began negotiations for a plea bargain in exchange for her testimony against Bernardo. In mid-February, Bernardo was arrested and charged with the rapes and the murders of Mahaffy and French. During a search of the couples home, police discovered Bernardos diary, with written descriptions of each crime. Controversial Plea Bargain A plea bargain was discussed that would offer Homolka a 12-year sentence for her participation in the crimes in exchange for her testimony against Bernardo. According to the deal, Homolka would be eligible for parole after serving three years with good behavior. Homolka agreed to all terms and the deal was set. Later, after all the evidence was in, the plea bargain  was referred to as one of the worst in Canadian history. Homolka  had portrayed herself as an abused wife forced into participating in Bernardos crimes but when videotapes that Homolka and Bernardo had made were given to police by Bernardos ex-lawyer, Homolkas true involvement came to light. Regardless of her apparent guilt, the deal was honored, and Homolka could not be retried for her crimes. Paul Bernardo was convicted on all counts of rape and murder and received a life sentence on September 1, 1995. Rumors that Homolkas punishment was too lenient surfaced after pictures of her sunbathing and partying with other prisoners were published in Canadian newspapers. Tabloids reported that she was in a lesbian relationship with Lynda Verrouneau, a convicted bank robber. The National Parole Board denied Homolkas application for parole. Homolkas Release On July 4, 2005, Karla Homolka was released from prison in Ste-Anne-des-Plaines, Quebec. Strict conditions for her release limited her movements and whom she could contact. Contact with Bernardo and the families of several murdered teens was expressly forbidden. She is paralyzed with fear, completely panicked, said Christian Lachance,  one of Homolkas attorneys. When I saw her she was in a state of terror, almost in a trance. She cannot conceive of what her life will be like outside. Sources McCrary, Gregg O and Katherine Ramsland. The Unknown Darkness: Profiling the Predators Among Us. 2003.Burnside, Scott and Alan Cairns. Deadly Innocence. 1995.Transcript of Homolka interview. The Globe and Mail, 4 July 2005.

Is early recognition of deterioration in vital observation effective Dissertation

Is early recognition of deterioration in vital observation effective in identifying critically ill patients in hospital - Dissertation Example y evaluate research that describes or appraises the nursing practice of taking and recording physiological observations (Vital signs) in the detection of deteriorating hospital patients. Background. Nurses are required to recognise early clinical deterioration in patients and call emergency support. However, there is increasing recognition that indicators of deterioration in acutely unwell patients are being missed and referral delayed. The reasons for this are unclear and require exploration. Failure to recognize or act on deterioration of hospital ward patients has resulted in the implementation of early warning scoring system and critical care outreach teams. Design. A comprehensive review of the literature. Methods. Critical review as the research methodology was used as the dissertation topic required a comprehensive collection of research evidence. The literature was searched using different sources: such as electronic databases, reference lists, key reports and experts in the field. Medline, CINAHL, Embase and Cochrane databases were searched from January 2001–2011. Ten papers were selected that most clearly reflected the research aim. Each paper was critically appraised and systematically assessed. Major themes and findings were identified for each of the studies. Result. Early warning systems and physiological monitoring processes help ensure the early detection of critical illnesses among patients. Conclusions. Early warning systems with appropriate applications of vital signs and other physiological monitoring processes are crucial tools in the early assessment of critical care patients. Relevance to clinical practice. The studies establish the importance of using early warning systems and physiological monitoring processes to detect symptoms which... The paper tells that vital signs are significant components in monitoring the patient’s progress during hospitalisation as they allow for the timely detection of delayed recovery or adverse events. These vital signs, or patient observations, usually consist of blood pressure, temperature, pulse rate and respiratory rate. While the measurement of vital signs has become an accepted component of any hospitalisation, the optimal practice is yet to be determined. A preliminary search of the literature indicated that there were a vast number of published articles relating to this topic; however there had been few previous attempts to review critically this literature. This review was initiated to identify and summarise the best existing evidence relating to the use of vital signs by nurses to monitor hospital patients. The dissertation starts by highlighting and discussing the particular issues surrounding early recognition of deterioration using vital observation by other studies. This has assisted the writer to clarify the dissertation aims, objectives and methods further. The methodology section has provided details of a robust strategy deployed in collecting, organising and analysing secondary qualitative data. This has been followed by the result section where collection of data and discussion of results was carried out in the light of the writer review objectives. Finally in the conclusion section, a summary of the overall findings of the review and implications for NHS policy and future research will be provided.