Sociology Induction Essay Example for Free

Sociology Induction Essay The article I have chosen to analyse is With Knife Crime on the Increase its back to Basics by Michael Godfrey. The article discusses the increase in knife crime amongst teenagers in the British isles and claims that it is a lack of respect that has caused this, claiming that parents are at fault for attempting to reason with their children instead of setting clear boundaries and enforcing rules. Violent crime effects all members of society negatively, and increase in knife crime causes members of the general public to become paranoid and afraid for their safety. It makes people less likely to want to travel anywhere alone or at night and also to decrease the amount of valuables they keep on their person in order to avoid being mugged. Also, looking at knife crime from a more macro perspective, it could be said that increase in crime costs our society economically (the government paying to keep them in overcrowded jails) and culturally (creating a negative image to other countries/societies and harmful stereotypes). According to a recent study by the youth justice board, relative poverty among young people has caused many to resort to violent crime in order to get the things they covet (iPods and mobile phones) this combined with poor parents is creating children/teens who grow up to be dysfunctional members of society. Marxists would claim that this is the middle class/upper classes fault, that the working class are so thoroughly oppressed that this is only expected. They would credit this increase in knife crime amongst predominantly working class males as caused by the lack of opportunities provided to those with lower ascribed status. However, the New Right would likely blame this increase of violence on the rise in divorce and the dissolution of the traditional nuclear family. More and more of todays youth (especially working class individuals) are brought up in single-parent families, civil partnership families and increasingly unconventional situations. The new right believe that is this lack of stability that hinders proper primary socialisation and allows todays youth to be inappropriately aware of the effect of their anti-social behaviour on larger society. Many sociologists believe that a more stable home life and better education would help to keep young people off the streets and away from violent crime. Others say that a firmer hand at home keeping them in line would also help. However, it has been proven that enforcing rules more strictly does not effectively discourage knife crime, this was shown in Ireland where penalties and prison sentences have been increased there was no improvement seen in the amount of knife crime committed. However, many people also criticise Marxists for focusing almost entirely on class conflict and not factoring other points into their theories (family breakdown, economic recession) Marxists fail to take into account increase in knife crime amongst the upper classes and make those of lower class the victims. The New Right are also heavily criticised for their intense focus on the family and their tendency to blame the victims for the problem. The New Rights view of the family is ideological and fails to see the merits of raising children in a more dysfunctional family than the traditional cereal packet family ideal of gone times, they fail to take any other points into account.

Anaesthetic Practice Appendectomy At Second Trimester Of Pregnancy Nursing Essay

Anaesthetic Practice Appendectomy At Second Trimester Of Pregnancy Nursing Essay This is a reflective essay based on my personal experience as a student anaesthetic practitioner which happened during in one of my clinical placements in an acute hospital. This is a case of a 42 year old at her 24 weeks gestational pregnancy who underwent an emergency appendicectomy under a general anaesthesia with difficult intubation. I will refer to patient as Mrs. G in order to keep her confidentiality (NMC Code of Conduct 2008). The Gibbs reflective cycle will be the framework of my reflection (Jasper 2003) which is shown in Appendix A. Mrs. G. had been admitted due to nausea, vomiting, fever, right abdominal pain, and mild elevation of her white blood cell count which are the presenting symptoms of appendicitis. She underwent ultrasonography of abdomen and confirmed an acute appendicitis, thus, an urgent booking for an open appendicectomy was done. The patient proceeded to the operating theatre with little delay to minimise the sequence to perforation. Such occurrences are uncommon, however, seeing that most cases of appendiceal perforation occur earlier to surgical assessment as described by MacMahon (1991). The theatre team gathered to do a preoperative briefing. The Operating Department Practitioner (ODP), anaesthetist, surgeon, obstetrician, neonatologist, midwife, circulating, scrub nurse and myself were present (WHO 2008). After doing all the routine checks of anaesthetic equipments and drugs as advised by the AAGBI 2004, I went to check the patient (AfPP 2007), the informed consent (DOH 2009) then accompanie d her into the anaesthetic room. Markedly, Mrs. G looked dehydrated, due to fever and reduced oral intake, hence, intravenous fluids was initiated, and pulse, blood pressure, ECG, oxygen saturation and urine output was monitored closely. A Foley catheter was inserted in theatres to ensure adequate urine output. Electrolyte deficiency should be corrected before the induction of general anesthesia (Shields Werder 2002). As a health care professional and a student, I felt pity on Mrs. G because of the severe pain she was having, but what I could only give is to support her. Mrs. G and her husband were in the holding bay and while waiting there to be brought inside the anaesthetic room, apparently, they looked very upset. I stayed with them. I remembered that I should always be present especially when the surgeon, anaesthetist and the whole medical staff discuss the diagnosis and prognosis with them. This action will ensure that someone who will have also heard the discussion dialogue will support the patient, family or carer. We should be aware of the need for privacy when giving information and must endeavour, where the physical environment allows using a closed door environment to ensure absolute confidentiality. We also provide appropriate support to relatives by accompanying them and the patient into the anaesthetic room and to keep them regularly updated and should be given the opportunity to sp eak to the medical staff especially for relatives of critically ill patient and unconscious patients. We must listen to the patients and carers. Their input should be actively sought and not rebuffed. According to Wicker ONeil 2006, we are expected to communicate and give information in a caring, sensitive, friendly and considerate manner and should endeavour to create an atmosphere of confidence and trust when communicating with patients and their families. Careful attention to the evaluation of the airway, antacid pre-treatment and all required preparation for a potentially difficult airway was done for Mrs. G in the preoperative period. It is recommended that from 16 weeks gestation patients undergoing general anaesthesia should be given prophylaxis against aspiration pneumonitis. This usually includes a non-particulate antacid such as sodium citrate 30ml and an H2 receptor antagonist e.g. Ranitidine 50mg intravenously (Yentis et al 2007). Whilst positioning Mrs. G on the operating table, a left lateral inclination of between 15 30 degrees was made. Otherwise, a wedge under the right buttock may be used to minimise aortocaval compression as stated by Aitkenhead Smith (1990). Pre oxygenation was given as it is crucial and should be with a firm fitting mask for at least 3 minutes. As said by Pinnock et al (2003), General anaesthesia involves administration of drugs with possible effects on the foetus. Drugs with good safety records du ring pregnancy were used like Thiopentone, an induction agent, Suxamethonium which is a fast-acting muscle relaxant, Phenylephrine, a vasopressor to increase blood pressure and Metaraminol which is a sympathomimetic used to prevent and treat hypotension (Ponte Green 1994). Drugs that might increase uterine tone like Ketamine and beta-blockers should be avoided (BNF 2010). Obstetricians would request perioperatively, prophylactic tocolytic drugs such as Magnesium Sulfate, Terbutaline and Nifedipine, in order to prevent premature labour. Beta-adrenergic agonists such as Terbutaline are commonly used although their efficacy is vague and may affect maternal tachycardia and pulmonary oedema as stated by Campbell Spence (1997). Recent evidence suggests that calcium-channel blockers like Nifedipine may be effective with a better safety report in line with Simpson Popat 2002. In general, the fewer drugs used overall the better. Drugs such as non-steroidal anti-inflammatory drugs or NSAID s given near to labour may cross the placenta thereby averting the ductus arteriosus to close in relation to Moules Ramsay (2008). I explained to Mrs. G that a rapid sequence induction will be done for her safety and this is by applying a gradually increasing pressure on her neck specifically on the cricoids area. This is also known as Sellick manoeuvre. Intubation might be difficult and so adjuncts for a difficult intubation have been prepared. The operating department practitioner stood behind me whilst coaching me. Suction apparatus was available close at hand, laryngoscope and endotracheal tube was prepared, lubricated and a syringe was attached to the cuff. I did a careful cricoid pressure whilst handling the bougie with the endotracheal tube, but she could hardly see the airway hence, the anaesthetist asked for a guedel oral airway and ventilated her. Later she asked for an Airtraq, which is a disposable laryngoscope with a built-in camera for easy view of the airway. Again, it was difficult. Finally, a fibreoptic scope was used until a successful intubation was achieved. Once the airway was secured, ventilation intended to keep the PCO2 in the standard range for her pregnancy. The MAC or minimum alveolar concentration of volatile anaesthetic was reduced. The foetal heart rate was monitored preoperatively and postoperatively but intraoperatively, it has been difficult as the surgery was abdominal. Along with Allman Wilson (2006), the main concerns of the anaesthetist caring for Mrs. G are the physical response relating to the cardiovascular, respiratory, central nervous and gastrointestinal systems. Stoelting Miller 1994 pointed out that physiological and anatomical changes arise in the respiratory system all throughout pregnancy is due to hormonal and mechanical factors. In accordance with Drain (2003), dyspnoea is always common in pregnancy and oedema of the mucosal airway makes the view at laryngoscopy poor. According to Avidan et al (2003), cardiac output is increased roughly by 40%, and as early as 12-13 weeks, the gravid uterus constrict the lower vena cava when the woman rests flat on her back. Obstruction of the aorta may occur and result in diminished placental blood flow. This is very important when positioning a pregnant patient on the operating table as it can lead to profound hypotension. In severe hypotension and foetal bradycardia patient is turned to the left lateral position Yentis et al (2007). Increased in gastric regurgitation and aspiration might happen during induction of general anaesthesia as stated by Davey Ince 2000 therefore, a rapid sequence induction is obligatory when inducing general anaesthesia. Primarily, blood and oxygen flow must be given to both mother and foetus in order for surgery to be safe Gwinnut (2004). Accurate monitoring, recording and interpretation of any baseline measurement and any subsequent physiological measurement that fall outside of normal limits should be observed. Any fall in blood pressure, oxygen saturation, pulse, respiration, and foetal heart rate should cause alarm for the team. Doctors and anaesthetists must be cautious when operating on pregnant women because of the possibility of a preterm labour which should be observed postoperatively. The surgery has finished and went well. Mrs G was extubated awake and on her side to cut the risk of aspiration of gastric contents. She was transferred immediately to the Recovery and her hus band was informed. I think having both myself and Mrs. G and her family a greater understanding of their condition, treatment, care and the risks of treatment will help alleviate their fears and anxieties. The patient will be satisfied as she understands what is being done to her, therefore, there will be improvement in the overall outcome, speed of recovery, health, and patient experience. The whole team has done their part well and everything for the safety of both the mother and foetus. Pregnant women assumed of having appendicitis are often misdiagnosed and undergo unnecessary appendicectomies which result in early delivery or loss of the foetus. After careful reflection, I strongly believe that there is a need to require more precise diagnosis to avoid needless operations and unfavorable fetal loss. One straightforward solution that I can say is the use of advanced imaging tools, such as ultrasound and magnetic resonance imaging in order to increase diagnostic accuracy. Mrs. G was lucky not because of having a genuine inflamed appendix which has not ruptured so far but the diagnosis was accurately and immediately made through an ultrasound. Preterm labour was also prevented because of the necessary precautions that the whole team has contributed. Number of words: 1, 592

Comparison of how The Flea and To His Coy Mistress Present and Develop

The Flea and To His Coy Mistress are two poems written by poets living during the Renaissance Period. To His Coy Mistress was written by Andrew Marvell and The Flea was written by John Donne. Both of these poets were well-educated 'metaphysical poets', and these poems illustrate metaphysical concerns, highly abstract and theoretical ideas, that the poets would have been interested in. Both poems are based around the same idea of trying to reason with a 'mistress' as to why they should give up their virginity to the poet. There is a similar theme running through both of the poems, in which both mistresses are refusing to partake in sexual intercourse with both of the poets. The way in which both poets present their argument is quite different as Marvell is writing from a perspective from which he is depicting his mistress as being 'coy', and essentially, mean, in refusing him sex, and Donne is comparing the blood lost by a flea bite to the blood that would be united during sex. Marvell immediately makes clear his thoughts in the poem when he says, "Had we but world enough, and time/ This coyness, Lady were no crime", he is conveying the 'carpe diem' idea that there is not enough time for her to be 'coy' and refuse him sexual intercourse and he justifies this thought when he suggests when she is dead, in ?thy marble vault?, and ?worms shall try that long preserved virginity?. He is using the idea of worms crawling all over and in her corpse as a way of saying that the worms are going to take her virgin ity if she waits until death. Donne justifies his bid for her virginity in a much longer and more methodical way, he uses the idea of the flea taking her blood and mixing it with his, ?It suck?d me first, and now sucks thee?, and then... ...n The Flea) were viewed as extremely inventive and clever in the eyes of the people reading them during the Renaissance period. The poets integrated ?metaphysical conceits? as focal parts of these poems. Along with these, they used effective language as a basis for their convincing arguments, they included subjects of periodical importance (e.g. ?courtship? and ?religion?), and use very clever structures that are manipulated in order to make the poem read in the desired way. The very clear indication of the theme in question was strongly aided by the way in which the personas portrayed the emotions they felt and the way they showed their attitudes towards the subject. Considering all these factors, the poets made critical arguments to the mistresses in order to alter their views, thus changing their minds, on denying the poets the sex that they desired so strongly.

Thoreaus Elements of American Romanticism Essay -- essays research pap

Elements of American Romanticism Henry David Thoreau pens his book Walden during a revolutionary period of time known as American Romanticism. The literary movement of American Romanticism began roughly between the years of 1830 and 1860. It is believed to be a chapter of time in which those who had been dissatisfied by the Age of Reason were revolting through works of literature. All elements of Romanticism are in sharp, abrupt contrast to those types of ideas such as empirical observation and rationality. An online article describes American Romanticism in the following manner, â€Å"They celebrated imagination/intuition versus reason/calculation, spontaneity versus control, subjectivity and metaphysical musing versus objective fact, revolutionary energy versus tradition, individualism versus social conformity, democracy versus monarchy, and so on† (Strickland). In 1845 during that period of time, Thoreau decides to spend two years of his life in an experiment with Mother Nature in a cabin at Walden Pond. H e tells exquisite tales of life in natural surroundings in his book, Walden, through a most primitive organic style. Walden is a key work of American Romanticism because of its embedded ideas of solitude, individualism, pantheism and intuition. Romanticism seeks nature as a means for obtaining knowledge, and while Thoreau heavily spends his time in the woods and around the pond by himself, he inevitably feels a sense of solitude. Solitude is not necessarily loneliness or intentional isolation of oneself. It is merely an acknowledgment of the fact that he or she is alone. Thoreau has his own thoughts about solitude in which he writes: In the midst of a gentle rain while these thoughts prevailed, I was suddenly sensible of such sweet and beneficent society in Nature, in the very pattering of the drops, and in every sound and sight around my house, an infinite and unaccountable friendliness all at once like an atmosphere sustaining me, as made the fancied advantages of human neighborhood insignificant, and I have never thought of them since. Every little pine needle expanded and swelled with sympathy and befriended me. (88-89) He acknowledges his distance from humanity in the preceding passage, yet he does not feel lonely because Nature upholds him. Additionally, he clearly states that the living organisms around him are what he dwells upon for his emotional su... ...ing Henry David Thoreau into a prominent American Romantic writer. Such elements include his writings about life in Nature having great solitude; he became friends with the surrounding plants and animals. Secondly, he wrote about what was occurring day to day at Walden’s Pond which showed him as being individualistic. Moreover, there was the idea that God can only be found in nature, and pantheism was constant idea in his book. Finally, Thoreau wrote about intuition as a means of obtaining knowledge, and his use of senses as a tool for building intuition. These ideas time and time again show the various aspects of Thoreau being portrayed as an American Romantic which has lead to a great historical achievement as a writer that he well deserves. Works Cited Harrison, Paul. â€Å"Frequently Asked Questions about Pantheism.† (1996). 10 December 2004 . Pohle, Nancy C. and Selover, Ellen L. â€Å"Awareness & Intuition.† 10 December 2004 . Stata, Raymie. â€Å"What is Individualism.† (1992). 10 December 2004 . Strickland, Brad. â€Å"AMERICAN ROMANTICISM (1828-1865) OVERVIEW.† (1997). 10 December 2004 . Thoreau, Henry David. Walden and Civil Disobedience. New York: W. Norton & Company, Inc, 1966.

Sir Gawain and the Green Knight :: Sir Gawain Green Knight Poem Essays

Sir Gawain and the Green Knight Sir Gawain and the Green Knight was written by an anonymous author in the 14th century. It was written in a dialect from Northern England. The poem uses alliteration similar to the Anglo-Saxon form of poetry. Alliteration uses a repetition of consonants. The poem ends the way it begins. At the end of each scene, the section of the poem concludes with a sharp rhyme. There are many patterns that are developed by the author in the poem. There are three literal hunts with the deer, boar and fox. The deer is represented as being timid; the boar is represented as being ferocious, and the fox as being cunning and sly. There are also three symbolic hunts, three attempts to seduce Gawain and the three hits of the Green Knight's ax. The poem seems to emphasize magical elements such as Morgan, Merlin, and the Green Knight. The poem gives us a very realistic depiction of the slaughtering of the animals, the big feasts that take place, as well as the changing seasons. The poem also contains many religious elements such as the celebrations that take place according to the church calendar. King Authur's court is in the midst of a celebration that has taken place for fifteen days. They are celebrating the New Year, and in the middle of their celebration, the Green Knight and his green horse come barging into the hall. Sir Gawain is the youngest knight of the Round Table. He is the only one that volunteers to play the "game" with the Green Knight. The game is that the challenger gets a chance to hit the Green Knight now, but in a year and a day, he must go to the Green Knight's chapel and then the Green Knight will test him and if he fails the tests, the Green Knight will hit him. The Green Knight has no fear, and he even lowers his neck to make it easier for Gawain. Gawain bravely cuts off the Green Knight's head, and the Green Knight proceeds to pick it up. Then the head speaks to the people on the dais, and he reminds them of the deal. The Green Knight then rides off on his horse with his head in his hand. The people in the hall are surprised that King Arthur allows Gawain to go on this journey to the Green Knight's chapel. Sir Gawain and the Green Knight :: Sir Gawain Green Knight Poem Essays Sir Gawain and the Green Knight Sir Gawain and the Green Knight was written by an anonymous author in the 14th century. It was written in a dialect from Northern England. The poem uses alliteration similar to the Anglo-Saxon form of poetry. Alliteration uses a repetition of consonants. The poem ends the way it begins. At the end of each scene, the section of the poem concludes with a sharp rhyme. There are many patterns that are developed by the author in the poem. There are three literal hunts with the deer, boar and fox. The deer is represented as being timid; the boar is represented as being ferocious, and the fox as being cunning and sly. There are also three symbolic hunts, three attempts to seduce Gawain and the three hits of the Green Knight's ax. The poem seems to emphasize magical elements such as Morgan, Merlin, and the Green Knight. The poem gives us a very realistic depiction of the slaughtering of the animals, the big feasts that take place, as well as the changing seasons. The poem also contains many religious elements such as the celebrations that take place according to the church calendar. King Authur's court is in the midst of a celebration that has taken place for fifteen days. They are celebrating the New Year, and in the middle of their celebration, the Green Knight and his green horse come barging into the hall. Sir Gawain is the youngest knight of the Round Table. He is the only one that volunteers to play the "game" with the Green Knight. The game is that the challenger gets a chance to hit the Green Knight now, but in a year and a day, he must go to the Green Knight's chapel and then the Green Knight will test him and if he fails the tests, the Green Knight will hit him. The Green Knight has no fear, and he even lowers his neck to make it easier for Gawain. Gawain bravely cuts off the Green Knight's head, and the Green Knight proceeds to pick it up. Then the head speaks to the people on the dais, and he reminds them of the deal. The Green Knight then rides off on his horse with his head in his hand. The people in the hall are surprised that King Arthur allows Gawain to go on this journey to the Green Knight's chapel.

Children Should Start Being Responsible For Their Daily Chores By The Age of Three Essay

I have always believed that our experiences can help us become better individuals. I grew up   adjusting and adapting easily to my environment. Washing the dishes and cleaning the house was never an issue for me. I can do what was told, even if nobody helped me. I know that a lot of adults my age experienced the same thing. For this, I believe that children should start being responsible for their daily chores by the age of three.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Children nowadays are more technologically and intellectually advanced than before. They can easily comprehend what is being asked of them, and perform with the best of their abilities. The times have really changed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When I was young, my parents taught me how to do simple household chores. After playing with my toys, my parents would tell me to put them inside the toy box they provided for me. They explained to me that my toys should be placed all together in one place, and not scattered all over the house.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a child, I did not feel that I was being tasked to do something. What was inculcated in my mind was the fact that I had to help my parents in maintaining the cleanliness and orderliness of our house. This lesson was imprinted in me.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason that should be taken into consideration is the fact that children develop a strong sense of responsibility even at a young age. When my younger brother was born, I felt the need to assist my parents more. I knew that I should be more responsible in doing the household chores. I realized that I was not just living for myself, but I am also living for someone else. My parents showered me with their unconditional love, and I saw it as a reason   for me to carry over that love to my brother.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With these in mind, I   realized that I had to do more than what was initially expected of me when I was still an only child. In between diaper changes, my mom would ask me to bring out the used diapers and clean the mess. Initially, I had second thoughts, given that the dirty diapers were not appealing especially to children. She explained to me that as the older child, I should help in caring for my younger brother.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Soon after, my mom taught me how to operate the washing machine. She instilled in me that the amount of detergent used should be proportional to the weight of the clothes. By this, she revealed to me that nothing should be wasted.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One day, she told me that I should be the one to wash the dishes. When there were visitors, I should help them in the preparations and in cleaning up the mess. Other times, she left me in charge of other household chores. Those were the times when I became more independent of her supervision.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The flexibility of the children should also be taken into consideration. At a young age, children can still be taught what to do and what not to do. In terms of thinking and reasoning, these children can still adapt to their environment. They have not yet developed their stand on certain things and issues that continuously happen around them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A similar instance happened to my four-year-old niece.   I observed that she listened to what people tell her, and followed what was taught by her elders. She particularly listened to the instructions made by her parents and the older people she lived with at home. There was this particular situation wherein she willingly helped her mother set the table. Everyone who witnessed this particular occurrence were left at awe. It also left a good impression on how the parents raised their daughter into a responsible and caring child.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Another point that I want to raise is the fact that the lessons taught to children are carried on as they get older. Manners, in particular, are taught when children are still in their innocent stage. As the child grows, these manners are practiced and passed over on to their own children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I remember this particular incident that happened in a restaurant. I was eating dinner with my friends when I suddenly blurted out a loud burping sound. I felt embarrassed, but quickly excused myself. My dad told me that I should be a gentleman while on the table. He also said that this was a simple deed that should always be practiced. He emphasized that having good manners reflect my personality and how I was raised by my parents.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, they always reminded me to be courteous and polite to other people. Every time someone came over to visit us, I would greet them warmly and let them come inside of our house. I would offer them refreshments, initiate light conversations, and make them sense that they were very welcome in our home. Doing these made me feel that I was doing the right thing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Personally, I believe that the lessons taught to children at an early age are easily absorbed than those taught when they get older. This may be due to the fact that children have this unbiased way of comprehending things. Their minds are innocent, and are not yet tarnished by outside influences, such as money, politics, and other issues. this goes to show that a child’s mind can be easily manipulated by anyone. They base their perspectives on the lessons they learned as a child.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a child, I was afraid to do things that would displease my parents. Until now, every time I am about to make a decision about certain matters, I think about how may parents would feel. Like this one time when I thought about shifting to another course. I had my own valid reasons in convincing everyone that shifting was the right thing to do. At the back of my mind, I thought about how my parents would react when I tell them my dilemma. I thought about my decision again, and finally opted not to shift because I realized that my parents were right.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I can also say that children follow what they see. Whenever my parents would do household chores, I would insist in helping them. Regardless of how difficult the situation was, I always insisted in giving my assistance. I felt that what my parents taught me was the right thing to do.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     I believe anyone’s parents are the greatest influences a person can have in his life. We mimic their actions because we believe that what they are doing is right. This is where we include the idea that how parents raise their children are reflected on the actions of these children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the eyes of these kids, their parents are their role models, simply because there was no one else to look up to since their infancy. With this, if the parents set good examples to their children, the latter will be able to adapt and incorporate these elements in their actions. Otherwise, if the parents show their children dysfunctional manners, then there would be nothing else for the children to mimic but that.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason is the fact that children love to be appreciated. When I was younger, I felt really good about myself whenever my parents would appreciate the little things that I do.   In return, I would always help them out with everything, including the cleaning and maintenance of the house.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At such a tender age, my parents knew that I would copy their actions. This may be due to the fact that they were the only people I was exposed to. I can consider this as the simple logic behind it. I would also like to consider the fact that my parents truly love me. They wanted me to be a good person to others. How else would their lessons be instilled in me if they would not teach me the moment I could get a grasp of the world?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the points I discussed in this essay, I firmly believe that children children should start being responsible for their daily chores by the age of three. This was supported by strong evidences from my own experiences as a child. Taken these in mind, I suggest that we should take care of our children. Their tender minds can be shaped into something extraordinary. By training them with basic things such as household chores, we contributing to the progress of this world. Let this be the start of a better future.

How to Score A1 Grade in English Subject of Ssc

English – Study Plan Planning your study helps in making it extensive and thorough. Given below are some guidelines that may help you to score high in each section of SSC English papers. Answering questions based on the lessons in the main reader: Start by studying the questions for comprehension asked after each lesson at least a few times, which helps in grasping the important topics that can be asked in each lesson. Then take up a more detailed approach for a deeper understanding of each lesson-to understand questions better and know the necessary points to be written for each question.Make a note of the important topics-whichever can be asked as questions. Don’t depend entirely on the questions given after each lesson. Meanings: Keep a dictionary beside you while reading lessons to look up the meanings of words you are not so sure of the meaning. Also a dictionary/thesaurus gives a list of similar meaning words. Meaning of the underlined word: Knowing the different ways a word can be used and the meaning it conveys in each context helps you score marks in the ‘meaning of the underlined word’ section.Ask the teacher for the subtle differences in meanings and usages of those words. Pronunciation: Listen carefully when the teacher pronounces unfamiliar words. Listening is the way to recognize sounds in a language. This will help in recognizing similarly pronounced words and rhyming words. Spellings: While reading a lesson, observe the spellings and make note of words which may be mis-spelt. E. g. : enmity, pilgrimage, austere etc. This helps in recognizing the wrongly spelt words and correcting them. Read the exercises after each lesson also with a critical eye.Practice solving old question papers, bit banks etc and keep evaluating yourself-your strengths and areas that need more work. Rewriting sentences as directed: Practice the different sentence structures (Direct- Indirect speech, Active-passive voice, conditional clauses, parti cipial clauses, relative clauses etc). Structures taught in 8th and 9th classes also need to be revised. Passages for comprehension: Practice the passages for comprehension-the unseen passages of Paper I and the passages from the supplementary readers in Paper-II. The questions following these passages are for one mark each.So they have to be answered briefly, in a sentence or two. After reading the passage, read all the questions, before attempting to answer them. Two or more questions might seem similar. You need to understand how each question is different from another, to answer them well. Read the relevant part of the passage repeatedly to arrive at a concise, precise answer. Answering questions based on the lessons in the supplementary readers: This is the only section in English question paper that allows the students to choose the questions which they can answer the best.The questions may not be the ones that are given after each lesson in the supplementary readers. So a tho rough reading of the lessons is absolutely necessary. Scrambled sentences: The sentences in a passage are jumbled up. The order of the sentences doesn’t convey the meaning correctly. It is necessary to re-arrange the sentences logically, so that they become coherent and connect to each other. Only the letters corresponding to the sentences are to be written in the right order.Writing an argumentative passage based on the given dialogue: Understand the topic being discussed and express your views on the topic. Depending on the topic under discussion, you may argue on one or both sides. It is advisable to divide the argument into a few paragraphs-at least three. State briefly your opinion in the first paragraph. Then go on to express your views, and finally give your conclusion in another paragraph. Letter-writing: Go through the letters given in the previous SSC exams. Practice writing different letters.Understand the difference in style of writing different kinds of formal le tters. Business letters: A business letter-answering an advertisement, is different from a letter written to the Editor of a newspaper to be read by the general public. In a business letter we focus on the purpose of writing the letter-applying for a job or educational course. When you are applying for some educational course you need to tell them what attracted you to the course and why you think that course would be helpful to you.When you are applying for a job, you have to mention that your qualifications suit those required for the job. Lay emphasis on the qualities in you that you think would make you a suitable candidate for the job. Express your eagerness to impress the employer with your sincerity. Â ¤ Understand each new word introduced-the subtle differences in similar meaning words-and how they are used. Â ¤ Pay attention to the textual exercises given after each lesson. They are valuable guidelines to develop a good understanding of the language. Link every new word, to words of similar meaning you learnt earlier. Â ¤ The SSC exam tests the knowledge of the student-it includes words and usages introduced in the earlier classes as well. Â ¤ Listen and read extensively-to develop a better vocabulary. Â ¤ Use the words you have newly learnt at every opportunity-in writing letters and in writing your argument based on a dialogue. Â ¤ Understand the difference between formal and informal expressions. Know the vocabulary to be used in each context. Â ¤ Last but not the least-WRITE IN A NEAT, LEGIBLE HANDWRITING. Avoid striking off or overwriting.