Shaalan V. Jerden Breif Summary †Tort Law Research Paper (300 Level Course)

Shaalan V. Jerden Breif Summary – Tort Law Research Paper (300 Level Course) Free Online Research Papers Shaalan V. Jerden Breif Summary- Tort Law Research Paper (300 Level Course) Shaalan V. Jerden, 713 NE2d 896 Ind. App. (1999) Facts: Rita Wanstrath Jerden gave birth to a son, A.K.S., on January 31, 1992. The next day Rita and Shaalan executed a paternity affidavit. They never wed, but Shaalan lived with Rita and the child or had frequent contact through March 1994. Shaalan paid for four months of day care while Rita provided financial support. Shaalan moved to Maryland in June 1994, but maintained contact with A.K.S. through phone calls and letters for over one year. Shaalan visited A.K.S. in August 1994, and also took him on a vacation in 1994. Beginning in 1996, Rita refused to read letters to the child and returned the letters to Shaalan. Shaalan returned to Indiana briefly in May 1997 and attempted to see the child but a meeting could not be arranged. Rita then married William Jerden on April 12, 1997 and on May 6, 1997, Jerden filed a petition to adopt A.K.S. and Rita consented to the adoption. The petition was granted and finalized on September 23, 1997. Shaalan was informed of the adoption on October 6, 1997. On December 10, 1997, Shaalan filed a putative father registration form with the Indiana State Department of Heath. Procedural History: The trial court held a hearing on October 14, 1998, and on November 12, 1998, issued its findings of fact and conclusions of law denying Shaalan’s motion to reopen judgment and set aside Decree of adoption. Shaalan then appeals. Issue(s): I. Whether the trial court erred by finding that Shaalan was not entitled to notice of the petition for adoption of A.K.S., due to Shaalan’s failure to register with the putative father registry. II. Whether the trial court erred by finding that Shaalan’s consent to the adoption of A.K.S. was not required. Holding: (1) Paternity affiant was entitled to notice of adoption, but (2) affiant’s consent to adoption was not required, based on his failure to support child. Rational: (1) Shaalan was not a putative father required to register with the putative father registry because he had executed a paternity affidavit the day after A.K.S. was born and was acknowledged by both Shaalan and Rita thus, the trial court erred by finding that his failure to register forfeited his right to notice of the adoption. (2) Under Ind. Code 31-19-9-8 provides in part that: A parent of a child in the custody of another person if for a period of at least one year the parent: (a). fails without justifiable cause to communicate significantly with the child when able to do so or (b) knowingly fails to provide for the care and support of the child when able to do so as required in law or judicial decree. There was evidence that supports that Shaalan did make attempts to maintain contact with A.K.S., but Rita refused to let him communicate with his son. However, Shaalan himself testified that he had not provided any support for A.K.S since Shaalan moved to Maryland in 1994 . Even though Rita and Shaalan did not have an order requiring him to pay support, the court stated that â€Å"fathers have a common law duty to support their children which exists apart form any court order or statute.† Research Papers on Shaalan V. Jerden Breif Summary - Tort Law Research Paper (300 Level Course)Personal Experience with Teen PregnancyEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoAnalysis of Ebay Expanding into AsiaBook Review on The Autobiography of Malcolm XThe Relationship Between Delinquency and Drug UseThe Project Managment Office SystemAnalysis Of A Cosmetics AdvertisementCapital PunishmentRiordan Manufacturing Production Plan

Satire, Parody, and other Forms of Ridicule

Satire, Parody, and other Forms of Ridicule Satire, Parody, and other Forms of Ridicule Satire, Parody, and other Forms of Ridicule By Maeve Maddox Writers have been raising laughs by ridiculing people and human behavior since at least the time of the Greek dramatists. Here are some terms to describe types of ridicule intended to make us laugh and, maybe, think. satire (n.) This broad term applies to literature that blends criticism, wit, and ironic humor with the aim of ridiculing or rebuking someone or something. The target of satire can be person or thing. Jonathan Swifts savage essay A Modest Proposal targets the Irish landowning system. In our own time the government and individual politicians are favorite targets of satire. The verb is satirize. parody (n.) A parody is the imitation of a created work. Originally the word referred to a written work, but now it can also apply to graphic art or music. A parody is not necessarily intended to ridicule, but it often does. Mel Brookss SpaceBalls is a parody of George Lucass StarWars. Stephen Colberts TV persona is a parody of an ultra-conservative talk show pundit like Bill OReilly. Alexander Popes The Rape of the Lock is a parody of a Homeric epic. Artist Michael Ian Weinfeld has created a parody of the famous Obama Hope poster: the Pope poster. Pianist Victor Borge made audiences laugh with parodies of the classics. Similar to a parody is a travesty. I think of the difference in that the parody is intentionally silly while the travesty is unintentionally so. The Pyramus and Thisbe play in A Midsummer Nights Dream is intended by Peter Quince and the other workmen to be serious, but their lack of acting skill makes it funny. caricature We usually think of a caricature as a drawing, but the word can also refer to written descriptions that exaggerate the peculiarities of the person being ridiculed. Tina Feys impressions of Sarah Palin were caricatures. Cartoons of Walter Mathau exaggerate the size of his nose. Bobble-heads of celebrities are caricatures. lampoon A lampoon is a virulent attack on an individual. It can be written, or in the form of a drawing. In the early years of the United States, political lampoons were both common and vicious. Our own political cartoons can be seen as lampoons. The word is more frequently used as a verb nowadays, often preceded in its past participle form by the modifier unmercifully. burlesque The word burlesque has various meanings, one of which is a strip-tease show. In the context of satire, however, a burlesque is an outrageous imitation of something that is supposed to be taken seriously. Peter Schickeles P.D.Q. Bach inventions are examples of musical burlesque. spoof, take-off, send-up -all informal words for parody Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Wether, Weather, WhetherPeace of Mind and A Piece of One's MindGrammatical Case in English

You will be analyzing the lateral pass in rugby and the spike in Lab Report

You will be analyzing the lateral pass in rugby and the spike in volleyball - Lab Report Example The environment does not, therefore, affect the skills and movements are based on a set of patterns. In addition, the performer is conversant with what exactly he or she is doing and when. On the other hand, spiking in volleyball is based on an open skill classification. This is because when the environment changes constantly during the game, one has to continually adapt the movements. Skills such as a lateral pass in rugby are externally paced and predominantly perceptual. On the other hand, closed skills take place in a predictable as well as a stable environment (Payton 36). The overall performance objective is the ultimate goal that must be achieved with any kind of sports by the respective players. The Overall Performance objective for a lateral pass in Rugby is an accurate projection with speed, while that of spike in volleyball is a projection with accuracy (Ashby and Heegaard 289). a) To describe body segment motions in the rugby lateral pass, there is a lever action in the elbow and a wheel-axle movement on the shoulder. On the other hand, the spike in volleyball, there are 2 wheel-axle movements, in the shoulder and in the wrist, while a lever motion takes place on the elbow (Payton 76). b) In rugby lateral pass the sequence is transverse flexion at the shoulder, elbow extension, and wrist extension. The starting position is when the player is holding on to the ball and has squared his shoulders towards his ankles. On the other hand, the Volleyball spike-analysis of body segment movements is complex. These movements involve the take off phase as well as coordination aspects during flight phase. The most commonly preferred spike position is position four against diagonal spikes. The flight angle of the ball is also considered while the jump height is essential for the success in volleyball spikes. In addition, body segments contribute in a sequential manner from proximal towards distal in order to increase the

Identify and analyse the skills and knowledge needed for effective Essay

Identify and analyse the skills and knowledge needed for effective management within the Cultural Sector - Essay Example Researchers have rightly pointed out that some forms of art take priority in every age and the objectives served by art will keep changing with the changed meanings and aspirations related with them. Given that the arts have been created, managed and distributed in varied ways in different times, it is logical to assume that the skills and management systems required for managing the sector also need to be changed and facilitated with the acquirement of new skills and competency levels. This paper will identify and analyze the skills and knowledge needed for effective management within the cultural sector. It is important to understand the main concerns of managers in the cultural sector in terms of the worth that is carried about cultural services and artistic goods. The issues arise whether these managers have to realize their own cultural or artistic aspirations, whether they are prepared to convert dreams into reality and whether they have the ability and competence levels and skills to make such achievements. It is considered by experts that in view of the nature of their work, managers and supervisors working in the cultural sector do have a genuine desire to create a better cultural experience in society. They are mostly committed to cultural work and the outcomes and to the effects and values of culture in society. Cultural leadership concerns doing the right things, but it is unfortunate that most managers in such establishments are unable to fulfill their aspirations in view of the shortcomings relative to having inadequate knowledge about the actual aspects of the productio n of art and cultural programs. There is a major misunderstanding amongst management leaders in the cultural sector as they focus their efforts mostly on marketing the cultural productions to create huge events, instead of organizing more accessible programs to allow

Basic Practices Essay Example for Free

Basic Practices Essay Their basic practices consist of what they call the Five Pillars and the Jihad. The Five Pillars of Islam are: Beliefs and witness; Daily prayers; Zakat; Fasting; and Hajj. Beliefs and witness Every Muslim, without resorting to the use of force or intimidation, are obliged to spread the words of Islam so that other people may know about it, understand it, and use the knowledge to guide them in choosing their faith. They are convinced that once non-Muslims acquire enough knowledge, they would voluntarily embrace Islam (Fisher, 2005). Daily Prayers Prayers should be recited five times a day while facing the direction of Mecca. It is believed that requiring every Muslim to face Mecca symbolizes unity among the devotees of Islam around the world, while the daily prayer emphasizes Islam’s teaching that every Muslim should remember God everyday of his or her life (Fisher, 2005). Their daily prayer is called salat and consists of the Fajr, or the morning prayer; the Zuhr, or the noon prayer; the ‘Asr, or the afternoon prayer; the Maghrib which is the sunset prayer; and the Isha, or the night prayer which is said at night just before going to bed (Robinson, 2007). Zakat Zakat, the third pillar, means â€Å"spiritual tithing and almsgiving. † Muslims are enjoined to help the poor by donating part of their annual income to charities of their choice at the end of each year. The Kingdom of Saudi Arabia, for example, channels its contribution through the Islamic Relief Organization which aids people around the world regardless of their religion. Other Muslims could give their contribution to their local mosques (Fisher, 2005). Fasting Every year, the first Qur’anic revelation is celebrated with a month-long fasting called Ramadan. All able Muslims are required to abstain from â€Å"food, drink, sexual intercourse, and smoking† from dawn to dusk. Although fasting during Ramadan is an obligation, fasting, per se, is advised from time to time because it provides an individual with â€Å"a Transparent Soul to Transcend, a Clear Mind to think and a Light Body to move and act† (Fisher, 2005). Ramadan is considered as their holiest period which every Muslim who is over 12 years old is expected to observe. However, a Muslim could be excused from observing Ramadan because of reasons of health. This was expressly provided for in chapter 2, verses 183 and 185 of the Qur’an, viz: O ye who believe! Fasting is prescribed to you as it was prescribed to those before you, that ye may (learn) self-restraint Ramadan is the (month) in which was sent down the Quran, as a guide to mankind, also clear (Signs) for guidance and judgment (between right and wrong). So every one of you who is present (at his home) during that month should spend it in fasting (Robinson, 2007). Hajj The last Pillar – the Hajj – is a pilgrimage which every Muslim is expected make provided that he or she is financially and physically capable. It should be done even only once during his or her lifetime to honor Allah. Their pilgrimage destination is Mecca, where their holiest sanctuary, the Ka’bah, was built by Abraham with the help of his son Isaiah (Fisher, 2005). The Hajj was described by the Council of Islamic Education as consisting of several ceremonies, meant to symbolize the essential concepts of the Islamic faith, and to commemorate the trials of prophet Abraham and his family Prophet Muhammad had said that a person who performs Hajj properly will return as a newly born baby [free of all sins]. The pilgrimage also enables Muslims from all around the world, of different colors, languages, races, and ethnicities, to come together in a spirit of universal brotherhood and sisterhood to worship the One God together (Robinson, 2007). Jihad Jihad means struggle. It is often misinterpreted by non-Muslims because it has often been portrayed by the media in the west as another term for a â€Å"holy war† which is waged by Muslims against non-Muslims. However, for Muslims, Jihad is actually a personal struggle to excel in one’s work or achieve a noble objective. It also means a Muslim’s struggle for â€Å"self-purification† (Robinson, 2007). Impact of Muhammad’s life on Islam The birth, life, and death of Muhammad impacted the world of Islam differently. His birth in 570 CE signaled the resurgence of the religion which had already sank into obscurity for centuries because the people of Meca rejected the monotheistic religion preached by Abraham. His life as a preacher which began three years after the start of the revelations resulted to a rejuvenated Muslim world. The flight of the Muslims to Medina (or the hijrah) which he orchestrated in order for them to escape persecution from the hands of the Qurayshites of Mecca was what strengthened Islam as soon as they had settled in Medina. Their newfound strength later enabled them to raise a strong army to recapture Mecca from the hands of the Qurayshites. However, while he re-established Mecca as the holy sanctuary of Islam, Muhammad himself chose to live in Medina (Fisher, 2005). While his birth signaled the rebirth of Islam and his life rejuvenated their religion, his death in 632 CE in Medina rocked the Muslim world. It caused a serious split among the followers of Islam. The Shi’a and Sunni Muslims became irreconcilably separated because of the issue of succession after Muhammad died. Most of the surviving Muslims believed that although Muhammad was able to leave explicit instructions telling his followers what to do after his death, they contended that he failed to anoint his successor. Thus, for the said majority, the issue of who should succeed Muhammad became an issue which should be settled satisfactorily in order to prevent dissension among the Muslims. After only discussing the problem briefly, they decided to settle the issue of succession by election. Unfortunately, the minority group insisted that it was not true that Muhammad failed to name his successor. They declared that several weeks before he died, Muhammad held the hand of his son-in-law, Ali, and uttered the following words: â€Å"Whoever I protect, ‘Ali is also his protector. O God, be a friend to whoever is his friend and an enemy to whoever is his enemy† (Fisher. 2005). The issue of succession was ultimately decided according to the wishes of the majority – by election – but the two factions have never reconciled up to this day. The Shi’a Muslims now form the majority faction in Iran, while the Sunnis are the majority in â€Å"Saudi Arabia, Egypt, Turkey, northern African countries, Pakistan, Afghanistan, Central Asian countries of the former Soviet Union, and Indonesia† (Fisher, 2005). The minority, the Shi’a Muslims or the Shi’ites, interprets the Qur’an strictly and adheres rather closely to the teachings embodies in the Qur’an. The Sunnis, or the majority, constitutes almost 90% of all Muslims who are considered traditionalists and secular. Because of their secularity, they are more adaptable than the Shi’ites (Robinson, 2007).

School to Work after the School to Work Opportunities Act :: School Work Opportunities Act Essays

School to Work after the School to Work Opportunities Act In July 1994, Congress passed the School to Work Opportunities Act (STWOA), allocating funds to establish statewide partnerships designed to prepare students with knowledge and skills required for employment in the workplace. Recent reports show that STW has varied considerably across these partnerships, resulting in differing views on the viability of its programs. Now that federal funding from STWOA has ended, what is the aftermath? What are the chances for sustaining STW now that funding has ceased? To what extent have STW efforts been institutionalized and supported by local business? How do the perceptions and commitment of teachers, educators, students and parents influence the self-sustaining future of school to work (STW)? This Myths and Realities looks at the issues as they apply to life after STWOA. State Policies and Funding Strategies Ensure that STW Programs Are Sustained There is no doubt that state policy to advance activities started under the federal grant will be a major factor in the sustainability of STW (Miller and Fleegler 2000). Already, some states have taken the initiative for bringing higher standards to education by offering incentives for business to participate in STW programs. In Colorado, for example, the General Assembly passed a law in 1997 giving businesses a 10 percent tax credit for participating in its School-to-Career program (Eslinger 1998). In Connecticut, efforts to sustain STW have involved the hiring of an STW coordinator whose main responsibility is to focus on community outreach (Cutshall 2001c). Commitment is the key where state policy is involved. Alan Hershey, a senior fellow with Mathematica Policy Research Inc. in Princeton, New Jersey, has evaluated the progress of STW for the U.S. Department of Education. He predicted that unless states are actively committed to STW, the partnerships established through the STWOA would dissolve once federal funding ceases. States such as Michigan and Wisconsin will likely fund or find ways to use employment and training and technical education dollars to fund STW activities because they are committed to STW, as evidenced by their record (Kiser 1999). In Wisconsin, "85% of the school districts receive STW funds and 93% of high schools are involved in STW" (Hettinger 1998, p. 23). When states are as heavily committed to the tenets of STW as these two states, they are likely to find other funding sources to continue their STW programs (Hettinger 1998). Not all states, however, have been able to muster enthusiasm for STW.

Lord of the Flies Text Response Essay

In Lord of the Flies, William Golding presents a harsh yet realistic view of the individual, namely that within each person there is a struggle between right and wrong. Initially the boys listen to their consciences and act according to the rules they were taught during their upbringing. They set rules, allocate jobs, and democratically elect a leader just like in today’s society. As time goes by, boys such as the elected leader Ralph, the rational Piggy and the kind Simon manage to remain disciplined, but others indulge and let their morals decay little by little, particularly the proud Jack and his group of hunters who are ambitious and only thrive from mutilated power. In today’s disciplined and efficient society, there are laws that we all have to abide by. When Ralph blew the delicate, white conch everyone followed and listened. The conch represented power, order and law and with that in his hand, Ralph was elected leader. Ralph with the help of Piggy and his glasses which signified knowledge and insight were able to govern the island and the small group of troubled individuals for a short while. They kept the fire going, built shelters, hunted for food and collected water, the basic requirements needed for humans to survive. They built an efficient monarchy that was sustainable but only by the collected help of everyone on the island could they keep this sustainable way of life going. We all fight for something we really want, whether we are fighting for the title to be the school leader, or to be the president of the United States. In the novel Lord of the Flies, Jack was a follower, Ralph was elected leader and he was compliant with that decision. He was ambitious and selfish, all he wanted was power for himself and if he couldn’t achieve that, he was willing to take it by force. He had himself war painted and that revealed his true inner self, a savage. Once a person has given up hope of getting something morally, he turns to other approaches. After Piggy’s glasses were broken, all knowledge and insight was lost and hell broke loose. In Lord of the Flies William Golding conducts a sociological thought experiment. He takes a group of young boys and places them on a deserted island and asks what will the result be, a utopia or a dystopia? His answer is the latter. His reason is man himself. â€Å"Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of the true, wise friend called Piggy† Innocence is not stripped, it is surrendered, Lord of the flies is an allegory for society at large.

Pirandello: Six Characters in Search of an Author Essay

A theatre company is preparing to rehearse one of Pirandello’s plays, â€Å"which no one understood when it was written and which makes even less sense today† (Director, I). Before they are able to begin, however, the Characters enter and explain who they are, and that the author that created them had not been able to finish their play, and that they were in search of someone who would help them by finishing the job. The director agrees, and the characters tell their story, demonstrating scenes that were to be played. Not long after the first scene is played, it appears that there is some disagreement between the Characters and the Company, regarding the direction that the scenes should take. The Characters argue that they way that the Company play their roles is not â€Å"real† enough, not â€Å"true† enough. Contrariwise, the Director argues that some license must be allowed for the physical and temporal restrictions that stage production puts on their â€Å"reality.† The Characters insist on continuing their demonstration, culminating in the suicide of the Boy. The Company is horrified, some believing the child to be truly dead, others insisting that it was a trick. The Father replies to their questions with â€Å"What do you mean, a trick? It is reality, reality, ladies and gentlemen! Reality!† (Father, III). The Director, horrified and confused, calls for lights. When the lights have come up, the Characters are gone. Exasperated, the Director cries, â€Å"They’ve cost me a whole day of rehearsal!† DRAMATIC ELEMENTS: Point of Inciting Interest: The Characters appear during rehearsal and reveal that they are seeking someone to tell their story. The director agrees to help. Major Crises: *The Director realizes that the Characters are not actors looking to rehearse, and that they expect him to serve as their author and write their play. After some discussion with the Father, he agrees to continue. *At several points during the play, the Director is confronted with situations in which the Characters are unhappy with the scenery or the look or performance of the actors, or the direction that the Director is giving. Each time, there ensues a discussion on the â€Å"reality† of what the Company is portraying, versus the reality of the Characters’ story. Each time, the Characters eventually decide, reluctantly, to accept a less-than-perfect portrayal of their story. These crises have been condensed into one bullet point for conciseness. Climax: The Boy, demonstrating the final scene, shoots himself and dies. Denouement: The Company is horrified. The Father explains to them simply that this is â€Å"reality, ladies and gentlemen!† The Director calls for lights and finds the Characters have gone. He then cancels the remaining rehearsal time and exits. REACTION/ANALYSIS: Pirandello takes on quite a challenging question in Six Characters. This question, of how reality can be defined, goes all the way back to Plato,  with his Allegory of the Cave. While Pirandello does not answer that question, perhaps an ultimate answer is impossible to conceive, he does take it to a different level, and leaves the audience thinking. This universal question, in Six Characters, takes on a great depth. We, the audience, are presented with two realities, and are asked to define which is more â€Å"real† of the two. On one side, we have the Company, composed of â€Å"real† people who create â€Å"fabricated† stories through their work on the stage. However, Pirandello gives them absolutely no depth. It is clear that they are merely vessels for portraying this â€Å"fiction,† creating real stories in their shows, but they seem to have no â€Å"real† stories of their own. Contrariwise, the Characters, who are not â€Å"real† people, i.e. they have been â€Å"created† by some unknown Author; have a story, a life, that is much more â€Å"real† than those of the Company. Conflict ensues when the â€Å"reality† that is created by the Company does not acceptably conform to the exacting standards of the Characters. The problem is that the Company must conform to the physical and temporal limitations inherent in stage productions, and sometimes they do not fully grasp the nature of the Character that they are portraying. This bothers the Characters, as they feel that it affects the â€Å"reality† of their story, to have it altered. â€Å"But that’s not the way it really happened,† seems to be their continual complaint. The question that Pirandello presents to us, and leaves us to ponder at the end of the play, is: â€Å"Which is more real, the â€Å"true† reality of the â€Å"fictional† Characters, or the â€Å"fictional† reality of the â€Å"real† Company? Being a non-dualist, I would personally argue that they are both real, however that is only my opinion. One final item that I will present for consideration is the religious connotation of the creator-deity figure, the Author. It is interesting to note, than when the Author of the Characters’ work is referred to, it is always Author, not author. The Characters are searching for an author to help them bring to life the story that was created by the Author. Perhaps Pirandello is drawing a subtle connection between the Characters’ quest, and our own search for â€Å"truth.† In the end of the play, the Characters vanish after completing their demonstration.  Through their quest for self-definition, the Characters actually achieve self-definition. Perhaps Pirandello is trying to say that, in a circular fashion, it is our human quest to define ourselves that, in the end, defines us.

Bohr Atom Energy Change Example Problem

Bohr Atom Energy Change Example Problem This example problem demonstrates how to find the energy change that corresponds to a change between energy levels of a Bohr atom. According to the Bohr model, an atom consists of a small positive charged nucleus that is orbited by negatively charged electrons. The energy of an electrons orbit is determined by the size of the orbit, with the lowest energy found in the smallest, innermost orbit. When an electron moves from one orbit to another, energy is absorbed or released. The Rydberg formula is used to find the atom energy change. Most Bohr atom problems deal with hydrogen because it is the simplest atom and the easiest to use for calculations. Bohr Atom Problem What is the energy change when an electron drops from the n3 energy state to the 1 energy state in a hydrogen atom? Solution: E hÃŽ ½ hc/ÃŽ » According tothe Rydberg Formula 1/ÃŽ » R(Z2/n2) whereR 1.097 x 107  m-1Z   Atomic number  of the atom (Z1 for hydrogen) Combine These Formulas E hcR(Z2/n2)h 6.626 x 10-34  J ·sc 3 x 108  m/secR 1.097 x 107  m-1hcR 6.626 x 10-34  J ·s x 3 x 108  m/sec x 1.097 x 107  m-1hcR 2.18 x 10-18  JE 2.18 x 10-18  J(Z2/n2)En3E 2.18 x 10-18  J(12/32)E 2.18 x 10-18  J(1/9)E 2.42 x 10-19  JEn1E 2.18 x 10-18  J(12/12)E 2.18 x 10-18  JΔE En3  - En1ΔE 2.42 x 10-19  J - 2.18 x 10-18  JΔE -1.938 x 10-18  J Answer The energy change when an electron in the n3 energy state to the n1 energy state of a hydrogen atom is -1.938 x 10-18  J.

Crafting the Argument Essay from Beginning to End

Crafting the Argument Essay from Beginning to End Crafting the Argument Essay from Beginning to End Argument essays require more than research and writing skills to be effective. You need to be able to collect information, analyze the information for the argument, and form an argument based on research. To write an argument essay, you need to create an evidence based position on the argument and be able to write it clearly to convince the audience of your side. You need to make sure you follow the steps of essay writing by brainstorm, prewriting, outlining, rough draft, and revision. With an argument essay, you have additional steps to gathering evidence to support your position, creating your position on the argument, and disputing the other side of the argument. Start off strong The start of your essay, or your introduction, needs to be informing and attention grabbing. Essays need strong statements at the beginning in order to catch the readers attention. These strong statements are known as hooks. Hooks sound like their job, because their function is to draw in the reader. These openers need to be exciting and informing. Background information of your problem is need to help your reader understand the problem and why it is important. Any type of essays need a thesis statement. Thesis statement presents your position in an argument paper. Planning to stay focused Essays need to be planned to stay on point and not get off topic. Outlines can be a good way to help you focus on your argument and to cover your position completely. A good argument has three or more strongly developed claims. Claims are statements you make to support your argument. Each claim needs to be backed up by evidence. Evidence can be found in the books and articles where you find your support for your position. The other side of the argument A strong argument addresses the other side of the argument. You have to be able to address their position and show that it is wrong. The best argument is what that is proven by your evidence it is right and the other side is proven to by wrong. Finish strong Now you have opened your argument, proven your argument, and disproven the other argument then the next step is to finish your essay strong. You need to restate the importance of your issue, not just the issue. Tell your audience why they need to take action. Explain to them what the world is like if they do not take action. Essays need good closure in order to end your argument well. If these steps are overwhelming to you, you can always reach out to Master Essays. We have a number of services to help you along the way and can be reached at 1-800-573-0840.

ABC hospital Essay Example | Topics and Well Written Essays - 1000 words

ABC hospital - Essay Example Therefore, recruitment of nurses has become a tedious activity. ABC hospital is experiencing a similar situation where it is in shortage of nurses. So the company needs to employ a better strategy for the recruitment and retention of the nurses in their hospital. Registered nurses are available not only from the US but also from other countries. The first strategy should be taken up is to rely on recruitment agencies. It should open up direct offices in those countries where a great pool of prospective registered nurses are available. The office can be for short term or long term depending upon the requirements. ABC should portray a better picture about them through their agencies. Otherwise there are chances for the prospective candidates to choose another organization. The recruited nurses and already working nurses can be used as referrals. They may be asked to refer to whom they knows. In this way more and more pool of candidates can be made available. The nurses may be remunerat ed in a reasonable amount for referring the candidates. "Ask your top nurses individually to increase their referrals (give them a target of five a month). Ask them to refer their "mentees," friends, and former colleagues." (Sullivan, 2001). Retention of Nurses: Retention of nurses is one of the issues faced by the hospital. The process of retention is more complex than recruitment. Since there are sufficient opportunities for registered nurses in the job market they don’t mind quitting from an organization. ... Timely redressing of grievances is the primary strategy to be employed by the hospital to retain the nurses. "It's a complex process, requiring in-depth knowledge of the needs and wants of the nursing staff and lots of creativity. "You have to know what motivates nurses to stay," says Pamela Thompson, CEO of the American Organization of Nurse Executives." (Runy, 2001). Therefore, the management should first of all identify what the requirements of the nurses are. Proper examination of the working conditions must be done by the management. The HR management of ABC must try to maintain a personal relationship with the nurse's inorder to learn them in detail. Such an interaction will help the nurses to express their grievances before the management. In short a free and two way communication chains must be fostered in the organization. Providing a better learning environment is one of the factors that the nurses expect. Providing new certificates for specialized practices will make the n urses self motivated. Most of the personal factors affect the nurses at the work place. So, the management should assist them in solving their personal matters. This will provide a homely atmosphere for them. The nurses must be imparted a feeling that they are a very important compound for the success of the hospital. The role that every nurse should perform must be clearly defined. After all what affects most in the retention is the proper remuneration. Sufficient incentives along with the fixed remuneration will motivate the nurses to stay with the organization they work. Efficient nurses and the one who have been with the organization for quite a long time should be promoted with more responsibilities. Decreasing turnover: Employee turnover refers to the phenomenon of