M4A1 PART A Essay Example | Topics and Well Written Essays - 500 words

M4A1 PART A - Essay Example Schein (2010) has appropriately confirmed that a typical example of essential suppositions ought to be shared among the gathering individuals so they can viably take care of the issues; when everybody has a similar arrangement of qualities and standards, at that point inside combination and outside adjustment gets simpler and it has worked decidedly for the general association. The new individuals from an association ought to be shown a similar method of seeing, considering the issues with the goal that the contentions are evaded. Henceforth, it is expressed by Schein that a powerful supervisor needs to guarantee that he/she propels in the hierarchical investigations by watching the genuine conduct of the workforce which are named as qualities, suspicions and ancient rarities (Bohlander and Snell, 2007). As per Jung et al. (2009), Schein arranged the signs of societies and subcultures in three phases; the principal stage is known as ‘artifacts’ which are the qualities that are obvious as they can be heard, felt and considered such to be dressing style, correspondence medium, manner of speaking, stories and so forth. Antiquities are as company’s strategic, composed correspondence mediums and mottos; every one of them are simple for perception yet trying for interpreting (Cameron and Quinn, 2011). The subsequent stage is known as ‘values’ which is somewhat convoluted in nature yet are perceptible to a limited degree. For example, during the meeting procedure, a supervisor can make some judgment about the candidate’s values by watching him/her. At last, in the third stage which is known as ‘basic assumptions’ are the most troublesome ones to be seen as they are profoundly installed in the person’s conduct. They conduct becomes obvious when the individual beginnings working in the association. Thus, these stages join to characterize the consideration angle for the HR supervisor since it

Sample of Job Advert, Job Description and Person Specification

Occupation advert Kane ltd. is a privately-owned company organization with 8 neighborhood outlets for apparel. Aside the 8 outlets, they likewise have an office in San Gwann. The organization is enrolling individuals as: CUSTOMER CARE OFFICER (REF: 71193) The competitor ought to have in any event 6 O’Levels including Maltese, English and another dialect, 2 years involvement with this activity job, be efficient, be dependable, be acceptable to work in a gathering just as dealing with their own, have ECDL, have great relational abilities and are happy to work. Great conditions are given to the chose up-and-comer just as rewards each June and December.Applicants ought to send their CV joined with an application letter by not later than 30th December 2012 to: [emailâ protected] COM or send by means of mail to: Mr. T. Bajada HR Manager Main Street San Gwann Job depiction KANE CUSTOMER CARE OFFICER (REF: 71193) The individual having this activity will have a few obligations, for ex ample, accepting calls, taking messages, managing guests, recording, copying, helping to the client care colleagues and partner and report to the client care director Mr. J. Schembri. This is an administrative activity on level 2 and the chose applicant is to work in the new structure in San Gwann.The client care official will have duties, for example, ? Noting calls ?Taking messages ?Dealing with guests ?Filing ?Photocopying ?Typing reports ?Sending reports to the chief to tell him about objections ? Document reports in fitting records ?Type, send and get messages ?And different obligations The client care official needs to work with other client care officials too with the client care supervisor. The candidate must have O’Level standard of training, ideally Maltese, English and another dialect and have ECDL.Name of complier: Roxanne Bartolo †HR Assistant Name of approver: Ms. P. Pace †HR supervisor Date of issue †third December 2012 Person particular KANE CUS TOMER CARE OFFICER (REF: 71193) Post title: client care official (Ref: 71193) Grade: administrative level 2 Date: third December 2012 CRITERIA ESSENTIAL DESIRABLE Qualifications ?O’Levels †English ? †Maltese ? †Another dialect ? ?ECDL ? Experience ?2 years experience ? Social aptitudes ?Multi-entrusting ? ?Dependable ? ?Composing ? Disposition and character ?Calm ? ?Savvy character? Individual conditions ?Fulltime ? ?Can work after some time ?

Jenny Hu- Adapting to Artifical Gravity

Jenny Hu- Adapting to Artifical Gravity Manned space exploration has been limited to fairly short missions to nearby sites such as the moon and low Earth orbit. For NASA to carry out lengthy manned flights to Mars and beyond, engineers must protect the safety of astronauts by creating new spacecrafts that generate artificial gravity. Without the presence of artificial gravity, astronauts would endure severe bone loss, heart problems, memory loss, and more upon their return to Earth. Artificial gravity can be generated in space by rotating spacecrafts along their center axis, but this environment is very different and takes a while to get used to. It is important for astronauts to adapt to functioning in artificial gravity before their missions to space. Junior Jenny Hu worked in the MIT Man Vehicle Laboratory to study if people can learn to adapt to living in artificial gravity. Jenny simulated this environment by using a centrifuge that consisted of a two meter bed that a test subject laid in while it was spun at high speeds. Her research focused on the effects of head turns in artificial gravity on the neurovestibular system, which is the inner ear structure that creates a sense of balance. Jenny placed subjects in the centrifuge then collected eye movement data while they spun followed by subjective data about how the subjects felt while performing the head turns. She found that people can learn to adapt to artificial gravity. Jenny, an Aeronautics and Astronautics major, found this UROP on the UROP website. The Man Vehicle Laboratory often hires UROPs and is a great place for a first research experience. Jenny says that it was great to have hands-on experience in the lab to complement her class work. She particularly enjoyed being spun in the centrifuge and she found that she did not get motion sickness. The other researchers in the lab took advantage of her natural adaptability to artificial gravity and used her as a test subject for many experiments. In the future, Jenny hopes to develop new vehicles for the exploration of Mars.

Biography of John W. Young

John Watts Young (September 24, 1930 - January 5, 2018), was one of the best-known of NASAs astronaut corps. In 1972, he served as commander of the Apollo 16  mission to the moon and in 1982, he served as commander of the first-ever flight of the space shuttle Columbia. As the only astronaut to work aboard four different classes of spacecraft, he became known throughout the agency and the world for his technical skill and calm under pressure. Young was married twice, once to Barbara White, with whom he raised two children. After their divorce, Young married Susy Feldman. Personal Life John Watts Young was born in San Francisco to William Hugh Young and Wanda Howland Young. He grew up in Georgia and Florida, where he  explored nature and science as a Boy Scout. As an undergraduate at Georgia Institute of Technology, he studied aeronautical engineering and graduated in 1952 with highest honors. He entered the U.S. Navy straight out of college, eventually ending up in flight training. He became a helicopter pilot, and eventually joined a fighter squadron where he flew missions from the Coral Sea and the USS Forrestal. Young then moved to become a test pilot, as so many astronauts did, at Patuxent River and the Naval Test Pilot School. Not only did he fly a number of experimental aircraft, but he also set several world records while flying the Phantom II jet. Joining NASA In 2013, John Young published an autobiography of his years as a pilot and astronaut, called Forever Young. He told the story of his incredible career simply, humorously, and humbly. His NASA years, in particular, took this man—often referred to as an astronauts astronaut—from the Gemini missions of the early to mid-1960s to the Moon aboard Apollo, and eventually to the ultimate test pilot dream: commanding a shuttle to orbital space. Youngs public demeanor was that of a calm, sometimes wry, but always professional engineer and pilot. During his Apollo 16 flight, he was so laid-back and focused that his heart rate (being tracked from the ground) barely rose above normal. He was well-known for thoroughly examining a spacecraft or instrument and then zeroing in on its mechanical and engineering aspects, often saying, after a blizzard of questions, Im just asking... Gemini and Apollo John Young joined NASA in 1962, as part of Astronaut Group 2. His classmates were Neil Armstrong, Frank Borman, Charles Pete Conrad, James A. Lovell, James A. McDivitt, Elliot M. See, Jr, Thomas P. Stafford, and Edward H. White (who died in the Apollo 1 fire  in 1967). They were referred to as the New Nine and all but one went on to fly several missions over the next decades. The exception was Elliot See, who was killed in a T-38 crash. Youngs first of six flights to space came in March 1965 during the early Gemini era, when he piloted Gemini 3 in the first manned Gemini mission. The next year, in July 1966, he was the command pilot for Gemini 10 where he and teammate Michael Collins did the first double rendezvous of two spacecraft in orbit. When the Apollo missions began, Young was immediately tapped to fly the dress rehearsal mission that led to the first Moon landing. That mission was Apollo 10 and took place in May 1969, not quite two months before Armstrong and Aldrin made their historic trip. Young didnt fly again until 1972 when he commanded Apollo 16 and achieved the fifth human lunar landing in history. He walked on the Moon (becoming the ninth person to do so) and drove a lunar buggy across its surface. The Shuttle Years The first flight of the space shuttle Columbia required a special pair of astronauts: experienced pilots and trained space fliers. The agency chose John Young to command the maiden flight of the orbiter (which had never been flown to space with people aboard) and Robert Crippen as the pilot. They roared off the pad on April 12, 1981. The mission was the first manned one to use solid-fuel rockets, and its objectives were to get to orbit safely, orbit Earth, and then return to a safe landing on Earth, as an airplane does. Young and Crippens first flight was a success and made famous in an IMAX movie called Hail Columbia. True to his heritage as a test pilot, Young descended from the cockpit after landing and did a walk-around of the orbiter, pumping his fist in the air and inspecting the craft. His laconic responses during the post-flight press briefing were true to his nature as an engineering and pilot. One of his most-quoted lines answers was to a question about ejecting from the shuttle if there were problems. He simply said, You just pull the little handle. After the successful first flight of the space shuttle, Young commanded only one other mission—STS-9 again on Columbia. It carried the Spacelab to orbit, and on that mission, Young stepped into history as the first person to fly into space six times. He was supposed to fly again in 1986, which would have given him another space flight record, but the Challenger explosion delayed the NASA flight schedule for more than two years. In the aftermath of that tragedy, Young was very critical of NASA management for its approach to astronaut safety. He was removed from flight duty and assigned a desk job at NASA, serving in executive positions for the rest of his tenure. He never flew again, after logging more than 15,000 hours of training and preparations for nearly a dozen missions for the agency. After NASA John Young worked for NASA for 42 years, retiring in 2004. He had already retired from the Navy with the rank of captain years earlier. Yet, he remained active in NASA affairs, attending meetings and briefings at the Johnson Space Flight Center in Houston. He made occasional public appearances to celebrate important milestones in NASA history and also made appearances at specific space gatherings and a few educators meetings but otherwise remained largely out of the public eye until his death. John Young Clears the Tower for the Final Time Astronaut John W. Young died from complications of pneumonia on January 5, 2018. In his lifetime, he flew more than 15,275 hours in all kinds of aircraft, and nearly 900 hours in space. He earned many awards for his work, including the Navy Distinguished Service Medal with Gold Star, the Congressional Space Medal of Honor, the NASA Distinguished Service Medal with three oak leaf clusters, and NASA Exceptional Service Medal. He is a fixture in several aviation and astronaut halls of fame, has a school and planetarium named for him, and received Aviation Weeks Philip J. Klass award in 1998. John W. Youngs fame extends well beyond his flight time to books and movies. He will always be remembered for his integral role in space exploration history.

Use of Allegory and Symbols in William Goldgings Lord of...

Use of Allegory and Symbols in William Goldgings Lord of the Flies William Goldings Lord of the Flies allegorically shows the good and evil that co-exists in every human being. Each character and symbol renders this possible by what it represents. Ralph and Jack allegorically represent opposing political forces: Jack as the dictator or fascist and Ralph as the prototype of a democratic leader. The island represents the archetypal garden and the conch shell represents power. Golding uses British schoolboys to show progressive degeneration and to prove that a little bit of evil exists in all of us. Each of these symbols aid in proving that we all have some evil in our hearts. Ralph begins the story as a carefree†¦show more content†¦The lamp of knowledge or fires of inspiration are familiar expressions throughout literature. Once Ralph realizes that he has the welfare of others to think about, he also realizes that the rational procedure, (which Piggy represents) has become a necessary and valuable tool. Piggy, the corpulent sidekick, symbolically allies himself to the leader of the boys. Simon plays only one, but very important, allegorical figure. He takes on the form of a Christ-figure and resembles characters in many biblical stories and events. At the beginning of the story, we see him picking fruit for the littluns and resembling a carpenter by building huts. The other boys see Simon as queer or funny, but he has no offensive traits. He remains the one person on the island who seems to commune with the elements. For him the island represents a paradise. Goldings descriptions of Simon are lyrical and poetic. They are in stark contrast to the harsh passages that tell of the clashes between Ralph and Jack. We can also contrast the gaudy bird, the harsh cry and the abyss of ages found in Jacks jungle to the honey-colored sunlight and bright, fantastic birds of Simons jungle. With the possibility of evil or a beastie on the island, Simons judgments on the whereabouts of the beast conclude: perhaps we are it. When Simon

Lifestyle Changes for School Age Children at Risk for Type 2 Diabetes. Free Essays

Nurse’s Role in Identifying High-Risk groups, and Promoting Lifestyle changes for School Age Children at Risk for Type 2 Diabetes. March 24, 2013 Abstract Type 2 diabetes mellitus among school age children has increased drastically just in the past several years and is becoming and ever growing trend. Family history, obesity, and lifestyle are risk factors that play a major role in the onset of type 2 diabetes. We will write a custom essay sample on Lifestyle Changes for School Age Children at Risk for Type 2 Diabetes. or any similar topic only for you Order Now Among these, obesity is the greatest risk factor, followed by physical inactivity. The main purpose of this research is to examine the nurse’s role in identifying high-risk groups, and promoting lifestyle change for school age children at risk for Type 2 diabetes. In reviewing and studying various peer-reviewed articles, and journals from different databases, it was determined that the nurse plays a big role in health promotion, and education. Nurses are able to do this by taking holistic approaches, and forming individualized care plans to suit each child’s lifestyle. An individualized plan motivates the child to meet goals, and gives them a visual guide in which to note progress. Keywords: Diabetes, Type 2, Children, Nurses Nurse’s Role in Identifying High-Risk groups, and Promoting Lifestyle Changes Carbohydrates are the body’s main energy source. The role of the digestive system is to break carbohydrates down into blood sugar glucose so it can be used for energy; in addition, glucose is needed for all body cells to maintain homeostatic balance. When the body loses its ability to maintain stable glucose levels, diabetes develops. In type 2 diabetes, cells in the body become increasingly resistant to the effects of insulin, and glucose levels gradually rise in the bloodstream. Eventually, these dangerous levels of glucose in the body can cause serious complications such as heart disease, blindness, and kidney failure. Type 2 diabetes mellitus among school age children has increased drastically just in the past several years and is becoming and ever growing trend. This chronic condition formally rare among children has become increasingly common as a result of sedentary lifestyle, diet, and lack of health promotion. Fortunately, type 2 diabetes can be prevented through awareness, and education. Nurses in particular can play a big role in bringing awareness to this epidemic, especially among school age children. Building a solid foundation can prevent the onset of this chronic illness in adulthood, and mostly likely will promote healthy lifestyle choices in the future. The purpose of this paper is to examine the nurse’s role in identifying high-risk groups and promoting lifestyle change for school age children at risk for Type 2 diabetes. In order to address this issue, and effectively promote change nurses must have a clear understanding of this chronic illness. So what is the nurse’s role in identifying high-risk groups, and promoting lifestyle changes, for school age children at risk for type 2 diabetes? Method This is a review of the literature to answer the research question. The following databases and websites were used: Academic Search Complete, CINAL, and American Diabetes Association website. Findings: Identifying high risk group Identifying and targeting high risk groups is crucial to promoting lifestyle change for children at risk for type 2 diabetes. This is the first step the nurse should take in order to implement change. Targeting the high-risk group is probably a more applicable way and is recommended by the American Diabetes Association† (Jung-Nan, W et al. , 2009, p. 259). Nurses can quickly identify children at risk for type 2 diabetes by looking at these three areas which include family history, obesity and lifestyle. Family history is important in addressing the epidemic. It was proven in a research study do ne by Jung-Nan that â€Å"Children with more family members having diabetes were more likely to have T2D† (Jung-Nan, W et al. 2009, p. 260). Although family history is a non-modifiable risk factor, recognizing patterns in a child’s immediate and extended family is an important task the nurse must complete before promoting lifestyle change. Second, it is important to address the issue of obesity and lifestyle. Obesity is the leading cause of type diabetes and many other long term chronic health conditions. The development of childhood obesity is due largely in part to lifestyle, which includes diet and physical inactivity. Children often consume foods high in fat, sugar, and calories, and do not engage in any sort of physical activity. As a result increased input and little energy expenditure, eventually causes steady weight gain. Fortunately, childhood obesity and unhealthy lifestyle are modifiable risk factors, which can be largely prevented with proper diet and exercise. Therefore, the ability to identify these three risk factors can aid the nurse in developing plans, and ultimately motivate school age children to adopt healthy lifestyles. Promoting lifestyle change When particular risk factors have been properly identified the nurse can begin promoting lifestyle change by formulating individualized plans for the school age child. Because obesity is the leading cause of type 2 diabetes among children, nutrition and exercise plans should be included in all individualized care plans. The nurse should promote a healthy diet by making the nutritional plan suitable for the child’s developmental level, incorporating healthful foods that the child will enjoy. In addition, the nurse should get feedback from the child about what foods he or she dislikes. This can valuable in developing a personalized nutritional plan. Also, attention should also be given to portion sizes, calories, and the amount of vitamins and minerals provided in each meal. In the same way, the exercise plan should also be tailored to the developmental level of the child, and should include satisfying, and rewarding activities. Plans should be holistic in nature, focusing on all areas of the child’s life, familial influences taking top priority. Parent’s influence dietary habits and the amount of physical activity the child chooses to engage in. As a consequence, if parent’s engage in little physical activity, and put no emphasizes on proper nutrition the child will eventually adopt this behavior and view it as â€Å"healthy†. Understanding the parent’s views on diet and exercise, can help the nurse better assess and develop a proper care plan. However, when parents are hesitant about changing their lifestyle, it can be a major setback for the nurse when developing an individualized plan. In this situation, the nurse should be patient, and willing to tailor the plan to meet the needs of each individual in the family. Lastly, in order for oals and desired outcomes to be successfully met the nurse must be through in organizing and gathering data by following a certain sequence during assessment, piecing together subjective data from both parents and child, and validating it with objective data. Conclusion Type 2 diabetes in children continues to rise and has become an epidemic. Consequently, preventative m easures must be taken to prevent the onset of type 2 diabetes in school age children; emphasis on awareness and health promotion is necessary and must be taken seriously by nurses to motivate children to make positive lifestyle changes. The nurse must be able to correctly identify risk factors associated with type 2 diabetes. The nurse can then promote lifestyle changes by successfully developing individual plans to meet the needs of each child. The nurse should be holistic in approach, and must be sensitive to the needs of both parent and child. And lastly, the nurse should be through and accurate to successfully meet goals and desired outcomes for each child. Through doing this, the nurse can promote lifestyle change, prevent type 2 diabetes, and ultimately influence children to make healthy choices for life. References American Diabetes Association Home Page – American Diabetes Association. (n. d. ). American Diabetes Association Home Page – American Diabetes Association. Retrieved March 25, 2013, from http://www. diabetes. org Beckwith, S. (2010). Diagnosing type 2 diabetes in children and young people. British Journal Of School Nursing, 5(1), 15-19. Retrieved from http://search. ebscohost. com/login. aspx? direct=truedb=c8hAN=2010607580site= Coe, S. (2010). Clinical focus. Nutrition related to obesity and diabetes as a public health issue. Nurse Prescribing, 8(8), 376. Retrieved from http://search. ebscohost. com/login. aspx? direct=truedb=c8hAN=2010758805site=ehost-live Jung-Nan, W. , Hung-Yuan, L. , Yi-Chia, W. , Lee-Ming, C. , Mao-Shin, L. , Cheng-Hsin, L. , Fung-Chang, S. (2010). Detailed family history of diabetes identified children at risk of type 2 diabetes: a population-based case-control study. Pediatric Diabetes, 11(4), 258-264. doi:10. 1111/j. 1399-5448. 2009. 00564. x Rabbitt, A. , Coyne, I. (2012). Childhood obesity: nurses’ role in addressing the epidemic. British Journal How to cite Lifestyle Changes for School Age Children at Risk for Type 2 Diabetes., Papers

Utilitarianisms Sacrificial Lamb free essay sample

Talents are put to waste that if fostered would have blossomed into exceptional skills. The greatest example of this present within Hard Times is Louisa Gradgrind. Louisa is brought up in a house headed by a Utilitarian school teacher, her father Thomas Gradgrind Sr. , and with a quite and docile mother, Mrs. Gradgrind, who is unable to convey her own emotions, let alone foster any in her children. Due to her father ’s suppression of her emotions and Utilitarian society, Louisa-who held so much potential- is quelled and left as an empty and hollow device. When Louisa is introduced in Chapter three, she is described as a â€Å"fire with nothing to burn, a starved imagination keeping life in itself somehow. † (12). This description Louisa depicts her as a cold vacant nothingness, void of all emotion. Louisa’s father, Thomas Gradgrind was not a strong paternal figure being distant and not allowing Louisa any thing from life but facts. However, Louisa has somehow kept her inner thirst for knowledge and fancy alive, still able to recognize that she has been wronged by her father and the Utilitarian system. On a less metaphorical level, fire is also what keeps the factories running, and produces all of Bounderby’s money. In Hard Times, fire represents both the good that Louisa has within her, and the evil that is Bounderby and the Utilitarian system’s prosper. The manner in which Gradgrind runs his schoolhouse demonstrates the type of environment in which Louisa grew up. David Lodge categorizes the way in which Gradgrind teaches into three categories, â€Å"(1) It is authoritarian, fanatical and bullying in its application, (2) It is rigid, abstract and barren in quality, (3) It is materialistic and commercial in its orientation. (Lodge) When Gradgrind notices Sissy, a new pupil, he automatically tries to remove her individuality and puts his method of teaching into effect. He demands that she never refer to herself as Sissy, but rather Cecelia and promptly begins referring to her as â€Å"girl number twenty. † Gradgrind is attempting to remove Sissy’s indiv iduality by making her name conform to that of a normal victorian society, and furthers this process of removing her individuality by referring to her in class as girl number twenty, demonstrating the bullying and authoritarian nature of his teaching. Gradgrind is turning Sissy, the name that embodies the life of fancy of the circus within which Sissy grew up, into girl number twenty. The name â€Å"girl number twenty† an attempt to turn Sissy into a faceless, nameless, and emotionless utilitarian pawn, just another one of the masses, just a number in line to the emotional slaughter house. But Sissy has grown up in a society unlike that of the other children and Louisa and she is able throughout the novel to keep her emotions and individuality in tack. Gradgrind, with another attempt to batter Sissy’s being, asks her to define a horse. Growing up on the circus with horses, Sissy is unable to define that animal that has played such a role in her life. Asking Sissy to define a horse is comparable to one being asked to define air. Sissy, unlike the other children, has stood face to face with a horse, stroked it, and watch her father or even herself ridden upon a horse in the circus ring. Asking Sissy for a simple definition is impossible and she is baffled. Gradgrind calls on another student, Bitzer, to finish the task for her, he answers: â€Å"Quadruped. Graminivorous. Forty teeth, namely, twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in the spring: in marshy countries sheds hoofs, too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth. † Within the first five pages Dickens is able to demonstrate an extreme, emotionless, and perfect utilitarian individual in Bitzer. Bitzer is the embodiment of utilitarianism. He relies only upon facts to run his life, casting out anything that is not self bettering, this including all â€Å"useless† emotions. Bitzer is an extremists view of utilitarianism however, this being the way Dickens wished to portray Utilitarianism. In regards to a family, Bitzer scorns the subject, it having no self fulfilling purpose in is utilitarian society. Having a family requires some small amount of emotions that Bitzer is not capable of comprehending, and also requiring money, taking away from himself. When asked about families, Bitzer states he does not care at all that he is alone, â€Å"I have only one mouth to feed, and that’s the person I most like to feed. † (90). Bitzer as described by Edgar H. Johnson, is the â€Å"ultimate product of the system,† being boring, soulless, and basing every aspect of his life upon â€Å"bargain and sale, controlled by self-interest. Bitzer demonstrates what Gradgrind would want all of his school children to become including Sissy, rather than what his daughter Louisa had become. Louisa, unlike Bitzer is unable to void herself entirely of fancy, but has not been taught how to control and use her emotions that have remained through her utilitarian up bringing. S issy, being Louisa’s foil, embodies what was seen as the perfect woman of the era. Sissy is warm, loving, nurturing and gentle. Louisa is unfeeling, depressing, and dark. By creating such characters Dickens is not attempting to emphasize Louisa’s foul nature, but trying to draw precedence to the fact that Louisa’s upbringing, void of human connection, has molded her to this person. Louisa has been given nothing in life but facts. When Louisa is told about Bounderby’s marriage proposal, she cannot express how she feels, so she states, â€Å"There seems to be nothing there but languid and monotonous smoke. Yet when the night comes, Fire bursts out. † (96). Louisa cannot simply express to her father that she detests bounderby because she is what would best be described as the â€Å"languid and monotonous smoke. This fact however, is an expression of her true emotions. Louisa is expressing how she is this dreary, disgusting, poisoned smoke, but when the â€Å"fire bursts out† at night, there is something more to this smoke than would appear before. This fire to these smokestacks represents the passion and the creativity that is present within Louisa, that if nurtured could become the change from the utilitarian shell that she has been forced to embody. Due to her inability to understand her own emotions, and without any paternal or maternal figure in her life, Louisa channels all of her love to her brother Tom. Louisa is unable to â€Å"distinguish sensual passion from fraternal affection,† (Fabrizio) and there for is forced into what Richard Fabrizio describes in his essay -Wonderful No-Meaning: Language and the Psychopathology of the Family in Hard Times- as â€Å"unmanageable† thoughts that both children foster, as these are the only feelings they are able to have. Their relationship is â€Å"abnormal† in terms of a normal sibling love and is turned into one that is much more romantic than that common to siblings. Tom is effected by Utilitarian society for the worse, however and is completely engrossed with his own self fulfillments. Tom appreciates Louisa’s affections, but is not able to return them entirely as he is much more passionate towards money and gambling. Tom apprentices at Josiah Bounderby’s bank, and when Bounderby proposes the idea of marriage to Mr. Gradgrind, although Mr. Gradgrind pressures Louisa into this marriage, it is in fact Tom who sways his sister most greatly into this horrific marriage. Fabrizio describes this perverse and twisted relationship between the two siblings as this: â€Å" Tom actively uses Louisa while passively accepting her love, while she passively accepts his usage while actively loving him. (Fabrizio). Tom abuses Louisa, the only person to ever attempt to give him love, and â€Å"knowingly trades Louisa to secure his pleasure,† (Fabrizio) that he has found in money. By accepting this marriage, and the betrayal from Tom, Louisa has committed a figurative and emotional suicide. She has given up and is turned into a hollow and broken individual. When Louisa returns home and attempts to express her emotions to her father, Mr. Gradgrind, they come out in somewhat of a jumbled mess, but she is still able to get her point across, screaming at her father, And I so young. In this condition, father for I show you now, without fear or favour, the ordinary deadened state of my mind as I know it you proposed my husband to me. I took him. I never made a pretence to him or you that I loved him. I knew, and, father, you knew, and he knew, that I never did. I was not wholly indifferent, for I had a hope of being pleasant and useful to Tom. I made that wild escape into something visionary, and have slowly found out how wild it was. But Tom had been the subject of all the little tenderness of my life; perhaps he became so because I knew so well how to pity him † (209). Even though Louisa is unable to fully understand her emotions, she is more capable of feeling than her father had previously thought. Louisa agreed to marry Mr. Bounderby because her father convinces her that it is a rational decision, and so broken by facts she does not appear to care at first. Mr. Gradgrind, to convince Louisa even uses statistics to entice her, stating that the difference of their ages does not inevitably effect their happiness. Louisa is miserable as Bounderby’s wife, and this inclusion of statistics might have been included as part of his â€Å"war on statistics,† showing that statistical data does not always apply well to real life situations. Louisa is distraught in this quote and is expressing whatever tangled emotions she is able to express to Her father. Louisa is married to Josiah Bounderby, who although he proposed the marriage, is not able to give Louisa any sort of love. Bounderby is so consumed by his money, his factories, and by his own arrogance that he cannot engage in any true relationship with Louisa. She is left broken emotionally by this forced marriage that is built upon nothing but her brothers greed and her fathers blindness due to his utilitarian facts and rationality. Louisa’s life is composed of suppression by her father, betrayal by her brother, and a loveless marriage from Bounderby. It is not until James Harthouse, a London gentleman studying politics under Mr. Gradgrind, comes into the picture that Louisa first meets a man that has anything beneficial to offer her. Although she is married to Bounderby, Harthouse is entered by Louisa and sets off to seduce her. But Harthouse is more than just a romantic lover to Louisa, â€Å" chance then threw into my way a new acquaintance; a man such as I had had no experience of; used to the world; light, polished, easy; making no pretences conveying to me that he understood me, and read my thoughts (209). Harthouse offers a splash of color into the dark, black, and oppressive atmosphere of Coketown that had been prior to his arrival, all that Louisa had known. With only simple conversation, Louisa feels as though Harthouse can â€Å"read† her thoughts, the only way that she is able to describe the instant connection that she was able to make with Harthouse. Louisa also explains to her father that Harthouse made â€Å"no pretences,† meaning that he did not pretend to be caring and actually be coldhearted, as everyone else in her life had prior. Louisa also say that Harthouse understood her, which appears actually to be little more than Harthouse simply letting her say what she felt, and in truth listened to her, never telling her that the expression of her emotions was ludicrous or senseless in the manner that her father had. Louisa’s cold nothingness, along with her brother Tom’s cruel and guiltless betrayal to her can be associated if not completely linked to the children’s upbringing. Thomas Gradgrind Sr. ran his home in the exact same mechanical and emotionless way that he ran his school house. Mr. Gradgrind never allowed his children to feel a human connection, and never encouraged any learning besides the drilling of facts. Dickens demonstrates to the reader the way in which the children were raised by showing one the fact the children’s lives were based upon: â€Å"No little Gradgrind had ever had ever associated a cow in a field with that famous cow with the crumpled horn who tossed the dog who worried the cat who killed the rat who ate the malt, or with that yet more famous cow who swallowed Tom Thumb: it ad only been introduced to a cow as a graminivorous ruminating quadruped with several stomachs. † (9). Louisa was never allowed to foster her most basic needs for creativity. Her natural yearnings for a human connection, for love, or for any expression of emotion being instantly quelled by the oppressive Mr. Gradgrind turning her into this ver y confused and empty â€Å"individual. † Louisa was never encouraged to view a cow as an animal with feelings, or a cow personified in a classic fairy tale. The little Gradgrind’s had never had toys, had never been read or given books containing any sort of fancy, and had never been allowed to think. Louisa’s inability to interpret emotions or to have even a single free thought in her head are due to her poor upbringing. Her weak mother, Mrs. Gradgrind, unhappy in her own marriage and a sickly person, was never able to foster any humanity within her children. Dicken’s also used Mrs. Gradgrind to portray the perfect victorian woman. Mrs. Gradgrind had little to say within the text, being seen but not heard, an â€Å"angel in the house. † This angel would be out of place if she had attempted to step into her childrens lives and correct a mistake her fact driving husband had made. Louisa’s distant father and weak mother are what turn her from person to a hollow shell. Utilitarianism, and her fathers devotion to this philosophy wrecked havoc on Louisa’s life and emotions. His obsession with facts left room for nothing else to enter into Louisa and Tom’s lives. When Louisa returns home after being brutalized emotionally by her loveless marriage to Bounderby, and after having her eyes opened by Harthouse, she is able to make a realization about her father, stating in a factual manner, â€Å" What you have never nurtured in me, you have never nurtured in yourself † (208). It is not only that Mr. Gradgrind did not support Louisa’s use of her mind or her embracing of her emotions, but rather that Mr. Gradgrind had never been taught to express his emotions himself. When pelted by Louisa with painful criticism of his fathering, Mr. Gradgrind is left speechless. He is unable to swallow the vast amount of emotion that Louisa is thrusting upon him and is left to sort through all the guilt that he was the one to destroy his daughter. Gradgrind is unable to do so however, never having experienced nor needing to access such emotions while engrossed with his strict Utilitarian facts. Louisa is furious, and within this scene, Dickens truly allows Louisa to let go off all the pent up and suppressed emotions that had been forced to remain stagnant within her person for so many years. This release of Louisa’s inner fire to an external one shows an abandonment of Utilitarian society within Louisa, as she is finally able to express herself, declaring, â€Å"How could you give me life, and take from me all the inappreciable things that raise it from a conscious death? What are the graces of my soul? Where are the sentiments of my heart? What have you done, oh, Father, what have you done, with the garden that should have bloomed once, in this great wilderness here? † (208). Louisa’s inner flame bursts from within her, expressing all the hateful feelings she held towards her father for transforming her into such a hollow shell. Without any limitations, Louisa finally is able to reciprocate the misery that her father had thrust upon her. Dickens uses this scene to compare the two Louisa’s, the Louisa that held reservations against her emotions, and the Louisa that is finally able to let go. Prior to this rebirth, when confronted by her Father with Bounderby’s marriage proposal, Louisa is not able to convey her revulsion on the matter and is not able to express her emotions. Louisa is simply able to state a fact, having been so drilled upon her, stating of Coketown,â€Å"There seems to be nothing there but languid and monotonous smoke. Yet when the night comes, Fire bursts out. † (96). This fire that Louisa speaks of in her factual description of Coketown is an attempt of Louisa’s to describe how she wishes her to describe herself. Louisa wants to be the same change in her own life that the fire has on Coketown, she wishes to set free her emotions. Louisa is finally able to eturn to her father ’s house and state in an outward eruption of feelings how he had ruined her, how he had ruined all the potential which she had held. The majority of Louisa’s life was spent in this state of â€Å"conscious death† and her father removed all traces of any humanity. Louisa is finally able to renew herself as a person, disowning her father and Utilitarianism completely. However, Louisa’s talents, potential, and most importantly her happiness all had to be victimized by Utilitarianism before Mr. Gradgrind was able to realize the mistake in his ways. Louisa’s life is dominated by her father ’s suppression of her emotions and Utilitarian society, all the potential for greatness that she had once had quelled by facts. Louisa is left as an empty and hollow device, but the sacrifice of herself is able to bring realization to her father about his ways. This realization however -that Utilitarianism and a life based solely upon facts cannot bring happiness- is not enough to make up for the guilt that Mr. Gradgrind is left to deal with for the rest of his dreary life. After the breakthrough of her emotions, Louisa collapses at her fathers feet, laying upon the floor: â€Å" e laid her down there, and saw the pride of his heart and the triumph of his system lying, an insensible heap, at his feet. † (211). Dickens finally allows one to see the emergence of cracks of doubt appearing within the strict character of Mr. Gradgrind. Through his daughters heart ache and confusion, Gradgrind is able to make the realization tha t the system of Utilitarianism has failed him, and seeing his daughter heaped upon the floor, he is able to feel the emotions of failure as a father and regret for not nurturing within his daughter the emotions that had never been given to him.

The Giver Essay Research Paper It is free essay sample

The Giver Essay, Research Paper It is the hereafter. There is no war, no hungriness, and no hurting. No 1 in The Community wants for anything. Everyone is provided for. Each Family Unit is entitled to one female and male kid. Each member of The Community has their profession carefully chosen for them by the Committee of Elders, and they neer make a error. In today? s universe, one of the most cherished resources is household and a place. In Jonas? s universe, a household is all ways the same. There is one ma, one pa, one male kid, and one male sister. All the places are the same. The furniture was practical, hardy, and the map was clearly defined. There was a bed for sleeping, a tabular array for feeding, and a desk for analyzing. In the desk there were merely three books: a lexicon, the community volume, and the Book of Rules. We will write a custom essay sample on The Giver Essay Research Paper It is or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In our universe, life can take you anyplace. Either you can be rich or be a rotter on the streets. In the book, your life was decided for you by the Committee of Elders. If you failed your occupation, you were released. For most occupations, one time you have the occupation, you have it for life. The lone exclusion is for the birthmothers. Once they have had three kids, they become portion of the Clean-Up Crew. In our lif vitamin E, we enjoy the universe to its fullest extent. In the Giver, there is no colour. Everything is black and white. Some people wear? t even acquire to bask life. Babies that are to light or unhealthy are released. Aged people are released when they have no usage to the community. Peoples who fail with their occupation are released. In our twenty-four hours of life, the lone manner you would be put to decease is if you committed a offense like killing. In their universe, people are put to decease, or what they like to name release, for simple grounds. Such would be: Babies that are to light or unhealthy are released. Aged people are released when they have no usage to the community. Peoples who fail with their occupation are released. Everything is the same in the community except for one topographic point. That topographic point would be in the Giver? s populating one-fourth and in the Giver? s universe. His legal residence has epicurean furniture and shelves of books all around his room. The biggest difference is that he can see colour. Though there may look to be legion differences, there are some similarities in these two universes. Both universes have autos. In both universes people like to sit at that place motorcycles. Childs still have to travel to school. Parents and teens have to work. The Book # 8220 ; The Giver # 8221 ;

Compare Pricing Structures Between Websites essays

Compare Pricing Structures Between Websites essays The first website visited is Amazon.com. At first appearance, the interface is crowded, but user- friendly. The graphics are crisp and there is a minimum of visual interference. There were no pop-ups during the visit, nor were there noisy banners touting unsolicited offers. The website recognizes a returning user, offers automatic purchasing through stored information, and tracks previous sales. The website greets the returning user upon his return and offers products similar to those he/she has previously purchased. Below is a list of ten books, chosen at random from Amazon.com and Barnes the book pricing, but did have free shipping for orders that exceeded a |Author |Title | Price | Price | | | |Amazon |Barnes | | | |Noble | | | | | | |Clark, |Against All Enemies | $ | $ 16.20| |Richard A. | |16.20 | | |Brown, Dan |The DaVinci Code | $ | $ 14.97| | | |14.97 | | |Black, |The Great Pretender | $ | $ 15.25| |Millenia | |13.56 | | |Brown, Dan |Angels | | |7.99 |7.99 | |Trump, Donald|Trump: How to Get Rich | $ | $ 13.17| | | |13.17 | | |Hughes, Karen|Ten Minutes from Normal | $ | $ 15.57| | | |15.57 | | |Albom, Mitch |The Five People You Meet| $ | $ 11.97| | |in Heaven |11.97 | | |Martel, Yann |The Life of Pi | $ ...

Lower division capstone ip3 Essay Example | Topics and Well Written Essays - 500 words

Lower division capstone ip3 - Essay Example Following is how I start. Before we start, I would postulate that I could expect to achieve a face-to-face interview at three prominent organizations that I know and that I also know in particular as attractive and potential employers. On my list Wal-Mart is the first one. Undoubtedly this is an organization that is well known to me and comfy talking about as far as marketing is related. Continued expansion and success are attributes that make this particular firm so attracting for the job. A workable opportunity in the marketing department should be permissible as praiseworthy. The most significant of it is to categorize whether the asked opportunity is a low hanging fruit, single, or a good home run. Moreover, the most crucial thing is to assess every opportunity of marketing and after that come to an communicated decision that will mostly likely to be based on my past experiences and market research to finalize the best one out of those ideas. Foreseeing the selected idea will result positively or negatively on the organization and also deciding the importance of the opportunity would be for a financial improvement or not. My suggestion for business giant like Wal-Mart is to go for the implementation of cell phone contract with the reliable network of the country, but with Wal-Mart acting the go between to help will ease up the process for the customers as possible. It would be quite an easy objective for Wal-Mart to master; if I would have to categorize it, I will set it in the easily achievable category or the fruit hanging low in the customer domain. However, this objective will give boost to the company to compete with the other national cellular service providers who would also want to take advantage for providing this service. Second one my valuable companies would be Blockbuster. My suggestion for this company would be to upgrade in the digital area. If they are able to upgrade themselves in the field of technology and have more

Orporate finance Essay Example | Topics and Well Written Essays - 4000 words

Orporate finance - Essay Example They also relaxed the stationarity assumptions of the random walk model. Fama (1970) continued the formalisation of the notion of "efficiency" in economic terms. He defined an efficient market as one "in which prices always 'fully reflect' available information". He also stated the conditions that would suffice for efficiency: "(i) there are no transactions costs in trading securities, (ii) all available information is costlessly available to all market participants, and (iii) all agree on the implications of current information for the current price and distributions of future prices of each security." Though adopting a statistical viewpoint, Fama (1970) differentiated information as "weak", "semi-strong" and "strong" forms. Later on, Rubinstein (1975), Beja (1976), Beaver (1981), and Latham (1986) adopted the framework of information economics where the definition is expressed in terms of the actions of individuals, as opposed to the actions of the market as defined by Fama (1970). Specifically, according to Beaver (1981): "A securities market is efficient with respect to a signal yt if and only if the configuration of security prices {Pjt} is the same as it would be in an otherwise identical economy (i.e. with an identical configuration of preferences and endowments) except that every individual receives yt as well as [that individual's own information]." Ray Ball (1994, p. 12-13) has a few criticisms of this school of thought. First, he argues that security prices in the "otherwise identical world" are ultimately priced using CAPM, which is implied by Fama's (1976) model. Secondly, he critiques that this model has confused properties of market with properties of information. Grossman (1976), Grossman and Stiglitz (1980) and Jordan (1983) associated "efficiency" with incentives to produce information. ACCOMPLISHMENTS First, the theory of stock market efficiency has developed prevalent respect for markets. Empirical evidence pointed to the efficiency of the stock markets, changing academic and even non-academic attitudes from suspicion to respect. Furthermore, the pioneer work on "efficiency" coincided with the surge in interest in and respect for markets in general among economists, and subsequently among politicians. The pioneer empirical work thus assumed importance and attracted interest beyond its direct impacts on stock markets. It led the global trend toward liberalising financial and other markets. The theory of stock market efficiency has also changed perceptions about how stock markets work. Before FFJR (1969)'s work, market reaction to information is viewed from a single point in chronological time to broad

Providing an Enabling Environment for Children

Providing an Enabling Environment for Children Environment plays an important role in a childs development and learning. Childs experience at early age constitutes a major influence on his / her life in the future changes. Assurance, safety and a happy childhood is important. This provides a foundation for children reveal skills and talents as they get older. It is important to understand how each aspect of the environment influences the childs life. Favorable environment encourages play, because children feel comfortable and relaxed. When children feel emotionally safe and secure, they are able to explore and find out about the place where they are and the things they can see, touch, manipulate or maneuver. Children develop and learn in the environment where their individual needs are expressed, as well as the relationships between the employees and them are positive. Positive environment helps a child to become independent and gain confidence in learning new skills and also achieve a sense of dependency. Environment is characterized by three aspects. Its emotional environment, outdoor environment and indoor environment. These three aspects are the context for games and learning. The emotional environment is more than a physical space. This is because children share emotions as well as parents and members of staff. The emotional environment is an invisible tool to assess feelings. Sometimes it can be a feel-good factor when all the people in that environment feels good. And for others it may not pose such a positive feelings in an environment where people don`t feel happy. It is important to maintain positive feelings and tightened feel safe emotional environment, because if children feel safe and equally, they can express feelings in a safe knowledge and they know that their employees or parents are near and ready to help. The ways to teach children in which they speak and express feelings, allowing them visually express it safely, rather than hold tight it to yourself and leave it a s a secret. It is important to express feelings safely and it can be easier resolved than those who remain unresolved. Lets talk about outdoor and indoor environments. So generous indoor environment has a direct impact on childrens learning and development quality. Comfortable, interesting and attractive interior environment which is suitable for use by children is known as a rich environment. This is the environment which becomes a second home for a child. There they sleep, play, eat or spend time by doing something else. Suitable environment is slightly different from the childs age. For example, for a group ofchildren under two years old, is three and a half square meters of space per child required and from two to three-year-old c hild needs just two and a half square meters of space required. But I will discuss it more detailed a bit later. Most importantly, the environment where children feel happy and secure. Inside area must be carefully planned in order to accommodate a flexible and changing for child`s needs and interests. Resources should be of the highest quality. Such as drawing tools, t oys or books. A significant benefit is learning outdoor. Ideal conditions, when the children have the opportunity to be outdoors every day, except when weather conditions are not favorable enough. Well, while they are out children are free to move, to breathe clean and fresh air and use all senses like sounds, colors, spaces and a sense of scale. The trust being outside is growing and by support children have the opportunity to play wide, to explain the problems and develop creativity with other children. Physical activity in outdoor environment is enhanced. Well, and the resources do not need to be expensive. This can be logs, boxes, old tires or anything else that encourages imagination and creativity using these resources in different ways. A good idea would be to establish a place of nature in where trees grow or can be ability to plant flowers. This creates greater contact with the natural world. Outdoor environment supports active learning. When this is combined with a peacefu l place for reflection, it can really improve the lives of children. Lets move on to the next important issue. This is a safe but challenging environment. What is it and what it brings to children? I will discuss the factors you need to consider when planning a safe but challenging environment. The meaning is that the child must be safe, but has a challenging environment. Because it increases the life skills which has a positive impact on all aspects of development. Creating an environment child increases self-confidence and allows him / her to see the deeper perspectives of life decisions. It is vitally important to have a safe environment in preventing incidents and reducing the risk. Parents do not need to worry about any hazard but feel calm. Each activity involves certain risks and the likelihood of children must learn how to deal with it. They need to see and survive, suffer the consequences, when absent careful. It is important to teach children to accept personal risk assessment and think about the possible consequences of their actions. Adult s should teach children safely use the equipment. It is important to protect children from harm and danger conscious when allowed to develop independently. We are surrounded by hazards and risk, so we need to evaluate risk. The environment risk in the setting is minimal, but it is important to know. What is the difference between risk and hazard is easy to understand. This is a concept which is the relationship between. So, there is a potential risk of injury causes and risk of injury is more likely. If all other factors are equal, in particular position of people and entities to, then the risk is proportional to the degree of risk. Nevertheless, all other factors are very rarely equal. The risk of doing something that has a chance of bad development. A hazard is something that is a bad influence on the development. As we see the difference between these two concepts are not big because they influence each other. This means that the chance to influence the risk of an event or a caus e is 50:50. The danger is that what influences incident such as liquid spills on the floor. It is very important for risk assessment. This work, which has a potential to cause injury to people needs careful observation. There are five basic steps that will help to assess the hazards in the work environment. The first thing to identify, characterize, and then find out how to deal with who can be injured. The third step is to remove risk precautionary decision. Fourth step and record the findings of their realization and evaluation and finally review and update if necessary. I will tell an example of how to manage the risk assessment. So, there are people who are reported to risk assessments. This can be a room leader. Hazards such as subsidence due to the mess is resolved simply by removing toys from the floor, when not in use. Also mats are cleaned every day and spills immediately cleared. Wash the bedding at least once a week and given to the appropriate child. Managers will advise what the potential risks are. A big plus is to hold meetings and discuss about it. Everyone who works in the nursery is responsible for security. Observation at changing conditions of risk assessment is needed. If you noticed a dangerous situation, it is necessary to report it. As we can clearly see, the practitioner`s role is important. Lets start from the environment. A practitioner has to monitor the environment, develo it to be advantageous. This person must create environment for the child which promotes the childs development. This staff member has to provide a positive environment for all childrens needs including physical, language, emotional and social. Environment must take individual needs of the child, stimulate, provide opportunities for any type of games and activities. It must also meet the positive social interaction and physical development. When the children are older, the practitioner can help children understand how they can protect themselves, how to comply with the safety requirements, and what they do. I will speak more about this a little bit later. The emotional environment provides an ability for children to express their feelings, they are more likely to explore the knowledge and feel safe. So practitioner should encourage a child ren to express their feelings and allow them to talk and develop active listening skills. A practitioner has a very important role on daily activities. There are other people who are great assistance. Including General manager, health visitor, a pediatrician, social workers, dentists, psychotherapists, speech and language therapist, emergency service and other agencies, such as Ofsted. A brief description of the main responsibilities of a teacher or a health visitor is that those people managers you. Health and safety officer monitors and provides procedures for records and reports. Local manager makes decitions on the removal of barriers of health and safety. And as I said all employees report any information relating to health and safety. Well, on health and safety issues employees have many duties and responsibilities. An employee takes care of the safety of children while they are playing, also draws attention to the room lighting, furniture, security, hot seasons arrange for th e safety of children, such as put suncream when children go outside, advised to wear hats and so. Also, as I mentioned earlier worker prepares records, evaluate safety. Potential hazards to health, safety and protection of the work environment is diverse, including lighting, temperature, tired rooms, ventilation, toleto premises and the like. Then the employee starts work he / she must be informed about health, safety and security procedures. He / she must report about their individual needs, desires, preferences and choices. This is in order to ensure safety. It is important to act in accordance with the role and limits the personal liability of relations to solve health and safety issues when necessary. No less important aspect is the report on health and safety issues and let the right people to complete the safety and health records according to legal and organizational requirements. Risk reduction and work with others is necessary in order to minimize the risk of potential risk s in the setting. The employee must ensure that their personal health and hygiene is not a threat to others. Similarly, a person working in the nursery must ensure that the right people aware of his whereabouts at all times. Health hazards and safety inspection and security risks at work is required in taking appropriate action if there were expected incident, injury or trauma. Health and safety is the most important factor speculating the appropriate environment for learning and development. Let`s have a look at regulatory requirements that must be followed for the organization of the environment for children. As I mentioned, all suppliers are required to perform the requirements of space environment, as well as the proportion of workers. These requirements shall be calculated with Ofsted, the place registered and they give the maximum allowed number of children to be in the setting at the same time. The staff coefficient ensures the safety of children, as well as children can be o bserved in their surroundings. As I wrote earlier calculate the area of child age groups takes an important part. Children under two years of age must have a three and a half square meter for each child group located. Also, children of this age group have at least one qualified employee with level 3 of child care and at least half of the staff trained to work with babies and children up to two years. And also three children through ratio has at least one qualified personnel. A group of children from two to three years through ratio four children have at least one qualified employee. Children in the age group of three years and older are required by a qualified worker for eight children and one child found the space of two and three-tenths square meters. Indoor environment of children from birth to three years should have an ability to monitor older children and that is how children get the social and emotional development. Well, from three to five years age group rooms could be repl aced by a script of play and exploration. Well, and the outdoor environment is also different for children ages recommendations. The main thing is the social, intellectual, physical and emotional development. It is recommended to use safety equipment such as protective plug sockets, radiator protection, window protection, locked gates, high chair or stair gate. When planning the organizations environment all fire exits should be kept clean, the furniture does not interfere with the children, a place for children to sleep should be separate and most importantly, all the areas should be visible to the employee. There are laws to be respected. These are the basic laws. First is Health and Safety at work act, 1974 which provides a framework for ensuring the health and safety of all employees in any work activity. Next one is Control of Substances Hazardous to Health Regulations ( COSHH) and these regulations require employers to assess and prevent the risks to health from use of any haz ardous substances used in workplace. So obligations to employers are to assess the risks, decide what precautions are needed, ensure that control measures are utilised and maintained, monitor exposure, etc. and the other regulations which are designed to bring the United Kingdom into line with European laws are The Healt and Safety (First Aid) Regulations 1981, Reporting of Injuries, Disease and Dangerous Occurences Regulations 1995 (RIDDOR), Fire Precaution (Workplace) Regulations 1997 and The Food Handling Regulations 1995. Security controlled actions must be such as: supervised who have a right to be in that environment, used to validate the methods and procedures when there is a risk of potentially promising activity, including the correct movement and storage techniques wearing the appropriate personal protective equipment. It is important to take appropriate and immediate action. Such as the use and storage of equipment and materials, when you want to deal with such things as spills or debris dispositive. These examples require hygiene. Finally, it would be a good idea to include grandparents, aunts, uncles and other relatives. It shows respect for the individual needs of children and families and combines their characteristics and communication with members. This will also helps to feel at home as well as allowing to settle and explore. The wider community also plays an important role in childrens learning and development. When a child is determined by what he / she needs to, other professionals are vital to their care, training and development, and they are ready work with other professionals.

Collaborative Working †Case Study Essay

The aim of this essay is to examine the significance of collaborative working to achieve positive outcomes for service users. â€Å"Collaboration is a dynamic inter-professional process which two or more professionals make a commitment to solve problems and to learn from each other in order to accomplish identified goals, purposes or outcomes† (Hamric, Spross and Hanson, 2000, p.318). Since the publication of Every Child Matters (2004), social care, health, voluntary sectors and other children’s services have been joining forces to work more collaboratively around an early intervention and preventative agenda (Department for Education and Skills, 2004). This essay will focus on the National Childhood Measurement Programme (NCMP) and by drawing on the author’s experiences as a Nursery Nurse in the School Nursing team it will demonstrate the skills and knowledge required for successful implementation of this service and how to promote seamless working. The NCMP was established in 2005 and involves weighing and measuring all eligible children aged 4-5 years and 10-11 years. Research shows that it is difficult to visually tell if a child is overweight, which is why an objective measure if essential (Department of Health, 2012). The data gathered provides a picture about how children are growing nationally, therefore this information is used by the NHS to plan and provide better health services for children (NHS Choices, 2012). According to the NHS Information Centre (2010) one in four, 4-5 year olds, are overweight or obese; furthermore, these rates are higher among some black and minority ethnic communities and lower socio-econo mic groups. Although the Primary Care Trust (PCT) oversee the delivery of the programme effective partnership working is essential, therefore this essay will explore what partnerships are required and the factors that facilitate or hinder collaborative working in this area of work. Finally, this report will provide evidence from literature and published papers to support the identified barriers and benefits of collaborative working throughout this process. Setting The School Nursing team comprises of a range of skill mix which consists of a Head of Service, one team leader, seven School Nurses, five of which have obtained the Specialist Community Public Health Nurse qualification (Degree or Masters Degree) and three Nursery Nurses evenly spread in three different localities around the City. The team covers fifty two Primary Schools and ten Secondary Schools, mainly in the inner City but also in the rural surrounding areas, therefore an extremely diverse region with varying socio-economic backgrounds. This City has a very large Asian population, however recently there has been an increase in Eastern European, Afro-Caribbean, Chinese and travellers all presenting a multitude of cultures, values and beliefs. Measuring the children takes place in the school setting. Each individual school will be contacted to arrange a suitable date and time as well as organising a private area with adequate space for the ease of measuring and comfort for the children. Every school in this district has its individuality, not only do they vary in size but numerous schools have a large proportion of pupils with English as an additional language (EAL). There three special needs schools, furthermore schools with varying socio-economic backgrounds such as families experiencing poverty within the inner city and in contrast more affluent areas where the school attainment is generally higher. Knowledge and Skills of the Health Professional in the Setting The Knowledge and skills discussed in this section relate to the author’s role as a Nursery Nurse within the School Nursing Team and the planning, implementation and follow-up work required for the growth measurements of all eligible Reception and Yr 6 children as required by the Governments National Childhood Measurement Programme (NCMP). The skills required for successful delivery of this program not only depend on accurate weighing and measuring children but several other elements such as engaging with various professionals, inputting data, maximising the effective delivery of the program which is dependent on excellent communication skills, administration management, IT skills and clinical knowledge. These skills are required from the very beginning at the planning stage; high-quality organisational skills are essential when planning and booking in the measurement sessions with the schools. The Nursery Nurse requires good organisational skills as it is her responsibility to organise the logistics of these sessions; by liaising with the School Nurses a timetable is generated to complete the programme over the year, ensuring there is sufficient staff available for each school. Following this, the Nursery Nurse will contact all the Primary Schools to book in the sessions, good communication skills are necessary to request a suitable room to maintain the privacy and dignity of the children and ensure the session creates as little disruption as possible to the educatio n of the children. Generally, the booking is made with either the School Secretary or the Head Teacher who then cascades this information to the relevant teachers and staff. It is crucial to acquire the knowledge and understanding of the NCMP protocol regarding consent and confidentiality. Parents and children are issued with information prior to the session, subsequently the NCMP operate an opt-out basis, and therefore the parents are given the opportunity to withdraw (Department of Health, 2011). The refusal notification is sent to the Child Health Department who then records this on the specific child’s medical record; therefore communication and information sharing skills are essential for this to be implemented successfully. It is paramount to respect the parent’s choice to refuse and ensure that no pressure is placed on the family to participate (Schwab and Gelfman, 2001), by possessing the knowledge of the ethical considerations of children will assist situations where a child decides they would not like to be measured. According to Lord Scarman, children have the right to make their own decisions when they reach sufficient understan ding and intelligence to be capable of making up their own mind (Children’s Legal Centre, 1985). Annual training is mandatory which ensures competency in the accurate measurement of children to obtain reliable results. It is the Nursery Nurses responsibility to supply the relevant equipment to the sessions ensuring that the height measure is complete, clean and in good working order, furthermore the scales are required to be calibrated as required by the trusts policy therefore good time management and organisational skills are beneficial. Upon arrival, the school will direct the team to a suitable area to perform the growth checks and notify the relevant staff members of our arrival. The team normally consists of a School Nurse and two Nursery Nurses, however if the School Nurse has been requested to attend a Safeguarding issue then the Nursery Nurses will complete the task, so having the ability to adapt to different situations is fundamental. Being able to work as part of a team as well as work independently is a major requirement not only to this particular task but working within the School Nursing team in general. Normally the School Nurse will discuss the process with the class teacher and then talk to the children, explaining what will happen and that the measurements will be confidential and not shared with teachers or other children, furthermore any concerns they have will be addressed. However, if the School Nurse is not in attendance the Nursery Nurse will complete this task, therefore excellent verbal and non-verbal communication skills (Philippot, Feldman and Coats, 2003), empathy and an understanding on how to reduce anxiety is imperative to ease any worries or concerns. Knowledge of the health implications from being overweight or obese would be beneficial, furthermore a general knowledge of how to achieve a healthy lifestyle by eating a balanced diet and regular exercise would be necessary to provide advice if requested. Accurate recording of the measurements is paramount and knowledge of the correct procedure for information sharing is imperative. The trust adheres to the Data Protection Act (1998) furthermore to keep up to date with this information and gain the relevant knowledge, Information Governance training is completed annually. Normally the School Nurse will input the information onto each child’s medical record and send the records off to the Child Health Department via secure internal mail, however according to the trusts policy it is compulsory for the information to be inputted within 24 hours after the measurements have been taken. As School Nurses have more medical responsibilities they might ask the Nursery Nurse to complete this task therefore good IT skills to input accurate and concise information is essential as well as the ability to prioritise workload according to the needs of the project are essential. The final component of this process is responding to calls from parents after they have received the results letters from the NCMP department. Excellent communication skills and being able to calm a conversation if the parent gets upset, angry or has taken offense to the information in the letter is vital (Whitaker and Fiore, 2001). Additionally, it is important to understand the implications of different cultures and the impact they may have on diet and size of children. Knowledge of the programs of support available will enable the Nursery Nurse to advise the parents so they can seek the relevant help and support not only for their child but for the whole family. Obtaining this extensive knowledge is fundamental to ensuring that parent’s receives the correct information, help and support to contribute to understanding the necessity of healthy lifestyles for the long-term well-being of their child. Finally, it is important for the Nursery Nurse to refer any concerns or compla ints to the named School Nurse who will then either contact the parent or report the situation to the specific organisation (Lynn, 2010). There is a plethora of professional’s whom the Nursery Nurse may collaborate with throughout the NCMP process, several of which will be liaised with on a regular basis, such as the one’s named above. HHHnnjjjnjnjnslfjfljjjfieiedddeeergggggeeee333e3e3owever, further interagency working may be required to meet the needs of the children and families, these may include Dietician, Paediatrician, Social Workers, Leisure Centre Staff and MoreLife Weight Management staff. Legislation Legislation has the impetus for collaborative working, transformation in the structure and delivery of services for children and young people initiated new alliances between statutory, public and voluntary agencies (Children Act, 2004). There are numerous Government and Local policies stating the importance of implementing interagency, partnership or collaborative working and that practitioners are required to work more closely together and form integrated teams around children and families (Department for Children, School and Families, 2007). The Governments green paper, Every Child Matters (2004) emphasised that for each child to fulfil their potential there must be a greater deal of co-operation, not only between government agencies but schools, GP’s, sports organisations and voluntary sectors. To help meet the Government strategy of multi-agency collaboration, the Common Core of Skills and Knowledge (HM Government, 2006) was introduced to work alongside the Every Child Mat ters agenda. This emphasised six areas of expertise that are expected to be put into practice by all practitioners who work with children and families. Factors that facilitate or hinder collaborative working Collaborative working is a complex and multi-faceted concept, the Latin translation â€Å"together in Labour† signifies that to meet the individual needs of children and families, successful joint working between services in a more streamlined way is required. However, although collaborative working is regarded as desirable, nevertheless, it is difficult to attain. When the NCMP was established in 2005 the PCT set up a NCMP agency to oversee the programme with joint working with the School Nursing service, therefore clarity of the aims and objectives were to be recognised and understood by all parties for this programme to be successful (Denman, 2002). Lack of formal structure and agreed outcomes may cause confusion and can result in blaming others for inaction and lack of progress (Cameron et al, 2009), therefore clarity of roles and expectation were defined by producing a clear and comprehensive policy based upon the shared vision of all organisations (Rushmer and Pallis, 2002). The Children Act (2004) gives all statutory partners wide powers to pool their budgets in pursuit of improved outcomes for children, furthermore sharing resources reduces cost and prevents unnecessary duplication of work (Atwal and Caldwell, 2005). However, time constraints due to other work commitments by the School Nursing team make it difficult to achieve the 85% participation rate (NMCP, 2012) particularly when children are absent and parents or children refuse. This may cause conflict due to NCMP’s ignorance of the School Nursing complex role and other significant priorities such a safeguarding (Department for Children, Schools and Families, 2010). Working in partnership with Schools is essential for the successful delivery of the programme, maintaining high participation rates by pupils and robustness of data (NCMP, 2012). A good system of communication and information sharing is required to book a convenient date and time to complete the measurements which will enable smooth running of the program with little interruption to the teachers or pupils (Integrated Care Network, 2003). Howeve r, when office staff fails to relay this information to the relevant teachers disruption to class activities, failure to provide suitable facilities and time constraints may occur which impact on the quality of service provided to the children. Factors that aid multi-agency working between schools and health services are willingness to work together, acknowledgement of professional differences, mutual respect and sharing a common purpose. Overall, the collaboration between the schools and School Nursing team is extremely good. However, occasionally conflict of interest may occur when teachers see the measurement programme as an interruption to education rather than acknowledging that children’s health status is related to their ability to learn and that children with unmet health needs have difficulties in engaging in the education process (Board et al, 2011). Therefore, creating a common purpose and employing a whole system approach (Miles and Trott, 2011) will facilitate ea rly intervention for childhood obesity will reduce health implications such as diabetes and heart disease, improve self-esteem and enhance well-being which contributes to better educational achievement. Therefore, mutual respect for each profession is paramount for successful collaboration and better outcomes for children. The Child Health Department works closely with the NCMP, School Nursing team, schools, parents and other professional bodies. Their main responsibility during the NCMP process is distribution of information to parents to explain the purpose of the programme and give parents the opportunity to withdraw. This information is recorded onto each child’s medical record and then highlighted on the lists issued to the School Nurses prior to the sessions. If the withdrawal of consent is not forwarded to the School Nurse in time for the session, then errors may occur, leading to legal and ethical issues, therefore to facilitate collaborative working improved communication and improved information sharing is vital for co-ordinating safe provision of care (Samuel, 2011). It is also the responsibility of Child Health to input the data onto each of the children’s medical record, however due to the NCMP agency possessing a different IT systems this task is duplicated therefore integrated services are hindered (Atwal and Caldwell, 2005). Within the School Nursing team roles and responsibilities are established, the School Nurse takes the lead role in the programme, however the Nursery Nurse will ensure that all the necessary equipment and paper work is present, both will perform the accurate weighing and measuring and recording of the data. According to Rushmer and Pallis (2002) positive joint working relies upon the merging of skills, knowledge and expertise from different professional hierarchies and reliance on team members can contribute to positive attitudes to other professionals. Dilemmas arise when there is a shortage of staff due to staff turnover, lack of trained staff to perform the task or competing priorities which may result in poor staff morale and impact on the accuracy of the task (Maguire and Trustcott, 2006). Furthermore, challenges may occur when there are status issues and blurring of professional boundaries, according to Wall (1998) when staff operates outside their area of expertise there will be loss of efficiency. The author recognises her role in the NCMP process; therefore any queries will be referred to the named School Nurse to respond to. Health and Clinical Excellence, NICE (2006) and Cochrane Collaboration (Summerbell et al, 2005) state there is an urgent need for evidence of effective strategies for reducing childhood obesity, therefore annual weighing and measuring data collected can be shared at National and Local levels to analyse the efficacy of the regional weight management programmes to receive continued funding to sustain the initiative to provide better health services for children (NHS Choices, 2012). Parents will be provided with feedback of their child’s weight status from the NCMP, effective information sharing raise awareness of potential associated health risks and provides parents with the opportunity to seek advice and support if they choose to (NCMP, 2012). However, complications arise when policies and guidelines differ; the School Nursing team employ a different guideline to the NCMP resulting in complex telephone conversations regarding the letter sent by the NCMP stating their child is overweight. Subsequently, for competent collaboration to exist, clarity of referral criteria’s is needed to be standardised across boundaries (NICE, 2013). The Laming Report (2009) stated a need for significant shifts in working relationships between schools, health services and parents and engaging with parents to enabling them to feel valued and encourage decision making will engage parent participation which is essential for positive outcomes to be achieved (Every Child Matters, 2004). Parents are important influences on children’s eating and physical activity behaviour (Golan, 2006) therefore collaboration with parents is vital (Whitaker et al, 1997). School based interventions such as MoreLife are effective when the whole family participate, furthermore NICE Clinical guideline 43 (2006) states that school based interventions engage families regardless of socio-economic status, cultural background and ethnicity, this is evident with the number of participants for this weight management programme in this diverse region. In contrast, barriers may occur with the lack of partnership working, power struggles, lack of commitment an d lack of equal representation, these will decrease opportunities for working together, therefore creating a shared responsibility to reduce obesity will increase the health outcomes for children. Multi disciplinary team work will identify children at risk from obesity and promote quicker and easy access to services (ECM, 2004). Additionally, the Common Assessment Framework (CAF) can be shared between practitioners to refer children to appropriate services, promote information sharing and reduce duplication of and streamline assessments (CAF, 2012). However, collaboration with other professionals can be hampered when there are variations in working conditions, such as the School Nursing team and Schools working on term time only contracts. Furthermore many GP’s and Paediatricians have a professional hierarchy and delegate work to other agencies which in turn may have an effect on job satisfaction. Conversely, working with other professionals can be rewarding, stimulating, improve working relationships and increase knowledge and understanding of specialist practitioners.

Predictors Of Malaria Parasite Prevalence Health Essay

Recent advancement in malaria control such as increased handiness and coverage of several intercessions, including insecticide-treated bed cyberspaces ( ITNs ) , effectual instance direction with Artemisinin-based combination therapy, indoor residuary crop-dusting of families, and intermittent preventative intervention IPT for pregnant adult females, is thought to hold reduced disease load. Targets have been set by the United Nations, the World Health Organization ( WHO ) and the Roll Back Malaria Partnership to increase coverage of control steps, cut down the figure of malaria instances and deceases by 75 % or more by 2015, and extinguish malaria in several states ( 2,4 ) . With expanded malaria control plans, several states in Africa have documented big and sustained lessenings in the load of disease ( 2 ) . In parts that have achieved low degrees of transmittal, farther malaria control and riddance will necessitate that intercessions are non merely incorporated into national contr ol plans and accepted and used by persons, but that symptomatic- and asymptomatic-infected individuals, particularly under 5 kids be identified and treated. Zambia is one of 11 states in sub-Saharan Africa that achieved a greater than 50 % decrease in the figure of malaria instances between 2000 and 2009 ( 2 ) . The prevalence of parasitemia in kids younger than five old ages of age decreased by 53 % between the malaria index studies in 2006 and 2008, except for Northern Province which is still demoing high malaria parasitaemia figures in under 5s of ( 6 ) . Among kids who are feverish, the proportion with the malaria parasites in their blood may transcend 50 % ( 1 ) while family studies among seemingly healthy kids have reported parasitemia degrees of between 10- 30 % ( 7 ) .This has deduction for diagnosing and instance direction, as undue trust on febrility and organic structure temperature lift as opposed to parasitaemia may overlook many instances of malaria which can do desperate wellness effects for the kid ( 9 ) .Apparently healthy kids in malaria endemic parts may harbour the parasite in their blood and these kids may still endure the long term sequalae of the disease such as cognitive damage and acrobatics ( 8 ) ( 9 ) . In add-on to its utility as grounds base for intervention, finding malaria parasitemia in under 5s is besides a step of malaria endemicity ( 10 ) . For these grounds it is of import to find the degree of parasitemia in any vicinity. In Zambia, malaria parasitaemia in kids under five fell from 22 % in 2006 to 10 % in 2008, but so increased once more to 17 % in 2010. The prevalence of terrible anaemia ( Hb & A ; lt ; 8g/dl ) in kids under five declined from 14 % ( 2006 ) to 4.3 % ( 2008 ) , but so up swinged once more to 9.2 % ( 2010 ) . The account for this upswing in malaria prevalence and anaemia is non clear ( Zambia National Malaria Indictor Survey 2010 ) . Furthermore, Mpika territory in Northern Province has a revealing image, showed a drastic addition from 12 % 2008 to 23.6 % 2010 in prevalence of malaria parasitaemia in kids under five ( 5 ) The load of malaria differs among different sections of the community. For case the frequence of febrility episodes and the prevalence of parasitemia vary between rural and urban countries ( 8 ) .This has been related to differences in community patterns. Whereas in urban centres, episodes of febrility are likely to be reported to public wellness Centres for intervention, in rural countries interventions are started with traditional redresss at place and wellness centres are merely consulted when the traditional redresss fail ( 9, 10 ) .Also poorness is an of import factor in malaria and the rural hapless are more likely to be nescient of preventative steps, less likely to entree prompt intervention and their kids are more likely to be ill nourished. In add-on, engendering sites for the mosquito vector are more abundant in the rural countries increasing the strength of transmittal ( 11 ) . The possible part of KAP surveies to malaria research and control has non received much attending in most Southern African states ( 12 ) . In Northern Province of Zambia, this is the first survey that will transport out to supply baseline informations about malaria related cognition, attitude and patterns among primary health professionals. Although many surveies in Tanzania and other African states have linked socio-economic and behavioural factors, community cognition, attitudes and patterns with malaria ( 13-19 ) , fewer surveies have been able to set up such a nexus between these factors and malaria epidemics. An apprehension of cognition, attitudes and patterns among primary health professionals and designation of the chief factors that influences malaria intervention and protective behaviors during epidemics is hence of import in the design and execution of appropriate malaria epidemic control schemes. Despite good cognition about malaria transmittal, marks and symptoms, interv ention and control in some surveies, this survey purpose to uncover grounds of cognition spreads about malaria by some primary health professionals in rural Mpika. A KAP survey done in Tanzania, some respondents reported that malaria is transmitted through imbibing contaminated/unboiled H2O, remaining in the Sun and working in rain. It is really surprising that in this survey and others in malaria endemic states, a important proportion of respondents associated malaria with imbibing contaminated H2O or other wrong causes. An even higher per centum of respondents gave the same responses in a survey conducted in Uganda ( 20 ) and in another similar survey in Zimbabwe ( 18 ) . Similar responses were besides reported in rural countries of West Africa ( 21-22 ) . Further, in line with two surveies in West Africa ( 20-22 ) , there was besides a failure by most respondents in Muleba territory to tie in anemia and icterus with malaria which in bend could take to failure to acknowledge malar ia instances and hence failure to seek appropriate wellness attention. With respects to steps to forestall malaria, there were perceptual experiences that ITNs are harmful to the wellness of users and more peculiarly to pregnant female parents ( 22 ) . Evidence of cognition spreads on malaria has been reported by other surveies. Winch and his co-workers found that people in Bagamoyo territory in Tanzania failed to tie in terrible malaria ( paroxysms ) in kids, terrible anemia and malaria in gestation with malaria which in bend lead to people ‘s failure to admit the full load and therefore public wellness importance of the disease in the country ( 24 ) . The cognition spreads revealed in this survey hence indicates that some people might hold opted for unsound steps of malaria control and protection and therefore contributed to the increased figure of malaria instances observed during the epidemic. In decision, these findings show that in order to accomplish the needed degrees of acceptance of malaria control measures, more accent should be placed on planing and execution of effectual wellness instruction intercessions that will turn to cognition spreads on malaria among communities and finally among primary health professionals of kids under 5 old ages of age.

Funny St. Patricks Day Sayings and Quotes

The Irish are famous for two things. One, they can drink like a fish and keep the spirit flowing. Two, they know how to take a joke. The Irish also love to joke, especially about themselves. They dont care about political correctness and other such mumbo-jumbo. For them, a below-the-belt barb is an expression of endearment. The Irish are also noted for their tremendous sense of humor. Their quick-wittedness is evident in these Irish sayings and quotes. Some famous witty Irishmen like Oscar Wilde, George Bernard Shaw, Conan OBrien and F. Scott Fitzgerald have achieved global fame for their extraordinary wit and wisdom. Their words reveal their brilliant imagination. Embrace Irish humor on St. Patricks Day. The Irish love their culture, history, and traditions. They love cracking jokes and drinking beer (like Guinness) and Irish whiskey (like Jamesons or Bushmills).  However, if you dont have an appetite for insults, watch out for their sharp tongue -- the Irish spare no one in their quick comebacks. If you are celebrating St. Patricks Day, arm yourself with witticisms to level the playing field. Quotes About The Irish Sidney LittlewoodThe Irish dont know what they want and are prepared to fight to the death to get it. Oliver HerfordThe Irish gave the bagpipes to the Scots as a joke, but the Scots havent seen the joke yet. Winston ChurchillWe have always found the Irish a bit odd. They refuse to be English. John Pentland MahaffyIn Ireland, the inevitable never happens and the unexpected constantly occurs. Irish BlessingMay God bless and keep in good health your enemies enemies. Brendan BehanIf it was raining soup, the Irish would go out with forks. Ann KennedyThe one thing us Irish have is the ability to laugh at ourselves. God bless us all. Stephen ColbertThe shamrock is a religious symbol. St. Patrick said the leaves represented the trinity: the Father, the son and the holy spirit. Thats why four-leaf clovers are so lucky; you get a bonus Jesus. Ralph Wiggum, The SimpsonsAnd thats where I saw the leprechaun. He told me to burn things! Margot Leitman, Lewis Blacks Root of All EvilSt. Patricks Day is a holy day for Roman Catholics in Ireland to pray and a day for drunk people to vomit with their pants down in New Jersey. Jon StewartMaking it [St. Patricks Day] a great day for the Irish, but just an OK day if youre looking for a quiet tavern to talk, read or have a white wine spritzer. Jimmy FallonAnd on me final night, I got as lucky as a clover, I met a purdy lassie, drunk enough to come on over. Steven, BraveheartIn order to find his equal, an Irishman is forced to converse with the Almighty. Laura KightlingerIts a big deal about whether or not gays can march in the St. Patricks Day parade, and I have to say that on some level I kind of see their point. Because when you think about it, it is a real macho heterosexual event. Bunch of guys in short skirts on a cart made of rose pedals sharing a bagpipe. Thats not for sissies. Jay LenoThis is St. Patricks Day in Los Angeles, Luck O The Irish Recipes. Delicious Irish guacamole. Corned beef and guacamole. Irish SayingIf youre enough lucky to be Irish, youre lucky enough! Ellen DeGeneresThe legend goes that St. Patrick drove the snakes out of Ireland. I was thinking ... that must be hard to put all the tiny seatbelts on all the snakes. Conan OBrienSt.Patricks Day is named for St. Patrick, the first guy to feed Guinness to a snake. Lewis BlackWhos this Patrick anyway? The patron saint of liquor distributors? Heres the real truth, he didnt get rid of snakes in Ireland. He just got rid of the ones he was seeing. Sean MoreyI come from an Irish family. St. Patricks Day was our big holiday. The night before wed hang up our stockings and in the morning theyd be full of beer.