Medicare

Eventually, Medicare, the nations major federal health insurance program, will affect everyone. In fact, if you pay taxes, Medicare already affects everyone because a portion of taxes goes to finance part of the Medicare program. Although you are paying into the Medicare program during your working years, you will probably rely on its services in the future. In fact, persons enrolled for Medicare coverage increased from 19.1 million in 1966 to a projected 38.1 million 1996, a 95 percent increase. Table 1 - Medicare Enrollment Trends Total Persons Aged Persons Disabled Persons One might ask what is Medicare? Well, Medicare is our country's health insurance program for people age 65 or older, certain people with disabilities who are under 65, and people of any age who have permanent kidney failure. It provides basic protection against the cost of health care, but it does not cover all your medical expenses or the cost of most long-term care. You can choose one of two ways to get benefits under Medicare: the traditional fee-for-service system or the managed care program. The Health Care Financing Administration is the agency in charge of the Medicare program. There are two parts of Medicare. Hospital Insurance (also called Part A Medicare.) Part A Medicare is financed by a portion of your payroll (FICA) tax that also pays for Social Security. The second part of Medicare is Medical Insurance (also called Part B Medicare.) Part B Medicare is partly financed by monthly premiums paid by people who choose to enroll. People are automatically enrolled in Part B when you become entitled to Part A. However, because they must pay a monthly premium for Part B coverage, and have the option of paying for the coverage or turning it down. Each part of Medicare covers different kinds of medical costs and has different rules about enrolling. In order to be eligible for Medicare, one has to meet certain regulations. Most peopl...

Definition and Examples of Tense Shifts in English

Definition and Examples of Tense Shifts in English In English grammar, tense shift refers to the change from one verb tense to another (usually from past to present, or vice versa) within a sentence or paragraph. A writer may temporarily shift from past tense to present tense in order to enhance the vividness of a narrative account.   In prescriptive grammar, writers are cautioned to avoid unnecessary  shifts in tense. Unmotivated shifts between present and past may obscure meaning and confuse readers. Examples and Observations The bridge was still open then, and I was up there one day mowing the grass alongside the road, just minding my own business, when I see something moving out of the corner of my eye. - C.J. Fisher, The Legend of Diadamia. AuthorHouse, 2005Staring rigidly up at it, Justin is listening to her joyous protestations at his right side. Dizzy from travel, laden with last-minute hand luggage, the two of them have minutes earlier arrived here from London for the first time. - John le Carrà ©, The Constant Gardener. Hodder Stoughton, 2001 Gliding From One Tense to Another It is possible to glide from one tense to another in the course of one sentence, but the key to doing it is always to be in control, to know what you are doing, what effect you are hoping to achieve.   In The Literary Review (February 2006), Francis King comments with admiration on how D.J. Taylor in his novel Kept frequently shifts gears from past tense to present to tauten a scene. And in an essay Glitches (Granta 27), John Gregory Dunne writes: Off the road there was what appeared to be a reviewing stand, and I sat there for a few moments, taking in the museum and the cold blue Sunday sky, taking stock, what to do, what to do next, Id really hate to cancel dinner tonight . . . Im breathing normally now, its OK A-OK, I wont even tell my wife, nor Tim, especially not Tim, I feel fit as a fiddle now. He wasnt though, but thats another story, told by his wife, Joan Didion, in The Year of Magical Thinking. Just notice the tense shift. - Carmel Bird, Writing The Story Of Your Life. HarperCollins, 2007 The Effect of Tense Shift in A Tale of Two Cities A Tale of Two Cities [by Charles Dickens] has a tense shift at a great moment of the story. After the trial and after Sydney Carton has taken the place of Charles Darnay in jail, the drugged Darnay and his family are fleeing in the stagecoach from Paris. Suddenly we find that the story is in the present tense. This adds vividness and excitement and here marks a peak which encodes part of the notional structure denouement of the story. - Robert E. Longacre, The Grammar of Discourse, 2nd ed. Plenum Press, 1996 Legitimate Tense Shifts Sometimes writers shift from past to present tense when telling a story to add vividness to the events.  This legitimate  tense shift is  a literary device called the historical present. It is familiar to readers of epic poetry, but people also use it when relating everyday anecdotes: I was walking down Delancey Street the other day when a guy comes up to me and asks me for the time. - (The American Heritage Guide to Contemporary Usage and Style. Houghton Mifflin, 2005) Usage Tips: Avoiding Needless Tense Shifts What is an example of an unmotivated shift in tense in writing? One example is starting a story in past tense and suddenly shifting into present tense:Last week I was walking along a street when this man walks up to me and says . . .We do this in speech all the time, but in formal writing its considered to be an error. - Edward L. Smith and Stephen A. Bernhardt, Writing At Work: Professional Writing Skills for People on the Job. NTC Publishing, 1997)Tense places the action of the verb in time: Today I go. Yesterday I went. Tomorrow I will go. Different verbs in a sentence or paragraph may logically use different tenses to reflect actions at different times.We will play tennis before we eat breakfast but after we have had our coffee.The tense you select to describe most of the actions in your paper is called the governing tense. Once you establish it, do not use another tense without a good reason. . . .The literary present tense is used to describe literature or art. If you use it, d o so consistently. - Toby Fulwiler and Alan R. Hayakawa, The Blair Handbook. Prentice Hall, 2003 It is common practice to analyze literary works in present tense. Thus, you would write, Pearl is a difficult child rather than Pearl was a difficult child in an analysis of Hawthornes The Scarlet Letter. If you are quoting a critic who has used a past tense verb in a particular sentence, you may change the tense of the critics verb by typing the tense you wish to use in square brackets. This bracketed change of tense avoids an awkward verb tense shift in your text.As a general rule of thumb, however, avoid changing the tense of verbs in the text of a literary work you are analyzing. - Linda Smoak Schwartz, The Wadsworth Guide to MLA Documentation, 2nd ed. Wadsworth, 2011

Working Environment and Family Essay Example | Topics and Well Written Essays - 500 words

Working Environment and Family - Essay Example The key issue that has been addressed in this book is the emergence of increase in number of working women, who have mostly young children. The relationship of working mothers in this hair-pulling environment to justify between workload and family responsibilities is the main area of discussion. Different types of social parameters have analyzed to get the gist of this social problem. Parameters includes the rate of poverty per family, low birth weight incidences, pregnancies in teen ages, abortions ratio, mortality rates particularly among young children and infants and the result of eight-graders particularly in mathematics and science. Why are private solutions inadequate to address the work/family needs of Americans Americans, both males and females are moving towards working environment. No matter multi national corporations, Non-governmental organizations, Food chains, departmental stores or any other. The imbalance has visibly seen among all the fields if, we closely observe the work/family needs of all Americans. This issue has not been identified or noticed by the employers. Mostly the solutions offered by most of the private companies are not pro-employee rather they are more focused towards productivity or company demands.

Paul's Case Research Paper Example | Topics and Well Written Essays - 1250 words

Paul's Case - Research Paper Example These feelings, combined with all of the pressures surrounding him, alienate Paul from any chance of normalcy. However, it has only been within the past three decades that critics have begun talking about the homosexual undertones of the story – that perhaps Paul’s difference is the result of his homosexual tendencies and his despair is due to his awareness that these tendencies place him forever outside of the community he so desperately wants to be a part of. From this perspective, the ugliness of the world around him becomes a metaphor for the ugliness of a world that refuses to accept a person simply because they feel greater attraction to persons of their own gender rather than the opposite. To read the story as an example of the male homosexual literary tradition, many of the ‘coded passages’ referred to by Larry Rubin become clear. It is primarily through Paul’s eyes that the reader is first made aware that perhaps he doesnt see things in the same way as those around him do. These eyes are described as having a "certain hysterical brilliancy, and he continually used them in a conscious, theatrical sort of way, peculiarly offensive in a boy. The pupils were abnormally large, as though he were addicted to belladonna, but there was a glassy glitter about them which that drug does not produce" (79). Larry Rubin points to these eyes as the first of several examples in the story that contain coded hints that Paul has homosexual tendencies. Other clues that he mentions in his article include the careful way that Paul dresses, his odd relationship with boys who are slightly older and his night on the town with the Yale freshman followed by their ‘cool’ parting which Rubin points out leaves the reader â€Å"with an unshakeable sense of innuendo† (1975: 130). Roger Austen concurs with these el ements of the story as being intentional indications of Paul’s sexual preference. In scenes such as the disapproval Paul receives because of

The principles of infection prevention and control Essay Example for Free

The principles of infection prevention and control Essay Outcome 1 Understand roles and responsibilities in the prevention and control of infections 1.The main roles and responsibilities of the employee in relation to prevention and control of infection are as follows: To use protective clothing when needed to stop cross contamination. This includes gloves, aprons and masks. To wash hands regularly and effectively. This needs to be done after handling food, personal care, toileting etc. To ensure your health doesn’t pose a risk to others. This can be if you have been vomiting, cold symptoms etc. To avoid cross contamination. To ensure your hygiene is good at all times as not to pose a risk to others by passing on germs and cross contaminating. 2.The main roles and responsibilities of the employer in relation to prevention and control of infection are as follows: To ensure protective equipment is available at all times, and that they have plenty in stock. To make sure the employees are aware of all health and safety aspects of the job. This can include having posters around, having files for the employees to read and putting the employees through training. Keep all records related to infection control using the appropriate documentation and keeping them in a safe place. The employer needs to ensure that the relevant standards, policies and guidelines are available in the work place. Read more: Outline potential risks of infection within the workplace Outcome 2 Understand legislation and policies relating to prevention and control of infections 1.The current legislation and regulatory body standards which are relevant to the prevention and control of infection are as follows: Health and safety at work act 1974 Health and social care act 2008 The public health (control of diseases) act 1984 Personal protective equipment (PPE) regulations 1992 Controlled waste regulations 1992 Management of health and safety at work regulations 1999 Food Safety Act 1990 The NICE guidelines COSHH RIDDOR Relevant codes of practice National Minimum Standards (CQC) 2.The following local and organisational policies relevant to the prevention and control of infection are The public health (control of disease) act 1984, The social care act, The NICE guidelines and also company policies and procedures that relate to infection prevention and control. Our company states that anyone suffering from and infectious disease must have clearance from a doctor or you should seek guidance from your manager. Outcome 3 Understand systems and procedures relating to the prevention and control of infections 1.Procedures and systems relevant to the prevention and control of infection are as follows: Hand washing Hand washing is important in the work place as it stops cross contamination with residents and other members of staff. You should wash your hands after touching anyone, after handling food, after being to the toilet and after using equipment. Using PPE PPE is important in the care home as it protects you and others from infection. You should always use PPE when dealing with food and when dealing with personal care. You should always dispose of PPE before leaving a room or dealing with someone else. This stops cross contamination, protecting yourself and others. Disposal of clinical waste The correct disposal of clinical waste is important. Clinical Waste should be disposed if in yellow bags and tied straight away. This stops cross contamination. 2.An outbreak of infection can effect the organisation and the individual. The impact it can have is as follows: Impact on organisation The impact on the organisation can be costly, this is due to staff being sick and cover being needed for them. There can be a loss of confidence from the public and the residents giving the home a bad reputation. There is also a risk of infecting family members and visitors. Impact on individual There is a big impact on the individual as their health deteriorates meaning they need time to recover. It can effect their eating and drinking habits leading them to lose weight and become more ill. It could be fatal resulting in death. Outcome 4 Understand the importance of risk assessment in relation to the prevention and control of infections 1.Risk is a situation, action or event that may cause harm or damage to an individual or to yourself. Risk of infection can be not hand washing, not cleaning equipment after use and not disposing of clinical waste safely and properly as not to cause cross contamination. 2.Infections are unavoidable in the care home as there are so many risks. Potential risks can include the poor hygiene of a resident. This can be caused by them refusing to wash or bathe. Food poisoning is a risk if the kitchen and food surface aren’t kept clean at all times. Another potential risk is not cleaning equipment after use, as this can cross contaminate others causing harm to them. You must also make sure you dispose of clinical waste in the correct way, in the correct bins and tie bags up straight away as this can lead to a risk of infection. 3. Five steps to risk assessment can be followed to ensure that your risk assessment is carried out correctly, these steps are as follows: Identify the hazards Hazards can be identified by using a number of different techniques. This can include walking around the workplace, asking employees and asking family members. Who might be harmed and how? Once hazards have been identified you need to understand who will be harmed and how. This could be the resident themselves, the staff or visitors. Evaluate Risks After identifying the hazards and deciding who may be harmed, you then have to protect the people from harm. This is done by removing the hazards or controlling the risk so an injury is unlikely. Record findings Recording your findings shows that you have identified hazards and shows how you plan on removing the hazards. It is a legal requirement to record your documents to prove you are stopping any harm to others. Your recordings should be stored in a safe and locked place. Re view and update regularly It’s important to regularly review risk assessments so you can update any changes immediately. This is so the risk assessment is always accurate. 4.It is important to carry out risk assessments as it’s aim is to make sure that no one comes to harm and that nobody becomes ill. Risk assessments will  not prevent accidents and illnesses but play a crucial part in reducing the likelihood of it happening. They should be reviewed by all members of staff and kept up to date at all times so all changes are documented. Risk assessments are essential for legal reasons, ethical reasons and for financial reasons. This is so nobody can sue you. Outcome 5 Understand the importance of using Personal Protective Equipment (PPE) in the prevention and control of infections. 2.Personal protective equipment (PPE) is a term which covers all equipment intended to be worn, or held by employees that protects them against risks to their own and others health. There are different types of PPE used for different reasons. They are as follows: Gloves Gloves prevent self-contamination when dealing with bodily fluids, chemicals or to protect breaks in the skin. Once gloves are removed you should discard them immediately into a clinical waste bin and thoroughly wash your hands. Aprons Aprons should be worn whenever there is a risk of bacterial contamination. This includes bed making, toileting or barrier nursing. Aprons should be changed after every task. This includes resident contact, and between rooms. Masks Masks should be worn when there is an increased risk of blood splashing or an other bodily fluids splashing. They also provide resi dents protection from staff who have a respiratory infection. Eye Protection Eye protection (goggles, visors etc) should be worn when there is a risk of bodily fluid splashing to protect the eyes from infection. 3.Personal protective equipment is used to protect employees and residents from potential risk of harm. Everyone that uses PPE should be properly trained by the employer and follow all correct instructions and procedures. PPE should be used when handling contaminated items, to prevent cross contamination, to protect yourself from infections and to avoid diseases. 4.There are many relevant regulations and legislations relating to PPE. These should be read by everyone that uses PPE. They are as follows: Personal protective equipment at work regulations 1992 Control of substances hazardous to health (COSHH) regulations 2002 National institute for health and clinical excellence (NICE) guidelines The public health (control of diseases) Act The public health (infectious diseases) regulations 1998 Health and safety at work act 1974 The management of health and safety at work act 1994 The environmental protection (Duty of care) regulations 1991 Hazardous waste regulations 2005 5.Employees must wear personal protective equipment (PPE) while performing tasks to prevent themselves and residents from getting an infection and to prevent cross contamination between individuals. The employees responsibilities are as follows: To use PPE appropriately and as instructed by their employer Check PPE for damage before and after use Report any damage or wear to PPE Make sure PPE is stored in the right facilities 6.Employers must provide personal protective equipment (PPE) required by employees for free of charge, and must provide training to all staff. The employers responsibilities are as follows: To make sure PPE is available to staff at all times That staff know how to use PPE correctly That all staff know the correct application of PPE That all staff know the correct disposal of PPE That all staff know the correct preparations for use of PPE 7.Before putting on PPE, you must always thoroughly wash your hands. Different protective equipment should be applied and removed differently. Staff should be trained in all different types of PPE. Gloves Application Select the correct size of glove and correct type of glove (e.g. latex free) Wash hands thoroughly Pull over hands far enough that your wrists are covered Removal Grab the outside of the glove with the opposite gloved hand and peel off Hold the removed glove in the gloved hand Slot your finger under the lip of the remaining glove and peel it off carefully making sure not to touch contaminated surface of glove. Dispose of the gloves in the clinical waste bin Wash hands thoroughly Aprons Application Wash your hands thoroughly Pull the apron over your head carefully by trying not to come into contact with your skin Tie the straps around your back carefully not to rip it Removal Unfasten (or break) the ties around your back Pull the apron away from your neck and shoulders taking care to touch the inside only and not the outer side that is contaminated Fold the apron into a bundle with the inner side on the outside Dispose in the clinical waste bin Wash hands thoroughly 8.It is important that PPE is disposed of correctly to avoid contamination and infection to yourself and others. This is done as follows: Put on some medical gloves and place the PPE into a plastic garbage bag Tie the garbage bag tightly and securely to prevent dripping. If dripping does occur and touches your clothes or skin, make sure you wash them thoroughly to prevent infection. Place bag in the correct bin. These are normally labelled. Clean waste containers regularly to stop infection growing. Wash your hands thoroughly afterwards. Outcome 6 Understand the importance of good personal hygiene in the prevention and control of infections 1.There are many principles to maintain good personal hygiene. These help prevent infection and cross contamination. The main principles of good personal hygiene are as follows: Clothing Uniforms must be clean and free from contamination and washed separately from other clothing on a high temperature. Uniforms should be changed before  leaving the care home to avoid contamination. Nails Nails should be kept short and clean with no polish on and no extensions. This can cause contamination if polish flakes onto an individual or into food. Hair Hair should be kept clean at all times and tied up in a bobble out of the way. This is to prevent the risk of infection. Jewellery Jewellery should not be worn as they harbour dangerous bacteria. Jewellery can also cause harm to the resident by causing damage to the skin. 3. The correct hand washing sequence is as follows: Remove all jewellery Turn the water tap on making sure it’s at a comfortable temperature Wet both hands Apply soap from a dispenser and lather both hands palm to palm Rub each hand over the back of each other Interlock fingers and rub fingers thoroughly Rub thumbs Rinse hands to remove the soap Dry your hands with a paper towel or hand dryer 4.The purpose of hand washing is to reduce the risk of carrying infection on your hands which could be a risk to yourself or to others. Washing hands with soap and water is the most effective measure in the prevention of infection. Routine hand washing should be done after the following: After using the toilet After handling laundry or waste After handling a resident Before and after handling , preparing or eating food Before and after giving medication Before and after removing gloves Before starting work and after leaving work After touching animals 5.There are different types of products that should be used for hand washing. Soap, antiseptic gels and alcohol based hand rubs. Soap from a dispenser should be used in communal areas as bars of soap can carry bacteria that  will then be passed around to different people. Antiseptic gels contain chemicals that destroy pathogens and these are used when there is a higher risk of infection. Alcohol based hand rubs should be used as well of and no instead of hand washing as these add an additional protective barrier against infections. 6.It is important that hand cream is applied regularly to the hands as frequent hand washing can cause skin problems. It can cause them to dry out which can cause the skin to develop cracks, this itself causing bacteria. Allergies to washing preparations and gloves can sometimes occur and need reporting to your manager straight away, in order for them to get you the equipment to protect your hands. If there are any cuts or grazes of the skin, they should be covered by a plaster or bandage at all times to prevent infection into the wound and from the wound to others.

The Color Purple :: essays research papers

The Struggle to Express Themselves A Struggle to Express Themselves There is one primordial reason why we do not doubt Europeans have taken the lead in history, in all epochs before and after 1492, and it has little to do with evidence. It is a basic belief which we inherit from prior ages of thought and scarcely realize that we hold: it is an implicit belief, not an explicit one, and it is so large a theory that it is woven into all of our ideas about history, both within Europe and without. . . (Blaut pg. 6-7). African-American people have had to climb over many obstacles to get to their position today. First, was the selling of their people into slavery. Then, they endured slavery itself, being treated like an animal. After slavery was abolished, Colored people still had to deal with racial discrimination and hatred. If this sounds rough, black women had it worse. African-American women had to deal with all the previously mentioned things, but they were women too! Females were oppressed almost as bad as the blacks. White women were not able to vote until the 1920. Therefore colored women had a double edged sword, they had to fight for freedom, but not be to dominate as to effect the men. Alice Walker's The Color Purple is a good example of colored women's plight. Three obstacles black women had to overcome to be able to express themselves were Racism, the lack of education, and the stereo-type that women are inferior. African-Americans have always experienced racism throughout their habitation in America. Slavery, is what caused most of the hatred towards blacks. African Americans were sold by their people and sent off to a foreign land. Colored people were used as work horses when they entered America. "It was acceptable for a white person to be lazy (in the South), and therefore, a white person takes advantage of this" (Theriault). White people wanted to keep their laziness. If the slaves were set free, then the whites would have to do more work. The slaves still fought for what they wanted, and finally won their "independence." Another dilemma was "if the south could abolish slavery, what would happen to the slaves? These slaves have been slaves for all their lives and would require education. These slaves would also require homes, some type of compensation, and more" (Theriault). Blacks were put in prison for rebelling against the white establishment. Most times these crimes were minuscule in comparison to the crimes committed against blacks or by whites. A colored person could be put in jail for looking at someone inappropriately, but if a black man was

Go Greek

Becca Papineau English 101-18 Schwaller Essay Draft 3 October 26, 2012 Go GREEK!!! Being a part of something, and knowing you will always be accepted for who you are is one of the best feelings in the world. Learning life-long skills that you know that will benefit you in the future is also a rewarding experience. Joining a sorority or fraternity is something most people don’t regret. You have to give it a chance, in order to succeed. People judge the Greek system before they learn anything about it.They make assumptions that are most likely not true. They make assumptions from hear say only. You need to experience it, before you judge. Lauren Border’s negative outlook on the Greek system is mistaken, because she overlooks the positives like sisterhood and brotherhood, scholarship, and leadership, and what they have to offer. In â€Å"Pledging to never rush: a criticism of Greek life at Tufts†, published in The Tufts Daily, student at Tufts University Lauren Bord er writes how she is against the Greek life establishment at Tufts.She doesn’t understand why people would want to join an establishment that gives you so many bad names, and separates women from men, and men from women. In the article she did want to make clear that she does not dislike the people in the Greek life establishment. She has nothing against them; she is just against the establishment. She doesn’t like how the sexes are separated. She doesn’t understand that women are still trying to make a step up in the world and become equal to men, but then they have these establishments that separate them.She is also very against the hazing aspect on both sides of the Greek system. Girls’ egos are shut down, and men have to prove something, just to be part of something. She is stating that you can feel belonged to something and not have to partake in any of these things. In the article she states, â€Å"I am convinced that Greek life usually does much m ore harm than good. † She wants a change at Tufts and she is hoping that this article will make people wake up and see that there are other options out there. Border’s opinion on he Greek system lacks credibility when she points out the flaws of the Greek system. For every point she makes, she does not have any proof to back it up with. Also Border makes all of her judgments based off of the Tuft University Greek Life, when in reality not all Greek Life is the same on every campus nationwide. She is judging without knowing. Unlike Border I am currently part of a Greek establishment and it is the best decision I have ever made. I have only been in the house for three months, and I have experienced things I don’t think I would have ever experienced if I didn’t join.I don’t know if it’s because I go to the University of Idaho, but some of the stuff she mentions are not true. For example, Border states in the article that girls have it way worse in the Greek system than guys, but here at the University of Idaho, it’s the complete opposite. Absolutely no hazing is allowed, and if the house gets caught it will be shut down. No exceptions what so ever. There are many benefits for joining a Greek establishment. Border only looks at all the negatives, and doesn’t even bother to consider the positives.One of the multiple benefits for joining a Greek establishment is friendship and sisterhood/brotherhood you gain. When joining a house you have the advantage of meeting people of various backgrounds with both different yet similar interests. The ideal of sisterhood/brotherhood is the principal foundation upon which each fraternity/ sorority is built and from which you will receive the greatest benefit. You will always have people pushing you to be the very best you can be, and will be there when the going gets tough.Another benefit for joining an establishment is the academic side of it. One of the main purposes of the fraternity or sorority community is to develop and encourage high scholastic achievement among the members. Within the house you have the opportunity to take advantage of peer tutoring, upperclassman counseling, and chapter study hours. Those chapter study hours give the newest members a good sense of the change of study habits they are going to have to become accustom to in order to be successful in college.Also, there is the fact that your brothers/sisters can offer all kinds of academic advice after their experiences. There are so many benefits in joining a house, but I am only going to mention one more. When you join a fraternity or sorority you will be offered the opportunity to take on a leadership position. Leadership positions range from president to vice president of finance all the way to purchase chairman. Everyone in a fraternity or sorority is a leader, whether you’re an officer, on a committee, or just a participant. You will learn by doing.You will learn how t o manage a budget, run effective meetings, speak in public, and motivate others. These are skills that will help you not only within the university but throughout your life. These days it takes more than just a degree to get a job, it takes leadership experience. Being a part of something that has a lot of meaning behind everything is an amazing feeling. Being a part of a sorority/ fraternity and forming that sisterhood/ brotherhood is such an amazing thing. You know people have your back all the time, and you know you are not alone.Everyone is going through the same thing. Learning life skills while being part of a Greek establishment will help you so much later down the road. Whether you hear good or bad things about joining a house, give it a chance. You will never understand the meaning behind everything if you don’t give it a try. Lauren Borders negative outlook on the Greek system is mistaken, because she overlooks the positives of what it has to offer. Everything was b ased on hearsay and personal opinion. She had nothing to back up any of her points.

Kelloggs vintage ad

In the early sass's, a well-known cereal brand, Kellogg, put out an advertisement for a new product it was producing, vitamins. The ad shows a well-dressed husband standing with his wife, both of whom look happy. The man Is wearing a suit, and the woman Is dressed to clean with her apron on and hand duster. The ad shows the husband saying, â€Å"So the harder a wife works, the cuter she looks. † On the bottom right hand side, you see a little comic of the husband and wife again speaking to each other. The husband says, â€Å"Gosh, honey, you seem to thrive on cooking, cleaning and dusting and I am all tuckered out by closing time.What's the answer? ‘ The wife responds, â€Å"Vitamins, darling! I always get my vitamins. † This ad is trying to portray the man as hard working and tired, but a woman who, though she is also hard working, isn't tired, and is ready to please her man when he comes home. Kellogg is using sex appeal and gender roles to attract its consumer s; however, this ad would be ineffective today because of its use of logos, ethos, and pathos. Back in the sass's, it is known that woman were the ones that did all the cooking and cleaning throughout the house, while the husband went to work. In the Kellogg ad you see a woman thatIs ready to clean and a man who has Just returned from work. The ad Is portraying a man holding his wife from behind saying â€Å"So the harder a wife works, the cuter she looks! † On the bottom right hand side of the ad you see the husband and wife again, this time facing each other, but again he is holding her. With the husband asking his wife how she seems to thrive on the cooking and cleaning because by the end of the day of work he is all tuckered out. The wife answers by saying, â€Å"Vitamins, Darling I always get my vitamins. † You get the idea that the woman will always be ready for the man.Especially with the way the husband is holding onto her. You can also get a glimpse of the gen der roles that are being viewed. During that era woman had to stay home and maintain the house while the man went to work to make the money. On the left hand side of the ad, there is a tiny Image of a Kellogg PEP cereal box. By looking at the ad you would not know It was supposed to be about cereal. When looking at an advertisement you indirectly come across three approaches to the argument; logos, ethos, and pathos. When you look for the logos you are looking for the reason, or logic, behind the ad and what is making it appeal to the reader.Looking at the vintage Kellogg ad, there are bold letters at the bottom saying, â€Å"Vitamins for pep! Pep for vitamins. † By reading that statement you want to assume that you are looking at an ad for vitamins. If you were to take your vitamins, then you would have the energy that you would need to do your daily tasks, and to also please your husband. The logic would not work today because taking vitamins does not give you substantial h ealth benefits. It is more like that placebo effect, in which people believe that it is doing something for you, but in the long run it is not doing anything t all.Ethos Is the credibility of the ad, so you are looking for the reputation, experience, and Its values of the advertiser. The ad Is showing how Kellogg PEP Is a good source for energy Like vitamins. So you can see that the brand of Kellogg and the reliability of vitamins are an excellent source of nutritional supplement. The brand of Kellogg and the belief that vitamins could give you what your regular diet you the energy that you were made to believe once did. Pathos is the emotion ad is portraying. It uses feelings, desires, and fear to influence your reader.The woman in he picture looks energetic and ready to go do the cooking and all the household chores, such as laundry, dishes, dusting, mopping, etc. The wife feels better than the man after a long day of hard work, and that she is ready to go to please him. With the wife having all the energy, she will be able to perform the acts that her husband desires to make him happy. The pathos would not work today because women do not just stay home and cook and clean. Today woman have more say in the way things are done. Kellogg used ethos, logos, and pathos to attract their consumers.Kellogg sees the idea of taking your vitamins as a supplement to give you energy to do your household chores, and for the woman to please her man. They are using sex appeal to attract more consumers. In that time woman were only allowed to wear dresses to look sexier. The ethos, logos, and pathos would not work today because of their use of sex appeal and gender roles. Today, women are able to go to work and not Just be a stay at home wife. Women have more options. By looking at the advertisement, you would not know that it was about Kellogg if it did not have the little logo box in the bottom left corner.

Biography of Georgy Zhukov, World War II Soviet General

Biography of Georgy Zhukov, World War II Soviet General Marshal Georgy Zhukov (December 1, 1896–June 18, 1974) was the most important and most successful Russian general in World War II. He was responsible for the successful defense of Moscow, Stalingrad, and Leningrad against German forces and eventually pushed them back to Germany. He led the final attack on Berlin, and he was so popular after the war that Soviet Premier Joseph Stalin, feeling threatened, demoted him and moved him to obscure regional commands. Fast Facts: Marshal Georgy Zhukov Rank: MarshalService: Soviet Red ArmyBorn: Dec. 1, 1896 in Strelkovka, RussiaDied: June 18, 1974 in Moscow RussiaParents: Konstantin Artemyevich Zhukov, Ustinina Artemievna ZhukovaSpouse(s): Alexandra Dievna Zuikova, Galina Alexandrovna SemyonovaConflicts: World War IIKnown For: Battle of Moscow, Battle  of Stalingrad, Battle of Berlin Early Life Georgy Zhukov was born on December 1, 1896, in Strelkovka, Russia, to his father, Konstantin Artemyevich Zhukov, a shoemaker, and his mother, Ustinina Artemievna Zhukova, a farmer. He had an elder sister named Maria. After working in the fields as a child, Zhukov was apprenticed to a furrier in Moscow at age 12. Completing his apprenticeship four years later in 1912, Zhukov entered the business. His career proved short-lived because in July 1915, he was drafted into the Russian Army to honorably serve during World War I. Following the October Revolution in 1917, Zhukov became a member of the Bolshevik Party and joined the Red Army. Fighting in the Russian Civil War (1918-1921), Zhukov continued in the cavalry, serving with the famed 1st Cavalry Army. At the wars conclusion, he was awarded the Order of the Red Banner for his role in putting down the 1921 Tambov Rebellion. Steadily rising through the ranks, Zhukov was given command of a cavalry division in 1933 and later was named deputy commander of the Byelorussian Military District. Far East Campaign Evading Russian leader Joseph Stalins Great Purge of the Red Army (1937-1939), Zhukov was selected to command the First Soviet Mongolian Army Group in 1938. Tasked with stopping Japanese aggression along the Mongolian-Manchurian border, Zhukov arrived after the Soviet victory at the Battle of Lake Khasan. In May 1939, fighting resumed between Soviet and Japanese forces. They skirmished through the summer, with neither gaining an advantage. Zhukov launched a major assault on August 20, pinning down the Japanese while armored columns swept around their flanks. After encircling the 23rd Division, Zhukov annihilated it, forcing the few remaining Japanese back to the border. As Stalin was planning the invasion of Poland, the campaign in Mongolia ended and a peace agreement was signed on September 15. For his leadership, Zhukov was made a Hero of the Soviet Union and was promoted to general and chief of general staff of the Red Army in January 1941. On June 22, 1941, the Soviet Union was invaded by Nazi Germany, opening the Eastern Front of World War II. World War II As Soviet forces suffered reverses on all fronts, Zhukov was compelled to sign the Directive of Peoples Commissariat of Defense No. 3, which called for a series of counterattacks. Arguing against the plans in the directive, he was proven correct when they suffered heavy losses. On July 29, Zhukov was sacked as chief of general staff after recommending to Stalin that Kiev be abandoned. Stalin refused, and more than 600,000 men were captured after the city was encircled by the Germans. That October, Zhukov was given command of the Soviet forces defending Moscow, relieving Gen. Semyon Timoshenko. To aid in the citys defense, Zhukov recalled Soviet forces stationed in the Far East, quickly transferring them across the country. Reinforced, Zhukov defended the city before launching a counterattack on December 5, pushing the Germans 60 to 150 miles from the city. Afterward, Zhukov was made deputy commander-in-chief and was sent to the southwestern front to take charge of the defense of Stalingrad. While the forces in the city, led by Gen. Vasily Chuikov, battled the Germans, Zhukov and General Aleksandr Vasilevsky planned Operation Uranus. A massive counterattack, Uranus was designed to envelop and surround the German 6th Army in Stalingrad. Launched on November 19, Soviet forces attacked north and south of the city. On Feb. 2, the encircled German forces finally surrendered. As operations at Stalingrad concluded, Zhukov oversaw Operation Spark, which opened a route into the besieged city of Leningrad in January 1943. Zhukov was named a marshal of the Soviet military, and that summer he consulted for the high command on the plan for the Battle of Kursk. Correctly guessing German intentions, Zhukov advised taking a defensive stance and letting the German forces exhaust themselves. His recommendations were accepted and Kursk became one of the great Soviet victories of the war. Returning to the northern front, Zhukov lifted the siege of Leningrad in January 1944 before planning Operation Bagration. Designed to clear Belarus and eastern Poland, Bagration was launched on June 22, 1944. It was a stunning triumph, Zhukovs forces stopping only when their supply lines became overextended. Then, spearheading the Soviet thrust into Germany, Zhukovs men defeated the Germans at Oder-Neisse and Seelow Heights before encircling Berlin. After battling to take the city, Zhukov oversaw the signing of one of the Instruments of Surrender in Berlin on May 8, 1945. To recognize his wartime achievements, Zhukov was given the honor of inspecting the Victory Parade in Moscow that June. Postwar Activity Following the war, Zhukov was made supreme military commander of the Soviet Occupation Zone in Germany. He remained in this post for less than a year, as Stalin, threatened by Zhukovs popularity, removed him and later assigned him to the unglamorous Odessa Military District. With Stalins death in 1953, Zhukov returned to favor and served as deputy defense minister and later defense minister. Though initially a supporter of Soviet leader Nikita Khrushchev, Zhukov was removed from his ministry and the Communist Party Central Committee in June 1957 after the two argued over army policy. Though he was liked by Communist Party General Secretary Leonid Brezhnev and Soviet leader Aleksei Kosygin, Zhukov was never given another role in the government. He remained in relative obscurity until Khrushchev fell from power in October 1964. Death Zhukov married late in life, in 1953, to Alexandra Dievna Zuikova, with whom he had two daughters, Era and Ella. Following their divorce, in 1965 he married Galina Alexandrovna Semyonova, a former military officer in the Soviet Medical Corps. They had a daughter, Maria. The World War II hero was hospitalized after suffering a serious stroke in 1967 and died after another stroke on June 18, 1974, in Moscow. Legacy Georgy Zhukov remained a favorite of the Russian people long after the war. He was awarded Hero of the Soviet Union four times in his career- 1939, 1944, 1945, and 1956- and received many other Soviet decorations, including the Order of Victory (twice) and the Order of Lenin. He also received numerous foreign awards, including the Grand Cross of the Legion dHonneur (France, 1945) and the Chief Commander, Legion of Merit (U.S., 1945). He was allowed to publish his autobiography, Marshal of Victory, in 1969.

Definition and Examples of Defective Verbs in English

Definition and Examples of Defective Verbs in English In English grammar, defective verb is a traditional term for a  verb that doesnt exhibit all the typical forms of a conventional  verb.   English modal verbs (can, could, may, might, must, ought, shall, should, will, and  would)  are defective in that they lack distinctive  third-person singular and nonfinite forms.  Ã‚   As illustrated  below, discussions of defective verbs commonly  appeared in 19th-century school grammars; however,  modern linguists and grammarians rarely use the term. David Crystals Take In grammar, [defective is] a traditional description of words which do not display all the rules of the class to which they belong. The English modal verbs, for example, are defective in that they do not permit the usual range of verb forms, such as an infinitive or participle forms (*to may,  *shalling, etc.). Because of its pejorative connotations in general usage, the term needs to be used cautiously. It tends to be avoided  in modern linguistic analysis (which talks more in terms of irregular forms and exceptions to rules), but will be encountered in studies of linguistic historiography. The distinction between defective and irregular needs to be appreciated: a defective form is a missing form; an irregular form is present, but does not conform to the rule governing the class to which it belongs.(David Crystal, A  Dictionary of Linguistics and Phonetics, 6th ed. Blackwell, 2008) Beware and Begone Some verbs are termed  defective;  they are such as want some of the parts ordinarily ascribed to verbs.  Beware  is a  defective verb being  used  only  in the imperative or to give a caution. . . .  Begone  may be accounted another  defective verb  like  beware.  Begone  is a compound, made up of  be  and  gone,  that is  get  away; and  beware  is composed of  be  and  ware  found in  aware,  and  wary.(John R. Beard, Lessons in English, LXII. The Popular Educator, Vol. 3, 1860) The Defective  Copula Is A defective verb  is one which has not all the usual verbal forms.  Is, the copula, is irregular. It is also defective as it has no imperative or autonomous forms, no verbal noun or verbal adjective.(Irish-English/English-Irish Easy Reference Dictionary. Roberts Rinehart, 1998) George Campbell on the Defective Verb Ought [I]n order to express the past with the  defective verb ought, we must use the perfect of the infinitive, and say for example, he ought to have done it; this in that verb being the only possible way of distinguishing the past from the present.(George Campbell, The Philosophy of Rhetoric, Volume 1, 1776) Discussions of Defective Verbs in 19th-Century School  Grammars What do you mean by a  Defective Verb?A  Defective Verb  is a Verb that is imperfect; that is, that cannot be conjugated through all the Moods and Tenses; such as the Verb Ought, which has  just been repeated.Which are the Defective Verbs?The Auxiliary Verbs are in general defective, because they have not any Participles; neither do they admit another helping Verb to be placed before them.Repeat the Defective Verbs.The Defective Verbs are, Do, Shall, Will, Can, May, Let, Must, Ought.How are the Defective Verbs used?They are always joined to the Infinitive Mood of some other Verb; as for example, I dare say, I ought to learn my lesson.Must implies necessity, as I  must do well, i.e. it is necessary that I should, or I am obliged to do so: why? because I ought, i.e. it is my duty to do well.Are the Auxiliary Verbs Have, and Am, or Be, Defective Verbs?No; they are  perfect, and formed like other Verbs.(Ellin Devis,  The Accidence, or, First Rudiments of English Grammar, 17 th ed., 1825) A List of Defective Verbs Defective verbs are those that can be used only in some particular modes and tenses. They are few in number and are as follows: ambeencancouldmaymightshallshouldwaswillwould Various Discussions on Defective Verbs Love  is not a  defective  verb;  you can use it in any mood and tense. You can say, I love, I loved, I have loved, I had loved, I shall or will love, I shall have loved, I may, can or must love: but  can  is a  defective verb.  You can say  I  can,  but you cannot say I have can, I had can, I shall can or will can,  I  may  can,  or  must  can.(J.H. Hull,  Lectures on the English Language: Comprehending the Principles and Rules of  Syntactical Parsing on a  New and Highly Improved System,  8th ed., 1834) A  defective  verb  is that which wants some of the modes and tenses; while an  irregular  verb  has all the modes and tenses, though  irregularly  formed.(Rufus William Bailey,  English Grammar: A Simple, Concise, and Comprehensive Manual of the English  Language,  10th ed., 1855)   Verbs which are not used in all the moods and tenses are called Defective. But the student must not  suppose  from this that Defective constitutes a separate or fourth class  of verb. This is not at all the case.  Quoth,  for  example,  is a  Defective  verb, but also Intransitive. Again wit is a Defective verb, but also Transitive. Again, may is a Defective verb, but also Auxiliary.(John Collinson Nesfield,  English Grammar Past and Present: With Appendices on Prosody, Synonyms, and  Other Outlying Subjects, 1898)

Communuication Ethics, and Society Assignment Example | Topics and Well Written Essays - 250 words

Communuication Ethics, and Society - Assignment Example One level of the debate, this is not surprising as a large section of the audience enjoy viewing shows touching on career perhaps owing to the frequently glamorized and unrealistic images (Sayre & King, 2010). Television impact on individuals can be significant, especially on individuals’ expectations and beliefs about the world. Research on TV shows such as Grey’s Anatomy indicates there are plenty of negative representations on aspects such as unprofessional behavior, gender stereotypes, and sole highlight on doctors while obscuring other professionals. There are numerous examples of unethical behaviors depicted on the shows, especially centring on topics such as confidentiality, informed consent, and misconduct (Gordon, et al., 2011). According to past research, the audience may be tempted to forecast doom for the medical profession and arrive at conclusions that doctors within the real hospital setting are likely to mimic the unethical behaviors depicted on the onscreen. The audience should be critical and skeptical of the TV shows and should not allow the shows to have significant influence on ethical issues (Sayre & King, 2010). This emanates from the perception that the audience is not merely passive consumers of media content. This does not translate to the notion that the programs should be taken as irrelevant or