Review of Mel Gibson as Hamlet Essay

In Franco Zeffirelli’s Hamlet he seems to have no intention of changing the material of the play or giving it any sort of new unique perspective. Some mscenes have been revised or talks moved starting with one character onto the next, but aside from the scene added after Hamlet’s father’s death where Claudius, Gertrude, and Hamlet argue over his body, being added, the movie is fairly accurate to the original play. From the film’s first scene, which happens not on the bulwarks with the phantom of Hamlet’s father however at the killed lord’s memorial service, we are bolted into Hamlet’s anger and disillusionment. Gibson plays him, there’s nothing adademic or neurasthenic about this irate youthful man; he’s not a hypochondriac. Rather, he appears to be somewhat foursquare and plain and all excessively advocated in his shock. Gibson’s execution is powerful and extravagant; he’s amusing to watch, and thereâ€℠¢s never a minute when he appears to be short of what sufficient to the undertaking he’s embraced. At the end of the day, he practically pulls it off. Where Gibson falls flat is in making the part his own. Not even once do we sense the performer feeling his route through the part, taking it inside and re-envisioning it for himself. Gibson peruses the part well, however in his grasp the verse never wakes up. He doesn’t thoroughly consider his direction his enormous monologues, uncovering them as he comes; he presents them, in the same way as an A person who’s carried out his homework. Thus, there aren’t numerous dim corners in this present Hamlet’s mind. Others in the cast make up sort of for this lack. There’s honest to goodness slightness and franticness, for instance, in Helena Bonham-Carter’s disentangled Ophelia; she’s similar to a cloth doll losing its stuffings. What’s more Paul Scofield’s concise presence as the ruler has an unpleasant gravity. Gibson has no less than one bravura minute, however. It comes when he jumps on his mother (Glenn Close) in her bunk after he’s wounded Polonius (the celestially confused Ian Holm), and there’s such exposed sexual animosity in the assault – and its met with such open ardor from Clos e’s Gertrude – that for a moment the relationship appears laden with until now undreamed-of potential outcomes. It’s a mixing, nervy meeting. This is Close’s best minute as well. Anyhow if the foundations of Gibson’s execution are in the twentieth century, Close’s are in the nineteenth. Generally she appears corseted and counterfeit, in the same way as a dramatic grande woman unable to relax. (Her passing scene, however, is  a genuine corker.) Bates admissions better as Claudius, especially in the last scene when, by mishap, Gertrude drinks the toxic substance that he’d planted for Hamlet, and the look all over turns into that of a terrible doggy sitting tight for its discipline. As an executive, Zeffirelli is preferred with furniture over he is with the Polaroid, yet in this last scene he does animate himself to a swashbuckling thrive. In organizing his â€Å"Villa,† Zeffirelli hasn’t exceeded himself or made saddling requests on the parts of his gathering of people that could be greater enthusiasts of Mel Gibson than they are of Shakespeare. What he’s carried out, basically, is strap a couple of skates on its feet and point it downhill. He’s made a populist, respectable and determinedly not for the ages.

The Vampire Diaries: The Awakening Chapter Seven

Bonnie was on the dance floor, eyes shut, letting the music flow through her. When she opened her eyes for an instant, Meredith was beckoning from the sidelines. Bonnie thrust her chin out mutinously, but as the gestures became more insistent she rolled her eyes up at Raymond and obeyed. Raymond followed. Matt and Ed were behind Meredith. Matt was scowling. Ed was looking uncomfortable. â€Å"Elena just left,† said Meredith. â€Å"It's a free country,† said Bonnie. â€Å"She went with Tyler Smallwood,† said Meredith. â€Å"Matt, are you sure you didn't hear where they were going?† Matt shook his head. â€Å"I'd say she deserves whatever happens-but it's my fault, too, in a way,† he said bleakly. â€Å"I guess we ought to go after her.† â€Å"Leave thedance ?† Bonnie said. She looked at Meredith, who mouthed the wordsyou promised . â€Å"I don't believe this,† she muttered savagely. â€Å"I don't know how we'll find her,† said Meredith, â€Å"but we've got to try.† Then she added, in a strangely hesitant voice, â€Å"Bonnie,you don't happen to know where she is, do you?† â€Å"What? No, of course not; I've been dancing. You've heard of that, haven't you: what you go to a dance for?† â€Å"You and Ray stay here,† Matt said to Ed. â€Å"If she comes back, tell her we're out looking.† â€Å"And if we're going, we'd better go now,† Bonnie put in ungraciously. She turned and promptly ran into a dark blazer. â€Å"Well, excuse me,† she snapped, looking up and seeing Stefan Salvatore. He said nothing as she and Meredith and Matt headed for the door, leaving an unhappy-looking Raymond and Ed behind. The stars were distant and ice-bright in the cloudless sky. Elena felt just like them. Part of her was laughing and shouting with Dick and Vickie and Tyler over the roar of the wind, but part of her was watching from far away. Tyler parked halfway up the hill to the ruined church, leaving his headlights on as they all got out. Although there had been several cars behind them when they left the school, they appeared to be the only ones who'd made it all the way to the cemetery. Tyler opened the trunk and pulled out a six-pack. â€Å"All the more for us.† He offered a beer to Elena, who shook her head, trying to ignore the sick feeling in the pit of her stomach. She felt all wrong being here-but there was no way she was going to admit that now. They climbed the flagstone path, the girls staggering in their high heels and leaning on the boys. When they reached the top, Elena gasped and Vickie gave a little scream. Something huge and red was hovering just above the horizon. It took Elena a moment to realize it was actually the moon. It was as large and unrealistic as a prop in a science-fiction movie, and its bloated mass glowed dully with an unwholesome light. â€Å"Like a big rotten pumpkin,† said Tyler, and lobbed a stone at it. Elena made herself smile brilliantly up at him. â€Å"Why don't we go inside?† Vickie said, pointing a white hand at the empty hole of the church doorway. Most of the roof had fallen in, although the belfry was still intact, a tower stretching up high above them. Three of the walls were standing; the fourth was only knee-high. There were piles of rubble everywhere. A light flared by Elena's cheek, and she turned, startled, to see Tyler holding a lighter. He grinned, showing strong white teeth, and said, â€Å"Want to flick my Bic?† Elena's laughter was the loudest, to cover her uneasiness. She took the lighter, using it to illuminate the tomb in the side of the church. It was like no other tomb in the cemetery, although her father said he'd seen similar things in England. It looked like a large stone box, big enough for two people, with two marble statues lying in repose on the lid. â€Å"Thomas Keeping Fell and Honoria Fell,† said Tyler with a grand gesture, as if introducing them. â€Å"Old Thomas allegedly founded Fell's Church. Although actually the Smallwoods were also there at the time. My great-grandfather's great-great-grandfather lived in the valley by Drowning Creek-† â€Å"-until he got eaten by wolves,† said Dick, and he threw back his head in a wolf imitation. Then he belched. Vickie giggled. Annoyance crossed Tyler's handsome features, but he forced a smile. â€Å"Thomas and Honoria are looking kind of pale,† said Vickie, still giggling. â€Å"I think what they need is a little color.† She produced a lipstick from her purse and began to coat the white marble mouth of the woman's statue with waxy scarlet. Elena felt another sick twinge. As a child, she'd always been awed by the pale lady and the grave man who lay with their eyes closed, hands folded on their breasts. And, after her parents died, she'd thought of them as lying side by side like this down in the cemetery. But she held the lighter while the other girl put a lipstick mustache and clown's nose on Thomas Fell. Tyler was watching them. â€Å"Hey, they're all dressed up with no place to go.† He put his hands on the edge of the stone lid and leaned on it, trying to shift it sideways. â€Å"What do you say, Dick-want to give them a night out on the town? Like maybe right in the center of town?† No, thought Elena, appalled, as Dick guffawed and Vickie shrieked with laughter. But Dick was already beside Tyler, getting braced and ready, the heels of his hands on the stone lid. â€Å"On three,† said Tyler, and counted, â€Å"One, two,three .† Elena's eyes were fixed on the horrible clown-like face of Thomas Fell as the boys strained forward and grunted, muscles bunching under cloth. They couldn't budge the lid an inch. â€Å"Damn thing must be attached somehow,† said Tyler angrily, turning away. Elena felt weak with relief. Trying to seem casual, she leaned against the stone lid of the tomb for support-and that was when it happened. She heard the grinding of stone and felt the lid shift under her left hand all at once. It was moving away from her, making her lose her balance. The lighter went flying, and she screamed and screamed again, trying to keep her feet. She was falling into the open tomb, and an icy wind roared all around her. Screams rang in her ears. And then she was outside and the moonlight was bright enough that she could see the others. Tyler had hold of her. She stared around her wildly. â€Å"Are you crazy? What happened?† Tyler was shaking her. â€Å"It moved! The lid moved! It slid open and-I don't know-I almost fell in. It was cold†¦Ã¢â‚¬  The boys were laughing. â€Å"Poor baby's got the jitters,† Tyler said. â€Å"C'mon, Dicky-boy, we'll check it out.† â€Å"Tyler, no-â€Å" But they went inside anyway. Vickie hung in the doorway, watching, while Elena shivered. Presently, Tyler beckoned her from the door. â€Å"Look,† he said when she reluctantly stepped back inside. He'd retrieved the lighter, and he held it above Thomas Fell's marble chest. â€Å"It still fits, snug as a bug in a rug. See?† Elena stared down at the perfect alignment of lid and tomb. â€Å"It did move. I nearly fell into it†¦Ã¢â‚¬  â€Å"Sure, whatever you say, baby.† Tyler wound his arms around her, clasping her to him backwards. She looked over to see Dick and Vickie in much the same position, except that Vickie, eyes shut, was looking as if she enjoyed it. Tyler rubbed a strong chin over her hair. â€Å"I'd like to go back to the dance now,† she said flatly. There was a pause in the rubbing. Then Tyler sighed and said, â€Å"Sure, baby.† He looked at Dick and Vickie. â€Å"What about you two?† Dick grinned. â€Å"We'll just stay here a while.† Vickie giggled, her eyes still shut. â€Å"Okay.† Elena wondered how they were going to get back, but she allowed Tyler to lead her out. Once outside, however, he paused. â€Å"I can't let you go without one look at my grandfather's headstone,† he said. â€Å"Aw, c'mon, Elena,† he said as she started to protest, â€Å"don't hurt my feelings. You've got to see it; it's the family pride and joy.† Elena made herself smile, although her stomach felt like ice. Maybe if she humored him, he would get her out of here. â€Å"All right,† she said, and started toward the cemetery. â€Å"Not that way. This way.† And the next moment, he was leading her down toward the old graveyard. â€Å"It's okay, honest, it's not far off the path. Look, there, you see?† He pointed to something that shone in the moonlight. Elena gasped, muscles tightening around her heart. It looked like a person standing there, a giant with a round hairless head. And she didn't like being here at all, among the worn and leaning granite stones of centuries past. The bright moonlight cast strange shadows, and there were pools of impenetrable darkness everywhere. â€Å"It's just the ball on top. Nothing to be scared of,† said Tyler, pulling her with him off the path and up to the shining headstone. It was made of red marble, and the huge ball that surmounted it reminded her of the bloated moon on the horizon. Now that same moon shone down on them, as white as Thomas Fell's white hands. Elena couldn't contain her shivering. â€Å"Poor baby, she's cold. Got to get her warned up,† said Tyler. Elena tried to push him away, but he was too strong, wrapping her in his arms, pulling her against him. â€Å"Tyler, I want to go; I want to go rightnow . †¦Ã¢â‚¬  â€Å"Sure, baby, we'll go,† he said. â€Å"But we've got to get you warm first. Gosh, you're cold.† † Tyler, stop,† she said. His arms around her had merely been annoying, restricting, but now with a sense of shock she felt his hands on her body, groping for bare skin. Never in her life had Elena been in a situation like this, far away from any help. She aimed a spiked heel for his patent-leather instep, but he evaded her. â€Å"Tyler,take your hands off me .† â€Å"C'mon, Elena, don't be like that, I just want to warm you up all over†¦Ã¢â‚¬  â€Å"Tyler, let go,† she choked out. She tried to wrench herself away from him. Tyler stumbled, and then his full weight was on her, crushing her into the tangle of ivy and weeds on the ground. Elena spoke desperately. â€Å"I'll kill you, Tyler. I mean it.Get off me .† Tyler tried to roll off, giggling suddenly, his limbs heavy and uncoordinated, almost useless. â€Å"Aw, c'mon, Elena, don' be mad. I was jus' warmin' you up. Elena the Ice Princess, warmin' up†¦ You're gettin' warm now, aren' you?† Then Elena felt his mouth hot andwet on her face. She was still pinned beneath him, and his sloppy kisses were moving down her throat. She heard cloth tear. â€Å"Oops,† Tyler mumbled. â€Å"Sorry 'bout that.† Elena twisted her head, and her mouth met Tyler's hand, clumsily caressing her cheek. She bit it, sinking her teeth into the fleshy palm. She bithard , tasting blood, hearing Tyler's agonized yowl. The hand jerked away. â€Å"Hey! I said I was sorry!† Tyler looked aggrievedly at his maimed hand. Then his face darkened, as, still staring at it, he clenched the hand into a fist. This is it, Elena thought with nightmare calmness. He's either going to knock me out or kill me. She braced herself for the blow. Stefan had resisted coming into the cemetery; everything within him had cried out against it. The last time he'd been here had been the night of the old man. Horror shifted through his gut again at the memory. He would have sworn that he had not drained the man under the bridge, that he had not taken enough blood to do harm. But everything that night after the surge of Power was muddled, confused. If therehad been a surge of Power at all. Perhaps that had been his own imagination, or even his own doing. Strange things could happen when the need got out of control. He shut his eyes. When he'd heard that the old man was hospitalized, near death, his shock had been beyond words. Howcould he have let himself get so far out of hand? To kill, almost, when he had not killed since†¦ He wouldn't let himself think about that. Now, standing in front of the cemetery gate in the midnight darkness, he wanted nothing so much as to turn around and go away. Go back to the dance where he'd left Caroline, that supple, sun-bronzed creature who was absolutely safe because she meant absolutely nothing to him. But he couldn't go back, because Elena was in the cemetery. He could sense her, and sense her rising distress. Elena was in the cemetery and in trouble, and he had to find her. He was halfway up the hill when the dizziness hit. It sent him reeling, struggling on toward the church because it was the only thing he could keep in focus. Gray waves of fog swept through his brain, and he fought to keep moving. Weak, he felt so weak. And helpless against the sheer power of this vertigo. He needed†¦ to go to Elena. But he was weak. He couldn't be†¦ weak†¦ if he were to help Elena. He needed†¦ to†¦ The church door yawned before him. Elena saw the moon over Tyler's left shoulder. It was strangely fitting that it would be the last thing she ever saw, she thought. The scream had caught in her throat, choked off by fear. And then something picked Tyler up and threw him against his grandfather's headstone. That was what it looked like to Elena. She rolled to the side, gasping, one hand clutching her torn dress, the other groping for a weapon. She didn't need one. Something moved in the darkness, and she saw the person who had plucked Tyler off her. Stefan Salvatore. But it was a Stefan she had never seen before: that fine-featured face was white and cold with fury, and there was a killing light in those green eyes. Without even moving, Stefan emanated such anger and menace that Elena found herself more frightened of him than she had been of Tyler. â€Å"When I first met you, I knew you'd never learned any manners,† said Stefan. His voice was soft and cold and light, and somehow it made Elena dizzy. She couldn't take her eyes off him as he moved toward Tyler, who was shaking his head dazedly and starting to get up. Stefan moved like a dancer, every movement easy and precisely controlled. â€Å"But I had no idea that your character was quite so underdeveloped.† He hit Tyler. The larger boy had been reaching out one beefy hand, and Stefan hit him almost negligently on the side of the face, before the hand made contact. Tyler flew against another headstone. He scrambled up and stood panting, his eyes showing white. Elena saw a trickle of blood from his nose. Then he charged. â€Å"A gentleman doesn't force his company on anyone,† said Stefan, and knocked him aside. Tyler went sprawling again, facedown in the weeds and briars. This time he was slower in getting up, and blood flowed from both nostrils and from his mouth. He was blowing like a frightened horse as he threw himself at Stefan. Stefan grabbed the front of Tyler's jacket, whirling them both around and absorbing the impact of the murderous rush. He shook Tyler twice, hard, while those big beefy fists windmilled around him, unable to connect. Then he let Tyler drop. â€Å"He doesn't insult a woman,† he said. Tyler's face was contorted, his eyes rolling, but he grabbed for Stefan's leg. Stefan jerked him to his feet and shook him again, and Tyler went limp as a rag doll, his eyes rolling up. Stefan went on speaking, holding the heavy body upright and punctuating every word with a bone-wrenching shake. â€Å"And, above all, he doesnot hurt her†¦Ã¢â‚¬  â€Å"Stefan!† Elena cried. Tyler's head was snapping back and forth with every shake. She was frightened of what she was seeing; frightened of what Stefan might do. And frightened above all else of Stefan's voice, that cold voice that was like a rapier dancing, beautiful and deadly and utterly merciless. â€Å"Stefan,stop .† His head jerked toward her, startled, as if he had forgotten her presence. For a moment he looked at her without recognition, his eyes black in the moonlight, and she thought of some predator, some great bird or sleek carnivore incapable of human emotion. Then understanding came to his face and some of the darkness faded from his gaze. He looked down at Tyler's lolling head, then set him gently against the red marble tombstone. Tyler's knees buckled and he slid down the face of it, but to Elena's relief his eyes opened-or at least the left one did. The right was swelling to a slit. â€Å"He'll be all right,† said Stefan emptily. As her fear ebbed, Elena felt empty herself. Shock, she thought. I'm in shock. I'll probably start screaming hysterically any minute now. â€Å"Is there someone to take you home?† said Stefan, still in that chillingly deadened voice. Elena thought of Dick and Vickie, doing God knew what beside Thomas Fell's statue. â€Å"No,† she said. Her mind was beginning to work again, to take notice of things around her. The violet dress was ripped all the way down the front; it was ruined. Mechanically, she pulled it together over her slip. â€Å"I'll drive you,† said Stefan. Even through the numbness, Elena felt a quick thrill of fear. She looked at him, a strangely elegant figure among the tombstones, his face pale in the moonlight. He had never looked so†¦ sobeautiful to her before, but that beauty was almost alien. Not just foreign, but inhuman, because no human could project that aura of power, or of distance. â€Å"Thank you. That would be very kind,† she said slowly. There was nothing else to do. They left Tyler painfully getting to his feet by his ancestor's headstone. Elena felt another chill as they reached the path and Stefan turned toward Wickery Bridge. â€Å"I left my car at the boarding house,† he said. â€Å"This is the fastest way for us to get back.† â€Å"Is this the way you came?† â€Å"No. I didn't cross the bridge. But it'll be safe.† Elena believed him. Pale and silent, he walked beside her without touching, except when he took off his blazer to put it around her bare shoulders. She felt oddly sure he would kill anything that tried to get at her. Wickery Bridge was white in the moonlight, and under it the icy waters swirled over ancient rocks. The whole world was still and beautiful and cold as they walked through the oak trees to the narrow country road. They passed fenced pastures and dark fields until they reached a long winding drive. The boarding house was a vast building of rust-red brick made from the native clay, and it was flanked with age-old cedars and maples. All but one of the windows were dark. Stefan unlocked one of the double doors and they stepped into a small hallway, with a flight of stairs directly in front of them. The banister, like the doors, was natural light oak so polished that it seemed to glow. They went up the stairs to a second-story landing that was poorly lit. To Elena's surprise, Stefan led her into one of the bedrooms and opened what looked like a closet door. Through it she could see a very steep, very narrow stairway. What a strange place, she thought. This hidden stairway buried deep in the heart of the house, where no sound from outside could penetrate. She reached the top of the stairs and stepped out into a large room that made up the whole third story of the house. It was almost as dimly lit as the stairway, but Elena could see the stained wood floor and the exposed beams in the slanting ceiling. There were tall windows on all sides, and many trunks scattered among a few pieces of massive furniture. She realized he was watching her. â€Å"Is there a bathroom where I-?† He nodded toward a door. She took off the blazer, held it toward him without looking at him, and went inside.

HS630 week 6 Conf 2nd Essay Example | Topics and Well Written Essays - 750 words

HS630 week 6 Conf 2nd - Essay Example Usually in event of an incident people involved do not know what they should do. There is lack of communication and panic which results in misguided employees. Without setting objectives or goals, it is not possible to fight any disaster situation whatsoever. An important aspect of management by objective is to ensure that management and employees are on the same page, and everyone is aware of what is expected of them. This is even important in incident management as everyone should know what their job is when fighting a disaster. When this element of management by objective is not applied correctly what usually happens is that there is disconnect between management and employees. Goals are set by management only and input from employees is not taken. Employees are just communicated what is expected of them without listening to them. This causes problems because employees might not even have the resources or capabilities to do what is expected of them. The incorrect application of management by objective therefore creates more problems than it solves. Employees feel helpless as they are being asked to do something that is impossible. Completely ignoring this element results only in total mayhem as people will have no guidance as to what they should do. When people are not aware of their responsibilities or their objectives then there cannot be a unified command which is essential in incident management. Orders should flow from a unified command so that there is no confusion about the roles and responsibilities and objectives. When management by objective is applied all employees are taken on board and their input and opinions are taken before setting goals for them. Objectives should be set in a way that employees agree to them and only then they will be motivated to work towards those goals. Any hurricane or massive accident in the transportation sector can result in

Food Policy Essay Example | Topics and Well Written Essays - 2500 words

Food Policy - Essay Example The 15 member states of EU are also a habitat of giant food and beverage multinational enterprises, which have enormous influence on the global food environment, considering that these firms are producing both agricultural and manufactured products. The main thrust of this paper is to investigate global food policies (e.g., causes, solutions, & objectives), as well as the macro-environment of the food sector. In addition, this paper will evaluate the current trends in the food sector and various marketing strategies and issues within the global food business. 2.0 Global Food Policy According to Pinstrup-Andersen and Cheng (2009:1), ‘Food policy is a plan of collective action intended to influence and determine decisions, actions, behavior, and perceptions to enable people to achieve certain objectives.’ At present, the world’s food system or new departure programme ultimate objective is the ‘integration of consumer protection and food safety - and a focus on issues of transparency, participation, and accountability’ (Houghton et al., 2007:15). ... coli, and many more. This event has weakened the consumer’s confidence on food businesses, as well as to the government’s capacity of directing food firms to produce and sell safe and quality food products. Thus, the new food policy gave emphasis on consumer protection and interest or made end-users the core of the reform food safety system (Bergeaud-Blackler, 2004:11). Causes. The EU consumer policy is created because of the declaration that a single market efficiency will be attained only if consumers will actively participate in market activities, as an evidence that their confidence is already reinstated. After the foodborne disease scandal, the government has decided to ‘put food safety at the top of political agenda’ (Halkier and Holm, 2006:127), and it established minimum standards for the entire food fabrication, processing, and marketing (Burnett and Oddy, 1994). The serious food incident is a big challenge to food businesses all over the world bec ause food demand, sales, and consumer confidence have declined to the extent that some companies go bankrupt. The consequences are even more complicated considering that food firms need to invest a large amount for a product checking to restore the public confidence toward ‘food supply, food science, food law and food controls’ (van der Meulen and Freriks, 2006:157). Solutions. Setting policies to form a functional food system needs careful analysis on things that are directly or indirectly involved such as the economy, food chain management, environment, and marketing issues. An integrated policy is difficult to obtain because policy makers need to examine the different macro-economic environmental issues (e.g., culture, history, economic affairs, export & import trading, etc.) of many countries

Why is the subject of water so prevalant in T.S. Eliot's The Wasteland Essay

Why is the subject of water so prevalant in T.S. Eliot's The Wasteland - Essay Example Is Eliot speaking of the human soul as a wasteland In this paper I will try to address this question, and thereby also explain why the concept of water is so prevalent in the poem; if one interpretation of the poem is that he is trying to show humanity and its spiritual beliefs have become a wasteland, that it has lost its spirituality, its connection to the divine, then we can look at water as a metaphor for that spirituality and thus the lack of water throughout the poem assumes a greater significance. In terms of religion and spirituality, water has been given an extremely important status, and has been used to denote many things. Broadly speaking, water has been used to represent four major concepts - life, purity, power and death or punishment (Broome, The Bible). Eliot appears to have interwoven all these meanings into his use of water, which seems to imply that he is speaking of humankind's loss of its humanity and its connection to God. To examine the question of how and why water is used so liberally in the poem, I will take each concept and examine it with respect to the poem. Scientifically too, water has been predicted to be the bearer of life; theories on the evolution of life generally agree that life arose from the thick soupy oceans in which the world was covered. Water itself is necessary for the propagation of life. Eliot would also have been aware of these theories as the period in which he lived was one ripe for science. His deep study of religion (Bush) is reflected in the references to the Bible and Hindu texts scattered throughout the poem. Within the very first part of the poem itself, the reference to water as a life-giver becomes evident: ".stirring dull roots with spring rain" and again from the lines of verse beginning at line 19 the landscape is described as dry, and therefore, dead and forbidding : A heap of broken images, where the sun beats, And the dead tree gives no shelter, the cricket no relief, And the dry stone no sound of water. Only There is shadow under this red rock, The lack of water is striking. There appears to be no water, no relief from the burning heat. Perhaps this is a reference to the lack of spiritual strength, the fact that there is no spiritual life as opposed to physical life. If we look at the Wasteland as a metaphor for the soul, then this interpretation is valid. This appears to be borne out later too, as Madame Sostrosis predicts the future from a pack of Tarot cards - "Fear death by water." She says. This could be a punishment for lack of belief, as water has often been used to bring punishment and the wrath of God. For example, the Great Flood in which Noah escaped in his

Managerial Accounting and Organizational Controls Assignment

Managerial Accounting and Organizational Controls - Assignment Example At $10.5 per pair the cost, the company will purchase the 10,000 bindings at $105,000. Adding this, we get $110,000 allocation for the bindings for the supplier so that making and outsourcing are the same. Dividing this by the annual number of pairs will yield $11 which is the ceiling price that Minnetonka can be charged for ski-bindings. 3. Tables 3 and 4 shows the calculation if the new sales volume rise to 12,500 and the new expense of $10,000 is allocated to equipment rental. In this situation, the company could still save if it chooses to outsource its bindings as it will not be bothered by the incremental allocation for equipment. Usually, these suppliers are affected as outsourcing the assembly of components will mean cutting back on orders. The company should also look at the willingness of its workforce. Outsourcing may mean terminating employees which could trigger resentment in the human resource. Also, the company should ensure that the company to outsource the ski binding meets the quality requirements of Minnetonka. A balanced scorecard is a new approach to strategic management developed by Drs. Robert Kaplan and David Norton to provide a clear description of the aspects that companies should measure to balance the financial perspective. According to them, the balanced scorecard is a "management system (not only a measurement system) that enables organizations to clarify their vision and strategy and translate them into action" (Balanced Scorecard Institute 1). It works by providing significant feedback around both the internal business processes and external outcomes in order to continuously improve strategic performance and results.  Ã‚  

Effects of Sleep Deprivation among Emergency Medical Services Workers Essay

Effects of Sleep Deprivation among Emergency Medical Services Workers - Essay Example Emergency medical service is one such field which requires utmost attention, even in the middle of the night. At times the workers are required to remain attentive continuously for more than 24 hrs, because it's a question of urgent medical requirements for someone. Studies have highlighted that if the workers are subjected to sleep deprivation regularly on many occasions; their body starts responding adversely, which in turn impacts their efficiency and accuracy at the workplace. If the worker is subjected to continuous sleep deprivation, the resultant fatigue could lead to effects like poor decisions, fatal accidents. It has been pointed out that continuous exposure to sleep disorders results in impairment of carbohydrate metabolism, weight gains and type-2 diabetes1. This in turn results in development of sleep apnea, which in turn reduces the quality of sleep, thus further resulting in deterioration of the carbohydrate metabolism and it gives rise to a brutal cycle of disorder. T herefore, experts are of the opinion that proper attention be paid towards this issue. This study is an effort to find out some such reasons and the resultant disorders. Today we live in a fast paced society, where competition is a rule rather than an exception, where all aspects of life are being viewed from the angle of sales and marketing. Be it a manufacturing unit or the healthcare sector, the competition is all pervasive. Healthcare services are a very crucial and integral part of the society. Health care becomes an issue, because while taking care of the competition we tend to ignore what we are supposed to do to lead a healthy life. Emergency medical services (EMS) are supposed to play a vital role in taking care of the emergency and trauma care system. The workers in these services provide emergency medical response to the sick and injured citizens. Though, the workers are placed in shift duties, but quite often it so happens that due to more number of emergency cases, they cannot leave the workplace even during extended working hours. Different levels of medical responses are included in the EMS. In general, the EMS includes, call handlers , emergency medical dispatchers, workers in the emergency telephone call centers, first responders like fire or police units, basic life support (BLS) ambulances, advanced life support (ALS) ambulances (USHS, 2007). The workers in these units are trained according to the requirements. Based on the reasons, the sleep deprivation is broadly divided into four categories; i. Based on lifestyle ii. Due to certain health complications iii. The medication side effects iv. Clinical disorders For an EMS worker the lifestyle becomes so irregular that it leads to other types of complications as well. Literature Review According to a study conducted by World Health Organization (WHO)2, the number of people with diabetes is sharply on the rise in recent years. This study found out that in the year 2000 the number of people affected with the disease was about 171 million worldwide. But more alarming is the projection for the year 2030, if we continue to adopt the existing lifestyle. It has been projected that by 2030 this figure might reach a whopping 366 million. Demanding working conditions often take its toll on the individuals' health as well as the actual output of the work. Emergency

A memorandum Case Study Example | Topics and Well Written Essays - 1250 words - 1

A memorandum - Case Study Example mit courts as well as local governments from subjecting religious, religious monitored institutions, clergy as well as their employees into penal acts for refusing to sanctify or recognize marriages that are against their religious doctrines. This law provides freedom to access of all places of public accommodation to persons of divere sexual orientation, religious affiliations, ethnic, cultural and political affiliations. That is, this law guarantees all citizens living in New York the freedom and the right to access all places that have been made public for provision of accommodation services. According to this law the term â€Å"public place of accommodation† includes road houses, inns, taverns, motels and hotels. The public is free to access such facilities whether for purposes of health, food, entertainment and rest. Additionally, this law provides the freedom and rights to the populace of New York to access saloons, parks enclosure and bar rooms where spirituous as well as malt liquors are sold; the public is also able to access ice-cream parlors, soda fountains, confectionaries and all any other facility that has been opened with an intention to provide services and products to the general public. From case provided, taking into consideration the telephone conversation that was recorded by Jennifer McCarthy between Mrs. Gifford and Melisa Erwin, it is indicated that Mrs. Gifford answered Melisa politely that they could not host a lesbian or same sex marriage on the Liberty Farm. This is a fact that could be claimed using the New Marriage Equality Act of 2011. The act hinders any kind of discrimination that may be directed to persons intending to engage in same sex marriage. It is therefore a fact that Mr. and Mrs. Gifford violated the terms of the New York Marriage Equality Act, by specifically asserting that they could not host McCarthy and Melisa’s wedding on their Liberty Ridge Farm on the basis that they were Lesbians. In relation to the New York

U03d1 Medicare Level of Care Essay Example | Topics and Well Written Essays - 500 words

U03d1 Medicare Level of Care - Essay Example There is also a Part D which covers for prescription drugs. The Part D that has been provided with the insurance is for the prescription drugs and this was mainly intended to improve the access of individuals to choose from different health plans based on their individual needs and requirements (Jacobson & Anderson, 2010). The main intension and idea of the Part D was to provide assistance to the senior citizens who were unable to afford a separate drug cover for the prescription drugs. In an article by Shaviro he explains, â€Å"The design of the new prescription drug benefit almost ensures that it will soon be expanded. True insurance provides people with coverage against worst-case scenarios, such as having to pay a lot for healthcare when they become gravely ill. It does not offer first-dollar coverage of routine expenses; this would merely encourage waste and be a handout to anyone who received the coverage without having to pay for it. But true insurance is not politically popular, because if you lose your insurance "bet" by not actually having a catastrophe that would trigger its coverage, you may complain, after the fact, that you didnt get anything out of it† (Shaviro, 2004). There have been numerous views and ideas that have been provided over the years for the viability of Part D of the Medicare. Several authors like Neuman and Cubanski, 2009, explain that one of best ways to reduce the costs is only of the government works towards negotiation with the pharmaceuticals rather than the private companies working towards the negotiations. The authors also talk about another program which will be introduced in 2010, and is known as the voucher demonstration project. To conclude the paper it is safe to say that the future of the Part D is mainly dependent on the costs and the cost cutting would lead to bettered performance of this part

Created in the Image of God Essay Example for Free

Created in the Image of God Essay The theme â€Å"Created in the Image of God† is saying that everyone is special and no human life should be wasted because God loves us all equally and has a plan for everyone. This theme also explains that everyone is created differently for a reason. The song Don’t Laugh at Me is about the people in the world that are made fun of and Mark Wills is saying that in God’s were all the same. The song Don’t Laugh at Me represents the theme â€Å"Created in the image of God† because Mark Wills is explaining that God made us all different for a reason and he loves us all equally and we shouldn’t be treated different because we have braces or because we are blind; we should all be treated the same. The theme of Narcissism is a self-centered love. Narcissism is when you love the way you look more than you love others, it is being obsessed with the way you look. The TV show Jersey Shore is a show where there are eight people living in a house and they go partying every night and they are all obsessed with the way they look. The TV show Jersey Shore represents the theme of Narcissism because the cast members of Jersey shore are all obsessed with the way they look, they go to the gym every day, they spend way too much time on their hair and on their clothes. The theme â€Å"When Love Goes Wrong† is explaining to us when we should know that your relationship is not good anymore and if we realize these things happening in our relationship, we should get out of the relationship. The song The Best Days of Your Life is about a guy cheating on his girlfriend and he got the other girl pregnant. His girlfriend is now trying to get over him. The song The Best Days of Your Life represents the theme â€Å"When Love Goes Wrong† because the couple in the song, their relationship was ruined when the boyfriend cheated on his girlfriend. The theme of inclusivity is including everyone and making them feel welcome even if you aren’t best friends with them. The picture I chose of children playing shows the three children sitting down playing and one child standing and it represents the three children letting the one child play with them. The picture of children playing represents the theme of Inclusivity because these children are letting the one child play with them even though they may not like that child, they are being nice and letting him play with them, because they are doing the catholic thing to do by letting him play with them.

The Impact of Part Time work towards Academic Performance

The Impact of Part Time work towards Academic Performance 1. Introduction Most of MCAST students work part-time. Does this affect their school performance? If work is related to their studies this would definitely be beneficial. What if work is not study-related? After all, do students really need to work? Is a students life becoming boring? Curtis and Williams (2002) states that combining paid work and study, has become a norm in the UK. Vickers et al. (2003) report a similar situation in Australia, highlighting the global significance of this trend. According to Labour Force Survey carried out in the UK, it states that between 1996 and 2006 the amount of student engaged in part-time employment increased by 50%. According to the Journal of Organizational Behavior (1998) 50% of the full-time students in the U.S. have a part-time job. Part-time work can have a positive impact on the students especially if the work is course-related. Students can have a glimpse of their future job and determine whether they actually like that particular career path. Also, part-time jobs can help students improve time management skills and become more efficient. Parents and educators are in favour of employment amongst students because they believe that employment builds character (Greenberger and Steinberg, 1986). Dwyer et al. (2001) argue that combining work and study promotes a pragmatic perspective on education On the other hand, an excessive workload can have a detrimental effect not only on the students academic performance but also psychologically and physically. Combining work and study can also have negative effect on the students mental health such as stress and fatigue, leading to worsening performance in class. Rolfe (2002) reports that UK students believe that the excessive and unsocial hours of part-time work sometimes lead to tiredness and depression. If we had to look at higher education around the globe, say in the UK, students would have to pay approximately  £3000. In Germany, universities now charge à ¢Ã¢â‚¬Å¡Ã‚ ¬1000 enrolment charge per year. In the USA the tuition fee varies around $9000 per year. Malta is one of the few exceptional cases were students are paid to study. MCAST students are entitled to à ¢Ã¢â‚¬Å¡Ã‚ ¬83 per month and à ¢Ã¢â‚¬Å¡Ã‚ ¬233 at the beginning of the academic year. Out of which students are entitled to pay à ¢Ã¢â‚¬Å¡Ã‚ ¬372 BTEC registration fee. When I started university 6 years ago I never felt the need to do a part-time job (except in summer). Obviously, my budget was very tight and luxuries were inexistent. Nowadays, I started to believe that students prefer working part-time than keeping away from buying expensive mobiles, laptops and cars. This study examines two types of part-time work. Research has been preformed for students who work in the IT industry and the other research was carried out on students whose part-time job is not study-related. The purpose of this research is to find out whether these two types of part-time work affect the students performance and well-being. In this research we find that part-time jobs for student have a positive impact on their studies as long as the number of hours worked does not exceed twenty. Section 4 provides a background on the apprenticeship scheme at MCAST and other non-IT related jobs. Section 5 analyses the common part-time jobs amongst respondents and the main reasons for engaging in part-time work. Section 6 evaluates the effect of part-time work on students performance. In Section 7 the students well being is analyzed when compared to work and study commitments. Discussion, Future Limitations etc.. 2. Literature Review The literature reviewed below examines the popularity of part-time work amongst students, how employment is affecting students performance and how part-time work is effecting the students life. Some of the issues discussed in this research are the number of hours a student works, whether they still have time for study and leisure and how does this effect their academic performance and well-being. The prevalence of part-time work: According to Social and Economic Conditions of Student Life in Europe over 40% of the students from Spain, Sweden and Finland have work experience prior to entering into higher education. In general, more students from lower education backgrounds have work experience than students whose parents attained a higher education degree. It has been reported that poor students in countries such as Bulgaria, Ireland and Switzerland receive additional grants to compensate for the missing base funding via state support. For example, Irish students from low-educated families receive 93% more state support and high-educated families 44% less than the average student. In Malta students who come from families where the total household income is less than à ¢Ã¢â‚¬Å¡Ã‚ ¬5,000 per year are eligible for a supplementary grant of à ¢Ã¢â‚¬Å¡Ã‚ ¬42 every four weeks, which is additional to their regular stipend. In Netherlands and Estonia more than two thirds of the students have a part-time job. In Australia half to three quarters of the students work. According to the report of the French Conseil Economique et Social on students employment (2007), 15% to 20% of students work regularly while studying in France. Statistics Canada states that, in Canada more than 48% of the students work part time. Full-time students working more than 35 hours per week has almost doubled since 1990. According to the Canadian Undergraduate Survey Consortium, more than 50% of the students work during their least year of their degree than the first. In Austria, Czech Republic and Estonia there is a comparatively high rate of employment and a relatively close relationship between students jobs and students courses (Social and Economic Conditions of Student Life in Europe). Analyses of the Eurostudent survey indicates that the lowest level of students working part-time is in Southern Europe (especially Portugal and Italy) and the highest rate is in Netherlands and Ireland. Potential reasons for such outcomes may be due to the nature of the labour market and availability of jobs suitable for students. For example, in Greece the majority of students do not engage in paid employment due to lack of job opportunities (Dimitros and Karaliopoulou (2005)). Whereas, in the U.S. part time employment has become the norm amongst students (Bureau of Labour Statistics 2005). In the past few years employment among post-secondary students has been increasing rapidly. The effect of part-time employment on students performance: Ronald DAmico (1994) states that part-time employment provides opportunities to assume greater responsibility, authority and cooperative interdependence. Students who work part-time will develop networking skills; contacts and references will be valuable for future employment opportunities. Employers may prefer students who held part-time jobs while at college because it indicates stronger management skills. Also, there is high probability that students who worked part-time will be employed on full-time basis once they graduate with the same company. Green (2001) also stated that they[students] had gained job skills, experience, knowledge of a variety of jobs, a sense of accomplishment, a feeling of responsibility, and money for personal and school expenses (p. 329). Employment can have a positive effect if balance working hours and study are balanced (Cheng 1995). Research done by the University of Canberra shows that paid employment did not have a large effect on grades. Results show that some paid employment improves grades slightly, but working more than twenty-two hours per week has a negative effect. On the other hand, most of the research indicates that employment negatively affects students academic achievements especially those who work more than fifteen hours a week and they are more likely to drop out (Stern 1997). According to Furr and Elling (2000), 29% of the students working 30-39 hours per week and 39% of those students working full time indicated that work had a negative and frequent impact on their academic progress. (Dallam Hoyt, 1981) anticipated that there will be negative effects on school performance because of part-time employment. Juggling work and study may also lead students to put forth less effort into both because they are spreading themselves too thin (Astin, 1993). According to Canadian Social Trends, 1994 shows that student who worked more than 20 hours had 33% dropout rate whereas students who worked less than 20 hours had a 16% dropout rate. Young and immature students tend to find it difficult to mange working hours and study than older students (Barone 1993). Therefore, age also pays an important role in the students decisions. A March 2009 study by the Bureau of Labor Statistics states that students with part-time work reduce the time spent on homework, sleeping, and socialization by 84%. McInnes (2001) stated that compared with those who do not work, younger first year students who work part-time are more likely to spend fewer days on campus, to not work with other students on areas of their course, and to have studied inconsistently through the semester. They also tend to anticipate getting lower marks, and are more likely to seriously consider deferring at an early point of their student experience We also know that these negative factors are amplified the more hours students work, and they feel seriously burdened by overcommitment. (p. 5). The effect of part-time employment on the students life: Too many hours spent at work could also affect the students lifestyle such as participating in extracurricular activities. Greenberger and Steinberg(1986) argued that instead of instilling work habits, many students who worked part time at an early age were more prone to cheating and dealing with boring work. Students who are unable to manage their part-time income or have never been given the right advice on how to save money will find it more difficult to make budgets and are more prone to overspending. This will eventually result in increasing the number of working hours. Research also indicates that too many hours of work increases fatigue and may cause lower academic performance. Carskadon(1999) states that students who work more than 20 hours changed their sleeping patterns resulting in later bedtimes, shorter sleeps, possibility of falling asleep during class, late arrivals at school or missing lectures. Many students who work part time find have limited time for their hobbies and extra-curricular activities (Hope 1990). According to researchers Barling, Rogers and Kelloway, Labour force participation by high school students, especially more than 20 hours of part-time work per week, is linked to poorer school performance, increased drug and alcohol use, decreased family contacts, and cynical attitudes toward work On the other hand, Tannock (2001) and (Li-Chen Wooster, 1979) pointed out that student works tend to have low skilled jobs, such as a cashier, fast food worker or retail. It is assumed that these jobs have a negative effect whereas high-quality part-time jobs seem to develop career-related skills. Also, these jobs are more likely to be flexible and work with students schedules (Healy, OShea, Crook, 1985). A number of researchers, for example, found that hard work built stronger academic character because it taught the students time-management skills, gave them experience outside of the classroom, more confidence and provided them with more satisfaction in college (Pennington, Zvonkovic, Wilson, 1989). According to Smith and Green (2001) student who work learn a lot and they develop self-efficacy especially the low-achievers. In her research Singg (2002) found out that students who work part-time tend to show more responsibility in their daily personal situations and have greater career maturity than those students who do not work. Stern (1997) states that students will develop a more positive attitude to work when gaining work experience whilst studying. Managing to work part time during the studies will also be beneficial on the resume. Employers look for students who are capable of managing time, working in teams, able to communicate and work on their own initiative. Research by the University of New Hampshire shows students who have a lot of free time they are more prone to make use of drugs and other substances. Therefore, the benefits of having a part-time job will keep the students occupied during their free time. Moreover, students who work part-time become financially independent and learn how to effectively manage finances. 3. The Research Context MCAST-BTEC National Diploma in Computing (Software) is offered at Malta College of Arts, Science Technology (MCAST). This course is Level 4 and the duration is 1 year Full-time or 2 years part-time on an apprenticeship. The course specializes in Software Development and the modules are relevant to the needs of the industry. Students who opt for an apprenticeship will still cover the same modules but over the duration of 2 years. ETC assists apprentices in finding an employer with whom they can perform their on-the-job training during the apprenticeship period. Apprenticeship will be required to work 27 hours a week and attend lectures twice a week. During 2009/2010 academic year I have noticed a 3% drop out and 25% failure rate. It has been found out that students are not dedicating enough time to practice programming mainly due to part-time work commitments. This study is targeted towards this group of students. The major questions of this research are: What factors influence students to seek part-time employment? How do students juggle study and work commitments? Do students set priorities if study and work commitments clash? If yes, how? Does part-time work have an impact on the students academic performance? Does part-time work have an impact on the students social life and well-being? Do the types of jobs students work have an impact on their academic performance? Do the number of hours worked effect the students performance? Research Methods: A questionnaire was compiled for students enrolled in the second year of the Diploma (specializing in Software). Questionnaires were distributed to two classes (one apprenticeship and the other non-apprenticeship) during one of the lectures. I taught both classes the same modules, i.e. Programming Concepts/Practice and mentoring their end-of-year Software Projects. Students were asked to complete the questionnaire anonymously. The data was collected two months prior to the end of semester when the student attendance was high. A total of 35 students completed the questionnaire. The average age of the students interviewed was between 17 and 21 years. Questionnaire Structure: The questionnaire comprised of four sections as follows: General information including Age, Gender and indicating whether they are apprenticeship students or not. Students engagement in part-time employment, including type of job, number of hours worked per week, number of days worked per week and the average hourly rate Students distribution of income Students experiences in balancing work, study, personal development and leisure. Students were asked to indicate whether they worked during the academic year and, if so, the number of hours and days they worked per week and the hourly rate. To evaluate the impact of part-time work on education, students had to specify how many hours they spend studying and the frequency of missing lectures or assignment deadlines due to work commitments. Ethics Procedure: Students were advised that participation was voluntary and refusing to participate will not affect their academic report. Students were informed that completed questionnaires will be stored in a secure location and treated with strict confidence. The questionnaires did not include any confidential data such as parents income or whether the students family receives government social benefits and grants. 4. Overview of the students background: Apprentices: ICT students at MCAST can opt to form part of the Apprenticeship Scheme during the second year of the National Diploma. They will spend 2 days at the college and 3 days at the work place. Apprenticeship students work 27 hours a week and are paid à ¢Ã¢â‚¬Å¡Ã‚ ¬200 per month (besides the monthly stipend). The course will be completed within 3 years (1 Year Full-Time and 2 years part-time on an apprenticeship). The benefit of students working as apprentices is that they are exposed to the working world and therefore they can better relate theory to practice. These students are led by professionals thus gain training and a learning experience. Apprentice students are more likely to be recruited by the company after they have completed their studies. Non-Apprentices: The option is that students can decide to complete the National Diploma in two years full-time. They will only benefit from the monthly stipend as stated in Introduction Section. These students will be allocated seventeen hours of lecturing per week. Most of the ICT students opt for this choice mainly because they complete the Diploma within 2 years. 5. The prevalence of part-time work: Non-IT related part-time jobs: Employment is the only way students can earn extra cash. Since most of the students are under qualified it is very difficult to find course related jobs therefore they opt for other part-time jobs. According to the Labour Force Survey carried out in the UK, nearly half a million full-time students work in the retail sector and nearly quarter of a million students work in hotels and restaurants industry. This survey shows the complete opposite. Only 11% of the students interviewed work in the retail sector and nearly half the respondents work in the catering industry. Besides the 43% of the students who work at an IT company (apprentices), this survey shows that the most popular part-time jobs amongst MCAST students are the following: Figure 1: Survey Question: What type of job do you have? The most popular non-IT related jobs were waiters/waitresses at fast food outlets, crepe makers, selling fast food at stalls and serving drinks in bars and clubs. In general, there were more male students than females engaged in these types of part-time jobs. The least most popular were cashiers at retail shops, telephone assistants, receptionists and entertainers. On the other hand these types of jobs were more popular amongst female students. These jobs require the minimal responsibility, flexible hours and few qualifications. Conversely, companies prefer people who are committed and work long hours because of the short-term and long-term projects they will have to complete within a stipulated deadline. Reasons for engaging in part-time work: Students at MCAST receive à ¢Ã¢â‚¬Å¡Ã‚ ¬83 per month as stipend. Is this amount enough for a student? Why does a student need to work? The main reason why students work is because they want to buy a car and maintain it. A car gives students independence and a social status. In February 2009 InsiterOnline.com  [1]  carried out a survey showing that 85 out of 170 students own a car and 22 out of 85 have a car bought to them by their parents. This clearly shows that Maltese students priority is that by the age of 18 they own a car. The second most popular reason for working is having money to spend during the weekends. The minimum amount a teenager spends every weekend is à ¢Ã¢â‚¬Å¡Ã‚ ¬20 including alcohol, transport and fast food takeaway. The third most popular reason for working is to buy clothing. Over the years I have noticed that students have become more conscious about their appearance. Most of the students wear expensive brand clothing and accessories. Other students prefer to do a part-time job to buy computer games and the latest gadgets. Keeping in mind that 99% of the students live with their parents therefore they do not have any accommodation expenses (besides a small percentage of the students who are expected to contribute to family expenses). The diagram below shows the statistics of this survey: Figure 2: Survey Question: How do you spend your part-time money? The most unexpected result was the 28% of the students who spend their part-time money on clothes. Research by the (Wheeler, 2001)states that in the U.S. an average student spends $57 weekly on clothes. To make matters worse, Malta is one of the most expensive countries in the EU to buy clothing. Evarist Bartolo  [2]  , ex-Minister of Education stated that, Maltas prices are the second highest in the Eurozone (after Slovakia). They are 150% relatively more expensive than EU average. Footwear in Malta has the highest prices in Eurozone: 164% relatively more expensive than EU average. Consumer electronics in Malta are the second highest in the Eurozone (after Slovakia): 186% relatively more expensive than EU average. Case studies: Reasons for students engaging in part-time jobs These case studies mostly suggested that students working long hours were doing so because of money. Working to earn extra money: David* is 19 years old and his obsession is cars. Similar to the majority of Maltese teens by the age of 18 years their first investment would be a car. This gives them independence and social status. David is not satisfied with buying a cheap second-hand car but his dream is have a modern sports car. David also believes that further education is mandatory in todays world, therefore he does not intend to stop studying. To be able to buy his dream car he estimates it would cost him around à ¢Ã¢â‚¬Å¡Ã‚ ¬14,000. Since David is a student he can only apply for a loan of up to à ¢Ã¢â‚¬Å¡Ã‚ ¬5000, therefore the only option left is to sacrifice his free time and work. Working to pay for accommodation and living costs: Sarah* is 21 years old and comes from a middle-class family. During the last year together with her boyfriend they decided to rent a basic apartment and move in together. Although she comes from a middle-class family her family decided to assist her financially with school expenses but not for accommodation. To cope with the expenses, Sarah works as a shopkeeper between 4 and 7 during weekdays and between 9 and 12 on Saturday morning. Working to pay for leisure activities: Rebecca* is a fashion enthusiast and loves parties. She is always wearing brand clothing and accessories. The stipend is not enough to buy expensive clothing and go out in the weekends. Therefore, Rebecca works 10 hours a week at a clothing shop to make up for the extra expenses. Working to gain experience: Nathan* is one of the brightest students I have ever taught. He is 21 years old and an apprenticeship student. Besides working at an IT company he also works as a freelance web designer. During his free time he is always researching new technologies and enhancing his programming skills. *The names mentioned in the above case studies are fictitious. 6. The effect of part-time work on students performance: Evaluating Students Income: Students living with their parents have a higher amount of income when compared to others who have to maintain their own households. In other European countries students have to spend one third of their income on accommodation. In general, MCAST students spend most of their daily expenses on transport and food. The following table evaluates a students daily expenses; assuming that the majority of the students do not own a car but use public transport. Breakdown of an average student daily expenditure: Public Transport: (à ¢Ã¢â‚¬Å¡Ã‚ ¬1 each way) à ¢Ã¢â‚¬Å¡Ã‚ ¬2.00 Lunch Soft drink: à ¢Ã¢â‚¬Å¡Ã‚ ¬3.50 Total Daily Expenses à ¢Ã¢â‚¬Å¡Ã‚ ¬5.50 If we had to make some calculations: An MCAST student receives à ¢Ã¢â‚¬Å¡Ã‚ ¬83 per month. S/he spends on average à ¢Ã¢â‚¬Å¡Ã‚ ¬5.50 a day at the college. Calculation: Monthly stipend à ¢Ã¢â‚¬Å¡Ã‚ ¬ 83 Less Monthly expenses (à ¢Ã¢â‚¬Å¡Ã‚ ¬5.50 * 20 days) à ¢Ã¢â‚¬Å¡Ã‚ ¬110 Remaining Balance à ¢Ã¢â‚¬Å¡Ã‚ ¬27 The above calculation shows that a student who commutes to school using public transport and buys lunch from the college canteen everyday the stipend will not be enough to cover these basic expenses. The student makes a loss of à ¢Ã¢â‚¬Å¡Ã‚ ¬27 monthly. Paid Work: Few working hours will unlikely have an impact on the studies, but the more hours worked the more there will be an impact on the students academic performance. This section will take into consideration 4 factors; pay and conditions for students working part-time, time spent in paid employment, time spent at college and time spent studying. Pay and Conditions for Students working part-time: According to the Part-time Employees (Amendment) Regulations, 2010- L.N. 117 of 2010, published on the 12th March 2010, part-timers should be paid à ¢Ã¢â‚¬Å¡Ã‚ ¬4.75 per hour during weekdays and on Sundays and Public Holidays the rate is à ¢Ã¢â‚¬Å¡Ã‚ ¬6.50 per hour. It is more likely that students from low-income families engage in a part-time job during their studies. Research shows that nearly half of the respondents earn à ¢Ã¢â‚¬Å¡Ã‚ ¬3 to à ¢Ã¢â‚¬Å¡Ã‚ ¬4 per hour, which by and large is the minimum wage. Only 5% of the respondents earn à ¢Ã¢â‚¬Å¡Ã‚ ¬6 to à ¢Ã¢â‚¬Å¡Ã‚ ¬7 per hour. This survey assumes that the statistics are based on the net pay. Figure 3: Survey Question: How much money do you earn per hour (net pay)? Time spent in paid employment: Furr and Elling (2000) and Dallam Hoyt, (1981) agree that the number of hours worked effect the students performance. There is a negative impact when students work more than twenty hours a week. Figure 4 shows that more than fifty percent of the interviewees work more than twenty hours a week. The majority of these students work as bartenders, waitresses or waiters, therefore it is quite common to work long hours because of the opening hours. Their shifts are usually from 5 pm till late at night. Such part-time jobs do not only entail taking orders and serving food but they are also generally requested to clean the place after the establishment closes. Figure 4: Survey Question: How many hours do you work per week? Nearly half of the respondents work between four to five days a week. The majority work on Friday evening and Saturday. Wednesdays and Sundays are also common working days. Students prefer not to work during the weekdays because of school commitments but if they are asked to work during the weekdays the majority of the students admitted that they would not refuse work. This clearly shows that students are eager to make money. Figure 5: Survey Question: How many days a week do you work? Time spent at college: Students are timetabled seventeen hours of lecturing. The following is a timetable of one of the classes interviewed. On average they spend six and a half hours at the college. Out of which they have four and half hours of lecturing. Overall, students wait ninety minutes between lectures. Figure 6: Sample Timetable Time spent studying: ICT students at MCAST spend 8 hours weekly in a computer laboratory. During these hours students will be thought programming concepts and they will also have hands-on sessions where they can practice under the teachers supervision. 8 hours are not enough to learn programming. Students have to practice at home to succeed. According to an article issued by Monash University (Faculty of ICT) states that programming students should spend at least 10 hours per week studying and practicing. Results: This section will describe the outcome of this research. Figures in section 4, 5 and 6 have been analyzed and evaluated. The table below calculates the number of hours remaining after deducting the total number of lecturing hours and hours allocated for studying, working and sleeping per week. The following calculation is based on a student who works 20 hours a week Hours Lectures per week 16 Working hours 20 Studying 10 Sleeping (7 hours * 7 days) 49 Total Hours Remaining (168 hours 95 hours) 73 Total hours in a week: 24 hours * 7 = 168 hours Total appointed hours: 16 + 20 + 49 + 10 = 95 hours The above estimations illustrate a breakdown of the number of hours in a week. As a result a student who works part time can only utilize the remaining 73 hours for study time and leisure. According to the EuroStudent survey, in most of the countries the average time spent on personal study time ranges between 30 to 35 hours per week. According to the EuroStudent document, the national averages for study-related activities (i. e. for taught courses and personal study time) range between 25 hours per week in Slovakia and Estonia and up to around 40 hours a week in Romania and Bulgaria. In most of the countries time spent on studies clusters around 30 to 35 hours per week. Gender % Number of Students Females 23% 8 Males 77% 27 Type of student % Number of Students Apprenticeship 43% 15 Non-apprenticeship 57% 20 Working hours for non-apprenticeship students (i.e. not IT related): Number of Hours % Number of Students More than 20 hours 40% 8 Less than 20 hours 30% 6 Do not work 30% 6 Grades % Number of Students Pass 14% 5 Merit 26% 9 Distinctions 40% 14 Fail 20% 7 Breakdown of grades: Working Scheme No. of students Pass No. of students Merit No. of students Distinction No. of students Fail Apprenticeship 5 10 > 20 hours 1 7 3 3 Do not work 1 1 3 1 The above statistics show that students who do not work or have a course related job are the most successful. The highest number of students who achieved a distinction are the apprenticeship students. With regards the group of students who work more than 20 hours a week, only one out of eight managed to achieve a pass the rest failed the module. The group who worked less than 20 hours a week managed to obtain a Pass and half of the group even managed to obtain a Merit. This shows that if students manage to balance work and st

The Power of Teaching Essay -- College Admissions Teaching Education

The Power of Teaching â€Å"To furnish the means of acquiring knowledge is...the greatest benefit that can be conferred upon mankind.†--(John Quincy Adams) I have never questioned what I wanted to be when I grow up. From the time as a small child I knew that I wanted to teach. Even at the end of many long school days, I would come home and play school with the neighborhood children. I had such a desire to help others learn and took pleasure in doing so. Still, to this present day I am teaching and helping others. Presently, I coach seventh and eighth grade girls’ basketball. I am constantly teaching different methods and strategies to help enhance each individual’s game. From my previous experiences I know education is the field that I wish to pursue. I believe that the overall purpose of education is to prepare for the future. The world is becoming more technologically advanced each day. Education is important to completely understand these new concepts. Education is the key to a successful and fulfilling life. The purpose is to give each child the equal opp...

Comparing Nature of Man in Island of Dr. Moreau and Lord of the Flies E

Nature of Man Exposed in Island of Dr. Moreau and Lord of the Flies  Ã‚        Ã‚   Throughout the natural history of mankind, the human race has always held a notion of its predominance over all other creations of nature. Man has long believed that he is somehow morally superior to all other creatures, motivated by a higher source than basic instincts. Yet, the history of man is marked by an interminable string of events that would seem to contradict that theory: war, genocide, segregation, suppression, tyranny, the list goes on and on. Only a cursory look at man’s history is required to come to the conclusion that man is at least as cruel and savage as the beasts they strive to surpass. H.G. Wells in The Island of Dr. Moreau and William Golding in Lord of the Flies each attack man’s artificial superiority extensively. Both men believed that the beast itself resided in man’s soul, surfacing occasionally to produce the evil that man is capable of. Yet, the men approached this concept in two distinct manners, leading to differences in a number of key aspects of the ir respective theories, differences that could weigh heavily on the future of the human race. When H.G. Wells’ was asked what his motivation was for writing Moreau, he responded, "This story was but the response of an imaginative mind to the reminder that humanity is but animal rough-hewn to a reasonable shape and in perpetual conflict between instinct and injunction...It was written just to give the utmost possible vividness to that conception of man as hewn and confused and tormented beasts" (Batchelor 17). Inspired by Charles Darwin’s theory of evolution, Wells’ island tale of Dr. Moreau and his wild beasts carries a far deeper purpose than the simple survival story... ...." Critical Essays on William Golding. G.K. Hall & Co.: Boston, 1988. 22-29. Batchelor, John. "The Romances of the 1890’s." H.G. Wells. Cambridge University Press: Cambridge, 1985. 17-21. Boyd, S.J. "The Nature of the Beast: Lord of the Flies (1954)." The Novels of William Golding. Harvester Wheatsheaf: New York, 1990. 1-23. Costa, Richard Hauer. "The Scientific Romances." H.G. Wells. Twayne Publishers: Boston, 1987. 35-39. Golding, William. Lord of the Flies. Berkley Publishing Group: New York, 1954. Hynes, Samuel. "[William Golding’s Lord of the Flies]." Critical Essays on William Golding. G.K. Hall & Co.: Boston, 1988. 13-21. McConnell, Frank. "Evolutionary Fables." The Science Fiction of H.G. Wells. Oxford University Press: New York, 1981. 88-105. Wells, Herbert George. The Island of Dr. Moreau. Bantam Books: New York, 1994.      

Milton’s Paradise Lost Essay -- Milton’s Paradise Lost

Milton’s Paradise Lost has been praised as being the greatest English epic of all time, most stunningly in its author's depiction of the parents of humanity, Adam and Eve. How Milton chose to portray the original mother and father has been a focus of much criticism with contemporary readers. One of the main subjects of these comments is in reference to Eve, who, according to many, is a trivial character that is most definitely inferior to her mate. Nonetheless, many do not recognize that, after the fateful Fall, she becomes a much more evolved character. When Eve is introduced to the storyline of the epic, her character is shallow and extremely undeveloped, meant simply for display. She is quite firmly set as being inferior to her mate as a female in a predominantly male world. However, upon her decision to eat the apple from the Tree of Knowledge, her change is dramatic and she is no longer the simple character seriously lacking in depth of intellect or knowledge. Thus, as po rtrayed by Milton, the Fall of the parents of humanity is, in fact, an educational and developing process for Eve. Immediately upon the introduction of Eve to the epic she is clearly portrayed as being slightly dimwitted and unsophisticated, and seems to simply exist for the exhibition of her beauty and grace. She is shown as being desirable and extremely beautiful to look upon, as Milton often describes her beauty. Actually, the first time that Eve sees Adam she flees from him in fear, as he was not as beautiful as the image that she saw of herself in a pool of water. In fact, she was so infatuated with the image of herself that she would have remained had God not taken her away to meet her mate: â€Å"Pleas’d it return’d as soon with answering looks/ Of sy... ... 1959. 222-246. 11. Gulden, Ann, Torday. â€Å"Milton’s Eve and Wisdom: the ‘Dinner Party’ Scene in Paradise Lost. Milton Quarterly. 32.4 (1998) 137-143. 12. Hart, Thomas, E. â€Å"Milton’s Eve and the Ramayana’s Sita: Two Female Archetypes.† 1995. 13. Lewis, C.S. A Preface to Paradise Lost. London:Oxford University Press, 1942. 116- 121. !4. Milton, John. Paradise Lost and Other Poems. Intr. Edwards Le Comte. New York: Mentor Books, 1961. 33-343. 15. Milton, John. Milton: Paradise Lost and Paradise Regained. Ed. Chrisropher Ricks. New York: New American Library, 1982. 16. Sampson, George. The Concise Cambridge History of English Literature. 2nd ed. London: Cambridge at the University Press, 1961. 357-370. 17. Stone, James, W. â€Å"Man’s Effeminate Slackness: Androgyny and the Divided Unity of Adam and Eve.† Milton Quarterly. 31.2 (1997) 33-42.

Social Media: Is It Good or Bad?

Social Media: Is it Good or Bad? It is incredible that only fifteen years ago, people were still using the postal services as their primary source for communication. Although the United Postal Service has not gone out of business, people are switching over from the old fashion stamp and letter to e-mails, social media sites, and instant messaging as a more convenient way of exchanging information. In just a few years, the usage of social media sites, like Facebook and Twitter, has been increasing exponentially, and is becoming more and more active (Zuckerberg).However, despite the conveniences, the popularity of social media has also gained averse viewpoints from a more traditionally conservative audience. Nevertheless, social media has beneficially changed society because of its educational benefits, public relation tools, and communicational conveniences. As the popularity of social media increases, so do the amount of educational benefits. Education is an important aspect in any s ort of society because it mentally prepares a generation to lead future businesses, industries, and governments in the future.In some areas of the world, the availability of schools and teachers are scarce. Even in the United States, certain students are deprived of higher leveled learning because educators are not found in those specific areas. But with the resources we have through the internet, we can provide education to people all around the world, as long as they can access it. â€Å"84 percent of teenagers today† are currently using methods, such as instant messaging, as a means of educational communication (Blake 5).There are benefits that can be derived from learning in a virtual classroom, such as confidentiality; with the idea of being anonymous behind a computer screen, students are also less intimidated to engage in class discussions and ask questions (Blake 5). These new innovative techniques of learning can stimulate more advance levels of thinking. As technolo gy and social media continue to grow, so will the availability of these online education programs. While the education receives benefits through social media, another area of society takes full advantage of the tools provided by online networking as well.In recent years, social media has become a very valued method of spreading information to a mass audience. Since many people use social media sites, groups like industries, businesses, and organizations utilize Facebook pages and twitter to post updates and information. Social media provides â€Å"communities of interest† for marketers to target specific audiences (Martin 220). It is much easier to track groups of people who are interested in a specific product by searching their ‘likes' on Facebook or their comments on Youtube.This technique becomes much more efficient than sending advertisements in the mail to every house in a neighborhood after doing surveys. Even Barrack Obama was able to gain publicity through the power of social media; his â€Å"name [gained national] recognition in 2004† which eventually led to the title of the United States president (Martin 220). As long as his public relations officers were able to locate communities of interest, they were able to win over support through networks on social media sites.Even if you already have a stable access to education, and you do not seek any tools for public relations, social media can still serve as a valuable resource. Communication is the obvious reason for why we all use social media; beside using to advertising and education, we use social media to chat with our friends and communicate with our family. When families live very far away, people are able to reconnect with them through a network of social media. Even in jobs, people often use Facebook groups to create an online virtual community to build stronger bonds among the workers (Melwood).This is the same for people who use instant messaging to communicate with frien ds at school. Social media provides many benefits because it is just one of the many things that has been invented to make our lives easier. Social media has not always been this convenient but it has definitely come a long way; even up to this day, it is evolving and becoming even more convenient for the usage of others. The more people get involved in the virtual world of social media, the more benefits become available. Works Cited Blake, Robert J. Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, D.C. : Georgetown UP, 2008. Print. Page 5 Martin, Dick. Secrets of the Marketing Masters: What the Best Marketers Do–and Why It Works. New York: American Management Association, 2009. Print. Melwood, Ronnelle. â€Å"3 Benefits of Creating a Facebook Group. †Ã‚  Benefits of a Facebook Group. SetUFreeVA, 13 June 2011. Web. 15 Oct. 2012. . Zuckerberg, Mark. â€Å"One Billion People on Facebook. †Ã‚  One Billion People on Facebook. Faceb ook, 4 Oct. 2012. Web. 11 Oct. 2012. .

Medea’s situation Essay

Dogan people in the city who didn’t believe Cassandra because she was an outsider. In this play it  was learned that sometimes the most insightful people are the outsiders because they are not blinded by the normal activities of the main characters.  Another minor character that foretells the future is Medea’s nurse in The Medea. The Nurse has a different situation than Cassandra. She is more familiar with Meadea and her children and knows of their daily activities. She begins to have insight on Medea’s situation when Medea starts to see a change in her relationships between Jason and her children. She first foretells the murder of Medea’s children, who were indeed murdered but by Medea herself. In the very beginning of the story, the Nurse talks about Medea’s dwindling love for Jason. â€Å"But now there’s hatred everywhere, Love is diseased.†Ã‚  (Greene, Lattimore, Euripides I, 59)  With her love for Jason waning, she begins to think less and less of her children because they remind her of him.  Ã¢â‚¬Å"She has turned from the children and does not see them./I am afraid she may think of some dreadful thing,/For her heart is violent.† (Greene, Lattimore, Euripides I, 60)  With her heart â€Å"violent†, she doesn’t think anymore of the children except to carry out her evil plan which is to kill Creusa. Another quote that shows the deterioration of Jason’s and Medea’s relationship is the conversation that the Nurse and the Tutor were having. â€Å"And will Jason put up with it that his children/Should suffer so, though he’s no friend to their mother?† (Greene, Lattimore,  Dogan 4  Euripides I, 61)  The Nurse is showing her concern here when she asks about what would Jason do about his children since he’s not in love with Medea anymore. Towards the end, it is subtly made known that Jason only wanted the children as heirs to the throne that he did not take because Medea killed Creusa. The Nurse may not have foreshadowed as much as Cassandra did, but she gave the reader an idea of what was going to happen to the children.  In conclusion, minor characters do have some meaning plot-wise. They are not blinded by the everyday life of the main characters allowing them to see the obvious without the help from others. Without them, the story would be mainly about two or more parties and their actions minus the suspense that the minor character gives the reader. (947) Works Cited Greene, David and Lattimore, Richard, eds. Aeschylus I. The University of Chicago. 1953.

Models Of Recovery After Injuries Health And Social Care Essay

It has been suggested that it appears that no research or scientific country progresss significantly without an explicit or inexplicit set of metatheoretical premises ( Suls & A ; Rothman, 2004 ) . Therefore, several theoretical theoretical accounts have been proposed to account for the construction, nature and consecutive ordination of the reactions observed in hurt patients. The undermentioned subdivision of this chapter will present and discourse these different theoretical accounts of recovery after hurt. There are five theoretical accounts covering with recovery from hurt ; these are: the traditional medical theoretical account, the generic theoretical account, the patient-centred theoretical account, stress-centred theoretical accounts, and the psychosocial procedure theoretical account. Of these, the traditional medical theoretical account, stress-centred and generic theoretical accounts are simple attacks, while the patient-centred theoretical account and the psychosocial theoretical account are more concerned by the complexness of psychosocial procedures ( Cohen, 1998 ) . The traditional medical theoretical account ( or biomedical theoretical account ) is the basic theoretical account of heath attention and rehabilitation, suggesting a additive relationship between biological scientific discipline ( i.e. marks and symptoms ) and the physical damage ( Mattingly, 1991 ) . Basically, the theoretical account is based on four elements: Designation of forms of marks and symptoms ( i.e. scrutiny and medical history ) ; Inference of the implicit in pathology and doing a diagnosing ; Application of intervention and rehabilitation to the patient, if required ; and Bracing patient status and discharging ( either by full recovery or with staying damage ) ( Waddell, 2006 ; HWCA, 2009 ) . However, this theoretical account has several restrictions. First, it focuses entirely on biological facets and ignores the other parts of other scientific disciplines. Second, it assumes a straight causal relationship between disablement and damage ( HWCA, 2009 ) . Third, the theoretical account fails to affect societal and psychological factors related to disablement and/or damage, particularly since it has been proven that the success of several biological interventions are straight linked to psychosocial factors ( e.g. the alleged ‘Placebo Effect ‘ ) ( Borrell-Carrio et al. , 2004 ) . Finally, the traditional medical theoretical account does non take patient penchant or outlooks into consideration. High-quality medical attention from the point of position of a doctor may non needfully be perceived in the same manner from the point of position of a patient ( Kirch, 2004 ) . The restrictions of the biomedical theoretical account have been known since World War II ( WW II ) , when soldiers suffered from â€Å" shell daze † . Harmonizing to the Oxford English Dictionary ( 2010 ) , shell daze is a term used to depict the psychological perturbation after drawn-out service in active warfare ( besides known as post-traumatic emphasis upset ) . Its prevalence has raised consciousness of the effects of psychological and societal factors on the patient ‘s wellness position and recovery during intervention ( Sahler & A ; Carr, 2007 ) . However, despite these restrictions, it should be noted that the traditional medical theoretical account has played an indispensable function in progressing cognition about the mechanisms of diseases, and in developing and researching effectual methods of intervention ( Mai, 1995 ) . The generic theoretical account of psychotherapeutics was developed several old ages ago by Orlinsky and Howard ( 1995 ) . The theoretical account outlines six different aspects or features of the psychotherapeutic procedure which are shared by most clinical psychologists ( Coetzer, 2006 ) . These features represent several variables, including curative operations, the curative contract, self-relatedness, the curative bond, stages of intervention, and in-session impacts ( Orlinsky & A ; Howard, 1995 ) . In add-on, Coetzer ( 2006 ) stated that â€Å" The theoretical account possibly besides has the potency for supplying us with the theoretical underpinnings of psychotherapeutic pattern needed to inform intercessions†¦ † ( p.48 ) . However, this theoretical account suggests that societal support is merely linked to disablement or unwellness through its consequence on any of the biological responses that affect disease ( i.e. the immune response, the neuroendocrine response or the hemodynamic response ) , or through behavioral forms that decrease or increase the hazard of disease ( e.g. a sedentary life manner may increase the hazard of cardiac disease ) ( Cohen, 1998 ) . Furthermore, as pointed out by Prigatano ( 1999 ) , psychotherapeutics might be really appropriate and utile for some people, while for others it might be a waste of clip and energy. Therefore, the generic theoretical account of psychotherapeutics can be used merely as a generalized method of intervention. The patient-centred theoretical account, or patient-centred medical specialty, is a theoretical account introduced by Michael Balint in 1970 to offer a new manner of interaction between patient and clinician. Balint ( 1970 ) argued that patients and clinicians live in two different universes: the universe of the patient as an person, with his or her ain experience of unwellness ; and the clinician ‘s universe of biomedical cognition and clinical expertness. The patient-centred theoretical account efforts to cover with each patient as a alone person, and to understand the ailments, jobs, troubles and concerns expressed by them. Besides, in footings of communicating, patients are expected to play a more active function in decision-making with respect to their intervention options and the ends of clinical attention ( Kirch, 2004 ) . Although the patient-centred theoretical account has frequently been advocated in penchant to other theoretical accounts, because it views health care in a significantly different manner, it has been criticised widely in the literature. The theoretical account focuses on doctor-patient relationship and communicating within that relationship, without taking into history a figure of other factors such as the patient ‘s instruction degree and cognition, differences in cultural experience, spiritual facets, gender differences and so on. For illustration, if the patient ‘s degree of instruction or understanding are low, this will present more stressors for the patient, particularly when it comes to take parting in their ain health care determinations. In add-on, patients enter the doctor-patient relationship with widely diversified belief-systems and outlooks ( Kirch, 2004 ) . Furthermore, in the patient-centred theoretical account, the patients play the function of co-producers. However, this demand does non distinguish whether the relationship occurs in an acute infirmary attention, in primary attention or in rehabilitation, and neither does it distinguish between different intervention scenes and intervention state of affairss. For case, the patient ‘s function is more active and obvious during rehabilitation and wellness publicity than it is in intensive attention units ( Kirch, 2004 ) . Finally, it should be noted that the complexness of different intervention state of affairss and modern medical attention requires a pooling of the accomplishments and cognition from different professions and specializers to heighten inter-professional communicating, teamwork and co-ordination, and the development of cross-professional guidelines ( Kirch, 2004 ) . The stress-centred theoretical account is a comprehensive socio-economic theoretical account that was foremost introduced by Scudder and Colson in 1982. The theoretical account suggests that unwellness is chiefly a consequence of emphasis, and as such it can be buffered by societal support ( Jackson, 2009 ) . Cohen ( 1998 ) stated that societal support apparently works by forestalling behavioral, short-circuiting and biological responses to emphasize, all of which are damaging to well-being. There are two possible mechanisms by which the stress-centred theoretical account might be runing. First, societal support may interfere between the potentially nerve-racking incident ( or the expectancy of the nerve-racking incident ) and the emphasis reaction itself by forestalling or rarefying a emphasis assessment response ( Cohen, 1998 ) . Second, it might be that societal support interferes between the patient ‘s experience of emphasis and the pathological oncoming by extinguishing or cut downing the emotional reaction to the event, which can be achieved by â€Å" straight stifling physiologic procedures, or by changing maladaptive behaviour responses † ( Cohen, 1998, p.278 ) . However, although the stress-centred theoretical account was introduced in the early Eightiess, it has seldom been discussed or applied in the literature. Therefore, it is hard to measure the theoretical account. The psychosocial procedure theoretical account is a theoretical model that attempts to measure and analyze the elements of the emphasis experience ( Marziali & A ; Donahue, 2001 ) . The foundation of this theoretical account is the impression that human existences are surrounded by assorted structural agreements, such as chronic life strains, life events, ego constructs and societal support. These constructions all act together to act upon the emphasis procedure and its effects ( Pearlin, 1989 ; Marziali & A ; Donahue, 2001 ) . The structural agreements are thought to set up the stressors to which persons are exposed ( Pearlin, 1989 ) . The psychosocial procedure theoretical account embraces three elements: the go-betweens of emphasis, beginnings of emphasis, and response manifestations of emphasis ( Figure 1.4 ) ( Pearline, 1989 ; Marziali & A ; Donahue, 2001 ) . Figure 1.4: The psychosocial procedure theoretical account. Adapted from Marziali and Donahue ( 2001 ) . From Figure 1.4 it can be seen that the theoretical account hypothesises a direct nexus between the nature of psychosocial mediation and the biological procedure. One of the strengths of the psychosocial procedure theoretical account is the designation and clear definition of the possible go-betweens of the emphasis procedure ( Marziali & A ; Donahue, 2001 ) . However, although the theoretical account is multiconceptual in its attack, it addresses each construct individually and moves in merely one way ( i.e. from societal support to biological wellbeing ) without sing other waies or feedback cringles ( Cohen, 1998 ; Salovey & A ; Rothman, 2003 ) . In add-on, the psychosocial procedure theoretical account focuses chiefly on support, and respects this as the primary booster of wellness. The theoretical accounts presented in this subdivision have different conjectural foundations and different positions of recovery. However, much of what has been discussed may besides be applied to the holistic construct of medical specialty. Each of the five theoretical accounts has its ain restrictions, and all focus either on support as the primary supplier for wellness, or on a deficiency of support ( i.e. in instances of unwellness that require isolation ) ( Cohen, 1998 ; Salovey & A ; Rothman, 2003 ) . Therefore, it could be suggested that these theoretical accounts are recursive in nature ( Cohen, 1998 ; Salovey & A ; Rothman, 2003 ) . The following tabular array ( Table 1.3 ) summarises the five theoretical accounts, foregrounding the strengths and failings in each theoretical account.PresentationDiagnosisTreatmentTraditional medical theoretical accountThe chief focal point of this theoretical account is on the physical causes of the disease. Physicians are expected to inquir e inquiries merely about the oncoming, causes and history of the disease. Physical scrutinies, X-rays and/or other lab trials. Medical program ( short and long term ends ) for the patient depending on the biological aetiology of the disease.Generic theoretical accountDoctors aim to determine the psychotherapeutic attack. In add-on to a physical scrutiny, doctors may inquire about behavioral forms and forms of relationships between the psychotherapeutics procedure and the result may emerge. Considerable attending to psychological and societal facets, associating these to biological responses. Available medical intercessions are discussed, concentrating on the psychological and societal facets environing the patient.Patient-centred theoretical accountDoctors aim to understand the patient and to develop an effectual doctor-patient relationship. Based on doctor-patient communicating, in add-on to physical scrutinies, X-rays and/or other lab trials. Treatment intercession is a reciprocally agreed determination between the patient and the doctor.Stress-centred theoretical accountFocus on societal facets. Patient communicating and physical scrutiny. By supplying societal support to buffer physical unwellness.Psychosocial procedure theoretical accountEvaluate and analyse the elements of the emphasis experience. Concentrating on go-betweens of emphasis, beginnings of emphasis and response manifestations. In add-on to physical scrutiny. Concentrating chiefly on support and see it as booster to wellness. Table 1.3: comparing between the five theoretical accounts act uponing recovery from hurt. Adapted from Burton et Al. ( 2008 ) .