Trusts Law. Non-Charitable Purpose Trusts Essay

Trusts Law. Non-Charitable Purpose Trusts - Essay Example Secular Society†2, Lord Parker was of the view that â€Å"benefit to individuals should be an essential ingredient of a trust or must be in that category of gifts which the courts identify as charitable.† In â€Å"Re Recher's Will Trusts†, Brightman J was of the view that as there is no beneficiary, a non-charitable trust is void. â€Å"Just as a rail requires an engine, so a trust requires a recipient†3. In â€Å"Astor's Settlement Trusts†, it was held by Roxburgh J that due to lack of a beneficiary, every non-charitable trust is void4 For a pure purpose, a private purpose trust (for instance, a trust to advance a cause) may be established where there will no single beneficiary to enjoy the benefits or for the advantages of an unquantifiable group of people (for instance, a trust to construct a playground for a school). A private, non-charitable purpose trust of the first type mentioned above will always be annulled, since it is not enforceable by a nybody. As opposed, a charitable trust is always a purpose trust and hence, enforceable and there will no problem in enforcing the same as the Attorney-General will have locus standi to litigate. 5. Though, there exists a general rule which appears to forbid purpose trusts in the non-charitable background, there are, some scenarios in which non-charitable purpose ? trusts have been endorsed in English law, and these can be detailed as follows: If confined to a perpetuity period, trusts for the prolongation of other non-charitable, religious ceremonies / rites may well be held valid. For instance, a gift for the recital of ceremonies namely Sin Chew (worship of ancestor) so as to disseminate the testator's reminiscence during the perpetuity period was upheld by the Supreme Court of the Straits Settlement in â€Å"Khoo Cheng Teow, Re†6.The House of Lords in â€Å"Bourne v Kean†e7 which viewed such trusts for the saying of masses as valid and clearly held it to be charita ble. This research essay will analyse in detail the validity of such non-charitable trust under English law and will recommend suitable amendments in English Trust laws to give legal sanctity to such non-charitable trust. Analyse Since the gift encourages an essential part of religion, namely, the saying of prayers, a gift for the saying of prayer of masses in public is held to be charitable. Though, saying cannot be established to beneficial to the mankind per se, but are supposed to offer an adequate element of public benefit. The prima facie hypothesis that is made is that prayers mentioned by a settlor in an inter viva or a will instrument are supposed to be said in public as held in â€Å"Re Caus†8. In â€Å"Re Hetherington†9 , and in this case, a testatrix by her will had bequeathed ? 2,000 for saying of â€Å" masses for the souls of her parents , sisters, husband and herself† It was held that trust was valid as it was for the advancement of religion10. T hough, in, it was held by Roxburgh J that due to lack of a beneficiary, every non-charitable trust is void but the English law has conventionally permitted four fundamental varieties of testamentary private purpose trust where it has been held that non-charitable trust even without beneficiaries can be held valid under the following scenarios. †¢ The upholding of specific animals; †¢ The building and preservation of private tombs, graves and monuments; †¢ The conducting other religious ceremony in private or saying of masses and †¢ The encouragement of fox-hunting Purpose trusts emanating in the

Strategic Plan For Your Organization Statistics Project

Strategic Plan For Your Organization - Statistics Project Example This paper will explore the strategic plan for GetWell, a pharmaceutical company that sells prescription medicine (Cravens & Piercy, 2008). GetWell possesses sufficient information about the target market. The demand for pharmaceutical products is high and keeps increasing every day (Callahan, 2006). The firm will use this information to serve consumers better. The customer base includes medical doctors, trainers, physical therapists and chiropractors. Most customers buy the medications for pain management and relief. The medical industry is under pressure to reduce costs for medical purchases. Insurance companies are exerting pressure on various medical institutions to buy low-priced but quality medicine. The number of people with drug plans is high especially for elderly people who have no medical coverage. The market for prescription medicine is expected to grow by 6% annually. Many pharmacies sell prescription drugs in cities that GetWell operates in but few offer low prices like GetWell. Competitors rarely advertise in print or digital media. The increase in the number of athletes and sports trainers ordering pain management medicine is encouraging (Brukner & Khan, 2008). GetWell aims at increasing its market share by targeting new customers and becoming the market leader for pharmaceutical sales in the region. The firm plans to reduce the market share of competitors by taking most of their walk-in customers and making more deliveries. GetWell plans to achieve financial growth of 15% for every year. GetWell is aiming at providing customers with the best medicine at discounted prices. GetWell aims at increasing the number of repeat customers by 9% in each quarter. The firm aims at increasing customer awareness about the various stores in the two states. GetWell plans to reduce client acquisition costs by 10% every year. Another objective is taking a majority share in supply of medicine to

Radiographic Modalities in Detecting Suspected Child Abuse

Radiographic Modalities in Detecting Suspected Child Abuse The actions individuals take against a child in order to inflict emotional or physical harm are, unfortunately, limited only by the imagination. Child abuse has been formally defined as the shaking, punching, battering, hitting, poisoning, scalding or burning, suffocating or drowning a child and/or otherwise participating in actions that lead to the child’s physical harm (Safeguarding Children 2006). As of the last several years, the definition of child abuse has also integrated the failure to prevent harm to a child (Safeguarding Children 2006). In 1946 paediatric radiologist John Caffey first utilised radiographic images in the diagnosis of child abuse when fractures of the long bones were accompanied by subdural hematomas (Longman, Baker Boos 2003). In 1962 Kempe et al. (as cited by Longman, Baker Boos 2003) offered the term battered child syndrome to describe injuries seen in children consistent with patterns of abuse, with skeletal anomalies the most common injuries seen in this syndrome. For example, bone fractures are seen in upwards of 55% of abuse cases (Longman, Baker Boos 2003). As current research indicates (Freeman 2005; Zimmerman Bilaniuk 1994), the radiographer is often the first healthcare provider that child sees who is in a position to suspect or determine the presence of a non-accident injury (NAI). Davis (2005) points out the radiographer sees the child undressed and is in a position to notice strap marks and other bruising indicative of child abuse while seeking to identify other areas of trauma throu gh the radiographic examination; thus noticing unusual bruising or other inappropriate bodily marks on the patient can help establish a pattern of abuse in conjunction with the radiologic findings of trauma. While Silverman (1987) states that radiography can be used to determine both nature of injury producing force as well as time of injury caution is also advocated as other issues that radiography classically is used to identify can be confused with child abuse, such as the radiologic evidence of scurvy, osteogenesus imperfect, self-sustained injury and infantile cortical hyperostosis. Child abuse statistics Longerman, Baker and Boos (2003) relate staggering statistics for child abuse. In the US alone during 2000, 1,200 children were fatally injured in episodes of child abuse, For example one to two children are fatally abused by a parent or other caregiver on a weekly basis (Safeguarding Children 2006). Norris (2001) states that upwards of 27% of cases presented as unintentional injuries were actually due to incidents of child abuse. Child abuse related fatalities among children less than 1 year of age constitute 41 44% of reported cases of abuse or neglect (Offiah 2003’ Longerman, Baker Boos 2003). Radiographer responsibilities by law The law is quite explicit regarding the role of the radiographer in cases of suspected child abuse. For example, the Children’s Act of 1989, Section 27 explicitly requires each healthcare provider to perform any and all examinations requested by other healthcare professionals or legal authorities when cases present with suspected child mistreatment or abuse (Aspinell 2006; Freeman 2005). As an adjunct to the 1989 Act, with specific regard to healthcare professionals, The Children Act of 2004 mandates an added responsibility beyond individual practice guidelines when working with an abused child or suspecting mistreatment, and requires that healthcare practitioners work together to share information as appropriate and cooperate in such a way as to offer the best treatment for the child (Aspinell 2006; Davis 2006). Additional guidelines on the radiographer’s role in cases of suspected child abuse are readily available (Freeman 2005). However, whether law or not, ultimately, the radiographer has legal, professional and personal responsibilities in detecting cases of suspected child abuse and has many imaging modality options. Stover (1986) tells us specifically that radiographic examinations can help the identification of the injury, mechanism of trauma such as shaking, twisting, traction of a limb or direct blow. Additionally and more importantly, the radiographic examination can identify prior injury and determine evidence of healing processes; all of which are paramount in situations of suspected child abuse, mistreatment or endangerment (Stover 1986). Therefore, this essay will review the range of radiographic imaging modality options available when child abuse is suspected. It is considered beyond the scope of this essay to discuss the legal roles and responsibilities of the radiographer in cases of suspected child abuse and as such, information relating to this will be explicitly excluded beyond those acts and guidelines highlighted above. Similarly, it is considered beyond the scope to discuss radiographic diagnostics in relation to imaging technologies. The remainder of this essay will focus strictly on imaging modalities. Standard radiographic x-ray Kirks (1983) believes that standard radiographic x-ray (SXR) imaging is appropriate for injuries associated with skeletal fractures, pneumoperitoneum, gastric dilatation or injury to the pulmonary parenchyml, which are common in cases of child abuse. Researchers tell us that skeletal examinations are particularly relevant in cases were non-accidental injury (NAI) is suspected (Gutanunga, Evans Harrison 2007, Johnson 2007; Summerfield et al. 2007; Offiah 2003) and is the strongest radiologic based indicators that child abuse or mistreatment has taken place (Diagnostic imaging 1991). In particular, Alexander and Kleinman (1996) believe that in children less than 2 years of age presenting with injuries consistent with child abuse the skeletal survey is critical. Parks (2002 as cited by Imaging suspected NAI 2002) tells us that although the most appropriate in cases of suspected NAI, the skeletal survey is one of â€Å"the most difficult examinations to perform† given general reluctance of the small child to submit to the examination, the emotionally charged scenario surrounding the skeletal survey request and the frequent urgency required. The skeletal survey typically consists of the following images: AP/PA chest, oblique v iew of the ribs, lateral skull survey in an older child, AP pelvis/femora, AP tibia/fibula, AP humeria, AP forearms, DP/AP hands, Half axial/Townes skull projection, AP 20 degrees skull projection and lateral skill projection in younger children, lateral spine and DP of the feet (Parks 2002 as cited by Imaging suspected NAI 2002). In order to minimise radiation exposure to the developing tissues of young children, special paediatric imaging systems have been modernised to use special cassettes, films and intensification screens (Diagnostic imaging 1991). In children older than five years of age, Alexander and Kleinman (1996) tell us the skeletal survey is virtually of no use when screening for injuries, but clinical indicators should dictate whether or not such a radiographic examination is performed. A newer radiographic adjunct to skeletal surveys is the bone scintigraphy, also referred to as radionucleotide scintigraphy (Conway et al. 1993; Howard, Barron Smith 1990), advocated by current research as a complementary procedure to the skeletal survey rather than a replacement when NAI and child abuse are suspected (Mandelstam et al., 2003). Mandelstam et al. (2003) documented the ability to detect bony anomalies that evade traditional radiographic skeletal images. For example, 20% of those studied by Mandelstam et al. (2003) reported normal skeletal surveys; however injuries were evident upon bone scintigraphy. This example evidences the increased sensitivity of the bone scintigraphy noted by Conway et al. (1993), creating an advantage in assessing soft tissue injuries in addition to trauma to bone structures. Apgar (1997) stresses SXRs can be of paramount importance for assessing potential child abuse or mistreatment through the imaging of hands and feet to assess for fractures . In particular, Apgar (1997) tells us that bone scans and skeletal surveys that focus on an oblique view of the hand or foot combine to document fractures in the hands and feet through evidencing healing at multiple stages as well as identifying fractures from bending or twisting a limb or digit rather than inflicting a direct blow. Alexander and Kleinman (1996) believe the skeletal survey should not be used as a primary diagnostic modality, but should be used in conjunction with SXRs. Generally a GP or primary care physician will request a skeletal survey be performed when child abuse is suspected to assess current and age of prior injuries. CT Scan Non-accidental head injuries (NAHI) are the leading cause of death or neurological dysfunction seen in infants (Jaspan et al. 2003). Researchers agree CT scans are the ideal radiographic modality to assess paediatric head trauma from which to evaluate injury and/or family circumstances that might lead to NAIH conclusions indicative of child abuse or mistreatment (Jaspan et al. 2003; Hymel et al. 1997; Alexander Kleinman 1996). Fell (2007) tells us CT is recommended over standard SXR as SXR are known to delay diagnosis; however SXR in a triage setting when CT is not available when coupled with patient observation is still an option. Stover (1986) believes that a head CT should be considered mandatory for incidents of paediatric head trauma. Unfortunately, as Jaspan et al. (2003) indicate, there are no uniformly agreed upon protocols for radiographic imaging of NAHI. Additionally, Alexander and Kleinman (1996) believe that CT scans without the use of an MRI may underestimate the exten t of injury sustained, for example, MRIs can image subdural hematomas, which according to Alexander and Kleinman (1996) may be â€Å"the only objective imaging evidence of child abuse.† CT scans are also appropriate for other areas. For example, one of the common sites for visceral abuse injuries is the abdomen (Kirks 1983). For blunt trauma injuries to the abdomen, particular for assessing the spleen, kidney or liver, Kirks (1983) believes the CT scan is most appropriate. Albanese et al. (1996) stress the importance of CT scans for blunt abdominal trauma as well, focusing on the modality’s use with contrast media. Serial examinations are considered the â€Å"gold standard† for perforations of the paediatric GI tract due to blunt force trauma (Albanese et al. 1996). However, Kirk (1983) adds that nuclear scintigraphy is appropriate for cases isolated to the liver or spleen alone. MRI The use of MRI’s in cases of suspected child abuse or mistreatment are many, with cervical spine MRIs cited by Feldman et al. (1997) as able to detect previously unsuspected damage to the spinal cord from child abuse in cases of head trauma. Feldman et al. (1997) demonstrated that frequently radiographic examination will show subdural haemorrhages or subarachnoid haemorrhages in the cervical spine level. Although considered a type of MRI modality, Whole-body turbo STIR MR imaging that is based on MRI technology â€Å"with turbo short tau inversion recovery tissue excitation† (Kavanagh, Smith Eustace 2003) is a non-ionizing high-resolution modality that allows for the detection of occult disease states. Stranzinger et al. (2007) advocates the whole body STIR MR imaging as an alternative to skeletal survey radiographic examinations, particularly as a mechanism of avoiding radiation exposure to growing and developing tissues of the child as well as the increased/enhanced modality sensitivity. For example, Stranzinger et al. (2007) found multiple rib fractures in a patient were evident on the STIR MR imaging and definitely suggested child abuse occurred whereas conventional radiographic images only allowed for partial recognition of the fractures and were inconclusive. Diffuse-weighted imaging (DWI) has also been highlighted by current research as superior in detecting post abuse NAIH, particularly when there were posterior aspects of the brain (Suh et al. 2001). DWI has demonstrated effectivity in enhancing traditional MRI use, particularly in its ability to assess trauma severity (Suh et al. 2001). Ultrasound Kirks (1983) believes that visceral abuse trauma for such issues as retroperitoneal hematoma, ultrasound radiography is the most appropriate modality. Stover (1986) states ultrasound imaging should be used in order to exclude visceral lesions in the case of paediatric head trauma. Barthel et al. (2000) found ultrasound to be the most reliable radiographic imaging modality for detecting and diagnosing simple fractures, although compound fractures and fractures of adjacent bone were still better identified and assessed through SXR. Particularly in infants where bone is more cartilaginous, ultrasound has been found a superior modality for assessing fractures in cases of suspected child abuse and/or mistreatment especially as it saves the child from exposure to ionising radiation (Barthel et al. 2000). When assessing ultrasound efficacy for fracture identification in the distal forearm, noted as the most common fracture site in children, Barthel et al. (2000) demonstrated an 89.4% positi ve correlation, with a 94.4% correct ultrasound fracture diagnosis noted in femoral fractures. Additionally, Barthel et al. (2000) note that ultrasound is an excellent radiographic modality to assess stress fractures missed by SXR. While each of the modalities above have been advocated by individual researchers as preferred methods as outlined, Offiah (2003) advocates the use of multiple imaging modalities in order to provide cross-sectional imaging, especially in cases of suspected abuse that result in the need for neurological assessments. In conclusion, Alexander and Kleinman (1996) tell us radiographic imaging may offer the first indication of child abuse. Child protection is a personal and professional responsibility for the radiographer. This essay highlighted the staggering figures of how frequently child abuse is perpetrated. It was also noted that failure to act on suspected abuse is also considered child abuse and endangerment; such that all Trust employees have the responsibility to ensure children are kept safe (Safeguarding our children 2006). This includes being as aware of all imaging modalities appropriate for the detection of suspected child abuse when warranted as opposed to relying on radiography strictly as a static imaging modality. For example, Zimmerman and Bilaniuk (1994) state that in paediatric head trauma, the radiographer has CT and MRI imaging technology available among others, however, based on the radiographer’s knowledge of the type of injury, age of the child and how the trauma occ urred, the appropriate imaging modality or combination of modalities can best identify injury and whether child abuse is a factor. References Albanese, CT, Meza, MP, Gardner, MJ, Smith, SD, Rowe, MI Lynch, JM. Is computed tomography a useful adjunct to clinical examination for the diagnosis of pediatric gastrointestinal perforation from blunt abdominal trauma in children? Journal of Trauma-Injury Infection Critical Care, 40, 417 – 421. Alexander, R Kleinman, PK. 2000. Diagnostic imaging of child abuse: Portable guides to investigating child abuse. Govt. Report NCJ 161235, 3rd Printing. U.S. Department of Justice: Office of Juvenile Justice and Delinquency Prevention, Washington, DC. Apgar, B. 1997. Fractures of the hands and feet as signs of child abuse. American Family Physician. Retrieved from: http://www.highbeam.com/doc/1G1:19988704 [Accessed 30 July 2008]. Aspinell, P. 2006. Child protection: Safeguarding and promoting welfare of children and young people. Portsmouth Hospitals NHS Trust. [Online]. Retrieved from: http://www.phtlearningzone.org.uk/uploads/File/ChildProtection.doc [Accessed 29 July 2008]. Barthel, M, Halsband, H, Outzen, S, Schlicht, W. Hubner, U. 2000. Ultrasound in the diagnosis of fractures in children. Journal of Bone and Joint Surgery, 82, 1170 – 1173. Conway, JJ, Collins, M, Tanz, RR, Radkowski, MA, Anandappa, E, Hernandez, R Freeman, EL. 1993. Seminars in Nuclear Medicine, 23, 321 – 33. Davis, M. 2006. It couldn’t happen to me Radiographers and the child and the law. Synergy. Retrieved from: http://www.highbeam.com/doc/1P3:1095072611 [Accessed 28 July 2008]. Davis, M. 2005. The role of the radiographer in the protection of children. Synergy. Retrieved from: http://www.highbeam.com/doc/1P3:910668571 [Accessed 28 July 2008]. Diagnostic imaging of child abuse. 1991. Pediatrics, 87, 262 – 264. Feldman, KW, Weinberger, E, Milstein, JM Fligner, CL. 1997. Cervical spine MRI in abused infants. Child Abuse Neglect, 21, 199 – 205. Fell, M. 2007. The demise of the skull radiograph. Synergy. Retrieved from: http://www.highbeam.com/doc/1P3-1232668141 [Accessed 30 July 2008]. Freeman, C. 2005. The child and the law: The roles and responsibilities of the radiographer. Society of Radiographers, London, England. [Online]. Retrieved from: http://www.scor-managers.org.uk/pdf/issue8_pdf16.pdf [Accessed 28 July 2008]. Gutanunga, IP, Evans, A Harrison, S. 2007. Investigation of non-accidental injuries: Changes in local policy. Paper presented at the UK Radiological Congress 2007, Manchester, England. 11 – 13 June. [Online]. Retrieved from: http://bjr.birjournals.org/misc/Proceed_2007.pdf [Accessed 28 July 2008]. Howard, JK, Barron, BJ Smith, GG. 1990. Bone scintigraphy in the evaluation of extraskeletal injuries from child abuse. Radiographics, 10, 67 – 81. Hymel, KP, Rumack, CM, Hay, TC, Strain, JD Jenny, C. 1997. Comparison of intracranial computer tomographic (CT) findings in pediatric abusive and accidental head trauma. Pediatric Radiology, 27, 743 – 747. Imaging suspected NAI. 2002. Syngery. [Online]. Retrieved from: http://www.highbeam.com/doc/1P3:354983461 [Accessed 28 July 2008]. Jaspan, T, Griffiths, PD, McConachie, NS Punt, JAG. 2003. Neuroimaging for non-accidental head injury in childhood: A proposed protocol. Clinical Radiology, 58, 44 – 53. Johnson, KJ. 2007. Invited review: Investigating NAI. Paper presented at the UK Radiological Congress 2007, Manchester, England. 11 – 13 June. [Online]. Retrieved from: http://bjr.birjournals.org/misc/Proceed_2007.pdf [Accessed 28 July 2008]. Kavanagh, E, Smith, C Eustace, S. 2003. Whole-body turbo STIR MR imaging: Controversies and avenues for development. European Radiology, 13, 2196 -2205. Kirks, DR, 1983. Radiological evaluation of visceral injuries in the battered child syndrome. Pediatric Annals, 12, 888 – 893. Longerman, GJ, Baker, AM, Morey, MK Boos, SC. 2003. Child abuse: Radiologic-pathologic correlation. Radiographics, 23, 811 845. Mandelstam, SA, Cook, D, Fitzgerald, M Ditchfield, MR. 2003. Complementary use of radiological skeletal survey and bone scintigraphy in suspected child abuse. Archives of Disease in Childhood, 88, 387 – 390. Norris, TG. 2001. Pediatric skeletal trauma. Radiologic Technology, 72, 345 -373. Offiah, A. 2003. Imaging of non-accidental injury. Current Paediatrics, 13, 455 – 459. Safeguarding children and young people. 2006. National Public Health Service for Wales. [Online]. Retrieved from: www.ich.ucl.ac.uk//Centre_for_evidence_based_child_health/CustomMenu_02/safeguarding_children_rcpch0.pdf [Accessed 28 July 2008]. Silverman, FN. 1987. Radiology and other imaging procedures. In RE Helfer and RS Kempe, eds. The Battered Child. Chicago, IL: University of Chicago Press. Stranzinger, E, Kellenberger, C, Braunschweig, S, Hopper, R Huisman, T. 2007. Whole-body STIR MR imaging in suspected child abuse: An alternative to skeletal survey radiography? European Journal of Radiology Extra, 63, 43 – 47. Stover, B. 1986. Radiologic diagnosis of the batter child syndrome. Minatsschr Kinderheilkd, 134, 322 – 327. Suh, DY, Dabid, PC, Hopkins, KL, Fajman, NN Mapstone, TB. 2001. Non-accidential pediatric head injury: Diffusion-weighted imaging findings. The Lancet, 360, 271 – 272. Summerfield, OJ, Gay, D, Shirley, J Thorogood, S. 2007. Who should report skeletal surveys in non-accidental injury: Generalist or specialist? Paper presented at the UK Radiological Congress 2007, Manchester, England. 11 – 13 June. [Online]. Retrieved from: http://bjr.birjournals.org/misc/Proceed_2007.pdf [Accessed 28 July 2008]. Zimmerman, RA Bilaniuk, LT. 1994. Pediatric head trauma. Neuroimaging Clinics of North America, 4, 349 – 366.

Graduation Speech: Are We There Yet? -- Graduation Speech, Commencemen

Are we there yet? I have asked this question many times on road trips, only to hear the answer, "It's only one more mile, I promise." Of course, our destination was never just one more mile. It seemed as though we would never reach our destination. The one idea I neglected by asking the question, "Are we there yet?" is the notion that it's not the destination that is important, but the journey itself. We are part of a journey that has been progressing since the beginning of time. However, we as a society always seem to be looking past the present to some climactic end -- the finish line, the future, when in reality, there is no finish line. Society always looks to the future for the answers to today's problems, believing that the future holds something exciting that the present lacks. This is not the way we should be thinking! We should be asking ourselves, "What finish line are we hoping to arrive to?" Or better yet, "Do we want to arrive at a finish line at all?" Seriously, did we ever hope for Cameron McLaughlin to reach the end of his experimentation with his clothes? I mys...

Advance Practice Theory Paper

APA is defined as having advanced specialized clinical knowledge and skills through masters or doctoral education that prepares these people for specialization, expansion and advancement of practice. From the above definition specialization refers to ones concentration in one part of the field of nursing.On the other hand expansion refers to the acquisition of new practice knowledge and skills including knowledge and skills legitimizing the role autonomy within area of practice that overlap traditional boundaries of medial practice/.Advancement in this context involves experience and specialization that is characterized by the integration of theoretical research based and practical knowledge that occurs as part of graduates’ education in nursing. (Michaelene, 2006)The advanced practice nurses are currently being deployed to the rapidly challenging health care system. APN are employed in areas such as the community health government hospitals, nursing homes, clinics all over th e world.   APN functions as educators, consultants’ researchers, policy makers and outstanding clinicians in the areas. (pg 20)Advanced practice nursing in my own view is an exiting career of choice with many opportunities and challenges.   The rise in technological advancement has produced remarkable assistance in helping the health sector in easier diagnosis of diseases.The word APN designates four roles in the nursing world; the nurse anesthetics, nurse midwives, nurse practitioners and nurse specialists. (pg 25) In other descriptions it only refers to the broad category of nurse practitioner and nurse specialists.In this disruption, the clinical nurse specialists are registered nurses usually at the graduate level school.   They demonstrate excellence in a focused area of nursing practice and are the models for quality health care.   These practitioners are registered nurses who have achieved the level of education required for additional registration as nurse pra ctitioners with the association of nurses.Their skills are learned through graduate nursing education and substantial nursing practice experience.   These groups provide healthcare services from a holistic nursing perspective combined with a focus on the diagnoses and treatment of acute and chronic illness including prescribing medication. (Wales Nurses consultation paper, 2007)Nurses play an important role in the health sector through ensuring the welfare of patient is taken care off in the hospital. The beliefs and actions statement for advancement is important in the nursing community in realizing their personal potential.There are certain challenges that face the profession. Identification of such challenges would be an important step in facing the future within the profession.   The basic purpose of nursing is the well being and care of patients.This could mean different when analyzed in different contexts.   But regardless of the context this decisions and actions of the healthcare profession should always be based on an individual; need for halt promotion, cure or palliative case, support, advice or conform and involve the patient fully in determining what these needs may be and how they may be met.This paper provided the opportunity to examine barriers and shelters mode for advanced practice role enactment that will provide an appropriate framework for may advance practice nurse role.STATEMENT OF FUTURE PROFESSIOANL ROLEI would like to be a family nurse practitioner.  Ã‚   This is my effort in realizing and exploiting the potential in me. I clearly understand the nature of caring needed by the professional to my particular patents and my developing a unique relationship between my profession and my patent will portray the highest dignity is required.THEORETICAL ROLE FOR ADVANCED ROLE EANACTMENTAdvanced Nursing practice encompasses all the practices including; knowledge, their skills in practice education & research.   This is much different f rom the description in terms of performance of medial tasks.Skill acquisition theory also referred as the hermeneutic model has been referred by Benner & Wrubel to study expertise in clinical nursing practice.   Banner urges that experienced nurses often use the nurse-patient relationship and knowledge of a patients response patterns to make clinical judgments about patients care. (Michaelene, 2006)Benners definitions of clinical judgment particularly at the level of expertise practice, has been expanded to include both deliberate analytic thinking and non conscious holistic discrimination of patients clinical states.   In this model experts judgment include ethical decision making on what is good or right.This is achieved through extensive knowledge from practice, emotional engagement with patients and with one understanding of specific contents for care.In my Advanced Practicing Nursing (APN) the hermeneutic model describe what I would really expect to add in a profession.      Through use of common sense, understanding, skilled know how, similarity recognition and deliberative rationality is key assets that I intend to use to achieve the best skills to run the profession.To be able to recognize patents needs and after better health care I would use my intuition to analyze complex issues.   Intuition can be defined as the capacity to analyze complex data simultaneously discerning patterns and act of hypotheses without necessarily naming all the factors involved in their decision making.This will require my in-depth understanding of the complex experiential knowledge which I have accumulated in practice.   By combining this attributes and understanding the best patient-interaction method would enhance my effectiveness to offer effective care.My strong points on t he above theory are based on the following understanding that professional education is not just about knowledge and skills to perform tasks, no matter how complex it is much more about so cialization and internalization of the values and codes of profession behavior and practices, both on and off my duty.The professional education takes the lay novice and enables them to be specialists with identity, so that work is not just a job to me by a responsibility.   I also understand that knowledge is gained by acquiring it and should not be static, but used for the benefit of the society.   I will ensure that my knowledge and skills are in tandem with the role I play as a family nurse.Another model of skill acquisition was described by Ham, 1998, Laura & Salentera 2002, in which they pointed out on the range of analytical thinking approaches with a carrying degree of analytical and intuitive thinking. (Neubauer, 1998).This theory of discussion making, the features of the task to be accomplished are thought to determine the degree of intuition and the analyses used by the decision maker.These features of the task are viewed to be outstanding; the complexity of task stru cture (number & redundancy of cases); the ambiguity of task content (availability of organizing principles, familiarity with the task, and possibility of high accuracy); and the form of tasks presentation (task decomposition, signal definition & response time).The model assumes that greater analytical thinking is related to fewer cues and more complex procedures for combining evidence to result in correct answers.The cognitive model would be achieved in my organization capabilities that I pose; my greater task familiarity and my high accuracy will be a greater contributor to my reasoning.I will intend to use my in-depth knowledge on the profession and inborn knowledge for greater analytic thinking.   I will also ensure that I fully understand the task that I would intend to undertake in the hope of making the right decisions.The above theory supports my beliefs that the decision and action that I undertake as a health practitioner should be base on an individual patient need.   This is in addition to involving my patients in decision making which concerns their care thereby promoting healthy lifestyles and self management of health.ConclusionThe advanced practice nursing as we have seen has been consistently characterized as based in holistic persecution , the formation of partnership with patients or pollutions the use of research and theory to guide practice and the use of diverse approaches in health and illness management.And as Banner identified the domains or expert   practice, my Advanced Practice Nursing (APN) would be based on nothing less but even more of the following, having and helping role, monitoring functions of diagnostic and patient monitoring, good and defective management of rapidly changing situations, teaching coaching factors and monitoring therapeutic interventions and regiments; monitoring and ensuring that offer quality health care services and lastly acquire the best organizational and work-role competences.References‘Con sultation paper’ Designed to Realize Our Potential’: a ‘beliefs and action’ statement for nurses, midwives and specialist community public health nurses in Wales for 2007 and beyond. Retrieved on February 22, 2008 from:

How do you respond to the presentation of Curley’s wife in ‘Of Mice and Men’? Essay

Curley’s wife is presented as quite an ambiguous character. She is seen in two ways: in one way she is seen as `jail bait’, a `tart’ and `tramp’. In another way she is seen as a victim of a male society, the only female on the farm. Even as a main character in the novel, she remains nameless and only as `Curley’s wife’. This makes her sound like Curley’s property like Curley’s horse or clothes. This is also symbolic of the role of women at the time in which Of Mice and Men was set. Curley’s wife is seen as a very promiscuous woman, but that is only because of the picture you build in your mind from the description of her flirtatious attitudes. Before we even meet Curley’s wife she is degraded by Candy, the `old swamper’. He accuses her of having â€Å"the eye† even though she has been married two weeks: â€Å"You know what I think? †¦ I think Curleys married a tart.† Candy says this becaus e, Curley’s wife gives a few of the other workers â€Å"the eye.† or so he thinks. Curley’s wife enters the bunkhouse; she uses the excuse that she is looking for Curley. She does not seem to want to leave. George tells her that he was here earlier. She still does not leave though, â€Å"she put her hands behind her back and leaned against the door frame so that her body was thrown forward.† This demonstrates her flirtatious nature. Curley’s wife backs her story up by saying, â€Å"sometimes he’s in here† looking at her hands as she does so. She finally leaves when George again tells her that Curley isn’t there. â€Å"Nobody can’t blame a person for looking.† Curley’s wife says this almost to protect herself, as if to say, nobody can fault her if she is only looking for her husband. When thinking about or looking at what Curley’s wife is wearing, you would not associate it with every day life on a farm; she is out of place. Does this carry on throughout the story? Is she always out of place? â€Å"She had full rouged lips and wide-spaced eyes, heavily made up. Her fingernails were red. Her hair hung in little rolled cluster s, like sausages. She wore cotton house dress and red mules. On the insteps of which were little bouquets of red ostrich feathers.† The constant reminder of red gives us two ideas: one, red being used as the colour of passion. Yet another sign of Curley’s wife’s flirtatious manner: two, red showing danger. All the signs of red could be a link to the red dress of the girl in Weed, where George and Lennie previously worked. Could there be a link? Curley’s wife recognises that her body and sexuality are her only weapons and she’s using them. In Steinbeck’s words â€Å"she had only one thing to sell and she knew it.† Curley’s wife is portrayed as this `tart’ and `jail bait’ not purely by accident. This portrayal is purely through the author’s actions. The mere fact that she is known only as Curley’s wife is a clear sign of her anonymity. She is given no name or in fact no identity. Is this hatred to women on Steinback’s part, or is he addressing the stereotyp ical attitudes towards women? Curley’s wife like everybody else has dreams. Curley’s wife’s dream is to be a star. Curley’s wife was asked to go on a show when she was younger, but her mother wouldn’t let her. Curley’s wife remembers a man in the â€Å"pitchers.† Said he’d write to her about becoming an actress and being in the movies. Curley’s wife says that her mother stole the letter when it came, to stop her from reaching her dream, when it really didn’t come at all. â€Å"Well I wasn’t gonna stay no place where I couldn’t get nowhere or make something of myself†¦ so I married Curley† this gives a strong impression that she married Curley purely out of spite, toward her mother. She goes on to say that â€Å"I don’ like Curley† this confirms the fact that she married him out of spite. Like the rest of the dreams in of Mice and Men hers so far has failed. â€Å"I coulda made somethin of myself†¦ maybe I will yet.† But Curley’s wife is still holding on to a faint glimmer of hope. This may explain Curley’s wife’s behaviour on the ranch; she may see it as a stage and the workers as her audience. In chapter four our attitudes towards Curley’s wife change dramatically throughout. In the beginning a feeling of sympathy and loneliness is aroused, because of her failed dreams and the way her husband treats her or rather doesn’t treat her â€Å"Think I don’t know where they all went?† Curley and the other ranch workers are spending their evening in a brothel. Toward the end a feeling of hatred or dislike is built up, beginning with her flirtatious manner to Lennie, ending with her racial abuse and threats towards Crooks: â€Å"I could get you strung up on a tree so easy it aint even funny.† This is another sign of the society at that time. Curley’s wife mocks the dream of George, Lennie and Candy, saying that they almost had better things to spend their money on: â€Å"Baloney†¦ I seen too many you guys. If you had two cents in the worl’ why you’d be getting two shots of corn†¦ And sucking the bottom of the glass.† This is a clear sign, to the reader, of her naivetà ¯Ã‚ ¿Ã‚ ½. Here she is mocking others dreams, when not so long ago her dream shattered around her. Curley’s wife’s death can be looked upon in many different ways. From the way the other characters are seen to respond, it is as if they are the victims of the death and not her. The way in which the author describes the body is the opposite: â€Å"She was very pretty and simple, and her face was sweet and young.† This would suggest an innocent frame of mind, as if her death had transformed her. To someone or something better. Even though Curley’s wife is dead, she is still subject to blame. Candy is one of those who feel this way, talking to the lifeless body â€Å"You done it, di’n’t you? I s’pose you’re glad. Everybody knowed you’d mess things up. You wasn’t no good. You aint no good now, you lousy tart.† When the `guys’ find out about her death, I don’t think that Curley seems to realise that his wife is dead. He doesn’t stop to mourn at all, or hold her one last time, as any self-respecting man would do. He is only interested in one thing, revenge. In conclusion Curley’s wife is seen as an ambiguous character. Her moods and mannerisms change throughout the novel. She is presented, as somebody that no one likes not even her own husband. I think this is character is very misunderstood and if anyone was to take the time to get to know her a little better I’m sure Curley’s wife could be a very `nice’ person.

Рitlers youth Essays

Ð  itlers youth Essays Ð  itlers youth Essay Ð  itlers youth Essay Hitler youth was formed In 1920 by Hitler. One of the main youngster movements and it helped Hitler to grow extremely fast and to grow his power. Hitlers youth was just like a school and it was extremely important and mostly everybody had to attend to it. Hitlers youth did millions of group activities so it could train team work. Boys joined Hitlers youth at the age of 10. Many kids found it very fascinating and they thought of it like It was a lot of fun especially when they got to go out for all of those long walks, even though it damaged their feet. They loved training shooting. All of this was done to practice for the army and to make kids like army from very early age. it made all the boys who joined it very healthy and fit. The Hitler Youth grew from a small group from a handful boys to one of the most important youth groups in Europe. No other group so comprehensively succeeded in their settled point. They were the ones to toughen the young of Germany and to prepare them for war. Actually to make it all work even better they had more than 1 school for boys and the difference was only in ages: one of them was for boys from 10 to 13 years old and it was named Deutsches Jugenvolk, and the other one, Hitler Jugend, was for boys from 13 to 18 years old. Boys have also done team activities like bayonet drill, grenade throwing, trenching digging, outside cooking and reading maps what was extremely useful and trained boys morally and intellectually. By doing all of that, boys were well prepared for the strong army of loyal supporters that would simply help Hitler to achieve his foreign policy aims by obeying all his orders. Of course the girls who joined the Hitlers youth had absolutely different teamwork experience. Girls who were aged form 10 to 14 years old joined Jungmadelbund and girl who were older than 14 years old were transferred to Bund Deutscher Madel. They were training how to be great mothers and housewives. Girls as boys also had to complete the 8 month of farm service called Landjahr. Girls were told they had to make babies and look after their husbands, but they were not allowed to do any hard jobs and to work. Hitler wanted to get the German population to grow to one of the biggest so that he could take the space that Russia owned and so that he could destroy Versailles. Hitlers youth was a strict organisation that controlled the discipline of children and that helped Germany to grow its population. It also taught boys that the most important thing was is loyalty and obedience and that Hitler was the greatest person in this world and that he should be worshiped as God him self. This was another reason to persuade the youth into obeying anything Hitler said and that he was more important then the parents. To accomplish all of that, kids faced a grand deal of propaganda to make them into loyal citizens. Citizens also had compulsory activities to attend to like singing songs, camping were created to straighten Nationalism and to warship Hitler and the Nazis.

Essay on Applied Project ManagementEssay Writing Service

Essay on Applied Project ManagementEssay Writing Service Essay on Applied Project Management Essay on Applied Project ManagementApplied Project ManagementAssignment 1The project focuses on the development of the new sport nutrition brand and the introduction of the sport nutrition line oriented on athletes practicing diverse sports. The point of the introduction of the new sport nutrition is to introduce the universal sport nutrition to reach the broader customer group compared to traditional sport nutrition products oriented on the specific customer group depending on their particular sport.The project is located in the New York City, New York, US. The choice of the location is determined by the proximity of the major sport arenas, the high popularity of sports, and the large number of people, who practice sport professionally as well as amateurs, who practice sport on the regular basis and may need sport nutrition.The owner and sponsor of the new sport nutrition brand will be a renowned sportsman, who may also promote the new brand and help to draw the attention of many sp ortspersons to the new brand. The celebrity endorsement will help to popularize the new sport nutrition not only among professional sportspersons but also among amateurs.The name of the project manager is John Smith.The general picture of the project’s outcome functioning involves the development of the mass production of the sport nutrition for professional sportspersons and amateurs. The project aims at taking its share in the New York City market but, in a long-run perspective, the success of the project may contribute to the further implementation of the project in other large cities of the US.The vision or dream of the project’s outcome functioning involves the creation of the renowned and popular brand that will attract customers from the US with a possibility of entering international markets. However, the vision of the project implies bringing healthy and effective sport nutrition to help sportspersons to stay healthy and keep progressing in their professional (sport) development without taking drugs or banned substances.The phase of the project is the development one since the project is in the course of its development. To put it more precisely, the project is at the phase of the planning and design, since the vision of the project has been already shaped and its purposes and the general framework of the implementation of the project is relatively clear. The current plan focuses on the scope, time, cost and risks associated with the current project.The client’s representatives is the major sponsor of the project, the sportsman, who will also participate in the project. Alternatively, he may recommend a representative of a sport organization or public representative, who works with sportspersons and sport organizations. These representatives may participate in the project to ensure the quality and safety of the new sport nutrition since they will have the right and opportunity to monitor results of the tests and FDA’s contr ol of the new sport nutrition. In addition, they may be even involved in the development of the project helping to identify key features that clients are looking in sport nutrition.There are several groups of the stakeholders involved in or affected by the project. First, owners of the new business are among the key stakeholders because their investments and reputation are at stake along with their future in the business and their further professional and business development. Second, professionals involved in the development and production of sport nutrition comprise another group of stakeholders. They are concerned with the overall success of the project because their further employment depends on whether the project is successful or not. In addition, there are customers, who comprise another important group of stakeholders because customers will consume sport nutrition and their response will be very important for the ultimate success or failure of the sport nutrition. On the oth er hand, customers will benefit, if the project is successful, because they will receive the high quality sport nutrition that helps them to maintain a good physical shape and keep progressing in their professional (sport) development. Indirectly, local community members will be also affected by the project and may be viewed as stakeholders. First, local community members will benefit, if the business runs successfully, because the new business will pay taxes and, thus, contribute to the development of the local community. Second, local community members will benefit because the new sport nutrition may help more people to practice sport that will contribute to the overall improvement of the public health in the local community. Finally, if the project succeeds, local community members may be employed that means the creation of new jobs in the local community to manufacture and distribute the new sport nutrition.The purpose of the project is to plan and design the project of the intr oduction of the new sport nutrition developed for the broad customer group and sponsored by a renowned sportsman with the focus on New York market, at the moment, with prospects of the further market expansion nationwide and internationally, in a long-run perspective. The distinct feature of the new product is its universal nature that means that the sport nutrition supplied by the new brand will be useful and available to all customers, regardless of their level of training and their needs. Customers will just choose how much of the product they need to maintain the target physical shape and to rehabilitate after intensive training or sport events.The project will involve planning and designing the project for the introduction of the new brand and its products into the market of the New York City, New York, US. The new brand will create the sport nutrition for individuals practicing sports at the professional as well as amateur level. The distThe context of the project involves the growing popularity of sports in the US, especially in large cities, such as New York. As sport becomes extremely popular in the US, including the target market, New York, the company introducing the new sport nutrition product can benefit from the introduction of the new product because it can count on a potentially large customer group. In fact, the current social, economic, political and technological environment is currently favorable for the introduction of the new product. The current social environment is favorable due to the growing popularity of sports in the target market. As a result, more and more people start practicing sports that means that they will need sport nutrition that will help them to maintain their physical shape and keep progressing in their sport development.The economic environment is also favorable for the development of business. Even though the competition in the sport nutrition industry is tight, the new sport nutrition can take a strong position in t he market due to its universal nature.The political environment is also favorable because both the local and federal government are interested in the growth of business activities that leads to loyal government policies that stimulate companies to develop their business and expand their presence in the US.Essay on Applied Project Management    part 2

Body Parts as Tools of Measurement

Body Parts as Tools of Measurement Body Parts as Tools of Measurement Body Parts as Tools of Measurement By Maeve Maddox An online writer relating the history of luggage tells how in the old days, holiday makers didnt try to manage with a mere suitcase when they went to the seaside for a week or so. They took the same kind of large trunks they would use if they were going on a long voyage: after all they had to change several times a day and not into dresses that barely covered their private parts but into foot-long petticoats and skirts. Marie-Luise Stromer I dont think that a foot-long petticoat would cover much of a ladys anatomy. The writer was reaching for an expression to convey the fact that in those days, a womans dress extended all the way to her feet. A choice of foot-length may not have been as jarring as foot-long. The reader could probably infer a meaning of extending to the feet. The usual idiom for what the writer intended is floor-length. Ex. She wore a floor-length gown. The expression foot-long, on the other hand, means a foot (12 inches) in length. Ex. They sell foot-long hotdogs here. English possesses several measurement words that derive from body parts. cubit from Latin cubitum, the elbow. A cubit was a measurement based on the forearm from elbow to fingertip. The exact length varied according to whose arm was being used and could be from 18 to 22 inches. digit In Latin, digitus could mean either finger or toe. The same is true of digit in modern English. People use the digits of their hands to count to ten. And just think, we imagine were so modern and up-to-date because we live in a Digital Age. fathom Old English faethm was the length of the outstretched arm, about six feet. Water depth is measured in fathoms. Miners use the term to describe an area equal to six square feet. hairbreadth According to the Online Etymology Dictionary, hairbreadth is said to have once been a formal unit of measure equal to one-forty-eighth of an inch. hand Originally, a hand was a measurement of three inches, but now it is four inches. This measurement is stil used to reckon the height of horses. handful This is an indeterminate quantity of some dry measure, such as grain, that can be held in the cupped hand. A Greek word for handful is the origin of the Greek coin called a drachma. span In Old English a span was the distance between the thumb and little finger of an extended hand, roughly nine inches. Again, it all depended on whose hand. thumb was probably the basis of the measurement now called an inch. We dont measure things in thumbs, anymore, but we do talk about thumbnail sketches and thumbnails in the sense of small images. The expression rule of thumb probably originated with carpenters who used their thumbs to take rough measurements. The notion that the expression originated with a law permitting a husband to beat his wife with a stick no larger in circumference than his thumb, has no historical basis. NOTE: The article that triggered this post is interesting and, considering that the author may be writing English as a second language, extremely well-written. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†List of Greek Words in the English Language50 Musical Terms Used in Nonmusical Senses

The Politics of Education Assignment Example | Topics and Well Written Essays - 750 words

The Politics of Education - Assignment Example of education with successful establishment of libraries in some societies, Mann claims that education contributes immensely towards individual’s mental improvement (Massachusetts. Board of Education 95). He relates most countries’ prosperity with education; he believes that education contributes to growth and development of a successful generation. Additionally, Mann believes that education has a significant impact on how governments bestow their leaderships; he believes that education enhances the discharge of regal duties by the government. Mann’s views on education conquer with the current perception of education. This is evidenced by how majority f the people value education in the current societies; most people believe that education gives individuals the platform of expressing themselves. It also boosts the courage of people who value their rights; it enables them question their leaders about the mistakes they make in their daily activities. It is also evident that lots of advancement has taken place in the current societies because of increase in the rate of literacy among people. Additionally, most people are successive and independent today because of exposure and awareness enhanced by education. In what ways were you prepared by your experiences in elementary, middle, and high school for achieving success in college? In what ways did the readings help you understand better how you were educated? The passage of my lifetime through elementary, middle, and high school played a very significant role in my life. It made me value books and develop the urge of advancing my education elsewhere after high school. It is through the association with my colleagues in these academic levels that I garnered courage that enabled me to associate with other students from different backgrounds. Apart from learning that hardworking plays a pivotal role in one’s academic success, my passage through high school also made me have easy time in college; the experience

Knowledge Management Plan for Dell Inc Case Study

Knowledge Management Plan for Dell Inc - Case Study Example Many businesses are rich in information or are able to create sufficient knowledge, but they fail to effectively share it with others or to utilize it for the overall benefits of the organization. Knowledge Management provides a management framework that helps create knowledge, share it with others and use it for the business to achieve its targeted goals (Christensen, 2003, p. 14). This paper is prepared as a report to be submitted to the CEO and management executives of Dell Inc outlining a Knowledge Management plan and useful KM strategies for the company to achieve greater competency in its business landscape. Dell Inc, a very successful fortune 500 company within few years, has recently implemented its ‘customization’ strategy for computer marketing with an objective of ‘collecting more accurate and reliable information from its customers’. This paper recommends a KM plan to Dell Inc to make use of information and knowledge that it gathers from customers to the overall benefits of the company. Knowledge is power. When it comes to a company, it is a powerful asset and critical factor to the business success. Many organizations have found effective knowledge management as an extremely useful management strategy that helps it adapt to the changes and modern requirements due to technological advances and helps gain competitive advantages. The KM is a recent development and new interdisciplinary approach to the Human Resource Management and it involves people, process and technology in an organization. This piece of research work presents a brief explanation of knowledge management and an overview of Dell Inc and it's business strategies to find an effective knowledge management plan for the company to help it gain better business outcomes.

Employment at Will and Due Process Assignment Example | Topics and Well Written Essays - 1500 words

Employment at Will and Due Process - Assignment Example The greatest intellectual strength is the inclusion of arguments made against their own point. If the authors had failed to include opposing arguments, their article would have been very one-sided and un-credible. It is important for readers to understand both sides of an argument before understanding which side is right or wrong (if there are, in fact, objectively right and wrong sides). This strength of the article, however, also proved to be somewhat of a weakness, because some of the opposing arguments were left unchallenged by the authors. One of the most interesting and perhaps most valid arguments made in this article is that the differences between private and public businesses are becoming less and less clear. Werhane and Radin put forth the notion that public businesses are businesses that cater to the public good before trying to make a profit whereas private businesses function for profit only. While this seems hard to define a business by for legal issues, I have heard that private businesses are marked by having 25 employees or less. I dislike these sort of bright-line policies where a difference of only 1 (say 26 employees instead of 25) makes a tremendous difference in applicable policy. The authors could have used this point to further argue their perspective, but since they did not I will now return to what they did say. Werhane and Radin backed their argument, that the line once drawn between private and public businesses is fading, by a case study involving General Motors (GM). The scenario explained in this article is that the private company GM was declared, by the Supreme Court, able to take over property to expand because it was for the "common good" even though, as a private company, its primary goal is profitability. On the authors' parts, this is a valid argument and it was good to utilize this case study as evidence of their point. (I would have liked more case studies to be used to give solid examples of their arguments.) While the case study does illustrate their point, it is actually not that simple, however. When this happened, it was likely the topic of much subjective debate, because many people may have disagreed with the Supreme Court's ruling. Furthermore, the actual intentions of the Supreme Court may not have been quite so innocent. Corruption is ugly, but it is widespread. Impor tant figures within the Supreme Court could have been easily influenced by a promise of shared wealth from GM. This just goes to show that while the Supreme Court's actions may have led the authors to believe that there is little difference between private and public businesses but really, the ruling of Supreme Court may have been swayed by external factors and its implications are thus inconclusive. Additionally, although Werhane and Radin tried to say that private businesses are like public businesses because they can be deemed as putting efforts towards achieving the common good, I believe it may more often be the other way around. Do public businesses actually put the common good before profitability Without profit, businesses cannot succeed. Perhaps, then, public businesses are similar to private businesses, because they do put profit first.  

Information Systems and Processing Controls Assignment

Information Systems and Processing Controls - Assignment Example Moreover, they provide balances and checks that are only spotted on calculation errors in the business books, and the also the mismatched entry of items. According to Tyler (2013) found out that audit software aided the auditor in generating models and simulations that are of help to study the financial approach of the business, and how it can be restructured. In addition, the auditor can also use the model to judge the potential risk that is posed by the current system. The computer-assisted audits lead to increased accuracy of the audit results by reducing the overall time spent on transactions. It also lessens disruption to business activities by reducing the amount of documentation you need to retrieve, thereby saving your time and money. Tyler (2013) asserted that the program audit performed a wide variety of tasks like recalling calculated interest from invoices; analytical procedures; testing the configuration of the operating system; re-performing the calculations that have been done by the accounting systems entity. Subsequent advantages are; there are long-term economies, it reads the actual records, deals with large volumes of transactions. The schedules and reports that have been generated by the computer are more objective and professional thus enhancing communication of data. According to Wavomba (2010) reported that the organization gains assurance regarding the accuracy of the transactional data and the extent to which the business transactions adhere to controls and comply with policies. The consisted use of the automated transaction analysis and continuous monitoring enables real-time independent testing and validation of critical data. To sum up, it improves management of auditing procedures. Integrated test facility package is a quality control responsibility that utilizes, monitors, and controls the dummy test data through existing programs and checks the existence and adequacy of  program data entry controls and processing controls (Koch, 2009).  

Capacity Planning and Performance Modeling Essay - 1

Capacity Planning and Performance Modeling - Essay Example Various capacity planning or performance measurement software are distributed in the internet. One of this software is the Schedule It, which has been described as the ultimate software for use in the room, people, or resource planning strategies. The software can be applied in the planning and scheduling of any task, which requires detailed filtering or reporting. The software can also be used in the scheduling of reporting, cost analysis of each instance and also as an expense tracker. The software sends automatic emails and reminders and keep everyone informed if there are any changes in schedule. The software can run on different platforms including Windows 98, Windows Me, Windows NT, Windows 2000, and Windows XP. Many organizations will have systems that collect information that is related to capacity as well as systems that are employed to solve problems and implement both the capacity and performance functionality. Nevertheless, many organizations will fail to perform a routine check up on the trending and what if analysis. The what if analysis is one of the processes that may be applied to determine the effect of having a network change. Capacity and performance management helps to create an exception management where potential and existing problems can be identified and rectified before the customers or users call in pointing out the

Effective Leadership Styles for an Educational or Training Institution Essay

Effective Leadership Styles for an Educational or Training Institution - Essay Example A general definition would be that â€Å"a leader is someone who influences a group of people towards the achievement of a goal†. There are 3Ps that are related to the term â€Å"leader† and these are People, Purpose, and Person. A leader is a person that is deeply committed to the goal and s/he will try to achieve it even if nobody follows him/her. A leader is someone who has a personal vision and in order to achieve needs the help of others. The leader should communicate his/her vision in such a way that the followers will share it and the goal will become a common goal. The leader needs the trust of the followers. Some people are more effective than others at influencing people. This effectiveness has been attributed to leadership styles, persuasion skills and the personal attributes of the leader. A leader is someone that brings big changes and innovations, someone who has handled effectively big crises whereas a manager is someone who improves the effectiveness of an organization at a given place and at a controlled course. Coercive. This is the least effective since it erodes employees’ pride. The leader here creates terrifies and demeans the employees at the slightest misstep. As a style it can be used in emergency situations. Authoritative. The leader has a vision, s/he motivates people by showing them how their work fits in the vision of the organization. This approach fails when the leader has a team of experts but it is a style which is effective in most business situations. Affiliative. The leader focuses on strong emotional relations and then he receives the benefits i.e. employees loyalty. S/he offers positive feedback. As a style it is positive but it should be better used when the leader wants to improve communication and increase morale. Democratic.  

Capacity Planning and Performance Modeling Essay - 1

Capacity Planning and Performance Modeling - Essay Example Various capacity planning or performance measurement software are distributed in the internet. One of this software is the Schedule It, which has been described as the ultimate software for use in the room, people, or resource planning strategies. The software can be applied in the planning and scheduling of any task, which requires detailed filtering or reporting. The software can also be used in the scheduling of reporting, cost analysis of each instance and also as an expense tracker. The software sends automatic emails and reminders and keep everyone informed if there are any changes in schedule. The software can run on different platforms including Windows 98, Windows Me, Windows NT, Windows 2000, and Windows XP. Many organizations will have systems that collect information that is related to capacity as well as systems that are employed to solve problems and implement both the capacity and performance functionality. Nevertheless, many organizations will fail to perform a routine check up on the trending and what if analysis. The what if analysis is one of the processes that may be applied to determine the effect of having a network change. Capacity and performance management helps to create an exception management where potential and existing problems can be identified and rectified before the customers or users call in pointing out the

Feminism and Homosexuality in Theater Essay Example for Free

Feminism and Homosexuality in Theater Essay Feminism in theater has a very close relationship with the depiction of homosexuality onstage. Playwrights and performance artists who advocate feminism have seen theater as a powerful tool to make the public understand their views. The work of artists such as Lillian Hellman, Holly Hughes, and Anna Deavere Smith shape the discussion of feminism and homosexuality in the theater. Lillian Hellman was a playwright who’s known for plays that discussed the psychological and social manifestations of evil. Her work was revolutionary because she created strong female characters at a time when men ruled American theater. On the subject of homosexuality, Hellman’s most relevant work was â€Å"The Children’s Hour† (Champion and Nelson 156). While â€Å"The Children’s Hour† sends a powerful message on the topic of homosexuality, Hellman herself wasn’t a homosexual and her work may have reflected her attitude toward the subject. Hellman described the play to a reporter as â€Å"not really a play about lesbianism, but a lie (Griffin and Thorsten 27). † According to Hellman, the bigger the lie, the better it gets. â€Å"The Children’s Hour,† which opened on Broadway on November 20, 1934, painted a grim but clear depiction of Hellman’s view. â€Å"The Children’s Hour† is about the lives of two young women who opened a school for girls. Eventually, their lives are gradually ruined when one of the students accuses them of lesbianism. The characters of Martha Dobie and Karen Wright were realistically rendered by Hellman, resulting in a Broadway hit that would have 691 performances. This was a milestone of an achievement since America at the time was very conservative and homosexuality was a taboo subject (Griffin and Thorsten 27). Homosexuality was so taboo a subject in the Western world that the play was banned in Chicago, Boston, and London. While the play earned critical success in France and New York, it wasn’t awarded the Pulitzer Prize for drama in 1935 because the subject matter was still thought to be too sensitive at the time. Critics from New York however, protested the refusal of conservative bodies in the theater industry by forming the Drama Critics’ Circle. The organization has since then presented its own awards for plays they thought were relevant to art and society (Griffin and Thorsten 27). Hellman’s guardedness toward the issue of homosexuality is reflected on the play’s morality, which though clearly controversial and shocking at the time, was nevertheless morally acceptable to the majority of audiences. One glaring example of this is the fact that in the play, the accusation that Martha Dobie and Karen Wright were engaged in a lesbian relationship was simply a lie. An archetypal malicious teenager named Mary Tilford who studied in the school for girls fabricated the story. In fact, Karen was engaged to Dr. Joe Cardin, whom she really loved. Martha may have really been a lesbian in the story, but fearing for her sexuality, she committed suicide after revealing her thoughts and feelings to Karen (Griffin and Thorsten 28). Despite her sensational plays often associated with left-wing politics and feminism, Hellman considered herself largely a â€Å"moral writer. † The issue of homosexuality was primarily just a tool in the story to illustrate Hellman’s view that good people sometimes bring about harm because of their unwillingness to challenge evil. Karen was clearly painted in the play as a heterosexual and Martha seemed to have paid for her crime (homosexuality) with her life. Aside from reaffirming the norms of American society at the time, the play also apparently satisfied the morality of the conservative audience (Griffin and Thorsten 28). â€Å"The Children’s Hour† may have shied away from directly defending homosexuality, but it nevertheless showed the gradual opening of society to the broader roles of women. Martha and Karen were women who earned their own money, thus sending a message that they were independent and had some sort of power to satisfy their desires. These female characters were different from another of Hellman’s characters named Regina in â€Å"The Little Foxes. † While Regina depended on others’ money and the things she got from her manipulation of men, Martha and Karen had the education and administrative skills which led to the success of the all girls’ school they founded. Joe, Karen’s partner, also symbolized the growing number of egalitarian men at the time. He was very supportive of his partner’s wish to continue her career after their marriage and he also respected her dedication to the school she co-founded. He even defended Karen and Martha to his aunt after Mary’s mother convinced other parents to take their children out of the school because of the lesbianism charge (Griffin and Thorsten 28). In effect, while the play was hesitant to probe the reality of homosexuality more deeply, it did affirm in the audience’s mind the expanding role and power of women in society. Hellman might have been too guarded about lesbianism, but performance artist Holly Hughes was definitely vocal about her views about homosexuality and homosexual relationships. Hughes was an openly homosexual performance artist and writer of various plays and books that center on the topic of homosexuality. Her work has both been debated and celebrated by artists and intellectuals. The National Endowment for the Arts (NEA) refused to fund Hughes’ work in the summer of 1990 because of its sensitive subject matter, which resulted in a fierce debate and controversy in the world of performance art. One of Hughes’ most controversial pieces is a play entitled â€Å"Well of Horniness. † Lynda Hart, Assistant Professor of English at the University of Pennsylvania, wrote that the â€Å"Well of Horniness† is both â€Å"transgressive and aggressive† because it dismantles the audience’s preconceived notions about lesbian homosexuality. The play is loosely based on a classic novel about lesbian homosexuality written by Radclyffe Hall. Hughes’ play became very successful and eventually inspired two sequels: â€Å"Part II: Victim Victoria† and â€Å"Part III: In the Realm of the Senseless (Hart and Phelan 60-61). † The play is mostly representational, with the plot repeatedly interrupted by mock commercials and commentaries (Hart and Phelan 60-61). The memorable characters of â€Å"Well of Horniness† include Georgette, Rod, and Vicki. Georgette is Rod’s sister and Vicki is Rod’s fiancee. Vicki and Georgette are members of a sorority called Tridelta Tribads. Georgette meets Rod and Vicki at a restaurant, and Georgette soon recognizes Vicki as someone she knows from her past sorority. Vicki instantly desires Georgette and stares at her longingly. While dining at the restaurant, Vicki drops her fork underneath the table. As she goes down to pick it up, she’s drawn instead to Georgette’s legs, which Hughes writes, were â€Å"two succulent rainbows leading to the same pot of gold (Hart and Phelan 61-62). † The aggressive affirmation of homosexual reality masked in comedy is performed in the play as Vicki continues to give Georgette cunnilingus while Rod delivers a monologue on honeymoon getaways. In productions of the play at East Village, Manhattan, this scene is performed explicitly with Georgette in a comedic manner to Vicki underneath the table. Vicki then gets up and says she’s feeling â€Å"a little too hot† and goes to the bathroom (Hart and Phelan 62). Rod tells Georgette that he senses â€Å"something fishy† but he can’t â€Å"put his finger† on it (Hart and Phelan 62). Georgette then replies, â€Å"I’m working on it. † The comedic conversation happens in the context of a play that is filled with references to fish, eager beavers, muff-divers, and other terms associated with lesbianism (Hart and Phelan 62). In contrast to â€Å"The Children’s Hour†, â€Å"Well of Horniness† certainly drives home its message on homosexuality in a more direct, striking manner. Hughes’ play doesn’t hide behind other issues or concerns such as the â€Å"lie† or â€Å"evil† in Hellman’s play, and instead hits audiences with the reality of homosexuality right away. It is this controversial nature of Hughes work that has made her notorious for conservative critics and even lesbians and other homosexuals who review her work. Hart though, thinks that Hughes’ play effectively challenges heterosexual hegemony. Its borderline messages and controversial nature opens up a â€Å"hopeful new space of visibility† for feminism and its supporters (Hart and Phelan 62). The popular scene from â€Å"Well of Horniness† is even more notable because it shatters lesbian stereotypes. Lesbians at the time were thought of as homosexuals who generally assumed male identities. Vicki though, was already engaged to Rod and yet still desired other women. Vicki’s performance of oral sex for Georgette in close proximity to her fiance destroys any notions the audiences might have regarding lesbianism and the sexuality of women. Since the play is representational, Rod’s character mainly stands for heterosexual hegemony, which explains why the character is named â€Å"Rod† to refer to male phallic symbol. Hughes shows that homosexual realities are happening throughout society despite the blind functioning of heterosexual institutions, such as marriage, as the play points out. Unlike Hellman, Hughes seems more concerned with homosexuality than feminism, although the empowerment of women might also be addressed by her aggressive plays. Through the clear depiction of women as freely desiring beings, Hughes is able to free women from societal stereotypes. â€Å"Women† isn’t a category of human beings who can only desire men. Instead, it’s a fuzzy category that mostly refers to female human beings who may desire any sex and express that desire in different ways. Overarching Hellman and Hughes’ work may be the amazing work of Anna Deavere Smith, performance artist, playwright, writer, and professor. Smith has received numerous awards and is widely known for her performances which have her assuming the identities of more than twenty people. Smith employs few props, such as chairs and tables to differentiate identities in her performances. All the identities she plays are real people who are interviewed beforehand about a social issue. The result of her lengthy monologues is a stunning commentary on the differences that fracture a community. One of Smith’s most popular acts is called â€Å"On the Road,† which she has been performing since 1982. In one of her performances, Smith interviewed twenty-five men and women from Princeton University on subjects such as the university’s eating clubs which are exclusive to men, assault against women, and the condition of black students among others. The fifty-minute dialogue that results from this research entertains and delights audiences at the same time. Smith usually invites her subjects to attend her performances and their reaction is usually positive. Many of them even laugh out loud when they recognize their own selves in the numerous identities performed. Some of them though, get unsettled when they see their views juxtaposed with others from the community (Hart and Phelan 35). This unsettling of the self may be one of the main goals of Smith in structuring her acts through such a unique manner. According to Smith, her goal is â€Å"to find American character in the ways that people speak (Cohen-Cruz 148). † She said that the spirit, imagination, and the challenges of the time can then be captured by inhabiting the words of the people in the community. Unlike other actors who try to project realistic characters on the stage, Smith’s emphasis is more on the filtering of the self through a single actor. She doesn’t assume that she has all the experiences of her subjects, but that she can learn many things from these experiences (Cohen-Cruz 148). Feminism has been one of the subjects of Smith’s performances for a very long time. In one Princeton performance entitled â€Å"Gender Bending,† Smith reminisced how women from Seven Sisters colleges had been imported to Princeton throughout history to provide weekend entertainment for members of fraternities. Feminist definitions of the body, the AIDS crisis, and modern literary representations of homosexuality are also discussed in the show. Smith tackled all these issues by impersonating the subjects she interviewed and playing them onstage (Hart and Phelan 37). In a way, Smith’s work is closer to reality than both Hellman and Hughes’ work because it merely projects the voice of real people onstage. What makes Smith’s performance more striking though than a simple video recording of interviews is that only one face speaks for all of the subjects. Through this technique, Smith is able to erase the immediate symbols of color, gender, and other characteristics of her subjects. Without the physical characteristics that differentiate one subject from another, audiences are forced to consider each subject’s view as a part of a unity that is the community. Stereotypes are then magnified as audiences realize that differences are oftentimes imaginary and unjust. Instead of masking the call for the empowerment of women through discussions about â€Å"evil† such as what Hellman did, or aggressively attacking the audience with controversial representations of lesbians such as what Hughes demonstrated, Smith is able to give voice to real women by simply putting their views side by side with others from the community. Smith puts real context in her performances, which makes the issue more immediate to viewers. Her acts send the message that gender discrimination is really happening right now and many people are unconsciously participating in it. They call for an immediate response to pressing social issues while entertaining audiences at the same time. For ordinary citizens, norms in society are always difficult to challenge, let alone break. Revolutionary works by Hellman, Hughes, and Smith are very valuable in that they help people to cross the bridge, so they can see the other side. While some audiences may dislike the oftentimes crude and vulgar images in their work, their act of watching alone is enough to gradually bend the norms of society. Norms always have to be challenged so that society’s morality and humanity doesn’t remain oppressively stagnant. Once taboo subjects are discussed, they cease to haunt the people concerned and become an issue for everyone. As modernity pushes people to think more about the effects of gender on society and the self, feminism and homosexuality will continue to be relevant topics in theater and other forms of art in the future. Hellman, Hughes, and Smith’s work will also continue to shape the discussions on these topics. These three brilliant writers represent different sides of the spectrum and their work should be read by anyone interested in exploring the relationship between feminism, homosexuality and theater arts. Works Cited Champion, Laurie and Emmanuel Sampath Nelson. American Women Writers, 1900-1945: a Bio-bibliographical Critical Sourcebook. Westport: Greenwood Publishing Group, 2000. Cohen-Cruz, Jan. Local Acts: Community-based Performance in the United States. New Brunswick: Rutgers University Press, 2005. Griffin, Alice and Geraldine Thorsten. Understanding Lillian Herman. Columbia: University of South Carolina Press, 1999. Hart, Lynda and Peggy Phelan. Acting Out: Feminist Performances. Ann Arbor: University of Michigan Press, 1999.

Teaching Conditional Sentences

Teaching Conditional Sentences The Teaching of Conditional Sentences Part 1: Evaluation of the Textbook Treatment of Conditional Sentences I. Introduction: Definition of Conditional Sentences In grammar, conditional sentences refer to the discussion of factual implications or imaginary or hypothetical situations and their results. They express something that must happen or be true if another thing is to happen or be true (Hornby, 2000; Swan, 1996). Generally, conditional sentences consist of two main clauses – a main (‘conditional) clause containing a verb in a form with will or would, and a subordinate clause that is introduced by if (Parrott, 2000). The order of the two clauses can appear interchangeably. When the if-clause leads the sentence, normally a comma is used. However, when the conditional sentence takes the lead, no comma is found after it. In certain cases, the way we use this comma in conditional sentences lies ‘partly on their length and partly on personal preference (Parrott, 2000, p. 231). II. First Conditional A. Basic Form In the basic form of the first conditional, the verb in the if-clause takes the present tense, and the verb in the main or conditional clause takes the simple future. If Clause Conditional Clause If + present tense, Future tense Conditional Clause If Clause Future tense If + present tense B. Meaning and Use Generally, the first conditional or conditional sentence type one is used to express a probable condition and its probable result in the future (Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). Nonetheless, it does not limit itself only to this use. Parrott (2000) points out that this type of conditional is employed to show ‘aspects of persuasion such as cajoling and negotiation and for giving warnings and making threats'(p. 232), as can be seen in the examples below. Examples: [a] If you have enough rest, you will feel better. [b] Ill cook for you this evening if you help me with this assignment. [c] If he procrastinates, hell miss the flight. [d] Ill kill you if you dont stop your relationship with my sister. Apart from these functions, the first conditional sentence can possibly appear in certain variations. Variations can be present in both the conditional clause and the if-clause. In the conditional clause, a range of other forms, such as may, might, can, must, should or imperative or any expression of command, request or advice, may be used instead of will, depending on what messages we want to send (Parrott, 2000; Thomson Martinet, 1986). For example, if we want to show that something is possible, we can use either may or might instead of will, or when want to indicate permission, either may or can is possible. Moreover, when we want to advise or suggest someone to do something, we can use should or had better or imperative form. Examples below show these. Examples: [a] If you drive fast, you may/might hit others on the road. [b] If you dont feel well, you may/can leave early today. [c] If you want to thoroughly enjoy Christmas, you should finish your assignment well before the deadline. [c1] If you want to gain weight, you had better eat and sleep more. [c2] If dont feel well with coffee, never drink it again. Interestingly, two present tenses can also appear in both the if-clause and the conditional clause. When it is the case, it is usually used to indicate automatic or habitual results (Thomson Martinet, 1986). An example below shows this usage. It should be noted here that this kind of use can mostly be seen in the zero conditional, which mainly discusses factual situation or natural phenomena. Therefore, students at a lower level should not be presented this difference. Example: If there is a shortage of any product, prices of that product go up. Similar to the variations in the conditional clause, we can also use a range of present forms in the if-clause, depending on the meaning we want to convey (Parrott, 2000; Thomson Martinet, 1986). For example, we can use present continuous or present perfect instead of present simple to show a present action or a future arrangement. When we want to show that something is less likely possible and it may happen only by chance, we can use should because it helps weaken the possibility (Parrott, 2000). All these can be found in the examples below. Examples: [a1] If you are coming over next week, Ill bake our traditional cakes for you. [a2] If the letter hasnt arrived by the next hour, well have to phone the post office. [b] If she should call me at night, I wont answer. Moreover, we can also find the use of will or would in the if-clause when we want to indicate polite requests. However, often will is seen as less polite than would (Swan, 1996). At this point, it should also be noted that should can also be used in replacement of if, usually in more formal, written contexts (ibid, 2000), without any change of the meaning (Azar, 2002). This kind of use indicates offer or suggestion. Here are the two examples: If you will/would carry this bag, Ill treat you lunch. Should you need more help, you can call me any time. III. Second Conditional A. Basic Form In general, the basic form of Type 2 conditional uses the past tense in the if-clause, and would + bare infinitive or ‘the conditional tense in the conditional clause to ‘distance our language from reality (Swan, 1996; Thomson Martinet, 1986). If Clause Conditional Clause If + past tense, would + bare infinitive Conditional Clause If Clause would + bare infinitive If + past tense B. Meaning and Use The second conditional is used to talk about an unreal situation and its probable results now or in the future. The situation or condition is improbable, impossible, untrue, imaginary or contrary to know facts (Azar, 2002; Parrott, 2000; Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). It is important to note that there is no time difference between Type 1 and 2 conditionals, and the past tense in the if-clause of Type 2 conditional is not a true past, but a subjunctive (Parrott, 2000; Thomson Martinet, 1986). However, while Type 1 conditional is viewed as a real possibility, Type 2 is not the case. Besides, were instead of was is more often found in the if-clause in more formal sentences, and many people consider it more correct, especially in American English (Parrott, 2000; Swan, 1996; Thomson Martinet, 1986). Examples below show these uses. Examples: [a] If I had enough saving, Id buy that grand house. [b] If I were rich, Id be happy! [c] If the plan crashed, Id be terrified. Not different from the first conditional, the second conditional likewise has its possible variations, in both the if-clause and the conditional clause. For the variation in the conditional clause, we can use, for example, might or could or the past tense in place of would to talk about several other things. This ranges from ability or permission to the past automatic or habitual actions. Below examples show this use. Examples: [a1] If she applied for that position again, she might get it. [a2] If they had tickets, they could enter the theater. [b] If he got home late, his wife slept first. In the if-clause, instead of using if with a simple past, it is possible to have if with a past continuous, indicating a wish for a difference for a temporary situation. Moreover, sometimes were + infinitive, in placement of a past tense form in the if-clause, is used to make the situation more hypothetical or polite. At other times, the inversion of the if-subject and were can be seen, and when were takes the if-subjects place, if is then left out. The meaning is still the same. Here are the examples: Examples: [a] She doesnt like the children but now they are going to her home. If they were not going there, shed be a lot fine. [b] If they were to study harder, their teacher would be much happier to help them. [b1] Were they to study harder, their teacher would be much happier to help them. IV. Third Conditional A. Basic Form The basic form of the third conditional takes the past perfect in the if-clause, and would with have plus past participle, or ‘the perfect conditional in the conditional clause. If Clause Conditional Clause If + past perfect, would + have + past participle Conditional Clause If Clause would + have + past participle If + past perfect B. Meaning and Use The third conditional is generally used to speculate about the past events, which are unreal or imaginary, and about the ways things might have been affected just because how other things happened or did not happen. This conditional is also used to talk about regret, criticism or excuse (Parrott, 2000; Thomson Martinet, 1986; Vince Emmerson, 2003). Examples: [a] Kate would have been nice if Peter had treated her equally. [b] If she hadnt gone out late at night, she wouldnt have been rapped. [c] If my car hadnt broken down, Id have been able to catch you up. The same as the first and second conditional, the third conditional has its possible variations, in both the if-clause and the conditional clause. In the conditional clause, in place of would, we can use, for example, might or could to discuss ability, possibility or permission. Examples: [a1] If we had found him earlier, we could have saved his life [a2] If we had found him earlier, we might have saved him. [a3] If our documents had been in order, we could have left at once. In the if-clause, had can be used in the form of inversion. When had is used, then if is to be deleted. No meaning is changed in such usage. If you had asked for his permission, he wouldnt have been that mad at you = Had you asked for his permission, he wouldnt have been that mad at you. V. ‘Unless in conditional sentences In conditional sentences we can use a wide range of conjunctions, such as supposing, as long as, provided, unless, etc., instead of if. Here, however, only unless is discussed. Unless is usually perceived as sharing similar meaning with if†¦not (Swan, 1996; Thomson Martinet, 1986). However, as Parrott (2000) argues unless has a ‘strong degree of reservation compared to if†¦not. Examples: I wont go with you unless you pick me up. Ill go with you only if you pick me up. There is an exceptional case when unless cannot be used in replacement to if†¦not. We would rather use if†¦not instead of unless if it refers to something negative that would be the main cause of the situation we are talking about (Swan, 1996). Instead of saying, ‘My wife will be very upset unless I get back tomorrow, we say, ‘My wife will be very upset if I dont get back tomorrow. This being so because the root cause of the wifes unhappiness is if the speaker does not go back. VI. Implications for teaching conditional sentences Different types of conditional sentences are taught at different levels. A general suggestion given by Parrott (2000) is that the first conditional should be introduced at an elementary or intermediate level; the second at a lower intermediate; and the third at an upper intermediate level. As for the Secondary 3, Band 2 students who are seen as pre-intermediate level, they should be introduced to all the four types of conditional. However, the introduction of details or variations of each type should be carefully considered. As can be seen from the detailed explanation of the three types above, there are many variations in each type, in both the if-clause and the conditional clause. The Secondary 3 students at this level should therefore not be taught all these variations. Otherwise, this will become a very good confusion for them. However, if there are some strong students in the class and if the teacher is ambitious, he or she can introduce his or students to some kind of the variations of the conditional clause Type 1 and 2. These variations could be the use of might or may instead of will in the first conditional, and might or could instead of would in the second conditional. The third conditional is already very difficult and the students should not be made confus ed because of these variations. It should be noted that before all these variations can be introduced, teachers should make sure that the students are made clear with the basic forms of the four types. Furthermore, the way how the conditionals are punctuated should also be ensured since for most Chinese students, recognizing the order of conditional sentences is difficult for them. This being so because the order of clauses does not go with the order in their language (Parrott, 2000). VII. Treatment of a Hong Kong textbook on conditionals The Living English 3B by Nancarrow, Thomas and Yuen (2005) used for Secondary 3 features all the four types of conditionals. Type 0, 1 and 2 are introduced mainly in terms of revision and of some forms of variations. Type 3 is presented virtually exclusively in form of basic rule and usage. However, there is no introduction of conjunctions which can be used in place of if. Perhaps this may be helpful for the students instead, for they are not overwhelmed with too many things at this level. The presentation of the use of the first conditional is simple and well enough for the students to understand. Nevertheless, there seems a bit vague for weaker students to fully recognize the changing of the order of the clauses, explained in the note on page 43. The students should be drawn to the fact that there is no change in meaning even if the position of the two clauses is changed. Another thing is that there is an explanation of variation of this conditional in the Teachers Book (TB), which requires teachers to tell their students but which is generally not necessary at this level. There are two problems in the explanation of the first conditional. The first one is with its description of usage. The explanation tells that this type of conditional is used to describe ‘the future consequences of a situation that is true now (Nancarrow, et al., 2005, p. 43). The wording here looks easy but it may not be the case for the students to grasp the whole picture, and thus needs revision. The second problem concerns with the variation of this type. The book explains that it is possible to use can or may instead of will. However, in the Students Book (SB), it does not give any example of this possibility, nor does it indicate what it means when they are used. A short explanation is available only in TB, though. For the second conditional, it carries only the last problem of the first conditional. In other words, SB gives the same explanation that variation is possible for the second conditional, but fails to show the usage and meaning. Again, only TB explains this va riation in more details. The presentation of the third conditional in this book is very well structured. It introduces the students to the most basic use of this conditional through clear explanation and examples. It suits the students level quite well. One last note is that the textbook should not introduce the variations of the first three types of conditional. Ironically, the title is devoted only to revising, yet the students are also presented with variations. At this level, the students should learn mainly the basic or general forms and usage. Variations should be presented in the next levels. However, one good thing is that there is no presentation of conjunctions, which can be used to replace if. It is good to make sure that the students can understand the basic first. Part Two: Critique and Reflection I. Critique on Ms Leungs teaching Ms Leung is revising conditional sentences Type 1 and 2 and trying to introduce Type 3 and conjunction unless to her Secondary 3 students. Certain problems appear as she handles these grammatical aspects in each excerpt. Among all problems, her inadequacy of knowledge of the underlying system of language is the central one and in turn affects the ways she handles her teaching. In excerpt 1, in which she revises the first and second conditionals, Ms Leung generally appears unclear herself in what she explains to her students. She asks her students to remember that with Type 1 conditional, it has to be future in the main clause. She yet does not point out specifically what kind of future tense it is to which she is referring since there are many future tenses. Although this is apparently clear that she is referring to the simple future will, being a well-language aware teacher, she should present it to the students to clear confusion it may have. Concerning her explanation of the use of this conditional, I feel the word choice is rather ambiguous. She tells her students that conditional Type 1 is for a prediction. Even though the form of will here is used as the normal future form in general, there is a significant difference between the use of will in conditional sentences and in general sentences. In a general sentence, will is used ‘for unplanned fu ture events, or to make predictions that arent based on present or past evidence (Parrott, 2000, p. 170). However, in a Type 1 conditional sentence, the use of will in the main or conditional clause is to indicate a probable result, not a prediction of it. This can be implied that the teacher is not truly well aware of the content subject. When Ms Leung revises the second conditional in the same excerpt, she seems to create similar problems as when she handles the first conditional. The first problem concerns with the relationship between her own explanation of the use of the second conditional and her examples. She gives two examples to her students and informs the students that the second conditional is used to talk about ‘things which are not so probable, they are possible but not very probable. To some degree, the examples do carry an improbable meaning. However, the two are just contrary to known fact, with the first example indicates an imaginary future situation, and the second an imaginary present situation. The second example also indicates clearly that it is advice, which the teacher misses to convey to her students. The second problem is the extent of her explanation, in addition to the first problem. She does not make it clear to her students whether the past tense used in the if-clause refers to the real past, or present or future speculation. Some students may be still doubtful about this tense, though they have already gone through it. This implies that the teacher is not well aware of the students difficulties or that she is not thinking about the language content from the viewpoint of the learners (Andrews, 2007). In excerpt 2, she introduces the third conditional, and here two critical problems come about. The first one is about overgeneralization of the conditional form in both the if-clause and the main clause. Ms Leung presents to her students that all the third conditionals begin with if plus Past Perfect. To say that all the third conditionals start with if is already too exaggerated. She seems not to take into consideration the variation of this form. It is questionable in her explanation whether it is still called Type 3 conditional when ‘had is used instead of if in the case of inversion. As she goes on to explain the form in the main clause, Ms Leung makes the same overgeneralized mistake. She mentions that would have done is always used in the main clause. This rule again ignores the fact that there are variations in the third conditional too. In addition, it creates confusion in the use of ‘have done. As can be seen from her example, ‘done is not used with ‘have. Instead, it is ‘woken that is being used with ‘have. The example and the rule then do not match, and so another question arrives whether this is a conditional sentence or not. The second problem in her presentation of this Type 3 conditional is the fact that there is no explanation of when it is used at all. She presents to her students only the form and a single example. Why or when the third conditional is used is not explained. Although the students may know how to structure this conditional, they surely do not know when to use it. This seems like it is nothing for the students to learn because how useful it is to use this conditional they are not aware of. One last note is that the teacher seems not willing to give more examples to help with her explanation. This insufficient example would mean to limit the general understanding of the students, and so they will not learn. Ms Leung finally finishes her class by trying to introduce another language point. She teaches her students how to use unless in place of if†¦not. Even though she can manage to tell her students relatively well that unless can be used instead of if†¦not when the if-clause is negative, she perhaps may not be well aware that meaning of the two sentences is not exactly the same as she has claimed. According to Parrott (2000) unless carters a stronger degree of reservation compared to if†¦not. This shows that the teachers knowledge of the subject-matter is insufficient enough. Besides, Ms Leung is unable to clarify when to use unless instead of if†¦not. From the beginning of this introduction, she tries to tell her students that they can use unless sometimes. Nonetheless, she ends up not explaining when exactly, and so abruptly changes the way she presents to the students. This perhaps indicates also that she lacks ‘strategic competence (Bachman, 1990). Through her teaching of all the language points, it is obviously clear that Ms Leung does not check with her students whether or not they have understood what has been taught. Instead, she seems to rush from one language point to another very quickly. This seems that she does not care about the students learning or that she wants to escape from the students questions. An implication from this behavior and her so far inability to clarify each language point is that she is short of necessary subject-matter knowledge as well as language competency. These inadequacies will in turn impact the way the teacher handles the teaching in a negative way. According to Andrews (2007), professional factors of teacher affect the teachers attitudes in a way that the teacher is afraid of giving serious attention to language-related issues. Because of this, the learners cannot get a meaningful learning from the teacher. II. Reflection of what can be done differently better If I were Ms Leung, I would adopt a different approach to teaching this language point to the students in this target group. As can be seen from her teaching, she is trying both to revise two conditional types and to introduce two other major language points at the same time. This teaching is already too much with the time available and the target group, and therefore can be unfruitful. ‘At different levels of language learning students will need to be shown different aspects of grammar and teachers will need to decide how detailed their approach to grammar will be (Joyce Burns, 1999, p. 66). If I were the teacher myself, I would not introduce conjunction unless to the students. At this level, the students should be taught only the basic form or marked feature, that is, if†¦not first. The unmarked feature such as unless should be left for the students to learn by themselves naturally before the right time comes (Ellis, 2006). I would therefore use the available time for teaching this conjunction to focus more on the revising of Type 1 and 2 conditionals and on the elaboration of Type 3, for I believe this intensive teaching will help them progress through the sequence of stages involved in the acquisition of that structure (ibid, 2006). For the explanation of Type 1, I would simplify the wording that the teacher uses to discuss when this conditional is used. Instead of telling the students that this conditional is used for predictions, I would say it is used to show a possible condition and its probable result in the future. In the same way for Type 2, I would tell t he students that it is used to talk about an unreal situation and its probable results now or in the future, or to give advice to someone. I would also draw their attention to the fact that the past tense used in the if-clause is not the real past, but a subjunctive which indicates unreality or improbability. In addition, I would give the examples that truly reflect its usage, so that the examples can help facilitate the students understanding in a better way. For Type 3 conditional, I would first change the extreme generalization the teacher makes in both clauses. I would tell the students that in the if-clause, we usually use the Past Perfect, and would plus Past Participle in the main clause. Then I would give them 3 examples. From this, I would present to them when we use this third conditional. The students will find it easier to understand the central meaning with the facilitation of the examples on the board. If I had some time left, I would establish connections between form and meaning for them to practice the language point since this is a fundamental aspect of language acquisition (VanPatten, Williams, Rott, 2004, as cited in Ellis, 2006).