President Franklin D. Roosevelt Biography

President Franklin D. Roosevelt Biography Franklin Roosevelt (1882-1945) served as Americas thirty-second president of the United States. He was elected to an unprecedented four terms and served during the Great Depression and World War II.   Franklin Roosevelts Childhood and Education Franklin Roosevelt grew up in a wealthy family and often traveled overseas with his parents. His privileged upbringing included meeting Grover Cleveland at the White House when he was five. He was cousins with Theodore Roosevelt. He grew up with private tutors before attending Groton (1896-1900). He attended Harvard (1900-04) where he was an average student. He then went to Columbia Law School (1904-07), passed the bar, and decided not to stay on to graduate. Family Life Roosevelt was born to James, a businessman and financier, and Sara Sallie Delano. His mother was a strong-willed woman who did not wish her son to be in politics. He had one half-brother named James.On March 17, 1905, Roosevelt married Eleanor Roosevelt. She was the niece to Theodore Roosevelt. Franklin and Eleanor were fifth cousins, once removed. She was the first First Lady to be politically active, involving herself in causes like Civil Rights. She was later appointed by Harry Truman to be part of the first American delegation to the United Nations. Together, Franklin and Eleanor had six children. The first Franklin Jr. died in infancy. The other five children included one daughter, Anna Eleanor and four sons, James, Elliott, Franklin Jr., and John Aspinwall. Career Before the Presidency Franklin Roosevelt was admitted to the bar in 1907 and practiced law before running for the New York State Senate. In 1913, he was appointed Assistant Secretary of the Navy. He then ran for Vice President with James M. Cox in 1920 against Warren Harding. When defeated he went back to practicing law. He was elected Governor of New York from 1929-33. Franklin Roosevelts Nomination and Election of 1932 In 1932, Franklin Roosevelt won the Democratic nomination for the presidency with John Nance Garner as his Vice President. He ran against incumbent Herbert Hoover. The Great Depression was the backdrop for the campaign. Roosevelt gathered a Brain Trust to help him come up with effective public policy. He campaigned continuously and his apparent confidence made Hoovers meager campaign pale in comparison. In the end, Roosevelt carried 57% of the popular vote and 472 electors versus Hoovers 59. Second Reelection in 1936 In 1936, Roosevelt easily won the nomination with Garner as his Vice President. He was opposed by progressive Republican Alf Landon whose platform argued that the New Deal was not good for America and relief efforts should be run by the states. Landon argued while campaigning that the New Deal programs were unconstitutional. Roosevelt campaigned on the programs effectiveness. The NAACP supported Roosevelt who won an overwhelming victory with 523 electoral votes versus Landons 8. Third Reelection in 1940 Roosevelt did not publicly ask for a third term but when his name was placed on the ballot, he was quickly renominated. The Republican nominee was Wendell Willkie who had been a Democrat but switched parties in protest to the Tennessee Valley Authority. War was raging in Europe. While FDR pledged to keep America out of war, Willkie was in favor of a draft and wanted to stop Hitler. He also focused on FDRs right to a third term. Roosevelt won with 449 out of 531 electoral votes. Fourth Reelection in 1944 Roosevelt was quickly renominated to run for a fourth term. However, there was some question over his Vice President. FDRs health was declining and the Democrats wanted someone they were comfortable with to be president. Harry S. Truman was eventually chosen. The Republicans chose Thomas Dewey to run. He used FDRs declining health and campaigned against waste during the New Deal. Roosevelt won by a slim margin getting 53% of the popular vote and winning 432 electoral votes versus 99 for Dewey. Events and Accomplishments of Franklin D. Roosevelts Presidency Roosevelt spent 12 years in office and had an enormous impact on America. He took office in the depths of the Great Depression. He immediately called Congress to special session and declared a four-day banking holiday. The first Hundred Days of Roosevelts term were marked by the passage of 15 major laws. Some of the important legislative acts of his New Deal included: Civilian Conservation Corps (CCC)- hired more than three million men to work on various projects.Tennessee Valley Authority (TVA)- used the Tennessee River to provide electricity for the depressed area.National Industrial Recovery Act (NIRA)- created the Public Works Administration to provide aid to cities for construction and the National Recovery Administration to help businesses.Securities and Exchange Commission (SEC)- corrected abuses which led to the stock market crash.Works Progress Administration (WPA)- hired many people for a variety of projects including in the arts.Social Security Act - Created the Social Security System. One of the election promises Roosevelt ran on was the repeal of prohibition. On December 5, 1933, the 21st Amendment passed which meant the end of prohibition. Roosevelt realized with the fall of France and the Battle of Britain that America could not remain neutral. He created the Lend-Lease Act in 1941 to help Britain by delivering old destroyers in exchange for military bases abroad. He met with Winston Churchill to create the Atlantic Charter vowing to defeat Nazi Germany. America did not enter the war until December 7, 1941 with the attack on Pearl Harbor. Important victories for the US and the allies included the Battle of Midway, the North African campaign, the capture of Sicily, the island-hopping campaign in the Pacific, and the D-Day invasion. With an inevitable Nazi defeat, Roosevelt met with Churchill and Joseph Stalin at Yalta where they promised concessions to Soviet Russia if the Soviets entered the war against Japan. This agreement would eventually set up the Cold War. FDR died on April 12, 1945 of a cerebral hemorrhage. Harry Truman took over as president. Historical Significance Roosevelts terms as president were marked by bold moves to fight two of the largest threats to America and the world: the Great Depression and World War II. His aggressive and unprecedented New Deal programs left a lasting mark on the American landscape. The federal government grew stronger and became deeply involved in programs traditionally reserved for the states. Further, FDRs leadership throughout World War II led to victory for the Allies even though Roosevelt died before the war ended.

The dos and donts when using social media as a health care professional

The dos and donts when using social media as a health care professional If you’re in the health care industry, social media can be a powerful tool both personally and professionally. But in order to get the most out of it, you have to take care with whatever you post- no matter how small. Anything you say on public sites can impact the privacy of your patients and the integrity of your career. Make sure you’re following the best practices and also making the most of the public forums you use. Here are a few handy dos and don’ts to keep you straight.DON’T give out patient information.First of all, it’s insensitive. Second, it’s a violation of HIPAA policy. It’s not worth even casually mentioning patients on social media (or in any social setting). You might think you’re being discreet by omitting names, but if any case details are recognizable you’re in violation. If you accidentally release patient information, you can face civil and criminal penalties via the HIPAA Privacy Rule, plus find yo urself in license trouble.DO represent your profession with pride.You can and should be a proud and shining representative of your profession. Talk about yourself, your work, your thoughts on the industry- everything but sharing information you shouldn’t. And while we know you’re in one of the most draining professions out there, try not to complain about how awful and tiring your job can be. Remember: future employers can and probably will look you up on social media while considering hiring decisions.DON’T include specifics.Keep identifying details, especially about your employer, to yourself. Don’t talk about your patients (it’s worth saying again!) or complain about coworkers. An innocent comment about your employer or a coworker could land you in very hot water, even if you don’t call them out by name. And try to stick to a â€Å"no photos ever† rule, unless they’re harmless selfies- but be careful of those as well.DO shar e your feelings.Social media channels can be a great way to share your thoughts and emotional responses to a job that can often be intense. If you want to build an online presence and have a lot to say, a personal blog is a great way to share in a longer format. If you’re better in smaller bursts, try Twitter, which also has the added benefit of being a great tool for immediate reaction- you can be a trusted voice in the crowd to give accurate information and weigh in on current events.DON’T mix work and play.Learn your company’s social media policy back to front and make sure never to cross it. Don’t ever post to your social media accounts from work, especially via your employer’s internet connection. And when you are posting, make sure not to say anything that you wouldn’t be comfortable having your boss or HR see.DO follow other professionals.Fill your feed with good influences. Find interesting accounts run by health care professionals y ou trust and admire, and follow facilities you really respect to keep up with what’s going on outside of your immediate sphere. Keep track of hashtags for useful intelligence gathering on the fly from others in the industry and check in often to see what people have to say. Social media can really enrich your own career and boost your reputation if you establish and grow an online community of like-minded professionals.

How do people survive a catastrophe Research Paper

How do people survive a catastrophe - Research Paper Example No one wants to go through a flood or wish this upon anyone else, but they do happen. Pre-preparation for flood protection include: Avoid building in a flood plain, if possible, strongly consider buying flood insurance and elevate and reinforce the home, consider elevating the HVAC, electric panels, etc. for protection from flood waters (Schneider, 65). Consider constructing outside barriers for rising water protection; develop an emergency kit with required medicines, nonperishable foods and sufficient bottled water to cover the family for several days. Also, develop an evacuation and communication plan, orienting the family with its contents (Bierens, 34). Flood survival tips include listening to the radio and television for weather information. If a flash flood is a possibility, move to higher ground and do not wait for instructions to move. Be aware of rivers, streams, drainage channels and other areas known to flood easily. Flash floods can occur with very little warning, such as rain clouds or heavy rain. Before leaving the home cut off the utilities, close open valves and disconnect electrical appliances. Do not touch electrical equipment if you’re wet or standing in water, do not walk through moving water. Six inches of moving water can make you fall. If you have to walk in water, walk where the water is not moving. Use a stick to check the firmness of the ground in front of you. After the flood avoid floodwaters. Since floodwater could be contaminated with oil, gasoline, raw sewage and other substances. Water may also be electrically charged from underground or downed power lines. Stay away from down power lines and repo rt them to the utility company. Stay out of buildings that are surrounded by floodwaters. Use caution when entering buildings (Hamilton, 104). The foundation could have hidden damage. Service damaged septic tanks, cesspools, or pits as soon as possible. Damaged

Life span Wks8-12 Coursework Example | Topics and Well Written Essays - 6250 words

Life span Wks8-12 - Coursework Example According to Websters New World Law Dictionary (2010), death is "the end of life, when physical functions and vital signs stop." This dictionary further suggests that brain death is an "irreversible end to the functioning of the brain" which the dictionary says is often used as the legal definition. An ethical definition of death is difficult because ethics are different for different people. My definition would be the same as the legal definition: If an individual ceases to breath and their physical and vital signs have stopped, they are dead. However, in cases where someone is in a coma for several years, or when someone has a terminal illness and wants to be euthanized, ethics come more into play in determining what is "right" or "wrong" in each situation (Santrock, 2008). Each culture sees death and mourning differently. In many cultures, the community is an integral part of the mourning. As an example, the Amish community works together when someone dies. A neighbor will make sure that everyone knows about it and the family will be supported for a year after the death. The Amish engage the family in moving forward by visiting them, bringing scrapbooks and homemade items, and starting new work projects for the widow. The Amish people also will hold the funeral in a house during the winter months or in a barn during the warmer months. It is the community that takes care of all the arrangements, including burial (Santrock, 2008). If an individual is working with children, it is helpful to know the developmental stages that children follow when they are growing and learning. Understanding the various theories -- psychoanalytic, behavioral and so forth gives an understanding of how small children develop through the lifespan. Understanding how humans evolve from birth to old age is important to the scholar-practitioner because this knowledge puts into perspective the various changes a person goes

Volcanoes Risks and Benefits Essay Example for Free

Volcanoes Risks and Benefits Essay The term volcano can either mean the vent from which magma erupts to the surface, or it can refer to the landform created by the solidified lava and fragmental volcanic debris that accumulate near the vent. One could say, for example, that large lava flows are erupted from Kilauea volcano in Hawaii, the world volcano here signifies a vent. Volcanoes are not the realm of any single scientific discipline. Rather they require study from many scientists from several specialties: Geophysicist and Geochemist to probe the deep roots of volcano; Geologist to decipher prehistoric volcanic activity; Biologist to learn how life became established and evolve in barren volcanic islands; and meteorologist to determine the effects of volcanic dust and gases on the atmosphere, weather and climate. Volcanoes affect humankind in many ways. Their destructiveness is awesome, but risk involved can be reduced by assessing volcanic hazards and forecasting volcanic eruptions. Body Volcanoes Risks and benefits  Definition First of all, we should know what a volcano is. Volcano is an opening in the earth’s surface. Through this opening has come rock so hot that it is in a liquid or gaseous state. This melted rock deep in the earth is called magma. Philosophers once thought that volcanic eruptions came from the burning of natural fuels. Sir Charles Lyell and his associates later showed the volcanic mountains were piled up from the products of their own eruptions For hundreds of years, volcanoes have struck terror and wonder into the heart of man. In ancient time, they even moved man into worship. The word volcano comes from Volcanus, the name of the Roman god of fire. The name was first used for volcano, one of the Lipari Islands in the Mediterranean Sea where the god was thought to live. Kinds of Volcano Volcanoes are commonly classified as active, dormant and extinct. The distinction between the categories is not very clear and consequently any classification based on this criterion and is highly arbitrary. The separation of dormant and extinct volcanoes is particularly difficult. A volcano may lie quiet many hundreds of years and then awaken, often violently. Some volcanoes are constantly active . Izalco in El Salvador, and Stromboli in the Mediterranean Sea, erupt so regularly that they have been compared to light houses. Those that are quiet, but have not been dead for us to know when they will break out again are called dormant volcanoes. Volcanoes that have been remained quiet since the beginning of recorded history and probably will not erupt are called extinct volcanoes. Other volcanoes can be called intermittent because, they erupt fairly at regular periods. Many of these erupt in cycles, with the length of cycle being fixed by the amount of time needed to make enough heat to produce eruption. Types of eruption In classification schemes based on character of eruption, volcanic activity and volcanic areas are commonly divided into six major order of increasing degree of explosiveness: (1) Icelandic, (2) Hawaiian, (3) Strombolian, (4) Vucanian, (5) Pelean and (6) Plinian. The Icelandic type of eruption is characterized by effusion of basaltic lave that flow from long parallel fissures. Such outpouring build lave patterns. The least violent type of eruption is termed Hawaiian and is characterized by extensive lava flows from central vents or fissures and occasionally accompanied by lava ountains. Strombolian eruption is characterized by moderately fluid lava flows, usually accompanied by violent lava-fountaining that produces and abundance of volcanic bombs and cinders. Vulcanian eruptions are characterized by viscous lava that form short, thick lava flows around vents; very viscous or solid fragment of lava are violently ejected from these vents. Pelean eruptions are similar to vulcanian eruptions but have even more viscous lava; domes from over the vents, and ash flows commonly accompany the dome fountais. Plinian eruptions, also known as Vesuvian eruptions, are volcanic eruptions marked by their similarity to the eruption of Mount Vesuvius in AD 79 (as described in a letter written by Pliny the Younger, and which killed his uncle Pliny the Elder). Plinian eruptions are marked by columns of gas and volcanic ash extending high into the stratosphere, a high layer of the atmosphere. The key characteristics are ejection of large amount of pumice and very powerful continuous gas blast eruptions. Risks Volcanoes release volcanic hazards that may cause the life of human kind to be in danger. These volcanic hazards are Pyroclastic Density Currents (pyroclastic flows and surges), Lahars, Structural Collapse: Debris flow-Avalanches, Dome Collapse and the formation of pyroclastic flows and surges, Lava flows, Tephra fall and ballistic projectiles, volcanic gas, Tsunamis and Volcanic Lightning Pyroclastic density currents are are gravity-driven, rapidly moving, ground-hugging mixtures of rock fragments and hot gases. This mixture forms a dense fluid that moves along the ground with an upper part that is less dense as particles fall toward the ground. The behavior of the fluid depends upon the solids concentration relative to the amount of hot gases. High concentration density flows are called pyroclastic flows and are essentially nonturbulent and confined to valleys. Low concentration density flows are called pyroclastic surges which can expand over hill and valley like hurricanes. Temperatures may be as hot as 900 degrees Celsius, or as cold as steam. Pyroclastic flows and surges are potentially highly destructive owing to their mass, high temperature, high velocity and great mobility. Deadly effects include asphyxiation, burial, incineration and crushing from impacts. Many people and the cities of Pompeii and Herculaneum were destroyed in 79 AD from an erupion of Mount Vesuvius; 29,000 people were destroyed by pyroclastic surges at St. Pierre, Martinique in 1902; 2000 died at Chichonal Volcano in southern Mexico in 1982 from pyroclastic surges. The only effective method of risk mitigation is evacuation prior to such eruptions from areas likely to be affected by pyroclastic density currents. Lahars are part of the family of debris flows that are fluids composed of mixtures of water and particles of all sizes from clay-size to gigantic boulders. The abundance of solid matter carries the water, unlike watery floods where water carries the fragments. Debris flows have the viscous consistency of wet concrete, and there is a complete transition to watery floods. Lahars are composed of volcanic particles and originate directly or indirectly from volcanic action. Lahars can form by hot pyroclastic surges or flows entering watershed systems or flowing over snow and ice, by eruptions through crater lakes, by heavy rains on loose volcanic debris that is, any process by which volcanic particles can become saturated by water and move downs lopes. They can move with velocities as low as 1. m/s to as great as 40 m/s on steep slopes (1 m/s = 2. 55 miles per hour). They are known to have travelled as far as 300 km (1 km = 0. 63 miles). Lahars have destroyed many villages and lives living on Indonesian volcanoes because most people live in valleys where lahars flow. The 21,000 lives lost at Armero, Colombia, were from a lahar that formed during the eruption of Nevado Del Ruiz in 1985. It was generated by melt water from the interaction of pyroclastic surges with snow and ice, from a very small eruption. Lahars can transform into regular floods as they become increasingly diluted with water downstream. This phenomenon was first discovered at Mount St. Helens where hot pyroclastic surges transformed to lahars, which further transformed to hyper concentrated stream flow and then to normal stream-flow turbulence. The eruption of Mount St. Helens on May 18, 1980 started with a relatively small volcanic earthquake that caused collapse of the north side of the volcano because it was over steepened and therefore unstable. When the landslide occurred, it decreased the pressure on the pressurized interior of the volcano which expanded explosively to form a lateral blast that devastated the countryside north of the volcano. Most of the debris flow avalanche was diverted down the North Fork Toutle River, but some moved directly northward over a 300 meter ridge and down into the next valley. Since the 1980 Mount St. Helens eruption, dozens of volcanoes that have given rise to avalanches have been discovered. For example, 40 avalanches exceeding 1 Km3 in volume, and 22 with a volume of less than 1 km3, are now known from the Quaternary alone, and 17 historic volcanic avalanches have been identified. The hilly topography north of Mount Shasta in northern California is now known to be the result of a have debris-flow avalanche. Some are known to extend up to 85 km from their sources and to cover tens to more than 1000 km2 in area. Lava flows rarely threaten human life because lava usually moves slowly a few centimeters per hour for silicic flows to several km/hour for basaltic flows. An exceptionally fast flow at Mt. Nyiragongo, Zaire (30-100 km/hour) overwhelmed about 300 people. Major hazards of lava flows burying, crushing, covering, burning everything in their path. Sometimes lava melts ice and snow to cause floods and lahars. Lava flows can dam rivers to form lakes that might overflow and break their dams causing floods. Methods for controlling paths of lava flows: (1) construct barriers and diversion channels, (2) cool advancing front with water, (3) disruption of source or advancing front of lava flow by explosives. Tephra consists of pyroclastic fragments of any size and origin. It is a synonym for pyroclastic material. Tephra ranges in size from ash (2 mm) to lapilli (2-64 mm) to blocks and bombs (64 mm). Densities vary greatly, from that of pumice (0. 5) to solid pieces of lava with density about 3. 0. Blocks from basement material may exceed 3. 0. Material may be juvenile (formed of magma involved in the eruption) or accidental (derived from pre-existing rock). Tephra fall and ballistic projectiles endanger life and property by (1) the force of impact of falling fragments, but this occurs only close to an eruption, (2) loss of agricultural lands if burial is greater than 10 cm depth, (3) producing suspensions of fine-grained particles in air and water which clogs filters and vents of motors, human lungs, industrial machines, and nuclear power plants, and (4) carrying of noxious gases, acids, salts, and, close to the vent, heat. Burial by tephra can collapse roofs of buildings, break power and communication lines and damage or kill vegetation. Even thin (2 cm) falls of ash can damage such critical facilities as hospitals, electric-generating plants, pumping stations, storm sewers and surface-drainage systems and sewage treatment plants, and short circuit electric-transmission facilities, telephone lines, radio and television transmitters. When dispersed widely over a drainage basin, tephra can change rainfall/runoff relationships. Low permeability of fine ash deposits leads to increased runoff, accelerated erosion, stream-channel changes and hazardous floods. In contrast, thick, coarse-grained deposits closed to the source can increase infiltration capacity and essentially eliminate surface runoff. Many of the hazards of tephra falls can be mitigated with proper planning and preparation. This includes clearing tephra from roofs as it accumulates, designing roofs with steep slopes, strengthening roofs and walls, designing filters for machinery, wearing respirators or wet clothes over the mouth and nose because tephra can contain harmful gases adsorbed on the particles as acid aerosols and salt particles. Magma is molten rock containing dissolved gases that are released to the atmosphere during an eruption and while the magma lies close to the surface from hydrothermal systems. The most abundant volcanic gas is water vapor; other important gases are carbon dioxide, carbon monoxide, sulfur oxides, hydrogen sulfide, chlorine, and fluorine. The gases are transported away from vents as acid aerosols, as compounds adsorbed on tephra and as microscopic salt particles. Sulfur compounds, chlorine and fluorine react with water to form poisonous acids damaging to the eyes, skin and respiratory systems of animals even in very small concentrations. The acids can destroy vegetation, fabrics and metals. Atmospheric veils of dust or acid aerosols caused by large-volume explosive eruptions can affect regional or global climate. Most volcanic gases are noxious and smell bad, but they can cause mass fatalities. A rare case of mass deaths by volcanic gases in 1986 at Lake Nyos, in Cameroon, West Africa. Tons of carbon dioxide spilled out of Lake Nyos, and flowed silently down a canyon and through 3 villages occupied by 1700 people. They and 3000 cattle died instantly from lack of oxygen. Carbon dioxide emissions are now being monitored at Mammoth Mountain, California. A tsunami is a long-period sea wave or wave train generated by a sudden displacement of water. Tsunamis travel at very high speeds through deep water as low broad waves and build to great heights as they approach the shallow bottom of shores. Most are caused by fault displacements on the sea floor, but many have been caused by volcanic action. The eruption of Krakatau in 1883 produced tsunamis that killed 36,000 people. The pyroclastic flow generated by this eruption displaced the water that initiated the tsunamis.

Born Too Early Essay -- essays research papers

According to the American Association of Premature Infants (AAPI), over 400,000 babies are born prematurely or at a low birth weight. As a result of being born early they are more likely to require high-technology intensive and specialized care in the hospital and follow-up care as infants and children. As a result, many have chronic medical problems and developmental problems. Some of the problems consist of respiratory distress, feeding issues, language delays and several other problems.   Ã‚  Ã‚  Ã‚  Ã‚   As a mother of a premature infant, I know these issues are a major concern when the baby is born and the stress that it can put on the families. In order to be able to deal with the situation effectively you have to acquire information and learn the good and the bad that come with having a premature infant.   Ã‚  Ã‚  Ã‚  Ã‚   When a baby is born prematurely there are a number of tests that the baby has to go through. First the doctors and nurses have to assess the baby’s heart, lungs, color and temperature. If the baby is having trouble with any of these things then it is taken into what is called the neonatal intensive care unit. In some of the smaller hospitals they aren’t equipped with the technology that is needed to keep the baby alive and the baby has to be transported to a bigger hospital, usually to a hospital in a metropolitan city in order to get the proper care. After the baby has been assessed for problems then it is watched closely ...

Risk of Schizophrenia Essay

Over the last few decades Schizophrenia has become embedded in mainstream vernacular as any behavior or emotional response that is out of touch with reality. However even with its popularity heightened through movies and headline news stories, schizophrenia is still one of the most enigmatic and least understood disorders of the brain. With current research focused on the role of neurobiology and functioning on a cellular level, investigative analysis has merited new innovations towards its source, however a single organic cause for the disorder still eludes scientists. Although the foundation of the affliction is still unknown, its effects are well documented and over the next few pages will show the changes in the brain as the disease develops, and how those alterations impact the rest of the body and alter various other functions throughout the viscera. The term Schizophrenia was first coined in 1911 by Swiss psychiatrist Dr. Eugen Bleuler and translates from the original Greek as schizo (split) and phrene (mind), making a literal translation of split-mind, in reference to the disjointed thinking of those with the disease (Johnstone, 1994). Although the term was first used in the early twentieth century, according to scholars a ‘madness’ was described in The Ebers Papyrus, a collection of ancient Egyptian medical papers dating back to 1550 BC, which accurately depicts some of schizophrenia’s symptoms (Johnstone, 1994). With its possible documentation over three millennia ago and its symptoms documented in a myriad of medical journals throughout history, the disorder itself is very rare. Those who are at the highest risk of manifestation are offspring whose parents are both schizophrenic, although even at this rate the risk of manifestation is about forty-six percent. Globally however its prevalence is about 0.9 percent or fifty-eight million people worldwide (Hollandsworth, 1990). According to James G. Hollandworth of the University of Southern Mississippi, schizophrenia is primarily characterized by a disintegration of reality perception, consciousness, and thought process which results in a debilitated proficiency in social and professional faculties (Hollandworth, 1990). While schizophrenia can most arguably be classified as a predominantly genetic affliction, there are others factors which can contribute to its development even without a genetic predisposition. These elements include birth defects such as hypoxia and low birth rate, neuroanatomical anomalies, viral infections, along with low IQ and cerebral  atrophy (Hollandsworth, 1990). While these components in themselves are not sufficient enough to cause the disorder, they result in an increased risk for developing the disease. One theory for the cause of schizophrenia that has been studied with great validity is the dopamine hypothesis. This theory postulates that schizophrenia is caused by an overabundance of the dopamine-dependent areas of the brain causing an imbalance that affects the entire system (Hollandsworth, 1990). For this reason many of today’s schizophrenia treatment drugs inhibit dopamine receptor activity in an attempt to return it to its natural equilibrium. Although even with advances in modern science and new drugs being developed every day, the illness is still only treatable and its symptoms still emerge even with proper medication. Even with its origin unknown, scientists have discovered several chromosomes which when damaged or mutated, greatly increase the risk of developing schizophrenia. The chromosomes in particular that act as catalysts are chromosome numbers twenty-two, six, and eleven (Klar, 2004). Chromosome six contains several genes that are linked with immune response which has given rise to the belief that schizophrenia has some association with weakened disease fighting agents. While damage to this chromosome may be linked to the source of the ailment, it may only be the jump starter that kicks off the path to developing the illness. For as scientists know, a lacking immune response caused by chromosome damage can theoretically leave the body vulnerable to infection, which are facilitators that can bring about the emergence of the disorder (Hollandsworth, 1990). Chromosome twenty-two on the other hand is linked with the dopamine hypothesis as this area houses enzymes that aid in transporting neurotransmitters. These neurotransmitters, mainly catechol-O-methyltransferase (COMT) and proline dehydrogenase (PRODH) are essential for the breakdown of dopamine. Any disruptions in this particular area can trigger an overabundance or shortage of dopamine, potentially resulting in developing positive or negative schizophrenia symptoms (Chakravarti, 2002). Lastly, chromosome eleven has been associated with schizophrenia on the grounds of genetic translocation, or a chromosome abnormality caused by faulty rearrangements of various strands of DNA. These faults can occur in any number of genes, however during this process it occurs at times pivotal to cell division, making it easy for genes to be incorrectly rearranged (Klar, 2004). When this happens  it can potentially inhibit the development of lateralization of brain function and act as a precursor not only schizophrenia, but other forms of mental illness as well as cognitive impairments (Klar, 2004). Once the subject has developed schizophrenia it affects the brain in very specific ways. When the disorder itself first begins to emerge its early symptoms manifest themselves in a period called The Prodormal Phase (Neale &ump; Oltmanns, 1980). During this phase, which occurs anywhere from six to thirty months before the disease truly emerges, the person may experience social withdrawal , dysphoria, and irritability. As the disorder progresses the symptoms may become more intense, and newer or ‘positive’ symptoms may begin to surface. These positive symptoms can include visual and auditory hallucinations, delusions, and disorganized thought processes. In severe cases of thought process deterioration or cognitive slippage, a person can develop schizophasia or ‘word salad’ where a person’s speech is completely incoherent with no understandable thought or message. Following the positive symptoms of the illness, ‘negative’ symptoms can appear as well. These symptoms are aspects of the person’s personality that have been negated by the disease. They are most commonly expressed by the person’s flat or expressionless demeanor, apathy, very little displayed emotion, and continued peculiar behavior (Hollandsworth, 1990). After schizophrenia has completely manifested itself, the patient is usually classified into one of four types. These types are paranoid, disorganized, catatonic, and undifferentiated. Those in the paranoid group display an obsession over their delusions or ha ve hallucinations specifically related to a certain subject or idea, and are usually the most functional of all schizophrenics (Johnstone, 1994). Disorganized types are typically ones who display little emotion and act in a disjointed and inarticulate manner, while catatonic schizophrenics are merely ones who appear in torpor and display lethargic indolence. The undifferentiated type however is hybrid of the three previous types and is a miscellaneous combination of all their symptoms combined (Johnstone, 1994). While the outward symptoms may be relatively easy to recognize, inside the brain is a totally different matter. Schizophrenia can cause structural changes in the brain even though a specific cause for these changes is still unknown. These changes in brain structure are illustrated by larger ventricles, a thicker corpus collosum, a decrease in dendrite  spines in the frontal lobe, disordered hippocampal pyramidal cells, and a shrinkage of the cerebellar vermis, which is mainly responsible for perception. In some studies malformed neuronal migration has been observed which can lead to disjointed thoughts as well as an overall shrinkage of the hippocampus and amygdala (Johnstone, 1994). Due to these changes, a person suffering from the disorder can have reduced functioning in the frontal lobe which can affect their logic and critical thinking skills as well as their ability to successfully plan ahead. This reduced functioning is displayed in the Wisconsin card sorting test, which is administered to measure possible brain damage and assess the functioning of the frontal lobe. Schizophrenics who participate in the test show an inability to successfully transfer their attention to the rules of the exam once they begin. Functional imaging has also shown a lack of activity in the right hemisphere of the frontal lobe during their partaking, which does not increase as the task is administered. It is also shown that in a study by a Dr. Nagy in 1963, that of 260 cases of schizophrenia, roughly fifty-eight percent of the group had some form of cerebral atrophy (Johnstone, 1994). On a cellular level schizophrenia symptoms are thought to be caused by an overabundance of neurotransmitters released between neurons. These neurotransmitters, mainly dopamine and serotonin, in excess can cause hallucinations and delusions which are referred to as ‘positive’ symptoms. Too little of these neurotransmitters however can result in lack of emotion and motivation which mirror the ‘negative’ symptoms of the disorder. Another type of cell affected by schizophrenia is the pyramidal cell in the prefrontal cortex, or the forehead area of the brain. These cells, which are a type of neuron that serve primarily as excitation units in the prefrontal cortex, are shown to have a decrease in basilar dendrite numbers. These basilar dendrites arise from the base of the pyramidal cell’s soma, and with a decrease in their numbers it can indicate a shortened synaptic surface area resulting in possible fallacious thought processing (Broadbelt, Byne, &ump; Jo nes, 2002). Pyramidal cells in the hippocampus are also known to be affected by the disorder can and cause many of the cells in that area to be thrown into disarray, causing cognitive malfunctions. The treatment of this disorder can vary greatly depending on the person; however dopamine inhibiting antipsychotics are a very popular remedy. Although prevalent, these  medications are not perfect and many scientists claim there is still no concrete connection that schizophrenia is exclusively a result of faulty dopaminergic transmissions (Neale &ump; Oltmanns, 1980). It has also been noted that many of the dopamine inhibiting drugs serve only to combat the positive symptoms and leave many of the negative symptoms such as emotional absence unaffected. Another treatment that is still widely used, but much less common is electroconvulsive therapy or shock therapy. This treatment is still very controversial but there has been success in treating schizophrenia symptoms completely, although many patients relapse within six months. Studies have also indicated that although this treatment can be effective there are risks of permanent brain damage. According to Dr. Peter Breggin (2008), a psychiatrist at the State University of New York, shock therapy in animal testing showed statistically significant brain structural abnormalities when compared to animals without it. His study showed the electrical shocks caused changes in the nerve cell walls causing gliosis, or a profound increase in the number of astrocytes in impaired areas of the central nervous system (Breggin, 2008). In conclusion, schizophrenia is unique disorder that affects the brain in many ways, yet manifests itself differently from person to person. As there is no tangible rubric for how the disorder will impact the person, it can be a difficult illness to treat. Its effects on the brain, from enlarged ventricles to a decline in dendrite spines, shows the major impact the illness can have on living a normal life. Although the disorder afflicts just over fifty-eight million people worldwide it is still devastating to those who are affected and while the medical community makes leaps and bounds in understanding the disease, a cure is still far from the horizon. With psychology grant money from universities being invested predominantly in neuropsychology, perhaps sometime in the near future scientists will be able to fully understand this illness and find a successful and permanent cure for it.

Research Essay

Throughout this assignment I intend to demonstrate an understanding and knowledge of research methodology. I will examine how research is used to support practice and policy. I will address research terminology and the roles and responsibilities of the researcher. Our group research project will be critically analysed. Kumar (2001) implies research is more than a set of skills. Research is a way of thinking and examining the various aspects of your day-to-day professional work, understanding and formulating guiding principles that govern a particular procedure. Research helps us to understand why things behave the way they do and why people act in a certain way. If carried out effectively, research can be imperative as it brings about change in policy and practice Burns (1972). The two predominant methods of research are Quantitative and Qualitative research (Kumar,2001). These methods differ primarily in their analytical objective, the type of questions they pose and the different m ethods of data collection. The following definition, taken from Aliaga and Gunderson (2000,pg1), describes what we mean by quantitative research methods: Quantitative research is ‘Explaining phenomena by collecting numerical data that are analysed using mathematically based methods in particular statistics.’ (Muijs,2011) Quantitative research is also described as traditional or empirical research, meaning that it is based upon observation, experimentation and measurement (Lambert). Qualitative research is usually a more detailed form of research and cannot usually be expressed in terms of numbers. It often takes in to account people’s values, attitudes and opinions. The three most common qualitative research methods, are participant observation, in-depth interviews, and focus groups. Each method is particularly suited for obtaining a specific type of data. Lambert (2010, pg 256) infers that both qualitative and quantitative approaches can be combined in a single study to improve depth and breadth. For the purpose of our small scale research project we used a research question as opposed to a hypothesis. A hypothesis is a statement of assumption which will be tested in the research (Muijs,2011). A research  question is an initial statement to set the scene for exploratory research within an interpretivist framework. A questionnaire was used to gather data for our research project. Newby (2010) states questionnaires are amongst the most popular. The advantage of using a questionnaire in date collection is they are practical. A large amount of information can be collected from a group of people in a short period of time. The data can be expressed statistically. It is thus possible to make comparisons with other studies. The results of a questionnaire can be easily evaluated, analysed and quantified by the researcher (Barlette & Burton, 2012). The disadvantages for this type of research is people may not be honest when filling out the questionnaire this could lead to the data pr ovided being false and therefore invalid (ibid). The interview is the most prominent data collection tool in qualitative research(Muijs,2011).When data has been quantified, it can be used to compare and contrast other research and may be used to measure change. Positivists believe that quantitative data can be used to create new theories and / or test existing hypotheses (ibid). Researchers are required to consider ethics in every aspect of their conduct. The Belmont Report states the three fundamental ethical principles for using any human subjects for research are Respect for Persons, Beneficence and Justice (U.S Department of Health & Human Services,1979.) The first of these principles meant that the researcher should treat the participant as an independent person who should be kept fully informed at all times. The researcher should also ensure that persons with reduced independence such as a child should be protected at all times. Beneficence is included to ensure the benefits of being included in the research should outweigh any negative impact to the participant. Justice implies that selection of the participants must be fair and those who are asked to participate should also benefit (Macfarlane & Bruce, 2009). Personal values and also professional values that researchers should use when carrying out a study, will be analysed. A code of ethics is a fra mework to help and advise us but ultimately it remains the responsibility of the individual (Early Childhood Australia,2010). Research ethics are a set of principles on how researchers  should conduct themselves when dealing with research participants. Denscombe (2007) states we must respect the rights and dignity of the participants, avoid harm to research participants and carry out the research with honesty and integrity. According to Stonehouse (1991) a code of ethics is ‘a statement about practice, or what we will strive to do. It is based on core values, or what we believe’. There are a number of reasons it is important to conduct research in line with ethical standards; it is a sign of respect for participants, other researchers and those who will use the research. A code of ethics is not enforced but it is something that we should adhere to. The Impact of Distance Learning on a Student’s Work and Home Life Introduction In order to better understand what affect distance learning has on the work and home life of a student, students from the Education Department at Anglia Ruskin University in the second year of their Foundation Degree in Early Years collated data from a research module seeking to answer the following question: Does combining distance learning and working have a negative impact on a student’s work and home life? The chosen method of data collection was via a questionnaire with the answers offering an explanation and understanding as to why students look to improve their early years education skills by going back to study and what challenges they faced. Method The research was a 10 minute questionnaire, asking a mixture of both closed and open questions. A combination of closed and open questions were used so allowing students to answer in a more efficient and accurate manner. Opinions from each of the surveyed students were as important as were the answers to the multiple choice questions. The questions asked related to a work and life balance, and sought to understand how students deal with the work and study balance. Sample The results are a snap shot outlining the sort of pressure s placed on students in terms of time, commitments and everyday lives. The results covered how many hours a week were worked, where was the work undertaken, where did the students live and the time pressures on completing course work. It outlines the key challenges facing mature students who are looking to further their early years education and teaching careers. Ethics To ensure that all University protacals were observed, an introduction was provided outlining the aim of the research and confirming what research the surveyed students were being asked to contribute. Confidentially was important so was the opportunity if needed to withdraw from the research at any time. Results The results of the survey outline the time constraints and challenges faced by the students as they look to progress their education and their career Figure 1 – Gender of students. The above results showed that 100% of the surveyed students were female. Though we are unable to draw any direct conclusions from this, perhaps females are more likely to return to early years education than their male counter parts. All were involved with early years education and so found the early years course additional help to their working lives. Figure 2 – Age of Students The above outlines the age of the students. 75% of those surveyed were in the age range of 25 – 34. Though we cannot draw any direct conclusions from this, it would suggest that the 25 – 34 age range has the propensity to undertake further education whist working and looking after their children.  The younger age groups perhaps are more interested in their social lives where the 44+ are perhaps to well established to go back to further education. Figure 3 – Hours worked per week The above outlines the number of hours worked per week. This shows that the early years students are having to work quite long weeks whilst undertaking and finishing course work. Figure 4 –Who do you live with? The above research shows that out of the surveyed students none currently reside at home with their parents. As 75% of them are from the 25 to 34 age demographic, they have all moved out from the parental home and are either residing with their partner, or with friends. Figure 5 – How many children do you have? The above shows that the students have a real cross section of the number of children they currently have. The older students are more likely to have had children, so making their daily working lives even harder to undertake the required course work. Reasons for embarking on this foundation course The students were asked why they were embarking on the foundation course, all respondents cited the need to gain further qualification in order to improve their chances of career progression. Some cited the need to complete their EYPS by 2015 allowing the student to move with an improvement in their career prospects. Those with children were looking at the opportunity of also progressing their career but at a slightly older age. Some students were encouraged by the in house management to undertake the course so improving their knowledge and skills. Figure 6 – how much research is undertaken? The above outlines how much research was undertaken before the students undertook the course. 25% admitted they had done very little research and had relied on word of month from friends and past students. 25% admitted attending an open day so they were better able to understand the course and the time requirements. The reminder was either advised by their managers to undertake the course or had done minimal research and joined the course anyway. Figure 7 – Choice of learning. The majority said they did have a choice in how to study, but elected to undertake distance study. The remaining 25% who did not have a choice said that their working hours meant they were unable to take anytime out to attend face to face courses. If they had a choice, would they have attended face to face courses as opposed to opt for distance learning? Out of the total sample, 75% said that work commitments were an influence in making the decision to undertake distance learning with the remaining 25% stated this was the only option for undertaking and completing the course. All the students agreed that distance was more flexible and was a cheaper option. Figure 8 – Effectiveness of distance learning The research indicates that when the students were asked to compare distance learning having previously undertaken face to face learning, they all agreed that distance learning was worse. The students found it more difficult to express opinions over distance learning and missed the one to one question opportunity. Better communication via face to face because information was taken in and understood more easily. The speed of response was thought to be quicker and better via face to face with greater accuracy and clarity in the  answers. The students were asked if distance learning allowed discussions to take on a greater degree of thought and reflections, with 50% saying yes it did, and 50% saying no it did not. Figure 9 – How many hours per week do you study? The total number of hours per week given over to studying is split, with 50% of the surveyed saying 5 to 10 hours, whilst the remaining 50% saying 10 plus hours per week. The difference could be down to level of experience, age, ease of distance learning or just the time it takes to undertake assignments. Each individual will have key skill bases that will allow then to complete the projects in different timelines, hence the difference in hours per week worked. Using the Likert scale (Newby,2010) the results were conclusive that students felt 1 module per half term would improve the balance between study and home. In completing the modules, 75% either agreed or strongly agreed that completing one module per half term as opposed to two over a term certainly improved the study/home life balance, with 25% saying they did not agree nor disagree. This comes back to being able to prioritize their workload more successfully as they have a clear goal in a defined timeline, as opposed to a longer timeline where better time management could well be needed. Figure 10 – When do you study? The survey group had different work patterns, with 50% working at weekend, 25% in the week and 25% working across both. This would probably be driven by their respective home life, their career, if they have children and where  they lived. Studying time would have to fit in around many other external factors. All the surveyed agreed that the study time affected their home or social life. The younger individuals lost out on time meeting friends and going out and all agreed that weekend life with its need to undertake family and home jobs meant that their time was really squeezed. Time management was a key to getting all of the modules finished and in on time. In terms of hobbies, all agreed that they had and enjoyed taking part in their hobbies, whether it was in the week or at weekends. Out of the survey, 50% stated that these were severely affected and the remaining 50% said that they were affected. Hobby time spent was certainly reduced with 50% saying that the distance learning had a significant affect on how much time they could send pursuing their hobbies over a given week. The surveyed also found that their employers had very different reactions to their distance learning, with 75% being given no extra time off to help with their studies, and 25% being helped by their employer. The 25% who were helped were allowed on average one study day off per week. Figure 11 – Is the study having a positive effect in your workplace? Interestingly 50% said that the learning experience was having a positive effect on their work place, with 50% being unsure. The positive impact allowed the newly gained knowledge to be used in the work place with positive effects, helping day to day running of work, cascading more information down to other staff members, additional responsibility being enjoyed and the general acceptance that the new learning was having a positive impact of the workplace and fellow colleagues. In terms of dealing with the pressure of distance learning, all of those surveyed said they felt that the support they received as part of the online group did not help them deal with the added pressure and workload from the  extra learning. This could be down to the whole new experience of distance learning where previously they had the face to face time, where issues could be discussed and solutions found. Now if there are any issues, then the individual must try to find a solution themselves and so are potentially feeling more isolated and pressured. 75% did feel that having a mentor aided them in their day to day studies, where 25% were unsure. Again this could be down to the new experience of undertaking distance learning with the individuals taking to time to understand how to best use the mentor. As this process develops so the mentor could well be used more in a way to help find solutions to ongoing issues and problems. The mentor when asked had a great deal of knowledge, but the issue was still how best to use them. All of the surveyed felt that having a mentor in no way helped them in reducing the number of hours they had to work. The mentor was there to help with specific questions, not to help with larger problem solving hence reducing the number of hours that had to be worked. All of the surveyed felt with the advent of modern technology development, distance learning will play an important part for our future generations. It was felt that individuals could go back and study without having to give up their jobs, the studying would be more convenient for them and their families, older students would not have to sit in a classroom with younger students so having perhaps a confidence issue and generally the feeling was being able to study at a time and in an environment that was more suited to the individual. Reflection The undertaken research and related results were indeed a very worthwhile process that yielded some frank and interesting points of view. With any form of research, hindsight plays an important part when reviewing the  questions, the questionnaire, the sample size and the overall results. The information allowed the survey to demonstrate a view that distance learning on the home/work life balance is truly a challenge particularly when looking at the relative age and social position of the surveyed. The questionnaire included a number of dichotomous questions giving clear unequivocal responses (Cohen,Manion & Morrison,2011). Open questions gave participants an opportunity to write down their opinions generating qualitative data(Kumar,2001). Research ethics as described by Blaxter et al. cited in Bell (2005) is about being clear about the nature of the agreement with the research participants. Clear instructions and the overarching ethics of the research meant there was no poor interpretation. Sample sizes are always important and so the larger the sample size the more accurate and more believable the results become. Quality of the samples then becomes of paramount importance so though the sample size is small, the results are accurate and are a true reflection on what was reported within the questionnaire. All data collection and results interpretation proved to be fairly straight forward mainly as the sample size was small and the surveyed students were willing to share their views and spend time accurately filling out the questionnaire. References: Barlette & Burton , S & D (2012) Researching education . London: Sage. Bell, J (2005) Doing your Research Project . 4th ed. Berkshire: Open University Press. Cohen, L., Manion, L., & Morrison, K. (2011) Research Methods in Education . 7th ed. Oxon: Routledge. Early Childhood Australia (2010) Code of Ethics literature review [Online] Available at http://www.earlychildhoodaustralia.org.au [Accessed 25 November 2013] Kumar, R (2011) Research Methodology. 3rd ed. Great Britain: SAGE Publications Ltd. Lambert, E.B (2003) Introducing Research to Early Childhood Students. Australia : Social Science Press. Sage (2010) Introduction to quantitative research [Online] Available at http://www.sagepub.com [Accessed 27 November 2013] U.S Department of Health & Human Services (1979) The Belmont Report [Online] Available at http://www.hhs.gov [Accessed 1 December 2013] Weatherall, S. (2013) Research terms, MOD001251 Research 1 . [Print] Anglia Ruskin University, Unpublished.

Tablets vs. Textbooks Essay Example

Tablets vs. Textbooks Essay Example Tablets vs. Textbooks Paper Tablets vs. Textbooks Paper Technology is advancing more and more everyday. From phones to Droids the things you can do is endless. These advances are making every day life easier and easier whether its doing your banking from home or keeping up with social media. Technology is becoming so advanced that kindergarten through twelfth grade students will soon be relieved of the burden of carrying books to and from school five days a week, which would be extremely beneficial. However, some people oppose this dea because, tablets are more expensive than print text books, they are dangerous to our kids health, and the tablets may be difficult to use for some students. First of all, those who oppose this idea believe that a tablet is more expensive than a print text book. Technology does not necessarily translate into more expensive though. According to a report from the Federal Communications Commission schools kindergarten through twelfth grade spend on average around eight billion dollars a year on text books. If these schools switched from text books to the ever popularizing E-book these schools can save anywhere from two hundred fifty to one thousand dollars per student per year. If you calculate this an average school has about five thousand to seven thousand students which translates to a 5 to 7 hundred thousand dollar savings that can go towards other things in the school. Most E-books cost about four hundred fifty dollars where as a textbook can cost upwards of six hundred dollars. So, this idea of tablets being more expensive is preposterous, and comes from the common idea of technology means more money which has no factual vidence to back it. Secondly, the opposition will say that tablets are dangerous to our kids health. Those who oppose tablet usage will use the argument that staring at the screen of the tablet will cause irreversible damage to the eyes, but this claim is only a half truth though. There is no permanent damage caused to the eye, but there is a slight strain that can be relieved from a good nights rest. This slight strain however, is nothing in comparison to what can happen to an individuals back from carry all those heavy books all day. Pediatrician and chiropractors recommend that only fifteen percent of ones total body weight should be held on the back, but the weight from all of a childs courses easily out weighs that fifteen percent mark. A report from the United States Consumer Product Safety Commission, during the 2011-2012 school year an estimated thirteen thousand seven kids aged from five to eighteen, were treated for some sort of back pack related injury. So where is the real danger to our kids health really at? Lastly, the individuals who oppose these tablets in school will say the tablets may be oo difficult to use for some students. The opposition will argue that with all these books and documents a student will have difficulty with opening any of them and thus make learning much harder for that child, this claim is extremely outlandish however. In the third world country of Ethiopia, the One Lap Top Per Child organization dropped off boxes full of tablets with educational applications loaded onto the device in two rural cities. These children had no prior education up to this point and were able to use the device properly within five days of opening it. Within two weeks these children were reciting the alphabet, and withing five months the children were able to get passed the security systems on the device and customize the background of the tablet. So, if these children who have never even seen the inside of a classroom can easily work the device within five days and become experts with it within five months, there is no telling what the children of modern day America would be able to do with such an educational device. Using a tablet in school over text books is Just so much more beneficial than it is unhelpful. The students of today will be much safer carrying around a one pound tablet everyday than a fifteen pound book. Using these tablets will also save our school districts so much more money as well. Also students today will be able to easily adjust and use these tablets for educational purposes which is Just much more beneficial towards their learning. Tablets are Just so beneficial why would we deprive our students of something so great. Tablets will revolutionize and increase learning ability so much, we can not Just turn our backs to this great opportunity technology has provided for us.

How to Use Possessive Nouns for ESL Learners

How to Use Possessive Nouns for ESL Learners Possessive nouns are used to show ownership. In other words, possessive nouns indicate that something belongs to someone. Possessive nouns are always placed directly before the  noun they modify. Formation and Examples of Possessive Nouns Possessive nouns are often proper names, but can also be objects or ideas. Examples Jennifers coat is beautiful!Peters house is on the corner of the next street.The books pages are made of plastic.The theorys application has been tested in India. The formation of possessive nouns is sometimes confusing to students. The reason for this is that many languages commonly use of for this construction. While of can sometimes be used in place of possessive nouns, it is not nearly as common in English as in other languages. Examples The color of his shirt NOT shirts colorThe ball of his dog NOT his dogs ball In everyday English, however, we generally use possessive nouns rather than this of form. Possessive Nouns Possessive nouns modify other nouns to indicate possession. Examples Peters motorcycleThe buildings structure Form the possessive noun by placing an apostrophe () after the noun s. Peter - Peters motorcyclebuilding - buildings structure When nouns end in s it can be difficult to know where to place the s for the possessive noun. For nouns ending in s, or to use the possessive noun with regular plurals, place the apostrophe directly after the s. Do not add another s. Parents - parents concern for their childrenComputers - computers manufacturer The placement of the apostrophe in a possessive pronoun indicates whether the possessive noun refers to the singular or the plural form. Notice that this construction can change the meaning from singular to plural. Examples The cats favorite food is tuna. (one cat)The cats favorite food is tuna. (more than one cat) Possessive Noun Checklist Possessive nouns are used with proper names, objects, and ideasPlace possessive nouns directly before the noun they modifyForm the possessive noun using an apostrophe before s in the singularForm plural possessive nouns by placing an apostrophe after sNote the placement of an apostrophe to check whether the possessive pronoun is singular or plural

Computer IT User Guide Research Paper Example | Topics and Well Written Essays - 1000 words

Computer IT User Guide - Research Paper Example While the library itself would provide solid access to materials needed for continued research, the Internet would provide the opportunity to gain access to such research, without leaving home. All of the sources used for this guide, have been found to be credible and reliable. In terms of the audience for this guide, it would be meant for both the expert computer related user, along with the average individual that may be seeking to gain an entrance into the subject matter that would allow them to start the learning process. While it would have overall consideration to the field of computers, it would be more inclined toward those individuals seeking to go into the IT field. As for the motivation behind the use of this guide, it would be figured that, at least for the most part, the goal would be to either firm up pre-existing knowledge, or to gain a basic level of knowledge that can be further built upon. Overall, an individual(s) may wish to utilize the guide for the purpose of continuing what they may have learned in class, or the desire to come into the study of the field as individuals without any pre-conceived notions. The format of this guide would be especially designed for the easy comprehension of both the long time user, along with someone who would be brand new. The source information provided within the guide would be far-encompassing, as it would come to the material gathered from the sources utilized. With this particular guide, it may find more individuals who would be found to gravitate towards it, in that the sources utilized, can be found readily through the use of the Internet. Even if the users of the guide were less than experienced with the Internet, or those who would spend a great deal of time using the medium, each would find benefits through using this guide. Organization of Information As for organization, the manner at which the information is organized in this guide is to show the general nature of material that is available on the subject, through the process of using the Internet. For those interested in the field of computers, they are generally aware of the broad nature of material within a given subject discipline that can be found through the use of such search engines as Yahoo.com & Google. In terms of personal opinion, the construction of the user guide would be in such a manner that would fit the research approach for furthering personal awareness in the chosen discipline being studied. The abstracts have been constructed in a manner that allow for the easy comprehension of the material being observed and the ability to readily find the material and utilize it. The conscious decision to effectively format the guide, in turn, allows for the user(s), to be able to effectively grasp and utilize the material that they are reading. Assumptions In general, this user guide would have been created, with the thought that there would be individuals that would either have knowledge to begin with on the subject, or would wish to become familiar for whatever reason, with the diverse nature of computers and computer related professions. Despite the fact that having firsthand knowledge on the subject may place an individual(s) at a better position going in, there still would remain the sense that, even without such knowledge, an