Nursing Theoretical Foundations of Practice essays

Nursing Theoretical Foundations of Practice essays Sleep deprivation among patients in ICU is a prominent problem in health care today. This could lead to further physiological and psychological problems such as delirium, in extreme cases. The cause of this is the stress associated with the critical conditions necessitating admission to the intensive care unit (Roberts, 2000). A further problem associated with this is that health care workers at times misdiagnose and misperceive the condition as less dangerous than is in fact the case. It is therefore clear that the problem of sleep deprivation needs to be analyzed for its nature and its causes. There is a lack of such analysis, mainly as a result of advanced technology taking priority over the functionality of the patients themselves (Johnson 2000). The human element is thus neglected in favor of treating the illness as an isolated problem (Roberts, 2000). Nursing models such as those created by Neuman, Roy and Johnson can be useful in bringing back the concept of the whole person to ICU patients experience sleep disruptions on average about every 20 minutes during a 24-hour day (Johnson, 2000). These disruptions come in the form of observations to ensure the physical stability of the patient. Another factor is the isolation from the natural day-night cycle as a result of ICUs constructed without any windows. If lights are always on at a consistent intensity, this furthermore disrupts the sleeping pattern and aggravates the inability of patients to reach the deepest stage of sleep. These factors lead to severe sleep deprivation, which may complicate to Stress-related sleep deprivation in the ICU can affect memory, concept formation, reasoning and executive function (Johnson, 2000). The fear already present as a result of the need for intensive care results in sleep deprivation, which aggravates disorientation, agitation, and possibly delirium. In order to...

Latter, not Ladder

Latter, not Ladder Latter, not Ladder Latter, not Ladder By Maeve Maddox Andrew Chatwin asks: Latter and Ladder, how are they different? One difference is that of pronunciation: latter [lÄÆ'tÉ™r] ladder[lÄÆ'dÉ™r] In ordinary speech, however, the difference between the t and d sounds is often difficult to discern. Apparently other speakers are puzzled by the word latter. Heres a question asked and answered at Yahoo Answers: Why do people use the phrase I choose the ladder after comparing two decisions or choices? And heres the best answer as chosen by voters: Oh most people who say that are social climbers and they want to get to the top. In the expression that refers to making a choice between two options, the word is latter, not ladder. The first option is called the former: Father gave us our choice of the blue Mustang or the red Corvette. I chose the former and Charlie chose the latter. The word latter comes from the comparative form of Old English laet: laetra, and meant slower. It took on the meaning of second of two in the 1550s. Modern later came, well, later. (It also comes from OE laet.) The most usual use of latter is to refer to the second of two mentioned things: He was offered the part of either Othello or Iago: he chose the latter. Mormons call their church the Church of Jesus Christ of Latter Day Saints because they see themselves as later followers of Jesus Christ; the former day saints were the first century Christians. The latter days is an eschatological phrase used by some Christian sects to refer to the days preceding the second coming of Christ. One can also refer to a persons latter years, i.e., old age. Here are some examples of latter used to mean the later part of life: Men living longer but spend latter years sick Staying in Shape in Your Latter Years Ladder, as a noun, usually means a portable device with rungs or steps that enables one to climb up or down. The word ladder can also refer to a tear or a breach in fabric that resembles a ladder, having straight sides and crosspieces: Once the critical bond at the crack tip has broken, the peak stress concentration is transferred to the next bond, and so on, like a ladder in a silk stocking. Figuratively, ladder is used to refer to the steps of getting ahead socially or professionally: A steady rise up the legal ladder took him into the commercial law field †¦ He sits, unhappy and proud, on the ladder of social promotion having lost the hold on one type of life, but failing to reach the one to which he aspires. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsUsed To vs. Use ToEspecially vs. Specially

Aircarft performance work Assignment Example | Topics and Well Written Essays - 2000 words - 1

Aircarft performance work - Assignment Example ly against a clock and are required to complete tight turns through demanding aerial low altitude attack course consisting of â€Å"Air Gate† or Pylons (1). These races are mainly held over water close to cities. They are also held at natural wonders or airfields accompanied by supporting programs to show flights. More often than not, these races are held on weekends. The first day is dedicated for qualification with the second day being dedicated for knockout finals (1). During the race the aircrafts can achieve speeds of up to 230 mph, and, they along with the pilots can experience force of up to 12G (1). The ultimate objective of the race is to complete the course with the fastest possible time. The Pilots must enter, pass through and exit each Air Gate in the precise position, either flying level or at 90Ëš to level (often referred to as Knife edge flying) (1). Whilst avoiding contact with the pylons and the aircraft. Hence reduce being penalized with time penalties to t he overall lap time. The eventual winner in this series is determined through aggregation total points obtained at the end of each of the races across the season. For one to qualify, a pilot along with the chosen aircrafts must meet strict requirements set by the Red Bull Race organizers. The pilots must agree to be taken through a super License testing process in ensuring that he/she can cope with difficult turning/maneuvering while at the same time flying at a very low ground speeds. This races provide the pilots with a unique opportunity to showcase their skills speed precisions as they push their aircrafts, as well as themselves through extreme physical limits (2). The Zivco Edge 540 aircraft is a racing aircraft manufactured by Zivko Aeronautics and was first introduced in 2000. There are three variations of this aircraft: Zivko Edge 540, Zivko Edge 540A, and Edge 540T. Zivko Edge 540, which is the latest of the three variations is the focus of this analysis. This is highly aerobatic and

England's Policy of Transportation Essay Example | Topics and Well Written Essays - 1250 words

England's Policy of Transportation - Essay Example The rebellion in the colonies had made it impossible to use them as a penal colony and in 1788 England began to transport mass numbers of these criminals to Australia. This dark period in England's criminal justice history saw the transportation of 160,000 people to the continent (Sheehan, Miller, & Hudzik, n.d.). Many were children, some were elderly, and most had been convicted of only very minor offences. England's Policy of Transportation was a heinous immorality, unjustly perpetrated in an ineffective attempt to control England's lower class and their petty crimes. The harshness of Britain's reaction to crime is understandable as upper class citizens feared the pickpockets and thieves and demanded action from the government. However, to send any person, not to mention a child, across the sea with no hope of returning strips them of their last remaining possession, their cultural identity. The initial voyage contained 700 convicts whose number included a 9 year old boy convicted of stealing and an 82 year old woman caught lying under oath (Martz, 2000). These hapless passengers were thrown together with a brutal adult population to endure abuse and worse. According to Dunlop (1997),"All prisoners were treated alike, and conditions were harsh; appalling living conditions, disease, hunger, floggings and general neglect were prevalent and many convicts died en route or upon arrival." The severity of these actions were as appalling in the 16th century as they are today. Though men outnumbered women 6 to 1, women were often the target of criminal convictions in an effort to increase the female population in Australia (Martz, 2000). Innocent women could be convicted, not because of their crime, but because of their gender. Men in the new penal colony demanded wives and the British system was eager to provide them. Providing women to the penal colony was viewed as a method of adding stability to the system and many were forced into prostitution upon landing. Often, they would be taken prisoner by male inmates or sold into sexual slavery (Martz, 2000). The injustice of condemning a woman to a life of slavery for political convenience is seldom rivalled in modern history. The years of practising a Policy of Transportation did little to impact or reduce Britain's criminal population. The root causes of crime were poverty and a well-defined class structure. The failure to address these problems left the threat of transportation an impotent weapon on the war on crime. Though the horrors of a lifetime of banishment may have deterred some criminals to be less aggressive in their activity, the rising numbers eliminated any possible gain that deterrence might have. The relatively small numbers of violent criminals included in transportation verifies that the policy did little to correct England's crime problem. Sending women, children, or anyone else to a lifetime of banishment away from all they know is an immoral act when done in response to minor crimes against property. Sentencing them to a lifetime of misery and possible death was an injustice of vast proportions. Transporting women, unfairly convicted for the purpose of creating a class of sexual slaves, was inexcusable even in the context of the times. That it was an ineffective effort resulting from a war against the lower class residents of the slums

Counselling, Caring and the Ambulance Service Essay Example for Free

Counselling, Caring and the Ambulance Service Essay Introduction In order to discus counselling and its meaning both generally, and in my workplace, it is necessary to come up with a definition. The dictionary describes it in terms of advice but this interpretation is a traditional one and carries an immediate implication of inequality for those involved. It is a narrow interpretation of the concept when compared to modern attitudes, which usually include a psychological aspect. Nevertheless, the traditional view still bears three of the fundamentals of counselling. These are: * That it involves at least two people, thus constitutes a relationship. * That there is agreement about the nature of the interaction, i.e. it is cooperative. * The aim is to help those involved. According to Stephen Murgatroyd (1990, P.5) counselling is not the sole prerogative of professional counsellors. It is a process that is widely used in within a community, which can take many forms. I have found this particularly true in my own profession. As a Paramedic within the NHS for ten years I have used techniques, which I now recognise as essentials of counselling practice, but have never considered myself a counsellor. Rather a professional who can learn much from the subject. In my workplace I find frequent examples of the more traditional model of counselling, as described by Murgatroyd (1990 P.7) as prescriptive or directive but also of other the facilitative or developmental forms, which seek to encourage patient centred self-actualisation. These I will seek to analyse. I hope to draw out some of the problems involved and discuss ways in which to improve. Counselling, Caring and the Ambulance Service Once upon a time ambulance staff had a clear job specification, or at least their managers liked to believe so. Crews were told their mission was to preserve life and transport to hospital with the minimum of deterioration in the patients well-being. In reality things are not that simple and ambulance staff deal with a myriad of human responses and emotions every day. In the past many of my colleagues thought of counselling as a nebulous concept, which had no place at the cutting age of ambulance work. More attention was paid to physical trauma than emotional. With hindsight we can see that the best ambulance staff were those that used the skills that we now identify and welcome, in a natural and confident way. Usually they were also those that had plenty of experience. Just as my job covers a range of human conditions, so counselling and guidance demands a range of approaches to those being counselled. In my job these can be patients, their friends, relatives, bystanders or other professionals. Also though, it includes my colleagues. I have discussed briefly the nature of counselling, now I would like to examine it in more detail. Nelson-Jones (1983) talks of a distinction between skills and specialism or counselling relationships, whereby counselling is the primary activity, and helping relationships in which counselling skills form part of the helpers relationship with another person. Clearly the latter applies to my own job as well as many others. Our primary role is not that of counsellors but we use some of those skills so as to be effective practitioners. Davis Fallowfield examine four models of psychological theory that have had a major impact on counselling. These are: * Behavioural * Cognitive Behavioural * Person Centred * Psychodynamic Each of these allows us a better understanding of the processes of helping by affording us a different view of the human psyche. In my work I can recognise elements of all the models in patients and colleagues. Rogers, (Person Centred), gives insight into the importance of the conditions necessary to create an effective relationship. Based on humanistic philosophy he espouses the belief that all people have the capacity to achieve self-actualisation, if the basic conditions can be created. Freud, (Psychodynamic) demonstrates the importance of the relationship, the unconscious processes which arise from them and the insight into them in dealing with problems The behaviourist theories espoused by Pavlov, Skinner, Ellis and others, deal with the nature of behaviours learned and observable, and how maladaptive thought processes can be unlearned by the use of cognitive processes. A fifth model, that of Gerard Egan, integrates many of the ideas of the former to create an eclectic model that I believe has particular relevance to my workplace. In The Skilled Helper (1994) Egan incorporates some of Rogers and Maslow`s humanistic ideas in a pragmatic way, to outline some of the counselling skills that we use so much as teachers or carers. As Egans model is concerned with problems other than just psychological it provides a more relevant ethical base for those in teaching or healthcare and has been increasingly embraced by those professions in recent years.(Burnard 1990 P.27) Egan mirrors modern healthcare by treating the patient in an holistic way. He proposes a need for empathy, respect, genuiness and mutual respect. All of these are very necessary to accomplished ambulance staff. The Three-Stage Model Egan uses a three-stage model to outline the helping process. The first stage concentrates on the social skills that I find so important to my job, setting the scene and allowing a warm relationship to flourish through showing genuine empathy. Skills such as body language active listening and attention giving are prerequisites. Communication is established and advanced. Stage two moves the process forward by drawing out themes to allow the subject a new perspective. The subject is gently challenged so as to recognise themes, feelings and experiences. . Building on the previous stages, the third seeks to encourage a creative ambience. Problem solving drawing on points raised, maybe seeking solutions and encouraging the subject to establish a plan of action. The establishment of communication is common to the whole process. This is a massively important. The process may also move backwards or forwards. It is not intended to be prescriptive but rather to draw out the empathetic human qualities that can help. I can recall so many instances where Egans ideas have been used in my workplace that it is hard to select examples. We are often called upon to assess our patients well being in a very short time. Once we have established that avenues of communication are possible, i.e that the patient is able to communicate in a rational way, we embark on a dialogue that seeks to put them at ease, allow them insight and hopefully afford them a feeling that they have some measure of control over the situation. Power thus becomes an important issue. In Davis Fallowfield (P.15) the patient/practitioner relationship is discussed. They state that one of the most common problems encountered is the need for medical staff to take on the role of expert in order to reach conclusive goals. Very often this leads to neglect of the patient as a whole. Sanders (1994) identifies two qualities that he describes as non-counselling. One of them, he describes as being distant and expert. Sometimes, in a medical emergency, this is a necessary quality but creates feelings of guilt. I have often left relatives at the scene of a cardiac arrest at home whilst taking the role of expert and wondered at the emotional carnage that we have just encountered as we speed towards hospital with their loved one. Many times I know that we have not even begun to address their needs. It is certainly easier not to shoulder that sort of emotional involvement, as mentioned by Burnard (P.148), when he talks of the possibility of burnout. But sometimes assuming the role of expert can be used as an excuse to avoid emotional involvement. I believe that in my workplace this is a very common problem and have many times taken issue with colleagues who have deliberately refused to move away from the expert mode and address the patient as a whole person. In one such incident a young female patient was brought by chair into the AE department by a crew. Wheeled into the centre of the busy department she sat hunched, clearly embarrassed, and hiding her face. One of the crew held a large collection of empty pill packets, making it obvious to those who could see that the patient had overdosed. Overdoses are a very common emergency and can bring out negative attitudes from all medical workers. Whilst the patient remained on public view the ambulance man walked up to the nursing station and ritualistically poured the packets onto the desk in an obviously condescending way. The patient began to cry quietly. The behaviour of this colleague incensed me. He had ritualistically humiliated his patient presumably because of his intolerance and judgmentalism and a refusal to see the patient as anything but a manipulator. I believe that the ability to extract necessary information and perform tasks in an empathetic way is not only achievable using Egans techniques, but also vital to patient well-being. During my time in the ambulance service time I have passed through stages that have been identified by Maynard Furlong (1998) as distinct points in development, from early idealism to realism and occasional disenchantment. I have found that after several years a degree of cynicism is a common occupational hazard and is probably to be expected. Staff have to come to terms with what is achievable within the constraints of the job and workplace stress is common. Very often in my workplace I witness a range of abilities in communication. Simple techniques such as positioning, eye contact and general body language can be taught but I am convinced that without a genuine love for ones fellow man these techniques are not convincing. The humanistic approach that I have discussed is not always easy. It is easy to dismiss, especially when staff are tired and demoralised. Judgmental attitudes are commonplace and to some extent inevitable. The ability to rise above these and retain an open mind is something that can be massively affected by peer pressure in a working situation where crews work in twos. Usually one crewmember is senior and the dynamic of the relationship is affected by experience, sex, strength, (psychological and physical), age etc. This can often create an imbalance of power, between crewmates. This particularly affects less experienced younger staff in a workplace where experience is such a valuable commodity. Sometimes staff suffer because of their role as unofficial counsellors. Burnard (1990) talks of the potentially painful relationship between the parties. I believe that prolonged exposure can lead to problems and in my workplace this had lead to the formation of a structure designed to aid the problem. Five years ago the ambulance service started an in-house Staff Support Scheme network, in order to create a pathway to help to reduce the impact of psychological problems. It was thought that staff who had been trained to identify some of the symptoms of psychological or emotional problems were in an excellent position to guide the subject to help in the form of professional counselling. Whilst I wholeheartedly supported the concept and became a member, I had doubts about some of conditions attached, particularly about the principles of confidentiality and supervision. We were trained in debriefing techniques (not as counsellors) by a very experienced professional counsellor. However the trust felt bound to encourage us to disclose not only health safety and legal confidences, but also those that may contravene trust rules. This I felt was unethical and impractical. They also had no formal supervision structure in place and no mechanism for further development. All these factors left the idea profoundly flawed. I continue to serve as a staff support member but refuse to create reports on individuals or to pass on confidences. This is a position that is supported by Nelson-Jones (P.143) who maintains that breaking confidences is a serious breech of ethics. Counselling and helping work colleagues outside the classroom can be a much more intimate affair. Crews routinely spend twelve hours in each others company, often on standby or on station, alone, un-chaperoned and unsupervised. Thus if there are emotional needs and issues the workplace can become extremely intense. Staff obviously have issues themselves, quite apart from the problems they may face with patients and support can be close at hand. But the operational ambulance environment can also become a minefield of ethical limits and the process of helping can be impaired as well as enhanced. Burnard (P.139) discusses the problems of transference and countertransference. In the above-mentioned situation where an inappropriate relationship develops he suggests the transfer of the client to a more senior counsellor. Although the obvious solution, this is not always possible and it is obvious that problems will continue to occur. Development The back of an ambulance is no respecter of class and ambulance work can be a great leveller. As a developing teacher of ambulance staff I am in the privileged position of teaching those who I believe are routinely placed in a position of power and privilege that can be used or abused. I believe a major part of my teaching role is to encourage the use of the humanistic approach, and to encourage students to reflect on their own attitudes and judgements in order to allow them to better use the skills described by Egan and the key aspects required as described by Carl Rogers in Kischenbaum Henderson, (1989). The humanistic approach is already practised in my workplace and has been by the more experienced staff for years. Even though they did not attach labels to their skills they were using the humanistic approach espoused by Egan, Rogers and others. In the emergency care setting they have honed these skills to bring benefit to their patients as quickly as possible. It remains a joy to watch I see my future role as that of a champion for the humanistic approach, by my actions and my teaching methods. As more demands continue to be heaped on staff this may become more difficult. We are in danger of becoming more concerned with the product than the process. Bibliography Murgatroyd. S (1985) Counselling and Helping. Haworth Press Nelson-Jones.R (1997) Practical Counselling and Helping Skills. Cassell Davis.H and Fallowfield.L (1993) Counselling and Communication in Health Care Wiley Sons Burnard.P (1990) Counselling Skills For Health Professionals Chapman Hall Borck.L and Fawcet. S (1982) Learning Counselling and Problem Solving Skills. Haworth Press Kirchenbaum Henderson (1989) The Carl Rogers Dialogues (From Course Handout)

Romantic Nature Setting :: Descriptive Essay About A Place

Romantic Nature Setting As I opened my eyes, I saw him laying there, still sleeping and exploring his deepest thoughts. The brisk morning air nibbled at my nose as the sun, just rising over the mountains, warmed my body. I leaned over and gave him a gentle kiss on his lips to wake him. He opened his eyes slowly and looked over at me with a smile. As he stroked the side of my face with his gentle hand, I felt this chocolate colored skin melt over me. After laying there holding each other in perfect silence, we decided to put our clothes on and go for a morning hike. We took off down a path covered softly with moss and tiny pink flowers. Off to the side of the path were endless green trees and pants all nestled together to make one beautiful piece of art. After a while, we reached a sparkling, clear brook. It was about twelve feet deep and nearly three feet deep. The path wound right along side the water. Down the brook a ways, we came to a deep water hole where the fish danced in the swirling current. I noticed the brook was beginning to flow a little faster now, and I could hear the steady, rushing noise of the water falling over the cliffs that lied ahead. We walked to the cliff's edge to look over at the crystal clear lagoon that lay below us. The falls dropped about thirty feet down before it met the pool of water below. To the sides of the waterfall were moss-covered rocks, ferns and other green plants, growing from the crevices of the cliffs. Vines weaved their way down from the trees that towered from on top of the rocks. We decided to take off and climb down towards the water pool. Following the trail, we lost sight of the waterfall for most of the time it took to climb down. As we neared the bottom, huge rocks at the edge of the waterfall blocked all view of it. Once the waterfall became visible, it was more beautiful that ever. From the bottom, we could see the vapors rising from where the falls bubbled into the pool. We could see the rainbow that was made from the sunlight shining through the mist. Since it was such a nice day, we decided to go for a swim.

Discuss the Techniques Used by Shakespeare to Present Othello’s Transformation

Discuss the Techniques Used by Shakespeare to Present Othello’s Transformation The transforming of Othello is perhaps one of the most important parts to the play. Shakespeare uses a number of techniques to get across the monumental change in Othello and to dramatically present both the characters and the story. Perhaps the most climatic of all the approaches is Othello’s given state of mind. To begin with, he is calm, reserved and commanding, knowing what he wants and how he is to get it.Shakespeare consigned Othello short, impressive imperatives like ‘stand there’ to demonstrate his amount of control. Othello continues to use majestic language throughout the beginning of the play: ‘but look’ and ‘keep up’. As most of his orders are realized, again it indicates Othello’s ability to obtain all he desires and his assertive stride. Othello’s vocalization style immediately evokes a loud and proud man, standing before us w ith great authority, whilst also holding his own and without revealing his purpose.He says ‘most potent, grave, and reverend signiors’ to display the amount of respect he has for those above him, lavishing them in glorifying adjectives: ‘noble and approved good masters’ and ‘gracious patience’, flattering them to acquire all he wishes. Othello continues to appear humble and reserved, ‘rude am I in my speech†¦ little bless’d with the soft phrase of peace’, when covertly he knows and understands he has an ulterior motive, and understands how to proceed to succeed in this motive.Othello has been given an ability to be sycophantic, in order for those listening to be taken in by his sweet flattery, so he can get in their head, and make them conceive to his demands. Othello does, after all, still remain with his confident and unflappable manner: ‘I have ta’en away this old man’s daughter’, is just o ne is the few examples of the audacious and defiant demeanour he pronounces us with. Othello’s character is not distressed when clarifying the obvious, and is not afraid to express it in such a style that could be portrayed as abrupt and ungracious.However, due to the earlier honeying of his words, Othello can get away with saying such things in a comparable scheme. Essentially, he knows what he is doing. Othello displays an ability to use staggering poetic images: ‘Keep up your bright swords, for the dew will rust them. ’ This shows a lyrical side to him and is just another way he expresses his assurance. It is delicate language, and is said in a dignified fashion, flaunting his unobtrusive authority and his dexterity to remain unruffled.Othello could be powerful, persuasive and emphatic, simply by becoming a profitable raconteur, and drawing his listeners into the tale. The story of Othello and Desdemona’s love (act 1, scene 3), was told so one could see how impressive Othello could be; he could stand in front of a court, confidently and surely, divulge an account, and use elaborate images, captivating all around him completely, when the person he is challenging is one of higher authority. To the audience we view him as an intimidating person, making us quiver in our seats and look to him as one that can hold himself no matter what.Later on, however, Othello changes the manner in which he speaks ‘– Handkerchief — confessions’. He changes to prose, signifying numerous things. Perhaps it is announcing to us that he is now a puppet, a minion, rather than a high general; also that he has lost all his earlier fluency and rhythm. His language is broken and erratic, much like the way he is thinking. When once Othello used the imperatives, by the end of the play, he is succumbing to the orders given by others. ‘Do it not with poison, strangle her’ Iago tells Othello, and Othello is very easily swayed : becoming the passive one.He not only has no control over those around him, but cannot even control his own actions and his own mind. Previously, Othello could stand in front of the Venetian Court and persuade them to listen to his version of events, giving him extravagant respect, whereas the later on in the play one reads, we see him transformed to the afore mentioned minion characteristics. If one was respected by others, they would not say ‘Damn her, lewd minx! ’ and ‘O damn her! ’ It is aggressive and emotive, bordering out of control, and is a complete contrast to his previous, calm self.Othello would not return to that sturdy, serene and placid man he once was. When he uses base language (‘damn’ and ‘lewd’), this again, shows us his metamorphosis to one who has become far more moronic, and lower in the hierarchy. ‘Keep up your bright swords, for the dew will rust them’ is a demonstration of the imagery that Sha kespeare presents Othello with. The majority of his imagery is fairly theatrical, establishing his assurance, as he can execute such extravagant mental images, and carry them off.It also shows that his mind is in a harmonious situation, and is not poisoned, giving him the ability to elect images that would be effective in the circumstances: ‘of moving accidents by flood and field, of hair-breadth escapes ‘ the imminent deadly breach’. Thereafter, we see all his images transforming to become grotesque and incongruous, ‘rather be a toad’. Toads are slimy, unbecoming animals, and Shakespeare is giving us perception to what Othello has been corrupted to adorn. ‘Vapour of a dungeon’ is just another example of the putrid imagery Othello is given.His change in images (both what we acknowledge, and the thoughts of Othello) is monumental, and therefore disturbing. When Othello is speaking to others, we can observe his reaction to what is said. At the beginning, this would not help us perceive much, as he may be thinking one thing, but say another in an entirely believable manner. This was when Othello’s soliquies mattered. Nearer the end, however, Othello was in such a predicament that he always said what he was thinking, and all his emotions were displayed.He is ruled now by what he feels, not by what is right, not what would make sense to the man he once was. In one soliquy he says ‘for I am black’ which indicates insecurity, something that would not have bothered him before. Othello is also feeling sexually insecure, ‘I am abused’, thus feeling sorry for himself. However the earlier Othello would have no reason to be, because he had everything he wanted: ‘boasting is an honour’. Not only is he insecure, he also starts to hold an inability to keep his anger under control.This, in turn, represents a lack of power. ‘Think, my lord! ’ shows his frustration, and the pa ssage that follows unveils a simmering exasperation. This creates tension, as we are waiting for Othello to pronounce us with an unleashed fury. In contrast, when Othello would get angry beforehand, a dignified response was ensued, ‘Good signoir, you shall more command with years than with your weapons’. Even in the face of danger, Othello used to manage keeping control of both himself, and the situation.The change in punctuation is significant to the change in Othello, as it gives us an insight as to how he is reacting, and his state of mind. In the first instance, Shakespeare does not render Othello with too many questions or exclamations, revealing his capacity to remain unruffled and collected. The lack of questions signifies that Othello knows all, and does not question situations or people. Later on, we see the transformation, as Othello is seen to use many more exclamations: ‘not their appetites! ’, ‘the tranquil mind! ’, ‘content! , ‘ambition virtue! ’, ‘glorious war! ’†¦ The list goes on. This implies excitement, anger and perturbation. Before he may not have needed to become animated; if he did, he could keep it under control; perhaps so he could manipulate others. Now, however, he is emotive and dramatic, contrasting his earlier emotions. The new use of question marks expresses Othello’s stupidity and confusion: ‘what didst not like? ’ Not only does this verify his turmoil, but he is also questioning himself. It’s another example of his new found insecurity: ‘is’t possible? Shakespeare has made it as such Othello cannot understand what is going on around him, making him an easier target to wield. Othello’s ‘Love’ for Desdemona was so powerful and passionate, ‘that I love the gentle Desdemona’. Othello wished to marry her, even though it will cause an inimitable eruption. ‘I loved her’ again shows that is his Love was influential (much like him). Othello loves Desdemona so much that he was prepared to ruin his hard-earned career for her, ‘I would not my un-housed free condition put into circumscription and confine for the sea’s worth’.He talks about her countless times throughout the first part of the play and it demonstrates how dominant she has been in his life. Then, however, he goes on to describe her as ‘lewd minx’ disclosing to us that he holds an unaccustomed hatred toward her; he uses ‘fair devil’ at one point, an oxymoron, establishing two things: he is confused, and he loves Desdemona, but hates her also. Moreover, Othello rarely uses her name, when nearing the end of the play: ‘with her, lest her body’, ‘lie with her’ etc, which shows us that he cannot bear to say it.To begin with, however, he would use ‘Desdemona’ regularly, as though by saying her name, it would bring him closer to her, and that’s all he wanted. ‘If I do prove’ discloses the fact that he doth endeavour to believe that Desdemona still Loves him, perhaps because he couldn’t imagine it any other way. Not merely this, but again it is demonstrates his freshly found insecurity and vacillation. Perhaps the most dramatic of the changes presented when looking at Othello’s bestowed behaviour towards Desdemona, is when he hits her.He strikes her accompanied with ‘devil’. Desdemona is simply perplexed, and responds, ‘I have not deserved this’. Her retort explains that what he has done is unconventional for him, and that there is no reason behind the attack. Lodovico plays a vital part when noticing the change between the lovers. He saw how in love they were since the rudiments of the play, and how that has modified. He goes from one extreme to the next, so we see the monumental adaptation between their love through Lodovico’s eye s.He reacts to Othello hitting Desdemona as such: ‘would not have been believed in Venice’, whereas earlier he could see that they were in love. Cassio used to be Othello’s lieutenant, and was when Othello had his own state of mind, his own sense of morals, indicating Cassio was of the correct calibre when it comes to his job. After Othello had been poisoned, however, ‘now art thou my lieutenant’, Othello promotes Iago. It demonstrates his conversion in trust, and reveals that he has almost been twisted to the maximum. It is as though he must have Iago there to endure ‘if thou dost love me, show me thy thought’.He is insecure and paranoid, and must know what Iago is thinking. Dramatic irony also comes into the equation here, as we know Cassio is the one that Othello should accredit, but Iago is the one he believes. Ultimately, this creates tension in the audience. Again, Othello’s soliquies elucidate a great deal when it comes to how he is thinking. ‘O curse of marriage’ tells us that Othello no longer appreciates the idea of marriage, and ‘had rather be a toad, and live upon a vapour of a dungeon, than keep a corner in the thing I love’.Before, we knew that he held certain adoration for marriage, as he decided to espouse Desdemona although it would cause havoc. This soliquy also deduces a great deal about his sentiments, as we see him with pessimistic view-points: ‘Tis destiny unshunnable, like death: even then this forked plague is fated to us’. Finally, Othello returns to his imperturbable self, opening with imperatives on his last speech: ‘soft you’. He is confident again ‘I have done the state some service, and they know’t’. Othello goes on to realise he has been ‘wrought’ by Iago, and ‘perplex’d in the extreme’.He describes Desdemona as a ‘pearl, richer than all his tribe’ and discerns that he threw away something beautiful and vulnerable, due to Iago’s cunningness. Othello finishes with ‘I took by the throat the circumcised dog, and smote him, thus’ indirectly calling himself the enemy, as he stabs himself after the last word. Othello’s veil that was put there by Iago was ripped away and he must have feel satisfaction from realising the truth; however we know he loves Desdemona, as he ends his life because of what he has done, and what he believed to be true.

Suicide Bombers: Psychopaths or Not?

Psychopath or not? Are suicide bombers crazy? Do you think their way of thinking is rational? At first, the answer anyone would give seems obvious: they must be crazy and have irrational thoughts to blow themselves up and kill innocent people in the process. However, terrorism experts have proposed several rational motives for their actions. Some political scientists believe that terrorists make a tactical choice to use suicide bombings against a stronger enemy. Other experts argue that suicide terrorism is part of a â€Å"cycle of humiliation† fueled by a suicide bombers’ desire to strike back at those who have mistreated or shamed them.Some psychologists have concluded that suicide bombers are ordinary, everyday people who are unlikely to commit violent acts until they identify with and join a terrorist group which manipulates and pressures them to commit these violent acts. Suicide bombing attacks have become a weapon of choice among terrorist groups because of their lethality and ability to cause mayhem and fear. Though depressing, the almost daily news reports of deaths caused by suicide attacks rarely explain what motivates the attackers.Between 1981 and 2006, 1200 suicide attacks constituted 4 percent of all terrorist attacks in the world and killed 14,599 people or 32 percent of all terrorism related deaths. The question is why? Between 1981 and 2006, 1200 suicide attacks constituted 4 percent of all terrorist attacks in the world and killed 14,599 people or 32 percent of all terrorism related deaths. (figure 1) Despite everyone’s stereotype belief that suicide bombers â€Å"are both sociopathic and irrational people, many political scientists believe that most terrorists are rational people with tactical goals.Evans (a political scientist), for example, argues that terrorism is a strategy. Those who use it want to expose their cause, draw the enemy into a costly conflict, and provoke an overreaction that will make the enemy look f oolish or evil, recruit supporters, and prevent finding the middle ground. Robert Pape also believes that suicide terrorism has an essential strategic logic. It is politics more than religious passion that has led terrorists to blow themselves up.In Roberts view, â€Å"Suicide-terrorist attacks are not encouraged by religion but more as a clear strategic objective: to force modern democracies to remove military forces from the territory that the terrorists view as their homeland. † While terrorism can be seen as a rational strategy, feelings of shame and embarrassment may make suicide the weapon of choice because they can get their revenge as well as just end their miserable life, Interviews of failed bombers or bombers-in-training reveal that they are striking back at those who humiliated or injured them.On October 4, 2003, 29 year old Palestinian lawyer Hanadi Jaradat exploded her suicide belt in the Maxim restaurant in Haifa killing 20 people and wounding many more. Accord ing to her family, her suicide mission was in revenge for the killing of her brother and her fiance by the Israeli security forces and in revenge for all the crimes Israel had perpetrated in the West Bank by killing Palestinians and confiscating their lands. The main motive for many suicide bombings in Israel is revenge for acts committed by Israelis. The bombers want to send a message: their enemies are responsible for their humiliation and ultimately for their death.In September 2007 when American forces raided an Iraqi insurgent camp in the desert town of Singar near the Syrian border they discovered biographies of more than seven hundred foreign fighters. The Americans were surprised to find that 137 were Libyans and 52 of them were from a small Libyan town of Darnah. The reason why so many of Darnah’s young men had gone to Iraq for suicide missions was not the global jihadi ideology, but an explosive mix of desperation, pride, anger, sense of powerlessness, local traditi on of resistance and religious fervor.A similar mix of factors is now motivating young Pashtuns to volunteer for suicide missions in Pakistan and Afghanistan. Further evidence that suicide bombers are responding to humiliation is found in the 430 recorded biographies of suicide bombers which were carefully analyzed by terrorist experts Haqqani and Kimmage. Professor Riaz Hassan, author of a forthcoming book on suicide bombing, tells us. For one, the conventional wisdom that bombers are insane or religious fanatics is wrong.Typically, most suicide bombers are psychologically normal and are deeply integrated into social networks and emotionally attached to their national communities. Individual bombers show no personality disorders and the attacks themselves are often politically motivated, aimed at achieving specific strategic goals such as forcing concessions or generating greater support. Moreover, the motivations are complex: â€Å"humiliation, revenge, and altruism† all dr ive the individual to engage in, and the community to overlook, suicide bombing. Indeed, as Hassan notes, articipating in suicide bombing can fulfill a range of meanings from the â€Å"personal to communal. † Without understanding these motivations and addressing them, it would appear the governments or organizations that seek to end suicide bombings are likely to be disappointed. Humiliation, revenge and altruism play a key role at the organizational and individual levels in shaping the sub-culture that promotes suicide bombings. Humiliation is an emotional process that seeks to discipline the target party’s behavior by attacking and lowering their own and others’ opinions of whether they deserve respect.Revenge is also a response to the continuous suffering of an aggrieved community. At the heart of the whole process are perceptions of personal harm, unfairness and injustice, and the anger, indignation, and hatred associated with such perceptions. The motivati on for jihad is almost always . . . the dilemma of the humiliated Muslim nation, victimized by the joint evil forces of kufr (unbelief, embodied by the United States as the enemy bent on the destruction of Islam) and tawaghit (tyrants who have set themselves up, or are propped up, as gods on earth).Although Americans tend to think of suicide bombers as â€Å"individual people taking individual decisions to kill people† says Timothy Spengler, they usually operate as members of highly structured terrorist groups. For bombers-in-training, feelings of shame and humiliation—even their individual identities—are replaced by identification with the group, as psychiatrist Vamik Volkan explains: â€Å"In normal life, a person who wants to kill themself has low self-esteem. For the suicide bombers it was the opposite—by killing yourself, you gain self-esteem.These were people with cracks in their personality that could be filled up, as if with cement, with the larg e group identity. So their individuality was erased. † Once recruits have identified with a terrorist group, they are willing to do anything asked by the group and take extreme risks because they feel invincible. Their individual motives and values are replaced by the motives and values of the terrorist group, and disagreement or questioning of the group’s norms is not encouraged.Men attach more value to vengeance than women; and young people are more prepared to act in a vengeful manner than older individuals. It is not surprising, then, to find that most suicide bombers are both young and male. The key to understanding suicide bombers, then, is to understand the organizations and groups that recruit and train them to be the people you know them as. Understanding the terrorist organization’s logic is more important than understanding individual motivations in explaining suicide attacks.Suicide bombings have high symbolic value because the willingness of the comm itters to die signals high resolve and dedication to their cause. They serve as symbols of a just struggle, stimulate popular support, generate financial support for the organization and become a source of new recruits for future suicide missions. As Cronin concludes, â€Å"Although . . . individual suicide attackers . . . are not technically ‘crazy,’ . . . they are often manipulated by the pressures and belief structures of the group†. The causes of suicide bombings lie not in individual psychopathology but in broader social conditions.Understanding and knowledge of these conditions is vital for developing appropriate public policies and responses to protect the public. Suicide bombings are carried out by motivated individuals associated with community based organizations. Strategies aimed at finding ways to induce communities to abandon such support would curtail support for terrorist organizations. Strategies for eliminating or at least addressing collective g rievances in concrete and effective ways would have a significant, and, in many cases, immediate impact on easing the conditions that nurture the subcultures of suicide bombings.Support for suicide bombing attacks is unlikely to diminish without tangible progress in achieving at least some of the fundamental goals that suicide bombers and those sponsoring and supporting them share. The most important choice a suicide attacker makes is not when to press the trigger, but whether or not to join a terrorist group. (figure 2) Figure1 [pic] Figure 2 References Altman, N. (2005, March/April). On the psychology of suicide bombing. Tikkun, 20(2). Retrieved November 20 2012, from Academic Search Elite database. Atran, S. (2004, Summer).Mishandling suicide terrorism. The Washington Quarterly, 27(3), 67–90. Retrieved November 20 from the Center for Strategic and International Studies Web site: www. twq. com/04summer/docs/04summer_atran. pdf Cronin, A. K. (2003, August 28). Terrorists and suicide attacks. CRS Report RL32058. Washington, D. C. : Congressional Research Service. Retrieved November 21, 2012, from Federation of American Scientists Web site: www. fas. org/irp/crs/RL32058. pdf Evans, E. (2005, Spring). The mind of a terrorist: How terrorists see strategy and morality.World Affairs, 167(4), 175–179. Haqqani, H. , & Kimmage, D. (2005, October 3). Suicidology: The online bios of Iraq’s â€Å"martyrs. † New Republic, 233(14), 14–16. Retrieved November 21 2012, from Academic Search Elite database. Hudson, R. A. (1999, September) The sociology and psychology of terrorism: Who becomes a terrorist and why? Retrieved November 22 2012, from Library of Congress Web site: http://www. loc. gov/rr/frd/pdf-files/Soc_Psych_of_Terrorism. pdf McConnell, S. (2005, July 18). The logic of suicide terrorism [interview with Robert Pape]. The American Conservative.Retrieved November 22 2012, from http://amconmag. com/2005_07_18/article. html Solow, B. (2004, May 26). The â€Å"patient is regressing†: A distinguished psychiatrist visits the Triangle to lecture on the mindset of the U. S. war on terror. Independent Weekly. Retrieved November 22 2012, from http://www. indyweek. com/durham/2004-05-26/election. html Volkan, V. D. (n. d. ) Suicide bombers. Retrieved November 22 2012, from http://www. healthsystem. virginia. edu/internet/csmhi/suicide-bomber-psychology. pdf ———————– Anthony Leach 11/22/12 D’Amato College writing

How Hair Detangler Works and Recipes to Make It

How Hair Detangler Works and Recipes to Make It If you have long hair, chances are youve experienced the pain and frustration of trying to comb out snarls. Hair detangler is like a magical elixir, able to smooth away your cares with the spritz of a pump or wave of your hand. How does it work? Its an example of chemistry in action. Hair Detangler Basics Although there are many possible ingredients in hair detangler, they all work by altering the surface of your hair. Hair detangler is a type of hair conditioner that smooths your hair by coating it with an oil or polymer and/or by acidifying it so that the hairs surface tightens up, smoothing the scales on the hairs outer surface or cuticle and imparting a positive electrical charge to prevent the static that can worsen tangles. Common Chemicals in Hair Detanglers If you check the ingredients list of a hair detangler, youll likely see one or more of these ingredients: Silicone (e.g., dimethicone or Cyclomethicone), a polymer that adds gloss to hair by binding to its surface.Acidifier, a ​chemical that lowers the pH of the detangler, strengthening the hydrogen bonds between keratin molecules in hair, smoothing and tightening each strand.Hydrolyzed Protein helps to repair damaged keratin, smoothing the broken edges so strands of hair dont catch on each other as much.Cationic Surfactants binds to the negatively charged keratin, becoming the new smoother surface of the hair.Oils fill in the pores of dry or damaged hair, making it softer, more pliable, and less likely to tangle. Homemade Hair Detangler If you dont have detangler on hand, you can mix up some yourself. There are several options: Dilute regular hair conditioner. Spritz a mixture of 2 tablespoons conditioner in 16 ounces of water onto damp hair.Fill a spray bottle with the following herbal hair detangler mixture: 8 ounces distilled water1 teaspoon aloe vera gel10-15 drops grapefruit seed extract1-2 drops glycerin1-2 drops essential oil (e.g., lavender, jojoba, chamomile) Rinse hair with rainwater (usually acidic) or make your own acidifying rinse by adding 2 tablespoons apple cider vinegar to an empty 20-ounce water bottle. Fill the remainder of the bottle with water and use the mixture to rinse clean hair.Rub tangled dry hair with a dryer sheet prior to combing it out.

The Best SAT Math Practice Tests and Questions

The Best SAT Math Practice Tests and Questions SAT / ACT Prep Online Guides and Tips For SAT Math prep, no matter your strategy- whether you’re doing self-study, taking a prep class, or working with a tutor- you need to be working with real SAT Math practice materials. The SAT Math test will be different from any other math test you’ve taken. You need to work with the real material to get used to the pacing and style of this unique test. In this short guide, I’ll show you where to find official SAT Math practice tests and questions, and go over what materials to avoid. Best SAT Math Practice Tests, Free and Official All of the following SAT Math tests are completely free. We've gathered together all of them in one place for your convenience. There are currently 10 official practice tests. You can download them here or take them online at Khan Academy (see next section for more details). Math Practice Test 1 Pages 34-56 Math Practice Test 2 Pages 32-53 Math Practice Test 3 Pages 32-55 Math Practice Test 4 Pages 30-54 Math Practice Test 5 Pages 38-65 Math Practice Test 6 Pages 42-67 Math Practice Test 7 Pages 34-59 Math Practice Test 8 Pages 36-61 Math Practice Test 9 Pages 458-482 Math Practice Test 10 Pages 332-353 You can find the scoring guides and answer explanations onthe official College Board website. The official SAT prep bookis not worth purchasing because it's all available for free online. The only reason you might want to buy it is that it includes eight of the practice tests listed above in print form so you don't have to print them out yourself (it's missing tests 2 and 4). Official Math SAT Prep at Khan Academy If you want a little extra prep (which you likely will since there aren't many official practice tests), there are a bunch of official Math practice questions available as part of Khan Academy’s free SAT prep.To access them, you’ll need to sign up for an account, but it's free and tracks your progress over time. On Khan Academy, the SAT lessons and practice questions are divided by type, so they're very helpful for more targeted studying.There’s a lot of math content, which can help you brush up on concepts you might have missed or forgotten. You can see a sample Math question below: Math Practice Questions on the Official SAT Website Finally, the College Board offersa short SAT Math practice sectionon its website. This feature includes30 calculator questionsand18 no-calculator questions. These are all different from those in the 10 practice tests above, so if you'd like more SAT Math practice, this is a great resource to use. The only drawback to these online SAT Math questions is thatthey're not given in a practice test format- rather, you'll be shown the correct answer after every question. Nevertheless, the quality of these questions is unbeatable. Additional SAT Math Materials In general, I recommend against any SAT Math practice tests that were not written by the College Boardas it won’t be realistic practice.You want to use real practice materials so that you can ensure you’re taking tests that reflect the actual content and difficulty of the SAT. If you take practices tests made by other companies, they might be more or less difficult and might not include all the content on the actual SAT Math section. That said,unofficial tests can still be great for practicing math skills- just not for practicing SAT-style questions. SATMath, more than any other section on the test, is based on knowledge, so having plenty of materials to practice the different math skills required is important (and poor or inaccurate formatting doesn't always matter as much). Check out our massive collection of SAT study material for a list of both official and unofficial SAT practice tests. If you still want more SAT Math study material- and don't mind spending a little cash- look at our guide to the best SAT Math prep books. Get your study on! How to Use SAT Math Practice Tests Effectively: 4 Tips Since you have a limited number of full-length SAT practice tests (with a total of 10 Math practice tests), each one is a precious commodity. You need to make sure you get the most out of each one. Here are my top four tips to best use your SAT Math practice tests: Tip 1:Take Full-Length Practice Tests Under Realistic Testing Conditions Take each full-length SAT practice test in one sitting with accurate timing and realistic testing conditions. That means sitting for about four hours (if you're including the Essay in your practice). Only allow yourself the prescribed time per section; the time allowed is listed at the beginning of each section. Use a watch to time yourself. You need to get used to the timing of the SAT and learn to pace yourself.Don’t give yourself any extra time on a section.If you do, you might be able to answer extra questions and therefore artificially inflate your score. Remember, you want these practice tests to be reliable indicators of your real SAT score, so no cheating! I recommend taking each official SAT practice test in one sitting (in other words, don't sit for the Math tests one day and then taking the Reading and Writing tests another day).The SAT is a marathon, and you won’t be fully prepared for it if you don’t take the practice tests in one go. If you don’t have time to take each of the official practices tests in one sitting (one sitting will be about four hours per test), then you can split the sections over multiple days, but make sure you take at least one full section each day (e.g., you complete the whole Math No Calculator section). NOTE:Realistic testing conditions means obeying all test rules. On the SAT Math section, be sure to only use your calculator on the calculator-permitted Math section (section 4)- and do not use your calculator on the No Calculator section (section 3). You need to get used to doing mental math! Don’t cheat in your practice or you won’t be prepared the day of the SAT. Use a watch, not a phone! Tip 2: Review Your Practice My second tip is toreview your practice tests!When you finish, score your practice test.Then, look at the in-depth answer explanations for every question you got wrong. Try to figure out where you went wrong.Do not skip this step! If you do, you're not going to learn from your errors, and you'll continue making them. Spend at least an hour reviewing your SAT practice tests (or at least 15 minutes per section). While it might seem like a lot of study time wasted, I promise it’s not. It’s the most valuable time spent because it’s the time where you’ll learn from your mistakes. If you don’t have a lot of study time, I recommend taking two SAT practice tests with detailed review, and then at least four SAT Math practice tests with no review. Tip 3: Practice Skills Between Tests Some students see the improvement they want by simply taking practice tests and familiarizing themselves with the pace and style of the SAT. However, most students need to review math concepts that they forgot, never learned, or never quite mastered. In-between practice tests, I highly recommend that youread our individual SAT Math content guides. These guides address the specific content areas (i.e., Coordinate Geometry, Trigonometry, Systems of Equations, etc.) that you need to master to do well on SAT Math. After taking your first practice test, see whether you can figure out why you got thosemath questions wrong.Did you skip a step? Did you misread the question? Or did you not know the content needed to solve a question? If you didn't know how to solve a question, then you need to review that content! Tip 4: Get Help If You Need It If you’re not improving with each practice test, look for extra help: consider supplementing the SAT practice tests with a tutor, class, book (such as the ones above) or program.While some people might be able to learn from their mistakes on practice tests through self-study, most need outside help to identify their weaknesses and to help them improve. Whatever prep you choose, know that a good prep program should be personalized to your specific needs,focusing on your area of weakness while not wasting your time covering topics you’ve already mastered. What’s Next? Interested in testing yourself with the hardest SAT Math questions out there? Check out our 13 toughest SAT Math question guide. Running out of time on the SAT Math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect SAT score? Check out our guide on how to get a perfect 800 on the SAT Math section, written by a real perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Lau v. Nichols Essay Example | Topics and Well Written Essays - 1250 words

Lau v. Nichols - Essay Example The situation was then addressed in Lau v. Nichols, which was instituted in 1974 as a remedy, but the decision did not specify a teaching method, and the approach could be "bilingual instruction, English as a second language (ESL) classes or some other approach" (Crawford, para. 1). This broad interpretation has caused a great deal of controversy over the years. Lau was intended to give limited-English-proficient students (LEP) the opportunity to gain the proficiency they needed, but, unfortunately, according to Crawford, a symposium held twenty years after Lau indicates there has been little improvement in the effort to create equity for LEP students. Without one specific method of teaching LEP students, the effort becomes lost, with well-designed programs staffed by qualified teachers available to only a fraction of LEP students. The term "bilingual education" has come to mean a "range of instructional programs for children whose native language is not English," while the best way to accommodate such children has been and continues to be an area of debate. As noted in a research project by the Westchester Institute in New York, the debate centers on the "role of native language in instruction-whether it should be used and for how long" (Westchester, para. 3). Supporters of native language instruction recommend aggressive development of the primary language prior to introduction of English, while proponents of all-English instruction feel that the English curriculum should be introduced at the very beginning of the student's school experience with minimal use of the native language (Westchester). English Immersion in California Public Schools If the use of bilingual education actually meant learning two languages equally well, it might be a feasible program for all students, not just LEP students. Unfortunately, the concept has not been incorporated in public schools, and according to Ron Unz, advocate of English-only instruction, what is called bilingual education actually consists of mostly Spanish language instructions with little English incorporated into teaching. Since over half of America's LED students were born in the United States with most of the remainder coming here at a young age, the argument that older students have a more difficult time learning English covers only a small percentage of LED students (Sailer). Comparing the English immersion program with the bilingual program, English-only instruction would appear to be more successful, not because it is necessarily a better program but because the bilingual method is not being well utilized. Respected author Maxine Hong Kingston was born in California and in her biographical novel Woman Warrior: Memoirs of a Girlhood Among Ghosts, she recognizes the language and cultural barriers she faced during her childhood. She attended both public school and Chinese school, and her family mostly consisted of Chinese immigrants, who labeled anyone not Chinese as "ghosts." The idea of a bilingual education at that time did not exist, and Kingston had to learn English in order to communicate with English-speaking students, teachers, and business people. Even so, for her, the cultural barriers were far more difficult to overcome. Propositions 227 and 203 Proposition 227, passed in 1998,