Honor System No Longer How Amending the ADA Can Eliminate Service Animal Scams Professor Ramos Blog

Honor System No Longer How Amending the ADA Can Eliminate Service Animal Scams Photo credit: NY Post         Yancy Baer, an Army veteran and amputee, gets ready each day with the help of his service dog, Verbena, as reported by Kevin Schwaller of KXAN News. Beanz, for short, brings Baer items that are out of reach even his prosthetic. Later, Beanz accompanies Baer to the Center for the Intrepid, a rehabilitation center in San Antonio where Baer works as a firearms instructor. Beanz’s presence is helpful not only to Baer but to the other veterans at the rehabilitation center; Baer comments that â€Å"Sometimes its just the boost that they need to keep going through the day for their rehabilitation† (Schwaller). Unfortunately, the rights and safety of legitimate service animals and their owners are being threatened by a recent trend in human indecency. In order to take their beloved pet everywhere with them, people are masquerading them as service animals. According to Baer, â€Å"’The people who are out there misrepresenting service dogs is one of the [largest], if not the largest problem we have. You have dogs who dont have public access rights who arent trained to responsibly behave in public. They bark, they growl, they lunge at other dogs or people even’† (Schwaller). Fake service dogs do not just pose a physical threat; they also undermine the public’s acceptance of legitimate service dogs. Cathy Burds, a Coloradan woman with hearing impairment, was grocery shopping with her service dog when she was accosted by a man who demanded to see the dog’s papers and tried to pull the leash out of her hands (Bush). â€Å"’I think they’re cheating the system and they’re cheating all of us and it causes this man to act this way,’† Burds said of those who abuse the law to take pets wherever they want (Bush). It’s not hard to see why this problem is getting so out of hand. Federal law does not require registration of service animals (U.S. Dept. of Justice). In the absence of such a system, online retailers such as U.S. Dog Registry sell official-looking vests, ID tags, and even phony registration papers without any sort of verification. The ADA’s website explicitly states that these registration websites do not provide proof that an animal is a service dog (U.S. Department of Justice). Yet, these products are enough to embolden non-service dog owners to break the law anyway. This is because to prevent discrimination, the ADA prohibits business owners and staff from requesting any documentation of the service animal. The law allows only two questions to be asked of an animal’s owner: â€Å"(1) is the dog a service animal required because of a disability? and (2) what work or task has the dog been trained to perform?† (U.S. Dept. of Justice). Possible solutions to service animal fraud have not adequately solved the problem. As of March 2018, twenty-two states have criminalized the use of fraudulent service dogs and have implemented fines, sometimes as little as $50, as punishment (Michigan State University). Major airlines charge between $99 and $125 to bring a pet in the cabin on a one-way flight, so the risk of the fine and a petty misdemeanor charge is not enough to dissuade pet owners (CBS This Morning). It is nearly impossible to prove that service animal fraud is being committed anyway and most businesses are too afraid of being sued to ask even the permitted two questions. According to Sande Buhai, director of the Public Interest Department of Loyola Law School, â€Å"Even if a ‘service animal’ is not housebroken or is disturbing other patrons, the business will often do nothing lest its violation of the ADA leads to fines ($55,000 for the first offense; $100,000 for the second offense and beyond), ci vil penalty, and personal lawsuits by pet owners† (794). Effectively, animals that are obviously pets are permitted even when public health and safety is a concern because the ADA currently does not provide a way to verify that an animal is, in fact, a service animal. U.S. Dog Registry Service Dog Deluxe Kit $199         The solution to this growing problem is an amendment to the ADA that a) creates a federal service dog registry and b) allows employees to request an animal’s proof of registration. To create a federal service dog registry, the Department of Justice could implement a system with a simple 2-step verification process. An applicant must show documentation of a disability provided by a doctor. Then, the applicant would show that their animal is properly trained. The Department of Justice could utilize the International Association of Assistance Dog Partners’ (IAADP), which is a worldwide non-profit organization that has operated for over 30 years. The IAADP accredits animal training agencies and regularly assesses these agencies to ensure standards are being met. If the applicant’s animal has been trained by an IAADP-accredited organization, the owner would only need to submit documentation provided by the organization. Because the ADA allows the animal to be trained by the owner or non-accredited organizations, the DOJ could also allow service animals to be verified by passing the IAADP’s Public Access Test (IAADP). Testing could be done in person, at one of the IAADP’s accredited agencies, or by videotaping the service animal performing the test. After both the animal’s training and the person’s disability are verified, the person would receive a federal ID for the animal to wear on a harness or vest. This approach would deter people from attempting to pass their pet off as a service animal because it would easily be verifiable whether the animal is registered. Without a valid ID, it would be instantly apparent that the person is breaking the law. It would also remove the incentive for faking service animals in the first place. Businesses would be able to require verification for an animal to enter, and the lack of this system is what currently makes it so easy for people to bring their pet with them in â€Å"no pets† areas under the guise of service dog status. Second, this approach would uphold the ADA’s commitment to privacy and ease of access for disabled individuals. Some would argue that such an amendment would place an undue burden on handicapped individuals, but it would actually protect their rights. This is because the verification of a service animal’s status would remove the need for the awkward and potentially invasive questions currently allowed by the ADA (Buhai 796). It would also protect service dog owners from the harm caused by those abusing the system. Because ease of access is currently being jeopardized, such as in cases of discrimination due to bad experiences with fake service dogs, the amendment is necessary to ensure that legitimate service dogs are protected by law while others are no longer able to abuse the system. Those who argue against such an amendment claim that it would place an undue burden on disabled people. However, no such claims are made against the system of handicap parking placard system, which mandates that disabled people obtain a placard before they are permitted to park in a handicapped-only spot. Without this system, the public would essentially be on the â€Å"honors system† that is currently in place with service dogs. Access for handicapped spots is reserved for disabled people only but without placards, the public would be able to park in handicapped spots without penalty. This is exactly what’s happening with service dog use under the ADA. With no way of verifying that an animal is a service dog, anyone can abuse the system that is in place to help disabled people. As shown by the necessity of handicap placards, sometimes it is necessary to require verification of a disability so that others do not take advantage of a useful system. In conclusion, the problem of service dog fraud is best remedied by an amendment to the ADA that creates an official service dog registry and allows businesses to require that animals on the premises have proof of registration. While state laws have attempted to remedy the situation by criminalizing service dog fraud, this solution is rendered useless without a way to verify whether an animal is indeed a service animal. Though such an amendment to the ADA would require additional effort on the part of service dog owners, it does not violate the ADA just as the handicap parking system does not infringe on the rights of the disabled. If this system were in place, the safety and public acceptance of those like Bauer and his service dog Beanz would not be threatened by people who scam the system to gain a minor convenience. Buhai, Sande. â€Å"Preventing the Abuse of Service Animal Regulations.† Legislation and Public Policy, vol. 19, no. 4, 2016, pp. 771-796, https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3037205. Accessed 6 August 2018. This publication reports the various laws related to service animals in the United States as well as the problems with these laws that allow for service animal fraud. I use this paper in my report to address current deficiencies in federal law that make service animal fraud possible. This report was authored by Sande Buhai, Clinical Professor of Law and Director of the Public Interest Department of Loyola Law School in Los Angeles. It was published by a peer-reviewed journal. Bush, Stan. â€Å"’She Had Her Vest On’: Woman with Service Dog Attacked At GroceryStore.† CBS Denver, November 27, 2007, https://denver.cbslocal.com/2017/11/27/woman-service-dog-attacked/. Accessed 6 August 2018. This news report highlights the personal story of a woman who has been affected by service dog scams. I use this in my report to show that service animal fraud is not a victimless crime. This report was published by a CBS news affiliate. â€Å"International Association of Assistance Dog Partners Minimum Training Standards for Public Access.† International Association of Assistance Dog Partners (IAADP), 1995, iaadp.org/iaadp-minimum-training-standards-for-public-access.html. Accessed August 9, 2018. This report analyzes the minimum training standards necessary prior to a service animal’s access to the public. It concludes the â€Å"public access test† and provides a sample training log accompanied by instructions. I use this publication in my report to show a possible way to verify the training of services dogs. This report was compiled by employees, published online, and presented by a non-profit, cross-disability organization. â€Å"Passengers Abuse Rules to Bring Animals on Planes.† YouTube, uploaded by CBS This Morning, May 14, 2005, https://www.youtube.com/watch?v=AO_mAfYM1Vo. Accessed August 4, 2018. This news report analyzes the current reasons that people abuse service animal regulations, including to bypass airline fees. I use this study in my report to show that current laws are not sufficient deterrents to service animal fraud. This report was compiled by journalists, published on television and online, and presented by a professional news agency. Schwaller, Kevin. â€Å"Fake service dogs: The harm caused by pet owners who break the rules.†Ã‚  KXAN, February 21, 2016, https://www.kxan.com/news/investigations/fake-service-dogs-the-harm-caused-by-pet-owners-who-break-the-rules/1156459949. Accessed August 7, 2018. This report highlights the story of a man and his service dog who are affected by the recent trend of service animal fraud. I use this news story in my report to show that service animals are necessary to the disabled and the right to a service animal is being infringed upon by those who commit fraud. This report was compiled by journalists, published on television and online, and presented by a professional news agency. United States, Department of Justice. Civil Rights Division, Disability Rights Section.   â€Å"ADA 2010 Revised Requirements: Service Animals.† American Disabilities Act, 12 July 2011, https://www.ada.gov/service_animals_2010.htm. This government document explains the federal laws that relate to service animals. I use this document in my report to explain the current law as well as its deficiencies. This publication is available through the U.S. Department of Justice’s official website.

Again, Why Contests

Again, Why Contests Contests are the underdog in the publishing industry, yet everyone wants to have won an award. So why arent contests a regular in a writers promotional plan? The fear of competition? The concept of paying an entry fee? Im not sure, but writers need to take a moment to consider entering contests. You dont have to wait until you have a book to vie for an award. The benefits of entering contests: 1) You learn to be vetted. Rejection is a necessary evil in a writers world. Toughen up being rejected in a contest rather than 2) You develop a measure for your talent. All too often writers wonder if theyve evolved to the point of being worthy of publication. Those who dont wonder are definitely not. A good measure of your abilities comes from entering contests. When you start placing, you realize you might be getting it right. 3) You learn to write for a judges eye. Writing for readers can often dilute the urgency to write well. Picturing a judge dissecting your work may raise your awareness. 4) Placing or winning opens doors. Besides the obvious of being able to claim you are an award-winning writer, you and your name appear on several radars of agents, publishers, even promoters. You may win a publication contract, money, promotion online. Regardless, you climb that ladder higher than if you hadnt entered. 5) You may find a home for your poetry or prose. The market is slim for shorter works and poetry. Contests, however, are one of the few opportunities to put you on the map, get published, even earn a financial reward. Poetry and shorts contests abound in the spring and fall. Use them The perceived drawbacks of entering contests: 1) Entry fees. Frankly, I see nothing wrong with entry fees. Contests cost money to operate. Sure, if you submit to ten a month at 15 dollars each, the cost can add up, but you could easily insert one a month into your writing plan. 2) Tying up work. When you submit to a contest, the sponsor expects the piece to be original and unpublished, and dont want to compete with someone else if they choose your work. But you are prolific. You can keep pitching to publishers or self-publish and fight for attention amidst the competition, or you can submit to a contest and let it sit for a few months. You are a writer. You have way more pieces in your head, so write them. 3) Scams. Sorry, another weak excuse in my book. There are more scammy agents and bedroom small publishers than contests. And its easier to search and determine the caliber of a contest than those agents and publishers. I sum up contests in one word: opportunity. You can embrace it or let it slide on

Critical Evaluation of a Website Essay Example | Topics and Well Written Essays - 500 words

Critical Evaluation of a Website - Essay Example Also, it is possible to contact WWW@sil.org. There is no any information about updates and creation of this web page. It is possible to say that this document is a current one because the organization indicates a current year on the site. The site provides viewers with a link to the home page. Also, the graphics of this site and information display is appealing to users. The purpose of the page web is indicated on the home page. Thus, there is a need for up-to-date information and the exact date of all changes. The information discussed in the article is useful for my purposes because it highlights SIL's philosophy and importance of endangered languages for general community. Unfortunately, the web page lacks objectivity because there is no a bibliography of print sources. The web page leads viewers to other Web resources but omits printed materials on this topic. Taking into account the pros and cons of the web page, it is evident that the key to any successful relationship program is detailed information and its design. Another feature, which is closely connected with this one, is that the better information that visitors have about the author, the more value they will potentially be able to provide. The main weaknesses of the web page are that it does not indicate the last date of changes and a bibliography.

Interaction Theories Essay Example | Topics and Well Written Essays - 1000 words

Interaction Theories - Essay Example Over the past few weeks, there has been some distance between the two, which Jade translated as diminishing interest and ignorance, not knowing that Mason was under job stress and pressure. One night over a phone conversation between the two, Mason was more silent and seemed disinterested in the conversation. This upset Jade, who quickly ended the conversation and sent him a text expressing her feelings. Mason’s reply was that since they were in a long distance relationship, they had little to talk about and that she was blowing his reasons for silence out of proportion. After several exchanges and arguments, the couple finally realized that they both lead busy lives, but they must ensure that they put positive efforts for their relationship to work. The argument was also a revelation for Mason. It presented Jade as a sensitive person who needs constant attention. She also holds her emotions within her when she gets upset. Eventually, the couple came to a mutual agreement. Mas on now understood her better and apologized to her. Application Evolutionary psychology is a biological approach that seeks to explain human behavior and interaction with other humans. The emphasis of the theory in human relations includes parenting, interactions within relatives and families, and interactions with unrelated people. According to this theory, most of the human behavior is explainable by internal psychological mechanisms (Chadee, 2011). In essence, this theory attributes human behaviors to adaption and psychological mechanisms, which are responses to particular contingencies in their environment, and their selection depends on their contribution to survival and reproduction. Jade’s father left at a very tender age. She therefore developed psychological mechanisms that made her sensitive, seeking attention for that fatherly love. This explains her past relationship problems, and the recent one with Mason. Her ideal romantic partner is one who cares and listens t o her. Luckily, Mason now understands her. Attachment theory explains the dynamics and principles of long-term relationships between people. The theory has an extension of adult romantic relations by Philip Shaver and Cindy Hazan. The attachment theory explains four styles of attachments in adults: anxious-preoccupied, secure, fearful-avoidant, and dismissive-avoidance (Chadee, 2011). Securely attached adults have positive views of themselves, their relationships, and their partners. They are comfortable with independence and intimacy. In the dismissive-avoidant group, adults seek independence, avoiding attachment completely. They consider themselves invulnerable to feelings and self-sufficient. They suppress their feelings and distance themselves when rejected. With fearful-avoidant adults, there is mixed feelings and reactions on emotional closeness. They desire the closeness, and at the same time feel uncomfortable. They consider themselves unworthy and mistrust their partners. A nxious-preoccupied individuals need approval, responsiveness, and high levels of intimacy. As a result, they become overly dependent on their partners (Chadee, 2011). These adults have less positive views of themselves and their relationship, are less trusting, and display high levels of impulsiveness, worry, and emotional expressiveness. Jade fits well in the anxious-preoccupied style of attachment. This is evident from her emotional

Birth Control in Schools Essay Example for Free

Birth Control in Schools Essay Schools are the one institution in our society regularly attended by most young people-nearly 95% of all youth aged 5 to 17 years are enrolled in elementary or secondary schools (National Center for Education Statistics, 1993). Large percentage of youth attend schools for years before they encounter sexual risk-taking behaviors and a majority is enrolled at the time they initiate intercourse. Just as youth in communities with high rates of poverty and social unawareness are more likely to become pregnant so youth in schools with high rates of poverty and social inadequacy are also more likely to become pregnant. In particular, when female teens attend schools with high percentages of dropout rates and with higher rates of school vandalism they are more likely to become pregnant. The lack of opportunity and greater disorganization in some minority communities in this country, teens in schools with higher percentages of minority students are also more likely to have higher pregnancy rates than teens in schools with lower percentages of minority(Manlove, 1998).. Students in these studies, it is often difficult to distinguish the impact of school character from the impact of the community characteristics in which they reside. Social scientists and educators have suggested a wide variety of explanations for how schools reduce sexual risk-taking behavior. Some of their explanations have observed research supporting them, while others are credible, but lack supporting research. For example, educators concerned with adolescent sexual behavior have suggested that: 1. Schools structure students time and limit the amount of time that students can be alone and engage in sex. 2. Schools increase interaction with and attachment to adults who discourage risk-taking behavior of any kind (e.g., substance use, sexual risk-taking, or accident-producing behavior). More generally, they create an environment which discourages risk-taking. 3. Schools affect selection of friends and larger peer groups that are important to them. Because peer norms about sex and contraception significantly influence teens behavior, this impact on schools may be substantial. However, just how schools affect selection of friends and peers is not clearly understood. 4. Schools can increase belief in the future and help youth plan for higher education and careers. Such planning may increase the motivation to avoid early childbearing. As noted above, multiple studies demonstrate that educational and career aspiration are related to use of contraception, pregnancy, and childbearing. 5. Schools can increase students self-esteem, sense of competence, and communication and refusal skills. These skills may help students avoid unprotected sex. Despite the growing strength of the abstinence movement across the country, large majorities of adults favor SEX and AIDS education that includes discussions of condoms and contraceptives. For example, a 1998 poll of American adults found that 87% thought birth control should be covered (Rose Gallup, 41-53), a 1998 poll found that 90% of adults thought condoms should be covered (Haffner Wagoner, 22-23)and another 1999 poll found that 82% of adults believed all aspects of sex education including birth control and safer sex should be taught . (Hoff, Greene, McIntosh, Rawlings, DAmico, 2000). Given both the need for effective educational programs and public support for such programs, schools have responded. According to a 1999 national survey of school teachers in grades 7 to 12, about 93% of their schools offered sexuality or HIV education (Darroch, Landry, Singh, 204-211, 265). Of those schools teaching any topics in sexuality education, between 85% and 100% included instruction on consequences of teenage parenthood, STD, HIV/AIDS, abstinence, and ways to resist peer pressure to have sex. Between 75% and 85% of the schools provided instruction about puberty, dating, sexual abuse, and birth control methods. Teachers reported that the most important messages they wanted to convey were about abstinence and responsibility. During the same year, survey results from a second survey of teachers and students in grades 7 to 12 were completed (Hoff et al., 2000). Their results were similar to the study above. They revealed that at least 75% of the students and similar percentages of the teachers indicated the following topics were covered in their instruction: basics of reproduction, STD and HIV/AIDS, abstinence, dealing with pressures to have sex, and birth control. Despite the fact that most adolescents receive at least a minimum amount of sexuality or HIV education, it is widely believed by professionals in the field that most programs are short, are not comprehensive, fail to cover some important topics, and are less effective than they could be (Britton, deMauro, Gambrell, 1-8; Darroch, Landry, Singh, 2000; Gambrell Haffner, 1993; Hoff, et al., 2000). For example, both surveys of teachers discussed above found that only half to two thirds of the teachers covered how to use condoms or how to get and use birth control. there is very little information about the extent to which sex- and HIV-education curriculum have been found to be effective and are implemented with fidelity in additional schools. However, considerable unreliable information indicates few schools implemented the lessons. There is a widely held belief that schools have established a foundation for programs, but that effective programs need to be implementing more broadly and with greater dedication throughout the country. I want to take you back to when I was a teenager and how I personally can relate to the same choices and decisions our teenagers is face with today, in my personal experience; My boyfriend and I had our sex talk we decide I should go to my mother and talk to her about some form of birth control, her response was no. there was no explanation, no reasoning, and no questions ask about why I want to go on it. It was simply no! The end result I have 21yrs old. Im not saying that we made the best choice because I still had an option to use a condom and contraceptives. Todays teenagers resources are plentiful, they can go to cook county hospital, they have Planned Parenthood and there local clinic in there neighborhood and now they have program that are being implemented in their high schools. Children, who do not have supported parents, can not talk to their parents. I want to bring in another aspect as to what can happen when you do not enforce communication about birth control, sex and consequences with your teenager, as you know Im a grandmother I wouldnt trade my granddaughter in for anything in the world. Not enforcing the use of contraceptive, I feel one of the reasons that I became a grandmother in my thirty. because I did not get as involved with my son as I should have after he inform me that he was sexually active. The high Schools offer them open lines of communication and provide a safe atmosphere in which allows them to express their thought as to why they are there in the first place. It’s possible it can lead to single parenthood and a high drop out rate. Pregnancy among teenagers is continuing to rise despite a 40 million Government campaign to reduce the problem, while sexually transmitted diseases are reaching epidemic levels. The Royal College of Nursing revealed that increasing numbers of teenagers are indulging in sex and even taking part in orgies called daisy chaining. The Department for Education and Skills has admitted that 66 out of 150 local education authorities have at least one school based health service in their area providing advice, access to or direct provision of contraception. You have statistics on birth control and personal experience wouldnt you rather your teenager be knowledgeable than not? Biliography Britton, P. O., DeMauro, D., Gambrell, A. E. HIV/AIDS education: SIECUS study on HIV/AIDS education for schools finds states make progress, but work remains. SIECUS Report, 21(1), 1-8 (1992) Chandy, J. M., Harris, L., Blum, R. W., Resnick, M. D. Female adolescents of alcohol misusers: Sexual behaviors. Journal of Youth and Adolescence, 23, 695-709 (1994) Darroch, J. E., Landry, D. J., Singh, S. Changing emphases in sexuality education in U.S. pubic secondary schools, 1988-1999. Family Planning Perspectives, 32, 204-211, 265 (2000) Gambrell, A. E., Haffner, D. Unfinished business: A SIECUS assessment of state sexuality education programs. New York: SIECUS (1993) Haffner, D., Wagoner, J. Vast majority of Americans support sexuality education. SIECUS Report, 27(6), 22-23 (1999) Hoff, T., Greene, L., McIntosh, M., Rawlings, N., DAmico, J. Sex education in America: A series of national surveys of students, parents, teachers, and Jones 8 principals. Menlo Park, CA: The Kaiser Family Foundation. (2000) Manlove, J. The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of Research on Adolescence, 8, 187-220 (1998) National Center for Education Statistics. Digest of Education Statistics, 1993. Washington, DC: US Department of Education, Office of Educational Research and Improvement. (1993) Rose, L. C., Gallup, A. M. The 30th annual Phi Delta Kappa/Gallup Poll of the publics attitudes toward the public schools. Phi Delta Kappan, Sept., 41-53 (1998, September) Singh S. Adolescent pregnancy in the United States: An interstate analysis. Family Planning Perspectives, 18, 210-220 (1986)

Zora Neale Hurstons They Eyes Were Watching God Essay -- Hurston Eyes

Zora Neale Hurston's They Eyes Were Watching God It’s no wonder that â€Å"[t]he hurricane scene in Zora Neale Hurston’s novel, Their Eyes Were Watching God, is a famous one and [that] other writers have used it in an effort to signify on Hurston† (Mills, â€Å"Hurston†). The final, climactic portion of this scene acts as the central metaphor of the novel and illustrates the pivotal interactions that Janie, the protagonist, has with her Nanny and each of her three husbands. In each relationship, Janie tries to â€Å"’go tuh God, and†¦find out about livin’ fuh [herself]’† (192). She does this by approaching each surrogate parental figure as one would go to God, the Father; she offers her faith and obedience to them and receives their definitions of love and protection in return. When they threaten to annihilate and hush her with these definitions, however, she uses her voice and fights to save her dream and her life. Hurston shows how Janie’s parental figures t ransform into metaphorical hurricanes, how a literal hurricane transforms into a metaphorical representation of Janie’s parental figures, and how Janie survives all five hurricanes. Janie’s first parental, godlike figure is Nanny, and she is the first to assume the form of a metaphorical hurricane or â€Å"[s]omething resembling a hurricane in force or speed† (â€Å"Hurricane†). Nanny establishes her parental, godlike status to Janie when she says, â€Å"’You ain’t got no papa, you might jus’ as well say no mama, for de good she do yuh. You ain’t got nobody but me†¦Neither can you stand alone by yo’self’† (15). While acting as the sole provider of love and protection to Janie, Nanny assumes the speed and force of a hurricane; â€Å"she bolt[s] upright† upon witnessing Janie’s first kiss an... ...er, she uses her voice and fights to save her dream and her life. Because the hurricane scene serves as the central metaphor of Hurston’s novel, it’s not surprising that other writers would want to use the hurricane to signify on Hurston. What may surprise these other writers, however, is that the novel actually includes five hurricane scenes, not just one. Works Cited â€Å"Fill.† The American Heritage Dictionary of the English Language 2000 Fourth ed. Bartleby.com. 13 Nov. 2004 . Hurston, Zora Neale. Their Eyes Were Watching God. New York: Perennial, (1937) 1965. â€Å"Hurricane.† The American Heritage Dictionary of the English Language 2000 Fourth ed. Bartleby.com. 13 Nov. 2004 . Mills, Elizabeth. â€Å"Hurston, Their Eyes Were Watching God.† Eighteenth Class Meeting. English 281. Davidson College. 26 Oct. 2004.

Nursing Care Plan Essay

Client name: Mrs. Chan Age/ sex: 48/F Medical diagnosis: Fluid overload, decreased TK output and decreased Hb Assessment date: 25-11-2012 Diagnostic statement (PES): Excess fluid volume related to compromised regulatory mechanism secondary to end-stage renal failure as evidence by peripheral edema and patient’s weight gained from 69.8kg to 73.6kg within 4 days. Assessment Nursing Diagnosis Goals & Expected Outcomes Nursing Interventions Rationales Methods of Evaluation Subjective data: 1. The client claimed her weight started to gain quickly 2 weeks before admission. 2. The client reported of taut and shiny skin appeared on the limbs and face. 3. The client complained on decreasing urinary output 2 weeks before admission. 4. The client complained of increasing SOB and orthopnoea Objective data: 1. Pressing thumb for 5s into the limbs’ skin and removed quickly resulted in pitting and graded at +1. 2. The client’s weight gained from 69.8kg to 73.6kg from 25/11/2012 to 29/11/2012. 3. Reduced CAPD output was noted. 4. Shifting dullness on abdomen was noted. Dysfunctional health pattern: Nutrition and Metabolism Problem: Excess fluid volume Etiology:  related to compromised regulatory mechanism secondary to end-stage renal failure Defining characteristics/ Signs & symptoms : 1. Client’s weight gained from 69.8kg to 73.6kg within 4 days. 2. Peripheral edema graded at +1. Goals: The client will exhibit decreased edema on peripheral. Expected outcomes: 1. The client can regain fluid balance as evidenced by weight loss accessed by3/12/2012 2. The client will be able to verbalize the restricted amount of necessary dietary like sodium and fluid as prescribed by 3/12/2012. 3. The client will be able to demonstrate 1 method to access edema by 3/12/2012 4. The client will demonstrate 2 method to help reduce edema by 3/12/2012 1. Ongoing assessments a) Record 24hrs intake and output balance. b) Weigh at 0600 and 1800 daily 2. Therapeutic interventions a) Introduce the needs for low sodium diet and the lower the fluid intake less than 800ml b) Apply stockings while lying down and check extremities  frequently for adequate circulation. c) Advise the client to elevate her feet when sitting 3. Education for client and caregivers a) Plan ROM exercise for all extremities every 4h b) Teach pressing thumb for 5s into the skin and grading if appear in pitting. c) Educate the sign and syndromes of edema. d) Teach to avoid canned and frozen food and cook without salt and use spices to add flavour. 1a) Weight client daily can monitor trends to evaluate interventions.( Lewis& Sharon Mantik., 2011) b) Monitor IO chat can determine effect of treatment on kidney function( Lewis& Sharon Mantik., 2011) 2a) High-sodium intake leads to increase water retention(Carpenito, L. J., 2010) b) Compression stockings increase venous return and reduce venous pooling. (Carpenito, L. J., 2010) c) This prevent fluid accumulation in the lower extremities. (Gulamick & Myers, 2007) 3a) Contracting skeletal muscles increase lymph flow and reduce edema. (Carpenito, L. J., 2010) b&c) Client and caregiver can help monitor and control fluid overload ( Lewis& Sharon Mantik., 2011) d) Restrict the sodium intake can decrease the feeling of thirst to drink water. ( Gulamick & Myers, 2007) 1. Keep checking on the change of client’s weight. 2. Assess the client’s edema condition every day by pressing. 3. Ask the client to demonstrate the method for accessing and reducing edema. 4. Ask the client to record the menu eaten for checking the eating habits. 5. Ask the client to verbalize syndromes of edema.

Like water for Chocolate

These quotes show Tit's connection to food, which grow slowly in ever y chapter of the book. TIA prepares certain dishes for special occasions and at different times of the year and the food is connected to her emotions. First, the narrator begins by telling the reader that â€Å"The trouble with crying ova ere an onion is that once the chopping gets you started and the tears begin to well up, the next thing you know you just can't stop! † (3). The narrator is indirectly telling the reader that food is also like Faber 2 motions.As a matter of fact â€Å"TIA made her entrance into this world, preempt rely, right there on the kitchen table amid the smells of simmering noodle soup, thyme, bay leave s, and cilantro, steamed milk, garlic, and of course, onion. † (Quiver 56). This quote shows the at TIA is connected to food even before she can cook. The fact that Tit's onion induce d crying caused her to come to the world prematurely show us that in the novel tears are symbol of Tit's emotional connection, once again making food a really important role in the novel.Second, Food in Like Water for Chocolate doesn't only represent emotions it a I so represents tradition. â€Å"TIA gets her great cooking skills from Nacho, this is there e way of passing down the recipes from generation to generation. The recipes in Like Water for Chocolate are kept in the family. TIA then passes the recipes to Spenserian. Spenserian then passes them to her daughter who puts them in the book. The recipes that are passes down from generation to generation are also what tell us the story of TIA† (Tradition, Culture, Food in Lie eek Water for Chocolate 1).There was one day when Rosary did attempt to cook. When It TA tried nicely to give her some advice, Rosary became irritated and asked her to leave the kit chem.. The rice was obviously scorched, the meat dried out, the dessert burnt. But no one at the t able dared display the tiniest hint of displeasure, not after Mama Elena had pointedly remarked: â€Å"As for the first meal Rosary has cooked it isn't bad. Don't you agree, Pedro? † Of course, t hat afternoon the whole family felt sick to their stomachs† (50). The sickness that the family felt was that of the hate in she prepared the meal with.Third, Esquire' specifically tells the reader that the cook has the power to do stuff by saying â€Å"The kitchen becomes a veritable reservoir of creative and magical events, in which the cook who possesses this talent becomes artist, healer, and lover. Culinary activity I involves not just the Faber 3 combination of prescribed ingredients, but something personal and creative e matting from the cook, a magical quality which transforms the food and grants its powerful pro parties that go beyond physical satisfaction to provide spiritual nourishment as well† (60).The e use of Magical realism in this novel let's the reader understand more how in this novel the c ask possesses the talent to become an artist a healer or a lover. In conclusion, Food has a meaning of communication in this novel. F-DOD I s represented to show the emotions of TIA as well as the other characters. Food has a strong r ole in Like Water for Chocolate because food and it's tradition is what identifies the main char Cater, TIA . Through the novel we see that TIA was born in a Kitchen and lived cooking almost all h ere life.The title of he book is also symbolic because â€Å"the phrase like water for chocolate came f room Mexico. In Mexico,hot chocolate is made with water, not milk. The water is brought to a boil and then the chocolate is spooned into it. A person in a state of sexual excitement is said to be â€Å"like water for chocolate(algebra Dictionary). † The narrator utilized food to represent Tit's ATT ration to Pedro. Food is extremely important in this novel because without the magical realism m used with the food, it would of been harder for the reader to understand Tit's affai r with Pee door.

Free Essays on 1956

Sociology Essay How useful is the concept of ‘elite’ for understanding the distribution of power in either Britain or the United States? Introduction In America perhaps only race is a more sensitive subject than the way we sort ourselves out in the struggle for success. The eminent sociologist Robert Merton calls it the ‘structure of opportunity’. In the understanding of the usefulness of the term ‘elite’, there are some common historical variables, which must be looked at in order to appreciate the power organisms at work even in American society, and how from the days of Thomas Jefferson to the era of Newt Gingrich, the assumption of superiority is an undercurrent in American life and society. In this essay I will attempt to show that elitist power in America is controlled by a few at the top of the political, corporate, social and religious pyramid. Moreover, the concept of natural aristocracy, or meritocracy, has a powerful resonance e ven in the United States of America. Historical Antecedents In understanding the usefulness of the term elite in American society, late 19th and 20th century history provides the pretext for what was called a â€Å" fluid society â€Å". This was a highly mechanized, industrial age in which people’s roles were being determined by their merit, talents, character and ‘grit’. By 1910, Harvard Professor Frederick Jackson Turner was influential in transforming this ministerial training school into an Ivy League institution, dominated by the children of a distinct upper class†¦ most Northeastern and mostly business. This class came to be known as the Episcopacy, after its predominant religion – Episcopalianism. The genesis of the Episcopacy at the end of the 19th century represented the merger of what appeared to be an irreconcilable conflict between two rival elite groups: the old pre-industrial New England – based on upper-class norms, with its h igh-minded, non-urban mores, and the b... Free Essays on 1956 Free Essays on 1956 Sociology Essay How useful is the concept of ‘elite’ for understanding the distribution of power in either Britain or the United States? Introduction In America perhaps only race is a more sensitive subject than the way we sort ourselves out in the struggle for success. The eminent sociologist Robert Merton calls it the ‘structure of opportunity’. In the understanding of the usefulness of the term ‘elite’, there are some common historical variables, which must be looked at in order to appreciate the power organisms at work even in American society, and how from the days of Thomas Jefferson to the era of Newt Gingrich, the assumption of superiority is an undercurrent in American life and society. In this essay I will attempt to show that elitist power in America is controlled by a few at the top of the political, corporate, social and religious pyramid. Moreover, the concept of natural aristocracy, or meritocracy, has a powerful resonance e ven in the United States of America. Historical Antecedents In understanding the usefulness of the term elite in American society, late 19th and 20th century history provides the pretext for what was called a â€Å" fluid society â€Å". This was a highly mechanized, industrial age in which people’s roles were being determined by their merit, talents, character and ‘grit’. By 1910, Harvard Professor Frederick Jackson Turner was influential in transforming this ministerial training school into an Ivy League institution, dominated by the children of a distinct upper class†¦ most Northeastern and mostly business. This class came to be known as the Episcopacy, after its predominant religion – Episcopalianism. The genesis of the Episcopacy at the end of the 19th century represented the merger of what appeared to be an irreconcilable conflict between two rival elite groups: the old pre-industrial New England – based on upper-class norms, with its h igh-minded, non-urban mores, and the b...

Vocabulary Chart ESL Lesson Plan

Vocabulary Chart ESL Lesson Plan Vocabulary charts come in a wide variety of forms. Using charts can help focus in on specific areas of English, group together words, show structures and hierarchy, etc. One of the most popular types of chart is a MindMap. A MindMap isnt really a chart, but rather a way to organize information. This vocabulary chart lesson is based on a MindMap, but teachers can use further suggestions for adapting graphic organizers as vocabulary charts. This activity helps students widen their passive and active vocabulary based on related word group areas. Typically, students will often learn new vocabulary by simply writing lists of new vocabulary words and then memorize these words by rote. Unfortunately, this technique often provides few contextual clues. Rote learning helps short term learning for exams etc. Unfortunately, it doesnt really provide a hook with which to remember new vocabulary. Vocabulary charts such as this MindMap activity  provide this hook by placing vocabulary in connected categories thus helping  with long-term memorization.   Begin the class by brainstorming on how to learn new vocabulary asking for students input. Generally speaking, students will mention writing lists of words, using the new word in a sentence, keeping a journal with new words, and translating new words. Heres an outline of the lesson with a list to help students get started. Aim: Creation of vocabulary charts to be shared around the class Activity: Awareness raising of effective vocabulary learning techniques followed by vocabulary tree creation in groups Level: Any level Outline: Begin the lesson by asking students to explain how they go about learning new vocabulary.Explain the concept of short term and long term learning and the importance of contextual clues for effective long term memorization.Ask students how they memorize new vocabulary.  Present the idea of creating vocabulary charts to help students learn specific content related vocabulary.On the board, choose an easy subject such as the home and create a MindMap placing the home at the center and each room as an offshoot. From there, you can branch out with activities done in each room and furniture to be found. For more advanced students, choose another area of focus.  Divide students into small groups asking them to create a vocabulary chart based on a particular subject area.Example: house, sports, the office, etc.Students create vocabulary charts in small groups.Copy student created vocabulary charts and distribute the copies to other groups. In this way, the class generates a large amount o f new vocabulary in a relatively short amount of time.   Further Suggestions Structured overview organizers can be used to take a closer look at vocabulary items based on parts of speech and structure.Tables can be used to compare and contrast qualities between similar items.  Timelines can be used to focus on tense usage.Venn diagrams can be used to find common terminology. Creating MindMaps Create a MindMap which is a type of vocabulary chart with your teacher. Organize your chart by putting these words about a home into the chart. Start with your home, then branch out to rooms of the house. From there, provide the actions and objects you might find in each room. Here are some words to get you started: living roombedroomhomegaragebathroombathtubshowerbedblanketbookcaseclosetcouchsofatoiletmirrorNext, choose a topic of your own and create a MindMap on a topic of your choice. Its best to keep your subject general so that you can branch out in many different directions. This will help you learn vocabulary in context as your mind will connect the words more easily. Do your best to create a great chart as youll share it with the rest of the class. In this way, youll have lots of new vocabulary in context to help you widen your vocabulary. Finally, choose your MindMap or that of another student and write a few paragraphs about the subject.   Suggested Topics Education: Describe the education system in your country. What type of courses do you take? What do you need to learn? Etc.  Cooking: Categorize based on meals, types of food, kitchen equipment, etc.Sports: Choose a specific sport such as football, basketball or tennis. Branch out into equipment, rules, clothing, special terms, etc.

Nutrition assessment (food record) Essay Example | Topics and Well Written Essays - 750 words

Nutrition assessment (food record) - Essay Example Make dough balls and leave for 10 minutes. Roll the dough balls into circles 5 inches wide and 1/4 inch thick. Bake each circle in oven preheated to 5000F for 4 minutes until it puffs up. Turn over and bake for an additional 2 minutes. over medium heat, saute onion and garlic in olive oil until onion is translucent. Stir in tomatoes, salt, sugar. Cover, reduce heat to low, and simmer 90 minutes. Stir in tomato paste, basil, 1/2 teaspoon pepper and meatballs and simmer 30 minutes more. Serve. Wash and cook the rice with coconut oil. Fry the lam beat in a pan until it turns golden brown. Add the onions and all the spices. Mix and fry again for 10 minutes. Add tomatoes and cook for 10 minutes. Serve with diet coke and green salad. Heat the olive oil in a large saucepan over medium heat. Add the onion, celery, and garlic and cook, occasionally stirring occasionally. Add the flour and cook for cook for a minute. Add the half-and-half and cook until thickened. Add the chicken broth and cook until thickened again. Add the salt, the thyme, parsley, remaining spices, spinach, chicken, and gnocchi. Simmer until the mixture is well-cooked Preheat the oven to 450Â °F for at least 30 minutes. Make the dough into a ball and then work it to form flat dough. Add the tomatoes, cheese and grilled chicken (as toppings). Bake the pizza for 15 minutes, or until it is browned and the cheese is