Module 4 Student-Centered Assessment Essay Example | Topics and Well Written Essays - 750 words

Module 4 Student-Centered Assessment - Essay Example 2-3). Currently, students have standardized method or structured tutoring and only depend on incidental peer tutoring. With incidental tutoring, it is not possible to identify and fix potential student’s learning needs and it is crucial to implement structured peer tutoring to track and assess learning needs and resolve those needs by making students active learners through transformative learning. The school performance evaluation revealed three main factors as responsible for the situation (Lannen, 2013, p. 8). First, teachers are not familiar with grouping techniques. Consequently, they have not applied any mixed capability grouping in their classrooms. Secondly, teachers do not inspire peer tutoring, hence do not prepare tutors or perform any decent groundwork of tutoring structure whether in terms of time or material. Finally, teachers do not appoint an informal and precise way of tutoring hence lack appropriate guidance to the incidental tutors. First, incidental peer tutoring has to be replaced with structured form. This will mean that the teacher works together with the peer tutors in identifying mixed ability groupings within classroom settings, preparing them in advance, issuing appropriate guidance, and supervising them as they tutor (Lannen, 2013, p. 10). This way, tutors will serve as role models, encourage and inspire students’ learning, and assist teachers and students. To the students, the peer tutor becomes an extra-teacher offering more one-on-one attention; assists them to learn by identifying learning difficulties and explaining things differently; encourages good rapport since they are age mates; and inspires them to become teachers. The study will also seek to identify the effect of structured peer tutoring on teachers and teaching. The focus will be on teacher identification of student needs, ability

Impact of Health Inequality in the UK

Impact of Health Inequality in the UK According to the NHS (2013) the UK is perceived as healthier that it has ever been in its history. This is mainly due to the enhancement of life expectancy, the eradication of diseases, and the advantages brought by public health reforms and technology. However, the problem of health inequalities remains omnipresent. Even if the health of the population is improving, the health of the poor or those less well-off is either improving really slow or it gets worse. This is a main challenge for the policy makers, who see that even though their interventions work, they fail in some sections of the population. Health inequalities in the UK To understand the impact of health inequalities, we need to start from the beginning. Economic and social changes, the downfall of manual work, the development in women’s employment, as well as migration patterns and the change of the family structure have modified the population’s nature. Additionally, the NHS (2013) believes that these changes also affect the data about health. They also add that occupation-based classification attracts social inequality in Britain. Moreover, living standards improve the higher one moves on the social ladder, but so do a range of people’s wellbeing factors, such as education, employment opportunities and, last but not least, health. Researchers believe that in an intricate society as Britain, there are â€Å"a number of axes of social differentiation† (Anthias (1990) as cited by the NHS (2013)). These refer to ethnicity, gender, sexuality, age, area, community and religion. Furthermore, it is believed that these classifications are linked but represent separate dimensions of inequality. Exposure to racism is a major factor why the wider population is disadvantaged, and this can take and additional effect on the health of black and Asian communities (Karlsen, 2002). (NHS, 2013) The table provided illustrates a pathway, in the same time giving examples of determinants or factors that operate at different stages along the way. It runs from social structure to health and wellbeing. As it can be seen, education impacts on a person’s health and wellbeing through social position and intermediary factors that are associated with it. Besides the environmental and behavioural factors (housing quality, exposure to smoking) the table also presents health and social services among the intermediary factors. These not only have a strong role in preventive care, but they also contribute so reducing the effects of illness and injury on health. We need to keep in mind that the figure does not provide a complete picture. It shows examples from a key set of pathways. This can refer to poor health and disability which can affect an individual’s socioeconomic circumstances, which influences health and all the way to social position. In addition, due to a person’s social standing, which can alter access to societal resources (education and job opportunities) and exposure to risks, this has a strong relation with health over time and across different diseases. In order to make sure that health inequalities are eradicated, the NHS (2004) comes up with a series of changes that can be applied. Attention needs to be given to the baseline data collected and compare it within and across the New Deal for Communities. Moreover, the planning agenda needs to be more focused towards local health and make sure that goals are realistic and measurable. Last but not least, planned activities need to be specified, resourced and targeted towards change. However, David Buck (2014) states that reducing health inequalities should not be left only to local authorities. Although they have an essential role to play when dealing with these issues, Buck proposes a joint commitment by the leaders of communities on how they approach and deal with this situation by using the â€Å"big levers: commissioning, incentives and accountability†. Further, if health inequalities are not solved, it can have disadvantages not only on the population, but also on the economy. The Marmont Review (201) as cited by Jane Dreaper (2010) states that inequality in health accounts for  £33bn of lost productivity every year. She also advises the NHS to start spending more on prevention than the 4% it currently does, so as to provide more help to those who need it. Challenges When identifying and analysing challenges I have decided to focus on diet and lifestyle factors. Diet and nutrition The Department of Health (England) states that food poverty is â€Å"the inability to afford, or to have access to, food and to make up a healthy diet†. The Faculty of Public Health (2009) also adds that the poorer an individual is, the worse their diet and the more diet-related diseases they suffer from. This represents a risk which can backfire to diseases such as cancer, coronary heart disease and diabetes. It has been found that poor diet accounts for 30% of life years lost to early death and disability (National Heart Forum, 2004). Inequality in health has a strong correlation to food poverty. People with low incomes suffer from poor diets, due to low intakes of fruit and vegetables, and also dental caries among children, to name a few. Already the government is trying to solve the issue, but the actions needs to be more than health professionals giving advice to individuals. The â€Å"food environment† needs to change, referring to accessibility, affordability and culture. By strategically including public health professionals in key areas and developing programmes, the barriers to healthy eating can be broken down and nutrition improvement can be achieved (Faculty of Public Health, 2009). Some barriers to healthy eating have been tackled and presented. One of the main factors is the low income and debt. This can restrict an individual’s access to fresh fruit and vegetables, which are normally more expensive. Additionally, this is influenced by the poor accessibility to affordable healthy foods. In disadvantages neighbourhoods, shops are starting to close down, and the construction of supermarkets out of town proves to be difficult due to transport links and impossibility to pay for the fair. Furthermore, foods which are high in fat, sugar and salts are cheaper and more available, making it one of the biggest factors of poor nutrition. The same findings have been stated by Hillary Shaw in her study conducted in Birmingham (Hillary Shaw 2012). Exercise The Health Survey of England conducted a survey in 2008 regarding participation in all types of physical activity at work, and during leisure time. The results showed that social class is a great factor in participation, but it differs regarding gender. (Health Survey for England 2008) This measurement includes physical activities carried out during work. However, when this is excluded, a connection between physical activity and income is observed among men, but not women. This can also be explained by active transport, such as walking or cycling, since people on lower income may walk or cycle more due to not owning a car or affording public transportation. Furthermore, The Active People Survey conducted in 2011/12, with 500 participants, found a relation between socioeconomic factors and participation in sport. The figures in the table below use the notations of the National Statistics Socio-Economic Classifications (NS-SEC). From the findings, we can observe that 43% of the adults in groups 1 and 2 take part in sport for at least 30 minutes once a week or more, compared to 27% of adults in groups 5-8. (Active People Survey 2011/12) The National Institute for Health and Clinical Excellence (NICE) affirmed that the figures reported from the above surveys are influenced by the built and natural environments people live in. People from lower social standings tend to live in areas or neighbourhoods which have poor access to environments that support physical activities (parks, gardens or safe areas), and tend to live near busy roads. To add, people from lower socioeconomic groups tend to live in areas that do not present a framework for public transportation, therefore they rely on walking or cycling for transport and to access employment (The Marmont Review 2010). More, fear of traffic can be another factor in allowing children to play outside, walking or cycling. The Institute of Public Policy Research (2002) revealed that children in the 10% most deprived wards in the UK are more than three times as likely to be pedestrian casualties as children in the 10% least deprived wards. Affordability may also be a barrier to taking part in sports and activities. This is due to gym membership costs that are out of the range for many people with low incomes. The Health Survey for England (2007) showed that 13% of men and 16% of women cite lack of money as a barrier to exercise. Even though, taking part in activities such as walking or hiking are less costly, 45% of men and 34% of women stated that work commitments represent another obstacle to being active. Therefore, people from a lower social standing may not have the money and the time to take part in physical activities. One example for these findings is provided by Rowenna Davis (2011). She compared two neighbourhoods in Glasgow which are close to one another, but differ in every way: Jordanhill, a posh area, and Parkhead, a poor neighbourhood. The ladder area is known for having worse housing, not enough parks and poor transportation links. Moreover, researchers believe that children living in this area are more likely to start smoking, drinking and having a poor diet. Smoking People in poorer social classes are believed to die sooner due to a series of factors. The dominant factor among men is smoking, accounting for nearly half of the difference in risk of premature death between the social classes. Additionally, smoking is more concentrated in Britain’s poorest families, with low income lone parents having the highest rates of smoking. This is also influences the high rate in illnesses in this category, such as cancer and heart disease (NHS 1999) Smoking during pregnancy also has its say in this issue. It not only hurts the mother, but also the unborn child. The highest rates have been recorded among expectant mothers under the age of 0 and women who have left school at the minimum leaving age and with no educational qualifications. These results show to be three times higher among women from a bad social standing than women in the rest of the categories (NHS 1999). Leaders There are many charities nowadays that are trying to solve the health inequality prove by helping those who need aid. One of the charities I have identified is the Gleaning Network UK. This initiative’s goal is to save thousands of tonnes of fresh fruit and vegetable which are wasted on UK farms. These crops cannot reach the market because they fail the cosmetic standards of due to overproduction. The Gleaning Network UK uses teams of volunteers, local farmers and redistribution charities in order to salvage this food and give it to those that need it. In 2013, they have saved 48 tonnes of produce which were made into 200,000 meals that helped communities around 6 major cities (Gleaning Network UK, 2014). The British Heart Foundation is also fighting to stop health inequalities, by providing support to those who smoke and want to quit, with the help of â€Å"No Smoking Day†. This is one of the UK’s biggest annual health awareness campaigns which creates supportive environments for everyone and provides sources of help and advice. Already in 2013, 20% of the smokers aware of this campaign made an attempt to stop smoking, reaching an estimate of 1 million quitters (No Smoking Day website 2014). Regarding exercise and physical activity, one of the most prolific charities I have found is the Right To Play. They believe that play and exercise if a tool for education and health, so volunteers teach children and youth that through sport one can be taught about values and goals. Their vision is â€Å"to create a healthy and safe world through the power of sport and play†. Even though the organisation works at a global level, it helped many communities in the UK to start taking up sports and leading a healthier life (Right to Play website 2014). Recommendations Improving people’s lifestyles and eradicating food poverty need to be top priorities for primary care organisations and local authorities. Moreover, collaboration of organisations, charities and councils need to focus on developing strategies which will reduce barriers to a healthy life. One of the first recommendations drawn from the charity examples from before is to establish a local â€Å"food poverty partnership† with organisations including health services, local authorities and voluntary organisations to develop a local food poverty strategies. One successful example is the Cyrenians in Edinburgh, Scotland, a charity which started an initiative of â€Å"turning waste into opportunities†. Their aim is to get food waste down to zero, by working with local restaurants and shops and socially disadvantaged people from different communities. The food that the eateries and shops do not use anymore is donated to charities which will prepare meals for those who need it. Moreover, they provide jobs for those who also wish to work in the fields of collection and cooking (Cyrenians 2014). The next recommendation focuses on working with local communities and understanding their priorities, barriers and opportunities. With the help of community meetings and surveys, healthy living can be promoted. One of the best examples in this case is the Good Gym organisation. This charity encourages people to combine their exercise routine with volunteering, matching busy workers with elderly â€Å"coaches† who receive their paper or deliveries in exchange of an incentive for their weekly visitors to keep on running. The Good Gym works with the NHS, charities and local community centres, and talks to people from poor neighbourhoods trying to understand their situation and what can be done. As a result, the foundation organises monthly group runs in east London, performing useful activities along the way. Up till now, the members have distributed flyers for a local hospice, tidied up community gardens and hauled compost on to a school roof (Barkham 2012). When tackling smoking, care providers, local councils and the organisations involved need to put together treatments that will prove to be effective. The GP should consider holding brief interventions to those trying to give up smoking, also providing advice, self-help materials and suggestions for more intensive support. Individual behavioural counselling will be essential when lending a help for those seeking motivation to quit. Additionally, mass-media campaigns need to become the main means of sending the message of â€Å"stop-smoking† across, by using radio commercials, internet and TV ads. The same strategies have been used by the NHS with their â€Å"No Smoking Day† campaign. This movement has recorded an increase of 10% over the last 4 years of those who want to smoke.

Essay --

1. EDUCAÇÃÆ'O INFANTIL A PORTA DE ENTRADA PARA O ENSINO OBRIGATÓRIO Conceituando a Educaà §Ãƒ £o Infantil pode-se dizer que à © uma educaà §Ãƒ £o criada para ajudar as crianà §as antes de ingressarem no ensino obrigatà ³rio. A educaà §Ãƒ £o infantil à © uma forma de preparar as crianà §as com menos de seis anos para o ensino obrigatà ³rio atà © chegar à   idade certa para ingressa nesse ensino obrigatà ³rio que comeà §a a partir dos sete anos de idade. Nos dias de hoje a Educaà §Ãƒ £o Infantil à © a forma de transportar as crianà §as para ensino obrigatà ³rio com um nà ­vel de aprendizagem mais elevada. (LDB, 2010) Na Educaà §Ãƒ £o Infantil, as crianà §as nessa faixa-età ¡ria sà £o estimuladas a ao aprendizado atravà ©s de atividades là ºdicas e atravà ©s de jogos e brincadeiras, onde os professores procuram exercitar as capacidades motoras e cognitivas, fazendo com que as crianà §as descubram o gosto pela educaà §Ãƒ £o iniciando seu processo de educaà §Ãƒ £o ou aprendizagem. (LDB, 2010). Para a LDB, (2010) a educaà §Ãƒ £o infantil à © coordenada em escolas de ensino educacional como: berà §Ãƒ ¡rio, a creches, prà ©-escolas, jardins de infà ¢ncias, e, jardins-escola, sà £o nesses estabelecimentos que as crianà §as recebem a primeira base da aprendizagem educacional para entrar no ensino obrigatà ³rio. Segundo Mello, (2007, p. 34) a educaà §Ãƒ £o infantil à ©: Uma educaà §Ãƒ £o histà ³rica e de à ©poca, de uma sociedade, de uma cultura e tambà ©m de fatores polà ­ticos e econà ´micos. Dessa forma perguntamos: O que à © infà ¢ncia? Quem à © a crianà §a? Por que essas perguntas foram feitas separadamente? Porque possuem conceitos diferentes. Crianà §a sempre vai existir, mas, da um conceito a infà ¢ncia nà £o; infà ¢ncia à © um sentimento que surgiu hà ¡ pouco tempo, mais precisamente no sà ©culo XVII. Para os autores: A crianà §a hoje à © considerada como um ser so... ... paà ­ses perifà ©ricos. Recebe um valor segundo a forma de produà §Ãƒ £o da vida material, que à © tratada como um negà ³cio lucrativo, com qualidade e retorno financeiro; †¢ No Brasil – na dà ©cada de 1970, com o aumento do nà ºmero de fà ¡bricas, iniciaram-se os movimentos de mulheres e os de luta por creche, resultando na necessidade de criar um lugar para os filhos da massa operà ¡ria, surgindo entà £o à  s creches, com um foco totalmente assistencialista, visando apenas o cuidar. Segundo Faria (1999, p.25): Se os anos 70 estavam voltados para as mulheres, nos anos 80, essas mulheres se voltaram para as crianà §as. É explicado que foram as feministas intelectualizadas de classe mà ©dia, e que eram contra a ditadura, que passaram a pesquisar sobre a infà ¢ncia e assessorar os governos progressistas que, atendendo à  s reivindicaà §Ãƒ µes populares, prometeram creches nas suas campanhas eleitorais.

Competency To Stand Trial

On the night of February 4th, police responded to a call at the home of Mr. and Mrs. Wilson. They had been shot and killed; the only other person in the home was the Wilson’s 25 year old son Edward. Subsequently Edward was arrested and charged with two counts of first degree murder. Edward was found to be incompetent to stand trial; now that he has come to the facility where I work for restoration of competency I am responsible for providing a re-evaluation of competency.Knowing Edward’s past mental issues and suicide attempt a few years back there are many things that I would need to take note of before and during the evaluation process. First I would want to obtain information from Edward’s previous doctors, specifically the one who first had diagnosed Edward and prescribed him his medication; even interview the doctor if possible. To aid in the behavioral research I would want to interview Edward’s school teachers to have record of progress and behavior in school.Also, I would want to review school transcripts to see if there was any deterioration of grades and/or behavior. I would want to interview family members and friends to determine any previous rage or anger issues Edward had previously displayed, besides the one(s) already noted. â€Å"Competency to stand trial, is a legal construct that usually refers to a criminal Defendant’s ability to participate in legal proceedings related to an alleged offense† (Mossman, Noffsinger, Ash, Frierson, Gerbasi, Hackett, Lewis, Pinals, Scott, Sieg, Barry, Wall, Zonana, 2007) or.Can be defined as having the capacity mentally to understand and be aware of what was happening as far as the court proceedings the defendant was involved in, as well as being able to communicate and understand information between attorneys. In order to be considered competent to stand trial there are numerous questions that the defendant would need to be able to answer and/or comprehend. Some example s of these questions would be, does the defendant understand what he or she is being charged with, and does he or she understand why?Does the defendant understand the various verdicts from the outcome of the trial, and the possible consequences of each verdict (Forensic Checklist)? There are many instruments to assist with the evaluation assessment, such as the Competency assessment instrument (CAI). In order to assess Edward and his competency to stand trial I would ask him whether or not he was able to communicate relative information to the attorney about the night in question, I would assess his decision making ability when it related to the crimes Edward was charged with.I would ask Edward if he understood the roles of the defense counsel, the judge, the prosecutor and other players in the trial process. I would assess Edward’s view of the crime and the way others would perceived him if found guilty, whether or not people would be in fear of Edward because of the nature of the crime. I would the ask Edward to describe what happened on the night in question, who was there and the timeline of events of that night; I would see if he understood why the police had arrested him and what led up to the arrest.(Whitlock, Feix, Banner, Gerdes, Santina, Trageser, 2012)Besides the interview questions I would assess and evaluate Edward’s demeanor and the way he upheld his appearance. I would evaluate the hand gestures, if any, facial expressions, how in-depth he thought about the answers to the questions I asked, and his overall actions on the outside, or physically. You can tell a lot about a person with the way they carry themselves, their hygiene for instance can tell you if the person is incapable of caring for himself or maybe they have poor hygiene practices.After assessing Edward’s competency level his awareness and his ability to comprehend reality, I do not think that Edward is competent to stand trial. Given his diagnosis of paranoid sch izophrenia and his inability to control the symptoms without medication, along with his past incidents involving anger, rage and violence I do not think Edward would react in an appropriate manner if he was provoked or just had a violent outburst. Considering the charges of first degree murder I believe for the safety of him and others he should be deemed incompetent to stand trial.Because Edward has been found to be incompetent to stand trial, the court proceedings will be put on hold while her continues to receive treatment until his competency has been restored (Frontline, 2013). I believe with continued treatment including medication taken consistently and counseling and observation Edwards’s competency to stand trial will be restored in a few more months. If I had to choose the theory of criminal behavior that would best conceptualize Edward’s behavior I would choose biological, and psychological. Biological, because his condition that he was diagnosed with is a d isorder of the brain, which is biological?Something in his brain has distorted reality and has made him paranoid, hear see and think things that were abnormal and delusional. These symptoms can be controlled with the use of medication when they are take, and again these points to a biological behavior. I chose psychological because in order for somebody to commit murder there must be something wrong in the way they think. This could be attributed to the biological issue of having a disorder of the brain but I feel if that is the case then biological and psychological factors would go hand in hand.Regardless, either way there is an illness in Edwards’s brain that can be associated with biological factors which would in turn lead to the psychological factors and behaviors. If I was on the stand and the judge asked me to assess Edwards risk of future violence, I would tell him Edward is probably unstable. Taking into consideration his past violent outbursts, the fact that he is on medication that controls symptoms of paranoid schizophrenia and the nature of the crime he is being charged with I would inform the judge there is a strong possibility that Edward could have more violent episodes in the future.I would not be able to say for certain but given the facts I would lean very strongly in the direction of him being a threat to himself and others. For those who have been deemed imp competent to stand trial and are put into inpatient treatment, form specialty groups. These specialty groups while in treatment watch video tapes and are given special instructions on how the court processed works. (Greene, 2012) This is the specialty groups I feel Edward would need to fit into for treatment and counseling and would help restore competency.I am hoping that within a couple months of treatment Edward would be able to stand trial and be fairly tried for the crime committed. After assessing Edward and revaluating his competency I have found that even though he has mental issues and is on medication for his diagnosed issue, restoration of his competency to stand trial is a possibility. There is no fear of malingering in Edward’s case, although if there were an issue with a fear of malingering there are tools to help decipher whether or not an individual is trying to fake an incompetency when it comes it to standing trial.

Three Human Skills A Administrative Medical Assistant Needs To Possess

Three skills an Administrative Medical Assistant needs to possess are planning, strategy and effective communication. Planning is a criterion that is required in the job description of a medical assistant. Medical Assistants should be able to plan appointments for the specified times needed for the availability a patient needs. Medical assistants should also be able to plan well for ordering medical supplies, if a medical assistant does not have planning or organizational skills the company he or she is working for will be out supplies and cannot care for the patients or use the materials needed to complete everyday tasks.Strategy is a skill that medical assistants need to possess in everyday job experiences. Strategy is something that every person uses on a day to day basis. A good medical assistant should be able to strategize to achieve any goal he or she desires. Working in the medical field there are chaotic days that a person needs to be able to make quick and accurate decision s within an instant. Medical assistants need to be able to strategize each course of action he or she needs to decides and it needs to be accurate and effective because the company is in stake of each strategic decision.Communication is a skills that every person possess however to be a good medical assistant effective communication is important. Medical assistants use communication at the office answering phones, planning patient’s appointments, and greeting patients with professional hospitability. The medical assistant is the first person a patient see’s when entering the office everyday therefore a medical assistant needs to possess the abilities to understand, listen and control the behavior of other individuals and groups.Medical assistants should be understanding of patient’s complaints and should have the ability to be a good listener and give professional feedback to the patients. Patients sometimes need someone other than family members and friends to listen and understand their problems and situations and as a professional healthcare employee medical assistants need to possess these skills.

Free Essays on Trig

Take an x-axis and an y-axis (orthonormal) and let o be the origin. A circle centered in o and with radius = 1, is called a trigonometric circle or unit circle. Turning counterclockwise is the positive orientation in trigonometry. Angles are measured starting from the x-axis. Two units to measure an angle are degrees and radians An orthogonal angle = 90 degrees = pi/2 radians In this theory we use mainly radians. With each real number t corresponds just one angle, and just one point p on the unit circle, when we start measuring on the x-axis. We call that point the image point of t. Examples: with pi/6 corresponds the angle t and point p on the circle. with -pi/2 corresponds the angle u and point q on the circle. Trigonometric numbers of a real number t With t radians corresponds exactly one point p on the unit circle. The x-coordinate of p is called the cosine of t. We write cos(t). The y-coordinate of p is called the sine of t. We write sin(t). The number sin(t)/cos(t) is called the tangent of t. We write tan(t). The number cos(t)/sin(t) is called the cotangent of t. We write cot(t). The number 1/cos(t) is called the secant of t. We write sec(t) The number 1/sin(t) is called the cosecant of t. We write csc(t) The line with equation sin(t).x - cos(t).y = 0 contains the origin and point p(cos(t),sin(t)). So this line is op. On this line we take the intersection point s(1,?) with the line x=1. It is easy to see that ? = tan(t). So tan(t) is the y-coordinate of the point s. Analogous cotan(t) is the x-coordinate of the intersection point s' of the line op with the line y=1. Basic formulas With t radians corresponds exactly one point p(cos(t),sin(t)) on the unit circle. The square of the distance [op] = 1. Calculating this distance with the coordinates of p we have for each t : cos ²(t) + sin ²(t) = 1 sin ²(t) cos ²(t)+sin ²(t) 1... Free Essays on Trig Free Essays on Trig Take an x-axis and an y-axis (orthonormal) and let o be the origin. A circle centered in o and with radius = 1, is called a trigonometric circle or unit circle. Turning counterclockwise is the positive orientation in trigonometry. Angles are measured starting from the x-axis. Two units to measure an angle are degrees and radians An orthogonal angle = 90 degrees = pi/2 radians In this theory we use mainly radians. With each real number t corresponds just one angle, and just one point p on the unit circle, when we start measuring on the x-axis. We call that point the image point of t. Examples: with pi/6 corresponds the angle t and point p on the circle. with -pi/2 corresponds the angle u and point q on the circle. Trigonometric numbers of a real number t With t radians corresponds exactly one point p on the unit circle. The x-coordinate of p is called the cosine of t. We write cos(t). The y-coordinate of p is called the sine of t. We write sin(t). The number sin(t)/cos(t) is called the tangent of t. We write tan(t). The number cos(t)/sin(t) is called the cotangent of t. We write cot(t). The number 1/cos(t) is called the secant of t. We write sec(t) The number 1/sin(t) is called the cosecant of t. We write csc(t) The line with equation sin(t).x - cos(t).y = 0 contains the origin and point p(cos(t),sin(t)). So this line is op. On this line we take the intersection point s(1,?) with the line x=1. It is easy to see that ? = tan(t). So tan(t) is the y-coordinate of the point s. Analogous cotan(t) is the x-coordinate of the intersection point s' of the line op with the line y=1. Basic formulas With t radians corresponds exactly one point p(cos(t),sin(t)) on the unit circle. The square of the distance [op] = 1. Calculating this distance with the coordinates of p we have for each t : cos ²(t) + sin ²(t) = 1 sin ²(t) cos ²(t)+sin ²(t) 1...

The Mystery of Life and Death Essays

The Mystery of Life and Death Essays The Mystery of Life and Death Essay The Mystery of Life and Death Essay The Mystery of Life and Death In the 1995 movie Breather, William Wallace presents lifes uncertainties and how we should live each day when he affirms, Every man dies. Not every man really lives. Sharon Oldies poem, Summer Solstice, New York City, is an ideal representation of this quotation and the questions that we have about how to live our day-to-day lives. This brief poem is about a man who is standing on a rooftop contemplating suicide and the New York City policemen who are attempting to save his life. At first, a brief summary is all that the reader sees in the story, but upon peer analysis, the fragility of life shines through. With each detail, or lack thereof, Olds reveals her views on the uncertainties of this life. The Summer Solstice is known as the longest day of the year, and in placing the setting on the Summer Solstice, Olds presents the reader with a lengthy period of time. In the first line, when Olds says that he could not stand it (1) anymore, it presents the concept of a long day, or in the case of the man, a long life and a long time coming. We do not know what has been happening in the mans life, but whatever it is has led him to desire to commit suicide. The man on the rooftops identity remains a complete mystery throughout the entirety of the poem. There is no physical description of the man; the descriptions in the story are of his actions. The lack of description of the man allows readers to apply the mans actions and the story to themselves, rather than merely reading a poem and remaining on the outside. We barely know anything of the mans story except that by the end of the longest day of the year he could not stand it (1). The question remains: What could the man not stand anymore? Some of us may have felt his pain before and are able to fully relate to feeling suicidal, while others understand the concept of being increasingly upset with someone or something. In her word choice, Olds invites the reader to identify with the man and his struggle, whatever our identification with the matter may be. As the man is standing on the roof, he is poised between life and his immediate death. When the man reaches the edge of the roof, without hesitation, he putts] one leg over the complex green tin cornice (4). Hesitation begins to rush over him once he puts his leg over the edge. As the mans leg [hangs] over the lip of the next oral (18), the readers are given strong imagery of how quickly ones life can change. One half of his body is pointed toward life, while the other half of his body is on the side of death; any quick movement in each direction could determine the mans life. This description compares to our lives directly; any action that we take could determine our lives forever. This mystery of death is what attracts all of the people below; they are prepared for the worst. The people [gather] in the street, silent (19) as the cops came in their suits blue-gray (7); they watch as the hairy net with its implacable grid was unfolded near the curb and spread out and stretched as the sheet is prepared to receive at birth (20-22). The scene that is described here is one of waiting on the possibility of death. The policemen are working to prevent what could happen, while the bystanders are awaiting a finale, watching the man balance they are merely interested in the aspect of danger and the fear of someone dangling at such a high altitude with no obvious desire to walk away from the edge. The people standing down below are attempting to place themselves into the mind of the an up on the rooftop understand why he is standing on the edge of the building and why he has not yet Jumped. We are left guessing as to what brings the man to spare his life. Was he actually suicidal? Did the policemen convince him not to take his own life? We are never told the reasons for the mans not Jumping from the building; we only know that everything stopped as his body Jerked and he stepped down from the parapet and went toward them (27-29). We are presented with so few details so that we are able to compare the actions of the man to our own previous experiences or actions. The Nans actions were Just as possible as those which he did not take. The outcome could have been different, and the purpose of the story would remain the same. Life is uncertain, and the line between life and death is extremely thin. As the Summer Solstice marked the official beginning of summer, ancient civilizations used this opportunity to celebrate by throwing festivals and enjoying the day together (Dunlap Patch). At these celebrations, participants would have a bonfire to celebrate the sun and its rays and power (Dunlap Patch). These celebrations connect directly with the ending of the poem, when the policemen have adhered around the man and continue to smoke cigarettes that burned like the tiny campfires we lit at night back at the beginning of the world (38-40). Though the ending of the poem can be interpreted in various ways, the relationship between Summer Solstice, New York City and the holiday for which the poem is named is clear to the reader after further analysis. The comparison between life and death has been depicted in various ways throughout literature and all areas of the arts because audiences are drawn to the mysteries behind the characters. We long for the unknown, as it opens a door to our imagination and creativity. We already have an ending to the story in our heads before the characters can present us with a resolution. By using omission of details, Olds allows us to interpret the poem individually to determine our own views of the world and of our lives. Breather. Dir. Mel Gibson. Peer. Mel Gibson. Paramount Pictures, 1995. Film. Cassia, Ron. Summer Solstice: A Brief History of a Midsummers Traditions. Dunlap Patch. N. P. , 21 Jan. 2011. Web. 24 Gag. 2013.. Olds, Sharon. Summer Solstice, New York City. Making Literature Matter. 5th deed. Deed. John Schlitz and John Clifford. Boston: Bedford, 2012. 21-22.

How to Graduate High School Early 5 Key Steps

How to Graduate High School Early 5 Key Steps SAT / ACT Prep Online Guides and Tips Are you a high school student who’s thinking about graduating early? Maybe you have an exciting internship offer, want to start college early, or are just interested in finishing high school faster. The good news is that graduating high school early is often not as challenging as people think. This guide will give you all the tips and information you need to know about how to graduate from high school early in an easy and hassle-free way, and it will help you decide if graduating early is the right decision for you. What Does It Mean to Graduate High School Early? In the US, the typical high school education lasts four years. Students who want to graduate early aim to complete their high school in less than four years, typically in three or three and a half years. Unless you are home schooled or attend a non-traditional school, it’s often difficult or impossible to graduate high school if you have completed less than three years. This is because students often can’t complete all their graduation requirements in less than three years. If you graduate early, you will receive the same diploma as any other graduate from your high school. Your transcript won’t have any special indication that you graduated early, other than the fact that it contains fewer semesters than a typical high school transcript. Why Would You Want to Graduate Early? What are the benefits of graduating high school early? Here are three of the most common reasons students plan to complete high school in less time. You Want to Start Your Next Education Phase Early One common reason why students choose to graduate high school early is because they want to get a head-start on college or technical school. You may want to do this if you have a lot of school ahead of you (say, if you're planning on attending med school or getting a PhD), and you want to get ahead so you can eventually complete your schooling a bit earlier. You could also be interested in only attending college part-time but still want to graduate when you're 22, or you may just want to finish school more quickly so you can enter the workforce sooner. Completing high school early can help make each of these situations possible. Graduating high school early can mean you enroll full-time at a new school, or you might just enroll in a few classes. Students who enroll part-time often have a part-time job as well to help pay for classes. You Want to Purse an Opportunity Before College You may also have another opportunity you want to take advantage of that isn’t related to classes. This could be an internship to get career experience, a job to earn money, or a similar opportunity you think is worth finishing high school early for. Gap years, where students take a year or so off from school to travel, work, or have another experience, are becoming increasingly popular among high school and college-aged students. If you decide to do one, there are lots of options available, depending on your interests. You could work at a theater, help out at an archaeological dig, volunteer, or do one of many other opportunities. Spending a year away from school can help you get a better idea of how you want to spend the rest of your life, and it can also give you some great experiences. You Don't Enjoy High School A third reason you may want to graduate high school early is that you just don’t enjoy it. Some people feel lonely or out-of-place in high school, and others simply don’t feel like they’re learning a lot. This can be a legitimate reason to graduate high school early, but make sure you understand that it will take time and effort on your part to plan it out, and you won’t be able to finish high school immediately. Disliking high school could be a reason to graduate early. How to Graduate High School Early So, how can you graduate high school early? I’ve outlined the steps you need to follow below. There’s a bit a math involved, but nothing you can’t handle; after all, you’ll soon be a high school graduate. Step 1: Decide When You Want to Graduate This first step is pretty simple; all you need to do is decide how early you want to graduate high school. Do you want to graduate a semester early? An entire year? How long do you want to spend pursuing whatever it is you’re doing instead of attending high school? When figuring this out, keep in mind that it’s often easier to graduate just a semester early instead of an entire year. If that doesn’t seem like a long enough time to you, remember that, even if you only graduate a semester early, you’ll finish high school in December or January. If you start college the following September, that still gives you about eight months of time to work, travel, or pursue another opportunity. If you still need help deciding, talk to your academic adviser. They’re a great resource to have, and they’ll likely be able to help make this process easier (plus you’ll have to let them know if you officially decide to graduate early, so you may as well start talking to them now). Step 2: Figure Out How Many Credits You Need to Graduate Now that you know when you want to graduate, it’s time to get into the math. Almost every high school requires its students to complete a certain number of credits before they can graduate. Look in your student handbook or ask your academic adviser to find out how many credits your particular high school requires. As an example, we’ll use the high school I graduated from, which required its students to complete 21 credits, with each class worth about 0.5 credits per semester. Now, figure out how many credits you’ve already completed. You can usually find this information on your report card or transcript, or you can ask your adviser. Next, subtract the number of credits you’ve completed from the number of total credits you need to graduate. The answer you get is the number of credits you’ll need to take before you can graduate. The good news for you is that the number of graduating credits for most high schools often doesn’t require you to complete four full-time years of school. Again, for my high school, you needed to complete 21 credits to graduate, but a student attending high school full-time would complete about 7 credits each year, meaning most students at the end of their junior year would already have enough credits to graduate. The number of credits you need to take isn’t all you need to worry about though, so let’s move on to the next step. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Step 3: Figure Out Which Classes You Need to Graduate Now you need to figure out the specific classes you need to take to graduate. Look at your student handbook or talk to your adviser to learn which classes students at your high school must take in order to graduate. This will usually require a certain number of semesters of math, English, science, and social studies, as well as some possible other requirements such as gym or a fine arts class. Make a list of all the required classes you haven’t taken yet. Sometimes the requirements are general, such as taking six semesters of math, while other times they’re more specific, like all students must take algebra and geometry. Pay attention to this when making your list. Be aware the most high schools require four years of English but often fewer years of other core subjects. To again use my former high school as an example, all students had to complete: 4 years of English 3 years of math 2 to 3 years of science 2 years of social studies 1 year of foreign language 4 years of gym a fine arts class, a typing class, a driver's education class, and a consumer education class Which classes does your high school require you to take? Step 4: Figure Out Which Classes the Colleges You're Interested in Require Now we move on from classes that you must take in order to graduate and focus instead on classes it would be a good idea for you to take, but aren't required. Many times, the bare minimum high school graduation requirements aren't enough to get you into top colleges. For example, your high school may only require you to take two years of social studies, but the colleges you’re interested in may want three to four years. Look at the admission requirements for several colleges you’re interested in, and add any additional requirements they have to the list of classes you need to take. Keep in mind that you’ll want to take more classes in the subject(s) you plan to study in college. So if you’re planning on majoring in biology, you may be fine taking just three years of social studies, but you’ll probably want to take four years each of math and science if you’re looking to get into more competitive schools. Step 5: Set Up a Schedule for When to Take the Rest of Your Classes Now that you know how many credits you need to take and which classes you need to complete, it’s time to start figuring out how you’ll graduate high school early. Make blank schedules for each semester you have left of high school. So, say I just finished my sophomore year, I take eight classes a day, and I want to graduate a semester early. I’d make three columns, each with eight blank spaces, representing all the room I have left to take classes (see example below). Next, begin filling in the blanks, starting with the classes that are required to graduate. For each class, put its number of credits next to it in parentheses. For some spots, you may not know exactly what class you’ll be taking next, but you can put its general subject down for now, such as â€Å"English class (3 credits).† After you’ve filled in required classes, and if you have extra space, start adding other classes you’d like to take or would be helpful for you to get into college. Once all the spaces on your schedule have been filled in, add up all the credits you’ll have completed. Have you met the minimum requirement for your school? If not, how many classes will you need to take to meet it? Next, look at what classes are left over on your list. Are there any required classes you weren’t able to fit? Any classes you don’t have to take but would like to? If you need to take either additional credits or classes, start thinking of ways you can fit them in outside of the normal school day. Some options include summer classes, taking classes at a nearby community college or university, or taking online classes. For each of these options, make sure you discuss it with your adviser before you enroll to make sure you’ll get the required credit you need. Once you’ve figured out how you’ll take each of these extra classes, add the information to your schedule. Look at the junior and senior year schedule below for an example: Fall 2016 Spring 2017 Summer 2017 Fall 2017 Pre-calculus (0.5 credits) Pre-calculus (0.5 credits) Calculus I (0.5 credits) Math elective (0.5 credits) Physics (0.5 credits) Physics (0.5 credits) Calculus II (0.5 credits) Science elective (0.5 credits) US History (0.5 credits) US History (0.5 credits) English elective (0.5 credits) American Literature (0.5 credits) American Literature (0.5 credits) English elective (0.5 credits) French III (0.5 credits) French III (0.5 credits) Consumer Ed class (0.5 credits) AP Biology (0.5 credits) AP Biology (0.5 credits) Fine arts class (.5 credits) Lunch Lunch Lunch Gym (.25 credits) Gym (.25 credits) Gym (.25 credits) In this example, the student would be able to graduate a semester early while having a course load that would be considered strong at many colleges. This student is planning on majoring in biology, so she wanted to maximize her math and science classes. During her junior year, her schedule was pretty normal with the exception of taking two science classes (physics and AP Biology) at the same time. Taking two classes in one subject is something that you'll likely have to do if you want to graduate early. She realized she wouldn't be able to fit in calculus normally, so she chose to take it over the summer. For her final semester, she took two English classes at the same time, a math elective and science elective to get more experience in those subjects, and she completed the rest of her required classes. Assuming she had a regular schedule her previous semesters, she would have completed 4.5 years of science, 4.5 years of math, 4 years of English, 3 years of social studies, 3 years of foreign language, and her other required classes. Completing those classes would be good enough for most colleges although some highly competitive schools would require 4 years of social studies and foreign language. Notice that she had a lot of different options when creating her schedule; she could have dropped her foreign language and taken a different course, chosen to take two math electives her senior year instead of calculus over the summer, and a variety of other options. Also, be aware that her junior year would probably be pretty challenging with her full course load that includes two science classes. Keep all these things in mind when creating your schedule. Once you've completed your schedule, double-check your work to make sure all the requirements are met. Congratulations, you now have a plan for graduating high school early! If you haven’t before now, share your plan with your adviser and ask if there are any additional steps you need to take. Drawbacks to Graduating High School Early You now know how to graduate high school early, but just because you can doesn’t automatically mean that you should. Read on to learn three potential drawbacks you may face if you choose to graduate early. Can Be Stressful As you saw above, graduating high school early takes a lot of planning and may mean you have to take extra classes during the school year and summer. Balancing this heavier course load can be stressful and tiring, and that’s something you should consider before you decide to graduate early. May Miss Out on Important Events Another potential drawback to graduating high school early is that you may miss out on special high school events. For many students, senior year is their favorite year of high school because of activities like homecoming and prom. If you graduate early, you may not be able to participate in these events. Additionally, you also may not attend a graduation ceremony, which is an important experience for many people. Before you decide to graduate early, think about how you’ll feel if you see all your friends participating in events like sports games, school dances, and senior days while you don’t. For some people, this isn’t important, but for others they’d regret missing out on these experiences. Won't Necessarily Impress Colleges You also shouldn’t try to graduate high school early to impress colleges. Just by itself, finishing high school in a shorter amount of time won’t give your college applications a boost. In fact, if graduating high school early means you have fewer classes in core subjects, it could even hurt your chances of admissions. Unless you have plans to spend your time at a great internship or another exciting opportunity that will really show colleges who you are and what your skills are, colleges won’t see graduating high school early as a sign of increased intelligence or motivation. Don't expect colleges to be automatically impressed that you graduated early. Should You Graduate High School Early? Now that you know how you can plan to graduate from high school early, should you do it? The main way to decide is to think about what you’ll do during the time you’d normally be in high school. If you have a great opportunity you’d like to take advantage of like an internship, travel experience, college classes, or something similar, graduating high school may be a good idea. However, if you plan to spend the time mostly watching TV or maybe working a few hours a week, it’s probably in your best interest to graduate when you normally would. Next, go through the steps above. Is it possible for you to graduate early while also taking all the classes you need to and would like to, without stretching yourself too thin? If you’ve found answers to both of the above considerations, graduating high school early may be something for you to start planning. What's Next? Thinking about summer school as a way to complete some of your graduation requirements? Check out our complete guide to summer school and learn if it's a good option for you. Do you think you go to a bad high school? Learn what your options are if you aren't happy with your current school. Taking an independent study can be a great way to fulfill some of your graduation requirements. Learn how to take an independent study class. What's the benefit to graduating high school early vs. dropping out? Find out with our article on whether or not you need a high school diploma. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Environmental Science IP 1 Essay Example | Topics and Well Written Essays - 500 words

Environmental Science IP 1 - Essay Example One of the classical examples of this type of the ecosystem is the Amazon basin of South America. It has four distinctive layers; firstly it has forest floor. This is the bottom strata or layer that is highly obscured from receiving sunlight. Only plants that are adapted to low temperatures can survive here. Besides the layer of plants, it has a decaying plant and animal matter. Notably, the rate of decaying is high because of the humid and warm conditions. The second layer is made up of understory layer; this is found between the forest floor and canopy layers. Small animals and birds find suitable habitat within it because it consists of shade-tolerant shrubs, large woody vines, and herbs. Up to 5% of the sunlight reaches this zone (Lewis, 2009). Canopy layer makes the primary area of this ecosystem. It has largest trees of 35-45 meters high which are broad-leafed and dominant. It has the highly dense flora including the epiphytes, bromeliads, mosses and lichen. Most of these epiphytic plants are attached to the branches and trunks of trees.it has diverse fauna, then the emergent layer. Besides the majority of avian species including the spider monkey, hornbill, African parrot among others are found within this layer. Lastly, the emergent layer forms the last part of this ecosystem. Unlike the canopy, this region is made up of a small number of huge trees that reaches above 45-55 meters. Hence, this part rise just above the canopy layer. Tropical rainforest is often dynamic, their structure keeping changing. Like other ecosystems, both biotic and abiotic factors affects its existence. Biotic factors include organism that ensures decomposition of the animal and plants. These fungi, bacteria, and other microscopic organisms help to provide balanced carbon cycle. Also, autotrophs and consumers such as heterotrophs such as antelope and gazelles feed on plants and herbs and thus their lives are dependent on producers. Abiotic

Supply chain management Essay Example | Topics and Well Written Essays - 500 words - 7

Supply chain management - Essay Example However, such a move could not cope with increasingly seasonal demand patterns, along with short-term variations resulting from weather, political instabilities in cocoa producing nations, and aggressive marketing campaigns (Slack, Stuart, & Johnston, 2010, p.57). The intricacies in terms of processing, production and transportation, is mirrored by the multilayered makeup of the chocolate industry, whereby there are discrete product markets within the various stages in the supply chain. This then generates massive implications in terms of transportation, legal disputes based on competition laws, and unbalanced exportat requirements, especially when defining pertinent product market within the chain (Waters, 2003, p.60). For instance, the chocolate market is widely perceived to be distinct from the consumer chocolate products, which is then categorized into numerous product segments. The goal is not just to control the constancy of the chocolate products, but also to influence it, and they have made dependability as an important external aspect, when it comes to consumer service. The changes that are occurring along the chocolate supply chain are mostly driven by the developments towards branded consumerism. In this industry, public perception is focused on the responsibilities of key chocolate brands. Therefore, the companies have to contend with their level of direct publicity to social plus developmental matters in cocoa-producing nations. This shift should be based on the premise that operations management within a strategic level entails performance objectives being linked to the interests of the chocolate operation’s stakeholders (Slack, Stuart, & Johnston, 2010, p. 56). In this case, they connect to the company’s responsibility to their consumers, suppliers/famers, their shareholders, employees, as well as the wider society (Slack, Stuart, & Johnston,

Impact of Culture on International Business Essay - 1

Impact of Culture on International Business - Essay Example However, unfortunately for the President, in the Brazilian language the sign was being used as slang in the country. Here the main mistake that had been noticed by the world as well as the Brazilians was that the leader of a free world had not spent a lot of time in learning, or at least getting accustomed to the customs of the country he was visiting (Walker, Schmitz, and Brake, 2003: 33). However, it is not just the duty of the president of a country to be accustomed or to be well known but also for business executives of any form or organization that tends to expand the business across the borders. Business executives have to be very concerned about the learning in cross communication and cultures of the countries in which they wish to expand their businesses as the customers do happen to get offended by gestures. According to Dean Foster who is the president of a cross cultural business training company, Dean Foster Associates, "It can be very offensive. In some cases, people have lost million-dollar deals". Cultures across the world on the surface may be having just minor differences. However, these are the differences that make major problems. In one case it can be presented by an uncomfortable smile that might be ignored in some cases. However, in business matters this is a gesture that is considered to be very offensive (Bannon & Mattock, 2003: 22). Body language is a part of ever

The equal pay for men and women Essay Example | Topics and Well Written Essays - 1000 words

The equal pay for men and women - Essay Example This gender-wage inequality naturally carries over into the world of pensioners, where sex discrimination and occupational segregation have an even greater effect. In fact, â€Å"the pay gap which already exists between men and women during their working lives becomes a vast pension gulf in later life† (BBC, 2003). The result is that, on a whole, women pensioners are poorer than male pensioners. In fact, according to the same report, women receive â€Å"just 32p for every  £1 of income received by men in a pensioner couple† (2003).   Many women suffer from this disadvantage in pension rates because of interruptions in their service in the labour force due to maternity and child/home care, and also because of receiving lower pay in their working years via the same occupational segregation and sex discrimination. Research shows that 45% of all women work part-time and 25% of those who do are shop and care assistants or cleaners (US-UK pensions dialogue).   Across th e board, women suffer from the effects of lower wages.  This gender-wage inequality naturally carries over into the world of pensioners, where sex discrimination and occupational segregation have an even greater effect. In fact, â€Å"the pay gap which already exists between men and women during their working lives becomes a vast pension gulf in later life† (BBC, 2003). The result is that, on a whole, women pensioners are poorer than male pensioners. In fact, according to the same report, women receive â€Å"just 32p for every  £1 of income received by men in a pensioner couple† (2003).   Many women suffer from this disadvantage in pension rates because of interruptions in their service in the labour force due to maternity and child/home care, and also because of receiving lower pay in their working years via the same occupational segregation and sex discrimination. Research shows that 45% of all women work part-time and 25% of those who do are shop and care assi stants or cleaners (US-UK pensions dialogue).   Across the board, women suffer from the effects of lower wages.   It has been found through research that â€Å"in every country in the world, women continue to be paid less for comparable work than men† (Women work more). Although the government has been taking action to revalue the jobs that women do, the current state of affairs leaves women poorer than men at almost every level. Women have been disadvantaged for many reasons, but arguments everywhere are that women are victims of sex discrimination and occupational segregation. To those who say women choose their own fate by opting for lower positions or accepting low first offers, Smithson et al.  ... This is especially true of older women, who lived in a generation where women were much less likely to attain higher levels of education. As a result, women find themselves in general receiving less money than men. This scenario, however, does not account for the many women who are as skilled as the men they work with, yet receive much lower wages. Evidence supports the claim by Grimshaw et al. that there exists a "need for a multi-faceted approach to closing the average gender pay gap" (2001, p. 209). This is true in several areas where sex discrimination occurs. According to Iona Heath (2004), general practitioner at Caversham Group Practice in London, women doctors earn an average of about 20.7% lower than men in the same position. A similar situation exists in universities. According to research done in 2004 by the Association of University Teachers (AUT), the wage gap is lower in academia than in other sections of the employment world. However, it is possible to argue that at 15% the average is still embarrassingly high in that section of the employment world that is populated with the so-called progressive intellectuals who should be doing much better at leading the UK to a more gender-equal economy. In fact, as that percentage represents only the average, it has to be noted that several higher-educational institutions pay women at a rate much lower than 85% of what is given to men. The same AUT research reported that The University of Wales College of Medicine pays women at a rate of 33% lower than men who hold similar positions (2004, p. 7). In addition, several other institutions had the wage gap above 20 percent. Another interesting finding of that study

Case study Assignment Example | Topics and Well Written Essays - 750 words - 2

Case study - Assignment Example It is in this essay therefore that we shall focus on the main concepts of the humanistic theory, its strengths as well as criticisms. The main focus of this theory was the freedom of an individual, self-actualization, their individual freedom and determination. One of the beliefs of the humanistic theory is that human beings are genetically or rather born as good and smart people. It is therefore the problems they encounter in the course of their life and growth; mental and social ones that end up shifting them far away from their wonderful innate ability (Maslow, 1968). Maslow came up with five levels of hierarchy of needs which include food, safety, love, self-esteem and self-actualization. The first four include the basic needs that an individual has to have met in order to be ready for the self-actualization stage. Maslow came up with these needs due to curiosity as to what contributes to human happiness and what they therefore do to make sure the happiness is achieved. He was eager to find out what motivates human behavior; human beings are known to have the unending desire of self-actualization and can do al l that is in their capacity to make sure their goals are achieved. This satisfaction is however only set to happen after the first four basic needs have been met. Humanistic theory is quite important to the life of an individual as its emphasis is on the importance of an individual in achieving their goals as well as what to think. They are to make sound decisions on their own without having to listen to discouraging words from other people who are merely pessimistic. This theory also makes it clear to an individual that behavior is not only influenced by what we think, but the environment too. The environment is where our lives are at all times spent, whatever is happening around us therefore can heavily influence our thoughts and therefore behaviors (Rogers, 1951). Humanistic theory has also proven to be very helpful in

NJ Landfill Essay Example | Topics and Well Written Essays - 1000 words

NJ Landfill - Essay Example The early operators were Anthony Amadei Sand and Gravel Company, which remained in power to operate until 1976, when Gloucester Environmental Management Services, Inc. took over until its closure in 1980. The area of landfill was started off with a very small area; in 1963 it occupied simply 11.4 acres of the land; in only two years' time it was spread over 16 acres. In 1970 and finally in 1974 it covered 39.5 acres and 61.7 acres respectively. It was discovered by Solid Waste Administration (SWA) that during this later period of it's functioning that many chemicals were dumped. The report also indicated deficiencies in sanitary landfill operating procedures, improperly covered area and lack of control in preventing windblown paper. It all affected the Holly Run. Another survey conducted by SWA in the year 1977 showed that GEMS landfill did not meet the approved design specifications. The dispute broke between the two parties and later administrative order to end the operations was passed on September 1, 1977; it remained operative until November 1980. The coastal plain where the landfill is located is underlain by Pleistocene, tertiary and cretaceous age sediments. The geological formations include: the Bridgeton formation, the Cohansey formation, the Kirkwood formation, the Manasquan, the Naveskine, the Mount Laurel and Wenonah formation. Sources of contamination Organic solvents and several other industrial wastes and output have contaminated the surrounding area, ground water, surface water and air. Arsenic, barium and lead are the major elements found and pesticides include DDE, DDD, and DDT. It is shameful to see that these water sources were the drinking wells for the neighborhood (NUS Corporation, 1986). Potentially responsible parties The Environmental Protection Agency (EPA), in its efforts to take remedial action against the GEMS landfill, identified parties (companies) that were responsible for the degradation and exploitation of the landfill which led to hazards for the community and the landfill itself. The names of the parties are as under: Gloucester Environmental Management Services, Inc. Owens/Cornings Fiberglas, Inc. E.I. Dupont de Nemours and Company Rohm and Haas Company City of Philadelphia, Gloucester township Richard Winn David Ehrlich Anthony Amadei Geppert Brothers, Inc. and Curtis T. Bedwell and Sons, Inc. EPA invited these individual parties to volunteer their efforts in evaluation, design, clean up and redevelopment of the landfill area, in September of

Case study Assignment Example | Topics and Well Written Essays - 750 words - 2

Case study - Assignment Example It is in this essay therefore that we shall focus on the main concepts of the humanistic theory, its strengths as well as criticisms. The main focus of this theory was the freedom of an individual, self-actualization, their individual freedom and determination. One of the beliefs of the humanistic theory is that human beings are genetically or rather born as good and smart people. It is therefore the problems they encounter in the course of their life and growth; mental and social ones that end up shifting them far away from their wonderful innate ability (Maslow, 1968). Maslow came up with five levels of hierarchy of needs which include food, safety, love, self-esteem and self-actualization. The first four include the basic needs that an individual has to have met in order to be ready for the self-actualization stage. Maslow came up with these needs due to curiosity as to what contributes to human happiness and what they therefore do to make sure the happiness is achieved. He was eager to find out what motivates human behavior; human beings are known to have the unending desire of self-actualization and can do al l that is in their capacity to make sure their goals are achieved. This satisfaction is however only set to happen after the first four basic needs have been met. Humanistic theory is quite important to the life of an individual as its emphasis is on the importance of an individual in achieving their goals as well as what to think. They are to make sound decisions on their own without having to listen to discouraging words from other people who are merely pessimistic. This theory also makes it clear to an individual that behavior is not only influenced by what we think, but the environment too. The environment is where our lives are at all times spent, whatever is happening around us therefore can heavily influence our thoughts and therefore behaviors (Rogers, 1951). Humanistic theory has also proven to be very helpful in

RNA-Seq and Microarray Analysis Research Paper Example | Topics and Well Written Essays - 2500 words

RNA-Seq and Microarray Analysis - Research Paper Example Therefore, dogs become the best models for indentifying the genetic underpinnings that are associated with cancer in humans (Mooney, et al., 2013). The fact that dogs and humans depict similarities in cancer treatment and responses also allow for the opportunity to apply advanced cancer diagnostic tools. This is meant to enhance the understanding of the possible treatment of cancerous diseases for the benefit of both dogs and man (Mooney, et al., 2013). The typified canine lymphoma in dogs presents some analogous characteristics with the human Non-Hodgkin’s Lymphoma (NHL) in form of biological and other clinical features. This makes it possible to understand this type of cancer in humans (Mooney, et al., 2013). The canine lymphoma is the most common canine cancerous disease in dogs accounting for 24% occurrence. On the other hand, the NHL is the most common cancer in the USA, while it has almost doubled throughout the world in the last 35 years (Mooney, et al., 2013). Canine cancer is a multi-centric lymphadenopathy cancer that has no other organs involvement, requiring the same type of treatment that apply the multi-agent protocol, which is the standard of care for the NHL cancer in humans (Mooney, et al., 2013). Therefore, the understanding of the canine lymphoma is acceptable for enabling the understanding of the diagnostic process and therapeutic treatment of the NHL patients (Mooney, et al., 2013). The methodology applied in this study first sought to attain the consent of the dog owners that were participating in the study. This was followed by seeking for the approval of the Institutional Animal Care and Use Committee since it the body responsible ensuring the welfare of animals subjected under studies. The sample applied in the study was 30 dogs, from which Fine needle aspirates (FNAs) were collected for analysis (Mooney, et al., 2013). The dogs qualifying for the study required to have a lymph

Analyse And Discuss The Concept Of Structural Violence Politics Essay

Analyse And Discuss The Concept Of Structural Violence Politics Essay to what extent it explains international conflicts. Although structural violence does lead to conflict, it has had minimal effect on international conflicts. Structural violence has been a major factor in numerous internal or regional conflicts. The genocide in Rwanda and the Maoists Movement in Nepal are examples of structural violence that has led to an internal conflict. Another example is the Chinese suppression of the Tibetan peoples. Any attempts by the Tibetans to protest or challenge the rule of the Chinese in an attempt to gain independence from Chinese rule is met with swift violent retaliation. (Walsh, J. 2007) The two truly international conflicts were not started by a system of structured violence, but by deliberate planned actions of countries and their leaders to go to war. As a result of these wars systems were put in place that were structural and designed to suppress and repress social groups as well as the wholesale murder of people. Although conflicts between neig hboring countries are considered international conflicts, I have classified these as regional conflicts and used the First and Second World wars as examples of truly international conflicts. Structural violence was a term first banded around in the 1960s by liberation theologians and in particular by Johan Galtung, who used it to describe social, economic, political, legal, religious and cultural structures that stop individuals, groups and societies from reaching their full potential. (Farmer, P, 2006) Staugstad goes further when he explains that Structural violence is violence that does not hurt or kill through fists or guns or nuclear bombs, but through social structures that produce poverty, death and enormous suffering. Structural violence may be political, repressive, economic and exploitative; it occurs when the social order directly or indirectly causes human suffering and death. (Staugstad, A. 2001) These are two examples of the definition of structural violence. To better understand we need to dissect the term structural violence into its two separate parts. In this context the word structured relates to the social structures that are imposed on peoples, societ ies, religious groups and others causing them to be discriminated against and forced to live as second class human beings. These structures can take many forms but all suppress one particular group, for example a religious group, an ethnic group, or a group based on gender or sexual orientation. (Staugstad, A. 2001) The word violence when used in this context does not mean a physical form of violence but describes the imposition of rules and regulations and social structures that lead to all forms of abuse and poverty which in turn can lead to humiliation and death. Structural violence is systemic, it is not directly violent yet imposes such discriminatory rules and regulations that forces people into poverty and lives of extreme hardship, which can lead to death. Sometimes the social structures that are the root cause of structural violence can be age old traditions or rules or acts of legislation that when introduced may not have been seen as harmful by those who imposed them except to maintain control over the populace. When they were introduced those who imposed the legislation had ultimate control or power over the peoples through various means, such as slavery, bonded labor, debt, and education to name a few. (Gilman, R. 1983) Structural violence can also be viewed in two different ways, both vertical (political repression and economic exploitation) as well as horizontally (distance and alienation). The institutionalised structures of a country can enforce structural violence, by causing a gap between those that have or hold power over others and those that do not, as well as a social structure (classism) that separates the groups and creates a social distancing. This social distancing maybe because of economic separation, religious, ethnic or cultural, all of these factors create or reinforce structural violence. (Galtung, J. 1995) The vertical aspect of structural violence highlights those political policies such as segregation which lead to repressive measures designed to force a group in society to become second class citizens. Economic exploitation works hand in hand with political repression when certain social groups are barred from holding jobs of influence and status. I intend to break Structural Violence down into component parts and explain each one and how they have the potential to lead to conflict. Racism is an example of structural violence as it can be the result of discriminatory practices and entrenched legislation that place one segment of the population as a lower class citizen than the others and enforces rules and regulations on them to ensure that they stay as second class citizens. One of the most visible faces of racism was in the United States where until 1866 slavery was an accepted way of doing business for a large portion of the population. This racism was not only confined to the enslaving of Black Africans but also included discriminatory practices against the native American Indians, African Americans (slaves or decedents of) Asians, Italians and Mexicans to name a few. The 1964 Civil Rights Act made racial discrimination in public places, such as theaters, restaurants and hotels, illegal. It also required employers to provide equal employment opportunities. Projects involving federal funds could now be cut off if there was evidence of discriminated based on c olor, race or national origin. This Act was the cornerstone of the bid to completely eliminate segregation and other discriminatory practices in public places. (United States Department of Justice, 1964) Although the Civil Rights movement who were advocating for a change in the law which would allow equal rights to all, was at times violent it never evolved into fully fletched internal conflict. This example shows that policies in place at the time contributed to structural violence, however as large as the problem was it never expanded to an international level of conflict, the conflict remained low level and internal. South Africa is another and more visible country to be recognised for its racist policies. Laws were introduced in 1948 which segregated inhabitants into four racial groups, white, blacks, colored and Indian Residential areas were segregated, a segregation which at times was achieved by forced removals of non whites. From 1958, Blacks were deprived of their citizenship of South Africa, legally becoming citizens of one of ten tribally based self-governing homelands called Bantustans, four of which became nominally independent states. The government also segregated education, medical care, and other public services, and provided black people with services inferior to those of whites. South Africa used harsh measures to suppress the anti-apartheid movement in South Africa with the police and the armed forces in an armed struggle with movements such as the African National Congress (ANC) as they tried to enforce and maintain white supremacy in South Africa. (Fredrickson, G. 2003) The Sou th African military were also prominent in several neighboring countries trying to fight the spread of communism in Angola, which was another example of structural violence where conflicts arose due to political ideologies. Although at times the racial tensions created by the practice of apartheid were extremely violent the, conflicts were internal or confined to small scale regional conflicts. They never developed into a wider international conflict. Although the anti-apartheid movement had a huge global following which used actions such as trade embargos to try to pressure the South African government into ending its apartheid regime. It was not until 1994 that an open election was held that allowed all South Africans to vote regardless or color, or race. The legacy of the apartheid period still influences South Africa today especially in the areas of economics and trade. (Thompson, L. 1996) Another example of structural violence that is not as visible and recognised is the caste system found in several East Asian countries like India, Pakistan and Nepal. The caste system was described in Hinduisms ancient sacred text, the Rig Veda, as a social order intended to maintain harmony in society. It divides people into four main castes, but there also are those outside the system, the untouchables, who now call themselves Dalits, literally broken people. (George, N. 2010) Though discrimination based on caste has been outlawed since Indias constitution was adopted in 1950, the practice pervades society today. The caste system is an example of your place of birth dictating your social and economic standing. The caste system segregates a section of society from other and denies people their rights to be treated as equals in all areas of life. However although in the countries mentioned above racism and discrimination have led to violence and internal confrontation and conflict, it has not been influential in creating an international level conflict. Galtung defines cultural violence as being those aspects of culture, the symbolic sphere of our existence, exemplified by religion, ideology, language, art and empirical science. (Galtung, 1990, pg 291) He goes on to explain that these structures can be used to justify direct and structural violence. Galtung tries to illustrate that societys norms of behavior can be used as structured violence. Things that are seen as wrong can be colored to make them look normal or socially acceptable in that society. He uses a mathematical formula to demonstrate that the higher your social status the greater your life expectancy, the lower your social status the shorter your life expectancy will be. In most cases this is because the structure is weighted in favor of one particular race or group of peoples. Because of this those that have greater access will benefit from the services that the social structure provides (affluent) where-as those that do not enjoy such access are not able to benefit an d there-by suffer. This suffering leads to poverty and suffering which brings with it the potential for diseases and other problems that affect the poor or repressed. When conditions like this exist it then leads to disharmony amongst the repressed and becomes the breeding ground for dissent and resentment of those who are seen as benefiting from the social structures. (Galtung, 1969) An example of this can be seen in those post colonial countries such as Sierra Leone and Liberia, where once the slaves were returned to these countries from the USA and Great Britain and told they are now free, set up cultures and structures where they were the masters. They copied what they had only ever seen which was the way their masters had lived and ruled the freed slaves copied these ways and adopted them as their own. These returned slaves were on the whole not from either of these countries and both countries had existing indigenous populations, whom were force to accept these freed slaves into their country. As they were not from either of these two countries they bought with them their own beliefs and culture that differed from that of the indigenous population. This imposition of outside cultures and beliefs only adds to any resentment held by the indigenous peoples. As mention above the freed slaves copied the ways they had observed from their masters and began to see that this way of living and doing things was the norm or accepted way (affluent). This in turn caused friction with the indigenous population, (repressed) which after a period of time led to small scale conflict and later to a larger internal conflict which have until recently was still being fought. (History World, 2010) Although the USA and Great Britain had good intentions, when they repatriated ex slaves the consequences have been terrible for both countries. It also highlights what Galtung was eluding to when he wrote about cultural violence as a form of structural violence. The freed slaves took on the role of master in both countries and the indigenous population became the repressed citizens in their own country. This led to discontent and finally to conflict. The conflict in each country was internal to both countries with limited involvement from neighboring countries, and although humanitarian support was provided by the international community the conflict remained localised. In recent years food security has been identified as a potential flashpoint for conflict. When he wrote in the Journal of Peace Research in 1990, Galtung introduced the topic of violence against nature as a form of structural violence. He may have been musing about the future, however twenty years later the structured systems of countries that have seen vast tracts of land slashed and burned in the name of sustainable economic growth (Galtung, 1990, pg 294) has caused the depletion of non-renewable resources. Large areas of land are stripped of vegetation to allow for the expansion of agricultural land and for mineral resources such as timber, oil and gas. These actions by governments have marginalised those groups whom have traditionally worked these lands or lived in the forest areas. These groups are now forced to abandon their traditional ways and be moved into makeshift towns where they are denied their rights to hunt and fish on their ancestral lands. An example of this is in B razil and other countries where the Amazon forest stretches across their borders. This forest is rapidly being cut down to make way for mineral exploration and the expansion of agricultural land. By doing this the government are forcing the indigenous peoples to withdraw further into the forests or forcing them to live in makeshift shanty towns which impose on them a lifestyle they are not used to or adapted for. Because of the size of the Amazon forest and its influence on the global environmental system, any interference with the forest will have environmental effects globally. This combined with at times contested idea that global pollution has influenced the global weather patterns and led to global warming. This global warming has interfered with the traditional weather systems and affected crops and animal production to such as extent that it has created a whole new group of disadvantaged peoples. (Rainforest Action Network, 2007) When examined what is happening as a result of planned government and global initiatives in industry and in the name of sustained economic growth is a form of structured violence. This can be further explain at country level as well, with those countries that have mineral wealth or those countries that are able to afford to access to the mineral wealth and those countries that cannot afford access to minerals or as a result of exploitation are drifting further into poverty and deprivation. Galtungs observation twenty years ago has proven to be valid today and could possibly be the catalyst for conflict in the future. If we examine the origins of the only two truly international conflicts the First and Second World Wars we will see that it was not the due to systematic structural violence. The events that led to the commencement of international conflict were not as a direct result of structural violence. In the case of the First World War, an assassination of an heir to the throne of the Austria-Hungary empire by a group of student idealists whom at the time of the actual assassination not intending to kill the Archduke Ferdinand, but were instead more focused on the assassination of Governor Potiorek and only at the last moment did the target switch to the Archduke. (Sowards, S.1996) Although the assassination was politically motivated it was perpetrated by a small group of idealist young men. The months between the assassination of the Archduke and the declaration of hostilities which led to a rapid chain reaction of events as countries were drawn into the conflict through existing alliances. (FirstWorldWar.com) This lapse in time shows that it was a more deliberate action to go to war, than an immediate reaction to the assassination of Archduke Ferdinand. (Sowards, 1996) The event that sparked the start of the Second World War was the German invasion of Poland, whom was an ally of both Britain and France. Prior to the invasion of Poland, Hitler and the Nazis had for many years previously articulated in speeches and propaganda of the need for race and space These concerns centered on the importance of racial purity (Aryan race) and on the need for a nation to be prepared to compete with its neighbors in a brutal, uncompromising and ceaseless struggle to survive and to expand. (Henig, R. 1997) Why Hitler hated the Jewish population so much still remains a mystery. What led him to order the extermination of millions of Jews is still open to debate. Hitler and the Nazis were racists and persecuted many different groups in societies such as homosexuals, which led to the killing of homosexuals regardless of their race or origins. The drive for a pure Aryan race was before the war only rhetoric, it was not until the war started that structures were put in p lace to suppress and kill millions of Jews and others. It was not structured violence that led to the Second World War, as the structures were put in place as the war started. (Minorityrights.com). As horrific as these wars were they were not started as a direct of structural violence, however when conflict started the policies and regimes that were put in place ensured that millions suffered. These events are examples of structural violence. Structural violence as has been indicated above has been and is still a major part of todays societies. Not all structural violence ends up in conflict, such as the rules in countries such as Saudi Arabia, where it is forbidden for women to drive a car. This type of entrenched structural violence continues today in many different parts of the world. Racism and Cultural violence are two of the more visible forms of structural violence we see or hear about. These forms of structural violence have their roots in the past in areas such as slavery and ethnic divisions. A new area of structural violence offered by Galtung was that of the structural violence against nature or the environment. This concept although new has gained new importance in the modern era when areas such as food security and environmental degradation are gaining global importance. Although environmental structural violence has not led to global conflict it is responsible for many small internal conflicts as the indigenous inhabitants of the lands or forests fight to keep their lands and waters from being taken from them in the name sustainable economic growth. As demonstrated above structural violence has led to many internal or regional conflicts, but has not been directly responsible for the starting of major international conflicts such as the First and Second World Wars. The extent that structural violence has had on international conflict is small. Structural violence is responsible for many internal or regional based conflicts, but they have not spread to a truly international conflict. I do not feel obliged to believe that the same God who has endowed us with sense, reason, and intellect has intended us to forgo their use. -Galileo  Galilei.  Italian  astronomer,  mathematician,  and  physicist  (1564-1642)

The Prison Of Puberty :: essays research papers

We the teenagers, of the people, of this world submit this list of injustices and wrong doings that mother nature has laidupon us. She has put us in a horrible prison, the prison of puberty, where our sentence is all of adolescence and our punishmentis to endure the hardship which causes many of the institutionalized personal to crack under the pressure.We protest against acne, a cruel and horrifying thing that occurs to someselected teenagers. This punishment is cruel and undeserving. At times anindividual with this dilemma may experience young children questioning chickenpox are on the ill-fated person. Also the individual has quite a hard time finding a companion to flirt with without utterly humiliating themselves. As the opposite sexdoes not find it desirable to be chatting to a person who has hideous spots on his/her face and this will cause an excuse to be made up with the most famous "excuse me I have to go and wash my hair" One who has this problem may go through many circumstances that make the individual lose their dignity, self esteem, and pride, but the male prisoners tend to not have these in the first place and will move on to the next subject with no apparent concernOther unjust routines of the Puberty Prison are the unscheduled growth spurts. These are put on the prisoners randomly and causes the prisoner to feel akward and gangly. This brisk development directs one on a path of buying new pants or in the case of the uneducated cell mate wearing the same pants with your ankles showing.On some occasions this individual might feel taller than peers, but soon the persons colleagues have reached the same peak, and a sense of contentment is contained within the subject.In the male subjects the warden places a horrible, undeserved, and unjustified punishment. Where the inmate has uncontrollable leaps into sounds which only the prison dogs can hear. The voice break has caused many inmates grief and has resulted in many of them taking a vow of silence in fear that they will crack glass.Another undesirable punishment is the gaining of hair in every place of the body for most of the males and heaven forbid even some of the female subjects who have been deprived the right of a shaver. This gain of hair can becomeuncomfortable and disgusting and is an annoyance to many of the subjects. The horrible warden Mother earth also may bring on appetites that are unmanageably colossal.

Beowulf :: Epic of Beowulf Essays

The epic poem, Beowulf, depicts the most heroic man of the Anglo-Saxon times. The hero, Beowulf, was an outstanding warrior with all the extraordinary values required by a hero. He was able to use his super-human physical strength and courage to put his people before himself. He encountered terrifying monsters and the most ferocious of beasts, but he never feared the threat of death. His leadership skills were excellent and he was able to boast about all his achievements. Beowulf was the ultimate epic hero who risked his life countless times for immortal glory and for the good of others. Common traits of an Anglo-Saxon warrior were physical strength, leadership skills and heroic stoicism, which Beowulf demonstrated throughout this poem. Beowulf was a hero in the eyes of his fellow men through his amazing physical strength. He fought in numerous battles and returned victorious from all but his last. One of those victorious battles, was the battle against Grendel, in which Beowulf fought against a monster that had killed many men. â€Å"He twisted in pain, and the bleeding sinews deep in his shoulder snapped, muscle and bone split and broke† (31.389). Beowulf showed his great strength by ripping Grendel’s arm with his bare hands, which would be impossible for a regular human to do. When Beowulf fought Grendel's mother, who sought revenge for her son's death, he was able to defeat her as well. â€Å"From its scabbard, broke the chain on its hilt, and then savage, now, angry and desperate, lifted it high over his head and struck with all the strength he had left" (38.535). He was able to slay Grendel’s mother by slashing the monster's neck with a giant's sword that could only be lifted by a person as strong as Beowulf. After defeating Grendel’s mother, Beowulf decided to finish off Grendel by slashing the monster's neck with the giant sword. â€Å"Then struck off his head with a single swift blow. The body jerked for the last time, then lay still† (38.560). After Beowulf chopped off his head, he carried it from the ocean to Herot mead-hall with ease. The head was so enormously heavy that it would take four men to lift and carry it. Another trait of Beowulf was his ability to put his people’s welfare before his own. â€Å"Heard how Grendel filled night with horror and quickly commanded a boat fitted out, proclaiming that he’d go to that famous king, would sail across the sea to Hrothgar, now when he was needed† (23.