All 104 Need-Blind Colleges in the US A Complete Guide

All 104 Need-Blind Colleges in the US A Complete Guide SAT / ACT Prep Online Guides and Tips When universities go through admissions applications, they take many factors into consideration, like your grades, your extracurriculars, and even your personality! But many college applicants don’trealizethat some universities also consider youand your family’sability to pay tuition as well. The hard truth is that some universities use an applicant’s ability to pay tuition without financial aid as a factor in the admissions process. This became the subject of a 2015 article from Time Magazine, which explains that many universities consider how students can contribute to their institution financially when they make admissions decisions. This sounds like scary news. But don’t worry! Many schools are addressing the issue by transitioning to need-blind admissions policies, which remove economic status as an admissions criteria. In this guide, we’ll give you a complete list of need-blind colleges in the United States and answer all of your burning questions, including: What is need-blind admission? How do need-blind policies affect tuition costs? What should you look for in a need-blind school? So let’s get started! What Are Need-Blind Colleges and Universities? Simply put, need-blind colleges are schools where a student’s ability to pay tuition costs is not factored into the admissions decision. Yes, it’s really that simple! These universities only consider the non-financial parts of your applicationlike your essays, transcript, and letters of recommendationwhen deciding whether to offer you admission. But just because a university uses need-blind admissions processes doesn’t mean the school won’t ask you about your family’s finances. You will still have to submit your financial information through documents like the FAFSA, the College Board’s CSS profile, or university-specific forms. At a need-blind college, this information will only be used to calculate your aid package after you’ve been admitted. (More on that later.) Through need-blind admission, colleges are trying to level the playing field. The idea is that the admittance system becomes more merit-based: each student stands on their own achievement in high school, not on the wealth (or lack thereof) of their parents. For example, let’s say that Emma graduates in the top 5% of her class, serves as the student body treasurer, and scores a 34 on her ACT. But Emma also comes from a single-parent household where finances are tight. A need-blind university would only consider Emma’s stellar academicsnot her family’s incomewhen deciding whether to accept her. In other words, need-blind policies help admissions counselors evaluate each applicant on the basis of merit rather than economic class. As a result, need-blind policies tend make the admissions process a little more competitive. But Aren’t All Colleges Need-Blind? While it’s true that all universities are looking for excellent candidates that are good academic, intellectual, and cultural fits for their institutions, many universities weigh whether a student can pay for tuition during the application process. As Andrew Belasco, CEO of College Transitions explains, not all institutions have access to the same amount of financial aid funding. He says: â€Å"Reduced appropriations, rising costs and budget crunches have forced many institutions to increasingly rely on tuition revenue to meet expenses†¦ [and] in the case of two students with similar credentials, many colleges are likely to give preference to the student who is able to pay more out-of-pocket.† That is not to say that most universities only consider your financial ability to pay, or that it is even a top-tier consideration! But when it comes to making decisions on students who are on the borderline, familial finances can made the difference between an acceptance and a rejection letter. Tim Gouw/Unsplash How Do Need-Blind Policies Affect Tuition Costs? There is a common misconception that colleges that are need blind also offer students who cannot pay a full ride. That is not true: just because a university is need-blind does not mean that tuition is free! Just because you get into a need-blind college does not mean you are guaranteed a free ride. For example, take a look at Brown University need-blind admissions policy. It starts like this: Need-blind admission simply means that an applicant's ability to pay for their education will not be a factor in the admission decision. In other words, a candidate's financial need will not be taken into consideration when deciding to admit, wait list, or deny an applicant. Sounds pretty good, right? Just like any need blind school, Brown does not consider a student’s ability to pay when deciding whether to admit them or not. But the statement doesn’t end there. It also clarifies how this affects Brown’s financial obligations to admitted students, and vice versa. The rest of the policy says: Need-blind admission does not require that an applicant with demonstrated financial need be awarded financial aid, nor does it require that 100% of the applicant's demonstrated need be met. Okay, let’s break this second statement down. What Brown is saying is that although they don’t look at finances to decide whether to grant a student admission, the school doesn’t guarantee that anyoneincluding lower-income studentswill be awarded financial aid. That means you will still be on the hook to cover your tuition costs through grants, scholarships, and loans. The truth is that most need-blind schools are also top-tier institutions that will offer a financial aid package to students who demonstrate need. But that isn’t guaranteed funding, and it certainly isn’t a full ride! So be aware that you might have to pay some of your tuition out of pocket even if you are accepted into a need-blind university. Ryoji Iwata/Unsplash The 3 Types of Need-Blind Financial Aid Policies So what kind of financial aid can you expect from a need-blind university? As with most things, it changes from case to case. While every need-blind university has its own policies on financial aidcheck with each individual school to get the details!we have found that in general, need-blind universities fall into one of three categories when it comes to financial aid. Category 1: Full Need, No Loans Schools So what exactly does it mean for a school to be â€Å"full need, no loans†? Full need schools are universities that promise to make sure that a student’s demonstrated financial need will be covered through financial aid opportunities without requiring student loans. Put another way, a full need, no loans school will offer a 100% financial aid package that does not include loans! This is awesome, especially since the average college student graduates with $37,172 in student debt. Need-blind schools with no loans policies are committed to helping provide students with excellent educations without burdening them with loan repayments after graduation. This is really important for moderate- to low-income students whose loan burdens might be disproportionately large compared to their more affluent counterparts. The one caveat to full need, no loans schools is that they only guarantee to cover a student’s â€Å"demonstrated financial need,† which refers to the difference between the cost of tuition and what your family can pay. So let’s look at Emma once again. She has been admitted to a full need, no loans school that costs $48,000 a year in tuition. After looking Emma’s FAFSA form, the school calculates that Emma’s family should be able to contribute $5,000 a year to her education. That means that Emma’s demonstrated financial need is the difference between those two numbers, or $42,000 a year. Because Emma’s school is full need, they provide a financial aid package that covers every penny of that $42,000 through a combination of scholarships, grants, and work study opportunities with no federal or private loans! As you can imagine, full need, no loans schools are pretty rare. In fact, as of 2017 there are only 18 universities in the U.S. that meet full financial need for each student with a no-loans policy. We’ve bolded their names in our master list of need-blind universities below, so be sure to check whether your dream school offers this opportunity. Category 2: Full Need With Loans Schools A need-blind university that is full need with loans is very similar to their â€Å"no loans† counterparts. These schools also guarantee to cover 100% of a student’s demonstrated financial need through a financial aid packagethe only difference is that this package might include loans alongside grant, scholarship, and work opportunities. Let’s see how this might affect Emma, who has also been accepted into a â€Å"full need with loans† school with an annual tuition rate of $43,000. Since this university also uses the FAFSA to determine a student’s demonstrated financial need, they also calculate that Emma’s family can contribute $5,000 a year to her education. That means Emma’s demonstrated financial need comes to $38,000 a year. The school offers Emma a financial aid package that covers the full $38,000...only unlike the first school, this financial aid package contains a Stafford Loan, too. That means when Emma graduates from a full need with loans university, she will have a small amount of student debt to repay unlike at a no loans school. Category 3: No Guaranteed Financial Aid Schools The third category of need-blind universities are schools that use need-blind policies for admissions but offer no guarantee for financial aid. As we mentioned before, most students can expect to receive some amount of financial aid from a need-blind university. But in this case, the financial aid is not guaranteed to cover a student’s demonstrated financial need, and it will often leave a gap that a student will have to fill beyond their already-determined family contribution. We know this sounds complicated, so let’s try to simplify it a bit. Take Cody for example. He has been accepted to a need-blind school that is not full need. The yearly tuition is $40,000 a year, and the school calculates that Cody’s family can contribute $15,000 a year to his education. That makes Cody’s demonstrated financial need $25,000. The school also offers Cody a financial aid package upon admission made up of scholarships and loans that covers $20,000, or 80%, of his demonstrated financial need. That leaves $5,000 uncovered, so Cody will have to find another way to make up that cost, such as private loans or outside employment. Like we mentioned earlier, your need-blind school might have a financial aid policy that differs slightly from the three we’ve talked about above. That’s why it’s important to check with your school’s admissions and financial aid offices to understand what options are available to you! What Should You Look for in a Need-Blind College? Now that you understand what a need-blind university is and how that translates to your pocketbook, here are three things you should look for when considering a need-blind college. #1: Make Sure the School Is the Right Fit for You Need-blind colleges are great institutions that often offer generous financial packages to qualified students. But it is most important that you choose a school that’s a good fit for you. A need-blind college might sound great on paper, but if it doesn’t offer the major or opportunity you have your heart set on, it’s probably worth applying to other institutions as well. #2: Check the School’s Financial Need Calculator Every school has its own tuition calculator to help you understand what the actual cost of tuition will be. Here are the tuition calculators for two need-blind schools: Yale University and Tulane University. While these will not predict the exact makeup of your potential financial aid package, a tuition calculator will clarify what you will have to pay out of pocket to attend. It is critical that you use the tuition calculator for each university when trying to determine your financial need. Your FAFSA will give you a general idea of your financial contribution, but many schoolsespecially elite institutionsuse their own proprietary formula to calculate your demonstrated financial need. The only way to get an accurate idea is to type your numbers into each calculator and see what comes out. #3: Don’t Let the Potential Aid Package Keep You From Applying to Your Dream School Remember: your FAFSA and a tuition calculator do not a financial aid package make! Don’t get discouraged if the number the forms spit out is higher than you can pay. Universities look at student need on a case-by-case basis, so your financial aid package might be more generous than you would think! Also keep in mind that the calculators don’t account for outside scholarship money, so additional awards can help bring down costs. Joey Csunyo/Unsplash A Complete List of Need-Blind Colleges in the United States Here is a complete list of need-blind universities in the United States in 2018. We’ve also bolded the names of full-need, no-loans schools to help you in your decision-making process. The colleges are: Adrian College Harvard University SUNY College of Environmental Science and Forestry Amherst College Harvey Mudd College Swarthmore College Babson College Haverford College Syracuse University Barnard College Hiram College The College of New Jersey (TCNJ) Baylor University Jewish Theological Seminary Thomas Aquinas College Biola University Johns Hopkins University Trinity University Boston College Julliard Tufts University Boston University Kenyon College Tulane University Bowdoin College Lawrence University University of Chicago Brandeis University Lehigh University University of Illinois at Chicago Brown University Lewis Clark College University of Maryland Robert H. Smith School of Business Cal Poly San Luis Obispo Marist College University of Miami California Institute of Technology (Caltech) Marlboro College University of New Hampshire Carnegie Mellon University Massachusetts Institute of Technology (MIT) University of North Carolina at Chapel Hill Chapman University Middlebury College University of Notre Dame Claremont McKenna College Mills College University of Pennsylvania Columbia University Mount St. Mary’s College University of Richmond Cooper Union for the Advancement of Science and Art New York University (NYU) University of Rochester Cornell College North Carolina State University (NCSU) University of Southern California (USC) Cornell University North Central College University of Vermont Dartmouth College Northeastern University University of Virginia Davidson College Northwestern University University of Washington Denison University Penn State Ursuline College DePaul University Pomona College Vanderbilt University Duke University Princeton University Vassar College Elon University Providence College Wabash College Emory University Randolph College Wake Forest University School of Medicine Fairleigh Dickinson University (FDU) Rice University Washington University in St. Louis (WashU) Florida State University Salem College Wellesley College Fordham University San Jose State University (SJSU) Wesleyan University Franklin W. Olin College of Engineering Soka University of America Williams College Georgetown University St. John’s College Yale University Grinnell College St. Olaf College Yeshiva University Hamilton College Stanford University What’s Next? The idea behind need-blind admissions is that it focuses on merit rather than financial status. This is a great thing, but it also makes getting admitted a little more competitive. Get the inside scoop on the people who will be reading your essay, and learn what admissions officers are looking for in top applications. Regardless of whether your top university is on the need-blind admissions list, most students need to know how much financial aid they qualify for before they commit to a school. Here’s our comprehensive list of every college that offers 100% financial aid. Many financial aid packages offer students work study opportunities. Learn more about work study and how it can help you pay for your education. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Put Adverbs in Their Place

Put Adverbs in Their Place Put Adverbs in Their Place Put Adverbs in Their Place By Mark Nichol When, how, or why something is done is expressed by an adverb, whose primary function is signaled by its name: Adverbs modify verbs (and sometimes other parts of speech more on that later). They appear more or less in proximity to the verb they modify, but their syntactical location can vary for diverse reasons. An adverb often follows a verb: â€Å"I stated the rule clearly,† but it can precede the verb (â€Å"I clearly stated the rule†) and even the subject (â€Å"Clearly, I stated the rule†). Note, however, that the latter form can be confusing: Does the sentence mean that I succeeded in my attempt at clarity, or is the sense that it is obvious that I stated the rule? The sentence, or one that precedes or follows it, must include context. Also, punctuation can change the meaning: â€Å"I stated the rule, clearly† differs in sense from â€Å"I stated the rule clearly.† (The version with the comma connotes that the writer believes that the fact is obvious.) And what if a sentence includes two or more verbs? Place the adverb to make it clear which verb it modifies: â€Å"She drove quickly to the store and selected a hat† (or, again, â€Å"She quickly drove . . .† or â€Å"Quickly, she drove . . .†) describes a lead-footed motorist, while â€Å"She drove to the store and selected a hat quickly† (or â€Å". . . quickly selected a hat†) suggests an impulsive, determined, or hurried shopper. Adverbs are applied to infinitives, which are verb phrases beginning with the word to. The pedantic admonishment against inserting is challenged in this previous post by another DailyWritingTips contributor; suffice it to say here that such sentence constructions as â€Å"He sought to successfully challenge the champion† (rather than the awkwardly hypercorrect â€Å"He sought to challenge successfully the champion†) are valid. Adverbs, curiously, also modify adjectives (themselves modifiers), prepositions, and even other adverbs. In â€Å"They were nearly correct,† for example, nearly modifies not the preceding verb were but the following adjective correct, and in â€Å"She and I met right on that corner† right modifies the prepositional phrase that follows, rather than the verb before it. â€Å"We quite rightly refused,† meanwhile, quite modifies its fellow adverb rightly. Adverbs change position depending on whether they are employed in declarative statements (â€Å"He really is that gullible†) or interrogative sentences (â€Å"Is he really that gullible?†). Also, they often have distinct meanings based on their position in a sentence; for examples, see the section â€Å"Misplaced Words† in this post. Some writing guides seem to give adverbs a bad rap, but read those resources carefully: The more sensible among them advise, as I do in this previous post about adverbs, hesitation in their employment only because their liberal use is often associated with limp verbs. And do take care to locate them correctly and effectively. 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 Grammar category, check our popular posts, or choose a related post below:Definitely use "the" or "a"Disappointed + PrepositionArtist vs. Artisan

Critical Infrastructure Protection Assignment Example | Topics and Well Written Essays - 750 words

Critical Infrastructure Protection - Assignment Example However, what is clear is that the intelligence agencies failed to protect the country from such catastrophes. To prevent such attacks in the future and to ensure that America becomes a secure country to live in and do business, George Walker Bush, undertook a proactive move that led to the establishment of the Department of Homeland Security. The move to establish the Department of Homeland Security (DHS) was informed by the need to protect the U.S. against terrorism as its main mission, according to the White House (2003). DHS has 22 different federal agencies charged with different roles aimed at ensuring that the country is safeguarded from terrorist threats. The fact that DHS had 22 different federal departments made it the third largest Federal department in the country. Operation and responsibilities of the DHS The responsibilities of the Department of Homeland Security as far as prevention and emergency response are concerned are four folds. The first major responsibility of DHS is safeguarding the United States by preventing terrorism and enhancing national security (Charvat, 2012). According to the White House (2003), safeguarding the U.S. and its citizens from terrorism was the cornerstone for its formation, following the 9/11 incident. The 9/11 incident exposed the country’s vulnerability to terrorism of whatever kind. Therefore, in response to the incident, the then president, George Walker Bush found it necessary to form an independent department responsible for safeguarding the country from terrorist threats. The DHS is also responsible for securing the U.S. borders. In fulfilling its mandate of safeguarding the country against terrorism, DHS also focuses on the prevention of unauthorized importation, acquisition, or use of nuclear, biological, and chemical materials and capabilities within the country’s borders. In addition, the DHS is responsible for safeguarding the U.S cyberspace from attack by malicious actors. Further, the DHS is charged with the responsibility of ensuring the country’s resilience to disaster (Filippini, Giannopoulos, and Schimmer 2012). Critical Infrastructure Protection (CIP) initiatives The U.S. critical infrastructure consists of power plants, highways, cyber networks, bridges, telecommunication, banking, water system financial institutions, emergency services and transport system, both government and private that are critical for the effective and efficient functioning of the country. These critical infrastructures have become vulnerable to attack by terrorists in the past decades. As such, the DHS has a responsibility of identifying, evaluating, and protecting these critical infrastructures from acts of terrorism, sabotage, or disasters. Therefore, the Critical Infrastructure Protection (CIP) initiatives are measures and techniques developed to protect the country’s critical infrastructures from terrorist attacks, sabotage, or disasters. The critical infrastructures p rotected in this case include physical assets, people, and cyber system that are important for the development of the country (Filippini, Giannopoulos, and Schimmer 2012). The DHS in conjunction with other security agencies ensures that America’s critical assets are protected from terrorism, disasters, and sabotage by ensuring the U.S. borders are safeguarded. Securing borders in this case implies the

Human Resource Management in Downsizing Essay Example | Topics and Well Written Essays - 1000 words

Human Resource Management in Downsizing - Essay Example Despite so many rounds of restructuring, announcing another one has blown off the whole motivation towards work into air. Commitment to organizational objectives is crucial to maintain in such conditions. Commitment refers to attachment and loyalty. It represents the identification of an individual with and involvement in the organization. It consists of the following factors; The behavior towards the organization also needs to be managed. The visibility of acts, the extent to which the outcomes are irrevocable and the degree to which the person undertakes the action voluntarily are important features of behavior. Organizations, such as our bank, are facing increased competition and structural change. They are more conscious to get people to identify themselves more closely with the company. To meet these needs, three ways of representing commitments have been identified that are; affective, continuance and normative. Affective commitment deals with the emotional attachments. Continuance commitment is when employee(s) stays with an organization based on his/her perceived cost of staying i.e. the cost of going in search for a new job might be more. Normative commitment refers to the moral commitment of an employee to the organization. Thought all three might look similar, they have very different impacts on the manner the employee refers himself with respect to the organization. We need to inculcate the affective commitment in the employees of our bank to restore productivity and motivation to work effectively for the success of the company. If we are successful in this, we will have a better workforce with less absenteeism; a workforce that is willing to go beyond what is desired out of their job. They are more eager to assist the organization to achieve its goals and objectives. These types of employees tend to show more motivation and organizational citizenship. With the passage of time, the employees have become a part of the bank. They have developed psychological contracts with the bank. This is like forming a relational link; not based on the monetary and/or economic incentives but on their perceived loyalty and socialization within the bank that they have been continuously feeling and practicing over so many years. Whenever going for downsizing i.e. restructuring the organization, effective communication is always beneficial. Applying a vision oriented approach, while downsizing, complimented with good and effective communication will lower the feeling of being deceived by the management. The strategic management of human resource behaviors will avoid the "Survivors" to have a decreasing level of productivity due to their perceived gap between them and the top management group. Organizational overall future success is highly dependant on these survivors and there attitudes towards the company. These employees think that now they cannot count on a longer/continuous commitment from the bank management. These remaining people are a critical

(Depend on the play) Movie Review Example | Topics and Well Written Essays - 500 words - 1

(Depend on the play) - Movie Review Example Its capability to transform simple objects into more valuable things tickles one’s imagination. It challenges character for one to be who he is not, where ever, whenever. The magic that happens on stage can be deemed contagious, especially when the pixie dusts of theatre arts touch the mind, heart and soul of the audience. First impression lasts, they say, but as for the play Midsummer Night’s Dream, it dominates. This first impression pushed the button of audience enthusiasm by simply creating impact from the set design and overall ambience of the theatre. The stage was set with a mini stage, circular with small wall- like structures and with three overlapping ramps. The set was white and glittery which created a magical feel for the magical play that it is. The different lighting designs created moods for scenes. It perfectly falls on the white palette of the stage. The music engaged the audience to their emotions while watching the play. The simple wonders crafted from set, music and lights design gave amazing effects to the ambience of the play, and improved overall performance. Speaking of performance, the actors were impressive. Individual characterization was effective. The actors seem to be in real connection to the fictional character that they are portraying. Line mastery is essential in acting but to transcend with it is the bigger challenge. To achieve the desired effect to the audience the actors need to commit to the character, in such a way that even their nails embody the nails of the portrayed character. The characters optics, kinesics, and movement are also some essentials that were excellently achieved by the actors. Costumes also greatly contributed in the production value and effectiveness of the production. Midsummer Night’s Dream is a fantasy play with queens, kings, fairies, and the like. The intricately designed costumes talk about the personality of the character the moment the actor stands on stage. Props are

Planning a Nutritional Education Program

Planning a Nutritional Education Program Nutrition Education Needs Majority of female prisoners have the thought of whether they will have enough food for themselves or for their families due to their incarceration. Half of them were incarnated most of their life and did not know what had happened outside those walls, so they might not be knowing how to shop and where to get food, lacking the skills to cook a meal, and do not know anything about food assistance programs (1). They were so used of having people to cook for them and because of restricted time they were not able to have much physical activity. The usage of literacy sources such as nutritional pamphlets and recipes could enable the prisoners to cultivate a healthy diet with regular physical activities. Preventing them from any nutrition-related chronic disease and help them to maintain a healthy lifestyle. Implementing and developing intervention that focuses on skill building and developing healthy lifestyle that incorporate good nutritional practices and physical activity (1). In addit ion, implementing education program on portion sizes and calorie estimation, healthy food purchasing with budget, cooking classes and even food sanitation classes, as well as focusing on healthy eating with a balance diet helps decrease the risk of chronic disease. In summary, a curriculum for this target population should include lessons on nutrition and childhood nutrition (portion sizes, nutritional balance and choice of food), skill in relation to cooking, budgeting, purchasing, and preparing (safe food handling practices and procedures), and physical activity habits. Social Cognitive Theory The major focus of this nutrition intervention is to apply and develop food management skill and making healthy food choices that include meal planning, shopping, and with limiting budget. By providing this skill to the female inmates allow and ensure them the skills they need by following the Social Cognitive Theory (SCT) for behavior change. The implementation of this theory was used by the Healthy Cents curriculum that will be followed for this nutrition intervention (2). SCT is based on the idea of having a comfortable learning environment, goal setting, providing opportunities to participate, and skill development to help foster behavior change (2). There are eight key concepts in SCT which consist of environment, reciprocal determinism, self-regulation, behavioral capability, expectations, self-efficacy, observational learning, and reinforcement (3). In Healthy Cents, this program stresses on using teaching lessons in a series to approach in influencing behavior change, providi ng a comfortable learning environment, dynamic interaction of the person, by knowing a person knowledge and skill, help individuals to apply with the knowledge, group work is encouraged, and goal setting using the information that are being introduced during the lesson (4). Participants are express to improve their nutrition and food shopping skills through this program. The main issue with this target population is the lack of knowledge of how to shop and plan a meal with budget. When these female prison inmates are released and re-enter into the society, they will seek for jobs but with their limited education and low literacy levels the chances of getting employed are lower (5). Without a job, they will not have enough money to buy food. Therefore, with this program enabling them to plan and shop on budget yet having a healthy lifestyle. This intervention started with addressing the reciprocal determinism of female inmates participating in Healthy Cents. In Lesson 1 discussed how to make healthy choices on a budget (2). The objectives about this lesson is to allow individual to practice choosing healthier alternatives familiar food and by teaching them the true meaning of healthy foods. The curriculum emphasis on lecturing, focusing on content, provides information, and asking recall questions, focusing on dialogue learning techniques to generate interest and excitement about the topic lesson (2). Each lesson content activities for the participation to apply, they will be divided into a small group setting to do some group activities such as practicing with the information they learn, food tasting, and goal setting for individual. At the end of the class, the participation get to take home tips or message handouts and recipe they tried in the lesson. Concept Need for Nutrition Education Strategies for Change in Lesson Environment Female inmates may not have access to healthy and nutritious foods because of where they live, lack of knowledge of what foods are considered healthy, and do not have enough money to buy foods. Provide information on what foods that are healthy, provide resources (MyPlate) and handouts that are consider healthy foods, and display ways to shop with budget (L1 -L6) Reciprocal Determinism Majority of the female inmates that are being release are from low socioeconomic with limited access to food, limited nutrition education, low literacy which might cause this populations ability to change. Teach about smart shopping for fruits and vegetables (L1), having healthy snacks that they can afford (L2), developing a food budget (L3-L4), educate in planning a meal (L5), and food shopping on a budget (L6). Discuss the importance of these helps them to change the idea that they able to have a healthy lifestyle with a limited budget. Self-Regulation Many inmates who got release currently not practicing healthy eating habits, may need assistance in selecting appropriate goals, problem solving, monitoring, and even decision making. Aid with goal setting, problem solving, and decision making by encouraging the participants to take home handouts and recipes (L1-L6). Also, encourage participants to use what they learned and participate in the discussion concerning their goals and decision (L1-L6). Behavioral Capability Prisoners need the knowledge and skill to manage their food after they are release, so they need assistance and education on how to prepare healthy meals with alternatively cheap healthy food options. Provide information and demonstration on how to shop and plan healthy meals and snacks in way that is easy to follow (L1, L2, L4-L6). Expectations While many female inmates may know that fruits, vegetables, whole grains are healthy for them, they may not believe that is impossible for them to purchase healthy items with low budget. Introduce new ways to purchase healthy food options and encourage participants to try new recipes. Handouts and recipe sheets will be provided additional information and ideas to try after the lessons (L1-L6). Self-Efficacy The target population may not live at the area where they are easily access to grocery store, therefore, they may not try before some of the foods. Promote and motivate the participants in trying new foods and make some changes with their diets. Handouts and recipe provided with additional recipe of trying other food options. (L1-L6) Observational Learning Inmates are being confined with other prisoner in the cells so they often talked and learned from each other. Lessons are taught through observational learning that involved group problem-solving discussion, listening, seeing, hearing and even asking can engage in and to promote understanding to participants (L1-L6) Reinforcements The target populations may not implement on healthy meals option because after they are released the chances of them getting employed are low (5) therefore lack of financial resources which lead to limited access to healthy food. Having low-income which eligible them to participate in food assistance programs. Inform the participants about food assistance programs can help them to access and choose foods with higher nutritional quality (L3). Curriculum The Healthy Cents program in an extension of Food Supplement Nutrition Education (FSNE) by University of Maryland. It is published in the year 2015 and is funded by United States Department of Agricultures SNAP-Ed. This curriculum is designed for adults, parents/fathers/mothers with low-income individuals and families who have limited food resources, limited budget to purchase and prepare healthy food at home. This program combines nutrition education and food resource management principles to encourage limited resource families to make healthy food choices that include making healthy choices on a budget, decreasing food expenses, developing a food budget, planning a meal, and food shopping on a budget (6). The curriculum links tools and methods for improved food resource management with USDA nutrition messages to stretch food dollars and encourage healthy food choices using MyPlate (6). These lessons were developed using the Social-Cognitive Theory. The program was created to last f or 60 minutes per lesson and with the total of 12 lessons. The lesson will be started off with the whole group then will be divided into smaller group of 4 participants each for discussion and activities. Educators able to easily follow along with the lesson plans because it is well-organized format. In the curriculum, there are handouts for the educators about materials that they need and things that are require for each lesson. There is a free downloadable file called Healthy Cents from the USDA website with all the complete information needed to facilitate the lessons. The lesson will inform about who, why, lesson length, where, and what about each topic, materials and supplies that are needed for the class, things to say and side notes for the educators, discussion questions for the participants, activities that will be doing for each lesson, new recipe to try, as well as handouts for the learners. After taking a sample handout from the take home tips, the handout was found to be a 4.3 Flesch-Kincaid Grade Level on Microsoft Word. However, not all handout contains the same literacy level. One of the handout has a grade level of 8.9. Some of the handouts are appropriate yet some is not appropriate for the target population, because with their limited education and low literacy levels (5) and about 68% did not receive high school diploma (7), it will be hard for them to comprehend the harder and higher literacy information on their own. It is important to point out that Healthy Cents contain total of 12 lessons in the curriculum. In this assignment, it will be shorten to 6 lessons that are relevance to this target populations needs. Everyone is provided with a copy of handout about the lesson and recipe to bring home with them. Lesson 1: Making Healthy Choices on a Budget. The first lesson stresses the importance about what is healthy food using MyPlate poster and how to afford and shop smartly for fresh produces. The major goal is to able to choose healthier alternatives to familiar foods and able to identify different ways to buy fresh produce using coupons and with limited budget. Lesson 2: Decreasing Food Expenses. The objective of this lesson is to help individual or families to buy healthy snacks that are affordable. Participants will compare the cost of buying individually packaged snacks to bulk package, make their own snacks and understand that snacks can be affordable to made at home and healthy. they will also practice to read nutrition facts labels to identify healthy foods. Lesson 3: Developing a Food Budget. This lesson is intended to teach the participants to choose between food needs and food wants also developing a plan on estimation food expenses. The participants will learn the 5 food groups that made up of a healthy plate and learn to plan for monthly food budget. They will play a board game that related to the lesson and try some new food that they can make for themselves. Lesson 4: Community Food Assistance Programs. Participants will have the opportunity to get resources and examine the food assistance programs that are available in the community. Practice saving money using coupons to purchase healthier items. Lesson 5: Planning a Meal to Make Life Simpler. This lesson will allow the participants to know the benefits of meal planning and acquire skills needed for developing a weekly meal plan. The learners will taste a healthy recipe that is simple to prepare. Lesson 6: Food Shopping on a Budget. Participants will learn about shopping strategies Practice using unit price compare to prices at the grocery store. Explore the layout of a grocery store and how to find lower cost items by looking at the products on shelves below eye level. Ask the participants to choose one new strategy to try for saving money at the grocery store. This curriculum is quite complete, however there is a gap in the program. The involvement of others who have chronic disease in the program will face challenges. As we know, from the nutrition assessment that there are quite many of inmates have chronic disease due to the foods being served in the prison and lack of physical activities, therefore some might face the challenge of health-related nutrition concerns. They do not have the knowledge on what kind of food and nutrition that meet the needs of their body. Perhaps modifying the intervention to involve lesson on obesity, malnutrition, diabetes, and other chronic diseases that require certain kind of foods and provide alternative food options to help lower health risks that would make it more complete. Other Program Components As the target population focuses on female inmates, it is important to consider a wider age range. This intervention educates on budgeting and how to shop with limited resources. It educates and incorporation of knowledge for healthy food options. It shows about meal planning and budgeting shopping, however it did not educate about portion sizes. American food culture is well known for big portion; they might have calculated and plan their meal but without the proper portion sizes will cause them to over eat which will lead to overweight and obese. Other than portion size, providing hands-on approach and educating on how to prepare meals will have beneficial to the target population. In addition, studies have showed that female inmates must overcome their unique social, mental, emotional, and physical challenges that prevent their ability to blend smoothly back into the society (8). Therefore, emphasis on discussing healthy lifestyle choices and habits for individual or families to create an environment that allows for positive behavior change (8) is extremely important to this population. References Decker, Jennifer and Dharod, Jigna. Nutrition Education Needs of Women Being Released from Prison. Maine Nutrition Network, USM. USDA, Food Stamp Nutrition Education, 2006. Website. Available at https://snaped.fns.usda.gov/snap/resourcefinder/WomenReleasedFromPrison.pdf. Accessed March 1, 2017. Boyle Marie A. Community Nutrition in Action: An Entrepreneurial Approach 7th ed. Boston, MA; pp 87. Textbook. Published 2016. Accessed March 25, 2017. United States Department of Agriculture. Healthy Cents. 2015. Website. Available on https://snaped.fns.usda.gov/materials/healthy-cents. Accessed on March 26, 2017. Astray-Caneda, Vivian, Busbee, Malika and Fanning, Markell. Social Learning Theory and Prison Work Release Programs. Florida International University, USA. 2013. Website. Available at http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1165context=sferc. Accessed March 26, 2017 Learning to Shop Wisely for Nutritious Foods Makes Healthy Cents. Food Supplement Nutrition Program. University of Maryland Extension. 2017. Website. Available at http://extension.umd.edu/fsne/fsne-adult-programs/learning-shop-wisely-nutritious-foods-makes-healthy-cents. Accessed March 26, 2017. Harlow, Caroline Wolf. Ph.D. BJS Statistician. Education and Correctional Populations. Bureau of Justice Statistics. Revised January 2003. Website. Available at https://www.bjs.gov/content/pub/pdf/ecp.pdf. Accessed March 27, 2017. Reentry Programs for Women Inmates. Washington, DC: U.S. Department of Justice, National Institute of Justice. Journal Issue No. 252. June 2003. Website. Available at https://nij.gov/journals/252/Pages/reentry.aspx. Accessed March 26, 2017.

Mahfouzs Akhenaten, Dweller in Truth Essay -- Historical Novels Histo

Mahfouz's Akhenaten, Dweller in Truth In the history of literature, perhaps the most explored genre is the historical novel. From the Epic of Gilgamesh to the present day, authors have taken historical facts and interpreted them novelistically. When no facts are available, the author may extrapolate missing parts of the story from two sources -- either through the interpretation of the existing scholarly data or through the author's imagination. These two approaches to 'filling in the gaps' of a historical novel can either appease the historian and displease the literary critic or please the literary critic and upset the historian. Very few novelists can produce a historically accurate novel that is also pleasing to a literary critic; to do so would be very difficult because the novelistic plot structure hardly ever follows the structure of truthful historic events. A novelistic writing about a battle in World War Two would be bound to either an accurate portrayal of the events around the main character or a convincing d epiction of the people involved. If the author chose to write about turrets, casualty statistics, and troop movements, he would surely sacrifice much of the artistic content of the novel. If the author chose to focus on character and plot, then the writer couldn't portray the event with the specificity it requires. However, the exception to these guidelines appears when a novelist chooses to write a historical novel about a time or a person when large portions of the historical picture is still either unknown or up for scholarly debate. This condition presents itself infrequently to the historical novelist, in circumstances where few people witnessed or spoke about the event, or through an event so ancient tha... ... with a few authorly embelishments. Despite his lack of glaring inaccuracies, the author does not seem to capture the anthropological, sociological, and political climate of the Amarna period. Having examined Mahfouz's portrayal of the pre-Amarna and Amarna periods, in the context of popular belief and scholarly interpretation, the novel appears as an interesting yet general view of Akhenaten and his times. Despite his writing geared towards a general audience, Mahfouz does not take advantage of his audience by engaging in heresay and confabulation. The novel appears to be thought out on the basis of scholarship, both Egyptian and otherwise, giving the reader a surface glance of the complications of the Amarna period. Works Cited: Brier, R., The Murder of Tutankhamen, 1998. Robbins, Gay. The Art of Ancient Egypt. Cambridge: Harvard University Press, 1985.

Status of women in ISLAM

Outline woman-as vital to life as man himself Islam gives woman rights and privileges, never grated before Quran addresses men and women Jointly Modern woman seeks rights by force Woman has equal share In every aspect of life She is equal In responsibilities She is equal in pursuit in knowledge She is entitled to equal freedom of expression Islam determines her share in inheritance A misconception regarding this share & her witness to civil contact Some advantages woman enjoys more than the man Veil-not a hindrance rather a blessing for woman ConclusionThe status of woman In Islam constitutes no problem. The attitude of the Qur'an and the early Muslims bear witness to the fact that the woman Is, at least, as vital to life as man himself. Had it not been for the impact of foreign cultures and alien influences, this question would have never arisen among the Muslims. The status of woman was taken for granted to equal to that of man. It was a matter of course, a matter of fact. and no o ne. then. considered it as a problem at all. There is a lot of talk about woman's rights in Pakistan and other Muslim countries these days.The Western media is projecting a very gruesome and poor plight of woman in Muslim countries with the intension of distorting the true image of Islam. Unfortunately, this propaganda is proving quite effective and the entire west and a small section of females in our society have misinterpreted Islam as being the cause of their troubles instead of the Aryan culture that we have inherited. In order to understand what Islam has established for woman, there is no need to deplore her plight in the pre- Islamic era or in the modern world ot today.Islam has given woman rights and rivileges which she has never enjoyed under other religious or constitutional systems. This can be understood when the matter Is studied as a whole In a comparative manner, rather than partially. The rights and responsibilities of a woman are equal to those of man but they are not necessarily identical with them. Equality and sameness are two quite different things. This difference Is unaerstanaaDle Decause man ana woman are not laentlcal out tney are created equals. With this distinction in mind, there is no problem.It is almost impossible to find even two identical men or women. Islam was revealed at time when people denied the humanity of the woman. Some were skeptical about it; and still others admitted it, yet considered the woman a thing created for the humble service of the man. With the advent of Islam, circumstances improved for the woman. The woman's dignity and humanity were acknowledged for the first time. Islam confirmed woman's capacity to carry out Allah's commands, her responsibilities and observations of the commands that lead to the heaven.Islam considers woman as a worthy human being, with an equal share in humanity to that of the man. Both are two branches of a single tree and two children from the same father, Adam, and mother, Eve. T he status of woman in Islam is something unique that has no parallel in any other religion. In the midst of the darkness that engulfed the world, the divine revelation echoed in the wide desert of Arabia with a fresh, noble, and universal message to humanity: â€Å"O mankind!Be dutiful to your Lord, Who created you from a single person (Adam), and from him (Adam) He created his wife [Hawwa (Eve)], and from them both He created many men and woman†¦Ã¢â‚¬ ¦. (An-Nisa:l)†. Stressing this noble nd natural conception, then the Holy Quran states: â€Å"He (God) it is Who did create you from a single soul and there from did create his mate, that he might dwell with her (in love)†. (Quran 7:189) In the early days of Islam when a girl was born, she was buried alive. This custom is still observed in Hinduism.However, the Holy Quran forbade this custom and considered it a crime like any other murder. The Holy Quran says: â€Å"And when the female (infant) buried alive- is qu estioned, for what crime was she killed? † (Quran 81:8-9) Far from saving the girl's life so that she may later suffer njustice and inequality, Islam requires kind and Just treatment to her. The saying of the Holy Prophet Muhammad (PBUH), in this regard, is following: â€Å"Whosoever has a daughter and he does not bury her alive, does not insult her, and does not favour his son over her, God will enter him into Paradise†.The Holy Quran provides us a clear- cut proof that woman is equal in all respects with man before Almighty God in terms of her rights and responsibilities. The Holy Quran states: â€Å"Every soul will be (held) in pledge for its deeds† (Quran 74:38) In terms of religious obligations, such as ffering daily prayers, fasting and pilgrimage, woman is no different from man. In some cases indeed, woman has certain advantages over man. For example woman can and did go into the mosque during the days of the Holy Prophet (PBUH) and thereafter attending th e Friday prayers is optional for them while it is mandatory for men.This is clearly a tender touch of the Islamic teachings because of the fact that a woman may be nursing her baby and thus may be unable to offer prayers in mosque. They also take into account the physiological and psychological changes associated with her natural female functions. The right of females to seek knowledge is not different from that of males. When Islam enjoins the seeking of knowledge upon Muslims, it makes no distinction between man and woman. The Holy Prophet Muhammad (PBUH), said: â€Å"Seeking knowledge is mandatory for every Muslim†.This declaration was very clear and was implemented by Muslims throughout history. According to a hadith attributed to Holy Prophet Muhammad (PBUH), he praised the woman of Madina because of their desire religious knowledge, â€Å"How splendid were tne women 0T tne Ansar; sname a a not prevent tnem Trom Decomlng learned In tne aith. † Under Islamic law, m arriage was no longer viewed as a â€Å"status† but rather as a â€Å"contract†, in which the woman's consent was imperative. The dowry, previously regarded as a bride-price paid to the father, became a nuptial gift retained by the wife as a part of her personal property.The Holy Quran clearly indicates that marriage is sharing between the two halves of the society and its objectives are emotional well-being and spiritual harmony. Its bases are love and mercy. The rules for married life in Islam are clear and in harmony with upright human nature. In onsideration of the physiological and psychological make-up of man and woman, both have equal rights and claim on each other, except for one responsibility, that of leadership. This is a matter which is natural in any collective life and which is consistent with the nature of man. Status of women in ISLAM Outline woman-as vital to life as man himself Islam gives woman rights and privileges, never grated before Quran addresses men and women Jointly Modern woman seeks rights by force Woman has equal share In every aspect of life She is equal In responsibilities She is equal in pursuit in knowledge She is entitled to equal freedom of expression Islam determines her share in inheritance A misconception regarding this share & her witness to civil contact Some advantages woman enjoys more than the man Veil-not a hindrance rather a blessing for woman ConclusionThe status of woman In Islam constitutes no problem. The attitude of the Qur'an and the early Muslims bear witness to the fact that the woman Is, at least, as vital to life as man himself. Had it not been for the impact of foreign cultures and alien influences, this question would have never arisen among the Muslims. The status of woman was taken for granted to equal to that of man. It was a matter of course, a matter of fact. and no o ne. then. considered it as a problem at all. There is a lot of talk about woman's rights in Pakistan and other Muslim countries these days.The Western media is projecting a very gruesome and poor plight of woman in Muslim countries with the intension of distorting the true image of Islam. Unfortunately, this propaganda is proving quite effective and the entire west and a small section of females in our society have misinterpreted Islam as being the cause of their troubles instead of the Aryan culture that we have inherited. In order to understand what Islam has established for woman, there is no need to deplore her plight in the pre- Islamic era or in the modern world ot today.Islam has given woman rights and rivileges which she has never enjoyed under other religious or constitutional systems. This can be understood when the matter Is studied as a whole In a comparative manner, rather than partially. The rights and responsibilities of a woman are equal to those of man but they are not necessarily identical with them. Equality and sameness are two quite different things. This difference Is unaerstanaaDle Decause man ana woman are not laentlcal out tney are created equals. With this distinction in mind, there is no problem.It is almost impossible to find even two identical men or women. Islam was revealed at time when people denied the humanity of the woman. Some were skeptical about it; and still others admitted it, yet considered the woman a thing created for the humble service of the man. With the advent of Islam, circumstances improved for the woman. The woman's dignity and humanity were acknowledged for the first time. Islam confirmed woman's capacity to carry out Allah's commands, her responsibilities and observations of the commands that lead to the heaven.Islam considers woman as a worthy human being, with an equal share in humanity to that of the man. Both are two branches of a single tree and two children from the same father, Adam, and mother, Eve. T he status of woman in Islam is something unique that has no parallel in any other religion. In the midst of the darkness that engulfed the world, the divine revelation echoed in the wide desert of Arabia with a fresh, noble, and universal message to humanity: â€Å"O mankind!Be dutiful to your Lord, Who created you from a single person (Adam), and from him (Adam) He created his wife [Hawwa (Eve)], and from them both He created many men and woman†¦Ã¢â‚¬ ¦. (An-Nisa:l)†. Stressing this noble nd natural conception, then the Holy Quran states: â€Å"He (God) it is Who did create you from a single soul and there from did create his mate, that he might dwell with her (in love)†. (Quran 7:189) In the early days of Islam when a girl was born, she was buried alive. This custom is still observed in Hinduism.However, the Holy Quran forbade this custom and considered it a crime like any other murder. The Holy Quran says: â€Å"And when the female (infant) buried alive- is qu estioned, for what crime was she killed? † (Quran 81:8-9) Far from saving the girl's life so that she may later suffer njustice and inequality, Islam requires kind and Just treatment to her. The saying of the Holy Prophet Muhammad (PBUH), in this regard, is following: â€Å"Whosoever has a daughter and he does not bury her alive, does not insult her, and does not favour his son over her, God will enter him into Paradise†.The Holy Quran provides us a clear- cut proof that woman is equal in all respects with man before Almighty God in terms of her rights and responsibilities. The Holy Quran states: â€Å"Every soul will be (held) in pledge for its deeds† (Quran 74:38) In terms of religious obligations, such as ffering daily prayers, fasting and pilgrimage, woman is no different from man. In some cases indeed, woman has certain advantages over man. For example woman can and did go into the mosque during the days of the Holy Prophet (PBUH) and thereafter attending th e Friday prayers is optional for them while it is mandatory for men.This is clearly a tender touch of the Islamic teachings because of the fact that a woman may be nursing her baby and thus may be unable to offer prayers in mosque. They also take into account the physiological and psychological changes associated with her natural female functions. The right of females to seek knowledge is not different from that of males. When Islam enjoins the seeking of knowledge upon Muslims, it makes no distinction between man and woman. The Holy Prophet Muhammad (PBUH), said: â€Å"Seeking knowledge is mandatory for every Muslim†.This declaration was very clear and was implemented by Muslims throughout history. According to a hadith attributed to Holy Prophet Muhammad (PBUH), he praised the woman of Madina because of their desire religious knowledge, â€Å"How splendid were tne women 0T tne Ansar; sname a a not prevent tnem Trom Decomlng learned In tne aith. † Under Islamic law, m arriage was no longer viewed as a â€Å"status† but rather as a â€Å"contract†, in which the woman's consent was imperative. The dowry, previously regarded as a bride-price paid to the father, became a nuptial gift retained by the wife as a part of her personal property.The Holy Quran clearly indicates that marriage is sharing between the two halves of the society and its objectives are emotional well-being and spiritual harmony. Its bases are love and mercy. The rules for married life in Islam are clear and in harmony with upright human nature. In onsideration of the physiological and psychological make-up of man and woman, both have equal rights and claim on each other, except for one responsibility, that of leadership. This is a matter which is natural in any collective life and which is consistent with the nature of man.

Competitive Intelligence essays

Competitive Intelligence essays The competitive intelligence article from worksys.com/ci101.htm proved to be both interesting and useful. As a military member looking forward to pursuing employment in the civilian intelligence sector, this article briefly elaborated on the means and needs for the competitive intelligence sector. By far the best definition that I have seen yet for competitive intelligence was found within this article. The most interesting thought from the definition was legal and ethical. Throughout previous articles and research conducted this was the first instance that the legalities and ethical decisions were placed into the core concept of competitive intelligence. Although always mentioned somewhere throughout all CI texts, legal and ethical decisions are to some an after-thought. This was an excellent definition that incorporated the needed principles of ethical and legal principle. The analogy for the Titanic Casino was an excellent tool used to help explain the theory and definite need for competitive intelligence. By explaining that CI was be used as radar for business planning and decision making, the reader is able to follow closely the true use for CI as a guiding tool in the decision making process. The classic quote by President Lincoln helps to solidify the notion of working with guidance towards a goal. The six phase of the intelligence cycle was interesting. As mentioned the CIA utilizes a five, step process that includes for the most all of the mentioned steps. However, the CIA ends their process after the dissemination of information. This CI process includes a step referred to as disengagement. This is an excellent included step that allows for feedback to ensure the CI gathered and sent out meets the intended purpose. This allows the managers to review the information in a timely fashion and then either act and move forward or request more information throu ...

A Crash Course in the Branches of Linguistics

A Crash Course in the Branches of Linguistics Dont confuse a linguist with a polyglot (someone whos able to speak many different languages) or with a language maven or SNOOT (a self-appointed authority on usage). A linguist is a specialist in the field of linguistics. So then, what is linguistics? Simply defined, linguistics is the scientific study of language. Though various types of language studies (including grammar and rhetoric) can be traced back over 2,500 years, the era of modern linguistics is barely two centuries old. Kicked off by the late-18th-century discovery that many European and Asian languages descended from a common tongue (Proto-Indo-European), modern linguistics was reshaped, first, by Ferdinand de Saussure (1857-1913) and more recently by Noam Chomsky (born 1928) and others. But theres a bit more to it than that. Multiple Perspectives on Linguistics Lets consider a few expanded definitions of linguistics. Everyone will agree that linguistics is concerned with the lexical and grammatical categories of individual languages, with differences between one type of language and another, and with historical relations within families of languages.(Peter Matthews, The Concise Oxford Dictionary of Linguistics. Oxford University Press, 2005)Linguistics can be defined as the systematic inquiry into human language- into its structures and uses and the relationship between them, as well as into its development through history and its acquisition by children and adults. The scope of linguistics includes both language structure (and its underlying grammatical competence) and language use (and its underlying communicative competence).(Edward Finegan, Language: Its Structure and Use, 6th ed. Wadsworth, 2012)Linguistics is concerned with human language as a universal and recognizable part of the human behaviour and of the human faculties, perhaps one of the most essential to human life as we know it, and one of the most far-reaching of human capabilities in relation to the whole span of mankind’s achievements.(Robert Henry Robins, General Linguistics: An Introductory Survey, 4th ed. Longmans, 1989) There is often considerable tension in linguistics departments between those who study linguistic knowledge as an abstract computational system, ultimately embedded in the human brain, and those who are more concerned with language as a social system played out in human interactional patterns and networks of beliefs. . . . Although most theoretical linguists are reasonable types, they are sometimes accused of seeing human language as purely a formal, abstract system, and of marginalizing the importance of sociolinguistic research.(Christopher J. Hall, An Introduction to Language and Linguistics: Breaking the Language Spell. Continuum, 2005) The tension that Hall refers to in this last passage is reflected, in part, by the many different types of linguistic studies that exist today. Branches of Linguistics Like most academic disciplines, linguistics has been divided into numerous overlapping subfields- a stew of alien and undigestible terms, as Randy Allen Harris characterized them in his 1993 book The Linguistics Wars (Oxford University Press). Using the sentence Fideau chased the cat as an example, Allen offered this crash course in the major branches of linguistics. (Follow the links to learn more about these subfields.) Phonetics concerns the acoustic waveform itself, the systematic disruptions of air molecules that occur whenever someone utters the expression.Phonology concerns the elements of that waveform which recognizably punctuate the sonic flow- consonants, vowels, and syllables, represented on this page by letters.Morphology concerns the words and meaningful subwords constructed out of the phonological elements- that Fideau is a noun, naming some mongrel, that chase is a verb signifying a specific action which calls for both a chaser and a chasee, that -ed is a suffix indicating past action, and so on.Syntax concerns the arrangement of those morphological elements into phrases and sentences- that chased the cat is a verb phrase, that the cat is its noun phrase (the chasee), that Fideau is another noun phrase (the chaser), that the whole thing is a sentence.Semantics concerns the proposition expressed by that sentence- in particular, that it is true if and only if some mutt named Fideau has c hased some definite cat. Though handy, Harriss list of linguistic subfields is far from comprehensive. In fact, some of the most innovative work in contemporary language studies is being carried out in even more specialized branches, some of which hardly existed 30 or 40 years ago. Here, without the assistance of Fideau, is a sample of those specialized branches: applied linguistics, cognitive linguistics, contact linguistics, corpus linguistics, discourse analysis, forensic linguistics, graphology, historical linguistics, language acquisition, lexicology, linguistic anthropology, neurolinguistics, paralinguistics, pragmatics, psycholinguistics, sociolinguistics, and stylistics. Is That All There Is? Certainly not. For both the scholar and the general reader, many fine books on linguistics and its subfields are available. But if asked to recommend a single text that is at once knowledgeable, accessible, and thoroughly enjoyable, plump for The Cambridge Encyclopedia of Language, 3rd ed., by David Crystal (Cambridge University Press, 2010). Just be warned: Crystals book may turn you into a budding linguist.

Answer the question for the journal -this is for health ethics and law Essay

Answer the question for the journal -this is for health ethics and law class - Essay Example The legal and ethical issue here is informed consent. This occurs when a health practitioner gets permission from the patient to carry out an intervention. Three elements must be present for this to occur. These are disclosure, competence and voluntariness (Irvine, Osborne & Shariff, 2003). Disclosure calls for the doctor or nurse to make sure that the patient understands the purpose, benefits and risks of the intervention. In the case of the 64 year old woman, the team informed the patient on the need for her to be placed on tube feeding. Voluntariness implies that no coercion should occur and the involved party must be able to decide on his own. The ethical element in question here is the competency of the old woman. This issue arises from the fact that she is not able to sustain her decision. According to Irvine, Osborne & Shariff (2003), the ability of a patient to give informed consent is governed by the legal requirement for competency. In the common law jurisdictions, adults are presumed to be competent to give their consent. This is, however, rebutted in cases of mental illnesses or when a patient is not able to sustain his or her decisions long enough to allow for the intervention to be implanted. This is the case with the old woman. In such an instance, two options are available; the team must either catch the patient in lucid state or go the health proxy way. According to Fisher (2013), when a doctor or nurse has realized that the patient is having a variable decision making capacity due to the underlying disease, he or she must be assessed in the different states and the outcomes documented in each contact. If the patient makes consistent decisions over time when he or she is in the lucid state, it may be used in making the decision as it will be deemed adequate enough. In the case involving the 64 year old female patient, the team

Crime Scene Investigator Behind Mysterious and Unusual Deaths Case Study

Crime Scene Investigator Behind Mysterious and Unusual Deaths - Case Study Example There were three types of shoe marks there which indicated three types of footprints in these footprints it also became evident that one of that one out those three people was a female. The way the footprints were placed was favouring the fact indicating that the boy not dead body only struggle with the two men while the woman is standing at one side only watching or recording what is happening which was also raising a doubt that may be the reason of this crime the fight is that woman. A medical expert and police photographer that was there came forward and after all the shots of the body were taken. The medical expert started examining the body by just throwing a careful watch on it and along with that he also started collecting useful information. After this aspect was covered the body was searched for the belongings with the dead body but all his pockets were empty and were torn and it was giving evidence that they had been emptied freshly most probably by the criminal. This aspec t of the investigation gave another picture that he was killed maybe because he had some property with him and the criminals were trying to snatch that. Photographer was taking pictures from all every angle of the body as a set of â€Å"CSI shot† (This is the technique of shooting extreme close-ups, normally with explanatory commentary from one of the characters from the media) (CSI, 2004). Measurements and a rough sketch were made to preserve the scene for further study and investigations and possible reconstruction.