To Forgive or Not to Forgive Essay -- essays papers

To Forgive or Not to Forgive Debt is a substantial problem facing many countries in the world today. Some of the more economically stable countries are able to pay off their debt through strategic budget planning. However, there are many countries that constantly struggle to solve their debt problems. In response of this issue, the IMF and the World Bank have designed a framework to provide special assistance for heavily indebted poor countries that pursue IMF and World Bank supported adjustment and reform programs. This framework has been called the Heavily Indebted Poor Countries Initiative; it is also known as the HIPC Initiative. In this paper, I will explain the advantages and disadvantages of the HIPC Initiative. My main objective will be to explain why I think it is an appropriate obligation for the IMF and World Bank to make. To do this, I will describe the initiatives of the World Bank and IMF along with the reasons for its creation, its successes and challenges, economic advantages and disadvantages of the debt relief program, and finally some biblical perspective on debt forgiveness. First, it is important to look at what the HIPC Initiative is. The HIPC Initiative is a comprehensive approach to debt reduction for poor countries that requires the participation of all creditors. Its goal is to ensure that no poor country faces a debt burden it cannot manage. Central to the HIPC Initiative is each country’s continued effort toward macroeconomic adjustment and structural and social policy reforms. In addition, the initiative focuses on ensuring additional finance for social sector programs, primarily basic health and education. Following a comprehensive review of the HIPC Initiative, a number of modifications were approved in September 1999 to provide faster, deeper and broader debt relief and strengthen the links between debt relief, poverty reduction and social policies. The Initiative is not a universal remedy. Even if all the external debts of these countries were forgiven, most would still depend on significant levels of concessional external assistance; their receipts of such assistance have been much larger than their debt-service payments for many years. So, why was the HIPC Initiative created? It has been well recognized that the external debt situation for a number of low-income countries, mostly in Africa, has become ex... ...tential to do a lot of good for the economy as a whole. I believe it will help not only developing nations but the developed nations as well. It also has the potential to help reduce poverty in the world as Delechat describes. Also, on a Biblical perspective, I believe it clearly states that we are to forgive the debts of our neighbors. Therefore, this is why I think the HIPC Initiative is an appropriate obligation for the IMF and World Bank to have. Bibliography: Works Cited Cheru, Fantu. (January, 2001). The Highly Indebted Poor Countries (HIPC) Initiative: a human rights assessment of the Poverty Reduction Strategy Papers (PRSP). HIPC: well intentioned but flawed? (2001, October 15). Delechat, C. (2001). 100 Percent Debt Cancellation? A Response from the IMF and the World Bank. (2001, October 15). The Holy Bible – New International Version. Exodus 22: 25-27. Deuteronomy 15:1-11. Leviticus 25: 1-43. (2000, October 12). Forgiving Their Debtors. Wall Street Journal, p. A26. (2000, November 29). The Impact of Debt Reduction under the HIPC Initiative on External Debt Service and Social Expenditures. International Monetary Fund. (2001, October 15).

Cell Phones and Teenagers Essay

Driving and talking on a cell phone is a major distraction and possible cause of car crashes. Cell phones and new technology is becoming the cause of more and more deadly crashes, especially when it is a teen driver. There were 3,092 deaths in distraction-related accidents in 2010, but the number is probably higher. Talking on a cell phone while driving can make a young driver’s reaction time as slow as that of a 70-year-old. While teenagers are texting, they spend about 10 percent of the time outside the driving lane they’re supposed to be in. About 6,000 deaths and a half a million injuries are caused by distracted drivers every year. Each year, 21% of deadly car crashes involving teenagers between the ages of 16 and 19 was because they were on their cell phones. This result has been expected to grow 4% every year. Students Against Destructive Decisions (SADD) is an organization all over the country and is a recognized group that started out 30 years ago with a mission to prevent drinking while driving. In 1997, they changed their name because they wanted increase their focus into all areas of negative behaviors such as texting while driving, road rage, and teen crashes in general. The National Organization for Youth Safety (NOYS) is another countrywide organization that promotes empowerment and leadership for teens to take action and help save lives among their fellow road companions.

The Lost Duke of Wyndham Chapter Thirteen

Grace let Amelia set the pace, and as soon as they were across the room, Amelia began whispering urgently about the events of the morning, and then about Thomas having needed her assistance, and then something about her mother. Grace just nodded, her eyes constantly darting toward the door. Thomas would be there at any moment, and although she had no idea what she might do to prevent what would surely be a disastrous encounter, she could not possibly think of anything else. Meanwhile, Amelia kept on whispering. Grace had just enough presence of mind to catch the end, when Amelia said: â€Å"†¦I beg of you not to contradict.† â€Å"Of course not,† Grace said quickly, because surely Amelia had made the same request Thomas had minutes earlier. If not, then she had no idea what she was agreeing to when she added, â€Å"You have my word.† At that point, Grace wasn't sure she cared. They continued walking, lapsing into silence as they promenaded past Mr. Audley, who gave them a rather knowing nod and a smile as they went by. â€Å"Miss Eversleigh,† he murmured. â€Å"Lady Amelia.† â€Å"Mr. Audley,† Amelia returned. Grace managed the same, but her voice was unpleasant and croaky. Amelia began whispering again once they were well past Mr. Audley, but just then Grace heard heavy footsteps in the hall. She twisted about to see, but it was only a footman, passing by with a trunk. Grace swallowed. Oh, dear heavens, the dowager was already beginning to pack for their trip to Ireland, and Thomas did not even know of her plans. How could she have forgotten to tell him during their interview? And then she became aware of Amelia, whom she'd somehow managed to forget, even though their arms were linked. â€Å"Sorry,† she said quickly, since she suspected it was her turn to speak. â€Å"Did you say something?† Amelia shook her head and said, â€Å"No.† Grace was fairly certain this was a lie, but she was not inclined to argue. And then†¦more footsteps in the hall. â€Å"Excuse me,† Grace said, unable to bear the suspense for one moment longer. She pulled away and hurried to the open doorway. Several more servants were passing by, all clearly in preparations for the upcoming journey to Ireland. Grace returned to Amelia's side and once again took her arm. â€Å"It wasn't the duke.† â€Å"Is someone going somewhere?† Amelia asked, watching as two footmen passed the doorway, one with a trunk and another with a hatbox. â€Å"No,† Grace said. But she hated lying, and she was terrible at it, so she added, â€Å"Well, I suppose someone might be, but I do not know about it.† Which was also a lie. Wonderful. She looked at Amelia and tried to smile cheerfully. â€Å"Grace,† Amelia said quietly, looking terribly concerned, â€Å"are you all right?† â€Å"Oh, no†¦I mean, yes, I'm quite fine.† She tried for the cheerful smile again, and suspected she did a worse job of it than before. â€Å"Grace,† Amelia whispered, her voice taking on a new and rather unsettlingly sly tone, â€Å"are you in love with Mr. Audley?† â€Å"No!† Oh, good heavens, that was loud. Grace looked over at Mr. Audley. Not that she'd wanted to, but they'd just turned a corner and were facing him again, and she couldn't avoid it. His face was tilted slightly down, but she could see him looking up at her, rather bemused. â€Å"Mr. Audley,† she said, because with him watching her, it seemed she should acknowledge him, even if he was too far away to hear. But then, as soon as she had the opportunity, she turned back to Amelia, furiously whispering, â€Å"I've only just met him. Yesterday. No, the day before.† Oh, she was a ninny. She shook her head and looked firmly in front of her. â€Å"I can't recall.† â€Å"You've been meeting many intriguing gentlemen lately,† Amelia commented. Grace turned to her sharply. â€Å"Whatever can you mean?† â€Å"Mr. Audley†¦Ã¢â‚¬  Amelia teased. â€Å"The Italian highwayman.† â€Å"Amelia!† â€Å"Oh, that's right, you said he was Scottish. Or Irish. You weren't certain.† Amelia's brow scrunched in thought. â€Å"Where is Mr. Audley from? He has a bit of lilt as well.† â€Å"I do not know,† Grace ground out. Where was Thomas? She dreaded his arrival, but the anticipation of it was worse. And then Amelia – good heavens, why? – called out, â€Å"Mr. Audley!† Grace turned and looked at a wall. â€Å"Grace and I were wondering where you are from,† Amelia said. â€Å"Your accent is unfamiliar to me.† â€Å"Ireland, Lady Amelia, a bit north of Dublin.† â€Å"Ireland!† Amelia exclaimed. â€Å"My goodness, you are far afield.† They'd finished circling the room, but Grace remained standing even after Amelia had disengaged herself and sat down. Then Grace moved toward the door as subtly as she was able. â€Å"How are you enjoying Lincolnshire, Mr. Audley?† she heard Amelia ask. â€Å"I find it most surprising.† â€Å"Surprising?† Grace peered out into the hall, still half listening to the conversation behind her. â€Å"My visit here has not been what I expected,† Mr. Audley said, and Grace could well imagine his amused smile as he said that. â€Å"Really?† Amelia responded. â€Å"What did you expect? I assure you, we are quite civilized in this corner of England.† â€Å"Very much so,† he murmured. â€Å"More so than is my preference, as a matter of fact.† â€Å"Why, Mr. Audley,† Amelia responded, â€Å"whatever can that mean?† If he made a reply, Grace did not hear it. Just then she saw Thomas coming down the hall, all tidied up and looking like a duke again. â€Å"Oh,† she said, the word slipping from her lips. â€Å"Excuse me.† She hurried into the hall, waving madly toward Thomas so as not to alert Amelia and Mr. Audley to her distress. â€Å"Grace,† he said, moving forward with great purpose, â€Å"what is the meaning of this? Penrith told me that Amelia was here to see me?† He did not slow as he approached, and Grace realized he meant for her to fall in step beside him. â€Å"Thomas, wait,† she said with hushed urgency, and she grabbed his arm and yanked him to a halt. He turned to her, one of his brows rising into a haughty arch. â€Å"It's Mr. Audley,† she said, pulling him back even farther from the door. â€Å"He is in the drawing room.† Thomas glanced toward the drawing room and then back at Grace, clearly not comprehending. â€Å"With Amelia,† she practically hissed. All traces of his unflappable exterior vanished. â€Å"What the hell?† he cursed. He looked sharply back toward the drawing room, not that he could possibly have seen inside from his vantage point. â€Å"Why?† â€Å"I don't know,† Grace said, her voice snapping with irritation. Why would she know why? â€Å"He was in there when I arrived. Amelia said she saw him walking by the doorway and thought he was you.† His body shuddered. Visibly. â€Å"What did he say?† â€Å"I don't know. I wasn't there. And then I couldn't very well interrogate her in his presence.† â€Å"No, of course not.† Grace waited in silence for him to say more. He was pinching the bridge of his nose, and he looked rather as if his head were aching. Trying to offer some sort of not unpleasant news, she said, â€Å"I'm quite sure that he did not reveal his†¦Ã¢â‚¬  Oh, good heavens. How was she to put it? â€Å"†¦identity to her,† she finished with a wince. Thomas gave her a thoroughly awful look. â€Å"It is not my fault, Thomas,† she retorted. â€Å"I did not say that it was.† His voice was stiff, and he did not offer any more words before stalking off to the drawing room. From the moment Grace rushed from the room, neither Jack nor Lady Amelia had uttered a word. It was as if they had reached an unspoken agreement; silence would prevail while they both tried to make out what was being said in the hall. Jack had always considered himself better than average in the art of eavesdropping, but he was unable to catch even the sound of their whispers. Still, he had a fair idea of what was being said. Grace was warning Wyndham that the evil Mr. Audley had got his claws into the lovely and innocent Lady Amelia. And then Wyndham would curse – under his breath, of course, as he would never be so crass as to do so in front of a lady – and demand to know what had been said. The whole thing would have been highly entertaining if not for her, and the morning. And the kiss. Grace. He wanted her back. He wanted the woman he'd held in his arms, not the one who'd stiffly walked the perimeter of the room with Lady Amelia, eyeing him as if he were going to steal the silver at any moment. He supposed it was amusing. Somehow. And he supposed he ought to congratulate himself. Whatever she felt for him, it was not disinterest. Which would have been the cruelest response of all. But for the first time, he was finding that his conquest of a lady was not a game to be played. He did not care about the thrill of the chase, about remaining one enjoyable and entertaining step ahead, about planning the seduction and then carrying it out with flair and flourish. He simply wanted her. Maybe even forever. He glanced over at Lady Amelia. She was leaning forward, her head tilted ever so slightly to the side, as if to place her ear at the best possible angle. â€Å"You won't be able to hear them,† Jack said. The look she gave him was priceless. And completely false. â€Å"Oh, don't pretend you weren't trying,† he scolded. â€Å"I certainly was.† â€Å"Very well.† Lady Amelia waited for a moment, then asked, â€Å"What do you suppose they are talking about?† Ah, curiosity would always win out with this one. She was more intelligent than she let on at first acquaintance, he decided. He shrugged, feigning ignorance. â€Å"Difficult to say. I would never presume to understand the female mind, or that of our esteemed host.† She turned sharply in surprise. â€Å"You do not like the duke?† â€Å"I did not say that,† Jack replied. But of course they both knew that he had. â€Å"How long do you stay at Belgrave?† she asked. He smiled. â€Å"Eager to be rid of me, Lady Amelia?† â€Å"Of course not. I saw the servants moving trunks about. I thought perhaps they were yours.† He fought to keep his expression even. He did not know why he was surprised that the old biddy had already begun to pack. â€Å"I imagine they belong to the dowager,† he replied. â€Å"Is she going somewhere?† He almost laughed at the hopeful expression on her face. â€Å"Ireland,† he said absently, before it occurred to him that perhaps this woman of all people ought not to be let in on the plans. Or maybe she was the one person who truly ought to be told. She certainly deserved to know. She deserved a sainthood, in his opinion, if indeed she planned to go through with her marriage to Wyndham. He could not imagine anything less pleasant than spending one's life with such an arrogant prig. And then, as if summoned by his thoughts, the arrogant prig appeared. â€Å"Amelia.† Wyndham was standing in the doorway in all his ducal splendor. Save for the lovely eye, Jack thought with some satisfaction. It was even gorier than the evening before. â€Å"Your grace,† she replied. â€Å"How lovely to see you,† Wyndham said once he had joined them. â€Å"I see that you have met our guest.† â€Å"Yes,† Lady Amelia said, â€Å"Mr. Audley is quite diverting.† â€Å"Quite,† Wyndham said. Jack thought he looked as if he had just eaten a radish. Jack had always hated radishes. â€Å"I came to see Grace,† Lady Amelia said. â€Å"Yes, of course,† Wyndham replied. â€Å"Alas,† Jack put in, enjoying the awkwardness of the exchange, â€Å"I found her first.† Wyndham's response was pure icy disdain. Jack smiled in return, convinced that would irritate him far more than anything he could have said. â€Å"I found him, actually,† Lady Amelia said. â€Å"I saw him in the hall. I thought he was you.† â€Å"Astounding, isn't it?† Jack murmured. He turned to Lady Amelia. â€Å"We are nothing alike.† â€Å"No,† Wyndham said sharply, â€Å"we are not.† â€Å"What do you think, Miss Eversleigh?† Jack asked, rising to his feet. It seemed he was the only one who had noticed that she had entered the room. â€Å"Do the duke and I share any traits?† Grace's lips parted for a full second before she spoke. â€Å"I'm afraid I do not know you well enough to be an accurate judge.† â€Å"Well said, Miss Eversleigh,† he replied, offering her a nod of compliment. â€Å"May I infer, then, that you know the duke quite well?† â€Å"I have worked for his grandmother for five years. During that time I have been fortunate enough to learn something of his character.† â€Å"Lady Amelia,† Wyndham said, clearly eager to cut short the conversation, â€Å"may I escort you home?† â€Å"Of course,† she said. â€Å"So soon?† Jack murmured, just to make trouble. â€Å"My family will be expecting me,† Lady Amelia said, even though she had not made any indication of this before Wyndham had offered to remove her. â€Å"We will leave right now, then,† Wyndham said. His fiancee took his arm and stood. â€Å"Er, your grace!† Jack turned immediately at the sound of Grace's voice. â€Å"If I might have a word with you,† she said from her position near the door, â€Å"before you, er, depart. Please.† Wyndham excused himself and followed her into the hall. They were still visible from the drawing room, although it was difficult – indeed impossible – to glean their conversation. â€Å"Whatever can they be discussing?† Jack said to Lady Amelia. â€Å"I am sure I have no idea,† she bit off. â€Å"Nor I,† he said, keeping his voice light and breezy. Just for contrast. Life was infinitely more entertaining that way. And then they heard: â€Å"Ireland!† That was Wyndham, and rather loud, too. Jack leaned forward to get a better view, but the duke took Grace's arm and steered her out of sight. And earshot. â€Å"We have our answer,† Jack murmured. â€Å"He can't be upset that his grandmother is leaving the country,† Lady Amelia said. â€Å"I would think he'd be planning a celebration.† â€Å"I rather think Miss Eversleigh has informed him that his grandmother intends that he accompany her.† â€Å"To Ireland?† Amelia shook her head. â€Å"Oh, you must be mistaken.† He shrugged, feigning indifference. â€Å"Perhaps. I am but a newcomer here.† And then she launched into quite the most ambitious speech: â€Å"Aside from the fact that I cannot imagine why the dowager would wish to go to Ireland – not that I wouldn't like to see your beautiful country, but it does not seem in character for the dowager, whom I have heard speak disparagingly of Northumberland, the Lake District, and indeed all of Scotland†¦Ã¢â‚¬  She paused, presumably to breathe. â€Å"Ireland seems a bit of a stretch for her.† He nodded, since it seemed expected. â€Å"But really, it makes no sense that she would wish for his grace to accompany her. They do not care for each other's company.† â€Å"How politely said, Lady Amelia,† Jack commented. â€Å"Does anyone care for their company?† Her eyes widened in shock, and it occurred to him that perhaps he should have limited his insult to the dowager alone, but just then Wyndham strode back into the room, looking angry and arrogant. And almost certainly worthy of whatever sort of insult Jack might give to him. â€Å"Amelia,† he said with brisk indifference, â€Å"I am afraid I will not be able to see you home. I do apologize.† â€Å"Of course,† she said, as if she could possibly say anything else. â€Å"I shall make every arrangement for your comfort. Perhaps you would like to select a book from the library?† â€Å"Can you read in a coach?† Jack queried. â€Å"Can you not?† she returned. â€Å"I can,† he replied with great flair. â€Å"I can do almost anything in a coach. Or with a coach,† he added, with a smile toward Grace, who stood in the doorway. Wyndham glared at him and grabbed his fiancee's arm, hauling her rather unceremoniously to her feet. â€Å"It was lovely meeting you, Mr. Audley,† Lady Amelia said. â€Å"Yes,† he said lightly, â€Å"it does seem that you are leaving.† â€Å"Amelia,† the duke said, his voice even more abrupt than before. He led her from the room. Jack followed them to the doorway, looking for Grace, but she had disappeared. Ah well, perhaps that was for the best. He glanced toward the window. The skies had darkened, and it appeared that rain would be imminent. Time for that walk, he decided. The rain would be cold. And wet. And precisely what he needed.

Guide to Writing Argumentative Essays in Literature Find the Necessary Words!

Guide to Writing Argumentative Essays in Literature Find the Necessary Words! What is an Argumentative Essay Any argumentative essay aims at presenting and persuading the readers regarding some point of view. However, in order to meet this goal, the writer, first of all, has to make a claim that would be the main argument of his or her future essay. Another important thing worth mentioning here is evidence and proofs that are used to support the claim and illustrate it. When it comes to literature, one should remember that there can be many different opinions on the same literary work, character, and even the author’s writing style. One of the most significant things about writing argumentative essays in literature is being familiar with the original text. That is, arguing for or against something is rather challenging without knowing the plot, storyline, and little details is undeniable. Topics for Argumentative Essays in Literature While talking about choosing the topics for your future argumentative essay in literature, it is necessary to mention that they can deal with literally anything beginning from the use of literary devices and ending up with the writer’s realistic representation of social issues of the period. When thinking about the arguments, you should also analyze the relevancy and originality of your theme. For instance, during the past few years, more and more students tend to choose topics related to feminism or discrimination as these issues are widely discussed in modern society. Undoubtedly, these themes are essential, but if some of your classmates choose similar problems for writing an argumentative essay, your writing risks to be undervalued. Another example of not-that-successful ideas for your work includes using widely known literary works and issues. That is, it is a bad idea to talk about religion and Harry Potter books because much has been already said on this issue. On the contrary, you should think about some aspects of the writer’s style or the literary work that would be interesting to you. It can be both the daily life of the described people or community and analysis of Biblical allusions in a particular work. Another hint would be using modern literary works for writing an argumentative essay because you can come up with fresh ideas. Using Shakespearean play â€Å"Othello,† for instance, may be a mistake because there are almost no chances that you will discuss something new about this text. The following list of possible themes for writing an argumentative essay in literature will show you how to choose an idea for your future work: The ‘Twilight Saga’ by Stephanie Mayer as a Realistic Portrayal of Modern Indian Reservations in North Western US; Social Issues of 19th – Century England in Charles Dickens’ ‘Oliver Twist’; Humor as a Tool in the Fight Against Evil in Joanne Rowling’s ‘Harry Potter and The Prisoner Of Azkaban’; Flowers as Symbols of Love and Innocence in Shakespearean Sonnets; End of Patriarchy and Rise of Feminism in Henrik Ibsen’s Play ‘Dollhouse’. Pre-writing Tips As it was already mentioned, before writing an argumentative essay in literature, you have to be familiar with the very literary work. Plot twists, dialogues, and even long character descriptions are all worth considering when one has to come up with an interesting argument. In addition, it is impossible to support this argument without detailed knowledge of the text. What is more, one should remember about cultural, political, social, economic, and even historical backgrounds of both the author and his or her work. That is, one should always consider these factors because, sometimes, it is difficult to understand the writer’s initial message and point of view without knowing his or her biography. It is a wide-known fact that in many cases, writers rely on their life events while writing and describing particular events and characters. For example, Charles Dickens is widely known for a detailed and realistic portrayal of the social life of the 19th – century England. Be ginning from various dishes and ending up with living conditions, this writer talks about different social classes in his numerous works. Another tip before writing an argumentative essay in literature is getting familiar with criticism about an author and a literary work. On the one hand, it is possible that critics’ opinions may influence and even distort your personal point of view. On the other hand, it is better also to analyze different sides of the argument to provide the necessary evidence and proofs. Thus, another recommendation to write an effective argumentative essay in literature would be to write down all the arguments and counterarguments. In such a way, you will be ready to refute any counterargument. Moreover, it is a great idea to include a couple of counterarguments and their rebuttals in your essay, so the readers can be sure that you have taken different opinions into account. Finally, you should look up all the necessary quotes to be used in your argumentative essay and connect them with your argument. As a result, you will already have a brief roadmap of your future essay with the most imp ortant points. Do not forget that it is beneficial to support every part of your argument with a direct quotation from the original text, so the readers see how you connect the ideas. Furthermore, such a structure will make your essay logical and coherent. Structure of Your Argumentative Essay Many students face difficulties when structuring their argumentative essays. Nevertheless, the key to success here is to follow the basic essay structure that includes such components as the introduction, body paragraphs, and conclusion. However, one should not forget about such elements of any argumentative essay as an effective title and thesis statement. Even though the majority of students prefer short and understandable titles consisting of approximately five words, this is not the case with argumentative essays. Indeed, you should clearly state the argument in the title of your essay to show the readers what this work will be about. Sometimes, the title of an argumentative essay may even take two lines, especially if you are writing about literary work because you have to include both the name of the writer and the work itself. Here is a fine example of an effective title: ‘Mary Wollstonecraft’s ‘A Vindication of The Right of a Woman’ as first feminist manifesto.’ Outline The first paragraph of any essay is the introductory one. Nevertheless, many students are confused about what to include in this paragraph because it has to prepare the readers for the body paragraphs of the essay. When you are writing an argumentative essay in literature, it is clear that in the introductory paragraph, you have to mention the background of the literary work you will be discussing. It includes not only the name of the author and the very work but also short coverage of the main points of the text. In addition, you can also mention the writer’s biography and even peculiarities of his or her writing style. The last sentence of the introductory paragraph is your thesis. It states the main idea of the whole essay and should be precise and clear. Depending on the essay, you can use the next sentence templates to create your thesis: ‘In his literary work â€Å"Oliver Twist†, Charles Dickens argues that †¦ ’ ‘Therefore, on the examples of sonnet 67 and sonnet 78, it is evident that William Shakespeare uses flowers as symbols of love and innocence’. The next paragraphs are called the body paragraphs and contain the most important part of the whole essay. In this part, you will be presenting and supporting your argument. Each body paragraph talks about one idea relevant to your argument. Without a doubt, the number of such body paragraphs varies depending on the length of the essay. However, you should remember that you can only talk about one idea in one paragraph. Consequently, for the readers, it will be much easier to follow your ideas. As it was already mentioned in the previous paragraphs, it is also recommended to introduce at least one counterargument and its rebuttal. As a rule, the counterarguments are discussed in the last paragraphs of the essay. If you lack space for a lengthy analysis of counterargument, you may join it with its rebuttal in one paragraph. Every body paragraph begins with a topic sentence, which, in other words, contains the main idea of the whole paragraph. Another hint for writing successful body paragraphs is including direct citations. Considering the fact that you are analyzing a literary work, quotes are especially important to support your argument. They do not only show that you are familiar with the original text but also demonstrate your profound understanding of author’s writing style and the hidden message. In addition, by using direct citations, you are proving that you understand all the literary theories and can find a variety of literary devices if it is required by the topic of your essay. However, the trick here lays in effective presentation of a quote. That is, in one sentence, you prepare the background for the upcoming direct citation. In the next sentence, you provide the very quote. Then, you discuss how this direct citation is relevant to the main idea of the paragraph and your argument. Subsequently, the readers will understand why you have used this particular quote in a particular paragraph. Finally, the last paragraph of your argumentative essay is the conclusion. The first sentence of your conclusion has to coincide with your thesis statement. That is, you highlight your argument using different words. In the next sentences, you have to mention the main ideas of every body paragraph briefly. As a result, you will have a chance to summarize the whole essay and remind the readers about its main point. In the last sentences, you may suggest some implications for future research or analysis that has to do with your work. Post-writing Tips (Editing/Proofreading, Referencing, etc.) Once your essay is ready, apply some post-writing techniques, which are also significant for receiving a high grade. That is, I am talking about editing and proofreading. Even though these two processes seem to be rather similar, in fact, they are entirely different and require many efforts and patience. Editing is the first thing that you should do after you have finished working on your argumentative essay. However, it is more beneficial to spend at least one day not working on your essay before starting editing. As a result, your mind will be clear, and you will be able to identify all the mistakes and even logical fallacies. To be more precise, the process of editing is making all the necessary changes to enhance the quality of your writing as a whole. As a student, you may double check the guidelines to your argumentative essay (if any) and make sure that you have met all the requirements. What is more, you can also check the word count, structure, and organization of your essay . Eventually, you will polish your essay, so that it will look perfect and devoid of serious mistakes. Proofreading is similar to editing but focuses mostly on grammar and language use. That is, when proofreading, you are only looking for grammar errors rather than to organizational and logical mistakes. As well as with editing, it is recommended to spend some time away from your argumentative essay, so that you can notice all the mistakes during proofreading. Last but not least, referencing is also a significant part of the post-writing process, even though it has nothing to do with the main text of your argumentative essay. As well as choosing reliable scholarly sources before starting your essay, providing correct references to these sources is also a factor that will impact your grade. Referencing is a quite tricky thing because even missing one dot or slash is already a mistake. Fortunately, nowadays, there are many online services, where you can double check both your references and even in-text citations. Among them are: CiteThisForMe.com, BibMe.org, and CitationMachine.net. Thus, writing an argumentative essay in literature is not that difficult but definitely requires patience, persistence, and even creativity. However, if you do all the necessary steps throughout the whole process of writing, your work will receive the highest mark. References â€Å"Editing vs Proofreading.† The Expert Editor, experteditor.com.au/editing-vs-proofreading/. Johnston, Ian. â€Å"10.0 WRITING ARGUMENTS ABOUT LITERARY WORKS.† Essays and Arguments, Section 10: Writing about Literary Works, May 2000, records.viu.ca/~johnstoi/arguments/argument10.htm. Kearney, Virginia. â€Å"How to Write an Argumentative Essay Step by Step.† Owlcation, 10 Apr. 2019, owlcation.com/academia/How-to- Write-an-Argument-Essay. Lewsen, Simon. â€Å"Writing about Literature.† Writing Advice, advice.writing.utoronto.ca/types-of-writing/literature/. Purdue Writing Lab. â€Å"Argumentative Essays // Purdue Writing Lab.† Purdue Writing Lab, owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html

Critical Thinking Case Study

Critical Thinking Case Study Free Online Research Papers This paper will be on the critical thinking case study assignment, â€Å"Critical Thinking Case Study: Let it Pour -My First Assignment as Executive Assistant.† The paper will be sure to use more than one course reference to support proposed solutions. This is an individual assignment to be complete this critical-thinking case study analysis. For use in completing the individual Case Study assignment, The paper will access the following University of Phoenix Materials located on the â€Å"Critical Thinking Case Study: Let it Pour† Case Study Characteristics: Evaluation Form† Preparing Case Study Analysis† Problem Solving Tools and Techniques† Decision Making Steps† Decision Making Worksheet† This paper has chosen Decision Making Worksheet and Problem Solving Tools and Techniques. Identify the problem. The employees are not adhering to the mission statement. There is not written guidelines for the doctors, nurses, insurance coordinators or any one else to follow. Everyone is doing what he or she feels that they should be doing and everyone is all over the place. There is no formality here. There are no rules or regulations to follow. The departments need to get in order to be able to work with one another. The hospital needs more stream lining in order to work effectively. There is no communication between patients, employees and departments. Define criteria, goals, and objectives. There needs to be policies and producers in place for the employees to follow. There needs to be guide lines for the patients to follow. Rules and regulations have to be set up so that the employees have to follow and so do the patients. We need to get the departments in order so they can work effectively and defiantly. We need some sort of patient’s rights bill that will enable the patients to have their beliefs and the hospital would be able to work with them and no step over the boundaries. The employees need to realize their belief and religious orders are set aside when they come to work. The hospital as a whole needs to get people to work under the management set up and they need to start having more respect for the managers. Evaluate effects of the problem. The effects of the problems are people are not getting their work done because no one is paying attention to the mission statement and it is not being enforced too much. The upper management needs to get a hand on the employees and needs to get patients the right help they need. Communication is null, patients are not getting taking care of. The bills are not getting paid on time because people either do not have insurance or the insurance is not being billed properly, which is causing us to loss out on money or profit. The patients are not being taking care of properly and we are losing our clientele because of our reputation is going down hill, We might have to go up on payments if we do not increase our patients or we will have to start having some lay offs. We will not have enough money to pay our bills or our employees salaried; if this happens we might have to close our doors. Identify causes of the problem. Lack of funds, lack of insurance not being billed right. People don’t have insurance. Doctors are working pro bono and we are losing money. Patients are refusing to come in for treatment because of lack of respect for the organization. The employee’s doe not respect each other or the views of the patients. Need for more policies and producers to put in place. Lack of communication threw out the departments. Employees have a lack of respect for each other and the management. Management has to make some decisions biased on certain items and then see if they are right. The hospital needs to be more organized and work together for the good of the common mission statement. Frame alternatives. One alternative is that we need to get enough funding to make sure we can cover our patient’s bills that can not pay and the other items that might not be included in some money we get for our billing the insurance companies. Gets federal grant money to help in getting some other financing. Have options that the doctors and nurses could have if they do not agree with the parents choices. Have steps in place to make sure we will get then money from the insurance company for item render. Give the patients the right information and arm them with the right information. Have patients sign a patient bill of rights. Get more organization in the departments and make the departments start working together and communicating more efficiently and effectively so productivity will be up and the employee’s moral will get a boost. Evaluate impacts of alternatives. By getting more federal funding we will have money to cover our patients that don’t have any money to cover our cost so we will not get in the red on that part. Giving people the right to choose will show the patients we as a hospital respect their wishes and boost the moral of the patients to come back and the we will get more money for each service we supply. Getting the information on for the insurance company will ensure all money is properly sent to the right departments. By organizing the departments and paper work will make the hospital run more smoothly. By giving the patients choices will give them the opportunity for the patients to feel like they are helping in their care. By running a more Effie cent and more effective offices there will be more working of the departments and employees working to gets the mission statement working. Make the decision. Install guidelines for the new policies and producers and put them in place. Give the employees the choice to work on the patients or they can give them to another doctor that may have different beliefs and not mind do the job for the patients and the law. Installing a new billing and member service program that will run off the computer to keep every item at the finger tips so the hospital can see if there are any problems with the billing or people not paying their bills. Make sure all patients receive a patient bill of rights that explains all the inns and out of the policies and producers that affect the hospital and patients. Install a new patient advocate program to help the patients. Implement decision. When implementing each phase of the new guidelines makes sure the employees are a part of it and make sure the employees know the system very well. We would have the employees in put as to the policies and producers. We would ask their option and suggestion and go from there as to be we need to focus on. We would have each manager talk with their departments and start getting each department to work on their part. We would have each department look at their role in the hospital and then of the other departments and see how each one inters acts with one another. We would also take suggestions as to what employees would like to see and how to keep their moral up. We then as a hospital would take our policies and producers and put them in place. We would still need to keep a firm grip on things, but let the employees help out in their own new items. Then we would ask the patients what they might like to see to help them in assisting them in their stay at the hospita l. We would then need to work with the employees as to patients and get everything balanced so we are getting the correct patients in and getting the information to these patients Measure impacts. We would need to measure the new policies and producers from the old to the new. We could use flip and pie charts, surveys, measure how we are doing against the Federal and state standards. We would take polls form the patients as to see how happy they were with the new service. We would poll the employees to see if they are happy and understand their job better. We could have a suggestions box, monthly meetings in the departments, then every other month for the senior staff and then maybe every three months for the board of directors. We could use graphs and charts and other items to locate how far we have come and how far more we have to go. We could look at other hospitals such as our and compare our quality to theirs. We could use the check list, Visualizing, Cause-and-Effect Diagram with Addition of Cards many other forms of charts to check with our associates. In conclusion this paper is trying to figure out how it can get the hospital into a better place for patients and employees. The hospital is trying to work with their employees and teach them how to get along and work with one another while having respect for the patients. The hospital is trying to get everyone on the same level so the hospital can run smooth and get to the patients and take care of them. This paper show’s one of the many method or idea’s which can be used. Hopefully their employees and patients will agree and make it work. Reference: Preparing Case Study Analysis, Decision Making Steps, Decision Making Worksheet, Critical Thinking Case Study: Let it Pour, M GT/350 Critical Thinking: Strategies in Decision M50 Critical Thinking: Strategies in Decision M Research Papers on Critical Thinking Case StudyThe Fifth HorsemanArguments for Physician-Assisted Suicide (PAS)Research Process Part OneMoral and Ethical Issues in Hiring New EmployeesAnalysis of Ebay Expanding into AsiaLifes What IfsIncorporating Risk and Uncertainty Factor in CapitalThe Relationship Between Delinquency and Drug UseDefinition of Export QuotasThe Project Managment Office System

Frances Perkins, First Woman in a Presidential Cabinet

Frances Perkins, First Woman in a Presidential Cabinet Frances Perkins (April 10, 1880 - May 14, 1965) became  the first woman to serve in a presidents cabinet when she was appointed the Secretary of Labor by  Franklin D. Roosevelt. She played a prominent public role throughout Roosevelts 12-year presidency and was instrumental in shaping New Deal policies and major pieces of legislation such as the Social Security Act. Early Life and Education Fannie Coralie Perkins (she would later adopt the first name Frances) was born in Boston, Massachusetts, on April 10, 1880. Her family could trace its roots back to settlers in the 1620s. When she was a child, Perkins father moved the family to Worcester, Massachusetts, where he operated a store that sold stationery. Her parents had little formal education, but her father, in particular, read widely and had educated himself about history and the law. Perkins attended Worcester Classical High School, graduating in 1898. At some point in her teen years, she read How the Other Half Lives by Jacob Riis, the reformer and pioneering photojournalist. Perkins would later cite the book as an inspiration for her lifes work. She was accepted to Mount Holyoke College, though she was fearful of its rigorous standards. She had not considered herself to be very bright, but after working hard to pass a challenging chemistry class, she gained self-confidence. As a senior at Mount Holyoke,  Perkins took a course on American economic history. A field trip to local factories and mills was a requirement of the course. Witnessing firsthand the poor working conditions had a profound effect on Perkins. She realized that workers were being exploited by dangerous conditions, and came to see how injured workers could find themselves forced into a life of poverty. Before leaving college, Perkins helped found a chapter of the National Consumers League. The organization sought to improve working conditions by urging consumers not to purchase products manufactured in unsafe conditions.   Career Beginnings After graduation from Mount Holyoke in 1902, Perkins took teaching jobs in Massachusetts and lived with her family in Worcester. At one point, she rebelled against her familys wishes and traveled to New York City to visit an agency which dealt with helping the poor. She insisted on getting a job interview, but wasnt hired. The director of the organization thought she was naive and presumed that Perkins would be overwhelmed working among the urban poor. After two unhappy years in Massachusetts after college, Perkins applied and was hired for a teaching job at Ferry Academy, a girls boarding school  in Chicago. Once settled in the city, she began visiting Hull House, a settlement house founded and led by noted social reformer Jane Addams. Perkins changed her name from Fannie to Frances and devoted all the time she could to her work at Hull House. After three years in Illinois, Perkins took a job in Philadelphia for an organization that researched social conditions faced by young women and African Americans working in the citys factories. Then, in 1909, Perkins earned a scholarship to attend graduate school at Columbia University in New York City. In 1910, she completed her masters thesis: an investigation of undernourished children attending a school in Hells Kitchen. While completing her thesis, she began working for the New York office of the Consumers League and became active in campaigns to improve working conditions for the citys poor. Political Awakening On March 25, 1911, a Saturday afternoon, Perkins was attending a tea at a friends apartment on Washington Square in New Yorks Greenwich Village. The sounds of a terrible commotion reached the apartment, and Perkins raced a few blocks to the Asch Building on Washington Place. A fire had broken out at the Triangle Shirtwaist Factory, a clothing sweatshop that employed mostly young immigrant women. Doors kept locked to prevent workers from taking a break trapped the victims on the 11th floor, where ladders of the fire department couldnt reach them. Frances Perkins, in the crowd on a nearby sidewalk, witnessed the horrible spectacle of young women falling to their deaths to escape the flames. The conditions in the factory cost 145 lives. Most of the victims were young working class and immigrant women. The New York State Factory Investigation Commission was formed within months of the tragedy. Frances Perkins was hired as an investigator for the commission, and she was soon leading inspections of factories and reporting on safety and health conditions. The job was aligned with her career goal, and it brought her into a working relationship with Al Smith, a New York City assemblyman who served as the vice-chair of the commission. Smith would later become governor of New York and eventually the Democratic nominee for president in 1928. Political Focus In 1913, Perkins married Paul Caldwell Wilson, who worked in the office of the mayor of New York City. She kept her last name, partly because she was often giving speeches advocating better conditions for workers and she didnt want to risk that her husband would be embarrassed. She had a child that died in 1915, but a year later gave birth to a healthy baby  girl. Perkins assumed she would ease away from her work life and devote herself to being a wife and mother,  perhaps volunteering for various causes. Perkins plan to withdraw from public service changed for two reasons. First, her husband began to suffer bouts of mental illness, and she felt compelled to stay employed. Second, Al Smith, who had become a friend, was elected governor of New York in 1918. It seemed to Smith that women would soon get the vote, and it was a good time to hire a woman for a substantial role in the state government. Smith appointed Perkins to the industrial commission of the New York State Department of Labor.   While working for Smith, Perkins became friends with Eleanor Roosevelt, and her husband, Franklin D. Roosevelt. As Roosevelt was recuperating after contracting polio, Perkins helped him keep in touch with labor leaders and began to advise him on the issues. Appointed by Roosevelt After Roosevelt was elected governor of New York, he appointed Perkins to head the New York State Department of Labor. Perkins was actually the second woman to be in a New York governors cabinet (in Al Smiths administration, Florence Knapp had served briefly as secretary of state). The New York Times noted that Perkins was being promoted by Roosevelt as he believed she had made a very fine record in her post in the state government. During Roosevelts term as governor, Perkins became nationally known as an authority on laws and regulations governing labor and business. When an economic boom ended and the  Great Depression began in late 1929, less than a year into Roosevelts term as governor, Perkins faced a startling new reality.  She immediately began making plans for the future. She took actions to deal with the impact of the Depression in New York State, and she and Roosevelt essentially prepared for how they could take action on a national stage. After Roosevelt was elected president in 1932, he appointed Perkins to be the nations secretary of labor, and she became the first woman to serve in a presidents cabinet.   Role in The New Deal Roosevelt took office on March 4, 1933, stating Americans had nothing to fear but fear itself. The Roosevelt administration immediately went into action to battle the effects of the Great Depression. Perkins led the effort to institute unemployment insurance. She also pushed for higher wages for workers as a measure to stimulate the economy. One of her first major actions was to oversee the creation of the Civilian Conservation Corps, which became known as the CCC. The organization took young unemployed men and put them to work on conservation projects throughout the nation. Frances Perkins  greatest achievement is generally considered her work devising the plan that became the Social Security Act. There was great opposition in the country to the idea of social insurance, but the act successfully passed  through Congress and was signed into law by Roosevelt in 1935. Decades later, in 1962, Perkins gave a speech titled The Roots of Social Security in which she detailed the struggle: Once you get the ear of a politician, you get something real. The highbrows can talk forever and nothing happens. People smile benignly  on them and let it go. But once the politician gets an idea, he deals in getting things done. In addition to her work shaping  legislation, Perkins was at the center of labor disputes. In an era when the labor movement was approaching its peak of power, and strikes were often in the news, Perkins became extremely active in her role as labor secretary. Impeachment Threat In 1939,  conservative members of Congress,  including Martin Dies, the leader  of the  House Committee on Un-American Activities, launched a crusade against her. She  had prevented the speedy deportation of an Australian-born leader of the West Coast longshoremans union, Harry Bridges. He had been accused of being a communist. By extension, Perkins was accused of communist sympathies. Members of Congress moved to impeach Perkins in January 1939, and hearings were held to decide whether impeachment charges were warranted. Ultimately, Perkins career withstood the challenge, but it was a painful episode. (While the tactic of deporting labor leaders had been used before, evidence against Bridges fell apart during a trial and he remained in the United States.) Outbreak of World War II On December 7, 1941, Perkins was in New York City when she was told to return to Washington immediately. She attended a cabinet meeting that night at which Roosevelt told his administration about the severity of the attack on Pearl Harbor.   At the beginning of World War II, American industry was transitioning from producing consumer goods to the material of war. Perkins continued as secretary of labor, but her role was not as prominent as it had been previously. Some of her major goals, such as a national health insurance program, were abandoned. Roosevelt felt he could no longer spend political capital on domestic programs. Perkins, exhausted by her long tenure in the administration, and feeling that any  further goals were unattainable, planned to leave the administration by 1944. But Roosevelt asked her to stay after the election of 1944. When he won a fourth term, she continued on at the Labor Department. On April 12, 1945, a Sunday afternoon, Perkins was at home  in Washington when she  received an urgent call to go to the White House. Upon arrival, she was informed of President Roosevelts death. She became determined to leave government, but continued in a transition period and stayed in the Truman administration for a few months, until July 1945. Later Career and Legacy President Harry Truman later asked Perkins  to return to government. She took a post as one of three civil service commissioners overseeing the federal workforce. She continued in that job until the end of the Truman administration. Following her long career in government, Perkins remained active. She taught at Cornell University, and often spoke about government and labor topics. In 1946, she published a book, The Roosevelt I Knew, which was a generally positive memoir of working with the late president. However, she never published a full account of her own life. In the spring of 1965, at age  85, her health began to fail. She died on May 14, 1965 in New York City. Notable political figures, including President Lyndon Johnson, issued tributes to her and to her work that helped bring America back from the depths of the Great Depression. France Perkins Fast Facts Full Name:  Fannie Coralie PerkinsKnown As:  Frances PerkinsKnown For: First woman in a presidents cabinet; major figure in the  passage of Social Security; trusted and valued adviser to President Franklin D. Roosevelt.Born:  April 10,1880 in  Boston, Massachusetts.Died: May 14,1965 in New York, New YorkSpouses Name: Paul Caldwell WilsonChilds Name: Susana Perkins Wilson Sources Frances Perkins. Encyclopedia of World Biography, 2nd ed., vol. 12, Gale, 2004, pp. 221-222. Gale Virtual Reference Library.Perkins, Frances. Great Depression and the New Deal Reference Library, edited by Allison McNeill, et al., vol. 2: Biographies, UXL, 2003, pp. 156-167. Gale Virtual Reference Library.Perkins, Frances. American Decades, edited by Judith S. Baughman, et al., vol. 5: 1940-1949, Gale, 2001. Gale Virtual Reference Library.Downey, Kirstin. The Woman Behind the New Deal. Doubleday, 2009.

Special education Assignment Example | Topics and Well Written Essays - 750 words

Special education - Assignment Example Some of the special needs entail communication challenges, physical disabilities, behavioral and emotional behaviors and developmental disorders. Students exhibiting the special needs usually benefit from additional educational services where different approaches are used with examples of a resource room, use of technology and a teaching area that is specifically adapted (University of La Crosse, 2012). This is where special educators come in. Special educators have a repertoire that has evidence based strategies meant to individualize instructions specifically for individuals who have exceptional learning needs (ELN). These strategies enhance critical thinking in learning, problem solving as well as individual skill performance. More over the strategies enhance self-reliance, self-control and self esteem. Special educators play a huge part in put a lot of emphasis in maintenance development and generalization of skills and knowledge across settings, environments and lifespan (Univer sity of La Crosse, 2012). When it comes to assessment, this is a very crucial process during decision making as well as teaching of special educators. The educators use various types of assessment information when making different educational decisions. They also use assessment results to assists them identify the exceptional learning needs and also to come up and enforce individualized instructional programs and also adjust instruction when it comes to responding to ongoing learning progress (University of La Crosse, 2012). ... In addition, they understand assessment that is related to eligibility, referral, instruction, program planning and placement. An empirical study conduct by the National Center on Educational Outcomes (NCEO) in regards to the participation of disabled students in regards to statewide testing programs, probed the question of why students were excluded in these assessments (Almond et al, 1997). Despite the fact that participation rates largely contributed to poor data collection during testing time, the study found that there was also the files that used key marker variables. This resulted in many disabled students being lost in the midst. The study identified the four reasons that make statewide assessment to be used and they included; providing data so as to inform policy, make decisions regarding student competence, provide accountability data based on criterion achievement levels and lastly, to be able to compare the local agencies that are local (Almond et al, 1997). In their meth odology, they focused on testing students with disabilities from 3rd, 5th, 8th as well as 10th graders. After having done their research, the NCEO found that program participation and demographic data would be used when it came to grouping of scores and also taking into consideration the effects of program services, age, language proficiency and socioeconomic status (Almond et al, 1997). Therefore, when it comes to the evidence that I will use to make sure my students responses as well as errors guided discussion decisions and ensure that feedback is provided to learners, I will use the evidence based practice. This is where there is use of instructional strategy, teaching program or intervention that leads to consistent positive results particularly when they are experimentally