The Hessian essays

The Hessian essays Living in a divided society based upon the religions of the Puritans and the Quakers, Evan Feversham sought out his own religious faith through his daily interactions with both religious groups. Evan Feversham was a very cynical man who had been witness to far to many wars and sorrowfulness. In a world already so full of hate and distress, he could no longer bear to witness such horrible acts of cruelty upon the suffering, yet he dealt with them each day being a doctor. He was a man of reason, attempting to solve his problems with plain and simple reasoning, for he did not believe in much anymore due to the events he had witnessed with his own eyes. From the very early ages of his life, Feversham had very little faith in God, for he felt that God had let him down by allowing the death of his father. From that point on, he had witnessed countless other deaths through participation in numerous wars and being a doctor. He was a man with very little faith in mankind, for all he saw were the death and misery that others inflicted upon each other. He began to lose more and more of his faith in God and began to reason more about why things happened and were the way there wer e. Through his daily interactions with both the Puritans and the Quakers, Evan Feversham appreciated both religious groups a bit better and picked up some of their religious beliefs. Dr. Feversham and Squire Hunt did not like each other a bit, for they shared different views about Gods word. ...and I say let them go, let them go back on their lousy ship and sail away, and then perhaps, we can live the way God meant us to. Will you read me Gods word, Feversham? Ill read you some an eye for an eye and a tooth for a tooth. (35) Dr. Feversham thought that Squire Hunt was a brutal man acting upon his emotions and never giving himself time to reason. It seemed that every time Dr. Feversham got together wi ...

Biography of James Whitey Bulger

Biography of James Whitey Bulger James â€Å"Whitey† Bulger (September 3, 1929–October 30, 2018) was an infamous Irish-American crime boss associated with the Winter Hill Gang in Boston, Massachusetts. He was given the nickname â€Å"Whitey,† a name he greatly detested, because of his pale skin and fair blond hair.  In June 2013, at age 85, he was convicted of dozens of counts of racketeering, including complicity in eleven murders. Fast Facts: James "Whitey" Bulger Known For: Notorious crime boss who led Boston’s Winter Hill Gang in the 1970s and 80sBorn: September 3, 1929 in Everett, MassachusettsParents: James Joseph Bulger Sr. and Jane Veronica Jean BulgerDied: October 30, 2018 in Preston County, West Virginia Early Life Bulger was born in Everett, Massachusetts on September 3, 1929, but later moved to a housing project for low income families in South Boston along with his parents, two sisters, and two brothers. One of his brothers, William, would go on to be the president of the University of Massachusetts as well as of the Massachusetts State Senate. In school, he was cited for being restless and argumentative with both the nuns at his Catholic school and the teachers from his later years in public school. Starting at age 13, Bulger was frequently arrested, sometimes for violent crimes but more often for larceny and other thefts. In many instances, the cases were dismissed, or Bulger was found not guilty, or he won an appeal. In January 1949, Bulger joined the Air Force for nearly four years. Despite being arrested for robbery, rape, desertion (AWOL), and grand larceny, he was never sentenced and instead was honorably discharged from the Air Force in August 1952. Prison Sentence Upon his return from the Air Force, Bulger resumed his criminal behaviors, robbing freight trains and selling the contents on the street. Eventually, he connected with Carl Smith, an Indiana bank robber, with whom he stole tens of thousands of dollars from banks across the United States. Despite dying his hair in an attempt to avoid recognition, Bulger was arrested in a Boston nightclub for armed robbery of the various banks. He willingly named his associates, including Smith, in exchange for leniency. Regardless of this cooperation, he was sentenced to 20 years in a federal penitentiary. He first served in Atlanta Penitentiary where he was a subject of the CIA’s MK-ULTRA experimentation, which researched methods of mind control in exchange for a lessened prison sentence.  He was transferred three times before being granted parole in 1965 after serving nine years. Winter Hill Gang Bulger returned to find Boston in the midst of a gang war. He began working for the Kileen Brothers, then turned on the Kileen gang and began to side with the Mullen Gang, then finally joined the Winter Hill Gang with his close partner Steve Flemmi. In 1971, Bulger and Flemmi were approached by FBI agent John Connolly, who grew up with the Bulgers and even looked up to Whitey’s younger brother Billy. The two gangsters became informants for the FBI, whose main objective was taking down the Italian Mafia. With the protection of the FBI, Bulger began to put out hits on long-standing enemies, knowing that he could easily mislead his handler by pointing to someone else as the perpetrator. Flemmi and Bulger also killed Flemmi’s long term girlfriend Debra Davis, since she knew of their relationship with the FBI. Though she was officially reported missing, the FBI allegedly covered this up and reported that she was seen alive in Texas. Connolly consistently tipped of Bulger and Flemmi to the FBI’s investigations and he became a fierce protector of the two gangsters. Many others within the FBI and the Massachusetts State Police consistently protected them as well. Bulger and Flemmi quickly became the ring leaders of Boston’s organized crime as they took over leadership of the Winter Hill Gang. During this period in the 1980s, they became involved in arms trafficking, further racketeering, and extortion of drug dealers, among other things. He was especially involved in supporting the Irish Republican Army by sending caches of arms and ammunition to the Irish terrorist organization. Downfall and Manhunt In 1994, the Drug Enforcement Administration, the Massachusetts State Police, and the Boston Police began investigating Bulger and his associates for gambling charges (not any of the murders). Connolly, who had since retired, warned Bulger about the impending arrest. Bulger fled Boston in December 1994. Flemmi refused to flee and was imprisoned, but cooperated with the authorities understanding that he was protected as an FBI informant as long as he did not admit to any murders. However, Bulger’s other associates, realizing that Flemmi would name them in his testimony, told investigators about the murders that took place throughout the 1970s and 1980s. John Martorano and Kevin Weeks provided most of the information which also led to the realization that the FBI had been instrumental in covering up many of the murders. In 1999, former agent Connolly was arrested for alerting Flemmi and Bulger to the FBI’s impending arrest. A year later, he was charged for racketeering and second degree murder, since the information he provided the two men led to their decision to kill the two men whom were under investigation for ties to the Winter Hill Gang. He was given a 10 year federal sentence and 40 year state sentence. During this period, Bulger was still at large with his girlfriend Catherine Greig. For 16 years, he moved around the U.S., Mexico, and Europe without capture. He was eventually found and captured in his Santa Monica apartment after an intense media campaign in which he was consistently featured on programs such as America’s Most Wanted. Convictions and Death Bulger was ultimately convicted of 31 counts of racketeering, after he pled not guilty to 32. Of these counts he was also charged for 11 out of the 19 murders that he was indicted for. On November 23, 2013, Bulger was sentenced to two consecutive life sentences plus 5 more years. He has also been indicted in Oklahoma and Florida, but the two states have yet to pursue a trial which could end in the death penalty. At age 85, Bulger entered United States Penitentiary Coleman II in Sumterville, Florida. On October 29, 2018, he was transferred to the Federal Penitentiary in West Virginia. The next morning, he was killed by multiple inmates at the penitentiary. James â€Å"Whitey† Bulger’s legacy remains that of a notorious Boston crime boss who kept relationships with both state police and the FBI, which allowed him to conduct massive criminal operations for decades. Although Bulger made claims that he was never an FBI informant, a litany of witness testimony and other evidence contradicts these assertions. Because of his association with the FBI, Bulger lost much of his prestige within crime circles and is sometimes referred to as the King Rat. Sources Cullen, Kevin. Whitey Bulger: Americas Most Wanted Gangster and the Manhunt That Brought Him to Justice. Norton, 2013.â€Å"Whitey Bulger Bio Profiles Bostons Most Notorious Gangster.† New Hampshire Public Radio, 2014, www.nhpr.org/post/whitey-bulger-bio-profiles-bostons-most-notorious-gangster#stream/0.â€Å"Whitey Bulger: The Capture of a Legend.† The New York Times, The New York Times, 2 Aug. 2013, archive.nytimes.com/www.nytimes.com/interactive/us/bulger-timeline.html#/#time256_7543.

Evaluate the causes, consequences and lessons from the Cuban missile Essay

Evaluate the causes, consequences and lessons from the Cuban missile crisis - Essay Example In response, the Kennedy administration found it necessary to reveal to Khrushchev that he had not made any space missiles. Khrushchev had always known the U.S. had more missiles but now he knew that the Americans knew. Khrushchev knew that Soviet missiles were sufficiently powerful to be launched against Europe but U.S. missiles were able to find all of the Soviet Union. (Article Think Quest, 2011) Moreover, Khrushchev felt boxed in the enemies. For example, he cited the U.S. missiles in Turkey, only 150 km away from the Soviet Union, Cuba was only 90 km from the coast of Florida, but the gap of 60 km was "no anti-missile" Khrushchev said. Above all, however, Khrushchev feared the first strike in on whether the Soviet Union lost the arms race so badly, he worried, call the first strike with nuclear weapons the United States because of Khrushchev began looking for a way to counter the United States, for example. (Article Think Quest, 2011) One of the main reasons was the fear of inva sion of Cuba, the United States since he came to power in 1959, Cuban Premier Fidel Castro was aware of certain United States is trying to move him. First there was the failed Bay of Pigs invasion by CIA-backed Cuban exiles in 1961. One was a U.S. military exercise in 1962. The armed forces in a mockery of an attack on a fictitious Caribbean island to overthrow the dictator, whose name was Castro Ortsac back. In addition, the United States was drawing up a plan to invade Cuba (Operation Mongoose). Mock attack and the attack plan was drawn up to keep Castro nervous. Finally, the CIA was running covert operations throughout Cuba trying to damage the Castro government. So, Castro was convinced the United States was seriously invade Cuba. (Article Think Quest, 2011) In April 1962, designed the Soviet Premier Nikita Khrushchev to the idea of placing intermediate-range missiles in Cuba. Deployment in Cuba would double the Soviet strategic arsenal and provide a real deterrent to a possible U.S. attack against the Soviet Union or Cuba. Khrushchev promoted the KGB station chief in Cuba Alexander Alekseev to Ambassador to negotiate for Castro's approval of the plan. Castro did not openly reject the idea at first, but instead he gave it serious. To believe it is better to risk a great crisis than wait helplessly for an invasion, Castro accepted Khrushchev's offer. In mid-July 1962 the USSR began its construction of offensive weapons in Cuba. The crisis could have and should have been avoided. If we had done an earlier, stronger and more clearly explain our position regarding Soviet nuclear weapons on the Western Hemisphere, or if the Soviet government was more thoroughly assessed the evidence existed at that point, it is likely that the missiles would never have been sent to Cuba. Importance of accurate assessment of mutual interests between the two superpowers, are clear and consistent. Reliable intelligence and allows the effective selection, the response was just the right time. It 'been mostly political mistakes, and professionals who have made a lot of intelligence is available in the past. But it was also a timely recognition of the need not fly to the bottom of the dangers that produced the decisive photographs. The need and extent of control from above, including the audit work of the Soviet missile withdrawal should not be underestimated. When the importance of accurate data crucial policy decision is high enough, otherwise

Info to be emailed Essay Example | Topics and Well Written Essays - 5000 words

Info to be emailed - Essay Example The Human resources manager who has the responsibility of preparing an employee for overseas assignment must consider other things also which may arises during the employees stay in the foreign country. Food habits and housing requirements may be different in different countries. The Americans has enjoyed the luxury of good foods and housing facilities and hence they may require the same thing while on deputation of an overseas assignment. The HR manager must be able to forecast the difficulties an American may faces in an overseas assignment and he should be able to provide solutions for that. The success of an overseas assignment lies in how comfortable the employee is in his/her stay in the foreign country. The awareness about the designated country, work culture, religions, society and the political system will be helpful for the overseas assignment. Globalization, Liberalization and Privatization policies, has opened the doors widely for business world. Big business tycoons were spreading their wings to other countries based on the business potentials and infrastructure facilities. International trade including exports and imports has increased a lot for the last two decades. The consumers are also happy to have variety of goods from different countries at their finger tips. The business competition also has been increased immensely because of the globalization policies. The small scale domestic industries are struggling hard to compete with the big MNCs. The MNCs are better organized and they have immense financial capabilities to innovate new products at cheaper rates and hence the small scale industries have difficulty in competing with such big MNCs in price and also in quality. Most of the business tycoons, expanding their business interests to many other countries to explore the possibilities there. They became saturated in their native countries and further expansion may be possible for them only in a

Make Educating Girls a Priority Essay Example for Free

Make Educating Girls a Priority Essay The article emphasizes on providing education to every eligible girl in sub-Saharan Africa and South Asia. It highlights that a girl who takes birth in South Asia or sub-Saharan Africa has to undergo desperate hardships such as poverty, disease, war or famine. Apart from that, she will also have to confront the disadvantage of being a girl. There is no culture, country and continent that are destitute of inequality. The root cause of girls not getting education is the cultural norms and economic hardships, which parents face. There is a norm of single-sex schooling in poor Muslim countries like Pakistan, Yemen, and Morocco and in the problem is that rural areas of those countries can afford only one public school that can be set for girls only. The inequality between girls and boys exist heavily in South Asia and Sub-Saharan Africa and almost all of those countries come under the category of Least Developed Countries (LDCs). One way for these countries to head towards economic development is by making educating girls a priority. Making separate schools in places where girls and boys are educated separately is one solution. It is believed that by building girls schools, the education gap can be eliminated to a great extent. Policymakers can strengthen the incentives for parents to send their daughters to school by setting the no-fee policy. However, in economics, nothing is for free. There is always someone or something that pays for it. A no-fee policy may be brought about by taking a portion of the peoples taxes. Another thing the policymakers can do is provide stipend for girls who enroll in girls school. This would surely increase the girls enrolment rate as the graph below indicates that the fall in fees from f to f1 will lead to an increase in the enrolment rate from e to e1. Providing every eligible girl in South Asia and Sub-Sahara Africa would contribute towards the countrys development because major studies of growth conclude that improved knowledge, higher efficiency, and better education play a vital role in the functioning and productivity of an economy. The World Bank has pointed towards human development which they believe better education, and family planning can promote development as effectively as capital investment in physical plant. As the article states that 99% of the 529,000 women who die annually from pregnancy related hurdles come from developing countries and the reason for that is the lack of education for women in those countries. Uneducated women do not know the severe malnutrition and prenatal care during pregnancy which puts both the child and the mother at serious risk. Expenditure on human capital better educated, health, and nutrition tends to reduce birth-rates and infant mortality. The women will be educated and will be able to effectively take part in family planning as she will be aware of the consequences. Having a controlled population means a positive result in the GNP per capita which is the result of subtracting the population growth rate from the GNP growth rate. Educating the girls will privilege them to be able to raise their child effectively in a civilized manner. Educated women will be aware of dangers such as HIV/AIDS, poor sanitary habits and poor dietary habits. So basically they will be aware of the environment around them and above all they will know their rights and therefore fully stand up for themselves. So, educating the girls would not only benefit themselves but the society as a whole as well. So education helps the overall population and on a larger scales the whole world. Apart from giving a country an efficient work force, education makes the individual able to read, write, and communicate. When the people in a society are capable to bring forth their views, opinions and debates, it brings a social change and the changing attitudes of people may achieve a number of developmental aims. Providing education to the girls would also add to the countrys labor force which would definitely lead to an increase in economic growth. Therefore an economic development would shift the countrys Production Possibility Frontier (PPF) curve to the right as shown in the graphs below. In my opinion, I would say that providing education to girls in South Asia and sub-Saharan Africa by building single-sex schools is a much appreciated step because of the numerous benefits it will contribute to the world. However it has to be taken into consideration that in some parts of the world providing co-education is unacceptable for example the northern areas of Pakistan. Therefore single-sex education will be a much better choice as it will be acceptable and also appreciated. However, single sex education is said to be not as beneficial as the co-education because in co-education pupils of both gender get to interact with each other and learn much more than they can in single education. But single sex education will be the only choice that can be perused in areas where co-education is not allowed. Although building single-sex schools will have an opportunity cost as the government will have to sacrifice something in order to afford the cost of building schools, but I would say it is all worth it. When the girls of a country are educated they will definitely add to the countrys work force and educating girls means educated women in the country which means that they will know how to properly raise their children and nurture them. There are many benefits which the country will have from providing education to the girl. There are short term benefits as well as long term benefits. More emphasis will be on the long term benefits as you know that it will take time before the women of the country will all be educated and it will take time to have an impact of providing education to girls on countrys women literacy rate. I also found the idea proposed in the article by the policymakers about handing the money to the mother of the school-going girl, instead the men. Handing the money to the women is a very effective and well-thought idea as mothers are more concerned about their childrens health and nutrition.

Essay --

There has been much said about the relationship between humans and dogs. Some believe that dogs are a man’s best friend, while others believe that dogs are meant only to be used to perform a certain job. Even though some see dogs only as a tool, dogs have been known to help humans in times of despair and need. Whether it be a dog helping a disabled person, or searching for a human amongst a pile of rubble, dogs can be a key factor when it comes to the well being of humans. In enormous tragedies, such as September 11th, dogs were a key element in piecing back together the parts of America that the terrorists had destroyed when they administered the attacks. Dogs are able to bring unity and support in times of tragedy. While both the working dogs and firemen contributed to the restoration of 9/11, the dogs that helped in the aftermath of the attacks were needed for much more than locating trapped victims; they were needed for support, unity, and comfort as well. There are many different types of service dogs. There are dogs that work with police and firemen, there are dogs that work with the military, there are guide dogs, and there are dogs that help people with a variety of disorders. In Debra McKinney’s online article â€Å"Service dogs provide barrier against anxiety† she researches the relationship between a woman named Sara and her service dog Hannah. Sara had a severe case of post-traumatic stress disorder as well as severe depression and social anxiety. She had tried many different medications, different therapists, but her brain was still overwhelmed with constant thoughts of suicide. When it seemed like all was lost, Sara found Hannah. Hannah was a golden retriever Labrador trained specifically to help Sara with her multiple... ...ference between humans and dogs is that once a human gets over something traumatic, the dog will not leave. A dog is not going to run away only to be seen when the next tragedy strikes. A dog is one of the most loyal and loving creatures on the planet and will be available before and after tragedy strikes. The service dogs of September 11th not only did their job by finding survivors and victims of the attacks, but they were also a source of support, unity, and comfort. Not only for the firemen but the survivors as well. The urge to bond between humans and animals and the comfort and support that dogs can give to people came in handy in the aftermath of September 11th. Had it not been for the support, unity, and comfort that the working dogs of September 11th brought, the emotional toll that this already traumatic event placed on people may have been much worse.

Portrait of the Poet as Landscape Essay

The basic attribute that cane extracted from the persona of the character is his dilemmas in life. The vivid description of the surrounding community does not really have any sympathy to what a particular individual is going through as long as life goes on for each of people in the background. The terms â€Å"death† and â€Å"alive† do not really have much of an importance since the reference character does not really involve him to the actual events happening in the surroundings. The persona seems to be disgusted with how the world works and that finding a sense in living is futile.   Ã‚  Ã‚  Ã‚   The effects of terms â€Å"moods† and â€Å"remember† suggest that the persona may not actually be an entity at all. He is just like a ghost of his own dilemma wherein what he can only do is to cherish the life he once had. All the character can see is how busy the world is and that nothing really matters whether someone is in agony. It is only possible to create an illusion of change among the social structure but being a ghost himself cannot actually impart change. Everything is perceived by the persona to be temporary and materialistic.   Ã‚  Ã‚  Ã‚   It is apparent that the poem presents the disgust of the persona towards artificial power over tangible things which are directly insinuated by the phrase â€Å"Fame: the adrenalin†. It tells that having a name can be a great tool not for a beneficial imagination but for a destructive illusion. This is the same as â€Å"defying gravity† which can almost imply absurdity.   Ã‚  Ã‚  Ã‚   In the end, the poem presents that once a person achieves a kind of satisfying illusion, there is no other way to go but to go down. Otherwise, he would just look into matters beyond his illusion which can only cause unending search for perfection. The term â€Å"sixth sense† provides this incapacity of a person to achieve greater worth more than illusionary and artificial goals as these provide comfort in life (Bloland). Bushed   Ã‚  Ã‚  Ã‚   The poem Bushed is particularly concerned over how a man perceives his surroundings in the presence of wild life influences. Although the literary article provides some sort of descriptions about the natural entities in the background, there is a difficult identification whether the perceptions were actually happening or just a figment of the man’s imagination.   Ã‚  Ã‚  Ã‚   It is also evident that contrasting benefits and disadvantages are provided for the main character. He can basically utilize the natural resources around him while at the same time being threatened by the dangers lurking in the setting. Clear examples of advantages can be identified with the terms and phrases â€Å"building a shack†, â€Å"roasting porcupine† and â€Å"wearing quills†.   Ã‚  Ã‚  Ã‚   The term â€Å"dawn† played an important part by presenting the fact that the character was first lured by the beauty and benefits of the surroundings. However, a sudden change of the time frame would suggest that what the character was actually deceived for unanticipated danger lurks around him. The effect of the moon in the darkening of the atmosphere, the mocking of the owls and the seemingly fading away branches of the cedars impose loneliness.   Ã‚  Ã‚  Ã‚   The line which designates the â€Å"resting of the wind in the mountains† provide a clear glimpse of the dangers which are about to come. The term â€Å"arrowhead† is the most significant identification of the notion of danger. Although there is a complete time frame before it arrives to the persona, it is actually going to happen. As with the flints are expected to come which practically represent the slow influence of the coming dilemma. Works Cited Bloland, Sue Erikson. â€Å"Give the Atlantic.† The Atlantic Online. 1999. The Atlantic. 24 Jan 2008 .

How do we feel about the monster at the end of the novel? Essay

Mary Shelly wrote the novel â€Å"Frankenstein† in 1817, she was just seventeen. It was a time of great exploration and discovery, this helps Mary Shelly delve into the unknown without it seeming too fictional. Mary Shelly had had a tragic life; she knew what it felt like to grieve as she had lost both her mother and child. Her experiences of death and grief greatly shape the context of this novel. Mary Shelly wrote â€Å"Frankenstein† in ‘Villa Mantalege’ in Switzerland. The villa was very isolated; as were many scenes in her book, for example the ice bound boat, the feelings of isolation run deeply throughout this novel in the form of the monster. He feels isolated in his own body because of his appearance. Isolation is also a great way to bring mystery and the extraordinary into the novel. At the beginning of the novel we learn that Frankenstein himself has experienced grief and is determined that nobody should ever feel like he did, he also wanted the world to know who he was; so, to pioneer a new way, explore unknown powers, and unfold the mysteries of creation, the monster was born. Here Frankenstein spoke the most famous quote from the novel, â€Å"Beautiful! Great God! † Frankenstein is horrified with the result of the creature he has made and flees his laboratory. We have to remember that even though the monster had, â€Å"yellow skin, a shriveled complexion, and watery eyes†, that he was still a baby. He was one day old and the first taste of life he was handed was complete rejection. When Frankenstein runs to his bedroom and shuts the curtain on his four poster bed, the monster follows him. The monster reaches his hand out to Frankenstein who is petrified and flees once again. Mary Shelly presents the monster here as innocent, childlike just reaching out to his mother/father figure for some love. We empathise with the monster and remember a time when we have felt rejected, hurt or unloved.   

Jones Positive Classroom Discipline essays

Jones' Positive Classroom Discipline essays Joness Positive Classroom Discipline: Joness Positive Classroom Discipline provides effective tactics for preventing misbehavior and supporting proper behavior. Contrary to many others interested in classroom discipline theories, who believe in the role of verbal communication, Jones was the first one to emphasize the role of nonverbal communication by using body language such as facial expressions, gestures, eye contact, and physical proximity to prevent and correct students misbehaviors. Joness central focus is in helping students support their own self-control so that they behave properly and maintain a positive attitude. To reach that goal, Jones emphasizes good classroom management, teaching in a way that does not give students the opportunity to goof off or slack off, but instead will keep them on task. He believes that keeping students interacting with each other is the best way to keep them on task. His graphical approach to teaching: teacher input, student output, teacher input, student output, etc. whi ch he calls Say, See, and Do Teaching. It is very effective in keeping the students from fooling around because they are kept busy while the teacher circulates and interacts with them while at work. The reason for this instructional approach is to avoid what he calls built in factors for students misbehaviors: when teachers spend major portions of their class periods presenting information to students while the students remain relatively passive, the large amount of input will produce cognitive overload in the students, which makes them disengaged from the lesson. Also, when student get passive for too long, they either fall asleep and get bored or get the urge of doing something like moving around or chatting with each other which creates a discipline problem. Most importantly, when the teacher goes around, s/he has a chance to work the crowd and to interact ...

How to Write a Descriptive Paragraph

How to Write a Descriptive Paragraph A descriptive paragraph is a focused and detail-rich account of a specific topic. Paragraphs in this style often have a concrete focus- the sound of a waterfall, the stench of a skunks spray- but can also convey something abstract, such as an emotion or a memory. Some descriptive paragraphs do both. These paragraphs help readers  feel  and  sense  the details that the writer wants  to convey. To write a descriptive paragraph, you must study your topic closely, make a list of the details you observe, and organize  those details  into a logical  structure. Finding a Topic The first step in writing a strong descriptive paragraph is identifying your topic. If you received a specific assignment or already have a topic in mind, you can skip this step. If not, its time to start brainstorming. Personal belongings and familiar locations are useful  topics. Subjects that you care about and know well often make for rich, multilayered descriptions.  Another good choice is an object that at first glance doesnt seem to warrant much description, like a spatula or a pack of gum. These seemingly innocuous objects  take on entirely unexpected dimensions and meanings when captured in  a well-crafted descriptive paragraph. Before you finalize your choice, consider the goal of your descriptive paragraph. If youre writing description for descriptions sake, youre free to choose any topic you can think of, but many descriptive paragraphs are part of a larger project, such as a personal narrative or an application essay. Make  sure the topic of your descriptive paragraph aligns with the broader goal of the project. Examining and Exploring Your Topic After youve selected a topic, the real fun begins: studying the details. Spend time closely examining the subject of your paragraph. Study it from every possible angle, beginning with the five senses: What does the object look, sound, smell, taste, and feel like? What are your own memories of or associations with the object?   If your topic is larger than a single object- for example, a location or a memory- you should examine all of the sensations and experiences associated with the topic. Lets say your topic is your childhood fear of the dentist. The list of details might include your white-knuckled grip on the car door as your mother tried to drag you into the office, the gleaming white smile  of the dental assistant who never remembered your name, and the industrial buzz of the electric toothbrush.   Dont worry about writing full sentences or arranging the details into a logical paragraph structure during the prewriting phase. For now, simply write down every detail that comes to mind. Organizing Your Information After youve compiled a lengthy list of descriptive details, you can begin assembling those details into a paragraph.  First, consider  again the goal of your descriptive paragraph. The details you choose to  include in the paragraph, as  well  as  the details you choose to  exclude, signal to the reader how you feel about the  topic. What message, if any, do you want the description to convey?  Which details best convey that message? Reflect on these questions as you begin constructing the paragraph. Every descriptive paragraph will take a somewhat different form, but the following model is a straightforward way to get started:  Ã‚   A topic sentence  that identifies the topic and briefly explains its significanceSupporting sentences that describe the topic in specific, vivid ways,  using the details youve  listed during brainstormingA concluding sentence that circles back  to the topics  significance Arrange the details in an order that makes sense for your topic. (You could easily describe a room from back to front, but that same structure would be a confusing way to describe a tree.) If you get stuck, read model descriptive paragraphs for inspiration, and  dont be afraid to experiment with different arrangements. In your final draft,  the details should follow  a logical pattern, with each sentence connecting to the sentences that come before and after it. Showing, Not Telling Remember to  show,  rather than  tell, even in your topic and concluding sentences. A topic sentence that reads, I am describing my pen  because I love to write is  obvious telling (the fact that youre describing your pen should be self-evident from the paragraph itself)  and unconvincing (the reader cannot  feel  or  sense  the strength of your love of writing). Avoid tell statements by keeping your list of details handy at all times. Heres an example of a topic sentence that  shows  the subjects significance through the use of detail:  My ballpoint pen is my secret writing partner: the baby-soft tip glides effortlessly across the page, somehow seeming to pull my thoughts down from my brain and out through my fingertips. Edit and  Proofread Your Paragraph The writing process isnt over until your paragraph has been edited and proofread. Invite  a friend or teacher to read your paragraph and provide feedback. Assess whether the paragraph clearly conveys the message you intended to express. Read your paragraph aloud to check for awkward phrasing or cumbersome sentences. Finally, consult a proofreading checklist to confirm that your paragraph is free of minor errors.

Health Assessment of a Geriatric Patient Assignment

Health Assessment of a Geriatric Patient - Assignment Example While performing a health assessment among the geriatric patients, a nurse should keep in mind the special considerations that the physiological process is unique in this age group of patients. There are illnesses and conditions related to the changing of the physiological functions resulting from an advancement in age. During the performance of physical examination, the nurse must equally avoid prolonged exposure of the patients as the geriatric patients easily loose head and are prone to hypothermia (Rosen & Reuben, 2011). Due to the multiplicity of conditions experienced by the geriatric patients, a thorough health history is essential in understanding the nature of the condition. In certain instances when the elderly cannot clearly express the condition, interviewing of the family members is essential in helping to understand the conditions. Additionally, during the assessment, the elderly must be treated with caution since these groups of people are accustomed to falls. The patients’ assessment should be done in an environment that is spacious enough but has for support appliances that will prevent the fall of the patients (Kenis et al., 2013). Kenis, C., Bron, D., Libert, Y., Decoster, L., Van Puyvelde, K., Scalliet, P., †¦ Wildiers, H. (2013). Relevance of a systematic geriatric screening and assessment in older patients with cancer: results of a prospective multicentric study. Annals of Oncology†¯: Official Journal of the European Society for Medical Oncology / ESMO, 24,