Reflective Account of Child GSA

Reflective Account of Child GSA Recently in our house in the month of May this year a young boy has joined as a day student. I will refer to him as Jake in this reflective account (this is not his real name and all relevant information/personal data regarding exact time of the movement has been changed in order to comply with the CSA Confidentiality Policy). When Jake first came to the house he of course came as a trial period and he has been accompanied by two other care workers from his former placement/school who knew him very well. This was a transition for him and also for us. His placement with our house was a two day a week. These two days were spread apart into Mondays and Fridays. In order to assess his needs I believe it is required intensive observation. The information provided from his previous school, parents and care workers/social worker it is very important but I believe that working hands on with him will allow a better understanding and I could make a proper evaluation of his needs according to the new environment and settings that he is currently surrounded by. When a new student enters our house, everyones vigilance/attention and my own it is much higher in order to understand his needs, to assess him and fully understand him as an individual. I believe that everyone it is unique in their own way and to fully assess someone it takes a lot of care, understanding and information in order to take the right decisions for that person and provide the best care /therapeutic program so that they can grow and develop furthermore. Jake is a very outspoken young man, knows what he wants and has grown a lot in the last months in independence and is more able to deal with changes than when he has first arrived to our house. As an initial assessment it has been taking into consideration all the information gathered from his previous care plans, statements from care workers, discussion with his parents and most importantly by talking to Jake and finding out what he thinks and wants to do. CSA uses a series of therapies and therapeutic activities and they are as follows: therapeutic art, music, speech, movement, riding, play, massage, foot bath and counselling. Every child and young adult that is attending school or it is part of a placement with CSA has the available support to benefit from all these activities. These therapeutic activities happen as a one to one situation unless stated otherwise in the child or young persons care plan. CSA has also a range of workshops available to every student that is in the community. They are as follows: metal, pottery, candle, weaver, felting, green woodwork and garden workshop. These workshops help with the increase of creativity, independence and self esteem which gives the students an incredible sense of achieving once they hold their creations into their own hands and not only also during the creative process. Discussing with Jake, I quickly found out that he likes video games and that he is very technological. Jake is also a very good communicator which helped me understand quicker what and how I should approach a development care plan and properly assess his needs. Also by reading and asking about him from multiple sources provided but not only, especially through daily observation and working with Jake has been equally important. At the beginning like I said his trial period consisted in showing him around the house, estate, programmes and workshops. He got to know everyone else from the house residents, day students and co-workers. He has been accompanied for the first month by other two staff members from his previous school and by me. The input from his parents, the information from his school, reading his previous care plan and the information from previous staff who has worked with Jake has helped me assess and better understand Jakes needs. Jake though has been the one who helped the most in order for us to provide the best care plan and fulfil his needs. After each day that Jake spends with us it has been recorded in a diary which has helped me make his care plan and his individual risk assessment. They are all kept in the office in his personal file. After his arrival to the house there are 28 days in which I have to provide his care plan and the intended approach. Working with my colleagues, the craft masters, parents, former care workers from his previous school and with Jakes input I was able to make his care plan. Speaking with everyone involved gives me a better understanding of the whole situation and gives me the opportunity to take the best decisions. After doing so I made sure that everyone from the house who was involved in his care was aware, read, understood and that we all stand together on a common ground and take the same approach. These have been done through multiple meetings regarding Jake with all the personal that was involved in his care. All observations, assessments and reviews are recorded in his personal file and it is kept in the office of the house and the main office of CSA. Each time he was with us has been documented and recorded his progress in his personal diary which is up to date. His personal file also includes a few incident reports. The first few times that Jake was with us, actually the first two he was outgoing and very communicative. In order to asses a childs needs according to the Children (Scotland) Act 1995 under section 24 it is primordial that it is looked upon at the child needs and it is equally important that it is looked at also at the ability of the carer in order to provide the care. Both parties are actually being assessed by the Council in order to provide the best care and the most relevant support that it is needed. Meeting this need for Jake, gives us great responsibility in order to bring his development further. When his transition started with the CSA and the house for Jake it has been done through the proper channels. For example: Permission from his family in order to gather information that will allow us to understand and create a plan in order to meet up his needs, the discussions in the meetings regarding the assessment and most importantly a one to one get to know the child in a safe environment and space are the basic approach that gave us an insight. After all this a copy of the assessment it is handed over to the family once all this is finalized. As a general background Jake is a 7*(not his real age) year old young man and he has been struggling with accessing his education since nursery. He has been diagnosis with ASD and ADHD. When he feels that he is under pressure he has a tendency to present aggressive and violent behaviour. He is also a very chatty young man. After a period of trial which consisted of Jake being in our house on Mondays and Fridays there has been a review concerning Jakes updates which was all about his adaptability to the new settings and if we were going on the right track regarding his development and needs. Clearly something needed to be changed if I wanted that this process to work out. Asking my colleagues and the craft masters about what and how I should best support his needs. An idea came that if these would have to work the space between Mondays to Friday should change. The decision was consulted with his parents and with all staff of our house that Jake will attend every day of the week for a shorter period of time in order to make a difference. I find this method to be very efficient and it has been proven with another student of our house and clearly worked. Less time during the day but on a scale that will include the whole week. Also during this review because of all the disturbing behaviour he was engaging when he was picked up by the taxi and his previous care workers, I decided that this will stop and he should be picked up by his mum or different taxi driver and staff. His mum agreed. After all this changes Jake has shown a lot of more calm and ease to be with us. He started to engage more in the house and with his co-workers and he started to attend more and more workshops that he has dismissed previously. He had at the beginning a two to one co-worker and now after six months he has progressed to a one to one co-worker. There are times still when he acts out but he has also learned to have a time out or a break when he needs it. The staff is focusing on the positive behaviour rather than the bad one and once Jake was calm and ready to listen everything has been explained to him. Everyone from the co-workers does the same thing and we all stand together on a common ground in order to help Jake. Once the plan is set out, everyone is to care it out accordingly. When a set of practice are respected and applicable by everyone in the team as an united front this has proven to give tremendous results in the care of the child/young persons needs. As positive child behaviour methods and techniques CSA, uses a series of behavioural techniques which have been specified on page A of this paper. Through art, baking and always teaching them to ask nicely and to say thank you when they expect something to happen. Counselling and trying to make them understand is also a method that CSA uses which has been very effective with Jake. And lastly the consequences for example when they have less than a great day has been proven to be as equally effective when used as a united front. At home it has been agreed that they should use similar techniques when Jake becomes a little bit less aware/unsettled. For example to keep his bedroom tidy, no video games after 10 and so on. In order to keep and maintain a positive outcome but most importantly a positive behaviour Jake has agreed that he when overwhelmed will take a break/time out in order to collect his thoughts where he will not feel pressure from staff in order to attend the next activity for example. In our weekly meeting we discuss and evaluate all sides. Everyone gets the chance to speak and to offer an opinion, support for the work. Once things are discussed especially on improvements and how to best support that positive behaviour within the program I take the decision to sustain or to cancel something that it is less than that. For example Jake didnt want to have snack with everyone else so instead was offered to have a picnic outside together with 2 other co-workers and another student which seemed to make Jake very happy. This has been later integrated in his program because of the positive impact it had on Jake.

Gender, Consumption and the Media

Gender, Consumption and the Media Consumption is a social practice which subconsciously communicates ideas about gender. In turn, gender intersects with the realm of consumer behaviour as a cognitive, cultural and political construct (Ross, 2010, pp.13-39). In this instance, the media provides an important sphere to observe the social constructions of gender that, through routine, substantiates certain performances of gender (Hirschman Stern, 1994, pp. 576-81). Within the context of Home Box Office’s television series, Sex and the City (1998-2004, hereafter ‘SATC’), this paper will analyse contemporary depictions of femininity and demonstrate how these interpretations coincide with consumption. It will further discuss how gender fluidity allow the characters of SATC the liberty to transpire and transition between the essentialist attributes of feminine versus masculine, distorting the conventional boundaries and constructions of femininity when they consume homes, engage in consumption related to sex, and struggle with true love and marriage in their search for authenticity. Each character discovers approaches to simultaneously reconstruct and reinforce their gendered identities as they construct contemporary roles with the assistance of consumption. However, it is this consumption that can generate new tensions. The home is often associated with the gendered notions of the domestic sphere. Within the home, production and consumption are conventionally defined, with men buying the home and women buying for the home. This shapes the home as a site of patriarchal oppression and control (Schroeder Borgerson, 1998, pp. 105-231). However, Caldwell and Kleppe (2006, pp. 22-40) argue that household members can subvert, conform to, or negotiate ideas about gender. While discourses on home ownership are traditionally related to the marriage of a man and woman, SATC represents home ownership as allowing the female characters freedom to explore the expectations that are associated with conventional gender roles in the home and their personal desire to demarcate new gender roles as single women, without children, consuming living spaces. For Miranda, gender fluidity is communicated to encompass the power roles of men and women as professionals, lovers and homeowners. In light of this, Miranda experiences tensions when she confronts the vestiges of conventional gender roles when buying her home. Initially, Miranda had visualised that her acquirement of a home would satisfy her identity as an independent yet professionally accomplished single woman. However, the possession of a home for Miranda is shown to become imbued with sexism. This reflects the cultural assumption that a woman without children or a husband would simply not possess sufficient financial funds or knowledge to invest in real estate and would not consider purchasing her home ‘alone’. In effect, the challenge a woman’s achievement in the conventionally masculine, public sphere of work as a corporate lawyer poses leaves Miranda’s character insecure about her performance of femininity. Here, SATC communicates how the subversion of traditional feminine ideals will inevitably involve a negotiation of the gains of feminism. By purchasing a house without a man, Miranda is portrayed to challenge the norm which results in a self-reflective debate regarding her performance of femininity. Miranda’s experiences of tension demonstrate that changes to gender norms come slowly. The consumption related to domesticity and the home is therefore denoted in SATC as simultaneously liberating yet replete with tensions of the gender norms in everyday life. Another theme of gender that SATC communicates is how gender and consumption discourses are interlinked with the confines of sexuality. Gender is argued to be interlinked with sexuality as an individual’s gender guides their sexuality while at the same time an individual’s sexuality validates their gender (Fracher Kimmel 1995, p. 367). Schroeder and Zwick (2004, p. 34) argue that consumer behaviour regarding everyday products reflects on the messages of ‘sexuality, lifestyle and identity’. In SATC, themes of sexuality are intently interlinked with gender and consumption discourses although the cultural messages imbued in the consumption choices are neither essentialist nor direct. The women of SATC represent a contemporary adaptation of the single girl. This new standard for contemporary women is less fixed on chasing marriage as a fundamental end, but more focused on career and relationships. While stereotypical media representations of women primarily ex hibit traits of femininity as that of passivity and helplessness (Stole 2003, pp. 65-80), the narrative of single girls in SATC mirror the changes in the norms of femininity over time. For Samantha, her gender status as a single female and being the eldest of the four women, welcomes her attempts to control and preserve her youth through the performance of aesthetic labour (Pettinger, 2004, pp. 165-84). However, this narrative of Samantha struggling and worrying about her changing sexuality because of aging is brought to a halt when she realises the power her gender status provides her over the notions of beauty and youth. Samantha is characterised as empowering when she withstands the influence of the stereotypical images of female sexuality she is enveloped by as an exuberant consumer of fashion and executive-owner of a public relations firm. Through the characterisation of Samantha, the performance of female sexuality is suggested to involve an aesthetic that changes as a woman physically and emotionally matures. The aesthetic of femininity links female sexuality and power as SATC frames the aesthetic and its associated power to be about Samantha’s power to create and use it. In essence, Samantha embodies the tensions that emerge when a female must let go of youth and acknowledge her own power to determine her own beauty with age. In turn, the performance of female sexuality is highlighted to relate to consuming pleasure which may or may not involve sharing that pleasure with a man, either because men cannot provide it, or women prefer to experience the pleasure alone. Nonetheless, views of masculine power and predatory sexuality, the correlation sexual performance has with marriage and dating that will eventually result in marriage remain evident notions in SATC. This stresses gender as a social construct and how consumers will require time before being able to perform a more fluid notion of gender, without the anxiety, despite the idea of gender equality. SATC therefore communicates the tensions experienced by females that relate to these norms during their consumption of goods (for Samantha, the consideration of plastic surgery) which, in turn, affect the females’ performance of their sexuality and creating their desired gender identity. The final theme of gender communicated in SATC is the tension between an ongoing ambivalence for an authentic gender identity and the stereotyped female longing for true love and marriage. Potter (2010, p. 4) holds that authenticity and the consumption of true love and marriage is about individualism and a movement way from the masses to seek an individual gender status. However, consumption can never lead to an authentic gender identity because of what is consumed is considered to be inauthentic. As gender is a ‘natural and pre-cultural’ social construct (McCracken, 2008, p.186), the pursuit of an authentic gender identity and the performance of gender fluidity that may offer self-transformation and opportunities by being enacted through consumption may require the shelving of the authentic gender along the way. In SATC, the real self and the real love are framed as the female authenticity. By consuming to pursue authenticity, the female characters alter the power struc ture traditional gender roles have established through femininity’s contemporary self-sufficiency as the women of SATC discern between the fakes and real of love and self-knowledge. In Season 3, Charlotte escapes from the authenticity of New York City to experience the superficiality of Los Angeles. The change in setting allows Charlotte to reconsider the authenticity of the conservative gender messages she embodied in New York City. In effect, Charlotte is shown to become frustrated by her pursuits of authentic love and marriage as following the conventions of how to get married and pursue her views of true love and marriage to establish an authentic gender identity have been unsuccessful. Through the characterisation of Charlotte, SATC communicates the view of a conservative, gender identity where unmarried women should not have sex with their unmarried partner until after marriage. In effect, work, sexuality and consumption are conveyed as gender roles to be performed for the goal of true love, marriage and a gender identity. However, Charlotte’s later frustrations over her marriage with an impotent husband indicate that her pursuit of true love and ma rriage through following conventions may have, in itself, been inauthentic. This expresses the contemporary idea that gender identities in relationships are unstable and unscripted. Tensions between the conventional and contemporary norms are conveyed in SATC to be part of new gender performances yet the ending of fixed models or frames of references for true love, marriage and gender identity inherently creates anxiety. Constructions of gender in the media influence the understandings of gender in reality. These constructions provide points of analysis as they legitimise certain performances of gender and reflect broader discourses in society. The themes of gender in SATC focus on questions of the freedom of femininity and the changing notions of female sexuality in a dynamic social landscape. By examining SATC, insight is provided into the contemporary performativity of femininity in relation to consumption in public and traditionally masculine spheres. With the notions of family and work having changed in society, it has brought simultaneous changes in the understanding of gender roles. SATC provides a new independent woman, who despite subverts their traditional gender role, still struggles with similar issues prevalent in traditional notions of gender. The gender fluidity of post-feminism gives the characters of SATC the freedom to be multifaceted in their performances regarding consuming the ho me, experiencing sexuality and maintain and projecting an authentic self. However, this fluidity is often fraught with tensions between traditional models of gender and the gendered performances of the characters. The characters in SATC find ways to simultaneously re-establish and reinforce their gendered identities as they create and occupy new roles (with the aid of consumption) in a world of competing discourses of gender which are grounded in prior notions of femininity. Yet this consumption can lead to a sense of anxiety as well from the complex negotiations of gender expectations. References Caldwell, M. Kleppe, I. A. 2006, ‘Gender identity and perceptions of femininity in everyday life: A multi country study of contemporary young female achievers’, Gender and Consumer Behaviour, vol. 8, pp. 22–40. Fracher, J. Kimmel, M. 1995, ‘Hard issues and soft spots: Counselling men about sexuality’, Men’s Lives, pp. 365–74. Hirschman, E. C. Stern B. B. 1994, ‘Women as commodities: Prostitution as depicted in The Blue Angel, Pretty Baby and Pretty Woman’, Advances in Consumer Research, vol. 21, pp. 576–81. McCracken, G. 2008, Transformations: Identity construction in contemporary culture, Indiana University Press, Bloomington. Pettinger, L. 2004, ‘Brand culture and branded workers: Service work and aesthetic labour in fashion retail’, Consumption Markets Culture, vol. 7, no. 2, pp. 165–84. Potter, A. 2010, The authenticity hoax: How we get lost finding ourselves, HarperCollins Publishers, New York. Ross, K. 2010, Gendered media: Women, men and identity politics, Rowman and Littlefield, Plymouth, pp. 13-39. Schroeder, J. E. Borgerson, J. L. 1998, ‘Marketing images of gender: A visual analysis’, Consumption Markets Culture, vol. 2, no. 2, pp. 105–231. Schroeder, J. E. Zwick, D. 2004, ‘Mirrors of masculinity: Representation and identity in advertising images’, Consumption Markets Culture, vol. 7, no. 1, pp. 21–52. Sex and the City 1998 – 2004, television series, HBO Original Programming, New York. Stole, I. L. 2003, ‘Televised consumption: Women, advertisers and the early daytime television industry’, Consumption Markets Culture, vol. 6, no. 1, pp. 65–80.

Teenagers in Depression :: essays research papers

It has come to my attention, that there are quite a few, or need I say many people who have problems with themselves and are in a state of depression. There are many stories that I have read and also dealt with myself about the different causes of this extreme low self esteem. Why does it seem like no one understands us? Why do we have to feel this way? The solution is to simply end everything because then there will be no suffering. No no, that’s no answer to any problem. We as teenagers have to show our strength to fight this confusing and demanding period of our lives. I will elaborate on just one or two of the many reasons depression strikes once again.   Ã‚  Ã‚  Ã‚  Ã‚   A big factor that many are quite familiar with is self injury. May it be burning, cutting, or other harmful actions to oneself, it is certainly not healthy. What exactly is the reason for inflicting injury upon ourselves? Do we even know? Personally, my cutting started all because of something pretty dumb if you ask me. I hurt the best person to me in the world and I messed everything up that I had with them. He told me time and time again how horribly I broke his heart and each time it felt like a knife was being stabbed through my heart deeper and deeper. I couldn’t take it anymore; I went mad. I picked up a knife one day and sliced my arm. What on earth was happening? Well, it seems that I took all the hurt that I have caused him and put it physically on me. If he had to hurt so much, well then I should suffer just as much. It’s been over a year now since I have started it and well, as many know it becomes quite addictive†¦you can’t s eem to stop. The last time that I have cut myself was about 2 weeks ago, and I’m proud staying away from the blade that long. I know that if I try really hard I can overcome the temptation of simply hurting myself to take away the stress and tension built up inside. Instead I go for a run or crank my music up really loud and let out all the negative energy that is slowly manifesting inside my body. No matter what the reason is though for hurting yourself, the point that I want to make across is that it’s not worth it.

Global Warming and Greenhouse Gases Essay -- Climate Change, Greenhous

Global Warming and Greenhouse Gases The earth’s climate is predicted to change because human activities are altering the chemical composition of the atmosphere through the buildup of greenhouse gases –– primarily carbon dioxide, methane, and nitrous oxide. The heat-trapping property of these gases is undisputed. Although uncertainty exists about exactly how earth’’s climate responds to these gases, global temperatures are rising. Go to the Emissions section for much more on greenhouse gases. Energy from the sun drives the earth’’s weather and climate, and heats the earth’’s surface; in turn, the earth radiates energy back into space. Atmospheric greenhouse gases (water vapor, carbon dioxide, and other gases) trap some of the outgoing energy, retaining heat somewhat like the glass panels of a greenhouse. Without this natural â€Å"â€Å"greenhouse effect,†Ã¢â‚¬  temperatures would be much lower than they are now, and life as known today would not be possible. Instead, thanks to greenhouse gases, the earth’’s average temperature is a more hospitable 60 °ÃŒÅ F. However, problems may arise when the atmospheric concentration of greenhouse gases increases. Since the beginning of the industrial revolution, atmospheric concentrations of carbon dioxide have increased nearly 30%, methane concentrations have more than doubled, and nitrous oxide concentrations have risen by about 15%. These increases have enhanced the heat-trapping capability of the earth’’s atmosphere. Sulfate aerosols, a...

Corporal Punishment :: essays research papers

Dear Sir, I am writing in reply to the recent publication of an item on the topic of corporal punishment. I do not agree that it is needed to bring discipline back into our schools. It is assumed that a child who has been caned would be less likely to commit another offence , but this was never proved and , in fact , one theory holds that severe corporal punishment increases the likelihood of future offences. There are better ways to discipline students than hitting them. Some parents may believe that spanking a child may be beneficial but apart from being potentially dangerous physically, it can lower their self esteem, hinder their academic abilities and may even contribute to disruptive and violent behaviour. Some pupils may feel so afraid to go to school that they are tempted to play truant. Over the past few years we have become more and more obsessive over bringing our lives into the twenty first century and now , here you are telling us that we should bring back corporal punis hment, a system which is looked upon as old fashioned ! Discipline should begin in the home . Parents have and should accept the task of instilling in their children respect for right and wrong, respect for others and all the other basic lessons of living, working, playing and learning with others. They should try to teach him to control himself and take responsibility for his actions and their consequences .Unfortunately, because some parents find it difficult to do this from infancy , the teachers role is all the more difficult. Still, restoring this rule is not the way to resolve theses difficulties. Get to children in infancy and their early years and their lives will be shaped more fully for future growth. Restoring their teachers’ power to hit them across the bottom or knuckles doesn’t fit that picture. Forget corporal punishment. Roald Dahl’s book entitled â€Å"Boy† tells about the times when corporal punishment was allowed to take place in all sc hools. A passage from the book tells of how , aged nine, Dahl was caned six times for talking during prep. Even though he had had a perfectly good excuse he got the same punishment another child would probably have got for defacing school property or stealing. I think that this reinforces my earlier suggestion that teachers may take advantage of their authority and harass pupils they may have taken a dislike to.

Hypothesis and Conclusion

Running Heading: hypothesis and conclusion Unit 4 Short Paper: Hypothesis and Conclusion Kaplan University Ashley Gramma CJ499: Bachelors Capstone in Criminal Justice Professor Christopher Elg March 12, 2013 Science proceeds by a continuous, incremental process that involves generating hypotheses, collecting evidence, testing hypotheses, reaching evidence based conclusions. (Michael, 2002). The scientific process typically involves making observations, asking questions, forming hypotheses and testing hypotheses by way of well-structured experiments. Science in Action’s Science Fair Projects & More, 2010-2011). The scientific method is steps used by many to find answers to questions they want to know. The scientific method is an approach to acquiring knowledge that contains many elements of the methods, and it tries to avoid pitfalls of any individual method used by itself. (Rybarova, 2006). Methods of inquiry are ways in which a person can know things or discover answers to th e questions. (Rybarova, 2006). What are the five scientific methods of research inquiry and how they are defined?Explain how it is applied to the research project and provide examples. Develop a hypothesis focused on the professional practices of criminal justice practitioners. Then select two methods of inquiries and how you would apply them to your hypothesis to reach a conclusion. The five scientific methods of research inquiry are question, hypothesis, experiment, data analysis, and conclusion. The question process is what I want to learn, which in this process you will decide what variables you want to change and how. Regents of the University of Minnesota, 2003-2012). Ask yourself, is it testable or non-testable? Those variables will be dependent and independent variables. A characteristic whose value may change, vary, or respond when manipulated experimentally is called a dependent variable. (Regents of the University of Minnesota, 2003-2012). Conversely, something that affec ts the characteristic of interest is called an independent variable. (Regents of the University of Minnesota, 2003-2012). The dependent variable is what you will study. Regents of the University of Minnesota, 2003-2012). Hypothesis is your thought on why it is or an educated guess. It is a possible explanation that is intended to be tested and critically evaluated. (Rybarova, 2006). Hypotheses clarify the question being addressed in an experiment, help direct the design of the experiment, and help the experimenters maintain their objectivity. (Regents of the University of Minnesota, 2003-2012). You are generating a testable prediction. (Rybarova, 2006). A method is replication or sample size, constant conditions, and control. Regents of the University of Minnesota, 2003-2012). You are evaluating the prediction by making systematic, planned observation, which involves research and data collection. (Rybarova, 2006). Then, the results, which is describing and understanding the results of an experiment are critical aspects of science. (Regents of the University of Minnesota, 2003-2012). Once you are at this step you can decide if the original hypothesis was true or false. You can use this observation to support refute, or refine the original hypothesis. (Rybarova, 2006).Finally, the conclusion which is the results you got from the research compared to the question. Did your question get the answer it want, and why or why not. Understanding and applying it to your scientific inquiry will give you a good if not the best chance to arrive at reliable, objective and credible scientific findings. (Science in Action’s Science Fair Projects & More, 2010-2011). My question is has airline safety gone to the extreme since 9/11. This question is testable. My hypothesis or prediction is that airline safety has gone to extreme since 9/11.So how will I test this theory? I would do a telephone survey with 500 customers at use at least one of the four major airports. The qu estions will evolve around the customers experience with the airline security and safety issue since 9/11. In an article written by Bill McGee in the USA TODAY stated that, â€Å"while the Transportation Security Administration's effectiveness has been hotly debated, there's no denying that the â€Å"hassle factor† of flying commercially has soured many Americans on traveling by air. † (McGee, 2012).Although the heightened airport security procedures do not directly affect airline operations, the new process has caused a noticeable subset of airline passengers who opt for different modes of transportation or skip travel entirely. (Logan, 2004). An economic study from Cornell University in 2007 showed that federal baggage screenings brought about a 6 percent reduction in passenger volume across the board, with a 9 percent reduction in the nation's busiest airports, totaling a nearly $1 billion loss for the airline industry. (Logan, 2004). Has the airlines safety gone to extreme since 9/11?Yes, they have gone to the extreme to most of the passengers whom were use the airlines. Since they have change the airline security policy they have lost quite a few passengers. These passengers have chosen to take a different travel alterative. My results have shown they that passengers have stop using the airlines as much, but does not state exactly why they do not use the airlines. References: Logan, G. (2004). The Effects of 9/11 on the Airline Industry. USA TODAY. http://traveltips. usatoday. com/effects-911-airline-industry-63890. html McGee, B. (2012).Five most significant changes in air travel since 9/11. USA TODAY. Travel. http://travel. usatoday. com/experts/mcgee/story/2012-06-27/Five-most-significant-changes-in-air-travel-since-911/55841424/1 Michael, R. (2002). Strategies for Educational Inquiry: Inquiry ; Scientific Method. Fall 2002 — Y520: 5982 http://www. indiana. edu/~educy520/sec5982/week_1/inquiry_sci_method02. pdf Regents of the Unive rsity of Minnesota. (2003-2012). The Scientific Method. http://www. monarchlab. org/mitc/Resources/StudentResearch/ScientificMethod. aspx Rybarova, D. (2006).Introduction Acquiring Knowledge, and the Scientific Method. http://www. google. com/url? sa=t;rct=j;q=;esrc=s;frm=1;source=web;cd=9;cad=rja;ved=0CGIQFjAI;url=http%3A%2F%2Fwww. u. arizona. edu%2F~dusana%2Fpsych290Bpresession06%2Fnotes%2FCh1%2520Introduction%2C%2520Inquiry%2C%2520and%2520the%2520Scientific%2520method. ppt;ei=TeA_UaGqD8vZyQHD-4GQAg;usg=AFQjCNEbxy8umFWok015d60lu9H6Y8t0qw. Science in Action’s Science Fair Projects ; More. (2010-2011). The Scientific Method: The Method in the Madness! http://www. science-fair-projects-and-more. com/scientific-method. html

Literary Elements in the Scarlet Ibis Essay

In â€Å"The Scarlet Ibis,† James Hurst uses the aspect of nature in the settings to reflect when the tone transposes from a sorrowful and regretful tone to a more hopeful and joyous tone. Brother reminisces of a summer that has long since passed, as he sits in the house he was raised in: â€Å"It was in the clove of seasons, summer was dead, but autumn had not yet been born, that the ibis lit in the bleeding tree. The flower garden was strained with rotting brown magnolia petals andiron weeds grew rank amid the purple phlox. The last graveyard flowers were blooming, and their smell drifted across the cotton field and through every room of our house, speaking softly the names of our dead. † With this, the author uses the natural scenery of a dying garden in the transition of seasons to set a tone of sadness. He illustrates a garden with rotting flowers, a graveyard’s last flowers blossoming and their smell being carried to where Brother is, reminding him of the dead. Hurst uses the natural elements in the setting to paint a gloomy and dismal setting, he could have expressed what he saw and smelled from his garden in many ways, yet he chose to depict this garden dying. Furthermore, this was done to indicate the tone in this memory, which is one of sadness. Moreover, just as the author uses dying settings to reflect a sorrowful and dreary tone, he also uses beautiful settings to reflect a joyous and hopeful tone. Brother describes his and Doodle’s time shared in Old Women Swamp, a place he refers to as the only beauty he knows: â€Å"I would gather wildflowers, wild violets, honeysuckle, yellow jasmine, snakeflowers, and waterlilies, and with wire grass we’d weave them into necklaces and crowns. We’d bedeck ourselves with our handiwork and loll about thus beautified, beyond the touch of the everyday world. † Furthermore, Old Women Swamp is a place found beautiful to both Doodle and Brother, a place where they go to play and relax. Almost all of the joyous and hopeful times that Doodle and Brother share happen in Old Women Swamp: the first time Doodle stood where they go to lay and tell stories, and where they imagine they will build a house and live in together. The author once again uses the setting to reflect the tone; Hurst uses the abundance of beauty found within Old Women Swamp to show the hope and joy Doddle and Brother sometimes shared. Furthermore, as Brother remembers these times he does so in a joyous and hopeful tone. To them Old women swamp signified beauty and a world of never-ending possibilities. Moreover, all the scenes that take place in Old Women swamp are of happiness and hope, its portrayed as this beautiful place because that’s the way Brother remembers it and that might be because of all the happy moments he shared there with Doodle. Brother remembers all of theses events with a hopeful and joyous tone and all take place in serene, beautiful, and beloved Old Women Swamp. In conclusion, the natural elements of the setting indicate the change in the tone from a sorrowful tone to a joyous tone.