Couch Surfing the website Essay Example | Topics and Well Written Essays - 250 words

Couch Surfing the website - Essay Example The vision of the website is to see a world where everyone can explore and create friendships and connections with anyone that they encounter. The site has a rough estimate of about ten million users in more than two hundred different countries around the world. The site can be useful for students in student exchange programs and hitchhiking communities. Students and journalists use the site to meet new people, to hear about their travels, and make long lasting friendships. For professional journalists, this site can be of great use to them to learn about new places that they can visit. Website owners can use this website to create awareness for their websites. This is easy because one can generate traffic to their own website by connecting with friends on the social network site and directing them to website by providing web links. The platform is also useful for discussion forums where you can post pressing issues and invite friends to discuss them. This way, a student can get ideas about a project that needs assistance from the website

International Securities and Finance Essay Example | Topics and Well Written Essays - 500 words

International Securities and Finance - Essay Example mediary used insider information to trade securities of the companies outlined, as they were price affected and thus make high profits than the normal traders (Suzi , 2014). Insider dealing is under the FSA and Securities regulation in the UK. It has been a criminal offense since the year 1985 and currently it is incorporated under the criminal justice Act 1993 Part V. Information that is not available to all parties in the market is deemed asymmetric as traders could use it for their personal gains and make high profits. Efforts have been done overtime to tighten up laws on insider dealing but still there are some who go unprosecuted. Insider dealing is said to be a criminal offense when; the information on hand is price sensitive to the shares trading in the market and when an individual encourages someone else to pass the inside information or deal with the shares that are price sensitive and finally when the dealing takes place through a professional trader or broker and on a regulated market (out-law.com, 2014). For most of the times, people have always thought that insider trading is always illegal, but there are some circumstances where it is legal where the officers, employees, directors, buy and sell stock in their own companies and they report to the reporting authorities of their actions. However, it becomes illegal where the buying and selling of securities involves a breach of fiduciary duty or trust and confidence while in possession of material information that is not available to the whole market. Insider trading is said to undermine investors’ confidence in the market as it does not in any way promote integrity and fairness with some gaining more than others gain. Thus, the relevant authorities should be more stringent in regulating the trading of securities in the market by prosecuting those involved in insider dealings (Mirranda, 2013). The security markets within the UK have faced a lot of criticism from members of the public as issues of

Why Is Assessment Carried Out Nursing Essay

Why Is Assessment Carried Out Nursing Essay Although some questions may appear similar, there are subtle differences that need to be considered if you are sign-posting one answer to another. Criteria Number Assessment Criteria 1.1 Explain the functions of assessment: Why is assessment carried out? What is the purpose of assessment? What does assessment measure? What are the anticipated outcomes of assessment? Assessment is carried out as a way of compiling information about an individual or group to ascertain development needs. It is an integral part of both learning and teaching/coaching and allows the assessor to identify strengths, weaknesses and gaps in learning, enabling them to plan for the next steps in their learning by providing feedback to the individual and agreeing targets. Assessment may be used for 3 main reasons Pre-Assessment To categorize or identify the development stage at which an individual or group is currently performing at. This will provide a benchmark relative to a predetermined criteria and/or standard. Formative Assessment Once a baseline measure has been ascertained, an intervention can then be planned for. This allows the assessor to highlight specific areas of the assessment and target the intervention towards the needs of the individual or group. Using this approach enables the assessor to establish clear programme objectives. Summative Assessment Evaluating is just as important as the assessment itself. It is a process that can determine the growth and progress of the individual or group. This is why it is important to assess before and after the implementation of any programme as the effectiveness of the programme can be measured according to the difference between the two assessments. Continuous or formative assessment, is required not only of the individual and/or group but also of the product of learning, and then compared to the criteria and/or standards set out by the awarding body, (if applicable). This allows for assessment to be integrated into the teaching and learning process and links closely to what we assess, when we assess and why we assess. Assessment is not the be all and end all of teaching, but rather a process that maps a students progress and achievements during a specified timescale. Using the feedback given to them from assessment, the student will have an understanding of their target/s and be able to discuss with the assessor where they currently stand in relation to this target. From here, the student should have a better understanding of how they can achieve the desired outcome.. 1.2 Define these key concepts and principles of assessment: Fair Reliable Valid Safe and manageable Suitable to the candidate needs Fair Fairness in assessment ensures that the individual is given equal opportunities to be successful in reaching their objective. Reliable Reliability in assessment is essential. This would mean for example that if we repeated an assessment on a student, or they were observed by another assessor, then the results should be consistent across the board. Valid Assessment needs to be valid. What this means is that it assesses what it is supposed to assess. An example of this would be if I were to assess a student on their ability to coach a sports session. I could get the candidate to write up on how to coach a session, however, this would not allow me to assess whether or not they could physically coach a session and as such the method would prove to be invalid. A correct method would be to actually watch them coach a session Safe and Manageable Planning in depth and complicated assessments could have a negative effect as they can become completely unmanageable. When putting a plan together, the time management of the individual and/or group, as well as the assessors, should be taken into consideration and not become a burden. Suitable to the candidate needs Assessment should always take into consideration the needs of the individual and /or group. The criteria of most programmes can be assessed in a variety of ways which enables the assessor to steer the individual and/or group to the desired outcome by utilising different methods based on the candidates personal circumstances. 1.3 Explain the responsibilities of the assessor with regard to: Planning Assessing Constructive feedback It is up to the assessor to organise any assessment programme that the individual/ group will embark on. Both the candidate and the assessor will need to agree on the most suitable source of evidence to use for the particular unit/s and agree upon an achievable target date, along with times and places for the assessment to take place. It may also be necessary for the assessor to contact any staff, management, company or organisation to relay their intentions of assessment, as some places of work can have very strict guidelines in place, for example- the prison service, and authorisation would need to be sought. The assessor needs to ensure that the planning is holistic with the aim of looking at the overall picture. The range of assessment methods and strategies to be used should first be checked with the awarding body. This will clarify if the chosen method is suitable as evidence. Any prior learning would also have to be taken into account during the planning process. The assessor would need to seek out this information at the beginning to reduce ant duplication. Both formative and summative assessments and be used to assess the performance, knowledge and understanding of the individual, who will need to provide evidence of assessment criteria for the assessor to check over. It is the assessor responsibility to ensure they have an up to date copy of the criteria to which they intend to assess. Based on this they can then provide feedback to the individual on how to achieve the required result if the requirements have not been met. However, the assessor has a responsibility to the candidate to ensure that the correct assessment methods are being used for the task at hand All resulting decisions will then need to be recorded and justified. When providing feedback, the assessor should ensure they identify and reinforce any strengths witnessed from the evidence. Praise on achieving aspects of the criteria is essential for further progress to occur. At this point, it is important to remember to focus on the activity/ task and not the person. The assessor needs to be objective, and not allow the feedback to get personal. It is deemed as poor practice to begin labelling the candidate as lazy or uninterested for example. The assessor needs to steer the conversation towards what was actually seen, heard, or read. On discussing areas for improvement whereby the individual has fallen short of the desired result, the assessor and the individual would need to define and agree on the arising issues and work together to construct a solution, setting out new aims and objectives and ways of how these can, and will be achieved. It is imperative that any feedback be given as close to the activity as possible. This will allow for a more accurate account of the assessment. 1.4 Identify the company and industry rules and regulations relevant to assessment in your own area of practice? The College and the Awarding Bodies used within the department strive to ensure that there are no unnecessary barriers when it comes to assessing sports students. The requirements and assessment methods in place for students offer a flexibility to enable a wide range of individuals to be able to demonstrate the level of competence required to meet the standards in a fair and reliably way. To ensure this is carried out correctly, the college is required to provide an Internal Verification Policy and Assessment Plan, that highlights the objectives, strategies and procedures that show that the department is approaching assessment in the correct manner, which is in line with both college and national requirements. This allows the IV to check that assessment is being carried out and is consistent across the board. Any internal verification done within the department must be completed by someone not teaching on the course being run. All assessors, internal and external verifiers must be of a standard set out by the NGB/Awarding Bodies for which they need to monitor any changes and implement these accordingly. Any work that has been assessed by an unqualified assessor would need to be counter signed by a qualified assessor. This is to ensure that the evidence, methods and processes that have been used have been checked and authenticated. 2.1 Compare the strengths and limitations of a range of assessment methods with regard to your individual learners? 3.1 Identify the key factors to consider when planning assessment? Consider: Readiness of the Learner Time constraints Workplace requirements Location 3.2 Evaluate the benefits of a holistic approach to assessment? Consider: The opportunities for observation 3.3 Explain how to plan a holistic approach to assessment 3.4 Summarise the types of risks that may be involved in assessment in your own area of responsibility. Consider both HS risks and business risks. 3.5 Explain how to minimise risks through the planning process. Consider: Correct Legislation Policies and Procedures 4.1 Explain the importance of involving the learner and others in the assessment process? Consider: Motivation Range of experience and understanding How to involve expert witnesses 4.2 Summarise the types of information that should be made available to learners and others involved in the assessment process e.g.: Documentation Policies Procedures Skills analysis outcomes Others 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning? Consider: Development of analytical skills Understanding of specifications Self reflection of own performance 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners e.g. Time consideration, work/shift patterns etc. Confidentiality issues Consideration of learning styles Variation of assessment methods 5.1 Explain how to judge whether evidence is: Sufficient Are the requirements met and how do you know? Authentic Is it the learners own work and how do you know? Current Have the working practices around that activity changed since the evidence was produced? 5.2 Explain how to ensure that assessment decisions are: Made against specified criteria Refer to your standards Valid Accurately measured using a method that suits the situation Reliable Ensuring the same results regardless of who is assessing Fair That equality diversity and individual needs have been considered 6.1 Evaluate the importance of quality assurance in the assessment process? 6.2 Summarise the quality assurance and standardisation procedures in your own area of practice including: Internal procedures QCF and awarding institute guidelines 6.3 Summarise the procedures to follow when there are disputes concerning assessment in your own area of practice: Internal and external procedures, including appeals 7.1 Explain the importance of following procedures for the management of information relating to assessment. Give consideration to: The NVQ code of practice 2006 Regulatory arrangements for the QCF 2008 Company policies and procedures Awarding institutes policies and procedures 7.2 Explain how feedback and questioning contribute to the assessment process? 8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. Give consideration to: Data protection Child protection Safeguarding Health and safety 8.2 Explain the contribution that technology can make to the assessment process? 8.3 Evaluate the requirements for equality and diversity and where appropriate bilingualism in relation to assessment? 8.4 Explain the value of reflective practice and continuing professional development in the assessment process?

Purtian Men and Women in Edward Taylor and Anne Bradstreet Essay

Purtian Men and Women in Edward Taylor and Anne Bradstreet Crossing the Atlantic, Puritans faced not only the physical hardships of an uncultivated land, but also difficulties within the structure of their religion. In "The Puritan Dilemma," Edmund Morgan details the contradicting tenets of Puritanism. Puritans were to seek salvation even though they were â€Å"helpless to do anything but evil†; they were to rely entirely on Christ for salvation even though salvation was only possible if preordained by God (7). Additionally, in the Puritan paradigm, the relationship between Christ and the church was analogous to that of husband and wife. Husbands took pre-eminence over wives, just as Christ reigned supreme over His flock. This layered system of servants and masters caused men and women to experience Puritanism very differently. The poetry of Edward Taylor and Anne Bradstreet demonstrates that while Puritan men focused on pleasing their Heavenly Father, Puritan women sought the approval of earthly men. Studying female authorship in colonial America, William Scheick notes that Puritans supported this attitude of subordination with Biblical passages. In the Old Testament, Adam declares Eve the bone of his bones and the flesh of his flesh. Because â€Å"she was taken out of man,† Adam resolves on calling her â€Å"woman.† Similarly, in the New Testament, Paul describes Christians as â€Å"members of [the Lord’s] body, of his flesh, and of his bones.† Whereas the Genesis passage refers to earthly matrimony, Paul addresses the spiritual marriage between Christians and the Bridegroom Christ. Scheick observes how these passages imply â€Å"the silent subordination of the second sex to men, [and] the reverence wives owe to their husbands† (62).... ...ism in early New England. Works Cited Bradstreet, Anne. â€Å"The Prologue [To Her Book].† The Heath Anthology of American Literature. Ed. Paul Lautier. New York: Houghton Mifflin Company, 2004: 188-190. Hambrick-Stowe, Charles E., ed. Early New England Meditative Poetry. New York: Paulist Press, 1988. Morgan, Edmund S. The Puritan Dilemma: The Story of John Winthrop. Boston: Little, Brown and Company, 1958. Stanford, Ann. â€Å"Anne Bradstreet: Dogmatist and Rebel.† The New England Quarterly 39 (1966): 373-389. JSTOR. Colorado State University, Fort Collins, CO. 3 Oct. 2005 . Taylor, Edward. â€Å"Prologue.† The Heath Anthology of American Literature. Ed. Paul Lautier. New York: Houghton Mifflin Company, 2004: 239-240. ---, â€Å"Huswifery.† The Heath Anthology of American Literature. Ed. Paul Lautier. New York: Houghton Mifflin Company, 2004: 236-237.

Prader-Willi Case Essay

This essay will discuss the role of the nurse in the context of Prader-Willi syndrome (PWS) which is caused by a genetic disease by a deletion in chromosome 15. This can lead to insatiable hunger, excessive eating and result in obesity. This syndrome requires management from the multidisciplinary team which includes dieticians, doctors, mental health team, nurses, occupational therapist, physiotherapists and social services. This is where the role of the nurse and nursing staff can stand out as they are actively involved in patient care providing support to the patient and their family, as well as playing a role in preventing disease progression. â€Å"Make the care of people your first concern, treating them as individuals and respecting their dignity† (NMC, 2010). This is of utmost importance in the management of PWS, and how the individual can be educated by managing the syndrome. This essay will relate across the lifespan; childhood, adolescence and adulthood. This will be discussed in the following paragraphs. PWS is an uncommon genetic disorder that is present at birth in either male or female. It is the most common genetic cause of morbid obesity and can vary at different weights. Although the cause is complex, it results from a deletion or unexpression of genes from the paternal chromosome 15. This condition affects approximately 1 in 10,000 to 1 in 25,000 new-borns (Killeen, 2004). Individuals with this condition have serious problems controlling their weight as they have a very strong food compulsion before the age of six. The condition is diagnosed through genetic testing. It is specifically DNA-based methylation testing to distinguish the absence of the paternal chromosome; chromosome 15.This test is recommended for new borns with pronounced hypotonia (praderwillisyndrome, 2010). An early diagnosis allows for early intervention as well as early provision of growth hormone (GH) treatment. GH gives an increased muscle mass and supports linear growth. GH treatment also advantageous because it decreases food preoccupation and weight gain. During pregnancy, there can be a few abnormal signs which can indicate, but are not limited to PWS. In utero, there can be excessive amniotic fluid; a condition known as polyhydraminos. There can also be reduced fetal movements and the fetal position within the uterus may be suboptimal i.e. breech presentation. Once the baby is born, other signs such as feeding difficulties- due to poor muscular tone affecting the sucking reflex and generalised hypotonia-poor muscular tone (FPWR, 2011).The baby may feel floppy when held as their joints may be loosely extended instead of being firmly in position. An early diagnosis of these can point to an early diagnosis of PWS, hence lead to early management. The clinical presentation of PWS is not limited to physical signs and symptoms but includes linear growth and development, which can cause mental and behavioural problems. These can be presented early in childhood. Physical features can include short stature, small hands and feet, low birth weight, and classic facial features including narrow forehead, almond-shaped eyes and â€Å"down-turned† mouth (Holm et al, 1993). Behavioural symptoms can include obsessive behaviours, unpredictable temper tantrums, skin picking, stubbornness and resistance to change. Individuals with this condition are not mentally stable as they have an increased risk and suffer from depression and psychosis. They also suffer from hallucinations, loss of interests, changes in mood and poor concentration levels. As mentioned earlier, Hypotonia is poor muscle tone. Hypotonia improves with age, however if it persists by the age of two to three, it is very likely that the child may not have started walking. Walking is a crucial milestone that should be reached within the first two years of life (NLM 2010).This is because their weight gain has made it difficult to move around and their condition is already exacerbated by the hypotonia. They can be referred to physiotherapy to try and improve the muscle tone. They also have a failure to thrive and their rate of physical growth is less than their peers’. With failure to thrive, these infants may not respond to simulation as they tire easily. Infants with this condition gain weight more slowly and start to put on more weight by the age of 2-3. A child with PWS may start speaking later than other children as their verbal skills are delayed. Speech and language therapy is advisable at this point as the child will benefit with input from a ther apist. Most common speech concerns include problems with voice quality, articulation, usage as well as resonance patterns (Munson-Davis, 1988). The child constantly craves for food and eats more than they should. They constantly gain weight and may eat things most people wouldn’t deem edible; such as expired or frozen food. There is a serious compulsion towards food, and a lack of awareness of hunger satiation. In childhood, they have a tendency to be stubborn, argumentative and possessive (Nordqvist, 2010). Some infants can develop obsessive compulsive disorder (OCD) along with repetitive behaviours. They can throw tantrums as they can only consume a certain amount of food per day so they do not gain weight (as per their dietary management plan). During adolescence, height becomes more noticeable as the individual is much shorter than others. The height of a female with PWS on average is 4 feet 10 inches while that a male with PWS is 5 feet 2 inches (nhs.uk, 2011). The individual would still suffer from hypotonia up until adulthood and would be extremely flexible due to poor muscle tone. Once the individual has reached adulthood, they cannot reproduce as they are infertile due to delayed puberty in both male and female from a young age. The reproductive system would not have produced enough sex hormones, which results in undeveloped sex organs. Hypogonadism is a medical term for the reduction or absence of hormone secretion or other physiological activity of the gonards. Individuals with PWS have some degree of a learning disability. Learning disability nursing practice reflected current philosophies of supporting people with learning disabilities (Clifton et al. 1992). The presence of PWS in a family can create substantial stress. Families would have had to adapt to changes within the household to be able to manage the individual with the syndrome. Parents are often exhausted from the demands of their time and energy for diet control, specialized programmes, therapy appointments and behavioural supervision. Siblings are also affected as they often feel neglected as the PWS sibling receives more attention and appears to be more loved. (Tomase-ski-Heinemann 1998) It is a nurse’s responsibility to help support and manage a patient with the condition along with supporting the individual and their family. The uncontrollable appetite leads to obesity. Obesity is a global epidemic, and is also known to be a significant risk factor for other health related problems which include heart disease, diabetes, high cholesterol, hypertension, hypoventilation and right sided heart failure (WHO, 1948). Some people with PWS also develop type 2 diabetes mellitus which is the most common form of diabetes, where the body either does not produce enough insulin or the insulin is not working properly; insulin resistance. In addition, part of the due diligence of nurses is that in providing care for a patient with PWS that they holistically look after the patient starting from the first interaction. For example, in PWS this involves first building a rapport with the patient explaining their diagnosis and describing the nurses’ role in the management (monitoring weight, supporting diet). It should be stressed to the patient and their family the importance of confidentially and that their information will not be told to anyone outside the medical team. This ensures that the nurse has fulfilled their responsibly within the multi-disciplinary team. The Data Protection Act (1998) was put in place to maintain patient records and information. Therefore the nurse would be upholding these legislations by practising patient confidentiality. When visiting a patient at home or in the hospital, a nurse should ask for consent for patient contact i.e. assessing vital signs. Nurses’ must follow the NMC guidelines although the patient may not understand what the nurse is saying because of a learning disability for example. However, consent must be indicated in some form such as nodding of the head. The NMC (2010) states that â€Å"you should ensure that you gain their consent before you begin to provide care†. If the patient is unable to give consent and is alert, the next of kin is assigned to making the decision due to the best interest of the patient. A nurse is accountable to manage, maintain and monitor the individuals’ weight. The nurse does not only have to keep track but also the family should be involved in managing the weight. Nurses can book weekly appointments with the individual and their family/carer so their weight can be monitored to check for any improvement to the weight or not. The family should monitor the amount the individual consumes daily. They are constantly hungry and cry for more food if it is not given to them. Locks must be placed on cupboards or on the kitchen door to stop them from eating (PWSAUSA, 2009). It will be hard for the individual to cope once this is introduced as they do not know when to stop. This is where the nurse should explain to the individual how important it is to manage their weight and what it can lead to if it is not controlled. The nurse should be there to support them when the individual starts to show aggressive behaviour as it will be hard for the family as well. Adults with PWS are inactive due to their low muscle tone and therefore only require 1,000-1,200 calories a day (PWSA, 2010). Encouraging the individual to be healthy is important. Although the nurse must understand that the patient may be unable to exercise properly due to poor muscle tone, they should encourage the patient to eat healthily for example fruit and vegetables. The individual must not have too many fatty foods i.e sweets and chocolate. By promoting healthy foods will ensure that the individual does not gain more weight than they should. It will be hard for the individual to cope with the new foods introduced to them which is why a nurse will be there to support the individual and family. The nurse can also advise the family on encouraging the patient to do some exercises i.e. helping with house chores. Any sorts of movement can help burn calories. Communication skills is one of the key skills a nurse should have. â€Å"To understand the process of communication, we must understand how people relate to each other† (Faulkner, 1982). Supporting and helping patients and their families, communication is crucial. By managing the individual and their condition, team work is fundamental. It is important to work as team as the main focus in the patient care plan is the individual. Each health care professional has a role to play to help improve the individuals well-being. The main focus is the role of the nurse and how their professional issues can impact on the health and illness of people across the life span. It is important for a nurse to understand individuals and their condition because they can help make it somewhat easier for the patient and their family. This is because the nurse is an allied health professional who enjoys more interaction with the patient than many other members of the multidisciplinary team. Nurses need to respect patients from various backgrounds as PWS can affect people of all ethnicities. This syndrome can be found in people of any ethnic background (Zelweger, 1983). Nurses’ must respect the patients’ background and understand that they may not be able to communicate or understand what is being said. Makaton could be used to enhance communication and is a language programme, which is designed to provide a means of communication to individuals who cannot communicate well by speaking (Beukelman. D.R & Mirenda). Makaton can also be used with individuals who have cognitive impairments and specific language impairment that have negatively affected the ability to communicate. An interpreter is also a form of communication as they are translating what the other is saying if English is not their first language. By using interpreters (sign language or foreign languages) will help the patient and the nurse understand what the other is saying i.e. explaining what the condition is. This will also leave the patient happy so they do not feel angry and upset. Some individuals may have a language barrier or cultural beliefs which can go against some forms of treatment. The syndrome is lifelong and unfortunately has no cure, but with the support and advice the nurse will have given the patient and the family, the patient will be happy and content (FPWR, 2010). This essay has included the role of the nurse for this condition and how it can be managed. Overall, the main point is to promote a healthy way of what the individual eats and how it can be managed. Keeping such foods out of sight and having a positive family, helping the individual through the tough times can promote a healthy way of living for the individual. Exercise is crucial in maintaining a healthy weight.

Public Education in the Old South: 1790-1860 Essay

One of the most characteristic elements of the Enlightenment was the pervading missionary zeal for reform. Whereas Reformation zeal had gone into religious fervor, the enthusiasm of the Enlightenment was directed at reform of all kinds of institutions and was organized into campaigns for the aid of the weak, the poor, the persecuted, and the unfortunate. Fed by the liberalism that came from England in the late seventeenth and early eighteenth centuries, the propaganda for popular enlightenment found its climax in France in the middle and late eighteenth century and became the ideological forerunner of the French Revolution. Appealing not only to the growing intellectual and middle classes, the reformers also worked hard for the alleviation of the conditions of the masses of the people. A great increase in the agencies of public information took the form of new books, pamphlets, newspapers, journals, encyclopedias, debates, scientific academies, libraries, and museums. The fight for civil liberties, for religious and political freedom, and for popular education, the appeal to the natural rights of man as against privilege and tradition laid the basis for our western heritage of humanitarian democracy. Look more:  satire in the importance of being earnest essay In this struggle public education as we know it had its birth. Education in South Superficially at least, higher education flourished in the antebellum South. There were some half-dozen state universities and numerous private colleges. In 1850, the South had 120 colleges and universities, as compared with 111 in the North. Taking into account the considerable number of southern youths who went to such northern institutions of higher learning as Yale and Princeton, the South could point with pride to the number of its collegetrained youth. But southern colleges were smaller and more meagerly supported than those of the North, and the educational standards were of a lower order. The University of Virginia, founded in 1825, was a center of classical learning and was free of sectarian controls, but most of the colleges and universities were controlled by one or another of the religious denominations. The South had a considerable number of private academies for the sons of the well-to-do, and public high schools were increasing in number prior to 1860. There were state-supported common schools in some states, though only North Carolina and Kentucky had good public school systems. But reluctance to face taxation and a general feeling that it was the duty of the individual to see to the education of his own children were barriers to the development of public education. There were rural areas where the poorer classes had practically no educational opportunity. A large part of the white population of the South was illiterate, and a considerable number of the planters never learned to read and write. The system of Public Education was considered capable, and only capable, of regenerating this nation, and of establishing practical virtue and republican equality, it is one which provides for all children at all times; receiving them at the earliest age their parents choose to entrust them to the national care, feeding, clothing, and educating them, until the age of majority. Propositions of John Howland John Howland proposed to the General Assembly of the State of Rhode Island on the last Monday in February, A. D. 1799. In his Petition he proposed that all the children so adopted should receive the same food; should be dressed in the same simple clothing; should experience the same kind treatment; should be taught (until their professional education commences) the same branches; in a word, that nothing savoring of inequality, nothing reminding them of the pride of riches or the contempt of poverty, should be suffered to enter these republican safeguards of a young nation of equals. Howland further proposed that the destitute widow’s child or the orphan boy should share the public care equally with the heir to a princely estate; so that all may become, not in word but in deed and in feeling, free and equal. Thus may the spirit of democracy, that spirit which Jefferson labored for half a century to plant in our soil, become universal among us; thus may luxury, may pride, may ignorance, be banished. Howland also proposed that the food should be of the simplest kind, both for the sake of economy and of temperance. A Spartan simplicity of regimen is becoming a republic, and is best suited to preserve the health and strength unimpaired, even to old age. The propriety of excluding all distilled or fermented liquors of every description; perhaps, also, foreign luxuries, such as tea and coffee, might be beneficially dispensed with. These, including wine and spirits, cost the nation at present about fourteen millions of dollars annually. Are they worth so much? Thus might the pest of our land, intemperance, be destroyed-not discouraged, not lessened, not partially cured–but destroyed: this modern Circe that degrades the human race below the beast of the field, that offers her poison cup at every corner of our streets and at every turn of our highways, that sacrifices her tens of thousands of victims yearly in these states, that loads our country with a tax more than sufficient to pay twice over for the virtuous training of all her children-might thus be deposed from the foul sway she exercises over freemen, too proud to yield to a foreign enemy, but not too proud to bow beneath the iron rod of a domestic curse. Is there any other method of tearing up this monstrous evil, the scandal of our republic, root and branch? About other details he said that the dress should be some plain, convenient, economical uniform. The silliest of all vanities (and one of the most expensive) is the vanity of dress. Children trained to the age of twenty-one without being exposed to it, could not, in after life, be taught such a folly. The food and clothing might be chiefly raised and manufactured by the pupils themselves, in the exercise of their several occupations. They would thus acquire a taste for articles produced in their own country, in preference to foreign superfluities. Under such a system, the poorest parents could afford to pay a moderate tax for each child. They could better afford it than they can now to support their children in ignorance and misery, provided the tax were less than the lowest rate at which a child can now be maintained at home. For a day school, thousands of parents can afford to pay nothing. In his historical presentation he further proposed that under such a system, the pupils of the state schools would obtain the various offices of public trust, those of representatives, &c. in preference of any others. If so, public opinion would soon induce the most rich and the most prejudiced, to send their children thither; however little they might at first relish the idea of giving them equal advantages only with those of the poorest class. Greater real advantages they could not give them, if the public schools are conducted as they ought to be. Public Education in Pennsylvania In the two decades before the Civil War public awareness was shaped by the zeal of devoted crusaders: Horace Mann and Henry Barnard in the East, Calvin H. Wiley in the South, and Caleb Mills in the west. Through their educational journals, reports as educators, or appeals to legislatures, they drew attention to needed reforms. The Lyceum movement, founded by Josiah Holbrook in 1831 made the advancement of education, especially the common schools, its principal business. To its lecture platforms came Edward Everett, Henry Ward Beecher, Wendell Phillips, and Abraham Lincoln. Teachers’ institutes, like that of Onondaga County. A Delaware journalist and school teacher, Robert Coram felt that society, through the establishment of public schools, should teach everyone how to make a living. Each was to be taught the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics, and husbandry. He favored apprenticeship regulations binding youth out to the trades or professions. Literary discussions were a regular feature at his schoolhouse. The necessity of a reformation in the country schools, is too obvious to be insisted on; and the first step to such reformation, will be, by turning private schools into public ones. The schools should be public, for several reasons-1st. Because, as has been before said, every citizen has an equal right to subsistence, and ought to have an equal opportunity of acquiring knowledge. Because public schools are easiest maintained, as the burthen falls upon all the citizens. The man who is too squeamish or lazy to get married, contributes to the support of public schools, as well as the man who is burthened with a large family. But private schools are supported only by heads of families, & by those only while they are interested; for as soon as the children are grown up, their support is withdrawn; which makes the employment so precarious, that men of ability and merit will not submit to the trifling salaries allowed in most country schools, and which, by their partial support, cannot afford a better. Public schools then established in every county of the United States, at least as many as were necessary for the present population; and let those schools be supported by a general tax. Let the objects of those schools be to teach the rudiments of the English language, writing, bookkeeping, mathematics, natural history, mechanics and husbandry-and let every scholar be admitted gratis, and kept in a state of subordination, without respect to persons. Public Schools in Virginia The first step toward the establishment of a public school system in Virginia was made in 1810, when a bill was passed by the legislature providing for the creation of the Literary Fund. The act ordered that â€Å"all escheats, confiscations, fines, penalties and forfeitures, and all rights accruing to the State as derelict, shall be set aside for the encouragement of learning. † Tyler’s father was governor of the commonwealth at this time, and it was probably in response to his recommendation that this law had been enacted. An act was passed the next year by which the Literary Fund was set apart for the purpose of â€Å"providing schools for the poor in any county of the State. † The fund had grown continually from the beginning, and on Tyler’s accession had reached an amount little less than $1,400,000. The annual income from this fund was about $70,000, more than two-thirds of which ($45,000) was used for the education of indigent children. In this way 9,779 children were given a little schooling as a public charity. The governor indicated great dissatisfaction with this plan of public instruction. He maintained that only a small number of the youth were reached by it and that it was of little benefit to them because of the irregularity and uncertainty of the system. In some instances a school would be open for a few months, and in others a year. But it often happened that after the children had made a good start in the primary branches, the school would be discontinued and the pupils would be returned to their parents to forget what they had already learned. He might also have added that the aid given indigent children caused them to be looked down upon as paupers by their fellow pupils. It is quite likely that in many instances the intellectual gain under such a system was offset by a spiritual loss resulting from the development of a sense of inferiority in the beneficiaries of these charity schools . Moreover, this method of instruction was more expensive than it should have been. By drawing a comparison between the educational system of New York and that of Virginia he showed that the people of the former commonwealth were getting a great deal more for their money than were those of the latter. Virginia needed a public school system (the message went on to state) not for poor children alone, as was then the case, but for all classes. And it was particularly desirable that the children of the great middle class should be given the means of education . As a remedy for these unsatisfactory conditions he proposed that the counties be divided into school districts and in each a permanent school be established, under the management of trustees elected by the people. This school should be directed by a competent instructor. Attendance should be absolutely free or else the tuition charge should be low enough to afford all the children an opportunity for an education. This was a well-meant gesture in favor of a public school system, but it proved to be an empty one. There was one fatal defect in the plan it did not carry an adequate system for financing the scheme. The governor recommended that expenditures from the Literary Fund be suspended until the accumulations had increased to the point at which the interest would be sufficient to finance the schools. Just what should be done during this period of waiting he did not suggest. Schooling for the poor during the interim would either have to be suspended or provided for out of county levies. A public school system worthy the name could not have been established in Virginia at that time without supplementing the income derived from the Literary Fund by a substantial revenue raised by taxation. Tyler did not have the boldness to recommend such a plan. At one time it looked as if the governor’s scheme of public education, with certain modifications, would be put into effect promptly. Resolutions favorable to the idea were adopted and a bill embodying the principles laid down in them was reported to the House of Delegates. This bill, however, was laid on the table, and no further action on it was taken during this session of the legislature (or at least no mention of it can be found in the Journal). Apparently, nothing was later done to carry out the governor’s suggestions. A good deal of space in the governor’s message was devoted to internal improvements. He made specific recommendations as to improvements in the means of communication by the construction of roads, and locks and dams on the James River and other streams, with a view to connecting the east more closely with the west. He pointed out that a considerable portion of the State lying west of the Alleghany Mountains, though rich in soil, was in certain regions almost in a state of nature. The citizens there could not reach the capital without going out of the State and using transportation facilities furnished by other States. It was not a matter of surprise, therefore, that the tide of emigration had passed around this area and gone farther west. Two roads should be opened up from the western borders of the State to the Valley region. There was also considerable ill feeling between the eastern and western sections of the commonwealth, and this sectionalism could be destroyed by the proper means of communication. Another reason given for the State’s speeding up its improvements in land and water transportation was that in so doing it would take away the excuse of the Federal government for expending money on internal improvements in the States. In this way a great political menace would be averted. For, as he considered, â€Å"more danger is to be apprehended to the State authorities by the exertion of the assumed power over roads and canals by the general government than from almost any other source. It holds out the tender of the strongest bribe which can be offered to a people inhabiting a country yet in its infancy, and which invites the exertions of man to its improvement in almost every direction. † Let the State meet these demands and accustom the people to look to the State instead of the United States government for these improvements. Tyler’s administration must have been generally regarded as successful, as no one appeared against him when he came up for re-election December 10, 1827. He received all the votes cast but two, which were scattered. One of the last of Tyler’s recommendations (made on February 1, 1827) was in regard to the journals of the legislature. These records had been carelessly looked after, and the proceedings of three important sessions had been lost. Some of the journals were in manuscript and others were out of print. He suggested the reprinting of those that were out of print and of placing complete sets in the public offices and among the chief literary institutions. So far as the social and ceremonial functions of the office were concerned, Tyler performed them admirably. He was especially well fitted by education, training, and culture to play the rble of social leader. George Wythe Munford, who, by virtue of his position as clerk of the House of Delegates, was in close touch with official life in Richmond, considered Governor Tyler exceptionally happy in the performance of his duties at the executive mansion. Rise of Public Education Legislative provision for a state-wide system of public education made its appearance in Pennsylvania, in 1834. This act, largely permissive in nature, did not come about without a long and arduous struggle against considerable opposition. Indeed, its future was in doubt until the Assembly passed the law of 1836, which afforded a permanent basis for a system of universal education in Pennsylvania. It was not until 1849, however, that legislation was enacted requiring each of the State’s school districts to establish public schools. Upon the foundation of common schools, the public high school arose. For the greater part of the nineteenth century it was the academy rather than the public high school from which the colleges recruited the bulk of their students. In fact, the proponents of the academy after 1850 argued that preparation for college was the legitimate function of the academy alone. As the high schools increased in number, and the academies suffered a corresponding decline, the colleges sought a closer rapprochement with the public school system. According to an editorial in the Pennsylvania School Journal, one of the objects in establishing the College Association of Pennsylvania, in 1887, was in substance, to promote the common interests of the Colleges by securing harmonious action and cooperation in all matters pertaining to the general welfare of these institutions, and also to labor for closer identification with the public school system of the State. This latter question was brought to the front, at the second session of the meeting by a rather aggressive paper read by President Magill, of Swarthmore. Before the meeting finally adjourned, ample evidence had been given of a sincere desire to co-operate with the public school agencies of the State in effecting a proper and, if possible, an organic bond of union between the Common Schools and Colleges. Indifference and Opposition to Public Schools Before the Civil War, the development of public schools languished throughout the South. Here, the experiences of Virginia and Tennessee are probably representative. While Thomas Jefferson had unsuccessfully sought the establishment in Virginia of a tax-supported system of universal common-school education as early as 1779, both state and local support for schools was meager during the ante-bellum years. Public schools were considered primarily as schools for paupers, for the support of which men of property were not disposed to tax themselves. Nonetheless, the smaller farms, less sharp social distinctions, and dearth of good private schools in the western counties of Virginia (including modern west Virginia) made public education a vital sectional issue, culminating in the provision for increased financial support for Virginia’s common schools in the constitution of 1851. Even so, during the 1850’s public education in Virginia continued to suffer from mismanagement of the state’s school funds and their diversion to other uses. The state of Tennessee entered the Union too early for its schools to benefit significantly from public land policy. By 1806, when provision was at last made by interstate compact for reserving onesixteenth of all future land grants in Tennessee for the use of schools, little unclaimed land of much agricultural value remained. Subsequent sales of the residual public lands to provide a fund significantly labelled â€Å"for the education of the poor† yielded very little revenue. By acts of 1830 and 1838 the legislature sought to supplement the state school fund from non-tax sources, but the fund showed little growth. It was not until 1854 that Governor Andrew Johnson of East Tennessee pushed through the act in which Tennessee imposed her first state taxes and authorized the first county taxes for the support of education. This legislation represented a narrow victory of the yeomanry of East Tennessee over the wealthier planters of the rest of the state. The resulting public schools were still not able to hold their own with the private and denominational schools favored by persons of means. During the Reconstruction years immediately following the Civil War, both Virginia and Tennessee enacted some much-needed educational reforms which partially survived the later return of the ex-Confederates to political power. In 1869, a carpet-bag constitutional convention in Virginia adopted a new state constitution which provided for the establishment of free schools throughout the state. Under this constitution, the Virginia assembly created in 1870 the first plan of general public education in the state’s history and provided for state property taxation and authorized local taxation for school purposes. During the next decade, despite formidable political and financial obstacles, Virginia’s public schools made considerable progress but no more than held their own from 1882 until the constitution of 1902 awakened a renewed interest in improving the state’s public-school systems. Meanwhile, educational policy in Tennessee had taken a similar course. In 1867 the radical legislature of Tennessee (which was dominated by East Tennesseans of Union loyalties) enacted the most progressive educational measure in state history, providing a sound financial basis of property and poll taxes for public-school support. With the return of the ex-Confederate Democrats to power in 1869 this act was repealed, and a new act abolishing all supervisory school offices and abandoning all property taxes for schools made all responsibilities for common schools both local and voluntary. The new constitution of 1870 repaired part of this damage and, with the tide for tax-supported, free schools running too strongly to be curbed, the Democratic legislature of 1873 substantially re-enacted the school law of 1867, which still remains the parent act for the state’s modern public-school system. The cause of public education after the Civil War was not without prominent supporters. That Virginia aristocrat and great American, Robert E. Lee, declared that â€Å"the thorough education of all classes of people is the most efficacious means for promoting the prosperity of the South. † Walter Hines Page wrote in 1896 that â€Å"a public-school system generously supported by public sentiment, and generally maintained by both state and local taxation, is the only effective means to develop the forgotten man and the forgotten woman. † Nor was the Negro excluded by some, such as Clarence H. Poe, who declared in 1910 that â€Å"we must . . . frame a scheme of education and training that will keep [the Negro] from dragging down the whole level of life, that will make him more efficient, a prosperity-maker. . . . we must either have the Negro trained, or we must not have him at all. Untrained he is a burden on us all. . . . Our economic law knows no colour line. † Yet a great Southern educator, Edwin Mims, had to note sadly in 1926 that â€Å"the Southern States still have a great mass of uneducated people, sensitive, passionate, prejudiced, and another mass of the half-educated who have very little intellectual curiosity or independence of judgment. † If some of the South’s intellectual leaders agreed with such indictments of the products of regional education, in doing so they turned their fury on the public schools. Woodward, for example, has shown how the Redeemers-who took over the leadership in state and local government with the restoration of self-rule to the South-took â€Å"retrenchment† as their watchword and frankly constituted themselves as the champions of the property owner. In the process, public education, which bore the stigma of carpet-bag sponsorship and raised the unpleasant image of the ubiquitous â€Å"horse-faced Yankee schoolma’ams† of the bitter Reconstruction years, was first to suffer. Governor Holliday of Virginia considered public schools â€Å"a luxury . . . to be paid for like any other luxury, by the people who wish their benefits. † Successful Launch of Public School System in South In the Deep South the illiteracy of the people and the neglect of education were perhaps more distressing than in the Upper South. A Committee on Education of the Louisiana legislature reported, March 22, 1831, that there were approximately nine thousand white children in the state between the ages of ten and fifteen years but that â€Å"not one third of that number received any instruction whatever. † Georgia was the one of the earliest states to found a state university and had academies for the well-to-do, but it woefully neglected the education of the masses. Not until 1877 did the state finally establish free public schools. Liberal laws permitting counties to tax property for school purposes, which had been enacted in the late 1830’s, were repealed in 1840. Governor George W. Crawford declared in 1845 that not half of the counties applied for their proportion of the state funds for free schooling. 8 As late as 1859 Gabriel DuVal, Superintendent of Education of the State of Alabama, reported to the governor that nearly one half of the children of the state were not attending any school and were growing up in ignorance . The census of 1850 seemed to indicate that the Southern States were even retrograding in literacy. The returns from Virginia, for example, showed the presence of seventy-seven thousand and five adult white illiterates as compared with fifty-eight thousand, seven hundred and eighty-seven in the previous census. This increase could probably be explained in part by the more careful and accurate enumeration of the census takers of 1850. According to their report the Southern States had an illiteracy ratio among the native white population over twenty years of age of 20. 30 per cent, the Middle States 3 per cent, and New England . 42 per cent. Superintendent De Bow pointed out that so excellent was the New England school system that only one person over twenty years of age in four hundred of the native white population could not read and write, as compared with one in twelve for the slaveholding states, and one in forty for the free states as a whole. Many reasons have been advanced to explain this widespread illiteracy of the South. The aristocratic attitude, inherited from England, that it was not necessary to educate the masses, changed slowly in sections of the older South like Virginia and South Carolina. Certainly the isolation characteristic of Southern life with its scattered homes and indescribably bad roads did much to hinder the diffusion of education. Fully as important as these factors was the reluctance of the people to tax themselves. Governor Swain in his message to the legislature of North Carolina in 1835 said that the legislature was in the habit of imposing taxes on the people amounting to less than one hundred thousand dollars annually. Of this sum, half was spent in rewarding the legislators for their services, while the remainder was employed in paying the administrative officers of the state government. The individualism of the Southern people was also a hindrance to the establishment of a comprehensive system of public education. It was regarded as the duty of the individual and not of the state to see that his children were educated. When Governor Gilmer of Georgia wrote letters to the most distinguished men of his state for their opinions on public education, he stated his own position in the words: â€Å"The policy of making appropriations by the Government to effect objects which are within the means of individuals has always appeared to me to be extremely questionable. † Joseph Henry Lumpkin, later to become Chief Justice of the Supreme Court of Georgia, replied that he opposed scattering the state educational funds of twenty thousand dollars for common schools, but that they should be used in developing the university. The most promising youths from each county should be sent to the university; and â€Å"soon every foreigner will be dislodged from our academies. â€Å" The mental attitude of the various classes of Southern society toward education was admirably analyzed by Joseph Caldwell, President of the University of North Carolina, in a series of Letters on Popular Education published in 1832. He pointed out that so invincible was the aversion of North Carolinians to taxation, even to provide for the education of poor children, that any proposal to establish a public school system supported solely by taxation would be doomed to failure. He also described the position of many of the illiterate or semi-illiterate as proud of their ignorance of â€Å"book learning. † From another angle, he portrayed the attitude of the rural communities toward â€Å"book learning† by showing their contemptuous disparagement of the profession of teaching school. With bitter satire he described the unfit type of men who had been recruited by the profession in North Carolina: â€Å"Is a man constitutionally and habitually indolent, a burden upon all from whom he can extract a support? Then there is a way of shaking him off, let us make him a schoolmaster. To teach a school is in the opinion of many little else than sitting still and doing nothing. Has any man wasted all his property, or ended in debt by indiscretion and misconduct? The business of school keeping stands wide-open for his reception and here he sinks to the bottom, for want of capacity to support himself. † Apathy toward education on the part of the lower classes was undoubtedly due to physical illness and to a false sense of pride. Travelers in the ante-bellum South often referred to the sallow, unhealthy appearance of the â€Å"poor whites† and to their addiction to eating clay. These â€Å"clayeaters,† â€Å"sand-hillers,† and â€Å"crackers† were in many cases the victims of hookworm, which sapped their energy and deprived them of ambition. In the lowland regions and in river valleys malaria and the ague wrought great havoc in the health of the poorer classes, who remained in their habitations throughout the year. Furthermore, many destitute farmers were deterred from sending their children to such public schools as were provided because of their repugnance to make the required declaration of poverty. The mountain whites who looked upon all outsiders as â€Å"furriners,† preferred to remain in ignorance and to cling to their more primitive ways of life The educational needs of the upper classes were fairly well met by the private academies and old field schools. A group of neighbors would form a board of trustees for the proposed school and apply to the legislature for an act of incorporation. They would then build a log or frame schoolhouse and hire a teacher, frequently a Northerner who had recently graduated from college. Some of these academies attained a wide and well-deserved reputation for training eminent men From a selfish point of view, the upper classes, who could send their sons to exclusive Northern schools, or at least to private academies and old field schools in the South, had little incentive to support a movement to educate the common people by voting taxes for that end. From 1840 to 1860, however, the Southern States were slowly awakening to the need of free public schools. One of the most eloquent and influential voices for popular education during these years was that of Henry A. Wise, Congressman from the Accomac district of Virginia. In 1844, shortly after his retirement from Congress to become Minister to Brazil, he delivered an earnest speech to his constituents advising them to tax themselves to educate every child at public cost. He showed that more than one fourth of the adult whites in Accomac district (consisting of twelve counties) could not read and write, and that the number o

Polygraphs Essays - Polygraphy, Pseudoscience, Polygraph

Polygraphs Essays - Polygraphy, Pseudoscience, Polygraph Polygraphs Introduction Homo Sapiens have yearned for a reliable and consistently correct way of finding out if one is telling the truth since ancient times. ?Early societies used torture. Statements made by a person on the rack were considered especially believable.? (Jussim, pg.65) There was also trial by ordeal, which was based on superstition. For instance, if there were two suspects for one crime, it was thought that the innocent would be stronger in combat and thus vanquish a guilty opponent. This example shows how it was done long ago. ?The ancient Hindus made suspects chew rice and spit it into a leaf from a sacred tree. If they couldn?t spit, they were ruled guilty. Although this procedure long predated the modern lie detector, it was based-knowingly or not- on assumptions about psychological stress much like those that support polygraph examinations today. The ancient test depended on the fact that fear makes the mouth dry, so rice would stick in a guilty person?s mouth. For the procedure to work, the subject had to believe in its accuracy and, if guilty, had to be anxious about being caught in a lie.? (Ansley, pg. 42) The modern polygraph is said to measure the subject?s ?internal blushes? in much the same way. It does not really detect lies-only physiological responses. The theory behind the polygraph is that lying always heightens these responses. When taking the test, subjects are hooked up to a briefcase-sized machine by means of several attachments. usually, a pneumatic tube goes around the chest to measure respiration, a cuff squeezes one bicep to monitor blood pressure, and electrodes are attached to two fingertips to determine the skin?s resistance to electrical current (which is related to how much the subject is sweating). An examiner, or polygrapher, quizzes the subject. As the subject answers the questions, the machine draws squiggles on a chart representing physiological responses, which are supposed to clue the examiner in to the subject?s lying, or truthful, ways. Just as the ancient Hindu was betrayed by a dry mouth the modern polygraph subject is said to indicate that he or she is lying by breathing harder or having a racing pulse. (In arriving at a conclusion about a person?s deceptiveness, some polygraphers also use their own subjective observations of the person?s behavior.) The test will not work, though, if the subject does not believe in the procedure. If the subject doesn?t not think the machine can tell the examiner anything, then he or she won?t be anxious and won?t show the heightened responses that the machine is designed to record. Because of this, the examiner will often use deceptive tricks to impress the subject with the polygraph?s alleged accuracy. Modern polygraphy got its start in Chicago in the 1930s, where it was used in criminal justice investigations. Now it has a wide range of other applications, including screening job applicants and employees, conducting intelligence investigations in federal security departments like the Central Intelligence Agency, and trying to uncover the source of unauthorized disclosures to the press of government documents or information. The strategies used by polygraphers vary from one application of the machine to another. in pre-employment screens, subjects are typically asked a series of about twenty questions. ?Irrelevant? questions like ?Is your name Fred serve to put the subject at ease. Typical ?relevant? questions are: have you ever been convicted of a crime? Stolen from a previous employer? is all the information on your employment application correct? Do you take illegal drugs? This series is repeated, and if physiological responses to particular relevant questions are constantly and significantly higher than responses to others, the subject is reported as ?deceptive.? Investigations into specific incidents are more complicated. Tin these, ?relevant? questions concern only the alleged wrong doing-for instance, ?Did you steal the missing $400 To determine truthfulness, polygraph responses to these questions are compared with responses to other questions- called ?control? questions-that are provocative but do not relate to the incident. The use of polygraphs in the work place greatly increased over the last fifteen years, and now over two million of them are given annually in the United States. Seventy-five percent of them are administered to job applicants. Other tests are given periodically or randomly to employees or as part of an investigation in the wake of a theft or act of sabotage. Although subjects technically submit to testing ?voluntarily? - generally signing a release saying they are willing to undergo such an examination- they actually have few options. Applicants who refuse a

The eNotes Blog Happy Bloomsday! How Will YouCelebrate

Happy Bloomsday! How Will YouCelebrate Love it or hate it, Bloomsday is the annual day of celebration for James Joyces polarizing novel  Ulysses. It takes place on June 16th each year, to mark the first day of the protagonist Leopold Blooms journey across Dublin. To mark the occasion some Joyce fans follow the tradition of reading the novel in Edwardian garb- though Marilyn Monroe did it back in 1955 in decidedly modern attire her bathing suit. image via Open Culture Nowadays, though, celebrations can consist of two weeks of lectures, film screenings and readings surrounding the novel that the majority of  people (at least all the sane ones) find impossible to read. And while to these readers, including  yours truly, suffering through lectures on Ulysses is a punishment  only slightly worse than actually reading a chapter of  Ulysses (and very marginally better  than  suffering the fate of  Prince Oberyn vs The Mountain), in Vanity Fairs opinion, Bloomsday has become a travesty for another reason: The celebration that came closest to the spirit of the novel might have been the very first one, in Dublin in 1954, when four of the city’s literary notables attempted to trace the novel’s steps around the city, only to crap out halfway through, too drunk to go on Nowadays it would be nice to think that swelling readership of  Ulysses  drives the Bloomsday boom, but it’s more likely that Bloomsday provides an opportunity for cultural validation that’s about as substantial as sharing an author quote on Instagram. Reading  Ulysses  is a slow, immersive, and ultimately private experience; Bloomsday is a social-media-ready event, where like-minded people convene to celebrate their own taste. Which reminds me which Instagram filter should I use for my Ulysses selfie? Just kidding. Like Id own that thing. Check out #bloomsday on the Twitterverse  here  for lots of cool news about the impact  Ulysses has had around the world, including how one Iraqi poet translated the 1922 text into Arabic (you can watch that video here). Want to know what the fuss is all about? Check out study guide, Homework Help, quizzes and trivia for  Ulysses here. How will you celebrate Bloomsday? Share it with us @ on Twitter and @com on Instagram. (Feature Image via Yeats 2015)

Alexander Nevsky - Prince of Novgorod and Kiev

Alexander Nevsky - Prince of Novgorod and Kiev The son of an important Russian leader, Alexander Nevsky was elected prince of Novgorod on his own merits. He succeeded in driving invading Swedes from Russian territory and fending off the Teutonic Knights. However, he agreed to pay tribute to the Mongols rather than fight them, a decision for which he has been criticized.  Eventually, he became Grand Prince and worked to restore Russian prosperity and establish Russian sovereignty. After his death, Russia disintegrated into feudal principalities. Also Known As Prince of Novgorod and Kiev; Grand Prince of Vladimir; also spelled Aleksandr Nevski and, in Cyrillic, Ð Ã »Ã µÃ ºÃ' Ã °Ã ½Ã ´Ã'€ Ð Ã µÃ ²Ã' Ã ºÃ ¸Ã ¹ Alexander Nevsky was noted for Stopping the advance of the Swedes and the Teutonic Knights into Russia Occupations Roles in Society Military LeaderPrinceSaint Places of Residence and Influence Russia Important Dates Born:  c. 1220Victorious in battle on the ice:  April 5, 1242Died:  Nov. 14, 1263 Biography Prince of Novgorod and Kiev and Grand Prince of Vladimir, Alexander Nevsky is best known for stopping the advance of the Swedes and the Teutonic Knights into Russia. At the same time, he paid tribute to the Mongols instead of attempting to fight them off, a position that has been attacked as cowardly but which may have been simply a matter of understanding his limits. The son of Yaroslav II Vsevolodovich, grand prince of Vladimir and foremost Russian leader, Alexander was elected prince of Novgorod (primarily a military post) in 1236. In 1239 he married Alexandra, the daughter of the Prince of Polotsk. For some time the Novgorodians had moved into Finnish territory, which was controlled by the Swedes. To punish them for this encroachment and to bar Russias access to the sea, the Swedes invaded Russia in 1240. Alexander scored a significant victory against them at the confluence of the Rivers Izhora and Neva, whereby he got his honorific, Nevsky. However, several months later he was expelled from Novgorod for interfering in city affairs. Not long afterward, Pope Gregory IX began urging the Teutonic Knights to Christianize the Baltic region, even though there were Christians already there. In the face of this threat, Alexander was invited to return to Novgorod and, after several confrontations, he defeated the knights in a famous battle on the frozen channel between Lakes Chud and Pskov in April 1242. Alexander eventually stopped the eastward expansion of both the Swedes and Germans. But another serious problem prevailed in the east. Mongol armies were conquering portions of Russia, which was not politically unified. Alexanders father agreed to serve the new Mongol rulers, but he died in September 1246. This left the throne of the Grand Prince vacant, and both Alexander and his younger brother Andrew appealed to Khan Batu of the Mongol Golden Horde. Batu sent them to the Great Khan, who violated Russian custom by selecting Andrew as Grand Prince, probably because Alexander was favored by Batu, who was out of favor with the Great Khan. Alexander settled for being made the prince of Kiev. Andrew began to conspire with other Russian princes and western nations against the Mongol overlords. Alexander took the opportunity to denounce his brother to Batus son Sartak. Sartak sent an army to depose Andrew, and Alexander was installed as Grand Prince in his place. As Grand Prince, Alexander worked to restore Russian prosperity by building fortifications and churches and passing laws. He continued to control Novgorod through his son Vasily. This altered the tradition of rule from one based on a process of invitation to institutional sovereignty. In 1255 Novgorod expelled Vasily, and Alexander put together an army and got Vasily back on the throne. In 1257 a rebellion broke out in Novgorod in response to an impending census and taxation. Alexander helped forced the city to submit, probably fearing that the Mongols would punish all of Russia for Novgorods actions. More uprisings broke out in 1262 against the Muslim tax farmers of the Golden Horde, and Alexander succeeded in averting reprisals by journeying to Saray on the Volga and speaking to the Khan there. He also obtained an exemption for Russians from a draft. On the way home, Alexander Nevsky died in Gorodets. After his death, Russia disintegrated into feuding principalities but his son Daniel would found the house of Moscow, which would eventually reunite northern Russian lands. Alexander Nevsky was supported by the Russian Orthodox Church, which made him a saint in 1547.

American Apparel Case Assignment Example | Topics and Well Written Essays - 250 words

American Apparel Case - Assignment Example He further used ex-employees of the company to advertise the products. The employee filed a case on this allegation.DovCharney could have used willing employees subject to their consent on advertising the products. He could also put in mind psychological aspects of the audience and the customers and used a polite way of advertising instead of using naked girls (Gereffi 143-169). This would have put a positive public figure of the company. On the part of company management strategies, Charney lacked seasonal executives and personal assistance to help him in compiling checks that always piled in his office. He could have used a team of trusted person to help him in compiling these checks and notes. The reason this is a good strategy he could have used is because this could spare some time, which he could use to solve other problems facing the company. Since the case was written alleging him on sexual harassment and fall of financial status of the company, there have a lot of events happening. First was his dismissal as the CEO of American Apparel in March this year (Littler, 240-243) . This triggered him on wanting to get his position back to control on the company. He has tried to raise money for buying more share in the company to raise it from 19 percent to 43 percent. This is to try to increase his influence in the company. Also, he is working with some hedge fund investor to help him raise more money. However, on 29th September this year, the board that fired him hired a new interim Chief Executive officer to act on behalf of Charney. Against his will, the hedge fund investors are now negotiating with the board, bringing a draw back on his plans as there is a possibility that this effort of the hedge investors will trigger appointment of a new management team with Charney in exclusion Durif, Fabien, Krug, E. G., Mercy, J. A., Dahlberg, L. L., & Zwi, A. B. 2002. The world

FINAL EXAM PAPER. strengths and weaknesses in american society between Term Paper

FINAL EXAM . strengths and weaknesses in american society between 1900 and present - Term Paper Example The 20th century started with the passing of the Gold Standard Act, which controlled the value of the dollar (McCulley 39). In 1901, inclusion of Cherokee, Seminole, Muscogee, Chickasaw and the Choctaw boosted cultural diversification of America. In 1907, America experienced a state of economic panic caused by a fall in the stock market (U.S. Department of the Treasury 1). The incidence affected the country’s economic performance. The year 1924 saw the granting of citizenship to Indians through the enactment of the Indian Citizenship Act (Sadiq 11). The year 1991 saw the involvement of America in the formulation of the treaty of Versailles, which positioned her as an influential country in the world. The American art industry saw which covered the civil war and the aftermath consequences. The film also  featured  the  incidence during the  assassination of Abraham Lincoln. Arnold Schoenberg influenced the music industry through the development of the twelve-tone music composition method. The year 1917 saw the buying of a war bond by the America as an initiative to support war against the central powers. Eliot, T.S. wrote the poem â€Å"The Waste Land† poem, which covers the cultural problems that resulted after the World War I. The poem marked a revolution in the art sector of the country. The Great Depression started in 1929. The consequences of the incidence were increased unemployment and the massive closure of many of the U.S banks. Franklin Roosevelt advocated the New Deal in 1933, whose aims were to set up programs to solve the economic state of the country (Boyer et al. 737). The primary social occurrence of this period was the increased support of the isolationism. Due to the profound negative effects of the world war, the Americans thought that it was wise to withdraw from their involvement in the European issues. In 1938, Mexico expropriated foreign oil companies operating in the country. As a reaction to

Public Relations Essay Example | Topics and Well Written Essays - 250 words - 3

Public Relations - Essay Example Next, the media channels have to be meaningful. 3rd, the media channels have to be memorable. 4th, the media channels have to be understandable. 5th, the media channels have to be believable (164). The components of how audiences receive the messages and process them are very recognizable. First, the audiences receive the messages in various forms. Next, the basic data is transmitted to the audiences in its original state or form. 3rd, the message is often filtered by journalists, editors, bloggers, and other persons; the message remains intact when received by the intended person. 4th, the audience retains the incoming messages and validates them to be either valid. 5th, the audience believes, accepts, and implements the message received. 5th, majority of the audiences change their behavior in response to the incoming messages (165). Based on Figure 7.1 on page 166, there are five public relations perspective variables in Chapter 7 that refers to communication or transmittal of the plan in paragraph form; the same variables are essential to the professionals in communication. First, the communicator must focus on community relations. Next, the communicator should focus on media relationship. 3rd, the communicator should focus on consultant relations. 4th the communicator should focus on investor communications tor communication. Lastly, all persons must equally give enough time on employee and management communication. The topic is very important because complying with the tenets of the media story gatherers (166). Based on the above discussion, each person has his or her own interpretations when an incoming message is received. Media display can make or break a person. The components are necessary parts that will increase clarity of the media message. The characteristics are important in terms of ensuring the original message is received in its unadulterated period. The public relations perspective variables

Strategy Assignment-Hospital or Health System Case Study - 1

Strategy Assignment-Hospital or Health System - Case Study Example The organization enjoys as a world-class Medicare center status (Magnet Status) having recorded tremendous achievements in their strive to deliver better services guided by their pillar mission of meeting the demands of the patients by offering high quality services through heightened professionalism. In Boston, Massachusetts General Hospital has four centers that work to deliver quality professionals healthcare through its large pool of doctors, nurses, social workers among other health service providers who dedicate their lives to restoring the state of well-being amongst the society members. Additionally, it is a teaching institute that provides a practical framework within which medical competence can be enhanced. It as well as engages in research to curb health issues challenging the community (MGH, 2015). The hospital has the desire to continually provide high quality world-class health services. The institution’s structure is based on functionality and various units are classified according to the roles they play. Massachusetts General Physicians Organization (MGPO) is a union with own goals embedded in the overall organizational objectives (MGH, 2015). The hospital is headed by David Torchiana as its CEO who works closely with the head of units and departments to ensure coordination and efficiency in operations. In every unit and discipline there is a head such as the chief nurse and many other who head other areas of specialization. This functional structure works well as the units are headed by experts in the respective disciplines. If another structure such as divisional was used it would create confusion since a manager may head a discipline they do not understand (Buchbinder and Sharks, 2012). The institutions strive for excellence is enabled by the strict criteria used by the HR department in ensuring only highly qualified employees are hired. Training and personnel development are usually

Diabetic Disease Management in African American Elderly Essay

Diabetic Disease Management in African American Elderly - Essay Example There are two forms of diabetes. The first type occurs when one’s immune system counteracts a body’s immune system and fights insulin-producing cells. The second type of diabetes affects the aged and people with a family history of diabetes. However, lately trends have changed, and cases are becoming increasingly common to young adolescents. In this type of diabetes, the â€Å"pancreases produce enough insulin", but the body fails to utilize it well. It thus, ends up not synthesizing glucose as required (Zazworsky & Bolin, 2005). Some of the major experienced symptoms of diabetes include patients being fatigued, frequent passing out of urine, weight loss, low immunity and blurred vision. However, it is essential to note that some people do not elicit any signs of illness. Diabetes can be managed if effective measures adhered (Zazworsky & Bolin, 2005). For instance, patients are required to observe strict diets and prescribed routine procedures. The main concern in mana ging the disease is normally sugar level management. Sugar levels are highest after eating. Patients are therefore, advised to plan on small, balanced diet meals at regular times. Medical practitioners mainly advise that constant amounts of carbohydrates be consumed since they affect majorly on blood sugar amounts. Good management calls for getting food portions right. Eating in small amounts leads to complications as it may cause reduced sugar levels while eating too much may cause increased sugar level a condition referred to as hyperglycemia (Zazworsky & Bolin, 2005). Diabetic patients advised to engage in a lot of body exercise as it helps improve body response to insulin production in controlling sugar synthesis. Good and simple exercise helps a lot in reducing sugar levels. Regular check up is also essential to keep sugar level in check. Plenty of water is appropriate for patients experiencing dehydration. Good management of the disease leads to hundred percent recovery for pa tients (Mazze, Strock & Bergenstal, 2007). Diabetes management in diverse care settings Management of diabetes has not been easy for many despite the availability of effective treatment. No mutual relationship exists between diversity in diabetes management programs, and concept frameworks of medical care. The need to have a concerted plan of action in dealing with diabetes cases is crucial. Ministries of health in all countries need to establish standardized conceptual frameworks aimed at ensuring that diabetes related deaths curbed. Most of the programs in place in most places, lack valuable elements of improving the quality of the disease management (Mazze, Strock & Bergenstal, 2007). Researchers conducted performed have proved that of all the programs put in place, to deal with the disease, only fifteen percent are perfectly effective in terms of both cost and clinical efficiency (Mazze, Strock & Bergenstal, 2007). Differences in cultural and social economic settings in disease management must be noted. Before any attempts can be made on standardization of quality, profound insight may be useful to conceptualize high quality care. Limitations in health care delivery particularly in availing resources and self-management must be addressed to ensure efficiency in management of the disease (Streltzer & Tseng, 2007). Age related disease management concerns Diabetes poses many enduring requirements on the side of patients in terms of "glycemic control" as well as life quality (Mazze,

Ehical perspective of business Assignment Example | Topics and Well Written Essays - 1000 words

Ehical perspective of business - Assignment Example Business and individuals therefore when left on its will do whatever it takes to make a profit. It can only be mitigated by introducing ethics to temper its greed and have a sense of responsibility. Unethical practices are just very common particularly in business. Even us, as consumers are part of it without even knowing it. Once classic example is our participation and our encouragement for sweatshops to flourish by our patronage to their products. They employ bondage and child labor with despicable working conditions and they continue to exist because of us. And just when we thought that big businesses are not involved in employing sweatshops, we are very wrong because they are. Worst, they will even distance themselves and deny it when they are caught. I can cite the example of Swedish fast-fashion retailer  Hennes & Mauritz who subcontracted to a sweat shop in Cambodia whose building collapsed that killed many of its workers. Instead of being remorseful, Hennes & Mauritz instead denied approval of their orders to the factory to distance itself from the issue (O’Keeffe and Narin). Another company involved is Asics, a Japanese sneaker company. Asics however took a different approach and instead said that it will conduct an investigation to mitigate public anger of being a party to employing sweatshops (Cheang). These cases illustrate that business is indeed amoral that put ethics in business may seem to be an oxymoron because they contradict each other (Crane and Matten, 2006). This would not have happened without our participation and part of the equation of the blame is on us because we patronize and even seek products that are made from sweatshops. Actions which may be considered unethical such as deception and use of sweatshops may even become permissible as long they can become profitable. And if they are exposed, they will readily deny involvement

Diabetic Disease Management in African American Elderly Essay

Diabetic Disease Management in African American Elderly - Essay Example There are two forms of diabetes. The first type occurs when one’s immune system counteracts a body’s immune system and fights insulin-producing cells. The second type of diabetes affects the aged and people with a family history of diabetes. However, lately trends have changed, and cases are becoming increasingly common to young adolescents. In this type of diabetes, the â€Å"pancreases produce enough insulin", but the body fails to utilize it well. It thus, ends up not synthesizing glucose as required (Zazworsky & Bolin, 2005). Some of the major experienced symptoms of diabetes include patients being fatigued, frequent passing out of urine, weight loss, low immunity and blurred vision. However, it is essential to note that some people do not elicit any signs of illness. Diabetes can be managed if effective measures adhered (Zazworsky & Bolin, 2005). For instance, patients are required to observe strict diets and prescribed routine procedures. The main concern in mana ging the disease is normally sugar level management. Sugar levels are highest after eating. Patients are therefore, advised to plan on small, balanced diet meals at regular times. Medical practitioners mainly advise that constant amounts of carbohydrates be consumed since they affect majorly on blood sugar amounts. Good management calls for getting food portions right. Eating in small amounts leads to complications as it may cause reduced sugar levels while eating too much may cause increased sugar level a condition referred to as hyperglycemia (Zazworsky & Bolin, 2005). Diabetic patients advised to engage in a lot of body exercise as it helps improve body response to insulin production in controlling sugar synthesis. Good and simple exercise helps a lot in reducing sugar levels. Regular check up is also essential to keep sugar level in check. Plenty of water is appropriate for patients experiencing dehydration. Good management of the disease leads to hundred percent recovery for pa tients (Mazze, Strock & Bergenstal, 2007). Diabetes management in diverse care settings Management of diabetes has not been easy for many despite the availability of effective treatment. No mutual relationship exists between diversity in diabetes management programs, and concept frameworks of medical care. The need to have a concerted plan of action in dealing with diabetes cases is crucial. Ministries of health in all countries need to establish standardized conceptual frameworks aimed at ensuring that diabetes related deaths curbed. Most of the programs in place in most places, lack valuable elements of improving the quality of the disease management (Mazze, Strock & Bergenstal, 2007). Researchers conducted performed have proved that of all the programs put in place, to deal with the disease, only fifteen percent are perfectly effective in terms of both cost and clinical efficiency (Mazze, Strock & Bergenstal, 2007). Differences in cultural and social economic settings in disease management must be noted. Before any attempts can be made on standardization of quality, profound insight may be useful to conceptualize high quality care. Limitations in health care delivery particularly in availing resources and self-management must be addressed to ensure efficiency in management of the disease (Streltzer & Tseng, 2007). Age related disease management concerns Diabetes poses many enduring requirements on the side of patients in terms of "glycemic control" as well as life quality (Mazze,

Macbeth Essay Essay Example for Free

Macbeth Essay Essay This puts Macbeth at a loss for words , they then look at banquo and tell him his sons will be king someday aswell but not him. â€Å"All hail, Macbeth, hail to thee, Thane of Glamis/ All hail, Macbeth, hail to thee, Thane of Cawdor/ All hail, Macbeth, Thou shalt be king hereafter! † (1. 3. 50-53). This is the first set of prophecies the witches made and the start to Macbeth’s downfall. What the witches done to Macbeth with these prophecies to make him commence his downfall was they filled his head with these positive flattering things that made him want to go to extreme measures just to become what the witches proclaimed would happen. Proof that this first set of prophecies commenced his downfall is once king Duncan had named malcom to be king apposed to Macbeth, Macbeth then considered the idea that he should murder Duncan to become king. The second set of prophecies given to Macbeth appeared as apparitions by the three witches and each apparition gave Macbeth a different prophecy. The first prophecy is an armed head which tells Macbeth to beware of Macduff â€Å" Macbeth! Macbeth! Macbeth! Beware Macduff. Beware the thane of Fife. Dismiss me. Enough. † (4. 1. 74-75). The second apparition appeared as a bloody child who tells Macbeth the only person who can harm him is a man not born of a woman. â€Å" Be bloody, bold, and resolute. Laugh to scorn/The power of man, for none of woman born/Shall harm Macbeth. † (4. 1. 81-83). The final apparition summoned by the witches was a crowned child holding a tree that states Macbeth will not be killed until the woods of birnam are at Dunsinane Hill. Be lion-me ttled, proud, and take no care/Who chafes, who frets, or where conspirers are. /Macbeth shall never vanquished be until/Great Birnam Wood to high Dunsinane Hill/Shall come against him. † (4. 1. 94-98). These summons created by the witches are a big part in Macbeth’s downfall because they gave him more confidence that he would not be killed. Macbeth believed that these prophecies were ridiculous and that it was impossible for him to happen although he did not think them through because all of these prophecies came true in the end. Although the witches gave Macbeth these prophecies making him over confident and giving him the idea to kill Duncan they are not the only ones to blame, Macbeth’s wife Lady Macbeth also played a big role in the downfall of Macbeth by persuading Macbeth to kill King Duncan. She did this by telling him that if the witches prophecies were to come true and he were to become king he must kill those who stood in the way. She then proceeds to question his manhood and makes him feel guilty for her when she says she would kill her own child if she had promised it to her beloved to do it. What beast was ’t, then, That made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would Be so much more the man. Nor time nor place Did then adhere, and yet you would make both. They have made themselves, and that their fitness now Does unmake you. I have given suck, and know How tender ’tis to love the babe that milks me . I would, while it was smiling in my face, Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn as you Have done to this. † (1. 7. 47-59). Lady Macbeth was fully capable of killing the king herself, she had made a good plot to kill him but she never killed him herself because she claimed King Duncan reminded her of her father. â€Å"Had he not resembled/My father as he slept, I had done ’t. † (2. 2. 12-13). If Lady Macbeth would have performed the murder herself Macbeth would not have been driven mad. After Macbeth killed King Duncan the guilt he felt was taking over his mind, saying that there was blood on his hands that would not come off. Lady Macbeth could maybe have comforted him in this time of need but instead she called him mad nd put him down. Although both the witches and Lady Macbeth were contributors to Macbeth’s death they cannot take all the blame for Macbeths death, Macbeth himself plays a big role in the his tragic death. Macbeth knew killing King Duncan was wrong he was always loyal to the king and Duncan trusted Macbeth greatly but he let the witches get into his head and let their prophecies corrupt his mind without no proof saying he had to kill Duncan to become king. Although Lady Macbeth gave him guilt and questioned his manliness he could have told her no he could have told her no and went with what he knew was best. Macbeth’s ambition to hold his spot on the throne was another good reason as to why he died, after killing Duncan Macbeth decided that he should also kill Banquo because Macbeth thought Banquo would suspect him after the prophecies the witches made. This was a mistake by Macbeth because this only made Macbeth more aggressive and his desire to kill stronger. The main mistake Macbeth made was the faith he had towards the prophecies made by the witches, he felt he was invincible. Even once the prophecy about the Birnam Woods reached the castle he belived he could not be killed by anyone because he thought all men were born of a woman. â€Å"Fear not, till Birnam wood/Do come to/Dunsinane†; and now a wood/Comes toward Dunsinane. ’(5. 5. 43-45) â€Å"Thou wast born of woman. /But swords I smile at, weapons laugh to scorn,/Brandished by man that’s of a woman born. (5. 7. 13-15). This confidence followed Macbeth right to his fight against Macduff, once he began to fight with macduff we learn that macduff was actually ripped out of his mothers stomach and not born from the womb making him not born bt a woman. â€Å"Despair thy charm,/And let the angel whom thou still hast served/Tell thee,/Macduff was from his mother’s womb/Untimely ripped. (5. 8. 13-17). Macbeth then accepted his fate and fought Macduff and lost his life. Although there was multiple factors that led to Macbeths demise such as evil witches and a power hungry wife the one who played the biggest role in his death was Macbeth himself. Even though all of the witches prophecies came true there no proof saying they were destined to come true but only that Macbeth caused these prophecies to be true. If Macbeth would have did what he knew was right he would have saved the lives of a lot of people including the wife he loved so dearly.