My Understanding Of Affirmative Action - Free Essay Example

Sample details Pages: 10 Words: 2997 Downloads: 5 Date added: 2019/08/02 Category Society Essay Level High school Tags: Affirmative Action Essay Did you like this example? In the novel Invisible Man by Ralph Ellison, the African American protagonist gets expelled from his university after showing the school’s white donor the reality of the slums. This crushes the narrator’s belief of carefully adhering to white supremacist rule and his dream of using education as a stepping stone to escape poverty is shattered. He is forced to move to the South, where he realizes he is invisible because of the way whites and blacks treat him.   As an Asian student, I cannot directly relate to the narrator in the context of race, but I can empathize as a student of color. Throughout the novel, the Invisible Man is concerned with being unseen because of his race. The wealthy white folks use the narrator as a charity case, while the blacks see him as another soldier eager to serve the new social order. He is shown the reality of being disposable and how people can never truly see him past his skin color. Don’t waste time! Our writers will create an original "My Understanding Of Affirmative Action" essay for you Create order At a school that is 65% Asian, I identify with what it means to be â€Å"just another Asian student† and often remain unseen because people group me with the masses, instead of seeing me as an individual. In Invisible Man, the political organization, the Brotherhood, attempt to force the Invisible Man to think and have the same beliefs as the organization. Similarly, society often forces the notion upon me that I should think and inherently have the same viewpoints as other Asians as well. The Invisible Man and I are both blind to other people because they see us as only our race, preventing others from completely understanding our identity. Instead, this forces individuals to resort to using stereotypes to complete our narrative and prevents others from acknowledging the racial tensions that empower minorities to share their experiences. The process of applying to higher education institions illustrates to me, this conflict. I intend to apply to many colleges, and there is currently a lawsuit that highlights the inequality of the admissions process. Although affirmative action, the act of promoting the education and employment for those that have been historically discriminated against, suggest that a spot at this prestigious university is guaranteed to a student of color that excels academically, this is not the case. A third way of evaluating college admissions that is being considered in the application process is to holistically examine merit and race, in combination with disclosed extenuating circumstances, that could be widely used in the future to provide equity without resorting to stereotypes. The application process at Harvard and many other Ivy Leagues in general have always been competitive. For Harvard’s class of 2021, the admittance rate was a meager 5.9%— out of the record number 42,742 students that applied, 2,056 got in and 40,686 were rejected. In recent years, the college has been praised for its consideration of students from diverse backgrounds due to the vast increase in Asian American and African American students accepted and applicants from low-income and first-generation backgrounds. In fact, the trend of Harvard admitting students from minority backgrounds really began to rise with the admittance of the class of 2018. â€Å"The Class of 2018 reflects the excellence achieved by the students of an increasingly diverse America,† said William R. Fitzsimmons, Dean of Admissions and Financial Aid. â€Å"Attracting such students to the College is vital to Harvard’s mission of educating the future leaders of our nation.† However, while the percentages of white students admitted has been following a downward trend (2017, 61.7% white; 2021, 52.1% white) from the predominantly white institution, Asian activists have stated that the application process has been discriminatory towards Asians by pitting them against other minorities and having them compete for spots in the distinguished university (Harvard University Admissions and Financial Aid). Thus, the alleged consistent discrimination against Asian American students has led Student for Fair Admissions (SFA), a coalition of students and parents that stand against racial preferences in the college application process, to sue Harvard University on November 2014. They claimed Harvard was in direct violation of the 1964 Civil Rights Act, which made discrimination on account of race, color, religion, sex, or national origin, illegal. In particular, they wanted to highlight the policy of affirmative action from the Act that was passed to ensure equal representation in education and schools, but now has been used against Asian Americans by favoring other minorities and according to the rejected students â€Å"penalizing their high achievements as a group.† During the trial, Fitzsimmons revealed that recruitment letters were only sent to African Americans that scored around 1100 while Asian Americans were sent one only if they scored 1350 for women and 1380 for men— at least a 250 point difference out of the total score of 1600 (Eustachewich). Fitzsimmons challenged the notion that this was racism by stating that this policy would â€Å"break the cycle† by targeting racial groups that normally wouldn’t consider applying. Every year, around 4,910 Asian American, 1,938 African American, 2,082 Hispanic American, and 8,685 white students apply to Harvard. Yet, Asian Americans have the lowest rate of acceptance of any racial groups from 1995 to 2013 in data revealed during the Harvard trial. Asian Americans had an acceptance rate of 8.1%, Hispanic American had an acceptance rate of 10.6%, 13.2% for African Americans, and 11.1% for white students (Yonah and McCafferty). The university has also been criticized for lowering the SAT cut off scores for Hispanic and African American students. According to data released in court documents, Asian American students admitted to Harvard consistently had the highest SAT score and averaged 767 out of the sectional total score of 800 from 2000 to 2017. By comparison, white students had an average score of 745 (22 points difference), Hispanic American students had an average score 718 (49 points difference), and African Americans had an average score of 704 (63 points difference) (Yonah and McCafferty). Furthermore, Harvard admission officers have been condemned for using harmful stereotypes to characterize Asian American students: â€Å"Oh, typical Asian student. Wants to be a doctor. Nothing special here.† was written in an applicant’s files (Li). Admission officers ranked Asian Americans low in personality traits and said Asian students lacked courage, a likeable personality, compassion, and were seen as less â€Å"widely respected.† This has drawn criticism from many Asian Americans who feel that the anti-Asian bias of Harvard exacerbates the stereotypes of Asian Americans being non-unique, meek, and replaceable in American society and the academic environment (Li).   Harvard has garnered criticism from many Asian American activist groups for favoring other minority groups, thus making the lawsuit primarily focused on whether race should be completely eliminated from admission policies— a â€Å"race- blind† admission. The outcome of the court case has been closely watched by other universities because it could influence their own admission policies and has lead the Justice Department to open a full-on investigation on the admission policies of the most competitive schools in America, including Harvard (Adams). When affirmative action was first passed in an executive order by President John F. Kennedy, it   was intended to address the inequalities for many minorities who were previously barred from job opportunities. Because they have traditionally been stereotyped to fit particular careers or interests, the policy was intended to encourage diversity and give minorities a chance to show their skills in job sectors where they were previously not represented.   The Civil Rights Act of 1964 expanded on the executive order and prevented racial segregation in schools. This allowed students from disadvantaged backgrounds, often minorities, the opportunity to attend universities that previously made it difficult for them to do so. For example, SAT and ACT tests are required by universities. Yet, improvements are shown only when students retake it several times, which low-income students are unable to afford to do so (Gorgan). In addition, low-income students often do not have the privileges th at wealthy students often seek— private tutors, test prep and extracurriculars, that can really make a difference in one’s application. Affirmative action attempted to understand students achievements based on their circumstances. Critiques of a race-blind policy also state that university relying on test scores and grades are outdated because while it measures academic intelligence— it can never reveal life skills such as the resilience and challenge students have to go through. Accordingly to Parker Gorgan, staff columnist for the Crimson White: â€Å"The challenges faced by various socioeconomic statuses, which in America is highly correlated with race, does not indicate a difference in intellectual ability, but rather a difference in circumstances and, thereby, opportunities.† Low-income students that score lower on tests are not given the opportunity to show their true potential because of their economic circumstances, so solely looking at their test scores is not an accurate measure of their contribution to a class environment. In John Iceland’s book Poverty in America those that historically faced discrimination and segregation had the highest poverty rates and were less educated. E specially, because of America’s racist past, minorities are more likely to face low levels of education, employment, income, and chronic health problems. Affirmative action wanted to increase the opportunities for those who were underserved.   According to statistics compiled by the New York Times, minority students accepted were vastly lower in schools that made the decision not to factor in an applicant’s race during the admission process, which did not correlate with the expanding number of minority high school graduates. In addition, proponents of affirmative action says that if Harvard admissions were race-blind, there would be a overwhelming Asian majority, which is what occurred when admission officers did not factor in race (Fessenden, Keller). The race-blind policy prevented schools from fully understanding the story of an individual and a key part of their identity, detracting from the purpose of a college application.   Others have stated that the favoritism towards Hispanic Americans and African Americans, essentially downplays the struggles that Asians have faced. By perpetuating the idea that Asians are the â€Å"model minority† and have the same advantages whites have, the favoritism erases the discrimination that Asians have constantly had to fight against. For example, the â€Å"Oriental School† established for Chinese students (later Korean and Japanese students) in San Francisco 1859 was intended to segregate Asians from attending any other schools in San Francisco. The regulation was only formally redacted two years ago, in 2017, after almost 100 years have passed when San Francisco ended school segregation in 1871 (Fuchs). By stating that Asians students are the model minority, people forget about the history of Anti-Asian sentiments, namely the Chinese Exclusion Act that prevented the immigration of Chinese laborers or the internment of Japanese Americans during World War II. Favoritism of other minorities causes individuals to ignore attacks on Asians and downplay the seriousness of the situation. For example, in a 2017 report by BBC news, Chinese students in Columbia University were targeted and had their name tags ripped off in their dorms because their names sounded foreign and were hard to pronounce (Toomey). In 2018, Students at Washington University made anti-Asian remarks in a group chat: â€Å"Why are Asians invading our study room?† and â€Å"Fuck there’s one in my room too.†Ã‚   (Whitford) The stereotype of Asians â€Å"taking over† has its roots in the â€Å"yellow peril† stereotype and invokes images of a foreign invasion. This continues the negative vie w that Asians Americans are un-American or foreign. Whenever there is an overabundance of minorities at a school, they face issues of belonging. I have certainly faced it at Lowell High School where I am part of the student body that comprises of the school’s 65% Asian population. As reported by US News World Report, the student body comprises of 15% white, 10% Hispanic, and 2% African American. When people say that Lowell has a large Asian population, they often say it in a demeaning way and blame Asians as the root cause for why there is not more diversity. They make the assumption that I benefited from the advantages in my home life, my parents are well off, and my space should be reserved for other minorities because they don’t have the same advantages that I do.   However, I do not come from a wealthy background. In fact, my parents are non-English speaking immigrants. I am low income and first-gen, live in government subsidized housing, and am part of the free or reduced lunch program at school. I take the bus for four hours everyday just to get to and from school. I live in a neighborhood that has the highest crime rate and drug usage in the city. Yet, I do the best I can in striving towards a higher education for a better future for my family and did the best I could in my public middle school to get accepted to this school. But because people believe the model minority myth, Asians are often seen as not the intended recipient for affirmative action and I am unable to get the help I need to be successful.   By categorizing Asians as a group that already has lots of privileges, admission officers are quick to make judgement and have a incomplete story of students. For example, in a report by New York Times, Southeast Asian communities have poverty rates equal to Black and Latino communities and many are strong supporters of affirmative action. Yet, they are not considered Asian most of the time and are reported to face more discrimination than other Asians in the United States and their political issues never receive widespread news coverage. The categorization of Asians being the â€Å"model minority† has easily been taken advantage of using affirmative action (Guan). Many have also criticized affirmative action for essentially downplaying the academic efforts of a student because their race was a determining factor for admission. This was the argument in Regents of the University of California v. Bakke (1978) where Bakke, a white man, sued the UCs citing that he had been rejected at the University of Davis twice because of his race. Bakke contended that his merits in GPA and test scores were significantly higher than any minorities admitted during those two years he applied but the University had a affirmative action system that guaranteed admission for 16 â€Å"qualified minorities† out of a class of 100 students that prevented him from being accepted (Oyez). The Supreme Court maintained that affirmative action was constitutional but quotas were illegal because it didn’t comply with the Fourteenth Amendment, which ensures that all individuals have equal rights, privileges, and protection. However, the Court stated that there is a reasonable way for race to be considered in admissions to ensure diversity and highlighted the efforts of Harvard’s â€Å"race-conscious† admissions where if the application team determined that a student’s race would enrich the diversity and experience of the class, then they would be selected over other candidates who may have higher academic scores (MBA Crystal Ball). The student would be able to provide viewpoints, perspectives, and stories that their peers may not necessarily be exposed to. This ensures that students are able to become leaders in an increasingly diverse society and participate in discussions as informed students. More recently in the Fisher v. University of Texas (2013, 2016) case, the first court ruling cited that the University of Texas should strive for more race neutral alternatives to admissions after Fisher, a white student, was denied. However, the ruling was overturned in 2016 after the Supreme Court found that race played a small role in the â€Å"holistic† review of applicants. According to US News World report, a closer look at UT’s admission policies found that even if race was considered, it was not the deciding factor in the outcome. Their approach evaluated other factors such as the the candidates community service and socioeconomic status as well (Camera).   Other detractors for affirmative action state that it is unfair for students to be given an advantage based solely on their skin color rather than the obstacles and circumstances they have faced. This means that students who may not need the help of affirmative action are receiving it. In addition, the notion of giving favorability based on skin color has lead many to term affirmative action: â€Å"reverse discrimination† because it necessitates an illegal quota value instead of looking at merits and standards.   Opponents of the affirmative action also criticize the diversity argument because it reinforces the stereotype that women and minorities can only thrive if given unfair advantages over others. This is highlighted in two of the Supreme Court judges differing opinions. Justice Sonia Sotomayor, the first Hispanic judge on the Supreme Court, supports affirmative action and has admitted that affirmative action helped her get into Princeton and Yale, while Justice Clarence Thomas, the second African-American judge on the Supreme Court, has said he always felt â€Å"inferior to white students† and wished he never revealed his race during his admission to Yale. Thomas has stated that the argument for affirmative action’s educational benefits is a â€Å"faddish theory and promotes segregation† (Barro). Many opponents of affirmative action also state that it also is unhelpful because of the ‘mismatch theory’ which postulates minorities who are admitted because of affirmative action are unable to be on par with the expectations of the school and are often behind in comparison to their peers— in graduation rates, academic grades, and income. According to Inside Higher Ed, African American and Hispanics are 1.5 times more likely to dropout of college with links to affirmative action. In a 2005 study published by Inside Higher Ed, 52% of African American students at Yale were at the bottom tenth of their classes because many were unable to handle their course load (Tate). In addition, many believe that minority gain from affirmative action but studies have shown that white women benefit the most and are amongst its fiercest opponents. According to the California Senate Government Organization Committee, the first two decades after affirmative action was passed, there was a rise in white women in careers, especially in managerial positions (Massie). White women comprised of 57,250 managerial positions compared to African Americans who had 10,500, Latinos 19,000, and Asian Americans 24,600. In a 2014 survey conducted by Cooperative Congressional Election Study, 70% of white women said they somewhat or strongly opposed affirmative action.

Boy Meets Depression By Kevin Breel Essay - 2048 Words

â€Å"Life is beautiful, death is brutal. And nothing can take away true friendship – not even tragedy† (Breel, 2015, p. 58). This quote by Kevin Breel from his recent autobiography Boy Meets Depression provides a snapshot into his life and the persistent challenges which he has overcome. Obstacles, beginning at his home on Hobbs Street in Cadboro Bay living with his mother and habitually drunk father, to his best friend Jordan McGregor dying in a tragic car accident during middle school and ending up sitting on the corner of his bed clutching onto his suicide note willing to take his life while only seventeen. There are no magic answers to the struggles of life, no books to read on how to get through life smooth sailing, no person in the world without their own set of unique issues. Kevin Breel demonstrates through his own life’s struggles that we are not defined by what has happened to us; rather, we are defined by what we do to adapt, overcome and thrive when life hits. Kevin Breel, the main character, relives his adolescent years attempting to string together the events that led to his inevitable rock bottom. Born and raised in Victoria, Canada, Kevin is self-described as â€Å"small, with slender shoulders and legs that seemed skinnier than my wrists† with â€Å"moplike† hair and â€Å"eyes far too big† (Breel, 2015, p. 1). Like most boys before high school, Kevin was eager to impress and still emotionally unstable as he tried to figure out who he was. Having his older sister Julena to

Clinical Reasoning Report Emergency Department

Question: Discuss about the Clinical Reasoning Report for Emergency Department. Answer: Consider the patient Situation The patient named Mrs. Amari, who is 59-years-old has been admitted in the emergency department after the sudden slurring of speech and drooping of face on one side, which was noticed by her husband. Her medical history reveals that she has hypercholesterolemia and hypertension. She has a history of using tobacco for about 25 years but ten years ago, she quitted this habit. Her husband smokes one pack of cigarette every day. The patient also has a family history of cardiovascular disease. She walks with her friends in the neighbourhood occasionally and she does not exercise regularly. Her husband is in good health and can perform his work independently every day. She has been marred since 26 years and has two daughters living in another state. Considering the culture and lifestyle of Mrs. Amari, she is an old New Zealand Maori lady. According to the culture and lifestyle of the Maoris, they are hard working as they believe in hunting and collecting their food. Being from the indigenous Polynesian community of New Zealand, she is expected to follow a lifestyle filled with physical activities (Nairn et al. 2014). According to the Maori culture, she should be adapted to base her diet on seafood and birds with no inclusion of junk food. Smoking is in the culture of the Maoris that causes several diseases and she has a long history of smoking, although she is out of smoking since past ten years (Castro et al. 2013). She is physically built for the indigenous activities like hunting but she rarely had any physical activity except occasional walks in the neighbourhood with friends without any inclusion of exercises. Since there was a drift in the culture and lifestyle of a Maori lady to a non Maori type, this can be a contributor y factor for the mini stroke that she suffered and affected her health. Patients Magnetic Resonance Imaging is normal and her head computed tomography scan reveals no acute intracranial change. She has been transferred to the stroke unit from the emergency department and will be provided care by the neurologist and she will be diagnosed for mini stroke or transient ischaemic attack (TIA). Her presentation to a facility adds to the context of the situation as the diagnosis of her presentation relies profoundly on the health history and physical examination skills of the healthcare professionals within the facility. Collect Cues and information In the given case scenario, there is a possibility that the patient has encountered a mini stroke or transient ischaemic attack since the patient felt numbness on the right side of face and in right arm as well. A temporary disruption in the blood supply to the brain part results in transient ischaemic attack (Sposato et al. 2015). The disruption occurs due to the lack of oxygen supply to the brain and can result in developing sudden symptoms that are similar to that of a stroke, like lack of sensation or numbness in the face, arms and legs (Merwick et al. 2010). In addition, there is a drooping of face on one side. Besides this, there are some other symptoms like disturbance in vision and speech. The time for the blockage is short in the condition hence no permanent damage occurs (Galvin et al. 2014). In the given case study, it is evident that when the patient was shifted to the stroke unit from the emergency department, her symptoms got resolved and she had no complaints regarding numbness. There is a high possibility of encountering transient ischaemic attack in the individuals having hypertension (Rothwell, Algra and Amarenco 2011). In the given case study, the patient has a history of hypertension, so it can be expected that she had encountered transient ischaemic attack. She also use used to smoke in the past, which might have acted as a factor of risk to encounter transient ischaemic attack. TIA is diagnosed usually through physical exam and reviewing the patient history. It differs from Cerebrovascular accident (CVA), which is more life threatening (Compter et al. 2014). In this condition, a permanent blockage occurs in the brains nerves that results due to a moving blood clot, consisting of fats (Kernan et al. 2014). The persons suffering from hypertension are highly prone to encounter stroke. Conversely, TIA is less risky and occurs due to oxygen disruption in the brain and therefore a temporary consciousness leading to emergency conditions (Khan and Shuaib 2014 ). Several radiological tests are performed to evaluate the occurrence of TIA. The tests such as ultrasound for the neck and echocardiogram for heart and MRI for the brain can be performed (Everson-Rose et al. 2014). Process the information Interpret - After the drooping of face on one side and sudden slurring of speech, the patient was presented in the emergency department of the hospital, where she was alert and oriented. For adults, the normal ranges of vital signs are- temperature 35.8-37.5 C, pulse 60-100 beats/ minute. Respiration rate 10-20 breaths/min and Blood pressure 120/80 mm Hg. The normal SpO2 value is supposed to be between 95% to 100% and the normal blood glucose level is lesser than 7.8 mmol. A Glasgow Coma Scale (GCS) is concerned with the measurement of the best motor response, best verbal response and eye opening (Compter et al. 2014). For each of the categories, the lowest score is one (1). A GCS of 3 indicates no response towards pain, no verbal response and no eyes opening. A GCS of Eight (8) indicates severe injury; 9-12 indicates moderate injury and a GCS of 13-15 indicates minor injury (Sundararajan et al. 2014). In the given case scenario, the vital signs of the patient are - Temperature: 36.8 C, Pulse: 90, Blood pressure: 175/98, Respiratory Rate: 13, SpO2: 92%, Blood glucose level: 6.6 mmol. The vital signs of the patient revealed that she has a normal body temperature; she has the symptoms of hypertension. Her Glasgow coma scale in the current situation is 11 (eyes open =3, best verbal= 2, best motor= 6), which reveals that she has issues with verbal communication. She has an elevated blood pressure with a fallen SpO2 value. Distinguish - The blood pressure of Mrs. Amari has increased and the lowered SpO2 values suggest a possible hypoxemia due to reduced level of oxygen in the blood especially in the arteries. There has been a problem in her circulatory system due to an interruption of the blood flow that might have increased the blood pressure and decreased the oxygen level in the blood. Relate - Connecting the cues, it can be said that at the current situation, Mrs. Amari is having deterioration and considering her recent past of mini stroke or transient ischemic attack, she is having a relapse of the condition. Her blood flow to the brain has got interrupted that is causing the stroke like symptom of slurred speech and drooped mouth. Since she has got a history of hypercholesterolemia, hypertension, smoking and family history of heart disease, these factors have contributed collectively towards the development and relapse of the condition. Hypercholesterolemia can cause hypertension due to increased blood lipids that can also act as blockage of the blood flow in arteries. Infer - Mrs. Amari is experiencing Transient Ischemic Attack (TIA) or mini stroke that mimics the symptoms of stroke. A TIA is not much different from a CVA however, the difference lies in the duration of occurrence and usually lasts for not more than 24 hours. Recurrence of TIA is alarming as it can cause the death of a huge number of neurons (Kernan et al. 2014). Therefore, it has to be taken as an opportunity and warning sign for preventing a stroke and an impending stroke respectively. It can be said that Mrs. Amari is on the verge of experiencing a stroke if not prevented. References Castro, N., M. Lambrick, D., Faulkner, J., Lark, S., A. Williams, M. and Stoner, L., 2013. Decreasing the Cardiovascular Disease Burden in MÄ ori Children: The Interface of Pathophysiology and Cultural Awareness.Journal of atherosclerosis and thrombosis,20(11), pp.833-834. Compter, A., van der Worp, H.B., van Gijn, J., Kappelle, L.J., Koudstaal, P.J. and Algra, A., 2014. Is the long-term prognosis of transient ischemic attack or minor ischemic stroke affected by the occurrence of nonfocal symptoms?.Stroke,45(5), pp.1318-1323. Elliott, M. and Coventry, A., 2012. Critical care: the eight vital signs of patient monitoring.Br J Nurs,21(10), pp.621-625. Everson-Rose, S.A., Roetker, N.S., Lutsey, P.L., Kershaw, K.N., Longstreth, W.T., Sacco, R.L., Roux, A.V.D. and Alonso, A., 2014. Chronic stress, depressive symptoms, anger, hostility, and risk of stroke and transient ischemic attack in the multi-ethnic study of atherosclerosis.Stroke,45(8), pp.2318-2323. Galvin, R., Atanassova, P.A., Motterlini, N., Fahey, T. and Dimitrov, B.D., 2014. Long-term risk of stroke after transient ischaemic attack: a hospital-based validation of the ABCD 2 rule.BMC research notes,7(1), p.1. Kernan, W.N., Ovbiagele, B., Black, H.R., Bravata, D.M., Chimowitz, M.I., Ezekowitz, M.D., Fang, M.C., Fisher, M., Furie, K.L., Heck, D.V. and Johnston, S.C.C., 2014. Guidelines for the prevention of stroke in patients with stroke and transient ischemic attack a guideline for healthcare professionals from the American Heart Association/American Stroke Association.Stroke,45(7), pp.2160-2236. Kernan, W.N., Ovbiagele, B., Black, H.R., Bravata, D.M., Chimowitz, M.I., Ezekowitz, M.D., Fang, M.C., Fisher, M., Furie, K.L., Heck, D.V. and Johnston, S.C.C., 2014. Guidelines for the prevention of stroke in patients with stroke and transient ischemic attack a guideline for healthcare professionals from the American Heart Association/American Stroke Association.Stroke,45(7), pp.2160-2236. Khan, H. and Shuaib, A., 2014.Transient Ischemic Attacks And Minor Strokes: How Newer Technologies Are Helping In Better Diagnosis Of High-Risk Patients And Response To Treatment.Khyber Medical University Journal,6(4), pp.183-191. Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S.Y.S., Noble, D., Norton, C.A., Roche, J. and Hickey, N., 2010. The five rights of clinical reasoning: An educational model to enhance nursing students ability to identify and manage clinically at riskpatients.Nurse education today,30(6), pp.515-520. Merwick, ., Albers, G.W., Amarenco, P., Arsava, E.M., Ay, H., Calvet, D., Coutts, S.B., Cucchiara, B.L., Demchuk, A.M., Furie, K.L. and Giles, M.F., 2010. Addition of brain and carotid imaging to the ABCD 2 score to identify patients at early risk of stroke after transient ischaemic attack: a multicentre observational study.The Lancet Neurology,9(11), pp.1060-1069. Nairn, R., DeSouza, R., Barnes, A.M., Rankine, J., Borell, B. and McCreanor, T., 2014. Nursing in media-saturated societies: implications for cultural safety in nursing practice in Aotearoa New Zealand.Journal of Research in Nursing,19(6), pp.477-487. Potter, P.A., Perry, A.G., Stockert, P. and Hall, A., 2016.Fundamentals of nursing. Elsevier Health Sciences. Rothwell, P.M., Algra, A. and Amarenco, P., 2011. Medical treatment in acute and long-term secondary prevention after transient ischaemic attack and ischaemic stroke.The Lancet,377(9778), pp.1681-1692. Sposato, L.A., Cipriano, L.E., Saposnik, G., Vargas, E.R., Riccio, P.M. and Hachinski, V., 2015. Diagnosis of atrial fibrillation after stroke and transient ischaemic attack: a systematic review and meta-analysis.The Lancet Neurology,14(4), pp.377-387. Sundararajan, V., Thrift, A.G., Phan, T.G., Choi, P.M., Clissold, B. and Srikanth, V.K., 2014. Trends over time in the risk of stroke after an incident transient ischemic attack.Stroke,45(11), pp.3214-3218.

What Made The Americans Expand Westward Essays -

What Made The Americans Expand Westward? WHAT MADE THE AMERICANS EXPAND WESTWARD? After the Louisiana Purchase in 1803, a large amount of land west of the original 13 states and the Northwest Territory was acquired. The open land, additional benefits and other existing problems encouraged Americans to expand westward. The American people began to realize that the future of the country lay in the development of its own western resources. There were many reasons that made the people face the grueling and dangerous movement west, but the primary reason was economy. Like the Spanish conquistadors before them, the Americans looked beyond the Mississippi, they saw an open beckoning. Despite the presence of hundreds of Indian nations with rich and distinct cultures, who had populated the land for thousands of yearsfrom the desert of the Southwest and the grassy prairies of the Great Plains to the high valleys of the Rocky Mountains and the salty beaches of the Pacific CoastAmericans considered the west to be an empty wilderness. And in less than fifty years, from the 1803 purchase of Louisiana Territory to the California gold rush of 1849, the nation would expand and conquer the West (Herb 3). The ocean had always controlled New Englands interests and connected it with the real world. Puritanism was still very strong in the north so the moral unity of New England was exceptional. Having a very unmixed population of English origin, New England contrasted very much with the other sections. All this and the fact that they needed to cross populated states in order to expand west set this section part from the others (Leuetenburg and Wishy 37). New Englands population compared to other regions was poor, and the population growth was even poorer. The trans-Alleghany States by 1820 had a population of about 2.25 million, while New England had over 1.5 million. Ten years later, western states had over 3.5 million with the people northwest of the Ohio River alone numbering 1.5 million. In 1820 the total population of New England was about to equal to the combined population of New York and New Jersey; but its increase between 1820 and 1830 was hardly three hundred thousand, not much over half that of New York, and less that of gain of Ohio. If Maine, the growing state of the group, be excluded, the increase of the whole section was less that of the frontier state of Indiana(Turner 41) Fortunately, new manufactures help save New England from becoming an entirely stationary section (Turner 12). New Englands shipping industry became very strong because it had control of neutral trade during the European wars. Of the exports of the United States in 1820, the statistics gave to New England about twenty percent, nine-tenths of which were from Massachusetts(Turner 11). Then in a short period of time, the section witnessed a transfer of the industrial center of gravity from the harbors to the waterfalls, from the commerce and navigation to manufacturers (Turner 13). Water power became the sites of factory towns, and the industrial revolution which, in the time of the embargo, began to transfer industries from the household to the factory, was rapidly carried on(Turner 14). A new class began to develop. Farmers moved into towns, and their daughters began to work in mills. Agriculture, though still very important to many New England people, became a declining interest. By 1830 New England was importing corn and flour in large quantities from other sections. The raising of cattle and sheep increased as grain cultivation declined(Turner 46). With the cattle and sheep raising becoming more popular, it encouraged emigration from New England because it decreased the number of small farms. By the sale of their lands to wealthier neighbors, the New England farmers were able to go west with money to invest(Turner 15). The Middle Region, which included New York, Pennsylvania, and New Jersey, was a transition zone. It connected the north along with the south and the east with the west. Geographically, they (the states) lay on the line of natural routes between the Atlantic on the one side, and the Ohio and the Great Lakes on the other(Turner 10). Compared to New England, this section was rapidly growing region. By 1830, New York had already equaled

Nutrition Dietary Essay No More Fails with Our Assistance!

Nutrition Dietary Essay No More Fails with Our Assistance! Nutrition and dietary essay may focus on diverse issues within the study area. An essay on the issue allows you to boost different research and writing skills that equip you with proficient abilities that you can apply as a student and in your nutritionist profession. Writing an essay is not an easy task. However, you can follow the guidance provided in this article to learn the way you should go about writing your nutrition-based essay. How to Choose a Topic for Your Nutrition/Dietary Essay Let’s say you have the freedom to pick an essay topic. Being allowed to select any issue may appear like a good idea, but you may also get confused due to the concepts variety in nutrition and dietary studies. Without a proper approach, the topic selection process can lead you to a bunch of options that can be confusing. The following steps ease the topic selection process for your essay. Determine your essay type. You need to consider the essay type you are expected to write even before you start writing or picking your topic. The essay may be argumentative, persuasive, or informal, and each of the three essay types requires a special approach. For instance, if you are writing an argumentative essay on nutrition and dietary issues, you’re most likely to select controversial topics. Equally, a comparative essay means choosing the topics that introduce two items that can be compared such as schools of thought regarding eating habits. Brainstorm. If you intend to succeed in essay writing, you need to brainstorm to identify the key ideas that can be explored. Brainstorming can be turned into a simple and straightforward process. Before you start the ideas hunt, ask yourself a few simple questions within the nutrition and dietary subject. These questions include: What aspects do I like most within the nutrition and dietary subject? Why do I find this topic interesting? Do I have access to literature on the chosen essay topics? Examine interesting issues. When selecting a topic, think about the issues that are of interest to you. This approach ensures that you select the subjects that inspire you and give you the energy and enthusiasm to work on your paper and complete it successfully. You should also consider the availability of information on the topics before settling for one. If this information is readily available, writing the essay will be hurdle-free. Information is important because essay topics require one to conduct research, analyze and summarize the information found during the research process. Suitable topics for nutrition and dietary essay are indicated below: The Necessity of Proper Nutrition in Human Life; The Difference That Healthy Nutrition Does to Your Life; Five Major Food Groups and Their Importance; The Importance of Proper and Regular Nutrition for the Endurance of an Athlete; The Importance of Nutrition and Exercise. Pre-Writing Tips for a Winning Nutrition Essay Pre-writing strategies can be used in writing when you need to generate and clarify ideas. While many writers create outlines before the actual writing, the other prewriting activities that should be completed. They include brainstorming, clustering, freewriting, looping, and asking questions. Brainstorming. It is the process of generating potential ideas within a short period of time through considering the terms you have come across in your nutrition and dietary course. When generating the ideas ensure to: Note down all the possible terms that emerge from the general nutrition topic you intend to write about. If it’s teamwork, this strategy is the best because all the team members can generate ideas, with one member acting as a scribe. You should not worry about editing or discarding what might not be a good idea. Simply write down a lot of possibilities. Group the ideas that you have listed according to arrangements that make sense to you. Assign each group of ideas a label so that you can have a topic with possible points of development. Write a sentence about the label mentioned above. Now you have a topic sentence. Clustering. Also known as mind mapping, clustering is an approach that allows you to explore the relationships between ideas. You can cluster your ideas by: Inscribing the subject and topic of your essay in the center of a page and circling or underlining it. Linking the new ideas to the central circle using lines as you think of other ideas. Relating to the new ideas and adding the new ones the same way. Consequently, you will see sort of web on your page. It is important to locate interesting clusters, and use the terms you attached to the key ideas as departure points for your paper. Clustering is useful in determining the relationship between the ideas. It allows you to distinguish how the ideas fit together, especially when there are tons of them. Freewriting. Free-writing is the process of generating information with the help of non-stop writing. It allows you to concentrate on a particular topic but forces you to write so quickly that you are unable to edit any of your ideas. Stick to the following recommendations to free write: Free-write on the nutrition essay topic for ten minutes or more non-stop. Force yourself to keep on writing even if nothing specific comes to your mind. You’ll face a bunch of ideas, but never stop to fix the grammar or the spelling errors! After the free-writing, look back over what you have written and highlight the most prominent and interesting ideas. With a tighter focus, you can begin all over again to narrow down your topic and, in the process, generate several relevant ideas about the nutrition topic. Looping. Meet one more free-writing technique that allows you to discover your writing topic! What youre required to is to loop one 5-10 minute free-writing after another to have a sequence of free-writing sessions, each more specific than the other. The same rules that guide free-writing apply to looping. Follow the below steps to enhance the looping process: Free-write for 5-10 minutes. As you read through your free-writing, look for interesting topics, ideas, phrases, or sentences. Circle the ones find interesting. Free-write one more time for 5-10 minutes on one of the circled topics. You should end up with a more precise free-writing about a specific nutrition topic. Loop your free-writing again to circle the other phrase, interesting topic, idea, or sentence. After four or five rounds of looping, you’ll have specific information that indicates what you think about a single idea or topic. Once you’re done, you may even have the basis for a tentative thesis or an improved idea to approach your essay. Asking questions. You should ask yourself the 5 Ws and 1H: Who? What? Where? When? Why? and How? These questions are necessary to explore the nutrition topic you are writing about. The key to using the questions is to make them flexible enough to account for the specific details of your topic. You should seek to find out: Who?: Who are the participants? Who is going to be affected? Who are the primary and the secondary actors? What?: What’s the topic? What is the key importance of the topic? What is the core problem? What are the other issues? Where?: Where exactly the activity takes place? Where does the problem or issue come from? Where is the cause or effect of the problem most visible? When?: When exactly is the issue/problem most apparent? (past? present? future?) When did it develop? What historical events helped to shape it and when will the problem culminate in a crisis? When is certain action needed to address the issue? Why?: Why did the issue or problem arise? Why is it your nutrition topic an issue at all? Why did the chosen issue develop exactly that way? How?: How come that the problem is significant? How can it be addressed? How does it affect the participants? How to Formulate a Thesis Statement for Your Nutrition Essay: Suggestions from Our Writers Every paper you write should have the main point, the key idea, or the central message, and the arguments you make about nutrition issues in your essay paper should reflect this main idea. A thesis statement is a sentence that captures your position on the central idea. Typically, a thesis statement should reflect your ideas within one or two sentences, present the topic of your essay, and provide a comment about your position regarding the nutrition topic. Your thesis statement should tell your reader what the paper is about, help guide your writing and keep your argument focused. To write a successful thesis statement, make sure to: Place your thesis statement in the introduction part of the essay. Be as clear and as specific as possible to avoid vague words. Indicate your essay point but avoid sentence structures like â€Å"the point of my essay is†¦Ã¢â‚¬  Ensure your thesis statement is specific and clear. Normally, you will continue to refine your thesis as you revise your argument(s); thus, your thesis will evolve and gain definition as you get a better sense of where your argument is about to take you. Ensure the thesis statement does more than merely announce the topic. It must reveal the position you will take in relation to that topic, how you plan to analyze the subject or the issue your topic will discuss. Thus, instead of merely stating a fact, decide and indicate what it is that you have to say. Clarify your original and specific angle of the nutrition issue you are exploring. This way, you will inform your target audience why your issue matters. Specify and justify your reasoning when you make a subjective judgment call. Avoid providing universal or pro/con judgments that oversimplify complex issues. Avoid merely reporting a fact. How to Structure a Nutrition Essay Properly? Your essay should have at least three major sections, namely the introduction, the body, and the conclusion. Introduction. Apart from the essay title, the introduction is the first element your reader will see. Usually, it is broad at the beginning and narrows down to your specific topic, ending in the thesis. Use it to ensure your readers might be curious about your nutrition topic, to catch their attention, or to put your dietary essay in context. Your introduction should end with a clear thesis statement that tells what your paper will be arguing. Each body paragraph should directly support your thesis. Body Paragraphs. An essay has at least three body paragraphs that accommodate your arguments, evidence, and issues that support your thesis statement. Each body paragraph should begin with a sentence that introduces its topic. All of the information contained in that paragraph should be clearly and logically related to the topic sentence, which, in turn, should refer to the thesis statement. To provide support to your topic sentence and thesis statement, use arguments, data, facts, analysis, quotes, anecdotes, examples, and details that flesh out the body paragraphs. You should have at least three points to support each topic sentence. In addition, each body paragraph should have a transition to the subsequent paragraph. Transitions are used to show the connection between paragraphs. The final sentence of each body paragraph can serve as a transition or can be integrated into the next topic sentence with transition words. Conclusion. The conclusion is the last part of your essay that wraps it up. It should not introduce any new information while it should present your thesis statement in a manner that is different from the statement in your introduction. Where necessary, provide recommendations and action plans. A basic outline for your essay should appear as indicated below: I. Introduction: General info about the topic, the reason for the reader to be interested, context, etc. Thesis statement: II. Topic Sentence 1: A. Support Detail/example/data/explanation Detail/example/etc. Detail/example/etc. B. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. C. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. D. Transition III. Topic Sentence 2: A. Support Detail/example/data/explanation Detail/example/etc. Detail/example/etc. B. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. C. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. D. Transition IV. Concluding Paragraph Restate thesis: Summary of main points, return to the general context, the wrap-up of the essay, Last Post-Writing Tips for Nutrition Essay Writing Post writing activities involve reviewing your essay to ensure it is free of errors. You will also need to review the information provided to ensure you have accurate citations.

C++

C++ Origins of C++What are C++ and OOP?C++ is an advanced, high-level programming language ("Computer languages") that is used to develop powerful applications for Microsoft ® Windows ®, many Linux environments, and other well-known and widely used operating systems. C++ is quickly becoming the standard language for commercial software development (Oualline).OOP, an abbreviation for object-oriented programming is simply code that "attempts to place a new layer of abstraction between the programmer and the data he is working with ... this layer will help the programmer develop better code more quickly than he could do before." (McHale). OOP languages must include four fundamental concepts before it may reasonably be defined as object-oriented (O-O): encapsulation, polymorphism, inheritance and the ability to be dynamic (McHale).Where did C++ come from?C++ was designed and implemented by Bjarne Stroustrup who works for ATT Bell Labs as head of the Large-Scale Program Research departmen t where he is heavily involved with the evolution of his product (Duffy, 98).Object-Oriented Programming Influence GraphHis development, originally called "C with classes" was a marriage between a language called Simula67 with object-orientated features and C, which was powerful and efficient in its design.FortranJohn Backus at IBM developed Fortran in 1956. Fortran, an abbreviation and acronym for FORmula TRANslation system, is generally considered to be the first high-level programming language. Fortran is, even today, a language of choice among programmers, its latest release, Fortran 90, in 1990. Early versions of this language would be largely criticized today [there were a few problems like the program layout, which had to obey certain criteria like an 80 character maximum line (the length "of a punch card on which the programs were often written") (Parsons) and the first six columns were reserved for labels and comments, denoted by the keyword C]; however, this language influ enced...

James Joyces Portrayal of Dublin as a Paralyzed Country Term Paper

James Joyces Portrayal of Dublin as a Paralyzed Country - Term Paper Example As Parrinder also states, â€Å"Dubliners betrays fewer illusions about Ireland and Joyce’s manner is rigorously detached and impartial. He is a naturalist to the extent that he allows the paralysis of the Dublin society to betray itself rather than analyzing it or denouncing it openly† (43-44). Moreover Joyce himself claims that, â€Å"My intention was to write a chapter of the moral history of my country and I chose Dublin for the scene because that city seemed to me the centre of paralysis† (Leonard 320). Such a projection of paralysis is also observed in the stories, The Sisters, Eveline and The Dead. 1.1. The Sisters The story is depicted in first person narration illustrating a tale of a Priest’s death named Father Flynn. The narrator was a friend of the priest who depicts the tale of the incidents that take place after his death and struggles to collect clues about the sins of the Father for which the Father had wanted forgiveness. 1.2. Eveline Evel ine reiterates a story of a young woman. Since she was born she had lived an unhappy and a tough life. She had always desired for an escape from her life in Dublin although when fate presents her with that golden chance she does not have the courage to avail it because she is unable to ignore her other responsibilities and leave her past for a new future. 1.3. The Dead The Dead is one of the master pieces of James Joyce because in this story the author has incorporated the concentrate of all the themes that Joyce is observed to be developing in his other short stories. It has a variety of characters from various age groups who have gathered for a musicale. However the basic focus of the story is on Gabriel and the manner in which he deals with the people around him. 2. Projection of Paralysis In the story The Sisters it is stated, â€Å"I softly said the word paralysis†¦it sounded to me like the name of some maleficent and sinful being† (2) this comment can be interprete d as Joyce’s style of establishing his dislike for the condition of his countrymen in the first short story of his collection. The major thematic concerns that reflect this paralysis include religion and criticism of the Church, isolation, decay and escapism. C. A. Malcolm and D. Malcolm state that, â€Å"through his representative characters and carefully crafted environment, Joyce illuminates the forces that determine, but in such a way that we can see those forces as imprisoning, binding, paralyzing† (166). 2.1. Religion Religion is a recurring theme in most of Joyce’s short stories as he condemns the stifling strictures of catholic believes and hence he is observed to be criticizing and questioning the holy sacrament of the Catholic Church. However the characters symbolize the paralytic state of his countrymen who never questioned the actions of Church and wasted away their lives according to the stifling and confining bounds set by the Catholic Church. The manner in which the character of the priest is depicted in the story and the hint of his sins reiterates that although church is holy institution yet even the pious people commit sins although no one would ever voice out such an opinion. As the narrator says that he saw the priest in his dream as mentioned in the tex