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Prisoners began arriving at the prison in late February of 1864 and by early June the prison population had climbed to 20,000. Consequently, it was decided that a larger prison was necessary, and by mid-June work was begun to enlarge the prison. The prison's walls were extended 610 feet to the north, encompassing an area of roughly 10 acres, bringing the total prison area to 26.5 acres. The extension was built by a crew of Union prisoners consisting of 100 whites and 30 African Americans in about 14 days. On July 1, the northern extension was opened to the prisoners who subsequently tore down the original north stockade wall, then used the timbers for fuel and building materials. By August, over 33,000 Union prisoners were held in the 26.5 acre prison. Due to the threat of Union raids (Sherman's troops were marching on Atlanta), General Winder ordered the building of defensive earthworks and a middle and outer stockade around the prison. Construction of the earthworks began July 20th. These earthworks consisted of Star Fort located southwest of the prison, a redoubt located northwest of the north gate, and six redans. The middle and outer stockades were hastily constructed of unhewn pine logs set vertically in wall trenches that were about four feet deep. The middle stockade posts projected roughly 12 feet above the ground surface and encircled the inner prison stockade as well as the corner redans. The outer stockade, which was never completed, was meant to encompass the entire complex of earthworks and stockades. The posts of the outer stockade extended about five feet above the ground surface. By early September, Sherman's troops had occupied Atlanta and the threat of Union raids on Andersonville prompted the transfer of most of the Union prisoners to other camps in Georgia and South Carolina. By mid-November, all but about 1500 prisoners had been shipped out of Andersonville, and only a few guards remained to police them. Transfers to Andersonville in late December increased the numbers of prisoners once again, but even then the prison population totaled only about 5000 persons. The number of prisoners at the prison would remain this low until the war ended in April of 1865. During the 15 months during which Andersonville was operated, almost 13,000 Union prisoners died there of malnutrition, exposure, and disease; Andersonville became synonymous with the attrocities which both North and South soldiers experienced as

Causes of Tsunamis

sunami: the Great Waves Tsunami is a Japanese word with the English translation, â€Å"harbor wave. † Represented by two characters, the top character, â€Å"tsu,† means harbor, while the bottom character, â€Å"nami,† means â€Å"wave. † In the past, tsunamis were sometimes referred to as â€Å"tidal waves† by the general public, and as â€Å"seismic sea waves† by the scientific community. The term â€Å"tidal wave† is a misnomer; although a tsunami's impact upon a coastline is dependent upon the tidal level at the time a tsunami strikes, tsunamis are unrelated to the tides. Tides result from the imbalanced, extraterrestrial, gravitational influences of the moon, sun, and planets. The term â€Å"seismic sea wave† is also misleading. â€Å"Seismic† implies an earthquake-related generation mechanism, but a tsunami can also be caused by a nonseismic event, such as a landslide or meteorite impact. Tsunamis are a threat to life and property to anyone living near the ocean. For example, in 1992 and 1993 over 2,000 people were killed by tsunamis occurring in Nicaragua, Indonesia and Japan. Property damage was nearly one billion dollars. The 1960 Chile Earthquake generated a Pacific-wide tsunami that caused widespread death and destruction in Chile, Hawaii, Japan and other areas in the Pacific. Large tsunamis have been known to rise over 100 feet, while tsunamis 10 to 20 feet high can be very destructive and cause many deaths and injuries. What Cause Tsunamis? Tsunamis, also called seismic sea waves or, incorrectly, tidal waves, generally are caused by earthquakes, less commonly by submarine landslides, infrequently by submarine volcanic eruptions and very rarely by a large meteorite impact in the ocean. Submarine volcanic eruptions have the potential to produce truly awesome tsunami waves. The Great Krakatau Volcanic Eruption of 1883 generated giant waves reaching heights of 125 feet above sea-level, killing thousands of people and wiping out numerous coastal villages. Ring of Fire About two-thirds of the earth is covered by the waters of the four oceans. The Pacific Ocean is the world's largest, covering more than one third of the total surface area of our planet. The Pacific Ocean is surrounded by a series of mountain chains, deep ocean trenches and island arcs, sometimes called a â€Å"ring of fire. † The great size of the Pacific Ocean and the large earthquakes associated with the â€Å"ring of fire† combine to produce deadly tsunamis. Tsunamis on the Move Wave Height and Water Depth In the open ocean a tsunami is less than a few feet high at the surface, but its wave height increases rapidly in shallow water. Tsunamis wave energy extends from the surface to the bottom in the deepest waters. As the tsunami attacks the coastline, the wave energy is compressed into a much shorter distance creating destructive, live-threatening waves. In the deep ocean, destructive tsunamis can be small–often only a few feet or less in height–and cannot be seen nor can they be felt by ships. But, as the tsunami reaches shallower coastal waters, wave height can increase rapidly. Sometimes, coastal waters are drawn out into the ocean just before the tsunami strikes. When this occurs, more shoreline may be exposed than even at the lowest tide. This major withdrawal of the sea should be taken as a warning of the tsunami waves that will follow How Fast? Where the ocean is over 20,000 feet deep, unnoticed tsunami waves can travel at the speed of a commercial jet plane, nearly 600 miles per hour. They can move from one side of the Pacific Ocean to the other in less than a day. This great speed makes it important to be aware of the tsunami as soon as it is generated. Scientists can predict when a tsunami will arrive since the speed of the waves varies with the square root of the water depth. Tsunamis travel much slower in shallower coastal waters where their wave heights begin to increase dramatically. How Big? Offshore and coastal features can determine the size and impact of tsunami waves. Reefs, bays, entrances to rivers, undersea features and the slop of the beach all help to modify the tsunami as it attacks the coastline. When the tsunami reaches the coast and moves inland, the water level can rise many feet. In extreme cases, water level has risen to more than 50 feet for tsunamis of distant origin and over 100 feet for tsunami waves generated near the earthquake's epicenter. The first wave may not be the largest in the series of waves. One coastal community may see no damaging wave activity while in another community destructive waves can be large and violent. The flooding can extend inland by 1000 feet or more, covering large expanses of land with water and debris.

Process Analysis in Composition

In composition, process analysis is a method of paragraph or essay development by which a writer explains step by step how something is done or how to do something. Process analysis writing can take one of two forms, depending on the topic:   Information about how something works (informative)  An explanation of how to do something (directive). An informative process analysis is usually written in the third-person point of view; a  directive process analysis is usually written in the second person. In both forms, the steps are typically organized in chronological order--that is, the order in which the steps are carried out. Examples and Observations Planning a good process analysis requires the writer to include all the essential steps. Be sure you have all the tools or ingredients needed. Arrange the steps in the correct sequence. Like all good writing, a process essay requires a thesis to tell the reader the significance of the process. The writer can tell the reader how to do something, but also should inform the reader about the usefulness or importance of the endeavor.(G. H. Muller and H. S. Wiener, The Short Prose Reader. McGraw-Hill, 2006)Reviewing Your ProcessWhen you revise your process writing, think about the people who will be reading it. Ask yourself these questions:(Robert Funk, et al., The Simon and Schuster Short Prose Reader, 2nd ed. Prentice Hall, 2000)Have I chosen the best starting point? Think about how much your audience already knows before you decide where to begin describing the process. Dont assume your readers have background knowledge that they may not have.Have I provided enough definitions of terms?   Have I been specific enough in the details?Example: How to Remove Chewing Gum From Hair(Joshua Piven et al., The Worst-Case Scenario Survival Handbook: Parenting. Chronicle Books, 2003)Prepare an ice sack.Place several cubes of ice in a plastic bag or thin cloth. Seal or hold it closed.Apply an ice pack to hair.Move the affected hair away from the scalp and press the ice against the gum for 15 to 30 minutes or until the gum freezes solid. Use a rubber glove or a dry washcloth to hold the ice compress if your hand becomes chilled.Crack the frozen gum into pieces.With one hand, hold the stuck section of the hair between the gum clot and the scalp, and break the frozen gum into small pieces.Remove the gum.Gently pull the frozen gum pieces from the hair using your other hand. If the warmth of your hand begins to melt the gum, refreeze and repeat until all the gum has been removed from the hair.Example: How to Mark a BookThere are all kinds of devices for marking a book intelligently and fruitfully. Heres the way I do it:(Mortimer Adler, How to Mark a Book. Saturday Review, July 6, 1940)Underlining: of major points, of important or forceful statements.Vertical lines at the margin: to emphasize a statement already underlined.Star, asterisk, or another doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. . . .Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument.Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together.Circling of keywords or phrases.Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of ma jor points right through the book. I use the end-papers at the back of the book to make a personal index of the authors points in the order of their appearance.Izaak Walton on How to Dress a Large Chub (1676)[I]f he be a large Chub, then dress him thus:First scale him, and then wash him clean, and then take out his guts; and to that end make the hole as little and near to his gills as you may conveniently, and especially make clean his throat from the grass and weeds that are usually in it (for if that be not very clean, it will make him to taste very sour); having so done, put some sweet herbs into his belly, and then tie him with two or three splinters to a spit, and roast him, basted often with vinegar, or rather verjuice and butter, with good store of salt mixt with it.Being thus drest, you will find him a much better dish of meat than you, or most folk, even than Anglers themselves do imagine; for this dries up the fluid watery humor with which all Chubs do abound.But take this rule with you, that a Chub newly taken and newly drest, is so much better than a Chub of a days keeping after he is dead, that I can compare him to nothing so fitly as to Cherries newly gathered from a tree, and others that have been bruised and lain a day or two in water. Being thus used and drest presently, and not washt after he is gutted (for note that lying long in water, and washing the blood out of the Fish after they be gutted, abates much of their sweetness), you will find the Chub to be such meat as will recompense your labour.(Izaak Walton, The Compleat Angler, 5th edition, 1676)The Limitations of LanguageThose who think they are testing a boys elementary command of English by asking him to describe in words how one ties ones tie or what a pair of scissors is like, are far astray. For precisely what language can hardly do at all, and never does well, is to inform us about complex physical shapes and movements. . . . Hence we never in real life voluntarily use language fo r this purpose; we draw a diagram or go through pantomimic gestures.(C.S. Lewis, Studies in Words, 2nd ed. Cambridge University Press, 1967)The Lighter Side of Process Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How to Make a Swing With No Rope or Board or NailsFirst grow a moustacheA hundred inches long,Then loop it over a hickry limb(Make sure the limb is strong).Now pull yourself up off the groundAnd wait until the spring--Then swing!(Shel Silverstein, How to Make a Swing With No Rope or Board or Nails. A Light in the Attic.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  HarperCollins, 1981) How to Pack a Suit So It Wont Come Out Wrinkled   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lay the suit on its back on a flat surface such as a tennis court. Take the sleeves and place  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  them at the side. Take the left sleeve and place it on the suits hip, and hold the right sleeve  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  over the suits head as though the suit is waving in a jaunty manner. Now put both sleeves  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  straight up over the suits head and shout, Touchdown! Ha ha! Isnt this fun? You may feel  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  silly, but trust me, youre not half as silly as the people who think they can fold a suit so it wont  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  come out wrinkled.(Dave Barry, Dave Barrys Only Travel Guide Youll Ever Need. Ballantine Books, 1991)

The And Tenets Of Life Course Criminology - 1587 Words

Paper Proposal The societal problem of delinquency is a seemingly unsolvable issue that has persisted since the Industrial Revolution (Bell, 2015). As a result of this perceived surplus of young people who commit antisocial behaviour, academics have attempted to not only solve delinquency, but identify the factors that contribute to it. The life-course perspective was adopted as one way to understand and explain this complex issue. Life-course criminology (often referred to as DLC) emerged from this perspective as a way to help explain age in relation to crime. The purpose of this proposal is to highlight the key areas of life-course criminology and outline how they reveal the value of the theory for research purposes. These key areas of interest are the genesis and tenets of life-course criminology, its key contributors and critics, and how both of these parties have affected the current state of the theory today. The life-course approach is a broad theory that has been adapted by many other fields of the social sciences and behavioural sciences such as social history, developmental psychology, and gerontology (Elder, 1994). Life-course criminology focuses on three main issues: how offending and antisocial behaviour develops, the risk factors at various ages, and how life events shape development (Farrington, 2003). One of the greatest attributes of life-course theory is in its duality. It can be applied on a macro-level scale to provide insight into specific groups ofShow MoreRelatedCriminology: The Evolution of Crime Essay1003 Words   |  5 PagesCriminology has evolved over history into becoming a discipline all its own, along the way it grew and developed from a multiple sources of disciplines to become an integration of various theories. Reasons that seek to explain crime and deviant behaviors has mirrored the time in which research was being conducted and as time continues to change i t is to be expected more theories will arise to incorporate past theories to become ever more inclusive. It is important to understand this development fromRead MoreEthics, Midwifery And Social Work1214 Words   |  5 PagesConflict arises in many different aspects of one’s life, especially when working with your coworkers to people outside of your field of work. Throughout the semester as group members, we came from all sorts of different backgrounds, within our field of study. We had criminology, politics and governance, midwifery and social work students, all combined into a group that had to focuses on creating a conflict and coming out with a resolution at the end of the set battle. By coming from several fieldsRead MoreProblems and Issues in Implementing of Ra 9344 of Isabela9768 Words   |  40 Pagesgratification. More over children who act against the law. Most legal systems prescribe specific procedures for dealing with juveniles, such as juvenile detention centers. There are a multitude of different theories on the causes of crime Criminology Criminology is the scientific study of the nature, extent, causes, and control of criminal behavior in both the individual and in society... most if not all of which can be applied to the causes of youth crime. Youth crime is a major issue and is an aspectRead MoreMy Personal Journey On Social Work8705 Words   |  35 Pageswas eight years old, so I hope that by me helping people socially, rather than medically like she did, will continue her legacy. I decided to obtain my Bachelor of Arts degree at Saint Mary’s University in Halifax, N.S. where I double majored in Criminology and Sociology and minored in Psychology. Once I graduated, I still did not know what career path was right for me, so I took a year off. In the meantime, I applied to three Schools of Social Work: Dalhousie University in Halifax, N.S., St. ThomasRead MoreUnderstanding Conflict Through Sociological Perspective Essay5342 Words   |  22 Pageschallenging and time consuming to address. Conflicts occur when people (or other parties) perceive that, as a consequence of a disagreement, there is  a threat to their needs, interests or concerns. Although conflict is a normal part of organization life, providing numerous opportunities for growth through improved understanding and insight, there is a tendency to view conflict as a negative experience caused by abnormally difficult circumstances. Disputants tend to perceive limited options and finite

The CSI Effect Essay - 1905 Words

In 2006, over 100 million people in the United States tuned in to watch either CSI or any if the other forensic and criminal investigation related television show each week (CJSG). Since then, the number of viewers has increased rapidly, as well as the amount of television shows with the same type of theme. As a result of the increase of these television programs, researchers are discovering a new phenomenon called the ‘CSI Effect’ that seems to be fueling an interest in forensic science and criminal investigations nationwide. This effect is actually the ability of criminal justice themed television shows to influence and increase victims’, jurors’ and criminals’ ideas about forensics, DNA testing and methods, and criminal investigations†¦show more content†¦In the past, the jury learned from the forensic scientists’ testimony; but now, they’re learning from television and a lot of reality shows. Consequently, what they’ re learning is not necessarily what is actually done (Honeycutt). However, those jurors who watch criminal investigation television shows do believe that what they’re seeing on TV is what does go on in real life and they expect to see it in court. This is because, according to Shelton, â€Å"the more frequently jurors watched a given program, the more accurate they perceived it to be.† Unfortunately, these shows also create a false expectation that clear and definite evidence can be shown for any case, which is not true. Jurors expect every case to have thorough scientific evidence from the best and most modern technology and to look exactly as it does on a television show (Shelton). Radford said, â€Å"Science does not operate on certainties.† During an investigation, scientists don’t ever say that the DNA being tested is a â€Å"match† to the suspect because nothing can ever be a definite match. Instead, their vocabulary consists of phrases such asShow MoreRelatedCsi Effect Essay1231 Words   |  5 PagesCSI Effect Abstract Crime in America is increasing rapidly and many techniques have been created over the years in order to solve major crimes. Forensics science is one of the many techniques that have been created. Forensics is the use of science and technology to investigate and establish facts in criminal courts of law (free-dictionary, n.d). But there is an upcoming issue which involves the exaggerated details of forensics science. This paper explores the CSI Effect, compares and contrastsRead MoreThe Csi Effect On The Minds Of Jurors909 Words   |  4 Pages The CSI Effect is becoming to take it’s place in courtrooms and the prosecutors aren t liking it. Prosecutors are feeling there is no hope for getting a conviction when it’s come to the CSI Effect because they believe that it has control over the juror’s applying justice to criminal. The CSI Effect is being criticized for not allowing prosecutors a fair chance at a conviction in a jury trial for the belief that Jurors are influenced by what they see on T.V shows and how they believe that theRead MoreThe CSI Effect and its Implications in Forensic Science Essay1769 Words   |  8 Pagesknown as the CSI effect, or the process through which devoted fans of popular crime dramas develop unrealistic notions of forensic science methods, practices, and their applications in real life cases (Mancini 544; Stevens 37; Ley, Jankowski, and Brewer 52). The CSI effect has had more negative impacts on forensic science and society than positive impacts, especially in regards to what goes on in the minds of jurors who frequently watch television programs about crime. Studying the CSI effect also leadsRead MorePresentation At The 2010 Cooley Law School Symposium On The Csi Effect1113 Words   |  5 Pagespresentation at the 2010 Cooley Law School Symposium on the CSI Effect. It reviews the results of two empirical studies of Michigan jurors in various jurisdictions, which previously concluded that the prosecutor version of the so-called CSI effect cannot be substantiated empirically. The article then describes merged data from the two studies and the analysis of that merged data. The data supports the earlier suggestion of a tech effect based on cultural changes, rather than any direct impactRead MoreThe Csi Effect1178 Words   |  5 Pagesthat the things that take place on these shows are real. There is Law in Order SVU, 24, Bones and our favorite CSI that make people think that countless cases are open and close do to outrageous finding of DA traces. Th e CSI Effect is a theory that criminals are getting smarter. These shows give out numerous tactics on how many cases are cracked and suspects are arrested. The CSI Effect also results in various hang juries and miss trials due to lack of evidence. The jury is starting to need moreRead MoreCsi Effect1164 Words   |  5 Pagesorder to accurately depict how the CSI Effect strongly influences our society’s view on crime and courtroom proceedings, I will be comparing different CSI episodes to those methods and theories which apply. Throughout the paper, I will be explaining how CSI has shaped peoples’ minds in believing false claims and investigation beliefs. Watching and comparing episodes of CSI to the CSI Effect will be a prime reference in explaining how the media is placing a spin on CSI television shows. According toRead MoreForensic Science And The Scientific Examination Of Evidence1644 Words   |  7 Pagesunique details. In the article The Real CSI from Frontline talks about the technology and science behind examining bite marks is not reliable. Bite marks is similar to fingerprinting analysis, the assumption behind bite marks is that dental characteristics is unique, therefore the technology used to identify bite marks is scrutinized even though bite marks can change over time and be distorted due to factors like swelling and healing (Frontline, The Real CSI). In the NOVA episode â€Å"Forensics On Trial†Read MoreCsi Miami vs Csi Real Life1051 Words   |  5 Pagesassignment I chose Double Jeopardy from CSI Miami, season four episode eighteen. In this episode a husband is found innocent of his wifes murder just as her missing body is being pulled from the ocean by a fisherman. March 26 Mr. Rowe discovered his wife’s racial status and she disappeared on October 5th but the husband waited 3 days to report her death. During this time he practiced killing Terisa Matherdy. Losing four twe nty lb weight set in the process. The CSI team must try to find new evidenceRead MoreThe Csi Effect On Crime1657 Words   |  7 PagesThe CSI Effect Introduction Have you ever watched a crime scene drama on television and now believe you are a forensic science expert? This is what you call the â€Å"Crime Scene Investigation Effect (CSI)†. It came into light in the early 2000’s. In 2008, Monica Robbers, an American criminologist, defined the CSI Effect as, â€Å"the phenomenon in which jurors hold unrealistic expectations of forensic evidence and investigation techniques, and have an increased interest in the discipline of forensic science†Read MoreForensic Science in the 21st Century1765 Words   |  8 Pagesinto forensic science’s contributions to policing and criminal investigations, court processes, and security efforts. Also it explores the media’s representation of forensic science, influence on popular opinion for justice-related issues, and â€Å"CSI† effect on the judicial process. Forensic Science Contributions to Policing and Criminal Investigations The geneses of criminalistics or forensic science are mainly European. Forensic science is an amalgamation of various disciplines, such as

The Return Shadow Souls Chapter 31 Free Essays

string(41) " he did give a wolf whistle, not at Mrs\." â€Å"I’m feeling much better,† Elena told Dr. Meggar. â€Å"I’d like to take a walk around the estate. We will write a custom essay sample on The Return: Shadow Souls Chapter 31 or any similar topic only for you Order Now † She tried not to bounce up and down on the bed. â€Å"I’ve been eating steak and drinking milk and I even took that vile cod liver oil you sent. Also I have a very firm grasp of reality: I’m here to rescue Stefan and the little boy inside Damon is a metaphor for his unconscious, which the blood we shared allowed me to ‘see.'† She bounced once, but covered it by reaching for a glass of water. â€Å"I feel like a happy puppy pulling at the leash.† She exhibited her newly designed slave bracelets: silver with lapis lazuli inserts in fluid designs. â€Å"If I die suddenly, I am prepared.† Dr. Meggar’s eyebrows worked up and down. â€Å"Well, I can’t find anything wrong with your pulse or your breathing. I don’t see how a nice afternoon walk can hurt you. Damon’s certainly up and walking. But don’t you go giving Lady Ulma any ideas. She still needs months of bed rest.† â€Å"She has a nice little desk made from a breakfast tray,† Bonnie explained, gesturing to show size and width. â€Å"She designs clothes on that.† Bonnie leaned forward, wide-eyed. â€Å"And you know what? Her dresses are magic.† â€Å"I wouldn’t expect anything less,† grunted Dr. Meggar. But the next moment Elena remembered something unpleasant. â€Å"Even when we get the keys,† she said, â€Å"we have to plot the actual jailbreak.† â€Å"What’s a jailbreak?† Lakshmi asked excitedly. â€Å"It’s like this – we’ve got the keys to Stefan’s cell, but we still need to figure out how we’re going to get into the prison, and how we’re going to smuggle him out.† Lakshmi frowned. â€Å"Why not just go in with the line and take him out the gate?† â€Å"Because,† Elena said, trying for patience, â€Å"they won’t let us just walk in and get him.† She narrowed her eyes as Lakshmi put her head in her hands. â€Å"What’re you thinking, Lakshmi?† â€Å"Well, first you say that you’re going to have the key in your hand when you go to the prison, then you act like they’re not going to let him out of the prison.† Meredith shook her head, bewildered. Bonnie put a hand to her forehead as if it ached. But Elena slowly leaned forward. â€Å"Lakshmi,† she said, very quietly, â€Å"are you saying that if we have a key to Stefan’s cell it’s basically a pass in and out of prison?† Lakshmi brightened up. â€Å"Of course!† she said. â€Å"Otherwise, what would a key be good for? They could just lock him in another cell.† Elena could hardly believe the wonder of what she had just heard, so she immediately began trying to poke holes in it. â€Å"That would mean we could go straight from Bloddeuwedd’s party to the prison and just take Stefan out,† she said with as much sarcasm as she could inject into her voice. â€Å"We could just show our key and they’d let us take him away.† Lakshmi nodded eagerly. â€Å"Yes!† she said joyfully, the sarcasm having gone right over her head. â€Å"And, don’t be mad, okay? But I wondered why you never went to visit him.† â€Å"We can visit him?† â€Å"Sure, if you make an appointment.† By now Meredith and Bonnie had come to life and were supporting Elena on either side. â€Å"How soon can we send someone to make an appointment?† Elena said through her teeth, because it was taking all her effort to speak – her entire weight was resting on her two friends. â€Å"Who can we send to make an appointment?† she whispered. â€Å"I’ll go,† Damon said from the crimson darkness behind them. â€Å"I’ll go tonight – give me five minutes.† Matt could feel that he had on his most cross and stubborn expression. â€Å"C’mon,† Tyrone said, looking amused. They were both gearing up for a trip into the thicket. This meant putting on two of the mothball-clove-recipe coats each and then using duct tape to fasten the gloves to the coats. Matt was sweating already. But Tyrone was a good guy, he thought. Here Matt had come out of nowhere and said, â€Å"Hey, you know that bizarre thing you saw with poor Jim Bryce last week? Well, it’s all connected to something even more bizarre – all about fox spirits and the Old Wood, and Mrs. Flowers says that if we don’t figure out what’s going on, we’re going to be in real trouble. And Mrs. Flowers isn’t just a batty old lady at the boardinghouse, even though everybody says so.† â€Å"Of course she isn’t,† Dr. Alpert’s brusque voice had said from the doorway. She put down her black bag – still a country doctor, even when the town was in crisis – and addressed her son. â€Å"Theophilia Flowers and I have known each other a long time – and Mrs. Saitou, too. They were both always helping people. That’s their nature.† â€Å"Well – † Matt had seen an opportunity and jumped at it. â€Å"Mrs. Flowers is the one who needs help now. Really, really needs help.† â€Å"Then what’re you sitting there for, Tyrone? Hurry up and go help Mrs. Flowers.† Dr. Alpert had ruffled her own iron-gray hair with her fingers, then ruffled her son’s black hair fondly. â€Å"I was, Mom. We were just leaving when you came in.† Tyrone, seeing Matt’s grim horror-story of a car, had politely offered to drive them to Mrs. Flowers’s house in his Camry. Matt, afraid of a terminal blowout at some crucial moment, was only too happy to accept. He was glad that Tyrone would be the lynchpin of the Robert E. Lee High football team in the coming year. Ty was the kind of guy you could count on – as witness his immediate offer of help today. He was a good sport, and absolutely straight and clean. Matt couldn’t help but see how drugs and drinking had ruined not only the actual games, but the sportsmanship of the other teams on campus. Tyrone was also a guy who could keep his mouth shut. He hadn’t even peppered Matt with questions as they drove back to the boardinghouse, but he did give a wolf whistle, not at Mrs. You read "The Return: Shadow Souls Chapter 31" in category "Essay examples" Flowers, but at the bright yellow Model T she was driving into the old stables. â€Å"Whoa!† he said, jumping out to help her with a grocery bag, while his eyes drank in the Model T from fender to fender. â€Å"That’s a Model T Fordor Sedan! This could be one beautiful car if – † He stopped abruptly and his brown skin burned with a sunset glow. â€Å"Oh, my, don’t be embarrassed about the Yellow Carriage!† Mrs. Flowers said, allowing Matt to take another bag of groceries back through the kitchen garden and into the kitchen of the house. â€Å"She’s served this family for nearly a hundred years, and she’s accumulated some rust and damage. But she goes almost thirty miles an hour on paved roads!† Mrs. Flowers added, speaking not only proudly, but with the somewhat awed respect owed to high-speed travel. Matt’s eyes met Tyrone’s and Matt knew there was only one shared thought hanging in the air between them. To restore to perfection the dilapidated, worn, but still beautiful car that spent most of its time in a converted stable. â€Å"We could do it,† Matt said, feeling that, as Mrs. Flowers’s representative, he should make the offer first. â€Å"We sure could,† Tyrone said dreamily. â€Å"She’s already in a double garage – no problems about room.† â€Å"We wouldn’t have to strip her down to the frame†¦she really rides like a dream.† â€Å"You’re kidding! We could clean the engine, though: have a look at the plugs and belts and hoses and stuff. And† – dark eyes gleaming suddenly – â€Å"my dad has a power sander. We could strip the paint and repaint it the exact same yellow!† Mrs. Flowers suddenly beamed. â€Å"That was what dear Mama was waiting for you to say, young man,† she said, and Matt remembered his manners long enough to introduce Tyrone. â€Å"Now, if you had said, ‘We’ll paint her burgundy’ or ‘blue’ or any other color, I’m sure she would have objected,† Mrs. Flowers said as she began to make ham sandwiches, potato salad, and a large kettle of baked beans. Matt watched Tyrone’s reaction to the mention of â€Å"Mama† and was pleased: there was an instant of surprise, followed by an expression like calm water. His mother had said Mrs. Flowers wasn’t a batty old lady: therefore she wasn’t a batty old lady. A huge weight seemed to roll off Matt’s shoulders. He wasn’t alone with a fragile elderly woman to protect. He had a friend who was actually a little bigger than he was to rely on. â€Å"Now both of you, have a ham sandwich, and I’ll make the potato salad while you’re eating. I know that young men† – Mrs. Flowers always spoke of men as if they were a special kind of flower – â€Å"need lots of good hearty meat before going into battle, but there’s no reason to be formal. Let’s just dig right in as things are done.† They had happily obeyed. Now they were preparing for battle, feeling ready to fight tigers, since Mrs. Flowers’s idea of dessert was a pecan pie split between the boys, along with huge cups of coffee that cleared the brain like a power sander. Tyrone and Matt drove Matt’s junker to the cemetery, followed by Mrs. Flowers in the Model T. Matt had seen what the trees could do to cars and he wasn’t going to subject Tyrone’s whistle-clean Camry to the prospect. They walked down the hill to Matt and Sergeant Mossberg’s hide, each of the boys giving a hand to help the frail Mrs. Flowers over rough bits. Once, she tripped and would have fallen, but Tyrone dug the toes of his DC shoes into the hill and stood like a mountain as she tumbled against him. â€Å"Oh, my – thank you, Tyrone dear,† she murmured and Matt knew that â€Å"Tyrone dear† had been accepted into the fold. The sky was dark except for one streak of scarlet as they reached the hide. Mrs. Flowers took out the sheriff’s badge, rather clumsily, due to the gardening gloves she was wearing. First she held it to her forehead, then she slowly drew it away, still holding it in front of her at eye-level. â€Å"He stood here and then he bent down and squatted here,† she said, getting down in what was – in fact – the correct side of the hide. Matt nodded, hardly knowing what he was doing, and Mrs. Flowers said without opening her eyes, â€Å"No coaching, Matt dear. He heard someone behind him – and whirled, drawing his gun. But it was only Matt, and they spoke in whispers for a while. â€Å"Then he suddenly stood up.† Mrs. Flowers stood suddenly and Matt heard all sorts of alarming little pops and crackles in her delicate old body. â€Å"He went walking – striding – down into that thicket. That evil thicket.† She set off for the thicket as Sheriff Rich Mossberg had when Matt had watched him. Matt and Tyrone went hurrying after her, ready to stop her if she showed any signs of entering the remnant of Old Wood that still lived. Instead, she walked around it, with the badge held to eye height. Tyrone and Matt nodded at each other and without speaking, each took one of her arms. This way they skirted the edge of the thicket, all the way around, with Matt going first, Mrs. Flowers next, and Tyrone last. At some point Matt realized that tears were making their way down Mrs. Flowers’s withered cheeks. At last, the fragile old woman stopped, took out a lacy handkerchief – after one or two tries – and wiped her eyes with a gasp. â€Å"Did you find him?† Matt asked, unable to hold in his curiosity any longer. â€Å"Well – we’ll have to see. Kitsune seem to be very, very good at illusions. Everything I saw could have been an illusion. But† – she heaved a sigh – â€Å"one of us is going to have to step into the Wood.† Matt gulped. â€Å"That’ll be me, then – â€Å" He was interrupted. â€Å"Hey, no way, man. You know their ops, whatever they are. You’ve got to get Mrs. Flowers out of this – â€Å" â€Å"No, I can’t risk just asking you to come over here and get hurt – â€Å" â€Å"Well, what am I doing out here, then?† Tyrone demanded. â€Å"Wait, my dears,† Mrs. Flowers said, sounding as if she were about to cry. The boys shut up immediately, and Matt felt ashamed of himself. â€Å"I know a way that you both can help me, but it’s very dangerous. Dangerous for the two of you. But perhaps if we only have to do it once, we can cut the risk of danger and increase our chance of finding something.† â€Å"What is it?† Tyrone and Matt said almost simultaneously. A few minutes later, they were prepped for it. They were lying side by side, facing the wall formed by the tall trees and tangled underbrush of the thicket. They were not only roped together, but they had Mrs. Saitou’s Post-it notes placed all over their arms. â€Å"Now when I say ‘three’ I want you both to reach in and grab at the ground with your hands. If you feel something, keep hold of it and pull your arm out. If you don’t feel anything, move your hand a little and then pull it out as fast as you can. And by the way,† she added calmly, â€Å"if you feel anything trying to pull you in or immobilize your arm, yell and fight and kick and scream, and we’ll help you to get out.† There was a long, long minute of silence. â€Å"So basically, you think there are things all around on the ground in the thicket, and that we might get hold of them just by reaching in blindly,† Matt said. â€Å"Yes,† Mrs. Flowers said. â€Å"All right,† said Tyrone, and once again Matt glanced at him approvingly. He hadn’t even asked â€Å"What kind of things could pull us into the Wood?† Now they were in position and Mrs. Flowers was counting â€Å"One, two, three,† and then Matt had thrust his right arm in as far as it would go and was sweeping his arm while groping. He heard a shout from beside him. â€Å"Got it!† And then instantly: â€Å"Something’s pulling me in!† Matt pulled his own arm out of the thicket before trying to help Tyrone. Something dropped down on it, but it hit a Post-it note and it felt as if he’d been whacked by a piece of a Styrofoam. Tyrone was thrashing wildly and had already been dragged in to his shoulders. Matt grabbed him by the waist and used all his strength to haul backward. There was a moment of resistance – and then Tyrone came popping out as if suddenly released like a cork. There were scratches on his face and neck, but none where the overcoats had covered him or where the Post-it notes were. Matt felt a desire to say â€Å"Thank you,† but the two women who had made him amulets were far away, and he felt stupid saying it to Tyrone’s coat. In any case, Mrs. Flowers was fluttering and thanking people enough for three. â€Å"Oh, my, Matt, when that big branch came down I thought your arm would be broken – at least. Thank the dear Lord that the Saitou women make such excellent amulets. And, Tyrone dear, please take a swig out of this canteen – â€Å" â€Å"Uh, I don’t really drink much – â€Å" â€Å"It’s just hot lemonade, my own recipe, dear. If it weren’t for both you boys, we wouldn’t have succeeded. Tyrone, you found something, yes? And then you were caught and would never have been released if Matt hadn’t been here to save you.† â€Å"Oh, I’m sure he’d’ve got out,† Matt said hurriedly, because it must be embarrassing for anybody like The Tyreminator to admit they needed help. Tyrone, however, just said soberly, â€Å"I know. Thanks, Matt.† Matt felt himself blush. â€Å"But I didn’t get anything after all,† Tyrone said disgustedly. â€Å"It felt like a piece of old pipe or something – â€Å" â€Å"Well, let’s have a look,† Mrs. Flowers said very seriously. She turned the strongest flashlight on the object Tyrone had risked so much to bring out of the thicket. At first Matt thought it was a gigantic rawhide dog bone. But then an all-too-familiar shape made him look closer. It was a femur, a human femur. The biggest bone in the body, the one from the leg. And it was still white. Fresh. â€Å"It doesn’t seem to be plastic,† Mrs. Flowers said in a voice that seemed very far away. It wasn’t plastic. Matt could see where little tiny bits had curled up and away from the exterior. It wasn’t rawhide, either. It was†¦well, real. A real human leg bone. But that wasn’t the most horrifying thing; the thing that sent Matt spiraling out into darkness. The bone was polished clean and marked with the imprints of dozens of tiny little teeth. How to cite The Return: Shadow Souls Chapter 31, Essay examples

Problems Facing Clinicians In Australia Rural Acute

Question: Discuss about theProblems Facing Clinicians In Australia Rural Acute. Answer: The Issue In Australia, the majority of the minority healthcare experts work in communities that are relatively distance from the major cities and consequently, these healthcare professionals have limited access to specialist services. Research shows that the rural clinical practice is often significantly different from that practiced by the metropolitan clinicians since it needs greater diversity of knowledge and skills in a setting where there are minimal support frameworks as well as limited resources (Lea et al. 2008; Baernholdt Mark 2009). In general, it is often difficult to define rurality (Muula 2007). Nonetheless, scholars agree that rurality is a reflection of smaller populations that are distant and isolated from a countrys major urban areas or cities with a corresponding limited access to diverse services and infrastructure. Incidentally, Jackson and Daly (2004) observe that in the rural context, acute care can be described as a health care level where a patient may receive treatm ent for various acute health conditions, including disease, surgery, disease, trauma, and disease. In the Australian setting, this type of health care provision is traditionally provided in multi-purpose services, district health services, and referral hospitals where a patient is given care services from a diverse nursing, medical and related health professionals. Subsequently, it is agreed that the rural health context is demographically, sociologically, and geographically different to the metropolitan health context (Wakerman 2008; Phillips 2009). Wakerman (2008) and Grobler et al. (2015) explicate that from a critical perspective, there is significant inequity in the provision of health care services in the rural setting when compared to the metropolitan settings. For example, studies show that the mortality and morbidity rates for the remote and rural populations of Australia are significantly higher than those of their metropolitan populations (Armstrong et al. 2007). The researchers attribute this situation to the poor availability of diverse health services as well as insufficient number of healthcare experts in the rural setting. In comparison to the metropolitan clinicians, the rural health experts, especially nurses and doctors, require a wide range of clinical skills in order to function in a more effective manner (Rosenthal, Zaslav sky Newhouse 2005; Murray Wronski 2006; Montour et al. 2009). Ideally, the implication of this observation is that the rural-based clinicians need to perform their duties as generalists as opposed to specialists. Consequently, there is a significant pressure on the rural clinicians to formulate and adopt an increased practice scope to address the diverse health care needs of their patients in the rural areas (Roberge 2012). The particular challenges that clinicians encounter in the rural health care service setting include: limited access to opportunities that can help them to develop their profession; lack of peer and supervision support; and lack of access to specialist practice exposure (Alexander Fraser 2001; Hegney et al. 2002; Charles, Ward Lopez 2005). Moreover, multiple studies indicate that access to career development is a significant problem that the rural clinicians are confronting (Lea Cruickshank 2005; Rosenthal et al. 2005). On the other hand, studies have also established that there is a strong correlation between job satisfaction and access to professional development opportunities. In this context, the major reasons that influence clinicians to leave the rural setting is because they lack reasonable, if any, access to the relevant continuing education as well as professional isolation (Hegney et al. 2002; Charles et al. 2005). Fundamentally, the inadequate access to mentoring and formal education increases the risk of new graduates feelings professionally isolated and are less likely to continue working in the rural health service sector (Mills et al. 2005; Mills et al. 2007). In the recent years, various empirical pieces of evidence suggest that the different generations at the workplace have distinct attitudes towards work (Wilson et al. 2008). The researchers observe that in most instances, the new graduates that enter the practice profession prefer to work in large and adequately-resourced health care facilities because it provides them with the necessary opportunities to develop their knowledge and skills in specialized practice, as opposed to the rural health care facility where they are compelled by circumstances to play a generalist role. In a nutshell, the clinicians in the rural acute care environment face a broad range of challenges that require immediate attention if the rural health care system in Australia is to be sustained. In this paper, a fictitious case study referred to as Wadula Puzzling Cube: Solutions to the Problems facing Clinicians in Australias Rural Acute Care Environment, is explored with an objective of proposing the solutions to the challenges facing the clinicians that are working in Australias rural health care sector. Puzzling the Issue Mary, a cardiac rehabilitation nurse expert in Mungallala, is not satisfied with her job at the local dispensary. On this occasion, shortly after leaving work in the evening, Mary is out for coffee with two of her colleagues, Tim and Grace, at the Mungallala restaurant. She sips her coffee, and then looks at both Tim and Grace, who are seated on the opposite side of the table. I am thinking of resigning from my work and finding a job in Melbourne. For about half a minute, Tim and Grace stare at Mary in disbelief, unable to reconcile with what they have just heard. What!, the two say in unison. Before Grace could speak, Tim asks Why are you thinking of quitting. You just started work six months ago! Mary takes another sip of her coffee, looks straight into Tims eyes, and replies. When I was hired at the dispensary, I saw the job as a great opportunity for me to develop my career. In fact, on the day that I received my appointment letter, I was extremely excited that my journey into be coming one of the best cardiac rehabilitation nurse expert had just begun. Mary pauses, sips her coffee, and continues, The dispensary does not provide me with an opportunity to develop my speciality. Instead, we are understaffed and I am forced to perform the general nursing roles instead of focusing on my field of speciality. Grace nods her head in agreement, and adds, I too have felt the same way since I started work here four years ago. However, due to the difficulty involved in getting a job in a large hospital like those referral hospitals in Melbourne, I have had to stay. Tim joins and says, I thought I was the only feeling the same way for the last two years. It seems we share that feeling. In my view, instead of us considering resigning from work and going to the metropolis to look for a job, we should find solutions to our problems. The community here needs us. Grace then asks, How can we compel the administration of the dispensary to support us to develop our profession? Tim jumped to answer, we can boycott work, picket, or demonstrate to the management. What do you guys think? Neither Mary nor Grace seems to agree to any of those suggestions. The three agree to meet the following day to discuss the way forward. Later that night, Mary talks to her elder, John, about the earlier discussion she had with both Tim and Grace. More importantly, she tells John about the important question that Grace introduced in the course of their discussion, which is, how can we compel the administration of the dispensary to support us to develop our profession? John reminds Mary about the importance of them not jumping into solutions about their problem. Rather, John encourages Mary and her colleagues to consider exploring the issue with a sense of curiosity as opposed to coming up with solutions, and reminded Mary of the significance of Why? rather than Why dont you? questions, which incidentally focus on establishing an understanding (Teare Prestoungrange 2004). In this regard, John advices Mary and her colleagues to consider restating their issue as a puzzle statement, for example, how can we work more effectively in order to impress the dispensarys administration, and in turn, support our access to profess ional development? John explains to Mary that the framing of the question in this manner will enable them to clarify their puzzle (how can we), and also provide them with a purpose for engaging in puzzling (in order to) (Walsh et al. 2008). Subsequently, John requests Mary and her colleagues to apply the Positive Unconditional Generative Question (PUGQ) test to the puzzle statement how can we work more effectively in order to impress the dispensarys administration, and in turn, support our access to professional development? (Cooperrider,Whitney Stavros 2008). Ideally, John explains to Mary that the importance of developing the puzzle statement using the approach his proposed approach was to ensure that it is stated positively so that there would be no implied criticism of her and her colleagues. Therefore, the puzzle statement would help Mary and her colleagues to develop a direction towards achieving a positive change with themselves as well as the dispensary (Cooperrider Sekerka 2003). Nonetheless, John explains to Mary that the next step that they should undertake as colleagues is to determine if their puzzle question sounded unconditional. Once they have established whether it is unconditional or otherwise, the n ext phase was to determine if was generative, in other words, does it have a solution from within or is it open to several possible questions. Overall, after a few refining to the puzzle question, the final phase is to come up with a puzzle statement (Walsh et al. 2008), which in this case should be, how can we best provide patients with customized health care to support in order to achieve high satisfaction, thereby stimulating the dispensary management to support the professional development of its employees. The Action Plan Overall, the final puzzle statement offers Mary and her colleagues the possible solutions to their problem: Formulate and implement patient tailored care to improve care output. Search and identify the organizations that offer distant learning programs and use their off-time to engage in career development. Request the dispensarys administration to facilitate employee mentorship programs in the health care facility. Reference Alexander, C. and Fraser, J., 2001. Medical specialists servicing the New England health area of New South Wales. Australian Journal of Rural Health, 9(1), pp.34-37. Armstrong, B.K., Gillespie, J.A., Leeder, S.R., Rubin, G.L. and Russell, L.M., 2007. Challenges in health and health care for Australia. Medical Journal of Australia, 187(9), p.485. Baernholdt, M. and Mark, B.A., 2009. The nurse work environment, job satisfaction and turnover rates in rural and urban nursing units. Journal of nursing management, 17(8), pp.994-1001. Charles, D.M., Ward, A.M. and Lopez, D.G., 2005. Experiences of female general practice registrars: are rural attachments encouraging them to stay?. Australian Journal of Rural Health, 13(6), pp.331-336. Cooperrider D, Sekerka L. 2003. Towards a theory of positive organisational change. In: Cameron K, Dutton J, Quinn R (eds). Positive Organizational Scholarship: Foundations of a New Discipline. San Francisco, CA,USA: Berrett-Koehler, 225240. Cooperrider, D., Whitney, D.D. and Stavros, J.M., 2008. The appreciative inquiry handbook: For leaders of change. San Francisco, CA: Berrett-Koehler Publishers. Grobler, L., Marais, B.J. and Mabunda, S., 2015. Interventions for increasing the proportion of health professionals practising in rural and other underserved areas. The Cochrane Library. Hegney, D., McCarthy, A., Rogers-Clark, C. and Gorman, D., 2002. Why nurses are resigning from rural and remote Queensland health facilities. Collegian, 9(2), pp.33-39. Jackson, D. and Daly, J., 2004. Current challenges and issues facing nursing in Australia. Nursing Science Quarterly, 17(4), pp.352-355. Kulig, J.C., Andrews, M.E., Stewart, N.L., Pitblado, R., MacLeod, M.L., Bentham, D., D'Arcy, C., Morgan, D., Forbes, D., Remus, G. and Smith, B., 2008. How do registered nurses define rurality?. Australian Journal of Rural Health, 16(1), pp.28-32. Lea, J. and Cruickshank, M., 2005. Factors that influence the recruitment and retention of graduate nurses in rural health care facilities. Collegian, 12(2), pp.22-27. Lea, J., Cruickshank, M., Paliadelis, P., Parmenter, G., Sanderson, H. and Thornberry, P., 2008. The lure of the bush: Do rural placements influence student nurses to seek employment in rural settings?. Collegian, 15(2), pp.77-82. Mills, J., Francis, K. and Bonner, A., 2007. The accidental mentor: Australian rural nurses developing supportive relationships in the workplace. Rural and Remote Health, 7(4), p.842. Mills, J.E., Francis, K.L. and Bonner, A., 2005. Mentoring, clinical supervision and preceptoring: clarifying the conceptual definitions for Australian rural nurses. A review of the literature. Rural and Remote Health, 5(3), p.410. Montour, A., Baumann, A., Blythe, J. and Hunsberger, M., 2009. The changing nature of nursing work in rural and small community hospitals. Rural and Remote Health, 9(1089), pp.1-13. Murray, R.B. and Wronski, I., 2006. When the tide goes out: health workforce in rural, remote and Indigenous communities. Medical Journal of Australia, 185(1), p.37. Muula, A., 2007. How do we define'rurality'in the teaching on medical demography. Rural Remote Health, 7(1), pp.653-653. Phillips, A., 2009. Health status differentials across rural and remote Australia. Australian Journal of Rural Health, 17(1), pp.2-9. Roberge, C.M., 2012. Who stays in rural nursing practice? An international review of the literature on factors influencing rural nurse retention. Online Journal of Rural Nursing and Health Care, 9(1), pp.82-93. Rosenthal, M.B., Zaslavsky, A. and Newhouse, J.P., 2005. The geographic distribution of physicians revisited. Health Services Research, 40(6p1), pp.1931-1952. Teare, R. and Prestoungrange, G., 2004. Accrediting Managers at Work in the 21st Century. Prestonpans, Scotland: Prestoungrange University Press. Wakerman, J., 2008. Rural and remote public health in Australia: building on our strengths. Australian Journal of Rural Health, 16(2), pp.52-55. Walsh, K., Moss, C., Lawless, J., McKelvie, R. and Duncan, L., 2008. Puzzling practice: A strategy for working with clinical practice issues. International Journal of Nursing Practice, 14(2), pp.94-100. Wilson, B., Squires, M.A.E., Widger, K., Cranley, L. and Tourangeau, A.N.N., 2008. Job satisfaction among a multigenerational nursing workforce. Journal of nursing management, 16(6), pp.716-723.