Saul Alinsky

Saul Alinsky Saul Alinsky was a political activist and organizer whose work on behalf of poor residents of American cities brought him recognition in the 1960s. He published a book, Rules For Radicals, which appeared in the heated political environment of 1971  and went on to become familiar over the years mostly to those who study political science. Alinsky, who died in 1972, was perhaps destined to fade into obscurity. Yet his name unexpectedly surfaced  with some degree of prominence during high-profile political campaigns in recent years. Alinskys  reputed influence as an organizer has been wielded as a weapon against current political figures, most notably Barack Obama and Hillary Clinton. Alinsky was known to many  in the 1960s. In 1966 the New York Times Magazine published a profile of him titled Making Trouble Is Alinskys Business, a lofty credential for any social activist at the time. And his involvement in various actions, including strikes and protests, received media coverage. Hillary Clinton, as a student at Wellesley College, wrote a senior thesis about Alinskys activism and writings. When she ran for president in 2016 she was attacked for supposedly being a disciple of Alinsky, despite having disagreed with some of the tactics he advocated. Despite the negative attention Alinsky has received in recent years, he was generally respected in his own time. He worked with clergymen and business owners and in his writings and speeches, he stressed self-reliance. Though a self-proclaimed radical, Alinsky  considered himself a patriot and urged Americans to take greater responsibility in society. Those who worked with him recall a man with a sharp mind and a sense of humor who was genuinely concerned with helping those who, he believed, were not being treated fairly in society. Early Life Saul David Alinsky was born in Chicago, Illinois, on January 30, 1909. His parents, who were Russian Jewish immigrants, divorced when he was 13, and Alinsky moved to Los Angeles with his father. He returned to Chicago to attend the University of Chicago, and received a degree in archaeology in 1930. After winning a fellowship to continue his education, Alinsky studied criminology. In 1931, he began to work for the Illinois state government as a sociologist studying topics including juvenile delinquency and organized crime. That work provided a practical education in the problems of urban neighborhoods in the depths of the Great Depression. Activism After several years, Alinsky left his government post to become involved in citizen activism. He co-founded an organization, the Back of the Yards Neighborhood Council, which was focused on bringing about political reform that would improve life in the ethnically diverse neighborhoods adjacent to the famous Chicago stockyards. The organization worked with clergy members, union officials, local business owners, and neighborhood groups to combat problems such as unemployment, insufficient housing, and juvenile delinquency. The Back of the Yards Neighborhood Council, which still exists today, was largely successful in bringing attention to local problems and seeking solutions from the Chicago city government. Following that progress, Alinsky, with funding from the Marshall  Field Foundation, a prominent Chicago charity, launched a more ambitious organization, the Industrial Areas Foundation. The new organization was intended to bring organized action to a variety of neighborhoods in Chicago. Alinsky, as executive director, urged citizens to organize to address grievances. And he advocated protest actions. In 1946, Alinsky published his first book Reveille For Radicals. He argued that democracy would function best if people organized in groups, generally in their own neighborhoods. With organization and leadership, they could then exert political power in positive ways. Though Alinsky proudly used the term radical, he was advocating legal protest within the existing system. In the late 1940s, Chicago experienced racial tensions, as African Americans who had migrated from the South began to settle in the city. In December 1946 Alinskys status as an expert on Chicagos social issues was reflected in an article in the New York Times in which he expressed his fears that Chicago might erupt in major race riots. In 1949 Alinsky published a second book, a biography of John L. Lewis, a prominent labor leader. In a New York Times review of the book, the newspapers labor correspondent called it entertaining and lively, but criticized it for overstating Lewiss desire to challenge Congress and various presidents.   Spreading His Ideas Throughout the 1950s, Alinsky continued his work in trying to improve neighborhoods which he believed mainstream society was ignoring. He began to travel beyond Chicago, spreading his style of advocacy, which centered on protest actions which would pressure, or embarrass, governments to tend to critical issues. As the social changes of the 1960s began to shake America, Alinsky was often critical of young activists. He constantly urged them to organize, telling them that although it was often boring daily work, it would provide benefits in the long run. He told young people not to wait around for a leader with charisma to emerge, but to get involved themselves. As the United States grappled with the problems of poverty and slum neighborhoods, Alinskys ideas seemed to hold promise. He was invited to organize in the barrios of California as well as in poor neighborhoods in cities in upstate New York. Alinsky was often critical of government anti-poverty programs and often found himself at odds with Great Society programs of Lyndon Johnsons administration. He also experienced conflicts with organizations who had invited him to participate in their own anti-poverty programs. In 1965, Alinskys abrasive nature was one of the reasons Syracuse University chose to cut ties with him. In a newspaper interview at the time, Alinsky said: Ive never treated anyone with reverence. That goes for religious leaders, mayors, and millionaires. I think irreverence is basic to a free society. The New York Times Magazine article about him, published on October 10, 1966, quoted what Alinsky would often say to those he sought to organize: The only way to upset the power structure is to goad them, confuse them, irritate them, and most of all, make them live by their own rules. If you make them live by their own rules, youll destroy them. The October 1966 article also described his tactics: In a quarter-century as a professional slum organizer, Alinsky, who is 57, has goaded, confused, and infuriated the power structures of two score communities. In the process he has perfected what social scientists now call Alinsky-type protest, an explosive mixture of rigid discipline, brilliant showmanship, and a street fighters instinct for ruthlessly exploiting his enemys weakness.Alinsky has proved that the fastest way for slum tenants to get results is to picket their landlords suburban homes with signs reading: Your Neighbor Is A Slumlord. As the 1960s went on, Alinskys tactics delivered mixed results, and some localities which had invited were disappointed. In 1971 he published Rules For Radicals, his third and final book. In it, he provides advice for political action and organizing. The book is written in his distinctively irreverent voice, and is filled with entertaining stories that illustrate the lessons he learned over decades of organizing in various communities. On June 12, 1972, Alinsky  died of a heart attack at his home in Carmel, California. Obituaries noted his long career as an organizer. Emergence as a Political Weapon After Alinskys death, some organizations he worked with continued. And Rules For Radicals  became something of a textbook for those interested in community organizing. Alinsky himself, however, generally faded from memory, especially when compared to other figures Americans recalled from the socially turbulent 1960s. The relative obscurity of Alinsky abruptly  ended when Hillary Clinton entered electoral politics. When her opponents discovered that she had written her thesis on Alinsky, they became eager to link her to the long-dead self-professed radical. It was true that Clinton, as a college student, had corresponded with Alinsky, and had written a thesis about his work (which purportedly disagreed with his tactics). At one point, a young Hillary Clinton was even invited to work for Alinsky. But she tended to believe that his tactics were too outside the system, and she chose to attend law school rather than join one of his organizations. The weaponizing of Alinskys reputation accelerated when Barack Obama ran for president in 2008. His few years as a community organizer in Chicago seemed to mirror Alinskys career. Obama and Alinsky never had any contact, of course, as Alinsky died when Obama was not yet in his teens. And the organizations Obama worked for were not those founded by Alinsky. In the 2012 campaign, the name of Alinsky surfaced again as an attack against President Obama as he ran for reelection. And in 2016, at the Republican National Convention, Dr. Ben Carson invoked Alinsky in a peculiar accusation against Hillary Clinton. Carson claimed that Rules For Radicals had been dedicated to Lucifer, which was not accurate. (The book was dedicated to Alinskys wife, Irene; Lucifer was mentioned in passing in a series of epigraphs pointing out historic traditions of protest.) The emergence of Alinskys reputation as essentially a smear tactic to use against political opponents has only given him great prominence, of course. HIs two instructional books, Reveille for Radicals and Rules For Radicals remain in print in paperback editions. Given his irreverent sense of humor, he would probably consider the attacks upon his name from the radical right to be a great compliment. And his legacy as someone who sought to shake up the system seems secure.

Vice Versa and Vis-à-Vis

Vice Versa and VisVis Vice Versa and VisVis Vice Versa and VisVis By Maeve Maddox The following quotation appeared in a newspaper article about a school where parents are encouraged to visit their children’s classroom: the more parent visitors we have, the more they trust us and visvis.   I think the principal intended to say, â€Å"the more parent visitors we have, the more they trust us and vice versa.† The only thing the two expressions have in common is that they alliterate. English vis-a-vis [vee-zuh-vee] is from French visvis, â€Å"face to face.† It can be used as noun, preposition, or adverb. As a noun, visvis can refer to: 1. a person or a thing situated opposite another. Example: At the table, my vis-a-vis was a woman dressed all in black and wearing a veil. 2. one’s opposite number or counterpart. Example: At the international conference of editors, my Russian vis-a-vis was a short, chubby man with a cheerful countenance and a ready laugh. 3. a meeting. Example: Reggie’s first vis-a-vis with the new commander left him shaking. As a preposition, visvis can be used to mean literally â€Å"face to face with,† or in the sense of â€Å"in relation to†: At the town meeting, a farmer sat visvis the Mayor. The citizens had called the meeting visvis a proposed redistricting. As an adverb, visvis means â€Å"opposite, so as to face each other.† Example: On the mantelpiece the actor’s two Oscars stood visvis. The other expression, vice versa [vahys-vur-suh] or [vahy-suh vur-suh], came into English directly from Latin from a word meaning â€Å"turn.† It’s used as an adverb meaning â€Å"with a reversal or transposition of the main items in the statement just made.† It can be used with or without a restatement of the previous item: the constellations do shift, so that what you see during the summer is overhead during the day in the winter and vice versa, the constellations you saw in winter, are overhead in the summer. or, the constellations do shift, so that what you see during the summer is overhead during the day in the winter and vice versa. Some bloggers ridicule speakers who pronounce vice versa with four syllables, but they are mean-spirited and uninformed. The OED puts the three-syllable pronunciation first, but acknowledges the four-syllable pronunciation as an alternate. Merriam-Webster puts the four-syllable pronunciation first. As a blogger named ClarE has pointed out, if we want to get picky, maybe we should reject both English efforts and try to pronounce it like classical Latin: [wee-kay wer-sah]. The important thing is not to say vice versa when what you mean is visvis–and vice versa. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingYay, Hooray, Woo-hoo and Other Acclamations20 Clipped Forms and Their Place (If Any) in Formal Writing

Graduation for all English Language Learners Assignment

Graduation for all English Language Learners - Assignment Example 1 2 3 4 5 Scale # 3 (Personal Abilities / interest) Question # 6 Do I afford the cost / fee of learning English Language? 1 2 3 4 5 Question # 7 Do I have ability of learning English Language? 1 2 3 4 5 Question # 8 Do I have an interest in learning English Language? 1 2 3 4 5 Scale # 4 (benefits) Question # 9 After learning English Language, would I get good response from the market? 1 2 3 4 5 Question # 10 Would the English Language help / facilitate me to boost my professional career? 1 2 3 4 5 Introduction Peer Reviews; mean the evaluation of a work through diverse ways that ultimately gives confidence to the students / authors to look at their own writing as a work in progress. During the process of peer review, each of the students (peer reviewers) has an equal chance to criticize the work of their fellow student. The initial part of the document identified a construct and defined it using Peer Review articles / books on promoting English Language to all students till graduatio n. The developed construct contains basically four (4) types of questions which need to be answered to build up a trend for promoting English Language learning. ... The first (1st) scale contains two (2) items, whereas, each item has been rated five (5) points Likert scale. The two (2) questions on this scale have been developed to know whether the candidate has been facilitated to take admission in graduation of English Language. The second (2nd) scale contains three (3) questions and the answer of the each question would be rated five (5) points Likert scale. This scale has been developed to identify the efforts made by the English Language learning candidate for knowing the importance of the subject. Moreover, the questions identify the efforts of the instructors for attracting students to learn English Language. The third (3rd) scale contains three (3) items and each of the items would be rated five (5) points Likert scale. This scale identifies the personal interest as well as the capabilities of the English Language learning candidate to know whether the candidate wants to learn English Language. The forth (4th) scale contains four (4) ite ms; each item would be rated five (5) points Likert scale. The questions in the scale facilitate to recognize the future scope of the English Language learners; this scale would be utilized to motivate the candidates to learn English Language (Timberlake, 2009). Method of scaling These assessments use a summative scale to obtain a total assessment score to identify the level of the content. A five (5) step Likert scale has been utilized with the ratings include: ‘Strongly disagree’, ‘Disagree’, ‘Neither Agree or Disagree’, ‘Agree’ and ‘Strongly Agree’. The scoring for the above given ratings which have been utilized in the document include from one (1) to five (5),

Introduction to Professional Nursing Practice Essay - 1

Introduction to Professional Nursing Practice - Essay Example The other appropriate measure, which head nurses ought to ensure, encompasses avoiding incidences of nurses’ shortage (Subramanian &Vinoth, 2012). Since this is what results to excessive workload on the part of nurses for they end up serving many patients beyond what their both physical and psychological endurance can adequately support. Shortage of nurses in hospitals is a major cause of Burnout whose early signs encompass stress and irritability that signify an overworked nurse. Therefore, nurses ought to learn how know themselves and their limitations (Gagnon, 2008). Moreover, nurses are supposed to maintain a healthy lifestyle by fitting enjoyable leisure activities in their daily lives. This will help in reducing stress. Furthermore, nurses’ training is to put other peoples care before them (Walter, Plaumann & Awa, 2010). This intervention normally enables them learn how to take care of themselves and not to mistake self-care as being selfish but as a way of energizing as well as maintaining one’s emotional and physical stamina. In post cases, this comes with enhancing interpersonal and social relationships with friends and family, which is via healthy communication (Elder, Evans & Nizette, 2009) Elder, Evans & Nizette (2009) in their study have clearly shown how burnout syndrome is an ethical issue and that all nurses have a moral obligation to take the necessary steps to reduce burnout in themselves. This is because, as seen above, burnout syndrome is an undesirable state due to the nurses’ interaction with patients and its effects it on immediate colleagues. Mainly, these associations act as influential organizations towards promoting health mostly comprising of registered nurses. This is through lobbying government and other respective authorities towards availing appropriate working environment for nurses, which will in turn lead improved medical care. Their focuses

Supply, Demand and Price Elasticity Essay Example for Free

Supply, Demand and Price Elasticity Essay A commodity is a basic good that can be bought, sold, or even used as currency in parts of the world. Items such as coffee, sugar, soybeans, gold, silver, wheat, gasoline, corn, platinum, oranges, and crude oil are examples of commodities in the global marketplace. Consumers demand commodities to meet their needs in the consumption of food, or the creation of other goods or services. Suppliers, often farmers, supply the commodities to the marketplace. Several factors can affect both the supply and demand of commodities. Selected causes that affect supply and demand will be discussed as well as the effects these causes have on price, quantity, and market equilibrium. Finally, the paper will determine whether the chosen commodity, sugar, is a luxury item or a necessity, identify the availability of substitutes, and discuss how these attributes impact sugar’s price elasticity. Supply and Demand Impacts and Effects As mentioned above, the commodity chosen for discussion is sugar. Much of the world considers sugar an important commodity, used for sweetening foods, and in making other products such as baking. For these reasons, consumers highly value sugar, so its demand remains high. Crops such as sugar cane and sugar beets produce refined sugar. These crops grow in many areas of the world, including the United States, Australia, and India. Sugar operates within a market economy, so several factors cause shifts in supply and demand. Perhaps the most important factor that affects the supply of sugar is weather. As a crop grown throughout the world, sugar cane or beets are subject to extreme temperatures, flooding, drought, and even insects. Recent severe flooding in northeastern Australia has diminished the world sugar supply (Josephs, 2010). As large amounts of sugar are lost to weather, the supply curve shifts to the left, quantity supplied drops, prices increase, and market equilibrium increases as overall demand decreases. Another impact to the world supply of sugar is the development of farming and harvesting techniques to allow planting of sugar cane or sugar beets in new nvironments and climates. This scenario increase the quantity of sugar supplied to the world marketplace, shifting the supply curve to the right. When this happens, quantity increases, prices fall, and market equilibrium edges lower as demand increases. Importing and exporting of sugar directly impacts sugar supply. Nations that produce sugar determine how much sugar to export, what price they will charge for the sugar, and whom they are willing to supply sugar. For example, India is currently exporting less sugar than expected (Josephs, 2010). This action reduces the quantity supplied, in turn increasing price and market equilibrium because of decreased demand for sugar at higher prices. Another impact to the supply and demand of sugar is speculative buying. In this case, buyers purchase sugar in hopes of raising the price of sugar by reducing the supply available on the open market. The effect of the reduced supply causes prices to rise as well as market equilibrium. As prices rise, the buyers sell their sugar holdings, increasing the total sugar supply in turn reducing prices and market equilibrium. Price Elasticity Determination Though used by people in nearly every country, sugar remains a luxury item. Sugar is mainly used to add flavor or sweeten foods such as baked goods, fresh fruit, tea, and coffee. According to recent studies, the average American consumes 150 – 170 pounds of sugar per year (Regan, 2011). Excess sugar consumption produces side effects such as weight gain, hyper activity, diabetes, or high blood sugar. To counteract these effects, numerous sugar substitutes such as Equal, Splenda, Stevia, Truvia, and high fructose corn syrup exist in the marketplace. The availability of many sugar substitutes in the marketplace creates elastic demand for pure sugar (Hubbard O Brien, 2010). As sugar prices rise, consumers seek lower priced substitutes. Substitutes lower the demand for sugar without changing the quantity of sugar supplied, signaling a shift of the demand curve to the left, lowering the price as well as market equilibrium of sugar. Conclusion Many factors such as adverse weather, farming innovations, importing and exporting, and substitute availability influence both the supply and demand of soft commodities like sugar, coffee, and wheat. Each effect on supply or demand influences price, quantity, and market equilibrium differently. Luxury items with many available substitutes, like sugar, have a more elastic demand than necessity products like gasoline or heating oil having few or no substitutes available.

Dark Images and Imagery in Shakespeares Macbeth Essay -- GCSE Coursew

Dark Imagery in Macbeth Shakespeare uses a lot of imagery of night and darkness in Macbeth. This imagery is used to portray an image of a desolate, deranged place, full of tumult and disorder. Darkness and night imagery is also used to create an atmosphere of malevolence and misleading obscurity. Images of night and darkness are often used at times in the play when a death has occurred, or some other tragic event. Shakespeare also uses imagery of night and darkness in scenes with the witches, to make them seem evil and unruly. When someone is doing or thinking of something evil, there is often imagery of night and darkness, which helps to causes it to appear more evil and deranged. The images of night and darkness make the play more entertaining and captivating, which maintains the audience’s attention. Darkness is often used at times in the play when a tragic event has occurred. The morning after Macbeth killed Duncan remained in darkness, because the sun did not rise. "Is ‘t the night’s predominance or the day’s shame that darkness does the face of the earth entomb when living light should kiss it?" (2:4, 10-12) Ross said these words referring to the unusual darkness of the day. He wondered if the night had become stronger than the day, and overcome it, so that the sun could no longer shine. He mused that it seemed as though the earth was shrouded with the darkness, when the light of the sun that brings life should have ensconced it. In this quote, darkness symbolizes death and light symbolizes life. It suggests that the whole country is as good as dead since their king has been killed, because the natural order has been disturbed. The disturbance to the natural order caused all of nature is disturbed, d... ...ne to know that it was her husband, with the plan that she had devised, who had killed Duncan, including God. She thought that she could hide in the darkness from the judgment that she and Macbeth deserved, and that it would conceal her wrongdoings from the eyes of God. The images of darkness in Lady Macbeth’s soliloquy help to create a frightful image of her malevolent plan. Imagery of night and darkness is used quite frequently in the play to portray an image of a desolate, deranged place, brimming with tumult, disorder and transgression. Night and darkness are often used to symbolize death, tragedy and corrupt deeds, and to paint a deranged, haphazard picture of characters, their wrongdoings or their malevolent thoughts. Shakespeare has used this imagery to enhance the play by creating the exact atmosphere of pandemonium and devastation that he wanted. Dark Images and Imagery in Shakespeare's Macbeth Essay -- GCSE Coursew Dark Imagery in Macbeth Shakespeare uses a lot of imagery of night and darkness in Macbeth. This imagery is used to portray an image of a desolate, deranged place, full of tumult and disorder. Darkness and night imagery is also used to create an atmosphere of malevolence and misleading obscurity. Images of night and darkness are often used at times in the play when a death has occurred, or some other tragic event. Shakespeare also uses imagery of night and darkness in scenes with the witches, to make them seem evil and unruly. When someone is doing or thinking of something evil, there is often imagery of night and darkness, which helps to causes it to appear more evil and deranged. The images of night and darkness make the play more entertaining and captivating, which maintains the audience’s attention. Darkness is often used at times in the play when a tragic event has occurred. The morning after Macbeth killed Duncan remained in darkness, because the sun did not rise. "Is ‘t the night’s predominance or the day’s shame that darkness does the face of the earth entomb when living light should kiss it?" (2:4, 10-12) Ross said these words referring to the unusual darkness of the day. He wondered if the night had become stronger than the day, and overcome it, so that the sun could no longer shine. He mused that it seemed as though the earth was shrouded with the darkness, when the light of the sun that brings life should have ensconced it. In this quote, darkness symbolizes death and light symbolizes life. It suggests that the whole country is as good as dead since their king has been killed, because the natural order has been disturbed. The disturbance to the natural order caused all of nature is disturbed, d... ...ne to know that it was her husband, with the plan that she had devised, who had killed Duncan, including God. She thought that she could hide in the darkness from the judgment that she and Macbeth deserved, and that it would conceal her wrongdoings from the eyes of God. The images of darkness in Lady Macbeth’s soliloquy help to create a frightful image of her malevolent plan. Imagery of night and darkness is used quite frequently in the play to portray an image of a desolate, deranged place, brimming with tumult, disorder and transgression. Night and darkness are often used to symbolize death, tragedy and corrupt deeds, and to paint a deranged, haphazard picture of characters, their wrongdoings or their malevolent thoughts. Shakespeare has used this imagery to enhance the play by creating the exact atmosphere of pandemonium and devastation that he wanted.

Positioning Statement

Positioning Statement According to the latest findings in individual report part one, our low-income target audiences have higher fast food consumption than those in high-income area. We know that poor lifestyle and fast food consumption increase the likelihood of being diagnosed with bowel cancer by 2.7 times. Healthier lifestyle behaviours such as healthy eating, regular physical activity may reduce the risk of cancer recurrence and improve the life for patients living with bowel cancer, but the intention to change those health behaviours may vary depending on availabilities of resource, and time (Susan, M., Robert, W. 2018). We aim to use appropriate social marketing strategies and campaigns to provide more information and recommendations on how to minimize the risk of bowel cancer through improved lifestyle and early screening.Product design and platformBowel cancer screening kit is designed to check early signs of bowel cancer in our target audiences who do not have bowel cancer or do not have any obvious signs but have a higher risk of getting this disease. This innovative product brings significant benefit in bow cancer early detection. The simple screening instructions saves time and increases the chance of detecting bowel cancer at an early stage, cancer mortality is decreased at the same time. The design principles of the screening kit provide simple, fast, cost effective and accurate diagnosis in bowel cancer. Over the years, our team created unique technological platforms that are used to design and develop products for early detection of different types of cancers. With shared characteristics, these range of products are derived from the same core technology and architecture. The bow cancer screening kit and companion products for other cancer are designed to help people to identify, manage and treat the disease (Markus A. Feufel1, Tamera R. S., and Hans J. B. 2010). Price In price setting, our team must take into account various factors (i.e., lack of insurance, transportation cost and cost of screening) in line with the benefit and value of our product to remain attractive to people. Pricing strategies to minimize an economic barrier for bowel cancer screening: Proving low cost or free screening service. Healthcare incentives and disincentives can be targeted at healthcare professionals and patients. This report target patients. Patient targeted incentives and disincentives can be monetary and nonmonetary. Monetary Incentives and Disincentives are behaviour changes result in a voucher, price, payment, or other financial rewards; Nonmonetary Incentives and Disincentives are behaviour changes result in enhanced quality of life or other non-financial benefits (Kim, S., University of Cambridge, Sheila, L., University of North Carolina, Jon, C., University of Minnesota). .Place/Distribution ChannelEmail is one of the most effective ways to communicate our campaign message to target audience and the community. Another alternative method involves community healthcare support works in distributing the screening kits, to provide information and education on bowel cancer to prospective participant.Distribute the kit through pharmacies throughout inner west of Sydney, each returned stool sample will be tested, and result will be notified to participants.Bandura's Social Cognitive Theory examined the relationship between environmental factors and diet behaviour. Healthy food access is the first step to improve the food environment by making healthy foods more assessable to low-income customers and limiting access to fast food restaurants. PromotionWe will hold a yearly Bowel Cancer Awareness Month campaign in encouraging our target audience to reduce junk food consumption, increase physical activity, promote other positive health behaviour, and encourage not yet screened people to be screened for bowel cancer. The key message for the public is:†Kit start to save your life!†Another message to our target audience:If you're aged 16-30 from inner west of Sydney, you'll receive a free bowel cancel screening kitFor people have no signs or symptoms of bowel cancerBowel cancer is curable if detected earlyTake the test early, don't ignore itCancer Council NSW, local council and businesses provide both financial support and educational resources for this campaign. We will invite a health professional as a guest speaker who is well-known in cancer care and practice to spread awareness message during the campaign, motivate and empower already screened participants to tell their stories and encourage other people to be screened. This campaign offers a unique opportunity for participant to interact with the guest speaker to raise awareness on bowel cancer risks its impact on people who are diagnosed with this disease in our community.Strategies that is actionable and understand the participants can be incorporated. Future cancer prevention and treatment methods must be communicated to the participants. A successful social marketing campaign, we need to make the audience feel involved and motivated without fear from start to finish. Traditional communication channels such as face to face communication could not reach as wide audience as non-traditional channels, it is an effective channel to form a personal connection with our target audience. Mass media such as face book is a non-traditional communication channel where a variety of risks are existing. Fear in mass media can affect people's behaviour, people feel nervous, fearful and anxious when they are exposed by open media.There are serval factors that guiding our decisions including: post experiences, cognitive biases, cost, individual differences such as social status and age (Cindy, D. 2010) Creative strategiesSome studies suggest that how food in displayed in a store can increase sales. Place healthy vegetables and fruits to a place where they will sell faster, usually towards the front of the store. Encourage customers to buy healthy beverages by placing them in the refrigerator next to the milk and water. Healthy products such as whole meal wheat products below eye level.Form positive relations with the target audience to increase the value of healthier lifestyle behaviours including increased physical activity and heathier dietary choices.Make information available at local council or public places to educate the community on the advantage of early screening, healthy eating and impact on eating fast food. Propose or introduce junk food tax, restrict unhealthy food advertising as part of efforts to reduce fast food consumption, addressing raising risk of bowel cancer.Implement appropriate strategies and policies within the community to promote healthy life style, early screening and reduce bowel cancer. Encourage and motivate participants to take part in face to face communications to express their fear and anxiety before screening. Use small media such as newsletters and brochures to motivate and inform people to be screened. Provide training for healthcare professionals including individual targeted training and professional development workshops.Assist healthcare professionals with the knowledge, resources and systems to manage screening effectively.

Promoting national unity in Malaysian public schools Essay

Introduction â€Å"Malaysia, Truly Asia† aptly describes the country as a melting pot of three major Asian cultures. Yet, less than 140 years ago, a homogenous society existed in the Malay Peninsular with a population of 90% Malays (Gullick, 1969). However due to colonial policies and increasing economic prosperity, the society evolved ethnically into present day multi-ethnic Malaysians The 2010 consensus from Department of Statistics Malaysia revealed Malaysians of the 21st century as coming from three major groups; 67.4% Bumiputera (Malays, Sarawak and Sabahan bumiputera), 24.6% Chinese, 7.3% Indians and 0.7% others. In short, this land has changed from a homogenous society to a pluralistic society with Malaysians coming from different cultures, languages and religions. It can be deduced that integration among Malaysians are crucial factors that contribute to the nation’s success. This unity has been a main concern of the Malaysian government from pre-independence day to the present. In the face of multi-culturalism, Ho (1952) stated that â€Å"It is accepted that education is not the only means available in the tasks of achieving national unity and solidarity in the plural community of Malaya, but it remains the most important single factor for integration in the racial, religious and cultural complex of Malaya.† Thus he proposed that education be used to unify the multi-ethnic Malaysian society starting from school level where early stages of inter-racial socialisation process begins. Through education, the younger generation of Malaysians are nurtured with stronger national consciousness and imbued with stronger national identity. Ideologies and policies like Rukun Negara,and Bangsa Malaysia were formulated to cater to each succeeding generation of Malaysians. With integration still remaining as a top national agenda, the first part of this paper attempts to examine the role of education reports on national unity in Malaysia from pre-independence to the present day, and analyse their impact and success. The impact is analysed by relying upon a combination of historical investigation from various education reports in the light of national unity. With 1Malaysia being the latest effort of integration, the second part of this paper tries to gauge the awareness of NKRA 4, a visible  mechanism of 1Malaysia among 1the educationists through analysis of empirical evidence gathered from the interviews with them. Finally, the paper will analyse if 1Malaysia concept conceived to promote unity will be the right panacea for removing ethnicity barriers among Malaysians. Inculcating national unity in education: A pre-Independence to present day review of the educational reports The current Malaysian education policy for national unity has its roots in pre-independence era and it has become part of the society’s prevailing colonial inheritance (Azhar Wahid, 2011). During the colonial era, the existence of vernacular schools catering for each race had physically divided the Malayan society. The second divisive factor was the different ethnic languages used as medium of instruction to educate the respective races (Marimuthu, 2008). The third was the geographical separation of the vernacular schools according to the unequal population distribution of different races (Omar, 1991). The only opportunity for integration was among students in English medium schools established in towns (Marimuthu, 2008). Separate curriculum for vernacular schools was the fourth factor splitting the communities. With focus on ethnics’ respective countries of origin and the nonexistent Malayan context in the curriculum, the vernacular education failed to build a sense of national identity and consciousness (Marimuthu, 2008). To integrate multi-ethnic communities in Malaya through educational system, the 1950 Barnes Report 1950 suggested replacing the vernacular schools with national schools using English or Malay as medium of instruction in primary schools and English for secondary schools and bringing students and teachers of different races together under one education system to build a nation with national characteristics (Noriati Rashid et al., 2012). As the report was viewed unfavourably by the Chinese, another report, the 1951 Fenn-Wu report, was commissioned; it recommended Chinese education curriculum to include local Malayan elements to help form a sense of national identity among its students. Both Barnes and Fenn-Wu reports were taken into consideration when the 1952 Education Ordinance was passed (Ee, 1995). It supported the National School concept with a common curriculum using Malay and English language as media of instruction. However, lack of funding and insurgency hampered its implementation. Historically, 1957 was the year an independent Federation of Malaya was formed. To cater to a post-independent Malaya, the Razak Report, the most influential education committee reports, was commissioned. It cited two major considerations: using Malay language as the main medium of instruction and incorporating Malayan context and values into school curriculum (Omar, 1991). The proposal desired to instil national consciousness and mutual understanding among multi-racial communities through mono-language and socio-cultural values. The Razak Report led to the 1957 Education Ordinance. As a follow-up, 1960 Rahman Talib Report recommended retaining a single schooling system for all pupils with the same school curriculum using Malay language as medium of instruction. This report resulted in the Education Act of 1961with its most significant outcomes of phasing out English medium schools and converting Chinese and Tamil National secondary schools to Malay medium secondary schools, standard ising school system, and nationalisation of curriculum and examinations (Omar, 1991). The 1969 racial riot had warranted the need for a more intense scrutiny of the nation’s fragile unity. Poverty, ethnic disparity in economic participation and wealth distribution had emerged as the primary causes of racial tensions and social political instability (Syed Husin Ali, 2008). Hence, in 1971, New Economic Policy (NEP) was introduced as a remedy. The policy emphasised on education as a major role in eradicating poverty and in restructuring economic and wealth disparity in Malaysian society leading to social integration and national unity (Hussein Ahmad, 2008). Not surprisingly, the 1979 Mahathir Education Report again emphasized on national unity. Process of reforming Malaysian education system continues on in strengthening socio-cultural mechanism to build a stronger national identity and consciousness (Hussein Ahmad, 2008). In 1990s, national unity and social cohesion were still the major agenda of Malaysia’s nation building which led to Vision 2020 with the first goal of establishing a united Malaysian nation made up of one Bangsa Malaysia (EPU, 2011) together  with Vision  Schools where children of all races study in their respective mother-tongue primary schools under one roof and sharing same facilities. Impact of Educational Reports on National Unity in Schools Past and present educational reports have highlighted the needs for curriculum standardization, use of common medium of instruction, employing teachers of all races, using multi-cultural Malaysian context in curriculum and bringing all students together to share common classroom so as to increase openness, interaction and understanding among them. All these criteria which were absent in pre-independent Malaya have now been implemented in national schools. In particular, the National Philosophy of Education entails using Bahasa Malaysia as medium of instruction, using the same curriculum, standardising examination and syllabus as well as introducing school co-curriculum. The 1979 Mahathir Report brought about the New Primary School Curriculum (KBSR) which was formulated to help develop socio-cultural values based on the Rukun Negara, and national culture (Azhar Wahid, 2011). Integrated Secondary School Curriculum (KBSM) was introduced with emphasis given on mastering Bahasa Malaysia and nurturing national consciousness through inculcating common values, aspirations and loyalties (Nagendralingan, 2008). Multi-cultural education is promoted in the curriculum to ensure that all students are aware of cultural, gender, racial and ethnic diversity of the nation and to foster mutual respect and positive social interaction with each other (Azhar Wahid, 2011). In the classrooms of national secondary schools, teaching and learning process promote cooperative learning methods such as doing projects, case research, group discussion, pair work and group assignments to help students of different races to not only improve communication skills with each other but also to interact, share ideas and learn teamwork spirit (Neo et al., 2009). When students are aware of the values of multi-cultural education, they learn to respect different cultures, thereby reducing misconceptions and prejudices towards those of  other ethnic groups. Syllabus and curriculum  are replete with elements of Malaysian cultural heritage where students learn and understand another culture’s dominant practices, way of life and religious holidays (Azhar Wahid, 2011). As part of co-curriculum activities, sports and games, uniformed bodies, clubs and societies help students to interact with each other; speech day, field trips, sports carnivals, fund raising events are designed to draw out involvement from all students to socialise together (Nagendralingan, 2008). Parent Teacher Associations and alumni associations help to integrate the school communities with the outside communities. Though the National Education Policy may not have achieved the highest degree of ethnic integration, some of its strategic policies such as using Bahasa Malaysia as the medium of instruction in secondary schools have been successful (Azhar Wahid, 2011). This has created generations of Malaysians communicating and learning using the same language. The concept of equal access to education at every schooling level is another major characteristic of education development in the mid-1970s. Affordable access to education for all can help to narrow the education gap between races and increase upward social mobility. With equitable ethnic participation in the economy and wealth distribution, the causes of racial tensions can be remedied and this promotes social political stability. National Key Results Area 4 (NKRA) Pemandu (2011) reported that National Key Results Area (NKRA) is part of 1Malaysia’s concrete efforts to give priority to people’s needs first. Improving student outcome is one of the seven NKRAs â€Å"which have been deemed crucial and urgent for achieving 1Malaysia.† NKRA goal for education is improving student outcome by developing students’ minds, talents, and capabilities to safeguard the nation’s future generation. THE INTERVIEW RESULTS: Views on NKRA 4 from Education Practitioners The  interview questions focused specifically on eliciting their understanding of the NKRA goals which are â€Å"access to affordable education† and â€Å"quality of education† as well as how their contributions can make the policy a success. Respondent 01 is a school principal who has been an educationist for 24 years; respondent 02, an assistant principal, has been an educationist for 33 years; respondent 03 has been a teacher for 32 years and respondent 04 36 years. Regarding the term â€Å"access to affordable education† , respondent 01 replied that it means giving free education from a young age up to secondary education. Respondent 02 said that affordable education includes scholarships and financial help for underprivileged students to keep schooling. Both respondents 03 and 04 mentioned that it means children can easily attain education without been financially burdened. â€Å"Access to Quality of education† was understood by respondent 01 and 03 as getting a holistic education with balanced intellect, spiritual, emotional and physical development. Respondent 02 interpreted it as what makes students employable after finishing their secondary or tertiary education. Producing quality students who have the ability to think critically, apply their knowledge and contribute to society is regarded as quality education by respondent. All the respondents agreed that Malaysians have access to affordable education in reality. But as to the quality of education, all the respondents conceded that it has declined. Respondent 01 explained that he has experienced the unsatisfactory situation of rural schools where the parents and students do not prioritise education and school principals fail to play their part. According to respondent 02, the decline is partially due to the low standard of admission for applicants applying for teaching training at universities and training colleges and this lowers the quality of education. Respondent 03 believed that the intellectual formation has been over emphasised to the detriment of other JERIS aspects (physical, emotional, spiritual and social). As for respondent 04, she claimed that lack of vocational schools and their limited enrolment make it difficult for under  performing students to continue their studies in a meaningful way. Towards attaining NKRA education goals, respondent 01 pointed out that the principal’s most important contribution is strong leadership with clear and achievable vision and mission for his school. He further enunciated that a principal who sets achievable standards for both the under achievers and bright students can enhance the school’s performance. Respondent 02 and 03 mentioned that active supervision of students and teachers by the principal can significantly improve their performance. Showing interest in students’ performance and connecting with them at ground level are some of the ways according to respondent 04 that the principal contributes to improving student outcomes. Regarding the role of teachers, respondent 01 stressed that â€Å"the input of teachers is proportional to increasing student outcomes in developing students’ minds, talents and capabilities†. Both respondents (respondent 02 & 03) pointed out that students’ access to quality education is enhanced by receiving quality teaching and mentoring from teachers. Therefore, according to them, teachers must be good role models and have the right attitude towards their students. Instead of just settling for mediocrity among students, respondent 04 suggested that teachers should discover students’ weaknesses and motivate them to overcome it. Evaluating the findings Generally, it is agreed that Malaysian students have access to affordable education as currently school fees are waived, textbooks are provided on loan, deserving students receive financial aid and rural schools provide free lodging and food. The overall consensus is that quality of education is the holistic development of the whole person. However it may not necessarily correlate with better quality of education as there are other factors involved such as parental involvement and awareness, teachers’ input and principals’ leadership. Two key factors in better education quality are the principal’s leadership and the teachers’ cooperation in increasing students’ performance and outcome. NKRA education recognises this by creating High Performing Schools whereby schools are categorised into bands according to performance in order to motivate and increase principals’ performance (The Star, 2012). To produce committed, responsible and caring teachers, intervention programmes to train and motivate teachers towards higher achievement are also in place under NKRA 4. To improve the quality and standard of professionalism, the Education Ministry plans to pick only top-scoring university graduates to be 20% of trainee teachers by 2015 and review the passing criteria for trainee teachers at training colleges (Fernandez & Lingan, 2012) to ensure quality teachers. The goals of NKRA in improving student outcome help teachers and principals to tackle the challenges faced in providing quality education. Achieving the goals can indirectly increase unity goal under 1Malaysia as better education opportunities for all can bridge the gap between ethnic groups by balancing their l evel playing field and providing economic advancement. Evaluating 1MALAYSIA as the underlying key towards unity in cultural diversity Although efforts were made to integrate the Malaysian society using national education and ideologies, strong feelings of ethnicity in Malaysian social life are rife (Centre for Public Policy Studies, n.d.). In response, the current Prime Minister, Najib Razak introduced 1Malaysia concept in 2009 which aspires to unite the pluralistic Malaysian society by inculcating the spirit and values of solidarity and sense of togetherness, irrespective of race, religion and creed. (Najib Abdul Razak, 2009). The objective is to have the Malays, Chinese, and Indians perceive themselves collectively as a single identity –Malaysians. 1Malaysia founded upon the principle â€Å"People First, Performance Now† means that the government’s prime concern is people’s welfare and producing high quality performance that benefits them. In identifying his government with Malaysians regardless of race, soc ial background or religion and understanding their aspirations, he seeks to lead his government to identify their needs and to incorporate their feedback. Consequently, 1Malaysia can strengthen solidarity and cooperation among races for unity in cultural diversity. Is 1Malaysia the underlying key towards achieving unity in cultural diversity? According to Mujibu Muis et al. (2012), history shows that when national unity and integration focused on assimilating minority cultures into the dominant culture, it invariably caused minority ethnic groups to hold stronger to their languages and cultures. As Hazri Jamil and Santhiram Rahman (2012) suggested, the past assumption that the main method for national integration is the educational policy has been over simplistic. They claimed that racial harmony cannot be fostered through education initiatives alone. Hence, the concept of integration is not only about a mono-language, but is about mutual respect and understanding of other cultures and beliefs. In this respect, 1Malaysia concept which celebrates multi-culturalism, accepts cultural diversity and sees it as an advantage which can contribute to a prospering, stable and sustainable future (Hasnul Salleh, n.d.). As examples, Malaysian multi-culturalism has been packaged as the main attractions for the tourism industry (Tourism Malaysia, n.d.) and it brings about economical advantages in trade relations with China and India because of the language and cultural link. Has 1Malaysia concept being embraced by all Malaysians when through its acceptance, Malaysia has the potential to be more developed and stable economically, politically and socially? Without Malaysians’ acceptance, the implementation of the concept may not reach its full capacity. Yet, time will tell if 1Malaysia is to be seen as an underlying key to achieving unity in pluralistic Malaysia. Such a unity attained through the acceptance of the ideology of 1Malaysia renders one’s loyalty more towards the country and breaks down barriers of ethnicity. Conclusion Among the government educational policies built on the educational reports, the national language, common curriculum, standardised syllabus and examinations and national schools have always been tools of unity. Such policies have been effective and workable throughout the first 50 years of the nation’s independence. However, the idea of integration has somehow  progressed further according to the changing times with 1Malaysia concept which proposes that  the nation celebrates its unity amidst cultural diversity and views multi-culturalism as an edge that makes the country unique as in â€Å"Malaysia, truly Asia.† This means that the cultural diversity can become its strength rather than its Achilles heel when rather than assimilating minority cultures into dominant cultures as the only way of integration, 1Malaysia concept accepts the reality of multi-culturalism and promotes unity in its diversity. Therefore, the realisation of the concept may be the way forward fo r Malaysia to reinvent itself as a progressive nation at the dawn of the 21st century. REFERENCES Azhar Wahid. (2011). HBEF1103 Sociology and philosophy of education in Malaysia. Seri Kembangan, Selangor: Meteor Doc. Centre for Public Policy Studies. (n.d.). National unity fact sheet. [Online]. Available: http://www.cpps.org.my/downloads/factsheets/National%20unity%20factsheet.pdf . [2013, February 20]. Education NKRA reaping success. (2012, March 28). The Star. [Online]. Available: http://thestar.com.my/news/story.asp?file=/2012/3/28/nation/10970176&sec=nation. [2013, February 20]. Ee, A. M. (1995). Pendidikan sebagai suatu proses: Asas pendidikan 1. Shah Alam, Selangor: Fajar Bakti. EPU Economic Planning Unit. (2011). Economic development: Vision 2020, 1991-2020. [Online]. Available: http://www.epu.gov.my/184. [2013, February 19]. Fernandez, E. & Lingan, L. (2012, June 6). Degree a must for new teachers by 2020. The News Straits Times. [Online]. Available: http://www.nst.com.my/top-news/degree-a-must-for-new-teachers-by-2020-1.91540. [2013, March 1]. Gullick, J. M. (1969). Malaysia: Nations of the modern world. London: Ernest Benn. 11 Hasnul Salleh. (n.d.). 1Malaysia – Concept and Values. [Online]. Available: http://www.jba. gov.my/files/Microsoft%20Word%20- %201Malaysia%20website%201705.pdf. [2013, February 19]. Hazri Jamil, & Santhiram Rahman. (2012). Malaysian educational policy for national integration: Contested terrain of multiple aspirations in a multicultural nation. Journal of Language and Culture, 3(1). [Online]. Available: http://www.academicjournals. org/jlc/PDF/pdf2012/Jan/Jamil%20and%20Raman.pdf. [2013, February 19]. Ho S. O. (1952). Education for unity in Malaya : An evaluation of the educational system of Malaya with special reference to the need for unity in its plural society. Penang: Ganesh Printing Works. Hussein Ahmad. (2008). History, policy, and reform in Malaysian Education. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey (1st ed., pp. 35-82). Shah Alam: Oxford Fajar. Department of Statistics Consensus. (2010). Population and Housing Census Malaysia, 2010: Percentage of distribution of the population by ethnic group, Malaysia, 2010. [Online]. Available: http://www. statistics.gov.my/portal/index.php?option=com_content& view=article&id=1215. [2013, Feb 22]. Marimuthu, T. (2008). Tamil education: Problems and prospects. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey (1st ed., pp. 113-138). Shah Alam: Oxford Fajar. 12 Mujibu Muis et al. (2012). Ethnic Plurality and Nation Building Process: A Comparative Analysis between Rukun Negara, Bangsa Malaysia and 1Malaysia Concepts as Nation Building Programs in Malaysia. Asian Social Science, 8(13). In Ebscohost (OUM Digital Collection). Nagendralingan, R. (2008). Reflections on the development of curriculum in Malaysia. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey (1st ed., pp.221-254). Shah Alam: Oxford Fajar. Najib Abdul Razak. (2009). The 2010 Budget speech: 1Malaysia, together we prosper. [Online]. Available: http://www.treasury.gov.my/pdf/budget/bs10.pdf. [2013, March 1]. Neo, T. K., Neo, M., & Kwok, W. J. J. (2009). Engaging students in a multimedia cooperative learning environment: A Malaysian experience. 2009 Ascilite Conference Proceedings . [Online]. Available: http://www.ascilite.org.au/conferences/auckland09/procs/neo.pdf . [2013, Feb 27]. Noriati A. Rashid et al. (2012). Falsafah & Pendidikan di Malaysia. Shah Alam, Selangor: Oxford Fajar. Omar Mohd Hashim. (1991). Pengisian Misi Pendidikan. Ampang, Selangor: Percetakan Dewan Bahasa dan Pusaka. 13 Pemandu Performance management and delivery unit. (2011). Annual report 2011 Executive Summary. [Online]. Available: http://www.pemandu.gov.my/gtp/annualreport 2011/pdf/pemandu_ar2011_ executive_summary.pdf. [2013, February 18]. Syed Husin Ali. (2008). The Malays: Their problems and future. Petaling Jaya, Selangor: The Other Press Tourism Malaysia. (n.d.). Malaysia Truly Asia. [Online]. Available: http://www.tourism. gov.my/en/my/Web-Page/About-Malaysia/Culture-n-Heritage. [2013, March 1].

What is the effect of caffeine on soybeans

What is the effect of caffeine on soybeans What is the effect of caffeine on the growth of soybeans?Introduction: The plants used in the experiment are Glycine max, commonly known as soybeans. This table shows the taxonomy of the Glycine max.Kingdom Plantae ( plant)Division Magnoliophyta (flowering plant)Class Magnoliopsida (angiosperms)Order Fabales(an order of flowering plants)Family Fabaceae (bean family)Genus Glycine (a genus of the Fabaceae familySpecies Max (soybean)Hypothesis: My hypothesis is that the caffeine will have a negative effect on the plant's growth. The caffeine will stun the plant's growth, and maybe even kill the plant. As the amount of caffeine given to the plant increases, the damage to the plant will also increase. Therefore, the control group should grow the most, than the plants given the 15% solution, and the plants given the 50% solution should grow the least.Materials:1. A 15% caffeine solution2. A 50% caffeine solutionAnhydrous USP grade Caffeine Photographer: William...3. 10 soybean seeds4. 3 co ntainers5. Tap water6. 2 plastic bagsProcedure:1. Put the 30 soybeans into the 2 plastic bags (5 in each) and then put the bags in an area where there is no light.2. After the seeds germinate, (It should take a few days) put them into 3 containers by putting 3 seeds in each (One seed did not germinate).3. Label one container the control, one container for the 30% solution, and one container for the 50% solution4. Now put the seeds into an area where they will receive 8-10 hours of sun a day (This is the amount of sun that soybeans grow the healthiest in).5. Water the control group with .4 liters of normal tap water.6. Water the 15% group with .4 liters of the 15% caffeine solution.7. Water the 50% group with...

Battle of Valcour Island in the American Revolution

Battle of Valcour Island in the American Revolution The Battle of Valcour Island was fought October 11, 1776, during the American Revolution (1775-1783) and saw American forces on Lake Champlain clash with the British. Having abandoned the invasion of Canada, the Americans realized that a naval force would be needed to block the British on Lake Champlain. Organized by  Brigadier General Benedict Arnold, work began on a small fleet. Completed in fall 1776, this force met a larger British squadron near Valcour Island. While the British got the better of the action, Arnold and his men were able to escape south. While a tactical defeat for the Americans, the delay caused by both sides having to build fleets prevented the British from invading from the north in 1776. This allowed the Americans to regroup and be prepared for the decisive Saratoga Campaign the following year. Background In the wake of their defeat at the Battle of Quebec in late 1775, American forces attempted to maintain a loose siege of the city. This ended in early May 1776 when British reinforcements arrived from overseas. This forced the Americans to fall back to Montreal. American reinforcements, led by Brigadier General John Sullivan, also arrived in Canada during this period. Seeking to regain the initiative, Sullivan attacked a British force on June 8 at Trois-Rivià ¨res, but was badly defeated. Retreating up the St. Lawrence, he was determined to hold a position near Sorel at the confluence with the Richelieu River. Recognizing the hopelessness of the American situation in Canada, Brigadier General Benedict Arnold, commanding at Montreal, convinced Sullivan that a more prudent course was to retreat south up the Richelieu in order to better secure American territory. Abandoning their positions in Canada, the remnants of the American army traveled south finally halting at Crown Point on the western shore of Lake Champlain. Commanding the rear guard, Arnold ensured that any resources that could benefit the British along the line of retreat were destroyed. A former merchant captain, Arnold understood that command of Lake Champlain was critical to any advance south into New York and the Hudson Valley. As such, he made sure his men burned the sawmill at St. Johns and destroyed all boats that could not be used. When Arnolds men rejoined the army, American forces on the lake consisted of four small vessels mounting a total of 36 guns. The force that they re-united with was a shambles as it lacked adequate supplies and shelter, as well as was suffering from a variety of diseases. In an effort to improve the situation, Sullivan was replaced with Major General Horatio Gates. A Naval Race Advancing in pursuit, the governor of Canada, Sir Guy Carleton, sought to attack down Lake Champlain with the goal of reaching the Hudson and linking up with British forces operating against New York City. Reaching St. Johns, it became clear that a naval force would need to be assembled to sweep the Americans from the lake so that his troops could safely advance. Establishing a shipyard at St. Johns, work began on three schooners, a radeau (gun barge), and twenty gunboats. In addition, Carleton ordered that the 18-gun sloop-of-war HMS Inflexible be dismantled on the St. Lawrence and transported overland to St. Johns. The naval activity was matched by Arnold who established a shipyard at Skenesborough. As Gates was inexperienced in naval matters, construction of the fleet was largely delegated to his subordinate. Work progressed slowly as skilled shipwrights and naval stores were in short supply in upstate New York. Offering extra pay, the Americans were able to assemble the necessary manpower. As vessels were completed they were shifted to nearby Fort Ticonderoga to be fitted out. Working frantically through the summer, the yard produced three 10-gun galleys and eight 3-gun gundalows. Fleets Commanders Americans Brigadier General Benedict Arnold15 galleys, gundalows, schooners, and gunboats British Sir Guy CarletonCaptain Thomas Pringle25 armed vessels Maneuvering to Battle As the fleet grew, Arnold, commanding from the schooner Royal Savage (12 guns), began aggressively patrolling the lake. As the end of September neared, he began to anticipate the more powerful British fleet sailing. Seeking an advantageous place for battle, he positioned his fleet behind Valcour Island. Since his fleet was smaller and his sailors inexperienced, he believed that the narrow waters would limit the British advantage in firepower and reduce the need to maneuver. This location was resisted by many of his captains who wished to fight in open water which would allow a retreat to Crown Point or Ticonderoga. Shifting his flag to the galley Congress (10), the American line was anchored by the galleys Washington (10) and Trumbull (10), as well as the schooners Revenge (8) and Royal Savage, and sloop Enterprise (12). These were supported by the eight gundalows (3 guns each) and the cutter Lee (5). Departing on October 9, Carletons fleet, overseen by Captain Thomas Pringle, sailed south with 50 support vessels in tow. Led by Inflexible, Pringle also possessed the schooners Maria (14), Carleton (12), and Loyal Convert (6), the radeau Thunderer (14), and 20 gunboats (1 each). The Fleets Engage Sailing south with a favorable wind on October 11, the British fleet passed the northern tip of Valcour Island. In an effort to draw Carletons attention, Arnold sent out Congress and Royal Savage. After a brief exchange of fire, both vessels attempted to return to the American line. Beating against the wind, Congress succeeded in regaining its position, but Royal Savage was plagued by the headwinds and ran aground on the southern tip of the island. Quickly attacked by British gunboats, the crew abandoned ship and it was boarded by men from Loyal Convert (Map). This possession proved brief as American fire quickly drove them from the schooner. Rounding the island, Carleton and the British gunboats came into action and the battle began in earnest around 12:30 PM. Maria and Thunderer were unable to make headway against the winds and did not participate. While Inflexible struggled against the wind to join the fight, Carleton became the focus of American fire. Though dealing out punishment on the American line, the schooner suffered heavy casualties and after taking substantial damage was towed to safety. Also during the fight, the gundalow Philadelphia was critically hit and sank around 6:30 PM. The Tide Turns Around sunset, Inflexible came into action and began reducing Arnolds fleet. Out-gunning the entire American fleet, the sloop-of-war battered its smaller opponents. With the tide turned, only darkness prevented the British from completing their victory. Understanding the he could not defeat the British and with most of his fleet damaged or sinking, Arnold began planning an escape south to Crown Point. Utilizing a dark and foggy night, and with oars muffled, his fleet succeeded in sneaking through the British line. By morning they had reached Schuyler Island. Angered that the Americans had escaped, Carleton began a pursuit. Moving slowly, Arnold was forced to abandon damaged vessels en route before the approaching British fleet forced him to burn his remaining ships in Buttonmold Bay. Aftermath American losses at Valcour Island numbered around 80 killed and 120 captured. In addition, Arnold lost 11 of the 16 vessels he had on the lake. British losses totaled around 40 killed and three gunboats. Reaching Crown Point overland, Arnold ordered the post abandoned and fell back to Fort Ticonderoga. Having taken control of the lake, Carleton quickly occupied Crown Point. After lingering for two weeks, he determined that it was too late in the season to continue the campaign and withdrew north into winter quarters. Though a tactical defeat, the Battle of Valcour Island was critical strategic victory for Arnold as it prevented an invasion from the north in 1776. The delay caused by the naval race and battle gave the Americans an additional year to stabilize the northern front and prepare for the campaign that would culminate with the decisive victory at the Battles of Saratoga.

Assessment and Theraputics2 Essay Example | Topics and Well Written Essays - 1750 words

Assessment and Theraputics2 - Essay Example Yet, regardless of this, many patients still have to deal with excruciating pain after surgical processes operated on them. Nurses still don’t have the necessary skills for pain management and this continues to affect patients in a very negative way. This document looks at this issue from a case study point of view with a regard to understanding this issue and looking at how the individual nurses can use the Tunner’s Model which is a four step model for nurses to apply clinical Judgement. Part I There are a number of advantages associated with treating post-operative pain. The main advantage is related to the fact that nursing is about returning the patient to his or her normal state before the health problem at hand. Surgical operation on a patient treats one health issue but can leave the patient with other health issues such as excessive pain. In such a case, a surgical process cannot be considered as complete in terms of healing the person until the pain associated with it is overcome. Treating the patient in order to manage this pain and eliminate it is therefore a vital part of treatment and the sooner the pain is dealt with the sooner the patient can get back his or her health (D’Arcy, 2012). Failing to manage this pain would mean that the patient will not be able to get their health back. Pain varies in intensity and postoperative pain can be so excruciating to the amount of death if not well managed. Different people respond differently to pain and this difference can lead to different health implications for different individuals. In this regard, it is the role of the nurse to be able to look at the patient and understand how the postoperative pain is affecting their health and be able to deal with this as soon as possible and in the most efficient way possible (Bell & Duffy, 2009). Failing to manage postoperative pain can lead to two main issues. To being with, it can lead to over-delayed discharge of the patient which will defin itely affect the efficiency of the hospital as well as the cost of healthcare to the patient or whoever is footing the bill for the patient. At the same time, it can lead to complications on the patient’s recovery process and sometimes lead to more issues which were not existent before the surgery. However, the bottom line of postoperative pain treatment should be based on the fact that the patient has a right to minimised pain in post-operative situations (Layzell, 2008). Part II Noticing Noticing is a very important part of the clinical judgement process as it provides for the basis of treatment before any other implicit knowledge is gained with regard to the customer (Tanner, 2006). With regard to Josie, there are a number of issues which the nurse could be able to look at in this regard. As seen in the case study, Josie has a history of other medical issues which may contribute to her response to the post-operative pain not being very well. As a diabetic, there may be oth er issues which the nurse may want to consider as Josie goes through the process of surgery. These include such explicit information such as her glucose levels, her body temperature levels, her heartbeat rates etc. These details are important in order to identify any issues which might arise during and or after the survival process. After the surgery, tracking information about her heartbeat, the glucose levels (especially due to her diabetic condition), her