Army out of Vieques essays

Armed force out of Vieques expositions Rafael Torres, a previous security monitor at the U.S. Naval force base in Vieques, said he despite everything hears clamors in his mind. A sound like the warrior fly that in 1995 heaved two concrete filled shots a couple of feet from where he was standing (ROSS A10). A few days ago I was dozing in my easy chair, and I dove on the floor when I heard planes humming in my ears, said Torres (qtd in ROSS A10), 49, who has since resigned with an incapacity annuity in view of mental injury from the mishap. He said one bomb struck the three-story perception post he was guarding, smashing through the best two stories. The second landed feet from where he stood, regurgitating pieces of concrete. Torres didn't understand this at that point, yet this restricted miss foreshadowed a considerably more genuine mishap (ROSS A10). Months after the fact on April 19,1999, one of Torres' colleagues, David Sanes Rodriguez was pulling obligation at a similar post when a Navy F-18 dumped two 5,000-pound bombs about 1.9 miles off base. Not at all like the idle practice bombs Torres experienced, these shots stuffed lives explosives. Sanes was executed, and four other base workers were harmed. This episode has blended far reaching political restriction to the Navy's multi year authority over this Puerto Rican island-region. Presently, the pentagon is at risk for losing its chief maritime preparing office. The Atlantic Fleet Weapons Training Facility in Vieques, which is decided by military examiners to be an imperative national security resource and the main site where the military can arrange coordinated ocean and air preparing (The Pentagon A32). Puerto Rico has been a United States an area for a long time, and for 61 of those years the U.S. naval force has utilized the Puerto Rican island of Vieques as a work on besieging range. US troops have prepared on the island of Vieques, Puerto Rico, since World War II. 70% (around 22,000 of 33,000 sections of land) of Vieques is constrained by the U.S. Naval force. ... <!

Presence of Failure and Disappointment in The Whitsun Weddings - Literature Essay Samples

‘A record of failure and disappointment’ is a reductive assessment of a poignant collection of poetry that explores the nature of existence and the conflicts, contrasts and contradictions of life. Larkin presents experience in a mixture of delicate tones (â€Å"your hands, tiny in all that air†), stark criticisms (â€Å"grim head-scarfed wives†) and moving ambiguity (â€Å"Here is unfenced existence / Facing the sun, untalkative, out of reach.†) The complexity and variety of emotions presented in the collection leaves any attempt of a conclusive definition incomplete. Although the collection contains themes of failure and disappointment, both for the poet and universally, this alone cannot describe the collection. Larkin presents the uncertainty and fickle nature of humanity and criticises a culture that has lost essence with unnatural â€Å"nylon gloves, and jewellery substitutes†. Warren Hope (1997) described Larkin as having â€Å"a human obsession with lost possibilities and potential.† Poems such as ‘Love Songs in Age’, ‘Home is So Sad’ and ‘Faith Healing’ justify the view that The Whitsun Weddings considers failures and disappointment, particularly failure to satisfy and fulfill expectations and the disappointment that follows. Different considerations (such as love songs being unable â€Å"to solve, and satisfy† and reflections on the home as a â€Å"shot at how things ought to be† but coming â€Å"Long fallen wide†) reflect a poignant view that aspirations and expectations are often disappointed and expectations of what â€Å"ought to be† end in failure. However, ‘Faith Healing’ is a significant example to represent the limits of assessing the collection as ‘a record of failure and disappointment.’ The poem considers the incapability of life to satisfy and lost opportunities (â€Å"all they might have done had the y been loved.†) A seemingly insignificant detail provides greater importance to the reflections in the poem than disappointment alone – â€Å"That nothing cures.† Through this phrase Larkin considers an aspect of inevitability in suffering in ‘Faith Healing’ as in ‘Love Songs in Age’, making other poems more meaningful. The short, almost absurd situation of ‘As Bad as a Mile’ considers â€Å"failure spreading back up the arm. / Earlier and earlier† combining poignantly with the â€Å"had not then† of ‘Love Songs in Age’ to reflect disappointment as unavoidable. ‘New critics’ and ‘Intentional Fallacy’ interpretations may see the idea of an â€Å"immense slackening ache† from a loveless life not as universal but a theme in the context of the poem, considering the subjects of the poem as loveless or insecure and therefore enduring what â€Å"nothing cures.† The biographical context (with the remainder of the collection) suggests a greater universality; Larkin may be using the context of faith-healing as an example of the human condition of holding â€Å"less and less of luck† and more of inevitable disappointment and failure; the sense of inevitability presents life as intransigent just as other poems such as ‘MCMXIV’ begin with hope and end in broken expectations. Despite the tones of an endless lack of fulfilment, Larkin presents fragile hope in the collection; the invariable ambiguity in these instances leaves the extent of optimism to interpretation. In ‘Faith Healing’ Larkin considers the reactions â€Å"as if a kind of dumb / And idiot child within them survives†. Feminist critics may consider this phrase as scornful of women with the accustomed sardonic approach of Larkin criticising â€Å"the women† as the primary attendees in ‘Faith Healing’; however, a tone is also sugge sted of innocence and childhood insecurity and combines with the recurrent ambiguity to suggest innocent hope. The ambiguity in the title poem is possibly most significant; â€Å"A sense of falling, like an arrow shower / Sent out of sight, somewhere becoming rain.† An imposition of a negative interpretation may consider the most important phrase â€Å"sent out of sight† which could suggest that such hope is unattainable and the focus and precision of power of love in the arrows melts in to rain, almost as a pathetic fallacy. Alternatively, the image may be one of fertility, virility and great strength in the â€Å"rain†; the connotations of change can seem extremely hopeful, which suggests Larkin maintains faith that love has the potential of transformation. The removed perspective of Larkin is fundamental to the collection and is described as â€Å"tenderly observant† by Sir John Betjeman. Marxist and Feminist critics may consider the posthumous reputa tion of Larkin as racist, sexist and extremely right-wing in interpreting observations such as â€Å"the cut-price crowd, urban yet simple† and â€Å"girls / In parodies of fashion† as befitting to these qualities. However, the recurrence of such mild and muted criticisms seems to refer to the wider social context of the collection in which his possible difficulty in accepting values contradicting those of his austere upbringing (particularly the influence of his father) appear.Larkin wrote the collection in a period of significant change in Britain – the 1950s and 1960s, as the nation was physically and socially rebuilt after the devastation of two World Wars. The recurring undertones of the physical changes in Britain such as the negative connotations of the â€Å"window shows a strip of building land† could support the qualities imposed on Larkin by his classification as a member of ‘the Movement’. ‘The Movement’ was a classif ication for a number of writers at the time such as Larkin, Kingsley Amis and John Wain, and is defined as â€Å"a reaction against the excesses of modernism† (Baldwick, 1991, p. 142). However, ‘the Movement’ cannot define Larkin entirely. The combination of his distant perspective and mild disapproval seems to show more of his personal isolation from his idealised views in poems such as ‘MCMXIV’ and emphasises his discomfort with aspects of society.Poems such as ‘MCMXIV’ and ‘Nothing to be Said’ reflect the separation of Larkin as they consider â€Å"life is slow dying† for â€Å"cobble-close families† and â€Å"such innocence†. The perspective in many of his poems including three observing from a train and others with a â€Å"cinematic quality† (Hope, 1997, p. 32) reflect his isolation and separation from society. This separation gives the collection a tentative quality in which Larkin may often seem desolate, although his conflict between objective observation and the isolated perspective as a distanced observer create much of the ambiguity and mixture of emotions. ‘Mr. Bleaney’ reflects an obsession throughout Larkin’s life: death. Death is not a significant theme within the collection although much is revealed about his related concerns. â€Å"[T]hat how we live measures our own nature† returns to the desperate influence of isolation and a possible fear that his self-imposed separation and reputation as the ‘hermit of Hull’ would be all that is remembered of his existence. The piercing assessment of â€Å"having no more to show / Than one hired box should make him pretty sure / He warranted no better† introduces an important question of purpose in the collection. Larkin seems insecure, unsure of achieving anything in life, he may be concerned about being no more than the â€Å"residents from raw estates† and, neith er having â€Å"such innocence† as the past nor sharing â€Å"desires† for â€Å"cheap suits, red kitchen-ware.† This lack of self-esteem and sense of belonging is a powerful characteristic of the collection.The poems contain more than disappointment; they also consider â€Å"all the power / That being changed can give† and a possible remorse within Larkin both of not grasping love in his own life and observing the general shortcoming of hopes. The reference to â€Å"all they might have done had they been loved† reflects much of his personal struggle between selfless love and his self-imposed isolation, an example of which is his decision to spend his life in Hull, isolated from the literary and academic societies of his Oxford education and exceptional talent. Larkin understands the power of love and affection in his powerful symbolism such as â€Å"Its bright insipience sailing above† yet he seems divided between his cynicism of that †Å"much-mentioned brilliance, love,† and the undeniable desire for affection, â€Å"Leaving me desperate to pick out / Your hands†. Through poems such as ‘Mr. Bleaney’ and his separated, seemingly longing perspective in ‘The Whitsun Weddings’, Larkin seems to exuded insecurity and uncertainty – â€Å"Life is first boredom, then fear.† The ambiguity in his poetry and his often negative reflections after seeming hope presents a poignant realism but is also indicative of his personal struggles between the tribulations of love and his self-comforting isolation. His isolation in society, feelings of inadequacy, and inability to commit to change reflect fear in Larkin. He stated in his three stages of writing poetry that the very first is â€Å"when a man becomes obsessed with an emotional concept to such a degree that he is compelled to do something about it† (Hope, 1997, p. 30). The obscurity and ambiguity in the entire collect ion reflects an â€Å"obsession† with uncertainty in love, in work and in purpose, and in being misunderstood. While the collection creates a sense of disappointment and failure, to describe what Larkin has to say simply as failure and disappointment is inconceivable; this would be an attempt to summarise an insight into personal conflict, insecurity and the paradox of life in two words.

Help! Should I Go to Graduate School

I was grading midterm exams in my office one frigid day in March when I was surprised to see Marco, a former student, standing in my doorway. He had that all too familiar â€Å"deer in headlights† look on his face. I invited him to step in and asked how I could help. He proceeded to look up at the ceiling (almost as if he was seeking divine intervention) and mumbled, â€Å"I don’t know where I am and what I should do.† Since I knew that he would earn his bachelor’s degree in May, I sensed that he was probably experiencing some of the usual emotions associated with college graduation. Most college students can’t wait to â€Å"get out† until the reality of the â€Å"getting out† hits them. That’s when they begin to question — what next? Marco confirmed my assumption when he said that he needed to make some plans, and he didn’t know where or how to start. All of his questions, concerns, and fears for the future came flying out in machine gun-like fashion. He finally took a deep breath and said that â€Å"getting it all out there† was actually a relief and that he was now ready to ask, â€Å"How do I decide if graduate school is the right path for me?† From my experience leading graduate school workshops I was sure that I could successfully guide Marco through this process. I told him that in order to find the answers he was seeking, he would need to ask himself the right questions. I promised to develop a problem-solving plan for him and we scheduled a follow-up meeting. I decided to â€Å"borrow† some of the critical thinking and problem solving techniques I use in the interpersonal communications classes that I teach at the undergraduate level. I was planning to use the â€Å"Three E’s,† as I have coined them, involved in the brainstorming process. At our next meeting I told Marco that I had developed a 3 â€Å"E† (explore, examine, evaluate) brainstorming strategy that he would need to apply to four graduate school-related questions in order to find his answers. He would, by answering all four questions utilizing this strategy, be in the best position to successfully make an informed decision about his future. Here’s how we did it: QUESTION #1: What are your short and long-term goals/objectives? †¢ Explore: Make a list of what you believe are your short and long-term goals as well as your educational and professional objectives. Try not to over-think this question. In other words, list everything that comes to mind. †¢ Examine: Once you have listed everything and anything you can think of, you will be ready to carefully examine your list. Did you omit anything? Did you include items that may not really belong in this category? Would you like to revise a list item? †¢ Evaluate: You are now ready to evaluate and prioritize all of the items in order of importance to you. You may well be surprised by how much you learn about yourself. This three step process is even more important for those who have been out of school for a few years, hate what they are currently doing, and have no idea of what they want to do. For this group an additional list of what they do well and enjoy doing will help to facilitate their decision-making process. QUESTION #2: Will graduate school help you to reach your goals? †¢ Explore: Conduct some field research. Gather information from current and/or former professors, attend a graduate open house or info session, participate in content-specific breakout sessions, request feedback from graduate students in a variety of programs, make contact with people who are currently employed in your area of interest and, of course, seek additional assistance from graduate admissions consultants who are experts in the field. †¢ Examine: Compile an all-inclusive breakdown of all of your findings. Read the results and look for patterns in the responses from different sources. Once you note any patterns or lack thereof, you will be ready to evaluate. †¢ Evaluate: Place some sort of weight or value by priority next to each of the responses you received. Take the reliability/ credibility factor into consideration in each case. Whose opinion do you trust? Is she or he a credible source of information? And last, but not least, what really â€Å"grabbed† your interest. Have some fun with this—use emoticons (happy faces, winky faces, angry faces, fist pumps, hearts, etc.) – whatever works for you and helps you to evaluate the information you have collected. QUESTION #3: Is now the right time? †¢ Explore: The answer for this question is somewhat dependent on the field you think you may want to pursue. You will need to explore the admissions’ criteria as this may vary from program to program. For example some MBA programs require 2-3 years of business experience in order to apply, while other MBA programs welcome applications from students who have just earned their bachelor’s degrees. An Executive MBA program will require that applicants present with 5-7 years of higher level management experience. Another example might be Ph.D. programs that will only consider those who will earn a  master’s degree enroute to the Ph.D. Other programs will consider both categories in making admission decisions. Clearly, you need to explore all of the options that may be available to you as well as their requirements. †¢ Examine: Compile all of your research on the timing of graduate studies in terms of field of study and personal needs. Create a balance sheet listing the timing based on field of study on the left and your personal needs on the right. This will help you to compare/contrast, organize and visualize, so that you can move on to the assessment/evaluation step. †¢ Evaluate: At this time you should weigh each of your needs and plans in order to assess, under what circumstances, the timing and your needs intersect or appear to be oppositional. This is not quite as easy as it sounds since there are so many variables to consider. For example, what do you do if you need to start right now, need to cut costs and stay in your home city but all of the programs in your city require 2 or more years of experience. Something has to give. As a result, you may need to be open to all possible options in order to decide the best course of action for you. QUESTION #4: What are the benefits/costs of pursuing an advanced degree? †¢ Explore: Since costs and benefits vary from person to person, you will, once again, need to explore the personal benefits and costs based on your expectations. For some the costs will be strictly financial, while, for others, the costs may include time to degree, lost earnings, energy, and impact on interpersonal relationships. Just as with costs, the benefits are also subjective. Some will perceive the value of an advanced degree strictly in terms of salary levels while others will view it in terms of how the advanced degree will expand them intellectually. I suggest that you fold a sheet of paper in half and list what you consider the benefits on one side and the costs on the other side. You are now ready to examine the information that you have compiled. †¢ Examine: Once you have listed all costs/benefits that came to mind, you are ready to carefully examine the items on both sides of the page. Did you miss something? Are all of the items relevant to the question? Is there something you wish to eliminate or change in some way? †¢ Evaluate: Now you will need to weigh the level of importance of each cost and benefit. In fact, I suggest you use â€Å"Interpersonal Exchange Theory.† This theory is based on a very simple equation (Benefits-Costs= + or – gain.) If we deduct the costs we pay from the benefits we receive we can come up with either a positive or negative outcome. Clearly if the benefits outweigh the costs then will have a positive gain. Keep in mind that this is not strictly a â€Å"numbers† game. The weight of each benefit and cost must also be carefully considered. You may have many more benefits but the costs, though few, may carry a greater weight. Even though this equation may seem somewhat simplistic, it can be one more helpful technique in the decision making process. Marco couldn’t wait to get started and thanked me for the help. About 4 weeks later he once again appeared at my office door. This time the â€Å"deer in the headlights† look was replaced by a huge smile. He said he had decided to pursue a master’s degree and wondered if I had a plan that would help him identify graduate schools that would be a good fit for him. I smiled and said, give me some time to develop a strategy for you. His answer, â€Å"You got it!† As a Dean of Graduate Admissions for over 10 years, Carol Drummer, signed off on over 4,500 graduate applications annually. She is a communication professor and author of "College Is Not 13th Grade-- An Easy to Read Guide for Parents of College Bound Students." Carol has helped clients get accepted to Ph.D. Psy.D, DOT, DPT, PA, MHA, MSW, and masters in Speech Language Pathology, Business Analytics, Accounting, Global Affairs, Counseling, Architecture, Design Engineering , Nutrition, Exercise Physiology to name a few.   Want Carol to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  Graduate School Admissions Consulting and Editing Services †¢Ã‚  Admissions Straight Talk Podcast for Grad School Applicants †¢Ã‚  Which Graduate Schools Should You Apply To?, a podcast  episode Help! Should I Go to Graduate School I was grading midterm exams in my office one frigid day in March when I was surprised to see Marco, a former student, standing in my doorway. He had that all too familiar â€Å"deer in headlights† look on his face. I invited him to step in and asked how I could help. He proceeded to look up at the ceiling (almost as if he was seeking divine intervention) and mumbled, â€Å"I don’t know where I am and what I should do.† Since I knew that he would earn his bachelor’s degree in May, I sensed that he was probably experiencing some of the usual emotions associated with college graduation. Most college students can’t wait to â€Å"get out† until the reality of the â€Å"getting out† hits them. That’s when they begin to question — what next? Marco confirmed my assumption when he said that he needed to make some plans, and he didn’t know where or how to start. All of his questions, concerns, and fears for the future came flying out in machine gun-like fashion. He finally took a deep breath and said that â€Å"getting it all out there† was actually a relief and that he was now ready to ask, â€Å"How do I decide if graduate school is the right path for me?† From my experience leading graduate school workshops I was sure that I could successfully guide Marco through this process. I told him that in order to find the answers he was seeking, he would need to ask himself the right questions. I promised to develop a problem-solving plan for him and we scheduled a follow-up meeting. I decided to â€Å"borrow† some of the critical thinking and problem solving techniques I use in the interpersonal communications classes that I teach at the undergraduate level. I was planning to use the â€Å"Three E’s,† as I have coined them, involved in the brainstorming process. At our next meeting I told Marco that I had developed a 3 â€Å"E† (explore, examine, evaluate) brainstorming strategy that he would need to apply to four graduate school-related questions in order to find his answers. He would, by answering all four questions utilizing this strategy, be in the best position to successfully make an informed decision about his future. Here’s how we did it: QUESTION #1: What are your short and long-term goals/objectives? †¢ Explore: Make a list of what you believe are your short and long-term goals as well as your educational and professional objectives. Try not to over-think this question. In other words, list everything that comes to mind. †¢ Examine: Once you have listed everything and anything you can think of, you will be ready to carefully examine your list. Did you omit anything? Did you include items that may not really belong in this category? Would you like to revise a list item? †¢ Evaluate: You are now ready to evaluate and prioritize all of the items in order of importance to you. You may well be surprised by how much you learn about yourself. This three step process is even more important for those who have been out of school for a few years, hate what they are currently doing, and have no idea of what they want to do. For this group an additional list of what they do well and enjoy doing will help to facilitate their decision-making process. QUESTION #2: Will graduate school help you to reach your goals? †¢ Explore: Conduct some field research. Gather information from current and/or former professors, attend a graduate open house or info session, participate in content-specific breakout sessions, request feedback from graduate students in a variety of programs, make contact with people who are currently employed in your area of interest and, of course, seek additional assistance from graduate admissions consultants who are experts in the field. †¢ Examine: Compile an all-inclusive breakdown of all of your findings. Read the results and look for patterns in the responses from different sources. Once you note any patterns or lack thereof, you will be ready to evaluate. †¢ Evaluate: Place some sort of weight or value by priority next to each of the responses you received. Take the reliability/ credibility factor into consideration in each case. Whose opinion do you trust? Is she or he a credible source of information? And last, but not least, what really â€Å"grabbed† your interest. Have some fun with this—use emoticons (happy faces, winky faces, angry faces, fist pumps, hearts, etc.) – whatever works for you and helps you to evaluate the information you have collected. QUESTION #3: Is now the right time? †¢ Explore: The answer for this question is somewhat dependent on the field you think you may want to pursue. You will need to explore the admissions’ criteria as this may vary from program to program. For example some MBA programs require 2-3 years of business experience in order to apply, while other MBA programs welcome applications from students who have just earned their bachelor’s degrees. An Executive MBA program will require that applicants present with 5-7 years of higher level management experience. Another example might be Ph.D. programs that will only consider those who will earn a  master’s degree enroute to the Ph.D. Other programs will consider both categories in making admission decisions. Clearly, you need to explore all of the options that may be available to you as well as their requirements. †¢ Examine: Compile all of your research on the timing of graduate studies in terms of field of study and personal needs. Create a balance sheet listing the timing based on field of study on the left and your personal needs on the right. This will help you to compare/contrast, organize and visualize, so that you can move on to the assessment/evaluation step. †¢ Evaluate: At this time you should weigh each of your needs and plans in order to assess, under what circumstances, the timing and your needs intersect or appear to be oppositional. This is not quite as easy as it sounds since there are so many variables to consider. For example, what do you do if you need to start right now, need to cut costs and stay in your home city but all of the programs in your city require 2 or more years of experience. Something has to give. As a result, you may need to be open to all possible options in order to decide the best course of action for you. QUESTION #4: What are the benefits/costs of pursuing an advanced degree? †¢ Explore: Since costs and benefits vary from person to person, you will, once again, need to explore the personal benefits and costs based on your expectations. For some the costs will be strictly financial, while, for others, the costs may include time to degree, lost earnings, energy, and impact on interpersonal relationships. Just as with costs, the benefits are also subjective. Some will perceive the value of an advanced degree strictly in terms of salary levels while others will view it in terms of how the advanced degree will expand them intellectually. I suggest that you fold a sheet of paper in half and list what you consider the benefits on one side and the costs on the other side. You are now ready to examine the information that you have compiled. †¢ Examine: Once you have listed all costs/benefits that came to mind, you are ready to carefully examine the items on both sides of the page. Did you miss something? Are all of the items relevant to the question? Is there something you wish to eliminate or change in some way? †¢ Evaluate: Now you will need to weigh the level of importance of each cost and benefit. In fact, I suggest you use â€Å"Interpersonal Exchange Theory.† This theory is based on a very simple equation (Benefits-Costs= + or – gain.) If we deduct the costs we pay from the benefits we receive we can come up with either a positive or negative outcome. Clearly if the benefits outweigh the costs then will have a positive gain. Keep in mind that this is not strictly a â€Å"numbers† game. The weight of each benefit and cost must also be carefully considered. You may have many more benefits but the costs, though few, may carry a greater weight. Even though this equation may seem somewhat simplistic, it can be one more helpful technique in the decision making process. Marco couldn’t wait to get started and thanked me for the help. About 4 weeks later he once again appeared at my office door. This time the â€Å"deer in the headlights† look was replaced by a huge smile. He said he had decided to pursue a master’s degree and wondered if I had a plan that would help him identify graduate schools that would be a good fit for him. I smiled and said, give me some time to develop a strategy for you. His answer, â€Å"You got it!† As a Dean of Graduate Admissions for over 10 years, Carol Drummer, signed off on over 4,500 graduate applications annually. She is a communication professor and author of "College Is Not 13th Grade-- An Easy to Read Guide for Parents of College Bound Students." Carol has helped clients get accepted to Ph.D. Psy.D, DOT, DPT, PA, MHA, MSW, and masters in Speech Language Pathology, Business Analytics, Accounting, Global Affairs, Counseling, Architecture, Design Engineering , Nutrition, Exercise Physiology to name a few.   Want Carol to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  Graduate School Admissions Consulting and Editing Services †¢Ã‚  Admissions Straight Talk Podcast for Grad School Applicants †¢Ã‚  Which Graduate Schools Should You Apply To?, a podcast  episode

Essay on Tafe Assmt 3 - 840 Words

CHCCS400C – Work within a relevant legal and ethical framework: Assignment What you have to do Students need to complete all four (4) tasks: Task A Complete 12 short answer questions based on the learning material. Task B Complete five (5) short answer questions based on the learning material and the case study Task C Complete three (3) short answer questions based on the learning material and the case study Task D Complete two (2) short answer questions based on the learning material and the case study You need to have read through the learning material for CHCCS400C Work within a relevant legal and ethical framework and any additional resources on the OLS before commencing this assignment. Please reference your work. Referencing†¦show more content†¦Case study John Williams is an 88 year-old resident of your aged care facility and has entered the palliative care stage of his life after being at your facility for eight years. He has been well liked by all the staff and has many regular visits from immediate family and friends. His immediate family are his two sons and three daughters. You have been caring for John exclusively for the past four weeks on day duty. John has expressed in writing to the facility that he does not want any medical intervention in the last stages of his life and does not want to move from the facility to a hospital. As John’s condition has worsened friction is showing between the family members as one of his sons and two of his daughters’ want him moved to a hospital as they feel medical intervention will prolong his life. Questions Answer the following questions based on the case study: 1. How would you find out what your roles and responsibilities are as an aged care worker? 2. What would be your roles and responsibilities as the aged care worker in this case study? 2 LA015357 Assignment - CHCCS400C Ed 1  © New South Wales, Department of Education and Communities 2012, Version 1, September 2012 3. Identify and discuss two (2) ethical dilemmas that you might experience as the worker from this case study. 4. Identify a problem solving model for managing an ethical dilemma. 5. Discuss your duty of care to John and his children. Task C Read the case

The Great Cascadia Earthquake of 2xxx

Cascadia is Americas own tectonic version of Sumatra, where the magnitude 9.3 earthquake and tsunami of 2004 occurred. Stretching off the Pacific shore from northern California some 1300 kilometers to the tip of Vancouver Island, the Cascadia subduction zone appears capable of its own magnitude 9 earthquake. What do we know about its behavior and its history? What would that great Cascadia earthquake be like? Subduction Zone Earthquakes, Cascadia and Elsewhere Subduction zones are places where one lithospheric plate plunges beneath another (see Subduction in a Nutshell). They create three kinds of earthquakes: those within the upper plate, those within the lower plate, and those between the plates. The first two categories can include large, damaging quakes of magnitude (M) 7, comparable to the Northridge 1994 and Kobe 1995 events. They can damage whole cities and counties. But the third category is what concerns disaster officials. These great subduction events, M 8 and M 9, can release hundreds of times more energy and damage wide regions inhabited by millions of people. They are what everybody means by the Big One. Earthquakes get their energy from strain (distortion) built up in rocks from the stress forces along a fault (see Earthquakes in a Nutshell). Great subduction events are so large because the fault involved has a very large surface area on which rocks gather strain. Knowing this, we can easily find where the worlds M 9 earthquakes happen by locating the longest subduction zones: southern Mexico and Central America, South Americas Pacific coast, Iran and the Himalaya, western Indonesia, eastern Asia from New Guinea to Kamchatka, the Tonga Trench, the Aleutian Island chain and Alaska Peninsula, and Cascadia. Magnitude-9 quakes differ from smaller ones in two distinct ways: they last longer and they have more low-frequency energy. They dont shake any harder, but the greater length of shaking causes more destruction. And the low frequencies are more effective at causing landslides, damaging large structures and exciting water bodies. Their power to move water accounts for the fearsome threat of tsunamis, both in the shaken region and on coastlines near and far (see more on tsunamis). After the strain energy is released in great earthquakes, whole coastlines may subside as the crust relaxes. Offshore, the ocean floor may rise. Volcanoes may respond with their own activity. Low-lying lands may turn to mush from seismic liquefaction and widespread landslides may be triggered, sometimes creeping along for years afterward. These things may leave clues for future geologists. Cascadias Earthquake History Studies of past subduction earthquakes are inexact things, based on finding their geologic signs: sudden changes of elevation that drown coastal forests, disturbances in ancient tree rings, buried beds of beach sand washed far inland and so on. Twenty-five years of research has determined that Big Ones affect Cascadia, or large parts of it, every few centuries. Times between events range from 200 to about 1000 years, and the average is around 500 years. The most recent Big One is rather well dated, although no one in Cascadia at the time could write. It occurred around 9 p.m. on 26 January 1700. We know this because the tsunami it generated struck the shores of Japan the next day, where the authorities recorded the signs and damages. In Cascadia, tree rings, oral traditions of the local people and geologic evidence support this story. The Coming Big One Weve seen enough recent M 9 earthquakes to have a good idea of what the next one will do to Cascadia: they struck inhabited regions in 1960 (Chile), 1964 (Alaska), 2004 (Sumatra) and 2010 (Chile again). The Cascadia Region Earthquake Workgroup (CREW) recently prepared a 24-page booklet, including photos from historic quakes, to bring the dreadful scenario to life: Strong shaking will last for 4 minutes, killing and injuring thousands.A tsunami up to 10 meters high will wash over the coast within minutes.Much of coastal Route 101 will be impassable due to wave and landslide damage.Parts of the coast will be cut off from inland cities when the roads are buried. Roads through the Cascades may likewise be blocked.For rescue, first aid, and immediate relief most places will be on their own.Utilities and transportation in the I-5/Highway 99 corridor will be disrupted for months.Cities may have significant fatalities as tall buildings collapse.Aftershocks will continue for years, some of them large earthquakes in themselves. From Seattle on down, Cascadian governments are preparing for this event. (In this effort they have much to learn from Japans Tokai Earthquake program.) The work ahead is enormous and will never be finished, but all of it will count: public education, setting up tsunami evacuation routes, strengthening buildings and building codes, conducting drills and more. The CREW pamphlet, Cascadia Subduction Zone Earthquakes: A magnitude 9.0 earthquake scenario, has more.

Historical Policy Comparison - 3057 Words

Historical Policy Comparison Jermaine Hunt, Jason McFadden, Kendra Williams, Michael Dasher CJA/464 December 10, 2013 Ken Jones Historical Policy Comparison Criminal justice policy over the past 50 has evolved. The key issues of criminal justice policies were gangs, drugs, juvenile, root causes of crime, and gun control. Currently, the key issues are terrorism, illegal immigration, and global organized crime. Traditionally, criminal justice policies were issued by state and local governments. However, the federal government plays an important role in implementation of criminal justice policy. The federal government provides grants to local and state governments to support these criminal justice policies. Criminal justice agencies†¦show more content†¦Due process model is like an obstacle course whereas the crime control model is like an assembly line. Conservatives favor the crime control model but liberals favor the due process model. Crimes control model emphasis on efficiency although due process model emphasis on equality. The objective of crime control model is to punish criminals, nevertheless; the goal the due process mod el protects criminals’ constitutional rights. Furthermore, Team A will analyze the Omnibus Crime Control and Safe Streets Act of 1968 and Asset Forfeiture and Money Laundering Statues addressing the following questions. Policing Policing major concerns are keeping citizens safe in their state and community, and enforcing their laws. The law enforcement agencies focus is upholding the law in making sure they intercede on the goal. Once Congress appointed the federal with power to regulate the United States but came with jurisdiction, containing to the United States Constitution for states to hold their own power the people must abide by laws. The police force includes protecting and serving the people and must enforce what the law is mandated. The police have several concerns with trying to protect and serve the public, keeping the communities with peace and not violated the government rules on the United States Constitution rights. The policeShow MoreRelatedEssay on Historical Policy Comparison2211 Words   |  9 PagesHistorical Policy Comparison University of Phoenix CJA 463/Criminal Justice Policy Analysis Historical Policy Comparison In the past fifty years, the American system of criminal justice has undergone a number of critical changes involving policing, the courts and corrections. Landmark Supreme Court rulings, such as Miranda v. Arizona, and Mapp v. 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True Reality In Platos Allegory And The Matrix - 873 Words

In the Plato’s Allegory of The Cave, prisoners are kept since child birth in a cave, they are only able to see nothing but shadowy figures move on the wall of the cave. They perceive that as their true reality. A prisoner breaks free from his shackles and is blinded by the light of the sun. He realized that his reality in the cave was not real, he sees people and understands what reality is now. The prisoner goes back to explain to the others what he has seen but they don’t believe him. The Wachowski brothers modernized the allegory of the cave and add a humanistic approach by focusing on human emotions and feelings. Both the Allegory and the Matrix have some similarities with the same metaphysical question of what is real, how do you know†¦show more content†¦The Matrix make people question their reality, you don’t know if your reality is real until you are faced with what is not reality. Plato is not the only philosopher referenced in the Matrix, philosopher’s such as Jean Baudrillard, Descartes and Socrates are used. Baudrillard deals with the imitations of reality have become more real than actual reality also known as hyper-real. Neo is introduced to â€Å"the dessert of the real†, when shown to the real world by Morpheus which hints Baudrillard. The film doesn’t exactly reference Karl Marx but since the humans are being used by a false illusion, Marx says that the working class is being used by a higher class yet the working class does not see themselves being exploited since their occupied by social message to distort their own perception. Descartes is referenced with his famous term â€Å"I think therefore I am.† In his book Meditations on First Philosophy Descartes questions how can we really know that the world we experience is an illusion being forced upon us by an evil being. Descartes says he believes in what he sees and feels w hile he dreams, that he cannot depend on his senses so he and the rest might be or in control of an evil being. The evil being in this case is the Matrix that forces an illusion upon the humans. Descartes also claims that his dreams are very vivid enough to be convinced that his dreams are real, but the human in the MatrixShow MoreRelatedComparison of the Matrix and the Allegory of the Cave Essay1240 Words   |  5 PagesOctober 2012 The Matrix and the Allegory of the Cave What if one were living through life completely bound and facing a reality that doesnt even exist? The prisoners in Platos Allegory of the Cave are blind from true reality as well as the people in the movie The Matrix. They are given false images and they accept what their senses are telling them. They believe what they are experiencing is not all that really exists. 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In each of these excerpts the goal of answering the question of what is real and how to uncover the truth is essential. Another question that arises throughout all three excerpts is whether or not the individuals will be able to handle the truth when it is finally learnt. In The Matrix Morpheus reveals toRead MorePlatos The Republic: Analysis of the Chapter Entitled Allegory of the Cave588 Words   |  3 Pageshis life Plato wrote many books, and his most influential work is The Republic. Out of The Republic comes a chapter entitled â€Å"Allegory of the Cave†.(â€Å"Plato†) Plato’s Allegory of the Cave describes ignorance and the process of enlightenment. The cave symbolizes a prison for the mind. Cave dwellers only know of the one reality presented in the cave, yet it is not reality at all. The cave dwellers are ignorant, knowing only one way and not trying to broaden their minds. 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In The Allegory of the Cave, Plato sets forth the idea that mankind is only living in an illusion of life, that the reality is beyond the scope of our own senses and can only be reached through the intellect. In the dialogue Plato presents, Socrates explainsRead MorePlato And The Matrix Essay1463 Words   |  6 PagesIn â€Å"The Matrix† and Plato’s Phaedo and Republic questions of what makes up a whole and fulfilling life are answered. Both The Matrix and Plato provide alternate forms of reality, one that is based on truth and is fulfilling and one that is based on a false reality that offers false forms of fulfillment. The Matrix and Plato show the difference of living a life in a true reality and a â€Å"fake† reality where everything inside this reality is fake making the lives inside this reality fake. True educationRead More The Cave and the Matrix Essay993 Words   |  4 PagesThe Cave and the Matrix Movie critics and philosophers alike agree that the movie â€Å"The Matrix† is indeed based upon certain Platonic themes from Book VII of The Republic. In this story entitled The Allegory of the Cave, he describes a dark underground cave where a group of people are sitting in one long row with their backs to the caves entrance. Chained to their chairs from an early age, all the humans can see is the distant cave wall in from of them. The shadows of statues held by unseenRead MoreThe Allegory Of The Cave Essay975 Words   |  4 Pagesmain philosophy behind both Plato’s â€Å"The Allegory of the Cave†, and the renowned sci-fi movie â€Å"The Matrix.† Both works deal with escaping a false reality while unveiling a real one. In Plato’s â€Å"The Allegory of the Cave†, the escaped prisoner synonymous to the character Neo in â€Å"The Matrix†, exhibiting a shared theme behind both plots. Socrates suggest that with effort, all that is beaut iful and right can become visible or apparent to the prisoner, where as in The Matrix, Neo is called to a similar